Bring on the learning revolution! | Sir Ken Robinson

Translator: Otabek Gulyamov Reviewer: Adham Kurbanov

I was here four years ago,

Bu konferensiyada to’rt yil muqaddam ishtirok etganman.

and I remember, at the time,

U vaqtlar ma’ruzalarni

that the talks weren't put online.

Internetga joylashtirilmas edi.

I think they were given to TEDsters in a box,

Ishtirokchilar DVD disklari bilan to’la qutini

a box set of DVDs,

uylariga olib ketishardi.

which they put on their shelves, where they are now.

O’sha disklar, hoynahoy, hozir ham chang bosib yotgandir.

(Laughter)

(Kulgi)

And actually, Chris called me a week after I'd given my talk, and said,

Konferensiya tugagandan bir hafta o’tgach,

Kris menga telefon qilib:

"We're going to start putting them online. Can we put yours online?"

“Biz ma’ruzalarni Internetga joylashtirayapmiz,

siznikini ham qo'ysak bo’ladimi?”, dedi. Men aytdim: "Albatta".

And I said, "Sure."

And four years later,

Va mana, oradan to’rt yil o’tgach

it's been downloaded four million times.

o’sha videoni to’rt million marotaba tomosha…

yo’q, o’sha videoni to’rt million marotaba yuklab olishgan.

Agar buni, aytaylik, 20 ga ko’paytirsak

So I suppose you could multiply that by 20 or something

to get the number of people who've seen it.

mening chiqishimni tomosha qilganlar sonini kelib chiqadi.

Krisning aytishicha, mening ma’ruzalarimga

And, as Chris says, there is a hunger for videos of me.

tashnalik holati yuzaga kelgan.

(Laughter)

(Kulgi)

(Applause)

(Qarsaklar)

Don't you feel?

… shunday emasmi?

(Laughter)

(Kulgi)

So, this whole event has been an elaborate build-up

Menimcha, bularning hammasi mening yana bir marta kelishim

to me doing another one for you, so here it is.

uchun ishlatilgan bir nayrang edi, xolos. Mana, men shu yerda.

(Laughter)

(Kulgi)

Al Gore spoke at the TED conference I spoke at four years ago

Albert Gor ham o‘sha, to’rt yil odingi

TED konferensiyasida ishtirok etib,

and talked about the climate crisis.

atrof-muhit inqirozi gapirgan edi.

And I referenced that at the end of my last talk.

Men esa o’z chiqishimning oxirida uning

fikrlarini eslatib o’tgandim.

So I want to pick up from there

Bugun esa o’sha gapni davom ettirmoqchiman.

because I only had 18 minutes, frankly.

Axir mening ixtiyorimda bor-yo’g’i 18 daqiqa bor edi.

(Laughter)

So, as I was saying --

Shunday qilib, boyagina aytib o’tganimdek…

(Laughter)

(Kulgi)

Albert Gor to’g’ri aytadi,

You see, he's right.

I mean, there is a major climate crisis, obviously,

biz yirik inqiroz qarshisida turibmiz. Shak-shubhasiz.

and I think if people don't believe it, they should get out more.

Agar kim bunga ishonmasa, ko’chaga chiqib qarasin.

(Laughter)

(Kulgi)

Ammo, mening fikrimcha, biz yana bitta, undan ham

But I believe there is a second climate crisis,

which is as severe,

jiddiyroq ekologik inqirozning guvohi bo’lib turibmiz.

which has the same origins,

Uning kelib chiqishi ham juda o’xshash,

and that we have to deal with with the same urgency.

unga e’tibor qaratishimiz esa juda muhim.

Men nimani nazarda tutayapman?

And you may say, by the way,

Oralaringizdan kimdir aytishi mumkin: “Qo’ysangiz-chi,

"Look, I'm good.

bizga bitta inqiroz ham yetib ortadi,

I have one climate crisis, I don't really need the second one."

boshqasi kerakmas”, deb.

(Laughter)

But this is a crisis of, not natural resources --

Ammo, bu yerda tabiiy resurslar inqirozi emas,--

albatta u ham muhim--

though I believe that's true --

but a crisis of human resources.

balki inson resurslari inqirozi haqida gap ketmoqda.

I believe fundamentally,

So’zga chiqqanlarning ko’pchiligi

as many speakers have said during the past few days,

aytib o’tishganidek, biz o’zimizdagi iqtidorni

yaxshi ishga sola olmaymiz.

that we make very poor use of our talents.

Bunga ishonchim komil.

