TED Talks Live
Sal Khan: Let's teach for mastery -- not test scores
Salman Khan: Hajdemo poučavati radi ovladavanja gradivom -- ne radi ocjena
Filmed:
Readability: 4.3
3,654,589 views
Biste li izabrali graditi kuću povrh nedovršenih temelja? Naravno da ne. Zašto, onda, požurujemo učenike kroz obrazovanje iako ponekad još nisu sasvim svladali osnove? Da, složeno je, ali prosvjetitelj Sal Khan dijeli svoj plan kako pretvoriti napaćene učenike u učenjake pomažući im ovladati konceptima držeći se njihovog vlastitog ritma.
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
Double-click the English transcript below to play the video.
00:12
I'm here today to talk about
the two ideas that,
the two ideas that,
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Danas sam ovdje
kako bih govorio o dvije ideje koje,
kako bih govorio o dvije ideje koje,
00:15
at least based on
my observations at Khan Academy,
my observations at Khan Academy,
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barem na temelju mojih
promatranja na Khan akademiji,
promatranja na Khan akademiji,
00:18
are kind of the core,
or the key leverage points for learning.
or the key leverage points for learning.
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su kao jezgra,
ili ključna poluga učenja.
ili ključna poluga učenja.
00:22
And it's the idea of mastery
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A to su ideja ovladavanja
00:24
and the idea of mindset.
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te ideja mentalnog sklopa.
00:26
I saw this in the early days
working with my cousins.
working with my cousins.
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Vidio sam to tijekom ranih dana
radeći sa svojim nećacima.
radeći sa svojim nećacima.
00:28
A lot of them were having trouble
with math at first,
with math at first,
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Puno ih je imalo
problema s matematikom isprve,
problema s matematikom isprve,
00:31
because they had all of these gaps
accumulated in their learning.
accumulated in their learning.
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jer su imali te rupe
prikupljene tijekom učenja.
prikupljene tijekom učenja.
00:34
And because of that, at some point
they got to an algebra class
they got to an algebra class
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Radi toga, u nekom bi trenutku
došli na sat algebre
došli na sat algebre
00:37
and they might have been a little bit
shaky on some of the pre-algebra,
shaky on some of the pre-algebra,
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a mogli bi biti malo nesigurni
u nečemu iz pre-algebre,
u nečemu iz pre-algebre,
00:40
and because of that, they thought
they didn't have the math gene.
they didn't have the math gene.
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te bi radi toga mislili
kako nemaju matematički gen.
kako nemaju matematički gen.
00:44
Or they'd get to a calculus class,
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Ili bi došli na sat iz kalkulusa,
00:46
and they'd be a little bit
shaky on the algebra.
shaky on the algebra.
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a bili bi malo
nesigurni u algebri.
nesigurni u algebri.
00:48
I saw it in the early days
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Vidio sam to tijekom ranih dana
00:50
when I was uploading
some of those videos on YouTube,
some of those videos on YouTube,
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kada sam podizao
neke od tih videa na YouTube,
neke od tih videa na YouTube,
00:54
and I realized that people
who were not my cousins were watching.
who were not my cousins were watching.
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i shvatio kako ih gledaju
i ljudi koji mi nisu nećaci.
i ljudi koji mi nisu nećaci.
00:57
(Laughter)
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(Smijeh)
00:59
And at first, those comments
were just simple thank-yous.
were just simple thank-yous.
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A u početku, ti su komentari
bili samo jednostavni "Hvala vam".
bili samo jednostavni "Hvala vam".
01:03
I thought that was a pretty big deal.
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Mislio sam kako je
to prilično velika stvar.
to prilično velika stvar.
01:05
I don't know how much time
you all spend on YouTube.
you all spend on YouTube.
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Ne znam koliko vremena
provodite na You Tubeu.
provodite na You Tubeu.
01:07
Most of the comments are not "Thank you."
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Većina komentara nisu "Hvala vam."
01:09
(Laughter)
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(Smijeh)
01:11
They're a little edgier than that.
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Malo su oštriji od toga.
01:12
But then the comments
got a little more intense,
got a little more intense,
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Ali onda su komentari
postali malo intenzivniji,
postali malo intenzivniji,
01:15
student after student saying
that they had grown up not liking math.
that they had grown up not liking math.
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učenik za učenikom je govorio
kako je odrastao ne voleći matematiku.
kako je odrastao ne voleći matematiku.
