TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson dice que las escuelas matan la creatividad
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Sir Ken Robinson plantea de manera entretenida y conmovedora la necesidad de crear un sistema educativo que nutra (en vez de socavar) la creatividad.
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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Buenos días. ¿Cómo están? Ha sido increíble, ¿verdad?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Estoy abrumado con todo esto.
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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De hecho, me estoy yendo. (risas)
00:36
(Laughter)
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Ha habido tres temas, durante la conferencia,
00:42
There have been three themes
running through the conference
running through the conference
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que son relevantes a lo que yo quiero decir.
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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Uno es la extraordinaria
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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evidencia de la creatividad humana
00:52
in all of the presentations that we've had
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en todas las presentaciones que hemos tenido
00:54
and in all of the people here.
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y en todas las personas que están aquí.
00:56
Just the variety of it
and the range of it.
and the range of it.
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La variedad y gama. El segundo nos ha puesto
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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en un lugar dónde no tenemos idea de qué
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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va a suceder en términos del futuro. Ninguna idea
01:06
No idea how this may play out.
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de cómo se va desarrollar esto.
01:09
I have an interest in education.
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Yo estoy interesado en la educación - de hecho,
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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lo que encuentro es que todas las personas tienen interés en la educación.
¿Ustedes no? Pienso que esto es muy interesante.
01:15
Don't you?
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01:16
I find this very interesting.
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Si estás en una cena y dices
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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que trabajas en educación - bueno,
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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si trabajas en educación no vas muy seguido a cenas,
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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No te invitan. (risas)
01:31
(Laughter)
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Y curiosamente nunca te vuelven a invitar. Es raro.
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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Pero cuándo te invitan, y hablas con alguien
sabes, te dicen, "¿En qué trabajas?"
01:40
you know, they say, "What do you do?"
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Y dices que trabajas en educación,
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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puedes ver que se ponen pálidos. Dicen: "Oh Dios,
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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¿Por qué a mi? Mi única noche afuera en la semana". (risas)
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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Pero si les preguntas por su educación,
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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te arrinconan contra la pared. Porque es una
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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de esas cosas que llega a lo profundo de la gente.
Como la religión, el dinero y otras cosas.
02:01
Like religion, and money and other things.
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Yo tengo un gran interés en la educación, y creo que todos lo tenemos.
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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Tenemos un gran interés comprometido en ello,
02:08
We have a huge vested interest in it,
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en parte porque es la educación la que nos va
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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a llevar a este futuro que no podemos comprender.
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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Si lo piensas, los niños que comienzan la escuela este año
se van a jubilar en el 2065. Nadie tiene una pista,
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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a pesar de toda la experticia desplegada en los últimos cuatro días,
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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de cómo va a ser el mundo en 5 años.
02:29
what the world will look like
in five years' time.
in five years' time.
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Y sin embargo se supone que estamos
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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educando a los niños para él. Así que creo que
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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la impredictibilidad es extraordinaria.
02:36
And the third part of this
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Y la tercera parte de esto es que sin embargo,
02:38
is that we've all agreed, nonetheless,
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todos estamos de acuerdo en las extraordinarias
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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capacidades que tienen los niños, sus capacidades
02:45
their capacities for innovation.
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de innovación. Anoche, por ejemplo, Serena
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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fue una maravilla. Sólo ver lo que ella hace.
02:50
Just seeing what she could do.
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Y ella es excepcional, pero no creo que ella sea, por decirlo,
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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una excepción entre todos los niños.
Es una persona extraordinariamente
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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dedicada que encontró un talento. Y mi argumento
03:03
who found a talent.
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es que todos los niños tienen talentos tremendos,
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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que desperdiciamos sin piedad.
03:07
And we squander them, pretty ruthlessly.
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Así que quiero hablar de educación y creatividad
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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Mi argumento es que ahora la creatividad
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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es tan importante en educación
como la alfabetización, y deberíamos darle el mismo estatus.
