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Sal Khan: Let's teach for mastery -- not test scores
Salman Kan (Salman Khan): Obrazujmo radi znanja - a ne rezultata na testovima
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Da li biste gradili kuću povrh nedovršenih temelja? Naravno da ne biste. Zašto onda požurujemo đake kroz obrazovanje, iako uvek nisu shvatili osnove? Da, komplikovano je, ali nastavnik Sal Kan deli sa nama plan kako da pretvorimo loše đake u učenjake, pomažući im da savladaju gradivo sopsvenim ritmom.
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio
Double-click the English transcript below to play the video.
00:12
I'm here today to talk about
the two ideas that,
the two ideas that,
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Ovde sam da vam govorim o dve ideje,
00:15
at least based on
my observations at Khan Academy,
my observations at Khan Academy,
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bar u vezi sa mojim zapažanjem
na akademiji Kan,
na akademiji Kan,
00:18
are kind of the core,
or the key leverage points for learning.
or the key leverage points for learning.
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koje su nekako u srži,
ili su ključne odskočne daske za učenje.
ili su ključne odskočne daske za učenje.
00:22
And it's the idea of mastery
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A to je ideja o savladavanju znanja
00:24
and the idea of mindset.
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i ideja o mentalnom sklopu.
00:26
I saw this in the early days
working with my cousins.
working with my cousins.
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Bio sam svedok ovome ranije,
dok sam radio s rođacima.
dok sam radio s rođacima.
00:28
A lot of them were having trouble
with math at first,
with math at first,
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Mnogi od njih su u početku
zapinjali iz matematike
zapinjali iz matematike
00:31
because they had all of these gaps
accumulated in their learning.
accumulated in their learning.
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jer su im se sve te rupe
nagomilale tokom učenja.
nagomilale tokom učenja.
00:34
And because of that, at some point
they got to an algebra class
they got to an algebra class
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I zbog toga, kad su u jednom momentu
stigli na časove algebre
stigli na časove algebre
00:37
and they might have been a little bit
shaky on some of the pre-algebra,
shaky on some of the pre-algebra,
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a možda su imali malčice klimavo
predznanje iz algebre,
predznanje iz algebre,
00:40
and because of that, they thought
they didn't have the math gene.
they didn't have the math gene.
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te su zbog toga smatrali
da nemaju dara za matematiku.
da nemaju dara za matematiku.
00:44
Or they'd get to a calculus class,
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Ili bi stigli do časova proračuna,
00:46
and they'd be a little bit
shaky on the algebra.
shaky on the algebra.
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a znanje iz algebre
im je bilo malčice klimavo.
im je bilo malčice klimavo.
00:48
I saw it in the early days
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To sam viđao ranije
00:50
when I was uploading
some of those videos on YouTube,
some of those videos on YouTube,
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kad sam postavljao
neke od tih snimaka na Jutjub,
neke od tih snimaka na Jutjub,
00:54
and I realized that people
who were not my cousins were watching.
who were not my cousins were watching.
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i tad sam shvatio da ljudi
koji mi nisu u rodu gledaju te snimke.
koji mi nisu u rodu gledaju te snimke.
00:57
(Laughter)
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(Smeh)
00:59
And at first, those comments
were just simple thank-yous.
were just simple thank-yous.
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I u početku su komentari
prosto bili zahvalnice.
prosto bili zahvalnice.
01:03
I thought that was a pretty big deal.
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Smatrao sam da je to prilično važno.
01:05
I don't know how much time
you all spend on YouTube.
you all spend on YouTube.
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Ne znam koliko svi vi
provodite vremena na Jutjubu.
provodite vremena na Jutjubu.
01:07
Most of the comments are not "Thank you."
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Većina komentara nisu zahvalnice.
01:09
(Laughter)
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(Smeh)
01:11
They're a little edgier than that.
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Malčice su stroži od toga.
01:12
But then the comments
got a little more intense,
got a little more intense,
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No onda su komentari postali nešto žešći,
01:15
student after student saying
that they had grown up not liking math.
that they had grown up not liking math.
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đak za đakom je govorio
da je odrastao mrzeći matematiku.
da je odrastao mrzeći matematiku.
