Sugata Mitra: Build a School in the Cloud

Translator: Joseph Geni Reviewer: Morton Bast

翻译人员: Sarah Zhang 校对人员: Wei Wu

What is going to be the future of learning?

学习的未来是什么样子的?

I do have a plan,

我有个计划，

but in order for me to tell you what that plan is,

但是为了向你们介绍我的计划，

I need to tell you a little story,

我需要先给你们讲一个小故事，

which kind of sets the stage.

作为铺垫。

I tried to look at

我试着思考

where did the kind of learning we do in schools,

我们在学校里学习的方式

where did it come from?

源自于哪里？

And you can look far back into the past,

这可以追溯到很久之前，

but if you look at present-day schooling the way it is,

但如果你问的是如今的学校教育形式，

it's quite easy to figure out where it came from.

很容易就能找到源头。

It came from about 300 years ago,

它起源于大约300年前，

and it came from the last

起源于这个星球上最大的

and the biggest of the empires on this planet. ["The British Empire"]

也是最后一个帝国（大英帝国）。

Imagine trying to run the show,

想想一下在没有电脑、

trying to run the entire planet,

也没有电话的情况下，

without computers, without telephones,

管理整个地球（帝国）。

with data handwritten on pieces of paper,

文件资料需要靠手抄，

and traveling by ships.

出差需要靠轮船。

But the Victorians actually did it.

但维多利亚时代的人们确实做到了。

What they did was amazing.

他们所做的事令人惊奇。

They created a global computer

他们创造了一台由人组成的

made up of people.

覆盖全球的计算机。

It's still with us today.

这台计算机如今仍在运行着。

It's called the bureaucratic administrative machine.

它被称为公务员行政体系。

In order to have that machine running,

为了让这个系统运作，

you need lots and lots of people.

需要许许多多人。

They made another machine to produce those people:

这就催生了另一个体系去培养这些人：

the school.

学校。

The schools would produce the people

学校会培养这些人,

who would then become parts of the

他们会在将来

bureaucratic administrative machine.

成为公务员体系一分子.

They must be identical to each other.

他们必须是协调一致的。

They must know three things:

他们必须了解三件事：

They must have good handwriting, because the data is handwritten;

书写要规范，因为资料都是手写的；

they must be able to read;

有阅读能力；

and they must be able to do multiplication,

会在脑子里

division, addition and subtraction in their head.

作加减乘除。

They must be so identical that you could pick one up from New Zealand

他们必须是一模一样的，这样才可以从新西兰

and ship them to Canada

随便的挑一个人送去加拿大

and he would be instantly functional.

并能立刻派上用场。

The Victorians were great engineers.

维多利亚时代的人们是些伟大的工程师。

They engineered a system that was so robust

他们设计了这样一个有蓬勃生命力的系统，

that it's still with us today,

至今，

continuously producing identical people

仍在为那个已不复存在的帝国

for a machine that no longer exists.

源源不断地输送着同质的人才。

The empire is gone,

帝国已逝，

so what are we doing with that design

这个产生了那些同质人才的设计，

that produces these identical people,

我们能用它来做什么？

and what are we going to do next

如果我们想用它做点别的事情

if we ever are going to do anything else with it?

下一步要做些什么？

["Schools as we know them are obsolete"]

（我们已知的学校已经过时了）

So that's a pretty strong comment there.

这里会引来热烈的讨论。

I said schools as we know them now, they're obsolete.

我是说我们所知道的学校已经过时了。

I'm not saying they're broken.

我并不是说它们已经崩溃了。

It's quite fashionable to say that the education system's broken.

现在挺时兴说教育体系已然崩溃的。

It's not broken. It's wonderfully constructed.

它没有崩溃。它构建得十分好。

It's just that we don't need it anymore. It's outdated.

只不过我们不再需要了。它过时了。

What are the kind of jobs that we have today?

我们今天的工作都是怎样的？

Well, the clerks are the computers.

嗯，书记员变成了计算机。

They're there in thousands in every office.

每个办公室都有成百上千台。

And you have people who guide those computers

而人们操作计算机

to do their clerical jobs.

完成文书工作。

Those people don't need to be able to write beautifully by hand.

人们不用书写漂亮。

They don't need to be able to multiply numbers in their heads.

不用在脑袋里做乘法。

They do need to be able to read.

他们要会领悟。

In fact, they need to be able to read discerningly.

事实上，他们需要敏锐的辨识能力。

Well, that's today, but we don't even know

这是今天工作的形式，我们甚至不知道

what the jobs of the future are going to look like.

