Let's teach for mastery -- not test scores | Sal Khan

2,227,154 views ใƒป 2016-09-26

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์•„๋ž˜ ์˜๋ฌธ์ž๋ง‰์„ ๋”๋ธ”ํด๋ฆญํ•˜์‹œ๋ฉด ์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค.

๋ฒˆ์—ญ: Ju Hye Lim ๊ฒ€ํ† : Jihyeon J. Kim
00:12
I'm here today to talk about the two ideas that,
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์ €๋Š” ์˜ค๋Š˜ ๋‘ ๊ฐ€์ง€๋ฅผ ์–˜๊ธฐํ•˜๋ ค๊ณ  ํ•ฉ๋‹ˆ๋‹ค.
00:15
at least based on my observations at Khan Academy,
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์ œ๊ฐ€ ์นธ ์•„์นด๋ฐ๋ฏธ์—์„œ ๊ด€์ฐฐํ•˜๋ฉด์„œ ์•Œ๊ฒŒ ๋œ ๊ฒƒ์ธ๋ฐ
00:18
are kind of the core, or the key leverage points for learning.
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ํ•™์Šต์— ์žˆ์–ด ํ•ต์‹ฌ์ ์ด๊ณ  ํšจ๊ณผ๋ฅผ ๊ทน๋Œ€ํ™”ํ•  ์ˆ˜ ์žˆ๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
00:22
And it's the idea of mastery
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ํ†ต๋‹ฌ๊ณผ ๋งˆ์Œ๊ฐ€์ง์— ๊ด€ํ•œ ๋‚ด์šฉ์ž…๋‹ˆ๋‹ค.
00:24
and the idea of mindset.
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00:26
I saw this in the early days working with my cousins.
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์ œ ์‚ฌ์ดŒ๋“ค๊ณผ ๊ฐ™์ด ์ผํ•˜๋ฉด์„œ ์ดˆ๊ธฐ์— ๋ณด๊ฒŒ ๋˜์—ˆ์Šต๋‹ˆ๋‹ค.
00:28
A lot of them were having trouble with math at first,
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๋งŽ์€ ์‚ฌ์ดŒ ํ˜•์ œ๋“ค์ด ์ˆ˜ํ•™์„ ์–ด๋ ค์›Œํ–ˆ์—ˆ์Šต๋‹ˆ๋‹ค.
00:31
because they had all of these gaps accumulated in their learning.
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ํ•™์Šต์— ์žˆ์–ด ๊ณต๋ฐฑ์ด ๋งŽ์ด ๋ˆ„์ ๋˜์–ด ์žˆ์—ˆ๊ธฐ ๋•Œ๋ฌธ์ด์—ˆ์–ด์š”.
00:34
And because of that, at some point they got to an algebra class
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๊ทธ๋ž˜์„œ ์–ด๋Š ํ•œ ์‹œ์ ์—์„œ, ๋Œ€์ˆ˜ํ•™ ์ˆ˜์—…์— ๋“ค์–ด๊ฐ€์„œ๋Š”
00:37
and they might have been a little bit shaky on some of the pre-algebra,
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๋Œ€์ˆ˜ํ•™ ์ด์ „ ๊ณผ์ •์—์„œ ๋ฐฐ์šฐ๋Š” ๊ฐœ๋…์—์„œ ํ”๋“ค๋ ธ์Šต๋‹ˆ๋‹ค.
00:40
and because of that, they thought they didn't have the math gene.
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๊ทธ๋ž˜์„œ ์ž๊ธฐ์—๊ฒ ์ˆ˜ํ•™ ์œ ์ „์ž๊ฐ€ ์—†๋‹ค๊ณ  ์ƒ๊ฐํ–ˆ์Šต๋‹ˆ๋‹ค.
00:44
Or they'd get to a calculus class,
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๊ทธ๋ฆฌ๊ณ  ๋ฏธ์ ๋ถ„ ์ˆ˜์—…์— ๋“ค์–ด๊ฐ€์„œ๋Š”
00:46
and they'd be a little bit shaky on the algebra.
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๋Œ€์ˆ˜ํ•™์—์„œ ํ”๋“ค๋ ธ์Šต๋‹ˆ๋‹ค.
00:48
I saw it in the early days
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์ €๋Š” ์ด ์˜์ƒ๋“ค์„
00:50
when I was uploading some of those videos on YouTube,
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์œ ํŠœ๋ธŒ์— ์˜ฌ๋ฆฌ๋˜ ์ดˆ๊ธฐ์— ์ด๋Ÿฐ ๋ชจ์Šต์„ ๋ณด์•˜๊ณ 
00:54
and I realized that people who were not my cousins were watching.
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์‚ฌ์ดŒ ๋ง๊ณ  ๋‹ค๋ฅธ ์‚ฌ๋žŒ๋“ค๋„ ์˜์ƒ์„ ์‹œ์ฒญํ•œ๋‹ค๋Š” ๊ฑธ ์•Œ๊ฒŒ ๋์–ด์š”.
00:57
(Laughter)
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(์›ƒ์Œ)
00:59
And at first, those comments were just simple thank-yous.
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์ฒ˜์Œ์—๋Š” ๋Œ“๊ธ€๋“ค์ด ๊ทธ๋ƒฅ ๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค ์˜€์Šต๋‹ˆ๋‹ค.
01:03
I thought that was a pretty big deal.
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์ €๋Š” ๊ทธ๊ฒŒ ํฐ ์˜๋ฏธ๊ฐ€ ์žˆ๋‹ค๊ณ  ์ƒ๊ฐํ–ˆ์–ด์š”.
01:05
I don't know how much time you all spend on YouTube.
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์œ ํŠœ๋ธŒ์—์„œ ์–ผ๋งˆ๋‚˜ ๋งŽ์€ ์‹œ๊ฐ„์„ ๋ณด๋‚ด์‹œ๋Š”์ง€๋Š” ๋ชจ๋ฅด๊ฒ ์ง€๋งŒ
01:07
Most of the comments are not "Thank you."
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๋Œ“๊ธ€์˜ ๋Œ€๋ถ€๋ถ„์€ "๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค"๊ฐ€ ์•„๋‹™๋‹ˆ๋‹ค.
01:09
(Laughter)
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(์›ƒ์Œ)
01:11
They're a little edgier than that.
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์ข€ ๋” ๊นŒ์น ํ•ฉ๋‹ˆ๋‹ค.
01:12
But then the comments got a little more intense,
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๊ทธ๋Ÿฌ๋‹ค๊ฐ€ ๋Œ“๊ธ€ ์ˆ˜์œ„๊ฐ€ ์ข€ ๋” ์„ธ์ง€๋ฉด์„œ
01:15
student after student saying that they had grown up not liking math.
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๋งŽ์€ ํ•™์ƒ๋“ค์ด ์–ด๋ฆด ๋•Œ ์ˆ˜ํ•™์„ ์‹ซ์–ดํ–ˆ๋‹ค๋Š” ๋ง์„ ํ–ˆ์–ด์š”.
01:19
It was getting difficult as they got into more advanced math topics.
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๋” ์‹ฌํ™”๋œ ์ˆ˜ํ•™ ์ฃผ์ œ๋ฅผ ๋‹ค๋ฃจ๋ฉด์„œ ๋” ์–ด๋ ค์›Œ์กŒ๊ณ 
01:22
By the time they got to algebra,
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๋Œ€์ˆ˜ํ•™์„ ๋ฐฐ์šฐ๊ฒŒ ๋์„ ๋•
01:24
they had so many gaps in their knowledge they couldn't engage with it.
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์ง€์‹์— ๊ณต๋ฐฑ์ด ๋„ˆ๋ฌด ๋งŽ์•„์„œ ๋ฐฐ์šธ ์ˆ˜๊ฐ€ ์—†์—ˆ์Šต๋‹ˆ๋‹ค.
