How to escape education's death valley | Sir Ken Robinson | TED

Translator: Joseph Geni Reviewer: Morton Bast

Prevoditelj: Mladen Barešić Recezent: Ivan Stamenković

Hvala vam najljepša.

Thank you very much.

I moved to America 12 years ago with my wife Terry and our two kids.

Doselio sam se u Ameriku prije 12 godina,

sa svojom suprugom Terry i s naše dvoje djece.

Actually, truthfully, we moved to Los Angeles --

Zapravo, iskreno, doselili smo se u Los Angeles -- (Smijeh) --

(Laughter)

thinking we were moving to America, but anyway --

misleći da dolazimo u Ameriku,

ali kako god, kratak je let avionom od Los Angelesa

(Laughter)

It's a short plane ride from Los Angeles to America.

do Amerike.

(Laughter)

Stigao sam ovamo prije 12 godina,

I got here 12 years ago,

and when I got here, I was told various things,

i pošto sam stigao ovamo, svašta su mi govorili,

like, "Americans don't get irony."

poput: "Amerikanci ne kuže ironiju."

(Laughter)

Have you come across this idea?

Jeste li se ikad susreli s ovom tvrdnjom?

It's not true.

Nije istinita. Proputovao sam ovu zemlju uzduž i poprijeko.

I've traveled the whole length and breadth of this country.

Nisam pronašao nikakav dokaz da Amerikanci ne razumiju ironiju.

I have found no evidence that Americans don't get irony.

It's one of those cultural myths,

To je jedan od onih kulturalnih mitova,

like, "The British are reserved."

poput onoga: "Britanci su suzdržani."

(Laughter)

I don't know why people think this.

Ne znam zašto ljudi tako misle.

We've invaded every country we've encountered.

Napali smo u svaku zemlju na koju smo naišli.

(Laughter)

(Smijeh)

But it's not true Americans don't get irony,

Ali nije istina da Amerikanci ne razumiju ironiju,

but I just want you to know that that's what people

nego ja jedino želim da znate da je to ono

are saying about you behind your back.

što vam ljudi govore iza vaših leđa.

You know, so when you leave living rooms in Europe,

Znate, kad napustite svoje dnevne boravke u Europi,

people say, thankfully, nobody was ironic in your presence.

ljudi kažu, zahvalno, nitko u vašoj prisutnosti nije bio ironičan.

(Laughter)

Ali, znao sam da Amerikanci razumiju ironiju

But I knew that Americans get irony

when I came across that legislation, "No Child Left Behind."

čim sam naišao na onaj zakon zvan "Nijedno zapostavljeno dijete".

(Laughter)

Because whoever thought of that title gets irony.

Jer, tko god se dosjetio toga naslova - razumije ironiju.

(Laughter)

Don't they?

Zar ne, zato što --

(Applause)

(Smijeh) (Pljesak) --

Because it's leaving millions of children behind.

zato što se njime zapostavlja milijune djece.

Now I can see that's not a very attractive name for legislation:

Dakle, razumijem da osobito privlačan naziv za zakon ne bi bio:

"Millions of Children Left Behind."

"Milijuni zapostavljene djece". To mi je jasno.

I can see that.

What's the plan?

Kakav je plan? Pa, mi predlažemo

We propose to leave millions of children behind,

da zanemarimo milijune djece,

i evo kako će to funkcionirati.

and here's how it's going to work.

I to prekrasno funkcionira.

And it's working beautifully.

(Laughter)

In some parts of the country,

U nekim dijelovima zemlje

60 percent of kids drop out of high school.

60% djece napušta srednje škole.

In the Native American communities,

U američkim Indijanskim zajednicama

it's 80 percent of kids.

radi se o oko 80% djece.

If we halved that number,

Prepolovimo li taj broj, prema jednoj procjeni,

one estimate is it would create a net gain to the U.S. economy

neto-dobit za američku ekonomiju,

over 10 years, of nearly a trillion dollars.

tijekom 10 godina dosegla bi gotovo trilijun dolara.

