TED2010
Sir Ken Robinson: Bring on the learning revolution!
肯‧羅賓森爵士：推動學習革命
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肯‧羅賓森爵士於2006年曾發表「學校扼殺創意」這場著名演講，他如今再度以尖銳又有趣的口吻，主張教育應徹底轉型，從學校的標準化教育轉變為個人化學習，並營造良好的學習環境，讓孩子發揮自己的長才。
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:13
I was here four years ago,
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我四年前也來過這裡演講
00:15
and I remember, at the time,
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我記得那個時候
00:17
that the talks weren't put online.
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TED演講都還沒上線
00:20
I think they were given to TEDsters in a box,
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演講錄好後大概都裝在盒子裡，發送給TED觀眾
00:24
a box set of DVDs,
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可能是一盒DVD
00:26
which they put on their shelves, where they are now.
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大家拿回家就放在架上，擺到現在都沒動過
00:29
(Laughter)
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[觀眾笑聲]
00:31
And actually, Chris called me
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其實後來克里斯有打電話給我
00:33
a week after I'd given my talk
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那時大概是演講過後一星期
00:35
and he said, "We're going to start putting them online.
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他說：「我們會開始把演講錄影放到網上」
00:37
Can we put yours online?" And I said, "Sure."
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「可以把你的也放上去嗎？」我立刻就答應了
00:40
And four years later,
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現在過了四年
00:42
as I said, it's been seen by four ...
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我剛有說，看過演講的有...
00:44
Well, it's been downloaded four million times.
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應該說演講下載次數達到400萬
00:47
So I suppose you could multiply that by 20 or something
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我猜把這個數字乘上20左右
00:50
to get the number of people who've seen it.
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大概就是看過演講的人數
00:52
And, as Chris says, there is a hunger
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克里斯跟我說，有很多人
00:56
for videos of me.
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渴望看到我的影片
00:58
(Laughter)
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[觀眾笑聲]
01:01
(Applause)
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[觀眾掌聲]
01:06
... don't you feel?
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果然非常渴望
01:07
(Laughter)
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[觀眾笑聲]
01:12
So, this whole event has been an elaborate build-up
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所以一切就在因緣際會之下
01:15
to me doing another one for you, so here it is.
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我又回到這裡演講，要開始囉
01:19
(Laughter)
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[觀眾笑聲]
01:22
Al Gore spoke
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高爾跟我一樣
01:24
at the TED conference I spoke at four years ago
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四年前在同個TED論壇發表演講
01:27
and talked about the climate crisis.
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他那次談氣候危機
01:29
And I referenced that
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我上回有提到他的演講
01:31
at the end of my last talk.
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用來為我的演講作結
01:33
So I want to pick up from there
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所以我想從上回的結語說起
01:35
because I only had 18 minutes, frankly.
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畢竟我那時只有18分鐘的時間
01:38
So, as I was saying...
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好，我演講最後提到...
01:40
(Laughter)
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[觀眾笑聲]
01:48
You see, he's right.
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的確，他說的沒錯
01:50
I mean, there is a major climate crisis, obviously,
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也就是說，氣候面臨相當大的危機
01:53
and I think if people don't believe it, they should get out more.
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那些不相信的人，應該多到戶外走走
01:56
(Laughter)
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[觀眾笑聲]
01:59
But I believe there's a second climate crisis,
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但我認為還有另一個危機
02:03
which is as severe,
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跟氣候危機同樣嚴重
02:05
which has the same origins,
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有同樣的起因
02:08
and that we have to deal with with the same urgency.
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而且同樣需要我們立即因應
02:11
And I mean by this --
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我所謂的危機...
02:13
and you may say, by the way, "Look, I'm good.
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對了，各位可能會說「喂！可以了吧」
02:15
I have one climate crisis;
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「有一個氣候危機就夠了」
02:17
I don't really need the second one."
