TEDSalon London 2010
Charles Leadbeater: Education innovation in the slums
李德彼特：貧民區裡的教育創新
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Readability: 4.2
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查爾斯‧李德彼特致力於尋找全新的教育方式—他在里約熱內盧與東非基貝拉的貧民區裡找到了，那裡的孩童過著極貧窮的生活，卻正以創新的方式學習。他表示，這些新型學校顛覆原有的體制，正是所有學校應效法的典範。
Charles Leadbeater - Innovation consultant
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
A researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known. Full bio
Double-click the English transcript below to play the video.
00:15
It's a great pleasure to be here.
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非常榮幸來到這裡
00:17
It's a great pleasure to speak after
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非常榮幸能夠接在
00:19
Brian Cox from CERN.
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歐洲核子研究組織的布賴恩．科克斯之後演講
00:21
I think CERN is the home
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歐洲核子研究組織是
00:23
of the Large Hadron Collider.
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大型強子對撞機的基地
00:26
What ever happened to the Small Hadron Collider?
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那麼，小型強子對撞機怎麼了？
00:29
Where is the Small Hadron Collider?
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跑到哪裡去了？
00:32
Because the Small Hadron Collider once was the big thing.
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小型強子對撞機曾經轟動一時
00:35
Now, the Small Hadron Collider
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現在被收到櫃子裡去了
00:38
is in a cupboard, overlooked and neglected.
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被大家忽略、遺忘了
00:41
You know when the Large Hadron Collider started,
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大型強子對撞機方案實行初期
00:44
and it didn't work, and people tried to work out why,
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並未成功，工作人員開始找原因
00:47
it was the Small Hadron Collider team
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結果居然是小型強子對撞機小組
00:50
who sabotaged it
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在暗中搞破壞
00:52
because they were so jealous.
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因為他們實在太嫉妒了
00:54
The whole Hadron Collider family
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整個強子研究團隊需要
00:56
needs unlocking.
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彼此開誠佈公
00:58
The lesson of Brian's presentation, in a way --
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布賴恩的演講
01:01
all those fantastic pictures --
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和強子研究的願景
01:03
is this really:
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告訴我們
01:05
that vantage point determines everything that you see.
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對事情的觀點決定一切
01:08
What Brian was saying was
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布賴恩的意思是
01:10
science has opened up successively different vantage points
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科學不斷發現新的觀點
01:12
from which we can see ourselves,
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我們藉此認識自己
01:14
and that's why it's so valuable.
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這也是科學的可貴
01:16
So the vantage point you take
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所以你對事物的觀點
01:18
determines virtually everything that you will see.
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決定了自己眼前所見
01:20
The question that you will ask
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你所提出的問題
01:22
will determine much of the answer that you get.
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也會決定將得到的答案
01:25
And so if you ask this question:
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如果你問的是
01:27
Where would you look to see the future of education?
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教育的未來在哪裡？
01:30
The answer that we've traditionally given to that
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通常我們得到的回答
01:33
is very straightforward, at least in the last 20 years:
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是很直接的，至少過去二十年是如此
01:35
You go to Finland.
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看看芬蘭好了
01:37
Finland is the best place in the world to see school systems.
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芬蘭有全世界最好的教育制度
01:40
The Finns may be a bit boring and depressive and there's a very high suicide rate,
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芬蘭人或許不大有趣、陰鬱、自殺率又高
01:43
but by golly, they are qualified.
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但他們的確都有高學歷
01:46
And they have absolutely amazing education systems.
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芬蘭的教育制度真是非常了不起
01:49
So we all troop off to Finland,
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大家前仆後繼前往朝聖
01:51
and we wonder at the social democratic miracle of Finland
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芬蘭的社會民主主義奇蹟
01:54
and its cultural homogeneity and all the rest of it,
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文化同質性高，一切都令人驚艷
01:57
and then we struggle to imagine how we might
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我們努力思索該怎麼把
01:59
bring lessons back.
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所見所聞帶回來
02:01
Well, so, for this last year,
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所以去年一年裡
02:03
with the help of Cisco who sponsored me,
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思科系統公司不知發了什麼瘋
02:05
for some balmy reason, to do this,
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願意贊助我做這件事
02:08
I've been looking somewhere else.
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我本來是去其他地方尋找教育的未來
02:10
Because actually radical innovation does sometimes
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因為根本的創新有時候
02:13
come from the very best,
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的確是源自於菁英份子
02:15
but it often comes from places
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但根本的創新常是來自
02:17
where you have huge need --
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有許多迫切需求的地方
02:19
unmet, latent demand --
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這些需求沒獲得滿足
02:21
and not enough resources for traditional solutions to work --
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也無足夠資源供傳統方法解決問題
02:24
traditional, high-cost solutions,
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傳統方法往往需要高成本
02:26
which depend on professionals,
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必須倚重專業人士
02:28
which is what schools and hospitals are.
