Emily Pilloton: Teaching design for change

85,176 views ・ 2010-11-10

TED


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翻译人员: sting Qiu 校对人员: JINGJING DONG
00:16
So this is a story
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这是一个故事
00:18
of a place that I now call home.
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一个关于一个我现在称之为“家”的地方的故事
00:20
It's a story of public education
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一个关于公共教育
00:23
and of rural communities
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和乡村社区
00:25
and of what design might do to improve both.
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还有设计如何能改善这两项的故事。
00:28
So this is Bertie County,
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这就是伯蒂(Bertie)县
00:30
North Carolina, USA.
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它位于美国北卡罗来纳州。
00:32
To give you an idea of the "where:"
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为了让你们对它的位置有一个清晰的概念
00:34
So here's North Carolina, and if we zoom in,
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这就是北卡罗来纳,如果我们放大一下,
00:36
Bertie County is in the eastern part of the state.
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伯蒂县就在这个州的东部,
00:39
It's about two hours east
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它距离罗莉(Raleigh)市
00:41
driving-time from Raleigh.
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大概有两小时的车程
00:43
And it's very flat. It's very swampy.
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那里地势很平坦,而且有很多沼泽。
00:45
It's mostly farmland.
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那里的土地大多数用于耕地。
00:47
The entire county
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整个县
00:49
is home to just 20,000 people, and they're very sparsely distributed.
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只有20000人,而且居住的很分散。
00:52
So there's only 27 people per square mile,
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所以大概每平方公里只有27个人。
00:54
which comes down to about 10 people
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而每平方千米降到只有10个人左右。
00:56
per square kilometer.
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10个人左右。
00:58
Bertie County is kind of a prime example
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伯蒂(Bertie)县是
01:01
in the demise of rural America.
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正在消失的美国农村的一个主要的例子
01:03
We've seen this story all over the country
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整个国家到处都是这样的故事
01:06
and even in places beyond the American borders.
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甚至是美国之外的地方
01:09
We know the symptoms.
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我们已经发现这一征兆
01:11
It's the hollowing out of small towns.
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这意味着小城镇的空洞化
01:13
It's downtowns becoming ghost towns.
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这意味着商业区变成城市的废墟
01:15
The brain drain --
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--人才流失--
01:17
where all of the most educated and qualified leave and never come back.
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那些受过高等教育和有能力的人通通都离开了那里,而且再也不回来。
01:20
It's the dependence on farm subsidies
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农村与城市相比,
01:22
and under-performing schools
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对于政府补贴更加依赖
01:24
and higher poverty rates in rural areas
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学校的水平底下
01:26
than in urban.
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而且贫困率更高。
01:28
And Bertie County is no exception to this.
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伯蒂(Bertie)县也不例外
01:30
Perhaps the biggest thing it struggles with,
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或许这个县所面临的最大的问题
01:32
like many communities similar to it,
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和其它与之类似的社区一样,
01:34
is that there's no
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就是没有
01:36
shared, collective investment
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对于农村未来的
01:38
in the future of rural communities.
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共享的,集体的投资
01:40
Only 6.8 percent of all our philanthropic giving in the U.S. right now
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现在整个美国的慈善捐助,只有6.8%
01:43
benefits rural communities,
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用于农村社区。
01:45
and yet 20 percent of our population lives there.
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但居住在农村地区的人口却占总人口的20%。
01:48
So Bertie County is not only very rural; it's incredibly poor.
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所以伯蒂县不单单只是农村,而且那里非常的贫困。
01:51
It is the poorest county in the state.
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它是北卡罗来纳州最贫困的县。
01:53
It has one in three of its children living in poverty,
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三分之一的孩子生活在贫困之中,
01:56
and it's what is referred to as a "rural ghetto."
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这被成为农村贫困区。
01:59
The economy is mostly agricultural.
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那里的经济主要依靠农业,
02:02
The biggest crops are cotton and tobacco,
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主要农作物是棉花和烟草,
02:04
and we're very proud of our Bertie County peanut.
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和我们引以为豪的花生。
02:07
The biggest employer is the Purdue chicken processing plant.
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那里最大的雇主是Purdue鸡肉处理厂
02:10
The county seat is Windsor.