01:19
It was getting difficult as they got
into more advanced math topics.
into more advanced math topics.
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Iskomplikovalo se kad su stigle
naprednije teme iz matematike.
naprednije teme iz matematike.
01:22
By the time they got to algebra,
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Dok bi stigli do algebre,
01:24
they had so many gaps in their knowledge
they couldn't engage with it.
they couldn't engage with it.
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imali su toliko rupa u svom znanju
da nisu mogli njome da se bave.
da nisu mogli njome da se bave.
01:27
They thought they didn't
have the math gene.
have the math gene.
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Smatrali su da nemaju dara za matematiku.
01:29
But when they were a bit older,
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No kad su malo odrasli,
malo su se potrudili
i odlučili da se angažuju.
i odlučili da se angažuju.
01:31
they took a little agency
and decided to engage.
and decided to engage.
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01:33
They found resources like Khan Academy
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Otkrili su izvore, poput Akademije Kan
01:35
and they were able to fill in those gaps
and master those concepts,
and master those concepts,
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i bili su u stanju da popune te rupe
i da savladaju koncepte,
i da savladaju koncepte,
a to je ojačalo njihov mentalni sklop
da ne bude fiksiran;
da ne bude fiksiran;
01:38
and that reinforced their mindset
that it wasn't fixed;
that it wasn't fixed;
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01:41
that they actually were capable
of learning mathematics.
of learning mathematics.
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da su oni zapravo u stanju
da nauče matematiku.
da nauče matematiku.
01:44
And in a lot of ways, this is how
you would master a lot of things in life.
you would master a lot of things in life.
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A svakako da je ovo način na koji biste
savladali mnogo toga u životu.
savladali mnogo toga u životu.
01:49
It's the way you would
learn a martial art.
learn a martial art.
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Na taj način biste
naučili borilačke veštine.
naučili borilačke veštine.
01:51
In a martial art, you would
practice the white belt skills
practice the white belt skills
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Kod borilačkih veština,
prvo vežbate veštine za beli pojas,
prvo vežbate veštine za beli pojas,
01:54
as long as necessary,
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koliko god je potrebno,
01:56
and only when you've mastered it
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i tek kad to savladate
01:57
you would move on to become a yellow belt.
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prešli biste na žuti pojas.
01:59
It's the way you learn
a musical instrument:
a musical instrument:
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Na taj način savladavate
muzički instrument:
muzički instrument:
02:01
you practice the basic piece
over and over again,
over and over again,
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vežbate osnovni komad iznova i iznova,
02:04
and only when you've mastered it,
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i tek kad ga savladate,
02:05
you go on to the more advanced one.
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prelazite na složeniji.
02:07
But what we point out --
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Međutim, ističemo -
02:08
this is not the way a traditional
academic model is structured,
academic model is structured,
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da tradicionalni akademski model
nije ovako struktuiran,
nije ovako struktuiran,
02:13
the type of academic model
that most of us grew up in.
that most of us grew up in.
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tip akademskog modela
uz koji je većina nas odrasla.
uz koji je većina nas odrasla.
U tradicionalnom modelu,
02:16
In a traditional academic model,
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02:18
we group students together,
usually by age,
usually by age,
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grupišemo đake zajedno,
obično prema uzrastu,
obično prema uzrastu,
02:20
and around middle school,
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i kasnije u osnovnoj školi
02:22
by age and perceived ability,
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prema uzrastu i sposobnostima
02:23
and we shepherd them all
together at the same pace.
together at the same pace.
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i sve ih zajedno vodimo istovremeno.
02:27
And what typically happens,
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A obično se dešava,
02:28
let's say we're in a middle school
pre-algebra class,
pre-algebra class,
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recimo u osnovnoj školi
na pripremnom času za algebru
na pripremnom času za algebru
02:30
and the current unit is on exponents,
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i trenutna oblast je stepenovanje,
nastavnik će da održi
predavanje o stepenovanju,
predavanje o stepenovanju,
02:32
the teacher will give
a lecture on exponents,
a lecture on exponents,
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02:34
then we'll go home, do some homework.
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potom odlazimo kući, radimo domaći.
