Do schools kill creativity? | Sir Ken Robinson | TED

Translator: Rok Mihevc Reviewer: TEDx Ljubljana

Dobro jutro. Kako se počutite? Čudovito je bilo, mar ne?

Good morning. How are you?

(Audience) Good.

It's been great, hasn't it?

Mene je kar odnesla cela zadeva.

I've been blown away by the whole thing.

In fact, I'm leaving.

Pravzaprav kar odhajam. (Smeh)

(Laughter)

Tri teme so bile, kajne,

There have been three themes running through the conference,

ki so se prepletale skozi konferenco in se nanašajo na to,

which are relevant to what I want to talk about.

One is the extraordinary evidence of human creativity

o čemer bi rad govoril.

Prva je izjemen dokaz človeške kreativnosti,

in all of the presentations that we've had

ki smo jo videli v vseh predstavitvah

and in all of the people here;

just the variety of it and the range of it.

in ljudeh tukaj. Že sama raznolikost

in razpon le-te. Druga je, da

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

where we have no idea what's going to happen

smo postavljeni v položaj, ko nimamo pojma kaj se bo zgodilo

in terms of the future.

v prihodnosti. Nimamo pojma.

No idea how this may play out.

Brez ideje, kakšen bo razplet.

I have an interest in education.

Zanima me izobraževanje --

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

pravzaprav, ugotavljam, da vse zanima izobraževanje.

Don't you?

Se vam ne zdi tako? To se mi zdi zelo zanimivo.

I find this very interesting.

Če si na slavnostni večerji in poveš,

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

da delaš v izobraževanju --

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

– pravzaprav, če delaš v izobraževanju, roko na srce, nisi pogosto na slavnostnih večerjah.

(Laughter)

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

(Smeh) Nisi povabljen.

(Laughter)

In, zanimivo, nikoli nisi povabljen nazaj. To se mi zdi čudno.

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

But if you are, and you say to somebody,

Ampak če si, in rečeš nekomu,

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

saj veste, vprašajo te: "Kaj delaš?"

and you say you work in education,

ti odgovoriš, da delaš v izobraževanju,

you can see the blood run from their face.

lahko opaziš kako pobledijo.

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

(Laughter)

"O moj bog," saj veste, "zakaj ravno jaz? Na moj edini prosti večer ta teden." (Smeh)

"My one night out all week."

(Laughter)

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

Ampak, če jih povprašaš po njihovi izobrazbi,

te pribijejo na križ. Ker to je ena od reči,

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

ki je ljudem sveta, imam prav?

Like religion and money and other things.

Kot vera, denar in drugo.

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

Močno me zanima izobraževanje in mislim, da zanima nas vse.

Zelo nas zanima,

We have a huge vested interest in it,

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

delno zato, ker nas bo ravno izobraževanje

privedlo v to prihodnost, ki je ne moremo doumeti.

that we can't grasp.

If you think of it,

Če pomislite, otroci, ki bodo šli v šolo letos,

children starting school this year will be retiring in 2065.

se bodo upokojevali leta 2065. Nikomur se ne sanja --

Nobody has a clue,

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

navkljub vsej strokovnosti, ki smo jo razkazovali zadnje štiri dni --

kako bo svet videti

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

čez pet let. In vendar naj bi jih

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

izobraževali za takrat. Ta nepredvidljivost, menim,

So the unpredictability, I think, is extraordinary.

je izjemna.

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

In tretja stvar,

o kateri smo se vsi strinjali,

on the really extraordinary capacities that children have --

je res izjemna sposobnost, ki jo imajo otroci --

their capacities for innovation.

njihove sposobnosti za inoviranje. Kaj hočem reči, Sirena prejšno noč je bila biser,

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

kajne? Že samo videti česa je sposobna.

Just seeing what she could do.

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

Izjemna je, ampak mislim, da ni, če se tako izrazim,

izjema v svetu otrok.

exceptional in the whole of childhood.

Je oseba z neobičajno predanostjo,

What you have there is a person of extraordinary dedication

who found a talent.

ki je našla talent. In moje mnenje je,

And my contention is, all kids have tremendous talents,

da imajo vsi otroci neverjetne talente.

and we squander them, pretty ruthlessly.

In mi jih precej neusmiljeno zapravljamo.

