TED2010
Sir Ken Robinson: Bring on the learning revolution!
Sir Ken Robinson: Kom med læringsrevolutionen!
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I denne gribende sjove opfølgning til hans sagnomspundne 2006 snak, taler Sir Ken Robinson for en radikal omlægning fra standardiserede skoler til personlig læring -- at skabe vilkår, hvor børns naturlige talenter kan blomstre.
Ken Robinson - Author/educator
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Full bio
Double-click the English transcript below to play the video.
00:13
I was here four years ago,
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Jeg var her for fire år siden,
00:15
and I remember, at the time,
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og jeg kan huske at på det tidspunkt
00:17
that the talks weren't put online.
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blev talerne ikke lagt på nettet.
00:20
I think they were given to TEDsters in a box,
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Jeg tror de blev givet til TED'ere i en boks,
00:24
a box set of DVDs,
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en boks med DVD'er
00:26
which they put on their shelves, where they are now.
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som de satte på deres hylde, hvor de er i dag.
00:29
(Laughter)
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(Latter)
00:31
And actually, Chris called me
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Og Chris ringede faktisk til mig
00:33
a week after I'd given my talk
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en uge efter at jeg havde talt
00:35
and he said, "We're going to start putting them online.
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og sagde: "Vi begynder at putte dem på nettet,
00:37
Can we put yours online?" And I said, "Sure."
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kan vi lægge din ud?" Og jeg sagde: "Selvfølgelig".
00:40
And four years later,
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Og fire år senere
00:42
as I said, it's been seen by four ...
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som jeg sagde, er det blevet set af fire ...
00:44
Well, it's been downloaded four million times.
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Eller, det er blevet downloaded fire millioner gange.
00:47
So I suppose you could multiply that by 20 or something
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Så jeg går ud fra at du kan gange det med 20 eller noget
00:50
to get the number of people who've seen it.
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for at få det nummer af folk der har set det.
00:52
And, as Chris says, there is a hunger
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Og som Chris siger, der er en sult
00:56
for videos of me.
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for videoer med mig.
00:58
(Laughter)
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(Latter)
01:01
(Applause)
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(Bifald)
01:06
... don't you feel?
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... tror I ikke?
01:07
(Laughter)
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(Latter)
01:12
So, this whole event has been an elaborate build-up
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Så hele denne begivenhed har været en en omfattende opbygning
01:15
to me doing another one for you, so here it is.
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for at få mig til at tale for jer igen, så her kommer det.
01:19
(Laughter)
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(Latter)
01:22
Al Gore spoke
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Al Gore talte
01:24
at the TED conference I spoke at four years ago
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til den TED konference jeg talte ved for fire år siden
01:27
and talked about the climate crisis.
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og talte om klima krisen.
01:29
And I referenced that
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Og jeg refererede til det
01:31
at the end of my last talk.
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i slutningen af min sidste snak.
01:33
So I want to pick up from there
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Så jeg vil gerne samle op derfra
01:35
because I only had 18 minutes, frankly.
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for jeg havde kun 18 minutter, ærlig talt.
01:38
So, as I was saying...
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Så, som jeg sagde ...
01:40
(Laughter)
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(Latter)
01:48
You see, he's right.
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Ser I, han har jo ret.
01:50
I mean, there is a major climate crisis, obviously,
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Jeg mener, der er en stor klima krise, tydeligvis.
01:53
and I think if people don't believe it, they should get out more.
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Og jeg tror at hvis folk ikke tror på det, så skulle de gå mere udenfor.
01:56
(Laughter)
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(Latter)
01:59
But I believe there's a second climate crisis,
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Men jeg tror på at der er en anden klima krise,
02:03
which is as severe,
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som er ligeså alvorlig,
02:05
which has the same origins,
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som stammer fra det samme sted,
02:08
and that we have to deal with with the same urgency.
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og som vi bliver nødt til at behandle på lige fod.
02:11
And I mean by this --
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Og med dette mener jeg --
02:13
and you may say, by the way, "Look, I'm good.
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og I siger måske, forresten: "Hør, Jeg er OK.
02:15
I have one climate crisis;
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jeg har en klima krise;
02:17
I don't really need the second one."
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Jeg har ikke rigtig brug for en mere."
02:20
But this is a crisis of, not natural resources --
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Men dette er en krise, ikke med naturlige ressourcer,
02:22
though I believe that's true --
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selvom jeg tror det er rigtigt,
02:25
but a crisis of human resources.
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men en krise med menneskelige ressourcer.
