Sunni Brown: Doodlers, unite!

245,087 views ใƒป 2011-09-27

TED


ืื ื ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ืœืžื˜ื” ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ.

ืžืชืจื’ื: Ran Amitay ืžื‘ืงืจ: Sigal Tifferet
00:15
So I just want to tell you my story.
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ืื– ืื ื™ ืจืง ืจื•ืฆื” ืœืกืคืจ ืœื›ื ืืช ื”ืกื™ืคื•ืจ ืฉืœื™
00:17
I spend a lot of time
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ืื ื™ ืžื‘ืœื” ื–ืžืŸ ืจื‘
00:19
teaching adults how to use visual language
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ื‘ื”ื•ืจืื” ืฉืœ ืžื‘ื•ื’ืจื™ื ืขืœ ืฉื™ืžื•ืฉ ื‘ืฉืคื” ื•ื™ื–ื•ืืœื™ืช
00:21
and doodling in the workplace.
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ื•ืฉื™ืจื‘ื•ื˜ ื‘ืžืงื•ื ื”ืขื‘ื•ื“ื”.
00:23
And naturally, I encounter a lot of resistance,
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ื•ื‘ืื•ืคืŸ ื˜ื‘ืขื™, ืื ื™ ื ืชืงืœืช ื‘ื”ืชื ื’ื“ื•ืช ืจื‘ื”,
00:26
because it's considered to be anti-intellectual
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ื›ื™ื•ื•ืŸ ืฉื–ื” ื ื—ืฉื‘ ืœืื ื˜ื™-ืื™ื ื˜ืœืงื˜ื•ืืœื™
00:29
and counter to serious learning.
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ื•ื ื•ื’ื“ ืœืžื™ื“ื” ืจืฆื™ื ื™ืช.
00:31
But I have a problem with that belief,
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ืื‘ืœ ื™ืฉ ืœื™ ื‘ืขื™ื” ืขื ืืžื•ื ื” ื–ื•,
00:33
because I know that doodling has a profound impact
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ื›ื™ ืื ื™ ื™ื•ื“ืขืช ืฉืœืฉื™ืจื‘ื•ื˜ ื™ืฉ ื”ืฉืคืขื” ืขืฆื•ืžื”
00:36
on the way that we can process information
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ืขืœ ื”ื“ืจืš ื‘ื” ืื ื—ื ื• ืžืขื‘ื“ื™ื ืžื™ื“ืข
00:39
and the way that we can solve problems.
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ื•ืขืœ ื”ื“ืจืš ื‘ื” ืื ื—ื ื• ืคื•ืชืจื™ื ื‘ืขื™ื•ืช.
00:41
So I was curious about why there was a disconnect
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ืื– ื”ื™ื™ืชื™ ืกืงืจื ื™ืช ืœื”ื‘ื™ืŸ ืœืžื” ื™ืฉ ืื™ ื”ืชืืžื”
00:44
between the way our society perceives doodling
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ื‘ื™ืŸ ื”ื“ืจืš ื‘ื” ื”ื—ื‘ืจื” ืฉืœื ื• ืžืชื™ื™ื—ืกืช ืœืฉืจื‘ื•ื˜
00:46
and the way that the reality is.
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ืœื‘ื™ืŸ ื”ืžืฆื™ืื•ืช.
00:48
So I discovered some very interesting things.
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ืื– ื’ื™ืœื™ืชื™ ื›ืžื” ื“ื‘ืจื™ื ืžืื•ื“ ืžืขื ื™ื™ื ื™ื.
00:51
For example, there's no such thing
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ืœืžืฉืœ, ืื™ืŸ
00:53
as a flattering definition of a doodle.
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ื”ื’ื“ืจื” ืžื—ืžื™ืื” ืœืฉืจื‘ื•ื˜.
