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

肯尼羅賓森 (Ken Robinson): 如何逃出教育的死亡谷

Filmed:
9,881,283 views

肯尼羅賓森爵士 (Sir Ken Robinson) 列舉了讓人活得精彩的三大法則-以及目前教育文化如何與之背道而馳。透過幽默、啓發性的談話,他告訴我們如何逃出目前教育所面臨的「死亡谷」,以及如何以開放的文化氛圍培育年輕的一代。
- 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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謝謝大家
00:17
I moved移動 to America美國 12 years年份 ago
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我12年前搬到美國
00:19
with my wife妻子 Terry特里 and our two kids孩子.
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與我的妻子泰瑞和兩個孩子
00:21
Actually其實, truthfully如實, we moved移動 to Los洛杉磯 Angeles洛杉磯 -- (Laughter笑聲) --
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其實我們是搬到洛杉磯 (笑聲)
00:27
thinking思維 we were moving移動 to America美國,
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還以為我們搬到了美國
00:29
but anyway無論如何, it's a short plane平面 ride from Los洛杉磯 Angeles洛杉磯
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反正,從洛杉磯到美國
00:35
to America美國.
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坐飛機也用不了多久
00:38
I got here 12 years年份 ago,
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我 12 年前來到這裡
00:41
and when I got here, I was told various各個 things,
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剛到的時候,聽過各種說法
00:44
like, "Americans美國人 don't get irony諷刺."
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例如「美國人聽不懂諷刺」
00:50
Have you come across橫過 this idea理念?
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你們聽說過這個說法嗎?
00:53
It's not true真正. I've traveled旅行 the whole整個 length長度 and breadth寬度 of this country國家.
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但這不是真的,我旅行全美各地
00:56
I have found發現 no evidence證據 that Americans美國人 don't get irony諷刺.
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完全不認為美國人聽不懂諷刺
00:59
It's one of those cultural文化 myths神話,
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這就是所謂的文化迷思
01:02
like, "The British英國的 are reserved保留的."
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還有人說「英國人很保守」
01:06
I don't know why people think this.
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我不知為何有人這麼想
01:08
We've我們已經 invaded入侵 every一切 country國家 we've我們已經 encountered遇到.
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我們侵略每個遇到的國家
01:10
(Laughter笑聲)
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(笑聲)
01:14
But it's not true真正 Americans美國人 don't get irony諷刺,
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說美國人聽不懂諷刺,絕對是假的
01:17
but I just want you to know that that's what people
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我只想讓你們知道
01:19
are saying about you behind背後 your back.
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別人在背後怎麼說你們
01:21
You know, so when you leave離開 living活的 rooms客房 in Europe歐洲,
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當美國人在歐洲起身離開客廳
01:24
people say, thankfully感激地, nobody沒有人 was ironic具有諷刺意味 in your presence存在.
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大家會說,還好沒人當你的面諷刺
01:28
But I knew知道 that Americans美國人 get irony諷刺
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我知道美國人完全了解諷刺
01:31
when I came來了 across橫過 that legislation立法 No Child兒童 Left Behind背後.
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就在我聽到「沒有孩子落後」時
(有教無類法案 No Child Left Behind)
01:37
Because whoever thought of that title標題 gets得到 irony諷刺,
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命名者一定了解什麼叫諷刺
01:42
don't they, because --
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不是嗎,因為…
01:44
(Laughter笑聲) (Applause掌聲) —
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(笑聲)(掌聲)
01:49
because it's leaving離開 millions百萬 of children孩子 behind背後.
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因為幾百萬孩子落後了
01:53
Now I can see that's not a very attractive有吸引力 name名稱 for legislation立法:
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如果法案叫做「百萬孩子落後」
01:56
Millions百萬 of Children孩子 Left Behind背後. I can see that.
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也不合適,這我明白
02:00
What's the plan計劃? Well, we propose提出
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我們打算怎麼做呢?我們建議
02:01
to leave離開 millions百萬 of children孩子 behind背後,
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讓百萬孩子落後
02:03
and here's這裡的 how it's going to work.
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我們這麼做
02:05
And it's working加工 beautifully精美.
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而且成效顯著
02:08
In some parts部分 of the country國家,
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美國的某些地區
02:09
60 percent百分 of kids孩子 drop下降 out of high school學校.
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60% 的孩子從高中輟學
02:13
In the Native本地人 American美國 communities社區,
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美國原住民社區
02:15
it's 80 percent百分 of kids孩子.
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輟學率更高達 80%
02:17
If we halved減半 that number, one estimate估計 is
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若能把數字減半,預計
02:21
it would create創建 a net gain獲得 to the U.S. economy經濟
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會對美國經濟
02:26
over 10 years年份 of nearly幾乎 a trillion dollars美元.
