TED2013
Freeman Hrabowski: 4 pillars of college success in science
Frimen Hrabovski (Freeman Hrabowski): 4 stuba akademskog uspeha u prirodnim naukama
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Sa 12 godina, Frimen Hrabovski marširao je sa Martinom Luterom Kingom. Sada je predsednik Univerziteta u Merilendu, Okrug Baltimor (UMBC), gde radi na stvaranju okruženja koje će pomoći nedovoljno zastupljenim studentima, posebno Afroamerikancima, Latinoamerikancima i studentima malih primanja, da dobiju diplome iz matematike i prirodnih nauka. On govori o 4 stuba koji čine pristup UMBC univerziteta.
Freeman Hrabowski - Educator
During his 20-year tenure as president of UMBC, Freeman Hrabowski has helped students of all backgrounds pursue degrees in arts, humanities and the sciences. Full bio
During his 20-year tenure as president of UMBC, Freeman Hrabowski has helped students of all backgrounds pursue degrees in arts, humanities and the sciences. Full bio
Double-click the English transcript below to play the video.
00:12
So I'll be talking about the success of my campus,
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Govoriću vam o uspehu mog kampusa,
00:16
the University of Maryland, Baltimore County, UMBC,
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na Univerzitetu u Merilendu,
okrug Baltimor, UMBC,
okrug Baltimor, UMBC,
00:19
in educating students of all types,
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u obrazovanju studenata svih tipova,
00:22
across the arts and humanities and the science and engineering areas.
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preko umetnosti i humanističkih nauka,
prirodnih nauka i inženjerstva.
prirodnih nauka i inženjerstva.
00:26
What makes our story especially important
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Ono što čini našu priču
izuzetno važnom
izuzetno važnom
00:30
is that we have learned so much from a group of students
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je da smo mnogo naučili
kroz grupu studenata
kroz grupu studenata
00:35
who are typically not at the top of the academic ladder --
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koji obično nisu na vrhu
akademske lestvice:
akademske lestvice:
00:39
students of color, students underrepresented in selected areas.
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studenti tamnije boje kože, oni koji su
nedovoljno zastupljeni u određenim poljima.
nedovoljno zastupljeni u određenim poljima.
00:43
And what makes the story especially unique
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A ono što čini priču
izuzetno jedinstvenom
izuzetno jedinstvenom
00:46
is that we have learned how to help African-American students, Latino students,
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je to da smo naučili kako da pomognemo
afroameričkim i latinoameričkim studentima,
afroameričkim i latinoameričkim studentima,
00:50
students from low-income backgrounds,
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studentima sa niskim
primanjima u porodici,
primanjima u porodici,
00:52
to become some of the best in the world in science and engineering.
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da postanu neki od najboljih
svetskih naučnika i inženjera.
svetskih naučnika i inženjera.
00:56
And so I begin with a story about my childhood.
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A počeću sa pričom
o svom detinjstvu.
o svom detinjstvu.
00:59
We all are products of our childhood experiences.
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Svi smo mi proizvodi svojih
iskustava iz detinjstva.
iskustava iz detinjstva.
01:02
It's hard for me to believe that it's been 50 years
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Teško mi je da poverujem
da je prošlo 50 godina
da je prošlo 50 godina
01:06
since I had the experience of being a ninth grade kid in Birmingham, Alabama,
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od kad sam bio dete u šestom razredu
u Bermingemu, Alabami,
u Bermingemu, Alabami,
01:12
a kid who loved getting A's,
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dete koje je volelo da dobija petice,
01:15
a kid who loved math, who loved to read,
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dete koje je volelo matematiku,
koje je volelo da čita,
koje je volelo da čita,
01:17
a kid who would say to the teacher --
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dete koje bi nastavniku govorilo,
01:20
when the teacher said, "Here are 10 problems," to the class,
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kada bi nastavnik razredu rekao:
"Evo 10 zadataka",
"Evo 10 zadataka",
01:23
this little fat kid would say, "Give us 10 more."
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to malo debelo dete bi reklo:
"Dajte nam još 10".
"Dajte nam još 10".
01:27
And the whole class would say, "Shut up, Freeman."
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A ceo razred bi rekao:
"Ućuti, Frimene".
"Ućuti, Frimene".
01:31
And there was a designated kicker every day.
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I svaki dan bih dobijao batine.
01:34
And so I was always asking this question:
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I tako sam se uvek pitao:
01:36
"Well how could we get more kids to really love to learn?"
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"Pa kako bismo mogli da navedemo
više dece da zaista vole da uče?"
više dece da zaista vole da uče?"
01:42
And amazingly, one week in church,
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I, zadivljujuće,
jedne nedelje u crkvi,
jedne nedelje u crkvi,
01:45
when I really didn't want to be there
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kada zaista nisam želeo
da budem tamo
da budem tamo
01:47
and I was in the back of the room being placated by doing math problems,
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i bio sam u dnu prostorije zadubljen
u zadatke iz matematike,
u zadatke iz matematike,
01:52
I heard this man say this:
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čuo sam jednog čoveka
kako je rekao:
kako je rekao:
01:55
"If we can get the children
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"Ako uspemo u tome da deca
01:57
to participate in this peaceful demonstration here in Birmingham,
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učestvuju u ovim mirnim demonstracijama
u Bermingemu,
u Bermingemu,
02:03
we can show America that even children know the difference between right and wrong
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pokazaćemo Americi da čak i deca
znaju razliku između dobrog i lošeg
znaju razliku između dobrog i lošeg
02:09
and that children really do want to get the best possible education."