00:56
In the 17th century, a doodle was a simpleton or a fool --
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ื‘ืžืื” ื”17 ื”ืžื™ืœื” "Doodle" ืชื™ืืจื” ืคืชื™ ืื• ื˜ื™ืคืฉ --
00:59
as in Yankee Doodle.
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ื›ืžื• ื‘ืฉื™ืจ "Yankee Doodle".
01:01
In the 18th century, it became a verb,
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ื‘ืžืื” ื”18 ื”ื‘ื™ื˜ื•ื™ ื”ืคืš ืœืคื•ืขืœ,
01:03
and it meant to swindle or ridicule or to make fun of someone.
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ื•ืžืฉืžืขื•ืชื• ื”ื™ืชื” ืœืจืžื•ืช, ืœืœืขื•ื’ ืื• ืœืฆื—ื•ืง ืขืœ ืžื™ืฉื”ื•.
01:06
In the 19th century, it was a corrupt politician.
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ื‘ืžืื” ื”19 ื”ื•ื ื”ืคืš ืœืคื•ืœื™ื˜ื™ืงืื™ ืžื•ืฉื—ืช.
01:09
And today, we have what is perhaps our most offensive definition,
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ื•ื›ื™ื•ื, ื™ืฉ ืœื ื• ืืช ื”ื‘ื™ื˜ื•ื™ ื”ืคื•ื’ืข ื‘ื™ื•ืชืจ, ืื•ืœื™,
01:12
at least to me, which is the following:
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ืœืคื—ื•ืช ืขื‘ื•ืจื™, ืืฉืจ ื”ื™ื ื•:
01:14
To doodle officially means
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ืœืฉืจื‘ื˜ ื–ื” ื‘ืื•ืคืŸ ืจืฉืžื™: [ื‘ืื ื’ืœื™ืช]
01:16
to dawdle,
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ืœื”ืชืžื”ืžื”,
01:18
to dilly dally, to monkey around,
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ืœื‘ื–ื‘ื– ื–ืžืŸ, ืœื”ืฉืชื˜ื•ืช,
01:20
to make meaningless marks,
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ืœืกืžืŸ ืกื™ืžื ื™ื ื—ืกืจื™ ืคืฉืจ,
01:22
to do something of little value, substance or import,
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ืœืขืฉื•ืช ืžืฉื”ื• ื‘ืขืœ ืžืขื˜ ืžืื•ื“ ืขืจืš, ืขื ื™ื™ืŸ ืื• ื—ืฉื™ื‘ื•ืช,
01:25
and -- my personal favorite --
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ื• -- ื”ืื”ื•ื‘ ืขืœื™ ื‘ื™ื•ืชืจ --
01:27
to do nothing.
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ืœืขืฉื•ืช ื›ืœื•ื.
01:29
No wonder people are averse to doodling at work.
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ืื™ืŸ ืคืœื ืฉืื ืฉื™ื ืžืชื ื’ื“ื™ื ืœืฉืจื‘ื•ื˜ื™ื ื‘ืขื‘ื•ื“ื”.
01:32
Doing nothing at work is akin to masturbating at work;
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ืœื ืœืขืฉื•ืช ื›ืœื•ื ื‘ืขื‘ื•ื“ื” ื–ื” ื›ืžื• ืœืื•ื ืŸ ื‘ืขื‘ื•ื“ื”;
01:34
it's totally inappropriate.
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ื–ื” ืœื—ืœื•ื˜ื™ืŸ ืœื ืžืงื•ื‘ืœ.
01:36
(Laughter)
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(ืฆื—ื•ืง)
01:38
Additionally, I've heard horror stories
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ื‘ื ื•ืกืฃ, ืฉืžืขืชื™ ืกื™ืคื•ืจื™ ื–ื•ื•ืขื”
01:40
from people whose teachers scolded them, of course, for doodling in classrooms.
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ืžืื ืฉื™ื ืืฉืจ ื ื ื–ืคื•, ื›ืžื•ื‘ืŸ, ืข"ื™ ืžื•ืจื™ื”ื ื›ื™ื•ื•ืŸ ืฉืฉื™ืจื‘ื˜ื• ื‘ื›ื™ืชื”.
