Do schools kill creativity? | Sir Ken Robinson | TED

Translator: Mailis Laos Reviewer: Triin Sinissaar

Hommikust! Kuidas läheb? Siin on olnud väga huvitav, eks?

Good morning. How are you?

(Audience) Good.

It's been great, hasn't it?

See kõik on nii tiivustav,

I've been blown away by the whole thing.

In fact, I'm leaving.

et mu jalad ei ulatu varsti enam maha. (Naer)

(Laughter)

Seda konverentsi on läbinud kolm teemat,

There have been three themes running through the conference,

mis on seotud sellega, millest

which are relevant to what I want to talk about.

One is the extraordinary evidence of human creativity

tahan teile rääkida.

Esimene on see erakordne loomingulisus,

in all of the presentations that we've had

mis ilmneb kõigis siinsetes ettekannetes

and in all of the people here;

just the variety of it and the range of it.

ja kõigis inimestes. Kui mitmekesine see on,

ja kui ulatuslik. Teiseks on asjaolu, et oleme

The second is that it's put us in a place

where we have no idea what's going to happen

seetõttu olukorras, kus me ei tea, mis edasi saab.

in terms of the future.

Kui tulevikust rääkida. Meil pole aimugi,

No idea how this may play out.

mis sellest kõigest välja tuleb.

I have an interest in education.

Minu huvialaks on haridus -

Actually, what I find is, everybody has an interest in education.

tegelikult olen ma aru saanud, et igaüht huvitab haridus.

Don't you?

Kas pole nii? Minu meelest on see väga huvitav.

I find this very interesting.

Kui sa oled pidulikul õhtusöögil ja ütled,

If you're at a dinner party, and you say you work in education --

et töötad hariduse alal -

actually, you're not often at dinner parties, frankly.

tegelikult, kui aus olla, ei viibi sa kuigi tihti õhtusöökidel, kui töötad hariduse alal.

(Laughter)

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

(Naer) Sind lihtsalt ei kutsuta.

(Laughter)

Ja huvitaval kombel ei kutsuta sind ka kunagi tagasi. Mis on veider, mu meelest.

And you're never asked back, curiously. That's strange to me.

But if you are, and you say to somebody,

Ent kui sa oled õhtusöögil ja ütled kellelegi...

you know, they say, "What do you do?"

kui küsitakse: "Millega sa tegeled?"

and you say you work in education,

ja sa ütled, et töötad hariduse alal,

you can see the blood run from their face.

siis näed, kuidas nad kahvatuvad ja silmist võib lugeda mõtet:

They're like, "Oh my God. Why me?"

(Laughter)

"Jumala pärast, miks mina? See on mu ainus vaba õhtu sel nädalal."

"My one night out all week."

(Laughter)

But if you ask about their education, they pin you to the wall,

Kui aga küsid midagi nende hariduse kohta,

tabab sind hävitav pilk. Sest see on teema,

because it's one of those things that goes deep with people, am I right?

mis inimesi sügavalt puudutab, kas pole tõsi?

Like religion and money and other things.

Nagu religioon, raha ja teised asjad.

So I have a big interest in education, and I think we all do.

Mind huvitab haridus väga. Ja ma arvan, et meid kõiki.

Me investeerime sellesse palju,

We have a huge vested interest in it,

partly because it's education that's meant to take us into this future

osaliselt seetõttu, et haridus peaks viima meid

sellesse tulevikku, mida meie mõistus haarata ei suuda.

that we can't grasp.

If you think of it,

Kui mõelda - lapsed, kes sel aastal kooli lähevad,

children starting school this year will be retiring in 2065.

jäävad pensionile aastal 2065. Kellelgi pole aimu -

Nobody has a clue,

despite all the expertise that's been on parade for the past four days,

vaatamata tarkusele, mida viimase 4 päeva jooksul siin demonstreeritud on -

milliseks kujuneb maailm

what the world will look like in five years' time.

5 aasta pärast. Ja sellegipoolest peame meie

And yet, we're meant to be educating them for it.

neid selleks ette valmistama. Ettenägematuse määr on

So the unpredictability, I think, is extraordinary.

minu meelest üüratu.

And the third part of this is that we've all agreed, nonetheless,

Ja kolmandaks on asjaolu, et

me kõik nõustume lõpuks sellega, kuivõrd

on the really extraordinary capacities that children have --

erilised on laste võimed, nende innovatsioonivõime.

their capacities for innovation.

Sirena eile õhtul oli tõeline pärl, kas pole?