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伯蒂县位于温莎市
02:12
This is like Times Square of Windsor that you're looking at right now.
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你们现在看到的是温莎市的"泰晤士广场".
02:15
It's home to only 2,000 people,
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这里仅有2000居民,
02:17
and like a lot of other small towns
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而且和其他很多小城镇一样
02:19
it has been hollowed out over the years.
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它已经“空洞化”很多年了。
02:21
There are more buildings that are empty or in disrepair
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这里空的或者破损的建筑
02:24
than occupied and in use.
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比正在被使用的数量更多。
02:26
You can count the number of restaurants in the county
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县里的餐馆数量屈指可数
02:28
on one hand --
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你用一只手就可以数过来
02:30
Bunn's Barbecue being my absolute favorite.
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Bunn的烤肉店绝对是我的最爱,
02:32
But in the whole county there is no coffee shop,
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但是整个县没有一家咖啡店
02:34
there's no Internet cafe,
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那里也没有网吧,
02:36
there's no movie theater, there's no bookstore.
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没有电影院,没有书店。
02:38
There isn't even a Walmart.
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甚至是没有沃尔玛。
02:40
Racially, the county
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在人种分布上,这个县
02:42
is about 60 percent African-American,
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大约有60%的人是黑人,
02:44
but what happens in the public schools
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但是在公立学校中,
02:46
is most of the privileged white kids
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由于多数白种小孩都去了私立的
02:48
go to the private Lawrence Academy.
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劳伦斯中学,
02:50
So the public school students
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所以在公立学校中
02:52
are about 86 percent African-American.
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黑种人占了86%。
02:54
And this is a spread from the local newspaper of the recent graduating class,
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这是一张在当地报纸上登出的最近的毕业班学生的照片
02:57
and you can see the difference is pretty stark.
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你们可以看到当中的区别很明显。
03:00
So to say that the public education system
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所以说伯蒂县的公共教育系统
03:02
in Bertie County is struggling
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生存艰难
03:04
would be a huge understatement.
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是很保守的说法。
03:06
There's basically no pool
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那里没有一个输出
03:08
of qualified teachers to pull from,
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优秀教师的源头。
03:10
and only eight percent of the people in the county
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整个县只有8%的人拥有
03:12
have a bachelor's degree or higher.
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本科或本科以上的文凭。
03:14
So there isn't a big legacy
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所以这是一个很大
03:16
in the pride of education.
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关于教育的遗留问题。
03:18
In fact, two years ago,
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事实上,两年前,
03:20
only 27 percent of all the third- through eighth-graders
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在仅有的三分之一接收过八年级教育的人中,只有27%
03:22
were passing the state standard
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的人在数学和英语上
03:24
in both English and math.
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达到国家标准。
03:27
So it sounds like I'm painting a really bleak picture of this place,
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听起来我好像是在描述一副关于这一地区的很惨淡的画面,
03:30
but I promise there is good news.
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但是我可以保证我们有好的消息。
03:33
The biggest asset, in my opinion,
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我认为伯蒂县现在最大的财富之一
03:35
one of the biggest assets in Bertie County right now is this man:
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就是这个人,
03:37
This is Dr. Chip Zullinger,
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这是Chip Zullinger博士,
03:39
fondly known as Dr. Z.
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我们亲切的称他为Z博士。
03:42
He was brought in in October 2007
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他是在2007年十月人
03:44
as the new superintendent
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作为改善已经破碎的教育系统的负责
03:46
to basically fix this broken school system.
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来到伯蒂县的
03:48
And he previously was a superintendent
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他以前在南卡罗来纳州的查尔斯顿
03:50
in Charleston, South Carolina
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和科罗拉多州(位于美国西部)的丹佛
03:52
and then in Denver, Colorado.
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担任过负责人。
03:54
He started some of the country's first charter schools
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他首先从伯蒂县最早的一些80年代建的
03:56
in the late '80s in the U.S.
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特许学校开始
03:59
And he is an absolute renegade and a visionary,
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他绝对具有改革精神而且是极有远见的
04:01
and he is the reason that I now live and work there.
