TEDGlobal 2010
Emily Pilloton: Teaching design for change
Emily Pilloton:教授改变世界的设计
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Emily Pilloton的职业是设计师，她搬到位于卡罗莱纳州（在美国东南部）的伯蒂(Bertie)县，去从事一项大胆的关于以设计引导社区转变的实验。她在一所名为H工作室的学校教授设计-构造课程，这一课程的目的是为了利用高等知识分子的思想和劳动为这个国家最贫困的地区带去漂亮的设计和新的机会。
Emily Pilloton - Humanitarian design activist
Emily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state. Full bio
Emily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state. Full bio
Double-click the English transcript below to play the video.
00:16
So this is a story
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这是一个故事
00:18
of a place that I now call home.
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一个关于一个我现在称之为“家”的地方的故事
00:20
It's a story of public education
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一个关于公共教育
00:23
and of rural communities
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和乡村社区
00:25
and of what design might do to improve both.
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还有设计如何能改善这两项的故事。
00:28
So this is Bertie County,
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这就是伯蒂(Bertie)县
00:30
North Carolina, USA.
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它位于美国北卡罗来纳州。
00:32
To give you an idea of the "where:"
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为了让你们对它的位置有一个清晰的概念
00:34
So here's North Carolina, and if we zoom in,
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这就是北卡罗来纳,如果我们放大一下，
00:36
Bertie County is in the eastern part of the state.
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伯蒂县就在这个州的东部，
00:39
It's about two hours east
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它距离罗莉（Raleigh）市
00:41
driving-time from Raleigh.
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大概有两小时的车程
00:43
And it's very flat. It's very swampy.
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那里地势很平坦，而且有很多沼泽。
00:45
It's mostly farmland.
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那里的土地大多数用于耕地。
00:47
The entire county
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整个县
00:49
is home to just 20,000 people, and they're very sparsely distributed.
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只有20000人，而且居住的很分散。
00:52
So there's only 27 people per square mile,
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所以大概每平方公里只有27个人。
00:54
which comes down to about 10 people
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而每平方千米降到只有10个人左右。
00:56
per square kilometer.
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10个人左右。
00:58
Bertie County is kind of a prime example
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伯蒂(Bertie)县是
01:01
in the demise of rural America.
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正在消失的美国农村的一个主要的例子
01:03
We've seen this story all over the country
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整个国家到处都是这样的故事
01:06
and even in places beyond the American borders.
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甚至是美国之外的地方
01:09
We know the symptoms.
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我们已经发现这一征兆
01:11
It's the hollowing out of small towns.
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这意味着小城镇的空洞化
01:13
It's downtowns becoming ghost towns.
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这意味着商业区变成城市的废墟
01:15
The brain drain --
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--人才流失--
01:17
where all of the most educated and qualified leave and never come back.
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那些受过高等教育和有能力的人通通都离开了那里，而且再也不回来。
01:20
It's the dependence on farm subsidies
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农村与城市相比，
01:22
and under-performing schools
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对于政府补贴更加依赖
01:24
and higher poverty rates in rural areas
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学校的水平底下
01:26
than in urban.
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而且贫困率更高。
01:28
And Bertie County is no exception to this.
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伯蒂(Bertie)县也不例外
01:30
Perhaps the biggest thing it struggles with,
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或许这个县所面临的最大的问题
01:32
like many communities similar to it,
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和其它与之类似的社区一样，
01:34
is that there's no
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就是没有
01:36
shared, collective investment
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对于农村未来的
01:38
in the future of rural communities.
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共享的，集体的投资
01:40
Only 6.8 percent of all our philanthropic giving in the U.S. right now
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现在整个美国的慈善捐助，只有6.8%
01:43
benefits rural communities,
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用于农村社区。
01:45
and yet 20 percent of our population lives there.
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但居住在农村地区的人口却占总人口的20%。
01:48
So Bertie County is not only very rural; it's incredibly poor.
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所以伯蒂县不单单只是农村，而且那里非常的贫困。
01:51
It is the poorest county in the state.
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它是北卡罗来纳州最贫困的县。
01:53
It has one in three of its children living in poverty,
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三分之一的孩子生活在贫困之中，
01:56
and it's what is referred to as a "rural ghetto."
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这被成为农村贫困区。
01:59
The economy is mostly agricultural.
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那里的经济主要依靠农业，
02:02
The biggest crops are cotton and tobacco,
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主要农作物是棉花和烟草，
02:04
and we're very proud of our Bertie County peanut.
