ABOUT THE SPEAKER
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

Why you should listen

Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."

A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.

More profile about the speaker
Ken Robinson | Speaker | TED.com
TED Talks Education

Sir Ken Robinson: How to escape education's death valley

Ken Robinson: 如何逃出教育的死亡谷

Filmed:
9,881,283 views

Ken Robinson概括了使人类生活繁荣的三大关键原则 --而现行的教育文化又如何与其背道而驰。 他以风趣幽默,激动人心的演说告诉我们如何逃出目前教育所面临的「死亡谷」,以及如何以开放的文化氛围培育年轻的一代。
- Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio

Double-click the English transcript below to play the video.

00:13
Thank you very much.
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非常感谢
00:17
I moved移动 to America美国 12 years年份 ago
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12年前我移居到美国
00:19
with my wife妻子 Terry特里 and our two kids孩子.
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协同我的妻子泰瑞和两个孩子
00:21
Actually其实, truthfully如实, we moved移动 to Los洛杉矶 Angeles洛杉矶 -- (Laughter笑声) --
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事实上,说真的,我们只是搬到了洛杉矶
00:27
thinking思维 we were moving移动 to America美国,
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还以为到了美国
00:29
but anyway无论如何, it's a short plane平面 ride from Los洛杉矶 Angeles洛杉矶
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不过,从洛杉矶乘飞机到美国
00:35
to America美国.
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用不了多长时间
00:38
I got here 12 years年份 ago,
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12年前,我刚来到美国的时候
00:41
and when I got here, I was told various各个 things,
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当地人给我讲了许多东西
00:44
like, "Americans美国人 don't get irony讽刺."
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像“美国人不懂讽刺。”
00:50
Have you come across横过 this idea理念?
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你们也有这种想法吗
00:53
It's not true真正. I've traveled旅行 the whole整个 length长度 and breadth宽度 of this country国家.
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这很荒谬,我踏遍了美国的山山水水
00:56
I have found发现 no evidence证据 that Americans美国人 don't get irony讽刺.
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却从未找到任何证据来证明美国人不懂讽刺
00:59
It's one of those cultural文化 myths神话,
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这属于一种文化迷思
01:02
like, "The British英国的 are reserved保留的."
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就如同说“英国人很矜持”一样
01:06
I don't know why people think this.
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我真不知道人们为何会这样想
01:08
We've我们已经 invaded入侵 every一切 country国家 we've我们已经 encountered遇到.
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英国曾侵略过每一个与其不期而遇的国度啊
01:10
(Laughter笑声)
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(笑声)
01:14
But it's not true真正 Americans美国人 don't get irony讽刺,
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但是说美国人不懂讽刺确实与事实不符
01:17
but I just want you to know that that's what people
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其实我只是想令大家知道
01:19
are saying about you behind背后 your back.
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别人在背后是怎样谈论你的
01:21
You know, so when you leave离开 living活的 rooms客房 in Europe欧洲,
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在欧洲,你离开客厅时
01:24
people say, thankfully感激地, nobody没有人 was ironic具有讽刺意味 in your presence存在.
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人们会说,幸好,没人当着你的面讽刺
01:28
But I knew知道 that Americans美国人 get irony讽刺
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在我偶然听说“不让一个孩子掉队”这条立法时
01:31
when I came来了 across横过 that legislation立法 No Child儿童 Left Behind背后.
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我就知道了美国人是懂得讽刺的
01:37
Because whoever thought of that title标题 gets得到 irony讽刺,
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想出这条立法标题的人,就很懂得讽刺
01:42
don't they, because --
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难道不是吗,因为--
01:44
(Laughter笑声) (Applause掌声) —
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(笑声)(掌声)
01:49
because it's leaving离开 millions百万 of children孩子 behind背后.
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因为数百万的儿童被撇在后面了
01:53
Now I can see that's not a very attractive有吸引力 name名称 for legislation立法:
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我从中看到的是一个并不招人待见的名号
01:56
Millions百万 of Children孩子 Left Behind背后. I can see that.
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“数百万的孩子掉队了”,显而易见
02:00
What's the plan计划? Well, we propose提出
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具体有什么计划呢?我们提议
02:01
to leave离开 millions百万 of children孩子 behind背后,
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把数百万儿童撇到后面
02:03
and here's这里的 how it's going to work.
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这就是它如何运作的
02:05
And it's working加工 beautifully精美.
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而且效果不错
02:08
In some parts部分 of the country国家,
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在美国的部分地区
02:09
60 percent百分 of kids孩子 drop下降 out of high school学校.
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60%的孩子从高中退学
02:13
In the Native本地人 American美国 communities社区,
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在土著美国人社区
02:15
it's 80 percent百分 of kids孩子.
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达到80%
02:17
If we halved减半 that number, one estimate估计 is
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有一种看法是,如果这个数字较少一半
02:21
it would create创建 a net gain获得 to the U.S. economy经济
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那么在未来的十年里,可以为美国的经济
02:26
over 10 years年份 of nearly几乎 a trillion dollars美元.
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创造近万亿美元的净利润
02:30
From an economic经济 point of view视图,
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从经济角度看
