Why our IQ levels are higher than our grandparents' | James Flynn

Translator: Katarína Durkáčová Reviewer: Katarína Grozaničová

We are going to take a quick voyage

Vydajme sa spolu na krátku cestu

over the cognitive history of the 20th century,

dejinami poznania v 20-tom storočí.

because during that century,

Za posledných 100 rokov sa nám

our minds have altered dramatically.

totiž dramaticky zmenilo myslenie.

As you all know, the cars that people drove in 1900

Ako viete, autá, v ktorých sa jazdilo v roku 1900

have altered because the roads are better

sa zmenili, lebo sa zlepšili cesty

and because of technology.

a technológie.

And our minds have altered, too.

Zmenilo sa aj naše myslenie.

We've gone from people who confronted a concrete world

Kedysi ľudia čelili skutočnému svetu

and analyzed that world primarily in terms

a zisťovali hlavne to,

of how much it would benefit them

aký úžitok z neho môžu mať.

to people who confront a very complex world,

Dnes však čelíme komplexnému svetu.

and it's a world where we've had to develop

Svetu, kde sme si museli vytvoriť

new mental habits, new habits of mind.

nové mentálne zvyky, nové myslenie.

And these include things like

Odieť napríklad

clothing that concrete world with classification,

skutočný svet do kategórií,

introducing abstractions that we try to make

zaviesť abstrakcie, ktoré sa snažíme tvoriť

logically consistent,

v súlade s logikou,

and also taking the hypothetical seriously,

a začať brať hypotézy vážne.

that is, wondering about what might have been

Rozmýšľať radšej nad tým, čo mohlo byť

rather than what is.

než nad tým, čo je.

Now, this dramatic change was drawn to my attention

Dramatické zmeny pritiahli moju pozornosť.

through massive I.Q. gains over time,

Hlavne obrovský nárast

and these have been truly massive.

hodnôt IQ.

That is, we don't just get a few more questions right

Nepribudlo nám len zopár správnych odpovedí

on I.Q. tests.

v IQ testoch.

We get far more questions right on I.Q. tests

Odpovedáme správne na oveľa viac otázok,

than each succeeding generation

než ktorákoľvek prechádzajúca generácia

back to the time that they were invented.

od dôb, keď vznikli.

Indeed, if you score the people a century ago

Ak by ste pred storočím testovali ľudí

against modern norms,

podľa moderných noriem,

they would have an average I.Q. of 70.

dosiahli by priemerné IQ 70.

If you score us against their norms,

Ak by ste hodnotili nás podľa ich noriem,

we would have an average I.Q. of 130.

dosiahli by sme priemerné IQ 130 bodov.

Now this has raised all sorts of questions.

Vyvolalo to celý rad otázok.

Were our immediate ancestors

Boli naši predkovia

on the verge of mental retardation?

na pokraji mentálnej zaostalosti?

Because 70 is normally the score for mental retardation.

Pretože IQ 70 sa bežne považuje za mentálnu zaostalosť.

Or are we on the verge of all being gifted?

Alebo sme my všetci nadaní?

Because 130 is the cutting line for giftedness.

Pretože IQ 130 je hranicou pre nadanie.

Now I'm going to try and argue for a third alternative

Pokúsim sa predostrieť a obhájiť tretiu možnosť,

that's much more illuminating than either of those,

ktorá osvetľuje oveľa viac než predchádzajúce.

and to put this into perspective,

Pre názornosť,

let's imagine that a Martian came down to Earth

predstavte si, že pristál na Zemi Marťan

and found a ruined civilization.

a našiel zničenú civilizáciu.

And this Martian was an archaeologist,

Marťan bol archeológ

and they found scores, target scores,

a našiel použité terče,

that people had used for shooting.

ktoré ľudia používali pri strieľaní.

And first they looked at 1865,

Najprv sa pozrel na terče z roku 1865,

and they found that in a minute,

a zistil, že za minútu

people had only put one bullet in the bullseye.

trafili ľudia do stredu iba raz.

And then they found, in 1898,

Potom zistil, že v roku 1898

that they'd put about five bullets in the bullseye in a minute.

skončilo v strede terča asi 5 guliek za minútu.

And then about 1918 they put a hundred bullets in the bullseye.

V roku 1918 ich bolo 100.

And initially, that archaeologist would be baffled.