Very many people go through their whole lives

Ko’p hollarda kishilar hayotda shunday yashab o’tishadiki,

having no real sense of what their talents may be,

biror nimada talant, qobiliyatlari

or if they have any to speak of.

borligidan bexabar qolishadi.

Hech narsada qobiliyatim yo’q, deb ta’kidlovchi

I meet all kinds of people

who don't think they're really good at anything.

odamlarni o’zim shaxsan ko’p uchratganman.

Actually, I kind of divide the world into two groups now.

Men hozirda dunyoni ikkiga ajratadigan bo’lganman.

Jeremy Bentham, the great utilitarian philosopher,

Buyuk utilitarizm faylasufi Jeremi Bentam

once spiked this argument.

o’z vaqtida bunday yondashuvni tanqid qilgan edi.

He said, "There are two types of people in this world:

U aytgan edi: “Dunyoda odamlar ikki toifaga

those who divide the world into two types

bo’linadi: bir qism odamlar dunyoni ikki toifaga bo’lsa,

and those who do not."

ikkinchi qism odamlar bunday qilishmaydi.”

(Laughter)

(Kulgi)

Well, I do.

Diqqat: “Men dunyoni ikkiga bo’laman”.

(Laughter)

(Kulgi)

I meet all kinds of people who don't enjoy what they do.

Turli xil odamlarni uchrataman: ular

o’z kasblaridan mamnun emaslar.

They simply go through their lives getting on with it.

Qay usul bilan bo’lsa-da,

o’z sharoitlariga moslashib olib, aslida bundan bahra olishmaydi.

They get no great pleasure from what they do.

Ishni qalbdan his qilib emas,

They endure it rather than enjoy it,

balki qo’l uchida qilishadi;

and wait for the weekend.

dam olish kuni qachon kelarkan, deb yurishadi.

But I also meet people

Shu bilan birga, o’z ishini yurakdan sevib,

who love what they do and couldn't imagine doing anything else.

hayotini usiz tasavvur qila olmaydigan

odamlarni ham bilaman.

If you said, "Don't do this anymore,"

“Bu ishingizni tashlang”, deb aytib ko’ring ularga –

they'd wonder what you're talking about.

– gapingizni tushunishni ham xohlashmaydi.

It isn't what they do, it's who they are.

They say, "But this is me, you know.

“Ishimni to'xtatish xayolimga ham kelmaydi,

It would be foolish to abandon this,

chunki u mening qalbimga kirib borgan.

because it speaks to my most authentic self."

Bu mening o'zligim".

And it's not true of enough people.

Faqatgina kamchilik odamlar o’zlari haqida bunday deb ayta oladilar.

In fact, on the contrary, I think it's still true of a minority of people.

Ko’pchilik uchun esa

vaziyat umuman boshqacha.

And I think there are many possible explanations for it.

Menimcha, bu holatning mohiyatini

ochib beradigan birqancha sabablar bor.

And high among them is education,

Ulardan eng ko’p tilga olinadigani -

ta’lim.

because education, in a way,

Chunki ta’lim ko’pgina talabalarni

ularning tug’ma qobiliyatlaridan

dislocates very many people from their natural talents.

ancha uzoqlashtiradi.

Inson resurslari esa tabiiy boyliklarga o’xshaydi:

And human resources are like natural resources;

ular odatda ancha chuqur joylashgan bo'ladi.

they're often buried deep.

You have to go looking for them,

Qidirib topishingiz kerak bo'ladi.

they're not just lying around on the surface.

Talant “mana men” deb o’zini ko’rsatmaydi.

You have to create the circumstances where they show themselves.

Talant yuzaga chiqishi uchun sharoit kerak.

And you might imagine education would be the way that happens,

Bir qaraganda, ta’lim tizimi

ularni yuzaga chiqarish uchun xizmat qilayotgandek.

but too often, it's not.

Ammo, ko'pincha bunday emas.

Every education system in the world is being reformed at the moment

Dunyodagi har bitta ta’lim tizimi

hozirda islohot bosqichida.

and it's not enough.

Bu lekin yetarli emas.

Reform is no use anymore,

Islohotlar samara bermay qo'ydi, chunki

ular ishlamaydigan modelni takomillashtirishga mo’ljallangan.

because that's simply improving a broken model.

Bizga esa...

What we need --

and the word's been used many times in the past few days --

to’g’ri, bu so’z konferensiyada ko’p qo’llanildi…

bizga ta’limdagi evolyutsia emas,

is not evolution,

balki ta'limdagi revolyutsiya kerak.

but a revolution in education.

