تدريب Shadowing: Do schools kill creativity? | Sir Ken Robinson | TED - تعلم التحدث بالإنجليزية مع YouTube

Tanya Cushman Reviewer Tanya Cushman Reviewer

⏸ متوقف مؤقتاً

السرعة:

405 جمل

إذا كانت الجمل قصيرة أو طويلة جدًا، انقر على Edit لتعديلها.

Tanya Cushman Reviewer Tanya Cushman Reviewer

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.

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 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.

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.

Sort of thing.

If you work in education, you're not asked.

And you're never asked back, curiously.

That distracts me.

But if you are, and you say to somebody,

they say, what do you do?

And you say you work in education,

you can see the blood run from their face.

They think, oh my God, why me?

My one night out all week.

But if you ask people 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.

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, Serena 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.

Thank you.

That was it, by the way.

Thank you very much.

So, 15 minutes left.

Well, I was born...

No, the...

I had 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.

And 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.

When my son was four in England,

actually he was four everywhere to be honest,

I mean, if we're being strict about it,

wherever he went he was four that year,

but he was in the Nativity play,

do you remember the story?

No, it was big, it was a big story.

Mel Gibson You may have seen it.

Nativity 2.

But James got the part of Joseph,

which we were thrilled about.

We consider this to be one of the lead parts.

We had the place crammed full of agents and T-shirts.

You know, James Robinson is Joseph.

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 mary.

This really happened, we're sitting there,

and they, I think, just went out of sequence.

Because we talked to the little boy afterwards and said,

you know, are you OK with that?

And they said, yeah, why, was that wrong?

They just switched, I think that was it.

Anyway, the three boys came in,

little four-year-olds with tea towels on their heads,

100

and they put these boxes down,

101

and the first boy said, I bring you gold.

102

And the second boy said, I bring you mare.

103

And the third boy said, Frank sent this.

104

What these things have in common is that kids will take a chance.

105

If they don't know, they'll have a go.

106

Am I right?

107

They're not frightened of being wrong.

108

Now I don't mean to say that being wrong is the same thing as being creative.

109

What we do know is if you're not prepared to be wrong,

110

you'll never come up with anything original.

111

if you're not prepared to be wrong.

112

And by the time they get to be adults,

113

most kids have lost that capacity.

114

They have become frightened of being wrong.

115

And we run our companies,

116

by the way, we stigmatize mistakes.

117

And we're now running national education systems where mistakes are the worst thing you can make.

118

And the result is that we are educating people out of their creative capacities.

119

Picasso once said this, he said that all children are born artists.

120

The problem is to remain an artist as we grow up.

121

I believe this passionately, that we don't grow into creativity,

122

we grow out of it.

123

Or rather, we get educated out of it.

124

So why is this?

125

I lived in Stratford-on-Avon until about five years ago.

126

In fact, we moved from Stratford to Los Angeles.

127

So you can imagine what a seamless transition this was from L.A.

128

Actually, we lived in a place called Snitterfield,

129

just outside Stratford, which is where Shakespeare's father was born.

130

Are you struck by a new thought?

131

I was.

132

You don't think of Shakespeare having a father, do you?

133

Do you?

134

Because you don't think of Shakespeare being a child, do you?

135

Shakespeare being seven.

136

I never thought of it.

137

I mean, he was seven at some point.

138

He was in somebody's English class, wasn't he?

139

Do you understand?

140

How annoying would that be?

141

Must try harder.

142

Being sent to bed by his dad to Shakespeare.

143

Go to bed now to William Shakespeare and put the pencil down.

144

And stop speaking like that.

145

It's confusing everybody.

146

Anyway, We moved from Stratford to Los Angeles.

147

And I just want to say a word about the transition.

148

Actually, my son didn't want to come.

149

I've got two kids.

150

He's 21 now and my daughter's 16.

151

He didn't want to come to Los Angeles.

152

He loved it.

153

But he had a girlfriend in England.

154

This was the love of his life.

155

Sarah.

156

He'd known her for a month.

157

Mind you, they'd had their fourth anniversary.

