John Hunter: Teaching with the World Peace Game

Translator: Michael Blokager Berthelsen Reviewer: Jonas Tholstrup Christensen

I'm very fortunate to be here.

Jeg er meget heldig at være her.

I feel so fortunate.

Jeg føler mig så heldig.

I've been so impressed by the kindness expressed to me.

Jeg er blevet så imponeret over den venlighed der er blevet vist mig.

I called my wife Leslie,

Jeg ringede til min kone, Leslie,

and I said, "You know, there's so many good people

og sagde "Ved du hvad, der er så mange gode mennesker

trying to do so much good.

der prøver at gøre så meget godt.

It feels like I've landed in a colony of angels."

Det føles som om jeg har landet i en koloni af engle."

It's a true feeling.

Det er en ægte følelse.

But let me get to the talk -- I see the clock is running.

Men lad mig komme til talen -- jeg kan se at tiden går.

I'm a public school teacher,

Jeg er en offentlig skolelærer,

and I just want to share a story of my superintendent.

og jeg vil gerne lige dele en historie om min overlærer.™

Her name is Pam Moran

Hun hedder Pam Moran

in Albemarle County, Virginia,

i Albemarle kommune, Virginia,

the foothills of the Blue Ridge Mountains.

ved foden af Blue Ridge bjergene.

And she's a very high-tech superintendent.

Og hun er en meget høj-teknologisk overlærer.

She uses smart boards, she blogs,

Hun bruger digitale tavler, hun blogger,

she Tweets, she does Facebook,

hun Twitrer, hun bruger Facebook,

she does all this sort of high-tech stuff.

hun gør alle de her slags høj-teknologiske sager.

She's a technology leader and instructional leader.

Hun er en teknologi-leder og instruktions-leder.

But in her office,

Men på hendes kontor

there's this old wooden, weather-worn table, kitchen table --

står der det her gamle, vejrslidte bord, køkkenbord --

peeling green paint, it's kind of rickety.

den grønne maling skaller, det er lidt ustabilt.

And I said, "Pam, you're such a modern, cutting-edge person.

Og jeg sagde til hende "Pam, du er en så moderne, nymodens person.

Why is this old table in your office?"

Hvorfor er det her gamle bord på dit kontor?

And she told me, she said,

Og hun fortalte mig, hun sagde

"You know, I grew up in Southwestern Virginia,

"Ved du hvad, jeg voksede op i Sydvestlige Virginia,

in the coal mines and the farmlands of rural Virginia,

i kul-minerne og bondelandet i rurale Virginia,

and this table was in my grandfather's kitchen.

og det her bord var i min bedstefars køkken.

And we'd come in from playing, he'd come in from plowing and working,

Og vi kom ind fra at have leget, han kom hjem fra pløgen og arbejden,

and we'd sit around that table every night.

og vi sad rundt om det bord hver aften.

And as I grew up, I heard so much knowledge

Og mens jeg voksede op, hørte jeg så meget viden

and so many insights and so much wisdom

og så mange indsigter og så meget visdom

come out around this table,

der kom ud omkring det her bord,

I began to call it the wisdom table.

at jeg begyndte at kalde det visdoms-bordet.

And when he passed on, I took this table with me and brought it to my office,

Og da han gik bort tog jeg det her bord med mig til mit kontor,

and it reminds me of him.

og det minder mig om ham.

It reminds me of what goes on around an empty space sometimes."

Det minder mig om hvad der nogle gange foregår omkring et tomrum."

The project I'm going to tell you about

Projektet jeg har tænkt mig at fortælle jer om

is called the World Peace Game,

hedder Verdensfreds-spillet,

and essentially it is also an empty space.

og egentlig er det bare et tomrom.

And I'd like to think of it

Og jeg kan godt lide at tænke på det

as a 21st century wisdom table, really.

som et 21. århundredes visdoms-bord, egentlig.

It all started back in 1977.

Det hele startede tilbage i 1977.

I was a young man,

Jeg var en ung mand,

and I had been dropping in and out of college.

og jeg havde været ind og ud af universitetet.

And my parents were very patient,

Og mine forældre var meget tålmodige,

but I had been doing intermittent sojourns to India

men jeg havde gjort flere midlertidige rejser til Indien

on a mystical quest.

på en mystisk færd.

And I remember the last time I came back from India --

Og jeg kan huske den sidste gang jeg kom tilbage fra Indien --

in my long white flowing robes

i mine lange, hvide, flagrene kåbe

and my big beard and my John Lennon glasses --

og mit store skæg og mine John Lennon briller,

and I said to my father,

og jeg sagde til min far,

"Dad, I think I've just about found spiritual enlightenment."

"Far, jeg tror jeg er ved at finde spirituel oplyselse."