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i da deca zaista žele da imaju
najbolje moguće obrazovanje".
najbolje moguće obrazovanje".
02:13
And I looked up and said, "Who is that man?"
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I ja sam pogledao i pitao:
"Ko je taj čovek?"
"Ko je taj čovek?"
02:15
And they said his name was Dr. Martin Luther King.
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A oni su mi rekli da je njegovo
ime dr Martin Luter King.
ime dr Martin Luter King.
02:18
And I said to my parents, "I've got to go.
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Rekao sam roditeljima:
"Ja moram da idem.
"Ja moram da idem.
02:20
I want to go. I want to be a part of this."
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Ja želim da idem.
Želim da budem deo ovoga."
Želim da budem deo ovoga."
02:22
And they said, "Absolutely not."
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A oni su odgovorili:
"Ne dolazi u obzir."
"Ne dolazi u obzir."
02:24
(Laughter)
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(Smeh)
02:25
And we had a rough go of it.
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Prilično smo se posvađali.
02:27
And at that time, quite frankly, you really did not talk back to your parents.
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A u to vreme, nisi smeo da
se suprotstavljaš roditeljima.
se suprotstavljaš roditeljima.
02:30
And somehow I said, "You know, you guys are hypocrites.
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I nekako sam im rekao:
"Znate, vi ste licemeri.
"Znate, vi ste licemeri.
02:32
You make me go to this. You make me listen.
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Naterate me da idem na to.
Naterate me da slušam.
Naterate me da slušam.
02:34
The man wants me to go, and now you say no."
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Čovek želi da idem,
a vi sada kažete da ne može".
a vi sada kažete da ne može".
02:37
And they thought about it all night.
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Razmišljali su o tome celu noć.
02:38
And they came into my room the next morning.
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I ušli su u moju sobu sledećeg jutra.
02:41
They had not slept.
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Nisu spavali.
02:42
They had been literally crying and praying and thinking,
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Doslovno su plakali,
molili se i razmišljali:
molili se i razmišljali:
02:45
"Will we let our 12-year-old
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"Hoćemo li pustiti naše
dvanaestogodišnje dete
dvanaestogodišnje dete
02:48
participate in this march and probably have to go to jail?"
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da učestvuje u ovom maršu
i verovatno završi u zatvoru?"
i verovatno završi u zatvoru?"
02:52
And they decided to do it.
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I odlučili su da to urade.
02:54
And when they came in to tell me,
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A kada su ušli da mi to kažu,
02:55
I was at first elated.
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u početku sam bio ushićen.
02:57
And then all of a sudden I began thinking about the dogs and the fire hoses,
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A onda sam odjednom počeo da razmišljam
o psima i vatrogasnim crevima
o psima i vatrogasnim crevima
03:01
and I got really scared, I really did.
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i zaista sam se strašno uplašio.
03:04
And one of the points I make to people all the time
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A jedna stvar koju
uvek govorim ljudima
uvek govorim ljudima
03:06
is that sometimes when people do things that are courageous,
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je da ponekad kada
ljudi čine odvažne stvari,
ljudi čine odvažne stvari,
03:09
it doesn't really mean that they're that courageous.
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to ne znači da su
oni toliko odvažni.
oni toliko odvažni.
03:12
It simply means that they believe it's important to do it.
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To jednostavno znači da oni veruju
da je važno da to urade.
da je važno da to urade.
03:15
I wanted a better education.
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Ja sam želeo bolje obrazovanje.
03:16
I did not want to have to have hand-me-down books.
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Nisam želeo da moram da
koristim polovne knjige.
koristim polovne knjige.
03:20
I wanted to know that the school I attended
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Želeo sam da znam da
škola u koju idem
škola u koju idem
03:22
not only had good teachers, but the resources we needed.
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ne samo da ima dobre nastavnike,
već i neophodna sredstva.
već i neophodna sredstva.
03:24
And as a result of that experience,
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A kao rezultat tog iskustva,
03:26
in the middle of the week, while I was there in jail,
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usred nedelje,
dok sam bio u zatvoru,
dok sam bio u zatvoru,
03:28
Dr. King came and said with our parents,
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dr King je došao
i rekao našim roditeljima:
i rekao našim roditeljima:
03:31
"What you children do this day
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"Ono što vaša deca urade danas
03:34
will have an impact on children who have not been born."
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imaće efekat na decu
koja se još nisu ni rodila."
koja se još nisu ni rodila."
03:39
I recently realized that two-thirds of Americans today
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Nedavno sam shvatio da
dve trećine Amerikanaca danas
dve trećine Amerikanaca danas
03:43
had not been born at the time of 1963.
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nisu bili rođeni pre 1963.
03:47
And so for them, when they hear about the Children's Crusade in Birmingham,
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I za njih, kada čuju za Dečji
krstaški rat u Bermingemu,
krstaški rat u Bermingemu,
03:50
in many ways, if they see it on TV,
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na mnoge načine,
ako ga vide na televiziji,
ako ga vide na televiziji,
03:52
it's like our looking at the 1863 "Lincoln" movie:
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on je nalik na to kada mi gledamo
film o Linkolnu iz 1863.
film o Linkolnu iz 1863.
03:56
It's history.
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Deo je istorije.
03:57
And the real question is, what lessons did we learn?
