TED@BCG Toronto
Amy Herman: A lesson on looking
艾美赫爾曼: 學習如何「看」
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你看得夠細嗎？視覺教育者艾美赫爾曼解釋如何使用藝術來強化你的感知能力，並在連結不明顯的地方找到連結。這場充滿洞見的演說，可以讓你學習到赫爾曼用來訓練海軍海豹部隊、醫生和犯罪現場警探的技巧，將所觀察到的細節轉換成可以付諸行動的知識。
Amy Herman - Visual educator
By showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making. Full bio
By showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making. Full bio
Double-click the English transcript below to play the video.
00:12
Take a look at this work of art.
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看看這件藝術作品。
00:16
What is it that you see?
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你看到的是什麼？
00:19
At first glance, it looks
to be a grandfather clock
to be a grandfather clock
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第一眼，看起來是祖父時代的鐘，
00:22
with a sheet thrown over it
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上面蓋著一塊布，
中間用一條繩子綁住。
00:24
and a rope tied around the center.
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00:27
But a first look always warrants a second.
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但，有第一眼就有第二眼。
00:31
Look again.
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再看一次。
00:33
What do you see now?
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現在你看到什麼？
00:35
If you look more closely,
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如果你更近距離看，
00:37
you'll realize
that this entire work of art
that this entire work of art
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你會發現，這整件藝術作品
00:41
is made from one piece of sculpture.
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其實完全是一件雕塑。
00:44
There is no clock,
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沒有鐘，
00:46
there is no rope,
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沒有繩子，
00:48
and there is no sheet.
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沒有布。
00:50
It is one piece of bleached
Honduras mahogany.
Honduras mahogany.
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它是用一塊漂白的
宏都拉斯桃花心木做成。
宏都拉斯桃花心木做成。
00:54
Now let me be clear:
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讓我說清楚：
00:56
this exercise was not
about looking at sculpture.
about looking at sculpture.
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這個練習的重點不是要看雕塑。
01:02
It's about looking
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重點是「看」，
01:04
and understanding
that looking closely can save a life,
that looking closely can save a life,
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以及了解到，靠近一點看
可能可以拯救生命、
可能可以拯救生命、
01:09
change your company
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改變你的公司，
甚至協助你了解為什麼你的孩子
會做出他們做出的行為。
會做出他們做出的行為。
01:10
and even help you understand
why your children behave the way they do.
why your children behave the way they do.
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01:15
It's a skill that I call
visual intelligence,
visual intelligence,
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我把這項技能稱為視覺智慧，
01:18
and I use works of art to teach everybody,
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我用藝術作品來教大家，
01:21
from everyday people
to those for whom looking is the job,
to those for whom looking is the job,
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從一般人到以「看」
為職業的人都有，
為職業的人都有，
01:25
like Navy SEALs and homicide
detectives and trauma nurses.
detectives and trauma nurses.
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比如海豹部隊、調查凶殺案的
警探，以及外傷科護士。
警探，以及外傷科護士。
01:31
The fact is that no matter how skilled
you might be at looking,
you might be at looking,
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不論你多麼擅長「看」，
01:35
you still have so much
to learn about seeing.
to learn about seeing.
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對於「看」，
你仍然有很多要學的。
你仍然有很多要學的。
01:38
Because we all think we get it
in a first glance and a sudden flash,
in a first glance and a sudden flash,
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因為，我們都認為只要
看第一眼或驚鴻一瞥就可以了解，
看第一眼或驚鴻一瞥就可以了解，
01:43
but the real skill is in understanding
how to look slowly
how to look slowly
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但真正的技巧在於
要了解如何緩慢地看，
要了解如何緩慢地看，
01:47
and how to look more carefully.
