TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinsoni sõnul hävitavad koolid loovuse
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Sir Ken Robinson esitab lõbusa, kuid samas liigutava selgituse selle kohta, miks on vaja haridussüsteemi, mis loomingulisust alavääristamise asemel edendaks
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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Hommikust! Kuidas läheb? Siin on olnud väga huvitav, eks?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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See kõik on nii tiivustav,
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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et mu jalad ei ulatu varsti enam maha. (Naer)
00:36
(Laughter)
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Seda konverentsi on läbinud kolm teemat,
00:42
There have been three themes
running through the conference
running through the conference
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mis on seotud sellega, millest
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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tahan teile rääkida.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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Esimene on see erakordne loomingulisus,
00:52
in all of the presentations that we've had
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mis ilmneb kõigis siinsetes ettekannetes
00:54
and in all of the people here.
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ja kõigis inimestes. Kui mitmekesine see on,
00:56
Just the variety of it
and the range of it.
and the range of it.
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ja kui ulatuslik. Teiseks on asjaolu, et oleme
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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seetõttu olukorras, kus me ei tea, mis edasi saab.
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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Kui tulevikust rääkida. Meil pole aimugi,
01:06
No idea how this may play out.
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mis sellest kõigest välja tuleb.
01:09
I have an interest in education.
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Minu huvialaks on haridus -
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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tegelikult olen ma aru saanud, et igaüht huvitab haridus.
Kas pole nii? Minu meelest on see väga huvitav.
01:15
Don't you?
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01:16
I find this very interesting.
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Kui sa oled pidulikul õhtusöögil ja ütled,
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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et töötad hariduse alal -
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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tegelikult, kui aus olla, ei viibi sa kuigi tihti õhtusöökidel, kui töötad hariduse alal.
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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(Naer) Sind lihtsalt ei kutsuta.
01:31
(Laughter)
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Ja huvitaval kombel ei kutsuta sind ka kunagi tagasi. Mis on veider, mu meelest.
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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Ent kui sa oled õhtusöögil ja ütled kellelegi...
kui küsitakse: "Millega sa tegeled?"
01:40
you know, they say, "What do you do?"
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ja sa ütled, et töötad hariduse alal,
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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siis näed, kuidas nad kahvatuvad ja silmist võib lugeda mõtet:
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Jumala pärast, miks mina? See on mu ainus vaba õhtu sel nädalal."
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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Kui aga küsid midagi nende hariduse kohta,
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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tabab sind hävitav pilk. Sest see on teema,
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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mis inimesi sügavalt puudutab, kas pole tõsi?
Nagu religioon, raha ja teised asjad.
02:01
Like religion, and money and other things.
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Mind huvitab haridus väga. Ja ma arvan, et meid kõiki.
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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Me investeerime sellesse palju,
02:08
We have a huge vested interest in it,
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osaliselt seetõttu, et haridus peaks viima meid
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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sellesse tulevikku, mida meie mõistus haarata ei suuda.
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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Kui mõelda - lapsed, kes sel aastal kooli lähevad,
jäävad pensionile aastal 2065. Kellelgi pole aimu -
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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vaatamata tarkusele, mida viimase 4 päeva jooksul siin demonstreeritud on -
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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milliseks kujuneb maailm
02:29
what the world will look like
in five years' time.
in five years' time.
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5 aasta pärast. Ja sellegipoolest peame meie
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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neid selleks ette valmistama. Ettenägematuse määr on
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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minu meelest üüratu.
02:36
And the third part of this
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Ja kolmandaks on asjaolu, et
02:38
is that we've all agreed, nonetheless,
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me kõik nõustume lõpuks sellega, kuivõrd
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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erilised on laste võimed, nende innovatsioonivõime.
02:45
their capacities for innovation.
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Sirena eile õhtul oli tõeline pärl, kas pole?
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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Vapustav oli näha, mida ta suutis.
02:50
Just seeing what she could do.
