TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson siger, at skoler dræber kreativiteten
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Sir Ken Robinson argumenterer på en underholdende og indsigtsfuld måde for, at det vil være bedre med et uddannelsessystem, der dyrker kreativiteten, i stedet for at underminere den.
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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Godmorgen. Hvordan har I det? Det har været fantastisk, har det ikke?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Jeg er helt overvældet af det hele.
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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Faktisk, så går jeg nu. (Latter)
00:36
(Laughter)
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Der har været tre temaer, ikke sandt,
00:42
There have been three themes
running through the conference
running through the conference
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igennem hele konferencen, som er relevante
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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for det jeg gerne vil tale om.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Et af dem er de fantastiske beviser på menneskelig kreativitet
00:52
in all of the presentations that we've had
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i alle de præsentationer vi har set
00:54
and in all of the people here.
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og fra alle folk her. Alene omfanget af det
00:56
Just the variety of it
and the range of it.
and the range of it.
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og bredden. Det andet er, at
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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det sætter os i en position, hvor vi slet ikke har nogen ide om, hvad der kommer til at ske
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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i forhold til fremtiden. Ingen ide om
01:06
No idea how this may play out.
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hvordan det her kommer til at ske.
01:09
I have an interest in education.
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Jeg er interesseret i uddannelse --
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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det vil sige, mit indtryk er, at alle har en interesse i uddannelse.
Er I ikke enige? Det synes jeg er meget interessant.
01:15
Don't you?
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01:16
I find this very interesting.
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Hvis du er til et middagsselskab, og du siger
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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at du arbejder inden for uddannelse --
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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det vil sige, du er ikke så tit til middagsselskaber, hvis vi skal være helt ærlige, hvis du arbejder inden for uddannelse.
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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(Latter) Du bliver ikke inviteret.
01:31
(Laughter)
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Og du bliver aldrig inviteret igen, mærkelig nok. Det synes jeg er underligt.
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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Men hvis du er, og du fortæller nogen,
du ved, de spørger, "Hvad arbejder du med?"
01:40
you know, they say, "What do you do?"
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og du siger, at du arbejder inden for uddannelse,
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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kan du se blodet forsvinde fra deres ansigt. De tænker,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Åh gud," du ved, "Hvorfor mig? Den ene aften i ugen jeg er i byen." (Latter)
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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Men hvis du spørger om deres uddannelse,
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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så skal du bare se. Det er nemlig en af de ting,
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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der virkelig betyder noget for folk, er det ikke rigtigt?
Ligesom religion, og penge og andre ting.
02:01
Like religion, and money and other things.
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Jeg er meget interesset i uddannelse, og det tror jeg vi allesammen er.
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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Det er i virkeligheden i vores egen interesse,
02:08
We have a huge vested interest in it,
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dels for det er uddannelse som skal forestille at
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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føre os ind i den fremtid, som vi dårligt kan forstå.
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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Hvis du tænker over det, så vil børn, der starter i skolen i år,
blive pensioneret i 2065. Der er ingen der aner --
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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på trods af al den ekspertise, som er blevet vist frem de sidste fire dage --
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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hvordan verden kommer til at se ud
02:29
what the world will look like
in five years' time.
in five years' time.
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om bare fem år. Og alligevel skal vi
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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uddanne dem til det. Så uforudsigeligheden, mener jeg,
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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er helt utrolig.
02:36
And the third part of this
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Og for det tredje, så
02:38
is that we've all agreed, nonetheless,
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så er vi allesammen enige om, uanset hvad, at
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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børnene har en ufattelig evne --
02:45
their capacities for innovation.
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en evne for innovation. Jeg mener, Sirena var i går aftes helt vidunderlig,
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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var hun ikke? Bare det at se hvad hun kunne.
02:50
Just seeing what she could do.
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Og hun er er exceptionel, men jeg tror ikke hun er, så at sige,
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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exceptionel i hele sin barndom.
Det er en person med en ekstraordinær dedikation
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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som har fundet et talent. Og mit postulat er,
03:03
who found a talent.
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at børn har utrolige talenter.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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Og vi spilder dem, ganske tankeløst.
03:07
And we squander them, pretty ruthlessly.
