TED2007
Alan Kay: A powerful idea about ideas
艾倫•凱分享關於創意發想的有力觀點
Filmed:
Readability: 3.4
851,991 views
艾倫•凱以他為人所知的長才與優異的技巧，教導孩子們利用電腦來體驗數學和科學，而這唯有電腦才能辦到。
Alan Kay - Educator and computing pioneer
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
One of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind. Full bio
Double-click the English transcript below to play the video.
00:18
A great way to start, I think, with my view of simplicity
0
0
4000
要了解我對簡約的看法最佳的開場是
00:22
is to take a look at TED. Here you are, understanding why we're here,
1
4000
7000
來看看TED。你在這裡試著了解我們為何聚集一堂
00:29
what's going on with no difficulty at all.
2
11000
5000
我們輕易的就可以明白我們為何在此是為了什麼
00:34
The best A.I. in the planet would find it complex and confusing,
3
16000
4000
但是，全世界最好的人工智慧卻會認為這很複雜又令人迷惑
00:38
and my little dog Watson would find it simple and understandable
4
20000
5000
但是我的小狗華森應該覺得這簡單又容易懂
00:43
but would miss the point.
5
25000
2000
不過他可能會錯過重點
00:45
(Laughter)
6
27000
3000
（笑）
00:48
He would have a great time.
7
30000
3000
牠可能會在這裡玩得很開心
00:51
And of course, if you're a speaker here, like Hans Rosling,
8
33000
5000
誠然，你如果是這裡的演講者之一，如 Hans Rosling
00:56
a speaker finds this complex, tricky. But in Hans Rosling's case,
9
38000
5000
會感到演講的複雜與難度。但是對Hans Rosling 來說
01:01
he had a secret weapon yesterday,
10
43000
2000
他昨天啟用了一項秘密武器
01:03
literally, in his sword swallowing act.
11
45000
4000
那可以像是吞劍表演
01:07
And I must say, I thought of quite a few objects
12
49000
2000
我承認我確實想了一大堆物件
01:09
that I might try to swallow today and finally gave up on,
13
51000
5000
用來當做吞劍的道具，不過最後還是放棄了
01:14
but he just did it and that was a wonderful thing.
14
56000
4000
但是，他做到了，這真是一件妙事
01:18
So Puck meant not only are we fools in the pejorative sense,
15
60000
5000
因此 Puck 認為我們不只輕易的被耍了
01:23
but that we're easily fooled. In fact, what Shakespeare
16
65000
4000
而且我們很容易被騙。事實上莎士比亞
01:27
was pointing out is we go to the theater in order to be fooled,
17
69000
3000
曾指出，我們進戲院看戲，就是為了被戲弄
01:30
so we're actually looking forward to it.
18
72000
4000
而且，我們是很期待去經驗這樣的事情
01:34
We go to magic shows in order to be fooled.
19
76000
2000
我們看魔術也是一樣
01:36
And this makes many things fun, but it makes it difficult to actually
20
78000
8000
許多事因此而變得有趣，不過這卻令我們難於
01:44
get any kind of picture on the world we live in or on ourselves.
21
86000
4000
去理解我們所在的世界，甚至於了解自己
01:48
And our friend, Betty Edwards,
22
90000
2000
我們的朋友 Betty Edwards
01:50
the "Drawing on the Right Side of the Brain" lady, shows these two tables
23
92000
3000
在那個以右腦來繪畫的人，她展示了兩張桌子
01:53
to her drawing class and says,
24
95000
5000
她對著繪圖班的同學說
01:58
"The problem you have with learning to draw
25
100000
4000
在你們學習繪畫時碰到的困難
02:02
is not that you can't move your hand,
26
104000
2000
並不是你們不肯動手
02:04
but that the way your brain perceives images is faulty.
27
106000
6000
而是你們的大腦接收到畫面的資訊是錯的
02:10
It's trying to perceive images into objects
28
112000
2000
大腦會把圖形轉化成物件
02:12
rather than seeing what's there."
29
114000
2000
而不是真的去看物件的本身
02:14
And to prove it, she says, "The exact size and shape of these tabletops
30
116000
5000
她說：為了證明這兩張桌子的大小與形狀是一樣的
02:19
is the same, and I'm going to prove it to you."
31
121000
3000
我現在要證明給你們看
02:22
She does this with cardboard, but since I have
32
124000
3000
她當時是用卡紙板來做
02:25
an expensive computer here
33
127000
3000
不過，有鑑於我這裡有一台昂貴的電腦
02:28
I'll just rotate this little guy around and ...
34
130000
3000
旋轉一下這個小東西過去
02:34
Now having seen that -- and I've seen it hundreds of times,
35
136000
3000
現在我們證實了 -- 而我已經看了上百次
02:37
because I use this in every talk I give -- I still can't see
36
139000
4000
因為每次演講到這個議題都會舉這個例子 --
02:41
that they're the same size and shape, and I doubt that you can either.