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他也是我在伯蒂县定居和工作的原因。
04:06
So in February of 2009,
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在2009年2月
04:08
Dr. Zullinger invited us, Project H Design --
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Zullinger邀请我们,H设计项目--
04:11
which is a non-profit design firm that I founded --
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一个我建立的非盈利的设计公司
04:13
to come to Bertie and to partner with him
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去伯蒂县并与他合作
04:15
on the repair of this school district
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去修复这一学区
04:17
and to bring a design perspective to the repair of the school district.
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用设计的观点去修复这一学区
04:20
And he invited us in particular
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他邀请我们主要是
04:22
because we have a very specific
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因为我们有很特别的
04:24
type of design process --
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设计过程类型
04:26
one that results in appropriate design solutions
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这种类型是为那些在
04:29
in places that don't usually have access
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通常情况下没机会接触到设计服务或者创意资本的地区
04:31
to design services or creative capital.
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设计合理的解决方案的结果
04:33
Specifically, we use these six design directives,
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特别的,我们有六个设计教条
04:36
probably the most important being number two:
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可能其中最重要的是第二个
04:38
we design with, not for --
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我们不是为谁设计,而是与谁一起设计。
04:40
in that, when we're doing humanitarian-focused design,
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基于这一点,当我们的设计关注于人道主义时
04:43
it's not about designing for clients anymore.
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我们已经不再是为了客户而设计。
04:46
It's about designing with people,
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而是与别人一起共同设计
04:48
and letting appropriate solutions emerge from within.
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然后让合理的解决方法从内部形成。
04:51
So at the time of being invited down there,
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一开始我们刚被邀请到那里时
04:53
we were based in San Francisco,
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我们还住在圣弗朗西斯科
04:55
and so we were going back and forth
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所以我们在2009年余下的时间里
04:57
for basically the rest of 2009,
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基本上都是要来回的奔波
04:59
spending about half our time in Bertie County.
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在伯蒂县的时间大约占了我们的一半时间
05:01
And when I say we, I mean Project H,
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当我说我们时,我指的是H项目的人
05:03
but more specifically, I mean myself and my partner, Matthew Miller,
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但更确切的说,我指的是我自己和我的伙伴,马修米勒
05:06
who's an architect and a sort of MacGyver-type builder.
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一位设计师和麦吉弗类型的建筑师
05:10
So fast-forward to today, and we now live there.
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快进到现在,我们现在住在伯蒂县
05:13
I have strategically cut Matt's head out of this photo,
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我不得不把这张照片上的马修的头剪掉
05:15
because he would kill me if he knew I was using it
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因为如果他知道我在用它的话,他会杀了我的
05:17
because of the sweatsuits.
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主要是因为他穿的运动服
05:19
But this is our front porch. We live there.
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这是我们的前门廊,我们住在那里
05:21
We now call this place home.
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我们现在把这个地方称作就“家”
05:23
Over the course of this year that we spent flying back and forth,
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通过这一年往复的飞来飞去
05:26
we realized we had fallen in love with the place.
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我们认识到我们已经爱上了这个地方
05:28
We had fallen in love with the place and the people
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我们已经爱上了这片土地和这里的人们
05:31
and the work that we're able to do
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我们现在在像伯蒂县这样的农村地区所做的
05:33
in a rural place like Bertie County,
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工作------
05:35
that, as designers and builders,
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做设计师和建筑师
05:37
you can't do everywhere.
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不是在每一个地方都能做的。
05:39
There's space to experiment
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这是一个可以去试验,
05:41
and to weld and to test things.
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去结合和测试不同东西的地方
05:43
We have an amazing advocate in Dr. Zullinger.
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我们有Zullinger博士的大力支持
05:46
There's a nobility of real, hands-on,
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去做那些务实的,真正的脏活累活
05:49
dirt-under-your-fingernails work.
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是高尚的
05:51
But beyond our personal reasons for wanting to be there,
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但是留在那里,除了我们个人的原因
05:53
there is a huge need.
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还有就是因为那里有巨大的需求
05:55
There is a total vacuum of creative capital in Bertie County.
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伯蒂县的创新资本基本上是空的
05:58
There isn't a single licensed architect in the whole county.
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整个县没有一个真正有执照的设计师
06:01
And so we saw an opportunity
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我们看到了一个机会
06:03
to bring design as this untouched tool,
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一个把设计作为一种没有被触及的工具带给
06:06
something that Bertie County didn't otherwise have,
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伯蒂县的机会
06:09
and to be sort of the -- to usher that in
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把设计作为一种新型的工具添加到他们的
06:11
as a new type of tool in their tool kit.
