TEDSalon London 2010
Charles Leadbeater: Education innovation in the slums
查尔斯·里德比特：贫民区的教育创新
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查尔斯·里德比特在探寻全新的教育形式 -- 他在里约和基贝拉的贫民区找到了，在那里全世界最贫穷的孩子门在寻找创新性的方式去学习。这种非正规的，颠覆式的新型学校，在他眼中，是所有学校未来的方向。
Charles Leadbeater - Innovation consultant
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
Double-click the English transcript below to play the video.
00:15
It's a great pleasure to be here.
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很高兴来到这里
00:17
It's a great pleasure to speak after
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很高兴我的发言被安排在
00:19
Brian Cox from CERN.
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欧洲核子研究中心的布莱恩·考克斯之后
00:21
I think CERN is the home
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我知道欧洲核子研究中心有一个
00:23
of the Large Hadron Collider.
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大型强子对撞器
00:26
What ever happened to the Small Hadron Collider?
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小型强子对撞器出什么事了？
00:29
Where is the Small Hadron Collider?
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小型强子对撞器去哪了？
00:32
Because the Small Hadron Collider once was the big thing.
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因为小型强子对撞器曾经是大的
00:35
Now, the Small Hadron Collider
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现在，小型强子对撞器
00:38
is in a cupboard, overlooked and neglected.
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被扔在柜子里，没人搭理了
00:41
You know when the Large Hadron Collider started,
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在大型强子对撞器刚启用的时候
00:44
and it didn't work, and people tried to work out why,
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它没能正常运转，大家试图找出原因
00:47
it was the Small Hadron Collider team
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原来是小型强子对撞器的团队
00:50
who sabotaged it
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在捣鬼
00:52
because they were so jealous.
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因为他们太嫉妒了
00:54
The whole Hadron Collider family
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整个强子对撞器团队
00:56
needs unlocking.
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需要被解放
00:58
The lesson of Brian's presentation, in a way --
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布莱恩的演讲
01:01
all those fantastic pictures --
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和所有他那些奇妙的图片
01:03
is this really:
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其真正含义是
01:05
that vantage point determines everything that you see.
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观察位置决定了观察结果
01:08
What Brian was saying was
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布莱恩的意思是
01:10
science has opened up successively different vantage points
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科学不断开拓出了各种各样的观察位置
01:12
from which we can see ourselves,
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立于其上，我们可以审视自己。
01:14
and that's why it's so valuable.
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所以它非常具有价值。
01:16
So the vantage point you take
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你所处的观察位置
01:18
determines virtually everything that you will see.
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事实上决定了观察结果
01:20
The question that you will ask
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你所提出的问题
01:22
will determine much of the answer that you get.
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基本决定了你所能得到的答案。
01:25
And so if you ask this question:
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如果你的问题是
01:27
Where would you look to see the future of education?
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去哪里能够找到教育的未来
01:30
The answer that we've traditionally given to that
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我们传统上给出的答案
01:33
is very straightforward, at least in the last 20 years:
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至少在过去的二十年里，非常简单
01:35
You go to Finland.
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去芬兰
01:37
Finland is the best place in the world to see school systems.
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芬兰是世界上观察教育系统的最佳地点
01:40
The Finns may be a bit boring and depressive and there's a very high suicide rate,
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芬兰人可能有些无趣，抑郁，且自杀率颇高
01:43
but by golly, they are qualified.
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但是他们做的真的很到位
01:46
And they have absolutely amazing education systems.
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他们的教育系统绝对令人叹为观止
01:49
So we all troop off to Finland,
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所以我们都跑去了芬兰
01:51
and we wonder at the social democratic miracle of Finland
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我们惊叹于芬兰社会的民主奇迹
01:54
and its cultural homogeneity and all the rest of it,
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文化的统一性，以及所有其他方面
01:57
and then we struggle to imagine how we might
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但最后我们却苦于很难把
01:59
bring lessons back.
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所见所学的带回去用。
02:01
Well, so, for this last year,
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所以在过去的一年里
02:03
with the help of Cisco who sponsored me,
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在思科的资助下
02:05
for some balmy reason, to do this,
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基于高尚的理由，
02:08
I've been looking somewhere else.
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我到了其他一些地方做调查。
02:10
Because actually radical innovation does sometimes
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因为事实上革新性的创造有的时候
02:13
come from the very best,
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来自于发达地区
02:15
but it often comes from places
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但它经常来自于
02:17
where you have huge need --
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有庞大的需求
02:19
unmet, latent demand --
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不足，和潜在需要
02:21
and not enough resources for traditional solutions to work --
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而且以现有资源和方式无法解决问题的地方-
02:24
traditional, high-cost solutions,
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传统的高成本方法
02:26
which depend on professionals,
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依赖专业人员，
02:28
which is what schools and hospitals are.
