ABOUT THE SPEAKER
Chika Ezeanya-Esiobu - Indigenous knowledge expert
Working across disciplines, Chika Ezeanya-Esiobu explores homegrown and grassroots approaches to the sustainable advancement of Sub-Saharan Africa.

Why you should listen

Chika Ezeanya-Esiobu is convinced of the ability of Africans to transform the continent by acknowledging the significance of its indigenous knowledge in all fields of human endeavor. A researcher, fiction and non-fiction writer, public intellectual and teacher, Ezeanya-Esiobu has published several research papers on aspects of Africa's indigenous knowledge. She has also been commissioned to conduct indigenous knowledge-based research by the International Development Research Center Canada, United Nations University World Institute for Development Economics Research,(UNU-WIDER) United Nations Research Institute for Social Development (UNRISD) and The Swedish International Development Agency (Sida), among others. 

Ezeanya-Esiobu is the author of the historical fiction book Before We Set Sail. In its manuscript form, Before We Set Sail was one of six shortlisted out of over 250 submissions, made to the Penguin Publishers Award for African Writing in 2010. Following her TEDGlobal 2017 talk, Ezeanya-Esiobu shared an alphabet book series she had written for her daughter: Dr. Chika's ABC for the African Child (2017).

Ezeanya-Esiobu has lived and worked in four countries across three continents, and through her travels she has learned to value integrity, dignity, respect for self and others ... to be open to knowledge, to be happy and to smile a lot with her heart. Her lifetime passion is to contribute to efforts that would see to the unleashing of the suppressed creative and innovative energies buried deep in the hearts and minds of all Africans. She blogs at chikaforafrica.com.

More profile about the speaker
Chika Ezeanya-Esiobu | Speaker | TED.com
TEDGlobal 2017

Chika Ezeanya-Esiobu: How Africa can use its traditional knowledge to make progress

奇卡依珊亞依西歐布: 非洲如何用自身的傳統知識來取得進展

Filmed:
1,241,889 views

奇卡依珊亞依西歐布期望目睹非洲人透過認知自身傳統知識的重要性,來釋放被壓迫的創意和創新能量。在這場強而有力的演說中,她列舉幾個本土但原先未被使用的知識為例,分享它們被應用在農業和政策制訂上的成功經驗,呼籲非洲人捨棄看輕自己的想法,尊重自身所有,透過驗證,來向前邁進。
- Indigenous knowledge expert
Working across disciplines, Chika Ezeanya-Esiobu explores homegrown and grassroots approaches to the sustainable advancement of Sub-Saharan Africa. Full bio

Double-click the English transcript below to play the video.

