他是排名第一的TED演讲者，更是全世界最幽默，最称职的全球“教育部长”（附视频&演讲稿）
精彩英语演讲
提升“英文言值”从这开始
今天是教师节，对于老师们来说，这是特殊的一天，也是幸福的一天。朋友圈刷屏的happy teachers day和学生们的祝福，是那么的甜蜜，也给许多老师不少继续坚守教学岗位的勇气。
为了让更多的老师成为人人爱戴，尊重的优秀教师，今天英语演讲君特别整理了一个被英国女王伊丽莎白二世封为爵士，排名第一的TED演讲人，被誉为“最具全球影响力的教育家” 肯·罗宾逊的关于创造力与教育的3个TED演讲。
截至今年6月，通过TED网站观看肯·罗宾逊演讲2006年的演讲的人次超过6000万次，创造了TED大会创立以来的最高纪录。之后他又在TED做过几次演讲，点击率达到3亿人次，覆盖150个国家，远远超过比尔·盖茨和克林顿这些名人。作者用生动的故事告诉我们创造力之于学生、教育的重要性。
某杂志评价道：肯·罗宾逊在TED做过三次演讲：《学校正在扼杀创造力》、《展开学习革命》和《逃出教育的死亡谷》。他在演讲中讲故事，喂鸡汤，使尽浑身解数，只是为了告诉大家 “好的教育制度应该是什么样的”。
肯尼罗宾森爵士(Sir Ken Robinson)关注世界的教育问题，被誉为『世界的教育部长』，在TED演讲『如何逃出教育的死亡谷』中列举了让人活得精彩的三大法则以及目前教育文化如何与之背道而驰。透过幽默、启发性的谈话，他告诉我们如何逃出目前教育所面临的「死亡谷」，以及如何以开放的文化氛围培育年轻的一代。
在这些演讲里，罗宾森将矛头指向整个现代公立教育体制——公共教育成为高等教育的孵化棚。我们从小到大接受的教育都是要培养我们成为好的工作者，而非有创意的思想家。那些充满着好奇心、能量充沛、坐不住想象力充沛的孩子们被忽视了，甚至被指责。
“我们把孩子分为两类，一是会做学问的，二是不会做学问的。第一类人去了上大学，第二类去了技校或中途退学。我们怎么能说一位擅长舞蹈的少年就不如一位善于写作的他的同龄人呢？”他说。
肯•罗宾森在《如何逃出教育的死亡谷》演讲中，他概括了使人类生活繁荣的三大关键原则。他以风趣幽默，激动人心的演说告诉我们，如何逃出目前教育所面临的“死亡谷”，如何以开放的文化氛围培育年轻的一代。
△ 肯•罗宾森（Ken Robinson）是一位英国创造力研究专家，他的身份有作家、研究员、教育咨询师、大学教授。不过恐怕最有名的身份是“TED演讲者”。《名利场》杂志评价，“如果要问我们的教育危机什么时候达到临界点，那很可能是罗宾森爵士2006年的TED演讲被上传到Youtube的那一刻。
肯•罗宾森提出有三条法则，可以让我们的生活更加繁荣，而现行的教育文化却与之相抵触，多数教师教得辛苦，学生学的痛苦。
第一条法则是，人类，天生彼此千差万别。广泛的课程可使孩子们取得最出色的成就，展示出他们多方面的天分，不局限于小范围，艺术之所以重要，不只是因为它能够提高数学成绩。 艺术之所以重要，是因为它表述着，孩子们的天性与本质。
第二条法则是，拥有好奇心。如果你能燃起孩子心性的好奇之火，绝大多数，都可以主动学习，无需外援。孩子们天生就会学习，是激发或是扼杀这种天赋 ，对孩子会产生巨大的影响，好奇心是取得成就的能动力。
第三条法则是，人的生命具有与生俱来的创造力。这就解释了为什么我们有不同的人生履历，我们创造不同的生活，我们一边经历着一边享受着 。我们的生活就建立在这种无休止的经历上，设想着其他的选择，其他的可能，而教育的一个作用，就是唤醒并开发人们的创造力。
在此我引用本杰明富兰克林的一句格言： “世界上有三种人，第一种人雷打不动，得不到是因为他们不想要，他们力求不变；第二种人伺机而动，他们认识到改变的必要性，准备去做 ；第三种人先发制人，他们主动让事情发生。”
Good morning. How are you?(Laughter) It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. There have been three themes running through the conference which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.
早上好，还好吗? 很好吧，对不对? 我已经飘飘然了! 我要飘走了。这次会议有三个主题 这三个主题贯穿会议始终，并且和 我要谈的内容有关 其中之一就是人类创造力的伟大例证 这些例证已经体现在之前的演讲当中 以及在座各位的身上。 从这些例证中我们看到了创新的多样化 和多领域。第二点-- 这些创新也让我们意识到 我们不知道未来会发生什么，完全不知道未来会如何
I have an interest in education. Actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- Actually, you're not often at dinner parties, frankly. (Laughter) If you work in education, you're not asked. (Laughter) And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me?" (Laughter) "My one night out all week." (Laughter)But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and money and other things. So I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.
