TED@BCG Toronto
Amy Herman: A lesson on looking
艾米 · 赫尔曼: 观察力之课
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你有仔细地观察过吗？视觉教育家艾米 · 赫尔曼讲解了如何借助艺术来增强你的感知能力，找到可能并不明显的关联。通过这次富有洞察力的分享，学习赫尔曼用来训练海豹突击队员、医生和犯罪现场调查员，将可观察到的细节转化为可操作的知识。
Amy Herman - Visual educator
By showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making. Full bio
By showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making. Full bio
Double-click the English transcript below to play the video.
00:12
Take a look at this work of art.
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看看这件艺术品。
00:16
What is it that you see?
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你看到的是什么？
00:19
At first glance, it looks
to be a grandfather clock
to be a grandfather clock
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乍一看像是一个落地大摆钟，
上面盖着一块布，
00:22
with a sheet thrown over it
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中间系着一根绳子。
00:24
and a rope tied around the center.
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00:27
But a first look always warrants a second.
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不过第一眼只能得到
一瞬间看到的信息。
一瞬间看到的信息。
00:31
Look again.
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再看一次。
00:33
What do you see now?
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现在你看到的是什么？
00:35
If you look more closely,
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如果你凑得更近一些，
会发现整件艺术品
00:37
you'll realize
that this entire work of art
that this entire work of art
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是一整块的雕塑。
00:41
is made from one piece of sculpture.
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00:44
There is no clock,
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没有时钟，
没有绳子，
00:46
there is no rope,
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也没有盖在上面的布。
00:48
and there is no sheet.
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00:50
It is one piece of bleached
Honduras mahogany.
Honduras mahogany.
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这是一整块漂白的洪都拉斯桃花心木。
00:54
Now let me be clear:
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现在我来明确一下：
这并不是一个观察雕塑的练习，
00:56
this exercise was not
about looking at sculpture.
about looking at sculpture.
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01:02
It's about looking
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而是关于观察，
01:04
and understanding
that looking closely can save a life,
that looking closely can save a life,
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并且认识到仔细观察可以挽救生命、
改变企业，
01:09
change your company
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01:10
and even help you understand
why your children behave the way they do.
why your children behave the way they do.
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甚至能帮助你理解
孩子做事的行为方式。
孩子做事的行为方式。
01:15
It's a skill that I call
visual intelligence,
visual intelligence,
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这是一种技能，我叫它视觉智能，
01:18
and I use works of art to teach everybody,
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我通过艺术作品来教授别人，
从普通人到以观察为工作的人，
01:21
from everyday people
to those for whom looking is the job,
to those for whom looking is the job,
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比如海豹突击队员、凶杀案侦探
以及创伤科护士。
以及创伤科护士。
01:25
like Navy SEALs and homicide
detectives and trauma nurses.
detectives and trauma nurses.
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01:31
The fact is that no matter how skilled
you might be at looking,
you might be at looking,
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一个事实是，不管你多么娴熟地观察，
01:35
you still have so much
to learn about seeing.
to learn about seeing.
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关于观察仍然有很多东西要学。
因为我们都认为自己在
看第一眼的瞬间就能看清，
看第一眼的瞬间就能看清，
01:38
Because we all think we get it
in a first glance and a sudden flash,
in a first glance and a sudden flash,
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但是真正的技巧是明白如何慢慢地
01:43
but the real skill is in understanding
how to look slowly
how to look slowly
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以及更仔细地观察。
01:47
and how to look more carefully.
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01:49
The talent is in remembering --
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重点在于记忆 ——
01:51
in the crush of the daily urgencies
that demand our attention --
that demand our attention --
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在每日迫切需要我们关注的情况下 ——
退一步看看那些瞬间，
能帮我们看清楚
能帮我们看清楚
01:55
to step back and look through
those lenses to help us see
those lenses to help us see
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我们一直在错过什么。
02:00
what we've been missing all along.
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02:03
So how can looking at painting
and sculpture help?
and sculpture help?
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那么观察绘画和雕塑有什么帮助呢？
02:06
Because art is a powerful tool.