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以及如何更仔細地看。
這項才能是在於記得——
01:49
The talent is in remembering --
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01:51
in the crush of the daily urgencies
that demand our attention --
that demand our attention --
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在每天日常需要我們注意的
急事不斷壓榨中——
急事不斷壓榨中——
01:55
to step back and look through
those lenses to help us see
those lenses to help us see
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要退後一步，透過那些能幫助
我們看清楚的透鏡來看見
我們看清楚的透鏡來看見
02:00
what we've been missing all along.
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我們一直忽略的東西。
02:03
So how can looking at painting
and sculpture help?
and sculpture help?
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所以，看畫作和雕塑
能有什麼幫助？
能有什麼幫助？
02:06
Because art is a powerful tool.
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因為藝術是非常強大的工具。
02:10
It's a powerful tool
that engages both sight and insight
that engages both sight and insight
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這種強大的工具
會用到視力以及洞察，
會用到視力以及洞察，
02:14
and reframes our understanding
of where we are and what we see.
of where we are and what we see.
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且會重新構造我們對自己
身處何處及所見為何的理解。
身處何處及所見為何的理解。
02:20
Here's an example of a work of art
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這件藝術作品就是一個例子，
02:23
that reminded me
that visual intelligence --
that visual intelligence --
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它提醒我視覺智慧——
02:26
it's an ongoing learning process
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它是一個持續不斷的學習過程，
且我們永遠無法精通它。
且我們永遠無法精通它。
02:28
and one that really is never mastered.
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我偶然看到這幅
似乎很抽象的畫作，
似乎很抽象的畫作，
02:31
I came across this quiet,
seemingly abstract painting,
seemingly abstract painting,
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02:34
and I had to step up to it twice,
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我得要朝它走近兩次，
甚至三次，
02:37
even three times,
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才能了解為什麼
它的回響這麼深刻。
它的回響這麼深刻。
02:38
to understand why it resonated so deeply.
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02:42
Now, I've seen the Washington Monument
in person thousands of times,
in person thousands of times,
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我親自去看華盛頓
紀念碑不下數千次，
紀念碑不下數千次，
02:46
well aware of the change in the color
of marble a third of the way up,
of marble a third of the way up,
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非常清楚在上方三分之一的地方，
大理石的顏色有所改變，
大理石的顏色有所改變，
02:50
but I had never really looked
at it out of context
at it out of context
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但我從來沒有把它
跟背景分離來看，
跟背景分離來看，
02:53
or truly as a work of art.
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或是真正當成藝術作品來看。
02:56
And here, Georgia O'Keeffe's painting
of this architectural icon made me realize
of this architectural icon made me realize
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喬治亞歐姬芙針對這個建築地標
所創作的這幅畫讓我了解到：
03:02
that if we put our mind to it,
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如果我們專心致力，
03:04
it's possible to see everyday things
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是有可能用一種全新
且讓人開眼界的觀點
來看待日常事物的。
來看待日常事物的。
03:07
in a wholly new
and eye-opening perspective.
and eye-opening perspective.
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03:11
Now, there are some skeptics that believe
that art just belongs in an art museum.
that art just belongs in an art museum.
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有些懷疑論者相信
藝術只屬於藝術博物館。
藝術只屬於藝術博物館。
03:17
They believe that it has no practical
use beyond its aesthetic value.
use beyond its aesthetic value.
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他們相信，藝術只有美學價值，
沒有實際用途。
沒有實際用途。
在我教導的每批觀眾中，
我都知道誰是這種人。
我都知道誰是這種人。
03:21
I know who they are
in every audience I teach.
in every audience I teach.
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他們會雙手抱胸，翹著二郎腿，
03:24
Their arms are crossed,
their legs are crossed,
their legs are crossed,
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03:26
their body language is saying,
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他們的肢體語言在說：
「我能從這位用很快的
說話速度在談論畫作
說話速度在談論畫作
03:28
"What am I going to learn
from this lady who talks fast
from this lady who talks fast
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03:31
about painting and sculpture?"
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和雕塑的女士身上學到什麼？」
03:34
So how do I make it relevant for them?