我对教育感兴趣 事实上，我发现每个人都对教育感兴趣 难道不是吗? 我发现这很有趣 如果你参加一个晚宴，你说 你在教育部门工作 坦白的讲，如果你在教育部门工作， 事实上你不会经常参加晚宴， (笑声) 所以你不会被问及你是做哪行的。 你永远不会被问到，很奇怪。 但是如果你被问及， 他们问:"你从事什么行业?" 你说你在教育部门工作 你会发现他们涨红了脸，那意思好像是 “我的天啊，” “为什么让我碰上？ 整整一周我才出来一次” (笑声) 但如果你要他们谈谈他们的受教育经历， 他们会把你“钉到墙上”。 因为这些事情都涉及 个人的隐私,对吗? 比如宗教信仰,薪水等 我对教育特别感兴趣， 我认为我们都是如此 我们对此有巨大的既得利益 部分因为教育旨在 将我们带入我们无法掌握的未来 大家想想，今年入学的小孩 2065将退休。没人知道会怎样-- 虽然过去四天会议进程里 都是关于这方面的专业讨论-- 但我们还是无法预知这个世界 五年后的样子。 这就是为何我们要让这些孩子 接受教育。我认为正是未来的不确定性决定其非同寻常。
And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly.So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. (Applause) That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. (Laughter) Well, I was born... no. (Laughter)
第三点就是 我们都认同一个观点-- 这些孩子的特别之处正是 他们的创新能力。我觉得昨晚 Sirena 的表现令人惊奇， 对吗？ 她很出色，但是我认为 她在孩提时代时没显得与众不同。 现在的教育提倡的是 一个有奉献精神的老师 能发现一个天才学生。但我认为 所有孩子都是伟大的天才。 而我们却无情地扼杀了他们的才能。 所以我想谈谈教育和 创造力。我认为 创造力和文化知识在教育中占同样比重， 所以这两方面我们应同等对待。 谢谢。而且， 非常感谢。还剩15分钟。 我出生于--说错了
I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will, in a minute."
最近我听到一个很不错的故事 --我很愿意讲讲这个故事-- 说的是一个小女孩正在上绘画课。小女孩只有六岁 她坐在教室的后排，正在画画，而她的老师评价她几乎从不 注意听讲，但在绘画课上她却听得很认真。 老师饶有兴趣地走过去 问她：“你在画什么？”她说：“我画的是上帝。”老师说：“可是没人知道上帝长什么样。” 这时小女孩说：“他们马上就能知道上帝的样子了。”
When my son was four in England -- Actually, he was four everywhere, to be honest. (Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? (Laughter) No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it. (Laughter) "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in? They come in bearing gifts, gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" They just switched. The three boys came in, four-year-olds with tea towels on their heads, and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh." And the third boy said, "Frank sent this."(Laughter)
我儿子四岁时在英国--实际上他那会儿在哪都四岁（笑声）严格地说他四岁那年在哪个国家记不清了，只记得他四岁那年 去演舞台剧《基督诞生》你们记得那部剧的情节吗？ 应该记不得，情节太长。故事太长。梅尔.吉布森演过那部剧的续集。你们也许看过，叫《基督诞生II》。我儿子 James 在那部舞台剧里演 Joseph，我们为此很兴奋。我们以为那是个主要角色。 我们给观众们发了T恤： 上面印着 “James Robinson 扮演 Joseph" (笑声） 他的角色不一定有台词，剧情是 三个国王拿着礼物走进来 他们分别拿着黄金，乳香精油，没药精油。演出开始了。我们坐在观众席上 我认为他们应该按顺序出场， 演出结束后我们对James说： “你们刚才演的对吗？”他说：“对啊，怎么了，哪错了吗？”其实他们把剧情改了。他们是这么演的：三个小演员出场，四岁的小家伙们头上戴着擦杯子用的毛巾，他们放下手上拿的盒子第一个孩子说：“我带来了黄金。”第二个孩子说：“我带来了没药精油。”第三个孩子说：“Frank带来了这个”（笑声）
What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong. I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this. We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out of it. So why is this?
以上例子的共同点就是孩子们愿意冒险。对于未知的事物，他们愿意去尝试。难道不是吗？ 即使尝试的结果是错误的，他们也不惧怕。当然，我并不认为错误的尝试等同于创新。但我们都知道如果你不打算做错误的尝试你永远不会创造出新东西。如果你不想让孩子们做错误的尝试，等他们长大了， 多数孩子就会丧失创新的能力。那就会使他们也变得惧怕错误的尝试。 这种情况也存在于公司经营方面。我们不能容忍任何错误。这就使得现在的 教育体系成为最不能容忍错误的领域。这样做的后果就是 我们的教育体制正在扼杀 孩子们的创造力。毕加索曾说过: “孩子们是天生的艺术家” 问题是我们长大后能否继续保有艺术灵感。我坚信： 我们随着年龄的增长而丧失了创造力， 甚至可以说，是我们所受的教育让我们丧失了创造力。为什么会这样？
I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was.(Laughter)Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he? (Laughter) How annoying would that be? "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now! And put the pencil down.""And stop speaking like that.""It's confusing everybody."(Laughter)
五年前，我住在Stratford-on-Avon。 现在我已经搬到了洛杉矶。 可想而知，这是个多么合乎逻辑的移居。 （笑声）其实， 那时我们住在 Snitterfield 就在 Stratford 郊外，那里是 莎士比亚父亲的出生地。 你有过灵感吗？我曾经有过。你没把莎士比亚 和他的父亲联想在一起，对吗？ 因为你忽略了 莎士比亚也曾经是个孩子，对吗？ 莎士比亚七岁时什么样？ 我从没想过--他七岁时 的某个特定场景。比如他在上英语课， 想想他在上英语课--多么不可思议 （笑声)“你要努力学习” 你能想象他父亲边说边把他抱上床， “现在该睡觉了” 他父亲又说：“放下笔， 别再写那些东西了，别人都看不懂。” （笑声）
Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition. My son didn't want to come. I've got two kids; he's 21 now, my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. He was really upset on the plane, he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly -- Because she was the main reason we were leaving the country. (Laughter)
话说远了，刚才说到我们从 Stratford 搬到洛杉矶， 我想说的是，对于这次搬家， 我儿子并不愿意。我有两个孩子。儿子现在21岁了，女儿16岁。我儿子不愿搬到洛杉矶。虽然他喜欢这，但在英国，他有个女友，是他的最爱叫 Sarah。他们认识只有一个月后就开始交往了。我们要搬家时他们已交往了4年。这对于16岁的年龄来说已经很长了。我儿子上了飞机后很郁闷，他说：“我再也找不到像 Sarah 那样的女孩了。”但说实话，做为家长的我们为此很庆幸。因为那个女孩是我们搬家的主要原因。（笑声）
But something strikes you when you move to America and travel around the world: Every education system on Earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and at the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.
