TEDxMileHigh
Mara Mintzer: How kids can help design cities
馬拉•明澤爾 （Mara Mintzer): 兒童怎樣幫助我們設計城市
Filmed:
Readability: 4.6
1,613,286 views
成年人傾向於將兒童視作「未來公民」。他們的觀點和想法在未來的某一天會被考慮，但並非現在。但是，兒童組成了我們四分之一的人口，難道他們不應該對未來將居住的世界有些發言權嗎？城市設計師馬拉•明澤爾（Mara Mintzer) 分享了她和她的組織邀請兒童們共同設計一座位於科羅拉多州波德的城市公園的故事。這次經驗使她認識到了一個一直以來被城市設計所忽略的問題：「如果我們將兒童群體排除在城市設計之外，還有哪些群體也同樣被我們忽略了呢？」她問道。
Mara Mintzer - Community engagement specialist
Mara Mintzer thrives on engaging children, youth and underrepresented communities in participatory planning, an approach that aims to integrate the views of all community members into designing exemplary communities. Full bio
Mara Mintzer thrives on engaging children, youth and underrepresented communities in participatory planning, an approach that aims to integrate the views of all community members into designing exemplary communities. Full bio
Double-click the English transcript below to play the video.
00:12
Our society routinely makes decisions
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我們的社會常常
在忽略 1/4 人口的情況下
在忽略 1/4 人口的情況下
00:15
without consulting
a quarter of the population.
a quarter of the population.
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自作主張做決定。
00:19
We're making choices about land use,
energy production and natural resources
energy production and natural resources
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我們決定著陸地使用權、
能源生產和自然資源，
能源生產和自然資源，
00:24
without the ideas and experiences
of the full community.
of the full community.
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卻毫不考慮整個
公眾群體的想法和體驗。
公眾群體的想法和體驗。
00:28
The car, an inanimate object,
has more say over public policy
has more say over public policy
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連車輛這種沒有生命的物體，
都比這個群體的公民
都比這個群體的公民
00:33
than this group of citizens.
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對公共政策更有發言權。
00:35
Can you guess which group
I'm talking about?
I'm talking about?
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你知道我所說的是哪個群體嗎？
00:38
It's children.
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是兒童群體。
00:42
I work in urban design,
and not surprisingly,
and not surprisingly,
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我的工作是城市設計，
可想而知，大多數城市
由成年人所設計。
由成年人所設計。
00:45
most cities are designed by adults.
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00:47
Urban planners, architects,
developers, politicians,
developers, politicians,
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比如，城市規劃者、建築師、
開發商、政客
開發商、政客
00:51
and occasionally, a few loud citizens.
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和少數大聲發言的公民。
00:54
Rarely do you consider the voices
of a group of four-year-olds,
of a group of four-year-olds,
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幾乎不會考慮一群四歲小孩的意見，
00:58
barely tall enough to reach the podium
at city council chambers.
at city council chambers.
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這些小孩甚至
沒有市議會的演講台高。
沒有市議會的演講台高。
01:03
But today, I want to ask you this:
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但是今天，我想問問大家，
01:06
What would happen if we asked children
to design our cities?
to design our cities?
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如果讓這些孩子
來設計我們的城市會怎樣？
來設計我們的城市會怎樣？
01:11
(Laughter)
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（笑聲）
01:13
Back in 2009, I was introduced
to a small group of people
to a small group of people
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在 2009 年，
我被介紹給一小群人，
我被介紹給一小群人，
01:17
who wanted to start a child-friendly
city initiative in Boulder, Colorado.
city initiative in Boulder, Colorado.
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他們在科羅拉多州的波德
倡議建立一個兒童友好的城市。
倡議建立一個兒童友好的城市。
01:22
I come from a family
of civil rights advocates,
of civil rights advocates,
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我來自一個
支持公民權的家庭，
支持公民權的家庭，
01:25
and I had spent my career until that point
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而且我在那之前所做的工作
01:28
working with low-income
children and families.
children and families.
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與低收入家庭和兒童有關，
01:31
But I had never heard of a child-friendly
city initiative before.
city initiative before.
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但我從未聽說過
有關兒童友好城市的倡議。
有關兒童友好城市的倡議。
01:35
So I figured its purpose would be
to address some of the frustrations
to address some of the frustrations
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我預期這個倡議的目的是為了解決
01:39
I had encountered as the parent
of a young child.
of a young child.