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學校和醫院就是採用這種模式
02:30
So I ended up in places like this.
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所以我最後來到這裡
02:32
This is a place called Monkey Hill.
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這是Monkey Hill
02:35
It's one of the hundreds of favelas in Rio.
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里約熱內盧眾多貧民區之一
02:38
Most of the population growth of the next 50 years
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未來五十年大部分的人口成長
02:41
will be in cities.
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將集中在都市
02:43
We'll grow by six cities of 12 million people a year
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未來30年內，全球
02:46
for the next 30 years.
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每年將增加7200萬人
02:48
Almost all of that growth will be in the developed world.
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絕大部分集中在開發中國家
02:51
Almost all of that growth will be
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其中又有絕大部分的人口成長
02:53
in places like Monkey Hill.
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會集中在像Monkey Hill這樣的地方
02:55
This is where you'll find the fastest growing
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不難發現這裡會是
02:57
young populations of the world.
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全球青壯人口成長最快的地方
02:59
So if you want recipes to work --
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因此，若想要找解決方案
03:01
for virtually anything -- health, education,
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無論是醫療、教育
03:03
government politics
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還是政治的層面
03:05
and education --
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特別是教育
03:07
you have to go to these places.
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就得深入這些貧民區
03:09
And if you go to these places, you meet people like this.
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你到了這些地方，就會遇到這些人
03:11
This is a guy called Juanderson.
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這個孩子名叫Juanderson
03:13
At the age of 14,
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他14歲
03:15
in common with many 14-year-olds in the Brazilian education system,
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他跟巴西許多十四歲的孩子一樣
03:18
he dropped out of school.
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最後輟學了
03:20
It was boring.
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因為學校太無聊了
03:22
And Juanderson, instead, went into
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於是Juanderson選擇從事
03:24
what provided kind of opportunity and hope
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可帶來一絲機會和希望的工作
03:26
in the place that he lived, which was the drugs trade.
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在那裡，指的就是毒品交易
03:29
And by the age of 16, with rapid promotion,
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隨著生意愈做愈大，他十六歲時
03:32
he was running the drugs trade in 10 favelas.
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就掌管十個貧民區的毒品交易，
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He was turning over 200,000 dollars a week.
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一週的交易額高達20萬美元。
03:37
He employed 200 people.
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手下有兩百個人
03:39
He was going to be dead by the age of 25.
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本來他25歲就會死了
03:41
And luckily, he met this guy,
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但幸好遇見了這個人
03:43
who is Rodrigo Baggio,
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他是羅德里戈‧巴吉歐
03:45
the owner of the first laptop to ever appear in Brazil.
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巴西第一個擁有筆電的人
03:48
1994, Rodrigo started something
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羅德里戈在1994成立了
03:50
called CDI,
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資訊科技民主化委員會(CDI)
03:52
which took computers
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他們把一些
03:54
donated by corporations,
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企業捐贈的電腦
03:56
put them into community centers in favelas
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送給貧民區的社區中心
03:58
and created places like this.
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設立許多像這樣的地方
04:01
What turned Juanderson around
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使Juanderson人生轉變的
04:03
was technology for learning
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是輔助學習的科技
04:05
that made learning fun and accessible.
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使學習變得有趣，不再遙不可及
04:07
Or you can go to places like this.
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或你也可以到這裡
04:09
This is Kibera, which is the largest slum in East Africa.
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這是基貝拉，東非最大的貧民區
04:12
Millions of people living here,
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有數百萬人住在這裡
04:14
stretched over many kilometers.
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範圍綿延好幾公里
04:16
And there I met these two,
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我遇見兩位女孩
04:18
Azra on the left, Maureen on the right.
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左邊是阿玆拉，右邊是莫琳
04:20
They just finished their Kenyan certificate
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他們剛拿到肯亞
04:22
of secondary education.
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中學教育證書
04:24
That name should tell you that the Kenyan education system
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從「中學教育」一詞，不難了解肯亞的教育體系
04:27
borrows almost everything
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幾乎全部都是
04:29
from Britain, circa 1950,
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移植自英國，1950年起便是如此
04:32
but has managed to make it even worse.
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這反而使肯亞的教育每下愈況
04:35
So there are schools in slums like this.
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於是貧民區出現了這樣的學校
04:37
They're places like this.
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像這樣的地方
04:39
That's where Maureen went to school.
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這是莫琳念的學校
04:41
They're private schools. There are no state schools in slums.
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全是私立學校，貧民區裡沒有公立學校
04:44
And the education they got was pitiful.