但搬到美国后，有些事使我印象深刻如果你周游世界你会发现每个国家的教育体系都存在相同的学科等级制度。没有例外。不论哪个国家。你认为也许会有例外，但没有。排在最前面的学科是数学和语言，接下去是人文学科，艺术排在最后。世界上所有国家都是如此。而且相同的还有就是在艺术学科范围内也有等级制。通常学校把美术课和音乐课看的较重要 然后是戏剧课和舞蹈课。没有哪个国家的教育体系 天天安排舞蹈课 但却每天都安排数学课。为什么？ 为什么不是每天安排舞蹈课呢？我认为舞蹈课很重要。我认为舞蹈课和数学课同样重要。 如果有允许，孩子们会不停地跳舞， 我们也一样。我们都有体会对吗？（笑声）事实上， 随着孩子年龄增长，我们开始教导他们别的东西，（以前是教他们走和跑），而随着他们长大，我们更关注的是他们的头脑。 而且略微偏重大脑的一侧。
If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there.(Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There's something curious about professors in my experience -- not all of them, but typically, they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads.(Laughter) Don't they? It's a way of getting their head to meetings.(Laughter) If you want real evidence of out-of-body experiences, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there, you will see it. Grown men and women writhing uncontrollably, off the beat. Waiting until it ends so they can go home and write a paper about it.
如果你以一个外国人的身份来参观我们的教育体系， 带着这样的问题：“公办教育的目的是什么？” 那么当你看到我们的教育体系产业化的发展， 我相信，你就会明白是谁在真正从中受益，是谁被教导着该做什么不该做什么，是谁得了满分，谁是第一名-- 关于公办教育的目的，我想你会得出这样的结论 世界上所有的公办教育 都以培养大学教授为目的。难道不是吗？因为大学教授是象牙塔尖上的人。我也曾是一名大学教授，也是塔尖上的人。（笑声） 我倾慕大学教授的学识，但 我们不应该用这样一个头衔作为 衡量一个人成功与否的分水岭。其实大学教授只是360行中的一行，只不过他们比较好求知， 我这样说不是因为对他们的倾慕。 在我看来，大学教授有个特点-- 虽然不是共性，但很典型-- 他们只用脑子生活。而且偏重于大脑的一侧。用书面语来说就是--他们脑体分离。他们只是把身体当作 大脑的载体而已，难道不是吗？（笑声)这个载体可以载着大脑去开会。 如果你想亲身体验 你就去参加一次会议 --学术研讨会，然后在会议结束后再去迪厅蹦迪。（笑声）在那你会看到，成年男女在不和乐拍地疯狂摇摆。期待夜晚的结束好回家写篇关于蹦迪的论文。
Our education system is predicated on the idea of academic ability. And there's a reason. Around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas.Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly-talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.
注重培养学术能力的观点根植于 我们的教育体系之中。形成这种状况还有个原因-- 所有国家的教育体系在最初建立时 也就是在19世纪之前--那时教育还不是公共事业。那时建立教育体系 是为了满足工业化发展的需要。 所以有两点基本的等级原则。 第一点，对工作最实用的科目 是最重要的科目。这样就能轻易地避开 孩子们喜欢的科目，从小就不让他们碰触。理由就是不这样学就找不到工作。对吗？ 别玩音乐了，你成不了音乐家； 别画画了，你成不了艺术家。 这些温和的忠告-- 筑成现在的大错，全世界 都被卷入了工业革命的热潮。 第二点，学术能力已经成为 衡量好学生的主要标准 这种标准是那些大学自己制定的。只要你思考一下就会发现整个教育体系 不论哪个国家的公共教育 都是一种按部就班的程序最终目标是为了考入大学。 造成的后果就是许多很有天才的 有创造力的学生被钝化了。 因为这些学生发现他们的专长在学校并不受重视甚至还受到蔑视。 我认为我们不能再这样扼杀孩子们的天才了。
In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population.uddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job, it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.
根据联合国教科文组织的统计，今后30年全世界毕业的学生将超过过去的总和。这就是人口增长造成的，人口增长关系到我们谈论的许多话题--包括技术和技术变革 对生产力的影响、人口统计学 及人口爆炸。很快，文凭就不再有含金量了。是这样吧？ 我上学那会儿，有文凭就有工作。那时候如果你没工作，那是因为你不想找。说实话，我那时候就是这样。（笑声） 但现在的状况是，孩子们有文凭却经常呆在家里打电脑游戏，因为以前只要学士学位的工作岗位 现在需要硕士学位，现在还没毕业的孩子将来就得有个博士学位才好找工作。这就是学术学位的通货膨胀。这是整个教育体系坍塌的前兆。我们必须从根本上反思我们评价好学生的标准。
We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.