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和我们引以为豪的花生。
02:07
The biggest employer is the Purdue chicken processing plant.
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那里最大的雇主是Purdue鸡肉处理厂
02:10
The county seat is Windsor.
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伯蒂县位于温莎市
02:12
This is like Times Square of Windsor that you're looking at right now.
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你们现在看到的是温莎市的"泰晤士广场".
02:15
It's home to only 2,000 people,
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这里仅有2000居民，
02:17
and like a lot of other small towns
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而且和其他很多小城镇一样
02:19
it has been hollowed out over the years.
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它已经“空洞化”很多年了。
02:21
There are more buildings that are empty or in disrepair
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这里空的或者破损的建筑
02:24
than occupied and in use.
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比正在被使用的数量更多。
02:26
You can count the number of restaurants in the county
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县里的餐馆数量屈指可数
02:28
on one hand --
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你用一只手就可以数过来
02:30
Bunn's Barbecue being my absolute favorite.
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Bunn的烤肉店绝对是我的最爱，
02:32
But in the whole county there is no coffee shop,
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但是整个县没有一家咖啡店
02:34
there's no Internet cafe,
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那里也没有网吧，
02:36
there's no movie theater, there's no bookstore.
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没有电影院，没有书店。
02:38
There isn't even a Walmart.
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甚至是没有沃尔玛。
02:40
Racially, the county
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在人种分布上，这个县
02:42
is about 60 percent African-American,
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大约有60%的人是黑人，
02:44
but what happens in the public schools
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但是在公立学校中，
02:46
is most of the privileged white kids
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由于多数白种小孩都去了私立的
02:48
go to the private Lawrence Academy.
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劳伦斯中学,
02:50
So the public school students
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所以在公立学校中
02:52
are about 86 percent African-American.
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黑种人占了86%。
02:54
And this is a spread from the local newspaper of the recent graduating class,
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这是一张在当地报纸上登出的最近的毕业班学生的照片
02:57
and you can see the difference is pretty stark.
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你们可以看到当中的区别很明显。
03:00
So to say that the public education system
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所以说伯蒂县的公共教育系统
03:02
in Bertie County is struggling
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生存艰难
03:04
would be a huge understatement.
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是很保守的说法。
03:06
There's basically no pool
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那里没有一个输出
03:08
of qualified teachers to pull from,
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优秀教师的源头。
03:10
and only eight percent of the people in the county
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整个县只有8%的人拥有
03:12
have a bachelor's degree or higher.
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本科或本科以上的文凭。
03:14
So there isn't a big legacy
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所以这是一个很大
03:16
in the pride of education.
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关于教育的遗留问题。
03:18
In fact, two years ago,
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事实上，两年前，
03:20
only 27 percent of all the third- through eighth-graders
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在仅有的三分之一接收过八年级教育的人中，只有27%
03:22
were passing the state standard
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的人在数学和英语上
03:24
in both English and math.
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达到国家标准。
03:27
So it sounds like I'm painting a really bleak picture of this place,
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听起来我好像是在描述一副关于这一地区的很惨淡的画面，
03:30
but I promise there is good news.
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但是我可以保证我们有好的消息。
03:33
The biggest asset, in my opinion,
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我认为伯蒂县现在最大的财富之一
03:35
one of the biggest assets in Bertie County right now is this man:
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就是这个人，
03:37
This is Dr. Chip Zullinger,
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这是Chip Zullinger博士，
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fondly known as Dr. Z.
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我们亲切的称他为Z博士。
03:42
He was brought in in October 2007
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他是在2007年十月人
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as the new superintendent
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作为改善已经破碎的教育系统的负责
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to basically fix this broken school system.
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来到伯蒂县的
03:48
And he previously was a superintendent
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他以前在南卡罗来纳州的查尔斯顿
03:50
in Charleston, South Carolina
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和科罗拉多州(位于美国西部)的丹佛
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and then in Denver, Colorado.
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担任过负责人。
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He started some of the country's first charter schools
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他首先从伯蒂县最早的一些80年代建的
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in the late '80s in the U.S.
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特许学校开始
03:59
And he is an absolute renegade and a visionary,
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他绝对具有改革精神而且是极有远见的
04:01
and he is the reason that I now live and work there.