01:43
And they have bosses who scold them for doodling in the boardroom.
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ื•ื™ืฉ ืœื”ื ื‘ื•ืกื™ื ืืฉืจ ื’ื•ืขืจื™ื ื‘ื”ื ืขืœ ืฉื™ืจื‘ื•ื˜ ื‘ื—ื“ืจ ื”ื™ืฉื™ื‘ื•ืช.
01:46
There is a powerful cultural norm against doodling
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ื™ืฉ ื ื•ืจืžื” ื—ื‘ืจืชื™ืช ื—ื–ืงื” ื ื’ื“ ืฉื™ืจื‘ื•ื˜
01:49
in settings in which we are supposed to learn something.
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ื‘ื”ืงืฉืจื™ื ืฉื‘ื”ื ืื ื—ื ื• ืืžื•ืจื™ื ืœืœืžื•ื“ ืžืฉื”ื•.
01:52
And unfortunately,
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ื•ื‘ืื•ืคืŸ ืžืฆืขืจ,
01:54
the press tends to reinforce this norm
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ื”ืชืงืฉื•ืจืช ื ื•ื˜ื” ืœืขื•ื“ื“ ืืช ื”ื ื•ืจืžื” ื”ื–ืืช
01:56
when they're reporting on a doodling scene --
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ื›ืฉื”ื™ื ืžื“ื•ื•ื—ืช ืขืœ ืฉื™ืจื‘ื•ื˜ --
01:58
of an important person at a confirmation hearing and the like --
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ืฉืœ ืื™ืฉื™ื•ืช ื—ืฉื•ื‘ื” ื‘ื™ืฉื™ื‘ื” ืœื‘ื—ื™ืจืช ืฉื•ืคื˜ื™ื ื•ื›ื“ื•ืžื” --
02:01
they typically use words like "discovered"
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ื”ื™ื ื‘ื“"ื› ืžืฉืชืžืฉืช ื‘ืžื™ืœื™ื ื›ืžื• "ื ืชื’ืœื”"
02:03
or "caught" or "found out,"
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ืื• "ื ืชืคืก" ืื• "ื ื—ืฉืฃ".
02:05
as if there's some sort of criminal act being committed.
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ื›ืื™ืœื• ืžื“ื•ื‘ืจ ื‘ืื™ื–ื” ืื™ืจื•ืข ืคืœื™ืœื™.
02:08
And additionally, there is a psychological aversion to doodling --
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ื•ื‘ื ื•ืกืฃ ื™ืฉื ื” ืจืชื™ืขื” ืคืกื™ื›ื•ืœื•ื’ื™ืช ืžืฉื™ืจื‘ื•ื˜ --
02:11
thank you, Freud.
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ืชื•ื“ื” ืœืš, ืคืจื•ื™ื“.
02:13
In the 1930s, Freud told us all
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ื‘ืฉื ื•ืช ื”30 ืคืจื•ื™ื“ ืืžืจ ืœื›ื•ืœื ื•
02:15
that you could analyze people's psyches
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ืฉืืคืฉืจ ืœื ืชื— ืืช ืืช ื ืคืฉื ืฉืœ ืื ืฉื™ื
02:17
based on their doodles.
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ื‘ื”ืชื‘ืกืก ืขืœ ืฉื™ืจื‘ื•ื˜ื™ื”ื.
02:19
This is not accurate, but it did happen to Tony Blair
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ื–ื” ืœื ืžื“ื•ื™ื™ืง, ืื‘ืœ ื–ื” ืื›ืŸ ืงืจื” ืœื˜ื•ื ื™ ื‘ืœื™ื™ืจ
02:21
at the Davos Forum in 2005,
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ื‘ืคื•ืจื•ื ื“ืื‘ื•ืก ื‘2005,
02:23
when his doodles were, of course, "discovered"
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ื›ืืฉืจ ืฉื™ืจื‘ื•ื˜ื™ื•, ื›ืžื•ื‘ืŸ, "ื”ืชื’ืœื•"
02:26
and he was labeled the following things.