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我要如何讓這些人
感受到藝術的重要性？
感受到藝術的重要性？
03:39
I ask them to look at this work of art,
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我請他們看這件藝術作品，
03:41
like this portrait by Kumi Yamashita.
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比如山下工美的這幅畫像。
03:44
And I ask them to step in close,
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我請他們靠近一些，
03:46
and even closer still,
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甚至再更靠近，
03:48
and while they're looking
at the work of art,
at the work of art,
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當他們在看著這件藝術作品時，
他們需要問一些關於
他們看到什麼的問題。
他們看到什麼的問題。
03:50
they need to be asking questions
about what they see.
about what they see.
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03:54
And if they ask the right questions,
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如果他們問對了問題，
如「這件藝術作品
是什麼？是一幅畫嗎？
是什麼？是一幅畫嗎？
03:56
like, "What is this work of art?
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03:57
Is it a painting? Is it a sculpture?
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它是一座雕塑嗎？
它是什麼做的？」……
它是什麼做的？」……
03:59
What is it made of?" ...
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04:00
they will find out
that this entire work of art
that this entire work of art
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他們會發現，
這件藝術作品完完全全
這件藝術作品完完全全
是由木板、
04:03
is made of a wooden board,
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04:05
10,000 nails
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一萬個釘子，
04:07
and one unbroken piece of sewing thread.
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和一條沒有斷的縫紉紗線所做成的。
04:10
Now that might be
interesting to some of you,
interesting to some of you,
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有些人可能會覺得有趣，
但這和這些人所做的
工作有什麼關係？
工作有什麼關係？
04:12
but what does it have to do
with the work that these people do?
with the work that these people do?
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答案是，通通都有關。
04:15
And the answer is everything.
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因為我們每天都要
和人互動很多次，
和人互動很多次，
04:17
Because we all interact with people
multiple times on a daily basis,
multiple times on a daily basis,
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04:22
and we need to get better
at asking questions
at asking questions
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我們需要更擅長
針對我們的所見來問問題。
針對我們的所見來問問題。
04:24
about what it is that we see.
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04:27
Learning to frame
the question in such a way
the question in such a way
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學習用這種方式來構想問題，
04:30
as to elicit the information
that we need to do our jobs,
that we need to do our jobs,
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以引導出我們工作時
所需要的資訊，
所需要的資訊，
04:33
is a critical life skill.
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這是一種很重要的人生技能。
04:35
Like the radiologist who told me
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就像有位放射學家告訴我，
04:37
that looking at the negative
spaces in a painting
spaces in a painting
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去看一幅畫中的負空間
04:40
helped her discern
more discreet abnormalities in an MRI.
more discreet abnormalities in an MRI.
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能協助她辨別出磁共振造影中
不引人注意的異常之處。
不引人注意的異常之處。
04:45
Or the police officer who said
that understanding the emotional dynamic
that understanding the emotional dynamic
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或是有位警員說，
了解一幅畫中
人與人的情緒動態，
人與人的情緒動態，
04:50
between people in a painting
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04:51
helped him to read body language
at a domestic violence crime scene,
at a domestic violence crime scene,
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能幫助他在家庭暴力
犯罪現場解讀肢體語言，
犯罪現場解讀肢體語言，
04:56
and it enabled him to think twice
before drawing and firing his weapon.
before drawing and firing his weapon.
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並讓他能多想一下
再拔槍、開槍。
05:01
And even parents can look to see
absences of color in paintings
absences of color in paintings
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連父母都能透過看著
畫作中缺少的顏色，
畫作中缺少的顏色，
05:06
to understand that
what their children say to them
what their children say to them
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來了解到，他們的孩子
想對他們說的話，
想對他們說的話，
05:10
is as important as what they don't say.
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和他們不想說的話是同樣重要的。
05:13
So how do I --
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所以，我要如何——
05:16
how do I train to be
more visually intelligent?
more visually intelligent?