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工具包的机会
06:14
The initial goal became using design
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我们最初来到这里的目标是为了和Zullinger博士一起
06:16
within the public education system in partnership with Dr. Zullinger --
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设计公共教育系统
06:19
that was why we were there.
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这是为什么我们来到这里
06:21
But beyond that, we recognized
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但是除了这些,我们认识到
06:23
that Bertie County, as a community,
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作为一个社区,伯蒂县
06:25
was in dire need of a fresh perspective
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极其需要对于荣耀和与与外界连通的
06:28
of pride and connectedness
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新视角
06:30
and of the creative capital
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还有就是他们非常缺乏的
06:32
that they were so much lacking.
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创新资本
06:34
So the goal became, yes, to apply design within education,
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所以最后我们的目标变为了,是的,把用设计来进行教育
06:37
but then to figure out how to make education
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然后找出如何能让教育成为
06:39
a great vehicle for community development.
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推动社区建设的动力
06:42
So in order to do this, we've taken three different approaches
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为了做到这些,我们有三种不同的方法
06:44
to the intersection of design and education.
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来得到教育和设计的结合点
06:47
And I should say that these are three things that we've done in Bertie County,
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我得说这三样也是我们已经在伯蒂县做了的三件事情
06:50
but I feel pretty confident that they could work
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我现在可以非常的自信说我们有能力和美国
06:52
in a lot of other rural communities
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其他的农村社区一起工作
06:54
around the U.S. and maybe even beyond.
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也许美国之外的也可以
06:57
So the first of the three is design for education.
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三件事的第一件是设计教育的方法
07:00
This is the most kind of direct, obvious
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这是教育和设计之间
07:03
intersection of the two things.
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最明显和直接的结合点
07:05
It's the physical construction
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这是在为教师和学生
07:07
of improved spaces and materials and experiences
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搭建宽敞的
07:10
for teachers and students.
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学习空间、资料和经验
07:12
This is in response to the awful mobile trailers
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这是对与糟糕的移动拖车和
07:15
and the outdated textbooks
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过时的教材
07:17
and the terrible materials that we're building schools out of these days.
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还有我们这些年建学校所用的劣质的材料的回应
07:21
And so this played out for us in a couple different ways.
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为了完成这个,我们做了很多不同的事情
07:23
The first was a series of renovations of computer labs.
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首先是对于电脑实验室的一系列改革
07:26
So traditionally, the computer labs,
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过去学校的电脑实验室
07:28
particularly in an under-performing school like Bertie County,
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特别是像在伯蒂县的那些差一点的学校
07:31
where they have to benchmark test every other week,
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这些学校每两周都会有一次基准评测
07:34
the computer lab is a kill-and-drill
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电脑实验室的电脑
07:36
testing facility.
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是测试的工具
07:38
You come in, you face the wall, you take your test and you leave.
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你进去,面对这墙壁,做完测试,然后走掉
07:41
So we wanted to change the way that students approach technology,
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我们希望能够改变学生们接触科技的方式
07:44
to create a more convivial and social space
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去创造一个更加活跃,更加有吸引力,
07:47
that was more engaging, more accessible,
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更容易接触的社会空间
07:49
and also to increase the ability for teachers
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而且我们希望能够提高
07:51
to use these spaces for technology-based instruction.
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教师们使用这些空间来进行高科技教育的能力
07:54
So this is the lab at the high school,
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这是我们一所高中的实验室
07:56
and the principal there is in love with this room.
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这个学校的校长很喜欢这个实验室
07:58
Every time he has visitors, it's the first place that he takes them.
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每当他有访客时,这个实验室都是他第一个带访客去参观的地方
08:02
And this also meant the co-creation with some teachers
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这还意味着一些教师可以在
08:04
of this educational playground system
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这个教育场地中相互协作来进行创造
08:06
called the learning landscape.
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我们称这个为学习景观
08:08
It allows elementary-level students to learn core subjects
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它让基础阶段的学生能在作为一个孩子应该做的事情,
08:11
through game play and activity
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比如
08:13
and running around and screaming and being a kid.
