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

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Nika Kotnik Reviewer: Matej Divjak

Thank you very much.

Hvala lepa.

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

Pred 12 leti sem se s soprogo Terry in otrokoma preselil v Ameriko.

Actually, truthfully, we moved to Los Angeles --

Pravzaprav smo se preselili v Los Angeles, (smeh)

(Laughter)

thinking we were moving to America, but anyway --

misleč, da se selimo v Ameriko.

Kakorkoli že, pravzaprav ni tako daleč od Los Angelesa

(Laughter)

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

do Amerike.

(Laughter)

Sem sem prispel pred 12 leti

I got here 12 years ago,

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

in ko sem prispel, so mi povedali različne stvari,

like, "Americans don't get irony."

kot: "Američani ne razumejo ironije."

(Laughter)

Have you come across this idea?

Ali ste se kdaj srečali s to trditvijo?

It's not true.

To ni res. Državo sem prepotoval po dolgem in počez

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

in nisem našel dokazov, da Američani ne razumejo ironije.

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

It's one of those cultural myths,

To je eden tistih kulturnih mitov,

like, "The British are reserved."

kot je: "Britanci so zadržani."

(Laughter)

I don't know why people think this.

Ne vem, zakaj ljudje to mislijo.

We've invaded every country we've encountered.

Napadli smo vsako državo, s katero smo se srečali.

(Laughter)

(smeh)

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

Ampak ni res, da Američani ne razumejo ironije.

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

Rad bi le, da veste, da to ljudje govorijo o vas za vašim hrbtom.

are saying about you behind your back.

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

Veste, ko zapustite dnevne sobe v Evropi,

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

ljudje pravijo, na srečo ni bil nihče ironičen v vaši prisotnosti.

(Laughter)

Toda vedel sem, da Američani razumejo ironijo,

But I knew that Americans get irony

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

ko sem zasledil zakon "Noben otrok naj ne bo zapostavljen."

(Laughter)

Because whoever thought of that title gets irony.

Ker kdorkoli se je domislil tega naslova, mora razumeti ironijo,

(Laughter)

Don't they?

kajne, zato ker ...

(Applause)

(smeh) (aplavz)

Because it's leaving millions of children behind.

... zato ker jih zapostavlja na milijone.

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

Seveda razumem, da ne bi bilo prav privlačno:

"Millions of Children Left Behind."

"Milijoni zapostavljenih otrok." To mi je jasno.

I can see that.

What's the plan?

Kakšen je načrt? Ideja je, da zapostavimo milijone otrok

We propose to leave millions of children behind,

in to bomo naredili takole.

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

Deluje krasno.

And it's working beautifully.

(Laughter)

In some parts of the country,

V nekaterih delih države 60 odstotkov otrok pusti srednjo šolo.

60 percent of kids drop out of high school.

In the Native American communities,

V indijanskih skupnostih pa 80 odstotkov otrok.

it's 80 percent of kids.

If we halved that number,

Ocena pravi, da če bi nam uspelo razpoloviti to število,

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

bi ameriško gospodarstvo ustvarilo čisti dobiček

over 10 years, of nearly a trillion dollars.

več kot bilijon dolarjev v 10 letih.

Z gospodarskega vidika

From an economic point of view,

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

bi to morali storiti, ker je matematika pravilna, kajne?

It actually costs an enormous amount

Dejansko pa popravljanje škode,

to mop up the damage from the dropout crisis.

ki jo povzroča kriza opuščanja šolanja, ogromno stane.

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

Ampak opuščanje šolanja je samo vrh ledene gore.

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

Všteti niso še vsi otroci, ki sicer hodijo v šolo,

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

vendar ne zavzeto, ker v njej ne uživajo,

who don't get any real benefit from it.

in zato od nje nimajo nobene resnične koristi.

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

In razlog za to ni, da se ne porabi dovolj denarja.

America spends more money on education than most other countries.

Amerika porabi več denarja za izobraževanje kot večina drugih držav.

Class sizes are smaller than in many countries.

Razredi so manjši kot v mnogih državah.

And there are hundreds of initiatives every year

In vsako leto je na stotine pobud za izboljšanje izobraževanja.

to try and improve education.

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

Težava je v tem, da se vse giblje v napačno smer.

There are three principles on which human life flourishes,

Obstajajo tri načela, s katerimi človeško življenje cveti,

and they are contradicted by the culture of education

a so v nasprotju s kulturo izobraževanja,

under which most teachers have to labor

kjer mora večina učiteljev delati in večina učencev prenašati.

and most students have to endure.