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Så jeg vil gerne tale om uddannelse og
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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jeg vil gerne tale om kreativitet. Mit postulat er, at
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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kreativitet er lige så vigtigt i uddannelse som stavning,
og vi burde behandle det tilsvarende.
03:19
and we should treat it
with the same status.
with the same status.
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(Bifald) Tak. Det var det i øvrigt det hele.
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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Mange tak skal I have. (Latter) Okay, 15 minutter tilbage.
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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Altså, jeg blev født -- nej. (Latter)
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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Jeg hørte for nyligt en sjov historie -- jeg elsker at fortælle det her --
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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om en lille pige, som var til tegneundervisning. Hun var seks år
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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og hun sad nede bagerst og tegnede,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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og læreren fortalte, at denne lille pige næsten aldrig
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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fulgte med, men i denne time gjorde hun.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Læreren var fascineret, og gik over til hende
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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og spurgte, "Hvad tegner du?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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Pigen svarede, "Jeg tegner Gud."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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Og læreren spurgte, "Men der er jo ingen der ved, hvordan Gud ser ud?"
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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Pigen svarede, "Det gør de om lidt."
04:09
(Laughter)
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(Latter)
Da min søn var fire i England --
04:20
When my son was four in England --
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det vil sige, han var fire overalt, hvis jeg skal være helt ærlig. (Latter)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Teknisk set var han, uanset hvor han befandt, fire år gammel det år.
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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Han var med i et krybbespil.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Kan I huske historien? Nej, det var stort.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Det var en stor historie. Mel Gibson lavede efterfølgeren.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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I har måske set den: "Krybbespil II." Men James havde rollen som Joseph,
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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hvilket vi var henrykte over.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Vi betragtede det som en af de ledende roller.
Vi havde fyldt stedet med agenter i T-shirts:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson ER Joseph!" (Latter)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Han havde ikke nogen replikker, men I ved der
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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hvor de tre konger kommer ind. De kommer med gaver,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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og med guld, røgelse og myrra.
04:59
This really happened.
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Det skete virkelig. Vi sad lige der
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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og jeg tror, at de kom lidt ud af takt,
fordi vi talte med den lille dreng bagefter, og vi spurgte,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Er du okay med det?" Han svarede, "Ja, hvorfor? Var det forkert?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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De byttede bare, det var det hele.
05:09
They just switched.
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Nå, men de tre drenge kom ind,
05:10
The three boys came in,
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fire-årige med viskestykker på hovedet,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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og de satte de her kasser ned,
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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og den første dreng sagde, "Jeg kommer med guld til jer."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Den anden dreng sagde, "Jeg kommer med Myrra."
05:20
And the third boy said, "Frank sent this."
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Og den tredje dreng sagde, "Frank sendte det her." (Latter)
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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Fælles for de her ting er, at børn tager gerne en chance.
Selv hvis de ikke ved det, prøver de alligevel.
05:37
If they don't know, they'll have a go.
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Har jeg ret? De er ikke bange for at tage fejl.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Det skal lige siges, at jeg ikke mener, at det at tage fejl, er det samme som at være kreativ.
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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Hvad vi ved er,
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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at hvis du ikke er forberedt på at lave fejl,
05:52
you'll never come up
with anything original --
with anything original --
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kommer du aldrig til at finde på noget originalt.
05:54
if you're not prepared to be wrong.
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Hvis du ikke er klar til at lave fejl. Og når de endelig bliver voksne,
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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har de fleste børn mistet den evne.
De er blevet bange for at lave fejl.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Og sådan leder vi i øvrigt vores virksomheder.
06:03
And we run our companies like this.
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Vi stigmatiserer fejl. Vi har nu
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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uddannelsessystemer hvor
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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det at fejle er det værste man kan gøre.
06:12
And the result is that
we are educating people
we are educating people
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Resultatet er, at vi uddanner folk ud af
06:15
out of their creative capacities.
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deres kreative evner. Picasso sagde engang:
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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han sagde, at alle børn bliver født som kunstere.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Udfordringen er, at forblive kunstner, når vi vokser op. Det er min klare holdning
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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at vi ikke vokser ind i kreavitet,
vi vokser ud af det. Eller rettere, vi bliver uddannet ud af det.
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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Hvordan kan det være?
06:33
So why is this?
