TED2006
Sir Ken Robinson: Do schools kill creativity?
Ken Robinson dice che la scuola uccide la creatività
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Sir Ken Robinson espone una divertente e toccante argomentazione a favore della creazione di un sistema educativo che nutra la creatività (anziché metterla a repentaglio).
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:24
Good morning. How are you?
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Buon giorno. Come state? È stato meraviglioso, no?
00:28
(Laughter)
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00:29
It's been great, hasn't it?
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Sono rimasto stravolto da tutto quanto.
00:32
I've been blown away by the whole thing.
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00:34
In fact, I'm leaving.
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Infatti, me ne vado. (Risate)
00:36
(Laughter)
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Sono emerse tre tematiche
00:42
There have been three themes
running through the conference
running through the conference
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durante la conferenza, che sono attinenti
00:45
which are relevant
to what I want to talk about.
to what I want to talk about.
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a quello di cui vorrei parlare.
00:47
One is the extraordinary
evidence of human creativity
evidence of human creativity
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La prima è l'evidenza straordinaria della creatività umana
00:52
in all of the presentations that we've had
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in tutte le presentazioni che abbiamo visto
00:54
and in all of the people here.
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e in tutte le persone qui. La sua diversità,
00:56
Just the variety of it
and the range of it.
and the range of it.
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la sua varietà. La seconda è che ci troviamo
01:00
The second is
that it's put us in a place
that it's put us in a place
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in una situazione nella quale non abbiamo idea di quello
01:02
where we have no idea
what's going to happen,
what's going to happen,
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01:04
in terms of the future.
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che succederà in futuro. Non abbiamo idea
01:06
No idea how this may play out.
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di come si svilupperà.
01:09
I have an interest in education.
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Ho un interesse per l'istruzione, per l'educazione.
01:10
Actually, what I find is everybody
has an interest in education.
has an interest in education.
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A dir il vero, mi sembra che tutti abbiamo un interesse per l'educazione.
O no? Lo trovo molto interessante.
01:15
Don't you?
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01:16
I find this very interesting.
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Se sei ad una festa e dici
01:17
If you're at a dinner party,
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01:19
and you say you work in education --
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che lavori nell'ambito educativo –
01:21
Actually, you're not often
at dinner parties, frankly.
at dinner parties, frankly.
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francamente, non vai spesso alle feste, se lavori in questo settore.
01:24
(Laughter)
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01:28
If you work in education,
you're not asked.
you're not asked.
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(Risate) Non ti chiamano proprio.
01:31
(Laughter)
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E, curiosamente, non verrai più reinvitato. Che strano.
01:34
And you're never asked back, curiously.
That's strange to me.
That's strange to me.
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01:38
But if you are, and you say to somebody,
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Se invece lo sei e dici a qualcuno,
sai com'è, ti chiedono, "Che lavoro fai?"
01:40
you know, they say, "What do you do?"
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e tu rispondi che insegni,
01:42
and you say you work in education,
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01:44
you can see the blood run from their face.
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vedi subito come diventano pallidi in faccia. Pensano
01:46
They're like, "Oh my God,"
you know, "Why me?"
you know, "Why me?"
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"Oh mio Dio, perché proprio a me? … L'unica serata libera in tutta la settimana". (Risate)
01:48
(Laughter)
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01:50
"My one night out all week."
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01:51
(Laughter)
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Ma se tu chiedi dei loro studi
01:54
But if you ask about their education,
they pin you to the wall.
they pin you to the wall.
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ti attaccano al muro. Perché è qualcosa
01:57
Because it's one of those things
that goes deep with people, am I right?
that goes deep with people, am I right?
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che ci tocca profondamente, vero?
Un po' come la religione, i soldi e altre cose.
02:01
Like religion, and money and other things.
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Ho un grande interesse per l'educazione e credo che lo abbiamo tutti.
02:04
So I have a big interest in education,
and I think we all do.
and I think we all do.
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Perché ci riguarda un sacco,
02:08
We have a huge vested interest in it,
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in parte perché è l'educazione che
02:10
partly because it's education
that's meant to take us into this future
that's meant to take us into this future
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dovrebbe prepararci per questo futuro incerto.
02:14
that we can't grasp.
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02:15
If you think of it,
children starting school this year
children starting school this year
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Se ci pensate, i bambini che cominciano ad andare a scuola quest'anno
andranno in pensione nel 2065. Nessuno ha la più pallida idea –
02:19
will be retiring in 2065.
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02:24
Nobody has a clue,
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nonostante tutte le considerazioni esperte presentate
02:25
despite all the expertise that's been
on parade for the past four days,
on parade for the past four days,
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in questi quattro giorni – come sarà il mondo
02:29
what the world will look like
in five years' time.
in five years' time.
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tra cinque anni. Eppure abbiamo il compito
02:32
And yet we're meant
to be educating them for it.
to be educating them for it.
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di preparare i nostri figli per esso.
02:34
So the unpredictability,
I think, is extraordinary.
I think, is extraordinary.
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Per cui l'imprevedibilità, io credo, è straordinaria.
02:36
And the third part of this
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E la terza cosa è che
02:38
is that we've all agreed, nonetheless,
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siamo tutti d'accordo, nonostante tutto, sulla
02:40
on the really extraordinary
capacities that children have --
capacities that children have --
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davvero straordinaria capacità che i bambini hanno,
02:45
their capacities for innovation.
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le loro capacità di innovazione. Sirena l'altra sera
02:48
I mean, Sirena last night
was a marvel, wasn't she?
was a marvel, wasn't she?
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era magnifica, no? Solo a vedere che cosa riesce a fare.
02:50
Just seeing what she could do.
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Lei è eccezionale, però credo che lei non sia,
02:52
And she's exceptional, but I think
she's not, so to speak,
she's not, so to speak,
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02:57
exceptional in the whole of childhood.
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per così dire, un'eccezione tra tutti i bambini.
