TED2011
Sunni Brown: Doodlers, unite!
桑妮，布朗：我們一起來塗鴉！
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研究顯示，塗鴉可以增進我們的理解力，也可以加強我們的創意思考。 但是為什麼老師、老闆點抓到我們塗鴉的時候我們總覺得自己錯了？桑妮，布朗（Sunni Brown）說：我們一起來塗鴉！她建議透過紙筆來活化我們的頭腦
Sunni Brown - Visualizer and gamestorming
In her book "Gamestorming," Sunni Brown shows how using art and games can empower serious problem-solving. Full bio
In her book "Gamestorming," Sunni Brown shows how using art and games can empower serious problem-solving. Full bio
Double-click the English transcript below to play the video.
00:15
So I just want to tell you my story.
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我想要跟你們講一個故事
00:17
I spend a lot of time
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我大部分的時間
00:19
teaching adults how to use visual language
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在教導成人如何使用視覺語言
00:21
and doodling in the workplace.
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還有在工作的地方塗鴉。
00:23
And naturally, I encounter a lot of resistance,
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所以，很自然的我遇到很多反對的聲音，
00:26
because it's considered to be anti-intellectual
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因為塗鴉被認為是一種不智慧的表現
00:29
and counter to serious learning.
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且對於學習有反效果。
00:31
But I have a problem with that belief,
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但是，我認為那種講法是錯誤的。
00:33
because I know that doodling has a profound impact
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因為，我知道塗鴉可以對我們的資訊處理方式
00:36
on the way that we can process information
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還有解決問題的方式，
00:39
and the way that we can solve problems.
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有著重大的影響。
00:41
So I was curious about why there was a disconnect
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所以我很好奇為什麼，
00:44
between the way our society perceives doodling
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社會對塗鴉的認知，
00:46
and the way that the reality is.
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與事實有著差異。
00:48
So I discovered some very interesting things.
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我找到了些有趣的事情。
00:51
For example, there's no such thing
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舉例來說：
00:53
as a flattering definition of a doodle.
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塗鴉這個字沒有個正向的意義。
00:56
In the 17th century, a doodle was a simpleton or a fool --
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在十七世紀，塗鴉指的是一個簡單的人或傻瓜－
00:59
as in Yankee Doodle.
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就像Yankee Doodle一樣。
01:01
In the 18th century, it became a verb,
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在十八世紀，doodle成了一個動詞，
01:03
and it meant to swindle or ridicule or to make fun of someone.
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這動詞的意思指，去嘲笑別人或欺騙別人。
01:06
In the 19th century, it was a corrupt politician.
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十九世紀，被解釋為貪污的政客。
01:09
And today, we have what is perhaps our most offensive definition,
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而今天的解釋，可能是最冒犯人的解釋，
01:12
at least to me, which is the following:
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至少對我而言是如此。
01:14
To doodle officially means
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塗鴉正式解釋為：
01:16
to dawdle,
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混日子，
01:18
to dilly dally, to monkey around,
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拖拖拉拉，耍猴戲，
01:20
to make meaningless marks,
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畫沒有意意的圖案，
01:22
to do something of little value, substance or import,
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做沒有價值的事情，
01:25
and -- my personal favorite --
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還有我最喜歡的解釋－
01:27
to do nothing.
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什麼也不作。
01:29
No wonder people are averse to doodling at work.
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這樣就清楚地瞭解為什麼人們對在工作時塗鴉這樣的不喜。
01:32
Doing nothing at work is akin to masturbating at work;
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工作時不做事就好比似一隻米蟲一樣；
01:34
it's totally inappropriate.
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是不對的事情。
01:36
(Laughter)
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（笑聲）
01:38
Additionally, I've heard horror stories
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我還聽過糟糕的故事呢。
01:40
from people whose teachers scolded them, of course, for doodling in classrooms.
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有些人因為在課堂上塗鴉被老師責罵。
01:43
And they have bosses who scold them for doodling in the boardroom.
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也有老闆責罵員工在開會時塗鴉。
01:46
There is a powerful cultural norm against doodling
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文化上認為塗鴉是種不好的行為。
01:49
in settings in which we are supposed to learn something.