03:19
and we should treat it
with the same status.
with the same status.
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(aplausos) Gracias. Por cierto, eso fue todo.
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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Muchísimas gracias. (risas) Así que,
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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me quedan 15 minutos. Bueno, yo nací en - no. (risas)
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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Escuché una gran historia hace poco, me encanta contarla,
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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sobre una niña en clase de dibujo. Ella tenía 6 años
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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y estaba en la parte de atrás, dibujando,
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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y la profesora contó que esta niña casi nunca
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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prestaba atención, pero que en esta clase de dibujo sí.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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La profesora estaba fascinada y se acercó a ella
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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y dijo, "¿Qué estás dibujando?", y la niña dijo,
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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"Estoy dibujando a Dios".
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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Y la profesora dijo, "Pero nadie sabe cómo es Dios".
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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Y la niña dijo, "Lo van a saber en un minuto".
04:09
(Laughter)
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(risas)
Cuando mi hijo tenía 4 años en Inglaterra -
04:20
When my son was four in England --
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de hecho tenía 4 en todas partes, para ser honesto. (risas)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Si estamos siendo estrictos, donde quiera que fuera, tenía 4 ese año.
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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Estaba en la representación de la Natividad.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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¿Se acuerdan de la historia? No, fue grande.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Fue una gran historia. Mel Gibson la contó.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Puede que la hayan visto: "Natividad II". A James le dieron
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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el papel de José, lo que nos tenía encantados.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Considerábamos que era un papel protagónico.
Llenamos el lugar de agentes
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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en camisetas: "¡James Robinson ES José!"
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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El no tenía parlamento. Conocen la parte en que
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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entran los tres reyes magos. Llegan trayendo regalos,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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traen oro, incienso y mirra.
04:59
This really happened.
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Esto en verdad pasó. Estamos sentado ahí
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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y creo que no siguieron el orden al entrar,
porque hablamos después con el niño y le dijimos,
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"¿Salió todo bien?" Y el dijo, "¡Claro! ¿Por qué? ¿Algo estuvo mal?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Sólo cambiaron el orden, eso fue todo.
05:09
They just switched.
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En cualquier caso, los tres niños entraron,
05:10
The three boys came in,
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niños de 4 años, con paños de cocina
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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en las cabezas, pusieron estas cajas en el suelo,
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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y el primer niño dijo, "Les traigo oro".
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Y el segundo niño dijo, "Les traigo mirra". Y el tercero dijo,
05:20
And the third boy said, "Frank sent this."
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"Frank mandó esto" (rima con incienso en inglés) (risas)
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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Lo que estas cosas tienen en común, es que los niños se arriesgan.
Si no saben, prueban.
05:37
If they don't know, they'll have a go.
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¿Verdad? No tienen miedo a equivocarse.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Ahora, no estoy diciendo que equivocarse es lo mismo que ser creativo.
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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Lo que si sabemos es que,
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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si no estas abierto a equivocarte,
05:52
you'll never come up
with anything original --
with anything original --
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nunca se te va a ocurrir algo original.
05:54
if you're not prepared to be wrong.
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Si no estás abierto a equivocarte. Y para cuando llegan a ser adultos,
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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la mayoría de los niños ha perdido esa capacidad.
Tienen miedo a equivocarse.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Y por cierto, manejamos nuestras empresas así.
06:03
And we run our companies like this.
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Estigmatizamos los errores. Y ahora estamos administrando
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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sistemas nacionales de educación donde
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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los errores son lo peor que puedes hacer.
06:12
And the result is that
we are educating people
we are educating people
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Y el resultado es que estamos educando a la gente para
06:15
out of their creative capacities.
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que dejen sus capacidades creativas. Picasso dijo
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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que todos los niños nacen artistas.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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El problema es seguir siendo artistas al crecer. Creo en lo siguiente
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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con pasión: que no nos volvemos más creativos al crecer,
más bien nos hacemos menos creativos. O más bien, la educación
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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nos hace menos creativos. Y ¿por qué es así?