02:27
I believe fundamentally,
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Jeg tror, fundamentalt,
02:29
as many speakers have said during the past few days,
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som mange talere har sagt i løbet af de sidste par dage,
02:31
that we make very poor use
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at vi er meget dårlige til at bruge
02:34
of our talents.
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vores talenter.
02:37
Very many people go through their whole lives
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Rigtig mange mennesker går igennem hele deres liv
02:39
having no real sense of what their talents may be,
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uden rigtig at have en fornemmelse af hvad deres talent er,
02:42
or if they have any to speak of.
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eller om de overhovedet har et.
02:44
I meet all kinds of people
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Jeg møder alle slags mennesker
02:46
who don't think they're really good at anything.
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der ikke tror at de er rigtig gode til noget.
02:50
Actually, I kind of divide the world into two groups now.
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Faktisk, deler jeg, på en måde, verden ind i to grupper nu.
02:53
Jeremy Bentham, the great utilitarian philosopher,
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Jeremy Bentham, den store utilitaristiske filosof,
02:56
once spiked this argument.
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spidede engang dette argument.
02:58
He said, "There are two types of people in this world:
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Han sagde: "Der er to typer mennesker i denne verden,
03:00
those who divide the world into two types
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dem der deler verden i to typer
03:02
and those who do not."
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og dem der ikke gør".
03:04
(Laughter)
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(Latter)
03:09
Well, I do.
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Nå men, jeg gør-
03:11
(Laughter)
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(Latter)
03:16
I meet all kinds of people
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Jeg møder alle slags mennesker
03:18
who don't enjoy what they do.
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der ikke nyder det de gør.
03:21
They simply go through their lives
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De går bare igennem deres liv
03:23
getting on with it.
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for at komme igennem det.
03:25
They get no great pleasure from what they do.
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De får ingen stor nydelse fra det de gør.
03:27
They endure it rather than enjoy it
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De udholder det, i stedet for at nyde det,
03:30
and wait for the weekend.
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og venter på weekenden.
03:33
But I also meet people
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Men jeg møder også mennesker
03:35
who love what they do
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der elsker det de gør
03:37
and couldn't imagine doing anything else.
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og ikke kunne forestille sig at gøre noget andet.
03:39
If you said to them, "Don't do this anymore," they'd wonder what you were talking about.
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Hvis du sagde til dem: "Stop med at gøre det du gør", ville de undre sig over hvad du talte om.
03:42
Because it isn't what they do, it's who they are. They say,
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For det er ikke hvad de gør, det er hvem de er. De siger:
03:45
"But this is me, you know.
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"Men det her er mig.
03:47
It would be foolish for me to abandon this, because
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Det ville være tåbeligt for mig at forlade det, fordi
03:49
it speaks to my most authentic self."
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det taler til mit mest autentiske selv".
03:51
And it's not true of enough people.
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Og det er ikke sandt for nok folk.
03:54
In fact, on the contrary, I think
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Faktum er det modsatte, jeg tror
03:56
it's still true of a minority of people.
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det helt sikkert er et mindretal af folk.
03:58
I think there are many
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Og jeg tror der er mange
04:00
possible explanations for it.
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sandsynlige forklaringer på det.
04:02
And high among them
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Og højt mellem dem
04:04
is education,
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er uddannelse
04:06
because education, in a way,
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fordi uddannelse, på en måde,
04:08
dislocates very many people
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forskyder mange mennesker
04:10
from their natural talents.
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fra deres naturlige talenter.
04:12
And human resources are like natural resources;
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Og menneskelige ressourcer er ligesom naturlige ressourcer;
04:15
they're often buried deep.
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de er ofte begravet dybt.
04:17
You have to go looking for them,
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Du bliver nødt til at lede efter dem.
04:19
they're not just lying around on the surface.
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De ligger ikke bare på og flyder på overfladen.
04:21
You have to create the circumstances where they show themselves.
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Du bliver nødt til at skabe omstændighederne hvor de kan komme til syne.
04:24
And you might imagine
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Og du kan muligvis forestille dig
04:26
education would be the way that happens,
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at uddannelse ville være den måde det sker.
04:28
but too often it's not.
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Men alt for ofte, er det ikke.
04:30
Every education system in the world
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Ethvert uddannelses system i verden
04:32
is being reformed at the moment
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er ved at blive reformeret i øjeblikket.
04:34
and it's not enough.
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Og det er ikke nok.
04:36
Reform is no use anymore,
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Reform er ikke til nytte længere,
04:38
because that's simply improving a broken model.
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for det er kun at forbedre en ødelagt model.