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像我這樣帶小孩的家長的煩惱。
01:43
Perhaps we would advocate
for more changing tables in restaurants.
for more changing tables in restaurants.
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可能我們會倡導在餐廳裡
增加一些嬰兒尿布臺，
增加一些嬰兒尿布臺，
01:47
Or create indoor play spaces
for those cold and rainy days.
for those cold and rainy days.
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或提供一些在冷天或雨天
給兒童遊玩的室內設施。
給兒童遊玩的室內設施。
01:51
In other words, make the city
more hospitable to children and families.
more hospitable to children and families.
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總而言之，就是讓城市變得
更適宜兒童和家庭居住。
更適宜兒童和家庭居住。
01:56
It wasn't until after
I committed to this project
I committed to this project
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直到我真正投身于這個項目，
02:00
that I realized I had it all wrong.
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我才意識到我想錯了。
02:03
We wouldn't be designing
better cities for children.
better cities for children.
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我們不是為兒童設計更好的城市，
02:07
Children would be designing
better cities for themselves,
better cities for themselves,
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而是讓兒童們設計這些城市，
02:11
and for the rest of us, too.
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為他們自己，
也為我們這些成年人。
也為我們這些成年人。
02:14
Now, I bet you're skeptical
about this idea.
about this idea.
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我相信你們對這個想法心存疑慮，
02:18
And honestly, I was, too.
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老實說，當時我也是。
02:21
I mean, there must be a reason
the voting age is 18.
the voting age is 18.
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我的意思是，把公民投票權設定
在 18 歲以上肯定是有道理的。
在 18 歲以上肯定是有道理的。
02:24
(Laughter)
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（笑聲）
02:28
How could children possibly
understand complex ideas
understand complex ideas
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兒童如何能理解
那些複雜的問題，
那些複雜的問題，
02:31
such as the affordable housing crisis
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比如說，住房負擔危機，
02:33
or how to develop
a transportation master plan?
a transportation master plan?
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或者創建交通系統總規劃。
02:37
And even if they had ideas,
wouldn't they be childish?
wouldn't they be childish?
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即使他們對這些有所想法，
這些想法會是幼稚的嗎？
這些想法會是幼稚的嗎？
02:41
Or unreasonable?
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或者不合理的呢？
02:44
Do our cities really need a park
made out of candy?
made out of candy?
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我們的城市真的
需要糖果製成的公園嗎?
需要糖果製成的公園嗎?
02:47
(Laughter)
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（笑聲）
02:51
Or a bridge with water cannons
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或者一個帶有水槍的大橋
02:53
that fire water onto
unsuspecting kayakers below?
unsuspecting kayakers below?
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對著毫不知情地
划著獨木舟的人噴水？
划著獨木舟的人噴水？
02:56
(Laughter)
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（笑聲）
03:01
While these concerns sound legitimate,
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雖然這些擔憂
都是合乎情理的，
都是合乎情理的，
03:04
I realized that not including
children in city planning
children in city planning
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但我還是意識到，
把兒童排除在城市規劃之外
把兒童排除在城市規劃之外
03:07
was a bigger design problem.
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會釀成更大的錯誤。
03:09
After all, shouldn't we include
end users in the design process?
end users in the design process?
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畢竟，我們還是應在
設計過程中考慮一下終端用戶吧？
設計過程中考慮一下終端用戶吧？
03:14
If we're building a park
to be largely used by kids,
to be largely used by kids,
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如果我們想要建造一座
供兒童使用的公園，
供兒童使用的公園，
03:17
then kids should have a say
in the park's design.
in the park's design.
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那麼這些兒童應該
對公園設計有發言權。
對公園設計有發言權。
03:21
So with all of this in mind,
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考慮到以上幾點，
03:23
we formed a program
called "Growing Up Boulder,"
called "Growing Up Boulder,"
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我們這個組織創立了一個项目，
叫做「成長的波德」
叫做「成長的波德」
03:25
and my job is to work with children
ages zero through 18
ages zero through 18
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而我的工作正是和
零至十八歲的孩子合作，
零至十八歲的孩子合作，
03:30
to come up with innovative
city-design solutions.
city-design solutions.