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十年內貢獻淨值近一兆美元
02:30
From an economic經濟 point of view視圖,
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從經濟角度來看
02:32
this is good math數學, isn't it, that we should do this?
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非常划算,對吧?
那是不是該做呢?
02:35
It actually其實 costs成本 an enormous巨大 amount
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要花極高成本
02:38
to mop拖把 up the damage損傷 from the dropout退出 crisis危機.
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才能解決輟學危機的傷害
02:42
But the dropout退出 crisis危機 is just the tip小費 of an iceberg冰山.
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但輟學危機只是冰山一角
02:46
What it doesn't count計數 are all the kids孩子 who are in school學校
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還沒包括人在學校
02:48
but being存在 disengaged脫開 from it, who don't enjoy請享用 it,
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但心不在學校的孩子
他們不喜歡上學
02:52
who don't get any real真實 benefit效益 from it.
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也沒從學校獲益
02:55
And the reason原因 is
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根本原因
02:56
not that we're not spending開支 enough足夠 money.
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不是經費不足
02:58
America美國 spends more money on education教育
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美國花在教育的投資
03:00
than most other countries國家.
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比世界上大多數國家都多
03:02
Class sizes大小 are smaller than in many許多 countries國家.
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班級人數也較少
03:05
And there are hundreds數以百計 of initiatives倡議 every一切 year
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每年有幾百件方案
03:07
to try and improve提高 education教育.
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嘗試改善教育
03:10
The trouble麻煩 is, it's all going in the wrong錯誤 direction方向.
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問題是,這些嘗試都走錯了方向
03:14
There are three principles原則
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有三大法則
03:15
on which哪一個 human人的 life flourishes一夜暴富,
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讓人活得精彩
03:19
and they are contradicted矛盾 by the culture文化 of education教育
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現有教育文化卻背道而馳,因此
03:23
under which哪一個 most teachers教師 have to labor勞動
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老師教得辛苦
03:25
and most students學生們 have to endure忍受.
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學生學得痛苦
03:28
The first is this, that human人的 beings眾生
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第一項法則是:
03:31
are naturally自然 different不同 and diverse多種.
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人類天生就各不相同
03:36
Can I ask you, how many許多 of you
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請問一下
03:37
have got children孩子 of your own擁有?
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在座多少人有子女?
03:40
Okay. Or grandchildren孫子.
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有孫子或孫女嗎?
03:43
How about two children孩子 or more? Right.
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有兩位以上子女的?好
03:47
And the rest休息 of you have seen看到 such這樣 children孩子.
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其他人應該也看過小孩吧
03:49
(Laughter笑聲)
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(笑聲)
03:52
Small people wandering飄零 about.
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不管哪裡都有小孩
03:55
I will make you a bet賭注,
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我跟各位打賭
03:57
and I am confident信心 that I will win贏得 the bet賭注.
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我一定會贏
03:59
If you've got two children孩子 or more,
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如果你有兩位以上子女
04:01
I bet賭注 you they are completely全然 different不同 from each other.
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我打賭他們一定截然不同
04:05
Aren't是不是 they? Aren't是不是 they? (Applause掌聲)
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對吧?對吧?(掌聲)
04:09
You would never confuse迷惑 them, would you?
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你永遠不會搞混,對吧?
04:12
Like, "Which哪一個 one are you? Remind提醒 me.
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你不會說「提醒我誰是哥哥?
04:16
Your mother母親 and I are going to introduce介紹
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你媽和我打算用顏色區別,
04:18
some color-coding顏色編碼 system系統, so we don't get confused困惑."
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免得把你們搞混了。」
04:21
Education教育 under No Child兒童 Left Behind背後
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「有教無類法案」所倡導的教育
04:24
is based基於 on not diversity多樣 but conformity一致性.
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並非基於多樣性,而是要統一
04:29
What schools學校 are encouraged鼓勵 to do is to find out
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學校只被要求
04:32
what kids孩子 can do across橫過 a very narrow狹窄 spectrum光譜 of achievement成就.
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在狹窄範圍內探索學生潛力
04:36
One of the effects效果 of No Child兒童 Left Behind背後
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「有教無類法案」的影響之一是
04:39
has been to narrow狹窄 the focus焦點
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只重視數理主科
04:41
onto the so-called所謂 STEM disciplines學科. They're very important重要.
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這些學科很重要
04:44
I'm not here to argue爭論 against反對 science科學 and math數學.
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我不是要說,科學及數學不重要
04:46
On the contrary相反, they're necessary必要 but they're not sufficient足夠.