Torej, želim govoriti o izobraževanju

So I want to talk about education,

and I want to talk about creativity.

in želim govoriti o kreativnosti. Moja trditev je, da je dandanes

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

kreativnost v izobraževanju prav tako pomembna kot pismenost

in bi jo morali obravnavati na isti način.

and we should treat it with the same status.

(Applause)

(Aplavz) Hvala. To je bilo mimogrede to.

Thank you.

(Applause)

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

Res lepa hvala. (Smeh) Še petnajst minut je ostalo.

(Laughter)

So, 15 minutes left.

Torej, rodil sem se -- ne. (Smeh)

(Laughter)

"Well, I was born ... "

(Laughter)

Pred kratkim sem slišal čudovito zgodbo -- rad jo govorim --

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

o majhni deklici, ki je bila pri likovnem pouku. Imela je šest let

of a little girl who was in a drawing lesson.

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

in sedela je zadaj in risala.

and the teacher said this girl hardly ever paid attention,

Učiteljica je rekla, da je ta mala deklica le redkokdaj

sodelovala, a takrat je.

and in this drawing lesson, she did.

The teacher was fascinated.

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

Navdušena je učiteljica šla do nje

in rekla: "Kaj boš narisala?"

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

In deklica je rekla: "Rišem sliko Boga."

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

In učiteljica je rekla: "Ampak nihče ne ve, kako Bog izgleda."

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

In deklica je rekla: "Kmalu bodo."

(Laughter)

(Smeh)

Ko je bil moj sin star štiri, v Angliji --

When my son was four in England --

pravzaprav je bil štiri povsod, če sem pošten. (Smeh)

actually, he was four everywhere, to be honest.

Če smo natančni, je bil star štiri, kamorkoli je šel tisto leto.

(Laughter)

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

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

Igral je v Jaslicah.

Se spomnite zgodbe? No, bila je velika.

(Laughter)

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

Bila je velika zgodba. Mel Gibson je posnel nadaljevanje.

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

(Laughter)

Morda ste ga videli: "Jaslice II." Ampak James je dobil vlogo Jožefa,

"Nativity II."

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

nad čemer smo bili navdušeni.

We considered this to be one of the lead parts.

Smatrali smo jo za eno vodilnih vlog.

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

Gledališče smo napolnili z agenti v majicah z napisom:

"James Robinson JE Jožef!" (Smeh)

"James Robinson IS Joseph!"

(Laughter)

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

Ni mu bilo treba govoriti, in saj se spomnite,

ko v zgodbo vstopijo Sveti trije kralji. Prinesejo darila.

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

Prinesejo zlato, kadilo in miro.

This really happened.

To se je res zgodilo. Sedeli smo tam

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

in gledali in mislim, da so zamenjali vrstni red,

because we talked to the little boy afterward and said,

ker, ko smo kasneje govorili s fantom in ga vprašali,

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

"Se ti to zdi v redu?" Rekel je: "Ja, zakaj, je bilo to narobe?"

Samo zamenjali so se, to je bilo to.

They just switched.

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

Kakorkoli že, fantje pridejo noter,

štiriletniki z brisačami na glavah,

odložijo škatle in prvi reče,

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

"Prinašam vam zlato."

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

In drugi reče: "Prinašam vam miro."

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

(Laughter)

In tretji fant pravi: "Pri nas se je kadilo." (Smeh)

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

Tem rečem je skupno to, da bodo otroci poizkusili nove reči.

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

Če ne vedo, bodo poizkusili.

Imam prav? Ne bojijo se, da bo kaj narobe.

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

Pozor, ne trdim, da je motiti se ista stvar kot biti kreativen.

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

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

Kar vemo pa je,

da če se nisi pripravljen zmotiti,

you'll never come up with anything original --

ne boš nikoli naredil nič originalnega.

if you're not prepared to be wrong.

Če se nisi pripravljen zmotiti. In do takrat, ko odrastejo,

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

otroci večinoma izgubijo to pripravljenost.

Bojijo se narediti napako.

They have become frightened of being wrong.

And we run our companies like this.

In mimogrede, tako vodimo naša podjetja.

We stigmatize mistakes.

Napake ožigosamo.

And we're now running national education systems

In naši izobraževalni sistemi delujejo tako,

where mistakes are the worst thing you can make.

da so napake najslabša stvar, ki jo lahko narediš.