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她們所受的教育真是處境堪憐
04:47
It was in places like this. This a school set up by some nuns
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就是在這些地方...畫面上這個學校是修女創辦
04:50
in another slum called Nakuru.
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位在另一個叫納庫魯的貧民區
04:53
Half the children in this classroom have no parents
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這教室裡半數的學生父母雙亡
04:56
because they've died through AIDS.
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都死於愛滋病
04:58
The other half have one parent
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另一半的學生則來自單親家庭
05:00
because the other parent has died through AIDS.
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因為他們的父親或母親同樣死於愛滋病
05:03
So the challenges of education
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所以教育所面臨的困難
05:05
in this kind of place
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特別在這種地方
05:07
are not to learn the kings and queens of Kenya or Britain.
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並非教學生認識肯亞或英國的歷任王室
05:10
They are to stay alive, to earn a living,
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而是要學習如何活下來，如何討生活
05:13
to not become HIV positive.
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如何不染上愛滋病
05:16
The one technology that spans rich and poor
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可以跨越貧富差距的科技
05:19
in places like this
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在這樣的地方只找得到一樣
05:21
is not anything to do with industrial technology.
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不是工業科技
05:23
It's not to do with electricity or water.
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也不是電力或自來水
05:25
It's the mobile phone.
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而是行動電話
05:27
If you want to design from scratch
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假設你想從頭開始規劃
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virtually any service in Africa,
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非洲的服務設施
05:31
you would start now with the mobile phone.
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行動電話會是第一選擇
05:34
Or you could go to places like this.
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或如果你到這樣的地方
05:36
This is a place called the Madangiri Settlement Colony,
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這是印度的Madangiri聚落
05:39
which is a very developed slum
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是個規模相當大的貧民區
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about 25 minutes outside New Delhi,
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距離新德里約25分鐘的路程
05:44
where I met these characters
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我在那裏遇到這些人
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who showed me around for the day.
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他們帶我四處看看
05:48
The remarkable thing about these girls,
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這些女孩真了不起
05:51
and the sign of the kind of social revolution
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我好像見證了社會改革
05:53
sweeping through the developing world
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正席捲著發展中國家
05:55
is that these girls are not married.
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這些女孩都還沒結婚
05:58
Ten years ago, they certainly would have been married.
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再早個十年，她們早就嫁做人婦了
06:00
Now they're not married, and they want to go on
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現在她們都還單身
06:02
to study further, to have a career.
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想要繼續讀書，有一份工作
06:04
They've been brought up by mothers who are illiterate,
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扶養她們長大的母親都不識字，
06:07
who have never ever done homework.
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也不曾做過家庭作業
06:10
All across the developing world there are millions of parents --
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現在有許多發展中國家，數以百萬
06:12
tens, hundreds of millions --
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千萬、甚至上億的父母
06:14
who for the first time
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有生以來第一次
06:16
are with children doing homework and exams.
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和自己的孩子一起做功課，一起準備考試
06:19
And the reason they carry on studying
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他們重返校園讀書的原因
06:21
is not because they went to a school like this.
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不是因為他們念了這樣的學校
06:23
This is a private school.
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這是一所私立學校
06:25
This is a fee-pay school. This is a good school.
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是要付學費的，這所學校很好
06:27
This is the best you can get
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可以算是頂尖的學校
06:29
in Hyderabad in Indian education.
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在印度的海德拉巴找不到更好的了
06:32
The reason they went on studying was this.
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這些父母之所以繼續念書
06:35
This is a computer installed in the entrance to their slum
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是因為貧民區的入口處裝了台電腦
06:38
by a revolutionary social entrepreneur
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是一位社會改革企業家所捐的
06:40
called Sugata Mitra
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他是蘇格塔‧米特拉
06:42
who has conducted the most radical experiments,
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他採取了顛覆傳統的作法
06:44
showing that children, in the right conditions,
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告訴我們，孩子只要有適當條件
06:47
can learn on their own with the help of computers.
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加上電腦的輔助，就可以獨立學習
06:50
Those girls have never touched Google.
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那些女孩從沒用過Google
06:53
They know nothing about Wikipedia.
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也沒聽過維基百科
06:55
Imagine what their lives would be like
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想想看，他們生活將有的轉變
06:58
if you could get that to them.
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就是因為那台電腦
07:00
So if you look, as I did,
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所以各位看見
07:02
through this tour,
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我在這趟考察看到的東西
07:04
and by looking at about a hundred case studies
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再看看這一百多項個案研究
07:07
of different social entrepreneurs
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不同社會企業家
07:09
working in these very extreme conditions,
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冋樣在惡劣環境中努力
07:12
look at the recipes that they come up with for learning,
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看看他們針對學習所開出的處方
07:15
they look nothing like school.
