Do schools kill creativity? | Sir Ken Robinson | TED

Prevodilac: Aleksandra Kostic Lektor: Nenad Bozinovic

Good morning. How are you?

Dobro jutro.

Kako ste?

(Audience) Good.

(Publika) Dobro.

It's been great, hasn't it?

Ovo je sjajno, zar ne?

I've been blown away by the whole thing.

Mene je sve ovo raspametilo.

In fact, I'm leaving.

U stvari, odlazim.

(Laughter)

(Smeh)

There have been three themes running through the conference,

Tri teme se provlače kroz ovu konferenciju,

which are relevant to what I want to talk about.

a povezane su sa onim o čemu želim da pričam.

One is the extraordinary evidence of human creativity

Jedna od njih je neverovatna ljudska kreativnost

in all of the presentations that we've had

prisutna u svim prezentacijama koje smo čuli

and in all of the people here;

i u svim osobama ovde.

just the variety of it and the range of it.

Raznolikost te kreativnosti i njen opseg.

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

Drugo, ona nas je dovela do toga

where we have no idea what's going to happen

da nemamo pojma šta će se desiti u budućnosti.

in terms of the future.

No idea how this may play out.

Nemamo pojma kako će se sve ovo odviti.

I have an interest in education.

Mene interesuje obrazovanje.

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

Zapravo, smatram da obrazovanje interesuje svakoga.

Don't you?

Ne mislite li tako?

I find this very interesting.

To mi je vrlo zanimljivo.

Ako ste na zabavi

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

i kažete da radite u prosveti...

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

Zapravo, ne idete često na zabave.

(Laughter)

(Smeh)

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

Ako radite u prosveti,

niste pozvani.

(Laughter)

(Smeh)

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

I začudo nikad vas ne pozivaju ponovo, to mi je veoma čudno.

But if you are, and you say to somebody,

Ali ako odete na zabavu

i neko vas pita: "Čime se bavite?"

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

i odgovorite da radite u prosveti,

and you say you work in education,

vidite kako im lice prebledi.

you can see the blood run from their face.

Sigurno misle: "O, bože, zašto baš ja?"

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

(Laughter)

(Smeh)

"My one night out all week."

"Moj jedini slobodan dan u nedelji."

(Laughter)

(Smeh)

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

Ali ako ih pitate za njihovo obrazovanje, neće vas pustiti na miru.

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

Jer, to je jedna od stvari koje su duboko u ljudima.

Jesam li u pravu?

Like religion and money and other things.

Kao religija, novac i druge stvari.

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

Mene obrazovanje veoma interesuje, a mislim i sve nas.

We have a huge vested interest in it,

Svi mi imamo ogroman lični interes za obrazovanje,

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

delom zbog toga što upravo obrazovanje

treba da nas odvede u tu budućnost koju ne možemo da nazremo.

that we can't grasp.

If you think of it,

Razmislite - deca koja ove godine kreću u školu

children starting school this year will be retiring in 2065.

penzionisaće se 2065.

Nobody has a clue,

Niko nema predstavu,

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

uprkos svim stručnim mišljenjima iznetim ovde tokom protekla četiri dana,

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

kako će svet izgledati za pet godina.

I pored toga, trebalo bi da ih obrazujemo za taj svet.

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

So the unpredictability, I think, is extraordinary.

Stoga, mislim da je nepredvidivost neverovatna.

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

I treće je činjenica,

oko koje se svi ipak slažemo,

on the really extraordinary capacities that children have --

da deca poseduju neverovatne kapacitete.

their capacities for innovation.

Inovativne kapacitete.

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

Serena sinoć je bila pravo čudo, zar ne?

Just seeing what she could do.

Kad samo vidimo šta sve ume.

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

Ona jeste posebna,

ali mislim da nije posebna u čitavom detinjstvu.

exceptional in the whole of childhood.

What you have there is a person of extraordinary dedication

Ona je osoba izuzetne posvećenosti koja je otkrila svoj talenat.

who found a talent.

Ja smatram da sva deca imaju neverovatne talente.

And my contention is, all kids have tremendous talents,

A mi ih traćimo i to vrlo nemilosrdno.

and we squander them, pretty ruthlessly.

So I want to talk about education,

Želim da pričam o obrazovanju

and I want to talk about creativity.

i želim da pričam o kreativnosti.