01:27
They thought they didn't have the math gene.
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๊ทธ๋“ค์€ ์ž์‹ ์—๊ฒŒ ์ˆ˜ํ•™ ์œ ์ „์ž๊ฐ€ ์—†๋Š” ๊ฒƒ์ด๋ผ๊ณ  ์ƒ๊ฐํ–ˆ์ฃ .
01:29
But when they were a bit older,
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ํ•˜์ง€๋งŒ ์ข€ ๋” ๋‚˜์ด๊ฐ€ ๋“ค๊ณ  ๋‚˜์„œ
01:31
they took a little agency and decided to engage.
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์ž‘์€ ๊ธฐ๊ด€์˜ ํž˜์„ ๋นŒ๋ ค ๋ฐฐ์šฐ๊ธฐ๋กœ ๊ฒฐ์‹ฌํ–ˆ์–ด์š”.
01:33
They found resources like Khan Academy
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์นธ ์•„์นด๋ฐ๋ฏธ๊ฐ™์€ ๊ณณ๋“ค์„ ์ฐพ์•˜๊ณ 
01:35
and they were able to fill in those gaps and master those concepts,
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๊ณต๋ฐฑ์„ ๋ฉ”์›Œ ๊ฐœ๋…๋“ค์„ ํ†ต๋‹ฌํ•  ์ˆ˜ ์žˆ์—ˆ์–ด์š”.
01:38
and that reinforced their mindset that it wasn't fixed;
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์ด๋กœ ์ธํ•ด ์ˆ˜ํ•™ ์œ ์ „์ž๊ฐ€ ์ •ํ•ด์ ธ ์žˆ๋‹ค๋Š” ์‚ฌ๊ณ ๋„ ๋ฐ”๋€Œ์—ˆ์–ด์š”.
01:41
that they actually were capable of learning mathematics.
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์‹ค์€ ์ˆ˜ํ•™์„ ๋ฐฐ์šธ ๋Šฅ๋ ฅ์ด ๋œ๋‹ค๊ณ ์š”.
01:44
And in a lot of ways, this is how you would master a lot of things in life.
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์ด๊ฒŒ ์‚ฌ์‹ค ์ธ์ƒ์—์„œ ๋งŽ์€ ๊ฒƒ๋“ค์„ ํ†ต๋‹ฌํ•˜๋Š” ๋ฐฉ์‹์ž…๋‹ˆ๋‹ค.
01:49
It's the way you would learn a martial art.
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๋ฌด์ˆ ๋„ ์ด๋ ‡๊ฒŒ ๋ฐฐ์›Œ์š”.
01:51
In a martial art, you would practice the white belt skills
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๋ฌด์ˆ ์—์„œ๋Š” ํ•„์š”ํ•œ ์‹œ๊ฐ„๋งŒํผ
01:54
as long as necessary,
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ํฐ ๋ ์˜ ๊ธฐ์ˆ ์„ ๋ฐฐ์šฐ๊ณ 
01:56
and only when you've mastered it
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๊ทธ๊ฑธ ํ†ต๋‹ฌํ•œ ๋‹ค์Œ์—์•ผ
01:57
you would move on to become a yellow belt.
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๋…ธ๋ž€ ๋ ๋กœ ์˜ฎ๊ฒจ๊ฐ‘๋‹ˆ๋‹ค.
01:59
It's the way you learn a musical instrument:
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์•…๊ธฐ๋„ ์ด๋ ‡๊ฒŒ ๋ฐฐ์›๋‹ˆ๋‹ค.
02:01
you practice the basic piece over and over again,
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๊ธฐ๋ณธ์ ์ธ ์Œ์•…์„ ๋ฐ˜๋ณตํ•ด์„œ ์—ฐ์Šตํ•˜๊ณ 
02:04
and only when you've mastered it,
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๊ทธ๊ฑธ ํ†ต๋‹ฌํ•œ ๋‹ค์Œ์—์•ผ
02:05
you go on to the more advanced one.
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๋” ์‹ฌํ™”๋œ ์Œ์•…์œผ๋กœ ์˜ฎ๊ฒจ๊ฐ‘๋‹ˆ๋‹ค.
02:07
But what we point out --
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ํ•˜์ง€๋งŒ ์šฐ๋ฆฌ๊ฐ€ ์ง€์ ํ•˜๊ณ  ์‹ถ์€ ๊ฑด
02:08
this is not the way a traditional academic model is structured,
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์šฐ๋ฆฌ๊ฐ€ ๋Œ€๋ถ€๋ถ„ ์ž๋ผ์˜ค๋ฉด์„œ ๊ฑฐ์ณค๋˜
02:13
the type of academic model that most of us grew up in.
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์ „ํ†ต์ ์ธ ๊ต์œก ๋ฐฉ์‹์ด ์ด๋Ÿฐ ๊ตฌ์กฐ๋ฅผ ๋ ๊ณ  ์žˆ์ง€ ์•Š๋‹ค๋Š” ๊ฒ๋‹ˆ๋‹ค.
02:16
In a traditional academic model,
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์ „ํ†ต์ ์ธ ๊ต์œก ๋ฐฉ์‹์—์„œ๋Š”
02:18
we group students together, usually by age,
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ํ•™์ƒ๋“ค์„ ์ฃผ๋กœ ๋‚˜์ด์— ๋”ฐ๋ผ ๊ทธ๋ฃน์œผ๋กœ ๋งŒ๋“ญ๋‹ˆ๋‹ค.
02:20
and around middle school,
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์ค‘ํ•™๊ต ๋•Œ์ฏค์—๋Š”
02:22
by age and perceived ability,
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๋‚˜์ด์™€ ๋ณด์—ฌ์ค€ ๋Šฅ๋ ฅ์— ๋”ฐ๋ผ ๋‚˜๋ˆ„๊ณ 
02:23
and we shepherd them all together at the same pace.
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๊ฐ™์€ ์†๋„๋กœ ๋ชจ๋‘๋ฅผ ๊ฐ€๋ฅด์นฉ๋‹ˆ๋‹ค.
02:27
And what typically happens,
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๊ทธ๋Ÿฌ๋ฉด ๋Œ€๋ถ€๋ถ„ ์ด๋ ‡๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
02:28
let's say we're in a middle school pre-algebra class,
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์ค‘ํ•™๊ต ์ˆ˜ํ•™ ์ˆ˜์—…์—์„œ
02:30
and the current unit is on exponents,
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์ง€์ˆ˜๋ฅผ ๋ฐฐ์šฐ๋Š” ์ค‘์ด๋ผ ๊ฐ€์ •ํ•ด ๋ด…์‹œ๋‹ค.
02:32
the teacher will give a lecture on exponents,
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์„ ์ƒ๋‹˜์€ ์ง€์ˆ˜์— ๋Œ€ํ•ด ์ˆ˜์—…์„ ํ•˜๊ณ 
02:34
then we'll go home, do some homework.
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ํ•™์ƒ๋“ค์€ ์ง‘์œผ๋กœ ๋Œ์•„๊ฐ€ ์ˆ™์ œ๋ฅผ ํ•ฉ๋‹ˆ๋‹ค.
02:37
The next morning, we'll review the homework,
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๋‹ค์Œ ๋‚  ์•„์นจ, ์ˆ™์ œํ•œ ๊ฒƒ์„ ๊ฒ€ํ† ํ•˜๊ณ 
02:39
then another lecture, homework, lecture, homework.
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๋‹ค์Œ ์ˆ˜์—…์„ ํ•˜๊ณ , ์ˆ™์ œํ•˜๊ณ , ์ˆ˜์—…ํ•˜๊ณ , ์ˆ™์ œํ•ฉ๋‹ˆ๋‹ค.
02:41
That will continue for about two or three weeks,
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์ด๊ฑธ 2, 3์ฃผ ์ •๋„ ๊ณ„์†ํ•ฉ๋‹ˆ๋‹ค.