37
143000
5000
我還是無法看出它們的大小與形狀相同，我相信你們也不行
02:46
So what do artists do? Well, what artists do is to measure.
38
148000
5000
那麼藝術家們在做什麼呢？他們測量
02:51
They measure very, very carefully.
39
153000
2000
非常、非常仔細的測量
02:53
And if you measure very, very carefully with a stiff arm and a straight edge,
40
155000
4000
如果你非常、非常小心的測量，同時手很穩、尺很直
02:57
you'll see that those two shapes are
41
159000
2000
你會發覺這兩個形狀
02:59
exactly the same size.
42
161000
3000
確實一樣大
03:02
And the Talmud saw this a long time ago, saying,
43
164000
5000
Talmud 在很久以前就發現了這個現象
03:07
"We see things not as they are, but as we are."
44
169000
3000
他說：我們看東西並不是以物件的本身，而是以我們對於它的認知
03:10
I certainly would like to know what happened to the person
45
172000
2000
我很想知道那些，在那個時代
03:12
who had that insight back then,
46
174000
3000
就可以看到這些事實的人的遭遇
03:15
if they actually followed it to its ultimate conclusion.
47
177000
4000
看看他們是否真的遵循這樣的結論
03:21
So if the world is not as it seems and we see things as we are,
48
183000
2000
如果這個世界不是我們看到的，而是按照我們的想像
03:23
then what we call reality is a kind of hallucination
49
185000
6000
那麼我們所謂的真實只是一種
03:29
happening inside here. It's a waking dream,
50
191000
3000
發生在這裡面的幻覺，它稱作白日夢
03:32
and understanding that that is what we actually exist in
51
194000
5000
要明白我們確實存在
03:37
is one of the biggest epistemological barriers in human history.
52
199000
5000
也是人類歷史上對於認知的最大障礙之一
03:42
And what that means: "simple and understandable"
53
204000
2000
也就是說：簡單而易懂的
03:44
might not be actually simple or understandable,
54
206000
3000
可能實際上並不是：簡單而易懂
03:47
and things we think are "complex" might be made simple and understandable.
55
209000
6000
我們認為複雜的也許是簡單易懂
03:53
Somehow we have to understand ourselves to get around our flaws.
56
215000
4000
有時候，我們必須了解自己而避開自己的缺陷
03:57
We can think of ourselves as kind of a noisy channel.
57
219000
2000
我們可以認為自己是一種雜訊的來源
03:59
The way I think of it is, we can't learn to see
58
221000
5000
我認為：我們無法一窺全貌
04:04
until we admit we're blind.
59
226000
2000
除非我們承認自己的盲點
04:06
Once you start down at this very humble level,
60
228000
4000
一旦你可以從一個謙卑的角度切入
04:10
then you can start finding ways to see things.
61
232000
3000
則能夠開始找到真正看東西的方法
04:13
And what's happened, over the last 400 years in particular,
62
235000
5000
特別是過去四百年來所發生的現象
04:18
is that human beings have invented "brainlets" --
63
240000
3000
就是人類開始將大腦分區
04:21
little additional parts for our brain --
64
243000
4000
我們了解大腦多一點
04:25
made out of powerful ideas that help us
65
247000
2000
就能幫助我們創造有利的創意
04:27
see the world in different ways.
66
249000
2000
去用不同的方式來看這個世界
04:29
And these are in the form of sensory apparatus --
67
251000
3000
以感官的儀器的方式展現
04:32
telescopes, microscopes -- reasoning apparatus --
68
254000
5000
望遠鏡、顯微鏡 -- 理性的儀器設備
04:37
various ways of thinking -- and, most importantly,
69
259000
4000
各式各樣的思維，而最重要的是
04:41
in the ability to change perspective on things.
70
263000
4000
有能力以不同的觀點去觀察事情
04:45
I'll talk about that a little bit.
71
267000
1000
我來深入一點
04:46
It's this change in perspective
72
268000
2000
這個觀點上的改變
04:48
on what it is we think we're perceiving
73
270000
3000
和我們所認為感知的
04:51
that has helped us make more progress in the last 400 years
74
273000
5000
已經幫助我們在過去四百年當中進步許多
04:56
than we have in the rest of human history.
75
278000
2000
相較於之前的人類歷史
04:58
And yet, it is not taught in any K through 12 curriculum in America that I'm aware of.
76
280000
8000
但是據我所知在美國的教育系統裡這並未被重視
05:11
So one of the things that goes from simple to complex
77
293000
2000
其中一件事情是，當我們把事情從簡單變成複雜
05:13
is when we do more. We like more.