I mean, Sirena last night was a marvel, wasn't she?

Vapustav oli näha, mida ta suutis.

Just seeing what she could do.

And she's exceptional, but I think she's not, so to speak,

Ta on haruldane. Kuid ma arvan, et tegelikult pole ta

haruldus kõikide laste hulgas.

exceptional in the whole of childhood.

Meil on tegu inimesega, kes on erakordselt pühendunud,

What you have there is a person of extraordinary dedication

who found a talent.

kes on leidnud oma ande. Aga ma väidan,

And my contention is, all kids have tremendous talents,

et kõik lapsed on ääretult andekad.

and we squander them, pretty ruthlessly.

Meie aga laseme julmalt nende andel raisku minna.

Ma tahan rääkida haridusest ja

So I want to talk about education,

and I want to talk about creativity.

ma tahan rääkida loovusest. Minu väide on, et loovus

My contention is that creativity now is as important in education as literacy,

on tänapäeva hariduse puhul täpselt sama tähtis kui kirjaoskus,

ja me peaksime sellesse ka samamoodi suhtuma.

and we should treat it with the same status.

(Applause)

(Aplaus) Aitäh. See muide ongi kõik.

Thank you.

(Applause)

That was it, by the way. Thank you very much.

Suur tänu. (Naer) Nii, 15 minutit veel.

(Laughter)

So, 15 minutes left.

Niisiis... ma olen sündinud... ei... (Naer)

(Laughter)

"Well, I was born ... "

(Laughter)

Kuulsin hiljuti toredat lugu - mulle meeldib sellest rääkida -

I heard a great story recently -- I love telling it --

lugu ühest 6-aastasest tüdrukust joonistustunnis.

of a little girl who was in a drawing lesson.

She was six, and she was at the back, drawing,

Ta istus klassis tagapingis ning joonistas.

and the teacher said this girl hardly ever paid attention,

Tüdruk ei teinud tavaliselt tunnis kaasa,

kuid tolles joonistustunnis ta tegi.

and in this drawing lesson, she did.

The teacher was fascinated.

She went over to her, and she said, "What are you drawing?"

Õpetaja oli vaimustuses, läks tema juurde

ja küsis: "Mida sa joonistad?"

And the girl said, "I'm drawing a picture of God."

Tüdruk vastas: "Ma joonistan Jumalat."

And the teacher said, "But nobody knows what God looks like."

Õpetaja ütles: "Aga keegi ju ei tea, milline Jumal on."

And the girl said, "They will in a minute."

Ja tüdruk ütles: "Nad kohe saavad teada."

(Laughter)

(Naer)

Kui mu poeg oli 4-aastane, Inglismaal -

When my son was four in England --

tegelikult oli ta neljane igal pool, kui aus olla. (Naer)

actually, he was four everywhere, to be honest.

Kui peensustesse laskuda, siis oli ta neljane igal pool, kus ta tol aastal viibis.

(Laughter)

If we're being strict about it, wherever he went, he was four that year.

He was in the Nativity play. Do you remember the story?

Ta mängis jõulunäidendis, Jeesuse sünniloos.

Kas mäletate seda lugu? See on kuulus.

(Laughter)

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

See on kuulus lugu. Mel Gibson tegi sellele järje.

Mel Gibson did the sequel, you may have seen it.

(Laughter)

Võib-olla olete näinud: "Jeesuse sünd II".

"Nativity II."

But James got the part of Joseph, which we were thrilled about.

James sai Joosepi osa ja me olime väga rõõmsad.

We considered this to be one of the lead parts.

Meie meelest oli see üks peaosadest.

We had the place crammed full of agents in T-shirts:

Meie tuba oli täis agente, seljas T-särgid:

"James Robinson ON Joosep!" (Naer)

"James Robinson IS Joseph!"

(Laughter)

He didn't have to speak, but you know the bit where the three kings come in?

Temal ei olnud sõnalist osa, kuid te teate ju seda kohta,

kus kolm kuningat tulevad ning toovad kinke,

They come in bearing gifts, gold, frankincense and myrrh.

kulda, viirukit ja mürri.

This really happened.

See on tõsilugu. Me istusime saalis,

We were sitting there, and I think they just went out of sequence,

ja ma arvan, et neil läks lihtsalt natuke sassi,

because we talked to the little boy afterward and said,

sest kui hiljem rääkisime ühe poisiga ja küsisime:

"You OK with that?" They said, "Yeah, why? Was that wrong?"

"Kas kõik on korras?", vastas ta: "Jah, miks? Kas midagi oli valesti?"

