LIFT 2007
Sugata Mitra: Kids can teach themselves
スガタ：ミトラ: 子供の自己教育について
Filmed:
Readability: 3.8
1,777,799 views
LIFT 2007でスガタ・ミトラは「壁の穴」プロジェクトについて講演しました。少年少女が自らPC操作を理解し、他の子供に教えました。子供の自己教育について説明します。
Sugata Mitra - Education researcher
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Educational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another. Full bio
Double-click the English transcript below to play the video.
00:16
I have a tough job to do.
0
0
3000
私はタフな仕事をしています
00:19
You know, when I looked at the profile of the audience here,
1
3000
6000
今ここにいる観客のプロフィールを拝見しますと
00:25
with their connotations and design, in all its forms,
2
9000
7000
多くの人が色々な仕事をされ
00:32
and with so much and so many people working
3
16000
2000
多くの仲間と協業されたりしています
00:34
on collaborative and networks, and so on, that I wanted to tell you,
4
18000
5000
そんな皆さんにお伝えしたいのです
00:39
I wanted to build an argument for primary education
5
23000
5000
特殊な環境における初等教育について
00:44
in a very specific context.
6
28000
2000
お話しします
00:46
In order to do that in 20 minutes, I have to bring out four ideas --
7
30000
4000
20分間で4つのアイデアを示します
00:50
it's like four pieces of a puzzle.
8
34000
3000
4ピースのパズルのようなものです
00:53
And if I succeed in doing that,
9
37000
3000
もし成功すれば
00:56
maybe you would go back with the thought
10
40000
3000
このアイデアを持ち帰り 実現し
00:59
that you could build on, and perhaps help me do my work.
11
43000
3000
私の仕事を手伝って頂けるかもしれません
01:06
The first piece of the puzzle is remoteness
12
50000
3000
最初のピースは遠隔性と教育品質
01:09
and the quality of education.
13
53000
2000
についてです
01:11
Now, by remoteness, I mean two or three different kinds of things.
14
55000
5000
遠隔性という言葉には いくつかの意味があります
01:16
Of course, remoteness in its normal sense, which means
15
60000
3000
もちろん 一般的には
01:19
that as you go further and further away
16
63000
3000
都市中心部から遠方へ
01:22
from an urban center, you get to remoter areas.
17
66000
5000
離れていくことを意味します
01:27
What happens to education?
18
71000
3000
教育現場では何が起こるでしょうか？
01:30
The second, or a different kind of remoteness
19
74000
2000
二つ目の意味は
01:32
is that within the large metropolitan areas all over the world,
20
76000
5000
全世界の巨大都市に存在するポケット つまり
01:37
you have pockets, like slums, or shantytowns, or poorer areas,
21
81000
5000
スラムや貧困街といった地域です
01:42
which are socially and economically remote
22
86000
4000
社会的・経済的に
01:46
from the rest of the city, so it's us and them.
23
90000
3000
我々から隔離されているのです
01:49
What happens to education in that context?
24
93000
2000
花粉を風で飛ばします
01:51
So keep both of those ideas of remoteness.
25
95000
8000
このことを覚えておいてください
01:59
We made a guess. The guess was that schools in remote areas
26
103000
3000
遠隔地の学校において
02:02
do not have good enough teachers.
27
106000
3000
教員が十分でないという仮説をたてます
02:05
If they do have, they cannot retain those teachers.
28
109000
2000
仮に持っていたとしても
02:07
They do not have good enough infrastructure.
29
111000
3000
引き止めるだけの 基盤が十分でないということです
02:10
And if they had some infrastructure,
30
114000
2000
基盤を持っていたとしても
02:12
they have difficulty maintaining it.
31
116000
2000
メンテナンスが難しいのです
02:14
But I wanted to check if this is true. So what I did last year was
32
118000
5000
この仮説を確かめるために 去年
02:19
we hired a car, looked up on Google,
33
123000
5000
googleでニューデリーからインド北部への
02:24
found a route into northern India from New Delhi
34
128000
5000
ルートを確認し車を借りました
02:29
which, you know, which did not cross any big cities
35
133000
5000
このルートは巨大都市を通過しません
02:34
or any big metropolitan centers. Drove out about 300 kilometers,
36
138000
6000
300km運転し
02:40
and wherever we found a school, administered a set of standard tests,
37
144000
5000
学校を見つけては基本的なテストを実施し
02:45
and then took those test results and plotted them on a graph.
38
149000
6000
結果を集めてグラフに落とし込みました
02:51
The graph was interesting, although you need to consider it carefully.
39
155000
4000
グラフは興味深いものでした もちろん
02:55
I mean, this is a very small sample; you should not generalize from it.
40
159000
4000
サンプルとしては小さく一般化出来ない為注意が必要です
02:59
But it was quite obvious, quite clear,
41
163000
2000
しかし一目瞭然でわかります
03:01
that for this particular route that I had taken,
42
165000
4000
私が選んだこのルートでは
03:05
the remoter the school was, the worse its results seemed to be.