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Jeg boede i Stratford-on-Avon indtil for fem år siden.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Faktisk så flyttede vi fra Stratford til Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Så I kan nok forestille jer, hvordan det var en helt gnidningsfri overgang.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Latter) Faktisk
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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boede vi et sted kaldet Snitterfield,
lige udenfor Stratford, hvor
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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Shakespeares far blev født. Blev I lige ramt af en ny tanke? Det blev jeg.
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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Man tænker ikke på, at Shakespeare havde en far, gør man?
Gør I? Fordi jeg tænker ikke på
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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Shakespeare som barn, gør I?
07:01
Shakespeare being seven?
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Shakespeare som syv-årig? Jeg har aldrig tænkt over det. Jeg mener, han var
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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syv år på et tidspunkt. Han var i
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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en eller andens engelskklasse. Hvor irriterende ville det ikke være?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Latter) "Bør arbejde hårdere." At blive sendt i seng af sin far, I ved,
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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til Shakespeare," Gå i seng, nu,"
til William Shakespeare, "og læg så den blyant.
07:32
And put the pencil down."
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Og hold op med at tale sådan. Det forvirrer alle."
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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(Latter)
07:42
(Laughter)
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Nå, men vi flyttede fra Stratford til Los Angeles,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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og jeg vil egentlig gerne lige sige et par ord om overgangen.
07:53
and I just want to say a word
about the transition.
about the transition.
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Min søn ville ikke med.
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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Jeg har to børn. Han er 21 nu; min datter er 16.
08:00
He didn't want to come to Los Angeles.
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Han ville ikke med til Los Angeles. Han elskede tanken,
men han havde en kæreste i England. Dette var hans livs store kærlighed, Sarah.
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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Han havde kendt hende en måned.
08:08
He'd known her for a month.
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De havde haft deres fire års jubilæum,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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fordi det er lang tid, når man er 16.
08:13
because it's a long time when you're 16.
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Nå, men han var virkelig ophidset i flyet,
08:16
He was really upset on the plane,
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og han sagde, "Jeg finder aldrig en anden pige som Sarah."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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Og det passede os egentlig ganske fint, hvis jeg skal være helt ærlig.
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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fordi hun var den primære årsag til, at vi forlod landet.
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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(Latter)
08:34
(Laughter)
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Men når man opdager noget, når man flytter til Amerika
og når man rejser omkring i verden:
08:40
But something strikes you
when you move to America
when you move to America
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samtlige uddannelsessystemer på jorden har det samme hierarki for uddannelsesretninger.
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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Samtlige. Uanset hvor man tager hen.
08:47
Every one. Doesn't matter where you go.
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Man skulle ikke tro det, men sådan er det.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Øverst at matematik og sprog,
08:51
At the top are mathematics and languages,
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1966
og så humaniora, og nederst er kunst.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Overalt på Jorden.
08:56
Everywhere on Earth.
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Og i stort set samtlige systemer,
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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er der også et hierarki inden for kunst.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Kunst og musik får normalt en højere status i skolerne,
end drama og dans. Der er ikke et uddannelsessystem på planeten,
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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hvor børn dagligt bliver undervist i dans
09:07
that teaches dance everyday to children
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som vi gør med matematik. Hvorfor?
09:09
the way we teach them mathematics. Why?
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Hvorfor ikke? Det, tror jeg, er ganske vigtigt.
09:12
Why not? I think this is rather important.
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Jeg tror, at matematik er meget vigtigt, men det er dans også.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Børn danser konstant, hvis de får lov til det. Det gør vi allesammen.
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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Vi har allesammen en krop, har vi ikke? Eller har jeg misforstået noget?
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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(Latter) I virkeligheden sker der det,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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at efterhånden som børn vokser op, begynder vi at uddanne dem
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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i stigende grad fra taljen og op. Og derefter fokuserer vi på deres hoveder.
09:31
And then we focus on their heads.
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Lidt til den ene side.
09:33
And slightly to one side.
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Hvis du besøgte uddannelse, som et rumvæsen,
09:35
If you were to visit
education, as an alien,
education, as an alien,
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09:38
and say "What's it for, public education?"
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og spurgte, "Hvad skal uddannelse gøre godt for?"