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探討出一些創新的
城市設計方案。
城市設計方案。
03:33
How do we do this, you might ask?
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你可能會問，
我們究竟打算怎麼做？
我們究竟打算怎麼做？
03:35
Let me give you a real example.
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我可以舉一個實例：
03:38
In 2012, the city of Boulder decided
to redesign a large downtown park,
to redesign a large downtown park,
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2012 年，波德市決定
重新設計一座龐大的市中心公園。
重新設計一座龐大的市中心公園。
03:44
known as the Civic Area.
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這塊區域叫做市民區，
03:46
This space is bounded
by a farmers' market on one end,
by a farmers' market on one end,
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它的一端是農夫市場，
03:50
Boulder Public Library on the other end,
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另一端是波德公共圖書館，
03:53
and by Boulder Creek,
which runs through the middle.
which runs through the middle.
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而它的中部由波德小溪隔斷。
03:56
The space needed a new design
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這個區域需要新設計，
03:58
to better handle the creek's
inevitable flash floods,
inevitable flash floods,
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不僅要改善小溪
無法避免的驟發性水災，
無法避免的驟發性水災，
04:01
restore a sense of safety to the area
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還要讓此區域變得更安全，
04:04
and support an expanded farmers' market.
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幫助擴張農夫市場。
04:07
So from 2012 through 2014,
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從 2012 至 2014 年，
04:11
we engaged more than 200
young people in the process,
young people in the process,
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我們邀請了 200 多名
年輕人參與設計，
年輕人參與設計，
04:14
ranging from preschool
through high school students.
through high school students.
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這個群體既有學前班兒童
也有高中生。
也有高中生。
04:18
Now, how did we do this?
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下面我會解釋
04:20
Let me explain.
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我們具體做了什麼。
04:21
First, we visited children
in their classrooms
in their classrooms
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首先，我們去孩子們的教室
04:24
and presented the project:
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向他們展示這個項目，
04:26
what it was, why their ideas mattered
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解釋這個項目是什麼，
以及為何我們需要他們的想法，
以及為何我們需要他們的想法，
04:29
and what would happen
with their recommendations.
with their recommendations.
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以及，他們的提議
所產生的影響。
所產生的影響。
04:32
Before we could influence them,
we asked children to record their ideas,
we asked children to record their ideas,
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為了避免左右孩子們的決定，
我們讓他們根據親身體驗
我們讓他們根據親身體驗
04:37
based on their own lived experiences.
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寫下自己的想法。
04:40
Then we asked children to go
on a field trip with us,
on a field trip with us,
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然後我們和孩子們
一同去實地考察，
一同去實地考察，
04:44
to document what they liked
and didn't like about the space,
and didn't like about the space,
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記錄他們對
那個區域的喜好和意見，
那個區域的喜好和意見，
04:47
using photography.
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通過攝影的方式。
04:49
Through green picture frames,
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學生們用綠色的相框
04:51
students highlighted
what they liked about the space,
what they liked about the space,
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標明了他們喜歡的地方
04:54
such as college students,
tubing down the creek.
tubing down the creek.
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比如，一些大學生
在小溪上划氣墊船。
在小溪上划氣墊船。
04:57
(Laughter)
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（笑聲）
04:59
Then they flipped those frames over
and used the red side
and used the red side
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然後他們用相框的另一面
——紅色相框
——紅色相框
05:03
to highlight things
they didn't like, such as trash.
they didn't like, such as trash.
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標示他們不喜歡的東西，
比如，垃圾堆。
比如，垃圾堆。
05:07
Our sixth-grade students
studied the Civic Area
studied the Civic Area
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我們的六年級學生
仔細研究了這個市民區，
仔細研究了這個市民區，
05:10
by researching sites
with similar challenges
with similar challenges
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通過網上搜索
在世界範圍內，
在世界範圍內，
05:13
from around the world.
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相似的區域問題。
05:16
Then, we invited the kids
to combine their original ideas
to combine their original ideas
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然後，我們請孩子們
融合他們原本的想法
融合他們原本的想法
05:21
with their new inspiration,
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和之後獲得的新啟發，
05:23
to synthesize solutions
to improve the space.
to improve the space.