He said, "Well there's one more thing you need to find."

Han sagde, "Vel der er en ting til du er nødt til at finde."

I said, "What is that, dad?" "A job."

Jeg sagde, "Hvad er det, far?" "Et arbejde."

(Laughter)

(Latter)

And so they pleaded with me to get a degree in something.

Og så bad de mig om at få en grad i et eller andet.

So I got a degree

Så jeg fik en grad

and it turned out to be education.

og det var tilfældigvis indenfor uddannelse.

It was an experimental education program.

Det var et program for eksperimentel uddannelse.

It could have been dentistry, but the word "experimental" was in it,

Det kunne have været tandpleje, men ordet "eksperimentel" var der,

and so that's what I had to go for.

og så var jeg bare nødt til at gå efter det.

And I went in for a job interview

Og jeg gik til et job interview

in the Richmond Public Schools in Virginia, the capital city,

hos Richmond Offentlige Skoler i Virginia, hovedstaden,

bought a three-piece suit -- my concession to convention --

købte et jakkesæt -- min indrømmelse af det konventionelle,

kept my long beard and my afro

beholdt mit lange skæg og afro-hår

and my platform shoes -- at the time it was the '70s --

og mine platform-sko -- det var 70'-erne den gang --

and I walked in, and I sat down and had an interview.

og jeg gik ind, og satte mig og havde et interview.

And I guess they were hard up for teachers

Og jeg antager at de havde en mangel på lærere,

because the supervisor, her name was Anna Aro,

for overseersken, hendes navn var Anna Aro,

said I had the job teaching gifted children.

sagde at jeg havde fået jobbet med at undervise begavede børn.

And I was so shocked, so stunned,

Og jeg var så chokeret, så lamslået,

I got up and said, "Well, thank you, but what do I do?"

at jeg rejste mig og sagde, "Tak, men hvad gør jeg?"

(Laughter)

(Latter)

Gifted education hadn't really taken hold too much.

Undervisning af begavede var ikke særlig etableret endnu.

There weren't really many materials or things to use.

Der var ikke særlig mange materialer eller ting jeg kunne bruge.

And I said, "What do I do?"

Og jeg sagde, "Hvad gør jeg?"

And her answer shocked me. It stunned me.

Og hendes svar chokerede mig. Det lamslog mig.

Her answer set the template

Hendes svar blev skabelonen

for the entire career I was to have after that.

for hele den karriere jeg kom til at have siden.

She said, "What do you want to do?"

Hun sagde, "Hvad har du lyst til at gøre?"

And that question cleared the space.

Og det spørgsmål rydede vejen.

There was no program directive, no manual to follow,

Der var intet direktiv, ingen manual at følge,

no standards in gifted education

ingen standarder indenfor uddannelse af begavede

in that way.

på den måde.

And she cleared such a space

Og hun rydede vejen på en sådan måde,

that I endeavored from then on

at jeg fra da af gjorde mit bedste

to clear a space for my students, an empty space,

for at rydde vejen for mine studenter, et tomrum,

whereby they could create and make meaning

hvorved de kunne skabe og lave mening

out of their own understanding.

ud af deres egen forståelse.

So this happened in 1978,

Så dette skete i 1978,

and I was teaching many years later,

og jeg underviste mange år senere,

and a friend of mine introduced me to a young filmmaker.

og en ven af mig introducerede mig for en ung filmskaber.

His name is Chris Farina.

Hans navn er Chris Farina.

Chris Farina is here today at his own cost.

Chris Farina har selv betalt for at kunne være her idag.

Chris, could you stand up and let them see you --

Chris, kunne du rejse dig op og lade dem se dig --

a young, visionary filmmaker who's made a film.

en ung, visionær filmskaber som har lavet en film.

(Applause)

(Bifald)

This film is called "World Peace and Other 4th Grade Achievements."

Denne film hedder "Verdensfred og Andre 4.-klasse Opnåelser."

He proposed the film to me -- it's a great title.

Han foreslog filmen for mig -- det er en fantastisk titel.

He proposed the film to me,

Han foreslog filmen for mig,

and I said, "Yeah, maybe it'll be on local TV,

og jeg sagde, "Joh, måske bliver den vist på lokal-TV,

and we can say hi to our friends."

og vi kan sige hej til vore venner."

But the film has really gone places.

Men filmen er virkelig nået langt.

Now it's still in debt, but Chris has managed, through his own sacrifice,

Den stadig i underskud, men Chris har klaret, gennem hans egen ofring,

to get this film out.

at få den her film ud.

So we made a film

Så vi lavede en film

and it turns out to be more than a story about me,

og det viste sig at være mere end bare en historie om mig,

more than a story about one teacher.

mere end en historie om en lærer.

It's a story that's a testament to teaching and teachers.