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比如学校和医院
02:30
So I ended up in places like this.
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所以我最后选择了这类地方
02:32
This is a place called Monkey Hill.
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这个地方叫猴山
02:35
It's one of the hundreds of favelas in Rio.
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是里约上百个贫民区中的一个
02:38
Most of the population growth of the next 50 years
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未来50年，大部分的人口增长
02:41
will be in cities.
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都会在城市地区。
02:43
We'll grow by six cities of 12 million people a year
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我们会每年增加六个一千二百万人口的城市
02:46
for the next 30 years.
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持续增长三十年。
02:48
Almost all of that growth will be in the developed world.
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大部分的人口增长会在发达地区。
02:51
Almost all of that growth will be
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大部分的增长会在
02:53
in places like Monkey Hill.
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像猴山的这类地方。
02:55
This is where you'll find the fastest growing
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这里有增长最快的
02:57
young populations of the world.
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青年人口，全世界最快的
02:59
So if you want recipes to work --
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所以如果你想把一些想法派上用场
03:01
for virtually anything -- health, education,
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几乎可以是任何想法 -- 健康，教育
03:03
government politics
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政府工作
03:05
and education --
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以及教育 --
03:07
you have to go to these places.
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那么你必须去这类地方
03:09
And if you go to these places, you meet people like this.
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在这里，你会遇见这类人
03:11
This is a guy called Juanderson.
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这个人叫胡安得森
03:13
At the age of 14,
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在他十四岁的时候
03:15
in common with many 14-year-olds in the Brazilian education system,
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像很多在巴西教育系统里的十四岁孩子一样
03:18
he dropped out of school.
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他退学了
03:20
It was boring.
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上学太无聊了
03:22
And Juanderson, instead, went into
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胡安得森转而去了
03:24
what provided kind of opportunity and hope
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能给他机会和希望的地方
03:26
in the place that he lived, which was the drugs trade.
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在他住的地方，那就是毒品交易
03:29
And by the age of 16, with rapid promotion,
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他进步神速，到十六岁的时候
03:32
he was running the drugs trade in 10 favelas.
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已经在十个贫民区展开了毒品业务
03:34
He was turning over 200,000 dollars a week.
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他一个星期经手二十万美元
03:37
He employed 200 people.
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手底下有两百人
03:39
He was going to be dead by the age of 25.
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估计活不到二十五岁就得死
03:41
And luckily, he met this guy,
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但很幸运，他认识了这个人
03:43
who is Rodrigo Baggio,
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罗德里格.巴乔
03:45
the owner of the first laptop to ever appear in Brazil.
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巴西第一个拥有笔记本电脑的人
03:48
1994, Rodrigo started something
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1994年，罗德里格开始从事一种
03:50
called CDI,
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被称作CDI的业务
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which took computers
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就是把电脑
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donated by corporations,
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从捐赠它们的企业那里
03:56
put them into community centers in favelas
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拿到贫民区的社区中心
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and created places like this.
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然后建立一些这样的地方
04:01
What turned Juanderson around
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真正改变胡安得森的
04:03
was technology for learning
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是可以辅助他学习的科技
04:05
that made learning fun and accessible.
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使学习变得有趣且易行
04:07
Or you can go to places like this.
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你也可以去像这样的地方
04:09
This is Kibera, which is the largest slum in East Africa.
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这是基贝拉，东非最大的贫民区
04:12
Millions of people living here,
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上百万人住在这里
04:14
stretched over many kilometers.
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方圆有好几公里
04:16
And there I met these two,
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我在这遇见了这两个人
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Azra on the left, Maureen on the right.
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左边的是阿紫，右边的是毛琳
04:20
They just finished their Kenyan certificate
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她们刚刚拿到了肯尼亚的
04:22
of secondary education.
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中等教育文凭
04:24
That name should tell you that the Kenyan education system
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从这个名称可以看出肯尼亚的教育系统
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borrows almost everything
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几乎是完全效仿
04:29
from Britain, circa 1950,
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1950年左右的英国
04:32
but has managed to make it even worse.
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只是办的更糟糕
04:35
So there are schools in slums like this.
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可见这类贫民区是有学校设施的
04:37
They're places like this.
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学校都是像这样的
04:39
That's where Maureen went to school.
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毛琳就是在这里上学
04:41
They're private schools. There are no state schools in slums.
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这些都是私立学校。在贫民区没有公立学校
04:44
And the education they got was pitiful.
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而且对于她们所受的教育我实在不敢恭维
04:47
It was in places like this. This a school set up by some nuns
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就是在这样一个地方，一个修女们建立起来的学校
04:50
in another slum called Nakuru.
