ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.

Why you should listen

Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.

Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.

Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.

Khan holds three degrees from MIT and an MBA from Harvard Business School.

More profile about the speaker
Sal Khan | Speaker | TED.com
TED Talks Live

Sal Khan: Let's teach for mastery -- not test scores

萨尔曼·汗: 让我们为掌握而教，而不是为了考试分数

Filmed:
3,654,589 views

你愿意在半吊子的地基上建房子吗？当然不。那为什么我们要催促那些连基础知识还没掌握的学生去匆匆完成教育呢？这诚然复杂，但教育家萨尔曼·汗（Salman Khan）向我们分享了他的计划，协助学生依据自己的进度来掌握知识，从而完成从“学渣”到“专家”的完美反转。
- Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more. Full bio

Double-click the English transcript below to play the video.

00:12
I'm here today今天 to talk about
the two ideas思路 that,
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今天，我要分享两个观点，
至少基于我对可汗学院的观察得出的，
00:15
at least最小 based基于 on
my observations意见 at Khan汗 Academy学院,
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00:18
are kind类 of the core核心,
or the key键 leverage杠杆作用 points点 for learning学习.
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有关于学习的核心，或者说是根基。
一个是掌握的技巧，
00:22
And it's the idea理念 of mastery征服
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另一个是思维方式。
00:24
and the idea理念 of mindset心态.
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早些年当我辅导
小表亲们的时候就发现，
00:26
I saw this in the early早 days天
working加工 with my cousins表兄弟.
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他们之中很多人刚开始对数学很头疼，
00:28
A lot of them were having有 trouble麻烦
with math数学 at first,
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因为他们在学习中
不断积累着知识漏洞。
00:31
because they had all of these gaps空白
accumulated积累 in their其 learning学习.
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所以当他们开始上代数课时，
00:34
And because of that, at some point点
they got to an algebra代数 class类
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由于在代数的预备課程中
可能就不太跟得上，
00:37
and they might威力 have been a little bit位
shaky摇摇欲坠 on some of the pre-algebra预代数,
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就导致了他们认为自己
没有数学天赋。
00:40
and because of that, they thought
they didn't have the math数学 gene基因.
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或者他们之后上微积分课时，
00:44
Or they'd他们会 get to a calculus结石 class类,
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才发现自己的代数基础也不太好。
00:46
and they'd他们会 be a little bit位
shaky摇摇欲坠 on the algebra代数.
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我发现这个问题是在前些年
00:48
I saw it in the early早 days天
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当我在YouTube上上传这些视频的时候，
00:50
when I was uploading上传
some of those videos视频 on YouTubeYouTube的,
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00:54
and I realized实现 that people
who were not my cousins表兄弟 were watching观看.
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我意识到很多素不相识的人
也在看这些视频。
（笑声）
00:57
(Laughter笑声)
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一开始，有些留言只是些简单的谢谢。
00:59
And at first, those comments注释
were just simple简单 thank-yous感谢你要跟.
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我认为这很值得重视。
01:03
I thought that was a pretty漂亮 big大 deal合同.
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我不知道你们都花
多少时间在YouTube上。
01:05
I don't know how much time
you all spend花 on YouTubeYouTube的.
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通常大多数评论都不是“谢谢”。
01:07
Most最 of the comments注释 are not "Thank you."
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（笑声）
01:09
(Laughter笑声)
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通常措辞都更尖锐一些。
01:11
They're a little edgier前卫 than that.
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但之后的留言内容越来越丰富多样，
01:12
But then the comments注释
got a little more intense激烈,
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越来越多的学生反映，
他们长大后，变得更加不喜欢数学。
01:15
student学生 after student学生 saying话
that they had grown长大的 up not liking喜欢 math数学.
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进入高等数学阶段后就更加困难。
01:19
It was getting得到 difficult难 as they got
into more advanced高级 math数学 topics主题.
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当他们开始上代数的时候，
01:22
By the time they got to algebra代数,
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知识中存在的大量漏洞
导致他们完全更不上进度。
01:24
they had so many许多 gaps空白 in their其 knowledge知识
they couldn't不能 engage从事 with it.
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他们会自以为没有数学头脑。
01:27
They thought they didn't
have the math数学 gene基因.
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但当他们长大一点的时候，
01:29
But when they were a bit位 older旧的,
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他们有了一点儿动力
并决定下功夫去学。
01:31
they took拿 a little agency机构
and decided决定 to engage从事.
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他们找到了像可汗学院
这样的资源，
01:33
They found发现 resources资源 like Khan汗 Academy学院
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帮助他们填充知识漏洞和掌握概念，
01:35
and they were able能够 to fill填 in those gaps空白
and master主 those concepts概念,
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改善了他们的思维方式；
01:38
and that reinforced加强 their其 mindset心态
that it wasn't不 fixed固定;
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他们才知道自己
其实有能力学好数学。
01:41
that they actually其实 were capable能
of learning学习 mathematics数学.
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在很多方面，