02:43
and then we get a test.
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๊ทธ๋Ÿฌ๊ณ ๋Š” ์‹œํ—˜์„ ๋ด์š”.
02:45
On that test, maybe I get a 75 percent,
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๊ทธ ์‹œํ—˜์—์„œ ์ €๋Š” 75์ ์„ ๋ฐ›๊ณ 
02:48
maybe you get a 90 percent,
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์ด ๋ถ„์€ 90์ ์„
02:49
maybe you get a 95 percent.
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์ด ๋ถ„์€ 95์ ์„ ๋ฐ›์„ ์ˆ˜๋„ ์žˆ์Šต๋‹ˆ๋‹ค.
02:51
And even though the test identified gaps in our knowledge,
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์‹œํ—˜์„ ํ†ตํ•ด ์ง€์‹์˜ ๊ณต๋ฐฑ์„ ์•Œ๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
02:54
I didn't know 25 percent of the material.
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์ €๋Š” ์ˆ˜์—… ๋‚ด์šฉ์˜ 25%๋ฅผ ์ดํ•ด ๋ชปํ–ˆ๊ณ 
02:56
Even the A student, what was the five percent they didn't know?
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A๋ฅผ ๋ฐ›์€ ํ•™์ƒ์กฐ์ฐจ๋„ ๋ชจ๋ฅด๋Š” ๊ฒŒ 5% ์žˆ์Šต๋‹ˆ๋‹ค.
02:59
Even though we've identified the gaps,
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์ง€์‹์˜ ๊ณต๋ฐฑ์„ ์•Œ๊ฒŒ ๋์Œ์—๋„
03:01
the whole class will then move on to the next subject,
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๋ฐ˜ ์ „์ฒด๊ฐ€ ๋‹ค์Œ ๋‚ด์šฉ์œผ๋กœ ๋„˜์–ด๊ฐ‘๋‹ˆ๋‹ค.
03:04
probably a more advanced subject that's going to build on those gaps.
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์ด ๊ณต๋ฐฑ ์œ„์— ์Œ“์ด๊ฒŒ ๋  ๋” ์‹ฌํ™”๋œ ๋‚ด์šฉ์œผ๋กœ์š”.
03:07
It might be logarithms or negative exponents.
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๋กœ๊ทธ์ผ์ˆ˜๋„ ์žˆ๊ณ  ์Œ์˜ ์ง€์ˆ˜์ผ ์ˆ˜๋„ ์žˆ์–ด์š”.
03:10
And that process continues, and you immediately start to realize
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๊ณผ์ •์€ ๊ณ„์†๋˜๊ณ  ์—ฌ๋Ÿฌ๋ถ„์€ ๊ณง๋ฐ”๋กœ ์ด๊ฒŒ ์–ผ๋งˆ๋‚˜
03:13
how strange this is.
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์ด์ƒํ•œ์ง€ ๊นจ๋‹ซ๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
03:15
I didn't know 25 percent of the more foundational thing,
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๋” ๊ธฐ๋ณธ์ ์ธ ๋‚ด์šฉ์˜ 25%๋ฅผ ์ดํ•ดํ•˜์ง€ ๋ชปํ–ˆ๋Š”๋ฐ
03:17
and now I'm being pushed to the more advanced thing.
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๋” ์‹ฌํ™”๋œ ๋‚ด์šฉ์„ ๋ฐฐ์šฐ๋ผ๊ณ  ๊ฐ•์š”๋ฐ›๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
03:20
And this will continue for months, years, all the way until at some point,
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๋Œ€์ˆ˜ํ•™ ์ˆ˜์—…์ด๋‚˜ ์‚ผ๊ฐํ•จ์ˆ˜ ์ˆ˜์—…์— ๋“ค์–ด๊ฐ€์„œ
03:24
I might be in an algebra class or trigonometry class
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๋ฒฝ์— ๋ถ€๋”ชํž ๋•Œ๊นŒ์ง€ ์ด ๊ณผ์ •์€ ๋ช‡ ๋‹ฌ์ด๊ณ  ๋ช‡ ๋…„์ด๊ณ 
03:26
and I hit a wall.
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๊ณ„์†๋  ๊ฒ๋‹ˆ๋‹ค.
03:27
And it's not because algebra is fundamentally difficult
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์ด๊ฑด ๋Œ€์ˆ˜ํ•™์ด ๊ทผ๋ณธ์ ์œผ๋กœ ์–ด๋ ต๊ธฐ ๋•Œ๋ฌธ์ด์–ด์„œ๋‚˜
03:30
or because the student isn't bright.
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ํ•™์ƒ์ด ๋˜‘๋˜‘ํ•˜์ง€ ๋ชปํ•ด์„œ๊ฐ€ ์•„๋‹™๋‹ˆ๋‹ค.
03:34
It's because I'm seeing an equation and they're dealing with exponents
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์ง€์ˆ˜๊ฐ€ ๋“ค์–ด์žˆ๋Š” ์‹์„ ๋งˆ์ฃผ์น˜๋ฉด์„œ
03:37
and that 30 percent that I didn't know is showing up.
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์ œ๊ฐ€ ๋ชจ๋ฅด๋Š” 30%๊ฐ€ ๋‚˜์˜ค๊ธฐ ๋•Œ๋ฌธ์ž…๋‹ˆ๋‹ค.
03:40
And then I start to disengage.
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๊ทธ๋Ÿฌ๋ฉด์„œ ์ˆ˜์—…์— ์ฐธ์—ฌํ•˜์ง€ ์•Š๊ฒŒ ๋˜์ฃ .
03:44
To appreciate how absurd that is,
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์ด๊ฒŒ ์–ผ๋งˆ๋‚˜ ๋ง๋„ ์•ˆ๋˜๋Š”์ง€ ์•„์…”์•ผ ํ•ด์š”.
03:47
imagine if we did other things in our life that way.
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์‚ด๋ฉด์„œ ๋‹ค๋ฅธ ๊ฒƒ๋“ค๋„ ์ด๋Ÿฐ ์‹์œผ๋กœ ํ•œ๋‹ค๊ณ  ์ƒ๊ฐํ•ด๋ณด์„ธ์š”.
03:51
Say, home-building.
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์˜ˆ๋ฅผ ๋“ค๋ฉด ์ง‘ ์ง“๋Š” ๊ฑฐ์š”.
03:52
(Laughter)
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(์›ƒ์Œ)
03:56
So we bring in the contractor and say,
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๊ณต์‚ฌ์—…์ž๋ฅผ ๋ฐ๋ ค์™€์„œ๋Š” ์šฐ๋ฆฌ๊ฐ€ ์ด๋ ‡๊ฒŒ ๋งํ•˜๋Š” ๊ฑฐ์ฃ .
04:00
"We were told we have two weeks to build a foundation.
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"๊ธฐ๋ฐ˜์„ ๋‹ค์ง€๋Š” ๋ฐ ์‹œ๊ฐ„์ด 2์ฃผ๋ฐ–์— ์—†์–ด์š”.
04:02
Do what you can."
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์ตœ๋Œ€ํ•œ ํ•ด์ฃผ์„ธ์š”."
04:04
(Laughter)
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(์›ƒ์Œ)
04:06
So they do what they can.
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๊ทธ๋ž˜์„œ ์ตœ๋Œ€ํ•œ์œผ๋กœ ์ง“์Šต๋‹ˆ๋‹ค.
04:08
Maybe it rains.
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๋น„๊ฐ€ ์˜ฌ ์ˆ˜๋„ ์žˆ๊ณ 
04:09
Maybe some of the supplies don't show up.
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์ผ๋ถ€ ์ž์žฌ๊ฐ€ ๋„์ฐฉํ•˜์ง€ ์•Š์„ ์ˆ˜๋„ ์žˆ์–ด์š”.