00:13
Some months個月 back,
I was visiting訪問 this East African非洲人 city,
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幾個月之前,我造訪了
一個東非的城市,
00:18
and we were stuck卡住 in traffic交通.
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塞車讓我們被卡在車陣中。
00:21
And this vendor供應商 suddenly突然
approaches方法 my window窗口
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有個小販突然靠近我的車窗,
00:24
with a half-opened半開 alphabet字母 sheet.
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拿著一張打開一半的字母表。
00:28
I took a quick look at the alphabet字母 sheet,
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我快速看了一眼這張字母表,
00:31
and I thought of my daughter女兒,
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我想起了我的女兒,
00:32
how it would be nice不錯
to spread傳播 it on the floor地板
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如果能把這張表攤在地板上,
00:35
and just play all over it with her
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和她在上面玩耍,
00:37
while getting得到 her to learn學習 the alphabet字母.
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同時能讓她學會字母,該有多好?
00:39
So the traffic交通 moved移動 a bit,
and I quickly很快 grabbed抓起 a copy複製,
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車陣開始有在動了,
所以我很快就買了一份,
00:42
and we moved移動 on.
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我們就繼續前進。
00:46
When I had time to fully充分 open打開
the alphabet字母 sheet
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當我有空把這張字母表完全打開,
00:49
and take a more detailed詳細 look at it,
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並更仔細地去看它時,
00:51
I knew知道 I was not going to use that
to teach my daughter女兒.
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我就知道我不會用它
來教我女兒字母了。
00:55
I regretted後悔 my purchase採購.
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我很後悔買了它。
00:58
Why so?
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為什麼會這樣?
01:00
Looking at the alphabet字母 sheet
reminded提醒 me of the fact事實
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看著這張字母表,
我想起了一件事實,
01:03
that not much has changed
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非洲的教育課程
01:05
in the education教育 curricula課程 in Africa非洲.
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並沒有多少改變。
01:08
Some decades幾十年 back, I was taught
out of a similar類似 alphabet字母 sheet.
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幾十年前,我也是用
類似的字母表在學習的。
01:13
And because of that,
I struggled掙扎 for years年份.
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正因如此,我掙扎了很多年。
01:16
I struggled掙扎 to reconcile調和 my reality現實
with the formal正式 education教育 I received收到
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我很難把現實和在學校受的正規教育
01:20
in school學校, in the schools學校 I attended出席.
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對應連結起來。
01:24
I had identity身分 crises危機.
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我有身份危機。
01:26
I looked看著 down on my reality現實.
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我輕視我的現實。
01:29
I looked看著 at my ancestry祖先,
I looked看著 at my lineage血統 with disrespect.
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我看待我的血統、出身時,
是帶著輕蔑的。
01:34
I had very little patience忍耐
for what my life had to offer提供 around me.
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對於周遭人生能帶給我什麼,
我非常沒耐心去了解。
01:41
Why?
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為什麼?
01:43
"A is for apple蘋果."
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「A 代表蘋果」。
(註:蘋果 apple 是 A 開頭)
01:46
"A is for apple蘋果."
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「A 代表蘋果」。
01:49
"A is for apple蘋果" is for that child兒童
in that part部分 of the world世界
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「A 代表蘋果」是說給
世上有蘋果生長的地方的孩童聽的;
01:54
where apples蘋果 grow增長 out;
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01:56
who has an apple蘋果 in her lunch午餐 bag;
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他們的便當袋中有蘋果,
02:00
who goes to the grocery雜貨 store商店
with her mom媽媽 and sees看到 red,
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他們和媽媽去雜貨店時會看到紅色、
02:03
green綠色, yellow黃色 -- apples蘋果
of all shapes形狀 and colors顏色 and sizes大小.
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綠色、黃色……各種
形狀、顏色、大小的蘋果。
02:08
And so, introducing引入
education教育 to this child兒童
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所以,對於像這樣的孩子,
02:10
with an alphabet字母 sheet like this
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用這張字母單來教育他們,
02:14
fulfills滿足 one of the major重大的
functions功能 of education教育,
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確能實現一些教育的重要功能,
02:17
which哪一個 is to introduce介紹 the learner學習者
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這些功能是:讓學習者學會
02:20
to an appreciation升值
of the learner's學習者 environment環境
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欣賞和感念他的周遭環境,
02:23
and a curiosity好奇心 to explore探索 more
in order訂購 to add value.
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並能夠有好奇心去
進一步探索,來增加價值。
02:29
In my own擁有 case案件,
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在我自己的情況,
02:32
when and where I grew成長 up in Africa非洲,
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我在非洲長大的地方,在那個年代,
02:35
apple蘋果 was an exotic異國情調 fruit水果.
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蘋果是外來水果。
02:38