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坐落于另一个叫那库鲁的贫民区。
04:53
Half the children in this classroom have no parents
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这个班上一半的孩子是孤儿
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because they've died through AIDS.
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他们的父母死于艾滋病。
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The other half have one parent
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另一半孩子是单亲
05:00
because the other parent has died through AIDS.
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父母中的一个死于艾滋病。
05:03
So the challenges of education
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所以上学的内容
05:05
in this kind of place
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在这类地区
05:07
are not to learn the kings and queens of Kenya or Britain.
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不是要了解肯尼亚或者英国的国王和王后
05:10
They are to stay alive, to earn a living,
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而是如何生存，谋生
05:13
to not become HIV positive.
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不得艾滋病。
05:16
The one technology that spans rich and poor
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有一种不分贵贱，人人可享用的科技
05:19
in places like this
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在这类地方就有
05:21
is not anything to do with industrial technology.
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它跟工业科技毫无关系
05:23
It's not to do with electricity or water.
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也不用电或者水
05:25
It's the mobile phone.
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它就是移动电话。
05:27
If you want to design from scratch
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如果你想从头设计一种
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virtually any service in Africa,
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在非洲的服务，不论何种方式，
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you would start now with the mobile phone.
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你最好现在就从移动电话入手。
05:34
Or you could go to places like this.
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或者你可以去这类地方
05:36
This is a place called the Madangiri Settlement Colony,
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这个地方叫玛丹基利殖民定居地
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which is a very developed slum
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是一个比较完善的贫民区
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about 25 minutes outside New Delhi,
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离新德里大约二十五分钟车程，
05:44
where I met these characters
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我在那里遇到了这几个人
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who showed me around for the day.
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她们那天带我到周边转了转
05:48
The remarkable thing about these girls,
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这几个女孩，有个值得注意的地方
05:51
and the sign of the kind of social revolution
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这其实是社会变革的一种标志
05:53
sweeping through the developing world
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这个现象席卷了发展中国家
05:55
is that these girls are not married.
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那就是这些女孩都还没有结婚。
05:58
Ten years ago, they certainly would have been married.
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十年前，这个年龄肯定已经结婚了
06:00
Now they're not married, and they want to go on
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现在却没有，她们还想着
06:02
to study further, to have a career.
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继续深造，拥有一份职业。
06:04
They've been brought up by mothers who are illiterate,
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抚养她们的母亲们都是文盲，
06:07
who have never ever done homework.
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从未做过家庭作业。
06:10
All across the developing world there are millions of parents --
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全世界的发展中地区，有数以百万的家长
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tens, hundreds of millions --
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成百上千万的家长
06:14
who for the first time
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这辈子第一次
06:16
are with children doing homework and exams.
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和孩子们一起做家庭作业，考试。
06:19
And the reason they carry on studying
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这些家长学习的原因
06:21
is not because they went to a school like this.
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不是因为她们在这样的学校里学习。
06:23
This is a private school.
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这是一个私立学校
06:25
This is a fee-pay school. This is a good school.
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一个收费的，不错的学校。
06:27
This is the best you can get
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这是你能找到的最好的
06:29
in Hyderabad in Indian education.
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在印度海得拉巴的学校了。
06:32
The reason they went on studying was this.
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她们继续学习的原因是这个。
06:35
This is a computer installed in the entrance to their slum
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这台电脑就装在贫民区的门口
06:38
by a revolutionary social entrepreneur
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装这个的是个给社会带来变革的企业家
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called Sugata Mitra
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名字叫苏迦特.米卡
06:42
who has conducted the most radical experiments,
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他通过最基本的试验
06:44
showing that children, in the right conditions,
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给孩子们证明，在合适的条件下
06:47
can learn on their own with the help of computers.
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他们可以在电脑的帮助下自主学习
06:50
Those girls have never touched Google.
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那些女孩从没碰过谷歌
06:53
They know nothing about Wikipedia.
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她们对维基百科一无所知
06:55
Imagine what their lives would be like
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想象一下她们的生活会发生什么变化
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if you could get that to them.
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如果你能将这些带给她们。
07:00
So if you look, as I did,
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所以如果你像我一样，
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through this tour,
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通过此项活动来探寻
07:04
and by looking at about a hundred case studies
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通过观察上百个案例来分析
07:07
of different social entrepreneurs
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不同的社会企业家
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working in these very extreme conditions,
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在这些非常极端的条件下进行的工作，
07:12
look at the recipes that they come up with for learning,
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观察他们想到的为了学习的方法
07:15
they look nothing like school.
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它们跟学校的方式完全不同。
07:17
What do they look like?
