TED Talks Education
Sir Ken Robinson: How to escape education's death valley
Ken Robinson: Hvordan man undslipper uddannelsens death valley
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Sir Ken Robinson skitserer 3 principper der er afgørende for at det menneskelige sind kan blomstre -- og hvordan den nuværende uddannelseskultur arbejder imod dem. I et sjovt, gribende foredrag fortæller han os hvordan man kommer ud af den uddannelsesmæssige "death valley" vi nu står overfor, og hvordan vi nærer vores yngste generation med et klima af muligheder.
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
Thank you very much.
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Mange tak.
00:17
I moved to America 12 years ago
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Jeg flyttede til Amerika for 12 år siden
00:19
with my wife Terry and our two kids.
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med min kone Terry og vores to børn.
00:21
Actually, truthfully, we moved to Los Angeles -- (Laughter) --
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Faktisk, sandfærdigt, flyttede vi til Los Angeles -- (Latter) --
00:27
thinking we were moving to America,
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i den tro at vi flyttede til Amerika,
00:29
but anyway, it's a short plane ride from Los Angeles
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men hvorom alt er, er det en kort flyvetur fra Los Angeles
00:35
to America.
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til Amerika.
00:38
I got here 12 years ago,
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Jeg ankom her for 12 år siden,
00:41
and when I got here, I was told various things,
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og da jeg ankom her, fik jeg fortalt forskellige ting,
00:44
like, "Americans don't get irony."
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som, "Amerikanere forstår ikke ironi."
00:50
Have you come across this idea?
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Har I mødt den ide før?
00:53
It's not true. I've traveled the whole length and breadth of this country.
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Det passer ikke. Jeg har berejst hele dette lands bredde og længde.
00:56
I have found no evidence that Americans don't get irony.
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Jeg har ikke fundet nogen beviser for at amerikanere ikke forstår ironi.
00:59
It's one of those cultural myths,
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Det er en af de kulturelle myter,
01:02
like, "The British are reserved."
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som, "Briterne er reserverede."
01:06
I don't know why people think this.
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Jeg ved ikke hvorfor folk tror det.
01:08
We've invaded every country we've encountered.
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Vi har invaderet alle de lande vi er stødt på.
01:10
(Laughter)
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(Latter)
01:14
But it's not true Americans don't get irony,
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Men det passer ikke at amerikanere ikke forstår ironi,
01:17
but I just want you to know that that's what people
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men jeg vil bare have at I ved, det er det folk
01:19
are saying about you behind your back.
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siger om jer bag jeres ryg.
01:21
You know, so when you leave living rooms in Europe,
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I ved, når I forlader dagligstuer i Europa,
01:24
people say, thankfully, nobody was ironic in your presence.
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siger folk, at gudskelov, var ingen ironiske i jeres nærvær.
01:28
But I knew that Americans get irony
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Men jeg vidste at amerikanere forstod ironi
01:31
when I came across that legislation No Child Left Behind.
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da jeg først mødte den lov der hedder No Child Left Behind.
01:37
Because whoever thought of that title gets irony,
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Fordi hvem det end er der har fundet på den titel, forstår ironi,
01:42
don't they, because --
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gør de ikke, fordi --
01:44
(Laughter) (Applause) —
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(Latter) (Bifald) --
01:49
because it's leaving millions of children behind.
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fordi den efterlader millioner af børn.
01:53
Now I can see that's not a very attractive name for legislation:
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Nu kan jeg forstå at det ikke er et særlig attraktivt navn for en lov:
01:56
Millions of Children Left Behind. I can see that.
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Millioner af Efterladte Børn. Det forstår jeg.
02:00
What's the plan? Well, we propose
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Hvad er planen? Jamen, vi foreslår
02:01
to leave millions of children behind,
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at efterlade millioner af børn,
02:03
and here's how it's going to work.
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og nu skal jeg fortælle jer hvordan det kommer til at fungere.
02:05
And it's working beautifully.
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Og det virker perfekt.
02:08
In some parts of the country,
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I nogle dele af landet,
02:09
60 percent of kids drop out of high school.
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dropper 60 procent af ungerne ud af gymnasiet.
02:13
In the Native American communities,
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I indianersamfundene,
02:15
it's 80 percent of kids.
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er det 80 procent af ungerne.
02:17
If we halved that number, one estimate is
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Hvis vi halverede det tal, er skønnet
02:21
it would create a net gain to the U.S. economy
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at det vil skabe en nettogevinst for den amerikanske økonomi
02:26
over 10 years of nearly a trillion dollars.
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over en periode af 10 år på næsten en billion dollars.
02:30
From an economic point of view,
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Fra en økonomisk vinkel,
02:32
this is good math, isn't it, that we should do this?