78
295000
3000
是當我們想要更多。我們喜歡更多
05:16
If we do more in a kind of a stupid way,
79
298000
3000
如果我們用了笨的方法來追求更多
05:19
the simplicity gets complex
80
301000
3000
那麼簡單就複雜化了
05:22
and, in fact, we can keep on doing it for a very long time.
81
304000
5000
事實上，我們會一直持續的這樣做
05:27
But Murray Gell-Mann yesterday talked about emergent properties;
82
309000
3000
不過 Murray Gell-Mann 昨天談到了一個意外的特性
05:30
another name for them could be "architecture"
83
312000
4000
它另外的名字叫做「建築」
05:34
as a metaphor for taking the same old material
84
316000
4000
拿來當做隱喻，拿一些古老的素材
05:38
and thinking about non-obvious, non-simple ways of combining it.
85
320000
7000
想一些不明顯意見、複雜的方式去結合
05:45
And in fact, what Murray was talking about yesterday in the fractal beauty of nature --
86
327000
8000
事實上， Murray 昨天談到的是大自然不規則的美
05:53
of having the descriptions
87
335000
2000
它的描述
05:55
at various levels be rather similar --
88
337000
4000
在不同的層次下可以如此相似
05:59
all goes down to the idea that the elementary particles
89
341000
5000
歸根究底就是分子元素
06:04
are both sticky and standoffish,
90
346000
3000
既能結合又可以獨力
06:07
and they're in violent motion.
91
349000
4000
而他們都在劇烈的活動
06:11
Those three things give rise to all the different levels
92
353000
3000
以上三點將我們的世界提升到了
06:14
of what seem to be complexity in our world.
93
356000
4000
所有看似繁雜的層次
06:20
But how simple?
94
362000
2000
哪究竟有多簡單?
06:22
So, when I saw Roslings' Gapminder stuff a few years ago,
95
364000
5000
幾年前當我看見 Roslings' Gapminder 概念時
06:27
I just thought it was the greatest thing I'd seen
96
369000
2000
認為是我見過最好的東西
06:29
in conveying complex ideas simply.
97
371000
5000
將複雜的概念簡單化
06:34
But then I had a thought of, "Boy, maybe it's too simple."
98
376000
3000
但是，我又想到～天啊！這會不會太簡單了
06:37
And I put some effort in to try and check
99
379000
5000
於是我試著去體驗與檢查
06:42
to see how well these simple portrayals of trends over time
100
384000
4000
看看這些簡單的模式如何經過時間
06:46
actually matched up with some ideas and investigations from the side,
101
388000
5000
去確切的與其他的概念和調查配合在一起
06:51
and I found that they matched up very well.
102
393000
2000
我發現它們非常的相符
06:53
So the Roslings have been able to do simplicity
103
395000
5000
因此 Roslings 的概念可以將事情簡單化
06:58
without removing what's important about the data.
104
400000
4000
同時不會失去重要的資訊
07:02
Whereas the film yesterday that we saw
105
404000
4000
如同我們昨天看到的影片
07:06
of the simulation of the inside of a cell,
106
408000
2000
模仿細胞內部
07:08
as a former molecular biologist, I didn't like that at all.
107
410000
6000
身為一個前生物學家來說，我並不喜歡
07:14
Not because it wasn't beautiful or anything,
108
416000
2000
並不是因為它不美麗或其他因素
07:16
but because it misses the thing that most students fail to understand
109
418000
5000
而是他缺少了些讓大部分學生都不容易理解的部份
07:21
about molecular biology, and that is:
110
423000
3000
對於分子生物學來說
07:24
why is there any probability at all of two complex shapes
111
426000
5000
沒有解釋了為什麼要有兩個複雜的形狀的機率
07:29
finding each other just the right way
112
431000
2000
以正確的方式找到對方
07:31
so they combine together and be catalyzed?
113
433000
3000
而相互的結合與催化
07:34
And what we saw yesterday was
114
436000
2000
然而我們昨天所看到的是
07:36
every reaction was fortuitous;
115
438000
3000
所有的反應都是偶然的。
07:39
they just swooped in the air and bound, and something happened.
116
441000
4000
它們就那麼分散到空氣中結合在一起，然後發生了反應
07:43
But in fact, those molecules are spinning at the rate of
117
445000
4000
然而，那些分子以一定的速度旋轉
07:47
about a million revolutions per second;
118
449000
3000
將近每秒一百萬轉
07:50
they're agitating back and forth their size every two nanoseconds;
119
452000
6000
它們以兩毫微秒的速度相互攪動
07:56
they're completely crowded together, they're jammed,
120
458000
3000
它們完全的擠在一起，它們卡住了
07:59
they're bashing up against each other.