And the result is that we are educating people

In rezultat je, da ljudi

out of their creative capacities.

odučimo kreativnosti. Picasso je nekoč rekel:

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

rekel rekel je, da se vsi otroci rodijo umetniki.

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

Problem je ostati umetnik, ko odrasteš. V to verjamem z vso strastjo:

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

kreativnosti ne pridobimo z odraščanjem,

we grow out of it.

z odraščanjem jo izgubimo. Ali še raje, odučeni smo kreativnosti.

Or rather, we get educated out of it.

Torej, zakaj je tako?

So why is this?

Živel sem v Stradford-on-Avon do pred približno petimi leti.

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

In fact, we moved from Stratford to Los Angeles.

V bistvu, smo se preselili iz Stradforda v Los Angeles.

Torej si lahko predstavljate kako gladek prehod je bil to.

So you can imagine what a seamless transition this was.

(Laughter)

(Smeh) Pravzaprav

Actually, we lived in a place called Snitterfield,

smo živeli v kraju Snitterfield,

just outside Stratford,

čisto blizu Stratforda,

which is where Shakespeare's father was born.

kjer je bil rojen Shakespeareov oče. Vas preseneti ta nova misel? Mene je.

Are you struck by a new thought? I was.

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

Ponavadi ne razmišljaš o Shakespeareu kot človeku z očetom, mar ne?

Do you?

Ker ne razmišljaš

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

o Shakespeareu kot otroku, mar ne?

Shakespeare being seven?

Shakespeare pri sedmih? Jaz nisem nikoli pomislil na to.

I never thought of it.

I mean, he was seven at some point.

Ampak, nekoč je bil star sedem. Nekdo ga je učil

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

angleščine, mar ne? Kako neprijetno je moralo biti to?

(Laughter)

How annoying would that be?

(Smeh) "Bodi bolj priden." Oče ga je pošiljal spat,

(Laughter)

"Must try harder."

(Laughter)

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

saj veste, rekel mu je, "Takoj pojdi v posteljo,"

To William Shakespeare.

Williamu Shakespeareu, "in odloži svinčnik.

"And put the pencil down!"

In ne govori tako. Vse zmedeš.«

(Laughter)

"And stop speaking like that."

(Laughter)

"It's confusing everybody."

(Laughter)

(Smeh)

Anyway, we moved from Stratford to Los Angeles,

Kakorkoli že, preselili smo se iz Stratforda v Los Angeles

in pravzaprav bi rad rekel samo besedo o prehodu.

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

Sin ni hotel iti.

Actually, my son didn't want to come.

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

Imam dva otroka. On je zdaj 21, hči pa 16.

He didn't want to come to Los Angeles.

On ni hotel iti v Los Angeles. Všeč mu je bil,

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

a je imel punco v Angliji. To je bila ljubezen njegovega življenja, Sarah.

This was the love of his life, Sarah.

Poznal jo je cel mesec.

He'd known her for a month.

Pazite, sedaj bi imela četrto obletnico,

(Laughter)

Mind you, they'd had their fourth anniversary,

ker se čas vleče, ko si 16.

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

He was really upset on the plane.

Kakorkoli že, bil je res razburjen na letalu

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

in je rekel: "Nikoli ne bom našel take punce kot Sarah."

And we were rather pleased about that, frankly --

In to nam je bilo kar všeč, če sem odkrit,

ker je bila ona glavni razlog za naš odhod.

(Laughter)

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

(Laughter)

(Smeh)

Ampak nekaj spoznaš, ko se preseliš v Ameriko

But something strikes you when you move to America

in ko potuješ po svetu:

and travel around the world:

vsak izobraževalni sistem na svetu ima isto hierarhijo predmetov.

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

Vsak. Ni važno kam greš.

Every one. Doesn't matter where you go.

Mislil bi si da bo kaj drugače, pa ni.

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

Na vrhu so matematika in jeziki,

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

potem humanistični predmeti in na dnu umetnost.

At the bottom are the arts. Everywhere on earth.

Povsod na Zemlji.

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

In prav tako je v vsakem sistemu,

hierarhija tudi znotraj umetnosti.

Art and music are normally given a higher status in schools

Grafična umetnost in glasba sta v šolah običajno

than drama and dance.

nad dramatiko in plesom. Na svetu ni izobraževalnega sistema,

There isn't an education system on the planet

that teaches dance every day to children

ki bi vsak dan učil otroke plesati,

the way we teach them mathematics.

kot jih učimo matematike. Zakaj?