Prvo je to, da so ljudje po naravi različni in raznovrstni.

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

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

Ali lahko vprašam, koliko od vas ima otroke?

Okay. Or grandchildren.

V redu. Kaj pa vnuke?

How about two children or more? Right.

Kaj pa dva otroka ali več? Prav.

And the rest of you have seen such children.

Drugi ste pa gotovo že videli takšne otroke.

(Laughter)

(smeh)

Small people wandering about.

Majhne ljudi, ki tavajo okoli.

(Laughter)

I will make you a bet,

Stavil bom, in prepričan sem, da bom stavo dobil.

and I am confident that I will win the bet.

If you've got two children or more,

Če imate dva otroka ali več, stavim, da se popolnoma razlikujeta med seboj.

I bet you they are completely different from each other.

Aren't they?

Kajne? Kajne? (aplavz)

(Applause)

You would never confuse them, would you?

Nikoli jih ne bi zamenjali, kajne?

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

Kot: "Kateri si že ti? Spomni me.

(Laughter)

S tvojo mamo bova uvedla nek barvno-kodirni sistem, da ne bova več zmedena."

"Your mother and I need some color-coding system

so we don't get confused."

Izobraževanje pod načelom "Noben otrok naj ne bo zapostavljen"

Education under "No Child Left Behind"

is based on not diversity but conformity.

ne temelji na različnosti, ampak na skladnosti.

What schools are encouraged to do is to find out

Šole se spodbuja, da ugotavljajo,

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

kaj otroci zmorejo v zelo ozkem spektru možnih dosežkov.

One of the effects of "No Child Left Behind"

Eden učinkov zakona "Noben otrok naj ne bo zapostavljen"

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

je bil posvečanje pozornosti t. i. STEM disciplinam. Te so zelo pomembne.

They're very important.

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

Nisem tu, da bi nasprotoval znanosti in matematiki.

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

Ravno nasprotno, potrebni sta, vendar pa ne zadostujeta.

A real education has to give equal weight

Pravo izobraževanje mora dajati enako težo

to the arts, the humanities, to physical education.

umetnosti, humanistiki, vse do telesne vzgoje.

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

Ogromno otrok, oprostite, hvala... - (aplavz) -

(Applause)

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

Trenutno je v Ameriki, po eni oceni,

približno 10 % otrok, ki so jim zahvaljujoč takšni miselnosti,

getting on that way,

are being diagnosed with various conditions

diagnosticirali različne bolezni pod splošnim nazivom

under the broad title of attention deficit disorder.

"motnje pozornosti in hiperaktivnost" (ADHD).

ADHD.

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

Ne pravim, da tega ni.

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

Ne verjamem pa, da je takšna epidemija.

If you sit kids down, hour after hour,

Če morajo otroci ure in ure sedeti in delati nezahtevno pisarniško delo,

doing low-grade clerical work,

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

ne bodite presenečeni, če se začnejo vrteti!

(Laughter)

(smeh) (aplavz)

(Applause)

Otroci, večinoma, ne trpijo zaradi psihične motnje.

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

They're suffering from childhood.

Trpijo le od otroštva. (smeh)

(Laughter)

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

To vem zato, ker sem preživel zgodnja leta kot otrok. Šel sem skozi celotno stvar.

I went through the whole thing.

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

Otroci najboljše napredujejo, ko je učni program širok

ter časti njihove različne talente, ne pa le majhnega razpona talentov.

not just a small range of them.

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

Mimogrede, umetnostna vzgoja ni pomembna, ker izboljšuje le uspeh pri matematiki.

because they improve math scores.

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

Pomembna je zato, ker zbuja dele otroškega bitja, ki so sicer nedotaknjeni.

which are otherwise untouched.

The second, thank you --

Drugo, hvala... (aplavz)

(Applause)

The second principle that drives human life flourishing

Drugo načelo, ki poganja razcvet človeškega življenja,

is curiosity.

je radovednost.

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

Če lahko pri otroku prižgete iskrico radovednosti,

they will learn without any further assistance, very often.

se bodo zelo pogosto naučili brez nadaljnje pomoči.

Children are natural learners.

Otroci so naravni učenci.

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

Resnični dosežek je ugasniti to posebno sposobnost, ali jo zadušiti.

or to stifle it.

Curiosity is the engine of achievement.

Radovednost je gonilo dosežkov.