Sprvu by bol archeológ bezradný.

They would say, look, these tests were designed

Povedal by si, že testy vznikli, aby sa zistilo

to find out how much people were steady of hand,

akú pevnú mali ľudia ruku,

how keen their eyesight was,

aký mali ostrý zrak,

whether they had control of their weapon.

či mali kontrolu nad zbraňou.

How could these performances have escalated

Ako mohli výkony vzrásť

to this enormous degree?

na takúto enormnú úroveň?

Well we now know, of course, the answer.

Dnes už, samozrejme, odpoveď poznáme.

If that Martian looked at battlefields,

Ak by sa Marťan pozrel na bojové polia,

they would find that people had only muskets

zistil by, že ľudia mali muškety

at the time of the Civil War

v časoch Americkej občianskej vojny,

and that they had repeating rifles

viacranové pušky

at the time of the Spanish-American War,

v časoch Španielsko-americkej vojny,

and then they had machine guns

a guľomety

by the time of World War I.

v Prvej svetovej vojne.

And, in other words, it was the equipment

Inými slovami, pokrok spôsobilo

that was in the hands of the average soldier

vybavenie v rukách bežného vojaka,

that was responsible, not greater keenness of eye

nie ostrejší zrak,

or steadiness of hand.

či pevnosť ruky.

Now what we have to imagine is the mental artillery

Len si predstavte mentálnu výzbroj

that we have picked up over those hundred years,

ktorú sme nabrali za stovku rokov.

and I think again that another thinker will help us here,

Pomôže nám v tom ďalší mysliteľ,

and that's Luria.

Luria.

Luria looked at people

Luria skúmal ľudí

just before they entered the scientific age,

tesne pred začiatkom vedeckej doby

and he found that these people

a zistil, že sa bránili

were resistant to classifying the concrete world.

klasifikácii skutočného sveta.

They wanted to break it up

Chceli ho rozdeliť

into little bits that they could use.

na kúsočky, ktoré by mohli využiť.

He found that they were resistant

Zistil, že odmietali dedukovať

to deducing the hypothetical,

na základe hypotéz

to speculating about what might be,

a uvažovať nad tým, čo môže byť.

and he found finally that they didn't deal well

Zistil, že im nešlo

with abstractions or using logic on those abstractions.

abstraktné myslenie, ani logické uvažovanie.

Now let me give you a sample of some of his interviews.

Poviem vám príklady z jeho rozhovorov.

He talked to the head man of a person

Zhováral sa so starostom

in rural Russia.

na ruskom vidieku.

They'd only had, as people had in 1900,

V roku 1900 tam chodili

about four years of schooling.

do školy okolo 4 rokov.

And he asked that particular person,

A spýtal sa ho,

what do crows and fish have in common?

čo majú spoločné vrana a ryba?

And the fellow said, "Absolutely nothing.

Odpovedal: "Vôbec nič.

You know, I can eat a fish. I can't eat a crow.

Rybu zjesť môžem, vranu nie.

A crow can peck at a fish.

Vrana môže zjesť rybu.

A fish can't do anything to a crow."

Ryba nemôže urobiť vrane nič."

And Luria said, "But aren't they both animals?"

Luria mu odvetil: "Ale nie sú obe zvieratami?"

And he said, "Of course not.

Odpoveď: "Samozrejme, že nie.

One's a fish.

Jedno je ryba.

The other is a bird."

A druhé je vták."

And he was interested, effectively,

Zaujímalo ho,

in what he could do with those concrete objects.

čo môže s konkrétnymi vecami urobiť.

And then Luria went to another person,

A potom šiel Luria za ďalšími

and he said to them,

a hovorí im:

"There are no camels in Germany.

"V Nemecku nie sú ťavy.

Hamburg is a city in Germany.

Hamburg je nemecké mesto.

Are there camels in Hamburg?"

Sú v Hamburgu ťavy?"

And the fellow said,

A chlapík mu hovorí:

"Well, if it's large enough, there ought to be camels there."

"Ak je dosť veľké, tak by tam mali byť ťavy."

And Luria said, "But what do my words imply?"

A Luria hovorí: "Ale čo vyplýva z toho, čo som povedal?"

And he said, "Well, maybe it's a small village,

A on na to: "Možno je to malá dedina

and there's no room for camels."

a nie je tam pre ťavy dosť miesta."