Ciò che qui abbiamo è una persona estremamente dedicata
03:00
What you have there is a person
of extraordinary dedication
of extraordinary dedication
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che ha scoperto un talento. E sono convinto che
03:03
who found a talent.
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tutti i bambini hanno enormi talenti.
03:05
And my contention is,
all kids have tremendous talents.
all kids have tremendous talents.
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E noi li sprechiamo, senza pietà.
03:07
And we squander them, pretty ruthlessly.
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Quindi voglio parlare di educazione e
03:09
So I want to talk about education
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03:12
and I want to talk about creativity.
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voglio parlare di creatività. Il mio argomento è che
03:13
My contention is that creativity now
is as important in education as literacy,
is as important in education as literacy,
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la creatività è tanto importante quanto
l'alfabetizzazione e le dovremmo trattare alla pari.
03:19
and we should treat it
with the same status.
with the same status.
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(Applausi) Grazie. Tutto qua.
03:22
(Applause) Thank you.
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03:24
(Applause)
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03:29
That was it, by the way.
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Grazie mille. (Risate) Dunque, 15 minuti ancora ...
03:30
Thank you very much.
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03:31
(Laughter)
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03:33
So, 15 minutes left.
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Beh, sono nato – no. (Risate)
03:35
(Laughter)
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03:38
Well, I was born... no.
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03:40
(Laughter)
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Recentemente ho sentito una bella storia – amo raccontarla –
03:43
I heard a great story recently
-- I love telling it --
-- I love telling it --
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di una ragazzina durante una lezione di disegno.
03:46
of a little girl
who was in a drawing lesson.
who was in a drawing lesson.
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Aveva 6 anni, era seduta in fondo e disegnava.
03:49
She was six, and she was
at the back, drawing,
at the back, drawing,
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L'insegnante diceva che questa ragazzina
03:51
and the teacher said this girl
hardly ever paid attention,
hardly ever paid attention,
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di solito non stava attenta, ma in questa lezione invece sì.
03:54
and in this drawing lesson, she did.
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03:55
The teacher was fascinated.
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L'insegnante era affascinata, andò da lei
03:57
She went over to her,
and she said, "What are you drawing?"
and she said, "What are you drawing?"
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e le chiese: "Che cosa stai disegnando?".
04:00
And the girl said, "I'm
drawing a picture of God."
drawing a picture of God."
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E la ragazzina rispose: "Sto disegnando Dio".
04:03
And the teacher said, "But nobody
knows what God looks like."
knows what God looks like."
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E l'insegnante disse: "Ma nessuno sa che aspetto abbia".
04:06
And the girl said,
"They will, in a minute."
"They will, in a minute."
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E la ragazzina: "Lo sapranno tra poco".
04:09
(Laughter)
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(Risate)
Quando mio figlio aveva quattro anni in Inghilterra –
04:20
When my son was four in England --
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a essere sincero aveva quattro anni ovunque. (Risate)
04:23
Actually, he was four
everywhere, to be honest.
everywhere, to be honest.
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A voler essere rigorosi, quell'anno aveva quattro anni in qualsiasi posto andasse.
04:25
(Laughter)
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04:27
If we're being strict about it,
wherever he went, he was four that year.
wherever he went, he was four that year.
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Partecipava al teatrino della Natività.
04:30
He was in the Nativity play.
Do you remember the story?
Do you remember the story?
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Vi ricordate la storia?
04:33
(Laughter)
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04:34
No, it was big, it was a big story.
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Era una grande storia. Mel Gibson fece il sequel.
04:36
Mel Gibson did the sequel,
you may have seen it.
you may have seen it.
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Forse l'avete visto: "Natività II". Comunque, James faceva la parte di Giuseppe
04:38
(Laughter)
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04:40
"Nativity II."
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04:41
But James got the part of Joseph,
which we were thrilled about.
which we were thrilled about.
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e noi ne eravamo entusiasti.
04:45
We considered this to be
one of the lead parts.
one of the lead parts.
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La consideravamo una delle parti più importanti.
Riempimmo il posto con sostenitori in T-shirt:
04:48
We had the place crammed
full of agents in T-shirts:
full of agents in T-shirts:
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"James Robinson È Giuseppe!". (Risate)
04:50
"James Robinson IS Joseph!" (Laughter)
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04:53
He didn't have to speak,
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Non doveva dire niente, ma conoscete la parte
04:54
but you know the bit
where the three kings come in?
where the three kings come in?
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dove entrano i tre Re. Entrano portando i regali,
04:57
They come in bearing gifts,
gold, frankincense and myrrh.
gold, frankincense and myrrh.
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portano oro, franchincenso e mirra.
04:59
This really happened.
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È successo davvero. Eravamo lì seduti
05:00
We were sitting there and I think
they just went out of sequence,
they just went out of sequence,
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e credo che si fossero scambiati i posti,
perché dopo abbiamo parlato con il ragazzino e abbiamo detto
05:04
because we talked to the little boy
afterward and we said,
afterward and we said,
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"Ti va bene così?" e lui: "Sì, perché, che c'è che non va?".
05:06
"You OK with that?" And he said,
"Yeah, why? Was that wrong?"
"Yeah, why? Was that wrong?"
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Si erano semplicemente cambiati di posto, tutto qua.
05:09
They just switched.
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Comunque, i tre ragazzi entrarono,
05:10
The three boys came in,
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quattrenni con tovagliolini in testa,
05:12
four-year-olds with tea towels
on their heads,
on their heads,
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posarono queste scatole per terra
05:14
and they put these boxes down,
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05:15
and the first boy said,
"I bring you gold."
"I bring you gold."
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e il primo ragazzino disse: "Vi porto oro".
05:17
And the second boy said,
"I bring you myrrh."
"I bring you myrrh."
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E il secondo ragazzino disse: "Vi porto mirra".
05:20
And the third boy said, "Frank sent this."
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E il terzo ragazzino disse: "Questo l'ha mandato Frank!". (Risate)
05:22
(Laughter)
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05:34
What these things have in common
is that kids will take a chance.
is that kids will take a chance.
