Bring on the learning revolution! | Sir Ken Robinson

Translator: mie broens Reviewer: Jacob Buch Petersen

I was here four years ago,

Jeg var her for fire år siden,

and I remember, at the time,

og jeg kan huske at på det tidspunkt

that the talks weren't put online.

blev talerne ikke lagt på nettet.

I think they were given to TEDsters in a box,

Jeg tror de blev givet til TED'ere i en boks,

a box set of DVDs,

en boks med DVD'er

which they put on their shelves, where they are now.

som de satte på deres hylde, hvor de er i dag.

(Laughter)

(Latter)

And actually, Chris called me a week after I'd given my talk, and said,

Og Chris ringede faktisk til mig

en uge efter at jeg havde talt

"We're going to start putting them online. Can we put yours online?"

og sagde: "Vi begynder at putte dem på nettet,

kan vi lægge din ud?" Og jeg sagde: "Selvfølgelig".

And I said, "Sure."

And four years later,

Og fire år senere

it's been downloaded four million times.

som jeg sagde, er det blevet set af fire ...

Eller, det er blevet downloaded fire millioner gange.

Så jeg går ud fra at du kan gange det med 20 eller noget

So I suppose you could multiply that by 20 or something

to get the number of people who've seen it.

for at få det nummer af folk der har set det.

Og som Chris siger, der er en sult

And, as Chris says, there is a hunger for videos of me.

for videoer med mig.

(Laughter)

(Latter)

(Applause)

(Bifald)

Don't you feel?

... tror I ikke?

(Laughter)

(Latter)

So, this whole event has been an elaborate build-up

Så hele denne begivenhed har været en en omfattende opbygning

to me doing another one for you, so here it is.

for at få mig til at tale for jer igen, så her kommer det.

(Laughter)

(Latter)

Al Gore spoke at the TED conference I spoke at four years ago

Al Gore talte

til den TED konference jeg talte ved for fire år siden

and talked about the climate crisis.

og talte om klima krisen.

And I referenced that at the end of my last talk.

Og jeg refererede til det

i slutningen af min sidste snak.

So I want to pick up from there

Så jeg vil gerne samle op derfra

because I only had 18 minutes, frankly.

for jeg havde kun 18 minutter, ærlig talt.

(Laughter)

So, as I was saying --

Så, som jeg sagde ...

(Laughter)

(Latter)

Ser I, han har jo ret.

You see, he's right.

I mean, there is a major climate crisis, obviously,

Jeg mener, der er en stor klima krise, tydeligvis.

and I think if people don't believe it, they should get out more.

Og jeg tror at hvis folk ikke tror på det, så skulle de gå mere udenfor.

(Laughter)

(Latter)

Men jeg tror på at der er en anden klima krise,

But I believe there is a second climate crisis,

which is as severe,

som er ligeså alvorlig,

which has the same origins,

som stammer fra det samme sted,

and that we have to deal with with the same urgency.

og som vi bliver nødt til at behandle på lige fod.

Og med dette mener jeg --

And you may say, by the way,

og I siger måske, forresten: "Hør, Jeg er OK.

"Look, I'm good.

jeg har en klima krise;

I have one climate crisis, I don't really need the second one."

Jeg har ikke rigtig brug for en mere."

(Laughter)

But this is a crisis of, not natural resources --

Men dette er en krise, ikke med naturlige ressourcer,

selvom jeg tror det er rigtigt,

though I believe that's true --

but a crisis of human resources.

men en krise med menneskelige ressourcer.

I believe fundamentally,

Jeg tror, fundamentalt,

as many speakers have said during the past few days,

som mange talere har sagt i løbet af de sidste par dage,

at vi er meget dårlige til at bruge

that we make very poor use of our talents.

vores talenter.

Very many people go through their whole lives

Rigtig mange mennesker går igennem hele deres liv

having no real sense of what their talents may be,

uden rigtig at have en fornemmelse af hvad deres talent er,

or if they have any to speak of.

eller om de overhovedet har et.

Jeg møder alle slags mennesker

I meet all kinds of people

who don't think they're really good at anything.

der ikke tror at de er rigtig gode til noget.

Actually, I kind of divide the world into two groups now.

Faktisk, deler jeg, på en måde, verden ind i to grupper nu.