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

Smatram da je kreativnost u obrazovanju podjednako važna kao i pismenost,

and we should treat it with the same status.

i trebalo bi da joj damo isti status.

(Applause)

(Aplauz)

Thank you.

(Applause)

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

E pa, to bi bilo sve.

Najlepše vam hvala.

(Laughter)

(Smeh)

So, 15 minutes left.

Dakle, još 15 minuta.

(Laughter)

(Smeh)

"Well, I was born ... "

Pa, ja sam rođen... ne.

(Laughter)

(Smeh)

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

Nedavno sam čuo fantastičnu priču - i obožavam da je pričam -

of a little girl who was in a drawing lesson.

o devojčici na času likovnog.

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

Ima šest godina i sedela je u pozadini i crtala.

and the teacher said this girl hardly ever paid attention,

Učiteljica je rekla da ona gotovo nikad nije obraćala pažnju,

and in this drawing lesson, she did.

sem na času likovnog.

The teacher was fascinated.

Učiteljica je bila fascinirana njome,

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

prišla joj je i upitala: "Šta to crtaš?"

Devojčica je odgovorila: "Crtam sliku boga."

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

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

Učiteljica je onda rekla: "Ali niko ne zna kako bog izgleda."

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

I devojčica odgovori: "Sad će da saznaju."

(Laughter)

(Smeh)

When my son was four in England --

Kad je moj sin imao četiri godine u Engleskoj...

actually, he was four everywhere, to be honest.

U stvari, iskreno, svuda je imao četiri godine.

(Laughter)

(Smeh)

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

Kuda god da je išao te godine, imao je četiri godine.

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

Glumio je u komadu o rođenju Isusovom.

Sećate li se te priče?

(Laughter)

(Smeh)

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

Veoma je poznata.

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

Mel Gibson je snimio drugi deo, možda ste ga gledali.

(Laughter)

(Smeh)

"Nativity II."

"Rođenje Isusovo II".

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

Džejms je dobio ulogu Josifa.

Svi smo bili jako uzbuđeni.

We considered this to be one of the lead parts.

Smatrali smo ovu ulogu jednom od glavnih.

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

Našu kuću su preplavili agenti u majicama s natpisom:

"Džejms Robinson jeste Josif!"

"James Robinson IS Joseph!"

(Laughter)

(Smeh)

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

Nije morao ništa da priča,

ali znate onaj deo kada dolaze tri mudraca?

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

Sa sobom nose poklone.

Donose zlato, tamjan i smirnu.

This really happened.

Ovo se zaista desilo.

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

Sedeli smo tamo i mislim da su pomešali red izlaska na scenu,

because we talked to the little boy afterward and said,

jer smo ga pitali posle toga:

"Je l' tebi to OK?"

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

On reče: "Da. Jesam pogrešio?"

Jednostavno su se zamenili, to je to.

They just switched.

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

Uglavnom, tri dečaka su došla,

četvorogodišnjaci sa peškirima na glavama,

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

spustili su kutije na zemlju

i prvi dečak je rekao: "Ja ti donosim zlato."

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

Drugi je rekao: "Ja ti donosim smirnu."

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

A treći je rekao: "Frenk ti šalje ovo."

(Laughter)

(Smeh)

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

Ovim stvarima je zajedničko to što će deca pokušati.

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

Ako ne znaju nešto, probaće.

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

Nisam li u pravu?

Deca se ne plaše da pogreše.

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

Ne želim da kažem da je pogrešiti isto što i biti kreativan.

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

Ali znam da,

ako nisi spreman da pogrešiš,

nikad nećeš smisliti ništa originalno.

you'll never come up with anything original --

if you're not prepared to be wrong.

Ako nisi spreman da pogrešiš.

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

Dok odrastu, većina dece izgubi tu sposobnost.

They have become frightened of being wrong.

Plaše se da ne pogreše nešto.

And we run our companies like this.

A mi ovako upravljamo kompanijama.

We stigmatize mistakes.

Osuđujemo greške.

And we're now running national education systems

I u našem državnom obrazovnom sistemu

where mistakes are the worst thing you can make.

pogrešiti je najgora stvar koju možeš da uradiš.