In other words, he was unwilling to treat this

Inak povedané, nebol to ochotný riešiť

as anything but a concrete problem,

inak ako skutočný problém,

and he was used to camels being in villages,

bol zvyknutý na ťavy v dedinách

and he was quite unable to use the hypothetical,

a nedokázal si položiť hypotetickú otázku

to ask himself what if there were no camels in Germany.

Čo ak v Nemecku ťavy nie sú?

A third interview was conducted

Tretí rozhovor urobil

with someone about the North Pole.

s človekom z oblasti severného pólu.

And Luria said, "At the North Pole, there is always snow.

Luria povedal: "Na severnom póle je stále sneh.

Wherever there is always snow, the bears are white.

Všade, kde je sneh stále, sú medvede biele.

What color are the bears at the North Pole?"

Akej farby sú medvede na severnom póle?"

And the response was, "Such a thing

A odpoveď znela: "Taká vec

is to be settled by testimony.

musí byť ozrejmená svedectvom.

If a wise person came from the North Pole

Ak by prišiel múdry človek zo severného pólu

and told me the bears were white,

a povedal mi, že medvede sú biele,

I might believe him,

možno by som mu veril,

but every bear that I have seen is a brown bear."

ale všetky medvede, ktoré som kedy videl, boli hnedé."

Now you see again, this person has rejected

Vidíte ďalší príprad, keď človek odmietol

going beyond the concrete world

prejsť za hranice skutočného sveta

and analyzing it through everyday experience,

a analyzovať ho cez každodennú skúsenosť.

and it was important to that person

Akej farby sú medvede

what color bears were --

bolo preňho dôležité,

that is, they had to hunt bears.

lebo ich musel loviť.

They weren't willing to engage in this.

Neboli ochotní uvažovať inak.

One of them said to Luria,

Jeden z nich Luriovi povedal:

"How can we solve things that aren't real problems?

"Ako môžeme riešiť problémy, ktoré nie sú reálne?

None of these problems are real.

Ani jeden z nich nie je reálny.

How can we address them?"

Ako ich môžeme vyriešiť?"

Now, these three categories --

Máme tri kategórie -

classification,

klasifikáciu,

using logic on abstractions,

logické myslenie o abstraktných veciach

taking the hypothetical seriously --

a vážny prístup k hypotézam.

how much difference do they make in the real world

Aký rozdiel spôsobujú v skutočnom svete,

beyond the testing room?

mimo skúšobnej miestnosti?

And let me give you a few illustrations.

Dovoľte mi dať vám niekoľko príkladov.

First, almost all of us today get a high school diploma.

Po prvé, skoro všetci dnes majú ukončenú strednú.

That is, we've gone from four to eight years of education

4 až 8 rokov formálneho vzdelania

to 12 years of formal education,

vzrástlo na dvanásť rokov.

and 52 percent of Americans

52 % Američanov

have actually experienced some type of tertiary education.

sa vzdelávalo aj po strednej škole.

Now, not only do we have much more education,

Sme nielen vzdelanejší,

and much of that education is scientific,

ale veľká časť vzdelania má vedecký základ.

and you can't do science without classifying the world.

Vede sa nemôžete venovať bez klasifikácie sveta.

You can't do science without proposing hypotheses.

Nemôžete bádať bez navrhovania hypotéz.

You can't do science without making it logically consistent.

Nemôžete bádať bez logického myslenia.

And even down in grade school, things have changed.

Zmeny nastali dokonca aj na základných školách.

In 1910, they looked at the examinations

Všetky skúšky z roku 1910,

that the state of Ohio gave to 14-year-olds,

ktoré robili 14-ročné deti v štáte Ohio,

and they found that they were all

sa týkali

for socially valued concrete information.

sociálne cenených konkrétnych informácií.

They were things like,

Obsahovali otázky typu:

what are the capitals of the 44 or 45 states

aké boli hlavné mestá vtedajších

that existed at that time?

44 či 45 štátov USA?

When they looked at the exams

Skúšky,

that the state of Ohio gave in 1990,

zo štátu Ohio z roku 1990,

they were all about abstractions.

boli o abstraktnom myslení.

They were things like,

Obsahovali úlohy ako:

why is the largest city of a state rarely the capital?

Prečo je najväčšie mesto zriedka aj hlavným mestom?