Two or three times a year,
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一年有兩、三次,
02:40
I could get some yellowish淡黃 apples蘋果
with brown棕色 dots, you know,
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我可以拿到黃色的蘋果,
上面有褐色斑點,你知道的,
02:45
signifying表意 thousands數千 of miles英里 traveled旅行 --
warehouses倉庫, sorting排序 --
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象徵它經過數千英哩的
旅程、倉儲、分類,
02:49
to get to me.
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才來到我手上。
02:51
I grew成長 up in the city
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我在城市長大,
02:53
to very financially經濟 comfortable自在 parents父母,
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父母經濟上算優渥,
02:56
so it was my dignified凝重 reality現實,
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那是我有尊嚴的現實,
02:58
exactly究竟 the same相同 way
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就像
03:00
cassava木薯 fufu福福 or ugali烏咖哩
would not regularly經常 feature特徵
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美式、中式、印度式的食物通常不會
03:05
in an American美國, Chinese中文 or Indian印度人 diet飲食,
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以木薯芙芙月或烏咖哩為號召一樣,
03:08
apples蘋果 didn't count計數 as part部分 of my reality現實.
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蘋果並不算是我的現實的一部份。
03:12
So what this did to me,
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所以,這對我的影響,
03:15
introducing引入 education教育 to me
with "A is for apple蘋果,"
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用「A 代表蘋果」的方式
來讓我接觸教育,
03:18
made製作 education教育 an abstraction抽象化.
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讓教育變得很抽象。
03:21
It made製作 it something out of my reach達到 --
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教育已非我觸手可及,
03:24
a foreign國外 concept概念,
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而是一個外來的概念,
03:26
a phenomenon現象 for which哪一個 I would have
to constantly經常 and perpetually seek尋求
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是一種現象,且我得要
經常地且無止境地
03:30
the validation驗證 of those it belonged屬於 to
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去向這概念所屬的人尋求驗證,
03:32
for me to make progress進展
within it and with it.
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我才能在這種教育學習中有所進步。
03:36
That was tough強硬 for a child兒童;
it would be tough強硬 for anyone任何人.
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那對孩子來說是很艱難的;
對任何人來說都是。
03:40
As I grew成長 up and I advanced高級 academically學術上,
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隨著我成長以及在學術上進步,
03:42
my reality現實 was further進一步 separated分離
from my education教育.
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我的現實與教育之間的落差又更大了。
03:48
In history歷史, I was taught
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歷史方面,我被教導的是
03:50
that the Scottish蘇格蘭的 explorer探險者 Mungo Park公園
discovered發現 the Niger尼日爾 River.
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蘇格蘭探險家蒙戈帕克
發現了尼日河。
03:55
And so it bothered困擾 me.
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那讓我感到困擾。
03:57
My great-great-grandparents曾曾祖父母 grew成長 up
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我的曾曾祖父長大的地方
03:59
quite相當 close to the edge邊緣
of the Niger尼日爾 River.
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很靠近尼日河畔。
04:01
(Laughter笑聲)
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(笑聲)
04:03
And it took someone有人 to travel旅行
thousands數千 of miles英里 from Europe歐洲
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竟然需要一個人
從歐洲跋涉數千英哩,
04:10
to discover發現 a river
right under their nose鼻子?
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去發現一條就在眼前的河流?
04:12
(Laughter笑聲)
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(笑聲)
04:15
No!
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不會吧!
04:16
(Applause掌聲 and cheers乾杯)
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(掌聲及歡呼聲)
04:22
What did they do with their time?
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他們把時間拿來做什麼了?
04:23
(Laughter笑聲)
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(笑聲)
04:25
Playing播放 board games遊戲, roasting焙燒 fresh新鮮 yams山藥,
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玩桌上遊戲、烤新鮮山芋、
04:28
fighting戰鬥 tribal部落的 wars戰爭?
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打部落戰爭?
04:30
I mean, I just knew知道 my education教育
was preparing準備 me to go somewhere某處 else其他
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我的意思是,我知道我受的教育
是準備將來為我所用,去別處,
04:35
and practice實踐 and give to another另一個
environment環境 that it belonged屬於 to.
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用在這教育原本歸屬的另一個地方,
04:39
It was not for my environment環境,
where and when I grew成長 up.
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而不是為用在我成長的環境準備的。
04:43
And this continued繼續.
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這現象持續下去,
04:44
This philosophy哲學 undergirdedundergirded my studies學習
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這教育原理貫穿、固定了
04:46
all through通過 the time I studied研究 in Africa非洲.
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整個我在非洲所受教育的底部。
04:48
It took a lot of experiences經驗
and some studies學習
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我經過了很多的經歷並做了些研究,
04:52
for me to begin開始 to have
a change更改 of mindset心態.
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才得以開始改變我的心態。
