ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Sal Khan | Speaker | TED.com
TED Talks Live

Sal Khan: Let's teach for mastery -- not test scores

Salman Khan: Hajdemo poučavati radi ovladavanja gradivom -- ne radi ocjena

Filmed:
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.
- 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

Double-click the English transcript below to play the video.

00:12
I'm here todaydanas to talk about
the two ideasideje that,
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Danas sam ovdje
kako bih govorio o dvije ideje koje,
00:15
at leastnajmanje basedzasnovan on
my observationszapažanja at KhanKan AcademyAkademija,
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barem na temelju mojih
promatranja na Khan akademiji,
00:18
are kindljubazan of the coresrž,
or the keyključ leveragemoć pointsbodova for learningučenje.
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su kao jezgra,
ili ključna poluga učenja.
00:22
And it's the ideaideja of masterymajstorstvo
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A to su ideja ovladavanja
00:24
and the ideaideja of mindsetrazmišljanje.
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te ideja mentalnog sklopa.
00:26
I saw this in the earlyrano daysdana
workingrad with my cousinsrođaci.
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Vidio sam to tijekom ranih dana
radeći sa svojim nećacima.
00:28
A lot of them were havingima troublenevolja
with mathmatematika at first,
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Puno ih je imalo
problema s matematikom isprve,
00:31
because they had all of these gapspraznine
accumulatedakumulirana in theirnjihov learningučenje.
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jer su imali te rupe
prikupljene tijekom učenja.
00:34
And because of that, at some pointtočka
they got to an algebraalgebra classklasa
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Radi toga, u nekom bi trenutku
došli na sat algebre
00:37
and they mightmoć have been a little bitbit
shakynesiguran on some of the pre-algebrapred algebre,
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a mogli bi biti malo nesigurni
u nečemu iz pre-algebre,
00:40
and because of that, they thought
they didn't have the mathmatematika genegen.
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te bi radi toga mislili
kako nemaju matematički gen.
00:44
Or they'doni bi get to a calculusračun classklasa,
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Ili bi došli na sat iz kalkulusa,
00:46
and they'doni bi be a little bitbit
shakynesiguran on the algebraalgebra.
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a bili bi malo
nesigurni u algebri.
00:48
I saw it in the earlyrano daysdana
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Vidio sam to tijekom ranih dana
00:50
when I was uploadingupload
some of those videosvideo on YouTubeMladost,
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kada sam podizao
neke od tih videa na YouTube,
00:54
and I realizedshvatio that people
who were not my cousinsrođaci were watchinggledanje.
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i shvatio kako ih gledaju
i ljudi koji mi nisu nećaci.
00:57
(LaughterSmijeh)
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(Smijeh)
00:59
And at first, those commentskomentari
were just simplejednostavan thank-youszahvala.
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A u početku, ti su komentari
bili samo jednostavni "Hvala vam".
01:03
I thought that was a prettyprilično bigvelika dealdogovor.
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Mislio sam kako je
to prilično velika stvar.
01:05
I don't know how much time
you all spendprovesti on YouTubeMladost.
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Ne znam koliko vremena
provodite na You Tubeu.
01:07
MostVećina of the commentskomentari are not "Thank you."
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Većina komentara nisu "Hvala vam."
01:09
(LaughterSmijeh)
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(Smijeh)
01:11
They're a little edgierli zamisliti than that.
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Malo su oštriji od toga.
01:12
But then the commentskomentari
got a little more intenseintenzivan,
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Ali onda su komentari
postali malo intenzivniji,
01:15
studentstudent after studentstudent sayingizreka
that they had grownodrastao up not likingželjama mathmatematika.
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učenik za učenikom je govorio
kako je odrastao ne voleći matematiku.
01:19
It was gettinguzimajući difficulttežak as they got
into more advancednapredan mathmatematika topicsteme.
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Postajala je sve teža kako su
ulazili u naprednije teme.
01:22
By the time they got to algebraalgebra,
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Do vremena kad bi stigli do algebre,
01:24
they had so manymnogi gapspraznine in theirnjihov knowledgeznanje
they couldn'tne mogu engageangažirati with it.
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imali su toliko rupa u znanju
da se nisu s njom mogli uhvatiti u koštac.
01:27
They thought they didn't
have the mathmatematika genegen.
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Mislili su kako nemaju
matematički gen.