04:11
And two weeks later, the inspector comes, looks around,
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2์ฃผ ํ›„์— ๊ฐ๋…๊ด€์ด ์™€์„œ ๋‘˜๋Ÿฌ๋ณด๊ณ ๋Š” ์ด๋ ‡๊ฒŒ ๋งํ•ฉ๋‹ˆ๋‹ค.
04:15
says, "OK, the concrete is still wet right over there,
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"ํ , ์•„์ง ์—ฌ๊ธฐ ์ฝ˜ํฌ๋ฆฌํŠธ๊ฐ€ ๋‹ค ๋งˆ๋ฅด์ง€ ์•Š์•˜๋„ค์š”.
04:17
that part's not quite up to code ...
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๊ทœ์ •์— ์•ฝ๊ฐ„ ์–ด๊ธ‹๋‚˜๋‹ˆ๊นŒ
04:20
I'll give it an 80 percent."
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80์  ๋“œ๋ฆด๊ฒŒ์š”."
04:22
(Laughter)
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(์›ƒ์Œ)
04:23
You say, "Great! That's a C. Let's build the first floor."
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์—ฌ๋Ÿฌ๋ถ„์€, "๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค! C๋„ค์š”. ๊ทธ๋Ÿผ ์ด์ œ 1์ธต์„ ์ง€์์‹œ๋‹ค."
04:26
(Laughter)
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(์›ƒ์Œ)
04:27
Same thing.
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์ด์™€ ๊ฐ™์€ ๊ฑฐ์˜ˆ์š”.
04:28
We have two weeks, do what you can, inspector shows up, it's a 75 percent.
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์ฃผ์–ด์ง„ 2์ฃผ ๋™์•ˆ ์ตœ๋Œ€ํ•œ ๋…ธ๋ ฅํ•˜๊ณ , ๊ฐ๋…๊ด€์ด ์™€์„œ 75์ ์„ ์ค˜์š”.
04:32
Great, that's a D-plus.
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์ข‹์•„์š”, D+์ด๋„ค์š”.
04:33
Second floor, third floor,
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2์ธต์„ ์ง“๊ณ , 3์ธต์„ ์ง“๊ณ 
04:34
and all of a sudden, while you're building the third floor,
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์–ด๋Š ์ˆœ๊ฐ„ 3์ธต์„ ์ง“๊ณ  ์žˆ๋Š”๋ฐ
์ง‘ ์ „์ฒด๊ฐ€ ๋ฌด๋„ˆ์ง‘๋‹ˆ๋‹ค.
04:37
the whole structure collapses.
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04:38
And if your reaction is the reaction you typically have in education,
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๋Œ€๋ถ€๋ถ„์˜ ์‚ฌ๋žŒ๋“ค์ฒ˜๋Ÿผ์ด๋‚˜ ๊ต์œก ๋ถ„์•ผ์—์„œ์ฒ˜๋Ÿผ ๋ฐ˜์‘ํ•œ๋‹ค๋ฉด
04:42
or that a lot of folks have,
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์ด๋ ‡๊ฒŒ ๋งํ•˜๊ฒ ์ฃ .
04:43
you might say, maybe we had a bad contractor,
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์‹ค๋ ฅ ์—†๋Š” ์—…์ž์™€ ๊ณ„์•ฝ์„ ํ–ˆ์–ด.
04:45
or maybe we needed better inspection or more frequent inspection.
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๊ฐ๋…๊ด€์„ ๋” ๋‚˜์€ ์‚ฌ๋žŒ์„ ๊ณ ์šฉํ• ๊ฑธ. ๋” ์ž์ฃผ ๊ฒ€์‚ฌ๋ฐ›์„๊ฑธ.
04:48
But what was really broken was the process.
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ํ•˜์ง€๋งŒ ์ •์ž‘ ๋ฌธ์ œ๊ฐ€ ์žˆ๋Š” ๊ฑด ๊ณผ์ •์ž…๋‹ˆ๋‹ค.
04:51
We were artificially constraining how long we had to something,
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๋๋‚ด์•ผ ํ•  ๊ธฐ๊ฐ„์— ์ธ์œ„์ ์œผ๋กœ ์ œํ•œ์„ ๋‘์–ด์„œ
04:54
pretty much ensuring a variable outcome,
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๋ถˆํ™•์‹คํ•œ ๊ฒฐ๊ณผ๋ฅผ ์ž์ดˆํ–ˆ๊ณ 
04:56
and we took the trouble of inspecting and identifying those gaps,
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๊ฒ€์‚ฌํ•˜๊ณ  ๊ณต๋ฐฑ๊นŒ์ง€ ์•Œ์•„๋‚ด๋Š” ์ˆ˜๊ณ ๋ฅผ ํ–ˆ์Œ์—๋„
05:00
but then we built right on top of it.
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๊ทธ ์œ„์— ๊ณ„์† ์ง€์—ˆ์Šต๋‹ˆ๋‹ค.
05:01
So the idea of mastery learning is to do the exact opposite.
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ํ†ต๋‹ฌํ•˜๋Š” ํ•™์Šต์€ ์ด๊ฒƒ์˜ ์ •๋ฐ˜๋Œ€๋ฅผ ํ•˜๋Š” ๊ฒƒ์ž…๋‹ˆ๋‹ค.
05:04
Instead of artificially constraining, fixing
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๊ณต๋ถ€ํ•˜๋Š” ๊ธฐ๊ฐ„์— ์ธ์œ„์ ์œผ๋กœ ์ œํ•œ์œผ๋กœ ๋‘๊ณ  ๊ณ ์ •ํ•˜์—ฌ
05:07
when and how long you work on something,
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05:09
pretty much ensuring that variable outcome,
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A, B, C, D, F์˜ ๊ฐ€๋ณ€์ ์ธ ๊ฒฐ๊ณผ๋ฅผ ์ž์ดˆํ•˜๊ธฐ ๋ณด๋‹ค๋Š”
05:11
the A, B, C, D, F --
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05:13
do it the other way around.
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๋ฐ˜๋Œ€๋กœ ํ•˜๋Š” ๊ฒƒ์ด์ฃ .
05:15
What's variable is when and how long
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๊ฐ€๋ณ€์ ์ธ ๊ฒƒ์€
05:17
a student actually has to work on something,
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ํ•™์ƒ์ด ๊ณต๋ถ€ํ•˜๋Š” ์‹œ๊ธฐ์™€ ๊ธฐ๊ฐ„์ด๊ณ 
05:19
and what's fixed is that they actually master the material.
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๊ณ ์ •๋œ ๊ฒƒ์€ ํ•™์Šต ๋‚ด์šฉ์„ ํ†ต๋‹ฌํ•œ๋‹ค๋Š” ์‚ฌ์‹ค์ž…๋‹ˆ๋‹ค.
05:23
And it's important to realize
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์ด ๋ฐฉ๋ฒ•์ด ํ•™์ƒ๋“ค์ด
05:25
that not only will this make the student learn their exponents better,
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์ง€์ˆ˜๋ฅผ ๋” ์ž˜ ๋ฐฐ์šฐ๊ฒŒ ํ•  ๋ฟ๋งŒ ์•„๋‹ˆ๋ผ
05:28
but it'll reinforce the right mindset muscles.
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์˜ฌ๋ฐ”๋ฅธ ์‚ฌ๊ณ ๋ฐฉ์‹์„ ๊ฐ•ํ™”์‹œ์ผœ์ค€๋‹ค๋Š” ์‚ฌ์‹ค์„ ๊นจ๋‹ซ๋Š” ๊ฒŒ ์ค‘์š”ํ•ฉ๋‹ˆ๋‹ค.
05:31
It makes them realize that if you got 20 percent wrong on something,
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๋ฌด์–ธ๊ฐ€์—์„œ 20%๋ฅผ ํ‹€๋ ธ๋‹ค๋ฉด
05:34
it doesn't mean that you have a C branded in your DNA somehow.