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er det et godt regnestykke, er det ikke, for at vi bør gøre dette?
02:35
It actually costs an enormous amount
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Det koster faktisk enorme summer
02:38
to mop up the damage from the dropout crisis.
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at rydde op efter skaderne fra frafalds-krisen.
02:42
But the dropout crisis is just the tip of an iceberg.
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Men frafalds-krisen er kun toppen af isbjerget.
02:46
What it doesn't count are all the kids who are in school
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Det det ikke tæller er alle de unger derude, der er i skole
02:48
but being disengaged from it, who don't enjoy it,
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men bliver koblet fra, som ikke kan lide det,
02:52
who don't get any real benefit from it.
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som ikke får nogen virkelig værdi ud af det.
02:55
And the reason is
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Og grunden til det er
02:56
not that we're not spending enough money.
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ikke at vi ikke bruger nok penge på det.
02:58
America spends more money on education
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Amerika bruger flere penge på uddannelse
03:00
than most other countries.
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end de fleste andre lande.
03:02
Class sizes are smaller than in many countries.
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Klasserne er mindre end i de fleste andre lande.
03:05
And there are hundreds of initiatives every year
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Og der er hundredevis af initiativer hvert år
03:07
to try and improve education.
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til at prøve at forbedre uddannelse.
03:10
The trouble is, it's all going in the wrong direction.
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Problemet er, at det alt sammen går den forkerte vej.
03:14
There are three principles
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Der er tre principper
03:15
on which human life flourishes,
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som det menneskelige liv trives ved,
03:19
and they are contradicted by the culture of education
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og de strider imod den kultur der er i uddannelse
03:23
under which most teachers have to labor
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som de fleste lærere skal arbejde under
03:25
and most students have to endure.
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og de fleste studerende skal gennemleve.
03:28
The first is this, that human beings
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Den første er dette, at mennesker
03:31
are naturally different and diverse.
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naturligt er forskellige og mangfoldige.
03:36
Can I ask you, how many of you
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Må jeg spørge jer, hvor mange af jer
03:37
have got children of your own?
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har selv børn?
03:40
Okay. Or grandchildren.
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Okay. Eller børnebørn.
03:43
How about two children or more? Right.
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Hvad med to børn eller mere? Okay.
03:47
And the rest of you have seen such children.
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Og resten af jer har set sådanne børn.
03:49
(Laughter)
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(Latter)
03:52
Small people wandering about.
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Små mennesker der går rundt.
03:55
I will make you a bet,
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Jeg vil indgå et væddemål med jer,
03:57
and I am confident that I will win the bet.
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og jeg er sikker på at jeg vil vinde væddemålet.
03:59
If you've got two children or more,
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Hvis man har to børn eller mere,
04:01
I bet you they are completely different from each other.
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vil jeg vædde med, at de er totalt forskellige fra hinanden.
04:05
Aren't they? Aren't they? (Applause)
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Er de ikke? Er de ikke? (Bifald)
04:09
You would never confuse them, would you?
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I vil altid kunne kende dem fra hinanden, ikke?
04:12
Like, "Which one are you? Remind me.
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Som, "Hvilken en af dem er du? Mind mig om det.
04:16
Your mother and I are going to introduce
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Din mor og jeg vil introducere
04:18
some color-coding system, so we don't get confused."
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et farve-kode system, så vi ikke bliver forvirrede."
04:21
Education under No Child Left Behind
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Uddannelse under No Child Left Behind
04:24
is based on not diversity but conformity.
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er ikke baseret på mangfoldighed men konformitet.
04:29
What schools are encouraged to do is to find out
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Det skoler opfordres til at gøre, er at finde ud af
04:32
what kids can do across a very narrow spectrum of achievement.
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hvad unger kan gøre på tværs af et meget snævert spektrum af præstationer.
04:36
One of the effects of No Child Left Behind
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En af effekterne af No Child Left Behind
04:39
has been to narrow the focus
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har været at indsnævre fokus
04:41
onto the so-called STEM disciplines. They're very important.
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til de såkaldte STEM discipliner. De er meget vigtige.
04:44
I'm not here to argue against science and math.
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Jeg er her ikke for at argumentere imod videnskab og matematik.
04:46
On the contrary, they're necessary but they're not sufficient.
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Tværtimod, de er nødvendige men de er ikke tilstrækkelige.
04:51
A real education has to give equal weight
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En rigtig uddannelse skal lægge lige stor vægt
04:53
to the arts, the humanities, to physical education.
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på kunst, humaniora, den fysiske uddannelse.
