TEDRobinson says schools kill creativity英文文稿个人编辑_cre耐碳青霉烯防控措

TEDRobinson says schools kill creativity英文文稿个人编辑由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“cre耐碳青霉烯防控措”。

注：一字一句敲打出来的，小失误还是有的，见谅。Ken Robinson says schools kill creativity 正文：

Good morning, how are you? It has been great, hasn’t it? I’ve been blown away by the whole thing.In fact, I am leaving.There have been three things, haven’t there, running through the conference, which are relevant to what I want to talk about.One is the extraordinary evidence of human creativity in all the presentation and in all of the people here.Just the variety of it and the range of it.The second is that it is put us in a place where we have no idea what is going to happen, in terms of the future.No idea how this may plan out.What I found is everybody has the interest in education.Actually, what I find is everybody has an interest in education.Do not you? I find it is interesting.If you’re at a dinner party, and you say you work in education—actually, you’re not often at dinner parties, frankly, if you work in education.You’re not asked.And you’re never asked back, curiously.That’s strange to me.But if you are, and you say to somebody, 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? My one night out all week.‖ 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.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 look like in five years’ time.And yet we’re meant to be educating them for it.So the unpredictability, I think, is extraordinary.And the third part of this is that we’ve all agreed, nonethele, on the really extraordinary capacities that children have their capacities for innovation.I mean, Sirena last night was a marvel, was not she? Just seeing what she could do.And she’s exceptional, but I think she is not, so to speak, exceptional in the whole of childhood.What you have there is a person of extraordinary dedication who found s talent.And my contention is, all kids have tremendous talents.And we squander them, pretty ruthlely.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.Thank you, that was it, by the way.Thank you very much.So, 15 minutes left.Well, I was born, no.I heard a great story recently – I love telling it – of a little girl who was in a drawing leon.She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing leon she did.The teacher was fascinated and she went over to her and she said, ― what are you drawing?‖ and the girl said, ―I am drawing a picture of God.‖ And the teacher said, ―but nobody knows what God looks like.‖ And the girl said, ―There would not be in a minute.‖

When my son was four in England, actually he was four everywhere, to be honest.If we are being strict about it, wherever he went, he was four that year.He was in the Nativity play.Do you remember the story? No, it was big.It was a big story.Mel Gibson did the sequel.You may have seen it: ―Nativity two.‖ 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!‖ he did not have to speak, but you know the bit where the three kings come in.They come in bearing gifts;they bring 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, that was it.Anyway, 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.‖ 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.Now, I do not 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 company like this, by the way.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.Picao 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 paionately, that we do not grow into creativity, we grow out of it.Or rather, we get educated out of it.So why is it?

I lived in Stratford-on-Avon until about five years ago.In fact, we moved from Stratford to Los Angeles.So you can imagine wha a seamle transition that was.Actually, we lived in a place called Snitterfield, where Shakespeare’s father was born.Are you struck by a new thought? I was.You do not think of Shakespeare having a father, do you? Because you do not 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 cla, was not he? How annoying would that be? ―Must try harder.‖ Being sent to bed by his dad, you know, to Shakespeare, go to bed right now to William Shakespeare, ―and put the pencil down.And stop speaking like that, it is confusing everybody.‖

Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually.My son did not want to come.I have two kids.He is 21 now;my daughter is 16.He did not want to come to Los Angeles.He loves it, but he had a girlfriend in England.This was the love of his life, Sarah.He knew her for a month.Mind you, they had their fourth anniversary, because it is a long time when you’re 16.Anyway, he was upset on the plane, and he said, ―I will never find another girl like Sarah.‖ And we were rather please about that, frankly, because she was the main reason we are leaving the country.But something strikes you to America and when you travel around the world: every education system on earth has the same hierarchy of the subjects.Every one, does not 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 the bottom are the arts.Everywhere on the earth.And in pretty much every system too, there is 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 teachers dance everyday to children the way we teach them mathematics.Why? Why not, I think it is a wrong point.I think math is very important, but so is dance.Children dances all the time if they’re allowed to, we all do.We all have a body, do not we? Did I mi a meeting? Truthfully, what happened is as children grow up, we start to educate them progreively from the waist up.And then we focus on their heads, and slightly to one side.If we were to visit education as an alien, and say, ―what is for, public education?‖ I think you have to conclude, if you look at the output, who is really succeed by this? Who does everything that they should, who gets all the brownie points, who are the winners---I think you have to conclude the whole purpose of public education through out the world is to produce university profeors, isn’t it? They are the people coming out of the top.And I used to be one, so there.I like university profeor, but you know.But we should not hold them up as the high-water mark of all human achievement.They are just a form of life, another form of life.But they’re rather curious;I said this out of affection for them.There is something curious about profeors in my experience – not all of them, but typically, they live in their heads.They live up in there and slightly to the other side.They’re disembodied, you know, in a kind of literal way.You know, they look upon their body as a form of transport for their heads, don’t they? It is a way of getting their head to meetings.If you really want real evidence of about body experience, to get yourself along to a residential conference of senior academics and pop into the discotheque on the final night.Them you will see it, grown men and women writhing uncontrollably, off the beat, waiting to the end and so they can go back to write a paper about it.Now our education system is predicated on the idea of academic ability.And there is a reason.The whole system are invented around the world, there are 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 two ideas.Number one, the most useful for work are the top.So you probably steered beginning away from things at school when you were a kid, things you liked, on the ground you 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 a 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 proce of university entrance.And the consequences is that many highly talented, brilliant and creative people think they are not because the thing they were good at at school was not valued or was actually stigmatized.And I think we can’t afford to go on that way.In the next 30 years, according to the UNESCO, more people worldwide will be graduating through education than since the beginning of history.More people, and it is the combination all the things we’ve talked about—technology and its transformation effect on work, and demography and the huge explosion in population.Suddenly, 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.But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the precious job required a BA and now you need a PhD for the other.It’s a proce of academic inflation.And it indicates the whole structure of education is shifting beneath out feet.We need to radically rethink our view in intelligence.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 interaction of a human brain, as we heard yesterday from a number of presentations.Intelligence is wonderfully interactive.The brain is not divided into compartments.In fact, creativity – which I define as the proce of having original ideas that have value—more often than not comes about through the interaction of different disciplinary ways of seeing things.The brain is intentionally – by the way, there is a shaft of nerves that joins the two halves of the brain called the corpus callosum.It’s thicker in women.Following from Helen, this is probably why women are better at multi-tasking.Because you are, are not you? There is 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.But you know, she’s doing –no, she’s good at some things—but if she’s cooking, you know, 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 am cooking, the door is shut, the kids are out, the phone is on the hook, if she comes in I get annoyed.I said, ―Terry, please, I’m trying to fry an egg in here.Give me a break.‖ Actually, 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 T-shirt really recently which said, ―If a man speaks his mind in a forest, and no woman hears him, is he still wrong?‖

And the third thing about intelligence is instinct.I am doing a new book at the moment called‖ Epiphany,‖ which is based on a series of interview of people about how they discovered their talent.I am fascinated about how people got to be there.It is really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of her , her name is Gillian Lynne--have you heard of her? Some have.She is a choreographer and everybody knows her work.She did ―Cats‖ and ―Phantom of the opera.‖ She is wonderful.I used to be on the board of the Royal Ballet in England, as you can see.Anyway, Gillian and I had lunch one day and I said, ―Gillian, how would you get to be a dancer?‖ And she said it was interesting;when she was at school, she was really hopele.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.Would not you? But this was the 1930s, and ADHD hadn’t been invented at this point.It was not an available condition.People weren’t aware they could have that.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 the chair at the end, this man talked to her mother about all the problems Gillian was having at school.And at the end of it---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,‖ Gillian, I have listened to all these things that your mother’s told me, and I need to speak to her privately.He said, ‖wait there ,we will be back;we won’t be very long, ‖ and they went and left her.But as they went out the room, he turned on the radio that was sitting on the desk.And when they got out the room, he said to her mother, ―just stand and watch her.‖ And the minute they left the room, she said, 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.‖ I said.‖ What happened?‖ she said,‖ she did.I can not 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 modern;they did contemporary;they did tap;they did jazz.She was eventually auditioned for the Royal Ballet School;she became a soloist;she has a wonderful career at the Royal Ballet.She eventually graduated the school and founded her own company – the Gillian Lynne Dance Company –met Andrew Lloyd Weber.She has been responsible for some of the most succeful musical theater productions in history;she’s given pleasure to millions;and she is a multi-millionaire.Somebody else might have put her on medication and told her to calm down.Now what I think it comes to is this: 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 richne of human capacity.Our education system has mined our minds in the way that we strip-mine the earth: for 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 is right.Why 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 richne 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.