01:19
It was getting difficult as they got
into more advanced math topics.
into more advanced math topics.
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Postajala je sve teža kako su
ulazili u naprednije teme.
ulazili u naprednije teme.
01:22
By the time they got to algebra,
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Do vremena kad bi stigli do algebre,
01:24
they had so many gaps in their knowledge
they couldn't engage with it.
they couldn't engage with it.
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imali su toliko rupa u znanju
da se nisu s njom mogli uhvatiti u koštac.
da se nisu s njom mogli uhvatiti u koštac.
01:27
They thought they didn't
have the math gene.
have the math gene.
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Mislili su kako nemaju
matematički gen.
matematički gen.
01:29
But when they were a bit older,
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Ali kad bi postali malo stariji,
01:31
they took a little agency
and decided to engage.
and decided to engage.
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malo bi se pribrali,
te odlučili ipak se dohvatiti.
te odlučili ipak se dohvatiti.
01:33
They found resources like Khan Academy
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Našli bi resurse poput Khan akademije
01:35
and they were able to fill in those gaps
and master those concepts,
and master those concepts,
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te bi bili u mogućnosti ispuniti te rupe
i ovladati tim konceptima,
i ovladati tim konceptima,
01:38
and that reinforced their mindset
that it wasn't fixed;
that it wasn't fixed;
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a to bi im ukazalo
kako im mentalni sklop nije fiksan;
kako im mentalni sklop nije fiksan;
01:41
that they actually were capable
of learning mathematics.
of learning mathematics.
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da zapravo jesu bili
sposobni učiti matematku.
sposobni učiti matematku.
01:44
And in a lot of ways, this is how
you would master a lot of things in life.
you would master a lot of things in life.
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A na puno načina, to je kako
biste ovladali sa puno stvari u životu.
biste ovladali sa puno stvari u životu.
01:49
It's the way you would
learn a martial art.
learn a martial art.
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To je način kako biste
učili borilačku vještinu.
učili borilačku vještinu.
01:51
In a martial art, you would
practice the white belt skills
practice the white belt skills
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U borilačkoj vještini, vježbali
biste vještine za bijeli pojas
biste vještine za bijeli pojas
01:54
as long as necessary,
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koliko je god potrebno
01:56
and only when you've mastered it
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a tek kad biste im ovladali
01:57
you would move on to become a yellow belt.
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biste napredovali da postanete žuti pojas.
01:59
It's the way you learn
a musical instrument:
a musical instrument:
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To je način kako učite
muzički instrument:
muzički instrument:
02:01
you practice the basic piece
over and over again,
over and over again,
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vježbate osnovni stavak
ponovo i opet iznova,
ponovo i opet iznova,
02:04
and only when you've mastered it,
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a tek kad ste ga svladali
02:05
you go on to the more advanced one.
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nastavljate na napredniji.
02:07
But what we point out --
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Ali ono na što ciljamo --
02:08
this is not the way a traditional
academic model is structured,
academic model is structured,
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to nije način na koji je
tradicionalan akademski model izgrađen,
tradicionalan akademski model izgrađen,
02:13
the type of academic model
that most of us grew up in.
that most of us grew up in.
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tip akademskog modela
unutar kojeg je većina nas odrasla.
unutar kojeg je većina nas odrasla.
02:16
In a traditional academic model,
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U tradicionalnom akademskom modelu,
02:18
we group students together,
usually by age,
usually by age,
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grupiramo studente zajedno,
obično po dobi,
obično po dobi,
02:20
and around middle school,
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te oko srednje škole,
02:22
by age and perceived ability,
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po dobi i opaženim sposobnostima,
02:23
and we shepherd them all
together at the same pace.
together at the same pace.
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te ih zajedno vodimo
u istom ritmu.
u istom ritmu.
02:27
And what typically happens,
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I što se tipično događa,
02:28
let's say we're in a middle school
pre-algebra class,
pre-algebra class,
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recimo da smo na
srednjoškolskom satu pred-algebre,
srednjoškolskom satu pred-algebre,
02:30
and the current unit is on exponents,
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a trenutna jedinica je o eksponentima,
02:32
the teacher will give
a lecture on exponents,
a lecture on exponents,
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učitelj će održati
predavanje o eksponentima,
predavanje o eksponentima,
02:34
then we'll go home, do some homework.
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pa ćemo otići doma,
napraviti domaći rad.
napraviti domaći rad.