04:55
I will share分享 a couple一對
of the remarkable卓越 ones那些 with us.
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我會和各位分享其中很棒的幾個。
04:59
I was in the United聯合的 States狀態
in Washington華盛頓, DCDC
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當我在美國的華盛頓特區
05:02
studying研究 towards my doctorate博士學位,
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攻讀我的博士學位,
05:04
and I got this consultancy顧問 position位置
with the World世界 Bank銀行 Africa非洲 Region地區.
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我得到了世界銀行
非洲地區的顧問職位。
05:08
And so I remember記得 one day,
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記得有一天,
05:11
my boss老闆 -- we were having
a conversation會話 on some project項目,
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我和老闆討論某個專案計畫,
05:16
and he mentioned提到 a particular特定
World世界 Bank銀行 project項目,
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他提到了一個特別的
世界銀行專案計畫,
05:19
a large-scale大規模 irrigation灌溉 project項目
that cost成本 millions百萬 of dollars美元
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一個要花費數百萬元,
位於尼日的大規模灌溉專案計畫,
05:24
in Niger尼日爾 Republic共和國
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05:25
that was faltering步履蹣跚 sustainably可持續.
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這個專案漸漸失去動力。
05:28
He said this project項目
wasn't so sustainable可持續發展,
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他說,這個計畫並不永續,
05:31
and it bothered困擾 those
that instituted制定 the whole整個 package.
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使得那些創制此一計畫的人很傷腦筋。
05:36
But then he mentioned提到
a particular特定 project項目,
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他接著提到另一個特別的專案計畫,
05:39
a particular特定 traditional傳統 irrigation灌溉 method方法
that was hugely巨大 successful成功
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同樣在尼日,世界銀行
專案計畫失敗的地方,
這個使用傳統灌溉方法的
計畫卻大為成功。
05:44
in the same相同 Niger尼日爾 Republic共和國
where the World世界 Bank銀行 project項目 was failing失敗.
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05:48
And that got me thinking思維.
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那就讓我開始思考。
05:51
So I did further進一步 research研究,
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所以我進一步研究,
05:53
and I found發現 out about TassaTassa.
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我發現了「Tassa」,
05:57
TassaTassa is a traditional傳統 irrigation灌溉 method方法
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Tassa 是一種傳統的灌溉方法,
06:01
where 20- to 30-centimeter-wide-centimeter寬
and 20- to 30-centimeter-deep-centimeter深 holes
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要挖 20~30 公分寬、
20~30 公分深的洞,
06:07
are dug across橫過 a field領域 to be cultivated.
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且在整個要耕作的田地都要挖滿洞。
06:11
Then, a small dam is constructed
around the field領域,
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接著要在田地周圍建造一個小水壩,
06:16
and then crops作物 are planted種植的
across橫過 the surface表面 area.
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再把作物種在整個表面區域。
06:19
What happens發生 is that when rain falls下降,
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原理是,當降雨的時候,
06:23
the holes are able能夠 to store商店 the water
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這些洞可以儲存雨水,
06:26
and appropriate適當 it to the extent程度
that the plant needs需求 the water.
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並依據植物對水的需要來分配水。
06:30
The plant can only assimilate吸收
as much water as needed需要
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植物只會吸收它們需要的水量,
06:33
until直到 harvest收成 time.
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就這樣直到收穫時節。
06:36
Niger尼日爾 is 75 percent百分 scorched desert沙漠,
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尼日有 75% 都是炎熱的沙漠,
06:40
so this is something
that is a life-or-death生或死 situation情況,
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所以這是個攸關生死的情況,
06:43
and it has been used for centuries百年.
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這個方法已經用了數個世紀。
06:45
In an experiment實驗 that was conducted進行,
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在一項實驗中,
06:48
two similar類似 plots地塊 of land土地
were used in the experiment實驗,
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使用了兩塊類似的土地,
06:53
and one plot情節 of land土地
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在其中一塊土地上
06:56
did not have the TassaTassa technique技術 on it.
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沒有使用 Tassa 技術,
06:58
Similar類似 plots地塊.
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另一塊類似的土地
06:59
The other one had TassaTassa technique技術
constructed on it.
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用了 Tassa 技術,
07:03
Then similar類似 grains穀物 of millet小米
also were planted種植的 on both plots地塊.
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在兩塊土地上種植小米。
07:08
During harvest收成 time,
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在收穫時節,
07:10
the plot情節 of land土地 without TassaTassa technique技術
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沒有用 Tassa 技術的那塊土地
07:13
yielded產生 11 kilograms公斤
of millet小米 per hectare公頃.
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每公頃收成了 11 公斤的小米;
07:18
The plot情節 of land土地 with TassaTassa technique技術