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在玩游戏、跑来跑去和尖叫中学到核心课程
08:15
So this game that the kids are playing here --
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现在孩子们正在玩的游戏
08:17
in this case they were learning basic multiplication
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叫做"跟我比",
08:19
through a game called Match Me.
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孩子们可以通过玩这个游戏学到基础乘法
08:21
And in Match Me, you take the class, divide it into two teams,
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在“跟我比”中,一个班的孩子被分为两队
08:24
one team on each side of the playground,
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每个队站在操场的两边
08:26
and the teacher will take a piece of chalk
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老师会拿一只粉笔
08:28
and just write a number on each of the tires.
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在每一个轮胎上写一个数字
08:30
And then she'll call out a math problem --
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然后她会出一个数学问题
08:32
so let's say four times four --
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比如说4乘以4
08:34
and then one student from each team has to compete
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每个队要出一名同学来算出
08:37
to figure out that four times four is 16
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4乘以4等于16
08:39
and find the tire with the 16 on it and sit on it.
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然后找到标有16的轮胎坐下
08:42
So the goal is to have all of your teammates sitting on the tires
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游戏的最终目标是让你们队的所有队员都能坐到轮胎上
08:44
and then your team wins.
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然后你们对就可以获胜
08:46
And the impact of the learning landscape
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学习景观的作用非常
08:48
has been pretty surprising and amazing.
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惊人
08:50
Some of the classes and teachers have reported higher test scores,
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很多班级的考试成绩都有所提高
08:53
a greater comfort level with the material,
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而且对教学内容掌握的更好
08:55
especially with the boys,
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特别是男生
08:57
that in going outside and playing,
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他们喜欢出去玩耍
08:59
they aren't afraid to take on
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他们不害怕做一些
09:01
a double-digit multiplication problem --
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二位数的乘法问题
09:03
and also that the teachers are able
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老师们也能够
09:05
to use these as assessment tools
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用这些新的方法作为评价工具去
09:07
to better gauge how their students
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了解他们的学生理解
09:09
are understanding new material.
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新课程的程度
09:11
So with design for education, I think the most important thing
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所以在为教育设计当中,我认为最重要的事情
09:14
is to have a shared ownership of the solutions with the teachers,
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是和教师一切共享解决方法
09:17
so that they have the incentive and the desire to use them.
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这样的话他们就有施行这些方法的动力和愿望
09:20
So this is Mr. Perry. He's the assistant superintendent.
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这是佩里先生,他是主管助理
09:23
He came out for one of our teacher-training days
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他参加了一次我们的教师训练日活动
09:26
and won like five rounds of Match Me in a row and was very proud of himself.
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一连赢了五轮“跟我比”,他感到非常的自豪
09:29
(Laughter)
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(笑)
09:32
So the second approach is redesigning education itself.
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三件事中的第二个件是对整个教育系统本身进行重新设计
09:35
This is the most complex.
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这是最复杂的
09:37
It's a systems-level look
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它是在系统的层面去识别
09:39
at how education is administered
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教育是如何被管理的
09:41
and what is being offered and to whom.
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教育是给谁提供何种东西
09:43
So in many cases this is not so much about making change
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很多情况下我们不是直接改变什么
09:46
as it is creating the conditions
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而是
09:48
under which change is possible
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为可能的改变创造条件
09:50
and the incentive to want to make change,
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激励人们做出改变
09:52
which is easier said than done in rural communities
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在农村地区,在封闭保守的农村教育系统中
09:55
and in inside-the-box education systems
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这些事情说起来简单
09:57
in rural communities.
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做起来却很难
10:00
So for us, this was a graphic public campaign
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所以对于我们来讲,这是一场被称为
10:02
called Connect Bertie.
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“连接伯蒂县”的公开战役
10:04
There are thousands of these blue dots all over the county.
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整个县有成千上万个这种绿色的圆点
10:07
And this was for a fund that the school district had
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这是在募集资金
10:09
to put a desktop computer and a broadband Internet connection
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目的是要
10:12
in every home
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为公立学校的每一个学生的家里
10:14
with a child in the public school system.
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配上连有宽带的电脑
10:16
Right now I should say,
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现在我只能说
10:18
there are only 10 percent of the houses
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整个县只有百分之十的家庭
10:20
that actually have an in-home Internet connection.