这也是掌握新技能的一种途径。
01:44
And in a lot of ways方法, this is how
you would master主 a lot of things in life.
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好比学习武术。
01:49
It's the way you would
learn学习 a martial武 art艺术.
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在武术当中，你往往必须一直练习
01:51
In a martial武 art艺术, you would
practice实践 the white白色 belt带 skills技能
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白带(最低等级)的技巧，
01:54
as long as necessary必要,
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只有当你掌握了它们，
01:56
and only when you've mastered掌握 it
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你才能进阶到黄带。
01:57
you would move移动 on to become成为 a yellow黄色 belt带.
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这也是你们学习乐器的方式：
01:59
It's the way you learn学习
a musical音乐 instrument仪器:
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一遍遍练习最基本的曲目，
02:01
you practice实践 the basic基本 piece片
over and over again,
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只有掌握了它们，
02:04
and only when you've mastered掌握 it,
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才能去挑战更难的那些。
02:05
you go on to the more advanced高级 one.
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但我们要清楚：
02:07
But what we point点 out --
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这并非传统学习模式的构成方法，
02:08
this is not the way a traditional传统
academic学术的 model模型 is structured结构化的,
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并不是我们成长过程中所经历的那种。
02:13
the type类型 of academic学术的 model模型
that most最 of us grew成长 up in.
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在一个传统学习模式当中，
02:16
In a traditional传统 academic学术的 model模型,
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我们一般会按年龄将学生分组，
02:18
we group组 students学生们 together一起,
usually平时 by age年龄,
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在中学时期，
02:20
and around middle中间 school学校,
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则是通过年龄
和外显的学习能力分组，
02:22
by age年龄 and perceived感知 ability能力,
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然后我们以相同的节奏引领他们。
02:23
and we shepherd牧羊人 them all
together一起 at the same相同 pace步伐.
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最常见的情况是，
02:27
And what typically一般 happens发生,
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假设我们身处某中学的
代数预备课堂，
02:28
let's say we're in a middle中间 school学校
pre-algebra预代数 class类,
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现在的专题是指数函数，
02:30
and the current当前 unit单元 is on exponents指数,
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老师就此内容来上课，
02:32
the teacher老师 will give
a lecture演讲 on exponents指数,
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然后我们回家，做一些相关习题。
02:34
then we'll好 go home, do some homework家庭作业.
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第二天早上，
我们会检查这些作业。
02:37
The next下一个 morning早上,
we'll好 review评论 the homework家庭作业,
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之后又是上课，做作业，
上课，做作业。
02:39
then another另一个 lecture演讲, homework家庭作业,
lecture演讲, homework家庭作业.
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这大概会持续两到三周，
02:41
That will continue继续 for about
two or three三 weeks周,
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就该测验了。
02:43
and then we get a test测试.
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在考试中，
我也许只会75%的题目，
02:45
On that test测试, maybe I get a 75 percent百分,
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你也许会90%，
02:48
maybe you get a 90 percent百分,
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他可能会95%。
02:49
maybe you get a 95 percent百分.
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即使考试能帮助我们查缺补漏，
02:51
And even though虽然 the test测试 identified确定
gaps空白 in our knowledge知识,
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还是会有25%的内容我没有掌握。
02:54
I didn't know 25 percent百分 of the material材料.
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就算那些得A的学生，
依旧有5%的内容没搞懂。
02:56
Even the A student学生, what was
the five五 percent百分 they didn't know?
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即使我们认识到那些漏洞，
02:59
Even though虽然 we've我们已经 identified确定 the gaps空白,
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课堂还是会继续，
进入下一个专题，
03:01
the whole整个 class类 will then
move移动 on to the next下一个 subject学科,
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可能是更加复杂的内容，
但却会建立在我们的知识漏洞之上。
03:04
probably大概 a more advanced高级 subject学科
that's going to build建立 on those gaps空白.
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可能会是对数函数，
或者是负指数函数。
03:07
It might威力 be logarithms对数
or negative负 exponents指数.
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随着课程不断推进，
你会突然间发现，
03:10
And that process处理 continues继续,
and you immediately立即 start开始 to realize实现
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这种感觉不太对劲。
03:13
how strange奇怪 this is.
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我明明还有25%的基础知识不懂，
03:15
I didn't know 25 percent百分
of the more foundational基础 thing,
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现在却被逼去学更加深奥的东西。
03:17
and now I'm being存在 pushed推
to the more advanced高级 thing.
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这会持续数月或数年，
直到某一个时间点，
03:20
And this will continue继续 for months个月, years年份,
all the way until直到 at some point点,
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我可能会在代数或是三角函数课堂上
03:24
I might威力 be in an algebra代数 class类