Unga butkul yangicha

This has to be transformed into something else.

shakl bermoq lozim.

(Applause)

(Qarsaklar)

One of the real challenges is to innovate fundamentally in education.

Eng murakkab vazifalardan biri

ta’limga fundamental o’zgarishlar

kiritish hisoblanadi.

Innovation is hard,

Innovatsiya kiritish doimo qiyin bo’lgan.

because it means doing something that people don't find very easy,

Chunki bu ko’pchilik qabul qilishi amri mahol bo’lgan

narsani boshlash degani.

for the most part.

Bu degani shu paytgacha ravshan, isbot talab qilmaydigan

It means challenging what we take for granted,

things that we think are obvious.

narsalarni shubha ostiga qo’yish degani.

The great problem for reform or transformation

Islohot yoki o’zgarishlarni o’tkazishda eng katta

muammolardan biri bu

is the tyranny of common sense.

an’anaviy fikr tarzining ustinligidir.

Bunda odamlar taxminan quyidagicha fikrlaydilar:

Things that people think,

"It can't be done differently, that's how it's done."

“Boshqacha bo’lishi mumkin emas, bu ish har doim shunday qilib kelingan.”

Men yaqinda Avraam Linkolnning quyidagi ajoyib so’zlarini o’qib qoldim…

I came across a great quote recently from Abraham Lincoln,

who I thought you'd be pleased to have quoted at this point.

Buni sizlarga o’qib bersam u bundan xursand bo’ladi, deb o’ylayman.

(Laughter)

(Kulgi)

He said this in December 1862 to the second annual meeting of Congress.

Bu so’zlar 1862 yilning dekabrida,

Kongressning ikkinchi yillik kengashida aytilgan.

I ought to explain that I have no idea what was happening at the time.

Ha, shuni ham aytib o’tishim kerakki, bu vaqtda mamlakatda nimalar bo’lib o’tgani haqida tasavvurim yo’q.

We don't teach American history in Britain.

Chunki bizda, Buyuk Britaniyada, Amerika tarixini o’tilmaydi.

(Laughter)

(Kulgi)

We suppress it. You know, this is our policy.

Biz uni taqiqlaymiz –siyosatimiz shu.

(Laughter)

(Kulgi)

No doubt, something fascinating was happening then,

Ammo ishonchim komilki, 1862 yilning dekabrida qandaydir qiziqali voqealar bo’lib o’tgan.

which the Americans among us will be aware of.

Bu haqda auditoriyamizning amerikalik

vakillariga yaxshi ma’lum bo’lsa kerak.

But he said this:

Demak, Linkoln quyidagilarni aytgan edi:

"The dogmas of the quiet past are inadequate to the stormy present.

“Osoyishta o’tmishda

ish bergan aqidalar

bugunning shiddatiga dosh bera olmaydi.

Bizning yuksak maqsadimiz

The occasion is piled high with difficulty,

sari yo’l cheksiz mushkulliklar ichra o’tadi.

and we must rise with the occasion."

Biz u bilan baravar balandlikda bo’lishimiz kerak.”

Menga mana shu qismi yoqadi:

I love that.

Not rise to it, rise with it.

balandlikka “ko’tarilish” emas, aynan “baravar” bo’lish.

"As our case is new,

“Bizning ishimiz misli ko’rilmagan bo’lib,

so we must think anew and act anew.

o’ylarimiz va amallarimiz ham mislsiz

bo’lmog’i darkor.

We must disenthrall ourselves,

Qachonki odatiylik kishanidan xalos bo’lar ekanmiz,

and then we shall save our country."

o’shandagina mamlakatni qutqara olamiz.”

I love that word, "disenthrall."

“Odatiylik kishani” jumlasi menga alohida yoqib tushdi.

You know what it means?

Bu nimani anglatadi, bilasizlarmi?

That there are ideas that all of us are enthralled to,

Biz o’zimiz hech bir isbotsiz qabul qiladigan,

which we simply take for granted as the natural order of things,

kunday ravshan deb biladigan

g’oyalarga chulg’anib qolganmiz.

the way things are.

And many of our ideas have been formed,

Vaholanki, o’sha g’oyalarning ko’pi

bizning bugungi sharoitimizga mos bo’lmay,

not to meet the circumstances of this century,

but to cope with the circumstances of previous centuries.

balki o’tgan asrlar muammolarini hal qilishga xizmat qilib kelgan.

But our minds are still hypnotized by them,

Ammo ular hali ham ongimizni kishanlab turibdi

and we have to disenthrall ourselves of some of them.

va bizning vazifamiz bu kishanlarning ayrimlaridan qutulishdir.