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一點也不像傳統的學校
07:17
What do they look like?
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那究竟看起來像什麼？
07:19
Well, education is a global religion.
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人人奉教育為圭臬
07:21
And education, plus technology,
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教育，再加上科技
07:23
is a great source of hope.
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則是無窮希望的源頭
07:25
You can go to places like this.
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你可以到這裡
07:28
This is a school three hours outside of Sao Paulo.
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這所學校距離聖保羅3個小時車程
07:31
Most of the children there have parents who are illiterate.
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絕大部分孩子的父母是文盲
07:34
Many of them don't have electricity at home.
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許多孩子家裡連電都沒有
07:37
But they find it completely obvious
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但是他們完全習慣
07:40
to use computers, websites,
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使用電腦、上網
07:42
make videos, so on and so forth.
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拍攝影片等等
07:44
When you go to places like this
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在這樣的地方
07:46
what you see is that
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不難發現
07:48
education in these settings
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貧民區裡教育工作的推動
07:51
works by pull, not push.
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是透過吸引學生，不是逼迫他們
07:53
Most of our education system is push.
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我們的教育多半用逼迫的方式
07:55
I was literally pushed to school.
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我的求學過程也是如此
07:57
When you get to school, things are pushed at you:
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學校裡，許多東西排山倒海而來
07:59
knowledge, exams,
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課本知識、大小考試
08:01
systems, timetables.
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體制問題、按表操課
08:03
If you want to attract people like Juanderson
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假如你想吸引Juanderson這樣的孩子
08:05
who could, for instance,
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這樣的孩子不論是
08:07
buy guns, wear jewelry,
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購買槍枝、穿金戴銀
08:09
ride motorbikes and get girls
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騎重型機車、交女朋友
08:11
through the drugs trade,
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都是透過毒品交易
08:13
and you want to attract him into education,
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要吸引這樣的孩子來讀書
08:15
having a compulsory curriculum doesn't really make sense.
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制式的課程是行不通的
08:18
That isn't really going to attract him.
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無法吸引這樣的孩子
08:20
You need to pull him.
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要吸引他來
08:22
And so education needs to work by pull, not push.
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所以教育要用「吸力」不是「推力」
08:24
And so the idea of a curriculum
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所謂課程的概念
08:27
is completely irrelevant in a setting like this.
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在這樣的環境完全派不上用場
08:29
You need to start education
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教育的起點
08:31
from things that make a difference
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應該是讓孩子學習如何改變
08:33
to them in their settings.
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身處的生活環境
08:35
What does that?
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那是什麼呢？
08:37
Well, the key is motivation, and there are two aspects to it.
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學習動機是關鍵，這可以從兩方面來看
08:40
One is to deliver extrinsic motivation,
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一是要提供外在學習動機
08:43
that education has a payoff.
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也就是受教育是有益的
08:45
Our education systems all work
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我們的教育體系之所以成功
08:48
on the principle that there is a payoff,
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就是立基於「有益」這個觀念
08:50
but you have to wait quite a long time.
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但這得等上好一段時間
08:52
That's too long if you're poor.
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這對貧窮的人而言太久了
08:54
Waiting 10 years for the payoff from education
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等個十年再享受教育的好處
08:57
is too long when you need to meet daily needs,
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實在太遙遠，尤其當你需要糊口
09:00
when you've got siblings to look after
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或要照顧弟妹
09:02
or a business to help with.
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或幫家裡做生意，更顯得緩不濟急
09:04
So you need education to be relevant and help people
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所以教育必須符合實際需求
09:06
to make a living there and then, often.
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幫助人們解決謀生的問題
09:09
And you also need to make it intrinsically interesting.
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另外，還要讓學習變得非常有趣
09:12
So time and again, I found people like this.
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我常常遇到這類人
09:15
This is an amazing guy, Sebastiao Rocha,
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這位是賽巴斯汀‧洛克，他很了不起
09:18
in Belo Horizonte,
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他在貝洛奧里藏特
09:20
in the third largest city in Brazil.
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也就是巴西第三大城
09:22
He's invented more than 200 games
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研發了兩百多種遊戲
09:24
to teach virtually any subject under the sun.
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用來任何你想得到的課程
09:27
In the schools and communities
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無論在學校或社區
09:29
that Taio works in,
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只要他工作的地方
09:31
the day always starts in a circle
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每天一開始，大家會圍成一個圈
09:33
and always starts from a question.
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開始於提出一個問題
09:36
Imagine an education system that started from questions,
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想想看，教育以問題做起點
09:39
not from knowledge to be imparted,
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而不是填鴨知識
09:41
or started from a game, not from a lesson,
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以遊戲做起點，而不是上課
09:44
or started from the premise
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以一個前提做起點
09:46
that you have to engage people first
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就是要先吸引孩子的注意力
09:49
before you can possibly teach them.
