Ted精彩演講:教育扼殺創(chuàng)造力嗎？

　　教育問(wèn)題一直是大家有爭(zhēng)議的話題。下面是中國(guó)人才網(wǎng)提供的Ted演講:教育扼殺創(chuàng)造力嗎?，供參考借鑒!

　　Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, 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 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. 還好嗎?很好吧,對(duì)不對(duì)? 我已經(jīng)飄飄然了! 我要飄走了.(笑聲) 這次會(huì)議有三個(gè)主題 這三個(gè)主題貫穿會(huì)議始終,并且和 我要談的內(nèi)容有關(guān) 其中之一就是人類(lèi)創(chuàng)造力的偉大例證 這些例證已經(jīng)體現(xiàn)在之前的演講當(dāng)中 以及在座各位的身上. 從這些例證中我們看到了創(chuàng)新的多樣化 和多領(lǐng)域. 第二點(diǎn)-- 這些創(chuàng)新也讓我們意識(shí)到我們不知道未來(lái)會(huì)發(fā)生什么 完全不知道 未來(lái)會(huì)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, if you work in education. (Laughter) 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, 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? 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. 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.

　　我對(duì)教育感興趣 事實(shí)上,我發(fā)現(xiàn)每個(gè)人都對(duì)教育感興趣 難道不是嗎? 我發(fā)現(xiàn)這很有趣 如果你參加一個(gè)晚宴,你說(shuō) 你在教育部門(mén)工作 坦白的講，如果你在教育部門(mén)工作，事實(shí)上你不會(huì)經(jīng)常參加晚宴, (笑聲) 所以你不會(huì)被問(wèn)及你是做哪行的。 你永遠(yuǎn)不會(huì)被問(wèn)到，很奇怪。 但是如果你被問(wèn)及， 他們問(wèn):"你從事什么行業(yè)?" 你說(shuō)你在教育部門(mén)工作 你會(huì)發(fā)現(xiàn)他們漲紅了臉,那意思好像是 “我的天啊，”“為什么讓我碰上?整整一周我才出來(lái)一次” (笑聲) 但如果你要他們談?wù)勊麄兊氖芙逃��?jīng)歷， 他們會(huì)把你“釘?shù)綁ι?rdquo;. 因?yàn)檫@些事情都涉及 個(gè)人的隱私,對(duì)嗎? 比如宗教信仰,薪水等 我對(duì)教育特別感興趣,我認(rèn)為我們都是如此 我們對(duì)此有巨大的既得利益 部分因?yàn)榻逃�旨�?將我們帶入我們無(wú)法掌握的未來(lái) 大家想想,今年入學(xué)的小孩 2065將退休. 沒(méi)人知道會(huì)怎樣-- 雖然過(guò)去四天會(huì)議進(jìn)程里都是關(guān)于這方面的專(zhuān)業(yè)討論-- 但我們還是無(wú)法預(yù)知這個(gè)世界 五年后的樣子。這就是為何我們要讓這些孩子 接受教育。我認(rèn)為正是未來(lái)的不確定性 決定其非同尋常。

　　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. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)

　　第三點(diǎn)就是 我們都認(rèn)同一個(gè)觀點(diǎn)-- 這些孩子的特別之處正是 他們的創(chuàng)新能力。我覺(jué)得昨晚Sirena的表現(xiàn)令人驚奇， 對(duì)嗎? 她很出色，但是我認(rèn)為 她在孩提時(shí)代時(shí)沒(méi)顯得與眾不同。 現(xiàn)在的教育提倡的是一個(gè)有奉獻(xiàn)精神的老師 能發(fā)現(xiàn)一個(gè)天才學(xué)生。但我認(rèn)為 所有孩子都是偉大的天才。 而我們卻無(wú)情地扼殺了他們的才能。 所以我想談?wù)劷逃��?創(chuàng)造力。我認(rèn)為 創(chuàng)造力和文化知識(shí)在教育中占同樣比重， 所以這兩方面我們應(yīng)同等對(duì)待。 (掌聲)謝謝。而且， 非常感謝。(笑聲)還剩15分鐘。 我出生于--說(shuō)錯(cuò)了(笑聲)