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有用 Tassa 技術的那塊土地
07:21
yielded產生 553 kilograms公斤
of millet小米 per hectare公頃.
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每公頃收成了 553 公斤的小米。
07:27
(Applause掌聲)
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(掌聲)
07:30
I looked看著 at the research研究,
and I looked看著 at myself.
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我看著研究,看著我自己。
07:34
I said, "I studied研究
agriculture農業 for 12 years年份,
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我研究農業長達 12 年之久,
07:37
from primary to Senior前輩 Six,
as we say in East Africa非洲,
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在我們東非的說法
是從小學到中學六年,
07:40
SSSS3 in West西 Africa非洲 or 12th grade年級.
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而在西非則是 SS3 或十二年級。
07:43
No one ever taught me
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學校從來沒教過我
07:44
of any form形成 of traditional傳統
African非洲人 knowledge知識 of cultivation養殖 --
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任何一種能被成功地用在現代非洲的
07:48
of harvesting收穫, of anything --
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傳統非洲耕作知識,
07:50
that will work in modern現代 times
and actually其實 succeed成功,
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不管是收穫知識或其他的耕作知識;
07:54
where something imported進口 from the West西
would struggle鬥爭 to succeed成功.
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而來自的西方的耕作方式
卻苦苦掙扎,難以在非洲成功。
07:59
That was when I knew知道 the challenge挑戰,
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那時,我知道了挑戰是什麼,
08:02
the challenge挑戰 of Africa's非洲 curricula課程,
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非洲課程的挑戰是什麼。
08:05
And I thus從而 began開始 my quest尋求
to dedicate奉獻 my life, concern關心 my life work,
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因此,我開始了我的追尋,
將我的一生致力於
08:10
to studying研究, conducting開展 research研究
on Africa's非洲 own擁有 knowledge知識 system系統
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研究非洲自己本身的知識系統,
08:14
and being存在 able能夠 to advocate主張
for its mainstreaming主流
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並且提倡它,讓它能在
主流教育、學術、
08:17
in education教育, in research研究, policy政策
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政策等領域被大多數人所接受,
08:20
across橫過 sectors行業 and industries行業.
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能跨部門也能跨產業被接受。
08:23
Another另一個 conversation會話
and experience經驗 I had at the bank銀行
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我在銀行的另一段對話和經歷,
08:27
I guess猜測 made製作 me take that final最後 decision決定
of where I was going to go,
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讓我對於人生的方向
算是做出了終於決定,
08:32
even though雖然 it wasn't the most lucrative有利可圖
research研究 to go into,
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雖然我選擇的研究領域
並不能幫我賺大錢,
08:36
but it was just about what I believed相信 in.
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但那是我相信的領域。
08:38
And so one day, my boss老闆 said
that he likes喜歡 to go to Africa非洲
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所以有一天,我的老闆說,
他喜歡去非洲
08:43
to negotiate談判 World世界 Bank銀行 loans貸款
and to work on World世界 Bank銀行 projects項目.
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商談世界銀行貸款的事,
及處理世界銀行的專案計畫。
08:48
And I was intrigued好奇. I asked him why.
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我很好奇,我問他為什麼?
08:50
He said, "Oh, when I go to Africa非洲,
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他說:「喔,當我去非洲,
08:53
it's so easy簡單.
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是很輕鬆的。
08:55
I just write up my loan貸款 documents文件
and my project項目 proposal提案 in Washington華盛頓, DCDC,
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我只要在華盛頓特區寫好
貸款文件及專案計畫提案書,
08:59
I go to Africa非洲, and they all
just get signed.
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去非洲,讓所有文件被簽名即可。
09:02
I get the best最好 deal合同, and I'm back to base基礎.
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我拿到最好的合同,
然後我就可以回基地了。
09:06
My bosses老闆 are happy快樂 with me."
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我的老闆都對我很滿意。」
09:08
But then he said,
"I hate討厭 going to Asia亞洲 or ..."
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但接著他說:「我討厭去亞洲。」
09:12
and he mentioned提到 a particular特定 country國家,
Asia亞洲 and some of these countries國家.
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他提到了某個特定國家,
亞洲,及其中一些國家。
09:16
"They keep me for this, trying
to get the best最好 deal合同 for their countries國家.
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「他們會拖著我,試圖為
他們國家拿到最好的合同。
09:20
They get the best最好 deal合同.
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他們得到最好的合同。
09:21
They tell me, 'Oh'哦,
that clause條款 will not work for us
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他們告訴我:『喔,那條條文不行,
09:24
in our environment環境.
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在我們的環境行不通。
09:25
It's not our reality現實.
It's just so Western西.'
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不符合現實。太西式了。』
09:28
And they tell me, 'Oh'哦,
we have enough足夠 experts專家
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他們還告訴我:『
喔,我們有足夠的專家
09:32
to take care關心 of this.
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來處理這事。
09:33
You don't have enough足夠 experts專家.
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你沒有足夠的專家。