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ื•ื”ื•ื ื›ื•ื ื” ื‘ืฉืžื•ืช ื”ื‘ืื™ื
02:29
Now it turned out to be Bill Gates' doodle.
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ืขื›ืฉื™ื•, ืœื‘ืกื•ืฃ ื”ืชื‘ืจืจ ืฉืžื“ื•ื‘ืจ ื‘ืฉื™ืจื‘ื•ื˜ ืฉืœ ื‘ื™ืœ ื’ื™ื™ื˜ืก.
02:33
(Laughter)
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(ืฆื—ื•ืง)
02:35
And Bill, if you're here, nobody thinks you're megalomaniacal.
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ื•ื‘ื™ืœ, ืื ืืชื” ื›ืืŸ, ืืฃ ืื—ื“ ืœื ื—ื•ืฉื‘ ืฉืืชื” ืžื’ืœื•ืžืŸ.
02:39
But that does contribute
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ืื‘ืœ ื–ื” ื›ืŸ ืชื•ืจื
02:41
to people not wanting to share their doodles.
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ืœื—ื•ืกืจ ืจืฆื•ื ื ืฉืœ ืื ืฉื™ื ืœืฉืชืฃ ืืช ืฉื™ืจื‘ื•ื˜ื™ื”ื.
02:43
And here is the real deal. Here's what I believe.
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ื•ื”ื ื” ื”ืขื ื™ื™ืŸ ื”ืืžื™ืชื™. ื”ื ื” ืžื” ืฉืื ื™ ืžืืžื™ื ื” ื‘ื•.
02:46
I think that our culture
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ืื ื™ ื—ื•ืฉื‘ืช ืฉื”ืชืจื‘ื•ืช ืฉืœื ื•
02:48
is so intensely focused on verbal information
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ื›"ื› ืžืžื•ืงื“ืช ื‘ืžื™ื“ืข ืžื™ืœื•ืœื™
02:50
that we're almost blinded to the value of doodling.
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ืฉืื ื—ื ื• ื›ืžืขื˜ ืขื™ื•ื•ืจื™ื ืœืขืจืš ืฉืœ ืฉื™ืจื‘ื•ื˜ื™ื.
02:53
And I'm not comfortable with that.
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ื•ืื ื™ ืœื ื—ืฉื” ื‘ื ื•ื— ืขื ื–ื”.
02:55
And so because of that belief that I think needs to be burst,
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ื•ื›ืš, ื‘ื’ืœืœ ืื•ืชื” ืืžื•ื ื” ืฉืื ื™ ื—ื•ืฉื‘ืช ืฉืฆืจื™ืš ืœื”ืคืจื™ืš,
02:58
I'm here to send us all hurtling back to the truth.
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ืื ื™ ื›ืืŸ ื›ื“ื™ ืœืฉืœื•ื— ืืช ื›ื•ืœื ื• ื‘ื˜ื™ืกื” ืœืขื‘ืจ ื”ืืžืช.
03:00
And here's the truth:
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ื•ื”ื ื” ื”ืืžืช:
03:02
doodling is an incredibly powerful tool,
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ืฉื™ืจื‘ื•ื˜ ื”ื•ื ื›ืœื™ ื‘ืขืœ ืขื•ืฆืžื” ืจื‘ื” ื‘ื™ื•ืชืจ,
03:04
and it is a tool that we need to remember and to re-learn.
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ื•ื”ื•ื ื›ืœื™ ืฉืขืœื™ื ื• ืœื–ื›ื•ืจ ื•ืœืœืžื•ื“-ืžื—ื“ืฉ.
03:07
So here's a new definition for doodling.