Why?

Why not?

Zakaj ne? Menim, da je precej pomembno.

I think this is rather important.

Mislim, da je matematika zelo pomembna, ampak ples tudi.

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

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

Otroci plešejo ves čas, če jim je dovoljeno, z nami vsemi je tako.

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

Vsi imamo telesa, mar ne? Sem morda izpustil sestanek?

(Laughter)

(Smeh) Po pravici povedano,

Truthfully, what happens is, as children grow up,

ko otroci odraščajo, jih progresivno vedno bolj izobražujemo

we start to educate them progressively from the waist up.

od pasu navzgor. In potem se fokusiramo na njihove glave.

And then we focus on their heads.

In bolj na eno stran.

And slightly to one side.

Če bi kot nezemljan opazovali izobraževanje

If you were to visit education as an alien

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

in bi se vprašali: "Kaj je namen javnega izobraževanja?",

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

mislim, da bi morali zaključiti -- če pogledaš rezultat,

who really succeeds by this,

kdo res uspeva v njem,

who does everything they should,

kdo opravi vse zadane naloge,

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

kdo zbere vse točke, kdo so zmagovalci --

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

mislim, da bi morali zaključiti, da je namen javnega izobraževanja

throughout the world

po celem svetu

is to produce university professors.

izdelovati univerzitetne profesorje.

Isn't it?

They're the people who come out the top.

Oni so ljudje, ki so najboljši.

And I used to be one, so there.

(Laughter)

In jaz sem bil eden od njih, da veste. (Smeh)

In rad imam univerzitetne profesorje, ampak veste,

And I like university professors,

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

ne bi jih smeli povzdigovati kot najvišjo možno točko človekovega razvoja.

as the high-water mark of all human achievement.

They're just a form of life.

So le oblika življenja,

Another form of life.

ena od oblik življenja. Ampak so precej zanimivi

But they're rather curious.

in to pravim iz naklonjenosti do njih.

And I say this out of affection for them:

there's something curious about professors.

Nekaj zelo zanimivega je na njih po mojih izkušnjah --

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

ne prav vsi, ampak po večini pa -- živijo v svojih glavah.

They live up there and slightly to one side.

Živijo tam gori in malce na eno stran.

Razteleseni so veste, na nekako dobeseden način.

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

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

Na svoja telesa gledajo,

kot na transport za svoje glave, kajne?

(Laughter)

Don't they?

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

(Smeh) Kot način, da spravijo svoje glave na sestanke.

(Laughter)

Mimogrede, če hočete dokaze o izventelesnih doživetjih,

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

pojdite na akademsko konferenco

get yourself along to a residential conference of senior academics

izkušenih profesorjev,

and pop into the discotheque on the final night.

in se prikažite na zabavi zadnjo noč.

(Laughter)

(Smeh) In tam boste videli odrasle ljudi,

And there, you will see it.

Grown men and women writhing uncontrollably, off the beat.

kako brez ritma nekontolirano trzajo,

(Laughter)

čakajoč konec, da gredo lahko domov in napišejo članek o tem.

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

Naš izobraževalni sistem temelji na ideji akademskih sposobnosti.

(Laughter)

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

In za to je razlog.

And there's a reason.

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

Sistem je bil izumljen –na svetu,

pred 19. stoletjem v resnici ni bilo pravega javnega izobraževalnega sistema.

really, before the 19th century.

Vsi so bili ustvarjeni

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

za zadovoljevanje potreb indistrualizma.

Hierarhija temelji na dveh idejah.

So the hierarchy is rooted on two ideas.

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

Prva je, da so najpomembnejši

uporabni predmeti. Tako so vas

So you were probably steered benignly away from things at school

v šoli verjetno odvračali od stvari, ki so vam bile všeč,

when you were a kid,

z argumentom,

things you liked,

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

da ne boste nikoli dobili službe na tem področju. Drži?

Is that right?

Ne igraj inštrumentov, ne boš postal glasbenik;

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

ne ukvarjaj se z umetnostjo, ne boš umetnik.

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

Benign advice -- now, profoundly mistaken.

Nedolžni nasveti – zdaj popolnoma napačni. Ves svet

The whole world is engulfed in a revolution.

je potopljen v revolucijo.