09:34
We know our aim目標.'
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我們知道我們自己的目標。』
09:36
And they just keep going
through通過 all these things.
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他們不斷仔細研究這些東西。
09:38
By the time they finish,
yes, they get the best最好 deal合同,
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等他們結束了,是的,
他們拿到了最好的合同,
09:41
but I'm so exhausted and I don't get
the best最好 deal合同 for the bank銀行,
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但我累死了,而且我沒有
為銀行拿到最好的合同,
而我們是在做生意。」
09:44
and we're in business商業."
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09:45
"Really?" I thought in my head, "OK."
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「真的?」我腦中在想:「好吧。」
09:47
I was privileged特權 to sit in on
a loan貸款 negotiating談判 session會議
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我很幸運可以參與一場貸款協商會,
09:51
in an African非洲人 country國家.
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它在一個非洲國家舉行。
09:53
So I would do these consultancy顧問
positions位置 during summer夏季,
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在夏天時,我會做這些顧問的職務,
09:56
you know, since以來 I was a doctoral博士生 student學生.
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你知道的,因為我是博士生。
09:58
And then I traveled旅行 with the team球隊,
with the World世界 Bank銀行 team球隊,
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接著我和團隊一起旅行,
和世界銀行團隊一起旅行,
10:03
as more like someone有人 to help out
with organizational組織 matters事項.
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我比較像是協助處理組織事務的人。
10:07
But I satSAT in during
the negotiating談判 session會議.
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但在協商會的時候我可以列席。
10:11
I had mostly大多 Euro-Americans歐洲-美國人, you know,
with me from Washington華盛頓, DCDC.
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和我同行的多半是來自
華盛頓特區的歐美裔人士。
10:16
And I looked看著 across橫過 the table
at my African非洲人 brothers兄弟 and sisters姐妹.
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我看向桌子的對面,
那邊坐的是我的非洲兄弟姐妹。
10:21
I could see intimidation恐嚇 on their faces面孔.
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我看得見他們臉上被嚇住的表情。
10:24
They didn't believe
they had anything to offer提供
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他們不認為他們有什麼可提供給
10:27
the great-great-grandchildren偉大偉大的孫子
of Mungo Park公園 --
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坐在面前的那些蒙戈帕克後裔。
10:29
the owners擁有者 of "apple蘋果" in "A is for apple蘋果."
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「A 代表蘋果」中
「蘋果」的擁有者。
10:32
They just satSAT and watched看著:
"Oh, just give us, let us sign標誌.
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他們只是坐著看:「喔,
給我們就好,讓我們簽。
10:34
You own擁有 the knowledge知識. You know it all.
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你們擁有知識。你們全知。
10:36
Just, where do we sign標誌?
Show顯示 us, let us sign標誌."
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只要告訴我們在哪簽字。
指出來,我們簽字。」
10:38
They had no voice語音.
They didn't believe in themselves他們自己.
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他們沒有聲音。他們不相信自己。
10:46
Excuse藉口 me.
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對不起。
10:48
And so,
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所以,
10:51
I have been doing this for a decade.
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十年來我都在做這件事。
10:53
I have been conducting開展 research研究
on Africa's非洲 knowledge知識 system系統,
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我都在研究非洲的知識系統,
10:57
original原版的, authentic真實,
traditional傳統 knowledge知識.
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原始的、真實的、傳統的知識。
10:59
In the few少數 cases where this
has been implemented實施 in Africa非洲,
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在已經被導入這個系統的
少數非洲案例中,
11:02
there has been remarkable卓越
successes成功 recorded記錄.
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結果非凡地成功。
11:05
I think of Gacaca.
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我會想到加卡卡。
11:07
Gacaca is Rwanda's盧安達的 traditional傳統
judicial司法 system系統
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加卡卡是盧安達的
傳統司法審判體制,
11:12
that was used after the genocide種族滅絕.
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從大屠殺之後就在使用。
11:14
In 1994, when the genocide種族滅絕 ended結束,
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在 1994 年,大屠殺結束之後,
11:18
Rwanda's盧安達的 national國民 court法庭 system系統
was in shambles廢墟:
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盧安達的國家法庭體制搖晃不穩:
11:20
no judges法官, no lawyers律師 to try
hundreds數以百計 of thousands數千 of genocide種族滅絕 cases.
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沒有法官、沒有律師來審理
成千上百的大屠殺案件。
11:26
So the government政府 of Rwanda盧旺達
came來了 up with this idea理念
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所以盧安達的政府想出了一個點子,
11:29
to resuscitate復甦 a traditional傳統
judicial司法 system系統 known已知 as Gacaca.
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重新恢復使用一個傳統的
司法審判體制,加卡卡。
11:33
Gacaca is a community-based以社區為基礎
judicial司法 system系統,
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加卡卡是個以社區為基礎
的司法審判體制,
11:37
where community社區 members會員 come together一起
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社區的成員聚集在一起,
11:40
to elect men男人 and women婦女 of proven證明 integrity廉正
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選出被證實很廉正的男人及女人,