Now the reason I say this

To sem rekel zato, ker je

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

en od učinkov sedanje kulture bil, če se lahko tako izrazim,

if I can say so,

de-profesionalizacija učiteljev.

has been to de-professionalize teachers.

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

Ni sistema na svetu

ali šole v državi,

ki je boljša od svojih učiteljev.

that is better than its teachers.

Teachers are the lifeblood of the success of schools.

Učitelji so vitalno tkivo uspehov šol.

But teaching is a creative profession.

Toda poučevanje je ustvarjalen poklic.

Teaching, properly conceived, is not a delivery system.

Pravilno koncipirano poučevanje ni le dobava.

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

Veste, tam niste le zato, da bi prenesli prejete informacije.

Great teachers do that,

Izjemni učitelji to naredijo,

but what great teachers also do is mentor,

ampak oni tudi usmerjajo, spodbujajo, provocirajo, aktivirajo.

stimulate, provoke, engage.

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

Vidite, na koncu je bistvo izobraževanja učenje.

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

Če se učenje ne dogaja, tudi izobraževanja ni.

And people can spend an awful lot of time

Ljudje lahko porabijo ogromno časa v razpravah o izobraževanju,

discussing education without ever discussing learning.

ne da bi razpravljali o učenju.

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

Bistvo izobraževanja je, da se ljudje učijo.

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

Moj prijatelj, stari prijatelj - pravzaprav zelo star,

(Laughter)

pokojnik je, (smeh)

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

bojim se, da to pomeni, da starejši ne bo nikoli.

(Laughter)

But a wonderful guy he was, wonderful philosopher.

Toda bil je čudovit fant, čudovit filozof.

He used to talk about the difference

Včasih je govoril o razliki med pomenoma glagola v smislu naloge in dosežka.

between the task and achievement senses of verbs.

You can be engaged in the activity of something,

Veste, lahko se ukvarjate z neko dejavnostjo, a brez dosežka,

but not really be achieving it, like dieting.

kot npr. z dieto. To je zelo dober primer, saj veste.

(Laughter)

It's a very good example.

There he is. He's dieting.

Poglejte ga, na dieti je. Ali je kaj shujšal? Ne ravno.

Is he losing any weight? Not really.

(Laughter)

Teaching is a word like that.

Poučevanje je taka beseda. Lahko rečemo: "Obstaja Deborah v sobi 34 , ki poučuje."

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

But if nobody's learning anything,

Ampak, če se nihče ničesar ne nauči,

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

ona mogoče izvaja nalogo poučevanja, vendar je dejansko ne izpolnjuje.

The role of a teacher is to facilitate learning.

Vloga učitelja je, da učenje olajša. In to je to.

That's it.

And part of the problem is, I think,

Mislim, da je del problema v tem,

that the dominant culture of education has come to focus

da se prevladujoča kultura izobraževanja osredotoča

on not teaching and learning, but testing.

na testiranje, ne na poučevanje in učenje.

Now, testing is important.

Testiranje je pomembno. Standardizirani testi so na mestu,

Standardized tests have a place.

But they should not be the dominant culture of education.

vendar, ne bi smeli prevladovati v kulturi izobraževanja.

They should be diagnostic. They should help.

Morali bi diagnosticirati, biti v pomoč.

(Applause)

(aplavz)

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

Če grem na zdravniški pregled,

želim standardizirane teste. Res.

I do.

I want to know what my cholesterol level is

Rad bi primerjal svojo raven holesterola z vsemi drugimi na standardni lestvici.

compared to everybody else's on a standard scale.

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

Ne bi rad neke lestvice, ki jo je moj zdravnik izumil v avtu.

(Laughter)

"Vašo raven holesterola sem poimenoval Oranžna raven."

"Your cholesterol is what I call Level Orange."

"Really?"

"Res? Ali je to dobro?" "Ne vemo."

(Laughter)

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

(Laughter)

But all that should support learning.

Toda s tem je treba podpreti učenje. To ga ne bi smelo ovirati,

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

kar se seveda pogosto zgodi.

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

Torej, namesto radovednosti, imamo kulturo izpolnjevanja in skladnosti.

Our children and teachers are encouraged to follow routine algorithms

Naše otroke in učitelje spodbujajo, da sledijo rutinskim algoritmom,

rather than to excite that power of imagination and curiosity.

namesto, da bi vzbujali moč domišljije in radovednosti.

In tretje načelo je:

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

Človeško življenje je po naravi ustvarjalno.

Zato se nam življenjepisi razlikujejo.