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那它们是怎么样的呢？
07:19
Well, education is a global religion.
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改善教育是个全世界都在追求的目标。
07:21
And education, plus technology,
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教育，加上科技
07:23
is a great source of hope.
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给人带来了巨大希望。
07:25
You can go to places like this.
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你可以去这样的地方。
07:28
This is a school three hours outside of Sao Paulo.
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这是一个离圣保罗三小时车程的学校，
07:31
Most of the children there have parents who are illiterate.
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那里大部分孩子的家长是文盲。
07:34
Many of them don't have electricity at home.
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很多孩子的家里还没有通上电。
07:37
But they find it completely obvious
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但他们会很自然地
07:40
to use computers, websites,
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开始接触电脑，网站，
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make videos, so on and so forth.
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制作视频，等等。
07:44
When you go to places like this
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当你来到这种地方
07:46
what you see is that
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你看到的是
07:48
education in these settings
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在这种条件下的教育
07:51
works by pull, not push.
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是吸引式的，不是灌输式的。
07:53
Most of our education system is push.
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大部分的教育系统是灌输式的。
07:55
I was literally pushed to school.
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我就是被逼去上学的。
07:57
When you get to school, things are pushed at you:
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在学校里，东西都是灌给你的，
07:59
knowledge, exams,
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知识，考试，
08:01
systems, timetables.
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制度，课程表。
08:03
If you want to attract people like Juanderson
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如果你想吸引像胡安得森那样的
08:05
who could, for instance,
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可能会
08:07
buy guns, wear jewelry,
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买枪，带珠宝，
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ride motorbikes and get girls
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骑摩托车，勾搭女孩
08:11
through the drugs trade,
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参与毒品交易的人，
08:13
and you want to attract him into education,
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你想吸引他去受教育，
08:15
having a compulsory curriculum doesn't really make sense.
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一个强制性的课表将毫无意义。
08:18
That isn't really going to attract him.
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那没法真正地引起他的兴趣。
08:20
You need to pull him.
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你需要吸引他。
08:22
And so education needs to work by pull, not push.
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所以教育需要吸引，不能灌输。
08:24
And so the idea of a curriculum
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类似课表这样的想法
08:27
is completely irrelevant in a setting like this.
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在这样的环境下是完全不适用的。
08:29
You need to start education
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教育要先从
08:31
from things that make a difference
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帮助人带来生活上的改变开始
08:33
to them in their settings.
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而且适用于他们的环境。
08:35
What does that?
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怎么能做到这个呢？
08:37
Well, the key is motivation, and there are two aspects to it.
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关键是动力，这里包含两个方面.
08:40
One is to deliver extrinsic motivation,
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一个是传递外部的动力。
08:43
that education has a payoff.
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也就是受教育是有回报的。
08:45
Our education systems all work
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我们的教育系统都基于
08:48
on the principle that there is a payoff,
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的原则是能带来回报，
08:50
but you have to wait quite a long time.
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但你必须得等很长一段时间。
08:52
That's too long if you're poor.
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如果你是个穷人，等不了那么久。
08:54
Waiting 10 years for the payoff from education
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十年才等来教育的回报
08:57
is too long when you need to meet daily needs,
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对于需要养家糊口的人来说太长了，
09:00
when you've got siblings to look after
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特别是当你有兄弟姐妹需要照看
09:02
or a business to help with.
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或是家里有生意需要帮忙。
09:04
So you need education to be relevant and help people
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所以你需要有相关性的教育，能给人以帮助
09:06
to make a living there and then, often.
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养家糊口，生活下来。
09:09
And you also need to make it intrinsically interesting.
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还要从本质上把学习搞得有趣
09:12
So time and again, I found people like this.
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长此以往，我发现人们会喜欢学习的。
09:15
This is an amazing guy, Sebastiao Rocha,
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这是个了不起的人，塞巴斯蒂安.罗恰
09:18
in Belo Horizonte,
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在贝洛奥里藏特
09:20
in the third largest city in Brazil.
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巴西的第三大城市
09:22
He's invented more than 200 games
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他研发了两百多种游戏
09:24
to teach virtually any subject under the sun.
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可以教授几乎任何已知的学科
09:27
In the schools and communities
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在学校和社区
09:29
that Taio works in,
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那些泰奥工作的地方
09:31
the day always starts in a circle
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每一天都是周而复始的
09:33
and always starts from a question.
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总是从一个提问开始
09:36
Imagine an education system that started from questions,
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想象一下，一个教育系统，从提问开始
09:39
not from knowledge to be imparted,
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而不直接传授知识
09:41
or started from a game, not from a lesson,
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或者从游戏开始，而不是从一堂课
09:44
or started from the premise
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或者说从一个前提开始
09:46
that you have to engage people first
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就是你必须先把人吸引过来
09:49
before you can possibly teach them.