04:57
An awful lot of kids, sorry, thank you — (Applause) —
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Forfærdelig mange børn, undskyld, tak -- (Bifald) --
05:04
One estimate in America currently is that
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Et skøn i Amerika er at der for øjeblikket
05:07
something like 10 percent of kids, getting on that way,
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er noget i retningen af 10 procent af ungerne, på vej dertil,
05:09
are being diagnosed with various conditions
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bliver diagnosticeret med forskellige lidelser
05:14
under the broad title of attention deficit disorder.
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under den brede titel attention deficit disorder.
05:18
ADHD. I'm not saying there's no such thing.
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ADHD. Jeg siger ikke at det ikke findes.
05:22
I just don't believe it's an epidemic like this.
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Jeg tror bare ikke på at det er en epidemi på denne måde.
05:25
If you sit kids down, hour after hour,
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Hvis man sætter unger ned, time efter time,
05:27
doing low-grade clerical work,
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og får dem til at lave lavkvalitets kontorarbejde,
05:31
don't be surprised if they start to fidget, you know?
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så vær ikke overrasket hvis de begynder at blive rastløse, I ved?
05:34
(Laughter) (Applause)
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(Latter) (Bifald)
05:41
Children are not, for the most part,
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Børn lider, for det meste, ikke
05:44
suffering from a psychological condition.
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af en psykologisk lidelse.
05:46
They're suffering from childhood. (Laughter)
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De lider af barndom. (Latter)
05:52
And I know this because I spent my early life
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Og jeg ved dette, fordi jeg tilbragte mit tidlige liv
05:54
as a child. I went through the whole thing.
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som barn. Jeg gennemgik hele forløbet.
05:58
Kids prosper best with a broad curriculum
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Unger trives bedst med et bredt pensum
06:01
that celebrates their various talents,
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der fejrer deres forskellige talenter,
06:03
not just a small range of them.
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ikke kun et lille udvalg af dem.
06:05
And by the way, the arts aren't just important
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Og for øvrigt, er kunst ikke kun vigtigt
06:07
because they improve math scores.
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fordi det forbedrer karaktererer i matematik.
06:08
They're important because they speak to parts
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Det er vigtigt fordi det taler til dele
06:10
of children's being which are otherwise untouched.
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af børns væsen, der ellers er uberørte.
06:14
The second, thank you — (Applause)
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Det andet, tak -- (Bifald)
06:20
The second principle that drives human life flourishing
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Det andet princip der får menneskeligt liv til at blomstre
06:24
is curiosity.
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er nysgerrighed.
06:26
If you can light the spark of curiosity in a child,
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Hvis man kan tænde for nysgerrighedens gnist hos et barn,
06:29
they will learn without any further assistance, very often.
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vil de lære uden yderligere hjælp, meget ofte.
06:33
Children are natural learners.
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Børn er naturlige elever.
06:35
It's a real achievement to put that particular ability out,
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Det er en ægte præstation at slukke for den bestemte evne,
06:39
or to stifle it.
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eller at kvæle den.
06:42
Curiosity is the engine of achievement.
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Nysgerrighed er motoren bag præstation.
06:46
Now the reason I say this is because
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Grunden til jeg siger dette er, at fordi
06:48
one of the effects of the current culture here, if I can say so,
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en af virkningerne af den nuværende kultur her, hvis jeg må være så fri,
06:52
has been to de-professionalize teachers.
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har været at af-professionalisere lærere.
06:56
There is no system in the world
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Der er ikke noget system i verden
06:59
or any school in the country
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eller nogen skole i landet
07:01
that is better than its teachers.
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der er bedre end sine lærere.
07:05
Teachers are the lifeblood of the success of schools.
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Lærere er hjerteblodet af skolers succes.
07:09
But teaching is a creative profession.
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Men at undervise er en kreativ profession.
07:12
Teaching, properly conceived, is not a delivery system.
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Undervisning er, når det er udtænkt rigtigt, ikke et leveringssystem.
07:16
You know, you're not there just to pass on received information.
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I ved, man er der ikke bare for at give modtaget information videre.
07:18
Great teachers do that,
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Fantastiske lærere gør det,
07:21
but what great teachers also do is mentor,
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men det fantastiske lærere også gør er at vejlede,
07:24
stimulate, provoke, engage.
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stimulere, provokere, engagere.
07:27
You see, in the end, education is about learning.
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I forstår, i sidste ende, handler uddannelse om læring.
07:30
If there's no learning going on,
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Hvis der ikke foregår nogen læring,
07:32
there's no education going on.
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foregår der ikke nogen uddannelse.
07:34
And people can spend an awful lot of time
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Og folk kan tilbringe forfærdelig meget tid
07:35
discussing education without ever discussing learning.