06:33
So why is this?
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Yo vivía en Stratford-on-Avon hasta hace 5 años.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Nos mudamos de Stratford a Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Se pueden imaginar lo suave que fue ese cambio.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(risas) De hecho, vivíamos
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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en un lugar llamado Snitterfield,
en las afueras de Stratford, donde nació
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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el padre de Shakespeare. ¿Repentinamente tienen un nuevo pensamiento? Yo si.
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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Nunca pensaron que Shakespeare tuviera un padre, ¿verdad?
Porque nunca pensaron en
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 de niño, ¿verdad?
07:01
Shakespeare being seven?
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¿Se imagina a Shakespeare a los 7? Nunca pensé en ello. O sea,
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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él tuvo 7 años en algún momento. Y estaba en
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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la clase de Inglés de alguien, (risas) ¿Cuán molesto sería eso?
07:07
(Laughter)
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07:14
How annoying would that be?
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"Debe esforzarse más". (risas)
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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Mandado a dormir por su papá, "A la cama, ahora".
"Y deja ese lápiz,
07:32
And put the pencil down."
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y deja de hablar así. Nos confundes a todos".
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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(risas)
07:42
(Laughter)
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En todo caso, nos mudamos de Stratford a Los Angeles,
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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y sólo les quiero comentar algo sobre la transición.
07:53
and I just want to say a word
about the transition.
about the transition.
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Mi hijo no quería venir.
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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Tengo 2 hijos. El tiene 21 ahora, mi hija 16.
08:00
He didn't want to come to Los Angeles.
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El no quería venir a Los Angeles. Le encantaba,
pero tenía una novia en Inglaterra. El amor de su vida,
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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Sarah. La conocía hace un mes.
08:08
He'd known her for a month.
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Imagínense, habían tenido su 4to aniversario,
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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porque ese es un tiempo largo cuando tienes 16.
08:13
because it's a long time when you're 16.
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Bueno, el estaba muy alterado en el avión.
08:16
He was really upset on the plane,
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y me dijo: "Nunca voy a encontrar a otra chica como Sarah".
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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Y a decir verdad estabamos contentos por eso,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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porque ella era la razón principal para dejar el país.
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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(risas)
08:34
(Laughter)
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Te das cuenta de algo cuando te trasladas a los Estados Unidos
y cuando viajas por el mundo: todos los sistemas
08:40
But something strikes you
when you move to America
when you move to America
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educativos del mundo tienen la misma jerarquía
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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de materias. Todos. Sin importar donde vayas.
08:47
Every one. Doesn't matter where you go.
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Uno pensaría que cambia, pero no.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Arriba están las matemáticas y lenguas,
08:51
At the top are mathematics and languages,
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luego las humanidades, y abajo están las artes.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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En todo el planeta.
08:56
Everywhere on Earth.
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Y en casi todos los sistemas además,
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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hay jerarquías dentro de las artes.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Arte y música normalmente tienen un estatus más alto en las escuelas
que drama y danza. No hay ningún sistema educativo que
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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le enseñe danza a los niños todos los días
09:07
that teaches dance everyday to children
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de la misma manera que les enseñamos matemáticas. ¿Por qué?
09:09
the way we teach them mathematics. Why?
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¿Por qué no? Creo que esto es importante.
09:12
Why not? I think this is rather important.
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Creo que las matemáticas son muy importantes, pero también la danza.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Los niños bailan todo el tiempo cuando se les permite, todos lo hacemos.
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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Todos tenemos cuerpos, ¿no? ¿Me perdí esa reunión?
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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(risas) Lo que en verdad ocurre es que cuando los niños crecen
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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los comenzamos a educar progresivamente
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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de la cintura hacia arriba. Y después nos concentramos en sus cabezas.
09:31
And then we focus on their heads.
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Y ligeramente en un lado de la cabeza,
09:33
And slightly to one side.
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Si un extraterrestre viera nuestra educación
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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y preguntara: "¿Para qué sirve la educación pública?"