Jeremy Bentham, the great utilitarian philosopher,

Jeremy Bentham, den store utilitaristiske filosof,

once spiked this argument.

spidede engang dette argument.

He said, "There are two types of people in this world:

Han sagde: "Der er to typer mennesker i denne verden,

those who divide the world into two types

dem der deler verden i to typer

and those who do not."

og dem der ikke gør".

(Laughter)

(Latter)

Well, I do.

Nå men, jeg gør-

(Laughter)

(Latter)

I meet all kinds of people who don't enjoy what they do.

Jeg møder alle slags mennesker

der ikke nyder det de gør.

They simply go through their lives getting on with it.

De går bare igennem deres liv

for at komme igennem det.

They get no great pleasure from what they do.

De får ingen stor nydelse fra det de gør.

They endure it rather than enjoy it,

De udholder det, i stedet for at nyde det,

and wait for the weekend.

og venter på weekenden.

But I also meet people

Men jeg møder også mennesker

who love what they do and couldn't imagine doing anything else.

der elsker det de gør

og ikke kunne forestille sig at gøre noget andet.

If you said, "Don't do this anymore,"

Hvis du sagde til dem: "Stop med at gøre det du gør", ville de undre sig over hvad du talte om.

they'd wonder what you're talking about.

For det er ikke hvad de gør, det er hvem de er. De siger:

It isn't what they do, it's who they are.

They say, "But this is me, you know.

"Men det her er mig.

It would be foolish to abandon this,

Det ville være tåbeligt for mig at forlade det, fordi

because it speaks to my most authentic self."

det taler til mit mest autentiske selv".

And it's not true of enough people.

Og det er ikke sandt for nok folk.

In fact, on the contrary, I think it's still true of a minority of people.

Faktum er det modsatte, jeg tror

det helt sikkert er et mindretal af folk.

And I think there are many possible explanations for it.

Og jeg tror der er mange

sandsynlige forklaringer på det.

And high among them is education,

Og højt mellem dem

er uddannelse

because education, in a way,

fordi uddannelse, på en måde,

forskyder mange mennesker

dislocates very many people from their natural talents.

fra deres naturlige talenter.

Og menneskelige ressourcer er ligesom naturlige ressourcer;

And human resources are like natural resources;

de er ofte begravet dybt.

they're often buried deep.

You have to go looking for them,

Du bliver nødt til at lede efter dem.

they're not just lying around on the surface.

De ligger ikke bare på og flyder på overfladen.

You have to create the circumstances where they show themselves.

Du bliver nødt til at skabe omstændighederne hvor de kan komme til syne.

And you might imagine education would be the way that happens,

Og du kan muligvis forestille dig

at uddannelse ville være den måde det sker.

but too often, it's not.

Men alt for ofte, er det ikke.

Every education system in the world is being reformed at the moment

Ethvert uddannelses system i verden

er ved at blive reformeret i øjeblikket.

and it's not enough.

Og det er ikke nok.

Reform is no use anymore,

Reform er ikke til nytte længere,

for det er kun at forbedre en ødelagt model.

because that's simply improving a broken model.

Hvad vi har brug for --

What we need --

and the word's been used many times in the past few days --

og ordet har været brugt mange gange i løbet at de sidste par dage --

er ikke en evolution,

is not evolution,

men en uddannelsesrevolution.

but a revolution in education.

Den skal transformeres

This has to be transformed into something else.

til noget andet.

(Applause)

(Bifald)

One of the real challenges is to innovate fundamentally in education.

En af de rigtige udfordringer

er at fundamentalt innovere

uddannelse.

Innovation is hard,

Innovation er hårdt

because it means doing something that people don't find very easy,

fordi det betyder at gøre noget

som folk ikke finder særlig let i de fleste tilfælde.

for the most part.

Det betyder at udfordre det vi tager for givet,

It means challenging what we take for granted,

things that we think are obvious.

ting som vi synes er åbentlyse.

The great problem for reform or transformation

Det store problem med reformering

eller transformation

is the tyranny of common sense.

er den sunde fornufts tyrani -

ting som folk tror:

Things that people think,

"It can't be done differently, that's how it's done."

"Nå, det kan ikke gøres anderledes fordi det er sådan det bliver gjort."