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我要如何鍛鍊才能
變得更有視覺智慧？
變得更有視覺智慧？
05:20
It comes down to four As.
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可以整理成四個「A」。
在每個新情境、每個新問題中——
05:22
Every new situation, every new problem --
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05:25
we practice four As.
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我們要練習四個「A」。
05:26
First, we assess our situation.
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首先，評估（assess）
我們的情況。
我們的情況。
05:28
We ask, "What do we have in front of us?"
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我們要問：
「我們面前的是什麼？」
「我們面前的是什麼？」
05:30
Then, we analyze it.
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接著，我們去
分析（analyze）它。
分析（analyze）它。
我們說：「重點是什麼？
我需要什麼？我不需要什麼？」
我需要什麼？我不需要什麼？」
05:32
We say, "What's important?
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05:33
What do I need? What don't I need?"
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05:35
Then, we articulate it in a conversation,
in a memo, in a text, in an email.
in a memo, in a text, in an email.
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接著，我們在對話、備忘錄、
文字、信件中明確
表達（articulate ）它。
表達（articulate ）它。
05:38
And then, we act: we make a decision.
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接著，我們採取行動（act）：
我們做決策。
我們做決策。
05:42
We all do this multiple times a day,
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這個過程我們每天都會做好多次，
05:44
but we don't realize what a role
seeing and looking plays
seeing and looking plays
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但我們不知道，
在所有這些步驟當中，
在所有這些步驟當中，
「看」所扮演的角色，
05:48
in all of those actions,
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05:50
and how visual intelligence
can really improve everything.
can really improve everything.
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也不知道視覺智慧
如何能改善一切。
如何能改善一切。
05:54
So recently, I had a group
of counterterrorism officials
of counterterrorism officials
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所以，最近，我讓一群
反恐怖主義的官員
反恐怖主義的官員
05:57
at a museum in front of this painting.
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到博物館來看這幅畫。
05:59
El Greco's painting,
"The Purification of the Temple,"
"The Purification of the Temple,"
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這是艾爾葛雷柯的
畫作《神殿淨化》，
畫作《神殿淨化》，
在畫中，中間的是基督，
做出一種要趕人的暴力姿勢，
做出一種要趕人的暴力姿勢，
06:02
in which Christ, in the center,
in a sweeping and violent gesture,
in a sweeping and violent gesture,
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把罪人從禱告者的寺廟驅逐出去。
06:06
is expelling the sinners
from the temple of prayer.
from the temple of prayer.
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06:10
The group of counterterrorism officials
had five minutes with that painting,
had five minutes with that painting,
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這群反恐怖主義的官員
有五分鐘能看這幅畫，
有五分鐘能看這幅畫，
06:13
and in that short amount of time,
they had to assess the situation,
they had to assess the situation,
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在那短短的時間中，
他們得要評估情況，
他們得要評估情況，
06:17
analyze the details,
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分析細節，
06:19
articulate what, if anything,
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明確表達出——
如果他們在那幅畫中，
他們會怎麼做。
他們會怎麼做。
06:21
they would do if they were
in that painting.
in that painting.
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06:25
As you can imagine,
observations and insights differed.
observations and insights differed.
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不難想像，每個人的
觀察和洞察都不同。
觀察和洞察都不同。
06:28
Who would they talk to?
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他們會和誰說話？
誰會是最好的目擊證人？
誰會是最好的目擊證人？
06:29
Who would be the best witness?
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06:31
Who was a good potential witness?
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誰是好的潛在證人？
誰在偷偷摸摸？
誰有最多資訊？
誰有最多資訊？
06:33
Who was lurking?
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06:34
Who had the most information?
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06:36
But my favorite comment
came from a seasoned cop
came from a seasoned cop
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但我最喜歡的意見是一位
經驗豐富的警察所提的，
經驗豐富的警察所提的，
06:39
who looked at the central figure and said,
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他看著中央的角色，說：
「有看到穿粉紅色的傢伙？」——
06:41
"You see that guy in the pink?" --
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06:43
referring to Christ --
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指的是基督——
06:44
he said, "I'd collar him,
he's causing all the trouble."
he's causing all the trouble."