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A pravo pitanje je:
koje lekcije smo naučili?
koje lekcije smo naučili?
04:00
Well amazingly, the most important for me was this:
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Pa, zapanjujuće, najvažnija
za mene je sledeća:
za mene je sledeća:
04:03
That children can be empowered to take ownership of their education.
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Deca se mogu osposobiti da preuzmu
kontrolu nad svojim obrazovanjem.
kontrolu nad svojim obrazovanjem.
04:08
They can be taught to be passionate
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Mogu se naučiti da budu strastvena
04:11
about wanting to learn and to love the idea of asking questions.
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u želji za učenjem
i da vole da pitaju pitanja.
i da vole da pitaju pitanja.
04:15
And so it is especially significant
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Tako da je posebno važno
04:18
that the university I now lead,
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da je univerzitet
koji ja sada vodim,
koji ja sada vodim,
04:20
the University of Maryland, Baltimore County, UMBC,
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Univerzitet u Merilendu,
Okrug Baltimor, UMBC,
Okrug Baltimor, UMBC,
04:23
was founded the very year I went to jail with Dr. King, in 1963.
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osnovan upravo one godine kada sam ja otišao
u zatvor sa gospodinom Kingom, 1963.
u zatvor sa gospodinom Kingom, 1963.
04:29
And what made that institutional founding especially important
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A ono što čini osnivanje te institucije
posebno važnim
posebno važnim
04:33
is that Maryland is the South, as you know,
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je da je Merilend na jugu,
kao što znate,
kao što znate,
04:37
and, quite frankly, it was the first university in our state
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i to je bio prvi univerzitet
u našoj saveznoj državi
u našoj saveznoj državi
04:42
founded at a time when students of all races could go there.
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u to vreme, u koji su mogli
da idu studenti svih rasa.
da idu studenti svih rasa.
04:46
And so we had black and white students and others who began to attend.
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I tako smo imali studente crnce i belce,
i druge koji su počeli da studiraju.
i druge koji su počeli da studiraju.
04:49
And it has been for 50 years an experiment.
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I 50 godina traje eksperiment.
04:54
The experiment is this:
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A eksperiment je sledeći:
04:55
Is it possible to have institutions in our country, universities,
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da li je moguće imati institucije
u našoj državi, univerzitete,
u našoj državi, univerzitete,
04:59
where people from all backgrounds can come and learn
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u koje svi mogu da dođu i uče
05:02
and learn to work together and learn to become leaders
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i da nauče kako da rade zajedno
i da nauče kako da postanu vođe
i da nauče kako da postanu vođe
05:06
and to support each other in that experience?
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i da podrže jedni druge
u tom iskustvu?
u tom iskustvu?
05:09
Now what is especially important about that experience for me is this:
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Ono što je meni posebno važno
u vezi sa tim iskustvom
u vezi sa tim iskustvom
05:14
We found that we could do a lot in the arts and humanities and social sciences.
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je da smo otkrili da možemo mnogo da postignemo
u umetnosti i humanističkim i društvenim naukama.
u umetnosti i humanističkim i društvenim naukama.
05:19
And so we began to work on that, for years in the '60s.
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I tako smo počeli da radimo
godinama na tome u '60-tim.
godinama na tome u '60-tim.
05:22
And we produced a number of people in law, all the way to the humanities.
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I stvorili smo veliki broj ljudi u pravu
pa sve do humanističkih nauka.
pa sve do humanističkih nauka.
05:25
We produced great artists. Beckett is our muse.
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Stvorili smo velike umetnike.
Beket je naša muza.
Beket je naša muza.
05:28
A lot of our students get into theater.
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Mnogo naših studenata
zaposli se u pozorištu.
zaposli se u pozorištu.
05:30
It's great work.
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Radimo odličan posao.
05:31
The problem that we faced was the same problem America continues to face --
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Problem sa kojim smo se suočili je isti onaj
sa kojim se Amerika svakodnevno suočava:
sa kojim se Amerika svakodnevno suočava:
05:35
that students in the sciences and engineering,
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studenti u prirodnim naukama
i inžinjerstvu,
i inžinjerstvu,
05:36
black students were not succeeding.
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studenti koji su crnci,
ne postižu uspeh.
ne postižu uspeh.
05:38
But when I looked at the data,
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Ali kada sam pregledao podatke
05:40
what I found was that, quite frankly, students in general,
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pronašao sam da
veliki broj studenata
veliki broj studenata
05:44
large numbers were not making it.
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generalno ne uspeva u tome.
05:45
And as a result of that,
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I na osnovu toga,
05:47
we decided to do something that would help, first of all,
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odlučili smo da uradimo nešto
što bi pomoglo, prvo
što bi pomoglo, prvo
05:50
the group at the bottom, African-American students, and then Hispanic students.
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grupi na dnu, afroameričkim studentima,
a onda hispano studentima.
a onda hispano studentima.
05:55
And Robert and Jane Meyerhoff, philanthropists, said, "We'd like to help."
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A filantropi, Robert i Džejn Majerhof rekli su:
"Mi bismo hteli da pomognemo."
"Mi bismo hteli da pomognemo."
05:59
Robert Meyerhoff said, "Why is it that everything I see on TV about black boys,
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Robert Majerhof rekao je: "Zašto sve što vidim
o crnim dečacima na televiziji,
o crnim dečacima na televiziji,
06:02
if it's not about basketball, is not positive?
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osim ako se ne radi o košarci,
nije pozitivno?
nije pozitivno?