And the second is academic ability,

In druga stvar je akademska sposobnost, ki je prevladala

which has really come to dominate our view of intelligence,

v našem pojmovanju inteligence,

ker so univerze zasnovale sistem po svoji podobi.

because the universities design the system in their image.

Če pomislite, je celoten sistem

If you think of it,

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

javnega izobraževanja po svetu, raztegnjen proces

vstopa v univerzo.

of university entrance.

In posledica je, da mnogo talentiranih,

And the consequence is that many highly talented,

brilliant, creative people think they're not,

briljantnih, kreativnih ljudi misli, da to niso,

because the thing they were good at at school

ker stvar, ki jim je šla dobro v šoli,

ni bila cenjena, ali pa je bila celo stigmatizirana.

wasn't valued, or was actually stigmatized.

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

Menim, da si ne moremo privoščiti, da nadaljujemo na ta način.

In the next 30 years, according to UNESCO,

Po podatkih UNESCO-a, bo v naslednjih 30 letih

more people worldwide will be graduating through education

po svetu diplomiralo več ljudi,

than since the beginning of history.

kot jih je od začetka zgodovine.

More people.

Več ljudi in kombinacija

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

vseh stvari, o katerih smo govorili --

technology and its transformational effect on work,

tehnologija, način kako le-ta spreminja delo in demografija

and demography and the huge explosion in population.

in velik porast prebivalstva.

Suddenly, degrees aren't worth anything.

Naenkrat diplome niso več vredne nič. Kaj ni res?

Isn't that true?

Ko sem bil študent, če si imel diplomo, si imel službo.

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

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

Če nisi imel službe, je bilo to zato, ker je nisi hotel.

And I didn't want one, frankly.

In če sem odkrit, jaz je nisem hotel. (Smeh)

(Laughter)

Ampak otroci danes z diplomami se pogosto

But now kids with degrees are often heading home

to carry on playing video games,

vračajo domov igrat videoigre,

ker zdaj potrebuješ magisterij za delo, ki je prej zahtevalo diplomo,

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

in doktorat za drugo.

and now you need a PhD for the other.

It's a process of academic inflation.

To je proces akademske inflacije.

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

Nakazuje, da se nam celotna struktura izobraževanja

trese pod nogami. Temeljito moramo premisliti

We need to radically rethink our view of intelligence.

naše dojemanje inteligence.

O inteligenci vemo tri stvari.

We know three things about intelligence.

Prvič, raznolika je. O svetu razmišljamo na vse načine,

One, it's diverse.

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

s kakršnimi ga dojemamo. Razmišljamo vizualno,

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

razmišljamo v zvoku, razmišljamo kinestetično.

We think in abstract terms, we think in movement.

Razmišljamo v abstraktnih izrazih, razmišljamo v gibih.

Secondly, intelligence is dynamic.

Drugič, inteligenca je dinamična.

If you look at the interactions of a human brain,

Če pogledaš interakcije človeških možganov,

as we heard yesterday from a number of presentations,

kot smo slišali v več predstavitvah včeraj,

intelligence is wonderfully interactive.

je inteligenca čudovito interaktivna.

The brain isn't divided into compartments.

Možgani niso razdeljeni v oddelke.

In fact, creativity --

V bistvu je kreativnost – ki jo definiram kot proces

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

proizvodnje originalnih idej, ki imajo neko vrednost --

more often than not comes about

bolj pogosto kot ne produkt mešanja

through the interaction of different disciplinary ways of seeing things.

več različnih načinov gledanja na stvari.

Možgani so namenoma – mimogrede,

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

obe polovici možganov povezuje snop živcev,

called the corpus callosum.

ki se imenuje corpus callosum. Debelejši je pri ženskah.

It's thicker in women.

Če nadaljujem, kjer je ostala Helen včeraj, mislim,

Following off from Helen yesterday,

da so ženske zato boljše pri opravljanju več stvari naenkrat.

this is probably why women are better at multitasking.

Because you are, aren't you?

Ker ste, mar ne?

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

Cel kup raziskav to potrjuje, ampak jaz to vem iz mojega osebnega življenja.

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

Če moja žena kuha doma --

kar se ne zgodi pogosto. Na srečo. (Smeh)

thankfully.

(Laughter)

Ampak veste, ona dela -- ne, dobra je pri nekaterih stvareh --

No, she's good at some things.

ampak če kuha, veste,

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

govori s ljudmi po telefonu,

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

govori z otroki, barva strop,

(Laughter)

izvaja operacije na odprtem srcu.

she's doing open-heart surgery over here.