　　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 little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and 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." (Laughter)

　　最近我聽(tīng)到一個(gè)很不錯(cuò)的故事--我很愿意講講這個(gè)故事-- 說(shuō)的是一個(gè)小女孩正在上繪畫(huà)課。小女孩只有六歲 她坐在教室的后排，正在畫(huà)畫(huà)， 而她的老師評(píng)價(jià)她幾乎從不 注意聽(tīng)講，但在繪畫(huà)課上她卻聽(tīng)得很認(rèn)真。 老師饒有興趣地走過(guò)去 問(wèn)她：“你在畫(huà)什么?” 她說(shuō)：“我畫(huà)的是上帝。” 老師說(shuō)：“可是沒(méi)人知道上帝長(zhǎng)什么樣。” 這時(shí)小女孩說(shuō)：“他們馬上就能知道上帝的樣子了。” (笑聲)

　　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? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: "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, and 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." (Laughter)

　　我兒子四歲時(shí)在英國(guó)-- 實(shí)際上他那會(huì)兒在哪都四歲(笑聲) 嚴(yán)格地說(shuō)他四歲那年在哪個(gè)國(guó)家記不清了，只記得他四歲那年 去演舞臺(tái)劇《基督誕生》 你們記得那部劇的情節(jié)嗎?應(yīng)該記不得，情節(jié)太長(zhǎng)。 故事太長(zhǎng)。梅爾.吉布森演過(guò)那部劇的續(xù)集。 你們也許看過(guò)，叫《基督誕生II》。我兒子James在那部舞臺(tái)劇里演Joseph, 我們?yōu)榇撕芘d奮。 我們以為那是個(gè)主要角色。 我們給觀眾們發(fā)了T恤： 上面印著“James Robinson 扮演 Joseph"(笑聲) 他的角色不一定有臺(tái)詞，劇情是 三個(gè)國(guó)王拿著禮物走進(jìn)來(lái) 他們分別拿著黃金，乳香精油，沒(méi)藥精油。 演出開(kāi)始了。我們坐在觀眾席上 我認(rèn)為他們應(yīng)該按順序出場(chǎng)， 演出結(jié)束后我們對(duì)James說(shuō)： “你們剛才演的對(duì)嗎?”他說(shuō)：“對(duì)啊，怎么了，哪錯(cuò)了嗎?” 其實(shí)他們把劇情改了。 他們是這么演的：三個(gè)小演員出場(chǎng)， 四歲的小家伙們頭上戴著擦杯子用的毛巾， 他們放下手上拿的盒子 第一個(gè)孩子說(shuō)：“我?guī)��?lái)了黃金。” 第二個(gè)孩子說(shuō)：“我?guī)��?lái)了沒(méi)藥精油。” 第三個(gè)孩子說(shuō)：“Frank帶來(lái)了這個(gè)”(笑聲)(注：“frankincense乳香精油”英文發(fā)音和“Frank sent this”英文發(fā)音相似)

　　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 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, 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. 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 if it. So why is this?

　　以上例子的共同點(diǎn)就是孩子們?cè)敢饷半U(xiǎn)。 對(duì)于未知的事物，他們?cè)敢馊�嘗試。 難道不是嗎?即使嘗試的結(jié)果是錯(cuò)誤的，他們也不懼怕。 當(dāng)然，我并不認(rèn)為錯(cuò)誤的嘗試等同于創(chuàng)新。 但我們都知道 如果你不打算做錯(cuò)誤的嘗試 你永遠(yuǎn)不會(huì)創(chuàng)造出新東西。 如果你不想讓孩子們做錯(cuò)誤的嘗試，等他們長(zhǎng)大了， 多數(shù)孩子就會(huì)喪失創(chuàng)新的能力。 那就會(huì)使他們也變得懼怕錯(cuò)誤的嘗試。 這種情況也存在于公司經(jīng)營(yíng)方面。 我們不能容忍任何錯(cuò)誤。這就使得現(xiàn)在的 教育體系成為 最不能容忍錯(cuò)誤的領(lǐng)域。 這樣做的后果就是我們的教育體制正在扼殺 孩子們的創(chuàng)造力。畢加索曾說(shuō)過(guò): “孩子們是天生的藝術(shù)家” 問(wèn)題是我們長(zhǎng)大后能否繼續(xù)保有藝術(shù)靈感。我堅(jiān)信： 我們隨著年齡的增長(zhǎng)而喪失了創(chuàng)造力， 甚至可以說(shuō)，是我們所受的教育讓我們喪失了創(chuàng)造力。 為什么會(huì)這樣?