06:05
I'd like to make a difference, to do something that's positive."
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Želim da promenim nešto,
da uradim nešto pozitivno."
da uradim nešto pozitivno."
06:08
We married those ideas, and we created this Meyerhoff Scholars program.
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Zaljubili smo se u te ideje i stvorili smo
program Majerhof stipendije.
program Majerhof stipendije.
06:12
And what is significant about the program
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A ono što je važno u vezi sa
ovim programom
ovim programom
06:14
is that we learned a number of things.
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je da smo naučili mnogo stvari.
06:16
And the question is this:
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A pitanje je:
06:17
How is it that now we lead the country in producing African-Americans
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kako to da smo sada vodeći u zemlji
po stvaranju Afroamerikanaca
po stvaranju Afroamerikanaca
06:22
who go on to complete Ph.D.'s in science and engineering and M.D./Ph.D.'s?
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koji završe doktorske studije iz prirodnih nauka,
inžinjerstva i medicine?
inžinjerstva i medicine?
06:27
That's a big deal. Give me a hand for that. That's a big deal.
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To je velika stvar. Molim vas aplauz za to.
To je velika stvar.
To je velika stvar.
06:29
That's a big deal. It really is.
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Stvarno jeste velika stvar.
06:32
(Applause)
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(Aplauz)
06:34
You see, most people don't realize
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Većina ljudi ne shvata
06:36
that it's not just minorities who don't do well in science and engineering.
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da nisu samo manjine oni koji ne uspevaju
u prirodnim naukama i inžinjerstvu.
u prirodnim naukama i inžinjerstvu.
06:40
Quite frankly, you're talking about Americans.
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Zapravo, radi se o Amerikancima.
06:44
If you don't know it, while 20 percent of blacks and Hispanics
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Ako niste znali,
dok 20% crnaca i hispanaca
dok 20% crnaca i hispanaca
06:47
who begin with a major in science and engineering
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koji počnu da studiraju
prirodne nauke ili inžinjerstvo
prirodne nauke ili inžinjerstvo
06:50
will actually graduate in science and engineering,
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zapravo i diplomira u ovim poljima,
06:52
only 32 percent of whites who begin with majors in those areas
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samo 32% belaca
koji počnu ovo da studiraju
koji počnu ovo da studiraju
06:55
actually succeed and graduate in those areas,
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zapravo uspe da diplomira
u tim poljima,
u tim poljima,
06:58
and only 42 percent of Asian-Americans.
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a samo 42% azijskih Amerikanaca
07:00
And so, the real question is, what is the challenge?
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Dakle, pravo pitanje je:
koji je izazov?
koji je izazov?
07:03
Well a part of it, of course, is K-12.
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Pa, deo njega, naravno, je osnovno
i srednje obrazovanje.
i srednje obrazovanje.
07:05
We need to strengthen K-12.
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Moramo da ga ojačamo.
07:07
But the other part has to do with the culture
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A drugi deo ima veze sa kulturom
07:09
of science and engineering on our campuses.
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prirodnih nauka i inžinjerstva
na našim fakultetima.
na našim fakultetima.
07:12
Whether you know it or not, large numbers of students with high SAT's
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Možda to ne znate, ali veliki broj studenata
sa visokim rezultatima SAT ispita
sa visokim rezultatima SAT ispita
07:16
and large numbers of A.P. credits
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i visokim brojem AP poena
07:17
who go to the most prestigious universities in our country
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koji krenu u najprestižnije
univerzitete u našoj zemlji,
univerzitete u našoj zemlji,
07:20
begin in pre-med or pre-engineering and engineering, and they end up changing their majors.
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počnu da studiraju medicinu ili inžinjerstvo,
a završe na nekom drugom polju.
a završe na nekom drugom polju.
07:25
And the number one reason, we find, quite frankly,
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A otkrili smo da je glavni razlog to
07:27
is they did not do well in first year science courses.
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što im nije išlo na prvoj godini
studija prirodnih nauka.
studija prirodnih nauka.
07:30
In fact, we call first year science and engineering, typically around America,
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Zapravo, u Americi imamo izraz za prvu
godinu prirodnih nauka i inžinjerstva:
godinu prirodnih nauka i inžinjerstva:
07:34
weed-out courses or barrier courses.
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čistka ili barijera.
07:36
How many of you in this audience know somebody
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Koliko vas u publici poznaje nekoga
07:38
who started off in pre-med or engineering
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ko je počeo sa medicinom
ili inžinjerstvom
ili inžinjerstvom
07:40
and changed their major within a year or two?
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i prebacio se na nešto drugo
u roku od godinu ili dve?
u roku od godinu ili dve?
07:42
It's an American challenge. Half of you in the room.
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To je američki izazov.
Polovina vas u prostoriji.
Polovina vas u prostoriji.
07:43
I know. I know. I know.
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Znam. Znam.
07:45
And what is interesting about that
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A interesantno je
07:46
is that so many students are smart and can do it.
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da su mnogi studenti pametni
i mogli bi da uspeju.
i mogli bi da uspeju.
07:49
We need to find ways of making it happen.
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Mi moramo da pronađemo
način da to omogućimo.
način da to omogućimo.
07:51
So what are the four things we did to help minority students
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Pa, koje su to 4 stvari koje smo uradili da
pomognemo studentima manjina,
pomognemo studentima manjina,
07:54
that now are helping students in general?
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a koje sada pomažu
studentima generalno?
studentima generalno?