And the result is that we are educating people

I kao rezultat toga,

mi obrazujemo ljude da izgube svoje kreativne sposobnosti.

out of their creative capacities.

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

Pikaso je jednom rekao da su sva deca rođeni umetnici.

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

Problem je ostati umetnik kroz odrastanje.

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

Ja žarko verujem u sledeće: mi ne razvijamo kreativnost,

we grow out of it.

nego je postepeno gubimo.

Or rather, we get educated out of it.

Ili, obrazovaćemo se da budemo nekreativni.

So why is this?

Zašto je to tako?

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

Do pre pet godina sam živeo u Stratfordu na Avonu.

In fact, we moved from Stratford to Los Angeles.

Iz Stratforda smo se preselili u Los Anđeles.

So you can imagine what a seamless transition this was.

Možete misliti kako je to glatka tranzicija bila.

(Laughter)

(Smeh)

Actually, we lived in a place called Snitterfield,

U stvari, živeli smo u mestu zvanom Sniterfild,

just outside Stratford,

nedaleko od Stratforda, gde je rođen Šekspirov otac.

which is where Shakespeare's father was born.

Are you struck by a new thought? I was.

Da li vam neverovatna misao prolazi kroz glavu? Meni da.

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

Ne možete da zamislite da je Šekspir imao oca, zar ne?

Do you?

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

Zato što ne možete da zamislite Šekspira kao dete.

Šekspira kao sedmogodišnjaka.

Shakespeare being seven?

I never thought of it.

Nikad mi to nije palo na pamet.

I mean, he was seven at some point.

Jednom je morao imati sedam godina i biti na času engleskog.

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

(Laughter)

(Smeh)

How annoying would that be?

Kako bi to bilo iritirajuće.

(Laughter)

(Smeh)

"Must try harder."

"Mora malo više da se potrudi."

(Laughter)

(Smeh)

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

Otac ga šalje u krevet...

"Šekspire, na spavanje. Sad!"

To William Shakespeare.

Vilijamu Šekspiru.

"And put the pencil down!"

"I ostavi tu olovku.

(Laughter)

I prestani da pričaš tako."

"And stop speaking like that."

(Laughter)

(Smeh)

"It's confusing everybody."

"Sve nas zbunjuje."

(Laughter)

(Smeh)

Anyway, we moved from Stratford to Los Angeles,

Nego...

Iz Stratforda smo se preselili u Los Anđeles.

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

Hteo bih da kažem koju reč o preseljenju.

Actually, my son didn't want to come.

Moj sin nije želeo da ide.

Imam dvoje dece.

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

Sin sad ima 21 godinu, a ćerka 16.

He didn't want to come to Los Angeles.

Nije želeo da se preseli u Los Anđeles.

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

Grad mu se dopadao, ali je imao devojku u Engleskoj.

This was the love of his life, Sarah.

To je bila ljubav njegovog života.

He'd known her for a month.

Sara.

Znali su se mesec dana.

(Laughter)

(Smeh)

Mind you, they'd had their fourth anniversary,

Molim te, proslavili su četvrtu nedelju zajedno.

Jer, to je dosta vremena kad ti je 16.

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

He was really upset on the plane.

Bio je jako uzrujan u avionu,

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

i rekao je: "Nikad više neću naći devojku kao Sara."

And we were rather pleased about that, frankly --

Iskreno, mi smo bili prilično zadovoljni tom pomisli.

(Laughter)

(Smeh)

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

Ona je bila glavni razlog što odlazimo iz zemlje.

(Laughter)

(Smeh)

But something strikes you when you move to America

Jedna stvar koja vas zapanji kad se preselite u Ameriku

and travel around the world:

i kada putujete po svetu.

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

Svaki obrazovni sistem na Zemlji ima istu hijerarhiju školskih predmeta.

Every one. Doesn't matter where you go.

Svaki. Kuda god da odete.

Pomislili biste da je drugačije, ali nije.

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

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

Na vrhu su matematika i jezici,

zatim društvene nauke i na dnu su umetnosti.

At the bottom are the arts. Everywhere on earth.

Svuda na Zemlji.

I u svakom sistemu, takođe postoji hijerarhija umetnosti.

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

Art and music are normally given a higher status in schools

Likovno i muzičko obično imaju viši status u školama

than drama and dance.

nego gluma i ples.

