The world needs all kinds of minds | Temple Grandin

Translator: Ann Christine Foverskov Reviewer: Theodor Klostergaard

I think I'll start out and just talk a little bit

Jeg tror, jeg vil starte med at tale lidt om,

hvad autisme helt præcist er.

about what exactly autism is.

Autism is a very big continuum

Autisme er et meget stort kontinuum,

that goes from very severe -- the child remains nonverbal --

som spænder fra meget svær, hvor barnet forbliver ikke-verbalt,

all the way up to brilliant scientists and engineers.

til geniale forskere og ingeniører.

And I actually feel at home here,

Og jeg føler mig faktisk hjemme her.

because there's a lot of autism genetics here.

Fordi der er en masse autistiske gener tilstede her.

(Laughter)

I ville ikke have...

You wouldn't have any --

(Bifald)

(Applause)

It's a continuum of traits.

Det er et kontinuum af træk.

When does a nerd turn into Asperger, which is just mild autism?

Hvornår bliver en nørd til en

Asperger, der bare er en mild form for autisme?

I mean, Einstein and Mozart and Tesla would all be probably diagnosed

Jeg mener, Einstein og Mozart

og Tesla, ville alle sandsynligvis være blevet diagnosticeret

as autistic spectrum today.

indenfor autismespektret idag.

And one of the things that is really going to concern me

Og en af de ting, der virkelig kommer til at bekymre mig, er

at få disse børn til at blive dem, der kommer til at opfinde

is getting these kids to be the ones

that are going to invent the next energy things

de kommende energiting

som Bill Gates talte om i morges.

that Bill Gates talked about this morning.

OK, now, if you want to understand autism: animals.

Hvis du ønsker at forstå

autisme, dyr.

I want to talk to you now about different ways of thinking.

Og jeg vil nu fortælle jer om forskellige måder at tænke på.

You have to get away from verbal language.

I skal væk fra at tænke i det verbale sprog.

I think in pictures. I don't think in language.

Jeg tænker i billeder.

Jeg tænker ikke i sprog.

Now, the thing about the autistic mind is it attends to details.

Det autistiske sind

koncentrerer sig om detaljer.

This is a test where you either have to pick out the big letters

Dette er en test, hvor du enten skal

udvælge de store bogstaver, eller udvælge de små bogstaver.

or the little letters,

and the autistic mind picks out the little letters more quickly.

Det autistiske sind udvælger

de små bogstaver hurtigere.

And the thing is, the normal brain ignores the details.

Sagen er den, at den normale hjerne ignorerer detaljerne.

Well, if you're building a bridge, details are pretty important

Hvis du bygger en bro, er detaljerne temmelig vigtige

for den vil styrte sammen, hvis du ignorerer detaljerne.

because it'll fall down if you ignore the details.

En af mine store bekymringer ved mange politiske ting idag

And one of my big concerns with a lot of policy things today

er, at tingene bliver for abstrakte.

is things are getting too abstract.

People are getting away from doing hands-on stuff.

Folk bevæger sig væk fra at lave

praktiske ting.

I'm really concerned that a lot of the schools

Jeg er virkelig bekymret over, at mange skoler har fjernet

have taken out the hands-on classes, because art, and classes like that --

de praktiske undervisningstimer.

Fordi billedkunst og sådan nogle fag,

those are the classes where I excelled.

er de fag, jeg klarede mig bedst i.

In my work with cattle,

I mit arbejde med kvæg,

I noticed a lot of little things that most people don't notice

lagde jeg mærke til en masse små ting, som de fleste folk ikke lægger mærke til,

would make the cattle balk.

der ville få kvæget til at være ulydige. Som f.eks.

For example, this flag waving right in front of the veterinary facility.

dette flag, der flagrer, lige foran denne veterinære facilitet.

This feed yard was going to tear down their whole veterinary facility;

Dette fodringsanlæg havde tænkt sig at rive hele det veterinære facilitet ned,

all they needed to do was move the flag.

det eneste, de behøvede at gøre, var at flytte flaget.

Rapid movement, contrast.

Hurtig bevægelse, kontrast.

In the early '70s when I started, I got right down in the chutes

Da jeg startede i begyndelsen af 70-erne, gik jeg direkte ned ad

sliskerne, for at se hvad det var, kvæget så.

to see what cattle were seeing.

People thought that was crazy.

Folk syntes, det var vanvittigt. En frakke på et hegn ville gøre dem ulydige.

A coat on a fence would make them balk, shadows would make them balk,

Skygger ville gøre dem ulydige, en haveslange på gulvet.

a hose on the floor -- people weren't noticing these things.

Folk lagde ikke mærke til disse ting,

A chain hanging down ...

en kæde der hang ned,

And that's shown very, very nicely in the movie.

og det bliver vist rigtigt fint i filmen.

In fact, I loved the movie, how they duplicated all my projects.

Jeg elskede faktisk filmen for hvordan

den genskabte alle mine projekter. Det er den nørdede side.

That's the geek side.