And you were supposed to think, well,

Mali ste uvažovať takto:

the state legislature was rural-controlled,

štátna legislatíva sa riadila z vidieckych oblastí,

and they hated the big city,

a tie nenávideli veľké mestá.

so rather than putting the capital in a big city,

Namiesto toho, aby sa veľké mesto stalo hlavným,

they put it in a county seat.

urobili opak.

They put it in Albany rather than New York.

Vybrali radšej Albany než New York.

They put it in Harrisburg rather than Philadelphia.

Uprednostnili Harrisburg pred Philadelphiou.

And so forth.

A tak ďalej.

So the tenor of education has changed.

Zmenilo sa teda zameranie vzdelávania.

We are educating people to take the hypothetical seriously,

Učíme ľudí brať hypotézy vážne,

to use abstractions, and to link them logically.

myslieť abstraktne a logicky.

What about employment?

A čo zamestnanie?

Well, in 1900, three percent of Americans

V roku 1900 vykonávali 3 % Američanov

practiced professions that were cognitively demanding.

intelektuálne náročné povolania.

Only three percent were lawyers or doctors or teachers.

Iba 3 % tvorili právnici, doktori či učitelia.

Today, 35 percent of Americans

Dnes sa 35 % Američanov

practice cognitively demanding professions,

venuje intelektuálne náročnej profesii.

not only to the professions proper like lawyer

Nejde len o tradičnú prácu právnikov,

or doctor or scientist or lecturer,

doktorov, vedcov či prednášajúcich,

but many, many sub-professions

ale aj mnohé nové profesie,

having to do with being a technician,

súvisiace s technikou

a computer programmer.

a programovaním počítačov.

A whole range of professions now make cognitive demands.

Celý rad povolaní je dnes intelektuálne náročný.

And we can only meet the terms of employment

Nároky zamestnania môžeme v modernom

in the modern world by being cognitively

svete naplniť jedine tým, že budeme myslieť

far more flexible.

flexibilnejšie.

And it's not just that we have many more people

Nielenže sa viac ľudí venuje

in cognitively demanding professions.

intelektuálne náročným povolaniam,

The professions have been upgraded.

ale zlepšili sa aj samotné povolania.

Compare the doctor in 1900,

Porovnajte si doktora z roku 1900,

who really had only a few tricks up his sleeve,

ktorý mal v rukáve len zopár trikov,

with the modern general practitioner or specialist,

s moderným praktickým lekárom alebo špecialistom,

with years of scientific training.

s rokmi odbornej prípravy.

Compare the banker in 1900,

Porovnajte bankára z roku 1900,

who really just needed a good accountant

ktorý potreboval len dobrého účtovníka

and to know who was trustworthy in the local community

a vedieť, komu v okolí môže veriť,

for paying back their mortgage.

že hypotéku splatí.

Well, the merchant bankers who brought the world to their knees

Obchodní bankári, ktorí zrazili svet na kolená

may have been morally remiss,

mohli byť eticky nespôsobilí,

but they were cognitively very agile.

ale intelektuálne boli veľmi zdatní.

They went far beyond that 1900 banker.

Ďaleko predčili bankára z roku 1900.

They had to look at computer projections

Sledovali počítačové predpovede diania

for the housing market.

na trhu s nehnuteľnosťami.

They had to get complicated CDO-squared

Dlhové obligácie upravili tak,

in order to bundle debt together

aby zlepili dlhy dokopy

and make debt look as if it were actually a profitable asset.

a prezentovali ich ako výnosné aktívum.

They had to prepare a case to get rating agencies

Museli si pripraviť argumenty pre ratingové agentúry,

to give it a AAA,

aby im pridelili AAA,

though in many cases, they had virtually bribed the rating agencies.

aj keď v skutočnosti ich vlastne podplatili.

And they also, of course, had to get people

Ľudí museli presvedčiť,

to accept these so-called assets

aby takzvané aktíva uznávali

and pay money for them

a platili za ne,

even though they were highly vulnerable.

aj keď boli vysoko riskantné.

Or take a farmer today.

Alebo si vezmite farmára.

I take the farm manager of today as very different

Prácu dnešného farmára považujem za úplne inú

from the farmer of 1900.

ako v roku 1900.

So it hasn't just been the spread

Nerozšírili sa teda len

of cognitively demanding professions.

kognitívne náročné povolania.