43
169000
5000
遠隔地になるほど 結果が悪かったのです
03:10
That seemed a little damning,
44
174000
2000
これは小さくても証拠に見えたので
03:12
and I tried to correlate it with things like infrastructure,
45
176000
5000
社会基盤や電力事情との関連を
03:17
or with the availability of electricity, and things like that.
46
181000
3000
見出そうとしました
03:20
To my surprise, it did not correlate.
47
184000
3000
驚いたことに これは正しくなかったのです
03:23
It did not correlate with the size of classrooms.
48
187000
3000
花粉の運び手を惹きつけて
03:26
It did not correlate with the quality of the infrastructure.
49
190000
5000
社会基盤の品質も
03:31
It did not correlate with the poverty levels. It did not correlate.
50
195000
4000
貧困レベルも全て関係なかったのです
03:35
But what happened was that when I administered a questionnaire
51
199000
4000
それぞれの学校で教員にひとつだけ質問したところ
03:39
to each of these schools, with one single question for the teachers -- which was,
52
203000
4000
ある結果が出ました
03:43
"Would you like to move to an urban, metropolitan area?" --
53
207000
5000
「都市部に転勤したいですか?」
03:48
69 percent of them said yes. And as you can see from that,
54
212000
5000
69%が「はい」と回答しました
03:53
they say yes just a little bit out of Delhi,
55
217000
6000
デリーから少し離れた地域の教員は「はい」と答えました
03:59
and they say no when you hit the rich suburbs of Delhi --
56
223000
3000
デリー郊外の裕福な地域では「いいえ」という回答でした
04:02
because, you know, those are relatively better off areas --
57
226000
3000
これは比較的裕福な地域のことです
04:05
and then from 200 kilometers out of Delhi, the answer is consistently yes.
58
229000
4000
デリーから200km離れると回答は常に「はい」でした
04:09
I would imagine that a teacher who comes or walks into class
59
233000
3000
教員は毎日教室に入るとき
04:12
every day thinking that, I wish I was in some other school,
60
236000
4000
「違う学校で働いていたらな」と考えているのだと思います
04:16
probably has a deep impact on what happens to the results.
61
240000
4000
これは調査結果に大きな影響を与えるでしょう
04:20
So it looked as though teacher motivation and teacher migration
62
244000
5000
つまり 教師のやる気や定着率が
04:25
was a powerfully correlated thing with what was happening in primary schools,
63
249000
5000
初等教育での成績に 大きく関連しているのでしょう
04:30
as opposed to whether the children have enough to eat,
64
254000
3000
子供が十分に食べているか
04:33
and whether they are packed tightly into classrooms
65
257000
2000
教室にぎゅうぎゅう詰めにされていないか
04:35
and that sort of thing. It appears that way.
66
259000
4000
というようなことは関係ないのです
04:39
When you take education and technology, then I find in the literature that,
67
263000
5000
テクノロジーを活用した教育について文献を調べると
04:44
you know, things like websites, collaborative environments --
68
268000
3000
ウェブサイトや協調環境のようなものは
04:47
you've been listening to all that in the morning --
69
271000
2000
- 今朝聞いたかもしれません -
04:49
it's always piloted first in the best schools, the best urban schools,
70
273000
6000
まず都会の優れた学校でテストされますが
04:55
and, according to me, biases the result.
71
279000
3000
これでは結果に歪みが出ると思うのです
04:58
The literature -- one part of it, the scientific literature --
72
282000
4000
教育にテクノロジーを用いることは 科学文献では常に
05:02
consistently blames ET as being over-hyped and under-performing.
73
286000
5000
「騒がれ過ぎで効果が低い」と非難されています
05:07
The teachers always say, well, it's fine, but it's too expensive for what it does.
74
291000
6000
教師はいつも「これは良いけど高価過ぎる」と言います
05:13
Because it's being piloted in a school where the students are already getting,
75
297000
3000
なぜなら 既に出来る学生に対して実験しているからです
05:16
let's say, 80 percent of whatever they could do.
76
300000
3000
80点を取ることができる学生に
05:19
You put in this new super-duper technology, and now they get 83 percent.
77
303000
4000
超一流の技術を投入しても83点にしか向上しないため
05:23
So the principal looks at it and says,
78
307000
2000
このような評価になるのです
05:25
3 percent for 300,000 dollars? Forget it.
79
309000
3000
3点のために30万ドルです バカバカしい
05:28
If you took the same technology and piloted it into one of those remote schools,
80
312000
5000
同じことを遠隔地の学校に投入すれば
05:33
where the score was 30 percent, and, let's say, took that up to 40 percent --
81
317000
5000
スコアは30点から40点上がるでしょう
05:38
that will be a completely different thing.