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ืื– ื”ื ื” ื”ื’ื“ืจื” ื—ื“ืฉื” ืœืฉื™ืจื‘ื•ื˜.
03:10
And I hope there's someone in here from The Oxford English Dictionary,
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ื•ืื ื™ ืžืงื•ื•ื” ืฉื™ืฉ ืคื” ืžื™ืฉื”ื• ืžืžื™ืœื•ืŸ ืื•ืงืกืคื•ืจื“ ื”ืื ื’ืœื™,
03:12
because I want to talk to you later.
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ื›ื™ ืื ื™ ืจื•ืฆื” ืœื“ื‘ืจ ืื™ืชืš ืื—"ื›.
03:14
Here's the real definition:
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ื”ื ื” ื”ื”ื’ื“ืจื” ื”ืืžื™ืชื™ืช:
03:16
Doodling is really to make spontaneous marks to help yourself think.
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ืฉื™ืจื‘ื•ื˜ ื”ื•ื ืœืžืขืฉื” ื™ืฆื™ืจืช ืกื™ืžื ื™ื ืกืคื•ื ื˜ื ื™ืช ื›ื“ื™ ืœืขื–ื•ืจ ืœืขืฆืžืš ืœื—ืฉื•ื‘.
03:19
That is why millions of people doodle.
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ื•ื‘ื’ืœืœ ื–ื” ืžื™ืœื™ื•ื ื™ ืื ืฉื™ื ืžืฉืจื‘ื˜ื™ื.
03:22
Here's another interesting truth about the doodle:
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ื”ื ื” ืืžืช ืžืขื ื™ื™ื ืช ื ื•ืกืคืช ืœื’ื‘ื™ ื”ืฉื™ืจื‘ื•ื˜:
03:24
People who doodle when they're exposed to verbal information
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ืื ืฉื™ื ืืฉืจ ืžืฉืจื‘ื˜ื™ื ื›ืืฉืจ ื”ื ื ื—ืฉืคื™ื ืœืžื™ื“ืข ืžื™ืœื•ืœื™
03:26
retain more of that information
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ื–ื•ื›ืจื™ื ื™ื•ืชืจ ืžื”ืžื™ื“ืข
03:28
than their non-doodling counterparts.
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ืžืืฉืจ ืืœื” ืฉืœื ืžืฉืจื‘ื˜ื™ื.
03:31
We think doodling is something you do when you lose focus,
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ืื ื—ื ื• ื—ื•ืฉื‘ื™ื ืฉืฉื™ืจื‘ื•ื˜ ื”ื•ื ืžืฉื”ื• ืฉืขื•ืฉื™ื ื›ืฉืžืื‘ื“ื™ื ืจื™ื›ื•ื–,
03:33
but in reality, it is a preemptive measure
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ืื‘ืœ ืœืžืขืฉื”, ื–ื” ืฆืขื“ ื”ืžื•ื ืข
03:35
to stop you from losing focus.
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ืžืื™ืชื ื• ืœืื‘ื“ ืจื™ื›ื•ื–.
03:38
Additionally, it has a profound effect
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ื‘ื ื•ืกืฃ, ื™ืฉ ืœื–ื” ื”ืฉืคืขื” ืขืžื•ืงื”
03:40
on creative problem-solving
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ืขืœ ืคืชืจื•ืŸ ื‘ืขื™ื•ืช ื‘ืื•ืคืŸ ื™ืฆื™ืจืชื™
03:42
and deep information processing.
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ื•ืขื™ื‘ื•ื“ ืžื™ื“ืข ืขืžื•ืง
03:44
There are four ways that learners intake information
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ื™ืฉื ืŸ 4 ื“ืจื›ื™ื ื‘ื”ืŸ ืื ื• ืžืขื‘ื“ื™ื ืžื™ื“ืข
03:46
so that they can make decisions.
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ื›ื“ื™ ืฉื ื•ื›ืœ ืœืงื‘ืœ ื”ื—ืœื˜ื•ืช.