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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Creo que tendrías que concluir, si miras el resultado
a los tienen éxito en este sistema,
09:43
who really succeeds by this,
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a quienes hacen todo lo que deberían,
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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a los que se llevan las estrellitas, a los ganadores.
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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Tendrías que concluir que el propósito de la educación
pública en todo el mundo
09:53
throughout the world
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es producir profesores universitarios, ¿o no?
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
Son las personas que salen arriba.
09:59
And I used to be one, so there.
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2179
Y yo solía ser uno, así que ahí tienen. (risas)
10:01
(Laughter)
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Y me gustan los profesores universitarios, pero
10:04
And I like university
professors, but you know,
professors, but you know,
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10:07
we shouldn't hold them up
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no deberíamos considerarlos el logro más grande de la humanidad.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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10:12
They're just a form of life,
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1976
Son sólo una forma de vida,
10:14
another form of life.
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otra forma de vida. Y son extraños,
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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y digo con esto con afecto.
En mi experiencia hay algo curioso sobre los profesores,
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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no todos, pero en general, viven en sus cabezas.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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Viven ahí arriba y un poco hacia un lado.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Están fuera de su cuerpo, de manera casi literal.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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Ven sus cuerpos
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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como una forma de transporte para sus cabezas.
10:34
(Laughter)
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10:40
Don't they?
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(risas) Es una manera de llevar sus cabezas a las reuniones.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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2222
10:43
(Laughter)
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5512
Si quieren evidencia real de experiencias extracorporales,
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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acudan a una conferencia
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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de altos académicos
y vayan a la discoteca en la noche final.
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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(risas) Y ahí lo verán, hombres y mujeres adultos
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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4118
contorsionándose incontrolablemente, a destiempo, esperando a que termine
11:07
(Laughter)
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para ir a casa a escribir un artículo sobre ello.
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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Nuestro sistema educativo se basa en la idea
11:13
(Laughter)
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1904
11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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3843
de habilidad académica. Y hay una razón.
11:19
And there's a reason.
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1241
Cuando todo el sistema fue inventado.
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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3556
en el mundo, no habían sistemas educativos
11:23
really, before the 19th century.
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2106
antes del siglo XIX. Todos surgieron para llenar
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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2957
las necesidades de la industrialización.
Así que la jerarquía se basa en dos ideas.
11:29
So the hierarchy is rooted on two ideas.
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2163
Número uno, que las materias más útiles para el trabajo son más importantes.
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
Así que probablemente te alejaron gentilmente
11:36
So you were
probably steered benignly away
probably steered benignly away
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2031
de las cosas que te gustaban cuando niño,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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2934
con el argumento de que nunca ibas a encontrar
un trabajo haciendo eso. ¿Cierto?
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
No hagas música, no vas a ser músico;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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2381
no hagas arte, no vas a ser un artista.
11:46
don't do art, you won't be an artist.
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1801
11:48
Benign advice -- now, profoundly mistaken.
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3420
Consejo benigno, y hoy profundamente equivocado. El mundo entero
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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2145
está envuelto en una revolución.
Y la segunda idea es la habilidad académica, que ha llegado a dominar
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
nuestra visión de la inteligencia,
porque las universidades diseñaron el sistema a su imagen.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Si lo piensan, todo el sistema de educación pública
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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3494
en el mundo es un extenso proceso
de admisión universitaria.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
Y la consecuencia es que muchas personas talentosas,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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2333
brillantes y creativas piensan que no lo son,
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
porque aquello para lo que eran buenos en la escuela
12:12
because the thing
they were good at at school
they were good at at school
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2138
no era valorado o incluso era estigmatizado.
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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2296
Y pienso que no podemos darnos el lujo de seguir por este camino.
12:19
In the next 30 years, according to UNESCO,
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En los próximos 30 años, según la UNESCO,
más personas, en el mundo, se van a graduar del sistema educativo
12:22
more people worldwide will be graduating
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2810
que el total desde el principio de la historia.
