TEDNYC
Michael Bierut: How to design a library that makes kids want to read
邁克爾·布雷德: 如何設計一個讓孩子們愛上閲讀的圖書館？
Filmed:
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1,850,983 views
當邁克爾·布雷德被邀請，為公立學校圖書館設計一個標誌的時候，他未意料到的是，這個長達一年的計畫，從此開啓了他充滿激情的人生追求。談笑風生的演説中，他回憶起自己一直努力的方向，便是把能量、知識、藝術和圖案的魅力，帶進這充滿魔力的殿堂，在那裡學校圖書管理員可以去激勵著下一代的孩子和思想家。
Michael Bierut - Designer, critic
Michael Bierut is a partner in the New York office of Pentagram, a founder of Design Observer and a teacher at Yale School of Art and Yale School of Management. Full bio
Michael Bierut is a partner in the New York office of Pentagram, a founder of Design Observer and a teacher at Yale School of Art and Yale School of Management. Full bio
Double-click the English transcript below to play the video.
00:12
So there's this thing called
the law of unintended consequences.
the law of unintended consequences.
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有這麼一個東西，
叫做「非預期結果法則」，
叫做「非預期結果法則」，
我曾以為它就只是説説而已，
00:17
I thought it was just like a saying,
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但我猜這事實上是存在的。
00:19
but it actually exists, I guess.
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是有一些學術論文在討論這件事。
00:20
There's, like, academic papers about it.
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00:23
And I'm a designer.
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我是一名設計師，
所以我很討厭「非預期結果」。
00:24
I don't like unintended consequences.
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人們聘請我做設計
是因爲他們有所需求，
是因爲他們有所需求，
00:27
People hire me because they have
consequences that they really intend,
consequences that they really intend,
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而且他們多半是因為
希望從我這裡得到想要的成果，
希望從我這裡得到想要的成果，
00:31
and what they intend is for me
to help them achieve those consequences.
to help them achieve those consequences.
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所以我一直很害怕「非預期結果」
給我帶來不好的結果，
給我帶來不好的結果，
00:35
So I live in fear
of unintended consequences.
of unintended consequences.
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00:38
And so this is a story about
consequences intended and unintended.
consequences intended and unintended.
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而我將要講述的故事是關於
一個預期又不預期的結果。
一個預期又不預期的結果。
00:44
I got called by an organization
called Robin Hood
called Robin Hood
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早前我接到了一個叫羅賓漢
(Robin Hood) 機構的來電，
(Robin Hood) 機構的來電，
他們想要我幫忙。
00:47
to do a favor for them.
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羅賓漢是一個位於紐約，
挺不錯的慈善機構，
挺不錯的慈善機構，
00:48
Robin Hood is based in New York,
a wonderful philanthropic organization
a wonderful philanthropic organization
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他們在做的事當然和慈善有關。
00:52
that does what it says in the name.
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他們接受富人的捐助
去幫助貧困的人們。
去幫助貧困的人們。
00:54
They take from rich people,
give it to poor people.
give it to poor people.
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00:56
In this case, what they wanted to benefit
was the New York City school system,
was the New York City school system,
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但這次他們想要去
幫助紐約市學校的教育系統，
幫助紐約市學校的教育系統，
一個巨大的教育企業，
讓超過一百萬名學生接受著教育，
讓超過一百萬名學生接受著教育，
01:01
a huge enterprise that educates
more than a million students at a time,
more than a million students at a time,
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他們在無數的樓房裡就學，
就像這棟房子一樣，
就像這棟房子一樣，
01:07
and in buildings that are like this one,
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01:09
old buildings, big buildings,
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老房子，大房子，
01:11
drafty buildings, sometimes buildings
that are in disrepair,
that are in disrepair,
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冷颼颼的樓裡，
甚至在一些老古董房子裡，
甚至在一些老古董房子裡，
看起來早就需要翻修了。
01:14
certainly buildings
that could use a renovation.
that could use a renovation.
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羅賓漢機構一直希望能夠
重新整修這些教學樓，
重新整修這些教學樓，
01:17
Robin Hood had this ambition
to improve these buildings in some way,
to improve these buildings in some way,
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01:20
but what they realized was
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但是他們意識到的是，
去整修這麼多的教學樓
實在是花費太高又不太現實。
實在是花費太高又不太現實。
01:21
to fix the buildings would be
too expensive and impractical.
too expensive and impractical.
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所以取而代之，他們試著
在每一棟教學大樓裡找出一個房間，
在每一棟教學大樓裡找出一個房間，
01:26
So instead they tried to figure out
what one room they could go into
what one room they could go into
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01:30
in each of these buildings,
in as many buildings that they could,
in as many buildings that they could,
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而且能找到愈多愈大樓愈好，
並修理那間房間，
01:33
and fix that one room
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這樣他們就可以從而改善孩子們
01:36
so that they could improve
the lives of the children inside
the lives of the children inside
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在裡面的學習和生活。
01:39
as they were studying.