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「誰還想要另一個危機」
02:20
But this is a crisis of, not natural resources --
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但這個危機跟自然資源無關
02:22
though I believe that's true --
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雖然我相信自然資源也有危機
02:25
but a crisis of human resources.
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我要說的是人力資源的危機
02:27
I believe fundamentally,
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基本上我的看法
02:29
as many speakers have said during the past few days,
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跟過去幾天其他講者說的一樣
02:31
that we make very poor use
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就是我們並沒有善用
02:34
of our talents.
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自己的才能
02:37
Very many people go through their whole lives
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很多人終其一生
02:39
having no real sense of what their talents may be,
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都不太清楚自己潛在的才能
02:42
or if they have any to speak of.
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或不知道自己有沒有才能可言
02:44
I meet all kinds of people
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我碰過各式各樣的人
02:46
who don't think they're really good at anything.
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覺得自己沒什麼長處
02:50
Actually, I kind of divide the world into two groups now.
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其實我覺得全世界大概分為兩種人
02:53
Jeremy Bentham, the great utilitarian philosopher,
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功利主義哲學大師邊沁
02:56
once spiked this argument.
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詮釋得很有意思
02:58
He said, "There are two types of people in this world:
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他說：「全世界可分為兩種人」
03:00
those who divide the world into two types
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「把世界一分為二的人」
03:02
and those who do not."
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「和不把世界一分為二的人」
03:04
(Laughter)
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[觀眾笑聲]
03:09
Well, I do.
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我就是會分的那種
03:11
(Laughter)
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[觀眾笑聲]
03:16
I meet all kinds of people
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我碰過各式各樣的人
03:18
who don't enjoy what they do.
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說自己不喜歡目前的工作
03:21
They simply go through their lives
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他們過著單調的生活
03:23
getting on with it.
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日復一日
03:25
They get no great pleasure from what they do.
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他們在工作上得不到快樂
03:27
They endure it rather than enjoy it
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只是在忍受，而不是在享受
03:30
and wait for the weekend.
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等待著週末來臨
03:33
But I also meet people
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但我也碰過一些人
03:35
who love what they do
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說自己熱愛現有的工作
03:37
and couldn't imagine doing anything else.
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對工作死心塌地
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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叫他們不要做，他們會一臉納悶
03:42
Because it isn't what they do, it's who they are. They say,
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因為重點不是工作本身，而是天性如此
03:45
"But this is me, you know.
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他們會說：「但這就是我啊」
03:47
It would be foolish for me to abandon this, because
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「我才不會笨到放棄」
03:49
it speaks to my most authentic self."
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「因為這工作讓我找到真正的自己」
03:51
And it's not true of enough people.
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對大部份人來說，並非如此
03:54
In fact, on the contrary, I think
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我覺得正好相反
03:56
it's still true of a minority of people.
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熱愛工作的人絕對是少數
03:58
I think there are many
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我想有許多原因
04:00
possible explanations for it.
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可以用來解釋這件事
04:02
And high among them
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一大原因
04:04
is education,
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出在教育
04:06
because education, in a way,
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因為教育可說是
04:08
dislocates very many people
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剝奪了許多人
04:10
from their natural talents.
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與生俱來的才能
04:12
And human resources are like natural resources;
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而且人力資源跟天然資源一樣
04:15
they're often buried deep.
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往往「深藏不露」
04:17
You have to go looking for them,
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我們必須去挖掘
04:19
they're not just lying around on the surface.
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不是光看表面就會發現
04:21
You have to create the circumstances where they show themselves.
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我們必須營造良好的環境，幫助他們發展
04:24
And you might imagine
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各位可能覺得
04:26
education would be the way that happens,
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只有教育可以做到這件事
04:28
but too often it's not.
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但往往並非如此
04:30
Every education system in the world
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世界各國的教育體制
04:32
is being reformed at the moment
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目前都處於改革的階段
04:34
and it's not enough.