or trigonometry三角 class类
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完全不知所云了。
03:26
and I hit击中 a wall壁.
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这并非因为代数学本身很难学，
03:27
And it's not because algebra代数
is fundamentally从根本上 difficult难
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或者是因为学生不够聪明。
03:30
or because the student学生 isn't bright亮.
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而是因为当我看见指数的等式时，
03:34
It's because I'm seeing眼看 an equation方程
and they're dealing交易 with exponents指数
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其中有30%是我不懂的知识。
03:37
and that 30 percent百分
that I didn't know is showing展示 up.
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然后我就不想做了。
03:40
And then I start开始 to disengage解开.
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为了让大家体会这是多么夸张，
03:44
To appreciate欣赏 how absurd荒诞 that is,
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可以想象一下，当我们在人生中
以这种方式干其它的事情时，
03:47
imagine想像 if we did other things
in our life that way.
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比如，造房子。
03:51
Say, home-building房屋建筑.
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03:52
(Laughter笑声)
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（笑声）
03:56
So we bring带来 in the contractor承包商 and say,
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我们找承包商来，然后和他说：
“我们被告知只有两周时间去打地基。
04:00
"We were told we have
two weeks周 to build建立 a foundation基础.
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所以能建多少就建多少吧。”
04:02
Do what you can."
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（笑声）
04:04
(Laughter笑声)
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04:06
So they do what they can.
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然后他们就尽力去做了。
中间也许下雨了。
04:08
Maybe it rains降雨.
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也许有些物资没到位。
04:09
Maybe some of the supplies耗材 don't show显示 up.
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04:11
And two weeks周 later后来,
the inspector检查员 comes来, looks容貌 around,
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两周之后，
房屋检查员来了，看了一下，
说：“看起来这儿的水泥还没干，
04:15
says说, "OK, the concrete具体
is still wet湿 right over there,
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那块儿也还不大行……
04:17
that part's部分 not quite相当 up to code码 ...
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04:20
I'll give it an 80 percent百分."
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我就给个80分吧。”
（笑声）
04:22
(Laughter笑声)
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然后你们说：“太好了，至少还是个C。
我们开始建第一层吧！”
04:23
You say, "Great! That's a C.
Let's build建立 the first floor地板."
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（笑声）
04:26
(Laughter笑声)
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同样的事情接连发生。
04:27
Same相同 thing.
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我们又努力了两周
然后房屋检查员来了，给了个75分。
04:28
We have two weeks周, do what you can,
inspector检查员 shows节目 up, it's a 75 percent百分.
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太好了，居然还有D+！
04:32
Great, that's a D-plusd加.
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继续建二楼，三楼，
04:33
Second第二 floor地板, third第三 floor地板,
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直到建第三层的时候，
04:34
and all of a sudden突然,
while you're building建造 the third第三 floor地板,
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整栋建筑突然倒塌了。
04:37
the whole整个 structure结构体 collapses崩溃.
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如果你的回应与上学时的回应一样，
04:38
And if your reaction反应 is the reaction反应
you typically一般 have in education教育,
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或者是很多人会有的那种反应，
04:42
or that a lot of folks乡亲 have,
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你也许会说，
估计是承包商不够格，
04:43
you might威力 say, maybe
we had a bad坏 contractor承包商,
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也可能是检查力度和次数不够多。
04:45
or maybe we needed需要 better inspection检查
or more frequent频繁 inspection检查.
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但真正的问题，其实是过程的本身。
04:48
But what was really broken破碎
was the process处理.
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我们用人为的方式
去限制完成某事的时间，
04:51
We were artificially人为 constraining制约
how long we had to something,
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几乎可以确定，一定会有出入，
04:54
pretty漂亮 much ensuring确保 a variable变量 outcome结果,
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然后我们检查也发现了问题，
04:56
and we took拿 the trouble麻烦 of inspecting检查
and identifying识别 those gaps空白,
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但却又将错就错。
05:00
but then we built内置 right on top最佳 of it.
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05:01
So the idea理念 of mastery征服 learning学习
is to do the exact精确 opposite对面.
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然而掌握式教育的观念
就是反其道而行之。
将人为的限制、僵化、
05:04
Instead代替 of artificially人为
constraining制约, fixing定影
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何时学习和学多久、
05:07
when and how long you work on something,
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把结果按Ａ、B、C、D、F
05:09
pretty漂亮 much ensuring确保
that variable变量 outcome结果,
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分级的行为，
05:11
the A, B, C, D, F --
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05:13
do it the other way around.