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

Če jaz kuham, so vrata zaprta, otroci so zunaj,

the phone's on the hook,

telefon je odložen, če vstopi, se razburim.

if she comes in, I get annoyed.

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

Rečem ji: "Terry, prosim, mar ne vidiš da skušam ocvrti jajce. Daj mi mir" (Smeh)

(Laughter)

"Give me a break."

(Laughter)

Actually, do you know that old philosophical thing,

Pravzaprav, poznate tisto staro filozofsko vprašanje,

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

če drevo pade v gozdu in ga nihče ne sliši,

je res padlo? Se spomnite tistega miselnega oreha?

Remember that old chestnut?

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

Zadnjič sem videl dobro majico, na kateri je pisalo: "Če moški izrazi svoje mnenje

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

v gozdu in ga nobena ženska ne sliši,

is he still wrong?"

se še vedno moti?" (Smeh)

(Laughter)

And the third thing about intelligence is,

In tretja stvar o inteligenci je,

it's distinct.

da je izrazita. Ta trenutek pišem novo knjigo,

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

kateri bo naslov "Epiphany" in bo temeljila na seriji

which is based on a series of interviews with people

intervjujev z ljudmi, o tem, kako so odkrili

about how they discovered their talent.

svoj talent. Očaran sem nad tem, kako so ljudje prišli do tja.

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

Za to knjigo me je v resnici spodbudil pogovor

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

s čudovito žensko, za katero večina ljudi verjetno

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

nikoli ni slišala. Ime ji je Gillian Lynne,

ste že slišali zanjo? Nekateri ste. Koreografinja je

Have you heard of her? Some have.

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

in vsi poznajo njeno delo.

Bila je koreografinja pri mjuziklih "Cats" in "Phantom of the Opera".

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

Čudovita je. Včasih sem bil član upravnega odbora Kraljevega baleta v Angliji,

She's wonderful.

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

kot lahko vidite.

(Laughter)

Kakorkoli že, ko sva z Gillian nekega dne imela kosilo, sem ji rekel:

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

"Gillian, kako si postala plesalka?" In odgovorila je,

It was interesting.

da je bilo zanimivo, ko je bila v šoli,

When she was at school, she was really hopeless.

je bila res brezupna. In šola, v 30ih,

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

je pisala njenim staršem pismo: "Mislimo,

"We think Gillian has a learning disorder."

da ima Gillian motnjo učenja." Ni se mogla koncentrirati

She couldn't concentrate; she was fidgeting.

ali sedeti pri miru. Mislim, da bi danes temu rekli

I think now they'd say she had ADHD.

ADHD. Mar ne bi? Ampak to so bila 30ta,

Wouldn't you?

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

in ADHDja še niso izumili.

It wasn't an available condition.

Ni bil razpoložljivo stanje. (Smeh)

(Laughter)

Ljudje niso vedeli, da ga lahko imajo.

People weren't aware they could have that.

šla je k specialistu. Bila je v s hrastom obloženi sobi.

(Laughter)

Anyway, she went to see this specialist.

Tam je bila s svojo materjo

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

in odpeljali in posadili so jo na stol na koncu sobe,

kjer je 20 minut sedela na svojih rokah,

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

medtem ko je nek moški govoril z njeno mamo o vseh

and she sat on her hands for 20 minutes,

problemih, ki jih je Gillian imela v šoli. Na koncu pogovora --

while this man talked to her mother

about all the problems Gillian was having at school,

ker je motila ljudi,

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

vedno zamujala z domačo nalogo in tako dalje,

majhen otrok pri osmih -- na koncu je doktor prisedel

Little kid of eight.

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

k Gillian in rekel: "Gillian,

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

tvoja mama mi je povedala veliko stvari

in sedaj moram zasebno govoriti z njo."

I need to speak to her privately.

Rekel je: "Počakaj tukaj, kmalu bova nazaj."

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

and they went and left her.

in sta šla ter jo pustila.

Ampak ko sta zapuščala sobo, je prižgal radio

But as they went out of the room,

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

na svoji mizi. In ko sta

zapustila sobo je rekel njeni mami:

And when they got out of the room,

"Samo opazujte jo." In v trenutku, ko sta zapustila sobo,

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

And the minute they left the room,

pravi, je bila na nogah in plesala.

she was on her feet, moving to the music.

