Bring on the learning revolution! | Sir Ken Robinson

翻译人员: JINGJING DONG 校对人员: Zheng Zeng

I was here four years ago,

四年前我站在这里，

and I remember, at the time,

我记得在那个时候，

that the talks weren't put online.

演讲不是放在网上；

I think they were given to TEDsters in a box,

我想演讲是放在盒子里 送给 TEDsters (TED出席者)，

a box set of DVDs,

一整盒子的 DVD，

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

TEDsters 把它们放到书架上， 它们现在应该还被搁在那。

(Laughter)

（笑声）

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

事实上，克里斯在我演讲后一个礼拜，

打电话给我，

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

说: “我们准备把它们放到网上。

能把你的也放到网上吗？” 我说: “当然。”

And I said, "Sure."

And four years later,

四年以后，

it's been downloaded four million times.

就像我说的，已经有四 ...

嗯，它已经被下载了四百万次。

所以我推断，将它 乘以 20 或者其它数字，

So I suppose you could multiply that by 20 or something

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

你就知道有多少人看过它了。

就像克里斯说的，人们对我的视频

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

相当感兴趣。

(Laughter)

（笑声）

(Applause)

（掌声）

Don't you feel?

难道你们不这样认为吗？

(Laughter)

（笑声）

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

因此，今天这个精心制作准备的演讲，

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

就是为你们而量身订做的。

(Laughter)

（笑声）

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

阿尔·戈尔 (Al Gore) 在 TED 研讨会上

有过演讲，那年我也在那儿演说，

and talked about the climate crisis.

而他谈的是气候危机。

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

在我在那次演讲的最后

引用了他的话。

So I want to pick up from there

所以我想从那儿开始，

because I only had 18 minutes, frankly.

因为，坦率的讲，我仅有 18 分钟。

(Laughter)

So, as I was saying --

正如同我所说过的...

(Laughter)

（笑声）

你看，他是正确的。

You see, he's right.

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

我是说，很显然地， 严重的气候危机的确存在。

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

我认为如果你不相信它， 你就应该想法了解了解。

(Laughter)

（笑声）

但是，我相信还有个第二大气候危机，

But I believe there is a second climate crisis,

which is as severe,

它同样很严重

which has the same origins,

并且有着相同的起源，

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

我们也必须紧急处理它。

我是说 --

And you may say, by the way,

但你也许说: “看，够了。

"Look, I'm good.

我已经有一个气候危机；

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

我不需要再有第二个了。”

(Laughter)

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

但是，这个与自然资源无关的危机 --

即使我相信确实存在自然灾害的危机 --

though I believe that's true --

but a crisis of human resources.

即为人力资源的危机。

I believe fundamentally,

我相信，从根本上说，

as many speakers have said during the past few days,

就像许多演讲者 在过去的几天中说的，

我们完全没有好好地利用

that we make very poor use of our talents.

我们自己的天赋。

Very many people go through their whole lives

许多人回顾他们的整个人生，

having no real sense of what their talents may be,

完全不知道他们的天赋是什么，

or if they have any to speak of.

或者他们从未提及 任何关于他们天赋的事。

我遇到过各种各样的人，

I meet all kinds of people

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

他们不认为自己 擅长于任何一件事。

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

事实上，我大概把世界分为两组。

Jeremy Bentham, the great utilitarian philosopher,

杰里米·边沁 (Jeremy Bentham)， 著名的实用主义哲学家，

once spiked this argument.

曾经反对这个论点。

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

他说：“世上有两种人，

those who divide the world into two types

一种人把世界分为两种，

and those who do not."

另一种则没有这样做。”

(Laughter)

（笑声）

Well, I do.

其实，我支持这论点。

(Laughter)

（笑声）

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

我遇到过各种各样的人，

他们不喜欢他们正在做的事。

They simply go through their lives getting on with it.

他们简单过着他们的生活，

只是对付。

They get no great pleasure from what they do.

他们从他们的 工作中感受不到愉快。

They endure it rather than enjoy it,

他们忍受它，而不是享受它，

and wait for the weekend.

只等着周末。

But I also meet people

但是我也遇到过一些人，

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

他们深爱着他们的工作，

甚至不能想象他们在做别的事情。

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

如果你对他们说：“不要干这个了。” 他们会很难理解你在说什么。

they'd wonder what you're talking about.

因为这和他们在干什么无关， 这就是他们。他们说：

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

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

“但是这是我，你知道。

It would be foolish to abandon this,

如果我放弃这会让我显得很愚蠢，因为

because it speaks to my most authentic self."