培养人才有三个原则，第一多样化。 我们认知世界的角度不同有的从视觉角度，有的从听觉角度，有的从美学角度有的从抽象的角度，有的从动态的角度。第二，好学生应该是充满活力的。如果观察一下人类大脑的内部组织，就像我们昨天所看到的演讲中演示的，大脑发育具有关联性。大脑不应被分成几部分。其实我认为应该创造性地 把大脑看作一整套工序--生产有价值的原创想法的工序--这种原创想法往往来自互动的思考方式而不是呆板的常规模式。
By the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. It's thicker in women. Following off from Helen yesterday, this is probably why women are better at multi-tasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) No, she's good at some things, but if she's cooking, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here." (Laughter) "Give me a break." (Laughter) Actually, do you know that old philosophical thing, if a tree falls in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt recently, which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)
大脑本来就是由神经来连接左脑和右脑这个连接部分叫胼胝体（医学名词）。女性大脑中的这个部分比男性的要厚。昨天听了Helen的演讲受到启发，我认为 脑部特征可能使女性更善于应对头绪纷乱的事情。对吗？ 虽然关于这方面的研究有很多，但我对于这方面的了解其实来源于我的亲身体验。我妻子在家做饭时--感谢上帝，她不常做饭，（笑声） 虽然她不擅厨艺但很擅长其他一些事--不过她做饭时总是打打电话，和孩子们说说话，给天棚刷刷漆，还在旁边做开胸手术。而我做饭时就会关上厨房门，不让孩子们进来打扰，不打电话，这时如果我妻子进来我会很生气。我会这样对我妻子说：“Terry，我在煎鸡蛋，请你别打扰。”（笑声） 大家都知道那句有哲理的话--如果森林里有棵树倒了可没人听到，那是否意味着没发生过？记得这句话吗？最近我看到一件很棒的T恤，上面印着：“如果一个男人说出他的心声却是在森林里说的，而且没被女人听到， 那应该不算犯错吧？”（笑声）
And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, Gillian Lynne. Have you heard of her? Some have. She's a choreographer, and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of The Royal Ballet, as you can see. Anyway, Gillian and I had lunch one day and I said, "How did you get to be a dancer?" It was interesting. When she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting. I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that.
培养好学生的第三个原则就是--个性化。我目前在写本书--书名叫《顿悟》，素材来自一些访谈，访谈内容是关于怎样发现自身的才能。对于这点我很感兴趣。激发我写这本书的原因是一次对话 我采访了一位很优秀的女士，也许很多人没听说过这个人，她叫Gillian Lynne, 你们知道这个人吗？应该有人知道吧。她是一个舞蹈编剧所有人都知道她的作品。她编舞的作品有《猫》、《歌剧魅影》。她很有才华。我在英国看过由皇家芭蕾舞团演出的她的作品。你们也看过她的作品。有一次，我和Gillian 吃午饭，我问她：“Gillian,你是怎样成为舞蹈家的？她回答说：说起来很有意思，她上学的时候，觉得自己完全没有希望。她上学那会儿是1930年代，老师给她家长写信说：“我们认为 Gillian患有学习障碍症。”她无法集中注意力，她老是坐不安生。用现在的话讲，那意思就是 她有多动症。你们也这么想吧？但那时候是1930年代，“多动症”这个词还没出现。那个老师用词不当。（笑声） 那时候人们还不知道用“多动症”这个词。
Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about the problems Gillian was having at school. Because she was disturbing people; her homework was always late; and so on, little kid of eight. In the end, the doctor went and sat next to Gillian, and said, "I've listened to all these things your mother's told me, I need to speak to her privately. Wait here. We'll be back; we won't be very long," and they went and left her.But as they went out of the room, he turned on the radio that was sitting on his desk. And when they got out, he said to her mother, "Just stand and watch her." And the minute they left the room, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."
于是，Gillian去看病。她妈妈带她去的，医生让她坐在椅子上，她把手压在腿下，这样过了20分钟她妈妈一直在向医生讲述 Gillian在学校的表现：她在学校不安生，她总是晚交作业等等，其实不过是个才8岁的孩子--最后，医生走过去坐到 Gillian的旁边对她说：“Gillian, 你妈妈跟我说了很多现在我想和你妈妈单独谈谈。”“你在这儿等一下，我们马上谈完。”医生和她妈妈出去了。但医生在出去时把收音机打开了收音机在医生办公桌上。在他们走出房间后，医生对她妈妈说: “我们就站在这儿观察一下她。”他们离开房间后，Gillian站起来，随着音乐跳起舞来。她妈妈和医生在门外看了几分钟医生对她妈妈说：Lynne太太，Gillian没病，她是个舞蹈天才。让她去上舞蹈学校吧。”
I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet, they did tap, jazz; they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School, founded the Gillian Lynne Dance Company, met Andrew Lloyd Webber. She's been responsible for some of the most successful musical theater productions in history, she's given pleasure to millions, and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down.