158

Because it's a long time when you're 16.

159

Anyway, he was really upset on the plane and said,

160

I'll never find another girl like Sarah.

161

And we were rather pleased about that, frankly.

162

Because she was...

163

She was the main reason we were leaving the country.

164

But something strikes you when you move to America and when you travel around the world.

165

Every education system on Earth has the same hierarchy of subjects.

166

Everyone, doesn't matter where you go.

167

You think it would be otherwise, but it isn't.

168

At the top are mathematics and languages,

169

then the humanities and the bottom are the arts, everywhere on Earth.

170

And in pretty much every system too,

171

there's a hierarchy within the arts.

172

Art and music are normally given a higher status in schools than drama and dance.

173

There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics.

174

Why?

175

Why not?

176

I think this is rather important.

177

I think maths is very important, but so is dance.

178

Children dance all the time,

179

if they're allowed to, we all do.

180

We all have bodies, don't we?

181

Did I miss a meeting?

182

I mean, I think...

183

Truthfully, what happens is, as children grow up,

184

we start to educate them progressively from the waist up.

185

And then we focus on their heads,

186

and slightly to one side.

187

If you were to visit education as an alien and say,

188

what's it for, public education?

189

I think you'd have to conclude,

190

if you look at the output,

191

Who really succeeds by this?

192

Who does everything they should?

193

Who gets all the brownie points?

194

Who are the winners?

195

I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors.

196

Isn't it?

197

They're the people who come out the top and I used to be one.

198

So there.

199

You know.

200

And I like university professors,

201

but you know, we shouldn't hold them up as the high watermark of all human achievement.

202

They're just a form of life.

203

You know, another form of life.

204

But they're rather curious, and I say this out of affection for them.

205

There's something curious about professors.

206

In my experience, not all of them,

207

but typically, they live in their heads.

208

They live up there.

209

and slightly to one side.

210

They're disembodied, you know, in a kind of literal way.

211

You know, they look upon their body as a form of transport for their heads.

212

You know, it's...

213

Don't they?

214

It's a way of getting their head to meetings.

215

If you want real evidence of out-of-body experiences,

216

by the way, get yourself along to a residential conference for senior academics and pop into the discotheque on the final night.

217

And there you will see it.

218

Brown men and women writhing uncontrollably.

219

Off the beat.

220

Waiting until it ends so they can go and write a paper about it.

221

Now, our education system is predicated on the idea of academic ability.

222

And there's a reason.

223

The whole system was invented around the world.

224

There were no public systems of education really before the 19th century.

225

They all came into being to meet the needs of industrialism.

226

So the hierarchy is rooted on two ideas.

227

Number one, that the most useful subjects for work are at the top.

228

So you were probably steered benignly away from things at school when you were a kid,

229

things you liked on the ground you would never get a job doing that.

230

Is that right?

231

Don't do music, you're not going to be a musician,

232

don't do art, you won't be an artist.

233

Benign advice, now profoundly mistaken.

234

The whole world is engulfed in revolution.

235

And the second is academic ability,

236

which has really come to dominate our view of intelligence,

237

because the universities designed the system in their image.

238

If you think of it,

239

the whole system of public education around the world is a protracted process of university entrance.

240

And the consequences that many highly talented,

241

brilliant, creative people think they're not,

242

because the thing they were good at at school wasn't valued or was actually stigmatized.

243

And I think we can't afford to go on that way.

244

In the next 30 years,

245

according to UNESCO, more people worldwide will be graduating through education than since the beginning of history.

246

More people.

247

And it's the combination of all the things we've talked about,

248

technology and its transformation effect on work,

249

and demography and the huge explosion in population.

250

Suddenly, degrees aren't worth anything.

251

Isn't that true?

252

When I was a student,

253

if you had a degree, you had a job.

254

If you didn't have a job,

255

it's because you didn't want one.

256

And I didn't want one, frankly.

257

But now, kids with degrees are often heading home to carry on playing video games.

258

Because you need an MA where the previous job required a BA,

259

and now you need a PhD for the other.