It's why we all have different résumés.

We create our lives,

Svoja življenja ustvarjamo in jih lahko v toku preustvarjamo.

and we can recreate them as we go through them.

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

To je skupna valuta svojstvena človeškim bitjem.

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

Zato je človeška kultura tako zanimiva, raznolika in dinamična.

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

Druge živali tudi lahko imajo domišljijo

in ustvarjalnost, vendar za to ni veliko dokazov, kot je za našo, a ne?

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

I mean, you may have a dog.

Morda imate psa,

And your dog may get depressed.

ki je lahko depresiven,

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

vendar ne posluša Radiohead, kajne?

(Laughter)

(smeh)

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

In ne sedi strmeč skozi okno s steklenico Jack Daniel'sa.

(Laughter)

(smeh)

In mu rečete: "A bi rad šel na sprehod?" On pa odgovori: "Ne, dobro mi je.

"Would you like to come for a walk?"

"No, I'm fine."

(Laughter)

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

Pojdi. Počakal te bom, ampak po poti fotkaj."

(Laughter)

We all create our own lives through this restless process

Vsi lastna življenja ustvarjamo v tem nenehnem procesu

of imagining alternatives and possibilities,

razmišljanja o alternativah in možnostih in ena od vlog izobraževanja je,

and one of the roles of education

da prebuja in razvija te ustvarjalne moči.

is to awaken and develop these powers of creativity.

Instead, what we have is a culture of standardization.

Namesto tega imamo kulturo standardizacije.

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

Ni treba, da je vse tako. Res ni.

It really doesn't.

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

Finska je vedno najboljša v matematiki, znanosti in branju.

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

Da so v tem dobri vemo, ker je to edino, kar se to trenutno preizkuša.

because that's all that's being tested.

That's one of the problems of the test.

To je eden od problemov testa.

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

Ne iščejo drugih, enako pomembnih, stvari.

The thing about work in Finland is this:

Bistvo dela v Finski je:

oni se ne obremenjujejo s temi disciplinami.

they don't obsess about those disciplines.

They have a very broad approach to education,

Imajo zelo širok pristop k izobraževanju,

which includes humanities, physical education, the arts.

ki vključuje humanistiko, telesno vzgojo, umetnostno vzgojo.

Drugič, standardiziranega testiranja na Finskem ni.

Second, there is no standardized testing in Finland.

I mean, there's a bit,

Malo ga je že, ampak to ni tisto, zaradi česar ljudje vstajajo zjutraj

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

in kar jih zadržuje za njihovimi mizami.

what keeps them at their desks.

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

In tretjič, pred kratkim sem bil na sestanku

with some people from Finland, actual Finnish people,

z nekaterimi ljudmi iz Finske, dejanskimi Finci,

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

in nekdo iz ameriškega sistema jih je vprašal:

"Kaj ste naredili glede stopnje osipa na Finskem?"

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

And they all looked a bit bemused, and said,

Vsi so izgledali malo zbegano, odgovor pa je bil: "Nimamo osipa.

"Well, we don't have one.

Why would you drop out?

Zakaj bi imeli osip?

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

Če so ljudje v težavah, pridemo hitro do njih,

jim pomagamo in jih podpiramo. "

and we help and support them."

Now people always say,

Ljudje vedno pravijo: "Finske ne moremo primerjati z Ameriko."

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

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

Ne. Mislim, da ima Finska okoli pet milijonov prebivalcev.

Ampak lahko jo primerjamo z državo v Ameriki.

But you can compare it to a state in America.

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

Mnoge države v Ameriki imajo manj prebivalcev.

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

Bil sem v nekaterih državah v Ameriki, kjer sem bil edina oseba. (smeh)

and I was the only person there.

(Laughter)

Really. Really.

Res, res. Bil sem naprošen, da zaklenem, ko sem šel.

I was asked to lock up when I left.

(Laughter)

(smeh)

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

Ampak, to kar vsi kakovostni sistemi na svetu počnejo,

is currently what is not evident, sadly,

žal, trenutno ni razvidno v ameriških sistemih - kot celoti.

across the systems in America --

I mean, as a whole.

One is this:

Prvo je to: individualizirajo poučevanje in učenje.

they individualize teaching and learning.

They recognize that it's students who are learning

Prepoznavajo, da so študenti ti, ki se učijo,

and the system has to engage them,

in da jih sistem mora aktivirati, njihovo radovednost,

their curiosity, their individuality, and their creativity.

njihovo individualnost in njihovo ustvarjalnost.