Det er en historie som er en hyldest til undervisning og lærere.

And it's a beautiful thing.

Og det er en smuk ting.

And the strange thing is, when I watch the film --

Og det underlige er at da jeg så filmen --

I have the eerie sensation of seeing it --

havde jeg en underlig følelse af at se den --

I saw myself literally disappear.

Jeg så mig selv bogstavelig talt forsvinde.

What I saw

Hvad jeg så

was my teachers coming through me.

var mine lærere som kom gennem mig.

I saw my geometry teacher in high school, Mr. Rucell's

Jeg så min geometri-lærer fra gymnaset, Mr. Rucell's

wry smile under his handlebar mustache.

skæve smil under hans overskæg.

That's the smile I use -- that's his smile.

Det er det smil jeg bruger -- hans smil.

I saw Jan Polo's flashing eyes.

Jeg så Jan Polos glimtende øjne.

And they weren't flashing in anger,

Og de glimtede ikke i vrede,

they were flashing in love, intense love for her students.

de glimtede af kærlighed, intens kærlighed for hendes studenter.

And I have that kind of flash sometimes.

Og jeg har det glimt nogen gange.

And I saw Miss Ethel J. Banks

Og jeg så Frøken Ethel J. Banks

who wore pearls and high-heels to elementary school every day.

som havde perler og højhælede sko på hver dag, i grundskolen.

And you know, she had that old-school teacher stare.

Og i ved, hun havde det der gammeldags lærer-blik.

You know the one.

I kender det godt.

(Laughter)

(Latter)

"And I'm not even talking about you behind me,

"Og jeg snakker ikke engang om jer bag mig,

because I've got eyes in the back of my head."

for jeg har øjne i nakken."

(Laughter)

(Latter)

You know that teacher?

I ved godt den lærer, ikke?

I didn't use that stare very often,

I brugte ikke det blik så ofte,

but I do have it in my repertoire.

men jeg har det i mit repertoir.

And Miss Banks was there as a great mentor for me.

Og Frøken Banks var der som en fantastisk mentor for mig.

And then I saw

Og så så jeg

my own parents, my first teachers.

mine egne forældre, mine første lærere.

My father, very inventive, spatial thinker.

Min far, meget opfindsom, rumlig tænker.

That's my brother Malcolm there on the right.

Det er min bror Malcom der til højre.

And my mother,

Og min mor,

who taught me in fourth grade

som underviste mig i 4. klasse

in segregated schools in Virginia,

i rase-delte skoler i Virginia,

who was my inspiration.

som var min inspiration.

And really, I feel as though,

Og virkelig, jeg føler det som om,

when I see the film --

når jeg ser filmen --

I have a gesture she does, like this --

Jeg har en bevægelse hun gør, sådan her --

I feel like I am a continuation of her gesture.

jeg føler det som om jeg er en fortsættelse af hendes gestus.

I am one of her teaching gestures.

Jeg er en af hendes undervisende gestuser.

And the beautiful thing was,

Og det smukke var at

I got to teach my daughter in elementary school, Madeline.

jeg fik muligheden til at undervise min datter i grundskolen, Madeline.

And so that gesture of my mother's

Og så fortsætter min mors gestus

continues through many generations.

gennem mange generationer.

It's an amazing feeling

Det er en fantastisk følelse

to have that lineage.

at have den afstamning.

And so I'm here standing on the shoulders of many people.

Og derfor er jeg her, stående på skuldrene til mange mennesker.

I'm not here alone.

Jeg er her ikke alene.

There are many people on this stage right now.

Der er mange mennesker her på scenen lige nu.

And so this World Peace Game I'd like to tell you about.

Og så var der det Verdensfreds-spil jeg gerne vil fortælle jer om.

It started out like this:

Det startede sådan her:

it's just a four-foot by five-foot plywood board

det er bare et 1.2m gange 1.5m krydsfiner-brædt

in an inner-city urban school, 1978.

i en urban centrum-skole, 1978.

I was creating a lesson for students on Africa.

Jeg lavede en lektion for studenter om Afrika.

We put all the problems of the world there,

Vi puttede alle verdens problemer der,

and I thought, let's let them solve it.

og jeg tænkte, lad os få dem til at løse det.

I didn't want to lecture or have just book reading.

Jeg ville ikke prædike, eller bare have bog-læsning.

I wanted to have them be immersed

Jeg ville have dem engageret

and learn the feeling of learning through their bodies.

og lære følelsen af at lære gennem deres egne kroppe.

So I thought, well they like to play games.

Så jeg tænkte, vel de kan lide at spille spil.

I'll make something -- I didn't say interactive;

Jeg laver noget -- jeg sagde ikke interaktivt.

we didn't have that term in 1978 --

Vi havde ikke det udtryk i 1978 --

but something interactive.

men noget interaktivt.