Iz ekonomskog gledišta,

From an economic point of view,

this is good math, isn't it, that we should do this?

matematika je točna, zar ne? Trebali bismo to učiniti?

It actually costs an enormous amount

No, zapravo, enormno će nas koštati

to mop up the damage from the dropout crisis.

popravak šteta nastalih ovolikim odustajanjima od daljnjeg školovanja.

But the dropout crisis is just the tip of an iceberg.

A ta je kriza tek vrh ledenog brijega.

What it doesn't count are all the kids who are in school

Ono što analize ne uzimaju u obzir su sva ona djeca koja su i dalje u školi,

but being disengaged from it, who don't enjoy it,

ali su nezainteresirana, koja ne uživaju u njoj,

who don't get any real benefit from it.

koja iz svega toga ne izvlače nikakve koristi.

And the reason is not that we're not spending enough money.

A pravi razlog nije taj

da mi ne trošimo dovoljno novca.

America spends more money on education than most other countries.

Amerika troši više novca na obrazovanje

od većine drugih zemalja.

Class sizes are smaller than in many countries.

Razredni su odjeli manji no u mnogim zemljama.

And there are hundreds of initiatives every year

I svake se godine stotinama inicijativa

to try and improve education.

nastoji unaprijediti obrazovanje.

The trouble is, it's all going in the wrong direction.

Problem je u tome što je sve pogrešno usmjereno.

There are three principles on which human life flourishes,

Tri su načela

na kojima počiva procvat ljudskog života,

and they are contradicted by the culture of education

i ona su u suprotnosti s kulturom obrazovanja

under which most teachers have to labor

u kojoj većina učitelja mora raditi

and most students have to endure.

i većina učenika izdržati.

Prvo je načelo da su ljudska bića

The first is this, that human beings are naturally different and diverse.

prirodno različita i raznolika.

Can I ask you, how many of you have got children of your own?

Zapitajte se koliko vas

ima vlastitu djecu?

Okay. Or grandchildren.

Dobro. Ili unučad?

How about two children or more? Right.

A dvoje ili više djece? Dobro.

And the rest of you have seen such children.

A vi ostali ste vidjeli takvu djecu?

(Laughter)

(Smijeh)

Small people wandering about.

Mali ljudi što lutaju naokolo.

(Laughter)

I will make you a bet,

Nudim vam okladu,

and I am confident that I will win the bet.

i uvjeren sam da ću je dobiti.

If you've got two children or more,

Ako imate dvoje ili više djece,

I bet you they are completely different from each other.

kladim se da se jedno od drugoga potpuno razlikuje.

Aren't they?

Zar ne? Zar ne? (Pljesak)

(Applause)

You would never confuse them, would you?

Nikad se ne biste zabunili, je li tako?

Like, "Which one are you? Remind me."

Kao: "Koje si ono ti? Podsjeti me.

(Laughter)

Tvoja majka i ja uvest ćemo

"Your mother and I need some color-coding system

kodni sustav u bojama, da bismo vas mogli razlikovati."

so we don't get confused."

Obrazovanje unutar zakona o "Nijednom zapostavljenom djetetu"

Education under "No Child Left Behind"

is based on not diversity but conformity.

zasniva se na sličnosti, ne na raznolikosti.

What schools are encouraged to do is to find out

Škole se potiču da prepoznaju što djeca mogu

what kids can do across a very narrow spectrum of achievement.

učiniti unutar vrlo uskog raspona postignuća.

One of the effects of "No Child Left Behind"

Jedna od posljedica ovoga zakona

has been to narrow the focus onto the so-called STEM disciplines.

sužavanje je naše pažnje

na tzv. STEM-discipline (znanost, tehnologija, inženjerstvo, matematika). One su vrlo važne.

They're very important.

I'm not here to argue against science and math.

Nisam ovdje da bih polemizirao o prirodoslovlju ili o matematici.

Naprotiv, oni su neophodni, ali nisu i dovoljni.

On the contrary, they're necessary but they're not sufficient.

A real education has to give equal weight

Istinsko obrazovanje mora pridati jednaki značaj

to the arts, the humanities, to physical education.

umjetnostima, humanističkim predmetima, tjelesnom odgoju.