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因為在課堂上，或在會議裡，我們應該學習。
01:52
And unfortunately,
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很可惜的，
01:54
the press tends to reinforce this norm
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媒體一直強調塗鴉是不好的行為。
01:56
when they're reporting on a doodling scene --
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他們一直反面地報導塗鴉－
01:58
of an important person at a confirmation hearing and the like --
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像是一個重要的人在開會中塗鴉，而且
02:01
they typically use words like "discovered"
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他們通常用「發現」
02:03
or "caught" or "found out,"
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或是「逮到」
02:05
as if there's some sort of criminal act being committed.
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好比似塗鴉是個犯罪行為一般。
02:08
And additionally, there is a psychological aversion to doodling --
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再者呢，塗鴉可以從心裡學來解釋－
02:11
thank you, Freud.
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這要謝謝佛洛伊德。
02:13
In the 1930s, Freud told us all
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在三十年代，佛洛伊德提出
02:15
that you could analyze people's psyches
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一個人的心態可以藉由塗鴉，
02:17
based on their doodles.
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而分析出來。
02:19
This is not accurate, but it did happen to Tony Blair
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這不太正確，但提卻發生在布萊爾（英國首相）身上，
02:21
at the Davos Forum in 2005,
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在2005達沃斯論談上
02:23
when his doodles were, of course, "discovered"
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布萊爾的塗鴉被「發現」了，
02:26
and he was labeled the following things.
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人們也給他貼上了這些標簽。
02:29
Now it turned out to be Bill Gates' doodle.
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不過，現在我們瞭解這其實上是蓋茲的塗鴉。
02:33
(Laughter)
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（笑聲）
02:35
And Bill, if you're here, nobody thinks you're megalomaniacal.
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比爾，如果你在這的話，沒人會認為你是自大狂的。
02:39
But that does contribute
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這種的負面影響，
02:41
to people not wanting to share their doodles.
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造成了人們不喜歡分享塗鴉。
02:43
And here is the real deal. Here's what I believe.
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我認為我找到了問題所在。
02:46
I think that our culture
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我們的文化，
02:48
is so intensely focused on verbal information
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太注重於語言溝通，
02:50
that we're almost blinded to the value of doodling.
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以至於我們忽略圖像溝通的價值。
02:53
And I'm not comfortable with that.
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這讓我覺得不太愉快。
02:55
And so because of that belief that I think needs to be burst,
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所以我認為那種想法應該被戳破。
02:58
I'm here to send us all hurtling back to the truth.
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我今天要跟大家講塗鴉的事實。
03:00
And here's the truth:
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事實上呢：
03:02
doodling is an incredibly powerful tool,
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塗鴉是種神妙的工具
03:04
and it is a tool that we need to remember and to re-learn.
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是種我們需要記住和重新學習的工具。
03:07
So here's a new definition for doodling.
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這是塗鴉的新解釋。
03:10
And I hope there's someone in here from The Oxford English Dictionary,
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我希望在場有牛津英文辭典的代表，
03:12
because I want to talk to you later.
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因為我們等等需要好好的談談。
03:14
Here's the real definition:
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塗鴉的新解釋：
03:16
Doodling is really to make spontaneous marks to help yourself think.
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塗鴉指自主的畫可以幫助思考的圖案。
03:19
That is why millions of people doodle.
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這就是為什麼千萬人都在塗鴉。
03:22
Here's another interesting truth about the doodle:
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還有呢：
03:24
People who doodle when they're exposed to verbal information
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當人們在接收語言資訊時塗鴉，
03:26
retain more of that information
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可以保留較多的資訊，
03:28
than their non-doodling counterparts.
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相較沒有塗鴉的人。
03:31
We think doodling is something you do when you lose focus,
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我們認為塗鴉會讓人分心，
03:33
but in reality, it is a preemptive measure
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但事實上呢，塗鴉是種先發制人的方法，
03:35
to stop you from losing focus.
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讓人不會分心。
03:38
Additionally, it has a profound effect
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再來呢，它在創意解決問題，
03:40
on creative problem-solving
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和深層面資訊分析上，
03:42
and deep information processing.
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有特別的功效。
03:44
There are four ways that learners intake information
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學習者的決定基於在，
03:46
so that they can make decisions.
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四種接收資訊的方法上。
03:48
They are visual, auditory,
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視覺，聽覺，
03:51
reading and writing and kinesthetic.
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讀寫和動手作。
03:54
Now in order for us to really chew on information
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如果我們想要真正的瞭解資訊，
03:56
and do something with it,
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並且運用資訊，
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we have to engage at least two of those modalities,
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我們得至少使用兩種接收資訊的方法。
04:01
or we have to engage one of those modalities
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或者是這其中的一種，
04:03
coupled with an emotional experience.