And so we made the game,

Og så lavede vi spillet,

and it has since evolved

og det har siden udviklet sig

to a four-foot by four-foot by four-foot

til en 1.2m gange 1.2m gange 1.2m

Plexiglass structure.

plexiglas-struktur.

And it has four Plexiglass layers.

Og det har fire plexiglas lag.

There's an outer space layer

Der er et 'ydre rum' lag

with black holes and satellites

med sorte huller og sattelitter

and research satellites and asteroid mining.

og forsknings-sattelitter og asteroide-minedrift.

There's an air and space level

Der er et luft- og rum-niveau

with clouds that are big puffs of cotton we push around

med skyer lavet af store klumper med bomuld vi skubber rundt

and territorial air spaces and air forces,

og territoriale luftrum og luftvåben,

a ground and sea level with thousands of game pieces on it --

et jord- og hav-niveau med tusindvis af spillebrikker på --

even an undersea level

endda et undervands-niveau

with submarines and undersea mining.

med ubåde og undervands-minedrift.

There are four countries around the board.

Der er fire lande rundt om brættet

The kids make up the names of the countries -- some are rich; some are poor.

Børnene finder på landenes navne -- nogen er rige, nogen er fattige.

They have different assets, commercial and military.

De har forskellige værdier, kommercielle og militære.

And each country has a cabinet.

Og hvert land har et kabinet.

There's a Prime Minister, Secretary of State, Minister of Defense

Der er en statsminister, stats-sekretær, forsvarsminister

and a CFO, or Comptroller.

og en økonomidirektør, eller kontrollør.

I choose the Prime Minister based on my relationship with them.

Jeg vælger statsministeren baseret på mit forhold med dem.

I offer them the job, they can turn it down,

Jeg tilbyder dem jobbet, de kan afslå det,

and then they choose their own cabinet.

og så vælger de selv deres eget kabinet.

There's a World Bank, arms dealers and a United Nations.

Der er en Verdensbank, våbenhandlere, og et Forenede Nationer.

There's also a weather goddess

Der er også en vejr-gudinde

who controls a random stock market and random weather.

som kontrollerer et tilfældigt aktiemarked og tilfældigt vejr.

(Laughter)

(Latter)

That's not all.

Det er ikke det hele.

And then there's a 13-page crisis document

Og så er der et 13 siders krisedokument

with 50 interlocking problems.

med 50 sammenhængende problemer.

So that, if one thing changes, everything else changes.

På en sådan måde at hvis en ting ændres, ændres alt andet.

I throw them into this complex matrix,

Jeg kaster dem ind i denne komplekse matrix,

and they trust me because we have a deep, rich relationship together.

og de stoler på mig fordi vi har et dybt, rigt forhold til hinanden.

And so with all these crises,

Og så, med alle disse kriser,

we have -- let's see -- ethnic and minority tensions;

har vi -- lad os se -- etniske og minoritets-spændinger;

we have chemical and nuclear spills,

vi har kemiske og radioaktive udslip,

nuclear proliferation.

spredning af atomvåben.

There's oil spills, environmental disasters,

Der er olie-udslip, økologiske katastrofer,

water rights disputes, breakaway republics,

tvister om vand-rettigheder, løsrivelse af republikker,

famine, endangered species and global warming.

hungersnød, truede dyrearter og global opvarmning.

If Al Gore is here,

Hvis Al Gore er her,

I'm going to send my fourth-graders from Agnor-Hurt and Venable schools to you

jeg kommer til at sende mine 4.-klasse elever fra Agnor-Hurt og Venerable skoler til dig

because they solved global warming in a week.

for de har løst global opvarmning på en uge.

(Laughter)

(Latter)

(Applause)

(Bifald)

And they've done it several times too.

Og de har gjort det flere gange endda.

(Laughter)

(Latter)

So I also have in the game a saboteur --

Så i spillet har jeg også en sabotør --

some child -- it's basically a troublemaker --

et barn -- det er egentlig en ballademager --

and I have my troublemaker put to use

og jeg bruger min ballademager

because they, on the surface,

fordi de, til syneladende,

are trying to save the world and their position in the game.

prøver på at redde verden og deres position i spillet.

But they're also trying to undermine everything in the game.

Men de prøver også på at underminere alt i spillet.

And they do it secretly through misinformation

Og de gør det i det skjulte gennem fejlinformering

and ambiguities and irrelevancies,

og uklarheder og irrelevante ting,

trying to cause everyone to think more deeply.

prøver på at få alle til at tænke lidt dypere.

The saboteur is there,

Sabotøren er der,

and we also read from Sun Tzu's "The Art of War."

og vi læser også fra Sun Tsu's "Krigens Kunst."