There isn't an education system on the planet

Na ovoj planeti ne postoji obrazovni sistem

that teaches dance every day to children

u kome deca svakodnevno uče da plešu

the way we teach them mathematics.

kao što uče matematiku.

Why?

Zašto?

Why not?

Zašto ne?

I think this is rather important.

Ja mislim da je to vrlo važno.

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

Mislim da je matematika vrlo bitna, ali je i ples.

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

Deca igraju sve vreme ako im dozvolite, svi to radimo.

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

Svi mi imamo tela, zar ne?

Da nisam propustio neki sastanak?

(Laughter)

(Smeh)

Truthfully, what happens is, as children grow up,

Šta se zapravo dešava?

Kako deca odrastaju, mi ih obrazujemo od struka naviše.

we start to educate them progressively from the waist up.

And then we focus on their heads.

A onda se fokusiramo na njihove glave.

And slightly to one side.

I to naginjući blago ka jednoj strani.

If you were to visit education as an alien

Ako biste kao vanzemaljac posetili obrazovni sistem

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

i pitali: "Čemu služi obrazovanje?"

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

Morali biste da zaključite da,

ako pogledate ko zapravo dobija nešto time,

who really succeeds by this,

ko radi sve ono što treba da se odradi,

who does everything they should,

ko dobija sve pozitivne poene, ko su pobednici...

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

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

Morali biste da zaključite da je cela svrha obrazovanja,

širom sveta,

throughout the world

stvaranje fakultetskih profesora.

is to produce university professors.

Isn't it?

Nije li tako?

They're the people who come out the top.

Oni su ti koji su na vrhu.

And I used to be one, so there.

Ja sam bio jedan od njih, pa eto ti sad.

(Laughter)

(Smeh)

And I like university professors,

Meni su profesori dragi,

ali ne treba da ih smatramo vrhuncem ljudskog dostignuća.

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

as the high-water mark of all human achievement.

Oni su samo jedan oblik života.

They're just a form of life.

Another form of life.

Samo još jedan oblik života.

But they're rather curious.

Ali su prilično zanimljivi.

And I say this out of affection for them:

I to kažem od milja prema njima.

there's something curious about professors.

Iz mog iskustva, ima nečeg interesantnog u vezi sa njima.

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

Naravno ne svi, ali najčešće, oni žive u svojim glavama.

Oni žive tamo gore i to blago na jednoj strani.

They live up there and slightly to one side.

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

Bukvalno rečeno, oni su odvojeni od svojih tela.

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

Oni smatraju da su im tela

prevozno sredstvo za njihove glave.

(Laughter)

(Smeh)

Don't they?

Zar ne?

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

Oni tako prevoze svoje glave na sastanke.

(Laughter)

(Smeh)

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

Ako želite pravi dokaz bestelesnog iskustva,

get yourself along to a residential conference of senior academics

idite na konferenciju akademskih profesora

and pop into the discotheque on the final night.

i onda poslednje veče banite u diskoteku.

(Laughter)

(Smeh)

And there, you will see it.

I tamo ćete videti, odrasle muškarce i žene

Grown men and women writhing uncontrollably, off the beat.

kako se nekotrolisao mlate bez imalo ritma.

(Laughter)

(Smeh)

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

Čekajući kraj da odu kući i napišu naučni rad o tome.

(Smeh)

(Laughter)

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

Naš obrazovni sistem počiva na ideji akademske sposobnosti.

And there's a reason.

Razlog za to postoji.

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

Širom sveta, nije postojao državni sistem obrazovanja pre 19. veka.

really, before the 19th century.

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

Svi su oni stvoreni kako bi zadovoljili potrebe industrijalizma.

So the hierarchy is rooted on two ideas.

A hijerarhija je zasnovana na dvema idejama.

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

Prvo, predmeti koji su najkorisniji za posao su na vrhu.

So you were probably steered benignly away from things at school

Tako da su vas možda dobronamerno odvratili

od stvari koje ste voleli u školi kao dete,

when you were a kid,

things you liked,

iz tog razloga što se time nikada nećete baviti.

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

Is that right?

Nije li tako?

Mani se muzike, nećeš biti muzičar,

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

mani se umetnosti, nećeš biti umetnik.