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它們很重要,只是還不夠
04:51
A real真實 education教育 has to give equal等於 weight重量
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真正的教育應同樣重視
04:53
to the arts藝術, the humanities人文, to physical物理 education教育.
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藝術、人文、體育
04:57
An awful可怕 lot of kids孩子, sorry, thank you — (Applause掌聲) —
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許多孩子,抱歉,謝謝…(掌聲)
05:04
One estimate估計 in America美國 currently目前 is that
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據估計目前在美國
05:07
something like 10 percent百分 of kids孩子, getting得到 on that way,
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約有 10% 的孩子
05:09
are being存在 diagnosed確診 with various各個 conditions條件
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被診斷出各種症狀
05:14
under the broad廣闊 title標題 of attention注意 deficit赤字 disorder紊亂.
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結果一律被稱為
注意力不足障礙 (ADD)
05:18
ADHD多動症. I'm not saying there's no such這樣 thing.
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或 注意力不足過動症 (ADHD)
我不是說這種病不存在
05:22
I just don't believe it's an epidemic疫情 like this.
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但我不相信會如此盛行
05:25
If you sit kids孩子 down, hour小時 after hour小時,
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如果讓孩子坐好幾小時
05:27
doing low-grade低等級 clerical牧師 work,
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不用頭腦,只是機械性抄寫
05:31
don't be surprised詫異 if they start開始 to fidget煩躁不安的人, you know?
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坐不住是很正常的
05:34
(Laughter笑聲) (Applause掌聲)
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(笑聲)(掌聲)
05:41
Children孩子 are not, for the most part部分,
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大多數的孩子
05:44
suffering痛苦 from a psychological心理 condition條件.
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並沒有心理問題
05:46
They're suffering痛苦 from childhood童年. (Laughter笑聲)
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只是因為童年而受煎熬 (笑聲)
05:52
And I know this because I spent花費 my early life
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我知道,因為我也經歷過童年
05:54
as a child兒童. I went through通過 the whole整個 thing.
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而且是完整經歷過
05:58
Kids童裝 prosper繁榮 best最好 with a broad廣闊 curriculum課程
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孩子要茁壯,該有廣泛課程
06:01
that celebrates慶祝 their various各個 talents人才,
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開發他們不同的天分
06:03
not just a small range範圍 of them.
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而不是只有其中幾科
06:05
And by the way, the arts藝術 aren't just important重要
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順帶一提,藝術的重要性
06:07
because they improve提高 math數學 scores分數.
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不是數學可以考高分
06:08
They're important重要 because they speak說話 to parts部分
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而在於可和孩子一些
06:10
of children's兒童 being存在 which哪一個 are otherwise除此以外 untouched不變.
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本來碰觸不到的部分對話
06:14
The second第二, thank you — (Applause掌聲)
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第二項…謝謝… (掌聲)
06:20
The second第二 principle原理 that drives驅動器 human人的 life flourishing芊芊
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要活得精彩,第二項法則是:
06:24
is curiosity好奇心.
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好奇心
06:26
If you can light the spark火花 of curiosity好奇心 in a child兒童,
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如果你能激發孩子的好奇心
06:29
they will learn學習 without any further進一步 assistance幫助, very often經常.
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通常不用幫忙,他就會主動學習
06:33
Children孩子 are natural自然 learners學習者.
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孩子天生就會學習
06:35
It's a real真實 achievement成就 to put that particular特定 ability能力 out,
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無論是激發或扼殺這項能力
06:39
or to stifle窒息 it.
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都會產生巨大影響
06:42
Curiosity好奇心 is the engine發動機 of achievement成就.
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好奇心是成就的火車頭
06:46
Now the reason原因 I say this is because
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我會這麼說是因為
06:48
one of the effects效果 of the current當前 culture文化 here, if I can say so,
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我大膽的說,當前文化的影響之一
06:52
has been to de-professionalize去專業化 teachers教師.
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是剝奪了教師的專業性
06:56
There is no system系統 in the world世界
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世界上沒有哪個教育體系的品質、
06:59
or any school學校 in the country國家
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沒有哪個學校的品質,
07:01
that is better than its teachers教師.
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能超過其教師的品質
07:05
Teachers教師 are the lifeblood命脈 of the success成功 of schools學校.
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教師是學校成功的關鍵
07:09
But teaching教學 is a creative創作的 profession職業.
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教書是需要創造力的職業
07:12
Teaching教學, properly正確 conceived設想, is not a delivery交貨 system系統.
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好的老師不只是傳遞知識
07:16
You know, you're not there just to pass通過 on received收到 information信息.