　　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? How annoying would that be? (Laughter) "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody." (Laughter)

　　五年前，我住在Stratford-on-Avon(注：英國(guó)市鎮(zhèn)，莎士比亞出生與埋葬之地)。 現(xiàn)在我已經(jīng)搬到了洛杉磯。 可想而知，這是個(gè)多么合乎邏輯的移居。 (笑聲)其實(shí)， 那時(shí)我們住在Snitterfield 就在Stratford郊外，那里是 莎士比亞父親的出生地。你有過(guò)靈感嗎?我曾經(jīng)有過(guò)。 你沒(méi)把莎士比亞和他的父親聯(lián)想在一起，對(duì)嗎? 因?yàn)槟愫雎粤?莎士比亞也曾經(jīng)是個(gè)孩子，對(duì)嗎? 莎士比亞七歲時(shí)什么樣?我從沒(méi)想過(guò)--他七歲時(shí) 的某個(gè)特定場(chǎng)景。比如他在上 英語(yǔ)課，想想他在上英語(yǔ)課--多么不可思議 (笑聲)“你要努力學(xué)習(xí)”你能想象他父親邊說(shuō)邊把他抱上床， “現(xiàn)在該睡覺(jué)了” 他父親又說(shuō)：“放下筆， 別再寫(xiě)那些東西了，別人都看不懂。” (笑聲)

　　Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. 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. Anyway, he was really upset on the plane, and 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)

　　話說(shuō)遠(yuǎn)了，剛才說(shuō)到我們從Stratford搬到洛杉磯， 我想說(shuō)的是，對(duì)于這次搬家， 我兒子并不愿意。 我有兩個(gè)孩子。兒子現(xiàn)在21歲了，女兒16歲。 我兒子不愿搬到洛杉磯。雖然他喜歡這， 但在英國(guó)，他有個(gè)女友，是他的最?lèi)?ài)，叫Sarah. 他們認(rèn)識(shí)只有一個(gè)月后就開(kāi)始交往了。 我們要搬家時(shí)他們已交往了4年。 這對(duì)于16歲的年齡來(lái)說(shuō)已經(jīng)很長(zhǎng)了。 我兒子上了飛機(jī)后很郁悶， 他說(shuō)：“我再也找不到像Sarah那樣的女孩了。” 但說(shuō)實(shí)話，做為家長(zhǎng)的我們?yōu)榇撕軕c幸。 因?yàn)槟莻�(gè)女孩是我們搬家的主要原因。 (笑聲)

　　But something strikes you when you move to America and when you 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 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.

　　但搬到美國(guó)后，有些事使我印象深刻 如果你周游世界 你會(huì)發(fā)現(xiàn)每個(gè)國(guó)家的教育體系都存在相同的學(xué)科等級(jí)制度。 沒(méi)有例外。不論哪個(gè)國(guó)家。 你認(rèn)為也許會(huì)有例外，但沒(méi)有。 排在最前面的學(xué)科是數(shù)學(xué)和語(yǔ)言， 接下去是人文學(xué)科，藝術(shù)排在最后。 世界上所有國(guó)家都是如此。 而且相同的還有 就是在藝術(shù)學(xué)科范圍內(nèi)也有等級(jí)制。 通常學(xué)校把美術(shù)課和音樂(lè)課看的較重要 然后是戲劇課和舞蹈課。沒(méi)有哪個(gè)國(guó)家的教育體系 天天安排舞蹈課 但卻每天都安排數(shù)學(xué)課。為什么? 為什么不是每天安排舞蹈課呢?我認(rèn)為舞蹈課很重要。 我認(rèn)為舞蹈課和數(shù)學(xué)課同樣重要。 如果有允許，孩子們會(huì)不停地跳舞，我們也一樣。 我們都有體會(huì)，對(duì)嗎? (笑聲)事實(shí)上， 隨著孩子年齡增長(zhǎng)，我們開(kāi)始教導(dǎo)他們 別的東西，(以前是教他們走和跑)，而隨著他們長(zhǎng)大，我們更關(guān)注的是他們的頭腦。 而且略微偏重大腦的一側(cè)。