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混合我們情緒的經驗。
04:05
The incredible contribution of the doodle
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而塗鴉最大的好處是，
04:08
is that it engages all four learning modalities simultaneously
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在塗鴉的同時我們自然而然的使用四種學習方式，
04:11
with the possibility of an emotional experience.
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再加上可能的情緒經驗。
04:14
That is a pretty solid contribution
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對於一個被定義為什麼都不做的動作，
04:16
for a behavior equated with doing nothing.
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這是很重要的貢獻。
04:19
This is so nerdy,
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聽起來很書呆，
04:21
but this made me cry when I discovered this.
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但當我發現這個事實的時候我感動了半天。
04:23
So they did anthropological research
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所以，他們做了一個人類學研究
04:25
into the unfolding of artistic activity in children,
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有關於小孩的藝術活動，
04:28
and they found that, across space and time,
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學者發現，在不同的時間與地區，
04:30
all children exhibit the same evolution in visual logic
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當小孩成長時，
04:33
as they grow.
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所有的小孩都展現一樣的，視覺邏輯。
04:35
In other words, they have a shared and growing
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這就是說，小孩們複雜的圖像語言
04:37
complexity in visual language
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成長於同樣的步調。
04:39
that happens in a predictable order.
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這成長是可以被預測的。
04:41
And I think that is incredible.
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我個人認為這是很奇妙的。
04:43
I think that means doodling is native to us
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塗鴉可能是我們的天性。
04:45
and we simply are denying ourselves that instinct.
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但我們卻完全否認這個本能。
04:49
And finally, a lot a people aren't privy to this,
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最後，很多人都不知道這件事，
04:51
but the doodle is a precursor
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不過，塗鴉是個前導
04:53
to some of our greatest cultural assets.
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將導引我們的文化各上一層。
04:55
This is but one:
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這裡有一個例子
04:57
this is Frank Gehry the architect's precursor to the Guggenheim in Abu Dhabi.
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塗鴉是法蘭克‧蓋瑞在阿不達比的古根漢博物館的前導。
05:00
So here is my point:
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我的重點是：
05:02
Under no circumstances should doodling be eradicated
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在任何情況下，
05:05
from a classroom or a boardroom
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塗鴉都不該在教室或會議室被禁止。
05:07
or even the war room.
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甚至戰略室也不能。
05:09
On the contrary,
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嚴格來講，
05:11
doodling should be leveraged in precisely those situations
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塗鴉就是要
05:14
where information density is very high
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在資訊複雜的情況下使用。
05:16
and the need for processing that information is very high.
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這種情況需要有效率的處理資訊。
05:19
And I will go you one further.
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最後再一點，
05:21
Because doodling is so universally accessible
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因為塗鴉是任何地方都可以做的，
05:24
and it is not intimidating as an art form,
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而且塗鴉不是模仿藝術，
05:26
it can be leveraged as a portal
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它可以作為一個，
05:28
through which we move people
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將人們移到
05:30
into higher levels of visual literacy.
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圖像文學更高層次的通道。
05:33
My friends, the doodle has never been
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各位，塗鴉從來不是
05:35
the nemesis of intellectual thought.
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智慧思考的天敵。
05:37
In reality, it is one of its greatest allies.
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相反地，塗鴉是你最好的朋友。
05:39
Thank you.
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謝謝大家。
05:41
(Applause)
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（拍手）
ABOUT THE SPEAKER
Sunni Brown - Visualizer and gamestormingIn her book "Gamestorming," Sunni Brown shows how using art and games can empower serious problem-solving.
Why you should listen
Sunni Brown is co-author of GameStorming: A Playbook for Rule-breakers, Innovators and Changemakers. She’s known for her large-scale live content visualizations, and she is also the leader of the Doodle Revolution – a growing effort to debunk the myth that doodling is a distraction. Using common sense, experience and neuroscience, Sunni is proving that to doodle is to ignite your whole mind. Look for her second book, The Doodle Revolution, in 2012.
Her consultancy, BrightSpot I.D., specializes in visual thinking and information design. She was trained in graphic facilitation at the Grove Consultants International, a San Francisco-based company that pioneered the use of large-scale visuals in business settings. Sunni co-founded VizThink Austin, which under her leadership grew to be the largest visual thinking community in the United States.
Sunni Brown | Speaker | TED.com