Mine tegninger optræder også i filmen.

My drawings got to star in the movie, too.

And, actually, it's called "Temple Grandin,"

Og den hedder faktisk "Temple Grandin",

not "Thinking in Pictures."

og ikke "Tænker I Billeder".

So what is thinking in pictures?

Så hvad betyder det at tænke i billeder? Det er bogstavelig talt film,

It's literally movies in your head.

der afspilles i dit hovede.

My mind works like Google for images.

Min hjerne arbejder ligesom Google Billeder.

Som lille barn vidste jeg ikke, at jeg tænkte anderledes.

When I was a young kid, I didn't know my thinking was different.

Jeg troede, at alle tænkte i billeder.

I thought everybody thought in pictures.

Da jeg så skrev min bog, "Tænker I Billeder",

Then when I did my book, "Thinking in Pictures,"

begyndte jeg at interviewe folk om, hvordan de tænker.

I started interviewing people about how they think.

And I was shocked to find out that my thinking was quite different.

Jeg var chokeret over, at min tænkemåde

var temmelig anderledes. Som hvis jeg f.eks. sagde:

Like if I say, "Think about a church steeple,"

"Tænk på et kirkespir",

most people get this sort of generalized generic one.

så ville de fleste mennesker se en slags generaliseret generisk et.

Now, maybe that's not true in this room,

Nu gælder det måske ikke lige i dette lokale,

but it's going to be true in a lot of different places.

men det vil gælde en masse andre steder.

I see only specific pictures.

Jeg ser kun specifikke billeder.

They flash up into my memory, just like Google for pictures.

De dukker op i min hukommelse, ligesom Google Billeder.

And in the movie, they've got a great scene in there,

I filmen har de en fantastisk scene,

hvor ordet "sko" bliver nævnt, og en hel bunke 50er og 60er sko

where the word "shoe" is said, and a whole bunch of '50s and '60s shoes

pop into my imagination.

dukker op i min fantasi.

OK, there's my childhood church; that's specific.

Her er min barndomskirke.

Så specifikt. Der er nogle flere, Fort Collins.

There's some more, Fort Collins.

OK, how about famous ones?

Hvad med de berømte?

And they just kind of come up, kind of like this.

Og så dukker de ligesom op, ligesom her.

Just really quickly, like Google for pictures.

Bare meget hurtigt, som Google Billeder.

And they come up one at a time,

Og de dukker allesammen op et ad gangen.

and then I think, "OK, well, maybe we can have it snow,

Og så tænker jeg, at der måske skal være snevejr,

or we can have a thunderstorm,"

eller tordenvejr,

and I can hold it there and turn them into videos.

og så kan jeg fastholde billeder og omdanne dem til videoer.

Now, visual thinking was a tremendous asset

At tænke visuelt var en kæmpe fordel

in my work designing cattle-handling facilities.

i mit arbejde med at designe kvæghåndterings faciliteter.

And I've worked really hard on improving how cattle are treated

Og jeg har arbejdet virkelig hårdt med at forbedre

måden kvæget bliver behandlet på slagteanstalter.

at the slaughter plant.

Jeg vil undlade at vise saftige slagteri slides.

I'm not going to go into any gucky slaughter slides.

I've got that stuff up on YouTube, if you want to look at it.

Den slags har jeg lagt på Youtube, hvis I vil se det.

Men en af de ting, jeg var i stand til, i mit arbejde med design

(Laughter)

But one of the things that I was able to do in my design work

var, at jeg rent faktisk kunne teste

is I could test-run a piece of equipment in my mind,

et stykke udstyr i mit sind,

just like a virtual reality computer system.

som et virtuelt computer system.

And this is an aerial view of a recreation of one of my projects

Og dette er et luftfoto

af en genskabelse af et af mine projekter, der blev brugt i filmen.

that was used in the movie.

That was like just so super cool.

Det var bare så super sejt.

And there were a lot of, kind of, Asperger types and autism types

Og der var mange Aspergeragtige typer,

og autistiske typer, der også arbejdede derude på filmsettet.

working out there on the movie set, too.

(Latter)

(Laughter)

But one of the things that really worries me is:

Men en af de ting, der virkelig bekymrer mig,

er, hvor de yngre udgaver af disse børn ender idag.

Where's the younger version of those kids going today?

They're not ending up in Silicon Valley,

De ender ikke i Silicon Valley, hvor de hører hjemme.

where they belong.

(Latter)

(Laughter)

(Applause)

(Bifald)

One of the things I learned very early on because I wasn't that social,

En af de ting jeg lærte meget tidligt, fordi jeg ikke var så social var, at

is I had to sell my work, and not myself.

jeg skulle sælge mit arbejde og ikke mig selv.

And the way I sold livestock jobs is I showed off my drawings,

Og måden jeg solgte disse designs til dyrefaciliteter

var ved, at jeg viste mine tegninger, jeg viste billeder af ting.

I showed off pictures of things.

