TED Talks Education
Sir Ken Robinson: How to escape education's death valley
Ken Robinson: Si t'i shmangemi Luginës së Vdekjes së Edukimit?
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Ser Ken Robinson pershkruan parimet thelbesore per mendjen e njeriut-- dhe si arsimi aktual funksion kunder atyre. Ne nje bisede argetuese dhe emocionuese ai na tregon si te dalim nga "Lugina e Vdekjes" arsimore me te cilin perballemi, dhe si ti ushqejme brezat e ri me nje klime te mundesive.
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.
00:13
Thank you very much.
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Shumë faleminderit.
00:17
I moved to America 12 years ago
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Unë erdha në Amerikë para 12 vitesh
00:19
with my wife Terry and our two kids.
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me gruan time Terry dhe dy fëmijët tanë.
00:21
Actually, truthfully, we moved to Los Angeles -- (Laughter) --
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Në të vërtetë, ne erdhëm në Los Angeles --
00:27
thinking we were moving to America,
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duke menduar që po vinim në Amerikë.
00:29
but anyway, it's a short plane ride from Los Angeles
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Sido që të jetë, është një fluturim i shkurtër prej
00:35
to America.
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Los Angelosit në Amerikë.
00:38
I got here 12 years ago,
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Arrita 12 vjet më parë,
00:41
and when I got here, I was told various things,
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dhe kur mbërrita, më thanë disa gjëra,
00:44
like, "Americans don't get irony."
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sikur, "Amerikanët nuk e kuptojnë ironinë."
00:50
Have you come across this idea?
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A keni dëgjuar për këtë ide më parë?
00:53
It's not true. I've traveled the whole length and breadth of this country.
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Nuk është e vërtetë. Unë kam udhëtuar në tërë gjatësinë dhe gjërësinë e këtij shteti.
00:56
I have found no evidence that Americans don't get irony.
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Nuk kam gjetur të dhëna që Amerikanët nuk e kuptojnë ironinë.
00:59
It's one of those cultural myths,
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Është një prej miteve kulturore,
01:02
like, "The British are reserved."
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sikur, "Britanezët janë njerëz të rezervuar."
01:06
I don't know why people think this.
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Nuk e di përse njerëzit mendojnë kështu.
01:08
We've invaded every country we've encountered.
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Ne kemi pushtuar çdo shtet që kemi hasur.
01:10
(Laughter)
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(Të qeshura)
01:14
But it's not true Americans don't get irony,
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Nuk është e vërtetë që Amerikanët nuk e kuptojnë ironinë,
01:17
but I just want you to know that that's what people
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por unë dua që ju të dini se kjo është ajo që të tjerët
01:19
are saying about you behind your back.
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thonë për ju, pas shpinës tuaj.
01:21
You know, so when you leave living rooms in Europe,
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Kështu që kur të largoheni prej dhomave të ndejës ne Evropë,
01:24
people say, thankfully, nobody was ironic in your presence.
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njerëzit thonë, për fat të mirë askush nuk ishte ironik në prezencën tuaj.
01:28
But I knew that Americans get irony
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Unë e kuptova që Amerikanët e kuptojnë ironinë
01:31
when I came across that legislation No Child Left Behind.
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kur hasa në legjislacionin Asnjë Fëmije Nuk Lihet Pas.
01:37
Because whoever thought of that title gets irony,
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Sepse kushdo që e mendoj për këtë titull e kupton ironinë,
01:42
don't they, because --
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apo jo, sepse --
01:44
(Laughter) (Applause) —
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(Të qeshura) (Duartrokitje) --
01:49
because it's leaving millions of children behind.
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sepse po le miliona fëmijë pas.
01:53
Now I can see that's not a very attractive name for legislation:
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Mund të them që ky nuk emër shumë tërheqës për një legjislacion.
01:56
Millions of Children Left Behind. I can see that.
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Miliona Fëmij Mbesin Pas. Këtë titull mund ta kuptoj.
02:00
What's the plan? Well, we propose
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Ç'është plani? Ne propozojmë
02:01
to leave millions of children behind,
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që të lëmi milioni fëmijë pas,
02:03
and here's how it's going to work.
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dhe ja se si do të funksionoj.
02:05
And it's working beautifully.
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Dhe po funksionon për mrekulli.
02:08
In some parts of the country,
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Në disa pjesë të shtetit,
02:09
60 percent of kids drop out of high school.
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60% e fëmijëve braktisin shkollën e mesme.
02:13
In the Native American communities,
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Në bashkësitë e Amerikanëve vendas
02:15
it's 80 percent of kids.
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80% e fëmijëve largohen nga shkolla.
02:17
If we halved that number, one estimate is
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Nëse e përgjysmojmë këtë numër, një llogaritje
02:21
it would create a net gain to the U.S. economy
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tregon që do të krijonte fitim për ekonominë e SHBA-ve,
02:26
over 10 years of nearly a trillion dollars.
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kështu që gjatë 10 vitetve të ardhëshme do fitojne 10 trilion dollar.