02:37
The next morning,
we'll review the homework,
we'll review the homework,
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Ujutru ćemo da pregledamo domaći,
02:39
then another lecture, homework,
lecture, homework.
lecture, homework.
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potom novo predavanje, domaći,
predavanje, domaći.
predavanje, domaći.
02:41
That will continue for about
two or three weeks,
two or three weeks,
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To traje otprilike dve do tri nedelje,
02:43
and then we get a test.
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a onda sledi kontrolni.
02:45
On that test, maybe I get a 75 percent,
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Na tom kontrolnom ću možda
da rešim 75% zadataka,
da rešim 75% zadataka,
02:48
maybe you get a 90 percent,
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možda ćete vi da rešite 90%,
02:49
maybe you get a 95 percent.
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možda 95 procenata.
02:51
And even though the test identified
gaps in our knowledge,
gaps in our knowledge,
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I iako je kontrolni otkrio
rupe u našem znanju,
rupe u našem znanju,
02:54
I didn't know 25 percent of the material.
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ja nisam znao 25% date oblasti.
02:56
Even the A student, what was
the five percent they didn't know?
the five percent they didn't know?
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Čak i kod odličnog đaka,
šta je pet procenata koje nije znao?
šta je pet procenata koje nije znao?
02:59
Even though we've identified the gaps,
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Čak iako smo otkrili rupe,
03:01
the whole class will then
move on to the next subject,
move on to the next subject,
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čitavo odeljenje tada prelazi
na sledeću oblast,
na sledeću oblast,
03:04
probably a more advanced subject
that's going to build on those gaps.
that's going to build on those gaps.
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verovatno napredniju oblast
koja će se nasloniti na te rupe.
koja će se nasloniti na te rupe.
03:07
It might be logarithms
or negative exponents.
or negative exponents.
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Možda će to da budu logaritmi
ili negativno stepenovanje.
ili negativno stepenovanje.
03:10
And that process continues,
and you immediately start to realize
and you immediately start to realize
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I taj proces se nastavlja,
a vi odmah počinjete da uviđate
a vi odmah počinjete da uviđate
03:13
how strange this is.
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kako je to čudno.
03:15
I didn't know 25 percent
of the more foundational thing,
of the more foundational thing,
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Ne znam 25 procenata
najtemeljnije oblasti,
najtemeljnije oblasti,
03:17
and now I'm being pushed
to the more advanced thing.
to the more advanced thing.
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a sada su me odgurnuli
na napredniju oblast.
na napredniju oblast.
03:20
And this will continue for months, years,
all the way until at some point,
all the way until at some point,
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A to će da se nastavi mesecima, godinama,
sve do određene tačke,
sve do određene tačke,
kad ću možda da budem
na času algebre ili trigonometrije
na času algebre ili trigonometrije
03:24
I might be in an algebra class
or trigonometry class
or trigonometry class
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03:26
and I hit a wall.
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i zapadnem u škripac.
03:27
And it's not because algebra
is fundamentally difficult
is fundamentally difficult
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I to ne zato što je algebra
u suštini komplikovana
u suštini komplikovana
03:30
or because the student isn't bright.
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ili zato što đak nije bistar.
03:34
It's because I'm seeing an equation
and they're dealing with exponents
and they're dealing with exponents
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Već zato što ugledam jednačinu
koja ima veze sa stepenovanjem
koja ima veze sa stepenovanjem
03:37
and that 30 percent
that I didn't know is showing up.
that I didn't know is showing up.
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i tih 30 procenata koje ne znam
izlazi na videlo.
izlazi na videlo.
03:40
And then I start to disengage.
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I ja počinjem da odustajem.
03:44
To appreciate how absurd that is,
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Kako bismo shvatili apsurdnost ovoga,
03:47
imagine if we did other things
in our life that way.
in our life that way.
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zamislite kad bismo druge stvari
u životu radili tako.
u životu radili tako.
03:51
Say, home-building.
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Recimo građenje kuća.
03:52
(Laughter)
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(Smeh)
03:56
So we bring in the contractor and say,
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Dakle, unajmimo izvođača radova i kažemo:
"Rečeno nam je da imamo
dve nedelje da završimo temelje.
dve nedelje da završimo temelje.