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提出一個解決
該地區問題的方案。
該地區問題的方案。
05:26
Each class invited adult planners,
city council and community members
city council and community members
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每個班都邀請了成年城市設計師、
市政廳和市區組織的成員
市政廳和市區組織的成員
05:31
into the classroom, to share and discuss
their recommendations.
their recommendations.
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一同分享和討論他們的提議。
05:37
Boulder's senior urban planners
stepped over blocks and stuffed animals
stepped over blocks and stuffed animals
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波德的高級城市設計師們
踏過積木和毛絨玩具
踏過積木和毛絨玩具
05:41
to explore preschool students' full-size
classroom recreation of the Civic Area.
classroom recreation of the Civic Area.
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來探索學前班學生們
重建的教室大小的市民區。
重建的教室大小的市民區。
05:48
Adult planners marveled
at the students' ideas
at the students' ideas
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成年設計師們
對學生們的想法感到吃驚，
對學生們的想法感到吃驚，
05:52
as they shared a park
constructed out of a jelly bracelet.
constructed out of a jelly bracelet.
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尤其是當他們看到孩子們
用塑料手環製成的公園時，
用塑料手環製成的公園時，
05:57
It was supposed to be an ice-skating rink.
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雖然那其實是一個溜冰場，
05:59
And then, public art constructed
from animal-shaped plastic beads.
from animal-shaped plastic beads.
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還有用動物形狀的塑料珠子
製成的公共藝術品。
製成的公共藝術品。
06:05
And while this may seem ridiculous,
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雖然這一切
看起來異想天開，
看起來異想天開，
06:07
it isn't so different from the models
that architects create.
that architects create.
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但實際上，它們和建築師們
造的模型相差無幾。
造的模型相差無幾。
06:11
Now, fast-forward four years,
and I am pleased to report
and I am pleased to report
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在這之後過了 4 年，
讓人欣慰的是
讓人欣慰的是
06:15
that many of the children's ideas
are being implemented in the Civic Area.
are being implemented in the Civic Area.
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當時很多孩子的想法
已經被市民區採納。
已經被市民區採納。
06:20
For example,
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比如，
06:21
there will be improved
access to Boulder Creek,
access to Boulder Creek,
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波德小溪附近的環境得到改善，
06:23
so kids can play safely in the water.
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所以孩子們能更加
安全地去水裡遊玩。
安全地去水裡遊玩。
06:26
Lighting in previously dark underpasses,
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地下通道裡的路燈增加了，
06:29
so high school students can walk home
safely after school at night.
safely after school at night.
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這樣高中生們放學後
晚上回家更安全了。
晚上回家更安全了。
06:34
And separated biking and walking paths,
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而且自行車和人行道也分開了，
06:37
so speeding bikers won't hit young people
as they stroll by the creek.
as they stroll by the creek.
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所以超速的自行車不會
撞到在溪邊行走的年輕人。
撞到在溪邊行走的年輕人。
06:42
My daughter and I even skated on a new,
child-requested ice-skating rink,
child-requested ice-skating rink,
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我和女兒甚至去了應兒童要求
新建的溜冰場滑冰，
新建的溜冰場滑冰，
06:47
last winter.
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上一年冬季的時候。
06:50
So, were all of the kids' ideas
implemented at the Civic Area?
implemented at the Civic Area?
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那麼，所有孩子們的想法
都被採納了嗎？
都被採納了嗎？
06:55
Of course not.
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當然不是。
06:57
Democracy is a messy process.
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民主制是一個混亂的過程，
07:01
But just as a reasonable
and well-informed adult
and well-informed adult
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即使是一個理性而
有見識的成年人
有見識的成年人
07:03
does not expect
all of her ideas to be utilized,
all of her ideas to be utilized,
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也不會去期望
所有的觀點被採納，
所有的觀點被採納，
07:07
neither does a nine-year-old.
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更何況是 9 歲的孩子。
07:10
We've now been using
this process for eight years,
this process for eight years,
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如今我們已經
進行這個項目 8 年了，
進行這個項目 8 年了，
07:12
and along the way, we've found
some incredible benefits
some incredible benefits
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在這個過程中，
我們發現和孩子們合作
我們發現和孩子們合作
07:15
to designing cities with children.
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一起設計城市有一些
不可思議的好處。
不可思議的好處。
07:18
First of all, kids think
differently from adults.
differently from adults.
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首先，孩子的思考模式
與成年人不同，
與成年人不同，
07:22
And that's a good thing.