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Ta on haruldane. Kuid ma arvan, et tegelikult pole ta
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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haruldus kõikide laste hulgas.
Meil on tegu inimesega, kes on erakordselt pühendunud,
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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kes on leidnud oma ande. Aga ma väidan,
03:03
who found a talent.
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et kõik lapsed on ääretult andekad.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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Meie aga laseme julmalt nende andel raisku minna.
03:07
And we squander them, pretty ruthlessly.
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Ma tahan rääkida haridusest ja
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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ma tahan rääkida loovusest. Minu väide on, et loovus
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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on tänapäeva hariduse puhul täpselt sama tähtis kui kirjaoskus,
ja me peaksime sellesse ka samamoodi suhtuma.
03:19
and we should treat it
with the same status.
with the same status.
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(Aplaus) Aitäh. See muide ongi kõik.
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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Suur tänu. (Naer) Nii, 15 minutit veel.
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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Niisiis... ma olen sündinud... ei... (Naer)
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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Kuulsin hiljuti toredat lugu - mulle meeldib sellest rääkida -
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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lugu ühest 6-aastasest tüdrukust joonistustunnis.
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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Ta istus klassis tagapingis ning joonistas.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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Tüdruk ei teinud tavaliselt tunnis kaasa,
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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kuid tolles joonistustunnis ta tegi.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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Õpetaja oli vaimustuses, läks tema juurde
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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ja küsis: "Mida sa joonistad?"
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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Tüdruk vastas: "Ma joonistan Jumalat."
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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Õpetaja ütles: "Aga keegi ju ei tea, milline Jumal on."
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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Ja tüdruk ütles: "Nad kohe saavad teada."
04:09
(Laughter)
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(Naer)
Kui mu poeg oli 4-aastane, Inglismaal -
04:20
When my son was four in England --
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tegelikult oli ta neljane igal pool, kui aus olla. (Naer)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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Kui peensustesse laskuda, siis oli ta neljane igal pool, kus ta tol aastal viibis.
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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Ta mängis jõulunäidendis, Jeesuse sünniloos.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Kas mäletate seda lugu? See on kuulus.
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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See on kuulus lugu. Mel Gibson tegi sellele järje.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Võib-olla olete näinud: "Jeesuse sünd II".
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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James sai Joosepi osa ja me olime väga rõõmsad.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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Meie meelest oli see üks peaosadest.
Meie tuba oli täis agente, seljas T-särgid:
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 ON Joosep!" (Naer)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Temal ei olnud sõnalist osa, kuid te teate ju seda kohta,
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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kus kolm kuningat tulevad ning toovad kinke,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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kulda, viirukit ja mürri.
04:59
This really happened.
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See on tõsilugu. Me istusime saalis,
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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ja ma arvan, et neil läks lihtsalt natuke sassi,
sest kui hiljem rääkisime ühe poisiga ja küsisime:
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Kas kõik on korras?", vastas ta: "Jah, miks? Kas midagi oli valesti?"
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Ta lihtsalt vahetas paar sõna ära.
05:09
They just switched.
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Igatahes, sisse astus kolm poissi,
05:10
The three boys came in,
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4-aastased, rätikud turbaniks ümber pea,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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ja panid oma karbid maha.
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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Esimene poiss ütles: "Tõin teile kulda."
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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Teine poiss: "Tõin teile mürri."
05:20
And the third boy said, "Frank sent this."
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Ja kolmas ütles: "Tõin teile siirupit." (Naer)
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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Neid lugusid seob see, et lapsed on valmis riskima.
Kui nad ei tea, siis nad lihtsalt katsetavad.
05:37
If they don't know, they'll have a go.
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Kas pole tõsi? Nad ei karda eksida.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Ei, ma ei taha öelda, et eksimine on sama mis loovus.
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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Aga fakt on,
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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et kui sa pole valmis eksima,
05:52
you'll never come up
with anything original --
with anything original --
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ei tule sa kunagi millegi originaalse peale.