260

It's a process of academic inflation,

261

and it indicates the whole structure of education is shifting beneath our feet.

262

We need to radically rethink our view of intelligence.

263

We know three things about intelligence.

264

One, it's diverse.

265

We think about the world in all the ways that we experience it.

266

We think visually, we think in sound,

267

we think kinesthetically, we think in abstract terms, we think in movement.

268

Secondly, intelligence is dynamic.

269

If you look at the interactions of a human brain,

270

as we heard yesterday from a number of presentations, intelligence is wonderfully interactive.

271

The brain isn't divided into compartments.

272

In fact, creativity, which I define as the process of having original ideas that have value,

273

more often than not, comes about through the interaction of different disciplinary ways of seeing things.

274

The brain is intentionally...

275

By the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum.

276

It's thicker in women.

277

Following on from Helen yesterday,

278

I think this is probably why women are better at multitasking.

279

Because you are, aren't you?

280

That's a raft of research,

281

but I know it from my personal life.

282

If my wife is cooking a meal at home,

283

which is not often, thankfully,

284

but, you know, if she's doing...

285

No, she's good at some things.

286

But if she's cooking, she's dealing with people on the phone,

287

she's talking to the kids,

288

she's painting the ceiling, you know,

289

she's doing open-heart surgery over here.

290

If I'm cooking, the door is shut,

291

the kids are out, the phone's on the hook,

292

if she comes in, I get annoyed.

293

I say, Terry, please, I'm trying to fry an egg in here.

294

You know...

295

Give me a break.

296

Actually, there was...

297

Do you know that old philosophical thing?

298

If a tree falls in a forest and nobody hears it, did it happen?

299

Remember that old chestnut?

300

I saw a great T-shirt,

301

really, recently, which said, if a man speaks his mind in a forest and no woman hears him,

302

is he still wrong?

303

And the third thing about intelligence is it's distinct.

304

I'm doing a new book at the moment called Epiphany,

305

which is based on a series of interviews with people about how they discovered their talent.

306

I'm fascinated by how people got to be there.

307

It's really prompted by a conversation I had with a wonderful woman who most people have never heard of.

308

She's called Gillian Lynn.

309

Have you heard of her?

310

Some have.

311

She's a choreographer and everybody knows her work.

312

She did Cats and Phantom of the Opera.

313

She's wonderful.

314

I used to be on the board of the Royal Ballet in England,

315

as you can see.

316

And...

317

Anyway, Jillian and I had lunch one day.

318

I said, How did you get to be a dancer?

319

And she said it was interesting.

320

When she was at school, she was really hopeless.

321

And the school in the 30s wrote to her parents and said,

322

We think Jillian has a learning disorder.

323

She couldn't concentrate.

324

She was fidgeting.

325

I think now they'd say she had ADHD.

326

Wouldn't you?

327

But this was the 1930s and ADHD hadn't been invented at this point,

328

so it wasn't an available condition.

329

You know, people...

330

People weren't aware they could have that.

331

Anyway, she went to see this specialist.

332

So this oak-panelled room, and she was there with her mother,

333

and she was led and sat on this chair at the end,

334

and she sat on her hands for 20 minutes

335

while this man talked to her mother about all the problems Jillian was having at school.

336

And at the end of it,

337

because she was disturbing people,

338

her homework was always late and so on,

339

little kid of eight, in the end,

340

the doctor went and sat next to Jillian and said,

341

Jillian, I've listened to all these things that your mother's told me,

342

I need to speak to her privately.

343

So she said, wait here,

344

we'll be back, we won't be very long,

345

and they went and left her.

346

But as they went out of the room,

347

he turned on the radio that was sitting on his desk.

348

And when they got out of the room,

349

he said to her mother,

350

just stand and watch her.

351

And the minute they left the room,

352

she said she was on her feet, moving to the music.

353

And they watched for a few minutes,

354

and he turned to her mother,

355

and he said, you know,

356

Mrs. Lynn, Gillian isn't sick, she's a dancer.

357

Take her to a dance school.

358

I said, what happened?

359

She said, she did.