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因为艺术是一个强大的工具。
02:10
It's a powerful tool
that engages both sight and insight
that engages both sight and insight
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它能同时吸引视线和洞察力，
02:14
and reframes our understanding
of where we are and what we see.
of where we are and what we see.
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并重新定义我们对自身定位
和所见所闻的理解。
和所见所闻的理解。
02:20
Here's an example of a work of art
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下面是一个艺术作品的例子，
02:23
that reminded me
that visual intelligence --
that visual intelligence --
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它提醒了我视觉智能 ——
这是一个持续学习的过程，
02:26
it's an ongoing learning process
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02:28
and one that really is never mastered.
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从来没有人能真正精通。
02:31
I came across this quiet,
seemingly abstract painting,
seemingly abstract painting,
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我偶然发现了这幅
安静的、看似抽象的画，
安静的、看似抽象的画，
不得不走上前两次，
02:34
and I had to step up to it twice,
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甚至三次，
02:37
even three times,
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02:38
to understand why it resonated so deeply.
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去理解它为何能产生如此深刻的共鸣。
02:42
Now, I've seen the Washington Monument
in person thousands of times,
in person thousands of times,
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我已经亲眼看过
华盛顿纪念碑数千次了，
华盛顿纪念碑数千次了，
很清楚大理石的颜色在底部往上
约三分之一的地方发生了变化，
约三分之一的地方发生了变化，
02:46
well aware of the change in the color
of marble a third of the way up,
of marble a third of the way up,
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但我从来没有真正脱离环境来看它，
02:50
but I had never really looked
at it out of context
at it out of context
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或是把它当作一件真正的艺术品来看。
02:53
or truly as a work of art.
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02:56
And here, Georgia O'Keeffe's painting
of this architectural icon made me realize
of this architectural icon made me realize
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在这里，乔治亚 · 奥基夫描绘的这个
建筑图标让我认识到，
建筑图标让我认识到，
如果我们专心致志，
03:02
that if we put our mind to it,
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就能以一种全新的、开阔的视角
03:04
it's possible to see everyday things
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03:07
in a wholly new
and eye-opening perspective.
and eye-opening perspective.
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看待日常事物。
03:11
Now, there are some skeptics that believe
that art just belongs in an art museum.
that art just belongs in an art museum.
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有一些怀疑论者认为艺术
只属于艺术博物馆里。
只属于艺术博物馆里。
03:17
They believe that it has no practical
use beyond its aesthetic value.
use beyond its aesthetic value.
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他们认为艺术品除了展览外
没有其他实际用途。
没有其他实际用途。
我知道我的听众都是谁。
03:21
I know who they are
in every audience I teach.
in every audience I teach.
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他们的双臂抱在胸前、翘着二郎腿，
03:24
Their arms are crossed,
their legs are crossed,
their legs are crossed,
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他们的身体语言明显在说：
03:26
their body language is saying,
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“我将从这个匆匆谈论
绘画和雕塑的女士身上
绘画和雕塑的女士身上
03:28
"What am I going to learn
from this lady who talks fast
from this lady who talks fast
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03:31
about painting and sculpture?"
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学到什么呢？”
03:34
So how do I make it relevant for them?
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那么我要怎么样让他们感兴趣呢？
03:39
I ask them to look at this work of art,
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我请他们观察这件艺术品，
03:41
like this portrait by Kumi Yamashita.
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比如山下工美的这个肖像作品。
03:44
And I ask them to step in close,
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我还让他们走近去看，
03:46
and even closer still,
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要靠得非常非常近，
03:48
and while they're looking
at the work of art,
at the work of art,
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在看艺术品时，
03:50
they need to be asking questions
about what they see.
about what they see.
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还要针对所看到的内容提出问题。
03:54
And if they ask the right questions,
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如果他们问出了正确的问题，
比如，“这件艺术品是什么？
03:56
like, "What is this work of art?
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03:57
Is it a painting? Is it a sculpture?
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是一个绘画吗？是一个雕塑吗？
用什么做的？” ……
03:59
What is it made of?" ...