02:30
From an economic point of view,
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Nga një pikëpamje ekonomike,
02:32
this is good math, isn't it, that we should do this?
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kjo është një llogaritje e mirë, apo jo, dhe duhet të bëjmë këtë?
02:35
It actually costs an enormous amount
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Në të vërtetë, kushton shumë për të mbuluar
02:38
to mop up the damage from the dropout crisis.
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dëmin e krizës së braktisjeve të shkollës.
02:42
But the dropout crisis is just the tip of an iceberg.
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Por braktisja e shkollës është vetëm fillimi i ajsbergut.
02:46
What it doesn't count are all the kids who are in school
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Kjo nuk i merr parasysh nxënësit të cilët janë në shkollë,
02:48
but being disengaged from it, who don't enjoy it,
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por nuk jan të paangazhuar, nuk e shijojnë shkollën,
02:52
who don't get any real benefit from it.
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dhe nuk kan dobi prej shkollimit.
02:55
And the reason is
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Arsye për këtë nuk është
02:56
not that we're not spending enough money.
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që nuk po shpenzojmë para sa duhet.
02:58
America spends more money on education
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Amerika shpenzon më shuma para në edukim
03:00
than most other countries.
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se shumica e shtetve tjera.
03:02
Class sizes are smaller than in many countries.
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Madhësija e klasëve është shumë më e vogël se ne shumë vende tjera.
03:05
And there are hundreds of initiatives every year
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Ka qindra iniciative çdo vit që
03:07
to try and improve education.
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mundohen të përmisojnë edukimin.
03:10
The trouble is, it's all going in the wrong direction.
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Problemi është që e gjithë kjo po shkon në drejtimin e gabuar.
03:14
There are three principles
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Jeta njerëzore zhvillohet mbi
03:15
on which human life flourishes,
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tri parime
03:19
and they are contradicted by the culture of education
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dhe këto parime kundërshtohen nga kultura e edukimit
03:23
under which most teachers have to labor
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të cilën shumica e mësueve e përcjellin,
03:25
and most students have to endure.
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dhe shumica e studentëve e përballojnë.
03:28
The first is this, that human beings
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I pari parim është që qenjet njerëzore
03:31
are naturally different and diverse.
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janë natyralishtë të ndryshëm dhe të lloj-llojshëm.
03:36
Can I ask you, how many of you
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A mund të pyes se sa prej jush
03:37
have got children of your own?
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keni fëmijë?
03:40
Okay. Or grandchildren.
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Mirë. E mbesa apo nipër?
03:43
How about two children or more? Right.
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Kush ka dy ose më shumë fëmijë?
03:47
And the rest of you have seen such children.
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Dhe ju të tjerët me siguri keni parë fëmijë të tillë.
03:49
(Laughter)
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(Të qeshura)
03:52
Small people wandering about.
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Njerëz të vegjël që sillen rrotull.
03:55
I will make you a bet,
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Unë do të vendos një bast,
03:57
and I am confident that I will win the bet.
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dhe kam vetëbesim që do të fitoj.
03:59
If you've got two children or more,
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Nëse ke dy apo më shumë fëmijë,
04:01
I bet you they are completely different from each other.
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vë bast që ata janë shumë të ndyshëm prej njëri-tjetrit.
04:05
Aren't they? Aren't they? (Applause)
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Apo jo? Apo jo? (Duartrokitje)
04:09
You would never confuse them, would you?
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Ju nuk do ti ngatërroni ata/ato, apo?
04:12
Like, "Which one are you? Remind me.
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Ju nuk do pyesni. "Cili je ti? Ma kujto.
04:16
Your mother and I are going to introduce
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Unë dhe nëna jote do të fillojmë të përdorim
04:18
some color-coding system, so we don't get confused."
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ngjyra, kështu që nuk do ju ngatërrojmë më."
04:21
Education under No Child Left Behind
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Edukimi sipas Asnje Fëmij Nuk Lihet Pas
04:24
is based on not diversity but conformity.
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nuk bazohet në shumëllojshmëri, por në përshtatje.
04:29
What schools are encouraged to do is to find out
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Shkollat inkurajohen të gjejnë gjëra që
04:32
what kids can do across a very narrow spectrum of achievement.
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fëmijët mund të bëjne përgjatë një spektri të ngushtë të arritshmërisë.
04:36
One of the effects of No Child Left Behind
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Një prej efekteve të Asnjë Fëmij Nuk Lihet Pas
04:39
has been to narrow the focus
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ka qenë të ngushtojnë përqëndrimin
04:41
onto the so-called STEM disciplines. They're very important.
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tek disciplinat STEM. Këto janë shumë me rëndësi.
04:44
I'm not here to argue against science and math.
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Unë nuk jam këtu të kundershton shkencën dhe matematikën.
04:46
On the contrary, they're necessary but they're not sufficient.
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Në të kundertën, ato jan të domosdoshme, por jo të mjaftueshme.
04:51
A real education has to give equal weight
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Një edukim i vërtetë duhet ti jap rëndësi të njejtë
04:53
to the arts, the humanities, to physical education.