01:29
But when they were a bitbit olderstariji,
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Ali kad bi postali malo stariji,
01:31
they tookuzeo a little agencyagencija
and decidedodlučio to engageangažirati.
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malo bi se pribrali,
te odlučili ipak se dohvatiti.
01:33
They foundpronađeno resourcesresursi like KhanKan AcademyAkademija
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Našli bi resurse poput Khan akademije
01:35
and they were ableu stanju to fillispuniti in those gapspraznine
and mastermajstorski those conceptspojmovi,
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te bi bili u mogućnosti ispuniti te rupe
i ovladati tim konceptima,
01:38
and that reinforcedpojačan theirnjihov mindsetrazmišljanje
that it wasn'tnije fixedfiksni;
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a to bi im ukazalo
kako im mentalni sklop nije fiksan;
01:41
that they actuallyzapravo were capablesposoban
of learningučenje mathematicsmatematika.
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da zapravo jesu bili
sposobni učiti matematku.
01:44
And in a lot of waysnačine, this is how
you would mastermajstorski a lot of things in life.
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A na puno načina, to je kako
biste ovladali sa puno stvari u životu.
01:49
It's the way you would
learnnaučiti a martialborilačke vještine artumjetnost.
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To je način kako biste
učili borilačku vještinu.
01:51
In a martialborilačke vještine artumjetnost, you would
practicepraksa the whitebijela beltpojas skillsvještine
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U borilačkoj vještini, vježbali
biste vještine za bijeli pojas
01:54
as long as necessarypotreban,
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koliko je god potrebno
01:56
and only when you've masteredsvladao it
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a tek kad biste im ovladali
01:57
you would movepotez on to becomepostati a yellowžuta boja beltpojas.
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biste napredovali da postanete žuti pojas.
01:59
It's the way you learnnaučiti
a musicalmjuzikl instrumentinstrument:
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To je način kako učite
muzički instrument:
02:01
you practicepraksa the basicosnovni piecekomad
over and over again,
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vježbate osnovni stavak
ponovo i opet iznova,
02:04
and only when you've masteredsvladao it,
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a tek kad ste ga svladali
02:05
you go on to the more advancednapredan one.
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nastavljate na napredniji.
02:07
But what we pointtočka out --
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Ali ono na što ciljamo --
02:08
this is not the way a traditionaltradicionalan
academicakademski modelmodel is structuredstrukturirani,
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to nije način na koji je
tradicionalan akademski model izgrađen,
02:13
the typetip of academicakademski modelmodel
that mostnajviše of us grewrastao up in.
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tip akademskog modela
unutar kojeg je većina nas odrasla.
02:16
In a traditionaltradicionalan academicakademski modelmodel,
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U tradicionalnom akademskom modelu,
02:18
we groupskupina studentsstudenti togetherzajedno,
usuallyobično by agedob,
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grupiramo studente zajedno,
obično po dobi,
02:20
and around middlesrednji schoolškola,
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te oko srednje škole,
02:22
by agedob and perceivedpercipiraju abilitysposobnost,
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po dobi i opaženim sposobnostima,
02:23
and we shepherdpastir them all
togetherzajedno at the sameisti pacetempo.
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te ih zajedno vodimo
u istom ritmu.
02:27
And what typicallytipično happensdogađa se,
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I što se tipično događa,
02:28
let's say we're in a middlesrednji schoolškola
pre-algebrapred algebre classklasa,
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recimo da smo na
srednjoškolskom satu pred-algebre,
02:30
and the currentstruja unitjedinica is on exponentseksponenata,
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a trenutna jedinica je o eksponentima,
02:32
the teacheručitelj, nastavnik, profesor will give
a lecturepredavanje on exponentseksponenata,
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učitelj će održati
predavanje o eksponentima,
02:34
then we'lldobro go home, do some homeworkdomaća zadaća.
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pa ćemo otići doma,
napraviti domaći rad.
02:37
The nextSljedeći morningjutro,
we'lldobro reviewpregled the homeworkdomaća zadaća,
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Slijedeće jutro,
pregledati ćemo domaći rad,
02:39
then anotherjoš lecturepredavanje, homeworkdomaća zadaća,
lecturepredavanje, homeworkdomaća zadaća.
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Pa novo predavanje, domaći rad,
predavanje, domaći rad.