04:41
What we need --
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Hvad vi har brug for --
04:43
and the word's been used many times during the course of the past few days --
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og ordet har været brugt mange gange i løbet at de sidste par dage --
04:45
is not evolution,
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er ikke en evolution,
04:47
but a revolution in education.
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men en uddannelsesrevolution.
04:50
This has to be transformed
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Den skal transformeres
04:52
into something else.
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til noget andet.
04:54
(Applause)
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(Bifald)
05:00
One of the real challenges
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En af de rigtige udfordringer
05:02
is to innovate fundamentally
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er at fundamentalt innovere
05:04
in education.
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uddannelse.
05:06
Innovation is hard
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Innovation er hårdt
05:08
because it means doing something
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fordi det betyder at gøre noget
05:10
that people don't find very easy, for the most part.
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som folk ikke finder særlig let i de fleste tilfælde.
05:12
It means challenging what we take for granted,
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Det betyder at udfordre det vi tager for givet,
05:15
things that we think are obvious.
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ting som vi synes er åbentlyse.
05:18
The great problem for reform
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Det store problem med reformering
05:20
or transformation
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eller transformation
05:22
is the tyranny of common sense;
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er den sunde fornufts tyrani -
05:24
things that people think,
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ting som folk tror:
05:26
"Well, it can't be done any other way because that's the way it's done."
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"Nå, det kan ikke gøres anderledes fordi det er sådan det bliver gjort."
05:28
I came across a great quote recently from Abraham Lincoln,
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Jeg faldt for nylig over et godt citat fra Abraham Lincoln,
05:31
who I thought you'd be pleased to have quoted at this point.
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som jeg troede I ville blive glade for at få citeret på dette tidspunkt.
05:34
(Laughter)
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(Latter)
05:36
He said this in December 1862
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Han sagde dette i December 1862
05:39
to the second annual meeting of Congress.
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Til det andet årlige møde i Kongressen.
05:43
I ought to explain that I have no idea what was happening at the time.
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Jeg burde forklare at jeg ikke har en anelse om hvad der skete på den tid.
05:48
We don't teach American history in Britain.
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Vi underviser ikke i amerikansk historie i Storbritannien.
05:50
(Laughter)
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(Latter)
05:52
We suppress it. You know, this is our policy.
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Vi undertrykker det. I ved, det er vores politik.
05:55
(Laughter)
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(Latter)
05:58
So, no doubt, something fascinating was happening in December 1862,
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Der foregik uden tvivl noget fascinerende i December 1862
06:00
which the Americans among us
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hvilket amerikanerne iblandt os
06:02
will be aware of.
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vil vide.
06:05
But he said this:
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Men han sagde dette:
06:07
"The dogmas
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"Dogmerne
06:09
of the quiet past
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fra den stille fortid
06:11
are inadequate to the stormy present.
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er utilstrækkelige til den stormfulde nutid.
06:14
The occasion
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Anledningen
06:16
is piled high with difficulty,
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er stablet højt med besvær,
06:18
and we must rise with the occasion."
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og rejse os med lejligheden."
06:21
I love that.
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Det elsker jeg.
06:23
Not rise to it, rise with it.
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Ikke rejse os til, men rejse os med.
06:27
"As our case is new,
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"Da vores sag er ny,
06:29
so we must think anew
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må vi tænke påny
06:32
and act anew.
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og handle påny
06:35
We must disenthrall ourselves,
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vi må frisætte os selv
06:38
and then we shall save our country."
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og så skal vi redde vores land."
06:41
I love that word, "disenthrall."
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Jeg elsker det ord "frisætte".
06:43
You know what it means?
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Ved du ved hvad det betyder?
06:45
That there are ideas that all of us are enthralled to,
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At der er ideer, vi alle er slaver af,
06:48
which we simply take for granted
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som vi simpelthen tager for givet
06:50
as the natural order of things, the way things are.
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som den naturlige orden, den måde ting er på.
06:52
And many of our ideas
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Og mange af vores ideer
06:54
have been formed, not to meet the circumstances of this century,
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er blevet dannet, ikke for at opfylde omstændighederne i dette århundrede,
06:57
but to cope with the circumstances of previous centuries.
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men til at klare forholdene af tidligere århundreder.
07:00
But our minds are still hypnotized by them,
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Men vores sind er stadig hypnotiseret af dem.
07:02
and we have to disenthrall ourselves of some of them.
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Og vi bliver nødt til at frisætte os fra nogle af dem.
07:05
Now, doing this is easier said than done.
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At gøre dette er lettere sagt end gjort.
07:08
It's very hard to know, by the way, what it is you take for granted. (Laughter)
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Det er meget hårdt at vide, i øvrigt, hvad det er man tager for givet.
