TED2006
Sir Ken Robinson: Do schools kill creativity?
Кен Робинсън казва че училищата убиват творчеството
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Сър Кен Робинсън прави забавна и дълбоко мотивираща теза за създаването на образователна система, която подхранва (вместо да подтиска) творчеството.
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.
00:24
Good morning. How are you?
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Добро утро. Как сте? Страхотно е, не мислите ли?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Просто съм разтърсен от всичко.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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Всъщност, тръгвам си. (Смях)
00:36
(Laughter)
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Имаше три теми
00:42
There have been three themes
running through the conference
running through the conference
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представени на конференцията, които са свързани с това,
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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за което искам да говоря.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Първо е изключителното доказателство за човешкото творчество,
00:52
in all of the presentations that we've had
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което видяхме във всички презентации,
00:54
and in all of the people here.
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както и във всички хора тук. Разнообразието,
00:56
Just the variety of it
and the range of it.
and the range of it.
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a и обхвата му. Второто е това,
01:00
The second is
that it's put us in a place
that it's put us in a place
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че си нямаме идея какво ще се случи
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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в бъдеще. Нямаме идея
01:06
No idea how this may play out.
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как биха могли да се развият нещата.
01:09
I have an interest in education.
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Интересувам се от образованието --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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всъщност откривам, че всеки има интерес в образованието.
Не мислите ли? Намирам следното за много интересно.
01:15
Don't you?
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01:16
I find this very interesting.
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Ако сте канен на вечеря някъде и кажете,
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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че работите в образованието --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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всъщност, вие не сте често канен на вечери, честно, ако работите в образованието.
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(Смях) Просто не ви търсят.
01:31
(Laughter)
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И любопитно защо, никога не ви
канят повторно. Странно ми е.
канят повторно. Странно ми е.
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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Но ако все пак сте, и кажете на някой,
нали те ви питат "Какво работите?"
01:40
you know, they say, "What do you do?"
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и вие кажете, че работите в образованието,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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виждате как те пребледняват. Казват си
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"О Боже, защо на мене? Единствената ми свободна вечер за цяла седмица." (Смях)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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Но ако попитате за тяхното образование,
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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Те ви приковават с поглед към стената. Защото това е едно от нещата,
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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които остават отпечатани в нас, нали?
като религията, парите и други неща.
02:01
Like religion, and money and other things.
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Имам голям интерес към образованието и мисля че всички имаме.
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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Длъжни сме да имаме огромен интерес.
02:08
We have a huge vested interest in it,
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Отчасти, защото образованието би трябвало
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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да ни откара в бъдещето, което не можем да схванем.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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Ако се замислите, децата, които започват училище тази година
ще се пенсионират през 2065. Никой няма идея --
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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въпреки експертизите, представени през последните 4 дни --
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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как ще изглежда светът
02:29
what the world will look like
in five years' time.
in five years' time.
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след 5 години. А ние трябва
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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да ги обучим за това бъдеще. Така че непредвидимостта, мисля си,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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е невероятна.
02:36
And the third part of this
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И третата част от това е,
02:38
is that we've all agreed, nonetheless,
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че всички се съгласихме, въпреки всичко,
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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за изключителния капацитет, който децата притежават --
02:45
their capacities for innovation.
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техния потенциал за нововъведения. Например Серена снощи беше чудна,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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нали? Просто виждайки какво може да прави...
02:50
Just seeing what she could do.
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И тя беше изключителна, но мисля че не е, така да се каже,
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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изключителна в сравнение с останалите деца.
Тя представлява личност, с изключителна отдаденост,
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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която е открила таланта си. Аз твърдя,
03:03
who found a talent.
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че всички деца имат огромни таланти.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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И ние ги прахосваме доста безмилостно.
03:07
And we squander them, pretty ruthlessly.
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И така искам да говоря за образованието
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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искам да говоря също за творчеството. Аз твърдя,
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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че творчеството днес е също толкова важно, колкото и грамотността
и ние трябва да го третираме със същия приоритет.
03:19
and we should treat it
with the same status.
with the same status.