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在那之前你根本不可能教他们。
09:51
Our education systems,
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我们的教育系统，
09:53
you do all that stuff afterward, if you're lucky,
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所有那些事都是后做的，如果你幸运的话，
09:55
sport, drama, music.
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体育，戏剧，音乐
09:57
These things, they teach through.
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这些学科寓教于乐
10:00
They attract people to learning
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它们吸引人来学习
10:02
because it's really a dance project
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因为它说到底就是个舞蹈活动项目
10:04
or a circus project
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或者是马戏团活动项目
10:06
or, the best example of all --
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或者，最好的例子是 －
10:08
El Sistema in Venezuela --
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委内瑞拉国立青少年管弦乐团系统
10:10
it's a music project.
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它是一个音乐项目。
10:12
And so you attract people through that into learning,
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你通过它来吸引人们，进而开展学习
10:14
not adding that on after
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而不是把活动放在
10:16
all the learning has been done
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所有的学习之后
10:18
and you've eaten your cognitive greens.
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你的精力到那个时候早用光了
10:21
So El Sistema in Venezuela
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委内瑞拉国立青少年管弦乐团系统
10:23
uses a violin as a technology of learning.
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用小提琴作为学习的工具
10:26
Taio Rocha uses making soap
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泰奥.罗恰用做肥皂
10:29
as a technology of learning.
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作为学习的工具
10:31
And what you find when you go to these schemes
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深入到这些计划中你会发现
10:33
is that they use people and places
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他们利用人员和场地
10:35
in incredibly creative ways.
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的方式很有创造力
10:37
Masses of peer learning.
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大量的互助学习
10:39
How do you get learning to people
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怎么样能让人进行学习
10:41
when there are no teachers,
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在没有老师的情况下学习
10:43
when teachers won't come, when you can't afford them,
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在老师不愿来，或你付不起钱的情况下
10:45
and even if you do get teachers,
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甚至是你请来了老师
10:48
what they teach isn't relevant to the communities that they serve?
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但他们所教授的跟所在社区毫无相关性
10:51
Well, you create your own teachers.
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那么，你就自己创造一个老师
10:53
You create peer-to-peer learning,
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可以采用互帮互助学习
10:55
or you create para-teachers, or you bring in specialist skills.
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或者设立辅导教师，还有利用一些特殊技能
10:58
But you find ways to get learning that's relevant to people
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反正是要想办法让人们学有所用
11:01
through technology, people and places that are different.
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利用各种科技，人员和场地的手段
11:04
So this is a school in a bus
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这是个在巴士车上的学校
11:06
on a building site
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在一个建筑工地上
11:09
in Pune, the fastest growing city in Asia.
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位于浦那，亚洲发展最快的城市
11:12
Pune has 5,000 building sites.
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浦那有五千个建筑工地。
11:15
It has 30,000 children
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有三万名儿童
11:17
on those building sites.
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在那些建筑工地上。
11:19
That's one city.
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这只是一个城市
11:21
Imagine that urban explosion
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想象一下，城市飞速扩张之势
11:23
that's going to take place across the developing world
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将席卷发展中地区
11:26
and how many thousands of children
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会有成千上万的儿童
11:28
will spend their school years on building sites.
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将在学龄期间每天泡在工地上
11:30
Well, this is a very simple scheme
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这是个非常简便的方案
11:32
to get the learning to them through a bus.
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用一辆巴士车让孩子们有学上
11:35
And they all treat learning,
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而且在这里学到的
11:38
not as some sort of academic, analytical activity,
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不是什么学术，分析过程
11:41
but as that's something that's productive,
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而是实际有用的东西
11:43
something you make,
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一些你能做出来的
11:45
something that you can do, perhaps earn a living from.
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一些你能从事的，能用来谋生的东西
11:48
So I met this character, Steven.
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我遇到了一个叫史蒂夫的人
11:51
He'd spent three years in Nairobi living on the streets
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他有三年在内罗毕的大街上度过
11:54
because his parents had died of AIDS.
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因为他的父母患艾滋病去世了
11:56
And he was finally brought back into school,
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他最终还是上了学，
11:58
not by the offer of GCSEs,
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不是为了普通中等教育证书
12:00
but by the offer of learning how to become a carpenter,
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而是学习如何当木匠
12:03
a practical making skill.
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一项实用的技能。
12:05
So the trendiest schools in the world,
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全世界最时髦的学校
12:07
High Tech High and others,
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科技类高中以及其他的
12:09
they espouse a philosophy of learning as productive activity.
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它们提倡的办学理念是学以致用
12:12
Here, there isn't really an option.