04:00
"We were told we have
two weeks to build a foundation.
two weeks to build a foundation.
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04:02
Do what you can."
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Uradite koliko možete."
04:04
(Laughter)
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(Smeh)
04:06
So they do what they can.
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I oni urade koliko mogu.
04:08
Maybe it rains.
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Možda pada kiša.
04:09
Maybe some of the supplies don't show up.
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Možda ne stignu neke zalihe.
04:11
And two weeks later,
the inspector comes, looks around,
the inspector comes, looks around,
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I dve nedelj kasnije
dođe inspektor, pogleda okolo
dođe inspektor, pogleda okolo
04:15
says, "OK, the concrete
is still wet right over there,
is still wet right over there,
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i kaže: "U redu, beton
je i dalje vlažan tamo,
je i dalje vlažan tamo,
04:17
that part's not quite up to code ...
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ovaj deo nije baš po standardu...
04:20
I'll give it an 80 percent."
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Oceniću to kao 80%."
04:22
(Laughter)
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(Smeh)
04:23
You say, "Great! That's a C.
Let's build the first floor."
Let's build the first floor."
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Vi kažete: "Sjajno! To je trojka.
Sagradimo prvi sprat."
Sagradimo prvi sprat."
04:26
(Laughter)
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(Smeh)
04:27
Same thing.
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Ista stvar.
04:28
We have two weeks, do what you can,
inspector shows up, it's a 75 percent.
inspector shows up, it's a 75 percent.
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Imamo dve nedelje, uradite koliko možete,
pojavi se inspektor, oceni sa 75%.
pojavi se inspektor, oceni sa 75%.
04:32
Great, that's a D-plus.
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Sjajno, to je dva plus.
04:33
Second floor, third floor,
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Drugi sprat, treći sprat,
04:34
and all of a sudden,
while you're building the third floor,
while you're building the third floor,
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i iznenada, dok gradite treći sprat,
04:37
the whole structure collapses.
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čitava građevina se uruši.
04:38
And if your reaction is the reaction
you typically have in education,
you typically have in education,
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A ako je vaša reakcija
ona koju tipično imate u obrazovanju
ona koju tipično imate u obrazovanju
04:42
or that a lot of folks have,
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ili koju većina ljudi ima,
04:43
you might say, maybe
we had a bad contractor,
we had a bad contractor,
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možda ćete reći,
možda smo imali lošeg izvođača
možda smo imali lošeg izvođača
04:45
or maybe we needed better inspection
or more frequent inspection.
or more frequent inspection.
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ili nam je trebala bolja inspekcija
ili češća inspekcija.
ili češća inspekcija.
04:48
But what was really broken
was the process.
was the process.
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Međutim, sami proces je zapravo pokvaren.
04:51
We were artificially constraining
how long we had to something,
how long we had to something,
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Veštački smo ograničavali
vreme potrebno da nešto obavimo,
vreme potrebno da nešto obavimo,
04:54
pretty much ensuring a variable outcome,
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prilično obezbeđujući varijabilan rezultat
04:56
and we took the trouble of inspecting
and identifying those gaps,
and identifying those gaps,
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i mučili smo se da pregledamo
i prepoznamo rupe,
i prepoznamo rupe,
05:00
but then we built right on top of it.
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ali smo gradili upravo preko njih.
Stoga je ideja o savlađivanju znanja
da se radi upravo obrnuto.
da se radi upravo obrnuto.
05:01
So the idea of mastery learning
is to do the exact opposite.
is to do the exact opposite.
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05:04
Instead of artificially
constraining, fixing
constraining, fixing
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Umesto veštačkog
ograničavanja, fiksiranja
ograničavanja, fiksiranja
05:07
when and how long you work on something,
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kada i koliko dugo radite na nečemu,
05:09
pretty much ensuring
that variable outcome,
that variable outcome,
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prilično obezbeđujući
taj varijabilni rezultat:
taj varijabilni rezultat:
05:11
the A, B, C, D, F --
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1, 2, 3, 4, 5, -
05:13
do it the other way around.
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uradite obrnuto.