03:48
They are visual, auditory,
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ื”ืŸ ื•ื™ื–ื•ืืœื™ืช, ืฉืžื™ืขืชื™ืช,
03:51
reading and writing and kinesthetic.
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ืงืจื™ืื” ื•ื›ืชื™ื‘ื” ื•ืชื ื•ืขืชื™ืช.
03:54
Now in order for us to really chew on information
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ื•ื›ื“ื™ ืฉืžืžืฉ ื ืœืขืก ืืช ื”ืžื™ื“ืข
03:56
and do something with it,
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ื•ื ืขืฉื” ื‘ื• ืฉื™ืžื•ืฉ,
03:58
we have to engage at least two of those modalities,
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ืขืœื™ื ื• ืœืขืจื‘ ืœืคื—ื•ืช ืฉืชื™ื ืžื”ื“ืจื›ื™ื ื”ืืœื”,
04:01
or we have to engage one of those modalities
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ืื• ืฉืขืœื™ื ื• ืœืขืจื‘ ื“ืจืš ืื—ืช
04:03
coupled with an emotional experience.
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ื‘ื™ื—ื“ ืขื ื—ื•ื•ื™ื” ืจื’ืฉื™ืช.
04:05
The incredible contribution of the doodle
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ื”ืชืจื•ืžื” ื”ืžื“ื”ื™ืžื” ืฉืœ ื”ืฉื™ืจื‘ื•ื˜
04:08
is that it engages all four learning modalities simultaneously
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ื”ื™ื ืฉื”ื•ื ืžืขืจื‘ ืืช ื›ืœ ืืจื‘ืข ื”ื“ืจื›ื™ื ื‘ื• ื–ืžื ื™ืช
04:11
with the possibility of an emotional experience.
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ื‘ื™ื—ื“ ืขื ื”ืืคืฉืจื•ืช ืœื—ื•ื•ื™ื” ืจื’ืฉื™ืช.
04:14
That is a pretty solid contribution
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ื–ื•ื”ื™ ืชืจื•ืžื” ืžืฉืžืขื•ืชื™ืช
04:16
for a behavior equated with doing nothing.
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ืขื‘ื•ืจ ื”ืชื ื”ื’ื•ืช ืฉื”ื•ืฉื•ื•ืชื” ืœืื™-ืขืฉื™ื™ื”
04:19
This is so nerdy,
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ื–ื” ื›"ื› ื—ื ื•ื ื™,
04:21
but this made me cry when I discovered this.
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ืื‘ืœ ื›ืฉื’ื™ืœื™ืชื™ ืืช ื–ื” ื‘ื›ื™ืชื™.
04:23
So they did anthropological research
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ื ืขืจืš ืžื—ืงืจ ืื ืชืจื•ืคื•ืœื•ื’ื™
04:25
into the unfolding of artistic activity in children,
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ืขืœ ื”ืชืคืชื—ื•ืช ื”ืคืขื™ืœื•ืช ื”ืืžื ื•ืชื™ืช ืืฆืœ ื™ืœื“ื™ื,
04:28
and they found that, across space and time,
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ื•ื ืžืฆื ืฉื‘ื›ืœ ืžืงื•ื ื•ื–ืžืŸ,
04:30
all children exhibit the same evolution in visual logic
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ื›ืœ ื”ื™ืœื“ื™ื ืžืฆื™ื’ื™ื ืื‘ื•ืœื•ืฆื™ื” ื–ื”ื” ืฉืœ ื”ื’ื™ื•ืŸ ื•ื™ื–ื•ืืœื™
04:33
as they grow.
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ื›ืฉื”ื ื’ื“ืœื™ื.
04:35
In other words, they have a shared and growing
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ื‘ืžื™ืœื™ื ืื—ืจื•ืช, ื™ืฉ ืœื”ื ืžื•ืจื›ื‘ื•ืช ื’ื•ื‘ืจืช ื•ืžืฉื•ืชืคืช
04:37
complexity in visual language
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ืฉืœ ืฉืคื” ื•ื™ื–ื•ืืœื™ืช
04:39
that happens in a predictable order.