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他们将会发现，整件艺术品
04:00
they will find out
that this entire work of art
that this entire work of art
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是用木板、
04:03
is made of a wooden board,
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10,000 个钉子
04:05
10,000 nails
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和一条完整的线制作的。
04:07
and one unbroken piece of sewing thread.
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04:10
Now that might be
interesting to some of you,
interesting to some of you,
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现在你们中的一些人可能很感兴趣，
但是这与这些人的工作有什么关系呢？
04:12
but what does it have to do
with the work that these people do?
with the work that these people do?
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答案是，方方面面都相关。
04:15
And the answer is everything.
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04:17
Because we all interact with people
multiple times on a daily basis,
multiple times on a daily basis,
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因为我们大家每天都会
跟别人打很多次交道，
跟别人打很多次交道，
04:22
and we need to get better
at asking questions
at asking questions
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我们需要针对所看到的事物
提出更好的问题。
04:24
about what it is that we see.
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04:27
Learning to frame
the question in such a way
the question in such a way
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学习以这样一种方式构建问题框架，
04:30
as to elicit the information
that we need to do our jobs,
that we need to do our jobs,
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以获得我们完成工作所需的信息，
这是一项关键的生活技能。
04:33
is a critical life skill.
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04:35
Like the radiologist who told me
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正如一位放射科医生告诉我的那样，
04:37
that looking at the negative
spaces in a painting
spaces in a painting
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观察一幅绘画中的负空间，
有助于他在核磁共振中
发现更多的异常。
发现更多的异常。
04:40
helped her discern
more discreet abnormalities in an MRI.
more discreet abnormalities in an MRI.
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04:45
Or the police officer who said
that understanding the emotional dynamic
that understanding the emotional dynamic
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有警员表示，理解绘画中
人物之间的表情动态
04:50
between people in a painting
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能帮助他在家暴
犯罪现场阅读身体语言，
犯罪现场阅读身体语言，
04:51
helped him to read body language
at a domestic violence crime scene,
at a domestic violence crime scene,
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也让他能在拔枪并射击前三思而后行。
04:56
and it enabled him to think twice
before drawing and firing his weapon.
before drawing and firing his weapon.
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甚至父母也能看到绘画中缺乏色彩，
05:01
And even parents can look to see
absences of color in paintings
absences of color in paintings
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从而理解他们的孩子对他们讲述的
05:06
to understand that
what their children say to them
what their children say to them
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05:10
is as important as what they don't say.
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和未对他们讲述的一样重要。
05:13
So how do I --
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那么我该如何 ——
05:16
how do I train to be
more visually intelligent?
more visually intelligent?
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我该如何训练人们
变得更加视觉智能？
变得更加视觉智能？
05:20
It comes down to four As.
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总结成4个A。
每个新情况，每个新问题 ——
05:22
Every new situation, every new problem --
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我们都践行4A。
05:25
we practice four As.
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首先，我们评估（Assess）当前的形势。
05:26
First, we assess our situation.
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05:28
We ask, "What do we have in front of us?"
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我们会问：“我们面临着什么问题？”
然后，我们进行分析（Analyze）。
05:30
Then, we analyze it.
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我们问，“最重要的是什么？
05:32
We say, "What's important?
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我需要什么？不需要什么？”
05:33
What do I need? What don't I need?"
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然后，我们通过一段对话、一张便条、
一条短信、一封邮件阐明（Articulate）它。
一条短信、一封邮件阐明（Articulate）它。
05:35
Then, we articulate it in a conversation,
in a memo, in a text, in an email.
in a memo, in a text, in an email.
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再后来，我们做出
行动（Act）：做一个决定。
行动（Act）：做一个决定。
05:38
And then, we act: we make a decision.
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05:42
We all do this multiple times a day,
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我们大家每天都重复
很多次类似的行为，
很多次类似的行为，
但我们并没有意识到在所有的活动中，
05:44
but we don't realize what a role
seeing and looking plays
seeing and looking plays
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05:48
in all of those actions,
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领悟和观察扮演着什么样的角色，
05:50
and how visual intelligence
can really improve everything.
can really improve everything.
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视觉智能如何能真正改善一切。
05:54
So recently, I had a group
of counterterrorism officials
of counterterrorism officials
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近期有一个反恐小组的官员们
来到博物馆的这幅画前。
05:57
at a museum in front of this painting.