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在这里，没有其他选择
12:14
Learning has to be productive
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学习内容必须要能致用
12:16
in order for it to make sense.
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才有意义
12:19
And finally, they have a different model of scale,
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最后它们采用一种与众不同的推广模式
12:22
and it's a Chinese restaurant model
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就是中餐馆式的
12:24
of how to scale.
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推广模式
12:26
And I learned it from this guy,
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这个我是从这人身上学到的
12:28
who is an amazing character.
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这是一个了不起的人
12:30
He's probably the most remarkable social entrepreneur
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他可能是最杰出的社会企业家
12:32
in education in the world.
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就全世界教育界而言
12:34
His name is Madhav Chavan,
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他的名字是马德哈夫.恰凡
12:36
and he created something called Pratham.
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2000
他创建了一个叫布拉罕的组织
12:38
And Pratham runs preschool play groups
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3000
布拉罕开展的是面向学龄前儿童的游戏活动
12:41
for, now, 21 million children in India.
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3000
现在在印度，有两千一百万儿童参与
12:44
It's the largest NGO in education in the world.
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它是全世界最大的教育类非政府组织
12:47
And it also supports working-class kids going into Indian schools.
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它也援助进入学校的工薪阶层的孩子
12:50
He's a complete revolutionary.
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此人是个彻彻底底的革新者
12:52
He's actually a trade union organizer by background,
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他的工作背景本来是工会组织者
12:55
and that's how he learned the skills
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他就是在那里学到的管理方法
12:57
to build his organization.
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用来建立这个组织
12:59
When they got to a certain stage,
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当它们到了一定阶段
13:01
Pratham got big enough to attract
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布拉罕的规模已经达到可以吸引
13:03
some pro bono support from McKinsey.
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来自麦肯锡的无偿援助
13:05
McKinsey came along and looked at his model and said,
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麦肯锡的人看了他的运营模式后说
13:08
"You know what you should do with this, Madhav?
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“你知道应该怎么来运作它吗，马德哈夫？
13:10
You should turn it into McDonald's.
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你应该采用麦当劳模式
13:12
And what you do when you go to any new site
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每到任何一个新地方，你应该
13:14
is you kind of roll out a franchise.
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开展特许加盟
13:16
And it's the same wherever you go.
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这样你的东西无论到哪都是一个样子
13:18
It's reliable and people know exactly where they are.
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此举不但稳妥，且让人一进来就知道他们在哪
13:21
And there will be no mistakes."
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不会有人出差错”
13:23
And Madhav said,
335
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马德哈夫说
13:25
"Why do we have to do it that way?
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“我们为什么非那样不可？
13:27
Why can't we do it more like the Chinese restaurants?"
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为什么不能像中餐馆那样搞呢？”
13:30
There are Chinese restaurants everywhere,
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中餐馆无处不在
13:32
but there is no Chinese restaurant chain.
339
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3000
但却没有一个中餐馆连锁系统
13:35
Yet, everyone knows what is a Chinese restaurant.
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可谁都知道中餐馆什么样
13:37
They know what to expect, even though it'll be subtly different
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他们知道店里会有什么，即便店与店会有些不同
13:40
and the colors will be different and the name will be different.
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颜色会有点不一样，名字也不同
13:42
You know a Chinese restaurant when you see it.
343
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但你一看就知道这是个中餐馆
13:45
These people work with the Chinese restaurant model --
344
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这些人采用了中餐馆的模式
13:48
same principles, different applications and different settings --
345
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同一个准则， 不同的用途和配置
13:51
not the McDonald's model.
346
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没用麦当劳的模式
13:53
The McDonald's model scales.
347
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麦当劳模式是增长型的
13:55
The Chinese restaurant model spreads.
348
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中餐馆模式是扩散型的
13:58
So mass education
349
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大众教育
14:00
started with social entrepreneurship
350
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最初是社会企业的形式
14:02
in the 19th century.
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那是在十九世纪
14:04
And that's desperately what we need again
352
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而这一特点是我们又重新迫切需要的
14:06
on a global scale.
353
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全世界都是如此
14:08
And what can we learn from all of that?
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这对我们有什么启发呢
14:10
Well, we can learn a lot
355
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启发很多
14:12
because our education systems
356
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因为我们的教育系统
14:14
are failing desperately in many ways.
357
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在很多方面都是非常失败的
14:16
They fail to reach the people
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它们帮不到那些
14:18
they most need to serve.
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最需要帮助的人
14:20
They often hit their target but miss the point.
360
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3000
他们经常是找对了对象，办错了事
14:23
Improvement is increasingly
361
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想要的改进越来越
14:25
difficult to organize;
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难于付诸实施
14:27
our faith in these systems, incredibly fraught.