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(Аплодисменти) Благодаря. Това беше всичко, между другото,
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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Много ви благодаря. (Смях) И така... остават 15 минути.
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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Добре, аз съм роден... не. (Смях)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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Наскоро чух една чудесна история -- обичам да я разказвам --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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за едно малко момиченце, което имало час по рисуване.
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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Тя била на 6 години, седяла си в дъното и рисувала.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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И учителката разказва, че това момиченце
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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рядко внимавало, но този час била много внимателна.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Учителката била изумена, отишла при нея
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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и попитала, "Какво рисуваш?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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и момиченцето казало, "Рисувам портрет на Бог."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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А учителката казала, "Добре, но никой не знае как изглежда Бог."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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И момиченцето казало, "След минутка ще знаят."
04:09
(Laughter)
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(Смях)
Когато синът ми беше на 4 в Англия --
04:20
When my son was four in England --
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всъщност, за да съм честен, той беше на 4 навсякъде. (Смях)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Ако трябва да съм стриктен, където и да отидеше той беше на 4 в тази година.
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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Той участва в пиесата "Рождество".
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Помните ли историята? Не, беше голяма.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Беше голяма история. Мел Гибсън направи продължението.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Може би сте го гледали: "Рождество 2". Но Джеймс получи ролята на Йосиф,
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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и ние бяхме развълнувани от това.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Считахме, че това е една от главните роли.
Наоколо беше пълно с хора с тениски:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"Джеймс Робинсън Е Йосиф!" (Смях)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Той нямаше реплики, но нали знаете сцената,
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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когато 3-мата мъдреци идват. Те идват, носейки дарове
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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и те носят злато, тамян и смирна.
04:59
This really happened.
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Това наистина се случи. Седяхме и гледахме
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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и мисля, че те се пообъркаха,
защото после говорихме с малкото момченце и казахме,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Как е добре ли си?" и то каза "Да, защо? Нещо има ли?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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те просто се размениха, мисля че това беше.
05:09
They just switched.
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Както и да е. Трите момченца излязоха на сцената --
05:10
The three boys came in,
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4-годишни дребосъци със хавлии на главите си --
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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И поставиха кутиите на земята,
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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първото момче каза: "Нося ти злато."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Второто момче каза: "Нося ти смирна."
05:20
And the third boy said, "Frank sent this."
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А третото каза: "Франк праща това." (Смях)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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Общото между тези истории е, че децата ще се възползват от възможността.
Ако те не знаят, просто ще измислят нещо.
05:37
If they don't know, they'll have a go.
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Нали така? Те не се страхуват да сгрешат.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Не искам да кажа, че да сгрешиш е същото като да си творец.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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Това, което знаем е,
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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че ако не сме готови да сгрешим
05:52
you'll never come up
with anything original --
with anything original --
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никога няма да измислим нещо оригинално.
05:54
if you're not prepared to be wrong.
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Ако не сме готови да сгрешим. И докато станат възрастни,
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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повечето деца губят тази си способност.
Страх ги е да сгрешат.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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И впрочем, така управляваме и компаниите си.
06:03
And we run our companies like this.
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Стигматизираме грешките. И сега ръководим
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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националните образователни системи,
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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където грешките са най-лошото нещо, което можеш да направиш.
06:12
And the result is that
we are educating people
we are educating people
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И резултатът е, че обучаваме хората
06:15
out of their creative capacities.
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да загубят творческите си способности. Веднъж Пикасо казал следното.
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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Той казал, че всички деца са родени артисти.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Проблемът е да останеш артист, докато растеш. Страстно вярвам в това,
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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че ние не растем към творчеството,
а израстваме извън него. Или по-скоро ни образоват извън него.
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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Е, защо е така?
06:33
So why is this?
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Аз живях в Стратфорд на Ейвън до преди 5 години.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Всъщност ние се преместихме от Стратфорд в Лос Анджелис
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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и можете да си представите що за гладка промяна беше това.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Смях) Всъщност,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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живяхме в местността Снитърфилд,
малко извън Стратфорд, което е мястото,
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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където бащата на Шекспир е бил роден. Бяхте ли поразени от нова мисъл? Аз бях.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Не сте си мислили, че Шекспир е имал баща, нали?