Now, doing this is easier said than done.

Ammo, buni aytish osonu, qilish qiyin.

It's very hard to know, by the way, what it is you take for granted.

Aynan qaysi g’oyalar isbot talab qilmasligini aniqlash juda mushkul ish. (Kulgi)

And the reason is that you take it for granted.

Chunki biz u g’oyalarga qattiq ishonib qolganmiz.

(Laughter)

Sizga isbot talab qilmaydigan biror narsa haqida savol bersam.

Let me ask you something you may take for granted.

How many of you here are over the age of 25?

Aytaylik, shu zalda yoshi 25 dan yuqori bo’lganlar qo’llarini ko’tarishsin.

That's not what you take for granted, I'm sure you're familiar with that.

Yo’q, bu narsa siz isbotsiz qabul qiladigan narsalar toifasidan emas.

Aminmanki, bu sizga ma’lum.

Are there any people here under the age of 25?

Xo’sh, shu yerda yoshi 25 gacha bo’lganlar bormi?

Yaxshi. Endi esa yoshi 25 dan yuqori bo’lganlar

Great. Now, those over 25,

could you put your hands up if you're wearing your wristwatch?

orasidan qo’l soati taqadiganlarni ko’rmoqchiman.

Ko’pchilik ekanmiz, to’g’rimi?

Now that's a great deal of us, isn't it?

Ask a room full of teenagers the same thing.

Shu savolni bir guruh o’smirlarga berib ko’ring.

Teenagers do not wear wristwatches.

O’smirlar qo’l soatidan foydalanishmaydi.

I don't mean they can't,

Ularga man qilingani yoki imkoni yo’qligidan emas,

they just often choose not to.

balki shunchaki soat taqmaslikni afzal bilishadi.

And the reason is we were brought up in a pre-digital culture,

Gap shundaki, biz hammamiz – yoshi 25 dan yuqori

bo’lgan insonlar raqamli asrdan oldingi davrda ulg’aydik.

those of us over 25.

And so for us, if you want to know the time,

Vaqtni bilish uchun soat

you have to wear something to tell it.

taqishga o’rganib qoldik.

Kids now live in a world which is digitized,

Hozir esa bolalar raqamli asrda katta bo’lishmoqda

and the time, for them, is everywhere.

a soat necha bo’lganini hammayog’dan bilib olaverishadi.

They see no reason to do this.

Vaqtni bilish uchun biror narsa taqib yurishga ehtiyoj sezishmaydi.

And by the way, you don't need either;

Aslida sizda ham bunday ehtiyoj yo’q,

it's just that you've always done it and you carry on doing it.

ammo soatga o’rganib qolganingiz uchun hali ham taqasiz.

My daughter never wears a watch, my daughter Kate, who's 20.

Mening qizim Keyt – u 20 yoshda – qo’l soatidan mutlaqo foydalanmaydi.

She doesn't see the point.

Unga bu narsaning nega kerakligini tushuntirish befoyda.

As she says,

Aytadi: “Bu - yagona funksiyali apparat.”

"It's a single-function device."

(Laughter)

(Kulgi)

"Like, how lame is that?"

“Bu nima degan gap...”

And I say, "No, no, it tells the date as well."

Men esa unga javoban: “Yo’q, yo’q, qara. Bugungi sanani ham ko’rsatyapti!”

(Laughter)

(Kulgi)

"It has multiple functions."

“U ko’pfunksiyali apparat.”

(Laughter)

But, you see, there are things we're enthralled to in education.

Ta’limda biz aytib o’tgan o’sha “odatiylik kishanlari” mavjud.

Men hozir bir-ikkita misol keltiraman.

A couple of examples.

One of them is the idea of linearity:

Birinchisi – liniyaviylik tushunchasi.

that it starts here and you go through a track

Aytaylik, mana bu yer boshi,

and if you do everything right,

va hamma narsa rejadagidek amalga oshsa, ikkinchi nuqtaga – yakunga yetib kelasiz

you will end up set for the rest of your life.

va bunga butun umringizni sarflaysiz.

Everybody who's spoken at TED has told us implicitly,

Vaholanki, bizning konferensiyamizdagi har bitta chiqish,

or sometimes explicitly, a different story:

xoh bevosita, xoh va bilvosita bo’lsin, butkul boshqa fikrni tasdiqlamoqda:

that life is not linear; it's organic.

hayot liniyaviy emas, balki organik hisoblanadi

We create our lives symbiotically

Biz hayotimizni shunday simbiotik yo’l bilan izga solamizki,

as we explore our talents

bunda qobiliyatlarimiz ularning o’zi

in relation to the circumstances they help to create for us.

yaratgan sharoitlarda rivoj topadi.