这就是我最真实的自我写照。”

And it's not true of enough people.

许多人不是这样的。

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

事实上，正相反，我认为

这无疑只是一小部分人。

And I think there are many possible explanations for it.

我认为对此可能

有许多解释。

And high among them is education,

其中最可能的解释

是教育，

because education, in a way,

因为教育在某种程度上，

使许多人

dislocates very many people from their natural talents.

远离其自身的天赋。

人力资源就像是自然资源；

And human resources are like natural resources;

它们通常埋藏地很深。

they're often buried deep.

You have to go looking for them,

你必须去找寻它们。

they're not just lying around on the surface.

它们不会只是躺在地表。

You have to create the circumstances where they show themselves.

你必须创造它们自我展现的环境。

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

你或许认为教育

是让它们发生的环境。

but too often, it's not.

但是，许多时候，不是的。

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

世界上每个教育系统

都是被改革过的。

and it's not enough.

这是不足够的。

Reform is no use anymore,

改革不再有用了，

因为它只简单地改进 一个已破碎的模式。

because that's simply improving a broken model.

我们需要的是 --

What we need --

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

这个词在过去的几天里， 已经被用过很多遍 --

不是进化论，

is not evolution,

而是教育革命。

but a revolution in education.

它一定要被转换成

This has to be transformed into something else.

其它的形式。

(Applause)

（掌声）

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

其中最艰巨的挑战

是对教育体系

的彻底创新。

Innovation is hard,

创新是艰辛的，

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

因为它意味着去干

人们在大多数情况下 不是很容易去干的事情。

for the most part.

它意味着实实在在的挑战

It means challenging what we take for granted,

things that we think are obvious.

我们认为是明显的食物。

The great problem for reform or transformation

重整或改革中

最大的问题

is the tyranny of common sense.

是社会常识的专政统治，

人们认为，

Things that people think,

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

“事情是不能用其它方法做的， 因为他们是用这种方法做的。”

我突然想起了亚伯拉罕·林肯 (Abraham Lincoln) 的经典句子，

I came across a great quote recently from Abraham Lincoln,

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

我想他一定高兴 他的句子用到了这里。

(Laughter)

（笑声）

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

他在1862年12月

第二届年度会议中。

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

我解释一下，对于当时发生了什么， 我完全不知道。

We don't teach American history in Britain.

我们在英国不教美国历史。

(Laughter)

（笑声）

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

我们抑制它，你知道，这是我们的政策。

(Laughter)

（笑声）

No doubt, something fascinating was happening then,

因为，毋庸置疑，一件有吸引力的 事情在1862年12月发生了，

which the Americans among us will be aware of.

我们中的美国人

将会知道我说的。

But he said this:

他说到：

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

“在平静的过去中的

教条

和暴风雨的现代是不相匹的。

时机

The occasion is piled high with difficulty,

被艰难地推到高处，

and we must rise with the occasion."

我们必须和时机一起进步。”

我喜欢这句话。

I love that.

Not rise to it, rise with it.

不是为它进步，而是与时俱进。

"As our case is new,

“因为我们的处境是新的，

so we must think anew and act anew.

我们必须重新思考，

重新行动。

We must disenthrall ourselves,

我们必须解放我们自己，

and then we shall save our country."

然后才能拯救我们的国家。”

I love that word, "disenthrall."

我喜欢这个词“解放”

You know what it means?

你知道它的意义吗？

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

我们所有人被解放到这些想法，

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

我们理所当然的接受它，

就像自然的事物，就是这样。

the way things are.

And many of our ideas have been formed,

许多我们的想法已成型了，

它们是不能和这个世纪的 客观环境相融合的，

not to meet the circumstances of this century,

but to cope with the circumstances of previous centuries.

它们只能对付上个世纪的环境。

But our minds are still hypnotized by them,

但是我们的想法仍旧被它催眠者。

and we have to disenthrall ourselves of some of them.

我们必须多多少少 从中解放出来。

Now, doing this is easier said than done.

说是比做容易。

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

此外，很难知道， 你认为什么是理所当然的。

And the reason is that you take it for granted.

还有，为什么你认为它是理所当然的。

(Laughter)

让我问你一些问题， 你可能认为是理所当然的。

Let me ask you something you may take for granted.

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

在座的有多少人是 25 岁以上？

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

这不是我认为你是理所当然的。

我确信你很熟悉这个。

Are there any people here under the age of 25?