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C๋ฅผ ๋ฐ›๋Š” ์œ ์ „์ž๋ฅผ ๊ฐ–๊ณ  ์žˆ์–ด์„œ๊ฐ€ ์•„๋‹ˆ๋ผ
05:38
It means that you should just keep working on it.
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๋” ๊ณต๋ถ€ํ•ด์•ผ ํ•œ๋‹ค๋Š” ์‚ฌ์‹ค์„ ๊นจ๋‹ซ๊ฒŒ ํ•ด์ฃผ๋‹ˆ๊นŒ์š”.
05:40
You should have grit; you should have perseverance;
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ํˆฌ์ง€์™€ ๋ˆ๊ธฐ๋ฅผ ๊ฐ€์ ธ์•ผ ํ•˜๊ณ 
05:43
you should take agency over your learning.
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์ฃผ์ฒด์ ์œผ๋กœ ํ•™์Šตํ•ด์•ผ ํ•œ๋‹ค๋Š” ๊ฒƒ์„์š”.
05:45
Now, a lot of skeptics might say, well, hey, this is all great,
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๋งŽ์€ ๋ฐ˜๋Œ€๋ก ์ž๋“ค์€ ์ด๋ ‡๊ฒŒ ๋งํ•˜๊ฒ ์ฃ . ๊ทธ๋ž˜, ๋‹ค ์ด๋ก ์ ์œผ๋กœ๋Š” ์ข‹๋„ค์š”.
05:48
philosophically, this whole idea of mastery-based learning
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ํ†ต๋‹ฌ์„ ์œ„ํ•œ ํ•™์Šต๊ณผ
05:51
and its connection to mindset,
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์‚ฌ๊ณ  ๋ฐฉ์‹๊ณผ์˜ ์—ฐ๊ฒฐ๋œ ๊ฒƒ๊ณผ
05:53
students taking agency over their learning.
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ํ•™์ƒ๋“ค์ด ์ฃผ์ฒด์ ์œผ๋กœ ํ•™์Šตํ•˜๋Š” ๊ฒƒ ๋ชจ๋‘ ์ข‹์•„๋ณด์—ฌ์š”.
05:55
It makes a lot of sense, but it seems impractical.
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ํ•˜์ง€๋งŒ ๋ง์€ ๋˜๋Š”๋ฐ ๋น„ํ˜„์‹ค์ ์ธ ๊ฒƒ ๊ฐ™์•„์š”.
05:58
To actually do it, every student would be on their own track.
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์ด๊ฑธ ์‹ค์ œ๋กœ ํ•˜๋ ค๋ฉด ํ•™์ƒ๋“ค์€ ์ž๊ธฐ๋งŒ์˜ ๊ธธ์„ ๊ฑธ์–ด์•ผ ํ•˜๊ณ 
06:01
It would have to be personalized,
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๊ฐœ์ธ์—๊ฒŒ ๋งž์ถ”์–ด์ ธ์•ผ ํ•˜์ฃ .
06:03
you'd have to have private tutors and worksheets for every student.
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๊ฐœ์ธ ๊ต์‚ฌ๊ฐ€ ์žˆ์–ด์•ผ ํ•˜๊ณ  ๋ฌธ์ œ์ง€๋„ ํ•™์ƒ๋“ค๋งˆ๋‹ค ๋‹ฌ๋ผ์•ผ ํ•ด์š”.
06:06
And these aren't new ideas --
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๊ทธ๋ฆฌ๊ณ  ์ด๊ฑด ์ƒˆ๋กœ์šด ๋ฐœ์ƒ๋„ ์•„๋‹ˆ์ฃ .
06:08
there were experiments in Winnetka, Illinois, 100 years ago,
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100๋…„ ์ „์— ์ผ๋ฆฌ๋…ธ์ด ์ฃผ ์œ„๋„ค์นด ์‹œ์—์„œ ์‹คํ—˜ํ–ˆ์—ˆ์ฃ .
ํ†ต๋‹ฌ์„ ์œ„ํ•œ ํ•™์Šต๋ฒ•์„ ์ ์šฉํ•ด์„œ ์ข‹์€ ๊ฒฐ๊ณผ๋ฅผ ์–ป์—ˆ์ง€๋งŒ
06:11
where they did mastery-based learning and saw great results,
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06:13
but they said it wouldn't scale because it was logistically difficult.
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์‹œํ–‰ํ•˜๊ธฐ ์–ด๋ ต๊ธฐ ๋•Œ๋ฌธ์— ๋Œ€๊ทœ๋ชจ๋กœ ํ•˜์ง€๋Š” ์•Š์„ ๊ฑฐ๋ผ๊ณ  ํ–ˆ์ง€์š”.
06:17
The teacher had to give different worksheets to every student,
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์„ ์ƒ์€ ๋ชจ๋“  ํ•™์ƒ์—๊ฒŒ ๊ฐ์ž ๋‹ค๋ฅธ ๋ฌธ์ œ์ง€๋ฅผ ๋‚˜๋ˆ„์–ด์ฃผ๊ณ 
06:20
give on-demand assessments.
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๋งž์ถคํ˜• ํ‰๊ฐ€๋ฅผ ์ค˜์•ผ ํ–ˆ์–ด์š”.
06:21
But now today, it's no longer impractical.
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ํ•˜์ง€๋งŒ ์˜ค๋Š˜๋‚ ์—” ๋” ์ด์ƒ ๋น„ํ˜„์‹ค์ ์ด์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
06:23
We have the tools to do it.
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ํ•„์š”ํ•œ ๋„๊ตฌ๋ฅผ ๊ฐ–์ถ”๊ณ  ์žˆ์œผ๋‹ˆ๊นŒ์š”.
06:25
Students see an explanation at their own time and pace?
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์ž๊ธฐ์—๊ฒŒ ๋งž๋Š” ๋•Œ์™€ ์†๋„๋กœ ์„ค๋ช…์„ ๋“ฃ๋Š”๋‹ค๊ณ ์š”?
06:27
There's on-demand video for that.
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๋งž์ถคํ˜• ์ธ๊ฐ•์ด ์žˆ์–ด์š”.
06:29
They need practice? They need feedback?
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์—ฐ์Šต๊ณผ ํ”ผ๋“œ๋ฐฑ์ด ํ•„์š”ํ•˜๋‹ค๊ณ ์š”?
06:31
There's adaptive exercises readily available for students.
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ํ•™์ƒ๋“ค์ด ์–ธ์ œ๋“  ์“ธ ์ˆ˜ ์žˆ๋Š” ๋งž์ถคํ˜• ์—ฐ์Šต๋ฌธ์ œ๊ฐ€ ์žˆ์–ด์š”.
06:36
And when that happens, all sorts of neat things happen.
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์ด๊ฒŒ ์ด๋ฃจ์–ด์ง€๋ฉด ๋ฉ‹์ง„ ์ผ๋“ค์ด ๋งŽ์ด ์ƒ๊น๋‹ˆ๋‹ค.
06:38
One, the students can actually master the concepts,
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์ฒซ์งธ๋กœ ํ•™์ƒ๋“ค์€ ์ •๋ง๋กœ ๊ฐœ๋…์„ ์™„์ „ํžˆ ์ตํž ์ˆ˜ ์žˆ๊ณ 
06:41
but they're also building their growth mindset,
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์„ฑ์žฅ์„ ์œ„ํ•œ ์‚ฌ๊ณ ๋ฅผ ๊ธฐ๋ฅผ ์ˆ˜ ์žˆ์–ด์š”.
06:43
they're building grit, perseverance,
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ํˆฌ์ง€์™€ ๋ˆ๊ธฐ๋ฅผ ๊ธฐ๋ฅด๊ณ 
06:45
they're taking agency over their learning.
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ํ•™์Šต์˜ ์ฃผ์ฒด๊ฐ€ ๋  ์ˆ˜ ์žˆ์–ด์š”.