07:56
Number one: high expectations.
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Prvo, visoka očekivanja.
07:58
It takes an understanding of the academic preparation of students --
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Potrebno je razumeti akademske
pripreme studenata:
pripreme studenata:
08:02
their grades, the rigor of the course work,
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njihove ocene,
težinu posla na kursevima,
težinu posla na kursevima,
08:05
their test-taking skills, their attitude,
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sposobnosti rađenja testova,
njihov stav,
njihov stav,
08:07
the fire in their belly, the passion for the work, to make it.
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vatru koja ih pokreće, strast za radom
- da bi se uspelo.
- da bi se uspelo.
08:10
And so doing things to help students prepare to be in that position, very important.
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I veoma je bitno pomoći studentima da
se pripreme da budu u toj poziciji.
se pripreme da budu u toj poziciji.
08:14
But equally important, it takes an understanding that it's hard work that makes the difference.
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Ali, jednako važno je razumeti
da naporan rad pravi razliku.
da naporan rad pravi razliku.
08:19
I don't care how smart you are or how smart you think you are.
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Ne zanima me koliko si pametan,
ili koliko misliš da si pametan.
ili koliko misliš da si pametan.
08:22
Smart simply means you're ready to learn.
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To što si pametan, samo znači
da si spreman da učiš.
da si spreman da učiš.
08:24
You're excited about learning and you want to ask good questions.
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Uzbuđen si zbog učenja i želiš
da pitaš dobra pitanja.
da pitaš dobra pitanja.
08:27
I. I. Rabi, a Nobel laureate, said that when he was growing up in New York,
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Isidor Rabi, dobitnik Nobelove nagrade,
rekao je da kad je odrastao u Njujorku
rekao je da kad je odrastao u Njujorku
08:32
all of his friends' parents would ask them
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roditelji svih njegovih
prijatelja pitali bi ih
prijatelja pitali bi ih
08:34
"What did you learn in school?" at the end of a day.
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na kraju dana:
"Šta si naučio u školi?"
"Šta si naučio u školi?"
08:37
And he said, in contrast, his Jewish mother would say,
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A, nasuprot tome, njegova
majka, Jevrejka, pitala bi:
majka, Jevrejka, pitala bi:
08:40
"Izzy, did you ask a good question today?"
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"Izi, jesi li danas postavio
neko dobro pitanje?"
neko dobro pitanje?"
08:43
And so high expectations have to do with curiosity
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Tako da visoka očekivanja imaju
veze sa radoznalošću
veze sa radoznalošću
08:46
and encouraging young people to be curious.
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i ohrabrivanjem mladih ljudi
da budu radoznali.
da budu radoznali.
08:49
And as a result of those high expectations,
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A kao rezultat takvih
visokih očekivanja,
visokih očekivanja,
08:50
we began to find students we wanted to work with
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počeli smo da pronalazimo studente
s kojima želimo da radimo,
s kojima želimo da radimo,
08:53
to see what could we do to help them,
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1693
da vidimo šta možemo da uradimo
da im pomognemo
da im pomognemo
08:54
not simply to survive in science and engineering,
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ne samo da prežive u
prirodnim naukama i inžinjerstvu
prirodnim naukama i inžinjerstvu
08:57
but to become the very best, to excel.
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nego da postanu najbolji,
da budu sjajni.
da budu sjajni.
09:00
Interestingly enough, an example:
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Zanimljiv primer:
09:02
One young man who earned a C in the first course and wanted to go on to med school,
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4902
jedan mladić završio je prvu godinu sa prosečnim ocenama
i želeo je da nastavi da studira medicinu.
i želeo je da nastavi da studira medicinu.
09:07
we said, "We need to have you retake the course,
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2115
Rekli smo mu:
"Želimo da obnoviš godinu,
"Želimo da obnoviš godinu,
09:09
because you need a strong foundation if you're going to move to the next level."
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jer ti je potrebna jaka osnova
ako želiš na sledeći nivo".
ako želiš na sledeći nivo".
09:13
Every foundation makes the difference in the next level.
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Svaka osnova pravi razliku
na sledećem nivou.
na sledećem nivou.
09:16
He retook the course.
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1141
Obnovio je godinu.
09:17
That young man went on to graduate from UMBC,
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Taj mladić je diplomirao na UMBC-u
09:19
to become the first black to get the M.D./Ph.D. from the University of Pennsylvania.
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4197
i postao prvi doktor medicine na
Univerzitetu u Pensilvaniji koji je crnac.
Univerzitetu u Pensilvaniji koji je crnac.
09:23
He now works at Harvard.
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Sada radi na Harvardu.
09:25
Nice story. Give him a hand for that too.
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2447
Lepa priča.
Dajte jedan aplauz za njega.
Dajte jedan aplauz za njega.
09:27
(Applause)
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(Aplauz)
09:29
Secondly, it's not about test scores only.
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2495
Drugo, ne radi se samo
o rezultatima testova.
o rezultatima testova.
09:32
Test scores are important, but they're not the most important thing.
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1989
Rezultati su važni,
ali nisu najvažniji.
ali nisu najvažniji.
09:34
One young woman had great grades, but test scores were not as high.
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3045
Jedna mlada žena imala je odlične ocene,
ali rezultati testova su joj bili niži.
ali rezultati testova su joj bili niži.
09:37
But she had a factor that was very important.
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2049
Ali posedovala je vrlo bitan faktor.