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med at diskutere uddannelse uden nogensinde at diskutere læring.
07:38
The whole point of education is to get people to learn.
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Hele pointen med uddannelse er at få folk til at lære.
07:41
A friend of mine, an old friend -- actually very old,
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En af mine venner, en gammel ven -- meget gammel faktisk,
07:43
he's dead. (Laughter)
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han er død. (Latter)
07:47
That's as old as it gets, I'm afraid.
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Det er så gammelt som det bliver, er jeg bange for.
07:53
But a wonderful guy he was, wonderful philosopher.
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Men han var en vidunderlig fyr, vidunderlig filosof.
07:58
He used to talk about the difference between the task
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Han plejede at tale om forskellen på opgaven
08:01
and achievement senses of verbs.
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og præstations betydninger af udsagnsord.
08:05
You know, you can be engaged in the activity of something,
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I ved, man kan være engageret i en eller anden aktivitet,
08:07
but not really be achieving it,
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men ikke rigtig opnå den,
08:09
like dieting. It's a very good example, you know.
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som at være på slankekur. Det er et rigtigt godt eksempel, faktisk.
08:13
There he is. He's dieting. Is he losing any weight? Not really.
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Der er han. Han er på slankekur. Taber han sig? Ikke rigtigt.
08:18
Teaching is a word like that.
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Undervisning er sådan et ord.
08:19
You can say, "There's Deborah, she's in room 34, she's teaching."
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Man kan sige, "Der er Deborah, hun er i værelse 34, hun underviser."
08:23
But if nobody's learning anything,
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Men hvis der ikke er nogen der lærer noget,
08:25
she may be engaged in the task of teaching
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kan hun være engageret i opgaven om at undervise
08:27
but not actually fulfilling it.
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men faktisk ikke udføre det.
08:30
The role of a teacher is to facilitate learning. That's it.
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En lærers rolle er at muliggøre læring. Det er det.
08:34
And part of the problem is, I think,
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Og en del af problemet er, tror jeg,
08:36
that the dominant culture of education has come to focus
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at den fremherskende kultur i uddannelse er blevet at fokusere
08:40
on not teaching and learning, but testing.
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ikke på undervisning og læring, men at teste.
08:43
Now, testing is important. Standardized tests have a place.
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Nu er prøver vigtige. Standardiserede prøver har en plads.
08:47
But they should not be the dominant culture of education.
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Men de bør ikke være den fremherskende kultur i uddannelse.
08:50
They should be diagnostic. They should help.
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De bør være en diagnose. De bør hjælpe.
08:52
(Applause)
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(Bifald)
09:00
If I go for a medical examination,
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Hvis jeg får et lægetjek,
09:02
I want some standardized tests. I do.
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vil jeg have nogle standardiserede prøver. Det vil jeg.
09:06
You know, I want to know what my cholesterol level is
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I ved, jeg vil vide hvad mit kolesteroltal er,
09:07
compared to everybody else's on a standard scale.
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sammenlignet med alle andres på en standardskala.
09:10
I don't want to be told on some scale
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Jeg vil ikke høre om en eller anden skala
09:11
my doctor invented in the car.
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min læge opfandt i bilen.
09:15
"Your cholesterol is what I call Level Orange."
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"Dit kolesterol tal er hvad jeg kalder Orange Niveau."
09:18
"Really? Is that good?""We don't know."
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"Er det rigtigt? Er det godt" "Det ved vi ikke."
09:24
But all that should support learning. It shouldn't obstruct it,
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Men det bør alt sammen støtte læring. Det bør ikke hindre det,
09:29
which of course it often does.
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hvilket det selvfølgelig ofte gør.
09:31
So in place of curiosity, what we have
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I stedet for nysgerrighed, har vi en
09:33
is a culture of compliance.
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kultur af indvilligelse.
09:35
Our children and teachers are encouraged
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Vores børn og lærere bliver opfordret
09:38
to follow routine algorithms
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til at følge normale algoritmer
09:41
rather than to excite that power of imagination and curiosity.
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i stedet for at vække kraften bag fantasi og nysgerrighed.
09:45
And the third principle is this:
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Og det tredje princip er dette:
09:46
that human life is inherently creative.
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at menneskeligt liv gennemgående er kreativt.
09:49
It's why we all have different résumés.
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Det er grunden til vi alle har forskellige resumeer.
09:52
We create our lives,
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Vi skaber vores liv,
09:54
and we can recreate them as we go through them.
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og vi genskaber dem i takt med at vi gennemgår dem.
09:56
It's the common currency of being a human being.
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Det er en almindelig udbredelse ved at være et menneske.