It's also been the upgrading of tasks

Aj úlohy dnešných právnikov

like lawyer and doctor and what have you

a doktorov sa stávajú zložitejšími

that have made demands on our cognitive faculties.

a kladú vyššie nároky na naše kognitívne schopnosti.

But I've talked about education and employment.

Ale hovoril som o vzdelaní a zamestnaní.

Some of the habits of mind that we have developed

Niektoré zvyky, ktoré si naša myseľ osvojila

over the 20th century

v 20. storočí

have paid off in unexpected areas.

nám prišli vhod v neočakávaných oblastiach.

I'm primarily a moral philosopher.

Som predovšetkým etikom.

I merely have a holiday in psychology,

S psychológiou sa dôverne nepoznám

and what interests me in general is moral debate.

a vo všeobecnosti sa zaujímam o etické diskusie.

Now over the last century,

Za posledné storočie nabrali

in developed nations like America,

v rozvinutých krajinách ako je Amerika

moral debate has escalated

etické diskusie na intenzite,

because we take the hypothetical seriously,

pretože berieme hypotetické vážne,

and we also take universals seriously

a berieme vážne aj všeobecné princípy

and look for logical connections.

a hľadáme logické spojitosti.

When I came home in 1955 from university

Keď som sa v roku 1955 vrátil domov z univerzity,

at the time of Martin Luther King,

v časoch Martina Luthera Kinga,

a lot of people came home at that time

veľa ľudí vtedy prichádzalo domov

and started having arguments with their parents and grandparents.

a začalo sa hádať s rodičmi a prarodičmi.

My father was born in 1885,

Môj otec sa narodil v 1885

and he was mildly racially biased.

a bol rasovo predpojatý.

As an Irishman, he hated the English so much

Ako Ír nenávidel Angličanov tak veľmi,

he didn't have much emotion for anyone else.

že pre ostatných mu city nezvýšili.

(Laughter)

(Smiech)

But he did have a sense that black people were inferior.

Žil v tom, že černosi sú menejcenní.

And when we said to our parents and grandparents,

Keď sme sa rodičov a prarodičov spýtali:

"How would you feel if tomorrow morning you woke up black?"

"Ako by ste sa cítili, keby ste sa zajtra zobudili čierni?"

they said that is the dumbest thing you've ever said.

Odpovedali že nič hlúpejšie v živote nepočuli.

Who have you ever known who woke up in the morning --

"Kto sa kedy ráno zobudil....

(Laughter) --

(Smiech)

that turned black?

...a zmenil sa na čierneho?"

In other words, they were fixed in the concrete

Inými slovami, boli viazaní na konkrétne

mores and attitudes they had inherited.

mravy a postoje, ktoré zdedili.

They would not take the hypothetical seriously,

Nebrali vážne hypotézy

and without the hypothetical,

a bez hypotéz

it's very difficult to get moral argument off the ground.

ťažko viesť etickú diskusiu.

You have to say, imagine you were

Poviete: "Predstavte si, že ste

in Iran, and imagine that your relatives

v Iráne a vaši príbuzní

all suffered from collateral damage

utrpeli vojnou,

even though they had done no wrong.

aj keď neurobili nič zlé.

How would you feel about that?

Ako by ste sa cítili?"

And if someone of the older generation says,

A ak niekto zo staršej generácie povie:

well, our government takes care of us,

"Naša vláda sa stará o nás,

and it's up to their government to take care of them,

ich vláda by sa mala postarať o nich,"

they're just not willing to take the hypothetical seriously.

tak jednoducho nie je ochotný brať hypotézy vážne.

Or take an Islamic father whose daughter has been raped,

Alebo si vezmite moslimského otca, ktorému znásilnili dcéru,

and he feels he's honor-bound to kill her.

a cíti morálnu povinnosť zabiť ju.

Well, he's treating his mores

Správa sa ako keby boli zvyky

as if they were sticks and stones and rocks that he had inherited,

niečím nemeniteľným, čo zdedil.

and they're unmovable in any way by logic.

Akoby ich nebolo možné logicky spochybniť.

They're just inherited mores.

Skrátka ich zdedil.

Today we would say something like,

Dnes by sme povedali niečo ako:

well, imagine you were knocked unconscious and sodomized.

"Predstav si, že by ťa niekto zbil do bezvedomia a znásilnil.