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转换成另一种方式。
05:15
What's variable变量 is when and how long
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学生之间的差异
应该是何时以及多久
可以掌握好一门知识，
05:17
a student学生 actually其实 has
to work on something,
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要坚持一致的是
学生真的掌握了这门知识。
05:19
and what's fixed固定 is that
they actually其实 master主 the material材料.
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05:23
And it's important重要 to realize实现
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我们必须意识到它的重要性，
05:25
that not only will this make the student学生
learn学习 their其 exponents指数 better,
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这样不仅可以让学生
更好地掌握指数函数，
同时也可以培养一种
正确的思维方式。
05:28
but it'll它会 reinforce加强
the right mindset心态 muscles肌肉.
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这可以让他们认识到
如果他们答错了20％，
05:31
It makes品牌 them realize实现 that if you got
20 percent百分 wrong错误 on something,
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不代表他们天生就只有C的水平，
05:34
it doesn't mean that you have
a C branded品牌 in your DNA脱氧核糖核酸 somehow不知何故.
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而是说明他们还需要
在这个内容上继续努力、
05:38
It means手段 that you should just
keep working加工 on it.
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坚持不懈、迎难而上，
05:40
You should have grit砂砾;
you should have perseverance毅力;
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拿出热情克服学习中的障碍。
05:43
you should take agency机构 over your learning学习.
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05:45
Now, a lot of skeptics怀疑论者 might威力 say,
well, hey, this is all great,
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现在，很多怀疑者
可能会说，这听起来不错，
理论上来说，
这套以掌握为目的教学方式
05:48
philosophically哲学, this whole整个 idea理念
of mastery-based掌握基础 learning学习
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以及与思维方式的连结，
05:51
and its connection连接 to mindset心态,
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可以让学生积极克服学习中的障碍。
05:53
students学生们 taking服用 agency机构
over their其 learning学习.
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这听起来很有道理，
但不太实际。
05:55
It makes品牌 a lot of sense感,
but it seems似乎 impractical不切实际的.
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要实现一点，
每个学生都必须遵循自己的学习进度。
05:58
To actually其实 do it, every一切 student学生
would be on their其 own拥有 track跟踪.
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必须有个性化的教学方式，
06:01
It would have to be personalized个性化,
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一对一辅导和有针对性的练习题。
06:03
you'd你 have to have private私人的 tutors导师
and worksheets工作表 for every一切 student学生.
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但这并不是什么新观念，
06:06
And these aren't不 new新 ideas思路 --
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在100年前的伊利诺伊州，
温内特卡市就有这样的实践：
06:08
there were experiments实验
in Winnetka温内特卡, Illinois伊利诺伊, 100 years年份 ago前,
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他们尝试了这种
以掌握为目的的教学，成果很显著，
06:11
where they did mastery-based掌握基础 learning学习
and saw great results结果,
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但是他们表示很难大面积推广，
毕竟可行性太低了。
06:13
but they said it wouldn't不会 scale规模
because it was logistically后勤 difficult难.
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老师要给每个学生不同的试题，
06:17
The teacher老师 had to give different不同
worksheets工作表 to every一切 student学生,
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视情况打分。
06:20
give on-demand一经请求 assessments评估.
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但如今，这已经不再是空想了。
06:21
But now today今天, it's no longer长 impractical不切实际的.
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我们有了辅助工具。
06:23
We have the tools工具 to do it.
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学生可以通过看分类视频，
06:25
Students学生们 see an explanation说明
at their其 own拥有 time and pace步伐?
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按照自己的进度去寻找解答。
06:27
There's on-demand一经请求 video视频 for that.
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他们需要练习吗？需要反馈吗？
06:29
They need practice实践? They need feedback反馈?
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学生很容易就能进行适应性练习。
06:31
There's adaptive自适应 exercises演习
readily容易 available可得到 for students学生们.
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06:36
And when that happens发生,
all sorts排序 of neat整齐 things happen发生.
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当万事俱备的时候，就会出现良性循环。
首先，学生能够真正掌握知识，
06:38
One, the students学生们 can actually其实
master主 the concepts概念,
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此外还能培养他们积极的心理，
06:41
but they're also也 building建造
their其 growth发展 mindset心态,
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建立勇气和不屈不挠的精神，
06:43
they're building建造 grit砂砾, perseverance毅力,
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他们会对学习产生热情。
06:45
they're taking服用 agency机构 over their其 learning学习.
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在实际的课堂中，
06:47
And all sorts排序 of beautiful美丽 things
can start开始 to happen发生
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一切也慢慢开始走上正轨。
06:50
in the actual实际 classroom课堂.
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学生们之间可以进行更多学习上的互动，
06:52
Instead代替 of it being存在 focused重点
on the lecture演讲,
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而不必拘泥于专心听讲。
06:54
students学生们 can interact相互作用 with each每 other.
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他们能够更加深入地去掌握知识。