有人小于25岁吗？

很好，那些大于25岁的，

Great. Now, those over 25,

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

如果你带一块腕表，请把手举起来。

腕表对于我们很有用，不是吗？

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

Ask a room full of teenagers the same thing.

那同样的问题 问一屋子十几岁的年轻人。

Teenagers do not wear wristwatches.

年轻人不带腕表。

I don't mean they can't,

我不是说他们不能或者他们不许，

they just often choose not to.

他们只是常常选择不带。

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

原因是，你看，我们这些25岁以上的，

是在数字时代前的文化中养育大的。

those of us over 25.

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

因为对于我们，如果你想要知道时间，

you have to wear something to tell it.

你不得不带个什么东西来告诉你。

Kids now live in a world which is digitized,

孩子们现在生活在数字时代，

and the time, for them, is everywhere.

时间对于他们来讲，到处都是。

They see no reason to do this.

他们不理解为什么带手表。

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

顺便说一句，你同样也不需要；

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

仅仅是因为你习惯了， 你就继续做下去。

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

我女儿从不带手表， 我女儿凯特20岁。

She doesn't see the point.

她看不到手表的重要性。

As she says,

她说：“这是单一功能的装置。”

"It's a single-function device."

(Laughter)

（笑声）

"Like, how lame is that?"

就像它是多蹩脚的。

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

我说：“不不，它同样也显示时间。”

(Laughter)

（笑声）

"It has multiple functions."

“它有多重功能。”

(Laughter)

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

但是，你看，这就是 我们被教育束缚的事情。

让我再举些例子。

A couple of examples.

One of them is the idea of linearity:

它们中的一个是线性想法。

that it starts here and you go through a track

从这里开始，你在一个轨道上前进，

and if you do everything right,

如果你做对每件事，你就到达

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

你后半生想要的生活。

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

每个在TED演讲的人 都婉转或明确地

or sometimes explicitly, a different story:

向我们诉说不同的故事：

that life is not linear; it's organic.

生活不是线性的，它是有机的。

We create our lives symbiotically

我们创造我们共同的生活，

as we explore our talents

就像我们发觉我们的天赋，

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

和天赋帮助我们创造自我的关系。

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

但是你知道，我们变得对这个线性故事

很著迷。

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

可能是教育的顶峰

是被大学录取。

I think we are obsessed with getting people to college.

我认为执迷于让人们进入大学，

Certain sorts of college.

进入某种类型的大学。

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

我不是说你不应该上大学， 但是不是每个人都需要上大学，

or go now.

尤其是现在。

Maybe they go later, not right away.

他们可以迟一点上大学，不一定马上。

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

我前一阵子在旧金山

举行新书签名会。

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

其中有一个30岁左右 的男人买我的书。

I said, "What do you do?"

我问到：“你是干什么的？”

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

他说：“我是消防员。”

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

我又问：“你当消防员多久了？”

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

他说：“一辈子，我一直就是个消防员。”

我说：“哦，你什么时候决定的？”

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

他说：“很小的时候。” 他说： “事实上，这让我在中学时遇到了困难，

Actually, it was a problem for me at school,

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

因为学校里的每个人 都想成为消防员。”

(Laughter)

他说：“我想成为消防员。”

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

他又说：“当我升上高年级的时候，

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

my teachers didn't take it seriously.

我的老师们不以为然。

This one teacher didn't take it seriously.

有一个老师，特别不以为然，

He said I was throwing my life away

他说如果这是我全部的选择，

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

我就是在荒废我的青春。

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

我应该上大学，成为一个职业白领，

that I had great potential

我有很大的潜能，

and I was wasting my talent to do that."

如果这么做的话， 我就是在浪费我的天赋。”

He said, "It was humiliating.

他又说：“这使我感到羞辱，因为

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

那个老师在全班面前说了此话， 我感到糟糕透了。

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

但是这就是我想要的， 从中学毕业后，

I applied to the fire service and I was accepted.

我马上申请了消防工作，并且被录取了。”

You know, I was thinking about that guy recently,

他说：“你知道，在你问我的几秒钟前，

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

我突然想起了那个老师。”

because six months ago, I saved his life."

他说：“因为六个月前，

我挽救了他的生命。”

(Laughter)

（笑声）

他说：“他在一辆严重损坏的汽车里，

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

我把他拉了出来， 给他做了心脏起博复苏，

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

我同时也救了他的妻子。”

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

他说：“我认为他现在 对我的想法要好多了。”

(Laughter)

（笑声）

(Applause)

（掌声）

You know, to me,

你知道，对于我来说，

human communities depend upon a diversity of talent,

人类社会取决于

天赋的多样性，

not a singular conception of ability.