Нали? Защото не сте си представяли
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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Шекспир като дете, нали?
07:01
Shakespeare being seven?
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Шекспир на 7? Никога не съм си го представял. Искам да кажа, той все някога
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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е бил на 7. Бил е
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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в часа на някой по английски, нали? Колко досадно ли е било това?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Смях) "Старай се повече!" Баща му като го е пращал в леглото --
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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му казва на Шекспир, "Хайде марш в леглото,"
на Уилиям Шекспир, "и остави този молив.
07:32
And put the pencil down."
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И спри да говориш по този начин. Смущаваш всички."
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(Смях)
07:42
(Laughter)
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Както и да е... Преместихме се от Стратфорд в Лос Анджелис,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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и искам само да вметна по повод на преместването...
07:53
and I just want to say a word
about the transition.
about the transition.
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Синът ми не искаше да идва.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Имам две деца. Той е на 21 сега; дъщеря ми е на 16.
08:00
He didn't want to come to Los Angeles.
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той не искаше да идва в Лос Анджелис. Харесваше му идеята,
но си имаше приятелка в Англия. Това беше любовта на живота му, Сара.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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Познаваха се от месец.
08:08
He'd known her for a month.
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Забележете, празнуваха 4-тата си годишнина,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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защото това е дълъг период когато си на 16.
08:13
because it's a long time when you're 16.
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Както и да е, той беше страшно разстроен в самолета,
08:16
He was really upset on the plane,
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и каза, "Никога няма да намеря момиче като Сара."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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И ние бяхме много щастливи от това, честно казано,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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защото тя беше главната причина да напуснем страната.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(Смях)
08:34
(Laughter)
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Но нещо ви шокира като отидете в Америка
и когато пътувате около света:
08:40
But something strikes you
when you move to America
when you move to America
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Всяка образователна система на земята има същата йерархия в предметите.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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Всяка една. Независимо къде отидете.
08:47
Every one. Doesn't matter where you go.
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Ако сте си мислели, че са различни -- не са.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Най-горе са математиката и езиците,
08:51
At the top are mathematics and languages,
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след това хуманитарните и най-долу изкуствата.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Навсякъде на Земята.
08:56
Everywhere on Earth.
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И също така във всяка система,
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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има йерархия в изкуствата.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Рисуване и музика са на по-високо ниво
отколкото театъра и танците. Няма образователна система на планетата,
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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където да се преподават танци на децата всеки ден
09:07
that teaches dance everyday to children
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така както се преподава математика. Защо?
09:09
the way we teach them mathematics. Why?
191
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Защо не? Мисля, че това е твърде важно.
09:12
Why not? I think this is rather important.
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Мисля, че математиката е важна, но също са и танците.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Децата танцуват постоянно ако имат възможност, всички го правим.
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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Всички имаме тела, нали? Да не съм пропуснал нещо?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(Смях) Това, което се случва е,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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че когато децата растат, ние ги обучаваме прогресивно
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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от кръста нагоре. И се фокусираме върху главите им.
09:31
And then we focus on their heads.
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И леко на една страна
09:33
And slightly to one side.
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Ако посетите образованието като извънземно,
09:35
If you were to visit
education, as an alien,
education, as an alien,
201
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09:38
and say "What's it for, public education?"
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и попитате "За какво служи общественото образование?"
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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Мисля, че ще трябва да заключите -- ако погледнете резултата,
кой наистина успява в това,
09:43
who really succeeds by this,
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кой прави всичко както трябва,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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кой обира всичките пчелички, кои са победителите --
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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мисля, че достигате до заключението, че целта на общественото образование
навсякъде по света
09:53
throughout the world
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е да създава университетски професори. Нали?
09:54
is to produce university professors.
209
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1953
09:56
Isn't it?
210
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1311
09:57
They're the people who come out the top.