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他也是我在伯蒂县定居和工作的原因。
04:06
So in February of 2009,
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在2009年2月
04:08
Dr. Zullinger invited us, Project H Design --
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Zullinger邀请我们，H设计项目--
04:11
which is a non-profit design firm that I founded --
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一个我建立的非盈利的设计公司
04:13
to come to Bertie and to partner with him
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去伯蒂县并与他合作
04:15
on the repair of this school district
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去修复这一学区
04:17
and to bring a design perspective to the repair of the school district.
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用设计的观点去修复这一学区
04:20
And he invited us in particular
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他邀请我们主要是
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because we have a very specific
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因为我们有很特别的
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type of design process --
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设计过程类型
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one that results in appropriate design solutions
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这种类型是为那些在
04:29
in places that don't usually have access
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通常情况下没机会接触到设计服务或者创意资本的地区
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to design services or creative capital.
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设计合理的解决方案的结果
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Specifically, we use these six design directives,
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特别的，我们有六个设计教条
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probably the most important being number two:
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可能其中最重要的是第二个
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we design with, not for --
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我们不是为谁设计，而是与谁一起设计。
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in that, when we're doing humanitarian-focused design,
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基于这一点，当我们的设计关注于人道主义时
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it's not about designing for clients anymore.
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我们已经不再是为了客户而设计。
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It's about designing with people,
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而是与别人一起共同设计
04:48
and letting appropriate solutions emerge from within.
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然后让合理的解决方法从内部形成。
04:51
So at the time of being invited down there,
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一开始我们刚被邀请到那里时
04:53
we were based in San Francisco,
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我们还住在圣弗朗西斯科
04:55
and so we were going back and forth
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所以我们在2009年余下的时间里
04:57
for basically the rest of 2009,
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基本上都是要来回的奔波
04:59
spending about half our time in Bertie County.
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在伯蒂县的时间大约占了我们的一半时间
05:01
And when I say we, I mean Project H,
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当我说我们时，我指的是H项目的人
05:03
but more specifically, I mean myself and my partner, Matthew Miller,
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但更确切的说，我指的是我自己和我的伙伴，马修米勒
05:06
who's an architect and a sort of MacGyver-type builder.
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一位设计师和麦吉弗类型的建筑师
05:10
So fast-forward to today, and we now live there.
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快进到现在，我们现在住在伯蒂县
05:13
I have strategically cut Matt's head out of this photo,
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我不得不把这张照片上的马修的头剪掉
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because he would kill me if he knew I was using it
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因为如果他知道我在用它的话，他会杀了我的
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because of the sweatsuits.
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主要是因为他穿的运动服
05:19
But this is our front porch. We live there.
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这是我们的前门廊，我们住在那里
05:21
We now call this place home.
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我们现在把这个地方称作就“家”
05:23
Over the course of this year that we spent flying back and forth,
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通过这一年往复的飞来飞去
05:26
we realized we had fallen in love with the place.
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我们认识到我们已经爱上了这个地方
05:28
We had fallen in love with the place and the people
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我们已经爱上了这片土地和这里的人们
05:31
and the work that we're able to do
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我们现在在像伯蒂县这样的农村地区所做的
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in a rural place like Bertie County,
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工作------
05:35
that, as designers and builders,
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做设计师和建筑师
05:37
you can't do everywhere.
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不是在每一个地方都能做的。
05:39
There's space to experiment
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这是一个可以去试验，
05:41
and to weld and to test things.
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去结合和测试不同东西的地方
05:43
We have an amazing advocate in Dr. Zullinger.
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我们有Zullinger博士的大力支持
05:46
There's a nobility of real, hands-on,
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去做那些务实的，真正的脏活累活
05:49
dirt-under-your-fingernails work.
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是高尚的
05:51
But beyond our personal reasons for wanting to be there,
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但是留在那里，除了我们个人的原因
05:53
there is a huge need.
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还有就是因为那里有巨大的需求
05:55
There is a total vacuum of creative capital in Bertie County.
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伯蒂县的创新资本基本上是空的
05:58
There isn't a single licensed architect in the whole county.
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整个县没有一个真正有执照的设计师
06:01
And so we saw an opportunity
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我们看到了一个机会
06:03
to bring design as this untouched tool,
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一个把设计作为一种没有被触及的工具带给
06:06
something that Bertie County didn't otherwise have,
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伯蒂县的机会
06:09
and to be sort of the -- to usher that in
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把设计作为一种新型的工具添加到他们的
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as a new type of tool in their tool kit.