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這是一件好事。
07:24
Adults think about constraints,
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成年人會考慮
條條框框的約束：
條條框框的約束：
07:26
how much time will a project take,
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比如這個項目
需要多長時間，
需要多長時間，
07:28
how much money will it cost
and how dangerous will it be.
and how dangerous will it be.
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需要多少資金，
有多大風險。
有多大風險。
07:33
In other words,
"Are we going to get sued?"
"Are we going to get sued?"
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我們的顧慮是：
「我們會被投訴嗎？」
「我們會被投訴嗎？」
07:35
(Laughter)
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（笑聲）
07:37
It's not that these
constraints aren't real,
constraints aren't real,
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雖然這些制約都很現實，
07:39
but if we kill off ideas
from the beginning,
from the beginning,
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但如果我們從一開始
就因此否定了新的想法，
就因此否定了新的想法，
07:42
it limits our creativity
and dampens the design process.
and dampens the design process.
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那麼我們的想像力和設計過程
都會受到極大限制。
都會受到極大限制。
07:46
Kids, on the other hand,
think about possibilities.
think about possibilities.
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另一方面，孩子所考慮的是可能性。
07:51
For kids, the sky is the limit.
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他們的想像天馬行空，
07:53
Literally.
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我是說真的。
07:55
When we worked with middle-school students
to design teen-friendly parks,
to design teen-friendly parks,
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當我們和一群中學生一起
設計青少年友好公園的時候，
設計青少年友好公園的時候，
07:59
they drew pictures
of skydiving, hang gliding,
of skydiving, hang gliding,
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他們畫下了跳傘
以及滑翔機運動，
以及滑翔機運動，
08:03
(Laughter)
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（笑聲）
08:05
and jumping from trampolines
into giant foam pits.
into giant foam pits.
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還有從蹦床跳進
巨型海綿池的活動。
巨型海綿池的活動。
08:08
(Laughter)
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(笑聲）
08:10
Some of this sounds far-fetched,
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有一些點子聽起來
難以置信，
難以置信，
08:12
but the commonalities among the activities
revealed an important story.
revealed an important story.
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但這些活動都顯示出了
一個共同點：
一個共同點：
08:17
Our adolescents wanted
thrill-seeking opportunities.
thrill-seeking opportunities.
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我們的青少年們
渴望體驗刺激的經歷。
渴望體驗刺激的經歷。
08:21
Which makes perfect sense,
given their developmental stage in life.
given their developmental stage in life.
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因為他們正值成長的年紀，
這非常合乎情理。
這非常合乎情理。
08:25
So our task, as connectors
between inspiration and reality,
between inspiration and reality,
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所以我們作為
融合靈感和現實的人，
融合靈感和現實的人，
08:31
was to point them towards
activities and equipment
activities and equipment
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應該告訴孩子們
哪些活動和設施
哪些活動和設施
08:34
that actually could be
installed in a park.
installed in a park.
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是實際上可以建在公園裡的。
08:38
This is exactly what parks
in Australia have done,
in Australia have done,
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澳大利亞的一些公園
就這麼做了：
就這麼做了：
08:41
with their extensive zip lines
and their 30-foot-tall climbing towers.
and their 30-foot-tall climbing towers.
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他們廣泛使用了滑索，
還有高達 30 英呎的攀爬塔。
還有高達 30 英呎的攀爬塔。
08:47
When kids dream up a space,
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孩子們所想像的空間
08:49
they almost always include fun, play
and movement in their designs.
and movement in their designs.
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總是充斥著有趣的遊戲和運動，
08:55
Now, this is not what adults prioritize.
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而成年人並不會重點考慮這些。
09:00
But research shows that fun,
play and movement
play and movement
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但研究表明，
有趣的遊戲以及運動
有趣的遊戲以及運動
09:03
are exactly what adults need
to stay healthy, too.
to stay healthy, too.
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正是能使成年人保持健康的方式。
09:06
(Laughter)
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（笑聲）
09:08
Who wouldn't enjoy a tree house
containing a little lending library
containing a little lending library
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誰不願意呆在一個
帶有圖書館的樹屋裡，
帶有圖書館的樹屋裡，
09:13
and comfortable
beanbag chairs for reading?
beanbag chairs for reading?