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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Jeg tror du ville være nødt til at konkludere -- hvis du ser på resultatet,
hvem det i virkeligheden gavner,
09:43
who really succeeds by this,
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dem der gør alt hvad de får besked på,
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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2731
dem der får alle de gode karakterer, dem der er vinderne --
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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Jeg tror du ville være nødt til at konkludere, at hele formålet med offentlig uddannelse
verden over
09:53
throughout the world
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er, at producere universitetsprofessorer. Er det ikke rigtigt?
09:54
is to produce university professors.
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1953
09:56
Isn't it?
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1311
09:57
They're the people who come out the top.
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1983
Det er dem, der kommer ud i toppen.
09:59
And I used to be one, so there.
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Og jeg plejede at være en af dem. (Latter)
10:01
(Laughter)
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Jeg kan godt lide universitetsprofessorer, men
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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vi bør ikke holde dem op som det ypperste mennesker kan opnå.
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,
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1976
De er bare en slags liv,
10:14
another form of life.
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1560
en lidt anden slags liv. Men de er ganske specielle,
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
og jeg siger dette med stor kærlighed for dem.
Det er min erfaring, at der er noget specielt ved professorer --
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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ikke dem alle, men typisk -- de lever i deres hoved.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
De lever deroppe, og lidt til den ene side.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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De er kropsløse, I ved, på en lidt bogstavelig måde.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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3374
De ser deres krop
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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som en form for transportmiddel til deres hoved.
10:34
(Laughter)
225
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6166
10:40
Don't they?
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(Latter) Det er en måde at få deres hoveder rundt til møder.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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617240
2222
10:43
(Laughter)
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5512
Hvis I vil se ægte beviser på ud-af-kroppen oplevelser,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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i øvrigt, så tag til en konference
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
628876
3486
for højtstående akademikere,
og kig ind forbi dansegulvet den sidste aften.
10:56
and pop into the discotheque
on the final night.
on the final night.
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2243
10:58
(Laughter)
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(Latter) Der vil I se det, voksne mænd og kvinder
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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der vrider sig ukontrollabelt, ude af takt,
11:07
(Laughter)
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mens de venter på at det stopper, så de kan tage hjem og skrive en rapport om det.
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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Vores uddannelsessystem er baseret på akademiske evner.
11:13
(Laughter)
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649240
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
Og det er der en grund til.
11:19
And there's a reason.
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655035
1241
Hele systemet blev opfundet -- der var, verden over,
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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3556
ikke noget offentligt uddannelsessystem før det 19. århundrede.
11:23
really, before the 19th century.
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2106
Det blev altsammen til
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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i takt med industrialiseringen.
Så hierarkiet bygger på to ideer.
11:29
So the hierarchy is rooted on two ideas.
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2163
Et, at de mest brugbare emner i forhold til arbejde
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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4597
I
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
ting i skolen, i god tro, da I var børn. Ting I kunne lide,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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674132
2934
med argumentet, at det ville I
aldrig komme til at arbejde med. Har jeg ret?
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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3386
Hold dig fra musik, du bliver aldrig musiker;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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2381
hold dig fra kunst, du bliver aldrig en kunstner.
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.
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3420
Givet i god tro -- nu, dybt perfekt. Hele verden
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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2145
er i gang med en revolution.
Det andet er akademiske evner, som efterhånden dominerer
11:54
And the second is academic ability,
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2097
11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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2885
vores syn på intelligens,
fordi universiteterne designede systemerne i deres eget billede.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Hvis I tænker over det, er hele systemet
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
med offentlig uddannelse, verden over, en lang optagelse
til universiteter.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
Konsekvensen er, at mange talentfulde,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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2333
geniale, kreative mennesker tror, at de ikke er det,
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
fordi det de var gode til i skolen
12:12
because the thing
they were good at at school
they were good at at school
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2138
ikke blev påskønnet, eller i virkeligheden blev stigmatiseret.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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2108
12:17
And I think we can't afford
to go on that way.
to go on that way.
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Jeg mener ikke, at vi har råd til at gøre det sådan.
12:19
In the next 30 years, according to UNESCO,
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2464
Ifølge UNESCO vil der i løbet af de næste 30 år være
flere mennesker der består
12:22
more people worldwide will be graduating
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2810
en uddannelse, end der har været i hele historien.