360

I can't tell you how wonderful it was.

361

We walked in this room,

362

and it was full of people like me.

363

People who couldn't sit still.

364

People who had to move to think.

365

who had to move to think.

366

They did ballet, they did tap,

367

they did jazz, they did modern, contemporary.

368

She was eventually auditioning for the Royal Ballet School.

369

She became a soloist, she had a wonderful career at the Royal Ballet.

370

She eventually graduated from the Royal Ballet School,

371

found her own company, the Gillian Dance Company,

372

met Andrew Lloyd Webber, she's been responsible for some of the most successful musical theatre productions in history,

373

she's given pleasure to millions, and she's a multi-millionaire.

374

Somebody else might have put her on medication and told her to calm down.

375

Now, I think...

376

What I think it comes to is this.

377

Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson.

378

I believe our only hope for the future is to adopt a new conception of human ecology,

379

one in which we start to reconstitute our conception of the richness of human capacity.

380

Our education system has mined our minds in the way that we've strip-mined the earth for a particular commodity.

381

And for the future, it won't serve us.

382

We have to rethink the fundamental principles on which we're educating our children.

383

There was a wonderful quote by Jonas Salk who said,

384

if all the insects were to disappear from the earth,

385

within 50 years all life on earth would end.

386

If all human beings disappeared from the earth,

387

from the earth, within 50 years all forms of life would flourish.

388

And he's right.

389

What TED celebrates is the gift of the human imagination.

390

We have to be careful now that we use this gift wisely

391

and that we avert some of the scenarios that we've talked about.

392

And the only way we'll do it is by seeing our creative capacities for the richness they are,

393

and seeing our children for the hope that they are.

394

And our task is to educate their whole being so they can face this future.

395

By the way, we may not see this future, but they will.

396

And our job is to help them make something of it.

397

Thank you very much.

398

Bravo.

399

We have.

400

Thank you.

401

What if great ideas weren't cherished?

402

What if they carried no importance?

403

Or held no value?

404

There is a place where artistic vision is protected.

405

Where inspired design ideas live on to become ultimate driving machines.

TRENDING

الأكثر شعبية

ما هي تقنية التظليل الصوتي؟

التظليل الصوتي (Shadowing) تقنية تعلم لغة مدعومة علمياً، طُورت أصلاً لتدريب المترجمين الفوريين المحترفين. الطريقة بسيطة لكنها قوية: تستمع لصوت إنجليزي أصلي وتكرره فوراً بصوت عالٍ — كظل يتبع المتحدث بتأخير 1-2 ثانية. تُظهر الأبحاث تحسناً كبيراً في دقة النطق والتنغيم والإيقاع وربط الأصوات والاستماع والطلاقة.

☕ اشترِ لنا قهوة

يظل ShadowingEnglish مجانيًا بنسبة 100% بفضل دعمكم. تكاليف الخوادم والذكاء الاصطناعي مرتفعة — قهوتكم تبقينا مستمرين! 🙏

التبرع عبر PayPal

ShadowingEnglish.com – تمرين التظليل الصوتي للإنجليزية

تحدث الإنجليزية بطلاقة باستخدام تقنية التظليل الصوتي. استمع لفيديوهات يوتيوب الأصلية، كرر جملة بجملة، وابنِ نطقاً حقيقياً وطلاقة — يستخدمها متعلمو IELTS حول العالم.

تدريب Shadowing: Do schools kill creativity? | Sir Ken Robinson | TED - تعلم التحدث بالإنجليزية مع YouTube

الأكثر شعبية

السياق والخلفية

أفضل 5 عبارات للتواصل اليومي

دليل خطوة بخطوة لطريقة التظليل

ما هي تقنية التظليل الصوتي؟

تدريب Shadowing: Do schools kill creativity? | Sir Ken Robinson | TED - تعلم التحدث بالإنجليزية مع YouTube

تنزيل التطبيق

السياق والخلفية

أفضل 5 عبارات للتواصل اليومي

دليل خطوة بخطوة لطريقة التظليل

ما هي تقنية التظليل الصوتي؟