Another thing that helped me as a little kid

Noget andet der hjalp mig som lille barn,

is, boy, in the '50s, you were taught manners.

var, at man lærte manerer i 50erne.

You were taught you can't pull the merchandise off the shelves

Man lærte, at man ikke kan hive varer ned af hylderne

i butikken og kaste rundt med tingene.

in the store and throw it around.

Når børn kommer i tredie eller fjerde klasse,

When kids get to be in third or fourth grade,

you might see that this kid's going to be a visual thinker,

kan du måske se, om dette barn kommer til at blive en visuel tænker,

drawing in perspective.

der tegner i perspektiver. Nu vil jeg gerne

Now, I want to emphasize

understrege, at ikke alle autistiske børn

that not every autistic kid is going to be a visual thinker.

bliver visuelle tænkere.

Now, I had this brain scan done several years ago,

Jeg fik foretaget en hjernescanning for flere år siden,

and I used to joke around about having a gigantic Internet trunk line

og jeg plejede at joke med, at jeg har en

gigantisk internet hovedforbindelse,

going deep into my visual cortex.

der rækker dybt ned i min visuelle cortex.

This is tensor imaging.

Dette er variabel billeddannelse.

And my great big Internet trunk line is twice as big as the control's.

Og min store internet hovedforbindelse,

er dobbelt så stor som kontrolelementets.

The red lines there are me,

De røde linier der er mig,

and the blue lines are the sex and age-matched control.

og de blå linier er køns- og aldersbestemte kontrolelementer.

And there I got a gigantic one,

Og der har jeg en gigantisk en,

and the control over there, the blue one, has got a really small one.

og det blå kontrolelement derovre

har en meget lille en.

And some of the research now is showing

Noget af forskningen viser nu,

that people on the spectrum actually think with the primary visual cortex.

at folk i spektret faktisk tænker med den primære visuelle cortex.

Now, the thing is, the visual thinker is just one kind of mind.

Sagen er den, at den visuelle tænker bare er ét slags sind.

You see, the autistic mind tends to be a specialist mind --

Ser du, det autistiske sind har en tendens til at være et specialistsind.

good at one thing, bad at something else.

God til en ting, dårlig til noget andet.

And where I was bad was algebra.

Og jeg var dårlig til algebra. Og jeg fik aldrig lov til

And I was never allowed to take geometry or trig.

at have fagene geometri eller trigonometri.

Gigantic mistake.

Kæmpe fejltagelse. Jeg ser en masse børn, der har brug for at springe algebra over,

I'm finding a lot of kids who need to skip algebra,

go right to geometry and trig.

og gå direkte til geometri og trigonometri.

Now, another kind of mind is the pattern thinker.

Et andet slags sind er mønstertænkeren.

More abstract.

Mere abstrakt. De er jeres ingeniører,

These are your engineers, your computer programmers.

jeres computer programmører.

This is pattern thinking.

Det her er mønstertænkning. Denne knæler

That praying mantis is made from a single sheet of paper --

er lavet af et enkelt stykke papir,

no scotch tape, no cuts.

uden tape, uden at klippe.

And there in the background is the pattern for folding it.

I baggrunden er mønsteret, det skal foldes efter.

Here are the types of thinking:

Her er de forskellige typer af tænkemåder.

photo-realistic visual thinkers, like me;

fotorealistiske visuelle tænkere, som jeg.

pattern thinkers, music and math minds.

Mønstertænkere, musiske og matematiske sind.

Some of these oftentimes have problems with reading.

Nogle af dem har ofte problemer med at læse.

You also will see these kind of problems with kids that are dyslexic.

I vil også opleve den slags problemer

hos ordblinde børn.

You'll see these different kinds of minds.

Du vil opleve disse forskellige former for sind.

And then there's a verbal mind, they know every fact about everything.

Og så er der et verbalt sind. De kender til alle forhold om alting.

Så er der de sansemæssige problemer.

Now, another thing is the sensory issues.

Jeg var virkelig bekymret for at skulle bære det her udstyr ved mit ansigt.

I was really concerned about having to wear this gadget on my face.

And I came in half an hour beforehand

Og jeg kom en halv time for tidligt,

so I could have it put on and kind of get used to it,

så jeg kunne tage det på, og på en måde blive vant til det.

and they got it bent so it's not hitting my chin.

Og det blev bøjet, så det ikke skulle ramme min kind.

But sensory is an issue.

Men sansemæssige ting er problematiske. Nogle børn generes af lysstofrør;

Some kids are bothered by fluorescent lights;

others have problems with sound sensitivity.

andre har problemer med lydfølsomhed.

You know, it's going to be variable.

Ser du, det vil være forskelligt.

Now, visual thinking gave me a whole lot of insight

Visuel tænkning gav mig en masse indsigt

into the animal mind.

i dyrenes sind.

Because think about it: an animal is a sensory-based thinker,

Tænk lige over det: Et dyr er en sensorisk baseret tænker

not verbal -- thinks in pictures, thinks in sounds, thinks in smells.

ikke verbal. Tænker i billeder.