05:54
if you're not prepared to be wrong.
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Kui sa pole valmis eksima. Ning ajaks, kui lapsed täiskasvanuks saavad,
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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on enamik neist selle võime kaotanud.
Nad on hakanud eksimise ees hirmu tundma.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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Muuseas, samamoodi juhime me ettevõtteid.
06:03
And we run our companies like this.
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Me häbimärgistame eksimusi. Meie praeguses
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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haridussüsteemis on vead halvimad asjad,
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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mida keegi võib teha.
06:12
And the result is that
we are educating people
we are educating people
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Tulemus on see, et me harime inimestest välja
06:15
out of their creative capacities.
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nende loomevõime. Picasso ütles kord,
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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et kõik lapsed on sünnilt kunstnikud.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Raske on aga suureks saades kunstnikuks jääda. Olen veendunud,
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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et me mitte ei kasva loovuse poole, vaid
pigem kasvame sellest välja. Või pigem, see haritakse meist välja.
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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Miks see nii on?
06:33
So why is this?
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Umbes 5 aastat tagasi elasin Stratford-on-Avonis.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Siis kolisime Stratfordist Los Angelesse.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Võite kujutleda, kui märkamatu üleminek see oli.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Naer) Tegelikult me
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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elasime paigas nimega Snitterfield,
Stratfordi külje all, samas paigas,
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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kus sündis Shakespeare'i isa. Kas see mõte hämmastab teid? Mind hämmastas.
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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Me pole harjunud mõtlema, et Shakespeare'il oli isa, kas pole?
Eks ole? Sest me ei mõtle tavaliselt
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'ist kui lapsest, ega ju?
07:01
Shakespeare being seven?
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Shakespeare, 7-aastane? Ma polnud kunagi sellele mõelnud.
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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Kunagi oli ta seitsmene ja käis
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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mõne õpetaja juures inglise keele tunnis, eks ole? Kui tüütu see võis küll olla?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Naer) "Pead rohkem pingutama." Isa saadab teda magama
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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ja ütleb Shakespeare'ile: "Mine nüüd magama!" -
William Shakespeare'ile - "Ja pane pliiats käest.
07:32
And put the pencil down."
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Ja ära räägi enam niimoodi, see ajab kõiki segadusse."
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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(Naer)
07:42
(Laughter)
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Igatahes, me kolisime Stratfordist Los Angelesse -
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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tahan lihtsalt paar sõna selle kohta öelda.
07:53
and I just want to say a word
about the transition.
about the transition.
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Mu poeg ei tahtnud kaasa tulla.
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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Mul on 2 last. Poeg on praegu 21 ja tütar 16.
08:00
He didn't want to come to Los Angeles.
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Poeg ei tahtnud Los Angelesse tulla. Talle küll meeldis seal,
kuid tal oli Inglismaal oma tüdruk. See oli tema elu armastus - 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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Nad olid tundnud teineteist juba terve kuu.
08:08
He'd known her for a month.
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Nad olid oma kokkusaamist tähistanud juba 4 korda.
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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Kuu on pikk aeg, kui oled 16.
08:13
because it's a long time when you're 16.
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Igatahes oli ta lennukis päris pahane
08:16
He was really upset on the plane,
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ja ütles: "Ma ei kohta enam kunagi sellist tüdrukut nagu Sarah."
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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Meil oli selle üle ausalt öeldes hea meel,
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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sest peamiselt selle tüdruku pärast me riigist ära kolisimegi.
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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(Naer)
08:34
(Laughter)
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Üks asi hakkab silma, kui kolida Ameerikasse
või reisida maailmas ringi:
08:40
But something strikes you
when you move to America
when you move to America
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igas maailma haridussüsteemis on sama õppeainete hierarhia.
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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Igaühes. Pole vahet, kuhu lähed.
08:47
Every one. Doesn't matter where you go.