　　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, don't they? (Laughter) It's a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, 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.

　　如果你以一個(gè)外國(guó)人的身份來(lái)參觀我們的教育體系， 帶著這樣的問(wèn)題：“公辦教育的目的是什么?” 那么當(dāng)你看到我們的教育體系產(chǎn)業(yè)化的發(fā)展，我相信，你就會(huì)明白 是誰(shuí)在真正從中受益， 是誰(shuí)被教導(dǎo)著該做什么不該做什么， 是誰(shuí)得了滿(mǎn)分，誰(shuí)是第一名-- 關(guān)于公辦教育的目的，我想你會(huì)得出這樣的結(jié)論 世界上所有的公辦教育 都以培養(yǎng)大學(xué)教授為目的。難道不是嗎? 因?yàn)榇髮W(xué)教授是象牙塔尖上的人。 我也曾是一名大學(xué)教授，也是塔尖上的人。(笑聲) 我傾慕大學(xué)教授的學(xué)識(shí)，但 我們不應(yīng)該用這樣一個(gè)頭銜作為衡量一個(gè)人成功與否的分水嶺。 其實(shí)大學(xué)教授只是360行中的一行， 只不過(guò)他們比較好求知， 我這樣說(shuō)不是因?yàn)閷?duì)他們的傾慕。 在我看來(lái)，大學(xué)教授有個(gè)特點(diǎn)-- 雖然不是共性，但很典型--他們只用腦子生活。 而且偏重于大腦的一側(cè)。 用書(shū)面語(yǔ)來(lái)說(shuō)就是--他們腦體分離。 他們只是把身體當(dāng)作 大腦的載體而已，難道不是嗎? (笑聲)這個(gè)載體可以載著大腦去開(kāi)會(huì)。 如果你想親身體驗(yàn) 你就去參加一次會(huì)議 --學(xué)術(shù)研討會(huì)， 然后在會(huì)議結(jié)束后再去迪廳蹦迪。 (笑聲)在那你會(huì)看到，成年男女 在不和樂(lè)拍地瘋狂搖擺。 期待夜晚的結(jié)束好回家寫(xiě)篇關(guān)于蹦迪的論文。

　　Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- 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.

　　注重培養(yǎng)學(xué)術(shù)能力的觀點(diǎn)根植于我們的教育體系之中。 形成這種狀況還有個(gè)原因-- 所有國(guó)家的教育體系在最初建立時(shí) 也就是在19世紀(jì)之前--那時(shí)教育還不是公共事業(yè)。 那時(shí)建立教育體系 是為了滿(mǎn)足工業(yè)化發(fā)展的需要。 所以有兩點(diǎn)基本的等級(jí)原則。 第一點(diǎn)，對(duì)工作最實(shí)用的科目 是最重要的科目。這樣就能輕易地避開(kāi) 孩子們喜歡的科目，從小就不讓他們碰觸。 理由就是 不這樣學(xué)就找不到工作。對(duì)嗎? 別玩音樂(lè)了，你成不了音樂(lè)家; 別畫(huà)畫(huà)了，你成不了藝術(shù)家。 這些溫和的忠告--筑成現(xiàn)在的大錯(cuò)。全世界 都被卷入了工業(yè)革命的熱潮。 第二點(diǎn)，學(xué)術(shù)能力已經(jīng)成為 衡量好學(xué)生的主要標(biāo)準(zhǔn) 這種標(biāo)準(zhǔn)是那些大學(xué)自己制定的。 只要你思考一下就會(huì)發(fā)現(xiàn)整個(gè)教育體系 不論哪個(gè)國(guó)家的公共教育都是一種按部就班的程序 最終目標(biāo)是為了考入大學(xué)。 造成的后果就是許多很有天才的 有創(chuàng)造力的學(xué)生被鈍化了。 因?yàn)檫@些學(xué)生發(fā)現(xiàn)他們的專(zhuān)長(zhǎng)在學(xué)校 并不受重視甚至還受到蔑視。 我認(rèn)為我們不能再這樣扼殺孩子們的天才了。