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躺在懶人沙發上看書呢？
09:16
Or what about a public art display
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還有，那種你每走一步
09:19
that sprays paint onto a canvas
each time you walk up the steps?
each time you walk up the steps?
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就會把顏料噴到畫布上的
公共藝術品怎麼樣？
公共藝術品怎麼樣？
09:24
In addition to fun and play,
children value beauty in their designs.
children value beauty in their designs.
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除了有趣的活動之外，
孩子們的設計也很注重美觀。
孩子們的設計也很注重美觀。
09:29
When tasked with designing
dense affordable housing,
dense affordable housing,
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當他們設計密集的
可負擔房屋區時，
可負擔房屋區時，
09:32
kids rejected the blocks of identical,
beige condominiums
beige condominiums
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他們從不用那些
開放商喜歡的
開放商喜歡的
09:36
so many developers favor,
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相同款式顏色的米色公寓，
09:39
and instead, put bright colors
on everything,
on everything,
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而是把一切塗上彩色，
09:42
from housing to play equipment.
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包括所有房屋和設施。
09:45
They placed flowers
between biking and walking paths,
between biking and walking paths,
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他們把花朵放置在
自行車道和人行道的中間，
自行車道和人行道的中間，
09:49
and placed benches along the creek,
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沿著小溪邊放置座椅，
09:51
so kids could hang out with their friends
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所以當他們和朋友一同出遊時
09:54
and enjoy the tranquility of the water.
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就能享受呆在溪邊的安寧感。
09:57
Which leads me to nature.
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這讓我意識到自然很重要。
09:59
Children have a biological need
to connect with nature,
to connect with nature,
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孩子們對自然有天然的需求，
10:02
and this shows up in their designs.
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所以他們把這種需求
放在設計中，
放在設計中，
10:05
They want nature
right in their backyards,
right in their backyards,
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他們需要在後院裡
就能接觸到自然，
就能接觸到自然，
10:07
not four blocks away.
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而不是在 4 個街區之外。
10:09
So they design communities
that incorporate water,
that incorporate water,
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所以他們設計的社區公共區域裡
10:12
fruit trees, flowers and animals
into their common spaces on site.
into their common spaces on site.
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包括了水、果樹、花朵和動物。
10:20
For better or worse, this is logical,
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無論好壞，
這都是非常合理的。
這都是非常合理的。
10:23
because five-year-olds today
are rarely allowed to walk four blocks
are rarely allowed to walk four blocks
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因為 5 歲兒童往往
無法自己穿過 4 個街區
無法自己穿過 4 個街區
10:26
to access a park by themselves.
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去公園裡玩耍。
10:29
And nature in one's immediate
environment benefits everyone,
environment benefits everyone,
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周邊的自然環境
使我們受益良多，
使我們受益良多，
10:32
since it has been shown
to have restorative effects for all ages.
to have restorative effects for all ages.
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它對不同年齡人的健康都有好處。
10:38
It may come as a surprise,
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你大概會覺得驚訝吧，
10:40
but we even take into consideration
the desires or our littlest citizens,
the desires or our littlest citizens,
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我們甚至周全考慮了
最小市民們的期望：
最小市民們的期望：
10:44
babies and toddlers.
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嬰兒以及剛會走路的幼兒。
10:46
From toddlers, we learned
that the joy of walking
that the joy of walking
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從幼兒那裡，
我們認識到走路的快樂
我們認識到走路的快樂
10:49
comes from what you discover
along the way.
along the way.
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來自於在路途上發現的東西。
10:53
When they evaluated the walkability
of Boulder's 19th Street corridor,
of Boulder's 19th Street corridor,
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當幼兒們評估波德 19 世紀
所建的街道和小巷時，
所建的街道和小巷時，
10:57
toddlers spent long stretches
exploring leaves in a ditch
exploring leaves in a ditch
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他們花很長時間
探索在溝裡的葉子，
探索在溝裡的葉子，
11:01
and sparkles in the sidewalk.
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還有人行道上閃亮的小東西。
11:04
They reminded us to slow down
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他們提醒我們放慢腳步，
11:06
and design a path where the journey
is as important as the destination.
is as important as the destination.
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並設計一段過程和終點
同樣重要的旅程。
同樣重要的旅程。
11:13
In addition to trees and plants,
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除了樹木和植物之外，
11:15
kids almost always include animals
in their designs.
in their designs.