Jeg faldt for nylig over et godt citat fra Abraham Lincoln,

I came across a great quote recently from Abraham Lincoln,

who I thought you'd be pleased to have quoted at this point.

som jeg troede I ville blive glade for at få citeret på dette tidspunkt.

(Laughter)

(Latter)

He said this in December 1862 to the second annual meeting of Congress.

Han sagde dette i December 1862

Til det andet årlige møde i Kongressen.

I ought to explain that I have no idea what was happening at the time.

Jeg burde forklare at jeg ikke har en anelse om hvad der skete på den tid.

We don't teach American history in Britain.

Vi underviser ikke i amerikansk historie i Storbritannien.

(Laughter)

(Latter)

We suppress it. You know, this is our policy.

Vi undertrykker det. I ved, det er vores politik.

(Laughter)

(Latter)

No doubt, something fascinating was happening then,

Der foregik uden tvivl noget fascinerende i December 1862

which the Americans among us will be aware of.

hvilket amerikanerne iblandt os

vil vide.

But he said this:

Men han sagde dette:

"The dogmas of the quiet past are inadequate to the stormy present.

"Dogmerne

fra den stille fortid

er utilstrækkelige til den stormfulde nutid.

Anledningen

The occasion is piled high with difficulty,

er stablet højt med besvær,

and we must rise with the occasion."

og rejse os med lejligheden."

Det elsker jeg.

I love that.

Not rise to it, rise with it.

Ikke rejse os til, men rejse os med.

"As our case is new,

"Da vores sag er ny,

so we must think anew and act anew.

må vi tænke påny

og handle påny

We must disenthrall ourselves,

vi må frisætte os selv

and then we shall save our country."

og så skal vi redde vores land."

I love that word, "disenthrall."

Jeg elsker det ord "frisætte".

You know what it means?

Ved du ved hvad det betyder?

That there are ideas that all of us are enthralled to,

At der er ideer, vi alle er slaver af,

which we simply take for granted as the natural order of things,

som vi simpelthen tager for givet

som den naturlige orden, den måde ting er på.

the way things are.

And many of our ideas have been formed,

Og mange af vores ideer

er blevet dannet, ikke for at opfylde omstændighederne i dette århundrede,

not to meet the circumstances of this century,

but to cope with the circumstances of previous centuries.

men til at klare forholdene af tidligere århundreder.

But our minds are still hypnotized by them,

Men vores sind er stadig hypnotiseret af dem.

and we have to disenthrall ourselves of some of them.

Og vi bliver nødt til at frisætte os fra nogle af dem.

Now, doing this is easier said than done.

At gøre dette er lettere sagt end gjort.

It's very hard to know, by the way, what it is you take for granted.

Det er meget hårdt at vide, i øvrigt, hvad det er man tager for givet.

And the reason is that you take it for granted.

Og grunden er at man tager det for givet.

(Laughter)

Så lad mig spørge jer om noget I måske tager for givet.

Let me ask you something you may take for granted.

How many of you here are over the age of 25?

Hvor mange af jer er over 25 år?

That's not what you take for granted, I'm sure you're familiar with that.

Det er ikke hvad jeg tror I tager for givet.

Jeg er sikker på at I er klar over det allerede.

Are there any people here under the age of 25?

Er der nogle folk under 25 år?

Fedt, Nå, dem der er over 25 år,

Great. Now, those over 25,

could you put your hands up if you're wearing your wristwatch?

kan I række hånden op hvis I bære armbåndsur?

Det er en god del af os, er det ikke?

Now that's a great deal of us, isn't it?

Ask a room full of teenagers the same thing.

Spørg et rum fyldt med teenagers det samme.

Teenagers do not wear wristwatches.

Teenagers går ikke med armbåndsur.

I don't mean they can't,

Jeg mener ikke at de ikke kan eller ikke må,

they just often choose not to.

de vælger bare ofte ikke at gøre det.

And the reason is we were brought up in a pre-digital culture,

Og grunden er, må i forstå, at vi er opvokset i

en før-digital kultur, dem af os der er over 25.

those of us over 25.

And so for us, if you want to know the time,

Og så for os, hvis du vil vide hvad klokken er,

you have to wear something to tell it.

må du gå med noget der viser det.