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01:40
And what they came up with
was the school library,
was the school library,
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他們最後找到的就是學校的圖書館，
他們想出的這個主意叫做
「圖書館計畫。」
「圖書館計畫。」
01:43
and they came up with this idea
called the Library Initiative.
called the Library Initiative.
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所有的學生都會經過這個圖書館，
01:46
All the students
have to pass through the library.
have to pass through the library.
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01:48
That's where the books are.
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那也是所有書籍在的地方。
更是學校的靈魂所在。
01:49
That's where the heart
and soul of the school is.
and soul of the school is.
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所以我們要修整這些圖書館。
01:52
So let's fix these libraries.
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他們做了件非常棒的事，
01:53
So they did this wonderful thing
where they brought in
where they brought in
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就是他們找了一些建築師來，
01:56
first 10, then 20, then more architects,
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先是十個，而後二十個，然後更多，
01:59
each one of whom was assigned a library
to rethink what a library was.
to rethink what a library was.
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每一位建築師都開始重新設計
打造他們心中的圖書館。
打造他們心中的圖書館。
他們也訓練了很多特別的圖書管理員，
02:03
They trained special librarians.
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於是他們開始了這個巨大的改造工程，
02:05
So they started this mighty enterprise
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02:07
to reform public schools
by improving these libraries.
by improving these libraries.
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藉著改造他們的圖書館
從而提高公立學校的教學環境，
從而提高公立學校的教學環境，
他們給我打電話說：
「你願意也來給我們幫點忙嗎？」
「你願意也來給我們幫點忙嗎？」
02:10
Then they called me up and they said,
"Could you make a little contribution?"
"Could you make a little contribution?"
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我説：「當然，
但是你想要我做什麽呢？」
但是你想要我做什麽呢？」
02:13
I said, "Sure, what do you want me to do?"
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他們説：「這樣，
我們想要你做個圖形設計師，
我們想要你做個圖形設計師，
02:16
And they said, "Well, we want you
to be the graphic designer
to be the graphic designer
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去創造出他們的整個理念。」
02:18
in charge of the whole thing."
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所以我就想，我知道這是什麼意思，
意思是我要去為他們設計一個標誌。
意思是我要去為他們設計一個標誌。
02:20
And so I thought, I know what that means.
That means I get to design a logo.
That means I get to design a logo.
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我知道怎麽設計標誌，
因爲我就是做這個的。
因爲我就是做這個的。
02:23
I know how to design that. I design logos.
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這也是通常人們找我的原因，
02:26
That's what people come to me for.
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所以，好吧，讓我們設計一個標誌。
02:27
So OK, let's design a logo for this thing.
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02:29
Easy to do, actually,
compared with architecture
compared with architecture
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很簡單的事情，比起去當個建築師，
02:32
and being a librarian.
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或是圖書管理員。
只要設計一個標誌，
做一點點貢獻，然後你就完事了。
做一點點貢獻，然後你就完事了。
02:33
Just do a logo, make a contribution,
and then you're out,
and then you're out,
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然後你覺得自己太了不起了。
02:36
and you feel really good about yourself.
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我是個很了不起的傢夥，
我幫忙別人時都自我感覺良好。
我幫忙別人時都自我感覺良好。
02:38
And I'm a great guy and I like to feel
good about myself when I do these favors.
good about myself when I do these favors.
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所以我想，那我就溢交吧。
02:41
So I thought, let's overdeliver.
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我會給你設計三個標誌，
全部按照同一個理念，
全部按照同一個理念，
02:43
I'm going to give you three logos,
all based on this one idea.
all based on this one idea.
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所以你就有三個選擇，
你可以任選其一。
你可以任選其一。
02:46
So you have three options,
pick any of the three.
pick any of the three.
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我説，這三個都很棒。
02:48
They're all great, I said.
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所以我們最基礎的理念就是
新的圖書館，
新的圖書館，
02:50
So the basic idea was
these would be new school libraries
these would be new school libraries
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02:53
for New York schools,
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為紐約的學校所創立的。
所以這個理念意味著新的東西，
新的想法需要一個新的名字。
新的想法需要一個新的名字。
02:54
and so the idea is that it's a new thing,
a new idea that needs a new name.
a new idea that needs a new name.
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所以我首先想要做的就是打消人們
對這些老舊圖書館的印象，
對這些老舊圖書館的印象，
02:58
What I wanted to do was dispel the idea
that these were musty old libraries,
that these were musty old libraries,
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03:03
the kind of places
that everyone is bored with,
that everyone is bored with,
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每個人都已經厭倦它們了，
你知道，這不是你祖父母的圖書館。
03:07
you know, not your grandparents' library.
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別擔心那些。
03:09
Don't worry about that at all.
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這是一個全新的地方，
一個充滿激動的地方，
一個充滿激動的地方，
03:10
This is going to this new, exciting thing,
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03:13
not a boring library.
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不是一個無聊的圖書館。
所以第一個選項：
03:14
So option number one:
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別把它想成一個圖書館，
03:15
so instead of thinking of it as a library,
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把它想成一個地方：
你可以講話，你可以製造噪音。
你可以講話，你可以製造噪音。
03:18
think of it as a place where it is like:
do talk, do make loud noises.
do talk, do make loud noises.