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真正拥有可以上网的电脑
10:22
And the only places to get WiFi
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而唯一有无线网络的地方
10:24
are in the school buildings, or at the Bojangles Fried Chicken joint,
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就是学校大楼,或者是“博简格尔斯”(Bojangles)烤鸡连锁店
10:27
which I find myself squatting outside of a lot.
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我经常去那里
10:30
Aside from, you know, getting people excited
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除了让人们感到兴奋
10:32
and wondering what the heck these blue dots were all over the place,
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或者是不知道这些绿点点到底是干什么的以外
10:36
it asked the school system
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这些点点让教育系统
10:38
to envision how it might become a catalyst
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开始想象如何能成为促使社区更加
10:40
for a more connected community.
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连通的催化剂
10:42
It asked them to reach outside of the school walls
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它让教育能够走出校园
10:45
and to think about how they could play a role
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去思考教育
10:47
in the community's development.
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如何能为社区建设做贡献
10:49
So the first batch of computers
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今年夏天
10:51
are being installed later this summer,
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第一批电脑正在安装中
10:53
and we're helping Dr. Zullinger develop some strategies
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我们正在协助Zullinger博士研究能够让教室和学校
10:56
around how we might connect the classroom and the home
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互联的方法
10:59
to extend learning beyond the school day.
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好让学生能够在课堂之外也能学习
11:01
And then the third approach, which is what I'm most excited about,
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三件事中的第三件是令我最兴奋的一件
11:03
which is where we are now,
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也是我们现在正在做的一件事
11:05
is: design as education.
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就是把设计当作教育
11:07
So "design as education" means
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把设计当作教育的意思是
11:09
that we could actually teach design within public schools,
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我们可以真正的在公立学校中教授设计
11:12
and not design-based learning --
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这不是像普通的设计课那样的
11:14
not like "let's learn physics by building a rocket,"
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不是说教他们通过建造火箭去学习物理课程
11:17
but actually learning design-thinking
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而是学习设计的思维方式
11:20
coupled with real construction and fabrication skills
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还有真正的构造和组建技能
11:23
put towards a local community purpose.
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这些都是对当地社区有利的
11:26
It also means that designers are no longer consultants,
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这也意味着设计师不再是顾问
11:28
but we're teachers,
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而是教师
11:30
and we are charged with growing creative capital
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我们承担着为下一代
11:32
within the next generation.
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创造更多的创新资本的任务
11:34
And what design offers as an educational framework
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设计作为教育框架,能够提供的是
11:37
is an antidote
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一副解药
11:39
to all of the boring, rigid, verbal instruction
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去改变很多学区以往
11:41
that so many of these school districts are plagued by.
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单调,单板的口头教授
11:43
It's hands-on, it's in-your-face,
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这些行动已经在实施,就在你们眼前
11:45
it requires an active engagement,
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这需要我们积极的参与
11:47
and it allows kids to apply all the core subject learning
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它让孩子们能够真正的
11:50
in real ways.
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学到核心课程
11:52
So we started thinking
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所以我们开始思考
11:54
about the legacy of shop class
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工艺课程的遗留问题
11:56
and how shop class -- wood and metal shop class in particular --
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还有工艺课程,特别是木头工艺和铁骑工艺
11:59
historically, has been something
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在历史上,它们都是为了那些不能够
12:01
intended for kids who aren't going to go to college.
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读大学的孩子开设的
12:03
It's a vocational training path.
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它是一个职业训练的过程
12:05
It's working-class; it's blue-collar.
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是一个职业教育,是蓝领
12:07
The projects are things like,
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这个项目就像是
12:09
let's make a birdhouse for your mom for Christmas.
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让我们做一个鸟笼送给你妈妈做圣诞礼物吧
12:12
And in recent decades, a lot of the funding for shop class
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近些年,很多资助工艺课程的基金
12:14
has gone away entirely.
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都消失了
12:16
So we thought, what if you could bring back shop class,
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所以我们在想,如果我们把工艺课程重新带回来会怎么样
12:19
but this time orient the projects
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但这次我们关注于
12:21
around things that the community needed,
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社区真正需要的事情
12:24
and to infuse shop class
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而且在工艺课程中注入
12:26
with a more critical and creative-design-thinking studio process.