07:11
And the reason is that you take it for granted.
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Og grunden er at man tager det for givet.
07:14
So let me ask you something you may take for granted.
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Så lad mig spørge jer om noget I måske tager for givet.
07:17
How many of you here are over the age of 25?
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Hvor mange af jer er over 25 år?
07:20
That's not what I think you take for granted,
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Det er ikke hvad jeg tror I tager for givet.
07:22
I'm sure you're familiar with that already.
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Jeg er sikker på at I er klar over det allerede.
07:24
Are there any people here under the age of 25?
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Er der nogle folk under 25 år?
07:27
Great. Now, those over 25,
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Fedt, Nå, dem der er over 25 år,
07:30
could you put your hands up if you're wearing your wristwatch?
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kan I række hånden op hvis I bære armbåndsur?
07:33
Now that's a great deal of us, isn't it?
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Det er en god del af os, er det ikke?
07:36
Ask a room full of teenagers the same thing.
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Spørg et rum fyldt med teenagers det samme.
07:39
Teenagers do not wear wristwatches.
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Teenagers går ikke med armbåndsur.
07:41
I don't mean they can't or they're not allowed to,
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Jeg mener ikke at de ikke kan eller ikke må,
07:43
they just often choose not to.
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de vælger bare ofte ikke at gøre det.
07:45
And the reason is, you see, that we were brought up
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Og grunden er, må i forstå, at vi er opvokset i
07:47
in a pre-digital culture, those of us over 25.
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en før-digital kultur, dem af os der er over 25.
07:50
And so for us, if you want to know the time
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Og så for os, hvis du vil vide hvad klokken er,
07:52
you have to wear something to tell it.
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må du gå med noget der viser det.
07:54
Kids now live in a world which is digitized,
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Børn i dag lever i en verden der er digitaliseret,
07:57
and the time, for them, is everywhere.
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og klokken for dem er alle steder.
07:59
They see no reason to do this.
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De ser ingen grund til det.
08:01
And by the way, you don't need to do it either;
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Og, forresten, I behøver heller ikke gøre det;
08:03
it's just that you've always done it and you carry on doing it.
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det er bare at I har altid gjort det og bliver ved med det.
08:06
My daughter never wears a watch, my daughter Kate, who's 20.
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Min datter går aldrig med ur, min datter Kate der er 20.
08:09
She doesn't see the point.
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Hun kan ikke se pointen.
08:11
As she says, "It's a single function device."
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Som hun siger: "Det er en et funktions apparat"
08:14
(Laughter)
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(Latter)
08:19
"Like, how lame is that?"
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"Hvor lamt er det?"
08:22
And I say, "No, no, it tells the date as well."
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Og jeg siger: "Nej, nej, det fortæller også datoen".
08:24
(Laughter)
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(Latter)
08:29
"It has multiple functions."
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"Det har flere funktioner."
08:32
But, you see, there are things we're enthralled to in education.
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Men ser I, der er ting vi er slaver af i uddannelsessystemet.
08:35
Let me give you a couple of examples.
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Lad mig give jer et par eksempler.
08:37
One of them is the idea of linearity:
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En af dem er ideen om linearitet,
08:40
that it starts here and you go through a track
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at det starter her, og du går gennem et spor,
08:43
and if you do everything right, you will end up
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og at hvis du gør alt rigtigt vil du være på
08:45
set for the rest of your life.
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rette spor resten af livet.
08:49
Everybody who's spoken at TED has told us implicitly,
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Alle, der har talt på TED har fortalt os implicit,
08:51
or sometimes explicitly, a different story:
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eller undertiden eksplicit, en anden historie,
08:54
that life is not linear; it's organic.
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at livet ikke er linieært, det er organisk.
08:57
We create our lives symbiotically
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Vi skaber vores liv i symbiose
08:59
as we explore our talents
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som vi udforsker vores talenter
09:01
in relation to the circumstances they help to create for us.
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i relation til de forhold, de hjælper til at skabe for os.
09:04
But, you know, we have become obsessed
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Men ved I hvad, vi er blevet besat
09:06
with this linear narrative.
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med dette linieære narrativ.
09:08
And probably the pinnacle for education
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Og formentlig tinden for uddannelse
09:10
is getting you to college.
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er at komme på universitetet.
09:12
I think we are obsessed with getting people to college.
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Jeg tror vi er besat af tanken om at få folk på universitetet,
09:15
Certain sorts of college.
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visse former for universiteter.