363
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我们对这些系统的信任，非常令人忧心
14:30
And this is just a very simple way of
364
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有一个非常简单的方法
14:32
understanding what kind of innovation,
365
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3000
来理解什么样的创新
14:35
what kind of different design we need.
366
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什么样的新式设计是我们需要的。
14:38
There are two basic types of innovation.
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创新基本有两种类型
14:40
There's sustaining innovation,
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2000
一种是改良型创新
14:42
which will sustain an existing institution or an organization,
369
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3000
就是改良一个已有的机构或是组织
14:45
and disruptive innovation
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另一种是破坏型创新
14:47
that will break it apart, create some different way of doing it.
371
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是打破已有模式，想出一些不同的方式来处理问题
14:50
There are formal settings --
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在一些正式的地方
14:52
schools, colleges, hospitals --
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比如学校，高校，医院
14:54
in which innovation can take place,
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是可以进行创新的
14:56
and informal settings -- communities,
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还有一类是非正式的地方，比如社区
14:58
families, social networks.
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家庭，社交网络
15:00
Almost all our effort goes in this box,
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几乎我们所有的力气都花在这里
15:02
sustaining innovation in formal settings,
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3000
在那些正式的地方进行改良型创新
15:05
getting a better version
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改良现行的
15:07
of the essentially Bismarckian school system
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也就是原来的俾斯麦式学校系统
15:09
that developed in the 19th century.
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它产生于十九世纪
15:12
And as I said, the trouble with this is that,
382
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正如我描述的，这个模式的问题在于
15:14
in the developing world
383
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在发展中地区
15:16
there just aren't teachers to make this model work.
384
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根本就没有师资能让这个模式运转起来
15:18
You'd need millions and millions of teachers
385
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你需要成百上千万的老师
15:21
in China, India, Nigeria
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以供中国，印度，尼日利亚
15:23
and the rest of developing world to meet need.
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以及其他发展中地区需要
15:26
And in our system, we know
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在我们的系统里，我们了解到
15:28
that simply doing more of this won't eat into
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继续这样做不能消除
15:31
deep educational inequalities,
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严重的教育不平等
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especially in inner cities
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特别是在内陆城市
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and former industrial areas.
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和正规的工业区
15:37
So that's why we need three more kinds of innovation.
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这就是为什么我们需要另外三种创新
15:40
We need more reinvention.
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我们需要更多的彻底改造
15:42
And all around the world now you see
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放眼世界，你会看到
15:44
more and more schools reinventing themselves.
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越来越多的学校被彻底改造了
15:47
They're recognizably schools, but they look different.
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它们还可看做是学校，但已大不相同
15:50
There are Big Picture schools
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我们有了一些大图学校
15:52
in the U.S. and Australia.
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开设在美国和澳大利亚
15:54
There are Kunskapsskolan schools
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我们有了一些坎斯卡普.思科兰学校
15:56
in Sweden.
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开设在瑞典
15:58
Of 14 of them,
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这十四个孩子中
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only two of them are in schools.
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只有两个进了学校
16:03
Most of them are in other buildings not designed as schools.
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大部分人所在的其他那些楼都不是学校。
16:06
There is an amazing school in Northen Queensland
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在北昆士兰有一所很棒的学校
16:08
called Jaringan.
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名字叫嘉灵甘学校
16:10
And they all have the same kind of features:
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这些学校有很相似的特点
16:12
highly collaborative, very personalized,
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大量的协作，高度的个性化
16:15
often pervasive technology,
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对高科技的利用大都很普及
16:18
learning that starts from questions
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由提问展开学习
16:20
and problems and projects,
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从实际困难和活动项目展开学习
16:22
not from knowledge and curriculum.
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不是从知识和课程
16:24
So we certainly need more of that.
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我们毫无疑问需要更多这类东西
16:26
But because so many of the issues in education
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但因为很多教育的问题
16:29
aren't just in school,
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不光发生在学校
16:31
they're in family and community,
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也发生在家庭和社区
16:33
what you also need, definitely,
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你绝对需要
16:35
is more on the right hand side.
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更多的在右手边的东西
16:37
You need efforts to supplement schools.
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你需要课外类的学校得到援助
16:40
The most famous of these is Reggio Emilia in Italy,
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其中最知名的是意大利的雷乔.艾米利亚
16:43
the family-based learning system
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家庭式的学习组织
16:46
to support and encourage people in schools.