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埃尔 · 格雷科的画，
《圣殿的净化》，
《圣殿的净化》，
05:59
El Greco's painting,
"The Purification of the Temple,"
"The Purification of the Temple,"
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06:02
in which Christ, in the center,
in a sweeping and violent gesture,
in a sweeping and violent gesture,
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画中间的基督，
以横扫一切的狂暴姿态，
以横扫一切的狂暴姿态，
将罪人逐出祷告神殿。
06:06
is expelling the sinners
from the temple of prayer.
from the temple of prayer.
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06:10
The group of counterterrorism officials
had five minutes with that painting,
had five minutes with that painting,
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反恐小组的官员们
只有 5 分钟时间观察绘画，
只有 5 分钟时间观察绘画，
还需要在这么短的时间里评估形势、
06:13
and in that short amount of time,
they had to assess the situation,
they had to assess the situation,
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分析细节、
06:17
analyze the details,
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06:19
articulate what, if anything,
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并阐述：如果他们在绘画中，
06:21
they would do if they were
in that painting.
in that painting.
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他们将会采取什么行动？
06:25
As you can imagine,
observations and insights differed.
observations and insights differed.
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正如你想的那样，
观察与领悟并不一样。
观察与领悟并不一样。
06:28
Who would they talk to?
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他们会与谁讨论？
06:29
Who would be the best witness?
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谁是最佳证人？
06:31
Who was a good potential witness?
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谁是优秀的潜在证人？
06:33
Who was lurking?
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谁在潜伏？
谁掌握最多的信息？
06:34
Who had the most information?
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06:36
But my favorite comment
came from a seasoned cop
came from a seasoned cop
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不过我最喜欢的评论来自
一个经验丰富的警察，
一个经验丰富的警察，
06:39
who looked at the central figure and said,
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他看着画中间的人物说，
06:41
"You see that guy in the pink?" --
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“看到那个穿着
粉色长袍的人了吗？” ——
粉色长袍的人了吗？” ——
指的是基督 ——
06:43
referring to Christ --
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06:44
he said, "I'd collar him,
he's causing all the trouble."
he's causing all the trouble."
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他说，“我会抓住他，是他惹了麻烦。”
06:47
(Laughter)
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（笑声）
06:50
So looking at art gives us a perfect
vehicle to rethink how we solve problems
vehicle to rethink how we solve problems
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所以观察艺术作品，给了我们一个
完美的视角来重新思考，
完美的视角来重新思考，
06:55
without the aid of technology.
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如何在没有技术辅助的
情况下解决问题。
情况下解决问题。
06:57
Looking at the work
of Felix Gonzalez-Torres,
of Felix Gonzalez-Torres,
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看看菲利克斯 · 冈萨雷斯 - 托雷斯的作品，
你会看到完美同步的两个时钟。
07:00
you see two clocks
in perfect synchronicity.
in perfect synchronicity.
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07:03
The hour, minute and
second hand perfectly aligned.
second hand perfectly aligned.
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时针、分针和秒针都完美对齐。
07:07
They are installed side by side
and they're touching,
and they're touching,
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它们并排安装，相互接触，
07:11
and they are entitled
"'Untitled' (Perfect Lovers)."
"'Untitled' (Perfect Lovers)."
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被命名为“无题（完美情人）”。
07:15
But closer analysis makes you realize
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但是进一步分析会发现，
07:17
that these are two
battery-operated clocks,
battery-operated clocks,
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这是两个电池驱动的时钟，
07:20
which in turn makes you understand --
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这样你就能明白——
“嗨，等一下 ……
07:22
"Hey, wait a minute ...
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其中一个电池将会在另一个之前没电。
07:23
One of those batteries
is going to stop before the other.
is going to stop before the other.
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那个时钟将会变慢
并早于另一个停止，
并早于另一个停止，
07:26
One of those clocks is going
to slow down and die before the other
to slow down and die before the other
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艺术作品的一致性将被改变。”
07:29
and it's going to alter
the symmetry of the artwork."
the symmetry of the artwork."