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他說：「我會抓住他的領口，
所有的問題都是他造成的。」
所有的問題都是他造成的。」
06:47
(Laughter)
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（笑聲）
06:50
So looking at art gives us a perfect
vehicle to rethink how we solve problems
vehicle to rethink how we solve problems
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觀看藝術作品是一種很好的方法，
可以讓我們重新思考
要如何解決問題，
要如何解決問題，
06:55
without the aid of technology.
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而不需要科技的協助。
06:57
Looking at the work
of Felix Gonzalez-Torres,
of Felix Gonzalez-Torres,
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看著菲利克斯·岡薩雷斯-托雷斯的
這件作品，
這件作品，
07:00
you see two clocks
in perfect synchronicity.
in perfect synchronicity.
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你會看見兩個時鐘完美地同步。
07:03
The hour, minute and
second hand perfectly aligned.
second hand perfectly aligned.
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時針、分針、秒針都完美地對齊。
07:07
They are installed side by side
and they're touching,
and they're touching,
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它們被緊連著並排放置，
07:11
and they are entitled
"'Untitled' (Perfect Lovers)."
"'Untitled' (Perfect Lovers)."
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它們被取名為「無題
（完美的愛人）」。
（完美的愛人）」。
07:15
But closer analysis makes you realize
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但，更仔細地分析會讓你發現，
07:17
that these are two
battery-operated clocks,
battery-operated clocks,
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這兩個時鐘都是靠電池來運轉的，
07:20
which in turn makes you understand --
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這就會讓你接著了解到——
「嘿，等等……
「嘿，等等……
07:22
"Hey, wait a minute ...
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兩個電池之中有一個
會比另一個更早用盡。
會比另一個更早用盡。
07:23
One of those batteries
is going to stop before the other.
is going to stop before the other.
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其中一個鐘會比另一個
先慢下來並停止，
先慢下來並停止，
07:26
One of those clocks is going
to slow down and die before the other
to slow down and die before the other
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那將會改變這件作品的對稱性。」
07:29
and it's going to alter
the symmetry of the artwork."
the symmetry of the artwork."
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07:33
Just articulating that thought process
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光是明確表達出那個思想過程，
07:36
includes the necessity
of a contingency plan.
of a contingency plan.
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就會需要預防計畫。
07:40
You need to have contingencies
for the unforeseen,
for the unforeseen,
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你需要有所準備，
可能會有未預見的事、
可能會有未預見的事、
未預期的事，和未知的事發生，
07:43
the unexpected and the unknown,
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可能會在任何時候
以任何方式發生。
以任何方式發生。
07:45
whenever and however they may happen.
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07:50
Now, using art to increase
our visual intelligence
our visual intelligence
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用藝術來增加我們的視覺智慧，
07:53
involves planning for contingencies,
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會涉及到應急計畫，
07:55
understanding the big picture
and the small details
and the small details
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要了解大局以及小細節，
07:58
and noticing what's not there.
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並注意到少了什麼。
08:00
So in this painting by Magritte,
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在這幅馬格利特的畫作中，
08:02
noticing that there are no tracks
under the train,
under the train,
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注意到火車底下並沒有鐵軌，
08:06
there is no fire in the fireplace
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火爐中沒有火，
08:08
and there are no candles
in the candlesticks
in the candlesticks
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蠟燭上也沒有燭火，
08:10
actually more accurately
describes the painting
describes the painting
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這樣是比較正確地描述這幅畫作，
08:13
than if you were to say, "Well,
there's a train coming out of a fireplace,
there's a train coming out of a fireplace,
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而不是只說：「嗯，
有一列火車從火爐中駛出來，
有一列火車從火爐中駛出來，
且壁爐上有蠟燭。」
08:16
and there are candlesticks on the mantle."