Would you deserve to be killed?

Zaslúžil by si si zomrieť?"

And he would say, well that's not in the Koran.

Povedal by, že sa o tom v Koráne nepíše.

That's not one of the principles I've got.

"Nepatrí to k mojim zásadám."

Well you, today, universalize your principles.

Dnes zásady zovšeobecňujeme.

You state them as abstractions and you use logic on them.

Fungujú ako abstrakcie, pod taktovkou logických princípov.

If you have a principle such as,

Ak ste presvedčení, že

people shouldn't suffer unless they're guilty of something,

ľudia by nemali trpieť, ak neurobili nič zlé,

then to exclude black people

aby ste z toho vylúčili černochov,

you've got to make exceptions, don't you?

musíte urobiť výnimku, však?

You have to say, well, blackness of skin,

Keďže ľudia by nemali trpieť

you couldn't suffer just for that.

len pre farbu pokožky,

It must be that blacks are somehow tainted.

čierni musia byť nejakým spôsobom skazení.

And then we can bring empirical evidence to bear, can't we,

Potom môžeme zvažovať empirické dôkazy, však?

and say, well how can you consider all blacks tainted

"Ako môžete všetkých černochov považovať za skazených,

when St. Augustine was black and Thomas Sowell is black.

keď aj sv. Augustín a Thomas Sowell boli čierni?"

And you can get moral argument off the ground, then,

Môžete začať etickú diskusiu,

because you're not treating moral principles as concrete entities.

lebo nepovažujete etické zásady za nemenné.

You're treating them as universals,

Beriete ich ako všeobecne platné princípy,

to be rendered consistent by logic.

ktoré majú byť logické.

Now how did all of this arise out of I.Q. tests?

Ako sme toto všetko vyčítali z IQ testov?

That's what initially got me going on cognitive history.

Práve preto som sa začal zaoberať dejinami poznania.

If you look at the I.Q. test,

Ak sa pozriete na IQ testy,

you find the gains have been greatest in certain areas.

zistíte, že výsledky vzrástli najviac v určitých oblastiach.

The similarities subtest of the Wechsler

Wechslerov čiastkový test podobností

is about classification,

sa zaoberá klasifikáciou,

and we have made enormous gains

a práve v ňom sme zaznamenali

on that classification subtest.

obrovské zlepšenie.

There are other parts of the I.Q. test battery

Ďalšie časti merania IQ si vyžadujú

that are about using logic on abstractions.

použitie logiky v abstraktných situáciách.

Some of you may have taken Raven's Progressive Matrices,

Niektorí ste už možno robili Ravenove progresívne matrice,

and it's all about analogies.

tie sú celé o analógiách.

And in 1900, people could do simple analogies.

V roku 1900 ľudia dokázali vytvoriť jednoduché analógie.

That is, if you said to them, cats are like wildcats.

Ak by ste im povedali, že mačky sú ako divoké mačky.

What are dogs like?

Potom psy sú ako?

They would say wolves.

Odvetili by vlky.

But by 1960, people could attack Raven's

V 1960 už ľudia pristupovali k Ravenovi

on a much more sophisticated level.

omnoho sofistikovanejšie.

If you said, we've got two squares followed by a triangle,

Po dvoch štvorcoch nasledujú dva trojuholníky.

what follows two circles?

Čo nasleduje po dvoch kruhoch?

They could say a semicircle.

Povedali by polkruhy.

Just as a triangle is half of a square,

Tak ako je trojuholník polovicou zo štvorca,

a semicircle is half of a circle.

polkruh je polovicou z kruhu.

By 2010, college graduates, if you said

Ak by ste v roku 2010 povedali univerzitným absolventom:

two circles followed by a semicircle,

"Dva kruhy a polkruh,

two sixteens followed by what,

dve šestnástky a čo?"

they would say eight, because eight is half of 16.

povedali by 8, keďže 8 je polovica zo 16.

That is, they had moved so far from the concrete world

Od skutočného sveta sa odosobnili natoľko,

that they could even ignore

že dokážu ignorovať

the appearance of the symbols that were involved in the question.

tvar symbolov obsiahnutých v otázke.

Now, I should say one thing that's very disheartening.

Teraz vyslovím nesmierne skľučujúcu skutočnosť.

We haven't made progress on all fronts.