Ta lihtsalt vahetas paar sõna ära.

They just switched.

The three boys came in, four-year-olds with tea towels on their heads.

Igatahes, sisse astus kolm poissi,

4-aastased, rätikud turbaniks ümber pea,

ja panid oma karbid maha.

They put these boxes down, and the first boy said, "I bring you gold."

Esimene poiss ütles: "Tõin teile kulda."

And the second boy said, "I bring you myrrh."

Teine poiss: "Tõin teile mürri."

And the third boy said, "Frank sent this."

(Laughter)

Ja kolmas ütles: "Tõin teile siirupit." (Naer)

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

Neid lugusid seob see, et lapsed on valmis riskima.

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

Kui nad ei tea, siis nad lihtsalt katsetavad.

Kas pole tõsi? Nad ei karda eksida.

Am I right? They're not frightened of being wrong.

Ei, ma ei taha öelda, et eksimine on sama mis loovus.

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

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

Aga fakt on,

et kui sa pole valmis eksima,

you'll never come up with anything original --

ei tule sa kunagi millegi originaalse peale.

if you're not prepared to be wrong.

Kui sa pole valmis eksima. Ning ajaks, kui lapsed täiskasvanuks saavad,

And by the time they get to be adults, most kids have lost that capacity.

on enamik neist selle võime kaotanud.

Nad on hakanud eksimise ees hirmu tundma.

They have become frightened of being wrong.

And we run our companies like this.

Muuseas, samamoodi juhime me ettevõtteid.

We stigmatize mistakes.

Me häbimärgistame eksimusi. Meie praeguses

And we're now running national education systems

haridussüsteemis on vead halvimad asjad,

where mistakes are the worst thing you can make.

mida keegi võib teha.

And the result is that we are educating people

Tulemus on see, et me harime inimestest välja

out of their creative capacities.

nende loomevõime. Picasso ütles kord,

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

et kõik lapsed on sünnilt kunstnikud.

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

Raske on aga suureks saades kunstnikuks jääda. Olen veendunud,

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

et me mitte ei kasva loovuse poole, vaid

we grow out of it.

pigem kasvame sellest välja. Või pigem, see haritakse meist välja.

Or rather, we get educated out of it.

Miks see nii on?

So why is this?

Umbes 5 aastat tagasi elasin Stratford-on-Avonis.

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

In fact, we moved from Stratford to Los Angeles.

Siis kolisime Stratfordist Los Angelesse.

Võite kujutleda, kui märkamatu üleminek see oli.

So you can imagine what a seamless transition this was.

(Laughter)

(Naer) Tegelikult me

Actually, we lived in a place called Snitterfield,

elasime paigas nimega Snitterfield,

just outside Stratford,

Stratfordi külje all, samas paigas,

which is where Shakespeare's father was born.

kus sündis Shakespeare'i isa. Kas see mõte hämmastab teid? Mind hämmastas.

Are you struck by a new thought? I was.

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

Me pole harjunud mõtlema, et Shakespeare'il oli isa, kas pole?

Do you?

Eks ole? Sest me ei mõtle tavaliselt

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

Shakespeare'ist kui lapsest, ega ju?

Shakespeare being seven?

Shakespeare, 7-aastane? Ma polnud kunagi sellele mõelnud.

I never thought of it.

I mean, he was seven at some point.

Kunagi oli ta seitsmene ja käis

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

mõne õpetaja juures inglise keele tunnis, eks ole? Kui tüütu see võis küll olla?

(Laughter)

How annoying would that be?

(Naer) "Pead rohkem pingutama." Isa saadab teda magama

(Laughter)

"Must try harder."

(Laughter)

Being sent to bed by his dad, to Shakespeare, "Go to bed, now!"

ja ütleb Shakespeare'ile: "Mine nüüd magama!" -

To William Shakespeare.

William Shakespeare'ile - "Ja pane pliiats käest.

"And put the pencil down!"

Ja ära räägi enam niimoodi, see ajab kõiki segadusse."

(Laughter)

"And stop speaking like that."

(Laughter)

"It's confusing everybody."

(Laughter)

(Naer)

Anyway, we moved from Stratford to Los Angeles,

Igatahes, me kolisime Stratfordist Los Angelesse -

tahan lihtsalt paar sõna selle kohta öelda.

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

Mu poeg ei tahtnud kaasa tulla.

Actually, my son didn't want to come.

I've got two kids; he's 21 now, my daughter's 16.