Fourth-graders understand it -- nine years old --

4.-klasse elever forstår det -- 9 år gamle --

and they handle that and use that

og de håndterer det og bruger det

to understand how to, not follow --

for at forstå hvordan ikke følge --

at first they do --

først følger de --

the paths to power and destruction,

vejene til magt og destruktion,

the path to war.

vejen mod krig.

They learn to overlook short-sighted reactions

De lærer at overse kortsiktige reaktioner

and impulsive thinking,

og impulsiv tænkning,

to think in a long-term, more consequential way.

at tænke på en langsigtet, mere bevist måde.

Stewart Brand is here, and one of the ideas for this game came from him

Stewart Brand er her, og en af idéerne til dette spil kom fra ham

with a CoEvolution Quarterly article

gennem en Coevolution Quarterly artikel

on a peace force.

om en fredsstyrke.

And in the game, sometimes students actually form a peace force.

Og i spillet former studenterne faktisk nogen gange en fredsstyrke.

I'm just a clock watcher.

Jeg er bare en tidtager.

I'm just a clarifier. I'm just a facilitator.

Jeg er bare en forklarer. Jeg er bare en koordinator.

The students run the game.

Eleverne styrer spillet.

I have no chance to make any policy whatsoever

Jeg har ingen chance til at lave nogen form for politik

once they start playing.

så snart de begynder at spille.

So I'll just share with you ...

Så jeg vil bare dele med jer ...

(Video) Boy: The World Peace Game is serious.

(Video) Dreng: Verdensfreds-spillet er seriøst.

You're actually getting taught something like how to take care of the world.

Du bliver faktisk lært noget, som hvordan man passer på verden.

See, Mr. Hunter is doing that

Se, Hr. Hunter gør det

because he says his time has messed up a lot,

fordi han siger at hans generation gjorde en masse fejl,

and he's trying to tell us

og han prøver at fortælle os

how to fix that problem.

hvordan fikse det problem.

John Hunter: I offered them a --

John Hunter: Jeg tilbød dem en --

(Applause)

(Bifald)

Actually, I can't tell them anything because I don't know the answer.

Faktisk kan jeg ikke fortælle dem noget som helst, for jeg har ikke svaret.

And I admit the truth to them right up front: I don't know.

Og jeg indrømmer sandheden til dem direkte: Jeg ved det ikke.

And because I don't know, they've got to dig up the answer.

Og fordi jeg ikke ved det, er de nødt til at finde svaret.

And so I apologize to them as well.

Og så undskylder jeg også til dem.

I say, "I'm so sorry, boys and girls,

Jeg siger, "Jeg beklager drenge og piger,

but the truth is

men sandheden er at

we have left this world to you in such a sad and terrible shape,

vi har overladt verden til jer i så dårlig og forfærdelig en tilstand,

and we hope you can fix it for us,

og vi håber i kan fikse den for os,

and maybe this game will help you learn how to do it."

og måske kan dette spil hjælpe jer med at lære hvordan det skal gøres."

It's a sincere apology,

Det er en oprigtig undskyldning,

and they take it very seriously.

og de tager det meget seriøst.

Now you may be wondering what all this complexity looks like.

Nu kan det godt være at i undres over hvordan denne kompleksitet ser ud.

Well when we have the game start, here's what you see.

Vel, når vi starter spillet ser det sådan her ud.

(Video) JH: All right, we're going into negotiations as of now. Go.

(Video) JH: Okay, fra nu af går vi ind i forhandlinger. Igang.

(Chatter)

(Snakken)

JH: My question to you is, who's in charge of that classroom?

JH: Mit spørsmål til jer er, hvem styrer det klasseværelse?

It's a serious question: who is really in charge?

Det er et seriøst spørsmål: Hvem er den egentlige leder?

I've learned to cede control of the classroom

Jeg har lært at lade kontrollen over klasseværelset gå

over to the students over time.

til studenterne over tid.

There's a trust and an understanding

Det er en tillid og en forståelse

and a dedication to an ideal

og en dedikation til et ideal

that I simply don't have to do

at jeg simpelthen ikke er nødt til at gøre

what I thought I had to do as a beginning teacher:

hvad jeg troede jeg var nødt til som en begyndende lærer:

control every conversation and response in the classroom.

kontrollere hver samtale og svar i klasseværelset.

It's impossible. Their collective wisdom

Det er umuligt. Deres samlede visdom

is much greater than mine,

er meget større end min,

and I admit it to them openly.

og jeg indrømmer det åbent overfor dem.

So I'll just share with you some stories very quickly

Så jeg vil bare lige hurtigt dele nogen historier med jer

of some magical things that have happened.

om nogen magiske ting der har sket.