An awful lot of kids, sorry, thank you --

Strašno mnogo djece, oprostite, hvala -- (Pljesak) --

(Applause)

One estimate in America currently is that something like 10 percent of kids,

Jedna od procjena kaže da se trenutno u Americi

kod oko 10% djece, u takvim okolnostima,

getting on that way,

dijagnosticiraju različita stanja

are being diagnosed with various conditions

under the broad title of attention deficit disorder.

pod širokim nazivom poremećaja manjka pažnje.

ADHD.

ADHD. Ne kažem da toga nema.

I'm not saying there's no such thing.

I just don't believe it's an epidemic like this.

Ja samo ne vjerujem da se radi o epidemiji takvih razmjera.

If you sit kids down, hour after hour,

Zahtijevate li od djece da satima sjede,

doing low-grade clerical work,

i rade na ne osobito zahtjevnim administrativnim zadacima,

don't be surprised if they start to fidget, you know?

ne iznenađujte se ako se uzvrpolje.

(Laughter)

(Smijeh) (Pljesak)

(Applause)

Većina djece ne pati

Children are not, for the most part, suffering from a psychological condition.

ni od kakvih psiholoških poremećaja.

They're suffering from childhood.

Pate jedino od djetinjstva. (Smijeh)

(Laughter)

And I know this because I spent my early life as a child.

Ja to znam jer sam rani svoj život proveo

kao dijete. Prošao sam kroz sve to.

I went through the whole thing.

Kids prosper best with a broad curriculum that celebrates their various talents,

Djeca najviše napreduju ako je program širok,

ako im omogućuje da iskazuju razne svoje talente,

not just a small range of them.

a ne tek jedan njihov uzak dio.

And by the way, the arts aren't just important

Uzgred, umjetnosti nisu značajne samo

because they improve math scores.

zato što poboljšavaju rezultate u matematici.

One su važne jer one govore onim dijelovima

They're important because they speak to parts of children's being

dječjeg bića koje ostali predmeti ni ne dotiču.

which are otherwise untouched.

The second, thank you --

Drugo, hvala -- (Pljesak)

(Applause)

The second principle that drives human life flourishing

Drugo načelo koje potiče procvat ljudskog života je

is curiosity.

znatiželja.

If you can light the spark of curiosity in a child,

Uspijete li zapaliti iskru znatiželje u djetetu,

they will learn without any further assistance, very often.

ono će vrlo često učiti bez ikakve daljnje pomoći.

Children are natural learners.

Djeca su prirodni učenici.

It's a real achievement to put that particular ability out,

Istinsko je postignuće isključiti tu osobitu sposobnost,

or to stifle it.

ili je ugušiti.

Curiosity is the engine of achievement.

Znatiželja je pokretač postignuća.

Now the reason I say this

Razlog zbog kojega to govorim je taj što

is because one of the effects of the current culture here,

jedan od učinaka aktualne kulture, ako smijem tako reći,

if I can say so,

bio je de-profesionalizacija učitelja.

has been to de-professionalize teachers.

There is no system in the world or any school in the country

Ne postoji sustav u svijetu

ili ijedna škola u zemlji

koja je bolja od njenih učitelja.

that is better than its teachers.

Teachers are the lifeblood of the success of schools.

Učitelji su vitalno tkivo uspješnosti škola.

But teaching is a creative profession.

Ali poučavanje je kreativno zanimanje.

Teaching, properly conceived, is not a delivery system.

Poučavanje, pojmimo li ga ispravno, nije sustav isporuke.

You know, you're not there just to pass on received information.

Znate, niste ondje da biste samo proslijedili zaprimljenu informaciju.

Veliki učitelji to čine,

Great teachers do that,

but what great teachers also do is mentor,

ali što veliki učitelji također čine jest - poučavaju,

stimulate, provoke, engage.

stimuliraju, izazivaju, uključuju.

You see, in the end, education is about learning.

Vidite, na koncu, bit obrazovanja je u učenju.