121
461000
3000
它們撲向對方
08:02
And if you don't understand that in your mental model of this stuff,
122
464000
3000
如果你不能理智地明白這些事
08:05
what happens inside of a cell seems completely mysterious and fortuitous,
123
467000
5000
在細胞裡所發生的事就全然是神秘和偶然
08:10
and I think that's exactly the wrong image
124
472000
2000
而我認為這就是個完全錯誤的圖像
08:12
for when you're trying to teach science.
125
474000
3000
如果你試著去教科學
08:18
So, another thing that we do is to confuse adult sophistication
126
480000
5000
另外，我們常常做出令人混淆的世故
08:23
with the actual understanding of some principle.
127
485000
5000
即使我們只懂得其中的一些道理
08:28
So a kid who's 14 in high school
128
490000
2000
一個14歲上中學的孩子
08:30
gets this version of the Pythagorean theorem,
129
492000
6000
他拿到畢氏定理課本的時候
08:36
which is a truly subtle and interesting proof,
130
498000
3000
也是個有趣又微妙的證明
08:39
but in fact it's not a good way to start learning about mathematics.
131
501000
7000
不過這不是個開始學數學的好方法
08:46
So a more direct one, one that gives you more of the feeling of math,
132
508000
5000
最好的方法應該是更直接的，一個可以給你關於數學更直觀的感覺
08:51
is something closer to Pythagoras' own proof, which goes like this:
133
513000
4000
就畢達哥拉斯自己所用的版本，它就像螢幕所顯示的一樣
08:55
so here we have this triangle, and if we surround that C square with
134
517000
6000
當我們拿到這個三角形，如果我們用一個C正方形圍繞它
09:01
three more triangles and we copy that,
135
523000
3000
多出三個三角形，然後我們複製它
09:04
notice that we can move those triangles down like this.
136
526000
5000
發現我們可以把這三角形像這樣移下
09:09
And that leaves two open areas that are kind of suspicious ...
137
531000
3000
留下了兩個開放的空間讓我們思考
09:12
and bingo. That is all you have to do.
138
534000
7000
對了，這就是你所要做的
09:19
And this kind of proof is the kind of proof
139
541000
2000
而這樣的證據就是我們要的證明
09:21
that you need to learn when you're learning mathematics
140
543000
3000
也是你學習數學的時候所需要學習到的
09:24
in order to get an idea of what it means
141
546000
3000
讓你明瞭它真正的意涵
09:27
before you look into the, literally, 1,200 or 1,500 proofs
142
549000
4000
在你進入這12到1500個證明
09:31
of Pythagoras' theorem that have been discovered.
143
553000
3000
在已被發現的畢達哥拉斯定律之前
09:37
Now let's go to young children.
144
559000
3000
現在我們來看看小朋友們
09:40
This is a very unusual teacher
145
562000
2000
一位非比尋常的老師
09:42
who was a kindergarten and first-grade teacher,
146
564000
4000
教導幼稚園和一年級新生
09:46
but was a natural mathematician.
147
568000
2000
但是天生就是個數學家
09:48
So she was like that jazz musician friend you have who never studied music
148
570000
5000
她就像你的爵士音樂家朋友卻從來沒有上過音樂學院
09:53
but is a terrific musician;
149
575000
2000
不過卻是傑出的樂手
09:55
she just had a feeling for math.
150
577000
2000
她就是對數學有天份
09:57
And here are her six-year-olds,
151
579000
3000
在這裡有她才六歲的學生
10:00
and she's got them making shapes out of a shape.
152
582000
5000
她著他們拿著形狀創作出更多的形狀
10:05
So they pick a shape they like -- like a diamond, or a square,
153
587000
2000
他們拿起他們喜愛的形狀 -- 菱形或是一個方形
10:07
or a triangle, or a trapezoid -- and then they try and make
154
589000
3000
或三角形，或梯形，然後他們就常試著去創作
10:10
the next larger shape of that same shape, and the next larger shape.
155
592000
4000
然後從一個形狀嘗試更大的一個形狀，然後再試另一個大形狀
10:14
You can see the trapezoids are a little challenging there.
156
596000
4000
而你會發現不規則多邊形更具挑戰性
10:18
And what this teacher did on every project
157
600000
3000
這位老師「所做」出的每到題
10:21
was to have the children act like first it was a creative arts project,
158
603000
5000
就像是讓小朋友參與一個新的藝術創作一樣
10:26
and then something like science.
159
608000
2000
然後才是像是科學這樣的東西
10:28
So they had created these artifacts.
160
610000
2000
而創作出了這些手工藝品
10:30
Now she had them look at them and do this ... laborious,
161
612000
4000
老師要他們注視這些形狀，然後動手做
10:34
which I thought for a long time, until she explained to me was
162
616000
4000
這讓我思考了很長的時間，直到她解釋給我聽
10:38
to slow them down so they'll think.