06:55
They can get deeper更深 mastery征服
over the material材料.
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他们能够模拟苏格拉底式对话。
06:58
They can go into simulations模拟,
Socratic苏格拉底 dialogue对话.
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为了强化这一点，
07:00
To appreciate欣赏 what we're talking说 about
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让大家体会无法激发潜能的遗憾，
07:03
and the tragedy悲剧 of lost丢失 potential潜在 here,
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我想带大家进行一个思维小实验。
07:07
I'd like to give a little bit位
of a thought experiment实验.
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07:10
If we were to go 400 years年份
into the past过去 to Western西 Europe欧洲,
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假设我们回到400年前的西欧，
07:16
which哪一个 even then, was one of the more
literate识字 parts部分 of the planet行星,
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在当时就已经是地球上
文明最发达的地区之一，
你会发现大概有15％的人口识字。
07:19
you would see that about 15 percent百分
of the population人口 knew知道 how to read读.
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07:23
And I suspect疑似 that if you asked问 someone有人
who did know how to read读,
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估计当你去询问一个识字的人，
比如一个神职人员，
07:27
say a member会员 of the clergy牧师,
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“你认为大概有多少人有识字的能力呢？”
07:29
"What percentage百分比 of the population人口
do you think is even capable能 of reading读?"
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他们也许会说：
“嗯，基于这强大的教育体系，
07:32
They might威力 say, "Well,
with a great education教育 system系统,
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大概有个20%或30%吧。”
07:36
maybe 20 or 30 percent百分."
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07:39
But if you fast快速 forward前锋 to today今天,
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但如果你快进到当下，
我们会发现
那样的预测实在太悲观了，
07:41
we know that that prediction预测
would have been wildly疯狂 pessimistic悲观,
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现在几乎是人人都识字。
07:44
that pretty漂亮 close关 to 100 percent百分
of the population人口 is capable能 of reading读.
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但是当我问你们一个类似的问题：
07:48
But if I were to ask问 you
a similar类似 question题:
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07:51
"What percentage百分比 of the population人口
do you think is capable能
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“你们认为总人口中有多少
是真正掌握微积分的，
07:55
of truly真 mastering母带 calculus结石,
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或是真正懂有机化学的，
07:57
or understanding理解 organic有机 chemistry化学,
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或是有能力
为癌症研究作出贡献的呢？”
08:00
or being存在 able能够 to contribute有助于
to cancer癌症 research研究?"
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你们中的很多就会回答：
“嗯，基于这强大的教育体系，
08:04
A lot of you might威力 say, "Well,
with a great education教育 system系统,
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大概有个20%或30%吧。”
08:07
maybe 20, 30 percent百分."
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08:09
But what if that estimate估计
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但假如那些判断仅仅
08:11
is just based基于 on your own拥有 experience经验
in a non-mastery非精通 framework骨架,
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是基于你们“非掌握体系”的个人经验，
是基于你们的自身经历
或仅是对周围人的观察而已呢？
08:14
your own拥有 experience经验 with yourself你自己
or observing观察 your peers同行,
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08:17
where you're being存在 pushed推
at this set组 pace步伐 through通过 classes类,
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或是基于被迫跟从课堂进度，
不断积累漏洞情况的呢？
08:20
accumulating积累 all these gaps空白?
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即使你掌握了95%的知识，
08:21
Even when you got that 95 percent百分,
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那剩下的5%呢？
08:23
what was that five五 percent百分 you missed错过?
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漏洞持续积累，
直到进入高等课堂，
08:25
And it keeps保持 accumulating积累 --
you get to an advanced高级 class类,
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突然碰壁，然后你们说：
08:27
all of a sudden突然 you hit击中 a wall壁 and say,
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“我生来就不是个癌症研究人员，
08:29
"I'm not meant意味着 to be a cancer癌症 researcher研究员;
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我不是做物理学家的料，
我当不了数学家。”
08:31
not meant意味着 to be a physicist物理学家;
not meant意味着 to be a mathematician数学家."
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我认为这就是现实情况。
08:34
I suspect疑似 that that actually其实 is the case案件,
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但当我们能够从
掌握知识的视角去审视，
08:36
but if you were allowed允许 to be operating操作
in a mastery征服 framework骨架,
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如果我们能够
从培养学习动力的角度来看，
08:40
if you were allowed允许 to really
take agency机构 over your learning学习,
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08:43
and when you get something wrong错误,
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当我们做错题目的时候，
我们把这种失败
当作学习的一部分坦然接受，
08:45
embrace拥抱 it -- view视图 that failure失败
as a moment时刻 of learning学习 --
201
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那真正掌握微积分或者有机化学的
08:48
that number数, the percent百分
that could really master主 calculus结石
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人数比例
08:52
or understand理解 organic有机 chemistry化学,
203