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才有可能真正教導他們
09:51
Our education systems,
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我們的教育體系
09:53
you do all that stuff afterward, if you're lucky,
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剛好反向操作，運氣不錯的話
09:55
sport, drama, music.
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還有體育、戲劇、音樂課可以上
09:57
These things, they teach through.
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這裡則透過體育、戲劇、音樂來教學
10:00
They attract people to learning
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這種教學之所以吸引孩子學習
10:02
because it's really a dance project
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是因為會有真正的舞蹈
10:04
or a circus project
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真正的馬戲團表演
10:06
or, the best example of all --
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或舉個最好的例子
10:08
El Sistema in Venezuela --
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委內瑞拉國立青少年管弦樂團
10:10
it's a music project.
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這是音樂課的一部份
10:12
And so you attract people through that into learning,
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所以，真實生動的課程能吸引孩子學習
10:14
not adding that on after
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而不是等到要實作的時候
10:16
all the learning has been done
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孩子已經被迫學一堆東西
10:18
and you've eaten your cognitive greens.
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卻還是一知半解
10:21
So El Sistema in Venezuela
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委內瑞拉國立青少年管弦樂團
10:23
uses a violin as a technology of learning.
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把小提琴當作學習的工具
10:26
Taio Rocha uses making soap
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賽巴斯汀‧洛克把製作香皂
10:29
as a technology of learning.
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當作學習的工具
10:31
And what you find when you go to these schemes
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看到這些學習策略
10:33
is that they use people and places
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會發現他們運用人和地利之便
10:35
in incredibly creative ways.
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發揮極大的創意
10:37
Masses of peer learning.
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同儕互相學習
10:39
How do you get learning to people
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如果你想傳播學習的種子
10:41
when there are no teachers,
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卻沒有老師教
10:43
when teachers won't come, when you can't afford them,
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或老師不願意來，或請不起老師
10:45
and even if you do get teachers,
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就算真的找到老師
10:48
what they teach isn't relevant to the communities that they serve?
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他們教的不是這些人要的該怎麼辦？
10:51
Well, you create your own teachers.
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那麼就自己找人教
10:53
You create peer-to-peer learning,
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建立同儕之間的學習方式
10:55
or you create para-teachers, or you bring in specialist skills.
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或是找準教師，或引進專業技能
10:58
But you find ways to get learning that's relevant to people
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重點是要看當地的學習需求
11:01
through technology, people and places that are different.
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隨著人、地方或技術的不同加以調整
11:04
So this is a school in a bus
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這是所巴士裡的學校
11:06
on a building site
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位於一個建築工地
11:09
in Pune, the fastest growing city in Asia.
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這城叫作普那，是亞洲發展最快的城市
11:12
Pune has 5,000 building sites.
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普那有5000個建築工地
11:15
It has 30,000 children
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有三萬名兒童
11:17
on those building sites.
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生活在這些工地裡
11:19
That's one city.
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這只是一個例子
11:21
Imagine that urban explosion
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想像一下，都市人口爆增
11:23
that's going to take place across the developing world
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是發展中國家都將面臨的問題
11:26
and how many thousands of children
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到時不知道有多少孩子
11:28
will spend their school years on building sites.
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求學生涯會在建築工地裡度過
11:30
Well, this is a very simple scheme
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這是一個計畫非常簡單
11:32
to get the learning to them through a bus.
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把巴士融入學習
11:35
And they all treat learning,
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他們並不把學習看成是
11:38
not as some sort of academic, analytical activity,
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學術分析的活動
11:41
but as that's something that's productive,
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反而覺得學習很用
11:43
something you make,
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能做出某些東西
11:45
something that you can do, perhaps earn a living from.
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可以實際操作，或許還能以此謀生
11:48
So I met this character, Steven.
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我遇到了史蒂文這個人
11:51
He'd spent three years in Nairobi living on the streets
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他曾在奈洛比流落街頭三年
11:54
because his parents had died of AIDS.
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因為他的父母親皆死於愛滋病
11:56
And he was finally brought back into school,
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最後他終於重返校園
11:58
not by the offer of GCSEs,
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不是因為想拿中學教育證書
12:00
but by the offer of learning how to become a carpenter,
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而是因為木工訓練課程
12:03
a practical making skill.
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這項動手實作的課程
12:05
So the trendiest schools in the world,
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世界最熱門的學校
12:07
High Tech High and others,
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頂尖的高科技學府
12:09
they espouse a philosophy of learning as productive activity.
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也深信學習是有效益的活動
12:12
Here, there isn't really an option.