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

Dobronameran savet - ali sada poptuno pogrešan.

Benign advice -- now, profoundly mistaken.

The whole world is engulfed in a revolution.

Ceo svet je zahvaćen revolucijom.

And the second is academic ability,

Druga je ideja akademska sposobnost,

which has really come to dominate our view of intelligence,

koja je ovladala našim shvatanjem inteligencije

jer su univerziteti kreirali sistem prema sebi.

because the universities design the system in their image.

Ako porazmislite,

If you think of it,

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

čitav sistem javnog obrazovanja širom sveta je razvučen poces

of university entrance.

prijema na fakultet.

I kao posledica toga, mnogi veoma talentovani,

And the consequence is that many highly talented,

brilijantni, kreativni ljudi misle da to nisu,

brilliant, creative people think they're not,

because the thing they were good at at school

jer ono u čemu su bili dobri u školi

nije bilo cenjeno ili je čak žigosano.

wasn't valued, or was actually stigmatized.

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

Ne možemo da dozvolimo da nastavimo ovako.

In the next 30 years, according to UNESCO,

Kako navodi UNESCO, u narednih 30 godina,

more people worldwide will be graduating through education

više ljudi širom sveta će diplomirati na fakultetima

than since the beginning of history.

nego što je od početka istorije obrazovanja.

More people.

Više ljudi.

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

A to je kombinacija svega o čemu smo pričali -

technology and its transformational effect on work,

tehnologije i njenog transformativnog uticaja na poslove,

i demografije i ogromnog porasta u populaciji.

and demography and the huge explosion in population.

Suddenly, degrees aren't worth anything.

Odjednom, diplome više ne vrede ništa.

Isn't that true?

Nije li tako?

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

Kada sam ja bio student, ako imaš diplomu, imaš posao.

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

Ako nemaš posao, to je zato što ne želiš da ga imaš.

And I didn't want one, frankly.

I iskreno rečeno, ja ga nisam želeo.

(Smeh)

(Laughter)

But now kids with degrees are often heading home

Ali sada, deca sa diplomama često idu kućama da i dalje igraju video igre,

to carry on playing video games,

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

jer ti treba master za posao koji je pre zathevao diplomu,

and now you need a PhD for the other.

a za ovaj drugi ti sad treba doktorat.

It's a process of academic inflation.

To je proces akademske inflacije.

I pokazuje da nam se čitava struktura obrazovanja potresa pod nogama.

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

We need to radically rethink our view of intelligence.

Moramo radikalno da promenimo naše shvatanje inteligencije.

O inteligenciji znamo tri stvari.

We know three things about intelligence.

Prvo, ima je više vrsta.

One, it's diverse.

O svetu razmišljamo na sve načine na koje ga i doživljavamo.

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

Razmišljamo vizuelno,

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

razmišljamo slušajući i razmišljamo kinestetički.

We think in abstract terms, we think in movement.

Razmišljamo na apstraktan način, razmišljamo krećući se.

Secondly, intelligence is dynamic.

Drugo, inteligencija je dinamična.

If you look at the interactions of a human brain,

Ako pogledate interakcije ljudskog mozga,

kao što smo čuli juče u mnogim prezentacijama,

as we heard yesterday from a number of presentations,

intelligence is wonderfully interactive.

inteligencija je neverovatno interaktivna.

The brain isn't divided into compartments.

Mozak nije podeljen na odeljke.

In fact, creativity --

Zapravo, kreativnost,

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

koju ja definišem kao proces stvaranja originalnih ideja koje imaju vrednost,

more often than not comes about

često nastaje putem interakcije

through the interaction of different disciplinary ways of seeing things.

različitih načina sagledavanja stvari.

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

Uzgred, postoji snop nerava koji povezuje moždane hemisfere

called the corpus callosum.

i zove se korpus kalosum.

It's thicker in women.

Deblji je kod žena.

Following off from Helen yesterday,

Da se nadovežem na Helenin govor od juče,

this is probably why women are better at multitasking.

to je verovatno razlog

zašto su žene bolje u multitaskingu.

Because you are, aren't you?

Vi zaista jeste bolje u tome, zar ne?

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

Postoje mnoga istraživanja, ali ja to znam iz ličnog iskustva.