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不只是把收到的資訊傳下去
07:18
Great teachers教師 do that,
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好的老師不但傳授知識
07:21
but what great teachers教師 also do is mentor導師,
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更是良師益友
07:24
stimulate刺激, provoke, engage從事.
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刺激、誘導、吸引
07:27
You see, in the end結束, education教育 is about learning學習.
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歸根究柢,教育的核心是
學生主動學習
07:30
If there's no learning學習 going on,
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沒有學習
07:32
there's no education教育 going on.
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就沒有教育
07:34
And people can spend an awful可怕 lot of time
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人們花了太多時間
07:35
discussing討論 education教育 without ever discussing討論 learning學習.
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只談教育、不談學習
07:38
The whole整個 point of education教育 is to get people to learn學習.
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教育的目的就是讓人主動學習
07:41
A friend朋友 of mine, an old friend朋友 -- actually其實 very old,
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我有個朋友,老朋友-真的很老
07:43
he's dead. (Laughter笑聲)
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已經死了 (笑聲)
07:47
That's as old as it gets得到, I'm afraid害怕.
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人最老也不過如此
07:53
But a wonderful精彩 guy he was, wonderful精彩 philosopher哲學家.
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他是個了不起的人
是個偉大的哲學家
07:58
He used to talk about the difference區別 between之間 the task任務
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他曾談到,「進行」一件事
08:01
and achievement成就 senses感官 of verbs動詞.
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和「完成」一件事,意義大不相同
08:05
You know, you can be engaged訂婚 in the activity活動 of something,
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你可以進行著某件事
08:07
but not really be achieving實現 it,
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但沒有成果
08:09
like dieting節食. It's a very good example, you know.
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像節食就是個很好的例子
08:13
There he is. He's dieting節食. Is he losing失去 any weight重量? Not really.
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他一直節食,體重有減輕嗎?沒有
08:18
Teaching教學 is a word like that.
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教學也是這樣
08:19
You can say, "There's Deborah黛博拉, she's in room房間 34, she's teaching教學."
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你可以說,「戴老師在教室教書」
08:23
But if nobody's沒有人是 learning學習 anything,
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但如果沒人學到東西
08:25
she may可能 be engaged訂婚 in the task任務 of teaching教學
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他就只是在「進行」教學
08:27
but not actually其實 fulfilling履行 it.
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但沒有真正「完成」教學任務
08:30
The role角色 of a teacher老師 is to facilitate促進 learning學習. That's it.
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教師的角色是促進學習,這是重點
08:34
And part部分 of the problem問題 is, I think,
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我認為部分問題在於
08:36
that the dominant優勢 culture文化 of education教育 has come to focus焦點
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教育的主流文化重視的
08:40
on not teaching教學 and learning學習, but testing測試.
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不是教與學,而是考試
08:43
Now, testing測試 is important重要. Standardized標準化 tests測試 have a place地點.
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考試很重要的,標準化測驗有必要
08:47
But they should not be the dominant優勢 culture文化 of education教育.
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但不該主導教育文化
08:50
They should be diagnostic診斷. They should help.
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考試應該是診斷、是輔助
08:52
(Applause掌聲)
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(掌聲)
09:00
If I go for a medical examination檢查,
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如果我參加體檢
09:02
I want some standardized標準化 tests測試. I do.
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我當然也要做常規檢驗
09:06
You know, I want to know what my cholesterol膽固醇 level水平 is
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我想知道我的膽固醇指數
09:07
compared相比 to everybody每個人 else's別人的 on a standard標準 scale規模.
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在標準尺度下和他人的比較
09:10
I don't want to be told on some scale規模
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我不想參考
09:11
my doctor醫生 invented發明 in the car汽車.
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我醫生發明的標準:
09:15
"Your cholesterol膽固醇 is what I call Level水平 Orange橙子."
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「你的膽固醇指數為橘色。」
09:18
"Really? Is that good?""We don't know."
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「是嗎?是好消息嗎?」
「不知道。」
09:24
But all that should support支持 learning學習. It shouldn't不能 obstruct阻礙 it,
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測驗應該是輔助、而非妨礙學習
09:29
which哪一個 of course課程 it often經常 does.
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可惜目前經常是妨礙
09:31
So in place地點 of curiosity好奇心, what we have
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就好奇心而言
09:33
is a culture文化 of compliance合規.
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我們的教育文化要求服從
09:35
Our children孩子 and teachers教師 are encouraged鼓勵
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鼓勵孩子和老師
09:38
to follow跟隨 routine常規 algorithms算法
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遵守固定規則
09:41
rather than to excite激發 that power功率 of imagination想像力 and curiosity好奇心.