02:32
this is good math数学, isn't it, that we should do this?
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这是一笔好买卖,对吧,但我们应该这样做吗?
02:35
It actually其实 costs成本 an enormous巨大 amount
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实际上,要大量的投入
02:38
to mop拖把 up the damage损伤 from the dropout退出 crisis危机.
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才能肃清辍学危机所造成的损害
02:42
But the dropout退出 crisis危机 is just the tip小费 of an iceberg冰山.
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但辍学危机仅仅是冰山一角
02:46
What it doesn't count计数 are all the kids孩子 who are in school学校
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没算在内的是那些人在上学
02:48
but being存在 disengaged脱开 from it, who don't enjoy请享用 it,
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心却辍了学的孩子,他们不喜欢学习
02:52
who don't get any real真实 benefit效益 from it.
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无法真正从中获益
02:55
And the reason原因 is
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其原因
02:56
not that we're not spending开支 enough足够 money.
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不是我们没有投入足够的钱
02:58
America美国 spends more money on education教育
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在教育领域,美国比大多数国家
03:00
than most other countries国家.
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投入了更多的资金
03:02
Class sizes大小 are smaller than in many许多 countries国家.
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班级人数也更少
03:05
And there are hundreds数以百计 of initiatives倡议 every一切 year
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每年都有上千条立法提案
03:07
to try and improve提高 education教育.
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尝试改善教育制度
03:10
The trouble麻烦 is, it's all going in the wrong错误 direction方向.
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问题是,我们走错了方向
03:14
There are three principles原则
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有三条法则
03:15
on which哪一个 human人的 life flourishes一夜暴富,
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可以让我们的生活更加繁荣
03:19
and they are contradicted矛盾 by the culture文化 of education教育
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而现行的教育文化却与之相抵触
03:23
under which哪一个 most teachers教师 have to labor劳动
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多数教师教得辛苦
03:25
and most students学生们 have to endure忍受.
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学生学的痛苦
03:28
The first is this, that human人的 beings众生
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第一条法则是,人类
03:31
are naturally自然 different不同 and diverse多种.
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天生彼此千差万别
03:36
Can I ask you, how many许多 of you
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请问一下,在座各位
03:37
have got children孩子 of your own拥有?
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多少人有孩子
03:40
Okay. Or grandchildren孙子.
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孙儿辈也算
03:43
How about two children孩子 or more? Right.
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两个或两个以上的呢
03:47
And the rest休息 of you have seen看到 such这样 children孩子.
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剩下的即使没有孩子也见过别人的孩子
03:49
(Laughter笑声)
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(笑声)
03:52
Small people wandering飘零 about.
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到处都有小孩子
03:55
I will make you a bet赌注,
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我要跟你们打个赌
03:57
and I am confident信心 that I will win赢得 the bet赌注.
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我肯定能赌赢
03:59
If you've got two children孩子 or more,
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如果你有两个以上的孩子
04:01
I bet赌注 you they are completely全然 different不同 from each other.
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我打赌,他们一定是完全不同的个体
04:05
Aren't是不是 they? Aren't是不是 they? (Applause掌声)
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不是吗?难道不是吗?(鼓掌)
04:09
You would never confuse迷惑 them, would you?
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你绝对不会错认,对不对
04:12
Like, "Which哪一个 one are you? Remind提醒 me.
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你可不会说“你是哪一个,提醒我一下
04:16
Your mother母亲 and I are going to introduce介绍
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我和你妈妈要采用些手段
04:18
some color-coding颜色编码 system系统, so we don't get confused困惑."
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像彩色编码系统,这样我们就不会搞错了。”
04:21
Education教育 under No Child儿童 Left Behind背后
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“不让一个孩子掉队”所提出的教育政策
04:24
is based基于 on not diversity多样 but conformity一致性.
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是基于一致性而非多样性
04:29
What schools学校 are encouraged鼓励 to do is to find out
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这种政策是在鼓励校方以成绩的高低
04:32
what kids孩子 can do across横过 a very narrow狭窄 spectrum光谱 of achievement成就.
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这种狭隘的方式来为儿童的能力定位
04:36
One of the effects效果 of No Child儿童 Left Behind背后
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“不让一个孩子掉队”这条立法的一个影响便是
04:39
has been to narrow狭窄 the focus焦点
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将公众的视线限制在被称作STEM学科的焦点上
04:41
onto the so-called所谓 STEM disciplines学科. They're very important重要.
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[STEM:科学、技术、工程、数学]它们很重要。
04:44
I'm not here to argue争论 against反对 science科学 and math数学.
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我不是驳斥科学和数学的重要性
04:46
On the contrary相反, they're necessary必要 but they're not sufficient足够.
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正相反,它们是必需的,但不是全部
04:51
A real真实 education教育 has to give equal等于 weight重量
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真正的教育应当给予艺术、人文和体育
04:53
to the arts艺术, the humanities人文, to physical物理 education教育.