09:39
She never missed a day of school, K-12.
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Nije propustila ni dana
osnovne i srednje škole.
osnovne i srednje škole.
09:42
There was fire in that belly.
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1421
Bilo je one vatre u njoj.
09:44
That young woman went on, and she is today with an M.D./Ph.D. from Hopkins.
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Ta devojka je nastavila studije i danas je
doktor medicine sa Hopkinsa.
doktor medicine sa Hopkinsa.
09:48
She's on the faculty, tenure track in psychiatry, Ph.D. in neuroscience.
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Zaposlena je za stalno kao psihijatar,
doktor neuronauka.
doktor neuronauka.
09:52
She and her adviser have a patent on a second use of Viagra for diabetes patients.
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Ona i njen kolega patentirali su upotrebu
vijagre za lečenje dijabetesa.
vijagre za lečenje dijabetesa.
09:57
Big hand for her. Big hand for her.
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Veliki aplauz za nju.
Veliki aplauz.
Veliki aplauz.
09:59
(Applause)
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1386
(Aplauz)
10:01
And so high expectations, very important.
199
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2520
Dakle, visoka očekivanja
su izuzetno bitna.
su izuzetno bitna.
10:03
Secondly, the idea of building community among the students.
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2859
Drugo, ideja građenja zajednice
među studentima.
među studentima.
10:06
You all know that so often in science and engineering
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Znate da u prirodnim naukama
i inžinjerstvu često
i inžinjerstvu često
10:09
we tend to think cutthroat.
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razmišljamo kao o
nemilosrdnom takmičenju.
nemilosrdnom takmičenju.
10:10
Students are not taught to work in groups.
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2316
Studenti se ne uče
da rade u grupama.
da rade u grupama.
10:13
And that's what we work to do with that group
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A to je ono na čemu mi radimo
10:15
to get them to understand each other,
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1503
kako bismo ih naveli
da razumeju jedni druge,
da razumeju jedni druge,
10:16
to build trust among them, to support each other,
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2623
da grade poverenje među sobom,
podrže jedni druge,
podrže jedni druge,
10:19
to learn how to ask good questions,
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1709
nauče da pitaju dobra pitanja,
10:21
but also to learn how to explain concepts with clarity.
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3487
ali isto tako, da nauče da
jasno objasne pojmove.
jasno objasne pojmove.
10:24
As you know, it's one thing to earn an A yourself,
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2263
Jer jedno je zaslužiti desetku,
10:26
it's another thing to help someone else do well.
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2125
a nešto sasvim drugo
pomoći nekome da uspe.
pomoći nekome da uspe.
10:28
And so to feel that sense of responsibility makes all the difference in the world.
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3915
I tako osećaj odgovornosti
pravi ogromnu razliku.
pravi ogromnu razliku.
10:32
So building community among those students, very important.
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2947
Dakle, građenje zajednice među studentima
veoma je bitno.
veoma je bitno.
10:35
Third, the idea of, it takes researchers to produce researchers.
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4804
Treće, ideja da
eksperti stvaraju eksperte.
eksperti stvaraju eksperte.
10:40
Whether you're talking about artists producing artists
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2529
Bilo da govorimo o umetnicima
koji stvaraju umetnike
koji stvaraju umetnike
10:43
or you're talking about people getting into the social sciences,
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2915
ili da govorimo o ljudima koji se bave
društvenim naukama,
društvenim naukama,
10:46
whatever the discipline -- and especially in science and engineering, as in art, for example --
216
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bilo koja da je disciplina, a posebno prirodne nauke
i inžinjerstvo, kao i umetnost, na primer,
i inžinjerstvo, kao i umetnost, na primer,
10:50
you need scientists to pull the students into the work.
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2803
potrebni su naučnici da povuku
studente da rade.
studente da rade.
10:53
And so our students are working in labs regularly.
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2740
Tako da naši studenti redovno
rade u laboratorijama.
rade u laboratorijama.
10:56
And one great example that you'll appreciate:
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644412
2374
A svideće vam se
jedan odličan primer:
jedan odličan primer:
10:58
During a snowstorm in Baltimore several years ago,
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3060
u toku snežne oluje u Baltimoru
pre nekoliko godina,
pre nekoliko godina,
11:01
the guy on our campus with this Howard Hughes Medical Institute grant
221
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3620
čovek sa našeg fakulteta koji ima stipendiju
prestižnog medicinskog instituta
prestižnog medicinskog instituta
11:05
literally came back to work in his lab after several days,
222
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bukvalno se vratio da radi u svoju laboratoriju
nakon nekoliko dana,
nakon nekoliko dana,
11:09
and all these students had refused to leave the lab.
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3293
a svi studenti su odbili
da napuste laboratoriju.
da napuste laboratoriju.
11:13
They had food they had packed out.
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2084
Imali su spakovanu hranu.
11:15
They were in the lab working,
225
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1315
Bili su u laboratoriji i radili su,
11:16
and they saw the work, not as schoolwork, but as their lives.
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4001
a taj posao su posmatrali, ne kao posao
za školu, nego kao svoj život.
za školu, nego kao svoj život.
11:20
They knew they were working on AIDS research.
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1912
Znali su da rade na
istraživanju o AIDS-u.
istraživanju o AIDS-u.
11:22
They were looking at this amazing protein design.
228
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3208
Posmatrali su neverovatan
dizajn proteina.
dizajn proteina.
11:25
And what was interesting was each one of them focused on that work.