09:59
It's why human culture is so interesting and diverse
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Det er grunden til at den menneskelige kultur er så interessant og forskellig
10:01
and dynamic.
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og dynamisk.
10:03
I mean, other animals may well have imaginations
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Jeg mener, andre dyr har muligvis fantasi
10:06
and creativity, but it's not so much in evidence,
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og kreativitet, men der er ikke så mange beviser for det,
10:08
is it, as ours?
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er der, som vores?
10:10
I mean, you may have a dog.
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Jeg mener, man har måske en hund.
10:12
And your dog may get depressed.
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Og ens hund bliver måske deprimeret.
10:15
You know, but it doesn't listen to Radiohead, does it?
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I ved, men den lytter ikke til Radiohead, gør den?
10:18
(Laughter)
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(Latter)
10:22
And sit staring out the window with a bottle of Jack Daniels.
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Og sidder og stirrer ud af vinduet med en flaske Jack Daniels.
10:24
(Laughter)
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(Latter)
10:28
And you say, "Would you like to come for a walk?"
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Og man siger, "Kunne du tænke dig at komme ud og gå en tur?"
10:30
He says, "No, I'm fine.
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Han siger, "Nej, jeg har det fint."
10:33
You go. I'll wait. But take pictures."
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Du går bare. Jeg venter. Men tag nogle billeder."
10:39
We all create our own lives through this restless process
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Vi skaber alle vores liv gennem denne rastløse proces
10:42
of imagining alternatives and possibilities,
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af at forestille sig alternativer og muligheder,
10:44
and what one of the roles of education
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og en af rollerne ved uddannelse
10:46
is to awaken and develop these powers of creativity.
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er at vække og udvikle disse kreative evner.
10:50
Instead, what we have is a culture of standardization.
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I stedet for, har vi en kultur af standardisering.
10:54
Now, it doesn't have to be that way. It really doesn't.
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Men det behøver ikke at være sådan. Det gør det virkelig ikke.
10:58
Finland regularly comes out on top
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Finland ligger jævligt i toppen
11:01
in math, science and reading.
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med hensyn til matematik, videnskab og læsning.
11:03
Now, we only know that's what they do well at
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Vi ved kun at det er det de gør godt
11:05
because that's all that's being tested currently.
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fordi det er det eneste vi tester på nuværende tidspunkt.
11:07
That's one of the problems of the test.
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Det er en af problemerne ved testen.
11:09
They don't look for other things that matter just as much.
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De ser ikke efter andre ting der er lige så vigtige.
11:12
The thing about work in Finland is this:
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Det der er ved arbejde i Finland er dette:
11:15
they don't obsess about those disciplines.
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de er ikke besat af disse discipliner.
11:18
They have a very broad approach to education
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De har en meget bred tilgang til uddannelse
11:20
which includes humanities, physical education, the arts.
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som inkluderer humaniora, fysisk uddannelse, kunst.
11:24
Second, there is no standardized testing in Finland.
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For det andet, er der ikke nogen standardiseret test i Finland.
11:30
I mean, there's a bit,
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Jeg mener, der er en smule,
11:32
but it's not what gets people up in the morning.
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men det er ikke det der får folk til at stå op om morgenen.
11:33
It's not what keeps them at their desks.
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Det er ikke det der holder dem ved deres skrivebord.
11:36
And the third thing, and I was at a meeting recently
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Og den tredje ting, og jeg var for nylig ved på et møde
11:37
with some people from Finland, actual Finnish people,
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med nogle mennesker fra Finland, finske mennesker faktisk,
11:41
and somebody from the American system
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og nogle fra det amerikanske system
11:44
was saying to the people in Finland,
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sagde til folkene i Finland,
11:45
"What do you do about the dropout rate in Finland?"
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3919
"Hvad gør I ved ved frafaldsprocenten i Finland?"
11:49
And they all looked a bit bemused, and said,
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Og de så alle lidt forvirrede ud, og sagde,
11:51
"Well, we don't have one.
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"Jamen, vi har ikke nogen.
11:54
Why would you drop out?
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Hvorfor skulle man droppe ud?
11:56
If people are in trouble, we get to them quite quickly
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Hvis folk har problemer, får vi ret hurtigt fat på dem
11:58
and help them and we support them."
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og hjælper dem og vi støtter dem."
12:00
Now people always say, "Well, you know,
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Nu siger folk altid, "Jamen, I ved,
12:02
you can't compare Finland to America."
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man kan ikke sammenligne Finland med Amerika."
12:05
No. I think there's a population
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Nej. Jeg tror der er en befolkning
12:06
of around five million in Finland.
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på cirka fem millioner i Finland.
12:08
But you can compare it to a state in America.