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ืฉืงื•ืจื™ืช ื‘ืกื“ืจ ืฆืคื•ื™.
04:41
And I think that is incredible.
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ื•ืื ื™ ื—ื•ืฉื‘ืช ืฉื–ื” ืžื“ื”ื™ื.
04:43
I think that means doodling is native to us
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ืฉืฉื™ืจื‘ื•ื˜ ื”ื•ื ืคืขื•ืœื” ื˜ื‘ืขื™ืช ืขื‘ื•ืจื™ื ื•
04:45
and we simply are denying ourselves that instinct.
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ื•ืื ื—ื ื• ืคืฉื•ื˜ ืžื•ื ืขื™ื ืžืขืฆืžื ื• ืืช ื”ืื™ื ืกื˜ื™ื ืงื˜ ื”ื–ื”.
04:49
And finally, a lot a people aren't privy to this,
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ื•ืœืกื™ื•ื, ืื ืฉื™ื ืจื‘ื™ื ืื™ื ื ืฉื•ืชืคื™ื ืœื–ื”,
04:51
but the doodle is a precursor
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ืื‘ืœ ื”ืฉื™ืจื‘ื•ื˜ ื”ื•ื ืกื™ืžืŸ ืžืงื“ื™ื
04:53
to some of our greatest cultural assets.
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ืœื›ืžื” ืžื”ื ื›ืกื™ื ื”ืชืจื‘ื•ืชื™ื™ื ื”ื’ื“ื•ืœื™ื ื‘ื™ื•ืชืจ ืฉืœื ื•.
04:55
This is but one:
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ื–ื”ื• ืจืง ืื—ื“:
04:57
this is Frank Gehry the architect's precursor to the Guggenheim in Abu Dhabi.
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ื–ื”ื• ื”ืฉื™ืจื‘ื•ื˜ ื”ืžืงื“ื™ื ืฉืœ ื”ืืจื›ื™ื˜ืงื˜ ืคืจื ืง ื’ืจื™ ืœื’ื•ื’ื ื”ื™ื™ื ื‘ืื‘ื•-ื“ืื‘ื™
05:00
So here is my point:
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ืื– ื”ื ื” ื”ืคื•ืื ื˜ื” ืฉืœื™:
05:02
Under no circumstances should doodling be eradicated
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ืืกื•ืจ ื‘ืฉื•ื ืคื ื™ื ืฉื”ืฉื™ืจื‘ื•ื˜ ื™ื•ื›ื—ื“
05:05
from a classroom or a boardroom
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ืžื›ื™ืชื•ืช ื”ืœื™ืžื•ื“ ื•ืžื—ื“ืจื™ ื”ื™ืฉื™ื‘ื•ืช
05:07
or even the war room.
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ื•ืืคื™ืœื• ืžื—ื“ืจ ื”ืžืœื—ืžื”.
05:09
On the contrary,
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ืœื”ื™ืคืš,
05:11
doodling should be leveraged in precisely those situations
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ื™ืฉ ืœืžื ืฃ ืืช ื”ืฉื™ืจื‘ื•ื˜ ื‘ื“ื™ื•ืง ื‘ืื•ืชื ืžืฆื‘ื™ื
05:14
where information density is very high
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ืฉื‘ื”ื ืฆืคื™ืคื•ืช ื”ืžื™ื“ืข ื”ื™ื ื’ื“ื•ืœื” ืžืื•ื“
05:16
and the need for processing that information is very high.
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ื•ื”ืฆื•ืจืš ืœืขื™ื‘ื•ื“ ื”ืžื™ื“ืข ื”ื•ื ื’ื‘ื•ื” ืžืื•ื“.
05:19
And I will go you one further.