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1983
Това са хората, които излизат на върха.
09:59
And I used to be one, so there.
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И аз бях един от тях, така че ето. (Смях)
10:01
(Laughter)
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Аз харесвам университетските преподаватели, но знаете ли,
10:04
And I like university
professors, but you know,
professors, but you know,
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3101
10:07
we shouldn't hold them up
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те не трябва да са ни мерило за всяко човешко постижение.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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2931
10:12
They're just a form of life,
217
588000
1976
Те са просто форма на живот,
10:14
another form of life.
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друга форма на живот. Те са доста любопитна форма на живот,
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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3298
и казвам това със съпричастност към тях.
Любопитен факт за професорите в моя опит --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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не всички, но повечето -- живеят в главите си.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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Живеят там горе и леко на една страна.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Те са безтелесни, в почти буквален смисъл.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
Те гледат на тялото си
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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като начин на транспорт за главите си, не мислите ли?
10:34
(Laughter)
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6166
10:40
Don't they?
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(Смях) Това е начин да си карат главите на срещи.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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10:43
(Laughter)
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Между другото, ако искате доказателство за изживявания извън тялото,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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между другото, отидете на конференция
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
на доценти академици,
и по-точно отидете на партито последната вечер
10:56
and pop into the discotheque
on the final night.
on the final night.
231
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2243
10:58
(Laughter)
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(Смях) И там ще го видите -- възрастни мъже и жени
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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4118
да се гърчат безконтролно, извън ритъма,
11:07
(Laughter)
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чакайки само да свърши, за да се приберат и да напишат статия за това.
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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Образователната ни система е продукт на идеята за академичната кадърност.
11:13
(Laughter)
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1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
238
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3843
И за това си има причина.
11:19
And there's a reason.
239
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1241
Цялата система била изобретена -- когато по света тогава
11:20
Around the world, there were
no public systems of education,
no public systems of education,
240
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3556
реално не е имало обществено образование преди 19-ти век.
11:23
really, before the 19th century.
241
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2106
Те били създадени
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
242
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за да срещнат изискванията на индустриализма.
И йерархията на системата е основана на две идеи.
11:29
So the hierarchy is rooted on two ideas.
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2163
Номер едно, че най-потребните кадри за работа
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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са на върха. Така че като сте били дете в училище,
11:36
So you were
probably steered benignly away
probably steered benignly away
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вие сте били любезно отклоняван от неща които ви харесват,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
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2934
с обяснението, че вие никога няма да
си намерите работа, правейки това. Прав ли съм?
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
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Стига се занимава с музика, няма да ставаш музикант;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
248
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не рисувай, няма да станеш художник.
11:46
don't do art, you won't be an artist.
249
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1801
11:48
Benign advice -- now, profoundly mistaken.
250
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Мил съвет -- но в днешни дни дълбоко погрешен.
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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2145
Целият свят е обзет от революция.
Второто нещо е академичната кадърност, която наистина доминира
11:54
And the second is academic ability,
252
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
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2885
нашето мнение за интелигентността,
защото университетите са създали системата по свой образ и подобие.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Ако се замислите, цялата система
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
255
698300
3494
на общественото образование по света е дълъг процес
на университетски прием.
12:05
is a protracted process
of university entrance.
of university entrance.
256
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2226
И следствието е, че много талантливи,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
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2333
брилянтни, творчески хора мислят, че не са,
12:10
brilliant, creative
people think they're not,
people think they're not,
258
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2435
защото нещото, на което са били добри в училище,
12:12
because the thing
they were good at at school
they were good at at school
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2138
не е било ценено, а всъщност е било набедявано.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
260
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
261
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2296
И мисля, че не можем да си позволим да продължаваме така.
12:19
In the next 30 years, according to UNESCO,
262
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2464
Според Юнеско, през следващите 30 години,
по цял свят през образователните системи ще минат
12:22
more people worldwide will be graduating
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2810
повече хора, отколкото от началото на историята.
12:25
through education
than since the beginning of history.
than since the beginning of history.