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arteve, shkencave humane, edukimit fizik.
04:57
An awful lot of kids, sorry, thank you — (Applause) —
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Shumë fëmijë...faleminderit (Duartrokitje)...
05:04
One estimate in America currently is that
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Një llogaritje e tashme në Amerikë tregon që
05:07
something like 10 percent of kids, getting on that way,
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10% e fëmijëve, që përcjellin këtë program,
05:09
are being diagnosed with various conditions
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janë diagnostikuar me gjendje të ndryshme
05:14
under the broad title of attention deficit disorder.
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që janë pjesë e çrregullimeve të përqëndrimit.
05:18
ADHD. I'm not saying there's no such thing.
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ADHD. Nuk po them që ky çrregullim nuk ekziston.
05:22
I just don't believe it's an epidemic like this.
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Por nuk besoj që është një epidemi e tillë.
05:25
If you sit kids down, hour after hour,
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Nëse i ulni fëmijët, orë pas ore,
05:27
doing low-grade clerical work,
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dhe i shtyni të bëni punë klerike,
05:31
don't be surprised if they start to fidget, you know?
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mos u befasoni nëse ata/ato fillojnë të trazohen.
05:34
(Laughter) (Applause)
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(Të qeshura dhe duartrokitje)
05:41
Children are not, for the most part,
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Shumica e këtyre fëmijëve nuk vuajnë nga
05:44
suffering from a psychological condition.
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ndonje gjendje psikologjike.
05:46
They're suffering from childhood. (Laughter)
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Ata vuajnë nga fëmijërija.
05:52
And I know this because I spent my early life
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Unë e di këtë sepse i shpenzova vitet e hershme
05:54
as a child. I went through the whole thing.
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të jetës si një fëmijë. Kalova nëpër të gjithë këtë.
05:58
Kids prosper best with a broad curriculum
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Fëmijët përparojnë kur kanë një plan mësimor
06:01
that celebrates their various talents,
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që feston talente të ndryshme,
06:03
not just a small range of them.
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e jo vetëm një shtrirje të tyre.
06:05
And by the way, the arts aren't just important
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Dua të them që artet nuk janë të rëndësishme
06:07
because they improve math scores.
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vetem sepse i përmisojnë pikët ne matematikë.
06:08
They're important because they speak to parts
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Ato janë të rëndësishme sepse u flasin
06:10
of children's being which are otherwise untouched.
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pjesëve të fëmijëve që do mbesnin të paprekuara.
06:14
The second, thank you — (Applause)
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E dyta..Faleminderit.
06:20
The second principle that drives human life flourishing
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Parimi i dytë që drejton përparimin e
06:24
is curiosity.
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jetës njerëzore, është kurioziteti.
06:26
If you can light the spark of curiosity in a child,
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Nëse mund të ndizni dritën e kuriozitetit tek një fëmijë,
06:29
they will learn without any further assistance, very often.
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ata/ato shpesh mësojnë pa ndonjë ndihmë tjetër.
06:33
Children are natural learners.
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Fëmijët janë nxënës natyral.
06:35
It's a real achievement to put that particular ability out,
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Është një arritje e vërtetë të ndalesh këtë
06:39
or to stifle it.
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aftësi, apo të mbytësh atë.
06:42
Curiosity is the engine of achievement.
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Kurioziteti është motorri i arritjes.
06:46
Now the reason I say this is because
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E them këtë sepse një prej efekteve të kulturës së tanishme
06:48
one of the effects of the current culture here, if I can say so,
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nëse mund të them.
06:52
has been to de-professionalize teachers.
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ështe de-profesionaliyimi i mësuesve.
06:56
There is no system in the world
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Nuk ka shkollë në botë që është
06:59
or any school in the country
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apo në ndonjë shtet
07:01
that is better than its teachers.
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që është më e mirë se mësimdhanësit e saj.
07:05
Teachers are the lifeblood of the success of schools.
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Mësimedhanësit janë jeta dhe suksesi i shkollës.
07:09
But teaching is a creative profession.
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Por mësimdhënja është një profesion krijues.
07:12
Teaching, properly conceived, is not a delivery system.
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Mësimdhënja, nëse kuptohet si duhet, nuk është një sistem i dërgesës/
07:16
You know, you're not there just to pass on received information.
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Keshtu qe , ju nuk jeni aty vetem per te transmetuar informacionet e marra.
07:18
Great teachers do that,
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Mesuesit e mire e bejne ate,
07:21
but what great teachers also do is mentor,
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por ajo cka bejne mesuesit e mire eshte keshillimi,
07:24
stimulate, provoke, engage.
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simulimi, provokimi, bashkeveprimi.
07:27
You see, in the end, education is about learning.
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Keshtu, ne fund, edukimi ka te beje me mesimin.
07:30
If there's no learning going on,
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Nese nuk mesoni,
07:32
there's no education going on.
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atehere nuk ka edukim.