That's how you get them to learn.

Tako jih boste spodbudili, da se učijo.

The second is that they attribute a very high status

Drugo je, da je učiteljski poklic zelo visoko cenjen.

to the teaching profession.

They recognize that you can't improve education

Prepoznavajo, da si ne morete izboljšati izobraževanja,

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

če ne izberete izjemnih ljudi, da poučujejo,

in če jih ves čas ne podpirate in strokovno razvijate.

constant support and professional development.

Investing in professional development is not a cost.

Vlaganje v strokovni razvoj ni strošek.

It's an investment,

To je naložba in vsaka uspešna država to dobro ve,

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

whether it's Australia, Canada,

ali je to Avstralija, Kanada, Južna Koreja, Singapur,

South Korea, Singapore, Hong Kong or Shanghai.

Hong Kong ali Šanghaj. Vedo, da je temu tako.

They know that to be the case.

In tretje je, da odgovornost

And the third is,

they devolve responsibility to the school level

za opravljeno delo prenašajo na šolsko raven.

for getting the job done.

You see, there's a big difference here

Tu je velika razlika v načinu vodenja in kontrole v izobraževanju -

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

That's what happens in some systems.

V nekaterih sistemih se to dogaja. Centralne ali državne vlade se odločijo,

Central or state governments decide,

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

da one najbolje vedo in vam bodo povedale, kaj naj naredite.

The trouble is that education doesn't go on

Težava je v tem, da se izobraževanje ne odvija v sejnih sobah vladnih zgradb.

in the committee rooms of our legislative buildings.

It happens in classrooms and schools,

Odvija se v razredih in šolah, izvajajo pa ga učitelji in učenci

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

and if you remove their discretion, it stops working.

in če odpravite svobodo njihove odločitve, preneha delovati.

You have to put it back to the people.

To morate vrniti ljudem.

(Applause)

(aplavz)

There is wonderful work happening in this country.

V tej državi se odvija čudovito delo.

But I have to say it's happening

Ampak, moram reči, da se odvija kljub dominantni kulturi izobraževanja,

in spite of the dominant culture of education,

not because of it.

ne pa po njeni zaslugi.

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

To je, kot da bi ljudje ves čas jadrali proti vetru.

And the reason I think is this:

In mislim, da je to zato:

that many of the current policies

ker mnoge veljavne politike temeljijo na mehanističnih konceptih izobraževanja.

are based on mechanistic conceptions of education.

It's like education is an industrial process

Kot da je izobrazba industrijski proces,

that can be improved just by having better data,

ki ga je mogoče izboljšati le z boljšimi podatki

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

in mislim, da je v glavah nekaterih oblikovalcev politike ideja, da,

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

če jo le dovolj natančno uglasimo, če zadenemo,

it will all hum along perfectly into the future.

bo vse skupaj lepo odzvanjalo v prihodnost.

It won't, and it never did.

Ne bo se in nikoli se ni.

The point is that education is not a mechanical system.

Bistvo je, da izobraževanje ni mehanični sistem.

It's a human system.

To je človeški sistem. Gre za ljudi, ki se ali želijo ali pa ne želijo učiti.

It's about people,

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

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

Vsak učenec, ki opusti šolanje, ima za to razlog,

which is rooted in their own biography.

ukoreninjen v svoji biografiji.

They may find it boring.

Lahko se jim zdi, da je dolgočasno ali nepomembno,

They may find it irrelevant.

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

ali da je v nasprotju z življenjem, ki ga živijo zunaj šole.

Obstajajo trendi, vendar so posamezne zgodbe vedno edinstvene.

There are trends, but the stories are always unique.

Pred kratkim sem bil v Los Angelesu na sestanku

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

they're called alternative education programs.

t. i. alternativnih programov izobraževanja.

These are programs designed to get kids back into education.

To so programi, namenjeni vrnitvi otrok v izobraževanje

They have certain common features.

in imajo določene skupne značilnosti.

They're very personalized.

Zelo so personalizirani.

They have strong support for the teachers,

Učitelji imajo močno podporo, tesno so povezani z lokalno skupnostjo,

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

imajo širok in raznolik učni načrt

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

in pogosto programe, ki vključujejo učence zunaj in znotraj šole.

And they work.

In se obnesejo.

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

Zanimivo mi je, da se imenujejo "alternativno izobraževanje."

(Laughter)

You know?

Veste?