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工具包的机会
06:14
The initial goal became using design
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我们最初来到这里的目标是为了和Zullinger博士一起
06:16
within the public education system in partnership with Dr. Zullinger --
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设计公共教育系统
06:19
that was why we were there.
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这是为什么我们来到这里
06:21
But beyond that, we recognized
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但是除了这些，我们认识到
06:23
that Bertie County, as a community,
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作为一个社区，伯蒂县
06:25
was in dire need of a fresh perspective
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极其需要对于荣耀和与与外界连通的
06:28
of pride and connectedness
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新视角
06:30
and of the creative capital
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还有就是他们非常缺乏的
06:32
that they were so much lacking.
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创新资本
06:34
So the goal became, yes, to apply design within education,
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所以最后我们的目标变为了，是的，把用设计来进行教育
06:37
but then to figure out how to make education
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然后找出如何能让教育成为
06:39
a great vehicle for community development.
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推动社区建设的动力
06:42
So in order to do this, we've taken three different approaches
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为了做到这些，我们有三种不同的方法
06:44
to the intersection of design and education.
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来得到教育和设计的结合点
06:47
And I should say that these are three things that we've done in Bertie County,
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我得说这三样也是我们已经在伯蒂县做了的三件事情
06:50
but I feel pretty confident that they could work
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我现在可以非常的自信说我们有能力和美国
06:52
in a lot of other rural communities
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其他的农村社区一起工作
06:54
around the U.S. and maybe even beyond.
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也许美国之外的也可以
06:57
So the first of the three is design for education.
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三件事的第一件是设计教育的方法
07:00
This is the most kind of direct, obvious
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这是教育和设计之间
07:03
intersection of the two things.
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最明显和直接的结合点
07:05
It's the physical construction
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这是在为教师和学生
07:07
of improved spaces and materials and experiences
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搭建宽敞的
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for teachers and students.
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学习空间、资料和经验
07:12
This is in response to the awful mobile trailers
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这是对与糟糕的移动拖车和
07:15
and the outdated textbooks
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过时的教材
07:17
and the terrible materials that we're building schools out of these days.
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还有我们这些年建学校所用的劣质的材料的回应
07:21
And so this played out for us in a couple different ways.
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为了完成这个，我们做了很多不同的事情
07:23
The first was a series of renovations of computer labs.
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首先是对于电脑实验室的一系列改革
07:26
So traditionally, the computer labs,
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过去学校的电脑实验室
07:28
particularly in an under-performing school like Bertie County,
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特别是像在伯蒂县的那些差一点的学校
07:31
where they have to benchmark test every other week,
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这些学校每两周都会有一次基准评测
07:34
the computer lab is a kill-and-drill
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电脑实验室的电脑
07:36
testing facility.
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是测试的工具
07:38
You come in, you face the wall, you take your test and you leave.
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你进去，面对这墙壁，做完测试，然后走掉
07:41
So we wanted to change the way that students approach technology,
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我们希望能够改变学生们接触科技的方式
07:44
to create a more convivial and social space
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去创造一个更加活跃，更加有吸引力，
07:47
that was more engaging, more accessible,
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更容易接触的社会空间
07:49
and also to increase the ability for teachers
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而且我们希望能够提高
07:51
to use these spaces for technology-based instruction.
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教师们使用这些空间来进行高科技教育的能力
07:54
So this is the lab at the high school,
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这是我们一所高中的实验室
07:56
and the principal there is in love with this room.
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这个学校的校长很喜欢这个实验室
07:58
Every time he has visitors, it's the first place that he takes them.
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每当他有访客时，这个实验室都是他第一个带访客去参观的地方
08:02
And this also meant the co-creation with some teachers
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这还意味着一些教师可以在
08:04
of this educational playground system
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这个教育场地中相互协作来进行创造
08:06
called the learning landscape.
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我们称这个为学习景观
08:08
It allows elementary-level students to learn core subjects
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它让基础阶段的学生能在作为一个孩子应该做的事情，
08:11
through game play and activity
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比如
08:13
and running around and screaming and being a kid.
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在玩游戏、跑来跑去和尖叫中学到核心课程
08:15
So this game that the kids are playing here --
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现在孩子们正在玩的游戏
08:17
in this case they were learning basic multiplication
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叫做"跟我比"，
08:19
through a game called Match Me.
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孩子们可以通过玩这个游戏学到基础乘法
08:21
And in Match Me, you take the class, divide it into two teams,
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在“跟我比”中，一个班的孩子被分为两队
08:24
one team on each side of the playground,
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每个队站在操场的两边
08:26
and the teacher will take a piece of chalk
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老师会拿一只粉笔
08:28
and just write a number on each of the tires.