　　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. 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. (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.

　　根據(jù)聯(lián)合國(guó)教科文組織的統(tǒng)計(jì)，今后30年 全世界畢業(yè)的學(xué)生將超過(guò) 過(guò)去的總和。 這就是人口增長(zhǎng)造成的，人口增長(zhǎng)關(guān)系到 我們談?wù)摰脑S多話題-- 包括技術(shù)和技術(shù)變革對(duì)生產(chǎn)力的影響、人口統(tǒng)計(jì)學(xué) 及人口爆炸。 很快，文憑就不再有含金量了。是這樣吧? 我上學(xué)那會(huì)兒，有文憑就有工作。 那時(shí)候如果你沒(méi)工作，那是因?yàn)槟悴幌胝摇?說(shuō)實(shí)話，我那時(shí)候就是這樣。(笑聲) 但現(xiàn)在的狀況是，孩子們有文憑卻經(jīng)常 呆在家里打電腦游戲， 因?yàn)橐郧爸灰獙W(xué)士學(xué)位的工作崗位現(xiàn)在需要碩士學(xué)位， 現(xiàn)在還沒(méi)畢業(yè)的孩子將來(lái)就得有個(gè)博士學(xué)位才好找工作。 這就是學(xué)術(shù)學(xué)位的通貨膨脹。 這是整個(gè)教育體系 坍塌的前兆。我們必須從根本上反思 我們?cè)u(píng)價(jià)好學(xué)生的標(biāo)準(zhǔn)。

　　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.

　　培養(yǎng)人才有三個(gè)原則 第一，多樣化。我們認(rèn)知世界的角度不同 有的從視覺(jué)角度， 有的從聽(tīng)覺(jué)角度，有的從美學(xué)角度 有的從抽象的角度，有的從動(dòng)態(tài)的角度。 第二，好學(xué)生應(yīng)該是充滿(mǎn)活力的。 如果觀察一下人類(lèi)大腦的內(nèi)部組織，就像我們 昨天所看到的演講中演示的， 大腦發(fā)育具有關(guān)聯(lián)性。 大腦不應(yīng)被分成幾部分。 其實(shí)我認(rèn)為應(yīng)該創(chuàng)造性地把大腦看作一整套工序-- 生產(chǎn)有價(jià)值的原創(chuàng)想法的工序-- 這種原創(chuàng)想法往往來(lái)自互動(dòng)的思考方式 而不是呆板的常規(guī)模式。

　　The brain is intentionally -- 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, I think 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) 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'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. Give me a break." (Laughter) 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 great t-shirt really recently which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)