02:37
The next morning,
we'll review the homework,
we'll review the homework,
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Slijedeće jutro,
pregledati ćemo domaći rad,
pregledati ćemo domaći rad,
02:39
then another lecture, homework,
lecture, homework.
lecture, homework.
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Pa novo predavanje, domaći rad,
predavanje, domaći rad.
predavanje, domaći rad.
02:41
That will continue for about
two or three weeks,
two or three weeks,
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To će nastaviti kroz
otprilike dva ili tri tjedna,
otprilike dva ili tri tjedna,
02:43
and then we get a test.
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a tad ćemo imati test.
02:45
On that test, maybe I get a 75 percent,
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Na tom testu, možda ću ja dobiti 75 posto,
02:48
maybe you get a 90 percent,
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možda ćete vi dobiti 90 posto,
02:49
maybe you get a 95 percent.
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možda ćete vi dobiti 95 posto.
02:51
And even though the test identified
gaps in our knowledge,
gaps in our knowledge,
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Te iako je test identificirao
rupe u našem znanju,
rupe u našem znanju,
02:54
I didn't know 25 percent of the material.
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ja nisam znao 25 posto materije.
02:56
Even the A student, what was
the five percent they didn't know?
the five percent they didn't know?
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Čak i odličan učenik,
kojih je to 5 posto koje nije znao?
kojih je to 5 posto koje nije znao?
02:59
Even though we've identified the gaps,
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Iako smo identificirali te rupe,
03:01
the whole class will then
move on to the next subject,
move on to the next subject,
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cijeli će razred potom
preći na slijedeću temu,
preći na slijedeću temu,
03:04
probably a more advanced subject
that's going to build on those gaps.
that's going to build on those gaps.
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vjerojatno napredniju temu
koja će se nadograđivati na te rupe.
koja će se nadograđivati na te rupe.
03:07
It might be logarithms
or negative exponents.
or negative exponents.
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To mogu biti logaritmi
ili negativni eksponenti.
ili negativni eksponenti.
03:10
And that process continues,
and you immediately start to realize
and you immediately start to realize
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A taj se proces nastavlja,
i odmah počnete shvaćati
i odmah počnete shvaćati
03:13
how strange this is.
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koliko je to čudno.
03:15
I didn't know 25 percent
of the more foundational thing,
of the more foundational thing,
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Nisam znao 25 posto
temeljnije stvari,
temeljnije stvari,
03:17
and now I'm being pushed
to the more advanced thing.
to the more advanced thing.
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a sad me guraju
u napredniju stvar.
u napredniju stvar.
03:20
And this will continue for months, years,
all the way until at some point,
all the way until at some point,
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I to će se nastavljati kroz mjesece, godine,
sve do neke točke,
sve do neke točke,
03:24
I might be in an algebra class
or trigonometry class
or trigonometry class
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to može biti sat algebre
ili sat trigonometrije
ili sat trigonometrije
03:26
and I hit a wall.
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kad ću pogoditi zid.
03:27
And it's not because algebra
is fundamentally difficult
is fundamentally difficult
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A to nije stoga što bi
algebra bila iz temelja teška
algebra bila iz temelja teška
03:30
or because the student isn't bright.
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ili zato što učenik nije bistar.
03:34
It's because I'm seeing an equation
and they're dealing with exponents
and they're dealing with exponents
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To je stoga što vidim
jednadžbu koja koristi eksponente
jednadžbu koja koristi eksponente
03:37
and that 30 percent
that I didn't know is showing up.
that I didn't know is showing up.
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a tih 30 posto
koje nisam znao se pokazuje.
koje nisam znao se pokazuje.
03:40
And then I start to disengage.
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I potom se počinjem odvajati.
03:44
To appreciate how absurd that is,
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Kako bi shvatili koliko je to apsurdno,
03:47
imagine if we did other things
in our life that way.
in our life that way.
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zamislite kad bismo
druge stvari radili na takav način.
druge stvari radili na takav način.
03:51
Say, home-building.
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Recimo, izgradnju doma.
03:52
(Laughter)
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(Smijeh)
03:56
So we bring in the contractor and say,
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Dakle dovodimo izvođača radova i kažemo,
04:00
"We were told we have
two weeks to build a foundation.
two weeks to build a foundation.
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"Rečeno nam je kako imamo
dva tjedna za izgraditi temelj.
dva tjedna za izgraditi temelj.
04:02
Do what you can."
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Učinite što možete."