06:47
And all sorts of beautiful things can start to happen
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๊ทธ๋ฆฌ๊ณ  ์‹ค์ œ ๊ต์‹ค ์•ˆ์—์„œ ๋ฉ‹์ง„ ์ผ๋“ค์ด
06:50
in the actual classroom.
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๋งŽ์ด ์ผ์–ด๋‚˜๊ธฐ ์‹œ์ž‘ํ•ฉ๋‹ˆ๋‹ค.
06:52
Instead of it being focused on the lecture,
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๊ฐ•์˜์— ์ดˆ์ ์ด ๋งž์ถฐ์ง€๊ธฐ๋ณด๋‹ค
06:54
students can interact with each other.
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ํ•™์ƒ๋“ค์ด ์„œ๋กœ ์†Œํ†ตํ•  ์ˆ˜ ์žˆ์–ด์š”.
06:55
They can get deeper mastery over the material.
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ํ•™์Šต ๋‚ด์šฉ์„ ๋” ๊นŠ๊ฒŒ ํ†ต๋‹ฌํ•  ์ˆ˜ ์žˆ๊ณ 
์†Œํฌ๋ผํ…Œ์Šค์‹ ๋Œ€ํ™”๊ฐ™์€ ๋ชจ์˜ ์‹คํ—˜์„ ํ•ด๋ณผ ์ˆ˜ ์žˆ์Šต๋‹ˆ๋‹ค.
06:58
They can go into simulations, Socratic dialogue.
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07:00
To appreciate what we're talking about
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์šฐ๋ฆฌ๊ฐ€ ๋‚˜๋ˆ„๊ณ  ์žˆ๋Š” ๋Œ€ํ™”์˜ ๊ฐ€์น˜์™€
07:03
and the tragedy of lost potential here,
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์žƒ์–ด๋ฒ„๋ฆฐ ์ž ์žฌ๋ ฅ์˜ ๋น„๊ทน์„ ์ œ๋Œ€๋กœ ์•Œ๊ธฐ ์œ„ํ•ด์„œ
07:07
I'd like to give a little bit of a thought experiment.
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์‚ฌ๊ณ ์‹คํ—˜์„ ํ•˜๋‚˜ ํ•ด ๋ณด๋ ค๊ณ  ํ•ฉ๋‹ˆ๋‹ค.
07:10
If we were to go 400 years into the past to Western Europe,
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์ง€๊ตฌ์ƒ์—์„œ ๋ฌธ๋งน๋ฅ ์ด ๋‹ค๋ฅธ ๊ณณ๋ณด๋‹ค ๋‚ฎ์€ ๊ณณ ์ค‘ ํ•˜๋‚˜์˜€๋˜
07:16
which even then, was one of the more literate parts of the planet,
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400๋…„ ์ „์˜ ์„œ์œ ๋Ÿฝ์œผ๋กœ ๋Œ์•„๊ฐ„๋‹ค๋ฉด
07:19
you would see that about 15 percent of the population knew how to read.
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๊ธ€์„ ์ฝ์„ ์ค„ ์•„๋Š” ์‚ฌ๋žŒ์€ ์ธ๊ตฌ ์ค‘ 15%์ •๋„์ผ ๊ฒ๋‹ˆ๋‹ค.
07:23
And I suspect that if you asked someone who did know how to read,
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๋งŒ์•ฝ ๊ธ€์„ ์ฝ์„ ์ค„ ์•„๋Š” ์‚ฌ๋žŒ์—๊ฒŒ, ์˜ˆ๋ฅผ ๋“ค์–ด ์„ฑ์ง์ž์—๊ฒŒ
07:27
say a member of the clergy,
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07:29
"What percentage of the population do you think is even capable of reading?"
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"์ธ๊ตฌ์˜ ๋ช‡ %๊ฐ€ ๊ธ€์„ ์ฝ์„ ์ˆ˜ ์žˆ๋‹ค๊ณ  ์ƒ๊ฐํ•˜์„ธ์š”?"๋ผ๊ณ  ๋ฌผ์–ด๋ณธ๋‹ค๋ฉด
07:32
They might say, "Well, with a great education system,
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์„ฑ์ง์ž๋Š” "์Œ, ์ข‹์€ ๊ต์œก ์ฒด๊ณ„๊ฐ€ ์žˆ๋‹ค๋ฉด ์•„๋งˆ 20, 30%๊ฒ ์ฃ ."๋ผ๊ณ 
07:36
maybe 20 or 30 percent."
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๋Œ€๋‹ตํ•  ๊ฒ๋‹ˆ๋‹ค.
07:39
But if you fast forward to today,
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ํ•˜์ง€๋งŒ ํ˜„๋Œ€๋กœ ๋Œ์•„์™€์„œ ์ƒ๊ฐํ•˜๋ฉด
07:41
we know that that prediction would have been wildly pessimistic,
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์šฐ๋ฆฌ๋Š” ์ด ์˜ˆ์ธก์ด ์‹ฌํžˆ ๋น„๊ด€์ ์ด๋ผ๋Š” ๊ฑธ ์••๋‹ˆ๋‹ค.
07:44
that pretty close to 100 percent of the population is capable of reading.
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100%์— ๊ฐ€๊นŒ์šด ์‚ฌ๋žŒ๋“ค์ด ๊ธ€์„ ์ฝ์„ ์ˆ˜ ์žˆ์œผ๋‹ˆ๊นŒ์š”.
07:48
But if I were to ask you a similar question:
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์ด์ œ ๋‹ค๋ฅธ ๋น„์Šทํ•œ ์งˆ๋ฌธ์„ ๋˜์ ธ๋ณผ๊ฒŒ์š”.
07:51
"What percentage of the population do you think is capable
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"์ธ๊ตฌ ์ค‘ ๋ช‡ %๊ฐ€ ์ง„์ •์œผ๋กœ
07:55
of truly mastering calculus,
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๋ฏธ์ ๋ถ„์„ ํ†ต๋‹ฌํ•˜๊ฑฐ๋‚˜ ์œ ๊ธฐํ™”ํ•™์„ ์ดํ•ดํ•˜๊ฑฐ๋‚˜
07:57
or understanding organic chemistry,
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08:00
or being able to contribute to cancer research?"
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์•” ์—ฐ๊ตฌ์— ๊ธฐ์—ฌํ•  ์ˆ˜ ์žˆ๋‹ค๊ณ  ์ƒ๊ฐํ•˜์‹œ๋‚˜์š”?"๋ผ๊ณ  ๋ฌป๋Š”๋‹ค๋ฉด
08:04
A lot of you might say, "Well, with a great education system,
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๋Œ€๋ถ€๋ถ„์˜ ์‚ฌ๋žŒ๋“ค์ด "์Œ, ์ข‹์€ ๊ต์œก ์ฒด๊ณ„๊ฐ€ ์žˆ๋‹ค๋ฉด
08:07
maybe 20, 30 percent."
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20, 30% ์ •๋„๊ฒ ์ฃ ."๋ผ๊ณ  ํ•  ๊ฑฐ์˜ˆ์š”.
08:09
But what if that estimate
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ํ•˜์ง€๋งŒ ์ด ์˜ˆ์ƒ ์ˆ˜์น˜๊ฐ€
08:11
is just based on your own experience in a non-mastery framework,
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์ˆ˜์—…์—์„œ ์ •ํ•ด์ง„ ์†๋„์˜ ํ•™์Šต์„ ๊ฐ•์š”๋‹นํ•˜๊ณ  ๊ณต๋ฐฑ์ด ์Œ“์ด๋˜
08:14
your own experience with yourself or observing your peers,
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ํ†ต๋‹ฌ์„ ์œ„ํ•œ ๊ฒŒ ์•„๋‹Œ ์ฒด์ œ ์†์—์„œ ์—ฌ๋Ÿฌ๋ถ„์ด ๊ฒช์—ˆ๋˜ ๊ฒฝํ—˜์ด๋‚˜
08:17
where you're being pushed at this set pace through classes,
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์Šค์Šค๋กœ ๊ฒฝํ—˜ํ•œ ๊ฒƒ์ด๋‚˜ ์นœ๊ตฌ๋“ค์„ ๊ด€์ฐฐํ•˜๋ฉฐ ๋ด์˜จ ๊ฒƒ์—
08:20
accumulating all these gaps?