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07:33
Just articulating that thought process
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只需要阐述思想过程，
07:36
includes the necessity
of a contingency plan.
of a contingency plan.
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包括应急计划的必要性。
07:40
You need to have contingencies
for the unforeseen,
for the unforeseen,
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你需要为不可预见的、
意外的未知事物做好准备，
07:43
the unexpected and the unknown,
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07:45
whenever and however they may happen.
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无论它们何时以及如何发生。
07:50
Now, using art to increase
our visual intelligence
our visual intelligence
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使用艺术来提升我们的视觉智能
07:53
involves planning for contingencies,
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包括了制定应急计划、
07:55
understanding the big picture
and the small details
and the small details
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理解全局和细节
07:58
and noticing what's not there.
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并注意缺少了什么。
08:00
So in this painting by Magritte,
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在这幅马格里特的画里，
注意火车下面没有轨道，
08:02
noticing that there are no tracks
under the train,
under the train,
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壁炉里没有火，
08:06
there is no fire in the fireplace
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08:08
and there are no candles
in the candlesticks
in the candlesticks
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烛台上也没有蜡烛，
08:10
actually more accurately
describes the painting
describes the painting
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实际上这更加细致地描述了这幅画，
08:13
than if you were to say, "Well,
there's a train coming out of a fireplace,
there's a train coming out of a fireplace,
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而不只是说，“有一个火车开出了壁炉，
壁炉顶端有很多烛台。”
08:16
and there are candlesticks on the mantle."
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描述不存在的东西
听起来可能有悖常理，
听起来可能有悖常理，
08:18
It may sound counterintuitive
to say what isn't there,
to say what isn't there,
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但它确实是一个非常有价值的工具。
08:21
but it's really a very valuable tool.
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08:24
When a detective who had learned
about visual intelligence
about visual intelligence
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当一名在北卡罗来纳州学习过
视觉智能的侦探
08:27
in North Carolina
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被叫到犯罪现场，
08:28
was called to the crime scene,
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那是一次划船死亡事故，
08:29
it was a boating fatality,
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目击者告诉侦探船翻了，
08:31
and the eyewitness told this detective
that the boat had flipped over
that the boat had flipped over
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08:34
and the occupant had drowned underneath.
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船员被淹没在水下。
08:38
Now, instinctively, crime scene
investigators look for what is apparent,
investigators look for what is apparent,
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犯罪现场调查员通常会
直接寻找显而易见的证据，
直接寻找显而易见的证据，
但是这个侦探做了
一些与众不同的事情。
一些与众不同的事情。
08:41
but this detective
did something different.
did something different.
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他试图查看现场缺了什么，
这就更难做到。
这就更难做到。
08:43
He looked for what wasn't there,
which is harder to do.
which is harder to do.
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08:47
And he raised the question:
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他提出了问题：
如果船真的翻了 ——
08:48
if the boat had really
tipped flipped over --
tipped flipped over --
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就像目击者所说的那样 ——
08:51
as the eyewitness said that it did --
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为什么放在船一端的文件
08:53
how come the papers that were kept
at one end of the boat
at one end of the boat
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08:56
were completely dry?
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全都是干的？
08:58
Based on that one small
but critical observation,
but critical observation,
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基于这个细小但关键的观察，
调查从意外死亡转向了谋杀。
09:02
the investigation shifted
from accidental death to homicide.
from accidental death to homicide.
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09:08
Now, equally important
to saying what isn't there
to saying what isn't there
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同样重要的是，
说出那些异常的地方
说出那些异常的地方
09:10
is the ability to find visual connections
where they may not be apparent.
where they may not be apparent.
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就能够找到视觉上的联系，
尽管它们可能不明显。
尽管它们可能不明显。
09:16
Like Marie Watt's totem pole of blankets.
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就像玛丽 · 瓦特的毛毯图腾柱。
09:19
It illustrates that finding hidden
connections in everyday objects
connections in everyday objects
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这说明在日常事物中发现隐藏的关联
可以产生如此深刻的共鸣。
09:23
can resonate so deeply.