04:04
(Laughter)
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(Smijeh)
04:06
So they do what they can.
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Pa oni učine ono što mogu.
04:08
Maybe it rains.
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Možda pada kiša.
04:09
Maybe some of the supplies don't show up.
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Možda se nešto materijala nije pojavilo.
04:11
And two weeks later,
the inspector comes, looks around,
the inspector comes, looks around,
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I dva tjedna kasnije
dolazi inspektor, gleda uokolo,
dolazi inspektor, gleda uokolo,
04:15
says, "OK, the concrete
is still wet right over there,
is still wet right over there,
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kaže: "Ok, beton je
još uvijek mokar eno ondje,
još uvijek mokar eno ondje,
04:17
that part's not quite up to code ...
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ovaj dio nije baš po propisima ...
04:20
I'll give it an 80 percent."
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Dat ću mu 80 posto."
04:22
(Laughter)
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(Smijeh)
04:23
You say, "Great! That's a C.
Let's build the first floor."
Let's build the first floor."
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Vi kažete: "Odlično! To je trojka.
Hajdemo sagraditi prvi kat."
Hajdemo sagraditi prvi kat."
04:26
(Laughter)
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(Smijeh)
04:27
Same thing.
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Ista stvar.
04:28
We have two weeks, do what you can,
inspector shows up, it's a 75 percent.
inspector shows up, it's a 75 percent.
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Imamo dva tjedna, učinite što možete,
inspektor se pojavi, to je 75 posto.
inspektor se pojavi, to je 75 posto.
04:32
Great, that's a D-plus.
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Super, to je dva plus.
04:33
Second floor, third floor,
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Drugi kat, treći kat,
04:34
and all of a sudden,
while you're building the third floor,
while you're building the third floor,
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kad odjednom,
dok izgrađujemo treći kat,
dok izgrađujemo treći kat,
04:37
the whole structure collapses.
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cijela se struktura uruši.
04:38
And if your reaction is the reaction
you typically have in education,
you typically have in education,
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A ako je vaša reakcija
rekacija kakva je tipična u obrazovanju,
rekacija kakva je tipična u obrazovanju,
04:42
or that a lot of folks have,
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ili kakvu puno ljudi ima,
04:43
you might say, maybe
we had a bad contractor,
we had a bad contractor,
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možete reći, možda
smo imali lošeg izvođača radova,
smo imali lošeg izvođača radova,
04:45
or maybe we needed better inspection
or more frequent inspection.
or more frequent inspection.
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ili smo možda trebali bolju inspekciju
ili češću inspekciju.
ili češću inspekciju.
04:48
But what was really broken
was the process.
was the process.
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Ali ono što je zapravo bilo loše
je bio proces.
je bio proces.
04:51
We were artificially constraining
how long we had to something,
how long we had to something,
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Umjetno ograničavamo
koliko dugo trebamo nešto raditi,
koliko dugo trebamo nešto raditi,
04:54
pretty much ensuring a variable outcome,
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poprilično osiguravajući
promjenjiv ishod,
promjenjiv ishod,
04:56
and we took the trouble of inspecting
and identifying those gaps,
and identifying those gaps,
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a potrudili smo se ispitati
i identificirati te rupe,
i identificirati te rupe,
05:00
but then we built right on top of it.
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ali potom smo nadogradili
direktno preko njih.
direktno preko njih.
05:01
So the idea of mastery learning
is to do the exact opposite.
is to do the exact opposite.
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Pa je ideja učenja za ovladavanje
činiti točno obrnuto.
činiti točno obrnuto.
05:04
Instead of artificially
constraining, fixing
constraining, fixing
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Umjesto umjetnog
ograničavanja, uglavljivanja
ograničavanja, uglavljivanja
05:07
when and how long you work on something,
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kada i koliko dugo ćete raditi na nečemu,
05:09
pretty much ensuring
that variable outcome,
that variable outcome,
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poprilično osiguravajući
taj promjenjiv ishod,
taj promjenjiv ishod,
05:11
the A, B, C, D, F --
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1, 2, 3, 4, 5 --
05:13
do it the other way around.
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učinimo to na drugi način.
05:15
What's variable is when and how long
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Što je promjenjivo je
kada i koliko dugo
kada i koliko dugo
05:17
a student actually has
to work on something,
to work on something,
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učenik zbilja mora
raditi na nečemu,
raditi na nečemu,
05:19
and what's fixed is that
they actually master the material.
they actually master the material.