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与STEM同等重要的地位
04:57
An awful可怕 lot of kids孩子, sorry, thank you — (Applause掌声) —
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有太多的学生,对不起,谢谢-(鼓掌声)-
05:04
One estimate估计 in America美国 currently目前 is that
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据估计,如今的美国
05:07
something like 10 percent百分 of kids孩子, getting得到 on that way,
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有大约10%的儿童
05:09
are being存在 diagnosed确诊 with various各个 conditions条件
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被诊断出患有
05:14
under the broad广阔 title标题 of attention注意 deficit赤字 disorder紊乱.
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注意力缺乏症的一些症状
05:18
ADHD多动症. I'm not saying there's no such这样 thing.
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即注意缺陷多动障碍。我不否定有这样的病症存在
05:22
I just don't believe it's an epidemic疫情 like this.
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只是我不认为这种病会如此盛行
05:25
If you sit kids孩子 down, hour小时 after hour小时,
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如果你叫孩子坐上几个小时
05:27
doing low-grade低等级 clerical牧师 work,
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做低级的文书工作
05:31
don't be surprised诧异 if they start开始 to fidget烦躁不安的人, you know?
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他们会不安分,这并不奇怪
05:34
(Laughter笑声) (Applause掌声)
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(笑声)(掌声)
05:41
Children孩子 are not, for the most part部分,
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大多数的孩子
05:44
suffering痛苦 from a psychological心理 condition条件.
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并没有心理问题
05:46
They're suffering痛苦 from childhood童年. (Laughter笑声)
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他们只是在忍受童年的煎熬而已
05:52
And I know this because I spent花费 my early life
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之所以这样讲,是因为我也有过早期的童年生涯
05:54
as a child儿童. I went through通过 the whole整个 thing.
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并经历了整个历程
05:58
Kids童装 prosper繁荣 best最好 with a broad广阔 curriculum课程
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广泛的课程可以使孩子们取得最出色的成就
06:01
that celebrates庆祝 their various各个 talents人才,
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可以展示出他们多方面的天分
06:03
not just a small range范围 of them.
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不局限于小范围
06:05
And by the way, the arts艺术 aren't just important重要
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顺便提一下,艺术之所以重要
06:07
because they improve提高 math数学 scores分数.
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不只是因为它能够提高数学成绩
06:08
They're important重要 because they speak说话 to parts部分
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艺术之所以重要,是因为它表述着
06:10
of children's儿童 being存在 which哪一个 are otherwise除此以外 untouched不变.
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孩子们的天性与本质
06:14
The second第二, thank you — (Applause掌声)
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第二条法则,谢谢-(掌声)
06:20
The second第二 principle原理 that drives驱动器 human人的 life flourishing芊芊
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要想生活的朝气蓬勃,第二条法则是
06:24
is curiosity好奇心.
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拥有好奇心
06:26
If you can light the spark火花 of curiosity好奇心 in a child儿童,
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如果你能燃起孩子心性的好奇之火
06:29
they will learn学习 without any further进一步 assistance帮助, very often经常.
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绝大多数,都可以主动学习,无需外援
06:33
Children孩子 are natural自然 learners学习者.
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孩子们天生就会学习
06:35
It's a real真实 achievement成就 to put that particular特定 ability能力 out,
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是激发或是扼杀这种天赋
06:39
or to stifle窒息 it.
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对孩子会产生巨大的影响
06:42
Curiosity好奇心 is the engine发动机 of achievement成就.
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好奇心是取得成就的能动力
06:46
Now the reason原因 I say this is because
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我这么说是因为
06:48
one of the effects效果 of the current当前 culture文化 here, if I can say so,
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如果可以这么说的话,当前的教育文化
06:52
has been to de-professionalize去专业化 teachers教师.
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影响了教师的专业化程度
06:56
There is no system系统 in the world世界
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无论是世界范围的教育体系
06:59
or any school学校 in the country国家
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还是国家内部的教育机构
07:01
that is better than its teachers教师.
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都不如优秀的教学团队
07:05
Teachers教师 are the lifeblood命脉 of the success成功 of schools学校.
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教师是学校能否取得成功的命脉
07:09
But teaching教学 is a creative创作的 profession职业.
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教学是需要创造力的职业
07:12
Teaching教学, properly正确 conceived设想, is not a delivery交货 system系统.
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教学,要有适当的创作,因为它不是单纯的输出
07:16
You know, you're not there just to pass通过 on received收到 information信息.
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教师的工作不仅仅去传递所接收到的信息
07:18
Great teachers教师 do that,
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优秀的教师的确要这样做
07:21
but what great teachers教师 also do is mentor导师,
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但同时他们还会指导学生的学习
07:24
stimulate刺激, provoke, engage从事.
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激发学生的兴趣,挑起学生的热情,赢得学生的关注
07:27
You see, in the end结束, education教育 is about learning学习.
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看吧,总而言之,教育讲的就是学习
07:30
If there's no learning学习 going on,