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Ciò che queste cose hanno in comune è che
i bambini si buttano. Se non sanno qualcosa, ci provano.
05:37
If they don't know, they'll have a go.
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Giusto? Non hanno paura di sbagliare.
05:40
Am I right? They're not
frightened of being wrong.
frightened of being wrong.
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Ora, non voglio dire che sbagliare è uguale a essere creativi.
05:44
I don't mean to say that being wrong
is the same thing as being creative.
is the same thing as being creative.
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Ciò che sappiamo è che
05:48
What we do know is,
if you're not prepared to be wrong,
if you're not prepared to be wrong,
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se non sei preparato a sbagliare,
05:52
you'll never come up
with anything original --
with anything original --
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non ti verrà mai in mente qualcosa di originale.
05:54
if you're not prepared to be wrong.
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Se non sei preparato a sbagliare. E quando diventano adulti
05:56
And by the time they get to be adults,
most kids have lost that capacity.
most kids have lost that capacity.
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la maggior parte di loro ha perso quella capacità.
Sono diventati terrorizzati di sbagliare.
06:01
They have become
frightened of being wrong.
frightened of being wrong.
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E noi gestiamo le nostre aziende in quel modo,
06:03
And we run our companies like this.
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stigmatizziamo errori. E abbiamo
06:05
We stigmatize mistakes.
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06:07
And we're now running
national education systems
national education systems
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sistemi nazionali d'istruzione dove
06:09
where mistakes are the worst
thing you can make.
thing you can make.
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gli errori sono la cosa più grave che puoi fare.
06:12
And the result is that
we are educating people
we are educating people
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E il risultato è che stiamo educando le persone
06:15
out of their creative capacities.
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escludendole dalla loro capacità creativa.
06:18
Picasso once said this, he said
that all children are born artists.
that all children are born artists.
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Picasso una volta disse che tutti i bambini nascono artisti.
06:22
The problem is to remain an artist
as we grow up.
as we grow up.
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Il problema è rimanerlo anche da adulti. Io sono convinto
06:25
I believe this passionately,
that we don't grow into creativity,
that we don't grow into creativity,
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che non diventiamo creativi, ma che
disimpariamo ad esserlo. O piuttosto, ci insegnano
06:29
we grow out of it.
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06:30
Or rather, we get educated out if it.
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a non esserlo. Dunque perché è così?
06:33
So why is this?
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Ho vissuto a Stratford-on Avon fino a cinque anni fa.
06:34
I lived in Stratford-on-Avon
until about five years ago.
until about five years ago.
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Ci siamo trasferiti da Stratford a Los Angeles.
06:38
In fact, we moved
from Stratford to Los Angeles.
from Stratford to Los Angeles.
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Vi potete immaginare quanto sia stato facile il trasferimento.
06:41
So you can imagine
what a seamless transition that was.
what a seamless transition that was.
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(Risate) Veramente,
06:44
(Laughter)
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06:46
Actually, we lived in a place
called Snitterfield,
called Snitterfield,
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abitavamo in un posto di nome Snitterfield,
appena fuori Stratford, il posto dove
06:48
just outside Stratford,
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06:49
which is where
Shakespeare's father was born.
Shakespeare's father was born.
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nacque il padre di Shakespeare. Vi viene in mente qualcosa? A me sì.
06:52
Are you struck by a new thought? I was.
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06:54
You don't think of Shakespeare
having a father, do you?
having a father, do you?
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Non pensate al fatto che Shakespeare aveva un padre. No?
Davvero? Perché non vien da pensare
06:57
Do you? Because you don't think
of Shakespeare being a child, do you?
of Shakespeare being a child, do you?
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a Shakespeare come ragazzino, o sì?
07:01
Shakespeare being seven?
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Shakespeare a sette anni? Io non ci ho mai pensato.
07:02
I never thought of it.
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07:03
I mean, he was seven at some point.
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Avrà pur avuto sette anni un tempo.
07:05
He was in somebody's
English class, wasn't he?
English class, wasn't he?
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Sarà stato nella lezione d'inglese di qualcuno, no?
07:07
(Laughter)
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07:14
How annoying would that be?
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(Risate) Quanto sarebbe seccante? "Più impegno".
07:16
(Laughter)
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07:23
"Must try harder."
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07:24
(Laughter)
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07:28
Being sent to bed by his dad, you know,
to Shakespeare, "Go to bed, now!
to Shakespeare, "Go to bed, now!
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Essere mandato a letto dal papà che dice: "Vai a letto, ora!",
a William Shakespeare, "e metti via la penna.
07:32
And put the pencil down."
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E smettila di parlare così, confonde la gente".
07:34
(Laughter)
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07:35
"And stop speaking like that."
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07:37
(Laughter)
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07:41
"It's confusing everybody."
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(Risate)
07:42
(Laughter)
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Comunque, ci siamo trasferiti da Stratfort a Los Angeles
07:47
Anyway, we moved
from Stratford to Los Angeles,
from Stratford to Los Angeles,
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e vorrei dire qualcosa sul trasferimento.
07:53
and I just want to say a word
about the transition.
about the transition.
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Mio figlio non voleva venire.
07:55
My son didn't want to come.
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07:57
I've got two kids;
he's 21 now, my daughter's 16.
he's 21 now, my daughter's 16.
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Ho due figli. Lui ha 21 anni ora, mia figlia 16.
08:00
He didn't want to come to Los Angeles.
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Lui non voleva venire a Los Angeles. Gli piaceva ma
aveva una ragazza in Inghilterra. Era l'amore della sua vita, Sarah.
08:02
He loved it, but he had
a girlfriend in England.
a girlfriend in England.
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08:05
This was the love of his life, Sarah.
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La conosceva da un mese.
08:08
He'd known her for a month.
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Festeggiavano già il loro quarto anniversario.