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03:22
Right? So no shushing,
it's like a shush-free zone.
it's like a shush-free zone.
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對吧？不用「噓」，
沒有「噓」聲的討論區。
沒有「噓」聲的討論區。
03:26
We're going to call it the Reading Room.
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我們把它叫做讀書室。
這就是第一個選項，
好吧，來看第二個選擇。
好吧，來看第二個選擇。
03:28
That was option number one.
OK, option number two.
OK, option number two.
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第二個選擇是，等下，
03:31
Option number two was, wait for it,
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03:35
OWL.
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「OWL。」
我會在「OWL」見你的。
03:36
I'll meet you at OWL.
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我會從「OWL」拿我的書，
放學後「OWL」見。
放學後「OWL」見。
03:37
I'm getting my book from the OWL.
Meet you after school down at OWL.
Meet you after school down at OWL.
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就像這樣不是嗎?
但「OWL」到底是什麽？
但「OWL」到底是什麽？
03:41
I like that, right?
Now, what does OWL stand for?
Now, what does OWL stand for?
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好吧，它可以意味著一個世界圖書館
(One World Library)。
(One World Library)。
03:43
Well, it could be One World Library,
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或者是意味著
03:45
or it could be Open. Wonder. Learn.
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開放 (Open)，奇蹟 (Wonder)，
學習 (Learn)。
學習 (Learn)。
或者是──好吧，也許其他
圖書管理員可以想出其他的意思，
圖書管理員可以想出其他的意思，
03:48
Or it could be -- and I figure librarians
could figure out other things it could be
could figure out other things it could be
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03:52
because they know about words.
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還是他們比較瞭解用詞什麼的。
所以還有其他，不是嗎？
03:54
So other things, right?
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現在來看這個，
這就像是貓頭鷹的眼睛。
這就像是貓頭鷹的眼睛。
03:55
And then look at this.
It's like the eye of the owl.
It's like the eye of the owl.
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這在我看來真難不喜歡。
03:57
This is irresistible in my opinion.
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但還有另一個點子，
03:59
But there's even another idea.
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04:01
Option number three.
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選項三，
選項三是和英語語言有關。
04:02
Option number three
was based actually on language.
was based actually on language.
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這是關於單詞「閲讀」的過去式，
依然是「Read」。
依然是「Read」。
04:04
It's the idea that "read"
is the past tense of "read,"
is the past tense of "read,"
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04:08
and they're both spelled the same way.
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他們的拼寫看起來都一樣，
所以為什麽我們不叫這個地方
The Red Zone（紅色音同閲讀）？
The Red Zone（紅色音同閲讀）？
04:10
So why don't we call
this place The Red Zone?
this place The Red Zone?
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我們紅色區 (The Red Zone) 見。
04:13
I'll meet you at the Red Zone.
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你紅（閱讀）了嗎？
04:14
Are you Red? Get Red.
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要紅（閱讀）了吧！
04:17
I'm well Red.
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我紅（閱讀）了。
（笑聲）
04:19
(Laughter)
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我很喜歡這個主意，
04:20
I really loved this idea,
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但不知怎麽我沒有選擇這個主意，
04:21
and I somehow was not focused on the idea
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因為圖書管理員
才應該對拼寫感興趣，
才應該對拼寫感興趣，
04:24
that librarians as a class are sort of
interested in spelling and I don't know.
interested in spelling and I don't know.
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我可不懂這些。
04:30
(Laughter)
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（笑聲）
但是有些時候小聰明
可比拼寫重要多了。
可比拼寫重要多了。
04:31
But sometimes cleverness
is more important than spelling,
is more important than spelling,
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我覺得這應該也是一個例子，
04:35
and I thought this would be
one of those instances.
one of those instances.
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通常我就要做個簡報，
04:37
So usually when I make these presentations
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一般來説，我做完成果簡報
他們只會問我一個問題，那就是
他們只會問我一個問題，那就是
04:39
I say there's just one question
and the question should be,
and the question should be,
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「麥克，我該怎麽感謝你呢？」
04:42
"How can I thank you, Mike?"
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04:44
But in this case,
the question was more like,
the question was more like,
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但是這次，我得到的問題居然是：
「啊，你在逗我吧？」
04:46
"Um, are you kidding?"
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因為他們説，
04:49
Because, they said,
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這些作品的前提是，
04:50
the premise of all this work
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04:52
was that kids were bored
with old libraries, musty old libraries.
with old libraries, musty old libraries.
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孩子對所有老舊的圖書館都厭倦了，
他們不想再去了。
04:56
They were tired of them.
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但是這次，這些孩子其實從來
就沒有機會看過圖書館是什麼樣。
就沒有機會看過圖書館是什麼樣。
04:57
And instead, they said, these kids
have never really seen a library.
have never really seen a library.