02:41
That will continuenastaviti for about
two or threetri weeksTjedni,
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To će nastaviti kroz
otprilike dva ili tri tjedna,
02:43
and then we get a testtest.
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a tad ćemo imati test.
02:45
On that testtest, maybe I get a 75 percentposto,
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Na tom testu, možda ću ja dobiti 75 posto,
02:48
maybe you get a 90 percentposto,
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možda ćete vi dobiti 90 posto,
02:49
maybe you get a 95 percentposto.
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možda ćete vi dobiti 95 posto.
02:51
And even thoughiako the testtest identifiedidentificirati
gapspraznine in our knowledgeznanje,
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Te iako je test identificirao
rupe u našem znanju,
02:54
I didn't know 25 percentposto of the materialmaterijal.
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ja nisam znao 25 posto materije.
02:56
Even the A studentstudent, what was
the fivepet percentposto they didn't know?
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Čak i odličan učenik,
kojih je to 5 posto koje nije znao?
02:59
Even thoughiako we'veimamo identifiedidentificirati the gapspraznine,
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Iako smo identificirali te rupe,
03:01
the wholečitav classklasa will then
movepotez on to the nextSljedeći subjectpredmet,
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cijeli će razred potom
preći na slijedeću temu,
03:04
probablyvjerojatno a more advancednapredan subjectpredmet
that's going to buildizgraditi on those gapspraznine.
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vjerojatno napredniju temu
koja će se nadograđivati na te rupe.
03:07
It mightmoć be logarithmslogaritmi
or negativenegativan exponentseksponenata.
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To mogu biti logaritmi
ili negativni eksponenti.
03:10
And that processpostupak continuesnastavlja,
and you immediatelyodmah startpočetak to realizeostvariti
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A taj se proces nastavlja,
i odmah počnete shvaćati
03:13
how strangečudan this is.
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koliko je to čudno.
03:15
I didn't know 25 percentposto
of the more foundationaltemeljni thing,
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Nisam znao 25 posto
temeljnije stvari,
03:17
and now I'm beingbiće pushedgurnula
to the more advancednapredan thing.
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a sad me guraju
u napredniju stvar.
03:20
And this will continuenastaviti for monthsmjeseci, yearsgodina,
all the way untildo at some pointtočka,
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I to će se nastavljati kroz mjesece, godine,
sve do neke točke,
03:24
I mightmoć be in an algebraalgebra classklasa
or trigonometrytrigonometrija classklasa
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to može biti sat algebre
ili sat trigonometrije
03:26
and I hithit a wallzid.
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kad ću pogoditi zid.
03:27
And it's not because algebraalgebra
is fundamentallyfundamentalno difficulttežak
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A to nije stoga što bi
algebra bila iz temelja teška
03:30
or because the studentstudent isn't brightsvijetao.
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ili zato što učenik nije bistar.
03:34
It's because I'm seeingvidim an equationjednadžba
and they're dealingbavljenje with exponentseksponenata
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To je stoga što vidim
jednadžbu koja koristi eksponente
03:37
and that 30 percentposto
that I didn't know is showingpokazivanje up.
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a tih 30 posto
koje nisam znao se pokazuje.
03:40
And then I startpočetak to disengageIsključi.
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I potom se počinjem odvajati.
03:44
To appreciatecijeniti how absurdapsurdno that is,
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Kako bi shvatili koliko je to apsurdno,
03:47
imaginezamisliti if we did other things
in our life that way.
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zamislite kad bismo
druge stvari radili na takav način.
03:51
Say, home-buildingdom-zgrada.
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Recimo, izgradnju doma.
03:52
(LaughterSmijeh)
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(Smijeh)
03:56
So we bringdonijeti in the contractorizvođač radova and say,
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Dakle dovodimo izvođača radova i kažemo,
04:00
"We were told we have
two weeksTjedni to buildizgraditi a foundationtemelj.
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"Rečeno nam je kako imamo
dva tjedna za izgraditi temelj.
04:02
Do what you can."
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Učinite što možete."
04:04
(LaughterSmijeh)
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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 rainskiše.
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Možda pada kiša.
04:09
Maybe some of the suppliespribor don't showpokazati up.
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Možda se nešto materijala nije pojavilo.