Kids now live in a world which is digitized,

Børn i dag lever i en verden der er digitaliseret,

and the time, for them, is everywhere.

og klokken for dem er alle steder.

They see no reason to do this.

De ser ingen grund til det.

And by the way, you don't need either;

Og, forresten, I behøver heller ikke gøre det;

it's just that you've always done it and you carry on doing it.

det er bare at I har altid gjort det og bliver ved med det.

My daughter never wears a watch, my daughter Kate, who's 20.

Min datter går aldrig med ur, min datter Kate der er 20.

She doesn't see the point.

Hun kan ikke se pointen.

As she says,

Som hun siger: "Det er en et funktions apparat"

"It's a single-function device."

(Laughter)

(Latter)

"Like, how lame is that?"

"Hvor lamt er det?"

And I say, "No, no, it tells the date as well."

Og jeg siger: "Nej, nej, det fortæller også datoen".

(Laughter)

(Latter)

"It has multiple functions."

"Det har flere funktioner."

(Laughter)

But, you see, there are things we're enthralled to in education.

Men ser I, der er ting vi er slaver af i uddannelsessystemet.

Lad mig give jer et par eksempler.

A couple of examples.

One of them is the idea of linearity:

En af dem er ideen om linearitet,

that it starts here and you go through a track

at det starter her, og du går gennem et spor,

and if you do everything right,

og at hvis du gør alt rigtigt vil du være på

you will end up set for the rest of your life.

rette spor resten af livet.

Everybody who's spoken at TED has told us implicitly,

Alle, der har talt på TED har fortalt os implicit,

or sometimes explicitly, a different story:

eller undertiden eksplicit, en anden historie,

that life is not linear; it's organic.

at livet ikke er linieært, det er organisk.

We create our lives symbiotically

Vi skaber vores liv i symbiose

as we explore our talents

som vi udforsker vores talenter

in relation to the circumstances they help to create for us.

i relation til de forhold, de hjælper til at skabe for os.

But, you know, we have become obsessed with this linear narrative.

Men ved I hvad, vi er blevet besat

med dette linieære narrativ.

And probably the pinnacle for education is getting you to college.

Og formentlig tinden for uddannelse

er at komme på universitetet.

I think we are obsessed with getting people to college.

Jeg tror vi er besat af tanken om at få folk på universitetet,

Certain sorts of college.

visse former for universiteter.

I don't mean you shouldn't go, but not everybody needs to go,

Jeg mener ikke at man ikke skal gå på universitetet, men ikke alle behøver at gå

or go now.

og ikke alle behøver at gå nu.

Maybe they go later, not right away.

Måske går de senere, ikke lige med det samme.

And I was up in San Francisco a while ago doing a book signing.

Og jeg var i San Francisco for et stykke tid siden

for at signere mine bøger.

There was this guy buying a book, he was in his 30s.

Der var en fyr der købte en bog, han var i 30erne.

I said, "What do you do?"

Og jeg sagde: "Hvad laver du?"

And he said, "I'm a fireman."

Og han sagde: "Jeg er brandmand".

I asked, "How long have you been a fireman?"

Og jeg sagde: "Hvor længe har du været brandmand?"

"Always. I've always been a fireman."

Han sagde: "Altid, jeg har altid været brandmand."

Og jeg sagde: "Men, hvornår besluttede du det?"

"Well, when did you decide?" He said, "As a kid.

Han sagde: "Som barn." Han sagde: "Faktisk var det et problem for mig i skolen,

Actually, it was a problem for me at school,

because at school, everybody wanted to be a fireman."

fordi i skolen ville alle være brandmænd."

(Laughter)

Han sagde: "Men jeg ville være brandmand."

He said, "But I wanted to be a fireman."

Og han sagde: "Da jeg kom til sidste år i skolen,

And he said, "When I got to the senior year of school,

my teachers didn't take it seriously.

tog mine lærere det ikke seriøst.

This one teacher didn't take it seriously.

Der var én lærer der ikke tog det seriøst.

He said I was throwing my life away

Han sagde jeg spildte mit liv

if that's all I chose to do with it;

hvis det var alt hvad jeg valgte at gøre med det,

that I should go to college, I should become a professional person,

at jeg skulle gå på universitetet, at jeg skulle blive en professionel person,

that I had great potential

at jeg havde stort potentiale,

and I was wasting my talent to do that."

og at jeg spildte mine talenter."