Tænker i lyde. Tænker i lugte.

Think about how much information there is on the local fire hydrant.

Tænk på, hvor meget information, der gemmer sig ude på de lokale brandhaner.

He knows who's been there --

Det ved, hvem der har været der, hvornår de var der,

(Laughter)

When they were there.

er de venner eller fjender, er det en det kan parre sig med.

Are they friend or foe? Is there anybody he can go mate with?

There's a ton of information on that fire hydrant.

Der er tonsvis af information på den brandhane.

It's all very detailed information.

Det er altsammen meget detaljeret information.

And looking at these kind of details gave me a lot of insight into animals.

At kigge på den slags detaljer

gav mig stor indsigt i dyr.

Now, the animal mind, and also my mind,

Dyrenes sind, og også mit sind,

puts sensory-based information into categories.

placerer sansemæssigt baseret information

i kategorier.

Man on a horse,

Mand til hest,

and a man on the ground --

og mand til lands,

that is viewed as two totally different things.

opfattes som to fuldstændig forskellige ting.

You could have a horse that's been abused by a rider.

Du kunne f.eks. have en hest, der var blevet misbrugt af en rytter.

They'll be absolutely fine with the veterinarian

Den ville have det helt fint med dyrlægen,

and with the horseshoer, but you can't ride him.

og med beslagsmeden, men du kan ikke ride på den.

You have another horse, where maybe the horseshoer beat him up,

Så kunne der være en anden hest, hvor beslagsmeden måske har slået den,

and he'll be terrible for anything on the ground with the veterinarian,

og den vil være dårlig til alt til lands,

med dyrlægen, men man kan ride på den.

but a person can ride him.

Kvæg er på samme måde.

Cattle are the same way.

Man on a horse, a man on foot -- they're two different things.

Mand til hest,

en mand til fods, er to forskellige ting.

You see, it's a different picture.

Ser du, det er et anderledes billede.

See, I want you to think about just how specific this is.

Jeg vil nemlig have jer til at tænke på, lige præcis, hvor specifikt det er.

Now, this ability to put information into categories,

Evnen til at kategorisere information,

I find a lot of people are not very good at this.

har jeg erfaret, at mange mennesker ikke er særlig gode til.

When I'm out troubleshooting equipment

Når jeg fejlfinder på udstyr

or problems with something in a plant,

eller ser på problemer med noget på et anlæg,

they don't seem to be able to figure out:

kan de ikke rigtigt regne den ud: "Har jeg problemer med uddannelse af personale?"

"Do I have a training-people issue?

Or do I have something wrong with the equipment?"

Eller er der noget galt med udstyret?"

In other words, categorize equipment problem from a people problem.

Sagt med andre ord - at adskille problemer med udstyret,

fra problemer med mennesker.

I find a lot of people have difficulty doing that.

Jeg oplever at mange mennesker har problemer med at gøre det.

Now, let's say I figure out it's an equipment problem.

Lad os nu sige, at jeg finder ud af, at det er et problem med udstyret.

Is it a minor problem, with something simple I can fix?

Er det det mindre problem, som jeg kan fixe med noget simpelt?

Eller er det hele designet af systemet, der er forkert?

Or is the whole design of the system wrong?

People have a hard time figuring that out.

Folk har meget svært ved at regne det ud.

Let's just look at something like, you know,

Lad os prøve at se på sådan noget som

solving problems with making airlines safer.

at løse problemer indenfor det, at gøre flyselskaberne mere sikre.

Yeah, I'm a million-mile flier.

Jep, jeg flyver en million miles.

I do lots and lots of flying,

Jeg flyver en hel hel masse,

and if I was at the FAA,

og hvis jeg var ansat i FAA [ministeriet for luftfart],

what would I be doing a lot of direct observation of?

hvad ville jeg så skulle direkte observere en masse af ?

It would be their airplane tails.

Det ville være flyhalerne.

You know, five fatal wrecks in the last 20 years,

Ser du, i fem fatale styrt der har været indenfor de sidste 20 år,

the tail either came off,

røg halen enten af, eller også var der noget styretøj i halen, der gik i stykker

or steering stuff inside the tail broke in some way.

på en eller anden måde.

It's tails, pure and simple.

Det er halerne, så simpelt er det.

And when the pilots walk around the plane, guess what?

Og når piloter går rundt om flyet, hvad så? Så kan de ikke se

They can't see that stuff inside the tail.

tingene inde i halen.

Now as I think about that,

Nu hvor jeg tænker på det,

I'm pulling up all of that specific information.

trækker jeg på al den specifikke information.

It's specific.

Det er specifikt. Som du kan se, så tænker jeg nedefra-op.

See, my thinking's bottom-up.

I take all the little pieces and I put the pieces together like a puzzle.

Jeg tager alle de små dele og sætter delene sammen som i et puslespil.

Now, here is a horse that was deathly afraid of black cowboy hats.

Her ser i en hest, som var dødsens bange

for sorte cowboyhatte.

He'd been abused by somebody with a black cowboy hat.