12:25
through education
than since the beginning of history.
than since the beginning of history.
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2546
Flere mennesker, og det er kombinationen
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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3681
af alle de ting, vi har talt om --
teknologi og dets indvirkning på arbejde, og demografien
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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og den store eksplosion i befolkningstal.
12:34
and the huge explosion in population.
267
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1804
Pludselig er diplomer ikke noget værd. Er det ikke rigtigt?
12:36
Suddenly, degrees aren't worth anything.
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2865
Da jeg studerende var det sådan, at hvis du havde et diplom, havde du et job.
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
Hvis du ikke havde et job, var det fordi du ikke ville have et.
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.
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2776
Og jeg ville ikke have et, for at være helt ærlig. (Latter)
12:46
And I didn't want one, frankly. (Laughter)
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2676
12:49
But now kids with degrees
273
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4074
Men nu drager børn med diplomer ofte
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
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3045
hjem, for at fortsætte med at spille videospil,
fordi du har brug for mastergrad, hvor den tidligere stilling krævede en bachelorgrad,
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
og nu skal du have en ph.d. for det andet.
12:59
and now you need a PhD for the other.
276
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1787
Det er akademisk inflation.
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
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2376
Og det indikerer, at uddannelseskonstruktionen
ændrer sig under os. Vi er nødt til at tænke i helt nye baner
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.
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2620
i forhold til vores syn på intelligens.
Vi ved tre ting om intelligens.
13:09
We know three things about intelligence.
281
765501
1995
Et, intelligens er fleksibelt. Vi tænker på verden på alle de måder
13:11
One, it's diverse.
282
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1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
vi oplever den. Vi tænker visuelt,
vi tænker i lyd, vi tænker med hele kroppen.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
Vi tænker i abstrakte begreber, vi tænker i bevægelse.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
To, intelligens er dynamisk.
13:21
Secondly, intelligence is dynamic.
286
777246
1754
Hvis du ser på interaktionerne i den menneskelige hjerne, som vi hørte om
13:23
If you look at the interactions
of a human brain,
of a human brain,
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2389
13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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2976
i går fra flere talere,
13:29
intelligence is wonderfully interactive.
289
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1976
intelligens er vidunderligt interaktiv.
13:31
The brain isn't divided into compartments.
290
787000
2238
Hjernen er ikke delt ind i afdelinger.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
Faktisk er kreativitet -- hvilket jeg definerer som det at
13:37
of having original ideas
that have value --
that have value --
292
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2325
få en original idea af værdi --
som regel noget der kommer via interaktion
13:39
more often than not comes about
through the interaction
through the interaction
293
795349
2652
med forskellige måder at se ting på.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
Hjernen er bevidst -- der er i øvrigt
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
295
802310
3666
en samling af nerver, som samler de to hjernehalvdele,
13:50
called the corpus callosum.
296
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1491
kaldet corpus callosum. Den er tykkere hos kvinder.
13:51
It's thicker in women.
297
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1266
I forlængelse af Helen i går, tror jeg,
13:53
Following off from Helen yesterday,
298
809088
1741
at det formentlig er derfor kvinder er bedre til at multi-taske.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
300
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1817
Fordi det er I, er I ikke?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
301
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3207
Der er en masse research, men jeg ved det fra mit eget liv.
Hvis min kone er i gang med at lave mad derhjemme --
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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5238
hvilket heldigvis ikke sker så tit, gudskelov. (Latter)
14:09
(Laughter)
303
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2854
Men I ved, hun er i gang -- nej, hun er faktisk god til nogle ting --
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
827878
2498
men hvis hun laver mad,
er hun igang med at tale i telefon,
14:14
she's dealing with people on the phone,
305
830400
1876
hun taler med børnene, maler loftet,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
832300
2556
14:18
she's doing open-heart surgery over here.
307
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3096
laver hjertekirurgi herovre.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
838000
2976
Hvis jeg laver mad, er døren lukket, ungerne er ude,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
309
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2976
telefonstikket er trukket ud. Hvis hun kommer ind, bliver jeg irriteret.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
310
844000
3071
Jeg siger, "Terry, helt ærligt, jeg er lige ved at stege et æg. Prøv lige at giv mig lidt plads." (Latter)
14:31
(Laughter)
311
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6730
14:38
"Give me a break."