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但光這樣是不夠的
04:36
Reform is no use anymore,
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改革是沒有用的
04:38
because that's simply improving a broken model.
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因為那只是改良舊有的制度
04:41
What we need --
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我們需要的...
04:43
and the word's been used many times during the course of the past few days --
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其實這幾天一直都有提到...
04:45
is not evolution,
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不是緩慢的教改
04:47
but a revolution in education.
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是教育根本的革命
04:50
This has to be transformed
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教育一定要轉型
04:52
into something else.
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完完全全的改變
04:54
(Applause)
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[觀眾掌聲]
05:00
One of the real challenges
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當前一大難題
05:02
is to innovate fundamentally
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就是要徹底
05:04
in education.
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創新教育
05:06
Innovation is hard
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創新是很困難的
05:08
because it means doing something
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因為創新所要做的事
05:10
that people don't find very easy, for the most part.
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都相當的不容易
05:12
It means challenging what we take for granted,
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創新是要去挑戰我們固有的思維
05:15
things that we think are obvious.
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那些我們視為理所當然的事
05:18
The great problem for reform
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改革的一大問題
05:20
or transformation
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或是轉型
05:22
is the tyranny of common sense;
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是常識的宰制
05:24
things that people think,
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就像一般人常會覺得
05:26
"Well, it can't be done any other way because that's the way it's done."
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做事不按規矩來是會失敗的
05:28
I came across a great quote recently from Abraham Lincoln,
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最近讀到一句林肯的話，我覺得很有道理
05:31
who I thought you'd be pleased to have quoted at this point.
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這時候想必各位很高興聽到林肯的話
05:34
(Laughter)
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[觀眾笑聲]
05:36
He said this in December 1862
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1862年的12月
05:39
to the second annual meeting of Congress.
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他向國會致詞時說了這句話
05:43
I ought to explain that I have no idea what was happening at the time.
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我該先跟各位說明，我完全不知那年有什麼大事
05:48
We don't teach American history in Britain.
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畢竟我們在英國是不學美國歷史的
05:50
(Laughter)
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[觀眾笑聲]
05:52
We suppress it. You know, this is our policy.
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我們向來都加以打壓，政策就是這樣
05:55
(Laughter)
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[觀眾笑聲]
05:58
So, no doubt, something fascinating was happening in December 1862,
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反正那年12月一定有發生什麼有趣的事
06:00
which the Americans among us
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在座的美國人
06:02
will be aware of.
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想必知道
06:05
But he said this:
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總之林肯說
06:07
"The dogmas
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「那些屬於」
06:09
of the quiet past
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「寧靜往日的教條」
06:11
are inadequate to the stormy present.
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「已不足以因應今日的風雨」
06:14
The occasion
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「情勢」
06:16
is piled high with difficulty,
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「已然升高，愈發困難」
06:18
and we must rise with the occasion."
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「我們得順勢而起」
06:21
I love that.
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說的真好
06:23
Not rise to it, rise with it.
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不是加以抗衡，是順勢而起
06:27
"As our case is new,
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「由於我們面臨新的問題」
06:29
so we must think anew
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「故得有新的思維」
06:32
and act anew.
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「新的作為」
06:35
We must disenthrall ourselves,
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「我們得掙脫自身的枷鎖」
06:38
and then we shall save our country."
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「才能拯救我們的國家」
06:41
I love that word, "disenthrall."
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我很喜歡「掙脫枷鎖」這概念
06:43
You know what it means?
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各位知道什麼意思嗎？
06:45
That there are ideas that all of us are enthralled to,
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我們被很多觀念的枷鎖綁住
06:48
which we simply take for granted
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覺得這些觀念理應如此
06:50
as the natural order of things, the way things are.
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好像是天經地義、自然法則
06:52
And many of our ideas
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我們有很多觀念
06:54
have been formed, not to meet the circumstances of this century,
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之所以形成，不是要符合當今態勢
06:57
but to cope with the circumstances of previous centuries.