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在貧民區別無選擇
12:14
Learning has to be productive
305
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上學必須帶來效益
12:16
in order for it to make sense.
306
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否則就沒有意義
12:19
And finally, they have a different model of scale,
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後來他們發展出一種不同的模式
12:22
and it's a Chinese restaurant model
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也就是「中國餐館」模式
12:24
of how to scale.
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去拓展規模
12:26
And I learned it from this guy,
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2000
我跟著他學習
12:28
who is an amazing character.
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2000
他是很優秀的人
12:30
He's probably the most remarkable social entrepreneur
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他可說是最了不起的社會企業家
12:32
in education in the world.
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世上難以找到他這樣的人
12:34
His name is Madhav Chavan,
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2000
他叫作馬達夫‧查凡
12:36
and he created something called Pratham.
315
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2000
創立了布拉罕這個機構
12:38
And Pratham runs preschool play groups
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743000
3000
布拉罕創辦學齡前遊戲團體
12:41
for, now, 21 million children in India.
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746000
3000
幫助2100萬個印度小孩
12:44
It's the largest NGO in education in the world.
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這是世界最大的教育類非政府組織
12:47
And it also supports working-class kids going into Indian schools.
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也可資助印度勞工的孩子上學
12:50
He's a complete revolutionary.
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馬達夫是真正的改革家
12:52
He's actually a trade union organizer by background,
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3000
其實，他曾當過工會組織籌辦人
12:55
and that's how he learned the skills
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於是學到許多技能
12:57
to build his organization.
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用來創立布拉罕
12:59
When they got to a certain stage,
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布拉罕發展到一個階段
13:01
Pratham got big enough to attract
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2000
開始吸引
13:03
some pro bono support from McKinsey.
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麥肯錫慈善資金的挹注
13:05
McKinsey came along and looked at his model and said,
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麥肯錫研究了馬達夫的營運模式後說
13:08
"You know what you should do with this, Madhav?
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「馬達夫，你知道要怎麼進行嗎？」
13:10
You should turn it into McDonald's.
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「應該把你這一套變成麥當勞」
13:12
And what you do when you go to any new site
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「不管到什麼新的地方」
13:14
is you kind of roll out a franchise.
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「可以設立布拉罕分店」
13:16
And it's the same wherever you go.
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「到哪裡都一樣」
13:18
It's reliable and people know exactly where they are.
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「這樣不但可靠，又可以打響名號」
13:21
And there will be no mistakes."
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「大家就會知道布拉罕」
13:23
And Madhav said,
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馬達夫這麼說
13:25
"Why do we have to do it that way?
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「我們為什麼要學麥當勞？」
13:27
Why can't we do it more like the Chinese restaurants?"
337
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「我們為什麼不能像中國餐館一樣？」
13:30
There are Chinese restaurants everywhere,
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到處都有中國餐館
13:32
but there is no Chinese restaurant chain.
339
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卻沒有連鎖經營的中國餐館
13:35
Yet, everyone knows what is a Chinese restaurant.
340
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可是每個人都知道中國餐館的樣子
13:37
They know what to expect, even though it'll be subtly different
341
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知道裡面有什麼，雖然不盡相同
13:40
and the colors will be different and the name will be different.
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顏色、名字也不一樣
13:42
You know a Chinese restaurant when you see it.
343
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中國餐館實在很好認
13:45
These people work with the Chinese restaurant model --
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布拉罕以中國餐館模式運作
13:48
same principles, different applications and different settings --
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同樣的準則，但環境和應用都不同
13:51
not the McDonald's model.
346
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不是麥當勞的模式
13:53
The McDonald's model scales.
347
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麥當勞模式只是規模變大
13:55
The Chinese restaurant model spreads.
348
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中國餐館模式則會流傳開來
13:58
So mass education
349
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大眾教育
14:00
started with social entrepreneurship
350
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始於社會企業家的精神
14:02
in the 19th century.
351
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最早在19世紀就有了
14:04
And that's desperately what we need again
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2000
而我們現在再度急需
14:06
on a global scale.
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這種精神傳到世界各地
14:08
And what can we learn from all of that?
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從以上種種，可以學到什麼？
14:10
Well, we can learn a lot
355
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2000
值得學習的地方可多了
14:12
because our education systems
356
837000
2000
我們的教育制度
14:14
are failing desperately in many ways.
357
839000
2000
正在分崩離析
14:16
They fail to reach the people
358
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2000
我們的教育無法觸及那些
14:18
they most need to serve.
359
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2000
最需要受教育的人
14:20
They often hit their target but miss the point.