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Võiks eeldada, et on teisiti, aga pole.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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Kõige tähtsamal kohal on matemaatika ja keeled,
08:51
At the top are mathematics and languages,
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siis humanitaarained ja seejärel kunstid.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Kõikjal kogu maailmas.
08:56
Everywhere on Earth.
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Ja enam-vähem igas süsteemis on ka
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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kunstide puhul sama hierarhia.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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Kujutavale kunstile ja muusikale on koolides tavaliselt antud kõrgem staatus
kui näitekunstile ja tantsule. Tervel planeedil pole ühtki haridussüsteemi,
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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kus lastele õpetataks koolis iga päev tantsimist,
09:07
that teaches dance everyday to children
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nii nagu õpetatakse matemaatikat. Miks?
09:09
the way we teach them mathematics. Why?
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Miks mitte? Minu meelest on see päris tähtis.
09:12
Why not? I think this is rather important.
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Matemaatika on väga tähtis, kuid tantsimine samuti.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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Lapsed tantsiksid kogu aeg, kui neil lubataks. Me kõik teeksime seda.
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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Meil igaühel on keha, kas pole? Või kas mul jäi mingi koosolek vahele?
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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(Naer) Tegelikult, mis toimub on see -
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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sedamööda, kuidas lapsed kasvavad, hakkame me neid
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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järjest harima, vöökohast ülespoole. Lõpuks keskendume ainult peale.
09:31
And then we focus on their heads.
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Ja sedagi veidi ühekülgselt.
09:33
And slightly to one side.
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Kui sa oleksid tulnukas ja püüaksid haridusest sotti saada
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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ja küsiksid: "Milleks haridust on vaja?",
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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siis ma arvan, et sa jõuaksid järeldusele - kui sa vaatad tulemusi,
vaatad neid, kes on selle abil läbi löönud,
09:43
who really succeeds by this,
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kes teevad kõike nagu vaja,
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
kes saavutavad au ja kiituse, kes on tegijad -
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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jõuaksid ilmselt järeldusele, et kogu hariduse eesmärk
terves maailmas
09:53
throughout the world
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on toota ülikooli professoreid. Kas pole tõsi?
09:54
is to produce university professors.
209
570239
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
Need on inimesed, kes jõuavad tippu.
09:59
And I used to be one, so there.
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Ka mina olin üks neist, nii et tehke omad järeldused. (Naer)
10:01
(Laughter)
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Ei, mulle meeldivad ülikooli professorid. Kuid teate,
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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me ei peaks neid pjedestaalile tõstma nagu inimsaavutuste ülimat tippu.
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
Nad on lihtsalt teatud eluvorm,
10:14
another form of life.
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üks eluvorme. Kuid nad on omamoodi kentsakad
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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ja ma ütlen seda suure kiindumusega nende vastu.
Minu arust on professorite juures midagi kentsakat -
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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mitte kõik, aga enamik neist elab oma peas.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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2676
Nad elavad seal kõrgel ja veidi ühekülgset elu.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Nad on justkui kehatud. Üsnagi sõnasõnalises mõttes.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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Nad suhtuvad oma kehasse kui
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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vahendisse, mis transpordib nende pead, kas pole?
10:34
(Laughter)
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10:40
Don't they?
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1016
(Naer) See on abivahend, et toimetada oma pea koosolekule.
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)
228
619486
5512
Muide, kui sa tahad kehaväliste kogemuste
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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kohta tõendeid, siis mine
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
230
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akadeemikute konverentsile
ja astu lõpuõhtul läbi diskoteegist.
10:56
and pop into the discotheque
on the final night.
on the final night.
231
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2243
10:58
(Laughter)
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(Naer) Seal sa näed, kuidas täiskasvanud mehed ja naised
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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väänlevad kontrollimatult, rütmist mööda,
11:07
(Laughter)
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oodates lõppu, et nad saaksid minna koju ja kirjutada selle kohta ettekande.