不是单一能力的思维。

And at the heart of our challenges --

在我们挑战的中心 --

(Applause)

（掌声）

At the heart of the challenge

在我们挑战的中心

is to reconstitute our sense of ability and of intelligence.

是重新组建我们的能力

和智慧。

This linearity thing is a problem.

线性思考是一个问题。

当我九年前

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

来到洛杉矶的时候，

I came across a policy statement --

我对一种观点有很深的印象，

一种非常有意识的政策宣言：

very well-intentioned --

which said, "College begins in kindergarten."

“大学起始于幼儿园。”

No, it doesn't.

不，不是这样的。

(Laughter)

（笑声）

It doesn't.

不是这样的。

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

如果我有时间， 我会在这里详细说明，但是我没有。

(Laughter)

（笑声）

Kindergarten begins in kindergarten.

幼儿园起始于幼儿园。

(Laughter)

（笑声）

我的一个朋友曾经说过：

A friend of mine once said,

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

”你知道，三岁的孩童 不是六岁孩童的一半。“

(Laughter)

（笑声）

(Applause)

（掌声）

They're three.

他们三岁。

But as we just heard in this last session,

就像我们上边听到的那个例子，

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

上幼儿园的竞争很大，

to get to the right kindergarten --

尤其是上对的幼儿园，

三岁就要开始面试。

that people are being interviewed for it at three.

三岁！

孩子们坐在无聊的专家咨询组前，

Kids sitting in front of unimpressed panels,

你知道，带着他们的简历。

you know, with their resumes --

(Laughter)

（笑声）

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

草草翻阅，然后说：“就这些？”

(Laughter)

（笑声）

(Applause)

（掌声）

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

“你已经在这儿混了三十六个月了，就这些？”

(Laughter)

（笑声）

"You've achieved nothing -- commit.

“你没有完成任何事情，这是我的意见。

(Laughter)

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

母乳喂养了六个月，这就只是我能看到的。”

(Laughter)

（笑声）

See, it's outrageous as a conception.

看，这个想法是无法容忍的， 但是它吸引着我们。

The other big issue is conformity.

另一个很大的问题是循规蹈矩。

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

我们把我们的教育系统

建立在快餐的基础上。

This is something Jamie Oliver talked about the other day.

杰米·奥利弗曾经提到这个问题。

There are two models of quality assurance in catering.

你知道高质量保证的 饮食业有两种形态。

一是快餐，

One is fast food, where everything is standardized.

全部标准化。

The other is like Zagat and Michelin restaurants,

二是像扎格特和米什兰饭店，

where everything is not standardized,

全不标准化，

they're customized to local circumstances.

它们制定标准满足当地情况。

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

我们出让我们自己， 建立快餐模式的教育。

and it's impoverishing our spirit and our energies

它正在耗尽我们的精神和能量，

as much as fast food is depleting our physical bodies.

就像快餐正在耗尽 我们的身体资源。

（掌声）

(Applause)

我认为我们在这里 必须认识到一些事情。

We have to recognize a couple of things here.

其一是人类天赋有巨大的多样性。

One is that human talent is tremendously diverse.

People have very different aptitudes.

人们有非常不同的天资。

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

我最近才发觉一件事：

我在很小的时候得到了一个吉他，

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

大概是埃里克·克莱普顿 得到他的第一个吉他的时候。

(Laughter)

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

你知道，埃里克成功了，我仅想说这个。

(Laughter)

（笑声）

In a way --

在某种方式上，它在我身上不起作用。

it did not for me.

I could not get this thing to work

我不能使吉他工作，

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

无论多经常，或是多努力地弹它。

It just wouldn't work.

它就是不工作。

(Laughter)

不仅仅是这样。

But it's not only about that.

It's about passion.

这和热情息息相关。

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

通常，人们善于去做 他们不用太花心思去做的事情。

是热情，

It's about passion,

and what excites our spirit and our energy.

使我们精力和能量兴奋。

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

如果你正在做你热爱的事情，

time takes a different course entirely.

你花在这件事上的时间便不同。

My wife's just finished writing a novel,

我妻子刚完成了一部小说，

and I think it's a great book,

我认为它是极好的书。

but she disappears for hours on end.