360
845000
3000
常常找到對象卻抓不到重點
14:23
Improvement is increasingly
361
848000
2000
制式的改革
14:25
difficult to organize;
362
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愈來愈沒有章法
14:27
our faith in these systems, incredibly fraught.
363
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3000
我們對教育非常擔憂
14:30
And this is just a very simple way of
364
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用個最簡單的方法
14:32
understanding what kind of innovation,
365
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3000
來了解我們究竟需要什麼創新
14:35
what kind of different design we need.
366
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3000
需要什麼特別的計劃
14:38
There are two basic types of innovation.
367
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創新基本上有兩種
14:40
There's sustaining innovation,
368
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2000
一種是永續型創新
14:42
which will sustain an existing institution or an organization,
369
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3000
維持現有的機構組織
14:45
and disruptive innovation
370
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另一種是顛覆型創新
14:47
that will break it apart, create some different way of doing it.
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打破舊有一切，創造不同的作法
14:50
There are formal settings --
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2000
有所謂體制內的環境
14:52
schools, colleges, hospitals --
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例如中小學、大學、醫院
14:54
in which innovation can take place,
374
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這些實行創新的地方
14:56
and informal settings -- communities,
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也有體制外的環境，如社區
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families, social networks.
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家庭、社會網絡
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Almost all our effort goes in this box,
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我們的努力多半聚焦在這裡
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sustaining innovation in formal settings,
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維持體制內的創新
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getting a better version
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不斷的修正
15:07
of the essentially Bismarckian school system
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俾斯麥主張的學校制度
15:09
that developed in the 19th century.
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這制度從19世紀就已實行
15:12
And as I said, the trouble with this is that,
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但我說過，問題在於
15:14
in the developing world
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發展中國家
15:16
there just aren't teachers to make this model work.
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沒有老師來實施這個制度
15:18
You'd need millions and millions of teachers
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需要有數百萬的老師
15:21
in China, India, Nigeria
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在中國、印度、奈及利亞
15:23
and the rest of developing world to meet need.
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及其他發展中國家，去滿足學生需求
15:26
And in our system, we know
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而就目前的制度來看
15:28
that simply doing more of this won't eat into
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光這樣做是無法
15:31
deep educational inequalities,
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解決教育不平等的問題
15:33
especially in inner cities
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對於巿中心的貧民區
15:35
and former industrial areas.
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或舊時的工業區更是如此
15:37
So that's why we need three more kinds of innovation.
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所以我們還需要三種改革
15:40
We need more reinvention.
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首先，我們需要教育再造
15:42
And all around the world now you see
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放眼世界所看到的
15:44
more and more schools reinventing themselves.
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是愈來愈多學校進行教育再造
15:47
They're recognizably schools, but they look different.
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學校本質還是學校，但是不太一樣
15:50
There are Big Picture schools
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這些擁有「願景」的學校
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in the U.S. and Australia.
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分佈在美國和澳洲
15:54
There are Kunskapsskolan schools
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另外還些稱作 Kunscap Skolan
15:56
in Sweden.
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的瑞典學校
15:58
Of 14 of them,
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這14所學校中
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only two of them are in schools.
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只有兩所是真正的「學校」
16:03
Most of them are in other buildings not designed as schools.
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其他則隱身於非學校的場地
16:06
There is an amazing school in Northen Queensland
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北昆士蘭有一所很棒的學校
16:08
called Jaringan.
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叫做Jaringan
16:10
And they all have the same kind of features:
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這類學校都有共同的特色
16:12
highly collaborative, very personalized,
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通力合作，適性教學
16:15
often pervasive technology,
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學習主軸涵蓋不同技術
16:18
learning that starts from questions
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這裡的學習是由發問開始
16:20
and problems and projects,
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找出問題，提出計畫
16:22
not from knowledge and curriculum.
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而不是從既定知識或課程開始
16:24
So we certainly need more of that.
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我們需要更多這類的學校
16:26
But because so many of the issues in education
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然而教育的諸多問題
16:29
aren't just in school,
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並非只存在學校之中
16:31
they're in family and community,
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也和家庭及社區相關
16:33
what you also need, definitely,
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所以教育當然也需要
16:35
is more on the right hand side.
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更多來自體制外的協助
16:37
You need efforts to supplement schools.
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需要外在資源去輔助學校教育
16:40
The most famous of these is Reggio Emilia in Italy,
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義大利著名的瑞吉歐.艾蜜莉亞
16:43
the family-based learning system
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她提出「家庭學習制度」
16:46
to support and encourage people in schools.