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在每一个轮胎上写一个数字
08:30
And then she'll call out a math problem --
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然后她会出一个数学问题
08:32
so let's say four times four --
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比如说4乘以4
08:34
and then one student from each team has to compete
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每个队要出一名同学来算出
08:37
to figure out that four times four is 16
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4乘以4等于16
08:39
and find the tire with the 16 on it and sit on it.
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然后找到标有16的轮胎坐下
08:42
So the goal is to have all of your teammates sitting on the tires
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游戏的最终目标是让你们队的所有队员都能坐到轮胎上
08:44
and then your team wins.
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然后你们对就可以获胜
08:46
And the impact of the learning landscape
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学习景观的作用非常
08:48
has been pretty surprising and amazing.
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惊人
08:50
Some of the classes and teachers have reported higher test scores,
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很多班级的考试成绩都有所提高
08:53
a greater comfort level with the material,
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而且对教学内容掌握的更好
08:55
especially with the boys,
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特别是男生
08:57
that in going outside and playing,
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他们喜欢出去玩耍
08:59
they aren't afraid to take on
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他们不害怕做一些
09:01
a double-digit multiplication problem --
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二位数的乘法问题
09:03
and also that the teachers are able
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老师们也能够
09:05
to use these as assessment tools
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用这些新的方法作为评价工具去
09:07
to better gauge how their students
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了解他们的学生理解
09:09
are understanding new material.
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新课程的程度
09:11
So with design for education, I think the most important thing
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所以在为教育设计当中，我认为最重要的事情
09:14
is to have a shared ownership of the solutions with the teachers,
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是和教师一切共享解决方法
09:17
so that they have the incentive and the desire to use them.
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这样的话他们就有施行这些方法的动力和愿望
09:20
So this is Mr. Perry. He's the assistant superintendent.
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这是佩里先生，他是主管助理
09:23
He came out for one of our teacher-training days
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他参加了一次我们的教师训练日活动
09:26
and won like five rounds of Match Me in a row and was very proud of himself.
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一连赢了五轮“跟我比”，他感到非常的自豪
09:29
(Laughter)
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(笑)
09:32
So the second approach is redesigning education itself.
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三件事中的第二个件是对整个教育系统本身进行重新设计
09:35
This is the most complex.
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这是最复杂的
09:37
It's a systems-level look
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它是在系统的层面去识别
09:39
at how education is administered
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教育是如何被管理的
09:41
and what is being offered and to whom.
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教育是给谁提供何种东西
09:43
So in many cases this is not so much about making change
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很多情况下我们不是直接改变什么
09:46
as it is creating the conditions
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而是
09:48
under which change is possible
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为可能的改变创造条件
09:50
and the incentive to want to make change,
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激励人们做出改变
09:52
which is easier said than done in rural communities
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在农村地区，在封闭保守的农村教育系统中
09:55
and in inside-the-box education systems
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这些事情说起来简单
09:57
in rural communities.
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做起来却很难
10:00
So for us, this was a graphic public campaign
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所以对于我们来讲，这是一场被称为
10:02
called Connect Bertie.
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“连接伯蒂县”的公开战役
10:04
There are thousands of these blue dots all over the county.
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整个县有成千上万个这种绿色的圆点
10:07
And this was for a fund that the school district had
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这是在募集资金
10:09
to put a desktop computer and a broadband Internet connection
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目的是要
10:12
in every home
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为公立学校的每一个学生的家里
10:14
with a child in the public school system.
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配上连有宽带的电脑
10:16
Right now I should say,
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现在我只能说
10:18
there are only 10 percent of the houses
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整个县只有百分之十的家庭
10:20
that actually have an in-home Internet connection.
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真正拥有可以上网的电脑
10:22
And the only places to get WiFi
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而唯一有无线网络的地方
10:24
are in the school buildings, or at the Bojangles Fried Chicken joint,
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就是学校大楼，或者是“博简格尔斯”（Bojangles）烤鸡连锁店
10:27
which I find myself squatting outside of a lot.
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我经常去那里
10:30
Aside from, you know, getting people excited
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除了让人们感到兴奋
10:32
and wondering what the heck these blue dots were all over the place,
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或者是不知道这些绿点点到底是干什么的以外
10:36
it asked the school system
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这些点点让教育系统
10:38
to envision how it might become a catalyst
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开始想象如何能成为促使社区更加
10:40
for a more connected community.