08:10
(Laughter)
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08:11
Mind you, they'd had
their fourth anniversary,
their fourth anniversary,
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Perché è un lungo periodo a 16 anni.
08:13
because it's a long time when you're 16.
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Lui era abbastanza lunatico in aereo
08:16
He was really upset on the plane,
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e disse: "Non troverò mai più una ragazza come Sarah".
08:18
he said, "I'll never find
another girl like Sarah."
another girl like Sarah."
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E noi eravamo piuttosto contenti, francamente.
08:20
And we were rather pleased
about that, frankly --
about that, frankly --
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Lei era la nostra ragione principale per lasciare il Paese.
08:23
(Laughter)
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08:31
Because she was the main reason
we were leaving the country.
we were leaving the country.
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(Risate)
08:34
(Laughter)
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Ma c'è una cosa che ti colpisce quando ti trasferisci in America
e se viaggi per il mondo:
08:40
But something strikes you
when you move to America
when you move to America
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ogni sistema di istruzione ha la stessa gerarchia di materie.
08:42
and travel around the world:
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08:43
Every education system on Earth
has the same hierarchy of subjects.
has the same hierarchy of subjects.
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Ognuno. Non importa dove vai.
08:47
Every one. Doesn't matter where you go.
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Credi che sia diverso, ma non lo è.
08:49
You'd think it would be
otherwise, but it isn't.
otherwise, but it isn't.
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In cima ci sono le scienze matematiche e le lingue,
08:51
At the top are mathematics and languages,
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poi le discipline umanistiche e in fondo l'arte.
08:53
then the humanities,
and at the bottom are the arts.
and at the bottom are the arts.
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Ovunque nel mondo.
08:56
Everywhere on Earth.
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E, più o meno, anche all'interno di ogni sistema.
08:57
And in pretty much every system too,
there's a hierarchy within the arts.
there's a hierarchy within the arts.
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Esiste una gerarchia nelle arti.
09:01
Art and music are normally
given a higher status in schools
given a higher status in schools
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L'arte e la musica occupano una posizione più alta nelle scuole
rispetto a recitazione e danza. Non esiste sistema educativo sul pianeta
09:04
than drama and dance.
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09:05
There isn't an education
system on the planet
system on the planet
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che insegni danza ai bambini ogni giorno,
09:07
that teaches dance everyday to children
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così come insegniamo la matematica. Perché?
09:09
the way we teach them mathematics. Why?
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Perché no? Credo che sia importante.
09:12
Why not? I think this is rather important.
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Credo che la matematica sia molto importante, ma altrettanto la danza.
09:15
I think math is very
important, but so is dance.
important, but so is dance.
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I bambini ballano tutto il tempo se possono, noi tutti lo facciamo.
09:17
Children dance all the time
if they're allowed to, we all do.
if they're allowed to, we all do.
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Abbiamo tutti un corpo, o no? Mi sono perso qualcosa?
09:20
We all have bodies, don't we?
Did I miss a meeting?
Did I miss a meeting?
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09:23
(Laughter)
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(Risate) In verità, ciò che succede è che,
09:26
Truthfully, what happens is,
as children grow up,
as children grow up,
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quando i bambini crescono, noi iniziamo a educarli
09:28
we start to educate them progressively
from the waist up.
from the waist up.
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progressivamente dalla pancia in su. E poi ci focalizziamo
09:31
And then we focus on their heads.
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sulle loro teste. E leggermente verso una parte.
09:33
And slightly to one side.
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Se tu visitassi il sistema educativo da alieno
09:35
If you were to visit
education, as an alien,
education, as an alien,
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09:38
and say "What's it for, public education?"
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e ti chiedessi "A che serve la pubblica istruzione?"
09:41
I think you'd have to conclude,
if you look at the output,
if you look at the output,
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credo che dovresti concludere – vedendo il risultato,
chi ha successo in questo sistema,
09:43
who really succeeds by this,
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chi fa tutto quel che deve,
09:45
who does everything that they should,
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09:47
who gets all the brownie
points, who are the winners --
points, who are the winners --
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chi viene onorato, chi sono i vincitori –
09:49
I think you'd have to conclude
the whole purpose of public education
the whole purpose of public education
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credo che dovresti concludere che lo scopo dell'istruzione pubblica
in tutto il mondo
09:53
throughout the world
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sia quello di produrre professori universitari. O no?
09:54
is to produce university professors.
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09:56
Isn't it?
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09:57
They're the people who come out the top.
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Loro sono le persone che stanno in cima.
09:59
And I used to be one, so there.
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E io ero uno di loro, quindi. (Risate)
10:01
(Laughter)
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A me piacciono i professori universitari, ma
10:04
And I like university
professors, but you know,
professors, but you know,
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10:07
we shouldn't hold them up
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non li dovremmo considerare come il risultato più alto raggiungibile.
10:09
as the high-water mark
of all human achievement.
of all human achievement.
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10:12
They're just a form of life,
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Sono solo una forma di vita,
10:14
another form of life.
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un'altra forma di vita. Ma sono piuttosto curiosi
10:15
But they're rather curious, and I say this
out of affection for them.
out of affection for them.
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e lo dico con affetto per loro.
C'è qualcosa di curioso nei professori, per quel che è la mia esperienza –
10:18
There's something curious
about professors in my experience --
about professors in my experience --
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non tutti, ma di solito – vivono nella loro testa.
10:21
not all of them, but typically,
they live in their heads.
they live in their heads.
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Vivono lassù e leggermente da una parte.
10:24
They live up there,
and slightly to one side.
and slightly to one side.
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Sono scorporati, avete presente, quasi in senso letterale.
10:27
They're disembodied, you know,
in a kind of literal way.
in a kind of literal way.
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Vedono i loro corpi
10:30
They look upon their body as a form
of transport for their heads.
of transport for their heads.
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come un mezzo di trasporto per le loro teste, no?
10:34
(Laughter)
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10:40
Don't they?
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(Risate) È un modo per portare le loro teste ai meeting.