82
322000
2000
これが根本的に違うところです
05:40
So the relative change that ET, Educational Technology, would make,
83
324000
4000
テクノロジーを活用した教育は ピラミッドの頂点ではなく
05:44
would be far greater at the bottom of the pyramid than at the top,
84
328000
3000
底辺に適用した方が ずっと効果的なのです
05:47
but we seem to be doing it the other way about.
85
331000
3000
それは見栄えが良いだけでなく
05:50
So I came to this conclusion that ET should reach
86
334000
3000
昆虫を心地良くさせるのでしょう
05:53
the underprivileged first, not the other way about.
87
337000
3000
という結論に辿りつきました
05:56
And finally came the question of, how do you tackle teacher perception?
88
340000
3000
そして残った質問は「教師の認識を変えるには?」というものです
05:59
Whenever you go to a teacher and show them some technology,
89
343000
2000
いつの時代でも新しい技術を見せると
06:01
the teacher's first reaction is,
90
345000
2000
教師の最初の反応は
06:03
you cannot replace a teacher with a machine -- it's impossible.
91
347000
6000
教師を機械に置き換えることなんて絶対に出来ない というものです
06:09
I don't know why it's impossible, but, even for a moment,
92
353000
2000
この植物は
06:11
if you did assume that it's impossible -- I have a quotation from Sir Arthur C. Clarke,
93
355000
5000
あなたも不可能だと思うなら コロンボで会った
06:16
the science fiction writer whom I met in Colombo,
94
360000
4000
SF作家 アーサーC.クラークの言葉を引用をします
06:20
and he said something which completely solves this problem.
95
364000
4000
彼は 機械によって置き換えできる教師は
06:24
He said a teacher than can be replaced by a machine, should be.
96
368000
6000
置き換えるべきだと言っています
06:30
So, you know, it puts the teacher into a tough bind, you have to think.
97
374000
6000
教師は機械と競い合うことになるわけです
06:36
Anyway, so I'm proposing that an alternative primary education,
98
380000
3000
ところで 現在の初等教育にとって変わるものを検討しています
06:39
whatever alternative you want, is required where schools don't exist,
99
383000
5000
学校が存在しない
06:44
where schools are not good enough, where teachers are not available
100
388000
3000
学校の品質が十分でない 教師がいない
06:47
or where teachers are not good enough, for whatever reason.
101
391000
3000
追い払おうと何度も頭をぶつけてきて
06:50
If you happen to live in a part of the world where none of this applies,
102
394000
4000
このような環境で育たなかった場合は
06:54
then you don't need an alternative education.
103
398000
2000
代替教育が必要ありませんが
06:56
So far I haven't come across such an area, except for one case. I won't name the area,
104
400000
6000
たった一つの例を除いて 私はそのような地域を知りません
07:02
but somewhere in the world people said, we don't have this problem,
105
406000
3000
自分たちには完璧な教師と学校があるから
07:05
because we have perfect teachers and perfect schools.
106
409000
4000
そのような問題はないという人もいますが
07:09
There are such areas, but -- anyway, I'd never heard that anywhere else.
107
413000
6000
私が見たことがあるのは一つだけです
07:15
I'm going to talk about children and self-organization,
108
419000
3000
これから子供の自己組織性と
07:18
and a set of experiments which sort of led to this idea
109
422000
4000
代替教育についてのアイデアを
07:22
of what might an alternative education be like.
110
426000
4000
導き出した実験についてお話しします
07:26
They're called the hole-in-the-wall experiments.
111
430000
2000
「壁の穴」と言う実験です
07:28
I'll have to really rush through this. They're a set of experiments.
112
432000
5000
これは いくつかの実験を組み合わせたものです
07:33
The first one was done in New Delhi in 1999.
113
437000
6000
最初の実験はニューデリーで1999年に実施しました
07:39
And what we did over there was pretty much simple.
114
443000
4000
とてもシンプルな実験です
07:43
I had an office in those days which bordered a slum, an urban slum,
115
447000
4000
このツイストアラムは
07:47
so there was a dividing wall between our office and the urban slum.
116
451000
4000
オフィスとスラム街の間にある壁に
07:51
They cut a hole inside that wall --
117
455000
2000
穴を開けました
07:53
which is how it has got the name hole-in-the-wall --
118
457000
2000
これが「壁の穴」です
07:55
and put a pretty powerful PC into that hole, sort of embedded into the wall
119
459000
5000
そこに 壁に組み込むように強力なPCを置き
08:00
so that its monitor was sticking out at the other end,
120
464000
3000
反対側からモニターが見えるようにしました
08:03
a touchpad similarly embedded into the wall,
121
467000
3000
タッチパッドも同様です
08:06
put it on high-speed Internet, put the Internet Explorer there,
122
470000
6000
高速インターネット回線とInternet Explorer そしてAltavisaを用意し
08:12
put it on Altavista.com -- in those days -- and just left it there.
123
476000
3000
そのまま放っておきました
08:15
And this is what we saw.