Han var blevet misbrugt af en med en sort cowboyhat.

White cowboy hats, that was absolutely fine.

Hvide cowboyhatte havde den det helt fint med.

Now, the thing is, the world is going to need

Sagen er, at verden kommer til at have brug for

all of the different kinds of minds to work together.

at alle de forskellige former for sind

arbejder sammen.

We've got to work on developing all these different kinds of minds.

Vi er nødt til at arbejde med at udvikle alle disse former for sind.

And one of the things that is driving me really crazy

En af de ting, der virkelig kan gøre mig vanvittig,

as I travel around and I do autism meetings,

når jeg rejser rundt og holder møder om autisme,

is I'm seeing a lot of smart, geeky, nerdy kids,

er at jeg ser en masse kloge, nørdede børn.

and they just aren't very social,

Og de er bare ikke særlig sociale.

and nobody's working on developing their interest

Og ingen arbejder med at udvikle deres interesse

indenfor noget som f.eks. videnskab.

in something like science.

And this brings up the whole thing of my science teacher.

Og det får mig til at tænke på alt det her med min naturfagslærer.

My science teacher is shown absolutely beautifully in the movie.

Min naturfagslærer bliver vist rigtigt smukt i filmen.

I was a goofball student when I was in high school.

Jeg var en fjoget studerende. Da jeg var i gymnasiet

var jeg bare ligeglad med at studere,

I just didn't care at all about studying,

until I had Mr. Carlock's science class.

indtil jeg kom i Hr. Carlocks klasse med naturfag.

He was now Dr. Carlock in the movie.

Det er ham, der er Dr. Carlock i filmen.

And he got me challenged to figure out an optical illusion room.

Han fik mig udfordret

til at forstå et optisk illusionsrum.

This brings up the whole thing of you've got to show kids

Det får mig til at tænke på, at man er nødt til at vise børn

interesting stuff.

interessante ting.

You know, one of the things that I think maybe TED ought to do

En af de ting, jeg mener TED måske burde gøre,

is tell all the schools about all the great lectures that are on TED,

var at fortælle alle skoler om alle de gode foredrag, der er på TED,

og der er masser af gode ting på internettet,

and there's all kinds of great stuff on the Internet

der kan få sat gang i de børn.

to get these kids turned on.

For jeg ser mange af disse nørdede børn,

Because I'm seeing a lot of these geeky, nerdy kids,

and the teachers out in the Midwest and other parts of the country

og lærerne i midtvesten, og andre dele af landet,

when you get away from these tech areas,

når du bevæger dig væk fra disse tekniske områder,

they don't know what to do with these kids.

så ved de ikke, hvad de skal stille op med disse børn.

And they're not going down the right path.

Og de følger ikke den rette sti.

The thing is, you can make a mind

Sagen er den, at du kan få et sind

to be more of a thinking and cognitive mind,

til at blive et mere tænkende og kognitivt sind.

or your mind can be wired to be more social.

Eller sindet kan blive gearet til at være mere socialt.

And what some of the research now has shown in autism

Noget af forskningen indenfor autisme viser nu,

is there may by extra wiring back here in the really brilliant mind,

at der måske er ekstra forbindelser heromme,

i de virkelig geniale sind, og vi mister nogle få sociale kredsløb her.

and we lose a few social circuits here.

Det er en slags byttehandel mellem det at tænke og det sociale.

It's kind of a trade-off between thinking and social.

And then you can get to the point where it's so severe,

Og du kan komme ud til et punkt, hvor det er så alvorligt,

you're going to have a person that's going to be non-verbal.

at du har en person, der bliver ikke-verbal.

In the normal human mind,

I det normalt fungerende menneskelige sind

language covers up the visual thinking we share with animals.

dækker sproget over den visuelle tænkemåde, som vi deler med dyr.

This is the work of Dr. Bruce Miller.

Det her er arbejdet af Dr. Bruce Miller.

Og han studerede Alzheimers patienter

He studied Alzheimer's patients that had frontal temporal lobe dementia.

som led af frontotemporal demens.

And the dementia ate out the language parts of the brain.

Demensen åd de sproglige dele af hjernen,

And then this artwork came out of somebody

og dette stykke kunst blev skabt af en, der plejede at installere stereoanlæg i biler.

who used to install stereos in cars.

Now, Van Gogh doesn't know anything about physics,

Van Gogh kendte ikke noget til fysik.

but I think it's very interesting that there was some work done

Men jeg synes, det er meget interessant,

at han skabte noget, der viser at

to show that this eddy pattern in this painting

hvirvelmønsteret i dette billede

followed a statistical model of turbulence,

fulgte en statistisk model for turbulens.

which brings up the whole interesting idea

Hvilket skaber hele den interessante idé om,

of maybe some of this mathematical patterns is in our own head.

at nogle af disse matematiske mønstre

findes i vores eget hovede.