12:25
through education
than since the beginning of history.
than since the beginning of history.
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2546
Más personas. Esto es la combinación
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
de todas las cosas que hemos hablado,
la tecnología y su transformación del trabajo, y
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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la gran explosión demográfica.
12:34
and the huge explosion in population.
267
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1804
Súbitamente, los títulos ya no valen nada.
12:36
Suddenly, degrees aren't worth anything.
268
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2865
Cuando yo era estudiante si tu tenías un título tenías un trabajo.
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
Si no tenías uno era porque no querías.
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
Yo no quería un trabajo, francamente. (risas)
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
Pero ahora los jóvenes con títulos muchas veces vuelven a sus casas
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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3045
para seguir jugando video juegos,
porque necesitas una maestría para el trabajo que antes requería un bachillerato.
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
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3198
Y ahora necesitas un doctorado para el otro.
12:59
and now you need a PhD for the other.
276
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1787
Es un proceso de inflación académica,
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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que indica que toda la estructura de la educación
se está moviendo bajo nuestros pies. Debemos cambiar radicalmente
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
nuestra idea de la inteligencia
Sabemos tres cosas sobre la inteligencia.
13:09
We know three things about intelligence.
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1995
Primero, que es diversa. Pensamos sobre el mundo de todas las
13:11
One, it's diverse.
282
767520
1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
283
768771
3005
maneras en que lo experimentamos. Visualmente,
en sonidos, pensamos kinestésicamente
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
284
771800
2976
Pensamos en términos abstractos, en movimiento.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Segundo, la inteligencia es dinámica.
13:21
Secondly, intelligence is dynamic.
286
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1754
Si observas las interacciones del cerebro humano,
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
como escuchamos ayer en varias presentaciones,
13:29
intelligence is wonderfully interactive.
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1976
la inteligencia es maravillosamente interactiva.
13:31
The brain isn't divided into compartments.
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2238
El cerebro no está dividido en compartimientos.
13:33
In fact, creativity --
which I define as the process
which I define as the process
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3103
De hecho, la creatividad, que yo defino como el proceso
13:37
of having original ideas
that have value --
that have value --
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2325
de tener ideas originales que tengan valor,
casi siempre ocurre a través de la interacción
13:39
more often than not comes about
through the interaction
through the interaction
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2652
de cómo ven las cosas diferentes disciplinas.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
El cerebro es intencionalmente -
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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3666
a propósito, hay un tubo de nervios que une las dos mitades del cerebro
13:50
called the corpus callosum.
296
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1491
llamado el cuerpo callosos. Es más ancho en las mujeres.
13:51
It's thicker in women.
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1266
Siguiendo con lo que dijo Helen ayer, creo que
13:53
Following off from Helen yesterday,
298
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1741
probablemente por esto las mujeres son mejores haciendo varias tareas a la vez.
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
Porque ustedes son buenas en eso, ¿o no?
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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3207
Hay montones de investigación, pero yo lo se por mi vida personal.
Cuando mi esposa cocina en la casa -
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
no muy seguido. Por suerte. (risas)
14:09
(Laughter)
303
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2854
Pero - no, ella si cocina bien algunas cosas -
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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2498
pero cuando está cocinando,
está hablando al teléfono, hablándole
14:14
she's dealing with people on the phone,
305
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1876
a los niños, pintando el techo,
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
cirugía a corazón abierto por acá.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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2976
Si yo estoy cocinando, la puerta está cerrada, los niños afuera
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
el teléfono está descolgado y me irrito si ella viene.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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3071
"Terry, por favor, estoy intentando freir un huevo aquí", (risas) "Déjame en paz."
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
Conocen esa vieja pregunta filosófica,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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2499
si un árbol cae en el bosque y nadie lo escucha,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
315
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3253
¿realmente ocurrió? ¿Se acuerdan? Ese viejo castaño.