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

Kada moja žena sprema ručak,

što se ne dešava često...

thankfully.

hvala bogu.

(Laughter)

(Smeh)

No, she's good at some things.

Ne, neke stvari joj idu od ruke.

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

Ali ako sprema ručak,

ona takođe razgovara preko telefona,

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

priča sa decom, kreči plafon -

(Smeh)

(Laughter)

izvodu operaciju na otvorenom srcu.

she's doing open-heart surgery over here.

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

Kada ja spremam ručak, vrata su zatvorena, deca su napolju,

the phone's on the hook,

telefon je ugašen, ako ona uđe ja se iznerviram.

if she comes in, I get annoyed.

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

Kažem: "Teri, molim te, pokušavam da ispržim jaje."

(Smeh)

(Laughter)

"Give me a break."

"Ostavi me."

(Laughter)

(Smeh)

Actually, do you know that old philosophical thing,

Znate ono staro filozofsko pitanje:

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

ako drvo padne u šumi i niko to ne čuje,

da li se to zaista desilo?

Remember that old chestnut?

Sećate li se tog starog kestena?

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

Nedavno sam video super majicu sa natpisom:

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

"Ako čovek u šumi kaže naglas šta misli i nijedna žena ga ne čuje,

da li i dalje nije u pravu?"

is he still wrong?"

(Laughter)

(Smeh)

And the third thing about intelligence is,

I treća stvar u vezi sa inteligencijom je njena posebnost.

it's distinct.

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

Trenutno radim na novoj knjizi koja se zove "Otkrovenje"

which is based on a series of interviews with people

i zasnovana je na seriji razgovora sa ljudima

o tome kako su otkrili svoje talente.

about how they discovered their talent.

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

Fasciniran sam time.

Knjiga je inspirisana razgovorom

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

sa jednom divnom ženom za koju verovatno većina nikad nije čula.

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

Zove se Džilijan Lin.

Da li ste čuli za nju?

Have you heard of her? Some have.

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

Neki jesu.

Ona je koreograf i svi znaju njen rad.

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

Radila je "Mačke" i "Fantom u operi".

She's wonderful.

Divna je.

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

Ja sam bio u odboru Kraljevskog baleta u Engleskoj,

kao što možete videti.

(Laughter)

(Smeh)

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

Jednom smo ručali zajedno i upitao sam je kako je postala plesačica.

It was interesting.

Rekla mi je da je to bilo vrlo interesantno.

When she was at school, she was really hopeless.

U školi je bila beznadežan slučaj.

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

Škola je, tridesetih, poslala pismo njenim roditeljima

"Mislimo da Džilijan ima problema s učenjem."

"We think Gillian has a learning disorder."

She couldn't concentrate; she was fidgeting.

Nije mogla da se koncentriše, stalno se vrpoljila.

I think now they'd say she had ADHD.

Mislim da bi joj danas rekli da ima hiperkinetički poremećaj.

Wouldn't you?

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

Ali to su bile 1930-te,

i hiperkinetički poremećaj još nije bio izmišljen.

It wasn't an available condition.

To nije bila moguća dijagnoza.

(Laughter)

(Smeh)

Ljudi nisu znali da to mogu da imaju.

People weren't aware they could have that.

(Smeh)

(Laughter)

Anyway, she went to see this specialist.

Odveli su je da porazgovara sa specijalistom.

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

Hrastovinom obložena prostorija, otišla je tamo s majkom,

uveli su je i rekli joj da sedne na stolicu.

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

and she sat on her hands for 20 minutes,

Sedela je na svojim rukama 20 minuta

while this man talked to her mother

dok je taj čovek razgovarao s njenom majkom

about all the problems Gillian was having at school,

o problemima koje je Džilijan imala u školi.

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

Kako je ometala ostale đake, kako joj je domaći uvek kasnio, itd.

Little kid of eight.

Dete od osam godina.

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

Na kraju, doktor je seo kraj Džilijan i rekao:

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

"Džilijan, saslušao sam sve što mi je tvoja majka rekla

I need to speak to her privately.

i želim da s njom nasamo porazgovaram.

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

Sačekaj ovde, mi ćemo brzo da se vratimo."

and they went and left her.

Onda su otišli.

But as they went out of the room,

Ali dok su izlazili iz sobe, on je uključio radio na svom stolu.