163
620000
3000
是讓他們慢下來以利他們的思考
10:41
So they're cutting out the little pieces of cardboard here
164
623000
3000
然後他們切下這些小紙板
10:44
and pasting them up.
165
626000
2000
將他們貼好
10:46
But the whole point of this thing is
166
628000
4000
然而這整個的行動的意義是
10:50
for them to look at this chart and fill it out.
167
632000
3000
讓他們看懂這些表格並將它填滿
10:53
"What have you noticed about what you did?"
168
635000
4000
你注意到了你會做什麼嗎？
10:57
And so six-year-old Lauren there noticed that the first one took one,
169
639000
4000
六歲的 Lauren 發覺第一個用掉了一個
11:01
and the second one took three more
170
643000
5000
然後第二個多用了三個
11:06
and the total was four on that one,
171
648000
2000
而整個用掉了四個
11:08
the third one took five more and the total was nine on that one,
172
650000
4000
第三個多用了五個，整體的數量是九個
11:12
and then the next one.
173
654000
1000
然後繼續下一個
11:13
She saw right away that the additional tiles that you had to add
174
655000
5000
因此她馬上得到啟發而知道她必須學會加上去
11:18
around the edges was always going to grow by two,
175
660000
4000
沿著邊緣總是要加上2
11:22
so she was very confident about how she made those numbers there.
176
664000
3000
接下來她很有自信的知道她可以將數字放在哪裡
11:25
And she could see that these were the square numbers up until about six,
177
667000
5000
而且她可以看出這些數字直到6都是平方數
11:30
where she wasn't sure what six times six was
178
672000
3000
但她卻不是很確定六乘以六是什麼
11:33
and what seven times seven was,
179
675000
2000
也不確定七乘以七是什麼
11:35
but then she was confident again.
180
677000
3000
不過她再次感覺信心
11:38
So that's what Lauren did.
181
680000
2000
這就是 Lauren 所做的
11:40
And then the teacher, Gillian Ishijima, had the kids
182
682000
4000
之後這位老師 Gillian Ishijima 帶著孩子們
11:44
bring all of their projects up to the front of the room and put them on the floor,
183
686000
3000
帶著所有的作品來到房屋的前面，將他們放在地板上
11:47
and everybody went batshit: "Holy shit! They're the same!"
184
689000
8000
而每個人都十分驚訝，天啊！他們是一樣的！
11:55
No matter what the shapes were, the growth law is the same.
185
697000
4000
無論是什麼樣的形狀，增長的規律卻是一樣的
11:59
And the mathematicians and scientists in the crowd
186
701000
3000
就群眾中的數學家與科學家而言
12:02
will recognize these two progressions
187
704000
2000
他們發現了這兩個方程式
12:04
as a first-order discrete differential equation
188
706000
3000
第一個就是一組微分方程式
12:07
and a second-order discrete differential equation,
189
709000
5000
和另一個第二組微分方程式
12:12
derived by six-year-olds.
190
714000
4000
被一位六歲的小朋友所執行
12:16
Well, that's pretty amazing.
191
718000
1000
這～實在非常令人吃驚
12:17
That isn't what we usually try to teach six-year-olds.
192
719000
3000
這的確不是我們平常教導六歲的小朋友的知識
12:20
So, let's take a look now at how we might use the computer for some of this.
193
722000
7000
現在讓我們看看，如何運用在電腦上運用這些
12:27
And so the first idea here is
194
729000
4000
第一個想法是
12:31
just to show you the kind of things that children do.
195
733000
4000
單純的展示小朋友所做的
12:35
I'm using the software that we're putting on the $100 laptop.
196
737000
5000
我將這個軟體安裝在這一百美金的電腦上
12:40
So I'd like to draw a little car here --
197
742000
6000
現在我想來畫一部小車
12:46
I'll just do this very quickly -- and put a big tire on him.
198
748000
7000
我就快快的畫一下，然後給他加上大輪胎
12:59
And I get a little object here and I can look inside this object,
199
761000
4000
現在我得到了一個小物件，然後我可以從內部檢視這個物件
13:03
I'll call it a car. And here's a little behavior: car forward.
200
765000
5000
我把它稱作是一台車，而在這裡給這個車子一個前進的動作
13:08
Each time I click it, car turn.
201
770000
3000
我每按一下，車轉
13:11
If I want to make a little script to do this over and over again,
202
773000
2000
如果我要寫個程式不斷的重複這樣的動作
13:13
I just drag these guys out and set them going.
203
775000
5000
我只需要把它拉過來設定他怎麼走
13:20
And I can try steering the car here by ...
204
782000
3000
然後我想從這裡駕駛它
13:23
See the car turn by five here?