In this game we had a little girl,

I det her spil havde vi en lille pige,

and she was the Defense Minister of the poorest nation.

og hun var forsvarsministeren til den fattigste nation.

And the Defense Minister -- she had the tank corps and Air Force and so forth.

Og forsvarsministeren -- hun havde kampvogn-korpsene og luftvåbnet og så videre.

And she was next door to a very wealthy, oil-rich neighbor.

Og hun var lige ved siden af en meget velstående, olie-rig nabo.

Without provocation,

Uden provokation,

suddenly she attacked, against her Prime Minister's orders,

angreb hun pludselig, imod hendes egen statsministers ordre,

the next-door neighbor's oil fields.

naboens oliefelter.

She marched into the oil field reserves,

Hun marcherede ind i oliefelternes reserver,

surrounded it, without firing a shot,

omringede det, uden at affyre et skud,

and secured it and held it.

og sikrede og holdt det.

And that neighbor was unable to conduct any military operations

Og den nabo var ude af stand til at udføre nogen militære operationer

because their fuel supply was locked up.

fordi deres brændstof-forsyning var helt låst.

We were all upset with her, "Why are you doing this?

Vi var alle meget kede over hende, "Hvorfor gør du det her?

This is the World Peace Game. What is wrong with you?"

Dette er Verdensfreds-spillet. Hvad er der galt med dig?"

(Laughter)

(Latter)

This was a little girl and, at nine years old,

Dette var en lille pige, og ni år gammel,

she held her pieces and said, "I know what I'm doing."

holdt hun sine brikker og sagde, "Jeg ved hvad jeg laver."

To her girlfriends she said that.

Hun sagde det her til hendes veninder.

That's a breach there.

Det er et brud lige der.

And we learned in this, you don't really ever want to cross

Og vi lærte fra dette at du har egentlig aldrig har lyst til at modsætte dig

a nine year-old girl with tanks.

en 9-åring med kampvogne.

(Laughter)

(Latter)

They are the toughest opponents.

De er de stærkeste modstandere.

And we were very upset.

Og vi var meget kede af det.

I thought I was failing as a teacher. Why would she do this?

Jeg troede jeg fejlede som lærer. Hvorfor ville hun gøre dette?

But come to find out, a few game days later --

Men jeg fandt ud af, et par spil-dage senere --

and there are turns where we take negotiation from a team --

og der er ture hvor vi tager forhandlinger fra et hold --

actually there's a negotiation period with all teams,

faktisk er der en forhandlingsperiode med alle holdene,

and each team takes a turn,

og hvert hold får en runde,

then we go back in negotiation, around and around,

og så går vi tilbage til forhandling, rundt og rundt,

so each turn around is one game day.

så hver runde er en spil-dag.

So a few game days later it came to light

Så et par spil-dage senere kommer det frem

that we found out this major country

at vi fandt ud af at dette store land

was planning a military offensive

planlagde en militær offensiv

to dominate the entire world.

for at dominere hele verden.

Had they had their fuel supplies, they would have done it.

Havde de haft deres brændstof-forsyninger, ville de have klaret det.

She was able to see the vectors and trend lines and intentions

Hun kunne se vektorerne, tendenserne, og intentionerne

long before any of us

længe før nogen af os

and understand what was going to happen

og forstod hvad der kom til at ske

and made a philosophical decision

og lavede en filosofisk beslutning

to attack in a peace game.

at angribe i et freds-spil.

Now she used a small war to avert a larger war,

Nu brugte hun en lille krig for at forhindre en større krig,

so we stopped and had a very good philosophical discussion

så vi stoppede og havde en meget god filosofisk diskussion

about whether that was right,

om hvorvidt det var rigtigt,

conditional good, or not right.

begrænset godt, eller forkert.

That's the kind of thinking that we put them in, the situations.

Det er den slags tænkning vi sætter dem i, den slags situationer.

I could not have designed that in teaching it.

Jeg kunne ikke have designet det i undervisningen.

It came about spontaneously through their collective wisdom.

Det opstod spontant gennem deres fælles visdom.

(Applause)

(Bifald)

Another example, a beautiful thing happened.

Endnu et eksempel, en skøn ting skete.

We have a letter in the game.

Vi har et brev i spillet.

If you're a military commander and you wage troops --

Hvis du er en militær kommandant og du fører dine tropper --

the little plastic toys on the board -- and you lose them,

de små plastik brikker på brætet -- og du mister dem,

I put in a letter.

lægger jeg ind et brev.

You have to write a letter to their parents --

Du er nødt til at skrive et brev til deres forældre --

the fictional parents of your fictional troops --

de fiktive forældre til dine fiktive tropper --

explaining what happened and offering your condolences.

og forklare hvad der skedte, og kondolere.

So you have a little bit more thought

Så du har lidt mere omtanke

before you commit to combat.

før du går i strid.