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
Hace poco vi una camiseta que decía "Si un hombre habla
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
en el bosque, y ninguna mujer lo escucha,
14:55
is he still wrong?"
319
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1396
¿todavía está equivocado? (risas)
14:56
(Laughter)
320
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5606
15:03
And the third thing about intelligence is,
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2000
Y la tercera cosa sobre la inteligencia es
15:06
it's distinct.
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1369
que es única. Estoy escribiendo un libro nuevo
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
323
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2573
llamado "Epifanía", basado en una serie de entrevistas
15:10
which is based on a series
of interviews with people
of interviews with people
324
886351
2474
sobre cómo distintas personas descubrieron
15:12
about how they discovered their talent.
325
888849
1920
su talento. Estoy fascinado con cómo la gente llegó
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
326
890793
2169
a eso. Esto me trae a una conversación
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
327
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3190
que tuve con una mujer maravillosa de la quizás
no han oído hablar, se llama Gillian Lynne,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
328
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2676
¿la conocen? Algunos si.
15:22
Have you heard of her? Some have.
329
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1630
Es coreógrafa y todo el mundo conoce su trabajo.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
330
900554
2522
Ella hizo "Cats" y "El fantasma de la ópera".
15:27
She did "Cats" and "Phantom of the Opera."
331
903100
2001
Es fantástica. Yo solía estar en el concejo del Royal Ballet, en Inglaterra,
15:29
She's wonderful.
332
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978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
333
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2146
como pueden ver.
15:32
as you can see.
334
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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2400
Almorcé con Gillian un día y le pregunté:
"¿Cómo llegaste a ser bailarina?"
15:36
"How did you get to be a dancer?"
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1800
15:37
It was interesting.
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1000
Fue interesante, ella era incompetente en la escuela
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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y la escuela, en los años 30, le escribió a sus padres
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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917374
3602
diciendo "Creemos que Gillian tiene un trastorno
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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921000
2000
de aprendizaje". No se podía concentrar,
se movía nerviosamente. Creo que hoy dirían
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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923024
2142
que tenía TDAH (Deficit de Atención). Pero esto era en los 30
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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925190
3290
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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928504
4059
y no se había inventado el TDAH.
No era un trastorno disponible. (risas)
15:56
It wasn't an available condition.
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2389
15:59
(Laughter)
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2737
La gente no sabía que podían tener eso.
16:01
People weren't aware they could have that.
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2060
Ella fue a ver a un especialista.
16:03
(Laughter)
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939845
2134
16:06
Anyway, she went to see this specialist.
348
942003
4278
En esta habitación de paneles de roble con su mamá
y la llevaron y la sentaron en una silla en el rincón,
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
y ella se sentó sobre sus manos
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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950051
2477
por 20 minutos mientras el hombre hablaba con
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
su mamá sobre los problemas que Gillian tenía en la escuela.
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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956215
2328
Ella molestaba a los otros, entregaba tarde
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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3677
la tarea, una pequeña niña de 8 -
al final el doctor se sentó
16:26
little kid of eight.
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1096
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
355
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3055
junto a Gillian y le dijo: "Gillian,
escuché todo lo que tu mamá me dijo
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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966467
2705
y necesito hablar en privado con ella".
16:33
I need to speak to her privately.
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969196
1619
Le dijo: "Espera aquí, no nos vamos a tardar".
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
y se fueron y la dejaron sola.
16:37
and they went and left her.
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973239
2325
Pero al salir de la sala, él encendió la radio
16:39
But as they went out of the room,
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975588
1636
que estaba sobre su escritorio.
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
Y cuando salieron de la habitación, él le dijo a su madre:
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
"Sólo espere y observémosla". Y en el momento en que salieron
16:48
And the minute they left the room,
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984000
2991
Gillian se paró y comenzó a moverse al ritmo de la música.
16:51
she was on her feet, moving to the music.
364
987015
2484
Y la miraron por unos minutos
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
y el doctor se volvió a su madre y le dijo:
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
"Sra. Lynne, Gillian no está enferma, ella es una bailarina,
17:01
Take her to a dance school."