10:41
It's a way of getting
their head to meetings.
their head to meetings.
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10:43
(Laughter)
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Se volete una prova concreta di esperienze extracorporee
10:49
If you want real evidence
of out-of-body experiences,
of out-of-body experiences,
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andate ad una conferenza
10:52
get yourself along to a residential
conference of senior academics,
conference of senior academics,
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di accademici attempati
e fate un salto nella discoteca, all'ultima sera.
10:56
and pop into the discotheque
on the final night.
on the final night.
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10:58
(Laughter)
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(Risate) E lo vedrete, uomini e donne adulti
11:01
And there, you will see it.
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11:02
Grown men and women
writhing uncontrollably, off the beat.
writhing uncontrollably, off the beat.
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scuotersi incontrollabilmente, fuori tempo,
11:07
(Laughter)
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aspettando che finisca per andare a casa e scriverne qualcosa.
11:09
Waiting until it ends so they can
go home and write a paper about it.
go home and write a paper about it.
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Il nostro sistema educativo è basato sull'idea di abilità accademiche.
11:13
(Laughter)
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11:15
Our education system is predicated
on the idea of academic ability.
on the idea of academic ability.
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E c'è una ragione.
11:19
And there's a reason.
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1241
Tutto il sistema è stato inventato – in tutto il mondo
11:20
Around the world, there were
no public systems of education,
no public systems of education,
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non c'erano scuole pubbliche prima del XIX secolo.
11:23
really, before the 19th century.
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Furono create per venire incontro
11:26
They all came into being
to meet the needs of industrialism.
to meet the needs of industrialism.
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ai fabbisogni industriali.
Quindi la gerarchia è fondata su due idee.
11:29
So the hierarchy is rooted on two ideas.
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Numero uno: che le discipline più utili per il lavoro sono in cima.
11:31
Number one, that the most useful
subjects for work are at the top.
subjects for work are at the top.
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4597
Voi probabilmente siete stati benignamente allontanati
11:36
So you were
probably steered benignly away
probably steered benignly away
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da cose che vi piacevano da bambini a scuola,
11:38
from things at school when you
were a kid, things you liked,
were a kid, things you liked,
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sulla base che non avreste
mai trovato un lavoro facendo quello, no?
11:41
on the grounds that you would
never get a job doing that. Is that right?
never get a job doing that. Is that right?
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Non fare musica, non diventerai un musicista;
11:44
Don't do music, you're not
going to be a musician;
going to be a musician;
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non fare arte, non sarai un artista.
11:46
don't do art, you won't be an artist.
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11:48
Benign advice -- now, profoundly mistaken.
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Avvisi benevoli – ma ora profondamente sbagliati.
11:52
The whole world
is engulfed in a revolution.
is engulfed in a revolution.
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Il mondo intero è in subbuglio.
E, punto secondo, è l'abilità accademica che oggi domina
11:54
And the second is academic ability,
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11:56
which has really come to dominate
our view of intelligence,
our view of intelligence,
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la nostra idea d'intelligenza,
perché le università hanno creato il sistema a loro immagine.
11:59
because the universities designed
the system in their image.
the system in their image.
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Se ci pensate, tutto il sistema
12:02
If you think of it, the whole system
of public education around the world
of public education around the world
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698300
3494
della pubblica istruzione, in tutto il mondo,
si concentra sull'ammissione all'università.
12:05
is a protracted process
of university entrance.
of university entrance.
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2226
E la conseguenza è che tante persone di talento,
12:08
And the consequence
is that many highly-talented,
is that many highly-talented,
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persone brillanti, creative, credono di non esserlo.
12:10
brilliant, creative
people think they're not,
people think they're not,
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2435
Perché la cosa per la quale erano bravi a scuola
12:12
because the thing
they were good at at school
they were good at at school
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non le si dava valore, o era perfino stigmatizzata.
12:15
wasn't valued,
or was actually stigmatized.
or was actually stigmatized.
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12:17
And I think we can't afford
to go on that way.
to go on that way.
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E credo che non ci possiamo permettere di andare avanti così.
12:19
In the next 30 years, according to UNESCO,
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Nei prossimi 30 anni, secondo l'UNESCO,
si laureeranno più persone al mondo
12:22
more people worldwide will be graduating
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di tutte quelle che si sono laureate
12:25
through education
than since the beginning of history.
than since the beginning of history.
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dall'inizio della storia. Più persone, ed è
12:27
More people, and it's the combination
of all the things we've talked about --
of all the things we've talked about --
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la combinazione di tutte le cose delle quali abbiamo parlato,
la tecnologia e il suo effetto di cambiamento sul lavoro
12:31
technology and its transformation
effect on work, and demography
effect on work, and demography
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e la demografia e il grande incremento della popolazione.
12:34
and the huge explosion in population.
267
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1804
Ad un tratto i titoli di studio non valgono nulla, non è vero?
12:36
Suddenly, degrees aren't worth anything.
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Quando ero studente, se avevi una laurea avevi un lavoro.
12:39
Isn't that true?
269
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1380
12:40
When I was a student,
if you had a degree, you had a job.
if you had a degree, you had a job.
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Se non avevi un lavoro era perché non ne volevi uno.
12:43
If you didn't have a job,
it's because you didn't want one.
it's because you didn't want one.
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E io, francamente, non ne volevo uno. (Risate)
12:46
And I didn't want one, frankly. (Laughter)
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12:49
But now kids with degrees
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Ma oggi giovani con una laurea in tasca spesso sono a casa
12:53
are often heading home
to carry on playing video games,
to carry on playing video games,
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3045
a giocare con i videogame,
perché ti serve la laurea specialistica dove prima
12:56
because you need an MA where
the previous job required a BA,
the previous job required a BA,
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ti serviva quella normale e adesso ti serve il PhD per l'altra.
12:59
and now you need a PhD for the other.
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È un processo di inflazione accademica.
13:01
It's a process of academic inflation.