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Men man kan sammenligne det med en stat i Amerika.
12:12
Many states in America have fewer people in them than that.
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Mange stater i Amerika har færre mennesker end det.
12:16
I mean, I've been to some states in America
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Jeg mener, jeg har været i nogle stater i Amerika
12:18
and I was the only person there. (Laughter)
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og jeg var den eneste person der. (Latter)
12:22
Really. Really. I was asked to lock up when I left.
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Det er sandt. Det er sandt. Jeg blev bedt om at låse efter mig når jeg gik.
12:26
(Laughter)
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(Latter)
12:30
But what all the high-performing systems in the world do
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Men det som alle højeffektive systemer i verden gør
12:34
is currently what is not evident, sadly,
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lige nu, er ikke indlysende, desværre,
12:38
across the systems in America -- I mean, as a whole.
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på tværs af systemerne i Amerika -- jeg mener, som helhed.
12:42
One is this: They individualize teaching and learning.
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Det ene er dette: De individualiserer undervisning og læring.
12:47
They recognize that it's students who are learning
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De anerkender at det er de studerende der lærer
12:51
and the system has to engage them, their curiosity,
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og at systemet skal sørge for at engagere dem, deres nysgerrighed,
12:54
their individuality, and their creativity.
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deres individualitet, og deres kreativitet.
12:57
That's how you get them to learn.
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Det er sådan man får dem til at lære.
12:59
The second is that they attribute a very high status
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Det andet er, at de tillægger en meget høj status
13:03
to the teaching profession.
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til lærergerningen.
13:06
They recognize that you can't improve education
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2944
De anerkender at man ikke kan forbedre uddannelse
13:09
if you don't pick great people to teach
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hvis man ikke vælger fantastiske mennesker til at undervise
13:10
and if you don't keep giving them constant support
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og hvis man ikke bliver ved med at give dem konstant støtte
13:12
and professional development.
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og professionel udvikling.
13:14
Investing in professional development is not a cost.
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2937
At investere i professionel udvikling er ikke en omkostning.
13:17
It's an investment,
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1406
Det er en investering,
13:18
and every other country that's succeeding well knows that,
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2931
og alle andre lande der lykkedes med det ved det,
13:21
whether it's Australia, Canada, South Korea, Singapore,
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4959
hvad enten det er Australien, Sydkorea, Singapore,
13:26
Hong Kong or Shanghai. They know that to be the case.
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3446
Hong Kong eller Shanghai. De ved at det er tilfældet.
13:29
And the third is, they devolve responsibility
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3543
Og det tredje er, de overdrager ansvaret
13:33
to the school level for getting the job done.
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3739
til skoleniveauet til at få klaret jobbet.
13:37
You see, there's a big difference here between
262
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2378
Ser I, der er en stor forskel her mellem
13:39
going into a mode of command and control in education --
263
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3764
at være i en befalende og styrende tilstand i uddannelse --
13:43
That's what happens in some systems.
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1600
Det er hvad der sker i nogle systemer.
13:44
You know, central governments decide
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1321
I ved, centralregeringer beslutter
13:46
or state governments decide
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eller delstatsregeringer beslutter
13:47
they know best and they're going to tell you what to do.
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de ved hvad der er bedst, og de fortæller en hvad man skal gøre.
13:50
The trouble is that education doesn't go on
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Problemet er at uddannelse ikke foregår
13:54
in the committee rooms of our legislative buildings.
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2878
i udvalgenes lokaler i vores lovgivende bygninger.
13:57
It happens in classrooms and schools,
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3088
Det sker i klasseværelserne og skolerne,
14:00
and the people who do it are the teachers and the students,
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3073
og folkene der gør det er lærerne og de studerende,
14:03
and if you remove their discretion, it stops working.
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3408
og hvis man fjerner deres skøn, holder det op med at fungere.
14:06
You have to put it back to the people.
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3050
Man skal give det tilbage til folkene.
14:09
(Applause)
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4829
(Bifald)
14:14
There is wonderful work happening in this country.
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2712
Der findet vidunderligt arbejde sted i dette land.
14:17
But I have to say it's happening
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2143
Men jeg må sige at det sker
14:19
in spite of the dominant culture of education,
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2566
på trods af den fremherskende uddannelseskultur,
14:22
not because of it.
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1401
ikke på grund af den.
14:23
It's like people are sailing into a headwind all the time.
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3604
Det er som om folk sejler ind i modvinden hele tiden.
14:27
And the reason I think is this:
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2461
Og grunden til dette, tror jeg, er dette:
14:29
that many of the current policies are based on
281
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3337
at mange af vores nuværende målsætninger er baseret på
14:32
mechanistic conceptions of education.