He said, "It was humiliating.

Og han sagde: "Det var ydmygende fordi

It was in front of the whole class and I felt dreadful.

han sagde det foran hele klassen og jeg havde det virkelig elendigt.

But it's what I wanted, and as soon as I left school,

Men det var hvad jeg ville og så snart jeg forlod skolen,

I applied to the fire service and I was accepted.

søgte jeg ind i brandvæsenet og blev optaget."

You know, I was thinking about that guy recently,

Og han sagde: "Ved du hvad, jeg tænkte på ham forleden,

just a few minutes ago when you were speaking, about this teacher,

kun få minutter før da du talte, om ham læreren,"

because six months ago, I saved his life."

han sagde, "fordi for seks måneder siden

reddede jeg hans liv."

(Laughter)

(Latter)

Han sagde: Han var i et bil uheld,

He said, "He was in a car wreck, and I pulled him out, gave him CPR,

og jeg hev ham ud, gav ham CPR

and I saved his wife's life as well."

og jeg reddede også hans kones liv."

He said, "I think he thinks better of me now."

Han sagde: "Jeg tror han tænker bedre om mig nu."

(Laughter)

(Latter)

(Applause)

(Bifald)

You know, to me,

Ved I hvad, for mig

human communities depend upon a diversity of talent,

er det menneskelige samfund afhængige af

mangfoldighed af talent,

not a singular conception of ability.

ikke en enestående opfattelse af evne.

And at the heart of our challenges --

Og i hjertet af vores udfordringer --

(Applause)

(Bifald)

At the heart of the challenge

I hjertet af vores udfordringer

is to reconstitute our sense of ability and of intelligence.

er at rekonstruere vores følelse af evne

og af intelligens.

This linearity thing is a problem.

Denne lineære ting er et problem.

Da jeg ankom i L.A.

When I arrived in L.A. about nine years ago,

for omkring ni år siden,

I came across a policy statement --

faldt jeg over en politisk erklæring,

meget velmenende,

very well-intentioned --

which said, "College begins in kindergarten."

der sagde: "Universitetet begynder i børnehaven."

No, it doesn't.

Nej, det gør det ikke.

(Laughter)

(Latter)

It doesn't.

Det gør det ikke.

If we had time, I could go into this, but we don't.

Hvis vi havde tid kunne jeg gå mere ind i dette, men det har vi ikke.

(Laughter)

(Latter)

Kindergarten begins in kindergarten.

Børnehaven begynder i børnehaven.

(Laughter)

(Latter)

En af mine venner sagde engang:

A friend of mine once said,

"A three year-old is not half a six year-old."

"Ved du hvad, en tre-årig er ikke en halv seks-årig."

(Laughter)

(Latter)

(Applause)

(Bifald)

They're three.

De er tre.

But as we just heard in this last session,

Men som vi har hørt i denne sidste session,

there's such competition now to get into kindergarten --

er der en sådan konkurrence nu om at komme i børnehave,

to get to the right kindergarten --

at komme i den rigtige børnehave,

that people are being interviewed for it at three.

at folk på tre bliver interviewet til det.

Børn sidder foran uimponerede paneler,

Kids sitting in front of unimpressed panels,

I ved, med deres CV'er,

you know, with their resumes --

(Laughter)

(Latter)

Flicking through and saying, "What, this is it?"

bladre igennem det og siger: "Nå, er det det?"

(Laughter)

(Latter)

(Applause)

(Bifald)

"You've been around for 36 months, and this is it?"

"Du har eksisteret i 36 måneder og det er det?"

(Laughter)

(Latter)

"You've achieved nothing -- commit.

"Du har ikke opnået noget, Forpligt dig.

(Laughter)

Spent the first six months breastfeeding, I can see."

Brugte de første seks måneder på amning, som jeg kan se det."

(Laughter)

(Latter)

See, it's outrageous as a conception.

Se, det er oprørende som en forestilling, men det tiltrækker folk.

The other big issue is conformity.

Det anden store spørgsmål er overensstemmelse.

We have built our education systems on the model of fast food.

Vi har lavet et uddannelsessystem

på samme model som fast food.