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如果没有学习
07:32
there's no education教育 going on.
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就谈不上教育
07:34
And people can spend an awful可怕 lot of time
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人们花了大量时间去谈教育问题
07:35
discussing讨论 education教育 without ever discussing讨论 learning学习.
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却从来不讲学习
07:38
The whole整个 point of education教育 is to get people to learn学习.
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教育的主旨就是引导人们去学习
07:41
A friend朋友 of mine, an old friend朋友 -- actually其实 very old,
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我的一个朋友,是老朋友了--他本身也很老了
07:43
he's dead. (Laughter笑声)
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已经去世了(笑声)
07:47
That's as old as it gets得到, I'm afraid害怕.
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恐怕最老也不过如此了
07:53
But a wonderful精彩 guy he was, wonderful精彩 philosopher哲学家.
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他是个很了不起的人,是位出色的哲学家
07:58
He used to talk about the difference区别 between之间 the task任务
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他过去常谈到做事与从中获得成就感
08:01
and achievement成就 senses感官 of verbs动词.
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两者之间的不同
08:05
You know, you can be engaged订婚 in the activity活动 of something,
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有些事你会去做
08:07
but not really be achieving实现 it,
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但不一定有所成就
08:09
like dieting节食. It's a very good example, you know.
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就好比节食,这是个非常典型的例子
08:13
There he is. He's dieting节食. Is he losing失去 any weight重量? Not really.
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你看他,他最近在节食。他有瘦一些吗?没有啊
08:18
Teaching教学 is a word like that.
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教学和节食很像
08:19
You can say, "There's Deborah黛博拉, she's in room房间 34, she's teaching教学."
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你可以说“那就是黛博拉,她在34号教室授课。”
08:23
But if nobody's没有人是 learning学习 anything,
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但如果学生没从她那学到任何知识
08:25
she may可能 be engaged订婚 in the task任务 of teaching教学
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她就可能只是从事教学这项工作
08:27
but not actually其实 fulfilling履行 it.
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但并没有真正的完成它
08:30
The role角色 of a teacher老师 is to facilitate促进 learning学习. That's it.
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教师的职责是令学生学习得更容易,就是这样
08:34
And part部分 of the problem问题 is, I think,
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我想,部分原因是
08:36
that the dominant优势 culture文化 of education教育 has come to focus焦点
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因为当下的教育文化主要关注的
08:40
on not teaching教学 and learning学习, but testing测试.
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是考试,而非教学
08:43
Now, testing测试 is important重要. Standardized标准化 tests测试 have a place地点.
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如今,考试很重要,标准化考试很有影响力
08:47
But they should not be the dominant优势 culture文化 of education教育.
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但它不应该作为教育文化的主导方向
08:50
They should be diagnostic诊断. They should help.
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相反,考试应该用于诊断问题。并且,用于帮助改进
08:52
(Applause掌声)
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(掌声)
09:00
If I go for a medical examination检查,
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如果我去做个医学检查
09:02
I want some standardized标准化 tests测试. I do.
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我当然要做些常规检查
09:06
You know, I want to know what my cholesterol胆固醇 level水平 is
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我想知道,同大众标准值范围相比
09:07
compared相比 to everybody每个人 else's别人的 on a standard标准 scale规模.
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我的胆固醇含量在什么水平
09:10
I don't want to be told on some scale规模
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我不想参考那些
09:11
my doctor医生 invented发明 in the car汽车.
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医生随便编出来的数值
09:15
"Your cholesterol胆固醇 is what I call Level水平 Orange橙子."
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“你的胆固醇含量在橙色水平。”
09:18
"Really? Is that good?""We don't know."
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“真的?是好消息?”“没法判断。”
09:24
But all that should support支持 learning学习. It shouldn't不能 obstruct阻碍 it,
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但这些考试应当对学习有利,不应该像常表现出的
09:29
which哪一个 of course课程 it often经常 does.
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阻挠学习的热情
09:31
So in place地点 of curiosity好奇心, what we have
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当前教育的文化核心,不是激发好奇心
09:33
is a culture文化 of compliance合规.
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而是要求服从
09:35
Our children孩子 and teachers教师 are encouraged鼓励
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我们的孩子和教师都被鼓励
09:38
to follow跟随 routine常规 algorithms算法
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遵循常规算法
09:41
rather than to excite激发 that power功率 of imagination想像力 and curiosity好奇心.
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而不是激发想象力与好奇心
09:45
And the third第三 principle原理 is this:
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第三条法则是
09:46
that human人的 life is inherently本质 creative创作的.
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人的生命具有与生俱来的创造力
09:49
It's why we all have different不同sumés.
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这就解释了为什么我们有不同的人生履历
09:52
We create创建 our lives生活,
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我们创造不同的生活
09:54
and we can recreate重建 them as we go through通过 them.
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我们一边经历着一边享受着