264
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2546
Повече хора, и причината е съвкупността
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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от всички неща, за които се говори тук --
технология, и нейният трансформиращ ефект върху работата, демографията
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
266
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3048
и огромния растеж на населението.
12:34
and the huge explosion in population.
267
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1804
Изведнъж дипломите не струват нищо. Прав ли съм?
12:36
Suddenly, degrees aren't worth anything.
268
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2865
Когато аз бях студент, ако имахте диплома, имахте и работа.
12:39
Isn't that true?
269
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1380
12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
270
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2753
Ако нямахте работа, то е защото не сте искал работа.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
271
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2776
И честно казано, аз не исках работа. (Смях)
12:46
And I didn't want one, frankly. (Laughter)
272
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2676
12:49
But now kids with degrees
273
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4074
Но сега деца с дипломи често
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
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3045
се прибират в къщи и продължат да играят видео игри,
защото имат нужда от магистратура, а преди за работата се искаше бакалавър,
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
275
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3198
а сега имаш нужда от докторантура за другата.
12:59
and now you need a PhD for the other.
276
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1787
Това е процес на академична инфлация.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
278
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2376
И означава, че цялата структура на образованието
се мести под краката ни. Ние трябва радикално да премислим
13:05
is shifting beneath our feet.
279
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
280
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2620
нашият поглед върху интелигентността.
Знаем три неща за интелигентността.
13:09
We know three things about intelligence.
281
765501
1995
Първо, тя е разнообразна. Мислим за света по всички начини,
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
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3005
по които го усещаме. Мислим визуално,
мислим със звук, мислим кинестетично.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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Мислим в абстрактни термини, мислим в движение.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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Второ, интелигентността е динамична.
13:21
Secondly, intelligence is dynamic.
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Ако погледнете върху взаимодействията в човешкия мозък, както чухме
13:23
If you look at the interactions
of a human brain,
of a human brain,
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13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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вчера от множество презентации,
13:29
intelligence is wonderfully interactive.
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интелигентността е учудващо интерактивна.
13:31
The brain isn't divided into compartments.
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Частите на мозъка не са разделени в отдели.
13:33
In fact, creativity --
which I define as the process
which I define as the process
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Всъщност творчеството -- което аз дефинирам като процеса
13:37
of having original ideas
that have value --
that have value --
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да имаш оригинални идеи със стойност --
се проявява по-скоро чрез взаимодействие
13:39
more often than not comes about
through the interaction
through the interaction
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на различни начини за виждане на нещата.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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Мозъкът е умишлено -- между другото
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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има един сноп от нерви, който свързва двете полукълба на мозъка,
13:50
called the corpus callosum.
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наричан "мазолесто тяло", и е по-дебело при жените.
13:51
It's thicker in women.
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Следвайки Хелън от вчера, мисля, че това е причината
13:53
Following off from Helen yesterday,
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жените да са по-добри във вършенето на много неща наведнъж.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
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13:58
Because you are, aren't you?
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Защото наистина сте, нали така?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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Има множество изследвания, но го знам от личен опит.
Когато жена ми готви вкъщи --
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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което не е много често, за щастие. (Смях)
14:09
(Laughter)
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Но знаете ли, тя прави -- ама тя е добра в някои неща --
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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но яко тя готви,
междувременно говори с хора по телефона,
14:14
she's dealing with people on the phone,
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говори на децата, боядисва тавана,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
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2556
14:18
she's doing open-heart surgery over here.
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прави операция на сърцето между другото.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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Ако аз готвя, вратата е затворена, децата са вън,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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телефона е на мястото си. Ако тя влезе, аз се изнервям.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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Казвам ѝ, "Тери, моля те, мъча се да изпържа яйце. Остави ме на мира." (Смях)
14:31
(Laughter)
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14:38
"Give me a break."
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14:39
(Laughter)
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Знаете ли онази стара философска мисъл,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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ако дърво падне в гората и никой не го чуе,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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3253
случило ли се е това? Помните ли стария кестен?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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Скоро видях страхотна тениска, на която пишеше, "Ако мъж си говори сам
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
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в гората и никоя жена не го чуе,
14:55
is he still wrong?"