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而是為了因應過去的狀況
07:00
But our minds are still hypnotized by them,
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但我們仍然對這些觀念深信不疑
07:02
and we have to disenthrall ourselves of some of them.
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而我們必須要掙脫這些枷鎖
07:05
Now, doing this is easier said than done.
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這事說來容易
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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但要釐清何謂理所當然的事，實在很難
07:11
And the reason is that you take it for granted.
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正是因為理所當然，所以不會察覺
07:14
So let me ask you something you may take for granted.
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我來問些各位可能視為理所當然的事
07:17
How many of you here are over the age of 25?
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在場有多少人超過25歲？
07:20
That's not what I think you take for granted,
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這跟「理所當然」扯不上關係啦
07:22
I'm sure you're familiar with that already.
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我相信各位都清楚自己幾歲
07:24
Are there any people here under the age of 25?
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那在場不到25歲的人呢？
07:27
Great. Now, those over 25,
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很好，現在25歲以上的人
07:30
could you put your hands up if you're wearing your wristwatch?
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如果戴著手錶的話，請把手舉起來
07:33
Now that's a great deal of us, isn't it?
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看到有很多人舉手對吧？
07:36
Ask a room full of teenagers the same thing.
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如果在場都是青少年，問一樣的問題
07:39
Teenagers do not wear wristwatches.
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結果會發現青少年不戴手錶
07:41
I don't mean they can't or they're not allowed to,
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並不是他們不會戴或不准戴
07:43
they just often choose not to.
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他們只是往往選擇不戴
07:45
And the reason is, you see, that we were brought up
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因為各位也知道，我們成長過程中
07:47
in a pre-digital culture, those of us over 25.
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一切都還沒數位化...我指25歲以上的人
07:50
And so for us, if you want to know the time
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對我們來說，想知道現在幾點
07:52
you have to wear something to tell it.
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一定要戴著手錶才行
07:54
Kids now live in a world which is digitized,
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現在的孩子活在數位化的世界
07:57
and the time, for them, is everywhere.
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對他們來說，到處都看得到時間
07:59
They see no reason to do this.
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何必還戴手錶
08:01
And by the way, you don't need to do it either;
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而且其實我們也不需要戴錶
08:03
it's just that you've always done it and you carry on doing it.
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只是長期以來都有戴錶，習慣成自然
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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我女兒從來不戴錶，她叫凱特，今年20歲
08:09
She doesn't see the point.
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她覺得戴錶很沒意義
08:11
As she says, "It's a single function device."
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她說：「錶只有單一功能耶」
08:14
(Laughter)
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[觀眾笑聲]
08:19
"Like, how lame is that?"
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「吼，這會不會太瞎了？」
08:22
And I say, "No, no, it tells the date as well."
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我跟她說：「不會呀，錶還會顯示日期耶」
08:24
(Laughter)
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[觀眾笑聲]
08:29
"It has multiple functions."
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「應該是多功能才對」
08:32
But, you see, there are things we're enthralled to in education.
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就教育來說，我們也有許多枷鎖
08:35
Let me give you a couple of examples.
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給各位幾個例子
08:37
One of them is the idea of linearity:
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一個是線性思維
08:40
that it starts here and you go through a track
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從起點開始，沿著既定的道路
08:43
and if you do everything right, you will end up
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只要一切都按部就班
08:45
set for the rest of your life.
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就能穩穩當當過完後半輩子
08:49
Everybody who's spoken at TED has told us implicitly,
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TED請來的講者都用或間接
08:51
or sometimes explicitly, a different story:
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或直接的方式，分享新奇的故事
08:54
that life is not linear; it's organic.
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告訴我們生命並非直線，而是富有變化
08:57
We create our lives symbiotically
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生命掌握在自己手中
08:59
as we explore our talents
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我們探索自己天賦的同時
09:01
in relation to the circumstances they help to create for us.