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连通的催化剂
10:42
It asked them to reach outside of the school walls
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它让教育能够走出校园
10:45
and to think about how they could play a role
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去思考教育
10:47
in the community's development.
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如何能为社区建设做贡献
10:49
So the first batch of computers
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今年夏天
10:51
are being installed later this summer,
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第一批电脑正在安装中
10:53
and we're helping Dr. Zullinger develop some strategies
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我们正在协助Zullinger博士研究能够让教室和学校
10:56
around how we might connect the classroom and the home
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互联的方法
10:59
to extend learning beyond the school day.
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好让学生能够在课堂之外也能学习
11:01
And then the third approach, which is what I'm most excited about,
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三件事中的第三件是令我最兴奋的一件
11:03
which is where we are now,
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也是我们现在正在做的一件事
11:05
is: design as education.
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就是把设计当作教育
11:07
So "design as education" means
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把设计当作教育的意思是
11:09
that we could actually teach design within public schools,
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我们可以真正的在公立学校中教授设计
11:12
and not design-based learning --
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这不是像普通的设计课那样的
11:14
not like "let's learn physics by building a rocket,"
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不是说教他们通过建造火箭去学习物理课程
11:17
but actually learning design-thinking
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而是学习设计的思维方式
11:20
coupled with real construction and fabrication skills
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还有真正的构造和组建技能
11:23
put towards a local community purpose.
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这些都是对当地社区有利的
11:26
It also means that designers are no longer consultants,
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这也意味着设计师不再是顾问
11:28
but we're teachers,
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而是教师
11:30
and we are charged with growing creative capital
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我们承担着为下一代
11:32
within the next generation.
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创造更多的创新资本的任务
11:34
And what design offers as an educational framework
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设计作为教育框架，能够提供的是
11:37
is an antidote
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一副解药
11:39
to all of the boring, rigid, verbal instruction
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去改变很多学区以往
11:41
that so many of these school districts are plagued by.
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单调，单板的口头教授
11:43
It's hands-on, it's in-your-face,
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这些行动已经在实施,就在你们眼前
11:45
it requires an active engagement,
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这需要我们积极的参与
11:47
and it allows kids to apply all the core subject learning
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它让孩子们能够真正的
11:50
in real ways.
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学到核心课程
11:52
So we started thinking
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所以我们开始思考
11:54
about the legacy of shop class
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工艺课程的遗留问题
11:56
and how shop class -- wood and metal shop class in particular --
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还有工艺课程，特别是木头工艺和铁骑工艺
11:59
historically, has been something
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在历史上，它们都是为了那些不能够
12:01
intended for kids who aren't going to go to college.
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读大学的孩子开设的
12:03
It's a vocational training path.
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它是一个职业训练的过程
12:05
It's working-class; it's blue-collar.
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是一个职业教育，是蓝领
12:07
The projects are things like,
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这个项目就像是
12:09
let's make a birdhouse for your mom for Christmas.
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让我们做一个鸟笼送给你妈妈做圣诞礼物吧
12:12
And in recent decades, a lot of the funding for shop class
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近些年，很多资助工艺课程的基金
12:14
has gone away entirely.
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都消失了
12:16
So we thought, what if you could bring back shop class,
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所以我们在想，如果我们把工艺课程重新带回来会怎么样
12:19
but this time orient the projects
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但这次我们关注于
12:21
around things that the community needed,
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社区真正需要的事情
12:24
and to infuse shop class
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而且在工艺课程中注入
12:26
with a more critical and creative-design-thinking studio process.
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更多重要的和创新的设计思考过程
12:29
So we took this kind of nebulous idea
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所以我们持着这种模糊的观点
12:31
and have worked really closely with Dr. Zullinger for the past year
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通过和Zullinger博士过去一年紧密的合作
12:34
on writing this as a one-year curriculum
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编制了为高中一年级学生准备的
12:37
offered at the high school level to the junior class.
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一个年度的课程
12:39
And so this starts in four weeks,
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四个星期之后
12:41
at the end of the summer,
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这个课程就要开始了
12:43
and my partner and I, Matthew and I,
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我的搭档的我，马修和我
12:45
just went through the arduous and totally convoluted process
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为了获得高中教师许可证来教授这一课程
12:48
of getting certified as high school teachers to actually run it.
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刚刚度过了一段艰难和非常复杂的过程
12:50
And this is what it looks like.