And the Wolfram stuff --

Wolfram præsentationen tog jeg

I was taking notes and writing down all the search words I could use,

notater til og jeg skrev alle

søgeordene ned, som jeg kunne bruge,

because I think that's going to go on in my autism lectures.

fordi jeg tænkte, at det kommer til at ske i et af mine autisme foredrag.

We've got to show these kids interesting stuff.

Vi er nødt til at vise disse børn interessante ting.

And they've taken out the auto-shop class

Og de har fjernet bilværkstedstimerne.

and the drafting class and the art class.

tegnetimerne og billedkunsttimerne.

I mean, art was my best subject in school.

Billedkunst var mit bedste fag i skolen.

We've got to think about all these different kinds of minds,

Vi er nødt til at tænke på alle disse forskellige slags sind.

Og vi er helt nødt til at arbejde med disse forskellige former for sind,

and we've got to absolutely work with these kind of minds,

because we absolutely are going to need

for vi kommer bestemt til at have brug for

these kinds of people in the future.

alle disse slags mennesker i fremtiden.

And let's talk about jobs.

Lad os tale om jobs.

OK, my science teacher got me studying,

Min naturfagslærer fik mig til at studere

because I was a goofball that didn't want to study.

for jeg var et fjog, der ikke gad at studere.

But you know what? I was getting work experience.

Men ved I hvad? Jeg fik arbejdserfaring.

I'm seeing too many of these smart kids who haven't learned basic things,

Jeg ser alt for mange af disse kloge børn, der ikke har lært grundlæggende ting,

såsom at komme til tiden.

like how to be on time -- I was taught that when I was eight years old.

Det lærte jeg, da jeg var otte år gammel.

Hvilke manerer man skal have til Bedstes søndagsarrangement.

How to have table manners at granny's Sunday party.

Jeg lærte det som meget meget ung.

I was taught that when I was very, very young.

And when I was 13, I had a job at a dressmaker's shop sewing clothes.

Da jeg var 13 havde jeg et arbejde hos en dameskrædder,

hvor jeg solgte tøj.

I did internships in college,

Jeg havde praktikophold på college.

I was building things,

Jeg byggede ting.

and I also had to learn how to do assignments.

Jeg skulle også lære, hvordan jeg skulle lave opgaver.

You know, all I wanted to do was draw pictures of horses when I was little.

Det eneste, jeg havde lyst til som barn, var at tegne billeder af heste.

My mother said, "Well let's do a picture of something else."

Min mor sagde: "Lad os tegne et billede af noget andet".

De er nødt til at lære at lave noget andet.

They've got to learn how to do something else.

Lad os sige, at barnet er fikseret på Lego.

Let's say the kid is fixated on Legos.

Lad os få ham til at arbejde med at bygge forskellige ting.

Let's get him working on building different things.

The thing about the autistic mind is it tends to be fixated.

Det der er kendetegner det autistiske sind er,

at det har en tendens til at blive fikseret.

Like if the kid loves race cars, let's use race cars for math.

Hvis et barn f.eks. elsker racerbiler,

så lad os bruge racerbiler i matematikken.

Let's figure out how long it takes a race car to go a certain distance.

Lad os regne ud, hvor lang tid det tager en racerbil at køre en bestemt distance.

In other words, use that fixation

Med andre ord, brug den fiksering

in order to motivate that kid, that's one of the things we need to do.

til at motivere det barn. Det er en af de ting vi bliver nødt til at gøre.

I really get fed up when the teachers,

Jeg bliver virkelig træt af, når lærerne,

especially when you get away from this part of the country,

især når vi kommer væk fra denne del af landet,

they don't know what to do with these smart kids.

ikke ved, hvad de skal stille op med disse kloge børn.

Det driver mig bare til vanvid.

It just drives me crazy.

What can visual thinkers do when they grow up?

Hvad kan visuelle tænkere lave, når de er vokset op?

They can do graphic design, all kinds of stuff with computers,

De kan lave grafisk design, alle former for arbejde med computere,

photography, industrial design.

fotografi, industrielt design.

The pattern thinkers -- they're the ones that are going to be your mathematicians,

Mønstertænkerne, det er dem der kommer til at blive

matematikere, software ingeniører,

your software engineers, your computer programmers,

computer programmører, al den slags arbejde.

all of those kinds of jobs.

And then you've got the word minds; they make great journalists,

Og så har du de verbale sind. De bliver gode journalister.

and they also make really, really good stage actors.

Og de kunne også blive gode teaterskuespillere.

Because the thing about being autistic is,

Fordi det at være autistisk indebærer,

I had to learn social skills like being in a play.

at jeg var nødt til at lære sociale færdigheder, som at være med i et skuespil.

You just kind of ... you just have to learn it.

Det er sådan, at du bare skal lære det.

And we need to be working with these students.

Og vi har brug for at arbejde med disse elever.

And this brings up mentors.

Det får mine tanker over på mentorer.

You know, my science teacher was not an accredited teacher.

Min naturfagslærer var ikke akkrediteret lærer.

He was a NASA space scientist.

Han var en NASA rumfartsvidenskabsmand.