Mul on 2 last. Poeg on praegu 21 ja tütar 16.

He didn't want to come to Los Angeles.

Poeg ei tahtnud Los Angelesse tulla. Talle küll meeldis seal,

He loved it, but he had a girlfriend in England.

kuid tal oli Inglismaal oma tüdruk. See oli tema elu armastus - Sarah.

This was the love of his life, Sarah.

Nad olid tundnud teineteist juba terve kuu.

He'd known her for a month.

Nad olid oma kokkusaamist tähistanud juba 4 korda.

(Laughter)

Mind you, they'd had their fourth anniversary,

Kuu on pikk aeg, kui oled 16.

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

He was really upset on the plane.

Igatahes oli ta lennukis päris pahane

He said, "I'll never find another girl like Sarah."

ja ütles: "Ma ei kohta enam kunagi sellist tüdrukut nagu Sarah."

And we were rather pleased about that, frankly --

Meil oli selle üle ausalt öeldes hea meel,

sest peamiselt selle tüdruku pärast me riigist ära kolisimegi.

(Laughter)

because she was the main reason we were leaving the country.

(Laughter)

(Naer)

Üks asi hakkab silma, kui kolida Ameerikasse

But something strikes you when you move to America

või reisida maailmas ringi:

and travel around the world:

igas maailma haridussüsteemis on sama õppeainete hierarhia.

every education system on earth has the same hierarchy of subjects.

Igaühes. Pole vahet, kuhu lähed.

Every one. Doesn't matter where you go.

Võiks eeldada, et on teisiti, aga pole.

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

Kõige tähtsamal kohal on matemaatika ja keeled,

At the top are mathematics and languages, then the humanities.

siis humanitaarained ja seejärel kunstid.

At the bottom are the arts. Everywhere on earth.

Kõikjal kogu maailmas.

And in pretty much every system, too, there's a hierarchy within the arts.

Ja enam-vähem igas süsteemis on ka

kunstide puhul sama hierarhia.

Art and music are normally given a higher status in schools

Kujutavale kunstile ja muusikale on koolides tavaliselt antud kõrgem staatus

than drama and dance.

kui näitekunstile ja tantsule. Tervel planeedil pole ühtki haridussüsteemi,

There isn't an education system on the planet

that teaches dance every day to children

kus lastele õpetataks koolis iga päev tantsimist,

the way we teach them mathematics.

nii nagu õpetatakse matemaatikat. Miks?

Why?

Why not?

Miks mitte? Minu meelest on see päris tähtis.

I think this is rather important.

Matemaatika on väga tähtis, kuid tantsimine samuti.

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

Children dance all the time if they're allowed to, we all do.

Lapsed tantsiksid kogu aeg, kui neil lubataks. Me kõik teeksime seda.

We all have bodies, don't we? Did I miss a meeting?

Meil igaühel on keha, kas pole? Või kas mul jäi mingi koosolek vahele?

(Laughter)

(Naer) Tegelikult, mis toimub on see -

Truthfully, what happens is, as children grow up,

sedamööda, kuidas lapsed kasvavad, hakkame me neid

we start to educate them progressively from the waist up.

järjest harima, vöökohast ülespoole. Lõpuks keskendume ainult peale.

And then we focus on their heads.

Ja sedagi veidi ühekülgselt.

And slightly to one side.

Kui sa oleksid tulnukas ja püüaksid haridusest sotti saada

If you were to visit education as an alien

and say "What's it for, public education?"

ja küsiksid: "Milleks haridust on vaja?",

I think you'd have to conclude, if you look at the output,

siis ma arvan, et sa jõuaksid järeldusele - kui sa vaatad tulemusi,

who really succeeds by this,

vaatad neid, kes on selle abil läbi löönud,

who does everything they should,

kes teevad kõike nagu vaja,

who gets all the brownie points, who are the winners --

kes saavutavad au ja kiituse, kes on tegijad -

I think you'd have to conclude the whole purpose of public education

jõuaksid ilmselt järeldusele, et kogu hariduse eesmärk

throughout the world

terves maailmas

is to produce university professors.

on toota ülikooli professoreid. Kas pole tõsi?

Isn't it?

They're the people who come out the top.

Need on inimesed, kes jõuavad tippu.

And I used to be one, so there.

(Laughter)

Ka mina olin üks neist, nii et tehke omad järeldused. (Naer)

Ei, mulle meeldivad ülikooli professorid. Kuid teate,

And I like university professors,

but, you know, we shouldn't hold them up

me ei peaks neid pjedestaalile tõstma nagu inimsaavutuste ülimat tippu.

as the high-water mark of all human achievement.