229
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4333
A zanimljivo je da se svako od njih
fokusirao na svoj posao.
fokusirao na svoj posao.
11:30
And he said, "It doesn't get any better than that."
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2166
A on je rekao:
"Ne može bolje od ovoga."
"Ne može bolje od ovoga."
11:32
And then finally, if you've got the community
231
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2085
I konačno, ako imate zajednicu
11:34
and you've got the high expectations and you've got researchers producing researchers,
232
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3613
i ako imate visoka očekivanja
i eksperte koji stvaraju eksperte,
i eksperte koji stvaraju eksperte,
11:37
you have to have people who are willing as faculty
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2888
morate imati profesore
koji su spremni
koji su spremni
11:40
to get involved with those students, even in the classroom.
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3063
da se uključe u rad sa studentima,
čak i u učionici.
čak i u učionici.
11:43
I'll never forget a faculty member calling the staff and saying,
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2448
Nikada neću zaboraviti jednog profesora
koji je nazvao upravu i rekao:
koji je nazvao upravu i rekao:
11:46
"I've got this young man in class, a young black guy,
236
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2445
"Imam jednog mladića u grupi,
mladog crnca
mladog crnca
11:48
and he seems like he's just not excited about the work.
237
696744
3040
i izgleda kao da uopšte
nije uzbuđen zbog posla.
nije uzbuđen zbog posla.
11:51
He's not taking notes. We need to talk to him."
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699784
2235
Ne pravi beleške.
Moramo da razgovaramo sa njim."
Moramo da razgovaramo sa njim."
11:54
What was significant was that the faculty member was observing every student
239
702019
3872
Ono što je bitno je da je taj profesor
posmatrao svakog studenta
posmatrao svakog studenta
11:57
to understand who was really involved and who was not
240
705891
2916
kako bi shvatio ko je zaista
uključen, a ko nije
uključen, a ko nije
12:00
and was saying, "Let me see how I can work with them.
241
708807
2367
i onda je rekao: "Hajde da vidim
kako mogu da radim s njima.
kako mogu da radim s njima.
12:03
Let me get the staff to help me out."
242
711174
1237
Hajde da dovedem upravu
da mi pomogne."
da mi pomogne."
12:04
It was that connecting.
243
712411
1152
Bila je ta povezanost.
12:05
That young man today is actually a faculty member M.D./Ph.D. in neuroengineering at Duke.
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4932
Taj mladić je danas profesor doktor
neuroinžinjerstva na Djuk univerzitetu.
neuroinžinjerstva na Djuk univerzitetu.
12:10
Give him a big hand for that.
245
718495
1212
Dajte veliki aplauz za to.
12:11
(Applause)
246
719707
1996
(Aplauz)
12:13
And so the significance is that we have now developed this model
247
721703
4820
Važno je to da smo
sada razvili taj model
sada razvili taj model
12:18
that is helping us, not only finally with evaluation, assessing what works.
248
726523
4165
koji nam pomaže, ne samo sa evaluacijom,
procenom onoga što funkcioniše.
procenom onoga što funkcioniše.
12:22
And what we learned was that we needed to think about redesigning courses.
249
730688
3432
Nego smo shvatili smo da moramo da razmislimo
o promeni dizajna kurseva.
o promeni dizajna kurseva.
12:26
And so we redesigned chemistry, we redesigned physics.
250
734120
2541
I promenili smo hemiju,
promenili smo fiziku.
promenili smo fiziku.
12:28
But now we are looking at redesigning the humanities and social sciences.
251
736661
3661
A sada razmišljamo o promeni
humanističkih i društvenih nauka.
humanističkih i društvenih nauka.
12:32
Because so many students are bored in class.
252
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2547
Jer, previše studenata
se dosađuje na predavanjima.
se dosađuje na predavanjima.
12:34
Do you know that?
253
742869
1180
Jeste li to znali?
12:36
Many students, K-12 and in universities,
254
744049
1946
Mnogi učenici, u osnovnim, srednjim školama
i na univerzitetima
i na univerzitetima
12:37
don't want to just sit there and listen to somebody talk.
255
745995
2505
ne žele samo da sede
i slušaju nekoga kako priča.
i slušaju nekoga kako priča.
12:40
They need to be engaged.
256
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1370
Žele da učestvuju.
12:41
And so we have done -- if you look at our website at the Chemistry Discovery Center,
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749870
3450
Tako da smo uradili nešto, ako pogledate naš
veb sajt na Centru za otkrivanje hemije,
veb sajt na Centru za otkrivanje hemije,
12:45
you'll see people coming from all over the country
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videćete ljude koji su
došli iz cele zemje
došli iz cele zemje
12:47
to look at how we are redesigning courses,
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da vide kako smo
promenili kurseve,
promenili kurseve,
12:49
having an emphasis on collaboration, use of technology,
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stavljajući akcenat na saradnju,
korišćenje tehnologije,
korišćenje tehnologije,
12:53
using problems out of our biotech companies on our campus,
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uzimanje problema iz naših
biotehnoloških kompanija.
biotehnoloških kompanija.
12:56
and not giving students the theories,
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Ne dajemo studentima teorije,
12:58
but having them struggle with those theories.
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nego im dajemo da se
bore sa tim teorijama.
bore sa tim teorijama.
13:00
And it's working so well that throughout our university system in Maryland,
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I to funkcioniše toliko dobro, da se
u našem sistemu na Merilendu
u našem sistemu na Merilendu
13:04
more and more courses are being redesigned.