312
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1200
14:39
(Laughter)
313
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1720
I kender den der gamle filosofiske ting,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
314
857222
2499
når et træ falder i skoven, og der ikke er nogen der hører det,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
859745
3253
skete det så overhovedet? Kan I huske den gamle kending?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
864605
2409
Jeg så en t-shirt for kort tid siden, hvor der stod, "Hvis en mand siger sin mening
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
867038
3938
i en skov, og ingen kvinde hører hvad han siger,
14:55
is he still wrong?"
319
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1396
tager han så stadig fejl?" (Latter)
14:56
(Laughter)
320
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5606
15:03
And the third thing about intelligence is,
321
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2000
Den tredje ting ved intelligens er,
15:06
it's distinct.
322
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1369
at det er tydeligt. Jeg er i gang med at skrive en ny bog for tiden
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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med titlen "Åbenbaring," som er baseret på en række
15:10
which is based on a series
of interviews with people
of interviews with people
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interviews med folk, om hvordan de har opdaget
15:12
about how they discovered their talent.
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deres talent. Jeg er fascineret af, hvordan folk kom frem til det.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Det startede i virkeligheden med en samtale jeg havde
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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med en vidunderlig kvinde, som de færreste formentlig
har hørt om. Hun hedder Gillian Lynne.
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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Kender I hende? Nogle gør. Hun er koreograf
15:22
Have you heard of her? Some have.
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og alle kender det hun har lavet.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Hun har lavet "Cat," og "Phantom of the Opera."
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Hun er vidunderlig. Jeg var tidligere i bestyrelsen ved Den Kongelige Ballet, i England,
15:29
She's wonderful.
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15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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som I kan se.
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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Nå, men Gillian og jeg spiste frokost en dag, og jeg spurgte
"Gillian, hvordan gik det til, at du blev danser?" Hun svarede,
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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at det var interessant, fordi da hun gik i skole,
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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var hun helt håbløs. Og skolen, i 30'erne,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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3602
skrev til hendes forældre, at "Vi tror
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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Gillian har problemer med at lære." Hun kunne ikke koncentrere sig,
hun var rastløs. Jeg tror man i dag ville sige,
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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at hun har DAMP. Ville I ikke? Men det her var i 30'erne,
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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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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4059
og DAMP var ikke opfundet endnu.
Det var ikke en tilgængelig diagnose. (Latter)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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Folk vidste slet ikke, at de kunne have det.
16:01
People weren't aware they could have that.
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Nå, men hun gik til en specialist. Hun var i det her rum med egepaneler
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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942003
4278
og hun var der sammen med sin mor,
og hun blev ført hen til en stol og satte sig,
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
og hun sad på sine hænder i 20 minutter, mens
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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2477
den her mand talte med hendes mor om alle
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
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952552
3639
de problemer, som Gillian havde i skolen. Til sidst --
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
fordi hun forstyrrede folk,
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
hendes lektier blev altid afleveret for sent, og så videre,
et lille barn på otte -- til sidst gik lægen hen og satte sig
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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ved siden af Gillian, og sagde, "Gillian,
jeg har hørt på alle de ting din mor
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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2705
har fortalt mig, og jeg er nødt til at tale med hende alene."
16:33
I need to speak to her privately.
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969196
1619
Han sagde," Vent her, vi kommer tilbage, og der varer ikke særlig længe."
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
De gik, og efterlod hende der.
16:37
and they went and left her.
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973239
2325
Men på vej ud af rummet, tændte han for en radio
16:39
But as they went out of the room,
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975588
1636
der stod på hans skrivebord. Og da de
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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977248
2500
kom ud af lokalet, sagde han til hendes mor,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
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980342
3430
"Prøv bare at stå her og se på hende." Og i samme øjeblik de gik ud af rummet,
16:48
And the minute they left the room,
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2991
fortalte hun, var hun oppe og stå, og bevægede sig til musikken.
16:51
she was on her feet, moving to the music.
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987015
2484
De så på hende i nogle minutter
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,
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989523
3453
og han vendte sig mod hendes mor og sagde,
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
"Fru Lynne, Gillian er ikke syg. Hun er en danser.