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艺术家从她所在社区里的
09:25
The artist collected blankets
from all different people
from all different people
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09:28
in her community,
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不同人那里收集毯子，
09:29
and she had the owners
of the blankets write, on a tag,
of the blankets write, on a tag,
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她让毯子的主人在标签上
09:33
the significance of
the blanket to the family.
the blanket to the family.
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写上这些毯子对家庭的重要性。
09:36
Some of the blankets
had been used for baby blankets,
had been used for baby blankets,
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其中一些曾被用作儿童毯，
09:39
some of them had been used
as picnic blankets,
as picnic blankets,
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一些曾被用作野餐毯，
09:41
some of them had been used for the dog.
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另一些曾被宠物狗使用。
09:44
We all have blankets in our homes
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大家的家里都有毯子，
能理解它们扮演着重要的角色。
09:47
and understand the significance
that they play.
that they play.
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09:50
But similarly, I instruct new doctors:
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同样地，我会这样指导新医生：
当他们进入一个病房，
09:53
when they walk into a patient's room,
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09:54
before they pick up that medical chart,
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拿起病人的病例之前，
先环顾一下房间。
09:58
just look around the room.
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10:00
Are there balloons or cards,
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看看有没有气球或卡片，
或者床上有特别的毯子吗？
10:02
or that special blanket on the bed?
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10:05
That tells the doctor there's a connection
to the outside world.
to the outside world.
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那会告诉医生，
这里与外界是有联系的。
这里与外界是有联系的。
如果这位病人在病房外的亲友
10:09
If that patient has someone
in the outside world
in the outside world
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10:12
to assist them and help them,
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能够帮助他们，
医生就能把这种联系牢记在心，
实施最好的治疗。
实施最好的治疗。
10:14
the doctor can implement the best care
with that connection in mind.
with that connection in mind.
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10:20
In medicine, people
are connected as humans
are connected as humans
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在医学上，他们被确认为
医生和病人之前，
医生和病人之前，
10:23
before they're identified
as doctor and patient.
as doctor and patient.
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是作为人类联系在一起的。
10:27
But this method of enhancing perception --
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但是这种提高感知力的方法 ——
不需要具有颠覆性，
10:30
it need not be disruptive,
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也不需要捕捉到所有细枝末节。
10:31
and it doesn't necessitate
an overhaul in looking.
an overhaul in looking.
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10:35
Like Jorge Méndez Blake's sculpture
of building a brick wall
of building a brick wall
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就像豪尔赫 · 门德斯 · 布雷克
基于卡夫卡的作品《城堡》
基于卡夫卡的作品《城堡》
建造的砖墙雕塑一样，
10:39
above Kafka's book "El Castillo"
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10:42
shows that more astute observation
can be subtle and yet invaluable.
can be subtle and yet invaluable.
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这表明更敏锐的观察力
是微妙而宝贵的。
是微妙而宝贵的。
10:47
You can discern the book,
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你可以辨别出这本书，
而且可以看到它如何破坏了
10:49
and you can see
how it disrupted the symmetry
how it disrupted the symmetry
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位于其上方的砖的对称性，
10:51
of the bricks directly above it,
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但是当你走到雕塑的尽头时，
10:54
but by the time you get
to the end of the sculpture,
to the end of the sculpture,
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就再也看不出那本书了。
10:56
you can no longer see the book.
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10:59
But looking at the work of art
in its entirety,
in its entirety,
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但是从整体上看艺术品，
11:02
you see that the impact
of the work's disruption on the bricks
of the work's disruption on the bricks
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你会发现这个作品通过
砖块所产生的影响
砖块所产生的影响
11:06
is nuanced and unmistakable.
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是微妙的，且毋庸置疑。
11:09
One thought,
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一个思想、
一个想法、
11:10
one idea,
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一个创新都可以改变方法、
11:12
one innovation can alter an approach,
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11:16
change a process
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改变过程、
11:17
and even save lives.