05:15
What's variable is when and how long
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Varijabilno je kada i koliko dugo
05:17
a student actually has
to work on something,
to work on something,
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će đak zaista da radi na nečemu,
05:19
and what's fixed is that
they actually master the material.
they actually master the material.
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a fiksirano je istinsko
savlađivanje gradiva.
savlađivanje gradiva.
05:23
And it's important to realize
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A važno je uvideti
05:25
that not only will this make the student
learn their exponents better,
learn their exponents better,
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da neće đaci samo bolje
savladati stepenovanje,
savladati stepenovanje,
05:28
but it'll reinforce
the right mindset muscles.
the right mindset muscles.
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već će to učvrstiti mišiće
odgovarajućeg mentalnog sklopa.
odgovarajućeg mentalnog sklopa.
05:31
It makes them realize that if you got
20 percent wrong on something,
20 percent wrong on something,
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Shvatiće da ako imaju
20 procenata grešaka iz nečega,
20 procenata grešaka iz nečega,
05:34
it doesn't mean that you have
a C branded in your DNA somehow.
a C branded in your DNA somehow.
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to ne znači da im je trojka
urezana negde u njihovom DNK.
urezana negde u njihovom DNK.
05:38
It means that you should just
keep working on it.
keep working on it.
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To znači da bi trebalo
da nastave da rade na tome.
da nastave da rade na tome.
05:40
You should have grit;
you should have perseverance;
you should have perseverance;
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Da bi trebalo da imaju rešenost;
da imaju istrajnost;
da imaju istrajnost;
05:43
you should take agency over your learning.
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trebalo bi da ovladate svojim učenjem.
05:45
Now, a lot of skeptics might say,
well, hey, this is all great,
well, hey, this is all great,
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Sad, mnogi skeptici bi rekli,
pa dobro, sve je to sjajno,
pa dobro, sve je to sjajno,
05:48
philosophically, this whole idea
of mastery-based learning
of mastery-based learning
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filozofski, čitava ta ideja
o učenju zasnovanom na znanju
o učenju zasnovanom na znanju
i njegovoj vezi s mentalitetom,
05:51
and its connection to mindset,
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05:53
students taking agency
over their learning.
over their learning.
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o đacima koji ovladavaju svojim učenjem,
05:55
It makes a lot of sense,
but it seems impractical.
but it seems impractical.
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ima mnogo smisla,
ali se čini nepraktičnom.
ali se čini nepraktičnom.
05:58
To actually do it, every student
would be on their own track.
would be on their own track.
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Kako biste to zapravo postigli,
svaki đak mora da ide svojim tempom.
svaki đak mora da ide svojim tempom.
06:01
It would have to be personalized,
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Moralo bi da bude personalizovano,
morali biste da imate privatne asistente
i plan rada za svakog đaka.
i plan rada za svakog đaka.
06:03
you'd have to have private tutors
and worksheets for every student.
and worksheets for every student.
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06:06
And these aren't new ideas --
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A to nisu nove ideje -
06:08
there were experiments
in Winnetka, Illinois, 100 years ago,
in Winnetka, Illinois, 100 years ago,
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imali smo eksperimente
u Vinetki, Ilinoisu, pre 100 godina,
u Vinetki, Ilinoisu, pre 100 godina,
06:11
where they did mastery-based learning
and saw great results,
and saw great results,
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gde su podučavali savlađivanje znanja
i bili su uspešni,
i bili su uspešni,
06:13
but they said it wouldn't scale
because it was logistically difficult.
because it was logistically difficult.
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ali je rečeno da je logistički teško
to preneti na veće razmere.
to preneti na veće razmere.
06:17
The teacher had to give different
worksheets to every student,
worksheets to every student,
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Nastavnik bi morao da daje različit
plan rada svakom đaku,
plan rada svakom đaku,
06:20
give on-demand assessments.
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da daje zadatke na zahtev.
06:21
But now today, it's no longer impractical.
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Ali danas to više nije nepraktično.
06:23
We have the tools to do it.
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Imamo oruđa za to.
06:25
Students see an explanation
at their own time and pace?
at their own time and pace?
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Đaci da vide objašnjenje
kad i gde im odgovara?
kad i gde im odgovara?
06:27
There's on-demand video for that.
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Imamo snimke na zahtev za to.