17:01
Take her to a dance school."
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997000
1976
Tag hende med til en danseskole."
17:03
I said, "What happened?"
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999000
1976
Jeg spurgte, "Hvad skete der?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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1001000
2976
Hun sagde, "Det gjorde hun. Jeg kan slet ikke fortælle dig hvor vidunderligt det var.
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
Vi kom ind i det her lokale, og det var fyldt med
folk som mig. Folk der ikke kunne sidde stille.
17:10
People who couldn't sit still.
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1006777
2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
372
1009000
4587
Folk der var nødt til at bevæge sig, for at kunne tænke." Som var nødt til at bevæge sig, for at kunne tænke.
De lærte ballet, de lærte steppedans, de lærte jazz,
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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1013746
3630
de lærte moderne dans, de lærte tidens dans.
Hun var endeligt til optagelsesprøve ved Den Kongelig Balletskole,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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1017400
2820
hun blev solodanser. Hun havde en vidunderlig karriere
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
ved Den Kongelige Ballet. Endelig blev hun færdig
ved Den Kongelige Balletskole, og
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
1023567
2608
stiftede sit eget kompagni, Gillian Lynne Dansekompagni,
17:30
founded the Gillian Lynne Dance Company,
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1026200
1975
mødte Andrew Lloyd Weber. Hun har lavet
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
nogle af de mest succesfulde musikalske
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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1031001
3146
teaterproduktioner i historien, hun har skabt glæde for millioner,
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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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.
382
1037269
4070
og hun er en multimillionær. Andre
havde måske givet hende medicin og bedt hende
17:45
(Applause)
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1041364
6782
om at slappe af.
Jeg tror -- (Bifald) Jeg tror følgende:
17:52
What I think it comes to is this:
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1048575
1601
Al Gore talte den anden aften
17:54
Al Gore spoke the other night
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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
om økologi, og den revolution der blev udløst af Rachel Carson.
Jeg tror vores eneste håb for fremtiden
18:01
I believe our only hope for the future
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1057111
2166
er, at tillægge os en ny forståelse for menneskelig økologi,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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1059301
3833
en hvor vi starter med at genoplive vores opfattelse
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
af den menneskelige kreativitets rigdom.
18:12
Our education system has mined our minds
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1068000
3499
Vores uddannelsessystem har udnyttet vores hjerner på samme måde
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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1071523
3276
som vi har drevet minedrift på Jorden: for at finde en specifik vare.
I fremtiden vil det ikke være til vores fordel.
18:19
And for the future, it won't serve us.
393
1075188
2484
Vi er nødt til at tænke anderledes på de fundamentale principper.
18:21
We have to rethink
the fundamental principles
the fundamental principles
394
1077696
2280
18:24
on which we're educating our children.
395
1080000
1968
På den måde vi uddanner vores børn. Der var
et vidunderligt citat af Jonas Salk, som sagde, "Hvis alle insekter
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
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5039
forsvandt fra Jorden,
ville alt liv på Jorden ende inden for 50 år.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
Hvis alle mennesker forsvandt fra Jordens overflade,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
ville alle former for liv blomstre inden for 50 år."
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
Han har ret.
18:44
And he's right.
401
1100244
1285
Det TED fejrer, er den menneskelige opfindsomhed.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
402
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3634
Vi er nødt til at sørge for, at vi bruger denne gave
18:50
We have to be careful now
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1106417
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fornuftigt, og at vi undgår nogle af de scenarier,
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.
405
1110791
3229
scenarier vi har talt om. Den eneste måde vi
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
406
1114044
3932
kan gøre det på, er ved at se vores kreative evner
19:02
for the richness they are
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1118000
1610
som den rigdom det er, og se
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
3182
vores børn som det håb de er. Det er vores opgave
19:06
And our task is to educate
their whole being,
their whole being,
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2398
at uddanne hele deres væsen, så de kan gå fremtiden i møde.
19:09
so they can face this future.
410
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1484
I øvrigt -- vi kommer måske ikke til at se den fremtid,
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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men de gør. Det er vores job at hjælpe dem
19:14
And our job is to help them
make something of it.
make something of it.
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med at få noget godt ud af den. Mange tak skal I have.
19:17
Thank you very much.
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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