And all the evidence from around the world is,

In vsi dokazi iz celega sveta kažejo,

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

da če bi vsi to naredili, ne bi bilo nobene potrebe za alternativo.

(Applause)

(aplavz)

(Applause ends)

Zato mislim, da moramo sprejeti drugačno prispodobo.

So I think we have to embrace a different metaphor.

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

Zavedati se moramo, da je to človeški sistem

and there are conditions under which people thrive,

in da obstajajo pogoji, pod katerimi ljudje cvetijo,

in pod katerimi ne uspevajo.

and conditions under which they don't.

We are after all organic creatures,

Na koncu koncev smo vsi organska bitja

and the culture of the school is absolutely essential.

in kultura šole je nujno potrebna.

Culture is an organic term, isn't it?

Kultura je organski izraz, kajne?

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

Nedaleč od kjer živim, je kraj, ki se imenuje Dolina smrti.

Death Valley is the hottest, driest place in America,

Dolina smrti je eno od najbolj vročih in suhih mest v Ameriki

and nothing grows there.

in tam nič ne raste.

Nič ne raste zato, ker ne dežuje.

Nothing grows there because it doesn't rain.

Hence, Death Valley.

Torej, Dolina smrti.

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

Pozimi leta 2004 je v Dolini smrti deževalo.

Seven inches of rain fell over a very short period.

V zelo kratkem času je padlo 18 centimetrov dežja.

In spomladi leta 2005 se je zgodil čudež.

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

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

Tla celotne Doline smrti so bila prekrita s cvetjem

za nekaj časa.

What it proved is this:

Izkazalo se je, da Dolina smrti ni mrtva.

that Death Valley isn't dead.

Le spi.

It's dormant.

Right beneath the surface are these seeds of possibility

Že pod površjem so semena možnosti, ki čakajo, da pridejo pravi pogoji.

waiting for the right conditions to come about,

and with organic systems, if the conditions are right,

V organskih sistemih, pod ustreznimi pogoji,

je življenje neizogibno. To se dogaja ves čas.

life is inevitable.

It happens all the time.

You take an area, a school, a district,

V območju, šoli, regiji,

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

ko spremenite pogoje, da ljudje dobijo drugačen občutek možnosti,

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

drugačna pričakovanja, širši razpon priložnosti,

you cherish and value the relationships between teachers and learners,

in ko negujete in spoštujete odnose med učitelji in učenci,

omogočite ljudem, da se odločijo, da so ustvarjalni

you offer people the discretion to be creative

and to innovate in what they do,

in da so inovativni pri svojem delu, in šole, nekoč brez upanja, oživijo.

and schools that were once bereft spring to life.

Great leaders know that.

Izjemni voditelji to vedo.

The real role of leadership in education --

Resnična vloga vodstva v izobraževanju -

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

mislim, da to drži na nacionalni ravni, na državni ravni in na šolski ravni -

the state level, at the school level --

is not and should not be command and control.

ni in ne sme biti poveljevanje in nadzor.

The real role of leadership is climate control,

Resnična vloga vodstva je v nadzoru klime,

creating a climate of possibility.

ki ustvarja ozračje možnosti.

And if you do that, people will rise to it

In če boste to storili, bodo ljudje to sprejeli

and achieve things that you completely did not anticipate

in bodo dosegali stvari, ki si jih ne morete niti zamisliti,

and couldn't have expected.

niti pričakovati.

There's a wonderful quote from Benjamin Franklin.

Obstaja čudovit citat Benjamina Franklina.

"There are three sorts of people in the world:

"Tri vrste ljudi so na svetu:

Those who are immovable,

tisti, ki so nepremični,

ljudje, ki ne razumejo, ne želijo razumeti, in ne bodo glede tega ničesar storili.

people who don't get it,

or don't want to do anything about it;

there are people who are movable,

Obstajajo ljudje, ki so premakljivi,

people who see the need for change

ljudje, ki vidijo potrebo po spremembah in so pripravljeni prisluhniti.

and are prepared to listen to it;

and there are people who move,

In obstajajo ljudje, ki ukrepajo,

people who make things happen."

ljudje, ki stvari premikajo."

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

In če bomo lahko spodbudili več ljudi,

bi to bilo gibanje.

And if the movement is strong enough,

In če je gibanje dovolj močno,

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

je to revolucija v najboljšem pomenu te besede.

And that's what we need.

In to je tisto, kar potrebujemo.

Thank you very much.

Hvala lepa.

(Applause)

(aplavz)

Hvala lepa. (aplavz)

Thank you very much.

(Applause)