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說出「沒有什麼」
似乎是反直覺的，
似乎是反直覺的，
08:18
It may sound counterintuitive
to say what isn't there,
to say what isn't there,
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08:21
but it's really a very valuable tool.
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但它是一項非常有價值的工具。
08:24
When a detective who had learned
about visual intelligence
about visual intelligence
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在北卡羅萊納有位
曾學過視覺智慧的警探，
曾學過視覺智慧的警探，
08:27
in North Carolina
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他被呼叫到犯罪現場，
08:28
was called to the crime scene,
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08:29
it was a boating fatality,
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那是一場船難，
08:31
and the eyewitness told this detective
that the boat had flipped over
that the boat had flipped over
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目擊證人告訴
這位警探，船翻覆了，
這位警探，船翻覆了，
08:34
and the occupant had drowned underneath.
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船主淹死在下面。
08:38
Now, instinctively, crime scene
investigators look for what is apparent,
investigators look for what is apparent,
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就直覺上來說，犯罪現場的
調查人員會找明顯的線索，
調查人員會找明顯的線索，
08:41
but this detective
did something different.
did something different.
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但這位警探的做法不同。
他去尋找有什麼不在那裡，
這點是更困難的。
這點是更困難的。
08:43
He looked for what wasn't there,
which is harder to do.
which is harder to do.
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08:47
And he raised the question:
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他提出了一個問題：
08:48
if the boat had really
tipped flipped over --
tipped flipped over --
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如果這艘船真的傾斜並翻覆——
08:51
as the eyewitness said that it did --
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如目擊證人的說詞——
08:53
how come the papers that were kept
at one end of the boat
at one end of the boat
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為什麼放在船末端的紙
08:56
were completely dry?
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完全是乾的？
08:58
Based on that one small
but critical observation,
but critical observation,
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根據這個微小但重要的觀察，
09:02
the investigation shifted
from accidental death to homicide.
from accidental death to homicide.
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調查方向從意外死亡轉變為謀殺。
09:08
Now, equally important
to saying what isn't there
to saying what isn't there
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和找出「什麼不在那裡」
同樣重要的，
同樣重要的，
09:10
is the ability to find visual connections
where they may not be apparent.
where they may not be apparent.
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是在視覺連結並不明顯的地方
找到視覺連結的能力。
找到視覺連結的能力。
09:16
Like Marie Watt's totem pole of blankets.
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就像馬里瓦特
用毯子做成的圖騰柱。
用毯子做成的圖騰柱。
09:19
It illustrates that finding hidden
connections in everyday objects
connections in everyday objects
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它說明了在日常的物件
當中找出隱藏連結
當中找出隱藏連結
09:23
can resonate so deeply.
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可以有很深刻的回響。
09:25
The artist collected blankets
from all different people
from all different people
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這位藝術家收集毯子，
來源是她所住的社區中
各式各樣的人，
各式各樣的人，
09:28
in her community,
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09:29
and she had the owners
of the blankets write, on a tag,
of the blankets write, on a tag,
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她還請毯子的主人
在毯子的標籤上寫下
在毯子的標籤上寫下
這張毯子對於他的家庭
有什麼重要性。
有什麼重要性。
09:33
the significance of
the blanket to the family.
the blanket to the family.
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09:36
Some of the blankets
had been used for baby blankets,
had been used for baby blankets,
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有些毯子是被用來當作寶寶毯，
09:39
some of them had been used
as picnic blankets,
as picnic blankets,
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有些則是用來當野餐毯，
09:41
some of them had been used for the dog.
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還有些是給狗用的。
09:44
We all have blankets in our homes
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我們家裡都有毯子，
09:47
and understand the significance
that they play.
that they play.
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也了解它們所扮演的重要性。
09:50
But similarly, I instruct new doctors:
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但，同樣的，我指導新醫生：
09:53
when they walk into a patient's room,
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當他們走進病人的房間時，
在他們拿起醫療圖表之前，
09:54
before they pick up that medical chart,
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09:58
just look around the room.