If there's no learning going on, there's no education going on.

Ne zbiva li se učenje,

ne događa se niti obrazovanje.

And people can spend an awful lot of time

A ljudi mogu provesti silno vrijeme

discussing education without ever discussing learning.

rapravljajući o obrazovanju a da pritom uopće ne raspravljaju o učenju.

The whole point of education is to get people to learn.

Čitav smisao obrazovanja jest u tome da ljude potaknete na učenje.

An old friend of mine -- actually very old, he's dead.

Prijatelj moj, stari prijatelj -- zapravo, jako star,

pokojni je. (Smijeh)

(Laughter)

That's as old as it gets, I'm afraid.

Onoliko star koliko je to moguće, bojim se.

(Laughter)

But a wonderful guy he was, wonderful philosopher.

Ali, sjajan je čovjek bio; izniman filozof.

He used to talk about the difference

Običavao je govoriti o razlici u značenjima glagola,

between the task and achievement senses of verbs.

onom koje govori o aktivnosti i onome koje govori o postignuću.

You can be engaged in the activity of something,

Znate, možete biti uključenu u neku aktivnost,

ali da pritom i ne postižete cilj.

but not really be achieving it, like dieting.

Poput dijete. To je vrlo dobar primjer, znate.

(Laughter)

It's a very good example.

There he is. He's dieting.

"Evo ga. Drži dijetu. Gubi li išta ne težini? Ne baš."

Is he losing any weight? Not really.

(Laughter)

Teaching is a word like that.

Poučavanje je jedna takva riječ.

Možete reći: "Ovo je Deborah, ona je u sobi 34, poučava."

You can say, "There's Deborah, she's in room 34, she's teaching."

But if nobody's learning anything,

Ali, ako nitko ništa pritom ne uči,

she may be engaged in the task of teaching but not actually fulfilling it.

ona je možda uključena u zadaću poučavanja,

ali je uopće ne ispunjava.

The role of a teacher is to facilitate learning.

Uloga učitelja je u olakšavanju i pospješivanju učenja. To je sve.

That's it.

And part of the problem is, I think,

I dio problema je, mislim,

that the dominant culture of education has come to focus

u činjenici da se dominantna obrazovna kultura usredotočila

on not teaching and learning, but testing.

na testiranje, umjesto na poučavanje i učenje.

Now, testing is important.

Testiranje je, naravno, važno. Standardizirani testovi su vrijedni.

Standardized tests have a place.

But they should not be the dominant culture of education.

Međutim, oni ne bi smjeli biti dominantni u našoj obrazovnoj kulturi.

They should be diagnostic. They should help.

Oni bi trebali biti dijagnostički. Oni bi nam trebali pomagati.

(Applause)

(Pljesak)

If I go for a medical examination, I want some standardized tests.

Odem li na liječnički pregled,

priželjkujem neke standardizirane testove. Doista.

I do.

I want to know what my cholesterol level is

Znate, želim usporediti razinu svog kolesterola

s razinama sviju drugih na nekoj standardiziranoj ljestvici.

compared to everybody else's on a standard scale.

I don't want to be told on some scale my doctor invented in the car.

Ne želim tu informaciju na temelju

neke ljestvice što ju je liječnik izmislio u vožnji.

(Laughter)

"Vaš kolesterol je na razini koju ja nazivam Narančasti stupanj."

"Your cholesterol is what I call Level Orange."

"Really?"

"Ozbiljno? Je li to dobro? Ne znamo."

(Laughter)

"Is that good?" "We don't know."

(Laughter)

But all that should support learning.

No, sve to trebalo bi podržavati učenje. Ne bi ga trebalo ometati,

It shouldn't obstruct it, which of course it often does.

što, dakako, nerijetko čini.

So in place of curiosity, what we have is a culture of compliance.

Dakle, umjesto znatiželje, dobili smo

kulturu udovoljavanja i slaganja.

Our children and teachers are encouraged to follow routine algorithms

Našu se djecu i učitelje potiče

da slijede rutinske postupke

rather than to excite that power of imagination and curiosity.

umjesto da se pobudi ta moć mašte i znatiželje.