写这本书的结尾时， 她消失了好几个小时。

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

你知道，如果你正在做你喜爱的事情，

an hour feels like five minutes.

一小时感觉就像五分钟。

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

如果你正在做一件 不和你精神发生共鸣的事情，

五分钟就像是一小时。

five minutes feels like an hour.

And the reason so many people are opting out of education

许多人退出教育的原因

is because it doesn't feed their spirit,

是教育对他们的精力起不到供给，

it doesn't feed their energy or their passion.

供给不到他们的精力和热情。

因此，我认为我们必须改变暗喻。

So I think we have to change metaphors.

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

我们必须从基于工业化的

制造业的教育模式，

a manufacturing model,

which is based on linearity and conformity and batching people.

这个模式是基于线性的，

标准化的和批量生产的人们，

We have to move to a model

我们必须移到一个

that is based more on principles of agriculture.

基于农业生产原理的模式。

We have to recognize

我们必须认识到 人类的蒸蒸日上

that human flourishing is not a mechanical process;

不是一个工业制造的过程，

it's an organic process.

是一个有机的过程。

And you cannot predict the outcome of human development.

而且你不能预计人类发展的结果；

所有你能做的，就像种庄稼的，

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

建造使它们

under which they will begin to flourish.

开始开花的条件。

So when we look at reforming education and transforming it,

因此，当我们看待 教育改革和教育改造，

it isn't like cloning a system.

它不会像是复制一个系统

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

像 KIPPs，尽管它是极好的系统，

There are many great models.

有许多极好的模式。

It's about customizing to your circumstances

而是对你真正教的人们

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

个人化教育环境，

个人化教育。

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

做这事，我认为

是对未来的道路。

because it's not about scaling a new solution;

因为它不是找出一个新的解决办法；

it's about creating a movement in education

是关于发展一个教育运动，

in which people develop their own solutions,

其中人们开发他们自己的解决办法，

but with external support based on a personalized curriculum.

同时得到基于个人条件的外在支持。

Now in this room,

现在，在这个房间，

there are people who represent extraordinary resources in business,

有人拥有

商业中非凡的资源，

in multimedia, in the Internet.

在多媒体，在互联网。

These technologies,

这些科技，

combined with the extraordinary talents of teachers,

和教师卓越的天赋相结合，

provide an opportunity to revolutionize education.

提供了一个教育革命的机会。

And I urge you to get involved in it

我鼓励你参与其中，

因为它是极重要的， 不仅是对我们自身，

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

而是对我们孩子的未来。

But we have to change from the industrial model

但是我们必须从工业模式中解放，

变成农业模式，

to an agricultural model,

where each school can be flourishing tomorrow.

当中，每个学校明天就能繁荣兴盛。

That's where children experience life.

它是孩子们的经验生活。

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

或者在家，如果那是他们和他家人朋友

to be educated with their families or friends.

选择被教育的地方。

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

在过去的几天里，

有很多关于梦想的演讲。

And I wanted to just very quickly --

我只想很快 --

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

娜塔莉·莫奇的歌困在我的脑海里，

recovering old poems.

寻回久的诗歌。

I wanted to read you a quick, very short poem

我想要读一个快的短的诗歌，

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

W.B.·叶芝，他是你可能知道的某个人。

He wrote this to his love, Maud Gonne,

他写给他的爱人，

昴德·冈昂，

and he was bewailing the fact

他正在为事实痛苦，

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

他不能真的给她，他认为她想要的。

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

他说：“我有一些另外的东西，但它并不是给你的。”

He says this:

他说：

"Had I the heavens' embroidered cloths,

“天堂已经在衣服上刺绣了，

Enwrought with gold and silver light,

用金色

和银色的灯光，

The blue and the dim and the dark cloths

蓝色的，暗淡的，

和黑色的衣服，

Of night and light and the half-light,

用夜色的灯光和半灯光，

我将衣服延展到你脚下；

I would spread the cloths under your feet:

但是我，这个穷困者，

But I, being poor, have only my dreams;

只有我的梦想；

I have spread my dreams under your feet;

我延伸我的梦想到你脚下；

轻轻的踩，

Tread softly

because you tread on my dreams."

因为你正在踩我的梦想上。”

And every day, everywhere,

每天，每处，

our children spread their dreams beneath our feet.

我们的孩子延伸 他们的梦想到你脚下。

And we should tread softly.

我们应该轻轻地踩。

Thank you.

谢谢。

(Applause)

（掌声）

Thank you very much.

(Applause)

Thank you.

(Applause)

非常感谢