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a što je uglavljeno je
kako moraju zbilja ovladati materijom.
kako moraju zbilja ovladati materijom.
05:23
And it's important to realize
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I što je bitno shvatiti
05:25
that not only will this make the student
learn their exponents better,
learn their exponents better,
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kako to neće samo učiniti
da učenik bolje nauči svoje eksponente,
da učenik bolje nauči svoje eksponente,
05:28
but it'll reinforce
the right mindset muscles.
the right mindset muscles.
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nego će i ojačati
mišiće za ispravan mentalni sklop.
mišiće za ispravan mentalni sklop.
05:31
It makes them realize that if you got
20 percent wrong on something,
20 percent wrong on something,
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Učinit će da shvate kako ako
imate 20 posto nečega pogrešnog,
imate 20 posto nečega pogrešnog,
05:34
it doesn't mean that you have
a C branded in your DNA somehow.
a C branded in your DNA somehow.
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to ne znači kako imate
3 žigosano negdje u svojoj DNK.
3 žigosano negdje u svojoj DNK.
05:38
It means that you should just
keep working on it.
keep working on it.
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To samo znači kako
biste trebali nastaviti raditi na tome.
biste trebali nastaviti raditi na tome.
05:40
You should have grit;
you should have perseverance;
you should have perseverance;
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Trebali biste ustrajati;
trebali biste biti uporni;
trebali biste biti uporni;
05:43
you should take agency over your learning.
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trebali biste upravljati vlastitim učenjem.
05:45
Now, a lot of skeptics might say,
well, hey, this is all great,
well, hey, this is all great,
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Sad, puno skeptika može reći,
dobro, hej, sve je to lijepo,
dobro, hej, sve je to lijepo,
05:48
philosophically, this whole idea
of mastery-based learning
of mastery-based learning
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filozofski, ta cijela ideja
o učenju temeljenom na ovladavanju
o učenju temeljenom na ovladavanju
05:51
and its connection to mindset,
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i njegovoj vezi
sa mentalnim sklopom,
sa mentalnim sklopom,
05:53
students taking agency
over their learning.
over their learning.
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učenicima koji
upravljaju svojim učenjem.
upravljaju svojim učenjem.
05:55
It makes a lot of sense,
but it seems impractical.
but it seems impractical.
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Sve to ima puno smisla,
ali čini se nepraktično.
ali čini se nepraktično.
05:58
To actually do it, every student
would be on their own track.
would be on their own track.
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Kako bi to zbilja izveo,
svaki bi učenik trebao imati svoju stazu.
svaki bi učenik trebao imati svoju stazu.
06:01
It would have to be personalized,
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Morala bi biti personalizirana,
06:03
you'd have to have private tutors
and worksheets for every student.
and worksheets for every student.
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morali bi imati privatne staratelje
i radne materijale za svakog učenika.
i radne materijale za svakog učenika.
06:06
And these aren't new ideas --
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A to nisu nove ideje --
06:08
there were experiments
in Winnetka, Illinois, 100 years ago,
in Winnetka, Illinois, 100 years ago,
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bilo je eksperimenata
u Winnetki, Illinoisu, prije 100 godina,
u Winnetki, Illinoisu, prije 100 godina,
06:11
where they did mastery-based learning
and saw great results,
and saw great results,
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gdje su poučavali temeljeno na ovladavanju,
i vidjeli odlične rezultate
i vidjeli odlične rezultate
06:13
but they said it wouldn't scale
because it was logistically difficult.
because it was logistically difficult.
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ali su rekli kako se ne bi moglo proširiti
jer je bilo logistički zahtjevno.
jer je bilo logistički zahtjevno.
06:17
The teacher had to give different
worksheets to every student,
worksheets to every student,
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Učitelj je morao davati različite
radne materijale svakom učeniku,
radne materijale svakom učeniku,
06:20
give on-demand assessments.
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davati procjene na zahtjev.
06:21
But now today, it's no longer impractical.
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Ali danas, to više nije nepraktično.
06:23
We have the tools to do it.
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Imamo potrebne alate.
06:25
Students see an explanation
at their own time and pace?
at their own time and pace?
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Učenici da gledaju objašnjenja
u vlastitom vremenu i ritmu?
u vlastitom vremenu i ritmu?
06:27
There's on-demand video for that.
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Za to postoji video na zahtjev.
06:29
They need practice? They need feedback?