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这就是它的样子
12:52
So over the course of two semesters,
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在教授这个课程的两个学期里
12:54
the Fall and the Spring,
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秋季学期和春季学期
12:56
the students spend three hours a day every single day
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学生每天要在
12:58
in our 4,500 square foot
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我们4500平方英尺的工艺工作室里
13:00
studio/shop space.
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学习三个小时
13:03
And during that time, they're doing everything
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在这段时间里，他们会做各种事情
13:06
from going out and doing ethnographic research and doing the need-finding,
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从外出做种族研究和做一些必须的调查
13:08
coming back into the studio,
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到回到工作室
13:10
doing the brainstorming and design visualization
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进行头脑风暴和设计可视化
13:12
to come up with concepts that might work,
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最终构思出可行的概念
13:14
and then moving into the shop and actually testing them,
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然后拿到加工室去测试他们
13:16
building them, prototyping them,
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构造他们，去打造他们的原型
13:18
figuring out if they are going to work and refining that.
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看看它们是否能可用并不断改进它们
13:21
And then over the summer, they're offered a summer job.
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在夏季，他们会得到一份暑期工作
13:24
They're paid as employees of Project H
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他们通过在H项目中工作获得报酬
13:26
to be the construction crew with us
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他们会和我们一起工作
13:28
to build these projects in the community.
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在社区中设计和建设这些项目
13:30
So the first project, which will be built next summer,
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第一个项目，将会在下个夏天开始建设
13:33
is an open-air farmers' market downtown,
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是一个市区的露天农贸市场
13:37
followed by bus shelters for the school bus system in the second year
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接下来就是第二年的校车系统
13:40
and home improvements for the elderly in the third year.
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然后第三年是提高老年人的居住环境
13:43
So these are real visible projects
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这些都是真正可见的项目
13:45
that hopefully the students can point to and say,
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我们希望学生将来可以指着它们说：
13:47
"I built that, and I'm proud of it."
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这是我建的，我感到非常的自豪
13:49
So I want you to meet three of our students.
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我想让你们看一看三位我们的同学
13:51
This is Ryan.
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这是瑞安
13:53
She is 15 years old.
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她今年15岁
13:55
She loves agriculture and wants to be a high school teacher.
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她热爱农业，希望成为一个高中教师
13:58
She wants to go to college, but she wants to come back to Bertie County,
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她想上大学，但想毕业后回到伯蒂县
14:00
because that's where her family is from, where she calls home,
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因为那里有她的亲人，那里是她成为“家”的地方
14:03
and she feels very strongly about giving back
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她强烈的希望能够为这个
14:05
to this place that she's been fairly fortunate in.
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让她感到幸运的地方做些贡献
14:08
So what Studio H might offer her
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所以H工作室能提供给她一个
14:10
is a way to develop skills
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学习技术的地方
14:12
so that she might give back in the most meaningful way.
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这样她就能够以最有意义的方式回报她的故乡
14:14
This is Eric. He plays for the football team.
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这是埃里克，他在一支足球队踢球
14:17
He is really into dirtbike racing,
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他很喜欢场地赛车
14:20
and he wants to be an architect.
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他想成为一名设计师
14:22
So for him, Studio H offers him
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对于他来说，H工作室提供给他
14:24
a way to develop the skills he will need as an architect,
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一个学习成为设计师必备的技术的地方
14:27
everything from drafting to wood and metal construction
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这包括从画草图到木头和金属构造
14:30
to how to do research for a client.
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再到为客户进行研究调查等一切事情
14:32
And then this is Anthony.
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这是安东尼
14:34
He is 16 years old, loves hunting and fishing and being outside
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他今年16岁，喜欢打猎，钓鱼和出游
14:37
and doing anything with his hands,
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他喜欢用自己的双手去做事情
14:39
and so for him, Studio H means
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对于他，H工作室意味着
14:41
that he can stay interested in his education
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他能够通过自己动手参与来
14:43
through that hands-on engagement.
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保持对教育的兴趣
14:45
He's interested in forestry, but he isn't sure,
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他对林学有兴趣，但是他不太确定
14:47
so if he ends up not going to college,
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所以如果他最终不能进入大学
14:49
he will have developed some industry-relevant skills.
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他仍然能够培养出一些与行业有关的技术
14:52
What design and building really offers to public education
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设计真正带给公共教育的
14:54
is a different kind of classroom.