Some states now are getting it to where, if you have a degree in biology

Nogle stater er ved at arrangere det således, at

hvis du har en grad indenfor biologi eller kemi,

or in chemistry,

you can come into the school and teach biology or chemistry.

så kan du komme på skolen og undervise i biologi eller kemi.

We need to be doing that.

Vi har brug for at gøre det på den måde.

Because what I'm observing is,

For det jeg observerer er,

the good teachers, for a lot of these kids,

at for mange af disse børn, er de gode lærere

are out in the community colleges.

ude på samfunds colleges.

But we need to be getting some of these good teachers

Vi er nødt til at få nogle af disse lærere ind på gymnasierne.

into the high schools.

Noget andet, der kunne være meget vellykket er,

Another thing that can be very, very, very successful is:

at der er en masse mennesker, der er gået på pension

there's a lot of people that may have retired

from working in the software industry,

som har arbejdet i software industrien. De kunne undervise dit barn.

and they can teach your kid.

Og det betyder ikke noget, om det de underviser dem i er forældet,

And it doesn't matter if what they teach them is old,

because what you're doing is you're lighting the spark.

fordi det du er ved at gøre, er at tænde for motivationen.

You're getting that kid turned on.

Du tænder ligesom op for det barn.

And you get him turned on, then you'll learn all the new stuff.

Og når du får tændt op, så vil han lære alle de nye ting.

Mentors are just essential.

Mentorer er bare essentielle.

I cannot emphasize enough what my science teacher did for me.

Jeg kan ikke understrege det nok,

hvad min naturfagslærer gjorde for mig.

And we've got to mentor them, hire them.

Vi er nødt til at vejlede dem, ansætte dem.

And if you bring them in for internships in your companies,

Og hvis du får dem i praktik i dit firma,

så forholder det sig sådan med det autistiske, Asperger-agtige sind,

the thing about the autism, Asperger-y kind of mind,

you've got to give them a specific task.

at du er nødt til at give dem en specifik opgave. Ikke bare sige "Design ny software".

Don't just say, "Design new software."

Du er nødt til at fortælle dem noget meget mere specifikt.

You've got to tell them something more specific:

"Vi designer software til en telefon

"We're designing software for a phone

and it has to do some specific thing,

og den skal kunne nogle specifikke ting.

and it can only use so much memory."

Og den må kun bruge så meget hukommelse."

That's the kind of specificity you need.

Det er den slags konkretisering, der er behov for.

Well, that's the end of my talk.

Nå, det er slutningen på mit foredrag.

And I just want to thank everybody for coming.

Og jeg vil bare takke alle for at komme her.

It was great to be here.

Det var dejligt at være her.

(Applause)

(Bifald)

(Applause ends)

Du har et spørgsmål til mig? Okay.

Oh -- you have a question for me? OK.

(Applause)

(Bifald)

Chris Andersen: Mange tak for det.

Chris Anderson: Thank you so much for that.

You know, you once wrote -- I like this quote:

Engang skrev du, og jeg holder virkelig af det citat:

"If by some magic, autism had been eradicated from the face of the Earth,

"Hvis en slags magi havde udryddet autisme

fra jordens overflade,

then men would still be socializing in front of a wood fire

ville mænd stadig socialisere foran et ildsted

at the entrance to a cave."

ved indgangen til en hule".

(Laughter)

Temple Grandin: Because who do you think made the first stone spear?

Temple Grandin: For hvem tror du lavede de første stenspyd?

Aspergerfyren. Og hvis vi skulle af med alle de autistiske gener,

It was the Asperger guy,

and if you were to get rid of all the autism genetics,

så ville der ikke længere være noget Silicon Valley,

there'd be no more Silicon Valley, and the energy crisis would not be solved.

og energikrisen ville ikke blive løst.

(Bifald)

(Applause)

CA: I want to ask you a couple other questions,

CA: Altså jeg vil gerne stille dig et par andre spørgsmål.

Og hvis nogle af dem føles upassende,

and if any of these feel inappropriate, it's OK just to say, "Next question."

er det ok bare at sige "Næste spørgsmål".

But if there is someone here who has an autistic child,

Men hvis der er nogle til stede her,

som har et autistisk barn,

or knows an autistic child and feels kind of cut off from them,

eller kender et autistisk barn,

og på en måde føler sig afskåret fra dem,

what advice would you give them?

hvilket råd ville du så give dem?

TG: Well, first of all, we've got to look at age.

TG: Jamen først og fremmest, så er du nødt til at se på alder.

Hvis du har en to-, tre- eller fireårig

If you have a two, three or four-year-old, no speech, no social interaction,

uden tale, uden social interaktion,

I can't emphasize enough: Don't wait.

så kan jeg ikke understrege det nok,

at du ikke skal vente, der er brug for mindst 20 timers enetimer om ugen.

You need at least 20 hours a week of one-to-one teaching.

The thing is, autism comes in different degrees.

Sagen er den, at autisme optræder i forskellige grader.