04:11
And two weeksTjedni laterkasnije,
the inspectorInspektor comesdolazi, looksizgled around,
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I dva tjedna kasnije
dolazi inspektor, gleda uokolo,
04:15
sayskaže, "OK, the concretebeton
is still wetmokro right over there,
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kaže: "Ok, beton je
još uvijek mokar eno ondje,
04:17
that part'sdio je not quitedosta up to codekodirati ...
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ovaj dio nije baš po propisima ...
04:20
I'll give it an 80 percentposto."
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Dat ću mu 80 posto."
04:22
(LaughterSmijeh)
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(Smijeh)
04:23
You say, "Great! That's a C.
Let's buildizgraditi the first floorkat."
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Vi kažete: "Odlično! To je trojka.
Hajdemo sagraditi prvi kat."
04:26
(LaughterSmijeh)
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(Smijeh)
04:27
SameIsti thing.
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Ista stvar.
04:28
We have two weeksTjedni, do what you can,
inspectorInspektor showspokazuje up, it's a 75 percentposto.
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Imamo dva tjedna, učinite što možete,
inspektor se pojavi, to je 75 posto.
04:32
Great, that's a D-plusMoguće.
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Super, to je dva plus.
04:33
SecondDrugi floorkat, thirdtreći floorkat,
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Drugi kat, treći kat,
04:34
and all of a suddennaglo,
while you're buildingzgrada the thirdtreći floorkat,
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kad odjednom,
dok izgrađujemo treći kat,
04:37
the wholečitav structurestruktura collapsessruši.
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cijela se struktura uruši.
04:38
And if your reactionreakcija is the reactionreakcija
you typicallytipično have in educationobrazovanje,
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A ako je vaša reakcija
rekacija kakva je tipična u obrazovanju,
04:42
or that a lot of folksljudi have,
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ili kakvu puno ljudi ima,
04:43
you mightmoć say, maybe
we had a badloše contractorizvođač radova,
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možete reći, možda
smo imali lošeg izvođača radova,
04:45
or maybe we neededpotreban better inspectioninspekcije
or more frequentčest inspectioninspekcije.
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ili smo možda trebali bolju inspekciju
ili češću inspekciju.
04:48
But what was really brokenslomljen
was the processpostupak.
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Ali ono što je zapravo bilo loše
je bio proces.
04:51
We were artificiallyumjetno constrainingograničavaju
how long we had to something,
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Umjetno ograničavamo
koliko dugo trebamo nešto raditi,
04:54
prettyprilično much ensuringosiguravanje a variableVarijabla outcomeishod,
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poprilično osiguravajući
promjenjiv ishod,
04:56
and we tookuzeo the troublenevolja of inspectinguvidom
and identifyingidentificiranje those gapspraznine,
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a potrudili smo se ispitati
i identificirati te rupe,
05:00
but then we builtizgrađen right on topvrh of it.
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ali potom smo nadogradili
direktno preko njih.
05:01
So the ideaideja of masterymajstorstvo learningučenje
is to do the exacttočno oppositesuprotan.
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Pa je ideja učenja za ovladavanje
činiti točno obrnuto.
05:04
InsteadUmjesto toga of artificiallyumjetno
constrainingograničavaju, fixingpopravljanje
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Umjesto umjetnog
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
prettyprilično much ensuringosiguravanje
that variableVarijabla outcomeishod,
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poprilično osiguravajući
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 variableVarijabla is when and how long
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Što je promjenjivo je
kada i koliko dugo
05:17
a studentstudent actuallyzapravo has
to work on something,
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učenik zbilja mora
raditi na nečemu,
05:19
and what's fixedfiksni is that
they actuallyzapravo mastermajstorski the materialmaterijal.
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a što je uglavljeno je
kako moraju zbilja ovladati materijom.
05:23
And it's importantvažno to realizeostvariti
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I što je bitno shvatiti
05:25
that not only will this make the studentstudent
learnnaučiti theirnjihov exponentseksponenata better,
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kako to neće samo učiniti
da učenik bolje nauči svoje eksponente,
05:28
but it'llto će reinforcepojačati
the right mindsetrazmišljanje musclesmišići.
128
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nego će i ojačati
mišiće za ispravan mentalni sklop.
05:31
It makesmarke them realizeostvariti that if you got
20 percentposto wrongpogrešno on something,
129
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Učinit će da shvate kako ako
imate 20 posto nečega pogrešnog,
05:34
it doesn't mean that you have
a C brandedpotpuno novo in your DNADNK somehownekako.