They're just a form of life.

Nad on lihtsalt teatud eluvorm,

Another form of life.

üks eluvorme. Kuid nad on omamoodi kentsakad

But they're rather curious.

ja ma ütlen seda suure kiindumusega nende vastu.

And I say this out of affection for them:

there's something curious about professors.

Minu arust on professorite juures midagi kentsakat -

In my experience -- not all of them, but typically -- they live in their heads.

mitte kõik, aga enamik neist elab oma peas.

They live up there and slightly to one side.

Nad elavad seal kõrgel ja veidi ühekülgset elu.

Nad on justkui kehatud. Üsnagi sõnasõnalises mõttes.

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

They look upon their body as a form of transport for their heads.

Nad suhtuvad oma kehasse kui

vahendisse, mis transpordib nende pead, kas pole?

(Laughter)

Don't they?

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

(Naer) See on abivahend, et toimetada oma pea koosolekule.

(Laughter)

Muide, kui sa tahad kehaväliste kogemuste

If you want real evidence of out-of-body experiences, by the way,

kohta tõendeid, siis mine

get yourself along to a residential conference of senior academics

akadeemikute konverentsile

and pop into the discotheque on the final night.

ja astu lõpuõhtul läbi diskoteegist.

(Laughter)

(Naer) Seal sa näed, kuidas täiskasvanud mehed ja naised

And there, you will see it.

Grown men and women writhing uncontrollably, off the beat.

väänlevad kontrollimatult, rütmist mööda,

(Laughter)

oodates lõppu, et nad saaksid minna koju ja kirjutada selle kohta ettekande.

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

Praegu baseerub meie haridussüsteem akadeemilise võimekuse ideel.

(Laughter)

Our education system is predicated on the idea of academic ability.

Ja selleks on ka põhjust.

And there's a reason.

Around the world, there were no public systems of education,

Kogu süsteem mõeldi välja, sest maailmas polnud

enne 19. sajandit üldharidussüsteemi.

really, before the 19th century.

Need kõik tekkisid selleks,

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

et rahuldada industrialismi vajadusi.

Seega on hierarhia võrsunud kahest ideest.

So the hierarchy is rooted on two ideas.

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

Esiteks, et töötegemiseks kõige kasulikumad õppeained

asuvad tipus. Lapsena koolis sind tõenäoliselt

So you were probably steered benignly away from things at school

tõrjuti leebelt eemale asjadest, mis sulle meeldisid,

when you were a kid,

põhjusel, et sa ei leia kunagi

things you liked,

on the grounds you would never get a job doing that.

tööd, mis on nendega seotud. Kas pole tõsi?

Is that right?

Ära tee muusikat, sinust ei saa kunagi muusikut;

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

ära tegele kunstiga, sinust ei saa kunstnikku.

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

Benign advice -- now, profoundly mistaken.

Leebe soovitus, mis on osutunud täiesti valeks.

The whole world is engulfed in a revolution.

Maailm on pöördeliselt muutunud.

And the second is academic ability,

Teiseks on akadeemiline võimekus hakanud juhtima meie

which has really come to dominate our view of intelligence,

arusaama intelligentsusest,

sest ülikoolid kujundasid süsteemi oma näo järgi.

because the universities design the system in their image.

Kui järele mõelda, siis kogu üldharidussüsteem

If you think of it,

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

terves maailmas on üks pikaleveninud protsess

ülikooli astumiseks.

of university entrance.

Ja tulemuseks on, et paljud ääretult andekad,

And the consequence is that many highly talented,

brilliant, creative people think they're not,

geniaalsed, loovad inimesed arvavad, et nad pole seda.

because the thing they were good at at school

Sest asju, millega nad koolis hästi hakkama said,

lihtsalt ei hinnatud või koguni häbimärgistati.

wasn't valued, or was actually stigmatized.

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

Ja mina arvan, et me ei saa enam lasta sellel jätkuda.

In the next 30 years, according to UNESCO,

Vastavalt UNESCO andmetele lõpetab maailmas

more people worldwide will be graduating through education

järgmise 30 aasta jooksul kooli rohkem inimesi

than since the beginning of history.

kui ajaloo algusest tänaseni.

More people.

Rohkem inimesi, mis tuleneb

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

kõigest sellest, millest me rääkinud oleme -

technology and its transformational effect on work,

tehnoloogia arengu mõju töötegemisele, demograafia

and demography and the huge explosion in population.

ja suur rahvastiku kasv.