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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3325
Praegu baseerub meie haridussüsteem akadeemilise võimekuse ideel.
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
Ja selleks on ka põhjust.
11:19
And there's a reason.
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1241
Kogu süsteem mõeldi välja, sest maailmas polnud
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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656300
3556
enne 19. sajandit üldharidussüsteemi.
11:23
really, before the 19th century.
241
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2106
Need kõik tekkisid selleks,
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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2957
et rahuldada industrialismi vajadusi.
Seega on hierarhia võrsunud kahest ideest.
11:29
So the hierarchy is rooted on two ideas.
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2163
Esiteks, et töötegemiseks kõige kasulikumad õppeained
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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asuvad tipus. Lapsena koolis sind tõenäoliselt
11:36
So you were
probably steered benignly away
probably steered benignly away
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tõrjuti leebelt eemale asjadest, mis sulle meeldisid,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
246
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2934
põhjusel, et sa ei leia kunagi
tööd, mis on nendega seotud. Kas pole tõsi?
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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Ära tee muusikat, sinust ei saa kunagi muusikut;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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ära tegele kunstiga, sinust ei saa kunstnikku.
11:46
don't do art, you won't be an artist.
249
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11:48
Benign advice -- now, profoundly mistaken.
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Leebe soovitus, mis on osutunud täiesti valeks.
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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Maailm on pöördeliselt muutunud.
Teiseks on akadeemiline võimekus hakanud juhtima meie
11:54
And the second is academic ability,
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11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
253
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2885
arusaama intelligentsusest,
sest ülikoolid kujundasid süsteemi oma näo järgi.
11:59
because the universities designed
the system in their image.
the system in their image.
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2903
Kui järele mõelda, siis kogu üldharidussüsteem
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
terves maailmas on üks pikaleveninud protsess
ülikooli astumiseks.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
Ja tulemuseks on, et paljud ääretult andekad,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
257
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2333
geniaalsed, loovad inimesed arvavad, et nad pole seda.
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
Sest asju, millega nad koolis hästi hakkama said,
12:12
because the thing
they were good at at school
they were good at at school
259
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lihtsalt ei hinnatud või koguni häbimärgistati.
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.
261
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Ja mina arvan, et me ei saa enam lasta sellel jätkuda.
12:19
In the next 30 years, according to UNESCO,
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Vastavalt UNESCO andmetele lõpetab maailmas
järgmise 30 aasta jooksul kooli rohkem inimesi
12:22
more people worldwide will be graduating
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2810
kui ajaloo algusest tänaseni.
12:25
through education
than since the beginning of history.
than since the beginning of history.
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2546
Rohkem inimesi, mis tuleneb
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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kõigest sellest, millest me rääkinud oleme -
tehnoloogia arengu mõju töötegemisele, demograafia
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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ja suur rahvastiku kasv.
12:34
and the huge explosion in population.
267
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1804
Ühtäkki pole kraadidel mingit tähtsust. Kas pole tõsi?
12:36
Suddenly, degrees aren't worth anything.
268
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Minu kooliajal, kui kellelgi oli teaduskraad, siis tal oli ka töökoht.
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
Kui tal töökohta polnud, siis sellepärast, et ta seda ei tahtnud.
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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Ja mina ei tahtnud, kui aus olla. (Naer)
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
Kuid nüüd lähevad kraadiga noored koju
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
274
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3045
videomänge mängima, sest
töökoht, kus varem oli nõutav bakalaureus, eeldab nüüd magistrit,
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
ja mõni teine hoopis doktorikraadi.
12:59
and now you need a PhD for the other.
276
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1787
Toimub akadeemiline inflatsioon.
13:01
It's a process of academic inflation.
277
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1776
13:03
And it indicates the whole
structure of education
structure of education
278
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2376
Ja see näitab, et kogu haridusstruktuur on
jalge all kokku varisemas. Meil tuleb radikaalselt ümber mõelda
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
oma arusaam intelligentsusest.