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先看看房間環境。
10:00
Are there balloons or cards,
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房間中有沒有氣球或是卡片？
10:02
or that special blanket on the bed?
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床上有沒有特別的毯子？
10:05
That tells the doctor there's a connection
to the outside world.
to the outside world.
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那樣的資訊能讓醫生看出
病人和外面世界的連結。
病人和外面世界的連結。
10:09
If that patient has someone
in the outside world
in the outside world
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若病人在外面的世界，還有其他人
會協助他們、幫助他們，
10:12
to assist them and help them,
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10:14
the doctor can implement the best care
with that connection in mind.
with that connection in mind.
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醫生就可以在實施最佳照護時
把那連結納入考量。
把那連結納入考量。
10:20
In medicine, people
are connected as humans
are connected as humans
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在醫學上，大家是
以「人類」身分來連結的，
以「人類」身分來連結的，
10:23
before they're identified
as doctor and patient.
as doctor and patient.
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後來才被視為是醫生和病人。
10:27
But this method of enhancing perception --
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但這個加強感知的方法——
10:30
it need not be disruptive,
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它不必是顛覆性的，
它並不需要做完整全面地檢查。
10:31
and it doesn't necessitate
an overhaul in looking.
an overhaul in looking.
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10:35
Like Jorge Méndez Blake's sculpture
of building a brick wall
of building a brick wall
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就像門德斯布雷克的雕塑，
他在卡夫卡的書《城堡》上
建立了一座磚牆，
建立了一座磚牆，
10:39
above Kafka's book "El Castillo"
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顯示出更敏銳的觀察也可以是
微妙但非常寶貴的。
微妙但非常寶貴的。
10:42
shows that more astute observation
can be subtle and yet invaluable.
can be subtle and yet invaluable.
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10:47
You can discern the book,
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你可以辨識出這本書，
10:49
and you can see
how it disrupted the symmetry
how it disrupted the symmetry
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且你能看到它如何破壞
它正上方磚塊的對稱性，
10:51
of the bricks directly above it,
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10:54
but by the time you get
to the end of the sculpture,
to the end of the sculpture,
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但當你看到雕塑的末端時，
10:56
you can no longer see the book.
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你就無法再看到這本書了。
10:59
But looking at the work of art
in its entirety,
in its entirety,
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但從整體上來看這件藝術作品，
11:02
you see that the impact
of the work's disruption on the bricks
of the work's disruption on the bricks
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你們可以發現，這件作品
透過破壞磚塊所產生的影響
透過破壞磚塊所產生的影響
11:06
is nuanced and unmistakable.
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是微妙且確定無疑的。
11:09
One thought,
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一個想法、
一個點子、
11:10
one idea,
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11:12
one innovation can alter an approach,
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一項創新，可以轉變一種方式、
11:16
change a process
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改變一個流程，
11:17
and even save lives.
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甚至拯救人命。
11:20
I've been teaching visual intelligence
for over 15 years,
for over 15 years,
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我教視覺智慧
已經有十五年之久了，
已經有十五年之久了，
11:24
and to my great amazement
and astonishment --
and astonishment --
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讓我感到不可思議且吃驚的是——
11:27
to my never-ending astonishment
and amazement,
and amazement,
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讓我總是感到
吃驚且不可思議的是——
吃驚且不可思議的是——
11:30
I have seen that looking at art
with a critical eye
with a critical eye
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我曾經見過，用挑剔的眼光
去看藝術作品，
去看藝術作品，
能夠協助我們在未知
水域的世界中下錨停泊，
水域的世界中下錨停泊，
11:33
can help to anchor us in our world
of uncharted waters,
of uncharted waters,
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11:37
whether you are a paramilitary trooper,
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不論你是準軍事部隊的士兵、
照護者、醫生，或是母親。
11:39
a caregiver, a doctor or a mother.