09:56
It's the common共同 currency货币 of being存在 a human人的 being存在.
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这是作为人类通用的生活模式
09:59
It's why human人的 culture文化 is so interesting有趣 and diverse多种
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这就是为什么人类文化如此有趣、丰富
10:01
and dynamic动态.
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充满活力
10:03
I mean, other animals动物 may可能 well have imaginations想象
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其他动物也可能拥有想象力
10:06
and creativity创造力, but it's not so much in evidence证据,
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和创造力,但明显又没那么多
10:08
is it, as ours我们的?
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不是吗,难道跟人类一样?
10:10
I mean, you may可能 have a dog.
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你可能养了条狗
10:12
And your dog may可能 get depressed郁闷.
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你的狗也有可能情绪低落
10:15
You know, but it doesn't listen to Radiohead电台司令, does it?
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但它不会去听收音机头乐队的音乐,不是吗?
10:18
(Laughter笑声)
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(笑声)
10:22
And sit staring凝视 out the window窗口 with a bottle瓶子 of Jack插口 Daniels丹尼尔斯.
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它也不会拿着酒瓶坐在窗前凝视远方
10:24
(Laughter笑声)
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(笑声)
10:28
And you say, "Would you like to come for a walk步行?"
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你问“要不要出去散散步啊?”
10:30
He says, "No, I'm fine.
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它回答“不用了,我没事。
10:33
You go. I'll wait. But take pictures图片."
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你去吧,我在这等你。记得拍照。”
10:39
We all create创建 our own拥有 lives生活 through通过 this restless不安 process处理
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我们的生活就建立在这种无休止的经历上
10:42
of imagining想象 alternatives备择方案 and possibilities可能性,
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设想着其他的选择,其他的可能
10:44
and what one of the roles角色 of education教育
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而教育的一个作用
10:46
is to awaken and develop发展 these powers权力 of creativity创造力.
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就是唤醒并开发人们的创造力
10:50
Instead代替, what we have is a culture文化 of standardization标准化.
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相反,我们的教育文化是标准定型的
10:54
Now, it doesn't have to be that way. It really doesn't.
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其实不是非得这样做,不是的
10:58
Finland芬兰 regularly经常 comes out on top最佳
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在芬兰,传统优势教学科目有
11:01
in math数学, science科学 and reading.
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数学、科学以及阅读
11:03
Now, we only know that's what they do well at
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我们只知道他们在这些方面做得很好
11:05
because that's all that's being存在 tested测试 currently目前.
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因为这些科目通常都是要考试的
11:07
That's one of the problems问题 of the test测试.
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这就是考试引发的一个问题
11:09
They don't look for other things that matter just as much.
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人们会忽视同等重要的其他科目
11:12
The thing about work in Finland芬兰 is this:
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在芬兰教育工作是这样的:
11:15
they don't obsess缠住 about those disciplines学科.
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人们并不执著于这些学科
11:18
They have a very broad广阔 approach途径 to education教育
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他们的教育很全面
11:20
which哪一个 includes包括 humanities人文, physical物理 education教育, the arts艺术.
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包括人文、体育和艺术领域
11:24
Second第二, there is no standardized标准化 testing测试 in Finland芬兰.
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其次,在芬兰没有标准化考试
11:30
I mean, there's a bit,
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我是说,几乎没有
11:32
but it's not what gets得到 people up in the morning早上.
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即使有也不会是那种叫人要一大早起床
11:33
It's not what keeps保持 them at their desks书桌.
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守在桌旁学习才能通过的考试
11:36
And the third第三 thing, and I was at a meeting会议 recently最近
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第三,最近我出席了一个会议
11:37
with some people from Finland芬兰, actual实际 Finnish芬兰 people,
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对方来自芬兰,是的的确确的芬兰人
11:41
and somebody from the American美国 system系统
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一些美国人
11:44
was saying to the people in Finland芬兰,
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向芬兰人问道
11:45
"What do you do about the dropout退出 rate in Finland芬兰?"
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“在芬兰,你们怎么应对辍学率?”
11:49
And they all looked看着 a bit bemused困惑的, and said,
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他们当下看起来很困惑,然后说
11:51
"Well, we don't have one.
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“我们那没人辍学
11:54
Why would you drop下降 out?
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为什么要辍学呢?
11:56
If people are in trouble麻烦, we get to them quite相当 quickly很快
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如果有人遇到困难,我们会很快的联系他们
11:58
and help them and we support支持 them."
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帮助他们,甚至支持他们。”
12:00
Now people always say, "Well, you know,
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有人会说“要知道
12:02
you can't compare比较 Finland芬兰 to America美国."
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你不能拿芬兰同美国比。”
12:05
No. I think there's a population人口
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的确不能,芬兰人口
12:06