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3041
mekanistiske opfattelser om uddannelse.
14:35
It's like education is an industrial process
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3768
Det er som om uddannelse er en industriel process
14:39
that can be improved just by having better data,
284
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3007
der kan forbedres bare ved at få bedre data,
14:42
and somewhere in, I think, the back of the mind
285
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1667
og et eller andet sted, tror jeg, i baghovedet
14:44
of some policy makers is this idea that
286
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2136
på nogle beslutningstagere er denne ide at
14:46
if we fine-tune it well enough, if we just get it right,
287
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3318
hvis vi finjusterer det godt nok, hvis vi bare gør det rigtigt,
14:49
it will all hum along perfectly into the future.
288
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2631
vil det alt sammen køre perfekt ud i fremtiden.
14:52
It won't, and it never did.
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3221
Det vil det ikke, og det har det aldrig gjort.
14:55
The point is that education is not a mechanical system.
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4099
Pointen er at uddannelse ikke er et mekanisk system.
14:59
It's a human system. It's about people,
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3897
Det er et menneskeligt system. Det handler om mennesker,
15:03
people who either do want to learn or don't want to learn.
292
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3055
mennesker der enten vil lære eller ikke vil lære.
15:06
Every student who drops out of school has a reason for it
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4815
Alle studerende der dropper ud af skolen, har en grund til at gøre det
15:11
which is rooted in their own biography.
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2321
der er rodfæstet i deres egen biografi.
15:13
They may find it boring. They may find it irrelevant.
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3023
De synes måske det er kedeligt. De synes måske det er irrelevant.
15:16
They may find that it's at odds
296
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2514
De synes måske det er på kant med
15:19
with the life they're living outside of school.
297
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2544
det liv de lever uden for skolen.
15:21
There are trends, but the stories are always unique.
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3839
Der er tendenser, men historierne er altid unikke.
15:25
I was at a meeting recently in Los Angeles of --
299
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3001
Jeg var for nyligt til et møde i Los Angeles om --
15:28
they're called alternative education programs.
300
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2245
de hedder alternative uddannelsesprogrammer.
15:31
These are programs designed to get kids back into education.
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3403
Dette er programmer der er designede til at få unger tilbage i uddannelse.
15:34
They have certain common features.
302
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1944
De har bestemte fælles egenskaber.
15:36
They're very personalized.
303
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2032
De er meget personlige.
15:38
They have strong support for the teachers,
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3210
De har meget stærk støtte til lærerne,
15:41
close links with the community
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2261
tætte forbindelser med samfundet
15:43
and a broad and diverse curriculum,
306
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1626
og et bredt og forskelligartet pensum,
15:45
and often programs which involve students
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2631
og tit programmer der involverer studerende
15:48
outside school as well as inside school.
308
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2673
udenfor skolen lige så vel som i skolen.
15:50
And they work.
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1710
Og det fungerer.
15:52
What's interesting to me is,
310
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1402
Det jeg finder interessant er,
15:53
these are called "alternative education."
311
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3186
at disse kaldes "alternative uddannelser."
15:57
You know?
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2182
Ikke?
15:59
And all the evidence from around the world is,
313
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1776
Og alle beviserne fra hele verden er,
16:01
if we all did that, there'd be no need for the alternative.
314
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4226
at hvis vi alle gjorde det, ville der ikke være brug for det alternative.
16:05
(Applause)
315
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8420
(Bifald)
16:13
So I think we have to embrace a different metaphor.
316
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2848
Jeg mener vi skal tage en anden metafor til os.
16:16
We have to recognize that it's a human system,
317
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2657
Vi skal anerkende at det er et menneskeligt system,
16:19
and there are conditions under which people thrive,
318
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3596
og der er forhold som folk trives under,
16:22
and conditions under which they don't.
319
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2905
og forhold hvor de ikke gør.
16:25
We are after all organic creatures,
320
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2925
Vi er trods alt organiske væsner,
16:28
and the culture of the school is absolutely essential.
321
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4646
og skolens kultur er absolut afgørende.
16:33
Culture is an organic term, isn't it?
322
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2428
Kultur er en organisk betegnelse, er det ikke?
16:35
Not far from where I live is a place called Death Valley.
323
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3729
Ikke langt fra hvor jeg bor er et sted der hedder Death Valley.
16:39
Death Valley is the hottest, driest place in America,
324
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5672
Death Valley er det varmeste, tørreste sted i Amerika,
16:45
and nothing grows there.
325
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2802
og der vokser ikke noget.
16:47
Nothing grows there because it doesn't rain.
326
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2624
Der vokser ikke noget der, fordi det ikke regner.
16:50
Hence, Death Valley.