But, you know, we have become obsessed with this linear narrative.

Ammo biz liniyaviy rivojlanishga

o’ta ko’nikib qolganmiz.

And probably the pinnacle for education is getting you to college.

Biz uchun ta’limning eng yuksak cho’qqisi

bu universitetga kirish sanaladi.

I think we are obsessed with getting people to college.

Aytgan bo’lardimki, universitetlarga, aniqrog’i, nufuzli universitetlarga

Certain sorts of college.

kirish tushunchasiga mukkasidan ketganmiz.

I don't mean you shouldn't go, but not everybody needs to go,

O’qishga kirish noto’g’ri demoqchi emasman. Aytmoqchimanki, har kim ham

or go now.

oliy o’quv yurtiga kirishi shart emas va hamma ham hozirning o’zida kirishi shart emas.

Maybe they go later, not right away.

Keyinroq ham kirish mumkin, aynan hozir emas.

And I was up in San Francisco a while ago doing a book signing.

Yaqinda San-Fransiskoda kitoblarimga imzo qo’yish marosimida

yoshi 30 larda bo’lgan bir xaridor

There was this guy buying a book, he was in his 30s.

kelib o’zini tanishtirdi.

I said, "What do you do?"

“Nima bilan shug’ullanasiz?”, deb so’radim men.

And he said, "I'm a fireman."

“O’t o’chiruvchiman.”

I asked, "How long have you been a fireman?"

“Qachondan beri?”

"Always. I've always been a fireman."

“Men doim o’t o’chiruvchi bo’lib kelganman.”

Shunda men yana so’radim: “Qachon shu qarorga kelgansiz?”

"Well, when did you decide?" He said, "As a kid.

“Bolaligimda.” U davom etdi: “Aslida mening bu qarorim maktabda

Actually, it was a problem for me at school,

because at school, everybody wanted to be a fireman."

ayrim muammolarga sabab bo’lgandi. Chunki maktabda hamma o’t o’chiruvchi bo’lishni orzu qilardi.

(Laughter)

Lekin men rostdan ham o’t o’chiruvchi bo’lmoqchi edim.

He said, "But I wanted to be a fireman."

Yuqori sinflarga o’tganimda o’qituvchilarim meni

And he said, "When I got to the senior year of school,

my teachers didn't take it seriously.

umuman jiddiy qabul qilishmasdi.

This one teacher didn't take it seriously.

Ayniqsa, bitta o’qituvchim.

He said I was throwing my life away

U menga bu qarorni qabul qilsam,

if that's all I chose to do with it;

butun umrimni behudaga sarflashim,

that I should go to college, I should become a professional person,

uning o’rniga universitetga kirib biron soha mutaxassisi bo’lishim kerakligini aytardi.

that I had great potential

Men o’z salohiyatimni, talantimni

and I was wasting my talent to do that."

ko’kka sovurayotgan emishman.”

He said, "It was humiliating.

Suhbatdoshim davom etdi: “Buni ayniqsa butun sinf oldida eshitish

It was in front of the whole class and I felt dreadful.

menga yoqmasdi, o’zimni juda noqulay sezardim.

But it's what I wanted, and as soon as I left school,

Rostdan ham shu kasbni egalamoqchi bo’lganim uchun maktabni bitiriboq,

I applied to the fire service and I was accepted.

o’t o’chirish xizmatiga ariza topshirdim va meni qabul qilishdi.”

You know, I was thinking about that guy recently,

U davom etardi: “Bir necha daqiqa oldin, siz nutq so’zlayotgan paytingizda

just a few minutes ago when you were speaking, about this teacher,

o’sha o’qituvchimni esga olib turgandim.

because six months ago, I saved his life."

Sababi, olti oy muqaddam men uning

hayotini saqlab qoldim.”

(Laughter)

(Kulgi)

“Avtohalokat sodir bo’lgan edi.

He said, "He was in a car wreck, and I pulled him out, gave him CPR,

Men o’sha o’qituvchimni mashinadan chiqarib oldim, sun’iy nafas oldirdim.

and I saved his wife's life as well."

Halokat joyida xotinini ham qutqarib qoldim.

He said, "I think he thinks better of me now."

Menimcha, shundan keyin o’qituvchimning men haqimdagi fikri biroz o’zgardi.”