205
785000
2000
你們可以看到車子轉了五度
13:25
So what if I click this down to zero?
206
787000
3000
如果我把這裡的數字設為零？
13:28
It goes straight. That's a big revelation for nine-year-olds.
207
790000
5000
它就會向前，這是受到一位九歲大的小朋友啟發而來
13:33
Make it go in the other direction.
208
795000
2000
讓它走想另一個方向
13:35
But of course, that's a little bit like kissing your sister
209
797000
2000
當然，這有點像在親你妹妹
13:37
as far as driving a car,
210
799000
3000
當你駕駛這輛車
13:40
so the kids want to do a steering wheel;
211
802000
3000
小孩子都想要一個方向盤
13:43
so they draw a steering wheel.
212
805000
3000
因此畫了一個方向盤
13:46
And we'll call this a wheel.
213
808000
5000
我們就稱之為方向盤
13:51
See this wheel's heading here?
214
813000
4000
所以，看到這個方向盤帶領我們去那兒嗎？
13:55
If I turn this wheel, you can see that number over there going minus and positive.
215
817000
5000
如果我轉一下這個方向盤，你可以看到上面的數字增多或減少
14:00
That's kind of an invitation to pick up this name of
216
822000
2000
這就像是一個邀請函
14:02
those numbers coming out there
217
824000
3000
請你在數字中挑出一個來
14:05
and to just drop it into the script here,
218
827000
2000
然後將它丟到程式碼當中
14:07
and now I can steer the car with the steering wheel.
219
829000
5000
現在我就可以用方向盤駕駛車子了
14:12
And it's interesting.
220
834000
2000
這是很有趣的
14:14
You know how much trouble the children have with variables,
221
836000
3000
你知道這些變數帶給小朋友多大的困擾嗎
14:17
but by learning it this way, in a situated fashion,
222
839000
2000
但是這樣的學習方法，在這種的潮流，
14:19
they never forget from this single trial
223
841000
3000
他們絕對不會忘記這個實驗
14:22
what a variable is and how to use it.
224
844000
3000
變數是怎麼使用的
14:25
And we can reflect here the way Gillian Ishijima did.
225
847000
2000
我們也可以對照 Gillian Ishijima 的作法
14:27
So if you look at the little script here,
226
849000
2000
請你看一下這個小程式
14:29
the speed is always going to be 30.
227
851000
2000
速度持續著在30
14:31
We're going to move the car according to that over and over again.
228
853000
5000
我們將按照這個數字重複的來操控這車
14:36
And I'm dropping a little dot for each one of these things;
229
858000
4000
我在每一段中留下一個點
14:40
they're evenly spaced because they're 30 apart.
230
862000
3000
它們將有相同的間隔因為它們相距30
14:43
And what if I do this progression that the six-year-olds did
231
865000
3000
但如果我也像之前六歲小孩一樣做級數
14:46
of saying, "OK, I'm going to increase the speed by two each time,
232
868000
5000
我會說：好吧，每一段的速度都會翻兩倍
14:51
and then I'm going to increase the distance by the speed each time?
233
873000
3000
而我將每段速度增加距離
14:54
What do I get there?"
234
876000
4000
我會得到什麼樣的結果呢
14:58
We get a visual pattern of what these nine-year-olds called acceleration.
235
880000
7000
我們會得到一個九歲大的孩子所看見的視覺模式並稱之為加速
15:05
So how do the children do science?
236
887000
2000
那麼小孩子如何去面對科學呢？
15:08
(Video) Teacher: [Choose] objects that you think will fall to the Earth at the same time.
237
890000
3000
(影片)老師：這些你以為會同時掉落到地面的物件
15:11
Student 1: Ooh, this is nice.
238
893000
3000
這很有意思
15:18
Teacher: Do not pay any attention
239
900000
2000
老師：請別管
15:20
to what anybody else is doing.
240
902000
3000
其他人在做什麼
15:35
Who's got the apple?
241
917000
2000
誰得到那個蘋果
15:37
Alan Kay: They've got little stopwatches.
242
919000
2000
Alan Kay：他們拿著一個小碼錶
15:44
Student 2: What did you get? What did you get?
243
926000
2000
老師：你得到了什麼？你得到了什麼？
15:46
AK: Stopwatches aren't accurate enough.
244
928000
3000
AK：碼錶並不夠精準
15:49
Student 3: 0.99 seconds.
245
931000
2000
女孩：0.99秒
15:52
Teacher: So put "sponge ball" ...
246
934000
3000
老師：那放「海綿球」
15:56
Student 4l: [I decided to] do the shot put and the sponge ball
247
938000
3000
女孩：那裡有一個鉛球和一個海綿球
15:59
because they're two totally different weights,
248
941000
3000
這兩個物件擁有完全不同的重量
16:02
and if you drop them at the same time,
249
944000
2000
如果你同時間扔下他們
16:04
maybe they'll drop at the same speed.