About half of the people on the spectrum are not going to learn to talk,

Omtrent halvdelen af de mennesker der findes i spektret,

vil ikke lære at tale, og de kommer ikke til at arbejde i

and they won't be working in Silicon Valley.

Silicon Valley, det ville bare ikke være rigtigt for dem.

That would not be a reasonable thing for them to do.

Men så har du de kloge nørdede børn,

But then you get these smart, geeky kids with a touch of autism,

med et strejf af autisme,

and that's where you've got to get them turned on

og det er dem du skal have tændt op for,

with doing interesting things.

ved at lave interessante ting.

I got social interaction through shared interests --

Jeg fik social interaktion gennem fælles interesser.

I rode horses with other kids, I made model rockets with other kids,

Jeg red på heste med andre børn. Jeg lavede raketmodeller med andre børn,

did electronics lab with other kids.

lavede elektronik laboratorium med andre børn,

And in the '60s, it was gluing mirrors onto a rubber membrane on a speaker

og i 60erne betød det at lime spejle

fast til en gummi membran på en højttaler for at lave et lysshow.

to make a light show.

That was, like, we considered that super cool.

Det syntes vi var super sejt.

(Laughter)

CA: Er det urealistisk for dem

CA: Is it unrealistic for them

to hope or think that that child loves them, as some might, as most, wish?

at håbe eller tro, at det barn

elsker dem, som de fleste ville ønske?

TG: Well, I tell you, that child will be loyal,

TG: Jamen, lad mig fortælle dig, at det barn vil være loyalt.

and if your house is burning down, they're going to get you out of it.

Hvis dit hus brænder ned, vil de få dig ud af det.

CA: Wow. Altså, hvis du spørger de fleste mennesker,

CA: Wow. So most people, if you ask them what they're most passionate about,

hvad de brænder mest for, så vil de sige ting som:

they'd say things like, "My kids" or "My lover."

"Mine børn" eller "Min elsker".

Hvad brænder du mest for?

What are you most passionate about?

TG: I'm passionate about that the things I do

TG: Jeg brænder mest for, at de ting jeg foretager mig,

kommer til at gøre verden til et bedre sted.

are going to make the world a better place.

Når der er en mor til et autistisk barn, der fortæller mig

When I have a mother of an autistic child say,

"Mit barn kom på college på grund af din bog,

"My kid went to college because of your book

eller et af dine foredrag". Det gør mig glad.

or one of your lectures,"

that makes me happy.

Slagterierne arbejdede jeg med

You know, the slaughter plants I worked with in the '80s;

i 80erne; de var helt forfærdelige.

they were absolutely awful.

I developed a really simple scoring system for slaughter plants,

Jeg udviklede et virkelig simpelt pointsystem til slagterierne,

where you just measure outcomes:

hvor du bare måler resultaterne, hvor mange køer faldt,

How many cattle fell down?

hvor mange køer blev prikket til med pinden,

How many got poked with the prodder?

How many cattle are mooing their heads off?

hvor mange køer fik muh-et deres hoveder af?

Og det er meget, meget simpelt.

And it's very, very simple.

You directly observe a few simple things.

Du observerer nogle få simple ting direkte.

It's worked really well.

Det har fungeret rigtigt fint. Jeg bliver tilfredsstillet ved at

I get satisfaction out of seeing stuff

se ting, der medfører reel forandring

that makes real change in the real world.

i den virkelige verden. Vi har brug for meget mere af det,

We need a lot more of that, and a lot less abstract stuff.

og meget færre abstrakte ting.

CA: Totally.

(Bifald)

(Applause)

CA: When we were talking on the phone, one of the things you said

CA: Da vi talte sammen i telefonen, var en af de ting, du sagde,

som virkelig forbavsede mig, at en af de ting,

that really astonished me

was that one thing you were passionate about was server farms.

du brændte for, var data-centre. Fortæl mig om det.

Tell me about that.

TG: Jamen grunden til, at jeg blev virkelig begejstret var, at jeg læste om at

TG: Well, the reason why I got really excited when I read about that,

de indeholder viden.

it contains knowledge.

It's libraries.

det er biblioteker.

And to me, knowledge is something that is extremely valuable.

Og for mig er viden noget,

der er ekstremt værdifuldt. For over 10 år siden,

So, maybe over 10 years ago now, our library got flooded.

blev vores bibliotek oversvømmet.

This is before the Internet got really big.

Og det her er før internettet blev så stort.

And I was really upset about all the books being wrecked,

Og jeg blev virkelig ked af alle de bøger, der blev ødelagt,

fordi det var viden, der blev destrueret.

because it was knowledge being destroyed.

Og data-centre

And server farms, or data centers, are great libraries of knowledge.

er store vidensbiblioteker.

CA: Temple, can I just say,

CA: Jeg må bare sige Temple, at det har været en absolut fornøjelse at have dig på TED.

it's an absolute delight to have you at TED.

TG: Mange tak. Tak.

Thank you so much.

TG: Well, thank you so much. Thank you.

(Bifald)

(Applause)