I treće je načelo sljedeće:

And the third principle is this: that human life is inherently creative.

ljudski je život u svojoj suštini - stvaralački.

Zato se naši životopisi razlikuju.

It's why we all have different résumés.

We create our lives,

Mi kreiramo svoje živote,

and we can recreate them as we go through them.

i možemo ih re-kreirati tijekom življenja.

It's the common currency of being a human being.

To je zajedničko sredstvo razmjene u bivanju ljudskim bićem.

It's why human culture is so interesting and diverse and dynamic.

To je razlog zašto je ljudska kultura toliko zanimljiva,

raznolika i dinamična.

I mean, other animals may well have imaginations and creativity,

Hoću reći, i druge životinje mogu raspolagati maštom

i stvaralaštvom, ali to nije baš toliko očito,

but it's not so much in evidence, is it, as ours?

je li, poput naše?

I mean, you may have a dog.

Primjerice, možete imati psa.

And your dog may get depressed.

I vaš pas može postati depresivan.

You know, but it doesn't listen to Radiohead, does it?

Znate, ali on ne sluša Radiohead, zar ne?

(Laughter)

(Smijeh)

And sit staring out the window with a bottle of Jack Daniels.

I ne sjedi zureći kroz prozor, s bocom Jacka Danielsa.

(Laughter)

(Smijeh)

I vi mu kažete: "Želiš li u šetnju?"

"Would you like to come for a walk?"

"No, I'm fine."

A on na to: "Ne, dobro mi je ovako.

(Laughter)

"You go. I'll wait. But take pictures."

Idi ti. Pričekat ću te ovdje. Ali, zabilježi koju fotku."

(Laughter)

We all create our own lives through this restless process

Svi mi stvaramo vlastite živote u nestalnom procesu

of imagining alternatives and possibilities,

zamišljanja alternativa i mogućnosti,

and one of the roles of education

i jedna od uloga obrazovanja

jest da probudi i razvije te stvaralačke snage.

is to awaken and develop these powers of creativity.

Instead, what we have is a culture of standardization.

Inače, imat ćemo kulturu standardizacije.

Now, it doesn't have to be that way.

No, to ne mora tako biti. Uistinu ne mora.

It really doesn't.

Finland regularly comes out on top in math, science and reading.

Finska se redovito pojavljuje na vrhu

u matematici, prirodoslovlju i u čitanju.

Now, we only know that's what they do well at,

Mi jedino znamo da su oni u tome dobri

because that's all that's being tested.

zato što je to sve što se trenutno ispituje.

That's one of the problems of the test.

To je jedan od problema s testovima.

They don't look for other things that matter just as much.

Njima se ne ispituju ostale, ne manje važne, stvari.

The thing about work in Finland is this:

Ono što je u slučaju Finske bitno je sljedeće:

oni se ne opterećuju tim disciplinama.

they don't obsess about those disciplines.

They have a very broad approach to education,

Vrlo široko pristupaju obrazovanju

which includes humanities, physical education, the arts.

i ono uključuje humanističke discipline, tjelesni odgoj, i umjetnosti.

Drugo, u Finskoj nema standardiziranog testiranja.

Second, there is no standardized testing in Finland.

I mean, there's a bit,

Mislim, ima ponešto,

but it's not what gets people up in the morning,

ali to nije ono zbog čega ljudi ujutro ustaju.

To nije ono zbog čega ostaju za svojim stolovima.

what keeps them at their desks.

The third thing -- and I was at a meeting recently

I treća stvar, bio sam nedavno na sastanku

s nekim ljudima iz Finske, stvarnim Fincima,

with some people from Finland, actual Finnish people,

and somebody from the American system was saying to the people in Finland,

i netko iz američkog sustava

pitao je ljude u Finskoj:

"Što činite vi u Finskoj u vezi sa stopom odustajanja od školovanja?"

"What do you do about the drop-out rate in Finland?"

And they all looked a bit bemused, and said,

Djelovali su pomalo zatečeni, no odgovorili su mu:

"Pa, nemamo takvih slučajeva.