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Trebaju vježbu?
Trebaju povratnu informaciju?
Trebaju povratnu informaciju?
06:31
There's adaptive exercises
readily available for students.
readily available for students.
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Postoje prilagodljive vježbe
lako dostupne učenicima.
lako dostupne učenicima.
06:36
And when that happens,
all sorts of neat things happen.
all sorts of neat things happen.
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A kad se to dogodi,
različite se fine stvari dogode.
različite se fine stvari dogode.
06:38
One, the students can actually
master the concepts,
master the concepts,
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Jedna, učenici mogu
zaista ovladati konceptima,
zaista ovladati konceptima,
06:41
but they're also building
their growth mindset,
their growth mindset,
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ali izrađuju i vlastiti
mentalni sklop rasta,
mentalni sklop rasta,
06:43
they're building grit, perseverance,
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izgrađuju ustrajnost, upornost,
06:45
they're taking agency over their learning.
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preuzimaju upravu nad svojim učenjem.
06:47
And all sorts of beautiful things
can start to happen
can start to happen
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I svakakve prekrasne stvari
se mogu početi događati
se mogu početi događati
06:50
in the actual classroom.
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u zbiljskoj učionici.
06:52
Instead of it being focused
on the lecture,
on the lecture,
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Umjesto da su
usredotočeni na lekciju,
usredotočeni na lekciju,
06:54
students can interact with each other.
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učenici mogu
uzajamno međusobno djelovati.
uzajamno međusobno djelovati.
06:55
They can get deeper mastery
over the material.
over the material.
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Mogu dobiti
dublju vlast nad materijom.
dublju vlast nad materijom.
06:58
They can go into simulations,
Socratic dialogue.
Socratic dialogue.
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Mogu ići u simulacije,
sokratski dijalog.
sokratski dijalog.
07:00
To appreciate what we're talking about
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Da biste cijenili o čemu to ovdje pričamo
07:03
and the tragedy of lost potential here,
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te tragediju izgubljenog potencijala,
07:07
I'd like to give a little bit
of a thought experiment.
of a thought experiment.
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volio bih provesti
maleni misaoni eksperiment.
maleni misaoni eksperiment.
07:10
If we were to go 400 years
into the past to Western Europe,
into the past to Western Europe,
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Ako bismo otišli 400 godina
u prošlost u Zapadnu Europu,
u prošlost u Zapadnu Europu,
07:16
which even then, was one of the more
literate parts of the planet,
literate parts of the planet,
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koja je čak i tada bila jedan
od pismenijih dijelova planeta,
od pismenijih dijelova planeta,
07:19
you would see that about 15 percent
of the population knew how to read.
of the population knew how to read.
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vidjeli biste kako oko 15 posto
populacije zna čitati.
populacije zna čitati.
07:23
And I suspect that if you asked someone
who did know how to read,
who did know how to read,
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I pretpostavljam kad biste pitali
nekoga koji zna čitati,
nekoga koji zna čitati,
07:27
say a member of the clergy,
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recimo člana klera,
07:29
"What percentage of the population
do you think is even capable of reading?"
do you think is even capable of reading?"
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"Koliki postotak populacije
biste rekli kako je uopće sposobno čitati?"
biste rekli kako je uopće sposobno čitati?"
07:32
They might say, "Well,
with a great education system,
with a great education system,
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Mogli bi vam reći:"Pa,
sa odličnim obrazovnim sustavom,
sa odličnim obrazovnim sustavom,
07:36
maybe 20 or 30 percent."
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možda 20 do 30 posto."
07:39
But if you fast forward to today,
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Alo ako ubrzate do danas,
07:41
we know that that prediction
would have been wildly pessimistic,
would have been wildly pessimistic,
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znamo kako bi to predviđanje
bilo debelo pesimistično,
bilo debelo pesimistično,
07:44
that pretty close to 100 percent
of the population is capable of reading.
of the population is capable of reading.
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kako je prilično blizu 100 posto
populacije sposobno za čitanje.
populacije sposobno za čitanje.
07:48
But if I were to ask you
a similar question:
a similar question:
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Ali kad bih vam postavio
slično pitanje:
slično pitanje:
07:51
"What percentage of the population
do you think is capable
do you think is capable
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"Koliki postotak populacije
biste rekli kako je sposobno
biste rekli kako je sposobno
07:55
of truly mastering calculus,
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zbiljski ovladavati
infinitezimalnim računom,
infinitezimalnim računom,
07:57
or understanding organic chemistry,
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ili razumjeti organsku kemiju,
08:00
or being able to contribute
to cancer research?"
to cancer research?"