Teame intelligentsusest kolme asja.
13:09
We know three things about intelligence.
281
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1995
Esiteks, see on mitmekesine. Me mõtleme maailmast nii,
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
nagu me seda ka kogeme. Me mõtleme visuaalselt,
mõtleme auditiivselt, mõtleme kinesteetiliselt.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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2976
Me mõtleme abstraktsetelt, mõtleme liikumise kaudu.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
285
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2301
Teiseks, intelligentsus on dünaamiline.
13:21
Secondly, intelligence is dynamic.
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1754
Kui sa vaatad inimese ajutegevust, nagu me kuulsime
13:23
If you look at the interactions
of a human brain,
of a human brain,
287
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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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eile mitmes ettekandes,
13:29
intelligence is wonderfully interactive.
289
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1976
siis intelligents on imeliselt interaktiivne.
13:31
The brain isn't divided into compartments.
290
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2238
Aju pole sektoriteks jagatud.
13:33
In fact, creativity --
which I define as the process
which I define as the process
291
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3103
Tegelikult loovus - mida mina defineerin kui selliste originaalsete
13:37
of having original ideas
that have value --
that have value --
292
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2325
ideede omamist, millel on mingi väärtus -
selline loovus tekib sageli koostööst
13:39
more often than not comes about
through the interaction
through the interaction
293
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2652
eri distsipliinide vaatenurkade vahel.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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Aju on sihilikult... Muide, on olemas
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
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3666
kimp närve, mis ühendab üht ajupoolkera teisega,
13:50
called the corpus callosum.
296
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1491
ja mida nimetatakse mõhnkehaks. Naistel on see suurem.
13:51
It's thicker in women.
297
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1266
Eile Helenit vaadates järeldasin ma, et see ilmselt
13:53
Following off from Helen yesterday,
298
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1741
põhjendab, miks naised oskavad paremini teha mitut asja korraga.
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
Te ju oskate, eks ole?
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
Selle kohta on palju uurimistöid, kuid tean seda omast käest.
Kui mu naine teeb kodus süüa -
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
302
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5238
mida ei juhtu tihti... õnneks. (Naer)
14:09
(Laughter)
303
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Kui ta süüa teeb - ei, üht-teist tal ikka õnnestub -
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
304
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2498
kui ta süüa teeb, siis võib ta
rääkida samal ajal telefoniga,
14:14
she's dealing with people on the phone,
305
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1876
rääkida lastega, värvida lage
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
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2556
14:18
she's doing open-heart surgery over here.
307
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3096
ja teha samas ka südameoperatsiooni.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
308
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2976
Kui mina süüa teen, siis on uks kinni, lapsed toas,
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
telefon hargil ja kui naine sisse tuleb, lähen ma närvi
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
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ja ütlen: "Terry, palun, ma püüan siin muna praadida. Jäta mind rahule." (Naer)
14:31
(Laughter)
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14:38
"Give me a break."
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14:39
(Laughter)
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Te ju teate tuntud filosoofilist küsimust,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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et kui puu metsas langeb ja keegi seda ei kuule,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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siis kas seda üldse juhtus? Kes seda vana lugu mäletab?
14:47
Remember that old chestnut?
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14:48
I saw a great t-shirt
recently, which said,
recently, which said,
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Nägin hiljuti toredat T-särki, millel oli kiri: "Kui mees räägib metsas,
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
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millest ta mõtleb, ja ükski naine teda ei kuule,
14:55
is he still wrong?"
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siis kas tal sellegipoolest pole õigus?" (Naer)
14:56
(Laughter)
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15:03
And the third thing about intelligence is,
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Ja kolmas asi intelligentsuse kohta on,
15:06
it's distinct.
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et see on individuaalne. Kirjutan parasjagu uut raamatut
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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pealkirjaga "Ilmutus", mis põhineb mitmetel
15:10
which is based on a series
of interviews with people
of interviews with people
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intervjuudel inimestega, kes räägivad, kuidas nad avastasid
15:12
about how they discovered their talent.