07:34
And people can spend an awful lot of time
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Njerezit mund te kalojne shume kohe
07:35
discussing education without ever discussing learning.
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duke diskutuar rreth edukimit pa diskutuar mesimin.
07:38
The whole point of education is to get people to learn.
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I tere qellimi i edukimit eshte qe ti beje njerezit te mesojne.
07:41
A friend of mine, an old friend -- actually very old,
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Nje mik i imi, nje mik i vjeter-- faktikisht shume i vjeter
07:43
he's dead. (Laughter)
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ai ka cdekur. (Te qeshura)
07:47
That's as old as it gets, I'm afraid.
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Eshte shume i vjeter.
07:53
But a wonderful guy he was, wonderful philosopher.
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Por ishte nje njeri i mrekullushem, nje filozof i mrekullushem.
07:58
He used to talk about the difference between the task
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Ai fliste per dallimin ndermjet detyres
08:01
and achievement senses of verbs.
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dhe arritjes.
08:05
You know, you can be engaged in the activity of something,
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Keshtu, mund te angazhoheni ne ndonje aktivitet,
08:07
but not really be achieving it,
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por jo duke e mbrrit ate,
08:09
like dieting. It's a very good example, you know.
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sikur dieta. Eshte nje shembull shume i mire.
08:13
There he is. He's dieting. Is he losing any weight? Not really.
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Ja ku eshte. Ai eshte ne diete. A eshte duke humbur peshe? Jo edhe aq.
08:18
Teaching is a word like that.
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Mesimdhenia eshte nje fjale si kjo.
08:19
You can say, "There's Deborah, she's in room 34, she's teaching."
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Ju mund te thoni, "Ja ku eshte Deborah, ajo eshte ne dhomen 34, ajo eshte mesimdhenes."
08:23
But if nobody's learning anything,
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Por nese askush nuk meson asgje,
08:25
she may be engaged in the task of teaching
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atehere ajo mund te angazhohet ne detyren e mesimdhenies
08:27
but not actually fulfilling it.
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por faktikisht duke e mos perbushur ate.
08:30
The role of a teacher is to facilitate learning. That's it.
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Roli i mesimdhenesit eshte te lehtesoj mesimdhenien. Kjo eshte e gjitha.
08:34
And part of the problem is, I think,
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Dhe pjese e problemit eshte, une mendoj,
08:36
that the dominant culture of education has come to focus
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se kultura dominate e arsimit nuk e ka ne fokus
08:40
on not teaching and learning, but testing.
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mesimdhenien dhe mesimnxenien, por testimin.
08:43
Now, testing is important. Standardized tests have a place.
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Tani, testimi eshte i rendesishem. Testet standardizuese zene vend te rendesishem.
08:47
But they should not be the dominant culture of education.
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Por ato nuk mund te jene kulture dominante e arsimit.
08:50
They should be diagnostic. They should help.
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Ato duhet te jene diagnostifikuese. Ato duhet te ndihmojne.
08:52
(Applause)
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(Duartrokitje)
09:00
If I go for a medical examination,
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Nese dua te hy ne test te mjeksise,
09:02
I want some standardized tests. I do.
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do te doja teste te standardizuara.
09:06
You know, I want to know what my cholesterol level is
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Keshtu, une dua te di cili eshte niveli im i kolesterolit
09:07
compared to everybody else's on a standard scale.
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krahasuar me te tjere ne shkallen standarde.
09:10
I don't want to be told on some scale
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09:11
my doctor invented in the car.
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09:15
"Your cholesterol is what I call Level Orange."
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"Kolesteroli juaj eshte ajo cka ne quajme Niveli Portokalli."
09:18
"Really? Is that good?""We don't know."
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Me te vertete? A eshte mire?" " Ne nuk e dime."
09:24
But all that should support learning. It shouldn't obstruct it,
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Por e gjitha kjo duhet te mbeshtes te mesuarit. Nuk duhet t'a pengoj
09:29
which of course it often does.
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gje e cila zakonisht ndodh.
09:31
So in place of curiosity, what we have
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Pra sa per kuriozitet, ajo cka kemi
09:33
is a culture of compliance.
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eshte kultura e pajtimit.
09:35
Our children and teachers are encouraged
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Femijet dhe mesuesit tane inkurajohen
09:38
to follow routine algorithms
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te ndjekin algoritmine rutine
09:41
rather than to excite that power of imagination and curiosity.
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ne vend se te vene ne prove fuqine e imagjinates dhe kureshtjes
09:45
And the third principle is this:
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Dhe parimi i trete eshte ky:
09:46
that human life is inherently creative.
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se jeta e njeriut ne menyre te natyrshme eshte kreative.
09:49
It's why we all have different résumés.
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Kjo eshte arsyeja pse te gjithe ne kemi rifillime te ndryshme.
09:52
We create our lives,
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Ne krijojme jeten tone,
09:54
and we can recreate them as we go through them.
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dhe ne mund te rikrijojme ate perderisa kalojme permes saj
09:56
It's the common currency of being a human being.
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Eshte monedha e perbashket e te qenurit qenie njerzore.