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ili biti sposoban doprinijeti
istraživanju raka?"
istraživanju raka?"
08:04
A lot of you might say, "Well,
with a great education system,
with a great education system,
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Puno bi vas moglo reći:"Pa,
uz odličan obrazovni sustav,
uz odličan obrazovni sustav,
08:07
maybe 20, 30 percent."
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2022
možda 20, 30 posto."
08:09
But what if that estimate
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Ali što ako je ta procjena
08:11
is just based on your own experience
in a non-mastery framework,
in a non-mastery framework,
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samo temeljena na vašem vlastitom
iskustvu iz poretka bez ovladavanja,
iskustvu iz poretka bez ovladavanja,
08:14
your own experience with yourself
or observing your peers,
or observing your peers,
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vašem vlastitom iskustvu s vama
ili iz osmatranja vaših kolega,
ili iz osmatranja vaših kolega,
08:17
where you're being pushed
at this set pace through classes,
at this set pace through classes,
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gdje ste gurani
po tom ustaljenom ritmu kroz lekcije,
po tom ustaljenom ritmu kroz lekcije,
08:20
accumulating all these gaps?
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prikupljajući sve te rupe?
08:21
Even when you got that 95 percent,
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Čak i kad dobijete tih 95 posto,
08:23
what was that five percent you missed?
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Kojih je bilo tih 5 posto koje ste promašili?
08:25
And it keeps accumulating --
you get to an advanced class,
you get to an advanced class,
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A to se nastavlja prikupljati --
dospijete do napredne lekcije,
dospijete do napredne lekcije,
08:27
all of a sudden you hit a wall and say,
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odjednom lupite u zid i kažete:
08:29
"I'm not meant to be a cancer researcher;
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"Nije mi suđeno istraživati rak;
08:31
not meant to be a physicist;
not meant to be a mathematician."
not meant to be a mathematician."
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nije mi suđeno biti fizičar;
nije mi suđeno biti matematičar."
nije mi suđeno biti matematičar."
08:34
I suspect that that actually is the case,
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Pretpostavljam kako je upravo to na stvari,
08:36
but if you were allowed to be operating
in a mastery framework,
in a mastery framework,
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ali ako bi vam bilo dopušteno
operirati po poretku ovladavanja,
operirati po poretku ovladavanja,
08:40
if you were allowed to really
take agency over your learning,
take agency over your learning,
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ako bi vam bilo dopušteno
zbilja upravljati nad svojim učenjem,
zbilja upravljati nad svojim učenjem,
08:43
and when you get something wrong,
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te kad nešto shvatite krivo,
08:45
embrace it -- view that failure
as a moment of learning --
as a moment of learning --
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to i prihvatite -- vidite taj promašaj
kao trenutak učenja --
kao trenutak učenja --
08:48
that number, the percent
that could really master calculus
that could really master calculus
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taj broj, postotak
koji bi zbilja mogao ovladati kalkulusom
koji bi zbilja mogao ovladati kalkulusom
08:52
or understand organic chemistry,
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ili razumijeti organsku kemiju,
08:54
is actually a lot closer to 100 percent.
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je zapravo puno bliži 100 posto.
08:57
And this isn't even just a "nice to have."
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A to čak i nije samo "lijepo za imati".
09:01
I think it's a social imperative.
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Mislim kako je to društveni imperativ.
09:03
We're exiting what you could call
the industrial age
the industrial age
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Izlazimo iz što biste mogli zvati
industrijsko doba
industrijsko doba
09:07
and we're going into
this information revolution.
this information revolution.
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te ulazimo u
ovu informacijsku revoluciju.
ovu informacijsku revoluciju.
09:11
And it's clear that some
things are happening.
things are happening.
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I jasno je kako se
događaju neke stvari.
događaju neke stvari.
09:13
In the industrial age,
society was a pyramid.
society was a pyramid.
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U industrijsko doba,
društvo je bilo piramida.
društvo je bilo piramida.
09:15
At the base of the pyramid,
you needed human labor.
you needed human labor.
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U temelju piramide,
trebali ste ljudski rad.
trebali ste ljudski rad.