(Laughter)

(Kulgi)

(Applause)

(Qarsaklar)

You know, to me,

Fikrimcha, har qanday jamiyat

human communities depend upon a diversity of talent,

iqtidorlar xilma-xilligiga muhtoj,

qobiliyat haqidagi

not a singular conception of ability.

yakka tushunchaga emas.

And at the heart of our challenges --

Bizning bosh vazifamiz esa…

(Applause)

(Qarsaklar)

At the heart of the challenge

oldimizda turgan asosiy vazifa esa

is to reconstitute our sense of ability and of intelligence.

iqtidor va zakovat tuyg’usini

qayta shakllantirishdir.

This linearity thing is a problem.

Bitta muammo – liniyaviylik, bu haqda gapirib o’tdik.

Bundan 9 yil muqaddam Los-Anjelesga

When I arrived in L.A. about nine years ago,

oilaviy ko’chib o’tganimizda

I came across a policy statement --

bir yaxshigina tamoyillar deklaratsiyasiga ko’zim tushdi.

U mana bunday so’zlar bulan boshlanardi:

very well-intentioned --

which said, "College begins in kindergarten."

“Universitet bog’cha ostonasidan boshlanadi”.

No, it doesn't.

Kechirasiz-u, bu noto’g’ri.

(Laughter)

(Kulgi)

It doesn't.

Bo’lishi mumkin emas.

If we had time, I could go into this, but we don't.

Bu haqda batafsilroq to’xtalgan bo’lardim-u, ammo vaqtimiz yetmaydi.

(Laughter)

(Kulgi)

Kindergarten begins in kindergarten.

Bog’cha ostonasida bog’cha boshlanadi.

(Laughter)

(Kulgi)

Mening bir do’stim aytgandi:

A friend of mine once said,

"A three year-old is not half a six year-old."

“Uch yoshli bola olti yosharning yarmi degani emas”.

(Laughter)

(Kulgi)

(Applause)

(Qarsaklar)

They're three.

U uch yashar, xolos.

But as we just heard in this last session,

Hozirgina qilingan nutqda

there's such competition now to get into kindergarten --

biz bolalar bog’chasiga,

to get to the right kindergarten --

yaxshi bog’chaga bolani joylashtirish uchun qanday

that people are being interviewed for it at three.

jiddiy raqobat ketayotgani haqida eshitdik.

Tasavvur qiling, uch yashar bola komissiya qarshisida o’tiribdi.

Kids sitting in front of unimpressed panels,

Qattiqqo’l komissiya vakillari uning anketasini varaqlashayapti.

you know, with their resumes --

(Laughter)

(Kulgi)

Flicking through and saying, "What, this is it?"

“Bor-yo’g’i shumi?”

(Laughter)

(Kulgi)

(Applause)

(Qarsaklar)

"You've been around for 36 months, and this is it?"

“Uch yoshga to’libsan-u, shumi qilgan ishlaring?”

(Laughter)

(Kulgi)

"You've achieved nothing -- commit.

“Hech narsaga erishmabsan, bola.”

(Laughter)

Spent the first six months breastfeeding, I can see."

“Dastlabki 6 oyni sut emish bilan o’tkazibsan, shu xolos!”

(Laughter)

(Kulgi)

See, it's outrageous as a conception.

Mana shunaqa bo’lmag’ur ishlar sodir bo’layapti.

The other big issue is conformity.

Ikkinchi katta muammo - birxillik.

We have built our education systems on the model of fast food.

Ta’lim tizimini biz fastfud oshxonasi

modeliga asosanib tuzganmiz.

This is something Jamie Oliver talked about the other day.

Bu haqda yaqinda Jeymi Oliver gapirib o’tdi.

There are two models of quality assurance in catering.

Umumiy ovqatlanish sohasida sifat kafolatining ikki xil modeli bor.

Birinchisi - hamma narsa

One is fast food, where everything is standardized.

andozalashtirilgan fastfud.

The other is like Zagat and Michelin restaurants,

Ikkinchisiga Zagat yoki Michelin misol bo’la oladi.

where everything is not standardized,

Bu tizimlar andozalashtirilmagan, balki

they're customized to local circumstances.

mahalliy talablarga moslashtirilgan.

And we have sold ourselves into a fast-food model of education,

mahalliy talablarga moslashtirilgan.

and it's impoverishing our spirit and our energies

Bu narsa ruhimiz va aqliy quvvatimizni qashshoqlashtirmoqda.

as much as fast food is depleting our physical bodies.

Xuddi fastfud tanamizga putur yetkazganidek.