124
479000
5000
そしてこれが設置後に見たことです
08:20
So that was my office in IIT. Here's the hole-in-the-wall.
125
484000
9000
ここが私のオフィスで こちらが壁の穴です
08:29
About eight hours later, we found this kid.
126
493000
6000
約8時間後この少年を見ました
08:35
To the right is this eight-year-old child who --
127
499000
5000
右の少年は8才で
08:40
and to his left is a six-year-old girl, who is not very tall.
128
504000
5000
左の小さな少女は6才です
08:45
And what he was doing was, he was teaching her to browse.
129
509000
4000
彼は少女にブラウジングを教えています
08:49
So it sort of raised more questions than it answered.
130
513000
5000
ここでいくつかの疑問が湧きます
08:54
Is this real? Does the language matter,
131
518000
2000
さっき見た毛がしぼんで
08:56
because he's not supposed to know English?
132
520000
2000
彼は英語を知っているはずがありません
08:58
Will the computer last, or will they break it and steal it
133
522000
3000
コンピュータは壊されて盗まれたりしないでしょうか？
09:01
-- and did anyone teach them?
134
525000
2000
誰かが教えたのでしょうか?
09:03
The last question is what everybody said, but you know,
135
527000
2000
誰もがこのことを尋ねました しかし
09:05
I mean, they must have poked their head over the wall
136
529000
2000
子供達は壁に頭を突っ込んで
09:07
and asked the people in your office,
137
531000
2000
私のオフィスにいる人に
09:09
can you show me how to do it, and then somebody taught him.
138
533000
3000
使い方を教えてもらったに違いないと
09:12
So I took the experiment out of Delhi and repeated it,
139
536000
3000
そこで デリーの外に場所を移し実験を続けました
09:15
this time in a city called Shivpuri in the center of India,
140
539000
6000
インド中央のチップリという町です
09:21
where I was assured that nobody had ever taught anybody anything.
141
545000
5000
ここでは 誰かがPCの使い方を教えるなんてことは絶対にありません
09:26
(Laughter)
142
550000
4000
(笑)
09:30
So it was a warm day, and the hole in the wall
143
554000
5000
温かい日で 壁の穴はこの古い建物に設置されていました
09:35
was on that decrepit old building. This is the first kid who came there;
144
559000
5000
これが最初にやってきた子供です 彼は13才で
09:40
he later on turned out to be a 13-year-old school dropout.
145
564000
2000
学校を中退していることが後にわかりました
09:42
He came there and he started to fiddle around with the touchpad.
146
566000
6000
最初にタッチパッドの回りに触れ すぐに
09:48
Very quickly, he noticed that when he moves his finger on the touchpad
147
572000
3000
タッチパッドに指が触れると画面で何かが動くことに
09:51
something moves on the screen --
148
575000
1000
すぐ気付きました
09:52
and later on he told me, "I have never seen a television
149
576000
3000
後に 色々なことができるテレビは見たことがないと
09:55
where you can do something."
150
579000
1000
教えてくれました
09:56
So he figured that out. It took him over two minutes
151
580000
3000
彼は 2分で
09:59
to figure out that he was doing things to the television.
152
583000
3000
テレビを操作していることに気づいたのです
10:02
And then, as he was doing that, he made an accidental click
153
586000
3000
そしてまた タッチパッドを叩くことで
10:05
by hitting the touchpad -- you'll see him do that.
154
589000
7000
偶然クリックをしたところ
10:12
He did that, and the Internet Explorer changed page.
155
596000
6000
Internet Explorerのページが変わったのです
10:18
Eight minutes later, he looked from his hand to the screen,
156
602000
4000
8分後にはスクリーンに手をやり
10:22
and he was browsing: he was going back and forth.
157
606000
4000
行ったり来たりとブラウジング出来るようになりました
10:26
When that happened, he started calling all the neighborhood children,
158
610000
5000
それから彼は近所の子供達を呼び寄せ
10:31
like, children would come and see what's happening over here.
159
615000
7000
何が出来るかを見せました
10:38
And by the evening of that day, 70 children were all browsing.
160
622000
4000
夜になるまでに 70人の子供がブラウジングしていたのです
10:42
So eight minutes and an embedded computer
161
626000
4000
8分間と埋め込まれたコンピュータ
10:46
seemed to be all that we needed there.
162
630000
4000
それだけでこんなことが起きたのです
10:50
So we thought that this is what was happening:
163
634000
3000
子供達のグループが
10:53
that children in groups can self-instruct themselves
164
637000
3000
コンピュータとインターネットの使い方を
10:56
to use a computer and the Internet. But under what circumstances?
165
640000
8000
自己学習できることがわかりました でもどんな環境が必要なのでしょう？
11:04
At this time there was a -- the main question was about English.
166
648000
6000
今回 主に問題となったのは英語についてでした
11:10
People said, you know, you really ought to have this in Indian languages.