　　大腦本來(lái)就是 由神經(jīng)來(lái)連接左腦和右腦 這個(gè)連接部分叫胼胝體(醫(yī)學(xué)名詞)。女性大腦中的這個(gè)部分比男性的要厚。 昨天聽(tīng)了Helen的演講受到啟發(fā)，我認(rèn)為 腦部特征可能使女性更善于應(yīng)對(duì)頭緒紛亂的事情。 對(duì)嗎? 雖然關(guān)于這方面的研究有很多，但我對(duì)于這方面的了解其實(shí)來(lái)源于我的親身體驗(yàn)。 我妻子在家做飯時(shí)-- 感謝上帝，她不常做飯，(笑聲) 雖然她不擅廚藝但很擅長(zhǎng)其他一些事-- 不過(guò)她做飯時(shí)總是 打打電話， 和孩子們說(shuō)說(shuō)話，給天棚刷刷漆， 還在旁邊做開(kāi)胸手術(shù)。 而我做飯時(shí)就會(huì)關(guān)上廚房門(mén)，不讓孩子們進(jìn)來(lái)打擾， 不打電話，這時(shí)如果我妻子進(jìn)來(lái)我會(huì)很生氣。 我會(huì)這樣對(duì)我妻子說(shuō)：“Terry，我在煎雞蛋，請(qǐng)你別打擾。”(笑聲) 大家都知道那句有哲理的話-- 如果森林里有棵樹(shù)倒了可沒(méi)人聽(tīng)到， 那是否意味著沒(méi)發(fā)生過(guò)?記得這句話嗎? 最近我看到一件很棒的T恤，上面印著：“如果一個(gè)男人說(shuō)出他的心聲 卻是在森林里說(shuō)的，而且沒(méi)被女人聽(tīng)到， 那應(yīng)該不算犯錯(cuò)吧?”(笑聲)

　　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; she's called 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 in England, as you can see. Anyway, Gillian and I had lunch one day and I said, "Gillian, how'd you get to be a dancer?" And she said 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.

　　培養(yǎng)好學(xué)生的第三個(gè)原則就是-- 個(gè)性化。我目前在寫(xiě)本書(shū)-- 書(shū)名叫《頓悟》，素材來(lái)自一些 訪談，訪談內(nèi)容是關(guān)于怎樣發(fā)現(xiàn) 自身的才能。對(duì)于這點(diǎn)我很感興趣。 激發(fā)我寫(xiě)這本書(shū)的原因是一次對(duì)話 我采訪了一位很優(yōu)秀的女士，也許很多人 沒(méi)聽(tīng)說(shuō)過(guò)這個(gè)人，她叫Gillian Lynne, 你們知道這個(gè)人嗎?應(yīng)該有人知道吧。她是一個(gè)舞蹈編劇 所有人都知道她的作品。 她編舞的作品有《貓》、《歌劇魅影》。 她很有才華。我在英國(guó)看過(guò)由皇家芭蕾舞團(tuán)演出的她的作品。 你們也看過(guò)她的作品。 有一次，我和Gillian 吃午飯，我問(wèn)她： “Gillian,你是怎樣成為舞蹈家的?她回答說(shuō)： 說(shuō)起來(lái)很有意思，她上學(xué)的時(shí)候， 覺(jué)得自己完全沒(méi)有希望。她上學(xué)那會(huì)兒是1930年代， 老師給她家長(zhǎng)寫(xiě)信說(shuō)：“我們認(rèn)為 Gillian患有學(xué)習(xí)障礙癥。”她無(wú)法集中注意力， 她老是坐不安生。用現(xiàn)在的話講，那意思就是 她有多動(dòng)癥。你們也這么想吧?但那時(shí)候是1930年代， “多動(dòng)癥”這個(gè)詞還沒(méi)出現(xiàn)。 那個(gè)老師用詞不當(dāng)。(笑聲) 那時(shí)候人們還不知道用“多動(dòng)癥”這個(gè)詞。

　　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 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've listened to all these things that your mother's told me, and I need to speak to her privately." He said, "Wait here. We'll 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 his 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."

　　于是，Gillian去看病。 她媽媽帶她去的， 醫(yī)生讓她坐在椅子上， 她把手壓在腿下，這樣過(guò)了20分鐘 她媽媽一直在向醫(yī)生講述 Gillian在學(xué)校的表現(xiàn)： 她在學(xué)校不安生， 她總是晚交作業(yè)，等等， 其實(shí)不過(guò)是個(gè)才8歲的孩子--最后，醫(yī)生走過(guò)去坐到 Gillian的旁邊對(duì)她說(shuō)：“Gillian, 你媽媽跟我說(shuō)了很多 現(xiàn)在我想和你媽媽單獨(dú)談?wù)劇?rdquo; “你在這兒等一下，我們馬上談完。” 醫(yī)生和她媽媽出去了。 但醫(yī)生在出去時(shí)把收音機(jī)打開(kāi)了 收音機(jī)在醫(yī)生辦公桌上。在他們 走出房間后，醫(yī)生對(duì)她媽媽說(shuō): “我們就站在這兒觀察一下她。”他們離開(kāi)房間后， Gillian站起來(lái)，隨著音樂(lè)跳起舞來(lái)。 她媽媽和醫(yī)生在門(mén)外看了幾分鐘 醫(yī)生對(duì)她媽媽說(shuō)： Lynne太太，Gillian沒(méi)病，她是個(gè)舞蹈天才。 讓她去上舞蹈學(xué)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; they did 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 and founded her own company -- the Gillian Lynne Dance Company -- met Andrew Lloyd Weber. 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.