Suddenly, degrees aren't worth anything.

Ühtäkki pole kraadidel mingit tähtsust. Kas pole tõsi?

Isn't that true?

Minu kooliajal, kui kellelgi oli teaduskraad, siis tal oli ka töökoht.

When I was a student, if you had a degree, you had a job.

If you didn't have a job, it's because you didn't want one.

Kui tal töökohta polnud, siis sellepärast, et ta seda ei tahtnud.

And I didn't want one, frankly.

Ja mina ei tahtnud, kui aus olla. (Naer)

(Laughter)

Kuid nüüd lähevad kraadiga noored koju

But now kids with degrees are often heading home

to carry on playing video games,

videomänge mängima, sest

töökoht, kus varem oli nõutav bakalaureus, eeldab nüüd magistrit,

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

ja mõni teine hoopis doktorikraadi.

and now you need a PhD for the other.

It's a process of academic inflation.

Toimub akadeemiline inflatsioon.

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

Ja see näitab, et kogu haridusstruktuur on

jalge all kokku varisemas. Meil tuleb radikaalselt ümber mõelda

We need to radically rethink our view of intelligence.

oma arusaam intelligentsusest.

Teame intelligentsusest kolme asja.

We know three things about intelligence.

Esiteks, see on mitmekesine. Me mõtleme maailmast nii,

One, it's diverse.

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

nagu me seda ka kogeme. Me mõtleme visuaalselt,

We think visually, we think in sound, we think kinesthetically.

mõtleme auditiivselt, mõtleme kinesteetiliselt.

We think in abstract terms, we think in movement.

Me mõtleme abstraktsetelt, mõtleme liikumise kaudu.

Secondly, intelligence is dynamic.

Teiseks, intelligentsus on dünaamiline.

If you look at the interactions of a human brain,

Kui sa vaatad inimese ajutegevust, nagu me kuulsime

as we heard yesterday from a number of presentations,

eile mitmes ettekandes,

intelligence is wonderfully interactive.

siis intelligents on imeliselt interaktiivne.

The brain isn't divided into compartments.

Aju pole sektoriteks jagatud.

In fact, creativity --

Tegelikult loovus - mida mina defineerin kui selliste originaalsete

which I define as the process of having original ideas that have value --

ideede omamist, millel on mingi väärtus -

more often than not comes about

selline loovus tekib sageli koostööst

through the interaction of different disciplinary ways of seeing things.

eri distsipliinide vaatenurkade vahel.

Aju on sihilikult... Muide, on olemas

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

kimp närve, mis ühendab üht ajupoolkera teisega,

called the corpus callosum.

ja mida nimetatakse mõhnkehaks. Naistel on see suurem.

It's thicker in women.

Eile Helenit vaadates järeldasin ma, et see ilmselt

Following off from Helen yesterday,

põhjendab, miks naised oskavad paremini teha mitut asja korraga.

this is probably why women are better at multitasking.

Because you are, aren't you?

Te ju oskate, eks ole?

There's a raft of research, but I know it from my personal life.

Selle kohta on palju uurimistöid, kuid tean seda omast käest.

If my wife is cooking a meal at home, which is not often ...

Kui mu naine teeb kodus süüa -

mida ei juhtu tihti... õnneks. (Naer)

thankfully.

(Laughter)

Kui ta süüa teeb - ei, üht-teist tal ikka õnnestub -

No, she's good at some things.

kui ta süüa teeb, siis võib ta

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

rääkida samal ajal telefoniga,

she's talking to the kids, she's painting the ceiling --

rääkida lastega, värvida lage

(Laughter)

ja teha samas ka südameoperatsiooni.

she's doing open-heart surgery over here.

If I'm cooking, the door is shut, the kids are out,

Kui mina süüa teen, siis on uks kinni, lapsed toas,

the phone's on the hook,

telefon hargil ja kui naine sisse tuleb, lähen ma närvi

if she comes in, I get annoyed.

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

ja ütlen: "Terry, palun, ma püüan siin muna praadida. Jäta mind rahule." (Naer)

(Laughter)

"Give me a break."

(Laughter)

Actually, do you know that old philosophical thing,

Te ju teate tuntud filosoofilist küsimust,

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

et kui puu metsas langeb ja keegi seda ei kuule,

siis kas seda üldse juhtus? Kes seda vana lugu mäletab?

Remember that old chestnut?