250
946000
2000
也許他們會以相同的速度下降
16:06
Teacher: Drop. Class: Whoa!
251
948000
2000
老師：扔下
16:10
AK: So obviously, Aristotle never asked a child
252
952000
3000
顯然的 Aristotle （亞里斯多德）從未問過一個小孩
16:13
about this particular point
253
955000
3000
在這個特別的範疇
16:16
because, of course, he didn't bother doing the experiment,
254
958000
2000
因為顯然的他不會去做這樣的實驗
16:18
and neither did St. Thomas Aquinas.
255
960000
2000
而 St. Thomas Aquinas （聖安東尼．阿魁那斯）也不會這麼做
16:20
And it was not until Galileo actually did it
256
962000
2000
直到 Galileo （伽利略）做了一些
16:22
that an adult thought like a child,
257
964000
3000
讓成人像小孩一般思考
16:25
only 400 years ago.
258
967000
3000
距今已有四百年
16:28
We get one child like that about every classroom of 30 kids
259
970000
4000
現在我們可以從30個孩子一班裡面發覺一個這樣的孩子
16:32
who will actually cut straight to the chase.
260
974000
3000
會不斷的去探索
16:35
Now, what if we want to look at this more closely?
261
977000
3000
現在，假設我們要繼續深入探討
16:38
We can take a movie of what's going on,
262
980000
3000
我們可以透過拍攝影像來觀察
16:41
but even if we single stepped this movie,
263
983000
2000
不過就算是我們慢格放映這影片
16:43
it's tricky to see what's going on.
264
985000
2000
也很難得看得出怎麼一回事
16:45
And so what we can do is we can lay out the frames side by side
265
987000
3000
因此我們能做的就是一格、一格畫面慢慢放來看
16:48
or stack them up.
266
990000
2000
或者是把他們堆疊起來
16:50
So when the children see this, they say, "Ah! Acceleration,"
267
992000
5000
而孩子們看到這個現象就會說：阿～加速
16:55
remembering back four months when they did their cars sideways,
268
997000
3000
讓他們回憶起幾個月前他們做的車子圖片
16:58
and they start measuring to find out what kind of acceleration it is.
269
1000000
6000
他們開始測量試著找出是那一種加速的模式
17:04
So what I'm doing is measuring from the bottom of one image
270
1006000
6000
而我所做的就是從底層開始測量一個圖片
17:10
to the bottom of the next image, about a fifth of a second later,
271
1012000
5000
約五分一秒後在下一個圖片的底部測量
17:15
like that. And they're getting faster and faster each time,
272
1017000
2000
就像這樣，就會逐次加快速度
17:17
and if I stack these guys up, then we see the differences; the increase
273
1019000
10000
如果我把這些都堆疊起來，那我們就可以看出分別，增加
17:27
in the speed is constant.
274
1029000
3000
而速度則是一致的
17:30
And they say, "Oh, yeah. Constant acceleration.
275
1032000
2000
然他們就會說：喔～這是等速的加速
17:32
We've done that already."
276
1034000
2000
這樣我們就成功啦
17:34
And how shall we look and verify that we actually have it?
277
1036000
8000
那麼我們該怎麼樣去確認我們做的對不對？
17:42
So you can't tell much from just making the ball drop there,
278
1044000
5000
我們的確不可以像丟一個球到目標一般決定
17:47
but if we drop the ball and run the movie at the same time,
279
1049000
4000
但如果我們我們同時間丟一個球和放映影片
17:53
we can see that we have come up with an accurate physical model.
280
1055000
5000
我們就可以發覺我們創造了一個準確的物理模型
18:00
Galileo, by the way, did this very cleverly
281
1062000
4000
伽利略，順便提一下，他用很聰明的方式做到這一點
18:04
by running a ball backwards down the strings of his lute.
282
1066000
3000
他用他的魯特琴（lute）弦反彈他的球
18:07
I pulled out those apples to remind myself to tell you that
283
1069000
5000
我把這些蘋果拿出來是要提醒我自己別忘了告訴你們
18:12
this is actually probably a Newton and the apple type story,
284
1074000
5000
這可以說是一個牛頓與蘋果式的故事
18:17
but it's a great story.
285
1079000
2000
而且是一個偉大的故事
18:19
And I thought I would do just one thing
286
1081000
2000
我想我還要再做一件事情
18:21
on the $100 laptop here just to prove that this stuff works here.
287
1083000
10000
利用我這一百元美金的筆電證明這些東西是行得通的
18:31
So once you have gravity, here's this --
288
1093000
3000
你擁有地心引力，像是地球這兒
18:34
increase the speed by something,
289
1096000
2000
用某種東西增加速度
18:36
increase the ship's speed.