09:59
It's why human culture is so interesting and diverse
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Kjo eshte arsyeja pse kultura njerezore eshte kaq interesante dhe e ndryshme
10:01
and dynamic.
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dhe dinamike.
10:03
I mean, other animals may well have imaginations
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Dua te them, kafshe tjera ndoshta mund te kene imagjinate
10:06
and creativity, but it's not so much in evidence,
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dhe kreativitet, por nuk ka edhe aq shume deshmi,
10:08
is it, as ours?
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a po jo, jo sa ka per ne?
10:10
I mean, you may have a dog.
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Ju mund te keni nje qene.
10:12
And your dog may get depressed.
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Dhe qeni juaj mund te depresionohet.
10:15
You know, but it doesn't listen to Radiohead, does it?
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Keshtu, por ai nuk degjon Radiohead, apo jo?
10:18
(Laughter)
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(Te qeshura)
10:22
And sit staring out the window with a bottle of Jack Daniels.
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Dhe rri duke veshtruar dritaren me nje shishe Jack Daniels.
10:24
(Laughter)
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(Te qeshura)
10:28
And you say, "Would you like to come for a walk?"
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Dhe thoni, "Deshironi te ecim?"
10:30
He says, "No, I'm fine.
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Ai thote, " Jo, jam ne rregull.
10:33
You go. I'll wait. But take pictures."
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Ti shkon, Une do te pres. Por bej foto."
10:39
We all create our own lives through this restless process
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Te gjithe ne krijojme jeten tone permes ketij procesin te pa lodhshem
10:42
of imagining alternatives and possibilities,
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2009
te te imagjinuarit alternativa dhe mundesi,
10:44
and what one of the roles of education
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dhe nje nga rolet e edukimit
10:46
is to awaken and develop these powers of creativity.
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eshte te zgjoje dhe zhvilloj keto kompetenca te kreativitetit.
10:50
Instead, what we have is a culture of standardization.
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Ne vend te kesaj, ajo cka kemi eshte nje kulture e standardizimit.
10:54
Now, it doesn't have to be that way. It really doesn't.
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Atehere, nuk duhet te jete na ate menyre.Me te vertete nuk duhet.
10:58
Finland regularly comes out on top
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Finlanda zakonisht del e para
11:01
in math, science and reading.
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ne matematike, shkence dhe lexim.
11:03
Now, we only know that's what they do well at
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Ne dime se kjo eshte ajo qe ata e bejne me se mire
11:05
because that's all that's being tested currently.
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sepse kjo eshte e gjitha ajo qe po testohet aktualisht.
11:07
That's one of the problems of the test.
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Ky eshte njeri prej problemeve te testit.
11:09
They don't look for other things that matter just as much.
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11:12
The thing about work in Finland is this:
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Ceshtja rreth punes se Finlandes eshte kjo:
11:15
they don't obsess about those disciplines.
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ata nuk ndikohen nga keto disciplina.
11:18
They have a very broad approach to education
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Ato kane njr qasje te gjere ne arsim
11:20
which includes humanities, physical education, the arts.
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ku perfshihet humanizimi, edukata fzike, artet.
11:24
Second, there is no standardized testing in Finland.
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Se dyti, nuk ka teste standardizuese ne Finlande.
11:30
I mean, there's a bit,
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Doja te thoja, ka pak,
11:32
but it's not what gets people up in the morning.
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por kjo nuk i zgjon njerezit ne mengjes.
11:33
It's not what keeps them at their desks.
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Nuk eshte kjo arsyeja qe i mban ata ne tavolinat e tyre.
11:36
And the third thing, and I was at a meeting recently
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Dhe gjeja e trete, dhe une isha ne nje takim se fundi
11:37
with some people from Finland, actual Finnish people,
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me disa njerez nga Finlanda, njerez me te vertete Finlandeze,
11:41
and somebody from the American system
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dhe dikush nga sistemi Amerikan
11:44
was saying to the people in Finland,
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ishte duke iu thene njerezve ne Finlande,
11:45
"What do you do about the dropout rate in Finland?"
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"Cka beni per shakllen e braktisjes ne Finlande?"
11:49
And they all looked a bit bemused, and said,
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Dhe te gjithe shikuan paksa te habitur, dhe thane,
11:51
"Well, we don't have one.
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"Shiko, ne nuk kemi nje te tille.
11:54
Why would you drop out?
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Pse do te largoheshit?
11:56
If people are in trouble, we get to them quite quickly
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Nese njerezit jane ne telashe (probleme), ne merremi me ta shume shpejte
11:58
and help them and we support them."
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dhe i ndihmojme ata dhe i mbeshtesim ata."
12:00
Now people always say, "Well, you know,
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1894
Tani njerezit gjithmone thone, " Mire, shikoni,
12:02
you can't compare Finland to America."
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ju nuk mund te krahasoni Finlanden me Ameriken."
12:05
No. I think there's a population
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Jo. Une mendoj se ne Finlande
12:06
of around five million in Finland.