167
654000
4000
インドの言葉を使う必要がありますねと多くの人が言いました
11:14
So I said, have what, shall I translate the Internet
168
658000
3000
でも私が全てのコンテンツを
11:17
into some Indian language? That's not possible.
169
661000
3000
インドの言葉に翻訳するなんて不可能です
11:20
So, it has to be the other way about.
170
664000
2000
ですから別の方法が必要です
11:22
But let's see, how do the children tackle the English language?
171
666000
4000
では子供達はどのように言葉の壁を乗り越えたのでしょう
11:26
I took the experiment out to northeastern India,
172
670000
3000
ほとんどのハチは赤が見えません
11:29
to a village called Madantusi,
173
673000
2000
マダンツシを選びました
11:31
where, for some reason, there was no English teacher,
174
675000
4000
そこは英語教師がおらず
11:35
so the children had not learned English at all.
175
679000
3000
子供達はまったく英語を学んでいませんでした
11:38
And I built a similar hole-in-the-wall.
176
682000
4000
これまでと同様 壁の穴にパソコンを設置しました
11:42
One big difference in the villages, as opposed to the urban slums:
177
686000
2000
都市のスラムと大きく違った点は
11:44
there were more girls than boys who came to the kiosk.
178
688000
4000
女子の方が男子よりもたくさん来たということです
11:48
In the urban slums, the girls tend to stay away.
179
692000
4000
都市部では女子はあまり寄りつきませんでした
11:52
I left the computer there with lots of CDs -- I didn't have any Internet --
180
696000
5000
ネット接続ができなかったので パソコンを大量のCDとともに置いてきました
11:57
and came back three months later.
181
701000
4000
３ヵ月後に戻ってくると
12:01
So when I came back there, I found these two kids,
182
705000
4000
8才と12才の子供が
12:05
eight- and 12-year-olds, who were playing a game on the computer.
183
709000
4000
パソコンでゲームをしていました
12:09
And as soon as they saw me they said,
184
713000
4000
私を見つけるとすぐに
12:13
"We need a faster processor and a better mouse."
185
717000
3000
高速なCPUとより良いマウスが必要だと言いました
12:16
(Laughter)
186
720000
4000
(笑)
12:20
I was real surprised.
187
724000
2000
本当に驚きました
12:22
You know, how on earth did they know all this?
188
726000
3000
撮影は花を傷つけないように行いました
12:25
And they said, "Well, we've picked it up from the CDs."
189
729000
2000
CDで知ったんだよ と言われたので
12:27
So I said, "But how did you understand what's going on over there?"
190
731000
3000
どうやって理解したのかを問いました
12:30
So they said, "Well, you've left this machine
191
734000
2000
それで 紫外線を当てた
12:32
which talks only in English, so we had to learn English."
192
736000
3000
だから英語を勉強したんだ」
12:35
So then I measured, and they were using 200 English words with each other
193
739000
4000
子供は皆 200の英単語を使用出来ました
12:39
-- mispronounced, but correct usage --
194
743000
3000
発音は違いましたが正しく使用していました
12:42
words like exit, stop, find, save, that kind of thing,
195
746000
6000
終了 停止 検索 保存 のような単語です
12:48
not only to do with the computer but in their day-to-day conversations.
196
752000
3000
パソコンの中だけでなく日常会話でも使っていました
12:51
So, Madantusi seemed to show that language is not a barrier;
197
755000
4000
マダンツシで言語は障壁ではないとわかりました
12:55
in fact they may be able to teach themselves the language
198
759000
2000
本当にやりたいのであれば
12:57
if they really wanted to.
199
761000
3000
言語は自己学習することもできるでしょう
13:00
Finally, I got some funding to try this experiment out
200
764000
5000
その後 私はついに これと同じことがどこでも起きるのか
13:05
to see if these results are replicable, if they happen everywhere else.
201
769000
4000
実験で確かめるための資金を得ることができました
13:09
India is a good place to do such an experiment in,
202
773000
3000
インドはこのような実験に最適の場所です
13:12
because we have all the ethnic diversities, all the -- you know,
203
776000
3000
民族的な多様性もあれば
13:15
the genetic diversity, all the racial diversities,
204
779000
3000
人種も様々で
13:18
and also all the socio-economic diversities.
205
782000
2000
社会経済的にも多様です
13:20
So, I could actually choose samples to cover a cross section
206
784000
5000
ですから 全世界をカバーすると言えるほどの
13:25
that would cover practically the whole world.
207
789000
4000
多様なサンプルを取ることができます
13:29
So I did this for almost five years, and this experiment
208
793000
4000
約5年この実験を行ない
13:33
really took us all the way across the length and breadth of India.
209
797000
3000
インドを縦横無尽に移動しました
13:36
This is the Himalayas. Up in the north, very cold.