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提供教育工作者支持與鼓勵
16:49
The most exciting is the Harlem Children's Zone,
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最振奮人心的當屬「哈林兒童區」
16:52
which over 10 years, led by Geoffrey Canada,
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10年來由傑佛瑞‧堪拿大推動
16:55
has, through a mixture of schooling
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試圖結合學校教育
16:57
and family and community projects,
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家庭教育、社區計畫
16:59
attempted to transform not just education in schools,
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改革的對象除了學校教育
17:02
but the entire culture and aspiration
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還包括紐約哈林區
17:05
of about 10,000 families in Harlem.
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約1萬個家庭的文化型態
17:08
We need more of that
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我們需要更多
17:10
completely new and radical thinking.
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大刀闊斧的新思維
17:12
You can go to places an hour away, less,
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當你走出這個演講廳
17:15
from this room,
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走大約一小時的路
17:17
just down the road, which need that,
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或許就會發現
17:20
which need radicalism of a kind that we haven't imagined.
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那裡正需要這種不同凡響的創新
17:23
And finally, you need transformational innovation
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最後，創新需要改頭換面
17:25
that could imagine getting learning to people
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讓所謂的學習
17:27
in completely new and different ways.
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以不同於以往的方式進行
17:30
So we are on the verge, 2015,
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很快，在2015年
17:33
of an amazing achievement,
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會有項了不起的成就
17:36
the schoolification of the world.
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世界會「學校化」
17:38
Every child up to the age of 15 who wants a place in school
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每個15歲以下的孩子只要想上學
17:41
will be able to have one in 2015.
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到時一定有學校可念
17:43
It's an amazing thing.
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這實在很了不起
17:45
But it is,
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但是教育工作
17:47
unlike cars, which have developed
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不像汽車工業
17:49
so rapidly and orderly,
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發展得如此迅速、有條不紊
17:51
actually the school system is recognizably
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其實現今的學校體系
17:54
an inheritance from the 19th century,
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是承襲19世紀
17:56
from a Bismarkian model of German schooling
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俾斯麥所主張的普魯士教育模式
17:59
that got taken up by English reformers,
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英國改革派後來加以採納
18:02
and often by
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之後
18:05
religious missionaries,
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傳教士
18:07
taken up in the United States
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也在美國開始推行
18:09
as a force of social cohesion,
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並凝聚成社會共識
18:11
and then in Japan and South Korea as they developed.
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後來也在日本及南韓發展起來
18:14
It's recognizably 19th century in its roots.
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學校教育源起於19世紀
18:16
And of course it's a huge achievement.
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當然是很大的成就
18:18
And of course it will bring great things.
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而且學校教育一直都會有所貢獻
18:20
It will bring skills and learning and reading.
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如技能、學習、閱讀等等
18:23
But it will also lay waste to imagination.
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但學校教育也容易扼殺想像力
18:26
It will lay waste to appetite. It will lay waste to social confidence.
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扼殺學習的慾望及自信
18:29
It will stratify society
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把社會階級分化
18:31
as much as it liberates it.
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儘管也能將社會解放
18:33
And we are bequeathing to the developing world
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而發展中國家正因承襲了
18:35
school systems that they will now spend
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我們的學校制度
18:38
a century trying to reform.
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現在得花上整個世紀進行改革
18:40
That is why we need really radical thinking,
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所以我們才需要全新的思維
18:43
and why radical thinking is now
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因為現在唯有這樣的思維
18:45
more possible and more needed than ever in how we learn.
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才是孩子學習真正所需
18:48
Thank you. (Applause)
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謝謝
ABOUT THE SPEAKER
Charles Leadbeater - Innovation consultantA researcher at the London think tank Demos, Charles Leadbeater was early to notice the rise of "amateur innovation" -- great ideas from outside the traditional walls, from people who suddenly have the tools to collaborate, innovate and make their expertise known.
Why you should listen
Charles Leadbeater's theories on innovation have compelled some of the world's largest organizations to rethink their strategies. A financial journalist turned innovation consultant (for clients ranging from the British government to Microsoft), Leadbeater noticed the rise of "pro-ams" -- passionate amateurs who act like professionals, making breakthrough discoveries in many fields, from software to astronomy to kite-surfing. His 2004 essay "The Pro-Am Revolution" -- which The New York Times called one of the year's biggest global ideas -- highlighted the rise of this new breed of amateur.
Prominent examples range from the mountain bike to the open-source operating system Linux, from Wikipedia to the Jubilee 2000 campaign, which helped persuade Western nations to cancel more than $30 billion in third-world debt. In his upcoming book, We-Think, Leadbeater explores how this emerging culture of mass creativity and participation could reshape companies and governments. A business reporter by training, he was previously an editor for the Financial Times, and later, The Independent, where, with Helen Fielding, he developed the "Bridget Jones' Diary" column. Currently, he is researching for Atlas of Ideas, a program that is mapping changes in the global geography of science and innovation.
Charles Leadbeater | Speaker | TED.com