And so we had this situation come up --

Og så opstod situationen --

last summer actually,

sidste sommer faktisk,

at Agnor-Hurt School in Albemarle County --

ved Agnor-Hurt skole i Albemarle kommune --

and one of our military commanders got up to read that letter

og en af vore militære kommandanter rejste sig for at læse brevet

and one of the other kids said, "Mr. Hunter,

og en af de andre børn sagde, "Hr. Hunter,

let's ask -- there's a parent over there."

lad os spørge -- der er en forælder derovre."

There was a parent visiting that day, just sitting in the back of the room.

Der var en forælder på besøg den dag, som bare sad bagerst i værelset.

"Let's ask that mom to read the letter.

"Lad os bede den mor om at læse brevet.

It'll be more realer if she reads it."

Det bliver mere realistisk hvis hun læser det."

So we did, we asked her, and she gamely picked up the letter.

Så det gjorde vi, vi bad hende, og hun var med og samlede brevet op.

"Sure." She started reading. She read one sentence.

"Klart." Hun begyndte at læse. Hun læste en sætning.

She read two sentences.

Hun læste to sætninger.

By the third sentence, she was in tears.

Da hun nåede til tredje sætning, tudede hun.

I was in tears.

Jeg tudede.

Everybody understood

Alle sammen forstod

that when we lose somebody, the winners are not gloating.

at når vi mister nogen, hoverer vinderne sig ikke.

We all lose.

Vi har alle sammen tabt.

And it was an amazing occurrence and an amazing understanding.

Og det var en utrolig hændelse og en utrolig forståelse.

I'll show you what my friend David says about this.

Jeg vil vise jer hvad min ven David siger om dette.

He's been in many battles.

Han har været i mange slag.

(Video) David: We've really had enough of people attacking.

(Video) David: Vi har fået nok af at folk angriber.

I mean, we've been lucky [most of] the time.

Jeg mener, vi har været heldige [det meste] af tiden.

But now I'm feeling really weird

Men nu føler jeg mig underligt til mode,

because I'm living what Sun Tzu said one week.

fordi jeg lever hvad Sun Tsu sagde en uge.

One week he said,

En uge sagde han,

"Those who go into battle and win

"De som går i strid og vinder

will want to go back,

vil have lyst til at vende tilbage,

and those who lose in battle

og dem som taber i strid

will want to go back and win."

vil have lyst til at vende tilbage for at vinde."

And so I've been winning battles,

Og derfor har jeg vundet slag,

so I'm going into battles, more battles.

så jeg fører slag, flere slag.

And I think it's sort of weird to be living

Og jeg syntes det er lidt underligt at leve

what Sun Tzu said.

hvad Sun Tsu sagde.

JH: I get chills every time I see that.

JH: Jeg får gåsehud hver gang jeg ser det der.

That's the kind of engagement you want to have happen.

Det er den slags engagement du har lyst til at skal ske.

And I can't design that, I can't plan that,

Og jeg kan ikke designe det der, kan ikke planlægge det,

and I can't even test that.

og jeg kan ikke engang teste det.

But it's self-evident assessment.

Men det er selvindlysende vurdering.

We know that's an authentic assessment of learning.

Vi ved at det er en ægte vurdering af læring.

We have a lot of data, but I think sometimes we go beyond data

Vi har masser af data, men jeg tror nogen gange vi går udover dataene

with the real truth of what's going on.

med den ægte sandhed om hvad der foregår.

So I'll just share a third story.

Så jeg vil lige dele en tredje historie.

This is about my friend Brennan.

Dette er om min ven Brennan.

We had played the game one session after school

Vi havde spillet spillet en gang efter skole

for many weeks, about seven weeks,

i mange uger, omtrendt syv uger,

and we had essentially solved all 50 of the interlocking crises.

og vi havde essensielt løst alle 50 sammenflættede kriser.

The way the game is won is all 50 problems have to be solved

Måden man vinder spillet på er at alle 50 problemer er nødt til at være løste

and every country's asset value

og hvert lands indre værdi

has to be increased above its starting point.

er nødt til at have øget over niveauet det startede på.

Some are poor, some are wealthy. There are billions.

Nogen er fattige, nogen er rige. Der er milliarder.

The World Bank president was a third-grader one time.

Verdensbankens president var en 3.-klasse elev på det tidspunkt.

He says, "How many zeros in a trillion? I've got to calculate that right away."

Han sagde, "Hvor mange nuller i en billion? Jeg er nødt til at regne det ud med det samme."

But he was setting fiscal policy in that game

Men han var i gang med at lave en finanspolitik i det spil

for high school players who were playing with him.

for gymnasieelever som spillede sammen med ham.