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11:43
Because let's face it, things go wrong.
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因為，咱們面對現實吧，
總會有事出錯。
總會有事出錯。
（笑聲）
11:46
(Laughter)
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11:47
Things go wrong.
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總會有事出錯。
11:48
And don't misunderstand me,
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別誤會我的意思，
11:50
I'd eat that doughnut in a minute.
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我很樂意吃那個甜甜圈。
（笑聲）
11:51
(Laughter)
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11:53
But we need to understand the consequences
of what it is that we observe,
of what it is that we observe,
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但我們需要了解，
我們觀察到的是什麼
會引起什麼後果，
會引起什麼後果，
11:57
and we need to convert observable details
into actionable knowledge.
into actionable knowledge.
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且我們需要將可觀察到的細節
轉換成為可付諸行動的知識。
轉換成為可付諸行動的知識。
12:02
Like Jennifer Odem's sculpture
of tables standing sentinel
of tables standing sentinel
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就像珍妮佛歐登的雕塑，
是桌子在密西西比河河岸上站崗，
12:06
on the banks of the Mississippi River
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位在紐奧良，
12:09
in New Orleans,
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對抗的是卡崔娜颶風過後的洪水威脅，
12:10
guarding against the threat
of post-Katrina floodwaters
of post-Katrina floodwaters
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並站起來抵禦災禍，
12:13
and rising up against adversity,
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12:16
we too have the ability
to act affirmatively
to act affirmatively
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我們也有能力可以
很肯定地採取行動，
很肯定地採取行動，
帶來正面的改變。
12:19
and affect positive change.
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12:21
I have been mining the world of art
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我一直在藝術世界開採著，
12:24
to help people across
the professional spectrum
the professional spectrum
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協助各行各業的人，
12:27
to see the extraordinary in the everyday,
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在日常生活中看見不凡，
12:30
to articulate what is absent
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明確表達出少了什麼，
12:33
and to be able to inspire
creativity and innovation,
creativity and innovation,
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且要能夠鼓舞創意和創新，
不論多麼小。
12:37
no matter how small.
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12:38
And most importantly,
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最重要的，
12:40
to forge human connections
where they may not be apparent,
where they may not be apparent,
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要在人類連結不明顯的地方
打造人類連結，
打造人類連結，
12:44
empowering us all to see our work
and the world writ large
and the world writ large
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讓我們都有能力可以用全新的視角
來看我們的藝術作品
和由此顯而易見的世界。
和由此顯而易見的世界。
12:48
with a new set of eyes.
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12:50
Thank you.
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謝謝。
（掌聲）
12:52
(Applause)
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ABOUT THE SPEAKER
Amy Herman - Visual educatorBy showing people how to look closely at painting, sculpture and photography, Amy Herman helps them hone their visual intelligence to recognize the most pertinent and useful information as well as recognize biases that impede decision making.
Why you should listen
Amy Herman is a lawyer and art historian who uses works of art to sharpen observation, analysis and communication skills. She developed her Art of Perception seminar in 2000 to improve medical students' observation and communication skills with their patients when she was the head of education at The Frick Collection in New York City. She subsequently adapted the program for a wide range of professionals and leads sessions internationally for the New York City Police Department, the FBI, the French National Police, the Department of Defense, Interpol, the State Department, Fortune 500 companies, first responders, the military and the intelligence community. In her highly participatory presentation, she demonstrates the relevance of visual literacy across the professional spectrum and how the analysis of works of art affords participants in her program an innovative way to refresh their sense of critical inquiry and reconsider the skills necessary for improved performance and effective leadership. The program has been featured in the New York Times, The Wall Street Journal, "The CBS Evening News" and Smithsonian Magazine, among others.
Herman holds an AB, a JD and an MA in art history. Her book, Visual Intelligence, was published in May 2016 and was on both the New York Times and Washington Post bestseller lists.
Amy Herman | Speaker | TED.com