09:21
In the middle of the pyramid,
you had an information processing,
you had an information processing,
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U sredini piramide,
imali ste obradu informacija,
imali ste obradu informacija,
09:24
a bureaucracy class,
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klasu birokrata,
09:26
and at the top of the pyramid,
you had your owners of capital
you had your owners of capital
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a na vrhu piramide,
imali ste vaše vlasnike kapitala
imali ste vaše vlasnike kapitala
09:29
and your entrepreneurs
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i vaše poduzetnike
09:31
and your creative class.
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i vašu stvaralačku klasu.
09:33
But we know what's happening already,
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Ali znamo što se već događa,
09:35
as we go into this information revolution.
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kako idemo u ovu informacijsku revoluciju.
09:37
The bottom of that pyramid,
automation, is going to take over.
automation, is going to take over.
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Temelj piramide,
preuzet će ga automatizacija.
preuzet će ga automatizacija.
09:40
Even that middle tier,
information processing,
information processing,
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Čak i taj srednji rang,
obrada informacija,
obrada informacija,
09:43
that's what computers are good at.
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to je ono u čemu su računala dobra.
09:44
So as a society, we have a question:
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Pa kao društvo, imamo pitanje:
09:46
All this new productivity is happening
because of this technology,
because of this technology,
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Sva se ta nova proizvodnost
događa radi ove tehnologije,
događa radi ove tehnologije,
09:49
but who participates in it?
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ali tko u njoj sudjeluje?
09:51
Is it just going to be that very top
of the pyramid, in which case,
of the pyramid, in which case,
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Hoće li to biti samo taj
krajnji vrh piramide, u kojem slučaju,
krajnji vrh piramide, u kojem slučaju,
09:54
what does everyone else do?
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što rade svi ostali?
09:55
How do they operate?
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Kako oni opstaju?
09:56
Or do we do something
that's more aspirational?
that's more aspirational?
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Ili činimo nešto
ipak nadahnutije?
ipak nadahnutije?
09:59
Do we actually attempt
to invert the pyramid,
to invert the pyramid,
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Pokušavamo li zapravo
obrnuti piramidu,
obrnuti piramidu,
10:02
where you have a large creative class,
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gdje imate veliku
stvaralačku klasu,
stvaralačku klasu,
10:04
where almost everyone
can participate as an entrepreneur,
can participate as an entrepreneur,
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gdje gotovo svatko
može sudjelovati kao poduzetnik,
može sudjelovati kao poduzetnik,
10:08
an artist, as a researcher?
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1945
umjetnik, kao istraživač?
10:10
And I don't think that this is utopian.
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I ne mislim kako je to utopija.
10:12
I really think that this
is all based on the idea
is all based on the idea
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Zbilja mislim kako je
sve ovo temeljeno na ideji
sve ovo temeljeno na ideji
10:15
that if we let people
tap into their potential
tap into their potential
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kako ako pustimo ljude
doseći vlastite mogućnosti
doseći vlastite mogućnosti
10:17
by mastering concepts,
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1964
ovladavanjem koncepata,
10:19
by being able to exercise agency
over their learning,
over their learning,
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omogućavanjem obnašanja
vlasti nad svojim učenjem,
vlasti nad svojim učenjem,
10:22
that they can get there.
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kako bi oni mogli doseći to.
10:24
And when you think of it
as just a citizen of the world,
as just a citizen of the world,
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A kad razmišljate o tome
kao tek građanin svijeta,
kao tek građanin svijeta,
10:28
it's pretty exciting.
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to je prilično uzbudljivo.
10:29
I mean, think about
the type of equity we can we have,
the type of equity we can we have,
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Mislim, pomislite o
tipu vrijednosti koji bismo mogli imati,
tipu vrijednosti koji bismo mogli imati,
10:32
and the rate at which civilization
could even progress.
could even progress.
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te o stopi po kojoj bi čak
civilizacija mogla napredovati.
civilizacija mogla napredovati.
10:36
And so, I'm pretty optimistic about it.
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Tako da, prilično sam
optimističan oko toga.
optimističan oko toga.
10:38
I think it's going to be
a pretty exciting time to be alive.
a pretty exciting time to be alive.
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Mislim kako će to biti
prilično uzbudljivo vrijeme za biti živ.
prilično uzbudljivo vrijeme za biti živ.
10:42
Thank you.
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Hvala Vam.
10:43
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.
Why you should listen
Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.
Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.
Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.
Khan holds three degrees from MIT and an MBA from Harvard Business School.
Sal Khan | Speaker | TED.com