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而不是激發想像力和好奇心
09:45
And the third第三 principle原理 is this:
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第三項法則是:
09:46
that human人的 life is inherently本質 creative創作的.
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人生的本質就是創造性
09:49
It's why we all have different不同sumés.
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我們的經歷各不相同
09:52
We create創建 our lives生活,
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我們創造自己的命運
09:54
and we can recreate重建 them as we go through通過 them.
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我們經歷的同時,也在重新創造
09:56
It's the common共同 currency貨幣 of being存在 a human人的 being存在.
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這是人類的共同價值
09:59
It's why human人的 culture文化 is so interesting有趣 and diverse多種
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人類文化也因此多采多姿、
10:01
and dynamic動態.
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充滿活力
10:03
I mean, other animals動物 may可能 well have imaginations想像
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其他動物可能也有想像力
10:06
and creativity創造力, but it's not so much in evidence證據,
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與創造力,但和人類相比
10:08
is it, as ours我們的?
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就沒那麼明顯
10:10
I mean, you may可能 have a dog.
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比方說你有隻狗
10:12
And your dog may可能 get depressed鬱悶.
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得了憂鬱症
10:15
You know, but it doesn't listen to Radiohead電台司令, does it?
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但牠不會因此開始聽電台司令的歌吧?
(Radiohead 樂團)
10:18
(Laughter笑聲)
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(笑聲)
10:22
And sit staring凝視 out the window窗口 with a bottle瓶子 of Jack插口 Daniels丹尼爾斯.
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牠不會喝傑克丹尼威士忌,對窗外
發呆 (Jack Daniels)
10:24
(Laughter笑聲)
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(笑聲)
10:28
And you say, "Would you like to come for a walk步行?"
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你如果說,「想出去走走嗎?」
10:30
He says, "No, I'm fine.
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牠不會說,「不,我沒事,
10:33
You go. I'll wait. But take pictures圖片."
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去吧,我要靜一靜,
記得拍點照片。」
10:39
We all create創建 our own擁有 lives生活 through通過 this restless不安 process處理
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我們經由不斷變化的過程
創造人生
10:42
of imagining想像 alternatives備擇方案 and possibilities可能性,
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不斷想像有哪些選擇、哪些可能
10:44
and what one of the roles角色 of education教育
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教育目的之一
10:46
is to awaken and develop發展 these powers權力 of creativity創造力.
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就是喚醒並發展創造力
10:50
Instead代替, what we have is a culture文化 of standardization標準化.
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但現在教育反而走向標準化
10:54
Now, it doesn't have to be that way. It really doesn't.
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不該是這樣,真的不應該
10:58
Finland芬蘭 regularly經常 comes out on top最佳
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芬蘭學生在全球名列前茅
11:01
in math數學, science科學 and reading.
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不論數學、科學、或閱讀
11:03
Now, we only know that's what they do well at
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我們只知道他們擅長這些科目
11:05
because that's all that's being存在 tested測試 currently目前.
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因為現在只考了這幾科
11:07
That's one of the problems問題 of the test測試.
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這就是測驗的問題之一
11:09
They don't look for other things that matter just as much.
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你無法找出同樣重要的其他因素
11:12
The thing about work in Finland芬蘭 is this:
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芬蘭所作的努力是這樣的:
11:15
they don't obsess纏住 about those disciplines學科.
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他們不只重視這幾科
11:18
They have a very broad廣闊 approach途徑 to education教育
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他們的教育範圍很廣
11:20
which哪一個 includes包括 humanities人文, physical物理 education教育, the arts藝術.
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包括人文、體育、藝術
11:24
Second第二, there is no standardized標準化 testing測試 in Finland芬蘭.
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其次,芬蘭沒有標準化考試
11:30
I mean, there's a bit,
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當然有些考試
11:32
but it's not what gets得到 people up in the morning早上.
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但用意不是要學生早起晨讀
11:33
It's not what keeps保持 them at their desks書桌.
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不是要把學生綁在書桌前
11:36
And the third第三 thing, and I was at a meeting會議 recently最近
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第三,最近我參加了一個會議
11:37
with some people from Finland芬蘭, actual實際 Finnish芬蘭 people,
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有邀請芬蘭人、真正芬蘭來的人
11:41
and somebody from the American美國 system系統
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有位美國教育體系的人
11:44
was saying to the people in Finland芬蘭,
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問芬蘭人:
11:45
"What do you do about the dropout退出 rate in Finland芬蘭?"
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「芬蘭的輟學率多高?」
11:49
And they all looked看著 a bit bemused困惑的, and said,
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芬蘭人呆住了,說:
11:51
"Well, we don't have one.