(Qarsaklar)

(Applause)

Siz bilan avvalo bir narsani tushunib olaylik.

We have to recognize a couple of things here.

Birinchidan, inson talanti g’oyat turli-tuman.

One is that human talent is tremendously diverse.

People have very different aptitudes.

Har bitta odamning o’ziga yarasha qandaydir qobiliyati bor.

I worked out recently that I was given a guitar as a kid

Yaqinda bir narsani angladim:

Bolaligimda menga gitara sovg’a qilishgan vaqt

at about the same time that Eric Clapton got his first guitar.

Erik Klapton o’zining birinchi gitarasini qo’lga olgan paytga to’g’ri kelar ekan.

(Laughter)

It worked out for Eric, that's all I'm saying.

Bu narsaning Erikka foydasi tegdi. Shuni ayytmoqchiman, xolos.

(Laughter)

(Kulgi)

In a way --

Menga esa ish bermadi.

it did not for me.

I could not get this thing to work

Qanchalik urinmayin, cholg’udan hech bir

no matter how often or how hard I blew into it.

eshitgulik sado chiqara olmadim.

It just wouldn't work.

(Kulgi)

(Laughter)

U qildim, bu qildim – bo’lmadi.

But it's not only about that.

It's about passion.

Chunki, hamma gap ishtiyoqda.

Often, people are good at things they don't really care for.

Odatda bizni kam qiziqtiradigan narsalarni yaxshi uddalaymiz.

Aytmoqchi bo’lganim -

It's about passion,

and what excites our spirit and our energy.

ruh va quvvatni yuzaga chiqaruvchi ishtiyoq.

And if you're doing the thing that you love to do, that you're good at,

Agar sevgan ishingiz bilan shug’ullansangiz, uning yaxshi uddasidan chiqsangiz,

time takes a different course entirely.

vaqtingizni butkul boshqacha o’tkazasiz.

My wife's just finished writing a novel,

Rafiqam yaqindagina bir roman yozib tugatdi.

and I think it's a great book,

Uning asari ajoyib chiqdi,

but she disappears for hours on end.

ammo uni yozish uchun odatda bir necha soat yo’q bo’lib ketardi.

You know this, if you're doing something you love,

O’zingiz bilasiz – yoqtirgan ishingizni qilayotganingizda

an hour feels like five minutes.

soatlar daqiqadek o’tib ketadi.

If you're doing something that doesn't resonate with your spirit,

Lekin qalbingizda aks topmagan narsalarni qilganingizda

besh daqiqa bir soatdek tuyuladi.

five minutes feels like an hour.

And the reason so many people are opting out of education

Ko’pchilik ta’limni tashlab ketishiga sabab shuki,

is because it doesn't feed their spirit,

Ko’pchilik ta’limni tashlab ketishiga sabab shuki,

it doesn't feed their energy or their passion.

kuch-quvvat va ishtiyoq bag’ishlamaydi.

Majoziy ma’noda gapiradigan bo’lsak, ta’limning

So I think we have to change metaphors.

We have to go from what is essentially an industrial model of education,

sanoatga asoslangan modelidan,

ishlab chiqarishga, liniyaviylikka,

a manufacturing model,

which is based on linearity and conformity and batching people.

bir xillikka asoslangan modelidan

voz kechishimiz darkor.

We have to move to a model

Aslida dehqonchilik tamoyillariga asoslangan

that is based more on principles of agriculture.

model tomon harakatlanishimiz lozim.

We have to recognize

Bir narsani tan olaylik:

that human flourishing is not a mechanical process;

insonning rivojlanishi mexanik emas,

it's an organic process.

ko’proq organik jarayondir.

And you cannot predict the outcome of human development.

Har bitta shaxs rivojining natijasini oldindan ayta olmaymiz;

biz faqat uning o’sishi uchun

All you can do, like a farmer, is create the conditions

shart-sharit yaratib bera olamiz –

under which they will begin to flourish.

xuddi dehqonchilikda bo’lgani singari.

So when we look at reforming education and transforming it,

Demak, ta’lim islohoti, uni shaklan yangilash

it isn't like cloning a system.

bu mavjud tizimlarni klonlashtirish emas ekan.

There are great ones, like KIPP's; it's a great system.

Ajoyib tizimlar ham yo’q emas, masalan, KIPP.

There are many great models.

Boshqalari ham bor.

It's about customizing to your circumstances

Ammo bizning maqsadimiz sharoitlarga moslashish,

and personalizing education to the people you're actually teaching.

ta’limni o’quvchining shaxsiy talablariga

mos ravishda inidividuallashtirisdir.