06:29
They need practice? They need feedback?
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Treba im vežba? Potrebni su im komentari?
06:31
There's adaptive exercises
readily available for students.
readily available for students.
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Imamo prilagodljive vežbe,
lako dostupne đacima.
lako dostupne đacima.
06:36
And when that happens,
all sorts of neat things happen.
all sorts of neat things happen.
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A kad se to desi, štošta krasno se dešava.
06:38
One, the students can actually
master the concepts,
master the concepts,
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Pod jedan: đaci zapravo mogu
da savladaju koncepte,
da savladaju koncepte,
06:41
but they're also building
their growth mindset,
their growth mindset,
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ali grade i mentalni sklop
usmeren ka rastu,
usmeren ka rastu,
06:43
they're building grit, perseverance,
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grade rešenost, istrajnost,
06:45
they're taking agency over their learning.
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ovladavaju svojim učenjem.
06:47
And all sorts of beautiful things
can start to happen
can start to happen
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I razne lepe stvari mogu da otpočnu
06:50
in the actual classroom.
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u stvarnoj učionici.
06:52
Instead of it being focused
on the lecture,
on the lecture,
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Umesto da budu fokusirani na predavanje,
06:54
students can interact with each other.
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đaci mogu da se druže.
06:55
They can get deeper mastery
over the material.
over the material.
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Mogu da dublje savladaju gradivo.
Mogu da prave simulacije,
vode sokratovski dijalog.
vode sokratovski dijalog.
06:58
They can go into simulations,
Socratic dialogue.
Socratic dialogue.
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07:00
To appreciate what we're talking about
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Kako bismo shvatili ono o čemu govorim
07:03
and the tragedy of lost potential here,
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i tragediju izgubljenog potencijala,
07:07
I'd like to give a little bit
of a thought experiment.
of a thought experiment.
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želeo bih da vam dam
nekakav misaoni eksperiment.
nekakav misaoni eksperiment.
07:10
If we were to go 400 years
into the past to Western Europe,
into the past to Western Europe,
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Ako bismo otišli 400 godina
u prošlost, u Zapadnu Evropu,
u prošlost, u Zapadnu Evropu,
07:16
which even then, was one of the more
literate parts of the planet,
literate parts of the planet,
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koja je čak i tad bila jedan
od pismenijih delova planete,
od pismenijih delova planete,
07:19
you would see that about 15 percent
of the population knew how to read.
of the population knew how to read.
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videli biste da je oko 15 procenata
populacije znalo da čita.
populacije znalo da čita.
07:23
And I suspect that if you asked someone
who did know how to read,
who did know how to read,
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I pretpostavljam da ako biste
nekoga pismenog upitali,
nekoga pismenog upitali,
07:27
say a member of the clergy,
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recimo člana sveštenstva:
07:29
"What percentage of the population
do you think is even capable of reading?"
do you think is even capable of reading?"
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"Koji procenat populacije smatrate
da je uopšte sposoban da nauči čitanje?"
da je uopšte sposoban da nauči čitanje?"
07:32
They might say, "Well,
with a great education system,
with a great education system,
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Možda bi rekli: "Pa,
uz sjajan obrazovni sistem,
uz sjajan obrazovni sistem,
07:36
maybe 20 or 30 percent."
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možda 20 ili 30 procenata."
07:39
But if you fast forward to today,
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Ali ako premotate do danas,
07:41
we know that that prediction
would have been wildly pessimistic,
would have been wildly pessimistic,
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znamo da bi ta pretpostavka
bila krajnje pesimistična,
bila krajnje pesimistična,
07:44
that pretty close to 100 percent
of the population is capable of reading.
of the population is capable of reading.
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da je skoro 100 procenata
populacije pismeno.
populacije pismeno.
07:48
But if I were to ask you
a similar question:
a similar question:
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Ali kad bih vam postavio slično pitanje:
07:51
"What percentage of the population
do you think is capable
do you think is capable
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"Koliko procenata populacije
smatrate da je sposobno
smatrate da je sposobno
07:55
of truly mastering calculus,
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da zaista savlada proračun
07:57
or understanding organic chemistry,
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ili razume organsku hemiju
08:00
or being able to contribute
to cancer research?"
to cancer research?"