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天賦也引領我們找到自己的一片天
09:04
But, you know, we have become obsessed
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但我們一心相信
09:06
with this linear narrative.
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線性思維的論述
09:08
And probably the pinnacle for education
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還有相信教育的最高成就
09:10
is getting you to college.
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就是上大學
09:12
I think we are obsessed with getting people to college.
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我覺得我們太執著上大學這件事
09:15
Certain sorts of college.
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還要特定幾所好大學
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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不是說不該上大學，而是不用每個人都上大學
09:19
and not everybody needs to go now.
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也不用每個人都一畢業就上大學
09:21
Maybe they go later, not right away.
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有些人可能想緩一緩，不想那麼急
09:23
And I was up in San Francisco a while ago
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我不久前在舊金山
09:25
doing a book signing.
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辦了場簽書會
09:27
There was this guy buying a book, he was in his 30s.
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有個男的買了書，他大約30多歲
09:29
And I said, "What do you do?"
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我問他：「你是做什麼的？」
09:31
And he said, "I'm a fireman."
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他說：「我是消防員」
09:34
And I said, "How long have you been a fireman?"
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我問：「那你從事這行多久了？」
09:36
He said, "Always. I've always been a fireman."
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他說：「好久了，我一直都是消防員」
09:38
And I said, "Well, when did you decide?"
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我又問：「那你什麼時候決定當消防員的？」
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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他說：「小時候就想了，但這在學校就成了問題」
09:43
because at school, everybody wanted to be a fireman."
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「因為每個同學都想當消防員」
09:46
He said, "But I wanted to be a fireman."
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「但我真的想當消防員」
09:49
And he said, "When I got to the senior year of school,
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「升上高年級的時候」
09:52
my teachers didn't take it seriously.
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「老師都不當一回事」
09:55
This one teacher didn't take it seriously.
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「有個老師更是這樣」
09:57
He said I was throwing my life away
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「他說我這樣只是浪費生命」
09:59
if that's all I chose to do with it;
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「最好不要想當消防員」
10:01
that I should go to college, I should become a professional person,
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「說我該讀大學，成為專業人士」
10:04
that I had great potential
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「說我很有潛力」
10:06
and I was wasting my talent to do that."
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「不要白白浪費資質」
10:08
And he said, "It was humiliating because
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「那時我覺得自己好丟臉」
10:10
he said it in front of the whole class and I really felt dreadful.
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「因為他在全班面前講我，讓人實在很難受」
10:12
But it's what I wanted, and as soon as I left school,
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「但這是我的夢想，」
10:14
I applied to the fire service and I was accepted."
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「便申請當消防員，後來就錄取了」
10:17
And he said, "You know, I was thinking about that guy recently,
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他接著說：「你知道嗎？我剛剛又想到那個老師」
10:19
just a few minutes ago when you were speaking, about this teacher,"
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「剛剛你還在演講的時候，我正好想到他」
10:22
he said, "because six months ago,
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「因為半年前」
10:24
I saved his life."
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「我救了他一命」
10:26
(Laughter)
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[觀眾笑聲]
10:28
He said, "He was in a car wreck,
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「他那時出了車禍」
10:30
and I pulled him out, gave him CPR,
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「是我把他從車中拖出來，幫他人工呼吸」
10:33
and I saved his wife's life as well."
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「我還救了他太太一命」
10:36
He said, "I think he thinks better of me now."
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「他現在應該對我刮目相看了吧」
10:38
(Laughter)
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[觀眾笑聲]
10:40
(Applause)
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[觀眾掌聲]
10:46
You know, to me,
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對我來說
10:48
human communities depend upon
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社會靠的是
10:50
a diversity of talent,
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多元的才能
10:52
not a singular conception of ability.