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ka rreth 5 milion popullsi.
12:08
But you can compare it to a state in America.
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Por ju mund te krahasoni ate me shtetin e Amerikes.
12:12
Many states in America have fewer people in them than that.
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Shume shtete ne Amerike kane me pak njerez ne to se kaq.
12:16
I mean, I've been to some states in America
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Dua te them, kam qene ne disa shtete ne Amerike
12:18
and I was the only person there. (Laughter)
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dhe kam qene personi i vetem atje. (Te qeshura)
12:22
Really. Really. I was asked to lock up when I left.
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Me te vertete. Me te vertete. Me thane te sigurohesha kur u largova.
12:26
(Laughter)
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(Te qeshura)
12:30
But what all the high-performing systems in the world do
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Por ajo cka bejne sistemet performuese ne bote
12:34
is currently what is not evident, sadly,
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eshte tanime ajo cka nuk eshte evidente, fatkeqsisht
12:38
across the systems in America -- I mean, as a whole.
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permes sistemeve ne Amerike-- Dua te them, si teresi.
12:42
One is this: They individualize teaching and learning.
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Nje eshte kjo: Ata e dallojne mesimdhnien dhe mesimnxenien.
12:47
They recognize that it's students who are learning
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Ata pohojne se jane nxenesit ata te cilet jane duke mesuar
12:51
and the system has to engage them, their curiosity,
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3658
dhe sistemi duhet ti angazhoj ata, kuriozitetin e tyre,
12:54
their individuality, and their creativity.
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individualitetin e tyre, dhe kreativitetin e tyre.
12:57
That's how you get them to learn.
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Kjo eshte menyra se si stimulon ata per te mesuar
12:59
The second is that they attribute a very high status
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E dyta eshte se ata i atribuojne nje status te larte
13:03
to the teaching profession.
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profesionit te mesimdhenies.
13:06
They recognize that you can't improve education
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Ata e pranojne se nuk mund te permiresohet arsimi
13:09
if you don't pick great people to teach
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nese nuk punesoni njerez te shkelqyer
13:10
and if you don't keep giving them constant support
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dhe nese nuk jepni perkrahje konstante
13:12
and professional development.
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dhe zhvillim profesional.
13:14
Investing in professional development is not a cost.
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Investimi ne zhvillimin profesional nuk eshte nje shpenzim
13:17
It's an investment,
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1406
Eshte nje investim,
13:18
and every other country that's succeeding well knows that,
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2931
dhe cdo vend qe eshte duke pasur sukses te mire e di kete gje,
13:21
whether it's Australia, Canada, South Korea, Singapore,
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4959
nese eshte Australia, Kanadaja, Korea Jugore, Singapori,
13:26
Hong Kong or Shanghai. They know that to be the case.
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Hong Kongu ose Shangaj.
13:29
And the third is, they devolve responsibility
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Dhe e treta eshte, ata transferojne pergjegjesi
13:33
to the school level for getting the job done.
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ne nivel shkollor per te kryer punen sa me mire.
13:37
You see, there's a big difference here between
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2378
Keshtu, eshte nje diference e madhe ndermjet
13:39
going into a mode of command and control in education --
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3764
menyra e komandes dhe kontrolli n edukim--
13:43
That's what happens in some systems.
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1600
Kjo eshte ajo cka ndodh ne disa sisteme.
13:44
You know, central governments decide
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1321
Keshtu, qeverite qendrore vendosin
13:46
or state governments decide
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ose qeverite e shtetit vendosin
13:47
they know best and they're going to tell you what to do.
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ata dine gjerat me se mire dhe ata do ju tregojne cfare te beni.
13:50
The trouble is that education doesn't go on
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Problemi eshte se arsimi nuk funksionon
13:54
in the committee rooms of our legislative buildings.
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ne dhoma komisioni te ndertesave ligjore.
13:57
It happens in classrooms and schools,
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3088
Zhvillohet ne klasa dhe shkolla,
14:00
and the people who do it are the teachers and the students,
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3073
dhe njerezit qe e bejne ate jane mesuesit dhe nxenesit,
14:03
and if you remove their discretion, it stops working.
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dhe nese ju hiqni diskrecionin e tyre, ndalet puna.
14:06
You have to put it back to the people.
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Ju duhet te veni perseri tek njerezit.
14:09
(Applause)
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4829
(Duartroktije)
14:14
There is wonderful work happening in this country.
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2712
Behet nje pune e mrekullushme ne kete vend.
14:17
But I have to say it's happening
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Por me duhet te them se kjo gje eshte duke ndodhur
14:19
in spite of the dominant culture of education,
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2566
pavaersit kultures dominuese te arsimit,
14:22
not because of it.
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1401
jo per shkak te asaj.
14:23
It's like people are sailing into a headwind all the time.
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3604
Duket sikur njerezit jane duke lundruar ne ere te kundert gjate gjithe kohes.
14:27
And the reason I think is this:
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2461
Dhe arsyeja mendoj se eshte kjo:
14:29
that many of the current policies are based on
281
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3337
se shumica e politikave aktuale bazohen ne
14:32
mechanistic conceptions of education.