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05:01
The school libraries in these schools
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這些要建在學校的圖書館
05:02
are really so dilapidated,
if they're there at all,
if they're there at all,
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是真正的荒廢了。
如果它們真的在使用的話，
如果它們真的在使用的話，
它們根本不會讓任何人厭倦，
05:06
that they haven't bored anyone.
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因為它們從來就沒有存在過，
去讓任何人感到厭倦。
去讓任何人感到厭倦。
05:08
They haven't even been there
to bore anyone at all.
to bore anyone at all.
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05:11
So the idea was, just forget
about giving it a new name.
about giving it a new name.
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所以這個初衷沒用，
不用給它取一個新名字。
不用給它取一個新名字。
05:14
Just call it, one last try, a library.
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叫它圖書館就夠了，不用再試了。
好嗎？好吧。
05:18
Right? OK.
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所以我想，好吧，給它一點活力？
05:20
So I thought, OK, give it a little oomph?
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05:23
Exclamation point?
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用個感嘆號吧？
05:24
Then -- this is because I'm clever --
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然後──這是因為我很聰明──
把它放到字母「i」那裡，
05:26
move that into the "i,"
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05:28
make it red,
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把它換成紅色，
好了，圖書館計劃完成。
05:30
and there you have it,
the Library Initiative.
the Library Initiative.
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所以我想好了，完成任務，
要的標誌完工。
要的標誌完工。
05:32
So I thought, mission accomplished,
there's your logo.
there's your logo.
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所以關於這個標誌
完全是一個非預期的結果，
完全是一個非預期的結果，
05:34
So what's interesting about this logo,
an unintended consequence,
an unintended consequence,
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他們根本不需要我的設計，
05:37
was that it turned out that
they didn't really even need my design
they didn't really even need my design
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因爲你可以用任何字體輸入，
甚至直接手寫，
甚至直接手寫，
05:41
because you could type it any font,
you could write it by hand,
you could write it by hand,
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05:44
and when they started
sending emails around,
sending emails around,
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當他們給我些郵件時，
只需要按住 Shift 和 1
就有了個感嘆號，
就有了個感嘆號，
05:46
they just would use Shift and 1,
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他們就能看到他們自己的標誌。
05:47
they'd get their own logo
just right out of the thing.
just right out of the thing.
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所以我想好吧，那挺不錯的，
05:50
And I thought, well, that's fine.
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05:52
Feel free to use that logo.
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每個人都可以隨意使用這個標誌。
然後我的工作才真正開始──
05:53
And then I embarked
on the real rollout of this thing --
on the real rollout of this thing --
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幫助每一個建築師，
05:56
working with every one of the architects
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05:58
to put this logo on the front door
of their own library. Right?
of their own library. Right?
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把我設計的標誌放在
他們圖書館的前門，對嗎？
他們圖書館的前門，對嗎？
06:02
So here's the big rollout.
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這才是最顯眼的展示。
可以説我和不同的建築師一起工作，
06:03
Basically I'd work
with different architects.
with different architects.
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一開始，羅賓漢機構是我的客戶
現在這些建築師也成了我的客戶，
現在這些建築師也成了我的客戶，
06:06
First Robin Hood was my client.
Now these architects were my client.
Now these architects were my client.
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06:09
I'd say, "Here's your logo.
Put it on the door."
Put it on the door."
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我說：「這是你的標誌，放門上吧。」
「這是你的，這兩扇門都給我掛上。」
06:11
"Here's your logo. Put it on both doors."
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「這是你的標誌，放在兩邊。」
06:13
"Here's your logo.
Put it off to the side."
Put it off to the side."
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「這是你們的，全都貼滿。」
06:15
"Here's your logo
repeated all over to the top."
repeated all over to the top."
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06:17
So everything was going swimmingly.
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所有的就像流水操作一樣。
我只負責說，
「這是你的標誌，這是你的標誌。」
「這是你的標誌，這是你的標誌。」
06:19
I just was saying,
"Here's your logo. Here's your logo."
"Here's your logo. Here's your logo."
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然後一位建築師來問我，
06:22
Then I got a call
from one of the architects,
from one of the architects,
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06:24
a guy named Richard Lewis,
and he says, "I've got a problem.
and he says, "I've got a problem.
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他叫理查德·路易斯，
他說：「我有個問題，
他說：「我有個問題，
你是那個圖形設計師，
你可以幫我解決下嗎？」
你可以幫我解決下嗎？」
06:27
You're the graphics guy.
Can you solve it?"
Can you solve it?"
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我説：「當然，沒問題。」
06:29
And I said, OK, sure."
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他説：「問題是有一個空間
06:30
And he said, "The problem is
that there's a space
that there's a space
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在書架和天花板之間……」
06:33
between the shelf and the ceiling."
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這聽起來像是個建築方面的問題，
06:35
So that sounds like
an architectural issue to me,
an architectural issue to me,
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可不是圖形設計問題，
但我還是說：「繼續說。」
但我還是說：「繼續說。」
06:37
not a graphic design issue,
so I'm, "Go on."
so I'm, "Go on."