290
1098000
3000
加速一個船的速度
18:39
If I start the little game here that the kids have done,
291
1101000
3000
如果我摹擬孩子們所做的去弄個小遊戲
18:42
it'll crash the space ship.
292
1104000
2000
這太空船會墜毀
18:44
But if I oppose gravity, here we go ... Oops!
293
1106000
4000
不過如果我有地心引力～讓我們來～哎呀
18:48
(Laughter)
294
1110000
2000
（笑聲）
18:50
One more.
295
1112000
1000
我們再來一次
18:54
Yeah, there we go. Yeah, OK?
296
1116000
5000
好極了，我們來吧～Yeah,OK?
18:59
I guess the best way to end this is with two quotes:
297
1121000
7000
我想引用兩段名言來結束今天的演講
19:06
Marshall McLuhan said,
298
1128000
2000
Marshall McLuhan 說
19:08
"Children are the messages that we send to the future,"
299
1130000
4000
『兒童是我們向未來發出的訊息』
19:12
but in fact, if you think of it,
300
1134000
2000
不過事實上，如果你想一想
19:14
children are the future we send to the future.
301
1136000
2000
是兒童將我們送向未來
19:16
Forget about messages;
302
1138000
3000
忘記訊息這事情
19:19
children are the future,
303
1141000
3000
兒童就是未來
19:22
and children in the first and second world
304
1144000
2000
在第一和第二世界裡的孩童
19:24
and, most especially, in the third world
305
1146000
3000
特別是第三世界的孩童
19:27
need mentors.
306
1149000
2000
都需要導師引領
19:29
And this summer, we're going to build five million of these $100 laptops,
307
1151000
5000
在這個夏天，我們將製做五百萬台百元美金筆記型電腦
19:34
and maybe 50 million next year.
308
1156000
2000
然後下一年是五千萬台
19:36
But we couldn't create 1,000 new teachers this summer to save our life.
309
1158000
7000
但是我們不能在這個夏天創造出一千個新的老師來拯救我們的未來
19:43
That means that we, once again, have a thing where we can put technology out,
310
1165000
6000
這代表了再一次我們有需要利用科技來傳播重要的訊息
19:49
but the mentoring that is required to go
311
1171000
3000
不過導師才是我們的需求
19:52
from a simple new iChat instant messaging system
312
1174000
5000
從一個簡單的 iChat 即時通系統
19:57
to something with depth is missing.
313
1179000
2000
到一些具有深度的訊息中缺少了一部份
19:59
I believe this has to be done with a new kind of user interface,
314
1181000
3000
我相信這可能引導至一個新的使用者介面
20:02
and this new kind of user interface could be done
315
1184000
4000
而這樣的使用者介面是可以做得到的
20:06
with an expenditure of about 100 million dollars.
316
1188000
5000
大約花費一億元美金
20:11
It sounds like a lot, but it is literally 18 minutes of what we're spending in Iraq --
317
1193000
7000
這聽起來好像很多，但是只是我們在伊拉克18分鐘的花費
20:18
we're spending 8 billion dollars a month; 18 minutes is 100 million dollars --
318
1200000
5000
我們每個月花費八十億美金，十八分鐘剛好是一億美金
20:23
so this is actually cheap.
319
1205000
2000
因此這實在是很便宜
20:25
And Einstein said,
320
1207000
4000
正如愛因斯坦所說
20:29
"Things should be as simple as possible, but not simpler."
321
1211000
3000
『事情可以越簡單越好，但是人不可以簡單』
20:32
Thank you.
322
1214000
1000
謝謝你
ABOUT THE SPEAKER
Alan Kay - Educator and computing pioneerOne of the true luminaries of personal computing, Alan Kay conceived of laptops and graphical interfaces years before they were realized. At XeroxPARC, Apple, HP and Disney, he has developed tools for improving the mind.
Why you should listen
"The best way to predict the future is to invent it." Alan Kay not only coined this favorite tech-world adage, but has proven its truth several times. A true polymath, as well as inventor, he has combined engineering brilliance with knowledge of child development, epistemology, molecular biology and more.
In the 1960s, Kay joined the computer team at XeroxPARC, where he worked on world-changing inventions like the graphical interface, object-oriented programming, and the personal computer itself. Later, at Apple, Atari, HP, Disney, and now at his own nonprofits, he has helped refine the tools he anticipated long before they were realized.
As the industry has blossomed, however, Kay continues to grapple with the deeper purpose of computing, struggling to create the machine that won't only recapitulate patterns in the world as we know it but will teach both children and adults to think, to see what otherwise is beyond them.
Alan Kay | Speaker | TED.com