话说到这，我问Gillian：“后来怎么样了？”她回答道：“我妈妈送我去了舞蹈学校。我无法形容那里有多棒。那里有很多像我这样的人--坐不住的人。我们必须在动态中才能思考。”他们跳芭蕾，跳踢踏舞，跳爵士舞， 跳现代舞。后来她考入皇家芭蕾舞学校，成为芭蕾舞女主演，事业发展很成功从那毕业后从皇家芭蕾舞学校毕业后她成立了自己的公司 --Gillian Lynne 舞蹈公司遇到了Andrew Lloyd Weber （注：歌舞剧《猫》的编曲者）。她负责担任过一些极其成功的音乐剧的编舞她给数以万计的观众带来了艺术享受，她也是个亿万富翁。可是，有人也许曾认为她有多动症命令她“冷静”。
What I think it comes to is this（Applause）: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children.There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the Earth, within 50 years all life on Earth would end. If all human beings disappeared from the Earth, within 50 years all forms of life would flourish." And he's right.
现在，我想说的是--（掌声） AL Gore（注：美国前副总统） 曾在这里做过一次演讲 内容是关于生态学以及Rachel Carson 引发的那次环境保护运动。 我相信对于未来，我们的唯一出路是贯彻一种新的人性化生态的思想， 也就是说我们应重新定义 人类能力的多样化。 我们的教育体系培养我们的方式 正如我们开采地球的方式-- 以功利为目的。但这种方式对于未来将不再适用。我们必须重新思考那些最基本的准则 也就是我们教育孩子的准则。 Jonas Salk曾说过：“如果所有的昆虫 都从地球上消失的话， 那么50年之内，所有生命也将从地球上消失。而如果人类从地球上消失的话，那么50年之内，其他物种会活得更好。”他说的很对。
There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the Earth, within 50 years all life on Earth would end. If all human beings disappeared from the Earth, within 50 years all forms of life would flourish." And he's right.What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and that we avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.
TED倡导的是人类的创造性思维。 现在，我们必须运用这种思维方式小心地避开那些按部就班的规则达到这个目的唯一的方法就是运用创造力最大限度地发挥创造力，而且用孩子们喜欢的方式培养他们。 我们的任务是全方位地培养孩子，这样他们才能面对未来的社会。顺便说句--我们可能活不到未来那天但孩子们会。而我们要做的就是帮助他们能在未来有所作为。谢谢大家。
由于微信文本字数有限制，2010年罗宾逊的TED演讲视频和演讲稿，请详见今天的第五条推送。
Thank you very much. 非常感谢
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles -- (Laughter) -- thinking we were moving to America, but anyway, it's a short plane ride from Los Angeles to America.
12年前我移居到美国，同我的妻子泰瑞和两个孩子一起。事实上，说真的，我们只是搬到了洛杉矶，还以为到了美国，不过，从洛杉矶乘飞机到美国，用不了多长时间。
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony." Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered. (Laughter) But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence.
12年前，我刚来到美国的时候，当地人给我讲了许多东西，像“美国人不懂讽刺。” 你们也有这种想法吗?这很荒谬，我踏遍了美国的山山水水，却从未找到任何证据来证明美国人不懂讽刺， 这属于一种文化迷思。就如同说“英国人很矜持”一样，我真不知道人们为何会这样想，英国曾侵略过每一个与其不期而遇的国度啊。(笑声) 但是说美国人不懂讽刺确实与事实不符 ，其实我只是想令大家知道，别人在背后是怎样谈论你的。在欧洲，你离开客厅时，关注蔡雷英语接收更多英语资讯直人们会说，幸好，没人当着你的面讽刺。
But I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) — because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work.
在我偶然听说“不让一个孩子掉队”这条立法时，我就知道了美国人是懂得讽刺的。想出这条立法标题的人，就很懂得讽刺，难道不是吗，因为-- (笑声)(掌声) 因为数百万的儿童被撇在后面了，我从中看到的是一个并不招人待见的名号，“数百万的孩子掉队了”，显而易见，具体有什么计划呢?我们提议，把数百万儿童撇到后面，这就是它如何运作的。
And it's working beautifully. In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
而且效果不错，在美国的部分地区，60%的孩子从高中退学;在土著美国人社区，达到80%。 有一种看法是，如果这个数字较少一半，那么在未来的十年里，可以为美国的经济 创造近万亿美元的净利润。从经济角度看，这是一笔好买卖，对吧，但我们应该这样做吗? 实际上，要大量的投入，才能肃清辍学危机所造成的损害。
But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.
但辍学危机仅仅是冰山一角，没算在内的是那些人在上学，心却辍了学的孩子，他们不喜欢学习，无法真正从中获益。
And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.
其原因，不是我们没有投入足够的钱，在教育领域，美国比大多数国家，投入了更多的资金，班级人数也更少。每年都有上千条立法提案，尝试改善教育制度，问题是，我们走错了方向。 有三条法则，关注蔡雷英语接收更多英语资讯可以让我们的生活更加繁荣，而现行的教育文化却与之相抵触，多数教师教得辛苦，学生学的痛苦。
The first is this, that human beings are naturally different and diverse.
第一条法则是，人类，天生彼此千差万别
Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children. (Laughter) Small people wandering about. I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they? Aren't they? (Applause) You would never confuse them, would you? Like, "Which one are you? Remind me. Your mother and I are going to introduce some color-coding system, so we don't get confused."