"Well, we don't have one.

Why would you drop out?

Zašto bi netko odustao od školovanja?

If people are in trouble, we get to them quite quickly

Ako su ljudi u problemima, vrlo im brzo priskočimo

u pomoć, i podržimo ih."

and we help and support them."

Now people always say,

Ljudi obično kažu: "Ma, znaš,

"Well, you know, you can't compare Finland to America."

ne možeš uspoređivati Finsku i Ameriku."

No. I think there's a population of around five million in Finland.

Ne. Mislim da Finska ima

oko pet milijuna stanovnika.

Ali, možete je usporediti s jednom američkom saveznom državom.

But you can compare it to a state in America.

Many states in America have fewer people in them than that.

U mnogim američkim saveznim državama živi manje ljudi.

I mean, I've been to some states in America

Hoću reći, bio sam u nekim američkim državama

and I was the only person there.

i bio sam pritom jedina osoba ondje. (Smijeh)

(Laughter)

Really. Really.

Ozbiljno. Ozbiljno. Tražili su me da zaključam vrata pri odlasku.

I was asked to lock up when I left.

(Laughter)

(Smijeh)

But what all the high-performing systems in the world do

No, ono što svi visokoučinkoviti sustavi u svijetu čine,

is currently what is not evident, sadly,

nažalost, trenutačno nije vidljivo

across the systems in America --

širom američkih sustava -- u cjelini, mislim.

I mean, as a whole.

One is this:

Jedno je ovo: Oni individualiziraju poučavanje i učenje.

they individualize teaching and learning.

They recognize that it's students who are learning

Oni prepoznaju da su učenici ti koji uče

and the system has to engage them,

i da ih sustav treba uključiti i potaknuti njihovu znatiželju,

their curiosity, their individuality, and their creativity.

njihovu individualnost, njihovu kreativnost.

That's how you get them to learn.

Samo tako ih se može potaknuti da uče.

The second is that they attribute a very high status

Drugo što čine jest da vrlo visok status pridaju

to the teaching profession.

učiteljskom zanimanju.

They recognize that you can't improve education

Oni prepoznaju da nije moguće unaprijediti obrazovanje

if you don't pick great people to teach and keep giving them

ne odaberete li sjajne ljude da poučavaju

i ne ustrajete li u tome da im pružite stalnu podršku

constant support and professional development.

i profesionalni razvoj.

Investing in professional development is not a cost.

Ulaganje u profesionalni razvoj nije trošak.

It's an investment,

To je investicija,

and every other country that's succeeding well knows that,

i svaka danas uspješna zemlja to zna,

whether it's Australia, Canada,

bila to Australija, Kanada, Južna Koreja, Singapur,

South Korea, Singapore, Hong Kong or Shanghai.

Hong Kong ili Šangaj. Oni znaju da je tome tako.

They know that to be the case.

I treće: oni odgovornost za obavljanje posla

And the third is,

they devolve responsibility to the school level

predaju školama.

for getting the job done.

You see, there's a big difference here

Vidite, velika je razlika u odnosu na

between going into a mode of command and control in education --

obrazovanje zasnovano na principima zapovijedi i kontrole --

That's what happens in some systems.

To se u nekim sustavima događa.

Znate, središnje vlasti odlučuju

Central or state governments decide,

ili lokalne vlasti odlučuju.

they know best and they're going to tell you what to do.

Oni znaju najbolje i oni će vam reći što da činite.

The trouble is that education doesn't go on

Problem je u tome što se obrazovni proces ne nastavlja

in the committee rooms of our legislative buildings.

u sjedničkim dvoranama naših zakonodavnih ustanova.

It happens in classrooms and schools,

Događa se u učionicama i u školama,

and the people who do it are the teachers and the students,

i ljudi koji ga provode su učitelji i učenici.

and if you remove their discretion, it stops working.

Oduzmete li im slobodu djelovanja, proces staje.

Morate ga vratiti ljudima.

You have to put it back to the people.

(Applause)

(Pljesak)

There is wonderful work happening in this country.