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理查德說：「是這樣，
因爲書架必須要足夠低
因爲書架必須要足夠低
06:39
And Richard says, "Well,
the top shelf has to be low enough
the top shelf has to be low enough
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孩子們才可以夠到，
06:43
for the kid to reach it,
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但是因爲我們在一個
老式的建築裡，天花板都非常高，
老式的建築裡，天花板都非常高，
06:44
but I'm in a big old building,
and the ceilings are really high,
and the ceilings are really high,
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06:47
so actually I've got
all this space up there
all this space up there
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所以上面有很多多餘的空間，
我需要用些東西來填補，
就像壁畫那種。」
就像壁畫那種。」
06:49
and I need something like a mural."
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然後我就說：「啊？你曉得吧，
我其實只是個標誌設計師而已。
我其實只是個標誌設計師而已。
06:51
And I'm like, "Whoa,
you know, I'm a logo designer.
you know, I'm a logo designer.
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我可不是迪亞哥·里維拉這些大師。
06:54
I'm not Diego Rivera or something.
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06:56
I'm not a muralist."
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我不是壁畫家啊。」
然後他説：「但是你就
不可以出出主意嗎？」
不可以出出主意嗎？」
06:58
And so he said, "But can't you
think of anything?"
think of anything?"
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所以我説：「好吧，要不我們
就拍些學校裡孩子們的照片，
就拍些學校裡孩子們的照片，
07:00
So I said, "OK, what if we just
took pictures of the kids in the school
took pictures of the kids in the school
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07:05
and just put them around
the top of the thing,
the top of the thing,
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然後把它們放在上面，
07:08
and maybe that could work."
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也許那樣可以。」
而我妻子就是一位攝影師，
07:09
And my wife is a photographer,
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我説：「多蘿西，我沒工資給你，
07:11
and I said, "Dorothy, there's no budget,
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1936
07:13
can you come to this school
in east New York, take these pictures?"
in east New York, take these pictures?"
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但是你可以來趟紐約
東城的學校，拍些照片嗎？」
東城的學校，拍些照片嗎？」
然後她來了，
07:16
And she did,
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如果你去理查德的圖書館，
07:17
and if you go in Richard's library,
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07:19
which is one of the first that opened,
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這是最先開放的圖書館之一，
07:21
it has this glorious frieze
of, like, the heroes of the school,
of, like, the heroes of the school,
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它有一圈輝煌的裝飾，
就像學校裡的英雄，
就像學校裡的英雄，
超大的照片，從上面看下來，
07:24
oversized, looking down
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俯視著者小小的玩具屋
一般的閲讀室，不是嗎？
一般的閲讀室，不是嗎？
07:26
into the little dollhouse
of the real library, right?
of the real library, right?
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07:29
And the kids were great,
hand-selected by the principals
hand-selected by the principals
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這些孩子真的是非常棒，
每一張笑臉都是校長親自挑選，
每一張笑臉都是校長親自挑選，
07:32
and the librarian.
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當然還有圖書管理員一起。
這就像在圖書館裡製造了
英雄豪邁的氛圍，
英雄豪邁的氛圍，
07:34
It just kind of created
this heroic atmosphere in this library,
this heroic atmosphere in this library,
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這是一個安靜莊嚴的場所，
上面卻洋溢著孩子們歡樂的感情，
上面卻洋溢著孩子們歡樂的感情，
07:37
this very dignified setting below
and the joy of the children above.
and the joy of the children above.
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07:41
So naturally all the other librarians
in the other schools see this
in the other schools see this
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所以自然而然地，
其他學校的圖書管理員看到這個，
其他學校的圖書管理員看到這個，
07:45
and they said, well, we want murals too.
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1936
都説我們也想要壁畫了。
然後，我當然就說可以啦。
07:47
And I'm like, OK.
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但是我想，如果每一次都是相同的
就沒什麽新意了，
就沒什麽新意了，
07:48
So then I think, well,
it can't be the same mural every time,
it can't be the same mural every time,
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07:51
so Dorothy did another one,
and then she did another one,
and then she did another one,
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所以多蘿西拍攝了另外的一組，
又開始拍攝更多的照片，
又開始拍攝更多的照片，
07:54
but then we needed more help,
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但是我們也需要更多的幫助，
所以我打電話給了我認識的
一位插畫師叫琳恩·保利，
一位插畫師叫琳恩·保利，
07:56
so I called an illustrator I knew
named Lynn Pauley,
named Lynn Pauley,
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07:59
and Lynn did these beautiful
paintings of the kids.
paintings of the kids.
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琳恩為孩子們
創造了這些漂亮的插畫。
創造了這些漂亮的插畫。
08:02
Then I called a guy named Charles Wilkin
at a place called Automatic Design.
at a place called Automatic Design.
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還有從一個叫做自動設計的公司
請了另外一位朋友叫查爾斯·威爾金，
請了另外一位朋友叫查爾斯·威爾金，
他創作了這些令人驚嘆的拼貼畫。
08:06
He did these amazing collages.