210
800000
3000
ここはインド北部 ヒマラヤの寒冷地です
13:39
I also had to check or invent an engineering design
211
803000
3000
実験には普通のパソコンを使っていたので
13:42
which would survive outdoors, and I was using regular, normal PCs,
212
806000
4000
屋外使用に耐えるよう デザインを工夫する必要がありました
13:46
so I needed different climates, for which India is also great,
213
810000
3000
インドは多くの気候があり
13:49
because we have very cold, very hot, and so on.
214
813000
3000
寒かったり暑かったりします
13:52
This is the desert to the west. Near the Pakistan border.
215
816000
12000
ここはインド西部 パキスタンとの国境近くの砂漠です
14:04
And you see here a little clip of -- one of these villages --
216
828000
4000
このあたりで撮影した短いビデオをお見せします
14:08
the first thing that these children did was to find a website
217
832000
3000
彼らが最初にしたことは アルファベットを
14:11
to teach themselves the English alphabet.
218
835000
4000
勉強できるウェブサイトを探すことでした
14:15
Then to central India -- very warm, moist, fishing villages,
219
839000
4000
インド中央の温暖で湿度の高い漁村です
14:19
where humidity is a very big killer of electronics.
220
843000
4000
湿度は電子機器の大敵です
14:23
So we had to solve all the problems we had
221
847000
3000
また電力事情も悪い為 エアコン無しで
14:26
without air conditioning and with very poor power,
222
850000
2000
それを解決する必要がありました
14:28
so most of the solutions that came out used little blasts of air
223
852000
5000
解決策は 風を適切な場所に吹きつけることで
14:33
put at the right places to keep the machines running.
224
857000
3000
機械を動かし続けるということでした
14:36
I want to just cut this short. We did this over and over again.
225
860000
5000
詳細は省きますが あちこちで実験を行いました
14:41
This sequence is also nice. This is a small child, a six-year-old,
226
865000
4000
このカットも素晴しいです 6歳の少年が
14:45
telling his eldest sister what to do.
227
869000
2000
姉に何が出来るか教えているのです
14:47
And this happens very often with these computers,
228
871000
2000
コンピュータの周りでは
14:49
that the younger children are found teaching the older ones.
229
873000
6000
小さな子供が年上に教える光景がよく見られます
14:55
What did we find? We found that six- to 13-year-olds can self-instruct
230
879000
5000
これらの実験から 6才から13才までの子供がインターネットで
15:00
in a connected environment,
231
884000
2000
自己学習出来ることが判ったのです
15:02
irrespective of anything that we could measure.
232
886000
5000
測定できたいかなる分野でも 自己学習していました
15:07
So if they have access to the computer, they will teach themselves, including intelligence.
233
891000
5000
彼らはコンピュータにアクセス出来れば 自ら勉強するのです
15:12
I couldn't find a single correlation with anything, but it had to be in groups.
234
896000
5000
他の要素との相関は見出せませんでしたが グループが必要でした
15:17
And that may be of great, you know, interest to this group,
235
901000
4000
皆さんも興味を惹かれるでしょう
15:21
because all of you are talking about groups.
236
905000
2000
グループは皆の話題の中心です
15:23
So here was the power of what a group of children can do,
237
907000
4000
実験で示されたのは 大人が介入しなければ発揮される
15:27
if you lift the adult intervention.
238
911000
3000
子供のグループが持つ力です
15:30
Just a quick idea of the measurements.
239
914000
4000
結果を見てみましょう
15:34
We took standard statistical techniques, so I'm going to not talk about that.
240
918000
4000
詳しくは説明しませんが標準的な統計手法を使うと
15:38
But we got a clean learning curve,
241
922000
3000
綺麗な学習曲線が描けました
15:41
almost exactly the same as what you would get in a school.
242
925000
3000
あなたが学校で得るものと同じです
15:44
I'll leave it at that,
243
928000
2000
それ以上は言いません
15:46
because, I mean, it sort of says it all, doesn't it?
244
930000
3000
このグラフが全てを語っているからです
15:49
What could they learn to do?
245
933000
2000
子供達が学んだのは
15:51
Basic Windows functions, browsing, painting, chatting and email,
246
935000
5000
windowsの基本的な機能やブラウジング・お絵描き・チャット･メール
15:56
games and educational material, music downloads, playing video.
247
940000
3000
ゲーム・教材利用・音楽のダウンロード・動画再生など
15:59
In short, what all of us do.
248
943000
2000
我々がするのと同じようなことです
16:01
And over 300 children will become computer literate
249
945000
4000
１台のPCに半年触れることができれば
16:05
and be able to do all of these things in six months with one computer.
250
949000
5000
300人以上の子供が これら全てを行えるようになるでしょう
16:10
So, how do they do that?
251
954000
1000
どのようにしたのでしょう
16:11
If you calculated the actual time of access,
252
955000
2000
実使用時間を計算すると
16:13
it would work out to minutes per day,
253
957000
2000
一日数分程度だったのです
16:15
so that's not how it's happening.
254
959000
2000
それだけでPCが使えるようにはなりません
16:17
What you have, actually, is there is one child operating the computer.