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它进行辅导并且鼓励在校学生
16:49
The most exciting is the Harlem Children's Zone,
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最有意思的是哈林儿童区
16:52
which over 10 years, led by Geoffrey Canada,
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已有十年历史，是由杰佛瑞.加拿大领导的
16:55
has, through a mixture of schooling
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这个区是个综合体，由学校
16:57
and family and community projects,
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家庭和社区项目组成
16:59
attempted to transform not just education in schools,
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他们不光在尝试着改变学校
17:02
but the entire culture and aspiration
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也尝试着给整个社会文化和心态带来改变
17:05
of about 10,000 families in Harlem.
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改变对象是大约一万户住在哈林的家庭
17:08
We need more of that
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我们需要更多这类东西
17:10
completely new and radical thinking.
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需要绝对革新性的想法
17:12
You can go to places an hour away, less,
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你可以在不到一小时车程
17:15
from this room,
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从这里出发的
17:17
just down the road, which need that,
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街道那边的地方，找到需要这些想法的地方
17:20
which need radicalism of a kind that we haven't imagined.
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那里需要闻所未闻的革新性想法
17:23
And finally, you need transformational innovation
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最后，你需要形式上的创新
17:25
that could imagine getting learning to people
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能让人们接触学习时
17:27
in completely new and different ways.
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以一种全新的不一样的方式
17:30
So we are on the verge, 2015,
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在2015年，不久的将来
17:33
of an amazing achievement,
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一项惊人的成就就在眼前
17:36
the schoolification of the world.
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全世界都将实现学校普及化
17:38
Every child up to the age of 15 who wants a place in school
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每一个到了十五岁的，想上学的孩子
17:41
will be able to have one in 2015.
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在2015年都能如愿。
17:43
It's an amazing thing.
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这太了不起了
17:45
But it is,
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但其实
17:47
unlike cars, which have developed
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不像汽车的发展
17:49
so rapidly and orderly,
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那样的迅速和有序
17:51
actually the school system is recognizably
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学校的系统很明显是
17:54
an inheritance from the 19th century,
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一个十九世纪传承下来的产物
17:56
from a Bismarkian model of German schooling
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是由俾斯麦时期的德国教育模式
17:59
that got taken up by English reformers,
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经过英国人的改良
18:02
and often by
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再多次经由
18:05
religious missionaries,
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传教士
18:07
taken up in the United States
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带到美国
18:09
as a force of social cohesion,
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用作增强社会凝聚力的一种工具
18:11
and then in Japan and South Korea as they developed.
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而后又带到了发展中的日本和韩国
18:14
It's recognizably 19th century in its roots.
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本质里还有它十九世纪的原型
18:16
And of course it's a huge achievement.
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当然教育系统已经取得了巨大的成就
18:18
And of course it will bring great things.
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也将会带来一些很棒的东西
18:20
It will bring skills and learning and reading.
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它能给人带来技能，学问和知识
18:23
But it will also lay waste to imagination.
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但它也会浪费想象力
18:26
It will lay waste to appetite. It will lay waste to social confidence.
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浪费求知欲，浪费社会信心
18:29
It will stratify society
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它会使社会分化
18:31
as much as it liberates it.
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即使它也会使社会自由化
18:33
And we are bequeathing to the developing world
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我们输送给发展中地区的
18:35
school systems that they will now spend
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教育系统需要它们花上
18:38
a century trying to reform.
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一个世纪来改良
18:40
That is why we need really radical thinking,
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这就是为什么我们需要真正全新的思考
18:43
and why radical thinking is now
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以及为什么全新的思考
18:45
more possible and more needed than ever in how we learn.
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对于如何学习来说，从未如此可行，如此的需要
18:48
Thank you. (Applause)
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谢谢大家
ABOUT THE SPEAKER
Charles Leadbeater - Innovation consultantA researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known.
Why you should listen
Charles Leadbeater's theories on innovation have compelled some of the world's largest organizations to rethink their strategies. A financial journalist turned innovation consultant (for clients ranging from the British government to Microsoft), Leadbeater noticed the rise of "pro-ams" -- passionate amateurs who act like professionals, making breakthrough discoveries in many fields, from software to astronomy to kite-surfing. His 2004 essay "The Pro-Am Revolution" -- which The New York Times called one of the year's biggest global ideas -- highlighted the rise of this new breed of amateur.
Prominent examples range from the mountain bike to the open-source operating system Linux, from Wikipedia to the Jubilee 2000 campaign, which helped persuade Western nations to cancel more than $30 billion in third-world debt. In his upcoming book, We-Think, Leadbeater explores how this emerging culture of mass creativity and participation could reshape companies and governments. A business reporter by training, he was previously an editor for the Financial Times, and later, The Independent, where, with Helen Fielding, he developed the "Bridget Jones' Diary" column. Currently, he is researching for Atlas of Ideas, a program that is mapping changes in the global geography of science and innovation.
Charles Leadbeater | Speaker | TED.com