09:17
I don't mean you shouldn't go to college, but not everybody needs to go
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Jeg mener ikke at man ikke skal gå på universitetet, men ikke alle behøver at gå
09:19
and not everybody needs to go now.
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og ikke alle behøver at gå nu.
09:21
Maybe they go later, not right away.
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Måske går de senere, ikke lige med det samme.
09:23
And I was up in San Francisco a while ago
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Og jeg var i San Francisco for et stykke tid siden
09:25
doing a book signing.
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for at signere mine bøger.
09:27
There was this guy buying a book, he was in his 30s.
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Der var en fyr der købte en bog, han var i 30erne.
09:29
And I said, "What do you do?"
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Og jeg sagde: "Hvad laver du?"
09:31
And he said, "I'm a fireman."
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Og han sagde: "Jeg er brandmand".
09:34
And I said, "How long have you been a fireman?"
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Og jeg sagde: "Hvor længe har du været brandmand?"
09:36
He said, "Always. I've always been a fireman."
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Han sagde: "Altid, jeg har altid været brandmand."
09:38
And I said, "Well, when did you decide?"
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Og jeg sagde: "Men, hvornår besluttede du det?"
09:40
He said, "As a kid." He said, "Actually, it was a problem for me at school,
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Han sagde: "Som barn." Han sagde: "Faktisk var det et problem for mig i skolen,
09:43
because at school, everybody wanted to be a fireman."
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fordi i skolen ville alle være brandmænd."
09:46
He said, "But I wanted to be a fireman."
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Han sagde: "Men jeg ville være brandmand."
09:49
And he said, "When I got to the senior year of school,
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Og han sagde: "Da jeg kom til sidste år i skolen,
09:52
my teachers didn't take it seriously.
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tog mine lærere det ikke seriøst.
09:55
This one teacher didn't take it seriously.
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Der var én lærer der ikke tog det seriøst.
09:57
He said I was throwing my life away
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Han sagde jeg spildte mit liv
09:59
if that's all I chose to do with it;
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hvis det var alt hvad jeg valgte at gøre med det,
10:01
that I should go to college, I should become a professional person,
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at jeg skulle gå på universitetet, at jeg skulle blive en professionel person,
10:04
that I had great potential
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at jeg havde stort potentiale,
10:06
and I was wasting my talent to do that."
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og at jeg spildte mine talenter."
10:08
And he said, "It was humiliating because
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Og han sagde: "Det var ydmygende fordi
10:10
he said it in front of the whole class and I really felt dreadful.
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han sagde det foran hele klassen og jeg havde det virkelig elendigt.
10:12
But it's what I wanted, and as soon as I left school,
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Men det var hvad jeg ville og så snart jeg forlod skolen,
10:14
I applied to the fire service and I was accepted."
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søgte jeg ind i brandvæsenet og blev optaget."
10:17
And he said, "You know, I was thinking about that guy recently,
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Og han sagde: "Ved du hvad, jeg tænkte på ham forleden,
10:19
just a few minutes ago when you were speaking, about this teacher,"
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kun få minutter før da du talte, om ham læreren,"
10:22
he said, "because six months ago,
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han sagde, "fordi for seks måneder siden
10:24
I saved his life."
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reddede jeg hans liv."
10:26
(Laughter)
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(Latter)
10:28
He said, "He was in a car wreck,
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Han sagde: Han var i et bil uheld,
10:30
and I pulled him out, gave him CPR,
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og jeg hev ham ud, gav ham CPR
10:33
and I saved his wife's life as well."
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og jeg reddede også hans kones liv."
10:36
He said, "I think he thinks better of me now."
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Han sagde: "Jeg tror han tænker bedre om mig nu."
10:38
(Laughter)
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(Latter)
10:40
(Applause)
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(Bifald)
10:46
You know, to me,
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Ved I hvad, for mig
10:48
human communities depend upon
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er det menneskelige samfund afhængige af
10:50
a diversity of talent,
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mangfoldighed af talent,
10:52
not a singular conception of ability.
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ikke en enestående opfattelse af evne.
10:55
And at the heart of our challenges --
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Og i hjertet af vores udfordringer --
10:57
(Applause)
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(Bifald)
10:59
At the heart of the challenge
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I hjertet af vores udfordringer
11:01
is to reconstitute our sense of ability
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er at rekonstruere vores følelse af evne
11:03
and of intelligence.
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og af intelligens.
11:05
This linearity thing is a problem.
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Denne lineære ting er et problem.
11:07
When I arrived in L.A.
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Da jeg ankom i L.A.