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997000
1976
llévela a la escuela de danza."
17:03
I said, "What happened?"
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999000
1976
Le dije: "Y ¿qué pasó?"
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
Ella dijo: "Me llevó y fue maravilloso.
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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2753
Entramos a esta habitación y estaba llena de gente
como yo. Gente que no se podía quedar quieta.
17:10
People who couldn't sit still.
371
1006777
2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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1009000
4587
Gente que tenía que moverse para pensar."
Practicaban ballet, tap, 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
danza moderna y contemporánea
Eventualmente entró a la escuela del Royal Ballet,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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1017400
2820
se volvió solista, tuvo una carrera maravillosa
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
375
1020244
3299
con el Royal Ballet. Eventualmente se graduó
de la escuela y fundó su propia compañía,
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
1023567
2608
la Compañía de Danza de Gillian Lynne,
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
conoció a Andrew Lloyd Weber. Ella ha sido la responsable de algunas
17:32
met Andrew Lloyd Webber.
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1028200
1243
17:33
She's been responsible for
379
1029568
1409
de las obras musicales más exitosas de la historia,
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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1031001
3146
le ha dado placer a millones, y es multi-millonaria.
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
381
1034172
3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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1037269
4070
Otro quizás la habría medicado y le habría dicho
que se calmara.
17:45
(Applause)
383
1041364
6782
(aplausos)
Lo que creo es que se trata de esto -
17:52
What I think it comes to is this:
384
1048575
1601
Al Gore habló la otra noche sobre ecología,
17:54
Al Gore spoke the other night
385
1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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1052000
4269
y la revolución detonada por Rachel Carson.
Yo creo que nuestra única esperanza para el futuro
18:01
I believe our only hope for the future
387
1057111
2166
es adoptar una nueva concepción de la ecología humana,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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1059301
3833
una en que reconstituyamos nuestro concepto
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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1976
de la riqueza de la capacidad humana.
18:12
Our education system has mined our minds
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1068000
3499
Nuestro sistema educativo ha explotado nuestras mentes como
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
nosotros lo hacemos con la tierra: buscando un
recurso en particular. Y para el futuro esto no nos va a servir.
18:19
And for the future, it won't serve us.
393
1075188
2484
Debemos re-pensar los principios fundamentales
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
bajo los que estamos educando a nuestros hijos.
Hay una cita maravillosa de Jonas Salk: "Si desaparecieran
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
1082087
2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
1084785
5039
todos los insectos de la tierra, en 50 años
toda la vida en la Tierra desaparecería.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
Si todos los seres humanos desaparecieran de la Tierra,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
en 50 años todas las formas de vida florecerían".
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
Y él tiene razón.
18:44
And he's right.
401
1100244
1285
Lo que TED celebra es el regalo
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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1102291
3634
de la imaginación humana. Debemos usar este regalo de manera sabia
18:50
We have to be careful now
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1106417
2071
para poder evitar algunos de los escenarios
18:52
that we use this gift wisely
404
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2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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1110791
3229
sobre los que hemos hablado.
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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1114044
3932
Y la única manera es ver lo ricas que son
19:02
for the richness they are
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1118000
1610
nuestras capacidades creativas, y ver la esperanza
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
3182
que nuestros hijos representan. Y nuestra tarea
19:06
And our task is to educate
their whole being,
their whole being,
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2398
es educar su ser completo para que puedan enfrentar el futuro.
19:09
so they can face this future.
410
1125262
1484
A propósito, puede que nosotros no veamos ese futuro
19:10
By the way -- we may not see this future,
411
1126770
2206
19:13
but they will.
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1430
pero ello sí lo van a ver. Y nuestro trabajo es
19:14
And our job is to help them
make something of it.
make something of it.
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1130454
3079
ayudar a que ellos hagan algo de ese futuro. Muchas gracias.
19:17
Thank you very much.
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1000
19:18
(Applause)
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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