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konceptimet mekanike te arsimit.
14:35
It's like education is an industrial process
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3768
Duket sikur arsimi eshte nje proces industrial
14:39
that can be improved just by having better data,
284
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3007
i cili mund te permiresohet vetem duke pasur te dhena me te mira,
14:42
and somewhere in, I think, the back of the mind
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1667
une mendoj, se ne mendjen
14:44
of some policy makers is this idea that
286
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2136
e disa poltikeberesve eshte kjo ide se
14:46
if we fine-tune it well enough, if we just get it right,
287
874487
3318
14:49
it will all hum along perfectly into the future.
288
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2631
14:52
It won't, and it never did.
289
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3221
Nuk do te behet, dhe kurre s'eshte bere.
14:55
The point is that education is not a mechanical system.
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4099
Ceshtja eshte se arsimi nuk eshte nje sistem mekanik.
14:59
It's a human system. It's about people,
291
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3897
Eshte nje sistem njerezor. Ka te beje me njerezit,
15:03
people who either do want to learn or don't want to learn.
292
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3055
te cilet kane deshire ose nuk kane deshire te mesojne.
15:06
Every student who drops out of school has a reason for it
293
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4815
Secili nxenes qe e le shkollen ka nje arsye
15:11
which is rooted in their own biography.
294
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2321
e cila rrenjoset ne biografine e tyre.
15:13
They may find it boring. They may find it irrelevant.
295
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3023
Atyre mund te ju duket e merzitshme. Atyre mund te ju duket pa vend.
15:16
They may find that it's at odds
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2514
Kjo mund te ju duket atyre ne kundershtim
15:19
with the life they're living outside of school.
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2544
me jeten qe po jetojne jashte shkolles.
15:21
There are trends, but the stories are always unique.
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3839
Ka trende, por historite mbetem cdo here unike.
15:25
I was at a meeting recently in Los Angeles of --
299
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3001
Se fundi, isha ne nje takim ne Los Angjelos --
15:28
they're called alternative education programs.
300
916765
2245
ato quhen programe alternative te arsimit.
15:31
These are programs designed to get kids back into education.
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3403
Keto jane prgrame te dizejnuara per ti kthyer femijet neper shkolla.
15:34
They have certain common features.
302
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1944
Ata kanë karakteristika të caktuara të përbashkëta.
15:36
They're very personalized.
303
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2032
Ata janë shumë të personalizuar.
15:38
They have strong support for the teachers,
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3210
Ata kane mbeshtetje totale nga mesuesit,
15:41
close links with the community
305
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2261
lidhje te ngushta me komunitetin
15:43
and a broad and diverse curriculum,
306
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1626
dhe nje kurrikulum te gjere dhe te ndryshem,
15:45
and often programs which involve students
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2631
dhe shume shpesh programe ne te cilat perfshihen nxenesit
15:48
outside school as well as inside school.
308
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2673
jashte shkolles po ashtu edhe mbrenda saj.
15:50
And they work.
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1710
Dhe ata punojne.
15:52
What's interesting to me is,
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1402
Ajo cka eshte interesante per mua eshte se,
15:53
these are called "alternative education."
311
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3186
keta quhen "arsim alternativ."
15:57
You know?
312
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2182
E dini?
15:59
And all the evidence from around the world is,
313
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1776
Dhe e gjithe deshmia nga e gjithe bota eshte,
16:01
if we all did that, there'd be no need for the alternative.
314
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4226
në qoftë se ne të gjithë e bëmë këtë, nuk do të ketë nevojë për alternativë.
16:05
(Applause)
315
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8420
(Duartroktije)
16:13
So I think we have to embrace a different metaphor.
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2848
Kështu që unë mendoj se ne duhet të zgjedhimnjë metaforë të ndryshëme.
16:16
We have to recognize that it's a human system,
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2657
Ne duhet te pranojme ky eshte nje sistem njerezor,
16:19
and there are conditions under which people thrive,
318
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3596
dhe ka kushte ndaj te cilave njerezit lulzezojne,
16:22
and conditions under which they don't.
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2905
dhe kushte ndaj te cilave nuk do te lulezojne.
16:25
We are after all organic creatures,
320
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2925
Pas te gjithave, ne jemi krijesa organike,
16:28
and the culture of the school is absolutely essential.
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4646
dhe kultura e shkollave eshte absolutisht esenciale.
16:33
Culture is an organic term, isn't it?
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2428
Kultura eshte nje term organik, a po jo?
16:35
Not far from where I live is a place called Death Valley.
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3729
Jo shume larg prej ku une jetoj eshte nje vend i quajtur Lugina e vdekjes.
16:39
Death Valley is the hottest, driest place in America,
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5672
Lugina e vdekjes eshte vendi me i nxehte, dhe i thate ne Amerike,
16:45
and nothing grows there.
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2802
dhe nuk rritet asgje atje.
16:47
Nothing grows there because it doesn't rain.