130
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to ne znači kako imate
3 žigosano negdje u svojoj DNK.
05:38
It meanssredstva that you should just
keep workingrad on it.
131
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To samo znači kako
biste trebali nastaviti raditi na tome.
05:40
You should have gritborbenost;
you should have perseveranceustrajnost;
132
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Trebali biste ustrajati;
trebali biste biti uporni;
05:43
you should take agencyagencija over your learningučenje.
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trebali biste upravljati vlastitim učenjem.
05:45
Now, a lot of skepticsskeptici mightmoć say,
well, hey, this is all great,
134
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Sad, puno skeptika može reći,
dobro, hej, sve je to lijepo,
05:48
philosophicallyfilozofski, this wholečitav ideaideja
of mastery-basedna temelju majstorstvo learningučenje
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filozofski, ta cijela ideja
o učenju temeljenom na ovladavanju
05:51
and its connectionveza to mindsetrazmišljanje,
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i njegovoj vezi
sa mentalnim sklopom,
05:53
studentsstudenti takinguzimanje agencyagencija
over theirnjihov learningučenje.
137
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učenicima koji
upravljaju svojim učenjem.
05:55
It makesmarke a lot of senseosjećaj,
but it seemsčini se impracticalnepraktičan.
138
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Sve to ima puno smisla,
ali čini se nepraktično.
05:58
To actuallyzapravo do it, everysvaki studentstudent
would be on theirnjihov ownvlastiti trackstaza.
139
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Kako bi to zbilja izveo,
svaki bi učenik trebao imati svoju stazu.
06:01
It would have to be personalizedpersonalizirane,
140
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Morala bi biti personalizirana,
06:03
you'dti bi have to have privateprivatna tutorstutora
and worksheetsradni listovi for everysvaki studentstudent.
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morali bi imati privatne staratelje
i radne materijale za svakog učenika.
06:06
And these aren'tnisu newnovi ideasideje --
142
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A to nisu nove ideje --
06:08
there were experimentspokusi
in WinnetkaWinnetka, IllinoisIllinois, 100 yearsgodina agoprije,
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bilo je eksperimenata
u Winnetki, Illinoisu, prije 100 godina,
06:11
where they did mastery-basedna temelju majstorstvo learningučenje
and saw great resultsrezultati,
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gdje su poučavali temeljeno na ovladavanju,
i vidjeli odlične rezultate
06:13
but they said it wouldn'tne bi scaleljestvica
because it was logisticallylogistički difficulttežak.
145
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ali su rekli kako se ne bi moglo proširiti
jer je bilo logistički zahtjevno.
06:17
The teacheručitelj, nastavnik, profesor had to give differentdrugačiji
worksheetsradni listovi to everysvaki studentstudent,
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Učitelj je morao davati različite
radne materijale svakom učeniku,
06:20
give on-demandna zahtjev assessmentsprocjene.
147
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davati procjene na zahtjev.
06:21
But now todaydanas, it's no longerviše impracticalnepraktičan.
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Ali danas, to više nije nepraktično.
06:23
We have the toolsalat to do it.
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Imamo potrebne alate.
06:25
StudentsStudenti see an explanationobrazloženje
at theirnjihov ownvlastiti time and pacetempo?
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Učenici da gledaju objašnjenja
u vlastitom vremenu i ritmu?
06:27
There's on-demandna zahtjev videovideo for that.
151
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Za to postoji video na zahtjev.
06:29
They need practicepraksa? They need feedbackpovratna veza?
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Trebaju vježbu?
Trebaju povratnu informaciju?
06:31
There's adaptiveprilagodljiv exercisesvježbe
readilyspremno availabledostupno for studentsstudenti.
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Postoje prilagodljive vježbe
lako dostupne učenicima.
06:36
And when that happensdogađa se,
all sortsvrste of neaturedan things happendogoditi se.
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A kad se to dogodi,
različite se fine stvari dogode.
06:38
One, the studentsstudenti can actuallyzapravo
mastermajstorski the conceptspojmovi,
155
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Jedna, učenici mogu
zaista ovladati konceptima,
06:41
but they're alsotakođer buildingzgrada
theirnjihov growthrast mindsetrazmišljanje,
156
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ali izrađuju i vlastiti
mentalni sklop rasta,
06:43
they're buildingzgrada gritborbenost, perseveranceustrajnost,
157
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izgrađuju ustrajnost, upornost,
06:45
they're takinguzimanje agencyagencija over theirnjihov learningučenje.