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更多重要的和创新的设计思考过程
12:29
So we took this kind of nebulous idea
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所以我们持着这种模糊的观点
12:31
and have worked really closely with Dr. Zullinger for the past year
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通过和Zullinger博士过去一年紧密的合作
12:34
on writing this as a one-year curriculum
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编制了为高中一年级学生准备的
12:37
offered at the high school level to the junior class.
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一个年度的课程
12:39
And so this starts in four weeks,
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四个星期之后
12:41
at the end of the summer,
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这个课程就要开始了
12:43
and my partner and I, Matthew and I,
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我的搭档的我,马修和我
12:45
just went through the arduous and totally convoluted process
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为了获得高中教师许可证来教授这一课程
12:48
of getting certified as high school teachers to actually run it.
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刚刚度过了一段艰难和非常复杂的过程
12:50
And this is what it looks like.
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这就是它的样子
12:52
So over the course of two semesters,
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在教授这个课程的两个学期里
12:54
the Fall and the Spring,
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秋季学期和春季学期
12:56
the students spend three hours a day every single day
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学生每天要在
12:58
in our 4,500 square foot
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我们4500平方英尺的工艺工作室里
13:00
studio/shop space.
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学习三个小时
13:03
And during that time, they're doing everything
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在这段时间里,他们会做各种事情
13:06
from going out and doing ethnographic research and doing the need-finding,
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从外出做种族研究和做一些必须的调查
13:08
coming back into the studio,
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到回到工作室
13:10
doing the brainstorming and design visualization
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进行头脑风暴和设计可视化
13:12
to come up with concepts that might work,
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最终构思出可行的概念
13:14
and then moving into the shop and actually testing them,
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然后拿到加工室去测试他们
13:16
building them, prototyping them,
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构造他们,去打造他们的原型
13:18
figuring out if they are going to work and refining that.
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看看它们是否能可用并不断改进它们
13:21
And then over the summer, they're offered a summer job.
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在夏季,他们会得到一份暑期工作
13:24
They're paid as employees of Project H
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他们通过在H项目中工作获得报酬
13:26
to be the construction crew with us
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他们会和我们一起工作
13:28
to build these projects in the community.
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在社区中设计和建设这些项目
13:30
So the first project, which will be built next summer,
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第一个项目,将会在下个夏天开始建设
13:33
is an open-air farmers' market downtown,
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是一个市区的露天农贸市场
13:37
followed by bus shelters for the school bus system in the second year
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接下来就是第二年的校车系统
13:40
and home improvements for the elderly in the third year.
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然后第三年是提高老年人的居住环境
13:43
So these are real visible projects
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这些都是真正可见的项目
13:45
that hopefully the students can point to and say,
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我们希望学生将来可以指着它们说:
13:47
"I built that, and I'm proud of it."
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这是我建的,我感到非常的自豪
13:49
So I want you to meet three of our students.
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我想让你们看一看三位我们的同学
13:51
This is Ryan.
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这是瑞安
13:53
She is 15 years old.
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她今年15岁
13:55
She loves agriculture and wants to be a high school teacher.
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她热爱农业,希望成为一个高中教师
13:58
She wants to go to college, but she wants to come back to Bertie County,
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她想上大学,但想毕业后回到伯蒂县
14:00
because that's where her family is from, where she calls home,
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因为那里有她的亲人,那里是她成为“家”的地方
14:03
and she feels very strongly about giving back
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她强烈的希望能够为这个
14:05
to this place that she's been fairly fortunate in.
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让她感到幸运的地方做些贡献
14:08
So what Studio H might offer her
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所以H工作室能提供给她一个
14:10
is a way to develop skills
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学习技术的地方
14:12
so that she might give back in the most meaningful way.
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这样她就能够以最有意义的方式回报她的故乡
14:14
This is Eric. He plays for the football team.
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这是埃里克,他在一支足球队踢球
14:17
He is really into dirtbike racing,
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他很喜欢场地赛车
14:20
and he wants to be an architect.
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他想成为一名设计师
14:22
So for him, Studio H offers him
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对于他来说,H工作室提供给他
14:24
a way to develop the skills he will need as an architect,
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一个学习成为设计师必备的技术的地方
14:27
everything from drafting to wood and metal construction
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这包括从画草图到木头和金属构造
14:30
to how to do research for a client.