11:09
about nine years ago,
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for omkring ni år siden,
11:11
I came across a policy statement --
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faldt jeg over en politisk erklæring,
11:14
very well-intentioned --
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meget velmenende,
11:16
which said, "College begins in kindergarten."
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der sagde: "Universitetet begynder i børnehaven."
11:21
No, it doesn't.
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Nej, det gør det ikke.
11:23
(Laughter)
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(Latter)
11:26
It doesn't.
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Det gør det ikke.
11:28
If we had time, I could go into this, but we don't.
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Hvis vi havde tid kunne jeg gå mere ind i dette, men det har vi ikke.
11:31
(Laughter)
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(Latter)
11:33
Kindergarten begins in kindergarten.
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Børnehaven begynder i børnehaven.
11:35
(Laughter)
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(Latter)
11:37
A friend of mine once said,
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En af mine venner sagde engang:
11:39
"You know, a three year-old is not half a six year-old."
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"Ved du hvad, en tre-årig er ikke en halv seks-årig."
11:42
(Laughter)
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(Latter)
11:44
(Applause)
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(Bifald)
11:49
They're three.
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De er tre.
11:51
But as we just heard in this last session,
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Men som vi har hørt i denne sidste session,
11:53
there's such competition now to get into kindergarten --
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er der en sådan konkurrence nu om at komme i børnehave,
11:56
to get to the right kindergarten --
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at komme i den rigtige børnehave,
11:58
that people are being interviewed for it at three.
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at folk på tre bliver interviewet til det.
12:03
Kids sitting in front of unimpressed panels,
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Børn sidder foran uimponerede paneler,
12:05
you know, with their resumes,
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I ved, med deres CV'er,
12:07
(Laughter)
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(Latter)
12:10
flipping through and saying, "Well, this is it?"
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bladre igennem det og siger: "Nå, er det det?"
12:12
(Laughter)
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(Latter)
12:14
(Applause)
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(Bifald)
12:17
"You've been around for 36 months, and this is it?"
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"Du har eksisteret i 36 måneder og det er det?"
12:20
(Laughter)
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(Latter)
12:27
"You've achieved nothing -- commit.
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"Du har ikke opnået noget, Forpligt dig.
12:30
Spent the first six months breastfeeding, the way I can see it."
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Brugte de første seks måneder på amning, som jeg kan se det."
12:33
(Laughter)
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(Latter)
12:38
See, it's outrageous as a conception, but it [unclear].
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Se, det er oprørende som en forestilling, men det tiltrækker folk.
12:41
The other big issue is conformity.
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Det anden store spørgsmål er overensstemmelse.
12:43
We have built our education systems
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Vi har lavet et uddannelsessystem
12:45
on the model of fast food.
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på samme model som fast food.
12:47
This is something Jamie Oliver talked about the other day.
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Dette er noget Jamie Oliver talte om den anden dag.
12:50
You know there are two models of quality assurance in catering.
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Du ved, at der er to modeller for kvalitetssikring inden for catering.
12:52
One is fast food,
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En er fast food,
12:54
where everything is standardized.
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hvor alt er standardiseret.
12:56
The other are things like Zagat and Michelin restaurants,
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Den anden er ting som Zagat og Michelin restauranter,
12:58
where everything is not standardized,
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hvor alt ikke er standardiseret,
13:00
they're customized to local circumstances.
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de er tilpasset de lokale forhold.
13:02
And we have sold ourselves into a fast food model of education,
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Og vi har solgt os selv til fast food modellen for uddannelse.
13:05
and it's impoverishing our spirit and our energies
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Og det forringer vores ånd og vores energier
13:08
as much as fast food is depleting our physical bodies.
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ligeså meget som fastfood er nedbrydende for vores fysiske kroppe.
13:11
(Applause)
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(Bifald)
13:17
I think we have to recognize a couple of things here.
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Jeg tror vi bliver nødt til at erkende et par ting.
13:19
One is that human talent is tremendously diverse.
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En er at menneskeligt talent er enormt alsidigt.
13:22
People have very different aptitudes.
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Folk har meget forskellige evner.
13:24
I worked out recently that
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Jeg fandt for nylig ud af at
13:26
I was given a guitar as a kid
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jeg fik en guitar som barn
13:28
at about the same time that Eric Clapton got his first guitar.
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omkring samme tid som Eric Clapton fik hans første guitar.
13:32
You know, it worked out for Eric, that's all I'm saying.
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Og det fungerede for Eric, det er alt jeg siger.
13:35
(Laughter)
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(Latter)
13:37
In a way, it did not for me.
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På en måde som det ikke gjorde for mig.
13:39
I could not get this thing to work
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Jeg kunne ikke få den ting til at virke
13:42
no matter how often or how hard I blew into it.