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๊ธฐ๋ฐ˜ํ•œ ๊ฒƒ์ด๋ผ๋ฉด ์–ด๋–จ๊นŒ์š”?
08:21
Even when you got that 95 percent,
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์‹œํ—˜์—์„œ 95์ ์„ ๋งž์•˜๋”๋ผ๋„
08:23
what was that five percent you missed?
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๋†“์นœ 5์ ์€ ๋ฌด์—‡์ด์—ˆ์„๊นŒ์š”?
08:25
And it keeps accumulating -- you get to an advanced class,
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๊ณต๋ฐฑ์€ ๊ณ„์† ์Œ“์ž…๋‹ˆ๋‹ค. ๊ณ ๋“ฑ ์ˆ˜์—…์„ ๋“ฃ๋Š” ์ˆœ๊ฐ„
08:27
all of a sudden you hit a wall and say,
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๋ฒฝ์„ ๋งž๋‹ฅ๋œจ๋ฆฌ๊ฒŒ ๋˜๊ณ  ์ด๋Ÿฐ ๋ง์„ ํ•˜๊ฒŒ ๋˜์ฃ .
08:29
"I'm not meant to be a cancer researcher;
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"์•” ์—ฐ๊ตฌ์›์€ ๋‚ด ๊ธธ์ด ์•„๋‹Œ๊ฐ€๋ด.
๋ฌผ๋ฆฌํ•™์ž๋„, ์ˆ˜ํ•™์ž๋„ ๋‚ด ๊ธธ์ด ์•„๋‹Œ๊ฐ€๋ด."
08:31
not meant to be a physicist; not meant to be a mathematician."
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08:34
I suspect that that actually is the case,
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์ €๋Š” ์ด๊ฒŒ ์ด์œ ๋ผ๊ณ  ์ƒ๊ฐํ•˜์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
08:36
but if you were allowed to be operating in a mastery framework,
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ํ•˜์ง€๋งŒ ํ†ต๋‹ฌ์„ ์œ„ํ•œ ๊ต์œก ์ฒด์ œ์—์„œ ํ•™์Šต์„ ํ•  ์ˆ˜ ์žˆ๊ณ 
08:40
if you were allowed to really take agency over your learning,
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์ฃผ์ฒด์ ์ธ ํ•™์Šต์„ ํ•  ์ˆ˜ ์žˆ๊ณ 
08:43
and when you get something wrong,
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๋ฌด์–ธ๊ฐ€๋ฅผ ํ‹€๋ ธ์„ ๋•Œ
08:45
embrace it -- view that failure as a moment of learning --
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์‹คํŒจ๋ฅผ ๋ฐฐ์›€์˜ ์ˆœ๊ฐ„์œผ๋กœ ๋ฐ›์•„๋“ค์„ ์ˆ˜ ์žˆ๋‹ค๋ฉด
08:48
that number, the percent that could really master calculus
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๋ฏธ์ ๋ถ„์„ ํ†ต๋‹ฌํ•˜๊ณ  ์œ ๊ธฐํ™”ํ•™์„ ์ดํ•ดํ•  ์ˆ˜ ์žˆ๋Š” ์‚ฌ๋žŒ์˜ ๋น„์œจ์€
08:52
or understand organic chemistry,
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08:54
is actually a lot closer to 100 percent.
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100%์— ๋” ๊ฐ€๊นŒ์›Œ์งˆ ๊ฒ๋‹ˆ๋‹ค.
08:57
And this isn't even just a "nice to have."
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์ด๊ฑด "์žˆ์œผ๋ฉด ์ข‹์€" ์ฒด์ œ๊ฐ€ ์•„๋‹™๋‹ˆ๋‹ค.
09:01
I think it's a social imperative.
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์‚ฌํšŒ์ ์œผ๋กœ ํ•„์ˆ˜์ ์ธ ๊ฒƒ์ž…๋‹ˆ๋‹ค.
09:03
We're exiting what you could call the industrial age
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์šฐ๋ฆฌ๋Š” ์‚ฐ์—…์‹œ๋Œ€๋ผ๊ณ  ๋ถˆ๋ฆฌ๋Š” ์‹œ๋Œ€์—์„œ ํ‡ด์žฅํ•˜๋ฉด์„œ
09:07
and we're going into this information revolution.
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์ •๋ณด ํ˜๋ช…์œผ๋กœ ๋“ค์–ด๊ฐ€๊ณ  ์žˆ์Šต๋‹ˆ๋‹ค.
09:11
And it's clear that some things are happening.
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์–ด๋–ค ์ผ๋“ค์ด ๋ฒŒ์–ด์ง€๊ณ  ์žˆ๋Š” ๊ฑด ๋ถ„๋ช…ํ•ฉ๋‹ˆ๋‹ค.
09:13
In the industrial age, society was a pyramid.
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์‚ฐ์—… ์‹œ๋Œ€์—์„œ ์‚ฌํšŒ๋Š” ํ”ผ๋ผ๋ฏธ๋“œ ํ˜•ํƒœ์˜€์Šต๋‹ˆ๋‹ค.
09:15
At the base of the pyramid, you needed human labor.
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ํ”ผ๋ผ๋ฏธ๋“œ ํ•˜๋ถ€์—๋Š” ์ธ๊ฐ„์˜ ๋…ธ๋™๋ ฅ์ด ํ•„์š”ํ–ˆ์Šต๋‹ˆ๋‹ค.
09:21
In the middle of the pyramid, you had an information processing,
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ํ”ผ๋ผ๋ฏธ๋“œ์˜ ์ค‘๊ฐ„์ธต์—๋Š” ์ •๋ณด ์ฒ˜๋ฆฌ๊ฐ€ ์žˆ์—ˆ์ฃ .
09:24
a bureaucracy class,
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๊ด€๋ฃŒ์ธต์ด ์žˆ์—ˆ์–ด์š”.
09:26
and at the top of the pyramid, you had your owners of capital
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ํ”ผ๋ผ๋ฏธ๋“œ ๊ผญ๋Œ€๊ธฐ์—๋Š” ์ž๋ณธ์˜ ์ฃผ์ธ๊ณผ
09:29
and your entrepreneurs
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๊ธฐ์—…๊ฐ€์™€ ์ฐฝ์˜์ ์ธ ์‚ฌ๋žŒ๋“ค์ด ์žˆ์—ˆ์Šต๋‹ˆ๋‹ค.
09:31
and your creative class.
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09:33
But we know what's happening already,
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ํ•˜์ง€๋งŒ ์šฐ๋ฆฐ ์ •๋ณด ํ˜๋ช…์„ ๊ฒช์œผ๋ฉด์„œ
09:35
as we go into this information revolution.
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๋ฒŒ์จ ๋ฌด์Šจ ์ผ์ด ์ผ์–ด๋‚˜๊ณ  ์žˆ๋Š”์ง€ ์•Œ๊ณ  ์žˆ์–ด์š”.
09:37
The bottom of that pyramid, automation, is going to take over.
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ํ”ผ๋ผ๋ฏธ๋“œ ํ•˜๋ถ€๋Š” ์ž๋™ํ™”๊ฐ€ ์žฅ์•…ํ•  ๊ฒ๋‹ˆ๋‹ค.
09:40
Even that middle tier, information processing,
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์ค‘๊ฐ„์ธต์ด ํ•˜๋Š” ์ •๋ณด์ฒ˜๋ฆฌ๋„
09:43
that's what computers are good at.