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

And when they got out of the room,

I kada su izašli iz sobe, rekao je njenoj majci:

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

"Samo je posmatrajte."

I čim su napustili sobu,

And the minute they left the room,

she was on her feet, moving to the music.

ona je odmah bila na nogama, krećući se uz muziku.

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

Posmatrali su je nekoliko minuta

i onda se doktor okrenuo k majci i rekao:

"Mrs. Lynne, Gillian isn't sick.

"Gospođo Lin, Džilijan nije bolesna, ona je plesačica."

She's a dancer.

(Smeh)

Take her to a dance school."

"Vodite je u plesnu školu."

I said, "What happened?"

"I šta se desilo?", upitao sam je.

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

"Odvela me je. Ne mogu ti opisati kako je bilo divno.

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

Ušla sam u prostoriju koja je bila puna ljudi kao što sam ja.

people who couldn't sit still,

Ljudi koji nisu mogli da miruju.

people who had to move to think."

Ljudi koji su morali da se kreću da bi mislili."

Who had to move to think.

Koji su morali da se kreću da bi mislili.

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

Igrali su balet, step, džez,

moderan, savremeni ples.

She was eventually auditioned for the Royal Ballet School.

Na kraju je otišla na audiciju za Kraljevsku baletsku školu.

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

Postala je solista, imala je divnu karijeru u baletskoj školi.

She eventually graduated from the Royal Ballet School,

Dobila je diplomu Kraljevske baletske škole

i osnovala svoj plesni ansambl "Džilijen Lin",

founded the Gillian Lynne Dance Company,

upoznala Endrua Lojda Vebera.

met Andrew Lloyd Webber.

She's been responsible for

Zaslužna je za neke od najuspešnijih pozorišnih muzičkih ostvarenja u istoriji,

some of the most successful musical theater productions in history,

she's given pleasure to millions,

pružila je zavodoljstvo milionima ljudi, i postala je multimilioner.

and she's a multimillionaire.

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

Neko drugi bi joj prepisao lekove i rekao joj da se smiri.

(Applause)

(Aplauz)

What I think it comes to is this:

Svodi se na ovo:

Al Gor je pre neko veče govorio

Al Gore spoke the other night

o ekologiji i revoluciji koju je pokrenula Rejčel Karson.

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

I believe our only hope for the future

Verujem da nam je jedina nada za budućnost

is to adopt a new conception of human ecology,

da usvojimo novi način poimanja ljudske ekologije,

one in which we start to reconstitute our conception

prema kome ćemo rekonstituisati poimanje bogatstva ljudske sposobnosti.

of the richness of human capacity.

Our education system has mined our minds

Naš obrazovni sistem je oblikovao naš um

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

tako da ogoljujemo Zemlju radi nekog proizvoda.

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

I u budućnosti, to neće moći tako.

We have to rethink the fundamental principles

Mi moramo da razmislimo o osnovnim principima

on which we're educating our children.

prema kojima obrazujemo našu decu.

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

Postoji divan citat Džonasa Salka:

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

"Ako bi svi insekti nestali sa Zemlje,

within 50 years, all life on Earth would end.

za 50 godina, sav život na Zemlji bi izumro.

If all human beings disappeared from the Earth,

Ako bi svi ljudi nestali sa Zemlje,

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

za 50 godina bi svi oblici života bujali."

And he's right.

I u pravu je.

What TED celebrates is the gift of the human imagination.

TED slavi dar ljudskog nadahnuća.

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

Mi moramo da pazimo da ga mudro iskoristimo,

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

i da sprečimo neke od stvari o kojima smo ovde govorili.

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

I jedini način da to ostvarimo

je da sagledamo svo bogatstvo naših kreativnih kapaciteta

for the richness they are

and seeing our children for the hope that they are.

i da sagledamo našu decu kroz nadu koju u sebi nose.

And our task is to educate their whole being,

I naš je zadatak da obrazujemo njihovo celo biće,

so they can face this future.

da bi mogli da se suoče s budućnošću.

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

Mi možda nećemo videti tu budućnost,

but they will.

ali oni će je videti.

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

I naš je posao da im pomognemo da stvore nešto od nje.

Thank you very much.

Hvala vam najlepše.

(Applause)

(Aplauz)