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той пак ли греши?" (Смях)
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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2000
И третото нещо за интелигентността е,
15:06
it's distinct.
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1369
че тя е различна. В момента пиша нова книга,
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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казва се "Епифани" ("Богоявление"), която е базирана на редица
15:10
which is based on a series
of interviews with people
of interviews with people
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интервюта с хора за това как те са открили
15:12
about how they discovered their talent.
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888849
1920
техния талант. Запленен съм от това как хората са реализирали таланта си.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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В началото бях подтикнат от разговор
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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892986
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с една прекрасна жена, за която може би повечето хора
не са чували. Казва се Джилиан Лин,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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2676
чували ли сте за нея? Някои са. Тя е хореограф
15:22
Have you heard of her? Some have.
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и всеки знае работата ѝ.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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900554
2522
Правила е "Котките" и "Фантома на операта."
15:27
She did "Cats" and "Phantom of the Opera."
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903100
2001
Тя е чудесна. Бях в ръководството на Английския кралски балет, в Англия,
15:29
She's wonderful.
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905125
978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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както можете да видите.
15:32
as you can see.
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908297
1201
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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909522
2400
Както и да е, веднъж обядвах с Джилиан и я питах,
"Джилиан, как така стана танцьорка?" И тя каза
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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1000
било интересно, когато била в училище,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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била много безнадежден случай. Училището, през 30-те,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
339
917374
3602
писали писмо на родителите ѝ в него, "Ние мислим
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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921000
2000
че Джилиан има сериозен проблем с ученето." Не можела да се концентрира,
въртяла се. Мисля си, че сега биха казали
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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923024
2142
че имала СДВХ. Нали така? Но това било през 30-те,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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925190
3290
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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928504
4059
и СДВХ, още не било измислено по това време.
Не е било възможно състояние. (Смях)
15:56
It wasn't an available condition.
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2389
15:59
(Laughter)
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2737
Хората не знаели, че могат да имат нещо такова.
16:01
People weren't aware they could have that.
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2060
Както и да е, тя отишла при специалист. Така, в кабинет с дъбова ламперия,
16:03
(Laughter)
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939845
2134
16:06
Anyway, she went to see this specialist.
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942003
4278
и била там с майка си,
и била поставена да седне на един стол в края,
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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946305
3722
и в продължение на 20 минути тя си седяла на ръцете,
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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950051
2477
докато доктора говорел с майка ѝ за всички
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
351
952552
3639
проблеми, които Джилиан имала в училище. И най-накрая --
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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956215
2328
защото тя притеснявала другите деца,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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958567
3677
винаги закъснявала с домашните и т.н.
малко детенце на 8 -- накрая доктора седнал
16:26
little kid of eight.
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962268
1096
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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963388
3055
до Джилиан и казал, "Джилиан,
изслушах всичко, което майка ти ми каза,
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
356
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2705
и трябва да ѝ поговоря насаме."
16:33
I need to speak to her privately.
357
969196
1619
Той казал, "Стой тук, няма да се бавим, ей сега се връщаме."
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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970839
2376
Излезли и я оставили.
16:37
and they went and left her.
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2325
Но на излизане, той пуснал радиото,
16:39
But as they went out of the room,
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975588
1636
което било на бюрото му. И когато те
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
361
977248
2500
излезли от стаята, той казал на майка ѝ:
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
362
980342
3430
"Само стойте и я гледайте." И в момента, в който те излезли от стаята,
16:48
And the minute they left the room,
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984000
2991
каза тя, тя станала на крака и започнала да танцува.
16:51
she was on her feet, moving to the music.
364
987015
2484
Те я гледали няколко минутки
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
365
989523
3453
и доктора се обърнал и казал на майка ѝ:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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993000
3976
"Г-жо Лин, Джилиан не е болна, тя е танцьорка.
17:01
Take her to a dance school."
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997000
1976
Заведете я в училище по танци."
17:03
I said, "What happened?"