of around five million百万 in Finland芬兰.
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只有大约五百万
12:08
But you can compare比较 it to a state in America美国.
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但可以拿它同美国的一个州来比较
12:12
Many许多 states状态 in America美国 have fewer people in them than that.
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在美国许多州的人口比芬兰的要少
12:16
I mean, I've been to some states状态 in America美国
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我去过美国的一些州
12:18
and I was the only person there. (Laughter笑声)
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那里就我一个人(笑声)
12:22
Really. Really. I was asked to lock up when I left.
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这是真的。还有人告诉我走之前要锁门
12:26
(Laughter笑声)
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(笑声)
12:30
But what all the high-performing高性能 systems系统 in the world世界 do
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但是世界上所有的高效体系
12:34
is currently目前 what is not evident明显, sadly可悲的是,
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用在美国身上,很遗憾
12:38
across横过 the systems系统 in America美国 -- I mean, as a whole整个.
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通常作用都不明显--作为整体而言
12:42
One is this: They individualize赋予个性 teaching教学 and learning学习.
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做法之一是,他们将教学个性化
12:47
They recognize认识 that it's students学生们 who are learning学习
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他们认为学生是学习的主体
12:51
and the system系统 has to engage从事 them, their curiosity好奇心,
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教育体系要做到吸引他们,引起他们的好奇心
12:54
their individuality个性, and their creativity创造力.
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他们的个性以及创造力
12:57
That's how you get them to learn学习.
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这样才能让学生主动学习
12:59
The second第二 is that they attribute属性 a very high status状态
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第二种做法是,他们为教育行业
13:03
to the teaching教学 profession职业.
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造就了崇高的地位
13:06
They recognize认识 that you can't improve提高 education教育
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他们意识到要改善教育水平
13:09
if you don't pick great people to teach
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就要选择优秀的教员
13:10
and if you don't keep giving them constant不变 support支持
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并给予他们不断的支持
13:12
and professional专业的 development发展.
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以及专业化的发展
13:14
Investing投资 in professional专业的 development发展 is not a cost成本.
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投资教育专业的发展不是单纯的花费
13:17
It's an investment投资,
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它是有收益的
13:18
and every一切 other country国家 that's succeeding下一 well knows知道 that,
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所有在教育方面取得成功的国家都深知这一点
13:21
whether是否 it's Australia澳大利亚, Canada加拿大, South Korea韩国, Singapore新加坡,
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无论是澳大利亚、加拿大、韩国、新加坡
13:26
Hong香港 Kong or Shanghai上海. They know that to be the case案件.
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香港还是上海,他们知道事实就是这样
13:29
And the third第三 is, they devolve下放 responsibility责任
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第三种做法是,他们帮助校方知道他们的责任所在
13:33
to the school学校 level水平 for getting得到 the job工作 doneDONE.
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并且要求校方负起他们应有的责任
13:37
You see, there's a big difference区别 here between之间
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大家可以看出这与
13:39
going into a mode模式 of command命令 and control控制 in education教育 --
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我们教育体系中的指挥和控制模式差异巨大
13:43
That's what happens发生 in some systems系统.
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但这的确是某些教育体系的真实情况
13:44
You know, central中央 governments政府 decide决定
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中央政府
13:46
or state governments政府 decide决定
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或州政府认为
13:47
they know best最好 and they're going to tell you what to do.
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他们是最好的决策者,他们会告诉你做什么
13:50
The trouble麻烦 is that education教育 doesn't go on
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问题是人们不会在立法机构的
13:54
in the committee委员会 rooms客房 of our legislative立法 buildings房屋.
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会议室里进行教学
13:57
It happens发生 in classrooms教室 and schools学校,
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而是在教室和校园里
14:00
and the people who do it are the teachers教师 and the students学生们,
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讲授者是教师,受教者是学生
14:03
and if you remove去掉 their discretion慎重, it stops停止 working加工.
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若要夺走他们的决定权,教育体系就无法正常运行
14:06
You have to put it back to the people.
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政府必须把决定权交还给人们
14:09
(Applause掌声)
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(掌声)
14:14
There is wonderful精彩 work happening事件 in this country国家.
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美国的教育工作还是很出色的
14:17
But I have to say it's happening事件
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我得承认这一点
14:19
in spite尽管 of the dominant优势 culture文化 of education教育,
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尽管在这种教育文化下
14:22
not because of it.
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却不受其干扰
14:23
It's like people are sailing帆船 into a headwind逆风 all the time.
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就像有人总是逆风航行
14:27
And the reason原因 I think is this:
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我认为原因就是
14:29
that many许多 of the current当前 policies政策 are based基于 on