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menja sve više kurseva.
13:06
It's called academic innovation.
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To se zove akademska inovacija.
13:08
And what does all of that mean?
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A šta to sve znači?
13:09
It means that now, not just in science and engineering,
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Znači da sada, ne samo u
prirodnim naukama i inžinjerstvu,
prirodnim naukama i inžinjerstvu,
13:12
we now have programs in the arts, in the humanities, in the social sciences,
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sada imamo programe u umetnosti,
humanističkim i društvenim naukama,
humanističkim i društvenim naukama,
13:16
in teacher education, even particularly for women in I.T.
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obrazovanju nastavnika, čak posebno žena
u informacionim tehnologijama.
u informacionim tehnologijama.
13:21
If you don't know it, there's been a 79-percent decline
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Ako niste znali, postoji pad od 79%
13:25
in the number of women majoring in computer science just since 2000.
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u broju žena koje studiraju
kompjuterske nauke samo od 2000.
kompjuterske nauke samo od 2000.
13:29
And what I'm saying is that what will make the difference
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A ja tvrdim da je ono
što će napraviti razliku
što će napraviti razliku
13:32
will be building community among students,
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biti građenje zajednice
među studentima.
među studentima.
13:35
telling young women, young minority students and students in general,
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Treba da govorimo mladim ženama, mladim studentima
manjina i studentima generalno:
manjina i studentima generalno:
13:38
you can do this work.
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"Vi to možete."
13:39
And most important, giving them a chance to build that community
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I što je najvažnije, treba da im damo
priliku da izgrade tu zajednicu
priliku da izgrade tu zajednicu
13:42
with faculty pulling them into the work
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sa profesorima koji će ih povući da rade,
13:44
and our assessing what works and what does not work.
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a sa nama koji procenjujemo
šta funkcioniše, a šta ne.
šta funkcioniše, a šta ne.
13:47
Most important, if a student has a sense of self,
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Što je najvažnije,
ako je student svestan sebe,
ako je student svestan sebe,
13:51
it is amazing how the dreams and the values
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neverovatno je kako
snovi i vrednosti
snovi i vrednosti
13:54
can make all the difference in the world.
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mogu da naprave
ogromnu razliku.
ogromnu razliku.
13:56
When I was a 12-year-old child in the jail in Birmingham,
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Kada sam bio dvanaestogodišnjak
u zatvoru u Bermingemu,
u zatvoru u Bermingemu,
13:59
I kept thinking, "I wonder what my future could be."
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uporno sam razmišljao: "Kakva bi
mogla da bude moja budućnost?"
mogla da bude moja budućnost?"
14:03
I had no idea that it was possible for this little black boy in Birmingham
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Nisam mogao da zamislim da je moguće
da taj mali crni dečak iz Bermingema
da taj mali crni dečak iz Bermingema
14:08
to one day be president of a university that has students from 150 countries,
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jednog dana postane predsednik Univerziteta
koji okuplja studente iz 150 država,
koji okuplja studente iz 150 država,
14:13
where students are not there just to survive,
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gde studenti nisu tamo
samo da prežive,
samo da prežive,
14:16
where they love learning, where they enjoy being the best,
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gde oni vole da uče, gde uživaju
u tome da budu najbolji,
u tome da budu najbolji,
14:20
where they will one day change the world.
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gde će jednoga dana promeniti svet.
14:22
Aristotle said, "Excellence is never an accident.
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Aristotel je rekao:
"Izvrsnost nikada nije slučajna.
"Izvrsnost nikada nije slučajna.
14:26
It is the result of high intention, sincere effort and intelligent execution.
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Ona je rezultat jake namere,
iskrenog truda i inteligentnog delovanja.
iskrenog truda i inteligentnog delovanja.
14:32
It represents the wisest option among many alternatives."
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Ona predstavlja najmudriju opciju
među brojnim alternativama."
među brojnim alternativama."
14:35
And then he said something that gives me goosebumps.
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A onda je rekao nešto
od čega se naježim.
od čega se naježim.
14:38
He said, "Choice, not chance, determines your destiny."
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Rekao je: "Izbor, ne verovatnoća,
određuje vašu sudbinu."
određuje vašu sudbinu."
14:43
Choice, not chance, determines your destiny, dreams and values.
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Izbor, ne verovatnoća, određuje vašu
sudbinu, snove i vrednosti.
sudbinu, snove i vrednosti.
14:51
Thank you all very much.
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Hvala vam mnogo.
14:53
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Freeman Hrabowski - EducatorDuring his 20-year tenure as president of UMBC, Freeman Hrabowski has helped students of all backgrounds pursue degrees in arts, humanities and the sciences.
Why you should listen
During his 20-year run as president of the University of Maryland, Baltimore County (UMBC), Freeman Hrabowski has transformed a young university into a research institution recognized as one of the most innovative in the country. His goal: continue building a campus that’s first-rate in research and instruction, and that prepares students of all backgrounds for success.
Hrabowski cofounded the Meyerhoff Scholars Program for high-achieving minority students in science and engineering; the program has become a national model. Hrabowski frequently writes about minority participation and performance in these areas. He advises President Obama on educational issues and consults for the National Science Foundation, National Institutes of Health, and National Academies. A tireless educator, leader and mentor, Hrabowski was named one of world’s most influential people in 2012 by Time magazine.
Freeman Hrabowski | Speaker | TED.com