Sjajne se stvari događaju u ovoj zemlji.

But I have to say it's happening

Međutim, moram reći da se zbivaju

in spite of the dominant culture of education,

unatoč dominantnoj obrazovnoj kulturi,

not because of it.

a ne zahvaljujući njoj.

It's like people are sailing into a headwind all the time.

Kao kad netko sve vrijeme jedri izravno u čeoni vjetar.

And the reason I think is this:

Mislim da je tome razlog sljedeći:

that many of the current policies

većina aktualnih politika temelje se

are based on mechanistic conceptions of education.

na mehanicističkim koncepcijama obrazovanja.

It's like education is an industrial process

Kao da je obrazovanje industrijski proces

that can be improved just by having better data,

koji se može unaprijediti već samo raspolaganjem točnijim podacima

and somewhere in the back of the mind of some policy makers

i negdje, mislim, u nekom zakutku uma

nekih od tvoraca obrazovnih politika nalazi se ideja

is this idea that if we fine-tune it well enough, if we just get it right,

da ako ga samo malo podesimo, samo malo uštimamo,

it will all hum along perfectly into the future.

on će savršeno otpjevušiti u budućnost.

It won't, and it never did.

Neće. Nikada i nije.

The point is that education is not a mechanical system.

Poanta je da obrazovanje nije mehanički sustav.

It's a human system.

Ono je ljudski sustav. Tiče se ljudi,

It's about people,

people who either do want to learn or don't want to learn.

ljudi koji ili žele učiti, ili ne žele učiti.

Every student who drops out of school has a reason for it

Svaki učenik koji odustaje od škole čini to iz razloga

which is rooted in their own biography.

ukorijenjenog u vlastitom životopisu.

They may find it boring.

Možda im je dosadna. Možda im je nevažna.

They may find it irrelevant.

Možda smatraju da je u neskladu

They may find that it's at odds with the life they're living outside of school.

sa životima koje žive izvan škole.

Postoje trendovi, ali priče su uvijek jedinstvene.

There are trends, but the stories are always unique.

Nedavno sam se zatekao na sastanku u Los Angelesu o --

I was at a meeting recently in Los Angeles of --

they're called alternative education programs.

nazivaju ih alternativnim obrazovnim programima.

These are programs designed to get kids back into education.

Ti su programi oblikovani da bi pripomogli vraćanju djece u obrazovni proces.

They have certain common features.

Imaju neka zajednička obilježja.

They're very personalized.

Izrazito su personalizirani.

They have strong support for the teachers,

Učitelji uživaju snažnu podršku,

close links with the community and a broad and diverse curriculum,

bliski su odnosi s lokalnom zajednicom,

školski je program širok i raznolik,

and often programs which involve students outside school as well as inside school.

i često uključuju učenike

izvan škole i unutar škole.

And they work.

I funkcioniraju.

What's interesting to me is, these are called "alternative education."

Zanimljivo mi je

da ih se naziva "alternativnim obrazovanjem".

(Laughter)

You know?

Razumijete?

And all the evidence from around the world is,

I svi svjetski pokazatelji govore nam da

if we all did that, there'd be no need for the alternative.

kad bismo svi to učinili, potrebe za alternativnim ne bi bilo.

(Applause)

(Pljesak)

(Applause ends)

Stoga mislim da bismo trebali usvojiti drugačiju metaforu.

So I think we have to embrace a different metaphor.

We have to recognize that it's a human system,

Moramo prepoznati da je to ljudski sustav,

and there are conditions under which people thrive,

i da postoje uvjeti u kojima ljudi rastu,

i uvjeti u kojima se to ne zbiva.

and conditions under which they don't.

We are after all organic creatures,

Napokon, mi smo organska bića,

and the culture of the school is absolutely essential.

i kultura škole je neprijeporno bitna.

Culture is an organic term, isn't it?

Kultura je organski pojam, nije li?

Not far from where I live is a place called Death Valley.

Nedaleko od mjesta gdje živim nalazi se Dolina smrti.