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13:03
And it indicates the whole
structure of education
structure of education
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E ci indica che tutta la struttura educativa si sta spostando
sotto i nostri piedi. Dobbiamo ripensare radicalmente
13:05
is shifting beneath our feet.
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1433
13:06
We need to radically rethink
our view of intelligence.
our view of intelligence.
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2620
la nostra idea di intelligenza.
Sappiamo tre cose sull'intelligenza.
13:09
We know three things about intelligence.
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1995
Anzitutto, che è varia. Pensiamo il mondo in tutti i modi
13:11
One, it's diverse.
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1227
13:12
We think about the world in all the ways
that we experience it.
that we experience it.
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768771
3005
nei quali lo percepiamo. Riflettiamo
visualmente, uditivamente, cinesteticamente.
13:15
We think visually, we think in sound,
we think kinesthetically.
we think kinesthetically.
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2976
Pensiamo in modo astratto, in movimenti.
13:18
We think in abstract terms,
we think in movement.
we think in movement.
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2301
Secondo, l'intelligenza è dinamica.
13:21
Secondly, intelligence is dynamic.
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1754
Se guardiamo le interazioni di un cervello umano,
13:23
If you look at the interactions
of a human brain,
of a human brain,
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13:26
as we heard yesterday
from a number of presentations,
from a number of presentations,
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come abbiamo sentito ieri da alcune presentazioni,
13:29
intelligence is wonderfully interactive.
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1976
l'intelligenza è meravigliosamente interattiva.
13:31
The brain isn't divided into compartments.
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2238
Il cervello non è suddiviso in compartimenti.
13:33
In fact, creativity --
which I define as the process
which I define as the process
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3103
Infatti, la creatività – che io definisco come il processo
13:37
of having original ideas
that have value --
that have value --
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che porta ad idee originali di valore –
si manifesta spesso tramite l'interazione
13:39
more often than not comes about
through the interaction
through the interaction
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2652
di modi differenti di vedere le cose.
13:42
of different disciplinary
ways of seeing things.
ways of seeing things.
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3000
Il cervello stesso lo fa intenzionalmente –
13:46
By the way, there's a shaft of nerves
that joins the two halves of the brain
that joins the two halves of the brain
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3666
c'è un fascio di nervi che connette le due parti del cervello
13:50
called the corpus callosum.
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chiamato corpus callosum. È più ampio nelle donne.
13:51
It's thicker in women.
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1266
Riagganciandomi al discorso di Helen di ieri, credo che
13:53
Following off from Helen yesterday,
298
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1741
sia per questo che le donne sono migliori nel multitasking.
13:54
this is probably why women
are better at multi-tasking.
are better at multi-tasking.
299
810853
3123
13:58
Because you are, aren't you?
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Perché lo siete.
13:59
There's a raft of research,
but I know it from my personal life.
but I know it from my personal life.
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3207
Ci sono un sacco di ricerche, ma lo so anche dalla mia esperienza personale.
Quando mia moglie cucina –
14:03
If my wife is cooking a meal at home --
which is not often, thankfully.
which is not often, thankfully.
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5238
cosa che non accade spesso, per fortuna. (Risate)
14:09
(Laughter)
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Sapete, lei sta facendo – no, è brava in alcune cose –
14:11
No, she's good at some things,
but if she's cooking,
but if she's cooking,
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827878
2498
ma se cucina,
parla al telefono,
14:14
she's dealing with people on the phone,
305
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1876
parla con i bambini, tinge il soffitto,
14:16
she's talking to the kids,
she's painting the ceiling,
she's painting the ceiling,
306
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2556
14:18
she's doing open-heart surgery over here.
307
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3096
fa un intervento a cuore aperto.
14:22
If I'm cooking, the door
is shut, the kids are out,
is shut, the kids are out,
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Se cucino io, la porta è chiusa, i bambini sono fuori,
14:25
the phone's on the hook,
if she comes in I get annoyed.
if she comes in I get annoyed.
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2976
il telefono deve aspettare e se lei entra mi irrita.
14:28
I say, "Terry, please,
I'm trying to fry an egg in here."
I'm trying to fry an egg in here."
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3071
Dico, "Terry, per favore, sto cercando di friggere un uovo. Lasciami stare". (Risate)
14:31
(Laughter)
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6730
14:38
"Give me a break."
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1200
14:39
(Laughter)
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1720
A proposito, conoscete quel vecchio detto filosofico,
14:41
Actually, do you know
that old philosophical thing,
that old philosophical thing,
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2499
se nella foresta cade un albero e nessuno lo sente,
14:43
if a tree falls in a forest
and nobody hears it, did it happen?
and nobody hears it, did it happen?
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3253
è accaduto veramente? Vi ricordate quella vecchia battuta?
14:47
Remember that old chestnut?
316
863252
1329
14:48
I saw a great t-shirt
recently, which said,
recently, which said,
317
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2409
Ho visto una T-shirt poco fa con sopra:
14:51
"If a man speaks his mind
in a forest, and no woman hears him,
in a forest, and no woman hears him,
318
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3938
"Se un uomo dice quel che pensa in una foresta,
14:55
is he still wrong?"
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1396
e nessuna donna lo sente, ha ancora torto?". (Risate)
14:56
(Laughter)
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5606
15:03
And the third thing about intelligence is,
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E la terza cosa sull'intelligenza è
15:06
it's distinct.
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1369
che è distinta. Sto scrivendo un nuovo libro
15:07
I'm doing a new book at the moment
called "Epiphany,"
called "Epiphany,"
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2573
chiamato "Epiphany", che si basa su una serie di
15:10
which is based on a series
of interviews with people
of interviews with people
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886351
2474
interviste di persone su come hanno scoperto
15:12
about how they discovered their talent.
325
888849
1920
il loro talento. Mi affascina come le persone
15:14
I'm fascinated
by how people got to be there.
by how people got to be there.