请问一下，在座各位，多少人有孩子，孙儿辈也算，两个或两个以上的呢?剩下的即使没有孩子也见过别人的孩子。(笑声) 到处都有小孩子 我要跟你们打个赌，我肯定能赌赢。 如果你有两个以上的孩子，我打赌，他们一定是完全不同的个体，不是吗?难道不是吗?(鼓掌) 你绝对不会错认，对不对。你可不会说“你是哪一个，提醒我一下，我和你妈妈要采用些手段 像彩色编码系统，这样我们就不会搞错了。”
Education under No Child Left Behind is based on not diversity but conformity. What schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. One of the effects of No Child Left Behind has been to narrow the focus onto the so-called STEM disciplines. They're very important. I'm not here to argue against science and math. On the contrary, they're necessary but they're not sufficient. A real education has to give equal weight to the arts, the humanities, to physical education. An awful lot of kids, sorry, thank you — (Applause) — One estimate in America currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. ADHD. I'm not saying there's no such thing. I just don't believe it's an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (Laughter) (Applause) Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood. (Laughter) And I know this because I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. And by the way, the arts aren't just important because they improve math scores. They're important because they speak to parts of children's being which are otherwise untouched.
“不让一个孩子掉队”所提出的教育政策，是基于一致性而非多样性，这种政策是在鼓励校方以成绩的高低，这种狭隘的方式来为儿童的能力定位 。“不让一个孩子掉队”这条立法的一个影响便是，将公众的视线限制在被称作STEM学科的焦点上， [STEM:科学、技术、工程、数学]它们很重要。 我不是驳斥科学和数学的重要性，正相反，它们是必需的，但不是全部。真正的教育应当给予艺术、人文和体育 与STEM同等重要的地位。有太多的学生，对不起，谢谢-(鼓掌声)- 据估计，如今的美国，有大约10%的儿童 被诊断出患有，注意力缺乏症的一些症状，即注意缺陷多动障碍。我不否定有这样的病症存在，只是我不认为这种病会如此盛行。如果你叫孩子坐上几个小时，做低级的文书工作， 他们会不安分，这并不奇怪。 (笑声)(掌声) 大多数的孩子，并没有心理问题，他们只是在忍受童年的煎熬而已，之所以这样讲，是因为我也有过早期的童年生涯，并经历了整个历程。 广泛的课程可以使孩子们取得最出色的成就，可以展示出他们多方面的天分，不局限于小范围，顺便提一下，艺术之所以重要，不只是因为它能够提高数学成绩。 艺术之所以重要，是因为它表述着，孩子们的天性与本质。
The second, thank you — (Applause)
第二条法则，谢谢-(掌声)
The second principle that drives human life flourishing is curiosity. If you can light the spark of curiosity in a child, they will learn without any further assistance, very often. Children are natural learners. It's a real achievement to put that particular ability out, or to stifle it. Curiosity is the engine of achievement. Now the reason I say this is because one of the effects of the current culture here, if I can say so, has been to de-professionalize teachers. There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools. But teaching is a creative profession. Teaching, properly conceived, is not a delivery system. You know, you're not there just to pass on received information. Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. You see, in the end, education is about learning. If there's no learning going on, there's no education going on. And people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn.
要想生活的朝气蓬勃，第二条法则是，拥有好奇心。如果你能燃起孩子心性的好奇之火，绝大多数，都可以主动学习，无需外援。孩子们天生就会学习，是激发或是扼杀这种天赋 ，对孩子会产生巨大的影响，好奇心是取得成就的能动力。我这么说是因为，如果可以这么说的话，当前的教育文化，影响了教师的专业化程度。无论是世界范围的教育体系 ，还是国家内部的教育机构，都不如优秀的教学团队。教师是学校能否取得成功的命脉，教学是需要创造力的职业教学，要有适当的创作，因为它不是单纯的输出 。教师的工作不仅仅去传递所接收到的信息，优秀的教师的确要这样做，但同时他们还会指导学生的学习。激发学生的兴趣，挑起学生的热情，赢得学生的关注。 看吧，总而言之，教育讲的就是学习，如果没有学习，就谈不上教育。人们花了大量时间去谈教育问题，却从来不讲学习，教育的主旨就是引导人们去学习。
A friend of mine, an old friend -- actually very old, he's dead. (Laughter) That's as old as it gets, I'm afraid. But a wonderful guy he was, wonderful philosopher. He used to talk about the difference between the task and achievement senses of verbs. You know, you can be engaged in the activity of something, but not really be achieving it, like dieting. It's a very good example, you know. There he is. He's dieting. Is he losing any weight? Not really. Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.
我的一个朋友，是老朋友了--他本身也很老了，已经去世了。(笑声) 恐怕最老也不过如此了，他是个很了不起的人，是位出色的哲学家，他过去常谈到做事与从中获得成就感 。两者之间的不同，有些事你会去做，但不一定有所成就，就好比节食，这是个非常典型的例子，你看他，他最近在节食。他有瘦一些吗?没有啊，教学和节食很像。 你可以说“那就是黛博拉，她在34号教室授课。” 但如果学生没从她那学到任何知识，她就可能只是从事教学这项工作，但并没有真正的完成它。
The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help. (Applause) If I go for a medical examination, I want some standardized tests. I do. You know, I want to know what my cholesterol level is compared to everybody else's on a standard scale. I don't want to be told on some scale my doctor invented in the car.
教师的职责是令学生学习得更容易，就是这样。我想，部分原因是，因为当下的教育文化主要关注的，是考试，而非教学。如今，考试很重要，标准化考试很有影响力 ，但它不应该作为教育文化的主导方向。相反，考试应该用于诊断问题。并且，用于帮助改进。(掌声) 如果我去做个医学检查，我当然要做些常规检查，我想知道，同大众标准值范围相比 我的胆固醇含量在什么水平，我不想参考那些，医生随便编出来的数值。
"Your cholesterol is what I call Level Orange."