This is something Jamie Oliver talked about the other day.

Dette er noget Jamie Oliver talte om den anden dag.

There are two models of quality assurance in catering.

Du ved, at der er to modeller for kvalitetssikring inden for catering.

En er fast food,

One is fast food, where everything is standardized.

hvor alt er standardiseret.

The other is like Zagat and Michelin restaurants,

Den anden er ting som Zagat og Michelin restauranter,

where everything is not standardized,

hvor alt ikke er standardiseret,

they're customized to local circumstances.

de er tilpasset de lokale forhold.

And we have sold ourselves into a fast-food model of education,

Og vi har solgt os selv til fast food modellen for uddannelse.

and it's impoverishing our spirit and our energies

Og det forringer vores ånd og vores energier

as much as fast food is depleting our physical bodies.

ligeså meget som fastfood er nedbrydende for vores fysiske kroppe.

(Bifald)

(Applause)

Jeg tror vi bliver nødt til at erkende et par ting.

We have to recognize a couple of things here.

En er at menneskeligt talent er enormt alsidigt.

One is that human talent is tremendously diverse.

People have very different aptitudes.

Folk har meget forskellige evner.

I worked out recently that I was given a guitar as a kid

Jeg fandt for nylig ud af at

jeg fik en guitar som barn

at about the same time that Eric Clapton got his first guitar.

omkring samme tid som Eric Clapton fik hans første guitar.

(Laughter)

It worked out for Eric, that's all I'm saying.

Og det fungerede for Eric, det er alt jeg siger.

(Laughter)

(Latter)

In a way --

På en måde som det ikke gjorde for mig.

it did not for me.

I could not get this thing to work

Jeg kunne ikke få den ting til at virke

no matter how often or how hard I blew into it.

ligegyldigt hvor ofte og hvor hårdt jeg pustede i den.

It just wouldn't work.

Den ville bare ikke virke.

(Laughter)

Men det er ikke kun om det.

But it's not only about that.

It's about passion.

Det handler om lidenskab.

Often, people are good at things they don't really care for.

Ofte er folk gode til ting de ikke rigtig holder af.

Det handler om lidenskab,

It's about passion,

and what excites our spirit and our energy.

og hvad der begejstrer vores ånd og vores energi.

And if you're doing the thing that you love to do, that you're good at,

Og hvis du gør de ting, du elsker at gøre, at du er god til,

time takes a different course entirely.

tager tid en helt anden retning.

My wife's just finished writing a novel,

Min kone er lige blevet færdig med at skrive en roman,

and I think it's a great book,

og jeg tror at det bliver er god bog,

but she disappears for hours on end.

men hun forsvinder for timer ad gangen.

You know this, if you're doing something you love,

Du kender det, hvis du laver noget du elsker

an hour feels like five minutes.

så føles en time som fem minutter.

If you're doing something that doesn't resonate with your spirit,

Hvis du laver noget som ikke giver genlyd med din sjæl,

føles fem minutter som en time.

five minutes feels like an hour.

And the reason so many people are opting out of education

Og grunden til så mange mennesker fravælger uddannelse

is because it doesn't feed their spirit,

er fordi det ikke føder deres ånd,

it doesn't feed their energy or their passion.

det føder ikke deres energi eller deres lidenskab.

Så jeg tror vi bliver nødt til at ændre metaforer.

So I think we have to change metaphors.

We have to go from what is essentially an industrial model of education,

Vi er nødt til at gå fra, hvad der essentielt er en industriel model for uddannelse,

en produktionsvirksomheds model,

a manufacturing model,

which is based on linearity and conformity and batching people.

som er baseret på linearitet

og konformitet og putte folk i bundter.

We have to move to a model

Vi bliver nødt til at gå til en model

that is based more on principles of agriculture.

der er baseret mere på principperne for landbrug.

We have to recognize

Vi er nødt til at erkende, at den menneskelige blomstring

that human flourishing is not a mechanical process;

ikke er en mekanisk proces,

it's an organic process.

det er en organisk proces.

And you cannot predict the outcome of human development.

Og man kan ikke forudse resultatet af menneskelig udvikling;

alt hvad man kan, ligesom en bonde,

All you can do, like a farmer, is create the conditions

er at skabe de betingelser, hvorunder

under which they will begin to flourish.

de vil begynde at blomstre.