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preuzimaju upravu nad svojim učenjem.
06:47
And all sortsvrste of beautifullijep things
can startpočetak to happendogoditi se
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I svakakve prekrasne stvari
se mogu početi događati
06:50
in the actualstvaran classroomučionica.
160
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u zbiljskoj učionici.
06:52
InsteadUmjesto toga of it beingbiće focusedusmjerena
on the lecturepredavanje,
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Umjesto da su
usredotočeni na lekciju,
06:54
studentsstudenti can interactinterakcija with eachsvaki other.
162
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učenici mogu
uzajamno međusobno djelovati.
06:55
They can get deeperdublje masterymajstorstvo
over the materialmaterijal.
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Mogu dobiti
dublju vlast nad materijom.
06:58
They can go into simulationssimulacije,
SocraticSokratova dialoguedijalog.
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Mogu ići u simulacije,
sokratski dijalog.
07:00
To appreciatecijeniti what we're talkingkoji govori about
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Da biste cijenili o čemu to ovdje pričamo
07:03
and the tragedytragedija of lostizgubljen potentialpotencijal here,
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te tragediju izgubljenog potencijala,
07:07
I'd like to give a little bitbit
of a thought experimenteksperiment.
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volio bih provesti
maleni misaoni eksperiment.
07:10
If we were to go 400 yearsgodina
into the pastprošlost to WesternZapadni EuropeEurope,
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Ako bismo otišli 400 godina
u prošlost u Zapadnu Europu,
07:16
whichkoji even then, was one of the more
literatepismen partsdijelovi of the planetplaneta,
169
424075
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koja je čak i tada bila jedan
od pismenijih dijelova planeta,
07:19
you would see that about 15 percentposto
of the populationpopulacija knewznao how to readčitati.
170
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vidjeli biste kako oko 15 posto
populacije zna čitati.
07:23
And I suspectsumnjiv that if you askedpitao someonenetko
who did know how to readčitati,
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I pretpostavljam kad biste pitali
nekoga koji zna čitati,
07:27
say a memberčlan of the clergysvećenstvo,
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recimo člana klera,
07:29
"What percentagepostotak of the populationpopulacija
do you think is even capablesposoban of readingčitanje?"
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"Koliki postotak populacije
biste rekli kako je uopće sposobno čitati?"
07:32
They mightmoć say, "Well,
with a great educationobrazovanje systemsistem,
174
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3561
Mogli bi vam reći:"Pa,
sa odličnim obrazovnim sustavom,
07:36
maybe 20 or 30 percentposto."
175
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možda 20 do 30 posto."
07:39
But if you fastbrzo forwardnaprijed to todaydanas,
176
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Alo ako ubrzate do danas,
07:41
we know that that predictionproricanje
would have been wildlymahnito pessimisticpesimističan,
177
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znamo kako bi to predviđanje
bilo debelo pesimistično,
07:44
that prettyprilično closeblizu to 100 percentposto
of the populationpopulacija is capablesposoban of readingčitanje.
178
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kako je prilično blizu 100 posto
populacije sposobno za čitanje.
07:48
But if I were to askpitati you
a similarsličan questionpitanje:
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Ali kad bih vam postavio
slično pitanje:
07:51
"What percentagepostotak of the populationpopulacija
do you think is capablesposoban
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"Koliki postotak populacije
biste rekli kako je sposobno
07:55
of trulyuistinu masteringsavladavanje calculusračun,
181
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zbiljski ovladavati
infinitezimalnim računom,
07:57
or understandingrazumijevanje organicorganski chemistrykemija,
182
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3013
ili razumjeti organsku kemiju,
08:00
or beingbiće ableu stanju to contributedoprinijeti
to cancerRak researchistraživanje?"
183
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ili biti sposoban doprinijeti
istraživanju raka?"
08:04
A lot of you mightmoć say, "Well,
with a great educationobrazovanje systemsistem,
184
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2897
Puno bi vas moglo reći:"Pa,
uz odličan obrazovni sustav,
08:07
maybe 20, 30 percentposto."
185
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2022
možda 20, 30 posto."