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当前的许多政策都是基于
14:32
mechanistic机械 conceptions概念 of education教育.
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对教育的刻板印象
14:35
It's like education教育 is an industrial产业 process处理
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他们认为教育就像一种工业流程
14:39
that can be improved改善 just by having better data数据,
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只要有了更好的数据便有更好的发展
14:42
and somewhere某处 in, I think, the back of the mind心神
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我想决策者会有这种想法
14:44
of some policy政策 makers制造商 is this idea理念 that
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源于这样一种观点
14:46
if we fine-tune微调 it well enough足够, if we just get it right,
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如果我们将数据调整的足够精确
14:49
it will all hum along沿 perfectly完美 into the future未来.
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整个体系在将来都会运转的很好
14:52
It won't惯于, and it never did.
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其实不会的,永远都不会
14:55
The point is that education教育 is not a mechanical机械 system系统.
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因为教育不是机械化的系统
14:59
It's a human人的 system系统. It's about people,
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它是人性化的,它的主体是人
15:03
people who either do want to learn学习 or don't want to learn学习.
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想学习的人,不想学习的人
15:06
Every一切 student学生 who drops滴剂 out of school学校 has a reason原因 for it
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每一个辍学的学生都有自己的理由
15:11
which哪一个 is rooted in their own拥有 biography.
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源于每个人不同的生活经历
15:13
They may可能 find it boring无聊. They may可能 find it irrelevant不相干.
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或许是觉得学习很无聊,或许认为学的东西无关紧要
15:16
They may可能 find that it's at odds可能性
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也或者是他们发现这些
15:19
with the life they're living活的 outside of school学校.
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与校园以外的生活相矛盾
15:21
There are trends趋势, but the stories故事 are always unique独特.
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大潮流始终存在,但每个人独特的故事,同样存在
15:25
I was at a meeting会议 recently最近 in Los洛杉矶 Angeles洛杉矶 of --
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最近我在洛杉矶参与了一个会议
15:28
they're called alternative替代 education教育 programs程式.
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被称为可选择的教育方案
15:31
These are programs程式 designed设计 to get kids孩子 back into education教育.
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策划这些方案的目的是要让孩子重新接受教育
15:34
They have certain某些 common共同 features特征.
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他们有些共同特征
15:36
They're very personalized个性化.
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个性化程度高
15:38
They have strong强大 support支持 for the teachers教师,
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对教员支持力度大
15:41
close links链接 with the community社区
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与社区联系紧密
15:43
and a broad广阔 and diverse多种 curriculum课程,
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课程广泛多样化
15:45
and often经常 programs程式 which哪一个 involve涉及 students学生们
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这些课程方案往往将
15:48
outside school学校 as well as inside school学校.
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校外和校内的学生都包含了进来
15:50
And they work.
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而且都很奏效
15:52
What's interesting有趣 to me is,
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有趣的是
15:53
these are called "alternative替代 education教育."
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这些被称作“可选择性教育”
15:57
You know?
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想想看
15:59
And all the evidence证据 from around the world世界 is,
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环顾世界所有的证据都显示
16:01
if we all did that, there'd这红色 be no need for the alternative替代.
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如果我们都这样做,那就不存在选不选择的问题了
16:05
(Applause掌声)
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(掌声)
16:13
So I think we have to embrace拥抱 a different不同 metaphor隐喻.
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所以我想我们应该采用一种不同的说法
16:16
We have to recognize认识 that it's a human人的 system系统,
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我们应当认识到这是个人性化的体系
16:19
and there are conditions条件 under which哪一个 people thrive兴旺,
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在一些环境下人们可以取得成功
16:22
and conditions条件 under which哪一个 they don't.
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有些却不能
16:25
We are after all organic有机 creatures生物,
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毕竟我们都是有机的生命体
16:28
and the culture文化 of the school学校 is absolutely绝对 essential必要.
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而校园文化绝对是我们最根本的成长要素
16:33
Culture文化 is an organic有机 term术语, isn't it?
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文化也是个有机的术语,不是吗?
16:35
Not far from where I live生活 is a place地点 called Death死亡 Valley.
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离我家不远处,有个地方叫死亡谷
16:39
Death死亡 Valley is the hottest最热, driest干旱 place地点 in America美国,
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死亡谷是全美最热最干旱的地带
16:45
and nothing grows成长 there.
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在那里没有任何生物可以存活
16:47
Nothing grows成长 there because it doesn't rain.
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因为那里从不下雨
16:50
Hence于是, Death死亡 Valley.
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所以,它叫做死亡谷
16:52
In the winter冬季 of 2004, it rained下雨 in Death死亡 Valley.
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2004年冬天,死亡谷却下起了雨