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2169
ci sono arrivate. Nasce da una conversazione che
15:16
It's really prompted by a conversation
I had with a wonderful woman
I had with a wonderful woman
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3190
ho avuto con una donna meravigliosa, che tante persone
non conoscono, si chiama Gillian Lynne,
15:20
who maybe most people
have never heard of, Gillian Lynne.
have never heard of, Gillian Lynne.
328
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2676
ne avete sentito parlare? Alcuni sì. È una coreografa
15:22
Have you heard of her? Some have.
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1630
e tutti conoscono i suoi lavori.
15:24
She's a choreographer,
and everybody knows her work.
and everybody knows her work.
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2522
Ha fatto "Cats" e "Phantom of the Opera".
15:27
She did "Cats" and "Phantom of the Opera."
331
903100
2001
Lei è meravigliosa. Sono stato tra i dirigenti del Royal Ballet, in Inghilterra,
15:29
She's wonderful.
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905125
978
15:30
I used to be on the board
of The Royal Ballet,
of The Royal Ballet,
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come potete vedere.
15:32
as you can see.
334
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1201
15:33
Anyway, Gillian and I had
lunch one day and I said,
lunch one day and I said,
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909522
2400
Comunque, abbiamo pranzato insieme un giorno e ho detto
"Gillian, come sei diventata ballerina?". E lei disse,
15:36
"How did you get to be a dancer?"
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912047
1800
15:37
It was interesting.
337
913976
1000
era interessante, quando lei era a scuola
15:39
When she was at school,
she was really hopeless.
she was really hopeless.
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2350
era davvero senza speranza. E la sua scuola, negli anni 30,
15:41
And the school, in the '30s,
wrote to her parents and said,
wrote to her parents and said,
339
917374
3602
scrisse ai genitori e disse, "Crediamo che
15:45
"We think Gillian
has a learning disorder."
has a learning disorder."
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921000
2000
Gillian abbia problemi di apprendimento". Non era capace di concentrarsi,
diventava nervosa. Oggi direbbero che ha
15:47
She couldn't concentrate;
she was fidgeting.
she was fidgeting.
341
923024
2142
l'ADHD [Sindrome da Deficit di Attenzione e Iperattività]. Non credete?
15:49
I think now they'd say she had ADHD.
Wouldn't you?
Wouldn't you?
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3290
15:52
But this was the 1930s, and ADHD
hadn't been invented at this point.
hadn't been invented at this point.
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928504
4059
Ma siamo attorno al 1930 e l'ADHD non l'avevano ancora inventata.
Non era una condizione disponibile allora. (Risate)
15:56
It wasn't an available condition.
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2389
15:59
(Laughter)
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2737
La gente non sapeva che poteva averla.
16:01
People weren't aware they could have that.
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Comunque, andò a farsi vedere da questo specialista.
16:03
(Laughter)
347
939845
2134
16:06
Anyway, she went to see this specialist.
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942003
4278
Stanza in legno di rovere ... Ed era là con sua madre,
era stata accompagnata e fatta accomodare su una sedia
16:10
So, this oak-paneled room,
and she was there with her mother,
and she was there with her mother,
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3722
e alla fine stette seduta sulle sue mani per 20 minuti,
16:14
and she was led and sat
on this chair at the end,
on this chair at the end,
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2477
mentre quell'uomo parlò con la madre di tutti
16:16
and she sat on her hands for 20 minutes
while this man talked to her mother
while this man talked to her mother
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952552
3639
i problemi che Gillian aveva a scuola. E alla fine –
16:20
about the problems
Gillian was having at school.
Gillian was having at school.
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2328
perché disturbava la gente,
16:22
Because she was disturbing people;
her homework was always late; and so on,
her homework was always late; and so on,
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3677
portava il compito in ritardo e così via,
era una bambina di appena 8 anni – alla fine,
16:26
little kid of eight.
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1096
16:27
In the end, the doctor
went and sat next to Gillian, and said,
went and sat next to Gillian, and said,
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3055
il medico si sedette vicino a Gillian e disse:
"Gillian, ho ascoltato tutte quelle cose che tua madre
16:30
"I've listened to all these
things your mother's told me,
things your mother's told me,
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966467
2705
mi ha detto e le devo parlare a quattr'occhi".
16:33
I need to speak to her privately.
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1619
Le disse: "Aspettaci qua, non ci metteremo molto".
16:34
Wait here. We'll be back;
we won't be very long,"
we won't be very long,"
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970839
2376
E se ne andarono.
16:37
and they went and left her.
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2325
Ma quando lasciarono la stanza egli accese la radio
16:39
But as they went out of the room,
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975588
1636
appoggiata sulla scrivania. E quando
16:41
he turned on the radio
that was sitting on his desk.
that was sitting on his desk.
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977248
2500
erano fuori dalla stanza disse alla madre,
16:44
And when they got out, he said to her
mother, "Just stand and watch her."
mother, "Just stand and watch her."
362
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3430
"Ora la guardi". E appena se n'erano andati,
16:48
And the minute they left the room,
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984000
2991
lei disse, lei era in piedi e si muoveva con la musica.
16:51
she was on her feet, moving to the music.
364
987015
2484
E la guardarono per qualche minuto
16:53
And they watched for a few minutes
and he turned to her mother and said,
and he turned to her mother and said,
365
989523
3453
ed egli disse a sua madre, "Signora Lynne,
16:57
"Mrs. Lynne, Gillian
isn't sick; she's a dancer.
isn't sick; she's a dancer.
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993000
3976
Gilian non è malata, è una danzatrice.
17:01
Take her to a dance school."
367
997000
1976
La porti a una scuola di danza".
17:03
I said, "What happened?"
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999000
1976
Io chiesi "E poi?" e lei mi disse:
17:05
She said, "She did. I can't tell you
how wonderful it was.
how wonderful it was.
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2976
"Lo fece. Non ti puoi immaginare quanto era bello.
17:08
We walked in this room
and it was full of people like me.
and it was full of people like me.
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2753
Entravamo in quella stanza ed era piena
di gente come me. Gente incapace di stare ferma.