I saw a great T-shirt recently, which said,

Nägin hiljuti toredat T-särki, millel oli kiri: "Kui mees räägib metsas,

"If a man speaks his mind in a forest, and no woman hears him,

millest ta mõtleb, ja ükski naine teda ei kuule,

is he still wrong?"

siis kas tal sellegipoolest pole õigus?" (Naer)

(Laughter)

And the third thing about intelligence is,

Ja kolmas asi intelligentsuse kohta on,

it's distinct.

et see on individuaalne. Kirjutan parasjagu uut raamatut

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

pealkirjaga "Ilmutus", mis põhineb mitmetel

which is based on a series of interviews with people

intervjuudel inimestega, kes räägivad, kuidas nad avastasid

about how they discovered their talent.

oma talendi. Mind paelub, kuidas inimesed on selleni jõudnud.

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

Mind ajendas kirjutama vestlus

It's really prompted by a conversation I had with a wonderful woman

imelise naisterahvaga, kellest enamik pole

who maybe most people have never heard of, Gillian Lynne.

ilmselt kunagi kuulnud. Ta nimi on Gillian Lynne.

Kas teate teda? Mõned teavad. Ta on koreograaf

Have you heard of her? Some have.

She's a choreographer, and everybody knows her work.

ja kõik on tuttavad ta tööga.

Selleks olid "Kassid" ja "Ooperifantoom".

She did "Cats" and "Phantom of the Opera."

Ta on vaimustav. Ma olin kunagi Inglise Kuningliku Balleti juhatuse liige,

She's wonderful.

I used to be on the board of The Royal Ballet, as you can see.

nagu võite näha.

(Laughter)

Läksime ühel päeval Gillianiga lõunale ja ma küsisin:

Gillian and I had lunch one day. I said, "How did you get to be a dancer?"

"Gillian, kuidas sinust tantsija sai?" Ja tema vastas,

It was interesting.

et see on huvitav lugu, sest ta ei saanud

When she was at school, she was really hopeless.

koolis hästi hakkama. Ja koolist kirjutati 30ndatel aastatel

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

tema vanematele: "Me arvame, et Gillian

"We think Gillian has a learning disorder."

kannatab õpihäire all." Ta ei suutnud keskenduda,

She couldn't concentrate; she was fidgeting.

ta ei püsinud paigal. Tänapäeval oleks öeldud,

I think now they'd say she had ADHD.

et tal on hüperaktiivsuse sündroom. Eks? Kuid siis olid 1930ndad

Wouldn't you?

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

ja hüperaktiivsuse sündroomi polnud veel leiutatud.

It wasn't an available condition.

See diagnoos polnud veel kättesaadav. (Naer)

(Laughter)

Inimesed ei teadnud, et neil võiks see olla.

People weren't aware they could have that.

Igatahes läks ta arsti juurde. Ja seal puit-tahveldisega ruumis...

(Laughter)

Anyway, she went to see this specialist.

ta oli seal koos oma emaga,

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

ja ta juhatati ruumi tagaossa toolile istuma,

ja ta istus kannatlikult 20 minutit, kuni

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

mees rääkis emaga kõigist

and she sat on her hands for 20 minutes,

probleemidest, mis Gillianil koolis olid.

while this man talked to her mother

about all the problems Gillian was having at school,

Ta oli problemaatiline laps,

because she was disturbing people, her homework was always late, and so on.

tema kodutöö jäi alati hiljaks ja nii edasi -

ta oli alles 8-aastane -

Little kid of eight.

In the end, the doctor went and sat next to Gillian and said,

lõpuks istus arst Gilliani kõrvale ja ütles:

"I've listened to all these things your mother's told me.

"Gillian, ma kuulasin kõike, mida su ema ütles,

ja me peame temaga omavahel rääkima."

I need to speak to her privately.

Ta ütles: "Oota siin, tuleme varsti tagasi,"

Wait here. We'll be back. We won't be very long,"

and they went and left her.

ning nad läksid ära.

Ruumist lahkudes keeras arst mängima raadio,

But as they went out of the room,

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

mis seisis laual. Ja kui nad olid

välja läinud, ütles ta emale:

And when they got out of the room,

"Seiske ja vaadake teda." Niipea, kui nad olid väljunud,

he said to her mother, "Just stand and watch her."

And the minute they left the room,

ütles Gillian, oli ta jalul ja liigutas end muusika taktis.

she was on her feet, moving to the music.

Nad vaatasid teda mõne minuti

And they watched for a few minutes, and he turned to her mother and said,

ja arst pöördus ema poole ning ütles:

"Mrs. Lynne, Gillian isn't sick.