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是一个不同类型的教室
14:56
So this building downtown,
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这个市中心的建筑
14:58
which may very well become the site of our future farmers' market,
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很可能成为我们将来的农贸市场所在地
15:01
is now the classroom.
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现在是我们的教室
15:03
And going out into the community and interviewing your neighbors
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让学生们走到社区中，去采访你的邻居
15:05
about what kind of food they buy
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询问他们从哪里买什么食品
15:07
and from where and why --
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为什么会在那里买
15:09
that's a homework assignment.
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这是我们的家庭作业
15:11
And the ribbon-cutting ceremony at the end of the summer
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而今年夏天的剪彩仪式
15:14
when they have built the farmers' market and it's open to the public --
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那时他们已经建成农贸市场，而且也已经对外公开
15:16
that's the final exam.
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那是我们的期末考试
15:18
And for the community, what design and building offers
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对于社区来讲，设计和建设提供了
15:21
is real, visible, built progress.
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真实的，可见的建设过程
15:23
It's one project per year,
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每一年一个工程
15:25
and it makes the youth the biggest asset
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它让年轻人成为
15:27
and the biggest untapped resource
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我们未来最大的财产
15:29
in imagining a new future.
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和最大的没被开发的资源
15:32
So we recognize that Studio H, especially in its first year,
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我们意识到H工作室，特别是在它的第一年
15:35
is a small story --
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是一个小小的故事
15:37
13 students, it's two teachers,
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13个学生，2个老师
15:40
it's one project in one place.
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这是一个地方的一个项目
15:42
But we feel like this could work in other places.
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但是我们觉得这个在其他的地方也是可行的
15:44
And I really, strongly believe in the power of the small story,
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而且我深深的相信这个小小故事的力量
15:47
because it is so difficult
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因为如果在全球范围上做慈善工作
15:49
to do humanitarian work at a global scale.
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是很困难的
15:52
Because, when you zoom out that far,
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因为，当你把范围放的那么大时
15:54
you lose the ability to view people as humans.
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你就会失去把人看作是有血有肉的个体的能力
15:58
Ultimately, design itself is a process
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最后，设计本身是一个
16:00
of constant education
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对和我们一起工作还有我们想帮助的人
16:02
for the people that we work with and for
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以及我们设计师自己的
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and for us as designers.
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持续的教育
16:06
And let's face it, designers, we need to reinvent ourselves.
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让我们来面对它吧，设计师们，我们需要彻底改造我们自己
16:09
We need to re-educate ourselves around the things that matter,
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我们需要重新教育我们自己
16:12
we need to work outside of our comfort zones more,
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我们需要更多的在舒适的工作室之外工作
16:15
and we need to be better citizens in our own backyard.
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我们需要去做一个更好的公民
16:18
So while this is a very small story,
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所以虽然这只是一个很小的故事
16:20
we hope that it represents a step in the right direction
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我们仍希望它能代表迈向正确方向的一步
16:23
for the future of rural communities
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为了农村社区更好的未来
16:25
and for the future of public education
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为了公共教育更好的未来
16:27
and hopefully also for the future of design.
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也希望是为了设计的更好的未来
16:29
Thank you.
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谢谢
16:31
(Applause)
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（掌声）
ABOUT THE SPEAKER
Emily Pilloton - Humanitarian design activistEmily Pilloton wrote Design Revolution, a book about 100-plus objects and systems designed to make people's lives better. In 2010, her design nonprofit began an immersive residency in Bertie County, North Carolina, the poorest and most rural county in the state.
Why you should listen
As a young designer, Emily Pilloton was frustrated by the design world's scarcity of meaningful work. Even environmentally conscious design was not enough. "At graduate school, people were starting to talk more about sustainability, but I felt it lacked a human factor," she said. "Can we really call $5,000 bamboo coffee tables sustainable?" Convinced of the power of design to change the world, at age 26 Pilloton founded Project H to help develop effective design solutions for people who need it most.
Her book Design Revolution features products like the Hippo Water Roller, a rolling barrel with handle that eases water transport; AdSpecs, adjustable liquid-filled eyeglasses; and Learning Landscapes, low-cost playgrounds that mesh math skills and physical activity.
In February 2009, Pilloton and her Project H partner Matthew Miller began working in Bertie County, North Carolina, the poorest and most rural county in the state, to develop a design-build curriculum for high-school kids, called Studio H. In August 2010 they began teaching their first class of 13 students. Read about their experiences in Design Mind.
Emily Pilloton | Speaker | TED.com