255
961000
5000
実際には 一人の子供が使用している間
16:22
And surrounding him are usually three other children,
256
966000
2000
大体３人ほどの子供が周りにいて
16:24
who are advising him on what they should do.
257
968000
4000
どのようにするかアドバイスしています
16:28
If you test them, all four will get the same scores in whatever you ask them.
258
972000
4000
彼らをテストしたら ４人とも同じ点数を取るでしょう
16:32
Around these four are usually a group of about 16 children,
259
976000
4000
4人の周りには16人ほどの子供のグループがいます
16:36
who are also advising, usually wrongly,
260
980000
3000
彼等は通常コンピュータの動作を
16:39
about everything that's going on on the computer.
261
983000
3000
間違えて教えますが
16:42
And all of them also will clear a test given on that subject.
262
986000
5000
彼等にテストすると全員合格します
16:47
So they are learning as much by watching as they learn by doing.
263
991000
4000
子供達はPCに触るだけでなく 見ることで学ぶのです
16:51
It seems counter-intuitive to adult learning,
264
995000
3000
大人からすると 理解しづらいことです
16:54
but remember, eight-year-olds live in a society
265
998000
2000
でも考えてみて下さい
16:56
where most of the time they are told, don't do this,
266
1000000
4000
８歳の子供は いつも「駄目！」と言われています
17:00
you know, don't touch the whiskey bottle.
267
1004000
2000
ウィスキーボトルに触っては駄目！
17:02
So what does the eight-year-old do?
268
1006000
2000
8歳の子供は何をするでしょう
17:04
He observes very carefully how a whiskey bottle should be touched.
269
1008000
4000
他の人がどのようにボトルを触るのかを慎重に観察します
17:08
And if you tested him,
270
1012000
1000
そしてテストすると
17:09
he would answer every question correctly on that topic.
271
1013000
2000
その話題について正しく答えるでしょう
17:11
So, they seem to be able to acquire very quickly.
272
1015000
6000
とても早く習得出来るのです
17:17
So what was the conclusion over the six years of work?
273
1021000
3000
6年間で得た結論とは
17:20
It was that primary education can happen on its own,
274
1024000
4000
初等教育またはその一部は
17:24
or parts of it can happen on its own.
275
1028000
2000
自然に発生するということです
17:26
It does not have to be imposed from the top downwards.
276
1030000
4000
トップダウンである必要はありません
17:30
It could perhaps be a self-organizing system, so that was
277
1034000
6000
自己学習システムが出来るのです
17:36
the second bit that I wanted to tell you,
278
1040000
2000
もう一つお伝えしたいのが
17:38
that children can self-organize and attain an educational objective.
279
1042000
4000
子供は自己学習し 教育目標を達成出来るということです
17:42
The third piece was on values, and again, to put it very briefly,
280
1046000
6000
3つ目のピースは 価値観についてです
17:48
I conducted a test over 500 children spread across all over India,
281
1052000
4000
インド全体で500人以上の子供にテストを行ないました
17:52
and asked them -- I gave them about 68 different
282
1056000
3000
価値観に関する68の質問をして
17:55
values-oriented questions and simply asked them their opinions.
283
1059000
4000
簡単に意識調査を行ないました 回答例は
17:59
We got all sorts of opinions. Yes, no or I don't know.
284
1063000
4000
「はい」「いいえ」「わかりません」です
18:03
I simply took those questions where I got 50 percent yeses and 50 percent noes --
285
1067000
6000
「はい」と「いいえ」が半分ずつになった質問を抜き出しました
18:09
so I was able to get a collection of 16 such statements.
286
1073000
4000
16問ありました
18:13
These were areas where the children were clearly confused,
287
1077000
4000
これらは「はい」が半分 「いいえ」も半分ですから
18:17
because half said yes and half said no.
288
1081000
2000
子供たちが混乱したのだと言えます
18:19
A typical example being, "Sometimes it is necessary to tell lies."
289
1083000
4000
例えば「時には嘘も必要である」といった質問です
18:23
They don't have a way to determine which way to answer this question;
290
1087000
5000
彼等はこの質問を判断する方法がないのです
18:28
perhaps none of us do.
291
1092000
3000
我々にも無いかもしれません
18:31
So I leave you with this third question.
292
1095000
2000
だから皆さんの判断にお任せします
18:33
Can technology alter the acquisition of values?
293
1097000
4000
技術は 価値観を変更できるか
18:37
Finally, self-organizing systems,
294
1101000
2000
最後に 自己学習システムについては
18:39
about which, again, I won't say too much
295
1103000
2000
沢山お話したので
18:41
because you've been hearing all about it.
296
1105000
4000
これ以上言う必要はありませんが
18:45
Natural systems are all self-organizing:
297
1109000
2000
自然は全て自己学習です
18:47
galaxies, molecules, cells, organisms, societies --
298
1111000
3000
銀河 分子 細胞 生物 社会
18:50
except for the debate about an intelligent designer.