Opazovala sta jo nekaj minut,

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

potem pa se je doktor obrnil k njeni mami in rekel:

"Mrs. Lynne, Gillian isn't sick.

"Gospa Lynne, Gillian ni bolna, plesalka je.

She's a dancer.

Odpeljite jo v plesno šolo."

Take her to a dance school."

I said, "What happened?"

Vprašal sem jo: "Kaj se je zgodilo?"

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

Odgovorila je: "Peljala me je. Ne znam povedati, kako čudovito je bilo.

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

Vstopili sva v neko sobo in bila je polna

people who couldn't sit still,

ljudi, kot sem jaz. Ljudi, ki niso mogli sedeti pri miru.

people who had to move to think."

Ljudi, ki so se morali premikati, da so mislili." Ki so se morali premikati, da so mislili.

Who had to move to think.

Plesali so balet, plesali so step, plesali so jazz,

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

plesali so moderne plese, plesali so sodobne plese.

Končno je šla na avdicijo za Kraljevo baletno šolo,

She was eventually auditioned for the Royal Ballet School.

postala je solistka in imela čudovito kariero

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

pri Kraljevi baletni šoli. Sčasoma je

She eventually graduated from the Royal Ballet School,

diplomirala na Kraljevi baletni šoli

in ustanovila svoje podjetje, Gillian Lynne Dance Company,

founded the Gillian Lynne Dance Company,

met Andrew Lloyd Webber.

spoznala Andrew Lloyd Weberja. Odgovorna je za

She's been responsible for

some of the most successful musical theater productions in history,

nekaj najbolj uspešnih produkcij glasbenih predstav

she's given pleasure to millions,

v zgodovini, v njenem delu so uživali milijoni

and she's a multimillionaire.

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

in ona je multimilijonarka. Nekdo drug

(Applause)

bi ji morda dal zdravila in ji rekel,

naj se pomiri.

Torej mislim -- (Aplavz) Kar mislim, da je na koncu pomembno, je tole:

What I think it comes to is this:

Al Gore spoke the other night

Al Gore je prejšnji večer govoril

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

o ekologiji in revoluciji, ki jo je sprožila Rachel Carson.

Verjamem, da je naše edino upanje za prihodnost

I believe our only hope for the future

is to adopt a new conception of human ecology,

privzeti novo pojmovanje ekologije čoveka,

kjer bomo obnovili naše pojmovanje

one in which we start to reconstitute our conception

of the richness of human capacity.

bogastva človeških zmožnosti.

Our education system has mined our minds

Naš izobraževalni sistem je izkoriščal naše ume tako,

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

kot mi izkoriščamo odprte kope: v iskanju določene surovine.

In za prihodnost to ne bo v redu.

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

We have to rethink the fundamental principles

Premisliti moramo osnovne principe,

on which we're educating our children.

po katerih izobražujemo svoje otroke.

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

Obstaja čudovit citat Jonasa Salka, ki je rekel: "Če vsi insekti

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

izginejo z Zemlje,

within 50 years, all life on Earth would end.

se bo v 50 letih končalo vse življenje na Zemlji.

Če ljudje izginejo z Zemlje,

If all human beings disappeared from the Earth,

bodo v 50 letih vse oblike življenja na Zemlji vzcvetele"

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

In prav ima.

And he's right.

TED proslavlja dar človeške domišlije.

What TED celebrates is the gift of the human imagination.

Sedaj moramo biti previdni, da bomo modro uporabili ta dar

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

in da se bomo izognili nekaterim scenarijem,

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

o katerih smo govorili. In edini način, da to naredimo je,

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

da prepoznamo naše kreativne sposobnosti

for the richness they are

kot bogastvo, kakršno dejansko je,

and seeing our children for the hope that they are.

in da vidimo naše otroke kot upanje, karšno dejansko so. In naša naloga je,

And our task is to educate their whole being,

da jih izobrazimo kot celostna bitja, da se bodo lahko soočili s prihodnostjo.

so they can face this future.

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

Mimogrede -- mi morda ne bomo videli te prihodnosti,

but they will.

ampak oni jo bodo. In naša je, da jim pomagamo

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

narediti nekaj iz nje. Najlepša vam hvala.

Thank you very much.

(Applause)