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不是單一的能力
10:55
And at the heart of our challenges --
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我們當前最大難關
10:57
(Applause)
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[觀眾掌聲]
10:59
At the heart of the challenge
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最大的難關
11:01
is to reconstitute our sense of ability
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就是重塑我們對才能的看法
11:03
and of intelligence.
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還有對智能的看法
11:05
This linearity thing is a problem.
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線性思維是個大問題
11:07
When I arrived in L.A.
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我到洛杉磯的時候
11:09
about nine years ago,
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也就是大概九年前
11:11
I came across a policy statement --
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那時有個政策口號
11:14
very well-intentioned --
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出發點很好
11:16
which said, "College begins in kindergarten."
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「大學從幼稚園開始」
11:21
No, it doesn't.
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才怪
11:23
(Laughter)
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[觀眾笑聲]
11:26
It doesn't.
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本來就不是
11:28
If we had time, I could go into this, but we don't.
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如果有時間我可以細講，但時間很趕
11:31
(Laughter)
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[觀眾笑聲]
11:33
Kindergarten begins in kindergarten.
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幼稚園從幼稚園開始才對
11:35
(Laughter)
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[觀眾笑聲]
11:37
A friend of mine once said,
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我有個朋友曾說
11:39
"You know, a three year-old is not half a six year-old."
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「一個三歲的孩子不等於半個六歲的孩子」
11:42
(Laughter)
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[觀眾笑聲]
11:44
(Applause)
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[觀眾掌聲]
11:49
They're three.
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三歲就三歲
11:51
But as we just heard in this last session,
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但前場演講也提到了
11:53
there's such competition now to get into kindergarten --
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現在進幼稚園非常競爭
11:56
to get to the right kindergarten --
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特別是進「好的」幼稚園
11:58
that people are being interviewed for it at three.
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三歲小孩就要口試
12:03
Kids sitting in front of unimpressed panels,
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坐在難以取悅的評審面前
12:05
you know, with their resumes,
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桌上放著小孩的履歷
12:07
(Laughter)
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[觀眾笑聲]
12:10
flipping through and saying, "Well, this is it?"
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他們翻了一下說：「就這樣啊？」
12:12
(Laughter)
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[觀眾笑聲]
12:14
(Applause)
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[觀眾掌聲]
12:17
"You've been around for 36 months, and this is it?"
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「你活了36個月，就這點履歷？」
12:20
(Laughter)
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[觀眾笑聲]
12:27
"You've achieved nothing -- commit.
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「一點成就也沒有」
12:30
Spent the first six months breastfeeding, the way I can see it."
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「想必你前六個月在喝母奶，沒做什麼正事」
12:33
(Laughter)
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[觀眾笑聲]
12:38
See, it's outrageous as a conception, but it [unclear].
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聽起來很離譜對吧？但就有人這麼離譜
12:41
The other big issue is conformity.
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另一個大問題就是從眾
12:43
We have built our education systems
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我們的教育制度
12:45
on the model of fast food.
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建立在速食文化上
12:47
This is something Jamie Oliver talked about the other day.
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主廚奧立佛前兩天有談到這點
12:50
You know there are two models of quality assurance in catering.
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外燴的品質保證分為兩種
12:52
One is fast food,
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一種是速食
12:54
where everything is standardized.
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東西都標準化
12:56
The other are things like Zagat and Michelin restaurants,
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另一種是米其林等級的餐廳
12:58
where everything is not standardized,
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東西都不是標準化
13:00
they're customized to local circumstances.
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而是依各地需求客製化
13:02
And we have sold ourselves into a fast food model of education,
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我們的教育就是依循速食的模式
13:05
and it's impoverishing our spirit and our energies
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正不斷消耗我們的精神和活力
13:08
as much as fast food is depleting our physical bodies.
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就像吃速食會弄壞身體一樣
13:11
(Applause)
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[觀眾掌聲]
13:17
I think we have to recognize a couple of things here.
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我想我們得認清幾件事
13:19
One is that human talent is tremendously diverse.