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999000
1976
Аз я питах, "И какво стана?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
Тя каза, "Ами тя така и направи. Не мога да ти опиша, колко чудесно беше.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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1004000
2753
Влязохме в залата и беше пълно
с хора като мен. Хора, които не можеха да седят на едно място.
17:10
People who couldn't sit still.
371
1006777
2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
372
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4587
Хора, които трябваше да се движат, за да мислят." Хора, които трябваше да се движат, за да мислят.
И те се занимавали с балет, степ, джаз,
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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3630
модерни, съвременни танци.
Била и на прослушване за Кралското Балетно Училище,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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1017400
2820
станала солистка и имала чудесна кариера
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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1020244
3299
в Кралския Балет. После се дипломирала
от Кралското Балетно Училище
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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1023567
2608
и основала нейна собствена фирма -- Танцовата компания на Джилиан Лин --
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
и се срещнала с Андрю Лойд Уебър. Станала е причина
17:32
met Andrew Lloyd Webber.
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1028200
1243
17:33
She's been responsible for
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1029568
1409
за някои от най-успешните музикално
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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1031001
3146
театрални продукции в историята, доставила е удоволствие на милиони
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
381
1034172
3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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1037269
4070
и е също мултимилионерка. Някой друг
може би щеше да и предпише лекарства и да ѝ каже
17:45
(Applause)
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1041364
6782
да се успокои.
Сега, мисля... (Аплодисменти) Ето какво е заключението според мен:
17:52
What I think it comes to is this:
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1048575
1601
Ал Гор говори онази вечер за екологията
17:54
Al Gore spoke the other night
385
1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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1052000
4269
и за революцията, която Рейчъл Карсън започнала.
Вярвам, че нашата единствена надежда за бъдещето
18:01
I believe our only hope for the future
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1057111
2166
е да приемем нова концепция за човешка екология,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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1059301
3833
такава, чрез която ние ще преправим нашата представа
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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1063158
2818
18:10
of the richness of human capacity.
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1066000
1976
за богатството на човешкия потенциал.
18:12
Our education system has mined our minds
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3499
Нашата образователна система ни е минирала мозъците по същия начин,
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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3276
по който ние дълбаем земята, за да извлечем определени суровини.
И за в бъдеще това няма да ни е от полза.
18:19
And for the future, it won't serve us.
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2484
Трябва да преосмислим основоположните принципи,
18:21
We have to rethink
the fundamental principles
the fundamental principles
394
1077696
2280
18:24
on which we're educating our children.
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1080000
1968
по които ние обучаваме децата си. Имаше един
чудесен цитат на Джонас Салк, който казва: "Ако всички насекоми
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
1082087
2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
1084785
5039
изчезнат от лицето на земята,
до 50 години всякакъв живот на земята ще загине.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
Ако всички хора изчезнат от земята,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
след 50 години живота на земята ще процъфти."
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
И той е прав.
18:44
And he's right.
401
1100244
1285
Тук на TED ние честваме дарът, който е човешкото въображение.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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1102291
3634
Трябва да внимаваме сега да използваме този дар
18:50
We have to be careful now
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2071
мъдро и да предотвратим някои от сценариите,
18:52
that we use this gift wisely
404
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2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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1110791
3229
за които говорихме. И единствения начин,
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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1114044
3932
по който можем да го направим, е да видим творческият ни потенциал
19:02
for the richness they are
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1610
като богатството което е, и да видим
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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3182
децата си като надеждата която са. И нашата задача
19:06
And our task is to educate
their whole being,
their whole being,
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2398
е да обучаваме цялото им същество, така че да могат да посрещнат това бъдеще.
19:09
so they can face this future.
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1484
Между другото -- ние може да не видим това бъдеще,
19:10
By the way -- we may not see this future,
411
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2206
19:13
but they will.
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1430
но те ще го видят. И нашата работа е да помогнем
19:14
And our job is to help them
make something of it.
make something of it.
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3079
да направят нещо от него. Много ви благодаря.
19:17
Thank you very much.
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1000
19:18
(Applause)
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1134581
3000
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