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孩子們總在他們的設計中
包括了動物，
包括了動物，
11:19
Insects, birds and small mammals
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比如昆蟲、鳥類和小型哺乳動物，
11:21
figure prominently
into children's pictures.
into children's pictures.
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這些經常出現在兒童畫裡。
11:24
Whether it's because
they're closer to the ground
they're closer to the ground
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不論是因為他們的身高
距地面比較近，
距地面比較近，
11:27
and can see the grasshoppers
better than we can,
better than we can,
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比我們更能看清地上的蟋蟀，
11:30
or simply because they have a greater
sense of empathy for other beings,
sense of empathy for other beings,
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還是因為他們對其他生物
更具同情心，
更具同情心，
11:34
children almost always include
non-human species in their ideal worlds.
non-human species in their ideal worlds.
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孩子的理想世界裡總是
包括了人類以外的其他生物。
包括了人類以外的其他生物。
11:40
Across the board, children are inclusive
in their city planning.
in their city planning.
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總體而言，兒童的城市設計
全面考慮了各種群體。
全面考慮了各種群體。
11:44
They design for everyone,
from their grandmother in a wheelchair
from their grandmother in a wheelchair
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他們為每一個人做了考慮
從他們輪椅上的外婆，
從他們輪椅上的外婆，
11:49
to the homeless woman
they see sleeping in the park.
they see sleeping in the park.
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到睡在公園裡的
無家可歸的女人。
無家可歸的女人。
11:51
Children design for living creatures,
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兒童為所有活著的生物設計城市，
11:54
not for cars, egos or corporations.
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而不是為車，自尊心
或者任何企業做設計。
或者任何企業做設計。
11:59
The last and perhaps most
compelling discovery we made
compelling discovery we made
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最終，我們最重要的發現是：
12:03
is that a city friendly to children
is a city friendly to all.
is a city friendly to all.
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兒童友好城市的本質是一個
對所有群體友好的城市。
對所有群體友好的城市。
12:08
Bogota, Colombia mayor Enrique Peñalosa
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哥倫比亞的波哥大市長
恩里克·裴納羅薩指出，
恩里克·裴納羅薩指出，
12:11
observed that children
are a kind of indicator species.
are a kind of indicator species.
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兒童就像一種關鍵物種。
12:15
If we can build a successful
city for children,
city for children,
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如果我們能夠成功
建立一座適宜兒童的城市，
建立一座適宜兒童的城市，
12:18
we will have a successful
city for all people.
city for all people.
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我們就能成功建立
一座適宜所有人的城市。
一座適宜所有人的城市。
12:22
Think about it.
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試想一下，
12:23
Kids can't just hop in a car
and drive to the store.
and drive to the store.
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孩子們沒法開車去超市，
12:26
And most kids can't afford
an expensive lunch at the nearby cafe.
an expensive lunch at the nearby cafe.
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他們也不可能買得起
附近咖啡店的昂貴午餐。
附近咖啡店的昂貴午餐。
12:31
So if we build cities
that take into the consideration
that take into the consideration
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如果我們把以下因素
都考慮到城市建設裡：
都考慮到城市建設裡：
12:34
their needs for alternative
forms of transportation
forms of transportation
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比如，他們對替代交通的需求
12:36
and for cheaper food venues,
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和對便宜食品店的需求。
12:38
we meet the needs
of many other populations, too.
of many other populations, too.
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那麼我們也解決了
許多其他人群相同的需求。
許多其他人群相同的需求。
12:42
The more frequent
and more affordable bus service,
and more affordable bus service,
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我們的年輕人需要更頻繁
12:45
so desired by our youth,
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且便宜的巴士服務。
12:47
also supports the elderly
who wish to live independently,
who wish to live independently,
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同樣，想要獨立生活
而且沒法開車的老人
而且沒法開車的老人
12:51
after they can no longer drive cars.
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也需要這樣的服務。
12:54
Teens' recommendations for smooth,
protected walking and skateboarding paths
protected walking and skateboarding paths
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青少年們所建議的
光滑安全的人行道和滑板道，
光滑安全的人行道和滑板道，
13:00
also support the person in a wheelchair
who wishes to go smoothly down the path,
who wishes to go smoothly down the path,
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也正是坐輪椅的
殘疾人和推嬰兒車的家長
殘疾人和推嬰兒車的家長
13:04
or the parent pushing a new stroller.