“你的胆固醇含量在橙色水平。”
"Really? Is that good?""We don't know."
“真的?是好消息?”“没法判断。”
But all that should support learning. It shouldn't obstruct it, which of course it often does. So in place of curiosity, what we have is a culture of compliance. Our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. And the third principle is this: that human life is inherently creative. It's why we all have different résumés. We create our lives, and we can recreate them as we go through them. It's the common currency of being a human being. It's why human culture is so interesting and diverse and dynamic. I mean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? I mean, you may have a dog. And your dog may get depressed. You know, but it doesn't listen to Radiohead, does it? (Laughter) And sit staring out the window with a bottle of Jack Daniels. (Laughter)
但这些考试应当对学习有利，不应该像常表现出的，阻挠学习的热情，当前教育的文化核心，不是激发好奇心，而是要求服从，我们的孩子和教师都被鼓励。遵循常规算法， 而不是激发想象力与好奇心。第三条法则是，人的生命具有与生俱来的创造力，这就解释了为什么我们有不同的人生履历，我们创造不同的生活，我们一边经历着一边享受着 。这是作为人类通用的生活模式，这就是为什么人类文化如此有趣、丰富 充满活力，其他动物也可能拥有想象力和创造力，但明显又没那么多。不是吗，难道跟人类一样? 你可能养了条狗 ，你的狗也有可能情绪低落 但它不会去听收音机头乐队的音乐，不是吗? (笑声) 它也不会拿着酒瓶坐在窗前凝视远方。(笑声)
And you say, "Would you like to come for a walk?"
你问“要不要出去散散步啊?”
He says, "No, I'm fine. You go. I'll wait. But take pictures."
它回答“不用了，我没事。 你去吧，我在这等你。记得拍照。”
We all create our own lives through this restless process of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. Instead, what we have is a culture of standardization.
我们的生活就建立在这种无休止的经历上，设想着其他的选择，其他的可能，而教育的一个作用，就是唤醒并开发人们的创造力。相反，我们的教育文化是标准定型的。
Now, it doesn't have to be that way. It really doesn't. Finland regularly comes out on top in math, science and reading. Now, we only know that's what they do well at because that's all that's being tested currently. That's one of the problems of the test. They don't look for other things that matter just as much. The thing about work in Finland is this: they don't obsess about those disciplines. They have a very broad approach to education which includes humanities, physical education, the arts.
其实不是非得这样做，不是的，在芬兰，传统优势教学科目有数学、科学以及阅读我们只知道他们在这些方面做得很好。因为这些科目通常都是要考试的，这就是考试引发的一个问题。 人们会忽视同等重要的其他科目。关注蔡雷英语接收更多英语资讯在芬兰教育工作是这样的： 人们并不执著于这些学科，他们的教育很全面，包括人文、体育和艺术领域。
Second, there is no standardized testing in Finland. I mean, there's a bit, but it's not what gets people up in the morning. It's not what keeps them at their desks.
其次，在芬兰没有标准化考试。我是说，几乎没有，即使有也不会是那种叫人要一大早起床，守在桌旁学习才能通过的考试。
And the third thing, and I was at a meeting recently with some people from Finland, actual Finnish people, and somebody from the American system was saying to the people in Finland, "What do you do about the dropout rate in Finland?"
第三，最近我出席了一个会议，对方来自芬兰，是的的确确的芬兰人。一些美国人向芬兰人问道 “在芬兰，你们怎么应对辍学率?”
And they all looked a bit bemused, and said, "Well, we don't have one. Why would you drop out? If people are in trouble, we get to them quite quickly and help them and we support them."
他们当下看起来很困惑，然后说 “我们那没人辍学，为什么要辍学呢? 如果有人遇到困难，我们会很快的联系他们，帮助他们，甚至支持他们。”
Now people always say, "Well, you know, you can't compare Finland to America."
有人会说“要知道，你不能拿芬兰同美国比。”
No. I think there's a population of around five million in Finland. But you can compare it to a state in America. Many states in America have fewer people in them than that. I mean, I've been to some states in America and I was the only person there. (Laughter) Really. Really. I was asked to lock up when I left. (Laughter)
的确不能，芬兰人口只有大约五百万，但可以拿它同美国的一个州来比较。在美国许多州的人口比芬兰的要少，我去过美国的一些州，那里就我一个人，(笑声) 这是真的。还有人告诉我走之前要锁门 (笑声)
But what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in America -- I mean, as a whole. One is this: They individualize teaching and learning. They recognize that it's students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity. That's how you get them to learn.
但是世界上所有的高效体系，用在美国身上，很遗憾，通常作用都不明显--作为整体而言。做法之一是，他们将教学个性化，他们认为学生是学习的主体。教育体系要做到吸引他们，引起他们的好奇心，他们的个性以及创造力，这样才能让学生主动学习。
The second is that they attribute a very high status to the teaching profession. They recognize that you can't improve education if you don't pick great people to teach and if you don't keep giving them constant support and professional development. Investing in professional development is not a cost. It's an investment, and every other country that's succeeding well knows that, whether it's Australia, Canada, South Korea, Singapore, Hong Kong or Shanghai. They know that to be the case.