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ligegyldigt hvor ofte og hvor hårdt jeg pustede i den.
13:44
(Laughter) It just wouldn't work.
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Den ville bare ikke virke.
13:49
But it's not only about that.
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Men det er ikke kun om det.
13:51
It's about passion.
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Det handler om lidenskab.
13:53
Often, people are good at things they don't really care for.
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Ofte er folk gode til ting de ikke rigtig holder af.
13:55
It's about passion,
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Det handler om lidenskab,
13:57
and what excites our spirit and our energy.
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og hvad der begejstrer vores ånd og vores energi.
14:00
And if you're doing the thing that you love to do, that you're good at,
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Og hvis du gør de ting, du elsker at gøre, at du er god til,
14:03
time takes a different course entirely.
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tager tid en helt anden retning.
14:06
My wife's just finished writing a novel,
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Min kone er lige blevet færdig med at skrive en roman,
14:09
and I think it's a great book,
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og jeg tror at det bliver er god bog,
14:11
but she disappears for hours on end.
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men hun forsvinder for timer ad gangen.
14:14
You know this, if you're doing something you love,
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Du kender det, hvis du laver noget du elsker
14:16
an hour feels like five minutes.
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så føles en time som fem minutter.
14:19
If you're doing something that doesn't resonate with your spirit,
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Hvis du laver noget som ikke giver genlyd med din sjæl,
14:21
five minutes feels like an hour.
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føles fem minutter som en time.
14:23
And the reason so many people are opting out of education
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Og grunden til så mange mennesker fravælger uddannelse
14:26
is because it doesn't feed their spirit,
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er fordi det ikke føder deres ånd,
14:28
it doesn't feed their energy or their passion.
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det føder ikke deres energi eller deres lidenskab.
14:31
So I think we have to change metaphors.
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Så jeg tror vi bliver nødt til at ændre metaforer.
14:34
We have to go from what is essentially an industrial model of education,
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Vi er nødt til at gå fra, hvad der essentielt er en industriel model for uddannelse,
14:37
a manufacturing model,
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en produktionsvirksomheds model,
14:39
which is based on linearity
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som er baseret på linearitet
14:41
and conformity and batching people.
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og konformitet og putte folk i bundter.
14:44
We have to move to a model
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Vi bliver nødt til at gå til en model
14:46
that is based more on principles of agriculture.
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der er baseret mere på principperne for landbrug.
14:49
We have to recognize that human flourishing
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Vi er nødt til at erkende, at den menneskelige blomstring
14:52
is not a mechanical process;
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ikke er en mekanisk proces,
14:54
it's an organic process.
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det er en organisk proces.
14:56
And you cannot predict the outcome of human development.
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Og man kan ikke forudse resultatet af menneskelig udvikling;
14:59
All you can do, like a farmer,
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alt hvad man kan, ligesom en bonde,
15:01
is create the conditions under which
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er at skabe de betingelser, hvorunder
15:03
they will begin to flourish.
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de vil begynde at blomstre.
15:05
So when we look at reforming education and transforming it,
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Så når vi kigger på at reformere uddannelse og transformere den,
15:08
it isn't like cloning a system.
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er det ikke ligesom at klone et system.
15:11
There are great ones, like KIPP's; it's a great system.
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Der er nogle gode nogle ligesom KIPPs, det er et godt system.
15:13
There are many great models.
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Der er mange gode modeller.
15:15
It's about customizing to your circumstances
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Det handler om at tilpasse til forholdene,
15:18
and personalizing education
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og personliggøre uddannelse
15:20
to the people you're actually teaching.
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til de mennesker du rent faktisk underviser.
15:22
And doing that, I think,
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Og at gøre det, tror jeg
15:24
is the answer to the future
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er svaret til fremtiden
15:26
because it's not about scaling a new solution;
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fordi det handler ikke om skalere en ny løsning;
15:29
it's about creating a movement in education
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det handler om at skabe en bevægelse i uddannelsen
15:31
in which people develop their own solutions,
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hvori folk kan udvikle deres egne løsninger,
15:34
but with external support based on a personalized curriculum.
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men med ekstern støtte baseret på et personligt pensum.
15:37
Now in this room,
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I dette rum,
15:39
there are people who represent
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er der folk der repræsenterer
15:41
extraordinary resources in business,
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ekstraordinære ressourcer i forretningslivet,
15:43
in multimedia, in the Internet.
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i multimedier, i internettet.
15:45
These technologies,
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Disse teknologier
15:47
combined with the extraordinary talents of teachers,
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kombineret med ekstraordinære talenter af lærere,
15:50
provide an opportunity to revolutionize education.