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首先，才能有千百種
13:22
People have very different aptitudes.
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資質因人而異
13:24
I worked out recently that
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我最近才發現
13:26
I was given a guitar as a kid
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我小時候初次拿到吉他
13:28
at about the same time that Eric Clapton got his first guitar.
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年紀跟克萊普頓拿到他第一把吉他差不多
13:32
You know, it worked out for Eric, that's all I'm saying.
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但不用說，只有他成了吉他之神
13:35
(Laughter)
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[觀眾笑聲]
13:37
In a way, it did not for me.
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吉他不是我興趣所在
13:39
I could not get this thing to work
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我就是彈不好
13:42
no matter how often or how hard I blew into it.
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練習再久、再努力也沒用
13:44
(Laughter) It just wouldn't work.
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就是沒辦法練好
13:49
But it's not only about that.
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但不只是技巧層面
13:51
It's about passion.
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重要的是我缺乏熱忱
13:53
Often, people are good at things they don't really care for.
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許多人雖然很擅長某事，卻不太有興趣
13:55
It's about passion,
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問題在於有沒有熱忱
13:57
and what excites our spirit and our energy.
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在於我們有沒有衝勁
14:00
And if you're doing the thing that you love to do, that you're good at,
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如果我們不但熱愛工作，工作起來又得心應手
14:03
time takes a different course entirely.
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就會產生完全不同的時間感
14:06
My wife's just finished writing a novel,
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我太太剛寫完一本小說
14:09
and I think it's a great book,
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我覺得寫得很棒
14:11
but she disappears for hours on end.
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但她寫起小說來，常幾小時不見人影
14:14
You know this, if you're doing something you love,
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想必各位也有類似經驗，做自己愛做的事
14:16
an hour feels like five minutes.
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一小時感覺起來像五分鐘
14:19
If you're doing something that doesn't resonate with your spirit,
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如果做的事並非心之所向
14:21
five minutes feels like an hour.
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五分鐘卻像一小時般漫長
14:23
And the reason so many people are opting out of education
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很多人之所以不願接受正規教育
14:26
is because it doesn't feed their spirit,
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是因為教育無法滿足內心的志趣
14:28
it doesn't feed their energy or their passion.
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無法帶給他們活力或熱忱
14:31
So I think we have to change metaphors.
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所以我想我們得換個比喻
14:34
We have to go from what is essentially an industrial model of education,
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我們必須脫離工業模式的教育
14:37
a manufacturing model,
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或說生產模式
14:39
which is based on linearity
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脫離那種線性思維
14:41
and conformity and batching people.
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強調從眾和標準化的教育
14:44
We have to move to a model
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我們的教育必須轉型
14:46
that is based more on principles of agriculture.
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以務農的原則為基礎
14:49
We have to recognize that human flourishing
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也就是瞭解一個人的成長
14:52
is not a mechanical process;
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並不是機械化的過程
14:54
it's an organic process.
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而是自然多元
14:56
And you cannot predict the outcome of human development.
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沒辦法預知發展的結果
14:59
All you can do, like a farmer,
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只能像農夫一樣
15:01
is create the conditions under which
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打造良好的條件
15:03
they will begin to flourish.
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幫助幼苗成長茁壯
15:05
So when we look at reforming education and transforming it,
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所以無論是教育改革或轉型
15:08
it isn't like cloning a system.
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並非把一套制度挪為己用
15:11
There are great ones, like KIPP's; it's a great system.
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有不少制度的理念很好，例如KIPP計畫
15:13
There are many great models.
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這類計畫有很多，理念很棒
15:15
It's about customizing to your circumstances
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重點是要視每個人的情況
15:18
and personalizing education
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量身打造教育
15:20
to the people you're actually teaching.