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所需要的。
13:08
So to me, all of this
has revealed something important.
has revealed something important.
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對於我而言，這一切
都說明了一件重要的事，
都說明了一件重要的事，
13:12
An important blind spot.
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一個重要的盲點。
13:14
If we aren't including children
in our planning,
in our planning,
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如果我們把兒童
排除在城市設計之外，
排除在城市設計之外，
13:17
who else aren't we including?
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那麼我們還排除了
其他哪些人群？
其他哪些人群？
13:20
Are we listening
to people of color, immigrants,
to people of color, immigrants,
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我們有考慮有色人種、移民、
13:24
the elderly and people with disabilities,
or with reduced incomes?
or with reduced incomes?
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老人、殘疾人士，
以及低收入人群的意見嗎？
以及低收入人群的意見嗎？
13:29
What innovative design solutions
are we overlooking,
are we overlooking,
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有哪些革新的設計方案
13:33
because we aren't hearing the voices
of the full community?
of the full community?
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因為我們排除了這些人群，
也一同被忽視了呢？
也一同被忽視了呢？
13:36
We can't possibly know
the needs and wants of other people
the needs and wants of other people
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我們只有去主動詢問，
才能了解各個群體的需要，
13:39
without asking.
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13:41
That goes for kids and for everyone else.
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不論是兒童還是其他群體。
13:44
So, adults, let's stop thinking
of our children as future citizens
of our children as future citizens
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成年人們，請不要把兒童
視為「未來」的公民，
視為「未來」的公民，
13:49
and instead, start valuing them
for the citizens they are today.
for the citizens they are today.
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反而請正視他們
「現在」的公民身份。
「現在」的公民身份。
13:55
Because our children
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因為我們的孩子
13:58
are designing the cities
that will make us happier and healthier.
that will make us happier and healthier.
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正在設計讓所有人
變得更加幸福和健康的城市，
變得更加幸福和健康的城市，
14:02
Cities filled with nature, play, movement,
social connection and beauty.
social connection and beauty.
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充斥著自然、遊戲、
運動、社交和美景的城市。
運動、社交和美景的城市。
14:09
Children are designing the cities
we all want to live in.
we all want to live in.
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孩子們正在設計
我們所有人都想生活的城市。
我們所有人都想生活的城市。
14:14
Thank you.
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謝謝大家。
14:15
(Applause)
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（鼓掌）
ABOUT THE SPEAKER
Mara Mintzer - Community engagement specialistMara Mintzer thrives on engaging children, youth and underrepresented communities in participatory planning, an approach that aims to integrate the views of all community members into designing exemplary communities.
Why you should listen
By using creative, participatory methods in classrooms and community events, Mara Mintzer brings children, city planners and elected officials together to address the city’s most pressing issues. She writes and presents internationally on the topic of engaging children and youth in planning.
Mintzer is based at the University of Colorado in Boulder, Colorado, where she co-founded and now directs Growing Up Boulder (GUB). Growing Up Boulder is a child- and youth-friendly city initiative that is a partnership between the University of Colorado, the City of Boulder, and Boulder Valley School District. Since its inception in 2009, Growing Up Boulder has worked with more than 4,000 young people, ages 0-18, and 1,000 university students to give children and youth a voice in designing the very communities in which they live. Her students routinely provide input to urban planners and testify before city council on issues that matter to them. Growing up Boulder is part of the University of Colorado Boulder’s Community Engagement Design and Research (CEDaR) Center.
Prior to her current work, Mintzer created and managed programs for underresourced children and families in California and New York. These programs ranged from Early Head Start, preschool education and universal pre-kindergarten classes to parenting classes and coordinated family support services on a public school campus. In addition, she facilitated community building through participatory budgeting and neighborhood visioning processes for the California community in which she worked.
Mintzer received her BA in psychology from Brown University and her MA in organizational psychology from Teachers College, Columbia University. She takes an interdisciplinary approach to her work that values the intersection of urban planning, education, civic engagement and social justice. A spirit of collaboration underlies all of Mintzer's work. She loves to travel and practice her French and Spanish language skills fearlessly.
Mara Mintzer | Speaker | TED.com