　　話說(shuō)到這，我問(wèn)Gillian：“后來(lái)怎么樣了?” 她回答道：“我媽媽送我去了舞蹈學(xué)校。我無(wú)法形容那里有多棒。 那里有很多 像我這樣的人--坐不住的人。 我們必須在動(dòng)態(tài)中才能思考。” 他們跳芭蕾，跳踢踏舞，跳爵士舞， 跳現(xiàn)代舞。 后來(lái)她考入皇家芭蕾舞學(xué)校， 成為芭蕾舞女主演，事業(yè)發(fā)展很成功 從那畢業(yè)后 從皇家芭蕾舞學(xué)校畢業(yè)后 她成立了自己的公司--Gillian Lynne 舞蹈公司 遇到了Andrew Lloyd Weber(注：歌舞劇《貓》的編曲者)。她負(fù)責(zé) 擔(dān)任過(guò)一些極其成功的音樂(lè)劇的編舞 她給數(shù)以萬(wàn)計(jì)的觀眾帶來(lái)了藝術(shù)享受， 她也是個(gè)億萬(wàn)富翁�？墒�，有人 也許曾認(rèn)為她有多動(dòng)癥命令她 “冷靜。”

　　Now, I think ... (Applause) 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 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.

　　現(xiàn)在，我想說(shuō)的是--(掌聲) AL Gore(注：美國(guó)前副總統(tǒng)) 曾在這里做過(guò)一次演講 內(nèi)容是關(guān)于生態(tài)學(xué)以及Rachel Carson(注：美國(guó)海洋生物學(xué)家)引發(fā)的那次環(huán)境保護(hù)運(yùn)動(dòng)。 我相信對(duì)于未來(lái)，我們的唯一出路 是貫徹一種新的人性化生態(tài)的思想， 也就是說(shuō)我們應(yīng)重新定義 人類(lèi)能力的多樣化。 我們的教育體系培養(yǎng)我們的方式 正如我們開(kāi)采地球的方式--以功利為目的。 但這種方式對(duì)于未來(lái)將不再適用。 我們必須重新思考那些最基本的準(zhǔn)則 也就是我們教育孩子的準(zhǔn)則。 Jonas Salk(注：美國(guó)生物學(xué)家、醫(yī)學(xué)家)曾說(shuō)過(guò)：“如果所有的昆蟲(chóng) 都從地球上消失的話， 那么50年之內(nèi)，所有生命也將從地球上消失。 而如果人類(lèi)從地球上消失的話， 那么50年之內(nèi)，其他物種會(huì)活得更好。” 他說(shuō)的很對(duì)。

　　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倡導(dǎo)的是人類(lèi)的創(chuàng)造性思維。 現(xiàn)在，我們必須運(yùn)用這種思維方式小心地 避開(kāi)那些按部就班的規(guī)則 達(dá)到這個(gè)目的唯一的方法 就是運(yùn)用創(chuàng)造力 最大限度地發(fā)揮創(chuàng)造力，而且 用孩子們喜歡的方式培養(yǎng)他們。我們的任務(wù) 是全方位地培養(yǎng)孩子，這樣他們才能面對(duì)未來(lái)的社會(huì)。 順便說(shuō)句--我們可能活不到未來(lái)那天 但孩子們會(huì)。而我們要做的就是幫助 他們能在未來(lái)有所作為。謝謝大家。