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甚至挽救生命。
11:20
I've been teaching visual intelligence
for over 15 years,
for over 15 years,
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我教授视觉智能超过 15 年了，
令我大为诧异和惊讶的 ——
11:24
and to my great amazement
and astonishment --
and astonishment --
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11:27
to my never-ending astonishment
and amazement,
and amazement,
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让我始终感到惊奇和诧异的是，
我发现用批判的眼光看待艺术
11:30
I have seen that looking at art
with a critical eye
with a critical eye
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11:33
can help to anchor us in our world
of uncharted waters,
of uncharted waters,
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能够帮助我们在未知世界的水域锚定，
11:37
whether you are a paramilitary trooper,
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无论你是待入伍的战士、
11:39
a caregiver, a doctor or a mother.
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看护者、医生还是母亲。
11:43
Because let's face it, things go wrong.
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因为我们得面对现实，事情总会出错。
11:46
(Laughter)
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（笑声）
11:47
Things go wrong.
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没有什么是万无一失的。
11:48
And don't misunderstand me,
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但别误会，
11:50
I'd eat that doughnut in a minute.
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我完全不介意吃掉那个甜甜圈。
11:51
(Laughter)
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（笑声）
11:53
But we need to understand the consequences
of what it is that we observe,
of what it is that we observe,
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但是我们需要理解我们
观察到的内容的后果，
观察到的内容的后果，
我们需要把可观察到的细节
转换为可行动的知识。
转换为可行动的知识。
11:57
and we need to convert observable details
into actionable knowledge.
into actionable knowledge.
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12:02
Like Jennifer Odem's sculpture
of tables standing sentinel
of tables standing sentinel
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就像珍妮弗 · 奥登在新奥尔良的
密西西比河岸边
密西西比河岸边
12:06
on the banks of the Mississippi River
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耸立的桌子雕塑一样，
警惕着威胁，
12:09
in New Orleans,
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12:10
guarding against the threat
of post-Katrina floodwaters
of post-Katrina floodwaters
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在卡特里娜飓风过后的洪水中，
在逆境中奋起，
12:13
and rising up against adversity,
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12:16
we too have the ability
to act affirmatively
to act affirmatively
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我们也有能力采取果断的行动，
创造积极的变化。
12:19
and affect positive change.
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12:21
I have been mining the world of art
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我一直在挖掘艺术的世界，
12:24
to help people across
the professional spectrum
the professional spectrum
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以帮助各个专业领域的人
看到日常生活中的不平凡，
12:27
to see the extraordinary in the everyday,
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阐明缺失的东西，
12:30
to articulate what is absent
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12:33
and to be able to inspire
creativity and innovation,
creativity and innovation,
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并能激发创造力和创新精神，
12:37
no matter how small.
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无论多么渺小。
12:38
And most importantly,
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最重要的是，
在不显眼的地方建立人际关系，
12:40
to forge human connections
where they may not be apparent,
where they may not be apparent,
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12:44
empowering us all to see our work
and the world writ large
and the world writ large
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使我们能够以一种
新的眼光看待我们的工作
新的眼光看待我们的工作
12:48
with a new set of eyes.
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和整个世界。
12:50
Thank you.
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谢谢。
（掌声）
12:52
(Applause)
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ABOUT THE SPEAKER
Amy Herman - Visual educatorBy showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making.
Why you should listen
Amy Herman is a lawyer and art historian who uses works of art to sharpen observation, analysis and communication skills. She developed her Art of Perception seminar in 2000 to improve medical students' observation and communication skills with their patients when she was the head of education at The Frick Collection in New York City. She subsequently adapted the program for a wide range of professionals and leads sessions internationally for the New York City Police Department, the FBI, the French National Police, the Department of Defense, Interpol, the State Department, Fortune 500 companies, first responders, the military and the intelligence community. In her highly participatory presentation, she demonstrates the relevance of visual literacy across the professional spectrum and how the analysis of works of art affords participants in her program an innovative way to refresh their sense of critical inquiry and reconsider the skills necessary for improved performance and effective leadership. The program has been featured in the New York Times, The Wall Street Journal, "The CBS Evening News" and Smithsonian Magazine, among others.
Herman holds an AB, a JD and an MA in art history. Her book, Visual Intelligence, was published in May 2016 and was on both the New York Times and Washington Post bestseller lists.
Amy Herman | Speaker | TED.com