第二种做法是，他们为教育行业，造就了崇高的地位，他们意识到要改善教育水平 就要选择优秀的教员，并给予他们不断的支持，以及专业化的发展。投资教育专业的发展不是单纯的花费 它是有收益的，所有在教育方面取得成功的国家都深知这一点 ，无论是澳大利亚、加拿大、韩国、新加坡 香港还是上海，他们知道事实就是这样。
And the third is, they devolve responsibility to the school level for getting the job done. You see, there's a big difference here between going into a mode of command and control in education -- That's what happens in some systems. You know, central governments decide or state governments decide they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. You have to put it back to the people. (Applause)
第三种做法是，他们帮助校方知道他们的责任所在，并且要求校方负起他们应有的责任。大家可以看出这与我们教育体系中的指挥和控制模式差异巨大，但这的确是某些教育体系的真实情况。 中央政府或州政府认为，他们是最好的决策者，他们会告诉你做什么，问题是人们不会在立法机构的会议室里进行教学。而是在教室和校园里，讲授者是教师，受教者是学生 。若要夺走他们的决定权，教育体系就无法正常运行，政府必须把决定权交还给人们。(掌声)
There is wonderful work happening in this country. But I have to say it's happening in spite of the dominant culture of education, not because of it. It's like people are sailing into a headwind all the time. And the reason I think is this: that many of the current policies are based on mechanistic conceptions of education. It's like education is an industrial process that can be improved just by having better data, and somewhere in, I think, the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.
美国的教育工作还是很出色的，我得承认这一点，尽管在这种教育文化下，却不受其干扰，就像有人总是逆风航行。我认为原因就是，当前的许多政策都是基于对教育的刻板印象 ，他们认为教育就像一种工业流程。关注蔡雷英语接收更多英语资讯只要有了更好的数据便有更好的发展，我想决策者会有这种想法，源于这样一种观点，如果我们将数据调整的足够精确，整个体系在将来都会运转的很好。 其实不会的，永远都不会。
The point is that education is not a mechanical system. It's a human system. It's about people, people who either do want to learn or don't want to learn. Every student who drops out of school has a reason for it which is rooted in their own biography. They may find it boring. They may find it irrelevant. They may find that it's at odds with the life they're living outside of school. There are trends, but the stories are always unique. I was at a meeting recently in Los Angeles of -- they're called alternative education programs. These are programs designed to get kids back into education. They have certain common features. They're very personalized. They have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. And they work. What's interesting to me is, these are called "alternative education." You know? And all the evidence from around the world is, if we all did that, there'd be no need for the alternative. (Applause)
因为教育不是机械化的系统，它是人性化的，它的主体是人，想学习的人，不想学习的人。每一个辍学的学生都有自己的理由，源于每个人不同的生活经历， 或许是觉得学习很无聊，或许认为学的东西无关紧要，也或者是他们发现这些，与校园以外的生活相矛盾。大潮流始终存在，但每个人独特的故事，同样存在，最近我在洛杉矶参与了一个会议。 被称为可选择的教育方案，策划这些方案的目的是要让孩子重新接受教育，他们有些共同特征，个性化程度高，对教员支持力度大，与社区联系紧密，课程广泛多样化。这些课程方案往往将 校外和校内的学生都包含了进来，而且都很奏效，有趣的是，这些被称作“可选择性教育”。 想想看，环顾世界所有的证据都显示，如果我们都这样做，那就不存在选不选择的问题了。 (掌声)
So I think we have to embrace a different metaphor. We have to recognize that it's a human system, and there are conditions under which people thrive, and conditions under which they don't. We are after all organic creatures, and the culture of the school is absolutely essential. Culture is an organic term, isn't it?
所以我想我们应该采用一种不同的说法，我们应当认识到这是个人性化的体系，在一些环境下人们可以取得成功。有些却不能，毕竟我们都是有机的生命体 ，而校园文化绝对是我们最根本的成长要素，文化也是个有机的术语，不是吗?
离我家不远处，有个地方叫死亡谷。死亡谷是全美最热最干旱的地带，在那里没有任何生物可以存活，因为那里从不下雨，所以，它叫做死亡谷。2004年冬天，死亡谷却下起了雨， 短时间内降雨量达七英寸，2005年春天，那里出现这样一种景色，整个死亡谷铺满了鲜花，持续了一段时间 ，这证明了一点：死亡谷并非没有生命，它只是在休眠。地表下潜伏着的种子 待条件成熟便伺机而发。有机系统内，只要有适当的环境，生命的出现不可避免，这是自然规律。 你选择一个地方，一所学校，一个市区，你改变环境，让人们对可能性有了不同的感受 对希望有了不同的期许，机遇也更广泛。你珍惜并重视师生间的情谊，你给予人们自主权来发挥创造力，革新他们的成果，学校里曾一度缺失这种盎然生机。
卓越的领导者清楚这一点，在教育体系中领导者的真正作用，无论在国家级，州级还是校级上，其真正作用不是也不应是指挥和控制。领导者的真正作用是控制教育的风气， 制造一种充满可能性的倾向，如果你这样做了，人们便会追随，实现你预料不到，也不曾期待过的成果。
在此引用本杰明富兰克林的一句格言： “世界上有三种人，第一种人雷打不动，得不到是因为他们不想要，他们力求不变;第二种人伺机而动，他们认识到改变的必要性，准备去做 ;第三种人先发制人，他们主动让事情发生。” 如果我们可以鼓励更多的人去做，那将会成为一场运动，如果这场运动有足够的执行力度，从最好的角度来看，那将会是一场革命， 而这正是我们所需要的。
Thank you very much. 谢谢大家。
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