11:43
to try cases of crimes犯罪 committed提交
within these communities社區.
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來審理在這些社區內
犯下的犯罪案件。
11:49
So by the time Gacaca concluded總結
its trial審訊 of genocide種族滅絕 cases in 2012,
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到 2012 年加卡卡完成了
大屠殺案件的審理,
11:55
12,000 community-based以社區為基礎 courts法院
had tried試著 approximately 1.2 million百萬 cases.
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12,000 個以社區為基礎的法庭,
審理完了近 120 萬件案件。
12:03
That's a record記錄.
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那是一項記錄。
12:05
(Applause掌聲)
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(掌聲)
12:10
Most importantly重要的 is that Gacaca emphasized強調
Rwanda's盧安達的 traditional傳統 philosophy哲學
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最重要的是,加卡卡
強調盧安達的傳統哲學,
12:16
of reconciliation和解 and reintegration重返社會,
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調解與再融合,
12:19
as against反對 the whole整個
punitive懲罰性 and banishment流放 idea理念
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而不是用現今西方模式立基的
12:23
that undergirds鞏固了 present-day今天 Western西 style樣式.
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懲罰性與禁止的想法。
12:27
And not to compare比較, but just to say
that it really emphasized強調
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我不是要做比較,
只是說加卡卡真的很強調
12:31
Rwanda's盧安達的 traditional傳統 method方法 of philosophy哲學.
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盧安達的傳統哲學方法。
12:35
And so it was Mwalimu姆瓦利姆·朱利斯·尼雷爾 Julius朱利葉斯 Nyerere尼雷爾,
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是朱利葉斯尼雷爾,
12:37
former前任的 president主席 of Tanzania坦桑尼亞 --
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坦尚尼亞的前任總統,
12:39
(Applause掌聲)
226
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(掌聲)
12:41
who said that you cannot不能 develop發展 people.
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他說,你無法發展人民。
12:44
People will have to develop發展 themselves他們自己.
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人們得要發展他們自己。
12:48
I agree同意 with Mwalimu姆瓦利姆·朱利斯·尼雷爾.
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我同意前總統說的。
12:50
I am convinced相信
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我相信,
12:51
that Africa's非洲 further進一步 transformation轉型,
Africa's非洲 advancement進步,
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非洲的進一步轉變、非洲的進步,
12:55
rests休息 simply只是 in the acknowledgment承認,
validation驗證 and mainstreaming主流
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要仰賴的是去承認、驗證、
讓大多數人接受
13:00
of Africa's非洲 own擁有 traditional傳統, authentic真實,
original原版的, indigenous土著 knowledge知識
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非洲自己的傳統、真實、
原始、本土的知識,
13:05
in education教育, in research研究,
in policy政策 making製造 and across橫過 sectors行業.
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在教育、研究、政策制訂、
及跨各部門都要這麼做。
13:10
This is not going to be easy簡單 for Africa非洲.
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對非洲而言,這不容易做到。
13:13
It is not going to be easy簡單 for a people
used to being存在 told how to think,
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對於人民而言這也不容易做到,
因為他們習慣了被告知
13:16
what to do, how to go about it,
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要怎麼做、要做什麼、
如何養成習慣,
13:19
a people long subjected
to the intellectual知識分子 guidance指導
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這些人民長期受到
其他知識份子的指引和指導,
13:22
and direction方向 of others其他,
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13:24
be they the colonial殖民 masters主人,
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他們順從殖民主人,
13:25
aid援助 industry行業 or international國際 news新聞 media媒體.
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那些援助產業或國際新聞媒體的人。
13:28
But it is a task任務 that we have to do
to make progress進展.
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但這是我們必須要努力進展的任務,
13:32
I am strengthened加強 by the words
of Joseph約瑟夫 ShabalalaShabalala,
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約瑟夫查巴拉拉的話讓我找到力量,
13:35
founder創辦人 of the South African非洲人 choral合唱隊的 group
Ladysmith萊迪史密斯 Black黑色 MambazoMambazo.
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他是南非唱詩團體
雷村黑斧合唱團的創辦人。
13:38
He said that the task任務 ahead of us
can never, ever be greater更大
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他說,我們眼前要面對的任務,
絕不可能比我們內在的力量更強大。
13:44
than the power功率 within us.
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13:46
We can do it.
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我們能做到。
13:47
We can unlearn忘記 looking down on ourselves我們自己.
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我們可以捨棄看輕自己的想法。
13:50
We can learn學習 to place地點 value
on our reality現實 and our knowledge知識.
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我們能學會將價值放在
我們的現實和知識上。
13:54
Thank you.
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謝謝。
13:55
(Swahili斯瓦希裡) Thank you very much.
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(斯華西里語)非常謝謝。
13:57
(Applause掌聲)
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(掌聲)
13:58
Thank you. Thank you.
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謝謝。謝謝。
14:00
(Applause掌聲)
254
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(掌聲)
Translated by Lilian Chiu
Reviewed by Helen Chang