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就会接近100%了。
08:54
is actually其实 a lot closer接近 to 100 percent百分.
204
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2502
08:57
And this isn't even just a "nice不错 to have."
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而其意义并不仅仅在于锦上添花。
09:01
I think it's a social社会 imperative势在必行.
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我认为这是社会进化的必然过程。
09:03
We're exiting退出 what you could call
the industrial产业 age年龄
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用你们的话来说，
我们正处于一个工业时代，
而我们正在进入信息革命的时代。
09:07
and we're going into
this information信息 revolution革命.
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09:11
And it's clear明确 that some
things are happening事件.
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很明确的是，
一些变化正在发生。
在工业时代，
社会是一个金字塔。
09:13
In the industrial产业 age年龄,
society社会 was a pyramid金字塔.
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2113
在金字塔底端，我们需要的是人力。
09:15
At the base基础 of the pyramid金字塔,
you needed需要 human人的 labor劳动.
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09:21
In the middle中间 of the pyramid金字塔,
you had an information信息 processing处理,
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在金字塔中间，我们需要处理信息，
所以有官僚特权阶层，
09:24
a bureaucracy官僚 class类,
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1598
等到了顶端，
就会是那些资本家，
09:26
and at the top最佳 of the pyramid金字塔,
you had your owners拥有者 of capital首都
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企业家，
09:29
and your entrepreneurs企业家
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还有创新人群。
09:31
and your creative创作的 class类.
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09:33
But we know what's happening事件 already已经,
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但当我们进入信息革命的那一刻，
我们就知道将要发生什么事了。
09:35
as we go into this information信息 revolution革命.
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在金字塔底端，自动化将取代人力。
09:37
The bottom底部 of that pyramid金字塔,
automation自动化, is going to take over.
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甚至中间层信息处理的这一段
09:40
Even that middle中间 tier一线,
information信息 processing处理,
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计算机做的都比他们好。
09:43
that's what computers电脑 are good at.
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所以对一个社会而言，
我们有一个问题：
09:44
So as a society社会, we have a question题:
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科技带来的这些新生产力，
09:46
All this new新 productivity生产率 is happening事件
because of this technology技术,
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是谁参与其中呢？
09:49
but who participates参与 in it?
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是不是只有处于金字塔顶端的人，
09:51
Is it just going to be that very top最佳
of the pyramid金字塔, in which哪一个 case案件,
225
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而其他人都置身事外？
09:54
what does everyone大家 else其他 do?
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他们会如何操作？
09:55
How do they operate操作?
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或者我们是否要从事
更加远大的事业呢？
09:56
Or do we do something
that's more aspirational抱负?
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09:59
Do we actually其实 attempt尝试
to invert倒置 the pyramid金字塔,
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我们是否真的愿意尝试去倒转金字塔，
让创新人群起主导作用呢，
10:02
where you have a large大 creative创作的 class类,
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让每个人都可以成为企业家、
10:04
where almost几乎 everyone大家
can participate参加 as an entrepreneur企业家,
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3681
艺术家，或是研究人员呢？
10:08
an artist艺术家, as a researcher研究员?
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1945
10:10
And I don't think that this is utopian乌托邦.
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1930
我并不认为这仅仅是空想。
我认为这一切都建立在一个理念之上，
10:12
I really think that this
is all based基于 on the idea理念
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就是如果我们能够借由掌握概念，
10:15
that if we let people
tap龙头 into their其 potential潜在
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10:17
by mastering母带 concepts概念,
236
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1964
挖掘学生的学习热情，
10:19
by being存在 able能够 to exercise行使 agency机构
over their其 learning学习,
237
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3577
激发他们的学习潜力，
他们就能够达成目标。
10:22
that they can get there.
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1342
10:24
And when you think of it
as just a citizen公民 of the world世界,
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当你想到自己置身于这种理想环境，
其实是很让人激动的一件事。
10:28
it's pretty漂亮 exciting扣人心弦.
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想象一下我们所能拥有的那种平等，
10:29
I mean, think about
the type类型 of equity公平 we can we have,
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想象文明所能达到的那种境界。
10:32
and the rate率 at which哪一个 civilization文明
could even progress进展.
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10:36
And so, I'm pretty漂亮 optimistic乐观 about it.
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对此，我充满信心。
我认为这个时刻将令人无比激动人心。
10:38
I think it's going to be
a pretty漂亮 exciting扣人心弦 time to be alive活.
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谢谢！
10:42
Thank you.
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（鼓掌）
10:43
(Applause掌声)
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Translated by Junyi Sha
Reviewed by Yi-Fan Yu