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「我們一個輟學生都沒有。
11:54
Why would you drop下降 out?
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為什麼要輟學呢?
11:56
If people are in trouble麻煩, we get to them quite相當 quickly很快
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學生有困難,我們很快會發現,
11:58
and help them and we support支持 them."
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並幫助他們、支持他們。」
12:00
Now people always say, "Well, you know,
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有人會說:
12:02
you can't compare比較 Finland芬蘭 to America美國."
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「不能拿芬蘭和美國比。」
12:05
No. I think there's a population人口
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不,芬蘭人口
12:06
of around five million百萬 in Finland芬蘭.
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大約只有 500 萬
12:08
But you can compare比較 it to a state in America美國.
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但你可拿芬蘭和美國一州相比
12:12
Many許多 states狀態 in America美國 have fewer people in them than that.
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美國許多州人口還沒芬蘭多
12:16
I mean, I've been to some states狀態 in America美國
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我去過美國的一些州
12:18
and I was the only person there. (Laughter笑聲)
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就只有我一個人(笑聲)
12:22
Really. Really. I was asked to lock up when I left.
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真的,真的
還有人叫我走的時候要鎖門
12:26
(Laughter笑聲)
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(笑聲)
12:30
But what all the high-performing高性能 systems系統 in the world世界 do
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全球許多優秀教育體系的做法
12:34
is currently目前 what is not evident明顯, sadly可悲的是,
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在美國很難看到,很可惜
12:38
across橫過 the systems系統 in America美國 -- I mean, as a whole整個.
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我是指美國整體而言
12:42
One is this: They individualize賦予個性 teaching教學 and learning學習.
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做法之一是:教學與學習個人化
12:47
They recognize認識 that it's students學生們 who are learning學習
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他們認為,學生是學習的主體
12:51
and the system系統 has to engage從事 them, their curiosity好奇心,
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教育體系應該吸引學生
12:54
their individuality個性, and their creativity創造力.
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重視好奇心、個別性、創造力
12:57
That's how you get them to learn學習.
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才能讓學生想要學習
12:59
The second第二 is that they attribute屬性 a very high status狀態
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第二種做法是:
13:03
to the teaching教學 profession職業.
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給教師崇高的地位
13:06
They recognize認識 that you can't improve提高 education教育
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他們認為教育不可能改善
13:09
if you don't pick great people to teach
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除非挑選優秀人才教書、
13:10
and if you don't keep giving them constant不變 support支持
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除非給老師不斷支持、
13:12
and professional專業的 development發展.
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以及專業發展機會
13:14
Investing投資 in professional專業的 development發展 is not a cost成本.
255
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老師的專業發展不是花費
13:17
It's an investment投資,
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而是投資
13:18
and every一切 other country國家 that's succeeding下一 well knows知道 that,
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每個成功的國家都清楚這點
13:21
whether是否 it's Australia澳大利亞, Canada加拿大, South Korea韓國, Singapore新加坡,
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不論澳洲、加拿大、韓國、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、上海。大家都清楚這點
13:29
And the third第三 is, they devolve下放 responsibility責任
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第三種做法是,下放教育的責任
13:33
to the school學校 level水平 for getting得到 the job工作 doneDONE.
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到學校層級
13:37
You see, there's a big difference區別 here between之間
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這和我們教育
13:39
going into a mode模式 of command命令 and control控制 in education教育 --
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指揮與控制的模式差別很大
13:43
That's what happens發生 in some systems系統.
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有些教育體系
13:44
You know, central中央 governments政府 decide決定
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由中央政府決定
13:46
or state governments政府 decide決定
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或由州政府決定
13:47
they know best最好 and they're going to tell you what to do.
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他們覺得自己最懂,因此發號施令
13:50
The trouble麻煩 is that education教育 doesn't go on
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問題是,教育並不是在
13:54
in the committee委員會 rooms客房 of our legislative立法 buildings房屋.
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立法機關的會議室進行的
13:57
It happens發生 in classrooms教室 and schools學校,
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而是在教室和學校進行的
14:00
and the people who do it are the teachers教師 and the students學生們,
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老師和學生是教育的主體
14:03
and if you remove去掉 their discretion慎重, it stops停止 working加工.
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如果剝奪了他們的自主權
就會產生問題
14:06
You have to put it back to the people.
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必須把自主權還給他們
14:09
(Applause掌聲)
274
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4829
(掌聲)
14:14
There is wonderful精彩 work happening事件 in this country國家.