今后的工作将会是怎样的。

We know that people will work from wherever they want,

我们猜想那个时候人们可以

whenever they want, in whatever way they want.

选择自己办公的时间、地点和方式。

How is present-day schooling going to prepare them

如今的教育怎么能够帮助他们应付

for that world?

那样一个世界呢？

Well, I bumped into this whole thing completely by accident.

一个偶然的机会让我想到这一切。

I used to teach people how to write computer programs

我从前教人写电脑程序，

in New Delhi, 14 years ago.

那是14年前在新德里的时候。

And right next to where I used to work, there was a slum.

就在我办公地点的旁边有个贫民窟。

And I used to think, how on Earth are those kids

我一直在想，究竟怎样才能让

ever going to learn to write computer programs?

那些孩子去学习写计算机程序呢？

Or should they not?

他们应该学这个么？

At the same time, we also had lots of parents,

同时，常有一些家长们，

rich people, who had computers,

有计算机的富人们，

and who used to tell me, "You know, my son,

告诉我说，“你知道，我儿子，

I think he's gifted,

我觉得他很有天分，

because he does wonderful things with computers.

因为他能用电脑做些很棒的事情。

And my daughter -- oh, surely she is extra-intelligent."

而我的女儿，当然也是聪慧过人。”

And so on. So I suddenly figured that,

诸如此类。于是我忽然想，

how come all the rich people are having

为什么所有这些富人

these extraordinarily gifted children?

都有天赋异禀的孩子？

(Laughter)

（笑声）

What did the poor do wrong?

穷人们做错了什么？

I made a hole in the boundary wall

我在我办公室旁边的贫民窟的外墙上

of the slum next to my office,

打了个洞，

and stuck a computer inside it just to see what would happen

并在里面安装了一台电脑，为的是看一看，

if I gave a computer to children who never would have one,

假如给那些从未摸过电脑的孩子一台电脑，会发生些什么？

didn't know any English, didn't know what the Internet was.

他们完全不懂英语，完全不知道英特网是什么。

The children came running in.

孩子们跑了进来。

It was three feet off the ground, and they said, "What is this?"

电脑离地面有3英尺，他们问：“这是什么？”

And I said, "Yeah, it's, I don't know."

我说：“唔，这是……我不知道。”

(Laughter)

（笑声）

They said, "Why have you put it there?"

他们问：“为什么你把它放在那儿？”

I said, "Just like that."

我说：“就那样。”

And they said, "Can we touch it?"I said, "If you wish to."

然后他们说：“我们可以摸一下吗？”我说：“如果你们愿意的话。”

And I went away.

然后我走开了。

About eight hours later,

大概过了8小时以后，

we found them browsing and teaching each other how to browse.

我发现他们在上网冲浪并相互教对方如何浏览网页。

So I said, "Well that's impossible, because --

于是我说：“这不可能，因为……

How is it possible? They don't know anything."

这怎么可能？他们什么都不知道。”

My colleagues said, "No, it's a simple solution.

我同事说：“不，答案很简单。

One of your students must have been passing by,

一定是你哪个学生经过，

showed them how to use the mouse."

给他们演示了如何使用鼠标。”

So I said, "Yeah, that's possible."

于是我说：“对，那有可能。”

So I repeated the experiment. I went 300 miles out of Delhi

我于是重复了这个实验。我跑去离开德里300英里的

into a really remote village

一个偏远的村子。

where the chances of a passing software development engineer

在这里，偶然路过一个软件开发工程师的概率

was very little. (Laughter)

极低。（笑声）

I repeated the experiment there.

我就在那里重复了实验。

There was no place to stay, so I stuck my computer in,

那里没有地方能让我住下来，所以我装好电脑

I went away, came back after a couple of months,

就走了，几个月之后才回来。

found kids playing games on it.

我发现几个小孩在上面玩游戏。

When they saw me, they said,

当他们看到我时，他们说：

"We want a faster processor and a better mouse."

“我们想要更快一点的处理器和更好一点的鼠标。”

(Laughter)

（笑声）

So I said, "How on Earth do you know all this?"

我说：“你们到底是怎么知道全部这些的？”

And they said something very interesting to me.

然后他们告诉了我一些非常有意思的事情。

In an irritated voice, they said,

他们带着生气的口吻说：

"You've given us a machine that works only in English,

“你给了我们一台只能用英语动起来的电脑，

so we had to teach ourselves English in order to use it." (Laughter)

所以我们只能自己教自己英文才能用得了。”（笑声）

That's the first time, as a teacher,

那是我作为教师，头一次

that I had heard the word "teach ourselves" said so casually.