Nepokročili sme na všetkých frontoch.

One of the ways in which we would like to deal

Jednou z ciest akou by sme sa chceli vyrovnať

with the sophistication of the modern world

s komplikovanosťou moderného sveta,

is through politics,

je politika.

and sadly you can have humane moral principles,

Nanešťatie môžete mať ľudské etické zásady,

you can classify, you can use logic on abstractions,

môžete klasifikovať, používať logiku na hypotézy,

and if you're ignorant of history and of other countries,

ale ak neberiete do úvahy dejiny a ostatné krajiny,

you can't do politics.

nemôžete robiť politiku.

We've noticed, in a trend among young Americans,

Medzi mladými Američanmi sme si všimli,

that they read less history and less literature

že čítajú menej o histórii a menej literatúry,

and less material about foreign lands,

čítajú menej o cudzích krajinách.

and they're essentially ahistorical.

V otázkach dejín sú v podstate negramotní.

They live in the bubble of the present.

Žijú v bubline prítomnosti.

They don't know the Korean War from the war in Vietnam.

Nerozoznajú Kórejskú vojnu od Vietnamskej vojny.

They don't know who was an ally of America in World War II.

Nepoznajú spojencov USA v Druhej svetovej vojne.

Think how different America would be

Predstavte si ako by vyzerala Amerika,

if every American knew that this is the fifth time

keby každý Američan vedel, že do Afganistanu vpadli

Western armies have gone to Afghanistan to put its house in order,

armády západných štátov už piaty raz, aby tam urobili poriadok.

and if they had some idea of exactly what had happened

A ak by tušili, čo sa tam stalo

on those four previous occasions.

v predchádzajúcich štyroch prípadoch.

(Laughter)

(Smiech)

And that is, they had barely left,

A to, že sotva čo odišli,

and there wasn't a trace in the sand.

nenechali za sebou ani stopu.

Or imagine how different things would be

Predstavte si, aká zmena by nastala,

if most Americans knew that we had been lied

keby väčšina Američanov vedela, že nás klamali

into four of our last six wars.

v štyroch z posledných šiestich vojen.

You know, the Spanish didn't sink the battleship Maine,

Viete, Španieli nepotopili vojnovú loď Maine,

the Lusitania was not an innocent vessel

Lusitania nebola nevinná loď,

but was loaded with munitions,

ale bola plná munície,

the North Vietnamese did not attack the Seventh Fleet,

Severní Vietnamci nenapadli Siedmu flotilu,

and, of course, Saddam Hussein hated al Qaeda

a, samozrejme, Saddám Husajn nenávidel al-Káidu

and had nothing to do with it,

a nič s ňou nemal.

and yet the administration convinced 45 percent of the people

Napriek tomu vláda presvedčila 45 % ľudí,

that they were brothers in arms,

že boli bratmi v zbrani,

when he would hang one from the nearest lamppost.

zatiaľ čo by sa najradšej navzájom obesili na najbližsom kandelábri.

But I don't want to end on a pessimistic note.

Ale nechcem skončiť v pesimistickom duchu.

The 20th century has shown enormous cognitive reserves

20. storočie nám ukázalo obrovské rezervy v poznaní

in ordinary people that we have now realized,

obyčajných ľudí, ktoré sme si práve uvedomili.

and the aristocracy was convinced

Aristokracia bola presvedčená,

that the average person couldn't make it,

že priemerný človek nikdy nebude

that they could never share their mindset

zdieľať rovnaký svetonázor,

or their cognitive abilities.

či kognitívne schopnosti.

Lord Curzon once said

Lord Curzon raz povedal,

he saw people bathing in the North Sea,

že videl ľudí kúpať sa v Severnom mori

and he said, "Why did no one tell me

a povedal: "Prečo mi nikto nepovedal,

what white bodies the lower orders have?"

aké biele telá majú najnižšie vrstvy?"

As if they were a reptile.

Ako keby boli plazmi.

Well, Dickens was right and he was wrong. [Correction: Rudyard Kipling]

Dickens mal pravdu i nie. [Oprava: Rudyard Kipling]

[Kipling] said, "The colonel's lady and Judy O'Grady

keď povedal: "Admirálova žena a Judy O'Gradyová

are sisters underneath the skin."

sú v hĺbke duše sestrami."

(Applause)

(Potlesk)