326
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2624
Asgje nuk rritet atje sepse nuk bije shi.
16:50
Hence, Death Valley.
327
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2393
Prandaj, Lugina e Vdekjes.
16:52
In the winter of 2004, it rained in Death Valley.
328
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7147
Ne dimirin e 2004-ës, ka rene shi ne Luginen e Vdekjes.
17:00
Seven inches of rain fell over a very short period.
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3772
Shtatë inç e shiut ranë gjatë një periudhe shumë të shkurtër.
17:03
And in the spring of 2005, there was a phenomenon.
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5202
Dhe ne pranveren e 2005-ës, ishte nje fenomen.
17:09
The whole floor of Death Valley was carpeted in flowers
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E tere dyshemja e Lugines se Vdekjes ishte me mbuluar me lule
17:13
for a while.
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per nje kohe.
17:15
What it proved is this: that Death Valley isn't dead.
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Cka eshte e deshmuar eshte se: Lugina e Vdekjes nuk ka vdekur.
17:20
It's dormant.
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Eshte ne gjume.
17:23
Right beneath the surface are these seeds of possibility
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Mu ne mes te siperfaqes jane keto fara te mundesise
17:26
waiting for the right conditions to come about,
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duke pritur kushtet e duhura qe te shperthejne,
17:30
and with organic systems, if the conditions are right,
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dhe me sistemet organike, nese kushtetet jane ne rregull,
17:33
life is inevitable. It happens all the time.
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jeta eshte e pa shmangshme. Ndodh cdo here.
17:37
You take an area, a school, a district,
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Ju merrni nje zone, nje shkolle, krahine,
17:40
you change the conditions, give people a different sense of possibility,
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u'a ndrroni kushtet, u jepni njerezve nje tjter ndjesi te mundesise.
17:43
a different set of expectations,
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nje tjeter grup te prishtshmerive,
17:44
a broader range of opportunities,
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nje rradhe me te gjere te mundesive,
17:46
you cherish and value the relationships between teachers and learners,
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ju e ushqeni dhe vlersoni marredhenien ndermjet mesuesve dhe nxenesve,
17:49
you offer people the discretion to be creative
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ju u ofroni njerezve zgjedhjen per te qene kreativ
17:52
and to innovate in what they do,
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dhe te pertij ate cka bejne,
17:54
and schools that were once bereft spring to life.
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dhe shkollat qe dikur ishin te privuara ti kthehen jetes.
17:57
Great leaders know that.
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Lideret e medhenj e dine ate.
17:59
The real role of leadership in education --
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Roli i vertete i lidershipit ne arsim--
18:01
and I think it's true at the national level, the state level,
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nuk duhet te kontrollohet dhe komandohet nga
18:04
at the school level --
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niveli kombetar, shteteror
18:05
is not and should not be command and control.
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dhe niveli shkollor--
18:10
The real role of leadership is climate control,
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Roli kryesor i lidershipit eshte kontrollit i mjedisit,
18:14
creating a climate of possibility.
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krijimi i nje mundesie mjedisore.
18:16
And if you do that, people will rise to it
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Dhe nese e beni kete, njerezit do te ngriten per ate
18:19
and achieve things that you
completely did not anticipate
completely did not anticipate
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dhe mbrrinje gjera te cilat nuk i kane parashikuar
18:22
and couldn't have expected.
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dhe qe nuk i kane pritur.
18:24
There's a wonderful quote from Benjamin Franklin.
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Eshte nje thenie e mrekullushme nga Benxhamin Frenklin.
18:26
"There are three sorts of people in the world:
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" Ekzistojne tre lloje njerezish ne bote:
18:29
Those who are immovable,
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Ata te cilet jane te pa ndryshushem
18:31
people who don't get it, they don't want to get it,
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njerez te cilet nuk kuptojne, ata te cilet nuk duan te kuptojne,
18:33
they're not going to do anything about it;
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ata te cilet bejne gjithcka per te arritut.
18:35
there are people who are movable,
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Ka njerez te cilet jane te ndryshushem,
18:36
people who see the need for change
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njerez qe shohin nevojen per ndryshim
18:38
and are prepared to listen to it;
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dhe jane te pergatitur te degjojne ate.
18:40
and there are people who move,
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Dhe ka njerez te cilen levizin,
18:42
people who make things happen."
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njerez te cilet i vene ne funksion gjerat."
18:44
And if we can encourage more people,
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Dhe nese ne mund te inkurajojme me shume njerez,
18:46
that will be a movement.
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kjo do te jete nje levizje.
18:49
And if the movement is strong enough,
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Dhe nese levizja eshte mjaft e forte,
18:51
that's, in the best sense of the word, a revolution.
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qe do te thote, ne kuptimin e mire te fjales, revolucion.
18:54
And that's what we need.
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Dhe kjo eshte ajo cka na duhet.
18:56
Thank you very much.
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Faleminderit shume.
18:57
(Applause)
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Duartrokitje
19:00
Thank you very much. (Applause)
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Faleminderit shume. ( Duartrokitje)
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