Death Valley is the hottest, driest place in America,

Dolina smrti je najtoplije, najsuše mjesto u Americi,

and nothing grows there.

i ondje ništa ne raste.

Ništa ne raste jer ondje ne pada kiša.

Nothing grows there because it doesn't rain.

Hence, Death Valley.

Dakle, Dolina smrti.

In the winter of 2004, it rained in Death Valley.

Tijekom zime 2004. kiša je pala u Dolini smrti.

Seven inches of rain fell over a very short period.

Dvadesetak centimetara kiše palo je tijekom vrlo kratkog razdoblja.

A u proljeće 2005. zabilježena je sljedeća pojava:

And in the spring of 2005, there was a phenomenon.

The whole floor of Death Valley was carpeted in flowers for a while.

Čitavo je tlo Doline smrti, zakratko,

bilo posuto cvijećem.

What it proved is this:

Što nam to dokazuje? Dolina smrti nije mrtva.

that Death Valley isn't dead.

Ona je uspavana.

It's dormant.

Right beneath the surface are these seeds of possibility

Neposredno ispod površine sjeme je mogućnosti,

koje čeka da se stvore pravi uvjeti.

waiting for the right conditions to come about,

and with organic systems, if the conditions are right,

U odgovarajućim uvjetima, kod organskih je sustava

život neizbježan. On se neprestano događa.

life is inevitable.

It happens all the time.

You take an area, a school, a district,

Odaberite četvrt, školu, regiju,

you change the conditions, give people a different sense of possibility,

Promijenite uvjete, ponudite ljudima osjećaj drugačijih mogućnosti,

a different set of expectations, a broader range of opportunities,

različit skup očekivanja,

širi raspon prilika,

you cherish and value the relationships between teachers and learners,

njegujte i cijenite odnose između učitelja i učenika,

omogućite ljudima slobodu da budu kreativni

you offer people the discretion to be creative

and to innovate in what they do,

i inovativni u onome što rade,

and schools that were once bereft spring to life.

I škole koje su nekad bile zakržljale - ponovno uskrsnu.

Great leaders know that.

Dobri lideri to znaju.

The real role of leadership in education --

Istinska uloga predvodništva u obrazovanju,

and I think it's true at the national level,

a vjerujem da je to istina na nacionalnoj razini, na lokalnoj razini,

the state level, at the school level --

kao i na školskoj razini -

is not and should not be command and control.

nije i ne smije se sastojati u zapovijedanju i u kontroli.

The real role of leadership is climate control,

Istinska njegova uloga je u upravljanju klimom,

creating a climate of possibility.

u stvaranju ozračja mogućnosti.

And if you do that, people will rise to it

I učinite li to, ljudi će to prihvatiti,

and achieve things that you completely did not anticipate

i postići ono što uopće niste predvidjeli

and couldn't have expected.

i što niste mogli očekivati.

There's a wonderful quote from Benjamin Franklin.

Izvrstan je citat Benjamina Franklina:

"There are three sorts of people in the world:

"Postoje tri vrste ljudi u svijetu:

Those who are immovable,

Oni koji su nepokretni,

ljudi koji ne dobivaju. koji ne žele dobiti,

people who don't get it,

or don't want to do anything about it;

i koji ništa u vezi s time neće poduzeti.

there are people who are movable,

Postoje ljudi koji su pokretni,

people who see the need for change

ljudi koji vide potrebu za promjenom

and are prepared to listen to it;

i spremni su je osluškivati.

and there are people who move,

I postoje ljudi koji pokreću,

people who make things happen."

ljudi koji osiguravaju da se promjene dogode."

And if we can encourage more people, that will be a movement.

Potaknemo li više ljudi,

stvorit ćemo pokret.

And if the movement is strong enough,

I bude li pokret dovoljno snažan,

that's, in the best sense of the word, a revolution.

bit će to, u najboljem smislu riječi, revolucija.

And that's what we need.

To je ono što nam je potrebno.

Thank you very much.

Hvala vam najljepša.

(Applause)

(Pljesak)

Hvala vam najljepša. (Pljesak)

Thank you very much.

(Applause)