17:10
People who couldn't sit still.
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2199
17:13
People who had to move to think."
Who had to move to think.
Who had to move to think.
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1009000
4587
Gente che si doveva muovere per pensare".
Ballavano balletto, tap, jazz
17:17
They did ballet, they did tap, jazz;
they did modern; they did contemporary.
they did modern; they did contemporary.
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1013746
3630
danza moderna e contemporanea.
Alla fine fece un'audizione per il Royal Ballet School,
17:21
She was eventually auditioned
for the Royal Ballet School;
for the Royal Ballet School;
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1017400
2820
diventò una solista ed ebbe una splendida carriera
17:24
she became a soloist; she had
a wonderful career at the Royal Ballet.
a wonderful career at the Royal Ballet.
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1020244
3299
al Royal Ballet. E infine si diplomò
alla Royal Ballet School, fondò
17:27
She eventually graduated
from the Royal Ballet School,
from the Royal Ballet School,
376
1023567
2608
una sua company, la Gillian Lynne Dance Company,
17:30
founded the Gillian Lynne Dance Company,
377
1026200
1975
e conobbe Andrew Llozd Weber. Lei è stata responsabile di
17:32
met Andrew Lloyd Webber.
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1028200
1243
17:33
She's been responsible for
379
1029568
1409
alcune tra le più famose produzioni del teatro musicale
17:35
some of the most successful
musical theater productions in history,
musical theater productions in history,
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1031001
3146
della storia, ha portato diletto a milioni di persone ed è multi-milionaria.
17:38
she's given pleasure to millions,
and she's a multi-millionaire.
and she's a multi-millionaire.
381
1034172
3072
17:41
Somebody else might have put her
on medication and told her to calm down.
on medication and told her to calm down.
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1037269
4070
Un altro le avrebbe somministrato qualche farmaco
e detto di calmarsi.
17:45
(Applause)
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6782
Ora, credo – (Applausi)
Credo che il punto sia questo:
17:52
What I think it comes to is this:
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1601
Al Gore l'altra sera ha parlato di ecologia
17:54
Al Gore spoke the other night
385
1050200
1776
17:56
about ecology and the revolution
that was triggered by Rachel Carson.
that was triggered by Rachel Carson.
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1052000
4269
e della rivoluzione partita da Rachel Carson.
Credo che la nostra unica speranza per il futuro
18:01
I believe our only hope for the future
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1057111
2166
sia di adottare una nuova concezione di ecologia umana,
18:03
is to adopt a new conception
of human ecology,
of human ecology,
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1059301
3833
nella quale cominciare a ricostruire la nostra concezione
18:07
one in which we start
to reconstitute our conception
to reconstitute our conception
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1063158
2818
18:10
of the richness of human capacity.
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1066000
1976
della ricchezza delle capacità umane.
18:12
Our education system has mined our minds
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1068000
3499
Il nostro sistema educativo ha sfruttato le nostre teste come noi
18:15
in the way that we strip-mine the earth:
for a particular commodity.
for a particular commodity.
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1071523
3276
abbiamo sfruttato la terra: per strapparle una
particolare risorsa. E per il futuro non ci servirà.
18:19
And for the future, it won't serve us.
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1075188
2484
Dobbiamo ripensare i principi fondamentali
18:21
We have to rethink
the fundamental principles
the fundamental principles
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1077696
2280
18:24
on which we're educating our children.
395
1080000
1968
sui quali educhiamo i nostri figli.
C'è una magnifica citazione di Jonas Salk, disse:
18:26
There was a wonderful quote
by Jonas Salk, who said,
by Jonas Salk, who said,
396
1082087
2674
18:28
"If all the insects
were to disappear from the Earth,
were to disappear from the Earth,
397
1084785
5039
"Se tutti gli insetti scomparissero dalla Terra,
entro 50 anni tutta la vita sulla Terra finirebbe.
18:33
within 50 years all life
on Earth would end.
on Earth would end.
398
1089848
2841
Se tutti gli esseri umani scomparissero dalla Terra,
18:37
If all human beings
disappeared from the Earth,
disappeared from the Earth,
399
1093688
3072
entro 50 anni tutte le forme di vita fiorirebbero".
18:40
within 50 years all forms
of life would flourish."
of life would flourish."
400
1096784
2634
E ha ragione.
18:44
And he's right.
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1100244
1285
Ciò che TED celebra è il dono dell'immaginazione umana.
18:46
What TED celebrates is the gift
of the human imagination.
of the human imagination.
402
1102291
3634
Dobbiamo fare attenzione ad usare questo dono
18:50
We have to be careful now
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1106417
2071
saggiamente ed evitare alcuni degli scenari
18:52
that we use this gift wisely
404
1108512
2255
18:54
and that we avert some of the scenarios
that we've talked about.
that we've talked about.
405
1110791
3229
dei quali abbiamo parlato. E lo faremo solo
18:58
And the only way we'll do it is by seeing
our creative capacities
our creative capacities
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1114044
3932
se sapremo vedere le nostre capacità creative
19:02
for the richness they are
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1118000
1610
per la ricchezza che sono e se sapremo vedere
19:03
and seeing our children
for the hope that they are.
for the hope that they are.
408
1119634
3182
i nostri figli per la speranza che sono. Il nostro compito
19:06
And our task is to educate
their whole being,
their whole being,
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2398
è di educarli nella loro interezza affinché possano affrontare il loro futuro.
19:09
so they can face this future.
410
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1484
Forse noi non vedremo questo futuro,
19:10
By the way -- we may not see this future,
411
1126770
2206
19:13
but they will.
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1129000
1430
ma loro sì. E il nostro compito è di aiutarli
19:14
And our job is to help them
make something of it.
make something of it.
413
1130454
3079
a farne qualcosa. Grazie mille.
19:17
Thank you very much.
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1000
19:18
(Applause)
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ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Why you should listen
Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."
A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.
Ken Robinson | Speaker | TED.com