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ABOUT THE SPEAKER
Chika Ezeanya-Esiobu - Indigenous knowledge expert
Working across disciplines, Chika Ezeanya-Esiobu explores homegrown and grassroots approaches to the sustainable advancement of Sub-Saharan Africa.

Why you should listen

Chika Ezeanya-Esiobu is convinced of the ability of Africans to transform the continent by acknowledging the significance of its indigenous knowledge in all fields of human endeavor. A researcher, fiction and non-fiction writer, public intellectual and teacher, Ezeanya-Esiobu has published several research papers on aspects of Africa's indigenous knowledge. She has also been commissioned to conduct indigenous knowledge-based research by the International Development Research Center Canada, United Nations University World Institute for Development Economics Research,(UNU-WIDER) United Nations Research Institute for Social Development (UNRISD) and The Swedish International Development Agency (Sida), among others. 

Ezeanya-Esiobu is the author of the historical fiction book Before We Set Sail. In its manuscript form, Before We Set Sail was one of six shortlisted out of over 250 submissions, made to the Penguin Publishers Award for African Writing in 2010. Following her TEDGlobal 2017 talk, Ezeanya-Esiobu shared an alphabet book series she had written for her daughter: Dr. Chika's ABC for the African Child (2017).

Ezeanya-Esiobu has lived and worked in four countries across three continents, and through her travels she has learned to value integrity, dignity, respect for self and others ... to be open to knowledge, to be happy and to smile a lot with her heart. Her lifetime passion is to contribute to efforts that would see to the unleashing of the suppressed creative and innovative energies buried deep in the hearts and minds of all Africans. She blogs at chikaforafrica.com.

More profile about the speaker
Chika Ezeanya-Esiobu | Speaker | TED.com

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