So when we look at reforming education and transforming it,

Så når vi kigger på at reformere uddannelse og transformere den,

it isn't like cloning a system.

er det ikke ligesom at klone et system.

There are great ones, like KIPP's; it's a great system.

Der er nogle gode nogle ligesom KIPPs, det er et godt system.

There are many great models.

Der er mange gode modeller.

It's about customizing to your circumstances

Det handler om at tilpasse til forholdene,

and personalizing education to the people you're actually teaching.

og personliggøre uddannelse

til de mennesker du rent faktisk underviser.

And doing that, I think, is the answer to the future

Og at gøre det, tror jeg

er svaret til fremtiden

because it's not about scaling a new solution;

fordi det handler ikke om skalere en ny løsning;

it's about creating a movement in education

det handler om at skabe en bevægelse i uddannelsen

in which people develop their own solutions,

hvori folk kan udvikle deres egne løsninger,

but with external support based on a personalized curriculum.

men med ekstern støtte baseret på et personligt pensum.

Now in this room,

I dette rum,

there are people who represent extraordinary resources in business,

er der folk der repræsenterer

ekstraordinære ressourcer i forretningslivet,

in multimedia, in the Internet.

i multimedier, i internettet.

These technologies,

Disse teknologier

combined with the extraordinary talents of teachers,

kombineret med ekstraordinære talenter af lærere,

provide an opportunity to revolutionize education.

giver en mulighed for at revolutionere uddannelsessystemet.

And I urge you to get involved in it

Og jeg opfordre jer til at blive involveret

fordi det er vitalt, ikke kun for os,

because it's vital, not just to ourselves, but to the future of our children.

men for vores børns fremtid,

But we have to change from the industrial model

men vi må ændre den industruelle model

til en landbrugsmodel,

to an agricultural model,

where each school can be flourishing tomorrow.

hvor hver skole kan blomstre i morgen.

That's where children experience life.

Det er hvor børn oplever livet.

Or at home, if that's what they choose,

Eller hjemme, hvis det er hvor de vælger at blive uddannet

to be educated with their families or friends.

med deres familier eller deres venner.

There's been a lot of talk about dreams over the course of these few days.

Der har været snakket meget om drømme

i løbet af de sidste par dage.

And I wanted to just very quickly --

Og jeg ville bare lige hurtigt sige --

I was very struck by Natalie Merchant's songs last night,

Jeg var meget ramt af Natalie Merchant's sange i aftes,

recovering old poems.

genfundne gamle digte.

I wanted to read you a quick, very short poem

Jeg vil læse et hurtigt, meget kort digt

from W. B. Yeats, who some of you may know.

fra W.B. Yeats, som er en I måske kender.

He wrote this to his love, Maud Gonne,

Han skrev følgende til sin elskede,

Maud Gonne,

and he was bewailing the fact

og han begræd det faktum at

that he couldn't really give her what he thought she wanted from him.

han ikke rigtig kunne give hende hvad han troede hun ville have fra ham.

And he says, "I've got something else, but it may not be for you."

Og han siger: "Jeg har noget andet, men det er måske ikke for dig."

He says this:

Han siger dette:

"Had I the heavens' embroidered cloths,

"Havde jeg haft himlens broderede duge,

Enwrought with gold and silver light,

med guld-

og sølvlys indvævet i dem,

The blue and the dim and the dark cloths

Den blå og den dunkle

og den mørke dug

Of night and light and the half-light,

Af nat og af lys og af halvlys,

Da bredte jeg disse duge ud foran dig,

I would spread the cloths under your feet:

Men jeg er fattig

But I, being poor, have only my dreams;

og har kun mine drømme.

I have spread my dreams under your feet;

Dem breder jeg derfor ud foran dig;

Træd varsomt,

Tread softly

because you tread on my dreams."

thi du går på mine drømme."

And every day, everywhere,

Og hver dag, over alt

our children spread their dreams beneath our feet.

breder vores børn deres drømme ud foran os.

And we should tread softly.

Og vi burde træde varsomt.

Thank you.

Tak.

(Applause)

(Bifald)

Thank you very much.

(Applause)

Thank you.

(Applause)

Mange tak.