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ื•ืืงื— ืืช ื–ื” ืฆืขื“ ื ื•ืกืฃ ื”ืœืื”.
05:21
Because doodling is so universally accessible
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ื›ื™ื•ื•ืŸ ืฉืฉื™ืจื‘ื•ื˜ ื”ื•ื ื›"ื› ื ื’ื™ืฉ ื‘ื›ืœ ื”ืขื•ืœื
05:24
and it is not intimidating as an art form,
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ื•ื”ื•ื ืื™ื ื• ืžืื™ื™ื ื›ืฆื•ืจืช ืืžื ื•ืช,
05:26
it can be leveraged as a portal
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ื ื™ืชืŸ ืœืžื ืฃ ืื•ืชื• ื›ืฉืขืจ
05:28
through which we move people
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ืฉื“ืจื›ื• ื ืงื“ื ืื ืฉื™ื
05:30
into higher levels of visual literacy.
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ืœืจืžื•ืช ื’ื‘ื•ื”ื•ืช ื™ื•ืชืจ ืฉืœ ืื•ืจื™ื™ื ื•ืช ื•ื™ื–ื•ืืœื™ืช.
05:33
My friends, the doodle has never been
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ื—ื‘ืจื™, ื”ืฉื™ืจื‘ื•ื˜ ืœื ื”ื™ื” ืžืขื•ืœื
05:35
the nemesis of intellectual thought.
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ืื•ื™ื™ื‘ื” ืฉืœ ื”ืžื—ืฉื‘ื” ื”ืื™ื ื˜ืœืงื˜ื•ืืœื™ืช.
05:37
In reality, it is one of its greatest allies.
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ืœืžืขืฉื” ื”ื•ื ืื—ื“ ืžื‘ืขืœื™ ื‘ืจื™ืชื” ื”ื’ื“ื•ืœื™ื ื‘ื™ื•ืชืจ.
05:39
Thank you.
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ืชื•ื“ื” ืœื›ื.
05:41
(Applause)
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(ืžื—ื™ืื•ืช ื›ืคื™ื™ื)

Original video on YouTube.com
ืขืœ ืืชืจ ื–ื”

ืืชืจ ื–ื” ื™ืฆื™ื’ ื‘ืคื ื™ื›ื ืกืจื˜ื•ื ื™ YouTube ื”ืžื•ืขื™ืœื™ื ืœืœื™ืžื•ื“ ืื ื’ืœื™ืช. ืชื•ื›ืœื• ืœืจืื•ืช ืฉื™ืขื•ืจื™ ืื ื’ืœื™ืช ื”ืžื•ืขื‘ืจื™ื ืขืœ ื™ื“ื™ ืžื•ืจื™ื ืžื”ืฉื•ืจื” ื”ืจืืฉื•ื ื” ืžืจื—ื‘ื™ ื”ืขื•ืœื. ืœื—ืฅ ืคืขืžื™ื™ื ืขืœ ื”ื›ืชื•ื‘ื™ื•ืช ื‘ืื ื’ืœื™ืช ื”ืžื•ืฆื’ื•ืช ื‘ื›ืœ ื“ืฃ ื•ื™ื“ืื• ื›ื“ื™ ืœื”ืคืขื™ืœ ืืช ื”ืกืจื˜ื•ืŸ ืžืฉื. ื”ื›ืชื•ื‘ื™ื•ืช ื’ื•ืœืœื•ืช ื‘ืกื ื›ืจื•ืŸ ืขื ื”ืคืขืœืช ื”ื•ื•ื™ื“ืื•. ืื ื™ืฉ ืœืš ื”ืขืจื•ืช ืื• ื‘ืงืฉื•ืช, ืื ื ืฆื•ืจ ืื™ืชื ื• ืงืฉืจ ื‘ืืžืฆืขื•ืช ื˜ื•ืคืก ื™ืฆื™ืจืช ืงืฉืจ ื–ื”.

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