327
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2393
Deraf, Death Valley.
16:52
In the winter of 2004, it rained in Death Valley.
328
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7147
I vinteren 2004, regnede det i Death Valley.
17:00
Seven inches of rain fell over a very short period.
329
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3772
Der faldt 18 centimeter regn i løbet af kort tid.
17:03
And in the spring of 2005, there was a phenomenon.
330
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5202
Og i foråret 2005, var der et fænomen.
17:09
The whole floor of Death Valley was carpeted in flowers
331
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4634
Hele gulvet i Death Valley var tæppebelagt med blomster
17:13
for a while.
332
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1756
et stykke tid.
17:15
What it proved is this: that Death Valley isn't dead.
333
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5294
Det beviste dette: at Death Valley ikke er dødt.
17:20
It's dormant.
334
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2871
Det er latent.
17:23
Right beneath the surface are these seeds of possibility
335
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3245
Lige under overfladen ligger der disse kim med muligheder
17:26
waiting for the right conditions to come about,
336
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3775
der venter på de rigtige betingelser før de kommer ud,
17:30
and with organic systems, if the conditions are right,
337
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3343
og med organiske systemer, hvis betingelserne er rette,
17:33
life is inevitable. It happens all the time.
338
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3729
er liv uundgåeligt. Det sker hele tiden.
17:37
You take an area, a school, a district,
339
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2600
Ser man på et område, en skole, et distrikt,
17:40
you change the conditions, give people a different sense of possibility,
340
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3040
ændrer man betingelserne, giver man folk en anden fornemmelse for muligheder,
17:43
a different set of expectations,
341
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1662
et andet sæt forventninger,
17:44
a broader range of opportunities,
342
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1756
et større udvalg af muligheder,
17:46
you cherish and value the relationships between teachers and learners,
343
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3251
man værner om og værdsætter forholdene mellem undervisere og elever,
17:49
you offer people the discretion to be creative
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2310
man tilbyder folk valget at være kreative
17:52
and to innovate in what they do,
345
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1754
og at innovere indenfor det de gør,
17:54
and schools that were once bereft spring to life.
346
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3611
og skolerne der engang var berøvede vækkes til live.
17:57
Great leaders know that.
347
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1662
Store ledere ved det.
17:59
The real role of leadership in education --
348
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2456
Den virkelige rolle af lederskab indenfor uddannelse --
18:01
and I think it's true at the national level, the state level,
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2557
og jeg mener det er sandt på nationalt niveau, på delstats niveau,
18:04
at the school level --
350
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1558
på skoleniveau --
18:05
is not and should not be command and control.
351
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4400
er ikke og bør ikke være at befale og styre.
18:10
The real role of leadership is climate control,
352
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4005
Den virkelige rolle i ledelse er at styre klimaet,
18:14
creating a climate of possibility.
353
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2602
og skabe et klima med muligheder.
18:16
And if you do that, people will rise to it
354
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2397
Og hvis man gør det, vil folk hæve sig
18:19
and achieve things that you
completely did not anticipate
completely did not anticipate
355
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3019
og opnå ting som man absolut ikke havde forudset
18:22
and couldn't have expected.
356
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1800
og ikke kunne have forventet.
18:24
There's a wonderful quote from Benjamin Franklin.
357
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2367
Der er et vidunderligt citat fra Benjamin Franklin.
18:26
"There are three sorts of people in the world:
358
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2863
"Der er tre slags mennesker i verden:
18:29
Those who are immovable,
359
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2378
Dem der er urokkelige,
18:31
people who don't get it, they don't want to get it,
360
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folk der ikke forstår det, de vil ikke forstå det,
18:33
they're not going to do anything about it;
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de gør ikke noget ved det.
18:35
there are people who are movable,
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Der er mennesker der er bevægelige,
18:36
people who see the need for change
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mennesker der ser behovet for forandring
18:38
and are prepared to listen to it;
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og er klar til at lytte til det.
18:40
and there are people who move,
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Og der er mennesker der flytter,
18:42
people who make things happen."
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mennesker der får ting til at ske."
18:44
And if we can encourage more people,
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Og hvis vi kan tilskynde flere mennesker,
18:46
that will be a movement.
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vil det være en bevægelse.
18:49
And if the movement is strong enough,
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Og hvis den bevægelse er stærk nok,
18:51
that's, in the best sense of the word, a revolution.
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er det, i ordets bedste forstand, en revolution.
18:54
And that's what we need.
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Og det er det vi har brug for.
18:56
Thank you very much.
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Mange tak.
18:57
(Applause)
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(Bifald)
19:00
Thank you very much. (Applause)
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Mange tak. (Bifald)
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