299
1114000
2000
知性の生まれ方については議論が分かれますが
18:52
But at this point in time, as far as science goes,
300
1116000
3000
現時点では 科学的に考えて
18:55
it's self-organization.
301
1119000
2000
自己学習をすると言えます
18:57
But other examples are traffic jams, stock market, society
302
1121000
3000
他の例としては 交通渋滞 株式市場
19:00
and disaster recovery, terrorism and insurgency.
303
1124000
6000
社会や災害復旧 テロ 暴動などが挙げられます
19:06
And you know about the Internet-based self-organizing systems.
304
1130000
4000
インターネットベースの自己学習システムもご存知でしょう
19:10
So here are my four sentences then.
305
1134000
2000
私が伝えたいのは４点です
19:12
Remoteness affects the quality of education.
306
1136000
4000
遠隔性は教育品質に影響を与えます
19:16
Educational technology should be introduced into remote areas first,
307
1140000
6000
テクノロジーを活用した教育は遠隔地に最初に導入されるべきで
19:22
and other areas later.
308
1146000
3000
他の地域にはそれから普及させれば良いのです
19:25
Values are acquired; doctrine and dogma are imposed --
309
1149000
6000
価値というのは得るものですが 教義や信条は押しつけられるものです
19:31
the two opposing mechanisms.
310
1155000
2000
相反する構造です
19:33
And learning is most likely a self-organizing system.
311
1157000
5000
学習とは ほとんどの場合 自己学習システムです
19:38
If you put all the four together, then it gives -- according to me --
312
1162000
5000
これら4つをまとめあげると
19:43
it gives us a goal, a vision, for educational technology.
313
1167000
4000
テクノロジーを活用した教育にゴールとビジョンを与えてくれます
19:47
An educational technology and pedagogy that is digital, automatic,
314
1171000
6000
テクノロジーを活用した教育とは 電子化され自動化され
19:53
fault-tolerant, minimally invasive, connected and self-organized.
315
1177000
6000
障害に強く 人を侵害せず つながりを持った自己学習のことです
19:59
As educationists, we have never asked for technology; we keep borrowing it.
316
1183000
4000
教育者はこれまで 技術を求めたことはありませんでした
20:03
PowerPoint is supposed to be considered a great educational technology,
317
1187000
4000
PowerPointは偉大な教育ツールとされていますが
20:07
but it was not meant for education, it was meant for making boardroom presentations.
318
1191000
4000
「教育に」でなく「黒板プレゼンテーションに」です
20:11
We borrowed it. Video conferencing. The personal computer itself.
319
1195000
4000
ビデオ会議やパソコン自体も借り物の技術です
20:15
I think it's time that the educationists made their own specs,
320
1199000
3000
教育者が技術の仕様を定義すべき時なのです
20:18
and I have such a set of specs. This is a brief look at that.
321
1202000
4000
これまでに説明したような仕様です
20:22
And such a set of specs should produce the technology
322
1206000
4000
その仕様を元に 遠隔性や価値観 暴力に対応できる
20:26
to address remoteness, values and violence.
323
1210000
3000
技術を生み出すべきなのです
20:29
So I thought I'd give it a name -- why don't we call it "outdoctrination."
324
1213000
6000
それを「脱教義化」と呼ぶことにしましょう
20:35
And could this be a goal for educational technology in the future?
325
1219000
5000
将来 技術を活用した教育の到達点になるでしょう
20:40
So I want to leave that as a thought with you.
326
1224000
3000
これで終わりたいとおもいます
20:43
Thank you.
327
1227000
1000
ありがとう
20:44
(Applause)
328
1228000
6000
(拍手)
ABOUT THE SPEAKER
Sugata Mitra - Education researcherEducational researcher Sugata Mitra is the winner of the 2013 TED Prize. His wish: Build a School in the Cloud, where children can explore and learn from one another.
Why you should listen
In 1999, Sugata Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC and left it there, with a hidden camera filming the area. What they saw: kids from the slum playing with the computer and, in the process, learning how to use it -- then teaching each other. These famed “Hole in the Wall” experiments demonstrated that, in the absence of supervision and formal teaching, children can teach themselves and each other -- if they’re motivated by curiosity. Mitra, now a professor of educational technology at Newcastle University, called it "minimally invasive education."
Mitra thinks self-organized learning will shape the future of education. At TED2013, he made a bold TED Prize wish: Help me build a School in the Cloud where children can explore and learn on their own -- and teach one another -- using resouces from the worldwide cloud.
The School in the Cloud now includes seven physical locations -- five in India and two in the UK. At the same time, the School in the Cloud online platform lets students participate anywhere, with partner learning labs and programs in countries like Colombia, Pakistan and Greece. In 2016, Mitra held the first School in the Cloud conference in India. He shared that more than 16,000 SOLE sessions had taken place so far, with kids all around the world dipping their toes in this new education model.
Sugata Mitra | Speaker | TED.com