"Missis Lynne, Gillian ei ole haige. Ta on tantsija.

She's a dancer.

Pange ta tantsukooli."

Take her to a dance school."

I said, "What happened?"

Küsisin: "Ja mis sai?"

She said, "She did. I can't tell you how wonderful it was.

Ta ütles: "Ta panigi. Mul pole sõnu, kui võrratu see oli.

We walked in this room, and it was full of people like me --

Astusime ruumi ja see oli täis samasuguseid inimesi

people who couldn't sit still,

nagu mina. Inimesi, kes ei suutnud paigal püsida.

people who had to move to think."

Inimesi, kes pidid mõtlemiseks liikuma." Pidid mõtlemiseks liikuma.

Who had to move to think.

Nad tantsisid balletti, steppi, džässtantsu,

They did ballet, they did tap, jazz; they did modern; they did contemporary.

moderntantsu ja kaasaegset tantsu.

Lõpuks läks ta Kuningliku Balletikooli prooviesinemisele,

She was eventually auditioned for the Royal Ballet School.

ta sai soolotantsijaks, tegi vaimustavat karjääri

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

Kuninglikus Balletis. Lõpetas

She eventually graduated from the Royal Ballet School,

Kuningliku Balletikooli ja

rajas oma firma, Gillian Lynne Dance Company,

founded the Gillian Lynne Dance Company,

met Andrew Lloyd Webber.

kohtus Andrew Lloyd Webberiga. Ta on vastutav

She's been responsible for

some of the most successful musical theater productions in history,

paari edukaima muusikalise lavateose eest

she's given pleasure to millions,

ajaloos, ta on pakkunud meelelahutust miljonitele

and she's a multimillionaire.

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

ja ta on multimiljonär. Mõni teine oleks aga

(Applause)

saatnud ta ravile ja käskinud tal

maha rahuneda.

Ma arvan... (Aplaus) Ma arvan niimoodi...

What I think it comes to is this:

Al Gore spoke the other night

Al Gore rääkis ühel õhtul

about ecology and the revolution that was triggered by Rachel Carson.

ökoloogiast ja revolutsioonist, mille algatajaks oli Rachel Carson.

Mina arvan, et meie ainus tulevikulootus

I believe our only hope for the future

is to adopt a new conception of human ecology,

on võtta omaks uus inimökoloogia käsitus,

mille puhul me muudame oma arusaama

one in which we start to reconstitute our conception

of the richness of human capacity.

inimvõimete rikkusest.

Our education system has mined our minds

Meie haridussüsteem on õõnestanud meie mõtlemist samamoodi,

in the way that we strip-mine the earth for a particular commodity.

nagu me kaevandame maa maavaradest tühjaks: tarbimise eesmärgil.

Kuid tulevikus pole sellest enam mingit kasu.

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

We have to rethink the fundamental principles

Meil tuleb ümber mõelda põhiprintsiibid,

on which we're educating our children.

mille alusel me oma lapsi harime. On üks

There was a wonderful quote by Jonas Salk, who said,

võrratu tsitaat Jonas Salkilt, kes ütles: "Kui kõik putukad

"If all the insects were to disappear from the Earth,

maa pealt kaoksid,

within 50 years, all life on Earth would end.

siis 50 aasta jooksul elu Maal lakkaks.

Kui kõik inimesed maa pealt kaoksid,

If all human beings disappeared from the Earth,

siis 50 aasta pärast kõik eluvormid lokkaksid."

within 50 years, all forms of life would flourish."

Ja tal oli õigus.

And he's right.

TED ülistab inimese kujutlusvõimet.

What TED celebrates is the gift of the human imagination.

Peame olema ettevaatlikud, et kasutada

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

seda andi targalt, et vältida mõningaid stsenaariume,

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

millest me rääkinud oleme. Ja ainus viis

And the only way we'll do it is by seeing our creative capacities

seda teha on pidada meie loomingulisi võimeid

for the richness they are

rikkuseks, mida nad on, ja suhtuda oma

and seeing our children for the hope that they are.

lastesse lootusega, et nemadki seda teevad. Meie ülesanne

And our task is to educate their whole being,

on harida inimesi, et nad võiksid sellele tulevikule vastu astuda.

so they can face this future.

By the way -- we may not see this future,

Muide - meie ei pruugi seda tulevikku näha,

but they will.

kuid nemad näevad. Ja meie ülesandeks

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

on aidata neil sellega midagi kasulikku ette võtta. Suur tänu!

Thank you very much.

(Applause)