听人如此随意地说“教自己”。

Here's a short glimpse from those years.

来回顾一下那几年。

That's the first day at the Hole in the Wall.

那是有了墙洞的第一天。

On your right is an eight-year-old.

你们右边方向的孩子8岁。

To his left is his student. She's six.

他左边的是他的学生，六岁。

And he's teaching her how to browse.

他正在教她怎么浏览页面。

Then onto other parts of the country,

跟着在这个国家的其他地方，

I repeated this over and over again,

我一再地重复这个实验，

getting exactly the same results that we were.

得到的结果都是相同的。

["Hole in the wall film - 1999"]

“电影：墙洞 1999年”

An eight-year-old telling his elder sister what to do.

一个八岁的孩子在教他的姐姐如何操作。

And finally a girl explaining in Marathi what it is,

最后一个女孩用马拉地语解释这是什么，

and said, "There's a processor inside."

她说：“里面有个处理器。”

So I started publishing.

于是我开始了宣传。

I published everywhere. I wrote down and measured everything,

我四处宣传。我记录并评估每件事。

and I said, in nine months, a group of children

我说，在九个月的时间里，一群孩子

left alone with a computer in any language

与一台设置成任何语言的计算机单独在一起，

will reach the same standard as an office secretary in the West.

将会达到同西方办公室秘书一样的操作水准。

I'd seen it happen over and over and over again.

我看到这样的事一再重演。

But I was curious to know, what else would they do

但我好奇地是，他们既已达到如此水平

if they could do this much?

还能干些别的什么？

I started experimenting with other subjects,

我开始在他们中间用别的课题作实验，

among them, for example, pronunciation.

例如，发音。

There's one community of children in southern India

在南印度，有一个社区的孩子们

whose English pronunciation is really bad,

英语发音非常糟糕，

and they needed good pronunciation because that would improve their jobs.

而他们需要更好的发音来找到更好地工作。

I gave them a speech-to-text engine in a computer,

我给了他们一台带有语音转换文字工具的电脑，

and I said, "Keep talking into it until it types what you say."

我说，“一直对着它讲话直到你讲的东西被打出来。”

(Laughter)

（笑声）

They did that, and watch a little bit of this.

他们照做了，并看了一会儿。

Computer: Nice to meet you.Child: Nice to meet you.

电脑：很高兴见到你。 孩子：很高兴见到你。

Sugata Mitra: The reason I ended with the face

视频结尾给了这个年轻女孩的脸一个特写，

of this young lady over there is because I suspect many of you know her.

因为我猜你们当中有许多人可能知道她。

She has now joined a call center in Hyderabad

她如今在海得拉巴（Hyderabad）的一个呼叫中心工作，

and may have tortured you about your credit card bills

也许曾为了你的信用卡账单骚扰过你，

in a very clear English accent.

用她那纯正的英式口音。

So then people said, well, how far will it go?

那么有人会说，还能到什么程度？

Where does it stop?

到什么程度为止？

I decided I would destroy my own argument

我为此想出来一个可笑的计划，

by creating an absurd proposition.

用来打败我自己之前的论证。

I made a hypothesis, a ridiculous hypothesis.

我做了一个假设，一个荒唐的假设。

Tamil is a south Indian language, and I said,

泰米尔语是南印度的一种语言，我想，

can Tamil-speaking children in a south Indian village

在南印度村庄里说泰米尔语的孩子

learn the biotechnology of DNA replication in English

可能通过一台街边的电脑学会

from a streetside computer?

用英语表述的关于DNA复制的生物技术科学吗？

And I said, I'll measure them. They'll get a zero.

我想，考他们这个，他们肯定得零分。

I'll spend a couple of months, I'll leave it for a couple of months,

我要花上几个月，离开几个月，

I'll go back, they'll get another zero.

然后回来，再考下他们，应该还是零分。

I'll go back to the lab and say, we need teachers.

接着我会回到实验室并说，我们需要老师。

I found a village. It was called Kallikuppam in southern India.

我找到了一个村子。它叫Kallikuppam，位于南印度。

I put in Hole in the Wall computers there,

我在墙洞里装上了电脑，

downloaded all kinds of stuff from the Internet about DNA replication,

从网上下载了各种关于DNA复制的东西，

most of which I didn't understand.