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1920
oma talendi. Mind paelub, kuidas inimesed on selleni jõudnud.
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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Mind ajendas kirjutama vestlus
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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imelise naisterahvaga, kellest enamik pole
ilmselt kunagi kuulnud. Ta nimi on Gillian Lynne.
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
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Kas teate teda? Mõned teavad. Ta on koreograaf
15:22
Have you heard of her? Some have.
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ja kõik on tuttavad ta tööga.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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Selleks olid "Kassid" ja "Ooperifantoom".
15:27
She did "Cats" and "Phantom of the Opera."
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2001
Ta on vaimustav. Ma olin kunagi Inglise Kuningliku Balleti juhatuse liige,
15:29
She's wonderful.
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978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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nagu võite näha.
15:32
as you can see.
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15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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Läksime ühel päeval Gillianiga lõunale ja ma küsisin:
"Gillian, kuidas sinust tantsija sai?" Ja tema vastas,
15:36
"How did you get to be a dancer?"
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15:37
It was interesting.
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et see on huvitav lugu, sest ta ei saanud
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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koolis hästi hakkama. Ja koolist kirjutati 30ndatel aastatel
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
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tema vanematele: "Me arvame, et Gillian
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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2000
kannatab õpihäire all." Ta ei suutnud keskenduda,
ta ei püsinud paigal. Tänapäeval oleks öeldud,
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
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2142
et tal on hüperaktiivsuse sündroom. Eks? Kuid siis olid 1930ndad
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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ja hüperaktiivsuse sündroomi polnud veel leiutatud.
See diagnoos polnud veel kättesaadav. (Naer)
15:56
It wasn't an available condition.
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15:59
(Laughter)
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Inimesed ei teadnud, et neil võiks see olla.
16:01
People weren't aware they could have that.
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Igatahes läks ta arsti juurde. Ja seal puit-tahveldisega ruumis...
16:03
(Laughter)
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16:06
Anyway, she went to see this specialist.
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ta oli seal koos oma emaga,
ja ta juhatati ruumi tagaossa toolile istuma,
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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3722
ja ta istus kannatlikult 20 minutit, kuni
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
mees rääkis emaga kõigist
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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3639
probleemidest, mis Gillianil koolis olid.
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
Ta oli problemaatiline laps,
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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tema kodutöö jäi alati hiljaks ja nii edasi -
ta oli alles 8-aastane -
16:26
little kid of eight.
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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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lõpuks istus arst Gilliani kõrvale ja ütles:
"Gillian, ma kuulasin kõike, mida su ema ütles,
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
ja me peame temaga omavahel rääkima."
16:33
I need to speak to her privately.
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1619
Ta ütles: "Oota siin, tuleme varsti tagasi,"
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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2376
ning nad läksid ära.
16:37
and they went and left her.
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2325
Ruumist lahkudes keeras arst mängima raadio,
16:39
But as they went out of the room,
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1636
mis seisis laual. Ja kui nad olid
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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2500
välja läinud, ütles ta emale:
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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3430
"Seiske ja vaadake teda." Niipea, kui nad olid väljunud,
16:48
And the minute they left the room,
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ütles Gillian, oli ta jalul ja liigutas end muusika taktis.
16:51
she was on her feet, moving to the music.
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2484
Nad vaatasid teda mõne minuti
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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3453
ja arst pöördus ema poole ning ütles:
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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3976
"Missis Lynne, Gillian ei ole haige. Ta on tantsija.
17:01
Take her to a dance school."
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1976
Pange ta tantsukooli."
17:03
I said, "What happened?"
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1976
Küsisin: "Ja mis sai?"
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
Ta ütles: "Ta panigi. Mul pole sõnu, kui võrratu see oli.