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์ปดํ“จํ„ฐ๊ฐ€ ์ž˜ ํ•˜๋Š” ์ผ์ด์ฃ .
09:44
So as a society, we have a question:
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๊ทธ๋ž˜์„œ ์‚ฌํšŒ๋Š” ์ด๋Ÿฐ ์˜๋ฌธ์„ ํ’ˆ๊ฒŒ ๋ฉ๋‹ˆ๋‹ค.
09:46
All this new productivity is happening because of this technology,
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๊ธฐ์ˆ  ๋•๋ถ„์ด ์ƒ์‚ฐ์„ฑ์ด ๋‹ฌ๋ผ์ง€๊ณ  ์žˆ๋Š”๋ฐ
09:49
but who participates in it?
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์—ฌ๊ธฐ์— ๋ˆ„๊ฐ€ ์ฐธ์—ฌํ•˜๋Š” ๊ฑธ๊นŒ?
09:51
Is it just going to be that very top of the pyramid, in which case,
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ํ”ผ๋ผ๋ฏธ๋“œ ๊ผญ๋Œ€๊ธฐ๋งŒ ์ฐธ์—ฌํ•˜๋Š” ๊ฑธ๊นŒ, ๋งŒ์•ฝ ๊ทธ๋ ‡๋‹ค๋ฉด
๋‚˜๋จธ์ง€ ์‚ฌ๋žŒ๋“ค์€ ๋ญ˜ ํ•˜๋Š”๊ฑธ๊นŒ?
09:54
what does everyone else do?
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09:55
How do they operate?
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์–ด๋–ป๊ฒŒ ๋Œ์•„๊ฐ€๋Š” ๊ฑธ๊นŒ?
09:56
Or do we do something that's more aspirational?
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์•„๋‹ˆ๋ฉด ์šฐ๋ฆฌ๋Š” ๋ฌด์–ธ๊ฐ€ ๋” ์•ผ์‹ฌ์ฐฌ ์ผ์„ ํ•˜๊ฒŒ ๋ ๊นŒ?
09:59
Do we actually attempt to invert the pyramid,
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ํ”ผ๋ผ๋ฏธ๋“œ๋ฅผ ๋’ค์ง‘์œผ๋ ค๊ณ  ํ•˜๊ฒŒ ๋ ๊นŒ?
10:02
where you have a large creative class,
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์ฐฝ์˜์  ๊ณ„์ธต์ด ๊ฑฐ๋Œ€ํ•ด์„œ
10:04
where almost everyone can participate as an entrepreneur,
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๊ฑฐ์˜ ๋ชจ๋“  ์‚ฌ๋žŒ๋“ค์ด ๊ธฐ์—…๊ฐ€๋กœ, ์˜ˆ์ˆ ๊ฐ€๋กœ, ์—ฐ๊ตฌ์ž๋กœ
10:08
an artist, as a researcher?
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์กด์žฌํ•˜๋Š” ํ˜•ํƒœ๋กœ ๋ง์ด์ฃ .
10:10
And I don't think that this is utopian.
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์ด๊ฒŒ ์œ ํ† ํ”ผ์•„์ ์ธ ์‚ฌ๊ณ ๋ผ๊ณ  ์ƒ๊ฐํ•˜์ง€ ์•Š์Šต๋‹ˆ๋‹ค.
10:12
I really think that this is all based on the idea
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๊ฐœ๋…์„ ํ†ต๋‹ฌํ•˜๊ณ  ํ•™์Šต์˜ ์ฃผ์ฒด๊ฐ€ ๋จ์œผ๋กœ์จ
10:15
that if we let people tap into their potential
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์‚ฌ๋žŒ๋“ค์ด ์ž์‹ ์˜ ์ž ์žฌ๋ ฅ์„ ์‹คํ˜„ํ•  ์ˆ˜ ์žˆ๊ฒŒ ํ•ด์ค€๋‹ค๋ฉด
10:17
by mastering concepts,
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์‚ฌ๋žŒ๋“ค์ด ์ด์ƒ์—
10:19
by being able to exercise agency over their learning,
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๋‹ค๋‹ค๋ฅผ ์ˆ˜ ์žˆ๋‹ค๋Š” ์ƒ๊ฐ์— ๊ธฐ๋ฐ˜ํ•œ
10:22
that they can get there.
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์‚ฌ๊ณ ๋ผ๊ณ  ์ƒ๊ฐํ•ฉ๋‹ˆ๋‹ค.
10:24
And when you think of it as just a citizen of the world,
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๊ทธ๋ฆฌ๊ณ  ์‚ฌ๋žŒ๋“ค์„ ์„ธ๊ณ„ ์‹œ๋ฏผ์œผ๋กœ ๋ณด๋ฉด
10:28
it's pretty exciting.
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๊ฝค ์‹ ๋‚˜๋Š” ์ƒ๊ฐ์ด์ฃ .
10:29
I mean, think about the type of equity we can we have,
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์–ด๋–ค ์ข…๋ฅ˜์˜ ์ž๋ณธ์„ ๊ฐ€์งˆ ์ˆ˜ ์žˆ์„์ง€, ์–ผ๋งˆ๋‚˜ ๋น ๋ฅธ ์†๋„๋กœ
10:32
and the rate at which civilization could even progress.
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๋ฌธ๋ช…์ด ๋ฐœ๋‹ฌํ•  ์ˆ˜ ์žˆ์„์ง€ ์ƒ๊ฐํ•ด๋ณด์„ธ์š”.
10:36
And so, I'm pretty optimistic about it.
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๊ทธ๋ž˜์„œ ์ „ ๊ธ์ •์ ์ž…๋‹ˆ๋‹ค.
10:38
I think it's going to be a pretty exciting time to be alive.
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์‚ด์•„์žˆ์–ด์„œ ์ฆ๊ฑฐ์šด ์‹œ๋Œ€๊ฐ€ ๋  ๊ฑฐ์˜ˆ์š”.
10:42
Thank you.
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๊ฐ์‚ฌํ•ฉ๋‹ˆ๋‹ค.
10:43
(Applause)
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(๋ฐ•์ˆ˜)
์ด ์›น์‚ฌ์ดํŠธ ์ •๋ณด

์ด ์‚ฌ์ดํŠธ๋Š” ์˜์–ด ํ•™์Šต์— ์œ ์šฉํ•œ YouTube ๋™์˜์ƒ์„ ์†Œ๊ฐœํ•ฉ๋‹ˆ๋‹ค. ์ „ ์„ธ๊ณ„ ์ตœ๊ณ ์˜ ์„ ์ƒ๋‹˜๋“ค์ด ๊ฐ€๋ฅด์น˜๋Š” ์˜์–ด ์ˆ˜์—…์„ ๋ณด๊ฒŒ ๋  ๊ฒƒ์ž…๋‹ˆ๋‹ค. ๊ฐ ๋™์˜์ƒ ํŽ˜์ด์ง€์— ํ‘œ์‹œ๋˜๋Š” ์˜์–ด ์ž๋ง‰์„ ๋”๋ธ” ํด๋ฆญํ•˜๋ฉด ๊ทธ๊ณณ์—์„œ ๋™์˜์ƒ์ด ์žฌ์ƒ๋ฉ๋‹ˆ๋‹ค. ๋น„๋””์˜ค ์žฌ์ƒ์— ๋งž์ถฐ ์ž๋ง‰์ด ์Šคํฌ๋กค๋ฉ๋‹ˆ๋‹ค. ์˜๊ฒฌ์ด๋‚˜ ์š”์ฒญ์ด ์žˆ๋Š” ๊ฒฝ์šฐ ์ด ๋ฌธ์˜ ์–‘์‹์„ ์‚ฌ์šฉํ•˜์—ฌ ๋ฌธ์˜ํ•˜์‹ญ์‹œ์˜ค.

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