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1800
08:08
We had Rafael Esquer
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我們請了拉斐爾·伊斯凱
做了這些了不起的剪影。
08:11
do these great silhouettes.
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他和孩子們一起工作，
聽他們的話，
聽他們的話，
08:13
He would work with the kids,
asking for words,
asking for words,
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08:15
and then based on those prompts,
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然後根據那些線索
08:17
come up with this little,
delirious kind of constellation
delirious kind of constellation
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想出了這瘋狂的一系列圖案，
一些剪影，和一些書裡的東西。
08:19
of silhouettes
of things that are in books.
of things that are in books.
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08:21
Peter Arkle interviewed the kids
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彼得·阿科爾採訪了很多孩子，
08:23
and had them talk
about their favorite books
about their favorite books
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把他們最喜歡的書和想法
像對話自白般的形式放在了上面。
08:25
and he put their testimony
as a frieze up there.
as a frieze up there.
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08:27
Stefan Sagmeister worked with Yuko Shimizu
197
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斯特凡·塞個梅斯特
和優酷·詩米祖一起，
和優酷·詩米祖一起，
他們做了這了不起的漫畫設計，
08:30
and they did this amazing
manga-style statement,
manga-style statement,
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「每一個真誠的人都是有趣的。」
08:32
"Everyone who is honest is interesting,"
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08:34
that goes all the way around.
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出現在了所有地方。
08:36
Christoph Niemann, brilliant illustrator,
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克里斯托弗·瓦爾兹，
一位天才插畫師，
一位天才插畫師，
做了一系列的工作，
08:39
did a whole series of things
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他把書中的人物、
08:40
where he embedded books
into the faces and characters
into the faces and characters
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畫和地方都做成了壁畫。
08:43
and images and places
that you find in the books.
that you find in the books.
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08:46
And then even Maira Kalman
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甚至麥拉·考曼
08:48
did this amazing cryptic installation
of objects and words
of objects and words
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把各種物體字母混合在一起，
使他們圍繞著和吸引了
08:52
that kind of go all around
and will fascinate students
and will fascinate students
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所有到那裡學習的學生。
08:55
for as long as it's up there.
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這實在是太令人滿意和驚艷了，
08:57
So this was really satisfying,
209
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08:59
and basically my role here was reading
a series of dimensions to these artists,
a series of dimensions to these artists,
210
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而我在這做的就是
列舉這些藝術家創造的東西，
列舉這些藝術家創造的東西，
我想說：
09:05
and I would say,
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「在三乘以十五英呎的空間裡，
無論你想要什麽都可以。
無論你想要什麽都可以。
09:06
"Three feet by 15 feet, whatever you want.
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09:09
Let me know if you have
any problem with that."
any problem with that."
213
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如果你有任何問題，
請一定讓我知道。」
請一定讓我知道。」
他們都會爲你創造出新的設計，
這是一件非常了不起的事情。
這是一件非常了不起的事情。
09:11
And they would go and install these.
It just was the greatest thing.
It just was the greatest thing.
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但是更棒的，其實是──
09:14
But the greatest thing, actually, was --
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偶爾，
09:16
Every once in a while,
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我會收到一些邀請函，
厚厚的勞作紙做的，
厚厚的勞作紙做的，
09:18
I'd get, like, an invitation in the mail
made of construction paper,
made of construction paper,
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上面說：「我們邀請你來
參加我們新圖書館的開幕儀式。」
參加我們新圖書館的開幕儀式。」
09:21
and it would say, "You are invited
to the opening of our new library."
to the opening of our new library."
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所以如果你去圖書館，
比如説你去 PS10 圖書館，
比如説你去 PS10 圖書館，
09:24
So you'd go to the library,
say, you'd go to PS10,
say, you'd go to PS10,
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你走進裡面。
09:27
and you'd go inside.
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那裡有著很多氣球，還有學生大使，
09:28
There'd be balloons,
there'd be a student ambassador,
there'd be a student ambassador,
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還有特別為開幕儀式準備的演説，
09:31
there'd be speeches that were read,
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或是特意寫的詩歌，
09:33
poetry that was written
specifically for the opening,
specifically for the opening,
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政要也會在場
為人們頒發各種認證和揭幕，
為人們頒發各種認證和揭幕，
09:36
dignitaries would present people
with certificates,
with certificates,
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09:39
and the whole thing
was just a delirious, fun party.
was just a delirious, fun party.
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這一切的派對都是
那麼的激動人心和有趣，
那麼的激動人心和有趣，
09:41
So I loved going to these things.
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所以我很喜歡參加這些活動。
我會站在那裡，穿成這樣，
顯然我有點格格不入，
顯然我有點格格不入，
09:43
I would stand there dressed like this,
obviously not belonging,
obviously not belonging,
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有些人或許會問我：
「先生，你在這做什麽？」
「先生，你在這做什麽？」
09:46
and someone would say,
"What are you doing here, mister?"
"What are you doing here, mister?"
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09:49
And I'd say, "Well, I'm part of the team
that designed this place."
that designed this place."