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現在美國有些了不起的成就
14:17
But I have to say it's happening事件
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但我不得不說
14:19
in spite儘管 of the dominant優勢 culture文化 of education教育,
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教育界的主導文化
是這些成就的阻力
14:22
not because of it.
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而非助力
14:23
It's like people are sailing帆船 into a headwind逆風 all the time.
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變成要不斷逆風航行
14:27
And the reason原因 I think is this:
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我認為原因在於
14:29
that many許多 of the current當前 policies政策 are based基於 on
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3337
許多現行教育政策,是基於
14:32
mechanistic機械 conceptions概念 of education教育.
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把教育當作機器的觀念
14:35
It's like education教育 is an industrial產業 process處理
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教育好像是工廠在生產
14:39
that can be improved改善 just by having better data數據,
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調整參數就可以改善
14:42
and somewhere某處 in, I think, the back of the mind心神
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而我認為,這些政策的背後
14:44
of some policy政策 makers製造商 is this idea理念 that
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2136
制定者的想法是
14:46
if we fine-tune微調 it well enough足夠, if we just get it right,
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3318
只要參數調得夠好,就能成功
14:49
it will all hum along沿 perfectly完美 into the future未來.
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就能完美航向未來
14:52
It won't慣於, and it never did.
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不可能,從來都沒有過
14:55
The point is that education教育 is not a mechanical機械 system系統.
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關鍵在於,教育不是機械的系統
14:59
It's a human人的 system系統. It's about people,
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而是人的系統,核心在人
15:03
people who either do want to learn學習 or don't want to learn學習.
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有人想學習、有人不想
15:06
Every一切 student學生 who drops滴劑 out of school學校 has a reason原因 for it
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每個輟學的孩子,背後都有原因
15:11
which哪一個 is rooted in their own擁有 biography.
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可能來自他個人經歷
15:13
They may可能 find it boring無聊. They may可能 find it irrelevant不相干.
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可能覺得無聊、覺得無關緊要
15:16
They may可能 find that it's at odds可能性
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可能覺得學習
15:19
with the life they're living活的 outside of school學校.
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和校外現實生活有衝突
15:21
There are trends趨勢, but the stories故事 are always unique獨特.
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原因類似,但背後故事個個不同
15:25
I was at a meeting會議 recently最近 in Los洛杉磯 Angeles洛杉磯 of --
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我最近在洛杉磯參加了一個會議
15:28
they're called alternative替代 education教育 programs程式.
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主題是:替代性教育課程
15:31
These are programs程式 designed設計 to get kids孩子 back into education教育.
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目的在幫助孩子重返教育
15:34
They have certain某些 common共同 features特徵.
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課程有些共同特點
15:36
They're very personalized個性化.
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課程非常個人化
15:38
They have strong強大 support支持 for the teachers教師,
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對教師強力支持
15:41
close links鏈接 with the community社區
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與社區緊密聯繫
15:43
and a broad廣闊 and diverse多種 curriculum課程,
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課程廣泛多樣
15:45
and often經常 programs程式 which哪一個 involve涉及 students學生們
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有些課程包括了
15:48
outside school學校 as well as inside school學校.
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外校學生、本校學生
15:50
And they work.
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這些課程確實有效
15:52
What's interesting有趣 to me is,
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我覺得最有趣的一點是
15:53
these are called "alternative替代 education教育."
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課程名稱叫「替代性教育」
15:57
You know?
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你知道嗎?
15:59
And all the evidence證據 from around the world世界 is,
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由全球得到的證據顯示
16:01
if we all did that, there'd這紅色 be no need for the alternative替代.
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如果教育本來就是這樣
就不需要替代性教育了
16:05
(Applause掌聲)
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(掌聲)
16:13
So I think we have to embrace擁抱 a different不同 metaphor隱喻.
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我們必須擁抱另一種作法
16:16
We have to recognize認識 that it's a human人的 system系統,
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必須認知,教育是人的系統
16:19
and there are conditions條件 under which哪一個 people thrive興旺,
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有些環境會使人成功
16:22
and conditions條件 under which哪一個 they don't.
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有些則不會
16:25
We are after all organic有機 creatures生物,
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我們本質上都是有機生物
16:28
and the culture文化 of the school學校 is absolutely絕對 essential必要.
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學校的文化極為重要
16:33
Culture文化 is an organic有機 term術語, isn't it?
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文化也是個有機的名詞,不是嗎?
16:35
Not far from where I live生活 is a place地點 called Death死亡 Valley.
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我家附近有個地方叫死亡谷
(Death Valley)
16:39
Death死亡 Valley is the hottest最熱, driest乾旱 place地點 in America美國,
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死亡谷是美國最熱最乾的地方
16:45
and nothing grows成長 there.