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ili je u stanju da doprinese
istraživanju raka?"
istraživanju raka?"
08:04
A lot of you might say, "Well,
with a great education system,
with a great education system,
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Mnogi od vas bi rekli: "Pa,
uz sjajan obrazovni sistem,
uz sjajan obrazovni sistem,
08:07
maybe 20, 30 percent."
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2022
možda 20, 30 procenata."
08:09
But what if that estimate
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Ali šta ako je ta procena
08:11
is just based on your own experience
in a non-mastery framework,
in a non-mastery framework,
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prosto zasnovana na sopstvenom iskustvu
bez okvira savlađivanja znanja,
bez okvira savlađivanja znanja,
08:14
your own experience with yourself
or observing your peers,
or observing your peers,
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na sopstvenom ličnom iskustvu
ili posmatranju vršanjaka,
ili posmatranju vršanjaka,
08:17
where you're being pushed
at this set pace through classes,
at this set pace through classes,
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gde su vas gurali kroz razrede
ovim uspostavljenim ritmom,
ovim uspostavljenim ritmom,
08:20
accumulating all these gaps?
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gomilajući sve te rupe?
Čak i kad ste imali 95% uspešnosti,
08:21
Even when you got that 95 percent,
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08:23
what was that five percent you missed?
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šta je to 5% što vam je promaklo?
08:25
And it keeps accumulating --
you get to an advanced class,
you get to an advanced class,
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A to nastavlja da se gomila -
stignete do višeg razreda,
stignete do višeg razreda,
08:27
all of a sudden you hit a wall and say,
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iznenada ste u škripcu i kažete:
08:29
"I'm not meant to be a cancer researcher;
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"Nije mi suđeno da istražujem rak;
08:31
not meant to be a physicist;
not meant to be a mathematician."
not meant to be a mathematician."
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nije mi suđeno da budem fizičar
ili da budem matematičar."
ili da budem matematičar."
08:34
I suspect that that actually is the case,
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Pretpostavljam da zapravo jeste tako,
08:36
but if you were allowed to be operating
in a mastery framework,
in a mastery framework,
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ali kad bi vam bilo omogućeno
da radite pod okvirom savlađivanja znanja,
da radite pod okvirom savlađivanja znanja,
08:40
if you were allowed to really
take agency over your learning,
take agency over your learning,
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kad bi vam bilo omogućeno
da ovladate vašim učenjem,
da ovladate vašim učenjem,
08:43
and when you get something wrong,
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i kad pogrešite u nečemu,
08:45
embrace it -- view that failure
as a moment of learning --
as a moment of learning --
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prigrlite to - posmatrate taj neuspeh
kao tren za učenje -
kao tren za učenje -
08:48
that number, the percent
that could really master calculus
that could really master calculus
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taj broj, procenat koji može
da zaista savlada proračun
da zaista savlada proračun
08:52
or understand organic chemistry,
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1760
ili razume organsku hemiju
08:54
is actually a lot closer to 100 percent.
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je zapravo daleko bliži 100 procenata.
08:57
And this isn't even just a "nice to have."
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A to nije nešto
što je prosto "lepo imati".
što je prosto "lepo imati".
09:01
I think it's a social imperative.
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Mislim da je to društveni imperativ.
09:03
We're exiting what you could call
the industrial age
the industrial age
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Napuštamo nešto što biste nazvali
industrijskim dobom
industrijskim dobom
09:07
and we're going into
this information revolution.
this information revolution.
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i ulazimo u informacionu revoluciju.
09:11
And it's clear that some
things are happening.
things are happening.
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I jasno je da se neke stvari dešavaju.
U industrijskom dobu
društvo je bilo piramida.
društvo je bilo piramida.
09:13
In the industrial age,
society was a pyramid.
society was a pyramid.
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2113
09:15
At the base of the pyramid,
you needed human labor.
you needed human labor.
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U osnovi piramide
vam je bila potrebna ljudska radna snaga.
vam je bila potrebna ljudska radna snaga.