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再到为客户进行研究调查等一切事情
14:32
And then this is Anthony.
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这是安东尼
14:34
He is 16 years old, loves hunting and fishing and being outside
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他今年16岁,喜欢打猎,钓鱼和出游
14:37
and doing anything with his hands,
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他喜欢用自己的双手去做事情
14:39
and so for him, Studio H means
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对于他,H工作室意味着
14:41
that he can stay interested in his education
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他能够通过自己动手参与来
14:43
through that hands-on engagement.
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保持对教育的兴趣
14:45
He's interested in forestry, but he isn't sure,
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他对林学有兴趣,但是他不太确定
14:47
so if he ends up not going to college,
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所以如果他最终不能进入大学
14:49
he will have developed some industry-relevant skills.
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他仍然能够培养出一些与行业有关的技术
14:52
What design and building really offers to public education
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设计真正带给公共教育的
14:54
is a different kind of classroom.
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是一个不同类型的教室
14:56
So this building downtown,
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这个市中心的建筑
14:58
which may very well become the site of our future farmers' market,
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很可能成为我们将来的农贸市场所在地
15:01
is now the classroom.
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现在是我们的教室
15:03
And going out into the community and interviewing your neighbors
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让学生们走到社区中,去采访你的邻居
15:05
about what kind of food they buy
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询问他们从哪里买什么食品
15:07
and from where and why --
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为什么会在那里买
15:09
that's a homework assignment.
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这是我们的家庭作业
15:11
And the ribbon-cutting ceremony at the end of the summer
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而今年夏天的剪彩仪式
15:14
when they have built the farmers' market and it's open to the public --
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那时他们已经建成农贸市场,而且也已经对外公开
15:16
that's the final exam.
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那是我们的期末考试
15:18
And for the community, what design and building offers
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对于社区来讲,设计和建设提供了
15:21
is real, visible, built progress.
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真实的,可见的建设过程
15:23
It's one project per year,
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每一年一个工程
15:25
and it makes the youth the biggest asset
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它让年轻人成为
15:27
and the biggest untapped resource
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我们未来最大的财产
15:29
in imagining a new future.
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和最大的没被开发的资源
15:32
So we recognize that Studio H, especially in its first year,
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我们意识到H工作室,特别是在它的第一年
15:35
is a small story --
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是一个小小的故事
15:37
13 students, it's two teachers,
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13个学生,2个老师
15:40
it's one project in one place.
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这是一个地方的一个项目
15:42
But we feel like this could work in other places.
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但是我们觉得这个在其他的地方也是可行的
15:44
And I really, strongly believe in the power of the small story,
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而且我深深的相信这个小小故事的力量
15:47
because it is so difficult
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因为如果在全球范围上做慈善工作
15:49
to do humanitarian work at a global scale.
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是很困难的
15:52
Because, when you zoom out that far,
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因为,当你把范围放的那么大时
15:54
you lose the ability to view people as humans.
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你就会失去把人看作是有血有肉的个体的能力
15:58
Ultimately, design itself is a process
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最后,设计本身是一个
16:00
of constant education
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对和我们一起工作还有我们想帮助的人
16:02
for the people that we work with and for
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以及我们设计师自己的
16:04
and for us as designers.
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持续的教育
16:06
And let's face it, designers, we need to reinvent ourselves.
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让我们来面对它吧,设计师们,我们需要彻底改造我们自己
16:09
We need to re-educate ourselves around the things that matter,
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我们需要重新教育我们自己
16:12
we need to work outside of our comfort zones more,
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我们需要更多的在舒适的工作室之外工作
16:15
and we need to be better citizens in our own backyard.
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我们需要去做一个更好的公民
16:18
So while this is a very small story,
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所以虽然这只是一个很小的故事
16:20
we hope that it represents a step in the right direction
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我们仍希望它能代表迈向正确方向的一步
16:23
for the future of rural communities
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为了农村社区更好的未来
16:25
and for the future of public education
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为了公共教育更好的未来
16:27
and hopefully also for the future of design.
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也希望是为了设计的更好的未来
16:29
Thank you.
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谢谢
16:31
(Applause)
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(掌声)
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