And doing that, I think, is the answer to the future

Bu ishlar, nazarimda, kelajakdagi

vazifalarimizga mos keladi.

because it's not about scaling a new solution;

Biz mavjud yechimlarni takomillashtirish va kengaytirish emas,

it's about creating a movement in education

balki har bir kishi o’z shaxsiy yechimini topa oladigan,

in which people develop their own solutions,

shu bilan birga, individual dastur tamoyillariga asoslangan tashqi yordamdan

but with external support based on a personalized curriculum.

foydalana oladigan ta’lim sohasi yo’nalishini yaratish haqida gapirmoqdamiz.

Now in this room,

Ushbu zalda biznes,

there are people who represent extraordinary resources in business,

multimedia va Internetdagi

favqulodda noyob manbalar

in multimedia, in the Internet.

vakillari to’planishgan.

These technologies,

Bu texnologiyalar hamda ularni boshqaradigan

combined with the extraordinary talents of teachers,

yuksak iqtidorli murabbiylar ta’lim tizimidagi

provide an opportunity to revolutionize education.

transformatsiya uchun munosib sharoit yaratadilar.

And I urge you to get involved in it

Va men sizlarni shu jarayonda ishtirok etishga chorlamoqchiman.

Bu nafaqat o’zimiz, balki bolalarimiz kelajagi

because it's vital, not just to ourselves, but to the future of our children.

uchun ham juda muhimdir.

But we have to change from the industrial model

Ammo buning uchun industrial modelni

dehqonchilik modeliga aylantirishimiz kerak,

to an agricultural model,

where each school can be flourishing tomorrow.

toki ertaga har bitta maktab taraqqiy topsin.

That's where children experience life.

U yerda bolalar chinakam hayotni his qilsin.

Or at home, if that's what they choose,

Yoki, kerak bo’lsa, o’z uylarida – oila a‘zolari va

to be educated with their families or friends.

do’stlari yonida samarali ta’lim olishsin.

There's been a lot of talk about dreams over the course of these few days.

Keyingi bir necha kun ichida biz siz bilan

orzu-istaklar haqida ko’p yaxshi so’zlar eshitdik.

And I wanted to just very quickly --

Shu fursatdan foydalanib men ham, qisqacha...

I was very struck by Natalie Merchant's songs last night,

Kuni kecha men Natali Merchantning qo’shiqlari,

recovering old poems.

eski dostonlarning aranjirovkasidan ancha ta’sirlandim.

I wanted to read you a quick, very short poem

Men sizga U.B. Yeytsning she’riyatidan

from W. B. Yeats, who some of you may know.

bir parcha o’qib bermoqchiman. Uning nomi sizlarga, ehtimol, tanishdir.

He wrote this to his love, Maud Gonne,

O’z sevgilisi Mod Gonnga atab yozgan

bu misralarida shoir

and he was bewailing the fact

o’zining nochrligi, ma’shuqasi kutgan narsalarni

that he couldn't really give her what he thought she wanted from him.

unga bera olmaslidan kuyunadi.

And he says, "I've got something else, but it may not be for you."

U yozadi: “Menda boshqa narsalar bor, ammo ular senga keraksiz bo’lishi mumkin”.

He says this:

Mana o’sha misralar:

"Had I the heavens' embroidered cloths,

“Bo’lsa edi menda shunday bir mato:

Enwrought with gold and silver light,

Zarrin quyosh nuridan to’qilgan,

Kumush oy nuriga yo’g’rilgan.

The blue and the dim and the dark cloths

Unda ham shafaq,

ham tong jilolari

Of night and light and the half-light,

mujassam.

Shu matoni yo’lingga poyandoz qilsam...

I would spread the cloths under your feet:

Aytgin, qashshoqning nimasi bor?

But I, being poor, have only my dreams;

Orzui va istagi bor. Shu, xolos.

I have spread my dreams under your feet;

O’tinaman sendan, ohista oyoq bos.

Chunki

Tread softly

because you tread on my dreams."

bu mening orzularim.

And every day, everywhere,

Har kuni, har lahza farzandlarimiz katta umidlar bilan

our children spread their dreams beneath our feet.

o’z orzularini oyoqlarimiz ostiga yoyadilar. Bu poyandoz ustiga

And we should tread softly.

ohista qadam qo’yaylik.

Thank you.

Rahmat.

(Applause)

(Olqishlar)

Thank you very much.

(Applause)

Thank you.

(Applause)

Tashakkur.