08:09
But what if that estimateprocjena
186
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1313
Ali što ako je ta procjena
08:11
is just basedzasnovan on your ownvlastiti experienceiskustvo
in a non-mastery-vlast frameworkokvir,
187
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3387
samo temeljena na vašem vlastitom
iskustvu iz poretka bez ovladavanja,
08:14
your ownvlastiti experienceiskustvo with yourselfsami
or observingpromatranje your peersvršnjaka,
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482526
2832
vašem vlastitom iskustvu s vama
ili iz osmatranja vaših kolega,
08:17
where you're beingbiće pushedgurnula
at this setset pacetempo throughkroz classesklase,
189
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gdje ste gurani
po tom ustaljenom ritmu kroz lekcije,
08:20
accumulatinggomilaju all these gapspraznine?
190
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prikupljajući sve te rupe?
08:21
Even when you got that 95 percentposto,
191
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Čak i kad dobijete tih 95 posto,
08:23
what was that fivepet percentposto you missedpropustili?
192
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Kojih je bilo tih 5 posto koje ste promašili?
08:25
And it keepsčuva accumulatinggomilaju --
you get to an advancednapredan classklasa,
193
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2727
A to se nastavlja prikupljati --
dospijete do napredne lekcije,
08:27
all of a suddennaglo you hithit a wallzid and say,
194
495810
1872
odjednom lupite u zid i kažete:
08:29
"I'm not meantznačilo to be a cancerRak researcherIstraživač;
195
497706
2003
"Nije mi suđeno istraživati rak;
08:31
not meantznačilo to be a physicistfizičar;
not meantznačilo to be a mathematicianmatematičar."
196
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nije mi suđeno biti fizičar;
nije mi suđeno biti matematičar."
08:34
I suspectsumnjiv that that actuallyzapravo is the casespis,
197
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1977
Pretpostavljam kako je upravo to na stvari,
08:36
but if you were alloweddopušteno to be operatingradni
in a masterymajstorstvo frameworkokvir,
198
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3826
ali ako bi vam bilo dopušteno
operirati po poretku ovladavanja,
08:40
if you were alloweddopušteno to really
take agencyagencija over your learningučenje,
199
508536
3417
ako bi vam bilo dopušteno
zbilja upravljati nad svojim učenjem,
08:43
and when you get something wrongpogrešno,
200
511977
1596
te kad nešto shvatite krivo,
08:45
embracezagrljaj it -- viewpogled that failureneuspjeh
as a momenttrenutak of learningučenje --
201
513597
2792
to i prihvatite -- vidite taj promašaj
kao trenutak učenja --
08:48
that numberbroj, the percentposto
that could really mastermajstorski calculusračun
202
516413
3957
taj broj, postotak
koji bi zbilja mogao ovladati kalkulusom
08:52
or understandrazumjeti organicorganski chemistrykemija,
203
520394
1760
ili razumijeti organsku kemiju,
08:54
is actuallyzapravo a lot closerbliže to 100 percentposto.
204
522178
2502
je zapravo puno bliži 100 posto.
08:57
And this isn't even just a "nicelijepo to have."
205
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2857
A to čak i nije samo "lijepo za imati".
09:01
I think it's a socialsocijalni imperativeimperativ.
206
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2063
Mislim kako je to društveni imperativ.
09:03
We're exitingizlaska iz what you could call
the industrialindustrijski agedob
207
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3851
Izlazimo iz što biste mogli zvati
industrijsko doba
09:07
and we're going into
this informationinformacija revolutionrevolucija.
208
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te ulazimo u
ovu informacijsku revoluciju.
09:11
And it's clearčisto that some
things are happeningdogađa.
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I jasno je kako se
događaju neke stvari.
09:13
In the industrialindustrijski agedob,
societydruštvo was a pyramidpiramida.
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2113
U industrijsko doba,
društvo je bilo piramida.
09:15
At the basebaza of the pyramidpiramida,
you neededpotreban humanljudski laborrad.
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U temelju piramide,
trebali ste ljudski rad.
09:21
In the middlesrednji of the pyramidpiramida,
you had an informationinformacija processingobrada,
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3333
U sredini piramide,
imali ste obradu informacija,
09:24
a bureaucracybirokratija classklasa,
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1598
klasu birokrata,
09:26
and at the topvrh of the pyramidpiramida,
you had your ownersvlasnici of capitalglavni
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3674
a na vrhu piramide,
imali ste vaše vlasnike kapitala
09:29
and your entrepreneurspoduzetnici
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1999
i vaše poduzetnike
09:31
and your creativekreativan classklasa.