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giver en mulighed for at revolutionere uddannelsessystemet.
15:53
And I urge you to get involved in it
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Og jeg opfordre jer til at blive involveret
15:55
because it's vital, not just to ourselves,
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fordi det er vitalt, ikke kun for os,
15:57
but to the future of our children.
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men for vores børns fremtid,
15:59
But we have to change from the industrial model
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men vi må ændre den industruelle model
16:01
to an agricultural model,
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til en landbrugsmodel,
16:03
where each school can be flourishing tomorrow.
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hvor hver skole kan blomstre i morgen.
16:06
That's where children experience life.
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Det er hvor børn oplever livet.
16:08
Or at home, if that's where they choose to be educated
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Eller hjemme, hvis det er hvor de vælger at blive uddannet
16:10
with their families or their friends.
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med deres familier eller deres venner.
16:12
There's been a lot of talk about dreams
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Der har været snakket meget om drømme
16:14
over the course of this few days.
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i løbet af de sidste par dage.
16:17
And I wanted to just very quickly ...
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Og jeg ville bare lige hurtigt sige --
16:19
I was very struck by Natalie Merchant's songs last night,
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Jeg var meget ramt af Natalie Merchant's sange i aftes,
16:22
recovering old poems.
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genfundne gamle digte.
16:24
I wanted to read you a quick, very short poem
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Jeg vil læse et hurtigt, meget kort digt
16:26
from W. B. Yeats, who some of you may know.
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fra W.B. Yeats, som er en I måske kender.
16:29
He wrote this to his love,
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Han skrev følgende til sin elskede,
16:31
Maud Gonne,
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Maud Gonne,
16:33
and he was bewailing the fact that
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og han begræd det faktum at
16:36
he couldn't really give her what he thought she wanted from him.
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han ikke rigtig kunne give hende hvad han troede hun ville have fra ham.
16:39
And he says, "I've got something else, but it may not be for you."
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Og han siger: "Jeg har noget andet, men det er måske ikke for dig."
16:42
He says this:
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Han siger dette:
16:44
"Had I the heavens' embroidered cloths,
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"Havde jeg haft himlens broderede duge,
16:47
Enwrought with gold
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med guld-
16:49
and silver light,
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og sølvlys indvævet i dem,
16:51
The blue and the dim
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Den blå og den dunkle
16:53
and the dark cloths
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og den mørke dug
16:55
Of night and light and the half-light,
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Af nat og af lys og af halvlys,
16:58
I would spread the cloths under your feet:
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Da bredte jeg disse duge ud foran dig,
17:01
But I, being poor,
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Men jeg er fattig
17:04
have only my dreams;
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og har kun mine drømme.
17:07
I have spread my dreams under your feet;
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Dem breder jeg derfor ud foran dig;
17:10
Tread softly
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Træd varsomt,
17:12
because you tread on my dreams."
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thi du går på mine drømme."
17:15
And every day, everywhere,
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Og hver dag, over alt
17:18
our children spread their dreams beneath our feet.
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breder vores børn deres drømme ud foran os.
17:21
And we should tread softly.
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Og vi burde træde varsomt.
17:24
Thank you.
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Tak.
17:26
(Applause)
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(Bifald)
17:43
Thank you very much.
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Mange tak.
ABOUT THE SPEAKER
Ken Robinson - Author/educatorCreativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence.
Why you should listen
Why don't we get the best out of people? Sir Ken Robinson argues that it's because we've been educated to become good workers, rather than creative thinkers. Students with restless minds and bodies -- far from being cultivated for their energy and curiosity -- are ignored or even stigmatized, with terrible consequences. "We are educating people out of their creativity," Robinson says. It's a message with deep resonance. Robinson's TED Talk has been distributed widely around the Web since its release in June 2006. The most popular words framing blog posts on his talk? "Everyone should watch this."
A visionary cultural leader, Sir Ken led the British government's 1998 advisory committee on creative and cultural education, a massive inquiry into the significance of creativity in the educational system and the economy, and was knighted in 2003 for his achievements. His 2009 book, The Element: How Finding Your Passion Changes Everything, is a New York Times bestseller and has been translated into 21 languages. A 10th anniversary edition of his classic work on creativity and innovation, Out of Our Minds: Learning to be Creative, was published in 2011. His 2013 book, Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life, is a practical guide that answers questions about finding your personal Element. In his latest book, Creative Schools: The Grassroots Revolution That’s Transforming Education, he argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students.
Ken Robinson | Speaker | TED.com