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沒有生物可以生長
16:47
Nothing grows成長 there because it doesn't rain.
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沒有雨水,生物無法生長
16:50
Hence於是, Death死亡 Valley.
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所以叫死亡谷
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,死亡谷下雨了
17:00
Seven inches英寸 of rain fell下跌 over a very short period.
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短期內降雨 7 英寸 (約 180 公釐)
17:03
And in the spring彈簧 of 2005, there was a phenomenon現象.
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2005 年春天,奇蹟發生了
17:09
The whole整個 floor地板 of Death死亡 Valley was carpeted鋪地毯 in flowers花卉
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死亡谷開滿了花朵
17:13
for a while.
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花朵盛開了一段時間
17:15
What it proved證實 is this: that Death死亡 Valley isn't dead.
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這證明了:死亡谷並沒有死亡
17:20
It's dormant休眠.
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只是在沉睡
17:23
Right beneath下面 the surface表面 are these seeds種子 of possibility可能性
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地底下埋了各種可能性的種子
17:26
waiting等候 for the right conditions條件 to come about,
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3775
等待時機、迸發而出
17:30
and with organic有機 systems系統, if the conditions條件 are right,
337
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3343
對於有機系統,只要條件適合
17:33
life is inevitable必然. It happens發生 all the time.
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生命的發生是必然的,總是這樣
17:37
You take an area, a school學校, a district,
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選個學科、選個學校、選個地區
17:40
you change更改 the conditions條件, give people a different不同 sense of possibility可能性,
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3040
改變條件,讓人覺得有不同可能、
17:43
a different不同 set of expectations期望,
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不同期待、
17:44
a broader更廣泛 range範圍 of opportunities機會,
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1756
更多機會、
17:46
you cherish珍視 and value the relationships關係 between之間 teachers教師 and learners學習者,
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珍惜並重視師生關係
17:49
you offer提供 people the discretion慎重 to be creative創作的
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給予創造力的自主權
17:52
and to innovate創新 in what they do,
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1754
讓每個人都能創新
17:54
and schools學校 that were once一旦 bereft喪失 spring彈簧 to life.
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學校就能起死回生
17:57
Great leaders領導者 know that.
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偉大的領導人都清楚
17:59
The real真實 role角色 of leadership領導 in education教育 --
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教育界領導者的真正角色-
18:01
and I think it's true真正 at the national國民 level水平, the state level水平,
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2557
不管在國家層級、各州層級、
18:04
at the school學校 level水平 --
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1558
學校層級…
18:05
is not and should not be command命令 and control控制.
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都不是、也不該是指揮與控制
18:10
The real真實 role角色 of leadership領導 is climate氣候 control控制,
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4005
領導者的真正角色
應該是控制大環境
18:14
creating創建 a climate氣候 of possibility可能性.
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2602
創造一種充滿可能性的環境
18:16
And if you do that, people will rise上升 to it
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若能如此,人們就會挺身而出
18:19
and achieve實現 things that you
completely全然 did not anticipate預料
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得到的成果,不但出乎意料
18:22
and couldn't不能 have expected預期.
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1800
更會超出期望
18:24
There's a wonderful精彩 quote引用 from Benjamin本傑明 Franklin富蘭克林.
357
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2367
富蘭克林 (Benjamin Franklin)
有句偉大的名言:
18:26
"There are three sorts排序 of people in the world世界:
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2863
「世界上有三種人:
18:29
Those who are immovable不能移動的,
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2378
第一種人不知不覺,
18:31
people who don't get it, they don't want to get it,
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1871
他們不想改變、不願改變、
18:33
they're not going to do anything about it;
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更阻礙改變;
18:35
there are people who are movable活動,
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1903
第二種人後知後覺,
18:36
people who see the need for change更改
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他們知道必須改變,
18:38
and are prepared準備 to listen to it;
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並樂觀其成;
18:40
and there are people who move移動,
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1851
第三種人知覺而動,
18:42
people who make things happen發生."
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他們造成改變。」
18:44
And if we can encourage鼓勵 more people,
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如果我們可以激勵更多人
18:46
that will be a movement運動.
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就可以形成運動
18:49
And if the movement運動 is strong強大 enough足夠,
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如果聲勢夠大
18:51
that's, in the best最好 sense of the word, a revolution革命.
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就能成為革命
18:54
And that's what we need.
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這正是我們需要的
18:56
Thank you very much.
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謝謝大家!
18:57
(Applause掌聲)
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(掌聲)
19:00
Thank you very much. (Applause掌聲)
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非常感謝!(掌聲)
Translated by Julia Xu
Reviewed by Allen Li

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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