17:00
Seven inches英寸 of rain fell下跌 over a very short period.
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短时间内降雨量达七英寸
17:03
And in the spring弹簧 of 2005, there was a phenomenon现象.
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2005年春天,那里出现这样一种景色
17:09
The whole整个 floor地板 of Death死亡 Valley was carpeted铺地毯 in flowers花卉
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整个死亡谷铺满了鲜花
17:13
for a while.
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持续了一段时间
17:15
What it proved证实 is this: that Death死亡 Valley isn't dead.
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这证明了一点:死亡谷并非没有生命
17:20
It's dormant休眠.
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它只是在休眠
17:23
Right beneath下面 the surface表面 are these seeds种子 of possibility可能性
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地表下潜伏着的种子
17:26
waiting等候 for the right conditions条件 to come about,
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待条件成熟便伺机而发
17:30
and with organic有机 systems系统, if the conditions条件 are right,
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有机系统内,只要有适当的环境
17:33
life is inevitable必然. It happens发生 all the time.
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生命的出现不可避免,这是自然规律
17:37
You take an area, a school学校, a district,
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你选择一个地方,一所学校,一个市区
17:40
you change更改 the conditions条件, give people a different不同 sense of possibility可能性,
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你改变环境,让人们对可能性有了不同的感受
17:43
a different不同 set of expectations期望,
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对希望有了不同的期许
17:44
a broader更广泛 range范围 of opportunities机会,
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机遇也更广泛
17:46
you cherish珍视 and value the relationships关系 between之间 teachers教师 and learners学习者,
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你珍惜并重视师生间的情谊
17:49
you offer提供 people the discretion慎重 to be creative创作的
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你给予人们自主权来发挥创造力
17:52
and to innovate创新 in what they do,
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革新他们的成果
17:54
and schools学校 that were once一旦 bereft丧失 spring弹簧 to life.
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学校里曾一度缺失这种盎然生机
17:57
Great leaders领导者 know that.
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卓越的领导者清楚这一点
17:59
The real真实 role角色 of leadership领导 in education教育 --
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在教育体系中领导者的真正作用
18:01
and I think it's true真正 at the national国民 level水平, the state level水平,
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无论在国家级,州级
18:04
at the school学校 level水平 --
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还是校级上
18:05
is not and should not be command命令 and control控制.
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其真正作用不是也不应是指挥和控制
18:10
The real真实 role角色 of leadership领导 is climate气候 control控制,
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领导者的真正作用是控制教育的风气
18:14
creating创建 a climate气候 of possibility可能性.
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制造一种充满可能性的倾向
18:16
And if you do that, people will rise上升 to it
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如果你这样做了,人们便会追随
18:19
and achieve实现 things that you
completely全然 did not anticipate预料
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实现你预料不到,也不曾期待过的
18:22
and couldn't不能 have expected预期.
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成果
18:24
There's a wonderful精彩 quote引用 from Benjamin本杰明 Franklin富兰克林.
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在此引用本杰明富兰克林的一句格言
18:26
"There are three sorts排序 of people in the world世界:
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“世界上有三种人
18:29
Those who are immovable不能移动的,
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第一种人雷打不动
18:31
people who don't get it, they don't want to get it,
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得不到是因为他们不想要
18:33
they're not going to do anything about it;
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他们力求不变
18:35
there are people who are movable活动,
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第二种人伺机而动
18:36
people who see the need for change更改
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他们认识到改变的必要性
18:38
and are prepared准备 to listen to it;
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准备去做
18:40
and there are people who move移动,
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第三种人先发制人
18:42
people who make things happen发生."
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他们主动让事情发生”
18:44
And if we can encourage鼓励 more people,
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如果我们可以鼓励更多的人去做
18:46
that will be a movement运动.
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那将会成为一场运动
18:49
And if the movement运动 is strong强大 enough足够,
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如果这场运动有足够的执行力度
18:51
that's, in the best最好 sense of the word, a revolution革命.
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从最好的角度来看,那将会是一场革命
18:54
And that's what we need.
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而这正是我们所需要的
18:56
Thank you very much.
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谢谢大家
18:57
(Applause掌声)
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(掌声)
19:00
Thank you very much. (Applause掌声)
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谢谢(掌声)
Translated by Yuexin Gao
Reviewed by Men Zhu

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ABOUT THE SPEAKER
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.

Why you should listen

Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."

A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.

More profile about the speaker
Ken Robinson | Speaker | TED.com