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i vašu stvaralačku klasu.
09:33
But we know what's happeningdogađa alreadyveć,
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1796
Ali znamo što se već događa,
09:35
as we go into this informationinformacija revolutionrevolucija.
218
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2015
kako idemo u ovu informacijsku revoluciju.
09:37
The bottomdno of that pyramidpiramida,
automationAutomatizacija, is going to take over.
219
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2953
Temelj piramide,
preuzet će ga automatizacija.
09:40
Even that middlesrednji tierred,
informationinformacija processingobrada,
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Čak i taj srednji rang,
obrada informacija,
09:43
that's what computersračunala are good at.
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to je ono u čemu su računala dobra.
09:44
So as a societydruštvo, we have a questionpitanje:
222
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Pa kao društvo, imamo pitanje:
09:46
All this newnovi productivityproduktivnost is happeningdogađa
because of this technologytehnologija,
223
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Sva se ta nova proizvodnost
događa radi ove tehnologije,
09:49
but who participatessudjeluje in it?
224
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ali tko u njoj sudjeluje?
09:51
Is it just going to be that very topvrh
of the pyramidpiramida, in whichkoji casespis,
225
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Hoće li to biti samo taj
krajnji vrh piramide, u kojem slučaju,
09:54
what does everyonesvatko elsedrugo do?
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1341
što rade svi ostali?
09:55
How do they operateraditi?
227
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Kako oni opstaju?
09:56
Or do we do something
that's more aspirationalaspiracija?
228
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Ili činimo nešto
ipak nadahnutije?
09:59
Do we actuallyzapravo attemptpokušaj
to invertinvertni the pyramidpiramida,
229
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Pokušavamo li zapravo
obrnuti piramidu,
10:02
where you have a largeveliki creativekreativan classklasa,
230
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2001
gdje imate veliku
stvaralačku klasu,
10:04
where almostskoro everyonesvatko
can participatesudjelovati as an entrepreneurpoduzetnik,
231
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3681
gdje gotovo svatko
može sudjelovati kao poduzetnik,
10:08
an artistumjetnik, as a researcherIstraživač?
232
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1945
umjetnik, kao istraživač?
10:10
And I don't think that this is utopianutopijski.
233
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1930
I ne mislim kako je to utopija.
10:12
I really think that this
is all basedzasnovan on the ideaideja
234
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2364
Zbilja mislim kako je
sve ovo temeljeno na ideji
10:15
that if we let people
tapslavina into theirnjihov potentialpotencijal
235
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kako ako pustimo ljude
doseći vlastite mogućnosti
10:17
by masteringsavladavanje conceptspojmovi,
236
605400
1964
ovladavanjem koncepata,
10:19
by beingbiće ableu stanju to exercisevježba agencyagencija
over theirnjihov learningučenje,
237
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3577
omogućavanjem obnašanja
vlasti nad svojim učenjem,
10:22
that they can get there.
238
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kako bi oni mogli doseći to.
10:24
And when you think of it
as just a citizengrađanin of the worldsvijet,
239
612672
4000
A kad razmišljate o tome
kao tek građanin svijeta,
10:28
it's prettyprilično excitinguzbudljiv.
240
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to je prilično uzbudljivo.
10:29
I mean, think about
the typetip of equityDionički kapital we can we have,
241
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2628
Mislim, pomislite o
tipu vrijednosti koji bismo mogli imati,
10:32
and the ratestopa at whichkoji civilizationcivilizacija
could even progressnapredak.
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te o stopi po kojoj bi čak
civilizacija mogla napredovati.
10:36
And so, I'm prettyprilično optimisticoptimističan about it.
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Tako da, prilično sam
optimističan oko toga.
10:38
I think it's going to be
a prettyprilično excitinguzbudljiv time to be aliveživ.
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Mislim kako će to biti
prilično uzbudljivo vrijeme za biti živ.
10:42
Thank you.
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Hvala Vam.
10:43
(ApplausePljesak)
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(Pljesak)
Translated by Stjepan Mateljan
Reviewed by Ivan Stamenkovic

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ABOUT THE SPEAKER
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.

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.

More profile about the speaker
Sal Khan | Speaker | TED.com