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給學生個人化的學習經驗
15:22
And doing that, I think,
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我認為如果做到這點
15:24
is the answer to the future
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未來才有希望
15:26
because it's not about scaling a new solution;
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因為這不是要找一個新的解決方案
15:29
it's about creating a movement in education
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而是要推動教育上的運動
15:31
in which people develop their own solutions,
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讓每個人找到自己的解決方案
15:34
but with external support based on a personalized curriculum.
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同時結合外在資源與個人化的課程
15:37
Now in this room,
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現在這個會場內
15:39
there are people who represent
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各位來自不同領域
15:41
extraordinary resources in business,
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有的人是企業界大亨
15:43
in multimedia, in the Internet.
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有的人專精於多媒體，有的人經營網路事業
15:45
These technologies,
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這些科技
15:47
combined with the extraordinary talents of teachers,
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若跟老師的教學才能加以結合
15:50
provide an opportunity to revolutionize education.
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有機會帶來教育界的革命
15:53
And I urge you to get involved in it
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我希望各位都能參與其中
15:55
because it's vital, not just to ourselves,
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因為這不只對我們意義重大
15:57
but to the future of our children.
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對未來的孩子來說更是重要
15:59
But we have to change from the industrial model
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但我們得先把教育從工業模式
16:01
to an agricultural model,
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轉型為農業模式
16:03
where each school can be flourishing tomorrow.
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讓每個學校都能蓬勃發展
16:06
That's where children experience life.
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孩子在學校才能真正體驗生活
16:08
Or at home, if that's where they choose to be educated
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選擇自學的孩子，則在家中
16:10
with their families or their friends.
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與家人朋友一同體驗
16:12
There's been a lot of talk about dreams
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最近很多講者都談到夢想
16:14
over the course of this few days.
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這幾天我就聽到不少
16:17
And I wanted to just very quickly ...
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我只想快速提一下...
16:19
I was very struck by Natalie Merchant's songs last night,
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我昨晚聽到莫森特的歌，深受感動
16:22
recovering old poems.
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重拾了古詩的韻味
16:24
I wanted to read you a quick, very short poem
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我想很快讀一首短詩
16:26
from W. B. Yeats, who some of you may know.
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作者是葉慈，各位或許知道這位詩人
16:29
He wrote this to his love,
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他把這首詩獻給心上人
16:31
Maud Gonne,
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茉德岡
16:33
and he was bewailing the fact that
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葉慈一度悲嘆
16:36
he couldn't really give her what he thought she wanted from him.
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自己無法給她想要的東西
16:39
And he says, "I've got something else, but it may not be for you."
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他說：「我還有準備一份禮物，但可能也不是妳要的」
16:42
He says this:
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他娓娓道來這首詩
16:44
"Had I the heavens' embroidered cloths,
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「若我有天上的錦衣」
16:47
Enwrought with gold
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「織著或金黃」
16:49
and silver light,
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「或銀白的光線」
16:51
The blue and the dim
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「摻雜湛藍、灰暗」
16:53
and the dark cloths
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「漆黑的綢緞」
16:55
Of night and light and the half-light,
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「象徵日夜與朝暮」
16:58
I would spread the cloths under your feet:
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「我會將其鋪在你腳下」
17:01
But I, being poor,
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「可我，一貧如洗」
17:04
have only my dreams;
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「只有夢想相伴」
17:07
I have spread my dreams under your feet;
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「於是我把夢想鋪在你腳下」
17:10
Tread softly
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「請輕輕的踏」
17:12
because you tread on my dreams."
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「因我的夢就在你的腳下」
17:15
And every day, everywhere,
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而無論何時，無論何處
17:18
our children spread their dreams beneath our feet.
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孩子把他們的夢想鋪在我們腳下
17:21
And we should tread softly.
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我們應該輕輕的踏
17:24
Thank you.
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謝謝
17:26
(Applause)
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[觀眾掌聲]
17:43
Thank you very much.
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謝謝各位
ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Why you should listen
Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."
A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.
Ken Robinson | Speaker | TED.com