▲Back to top

ABOUT THE SPEAKER
Sal Khan - Educator and social entrepreneur
In 2004, Sal Khan, a hedge fund analyst, began making math tutorials for his cousins. Twelve years later, Khan Academy has more than 42 million registered users from 190 countries, with tutorials on subjects from basic math through economics, art history, computer science, health, medicine and more.

Why you should listen

Salman "Sal" Khan is the founder and chief executive officer of Khan Academy, a not-for-profit with a mission of providing a free, world-class education for anyone, anywhere.

Khan Academy started as a passion project in 2004. Khan's cousin was struggling with math, so he tutored her remotely and posted educational videos on YouTube. So many people watched the videos that eventually Khan quit his job at a hedge fund and pursued Khan Academy full time. Today Khan Academy has more than 100 employees in Mountain View, California. Khan Academy believes learners of all ages should have unlimited access to free educational content they can master at their own pace. Its resources cover preschool through early college education, including math, grammar, biology, chemistry, physics, economics, finance and history. Additionally, Khan Academy offers free personalized SAT test prep in partnership with the test developer, the College Board. More than 42 million registered users access Khan Academy in dozens of languages across 190 countries.

Khan has been profiled by "60 Minutes," featured on the cover of Forbes, and recognized as one of TIME’s "100 Most Influential People in the World." In his book, The One World Schoolhouse: Education Reimagined, Sal outlines his vision for the future of education.

Khan holds three degrees from MIT and an MBA from Harvard Business School.

More profile about the speaker
Sal Khan | Speaker | TED.com
THE ORIGINAL VIDEO ON TED.COM