So the team that was the poorest

Så det hold der var det fattigste

had gotten even poorer.

var blevet endnu fattigere.

There was no way they could win.

Der var ingen måde hvorpå de kunne vinde.

And we were approaching four o'clock, our cut-off time --

Og vi nærmede os klokken 4, vår afslutningstid --

there was about a minute left --

der var omtrendt ét minut tilbage --

and despair just settled over the room.

og fortvivlelse lagde sig over værelset.

I thought, I'm failing as a teacher.

Jeg tænkte, jeg fejler som lærer.

I should have gotten it so they could have won.

Jeg skulle have lavet det så de kunne have vundet.

They shouldn't be failing like this.

De burde ikke fejle som det her.

I've failed them.

Jeg har fejlet dem.

And I was just feeling so sad and dejected.

Og jeg var bare så trist og modløs.

And suddenly, Brennan walked over to my chair

Og pludselig, Brennan gik over til min stol

and he grabbed the bell, the bell I ring

og han tog klokken, den klokke jeg ringer

to signal a change or a reconvening of cabinets,

for at signalere en ændring eller en samling af kabinetterne.

and he ran back to his seat, rang the bell.

og han løb tilbage til sin plads, ringede med klokken.

Everybody ran to his chair: there was screaming;

Alle løb hen til hans stol, der var skrig,

there was yelling, waving of their dossiers.

der var råben, viftning med deres sagsmapper.

They get these dossiers full of secret documents.

De får de her sagsmapper fulde af hemmelige dokumenter.

They were gesticulating; they were running around.

De viftede, de løb rundt.

I didn't know what they were doing. I'd lost control of my classroom.

Jeg anede ikke hvad de lavede. Jeg havde mistet kontrollen over mit klasseværelse.

Principal walks in, I'm out of a job.

Hvis rektor kommer ind nu, er jeg fyret.

The parents were looking in the window.

Forældrene kikkede ind gennem vinduerne.

And Brennan runs back to his seat. Everybody runs back to their seat.

Og Brennan løber tilbage til hans plads. Alle løber tilbage til deres pladser.

He rings the bell again. He says, "We have" --

Han ringer klokken igen. Han siger, "Vi har" --

and there's 12 seconds left on the clock --

Og der er 12 sekunder tilbage på uret --

"we have, all nations, pooled all our funds together.

"vi har alle nationer samlet alle vore værdier sammen.

And we've got 600 billion dollars.

Og vi har 600 miliarder dollars.

We're going to offer it as a donation to this poor country.

Vi vil gerne tilbyde det som en donation til dette fattige land.

And if they accept it, it'll raise their asset value and we can win the game.

Og hvis de accepterer det, vi det øge deres aktivers værdi og vi kan vinde spillet.

Will you accept it?"

Vil i acceptere det?"

And there are three seconds left on the clock.

Og der er tre sekunder tilbage på uret.

Everybody looks at this prime minister of that country,

Alle ser på statsministeren til det land,

and he says, "Yes."

og han siger, "Ja."

And the game is won.

Og spillet er vundet.

Spontaneous compassion

Spontan medfølelse

that could not be planned for,

der ikke kunne planlægges,

that was unexpected and unpredictable.

der var uventet og uforudsigeligt.

Every game we play is different.

Hvert spil vi spiller er anderledes.

Some games are more about social issues,

Nogen spil er mere om sociale spørgsmål,

some are more about economic issues.

nogen er mere om økonomiske spørgsmål

Some games are more about warfare.

Nogen spil er mere om krigsførelse.

But I don't try to deny them that reality of being human.

Men jeg prøver ikke at nægte dem realiteten det er at være et menneske.

I allow them to go there

Jeg lader dem gå derhen

and, through their own experience, learn, in a bloodless way,

og, gennem deres egne erfaringer, lære på en blodløs måde

how not to do what they consider to be the wrong thing.

hvordan undgå at gøre hvad de anser for at være forkert.

And they find out what is right

Og de finder ud af hvad der er rigtigt

their own way, their own selves.

på deres egen måde, deres egne selv.

And so in this game,

Og så, i dette spil,

I've learned so much from it,

jeg har lært så meget fra det,

but I would say

men jeg vil sige

that if only

at hvis bare

they could pick up a critical thinking tool

de kunne tilegne sig et kritisk tænke-værktøj

or creative thinking tool

eller kreativt tænke-værktøj

from this game

fra det her spil

and leverage something good for the world,

og gøre noget godt for verden

they may save us all.

så har de måske reddet os alle.

If only.

Hvis bare.

And on behalf of all of my teachers

Og på vegne af alle mine lærere

on whose shoulders I'm standing,

hvis skuldre jeg står på,

thank you. Thank you. Thank you.

tak. Tusind tak. Mange tak.

(Applause)

(Bifald)