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我會說：「好吧，其實我是
設計這個地方的人之一。」
設計這個地方的人之一。」
09:52
And they'd said, "You do these shelves?"
230
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然後他們會説：
「你是造了這些書架嗎？」
「你是造了這些書架嗎？」
我答道：「不。」
「那你是拍了書架上面的照片嗎？」
「那你是拍了書架上面的照片嗎？」
09:54
And I said, "No."
"You took the pictures up above."
"You took the pictures up above."
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「不是。」
09:56
"No."
232
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「好吧，那你做了什麽呢？」
09:57
"Well, what did you do?"
233
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09:59
"You know when you came in?
The sign over the door?"
The sign over the door?"
234
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「你知道你進門的時候
看到門上的那個標誌嗎？」
看到門上的那個標誌嗎？」
「你是説那個寫著圖書館的標誌？」
10:01
"The sign that says library?"
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（笑聲）
10:03
(Laughter)
236
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「對了！那是我做的！」
10:04
"Yeah, I did that!"
237
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10:05
And then they'd sort of go,
"OK. Nice work if you can get it."
"OK. Nice work if you can get it."
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然後他們說：「好吧，挺不錯的，
如果你仔細注意的話。」
如果你仔細注意的話。」
10:10
So it was so satisfying
going to these little openings
going to these little openings
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所以參加這些小小的
開幕儀式還是讓我有滿足感。
開幕儀式還是讓我有滿足感。
先不管我常常被忽視
或是取笑的事實，
或是取笑的事實，
10:14
despite the fact that I was
kind of largely ignored or humiliated,
kind of largely ignored or humiliated,
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去參加這些活動還是非常有趣的，
10:18
but it was actually fun
going to the openings,
going to the openings,
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10:20
so I decided that I wanted
to get the people in my office
to get the people in my office
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所以我決定要找辦公室裡的員工，
10:23
who had worked on these projects,
get the illustrators and photographers,
get the illustrators and photographers,
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特別是那些參與這些項目的人，
像插畫家、攝影師，
像插畫家、攝影師，
我説，為什麽我們不租輛休旅車
10:26
and I said, why don't we rent a van
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走遍整個紐約，
10:28
and drive around
the five boroughs of New York
the five boroughs of New York
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10:30
and see how many we could hit at one time.
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看看我們一次能拿下多少個圖書館。
最終其實我們去了 60 家圖書館，
10:32
And eventually there were
going to be 60 of these libraries,
going to be 60 of these libraries,
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所以一天我們大概可以
去六家圖書館左右，
去六家圖書館左右，
10:35
so we probably got to see
maybe half a dozen in one long day.
maybe half a dozen in one long day.
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10:39
And the best thing of all
was meeting these librarians
was meeting these librarians
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最棒的當然就是見那些圖書管理員，
10:42
who kind of were running these,
took possession of these places
took possession of these places
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他們運營並管理著圖書館，
對這些地方充滿著熱情，
對這些地方充滿著熱情，
就像他們自己的小舞臺一樣，
10:45
like their private stage
upon which they were invited
upon which they were invited
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他們能迷住學生，
然後把書帶到他們的世界裡，
然後把書帶到他們的世界裡，
10:48
to mesmerize their students
and bring the books to life,
and bring the books to life,
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10:52
and it was just
this really exciting experience
this really exciting experience
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這是一段激動人心的經歷，
10:55
for all of us to actually
see these things in action.
see these things in action.
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我們都可以真真切切地
看到這些行動。
看到這些行動。
所以我們花了一整天去做這些事，
10:57
So we spent a long day doing this
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記得我們到了最後一家圖書館。
11:00
and we were in the very last library.
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那個時候還是冬天，
所以天黑得特別早，
所以天黑得特別早，
11:02
It was still winter,
because it got dark early,
because it got dark early,
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11:05
and the librarian says,
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圖書管理員說：
11:06
"I'm about to close down.
So really nice having you here.
So really nice having you here.
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「我們就要關門的，
很高興你們能來這裡，
很高興你們能來這裡，
嘿，等一下，你想要看
我怎麼關燈嗎？」
我怎麼關燈嗎？」
11:09
Hey, wait a second, do you want to see
how I turn off the lights?"
how I turn off the lights?"
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11:12
I'm like, "OK."
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我只好說：「好吧。」
11:13
And she said, "I have
this special way that I do it."
this special way that I do it."
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她又說：「我關燈的方式
可不一樣了。」
可不一樣了。」
然後她帶我看，
11:16
And then she showed me.
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她做的就是一盞接著一盞的關，
11:17
What she did was she turned out
every light one by one by one by one,
every light one by one by one by one,
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11:20
and the last light she left on
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她剩下了最後一盞，
11:22
was the light that illuminated
the kids' faces,
the kids' faces,
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燈光打亮了牆上孩子們的臉龐，
她說：「這永遠是我每天晚上
下班前關掉的最後一盞燈，
下班前關掉的最後一盞燈，
11:25
and she said, "That's the last light
I turn off every night,
I turn off every night,
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因為它提醒著
我在這裡工作的原因。」
我在這裡工作的原因。」
11:28
because I like to remind myself
why I come to work."
why I come to work."