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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Astusime ruumi ja see oli täis samasuguseid inimesi
nagu mina. Inimesi, kes ei suutnud paigal püsida.
17:10
People who couldn't sit still.
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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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4587
Inimesi, kes pidid mõtlemiseks liikuma." Pidid mõtlemiseks liikuma.
Nad tantsisid balletti, steppi, džässtantsu,
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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moderntantsu ja kaasaegset tantsu.
Lõpuks läks ta Kuningliku Balletikooli prooviesinemisele,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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ta sai soolotantsijaks, tegi vaimustavat karjääri
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
Kuninglikus Balletis. Lõpetas
Kuningliku Balletikooli ja
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
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1023567
2608
rajas oma firma, Gillian Lynne Dance Company,
17:30
founded the Gillian Lynne Dance Company,
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1975
kohtus Andrew Lloyd Webberiga. Ta on vastutav
17:32
met Andrew Lloyd Webber.
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1243
17:33
She's been responsible for
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1409
paari edukaima muusikalise lavateose eest
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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3146
ajaloos, ta on pakkunud meelelahutust miljonitele
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
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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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4070
ja ta on multimiljonär. Mõni teine oleks aga
saatnud ta ravile ja käskinud tal
17:45
(Applause)
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6782
maha rahuneda.
Ma arvan... (Aplaus) Ma arvan niimoodi...
17:52
What I think it comes to is this:
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1601
Al Gore rääkis ühel õhtul
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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4269
ökoloogiast ja revolutsioonist, mille algatajaks oli Rachel Carson.
Mina arvan, et meie ainus tulevikulootus
18:01
I believe our only hope for the future
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2166
on võtta omaks uus inimökoloogia käsitus,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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3833
mille puhul me muudame oma arusaama
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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2818
18:10
of the richness of human capacity.
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1976
inimvõimete rikkusest.
18:12
Our education system has mined our minds
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3499
Meie haridussüsteem on õõnestanud meie mõtlemist samamoodi,
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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nagu me kaevandame maa maavaradest tühjaks: tarbimise eesmärgil.
Kuid tulevikus pole sellest enam mingit kasu.
18:19
And for the future, it won't serve us.
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2484
Meil tuleb ümber mõelda põhiprintsiibid,
18:21
We have to rethink
the fundamental principles
the fundamental principles
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18:24
on which we're educating our children.
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1968
mille alusel me oma lapsi harime. On üks
võrratu tsitaat Jonas Salkilt, kes ütles: "Kui kõik putukad
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
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2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
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5039
maa pealt kaoksid,
siis 50 aasta jooksul elu Maal lakkaks.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
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2841
Kui kõik inimesed maa pealt kaoksid,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
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3072
siis 50 aasta pärast kõik eluvormid lokkaksid."
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
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2634
Ja tal oli õigus.
18:44
And he's right.
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1285
TED ülistab inimese kujutlusvõimet.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
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3634
Peame olema ettevaatlikud, et kasutada
18:50
We have to be careful now
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2071
seda andi targalt, et vältida mõningaid stsenaariume,
18:52
that we use this gift wisely
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18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
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millest me rääkinud oleme. Ja ainus viis
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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3932
seda teha on pidada meie loomingulisi võimeid
19:02
for the richness they are
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rikkuseks, mida nad on, ja suhtuda oma
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
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3182
lastesse lootusega, et nemadki seda teevad. Meie ülesanne
19:06
And our task is to educate
their whole being,
their whole being,
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on harida inimesi, et nad võiksid sellele tulevikule vastu astuda.
19:09
so they can face this future.
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Muide - meie ei pruugi seda tulevikku näha,
19:10
By the way -- we may not see this future,
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19:13
but they will.
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kuid nemad näevad. Ja meie ülesandeks
19:14
And our job is to help them
make something of it.
make something of it.
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on aidata neil sellega midagi kasulikku ette võtta. Suur tänu!
19:17
Thank you very much.
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19:18
(Applause)
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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