09:21
In the middle of the pyramid,
you had an information processing,
you had an information processing,
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U sredini piramidem
imali ste obradu informacija,
imali ste obradu informacija,
09:24
a bureaucracy class,
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birokratsku klasu,
09:26
and at the top of the pyramid,
you had your owners of capital
you had your owners of capital
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a na vrhu piramide
ste imali vlasnike kapitala
ste imali vlasnike kapitala
09:29
and your entrepreneurs
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i preduzetnike
09:31
and your creative class.
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1452
i klasu kreativaca.
09:33
But we know what's happening already,
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Ali znamo šta se već dešava,
kako zalazimo u ovu
informacionu revoluciju.
informacionu revoluciju.
09:35
as we go into this information revolution.
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09:37
The bottom of that pyramid,
automation, is going to take over.
automation, is going to take over.
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Dno piramide će da preuzme automatizacija.
09:40
Even that middle tier,
information processing,
information processing,
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Čak će i taj središnji nivo,
obradu informacija -
obradu informacija -
09:43
that's what computers are good at.
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kompjuteri su dobri u tome.
09:44
So as a society, we have a question:
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Pa, kao društvo, imamo dilemu:
09:46
All this new productivity is happening
because of this technology,
because of this technology,
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sva ova nova produktivnost se dešava
zbog ove tehnologije,
zbog ove tehnologije,
09:49
but who participates in it?
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ali ko učestvuje u tome?
09:51
Is it just going to be that very top
of the pyramid, in which case,
of the pyramid, in which case,
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Da li će to da bude jedino
sami vrh piramide, u tom slučaju
sami vrh piramide, u tom slučaju
09:54
what does everyone else do?
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šta će svi ostali da rade?
09:55
How do they operate?
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Kako da oni funkcionišu?
09:56
Or do we do something
that's more aspirational?
that's more aspirational?
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Ili da uradimo nešto ambicioznije?
09:59
Do we actually attempt
to invert the pyramid,
to invert the pyramid,
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Da li da pokušamo do obrnemo piramidu,
10:02
where you have a large creative class,
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2001
gde biste imali široku klasu kreativaca,
10:04
where almost everyone
can participate as an entrepreneur,
can participate as an entrepreneur,
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3681
gde bi skoro svako mogao
da učestvuje kao preduzetnik,
da učestvuje kao preduzetnik,
10:08
an artist, as a researcher?
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1945
umetnik, istraživač?
10:10
And I don't think that this is utopian.
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1930
I ja ovo ne smatram utopijom.
10:12
I really think that this
is all based on the idea
is all based on the idea
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Zaista smatram da je sve ovo
zasnovano na ideji
zasnovano na ideji
da ako dozvolimo ljudima
da ostvare svoj potencijal
da ostvare svoj potencijal
10:15
that if we let people
tap into their potential
tap into their potential
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10:17
by mastering concepts,
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1964
savlađujući koncepte,
10:19
by being able to exercise agency
over their learning,
over their learning,
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omogućujući im da ovladaju svojim učenjem,
10:22
that they can get there.
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1342
da mogu da stignu dotle.
10:24
And when you think of it
as just a citizen of the world,
as just a citizen of the world,
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A kada razmilite o tome,
prosto kao građanin sveta,
prosto kao građanin sveta,
10:28
it's pretty exciting.
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prilično je uzbudljivo.
10:29
I mean, think about
the type of equity we can we have,
the type of equity we can we have,
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Mislim, razmislite o vidu jednakosti
koji bismo imali,
koji bismo imali,
10:32
and the rate at which civilization
could even progress.
could even progress.
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3204
i stepenu do kog bi civilizacija
čak mogla da napreduje.
čak mogla da napreduje.
10:36
And so, I'm pretty optimistic about it.
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Dakle, prilično sam optimističan
u vezi s tim.
u vezi s tim.
10:38
I think it's going to be
a pretty exciting time to be alive.
a pretty exciting time to be alive.
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Smatram da će to da bude
veoma uzbudljivo doba za život.
veoma uzbudljivo doba za život.
10:42
Thank you.
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Hvala vam.
10:43
(Applause)
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(Aplauz)
ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneurIn 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.
Why you should listen
Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.
Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.
Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.
Khan holds three degrees from MIT and an MBA from Harvard Business School.
Sal Khan | Speaker | TED.com