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11:31
So when I started this whole thing,
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所以，記得嗎，
當我開始做這一切的時候，
當我開始做這一切的時候，
11:34
remember, it was just
about designing that logo
about designing that logo
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完完全全就是為了設計一個標誌，
用用我的小聰明，
想一個新的名字嗎？
想一個新的名字嗎？
11:36
and being clever, come up with a new name?
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11:38
The unintended consequence here,
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非預期結果就在這，
11:40
which I would like to take credit for
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我很想居功，
也很想認為自己能透徹理解其經驗，
11:41
and like to think I can think through
the experience to that extent,
the experience to that extent,
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但是不行。
11:45
but I can't.
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我只是專心地用我自己的力量，
一步一個脚印的行走，
一步一個脚印的行走，
11:46
I was just focused on a foot ahead of me,
as far as I could reach with my own hands.
as far as I could reach with my own hands.
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11:50
Instead, way off in the distance
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然而，讓我看到遠方的
是一個普普通通的圖書管理員，
11:52
was a librarian
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她讓我看到了這一切所帶來的成果，
11:54
who was going to find
the chain of consequences
the chain of consequences
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我們所做的一切，
11:57
that we had set in motion,
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11:58
a source of inspiration
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都是激勵靈感的源泉，
12:00
so that she in this case
could do her work really well.
could do her work really well.
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這也是讓她能夠做好工作的原因。
12:03
40,000 kids a year
are affected by these libraries.
are affected by these libraries.
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每年有四萬個孩子受益於
這些圖書館，
這些圖書館，
12:06
They've been happening
for more than 10 years now,
for more than 10 years now,
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到現在為止已經有了十年之久，
所以可以說這些圖書管理員
已經開啓了一代孩子們的閲讀之旅，
已經開啓了一代孩子們的閲讀之旅，
12:09
so those librarians have kind of turned on
a generation of children to books
a generation of children to books
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12:13
and so it's been a thrill to find out
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這是一個振奮人心的發現，
12:16
that sometimes unintended consequences
are the best consequences.
are the best consequences.
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有時候非預期的結果，
也會成為最好的結果。
也會成為最好的結果。
謝謝大家。
12:20
Thank you very much.
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（掌聲）
12:21
(Applause)
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ABOUT THE SPEAKER
Michael Bierut - Designer, criticMichael Bierut is a partner in the New York office of Pentagram, a founder of Design Observer and a teacher at Yale School of Art and Yale School of Management.
Why you should listen
Michael Bierut studied graphic design at the University of Cincinnati's College of Design, Architecture, Art and Planning, graduating summa cum laude in 1980. Prior to joining Pentagram in 1990 as a partner in the firm's New York office, he worked for ten years at Vignelli Associates, ultimately as vice president of graphic design.
His projects at Pentagram have included work for the New York Times, Saks Fifth Avenue, The Cathedral of St. John the Divine, Harley-Davidson, The Museum of Arts and Design, Mastercard, the New York City Department of Transportation, the Robin Hood Foundation, Mohawk Paper Mills, New World Symphony, the New York Jets, the Brooklyn Academy of Music and MIT Media Lab. As a volunteer to Hillary for America, he created the ubiquitous H logo that was used throughout the 2016 presidential campaign.
He has won hundreds of design awards and his work is represented in the permanent collections of the Museum of Modern Art and the Metropolitan Museum of Art in New York, and the Musée des Arts Décoratifs, Montreal. He served as president of the New York Chapter of the American Institute of Graphic Arts (AIGA) from 1988 to 1990 and is president emeritus of AIGA National. Bierut was elected to the Alliance Graphique Internationale in 1989, to the Art Directors Club Hall of Fame in 2003, and was awarded the profession’s highest honor, the AIGA Medal, in 2006. In 2008, he was named winner in the Design Mind category of the Cooper-Hewitt National Design Awards. In spring 2016, Bierut was appointed the Henry Wolf Graphic Designer in Residence at the American Academy in Rome.
Bierut is a senior critic in graphic design at the Yale School of Art and a lecturer at the Yale School of Management. He writes frequently about design and is the co-editor of the five-volume series Looking Closer: Critical Writings on Graphic Design published by Allworth Press. In 2002, Bierut co-founded Design Observer, a blog of design and cultural criticism which now features podcasts on design, popular culture, and business.
Bierut's book 79 Short Essays on Design was published in 2007 by Princeton Architectural Press. A monograph on his work, How to use graphic design to sell things, explain things, make things look better, make people laugh, make people cry and (every once in a while) change the world, was published in 2015 by Thames & Hudson and Harper Collins. This accompanied the first retrospective exhibition of his work, part of the School of Visual Art's Masters Series, which was on view at the SVA Chelsea Gallery in New York City for five weeks in autumn 2015. His next book, Now You See It, is due out from Princeton Architectural Press this fall.
Michael Bierut | Speaker | TED.com