绝大部分我都不懂。

The children came rushing, said, "What's all this?"

孩子们涌了过来问：“这些都是什么？”

So I said, "It's very topical, very important. But it's all in English."

我说：“这些都是热门的，重要的东西。但都是英文写的。”

So they said, "How can we understand such big English words

他们就说：“我们怎么可能懂这么多英语单词

and diagrams and chemistry?"

还有图表和化学？”

So by now, I had developed a new pedagogical method,

那时候，我已经学会一种新的教育方法，

so I applied that. I said, "I haven't the foggiest idea."

于是我用了——我说：“我一点儿都不知道。”

(Laughter)

（笑声）

"And anyway, I am going away."

“反正，我要走了。“

(Laughter)

（笑声）

So I left them for a couple of months.

所以我离开他们几个月。

They'd got a zero. I gave them a test.

我以为他们会得零分。我给他们作了一次测验。

I came back after two months

两个月之后我回去了，

and the children trooped in and said, "We've understood nothing."

孩子们成群结队地跑来说：“我们什么都没搞明白。”

So I said, "Well, what did I expect?"

于是我说：“好吧，我能期望什么呢？”

So I said, "Okay, but how long did it take you

我说：“但是你们花了多长时间得出的结论

before you decided that you can't understand anything?"

说你们什么都搞不懂呢？”

So they said, "We haven't given up.

他们说：“我们还没放弃。

We look at it every single day."

我们每天都研究它。”

So I said, "What? You don't understand these screens

我说：“什么？你们看不懂这些屏幕

and you keep staring at it for two months? What for?"

但你们还是盯着看了两个月？为什么？”

So a little girl who you see just now,

有个小姑娘，就是你们刚才看到的，

she raised her hand, and she says to me in broken Tamil and English,

她举起了手，用泰米尔语夹杂着蹩脚的英语说：

she said, "Well, apart from the fact that

“唔，除了

improper replication of the DNA molecule causes disease,

不恰当的复制DNA分子会导致疾病，

we haven't understood anything else."

别的我们都不知道了。”

(Laughter) (Applause)

（笑声）（掌声）

So I tested them.

跟着我测试了他们。

I got an educational impossibility, zero to 30 percent

我做了件教育上不可能的事，从零到三十。

in two months in the tropical heat

花了两个月在这热带高温下，

with a computer under the tree in a language they didn't know

用树下的一台设置成他们不会的语言的电脑

doing something that's a decade ahead of their time.

做着超前他们那个时代十年的事情。

Absurd. But I had to follow the Victorian norm.

太荒唐了。但我不得不遵循维多利亚时代的标准。

Thirty percent is a fail.

三十分仍然是失败的。

How do I get them to pass? I have to get them 20 more marks.

我怎样能让他们及格呢？我得让他们多拿20分。

I couldn't find a teacher. What I did find was a friend that they had,

我找不到老师。我找到了他们的一个朋友，

a 22-year-old girl who was an accountant

一个22岁当会计的姑娘，

and she played with them all the time.

她一直陪他们玩。

So I asked this girl, "Can you help them?"

我问这个姑娘：“你可以帮他们吗？”

So she says, "Absolutely not.

她说：“当然不可以。

I didn't have science in school. I have no idea

我在学校没学过自然科学。我不知道

what they're doing under that tree all day long. I can't help you."

他们整天在那棵树下干什么。我帮不了你。”

I said, "I'll tell you what. Use the method of the grandmother."

我说：“我来教你。用祖母的办法。”

So she says, "What's that?"

她问：“那是什么？”

I said, "Stand behind them.

我说：“站在他们身后。

Whenever they do anything, you just say,

不管什么时候他们做了什么，你只要说，

'Well, wow, I mean, how did you do that?

'好吧，哇欧，我是说，你们怎么做到的？

What's the next page? Gosh, when I was your age, I could have never done that.'

下一页是什么？天啊，我像你们这么大的时候可做不到这些。

You know what grannies do."

你知道祖母会怎么做。”

So she did that for two more months.

于是她照做了两个月。

The scores jumped to 50 percent.

分数窜升到了50。

Kallikuppam had caught up

Kallikuppam追上了

with my control school in New Delhi,

我在新德里的对比学校，

a rich private school with a trained biotechnology teacher.

一个有训练有素的生物老师的昂贵的私立学校。

When I saw that graph I knew there is a way to level the playing field.

看到这张图表时我意识到这是创造公平竞争环境的一种途径

Here's Kallikuppam.

这是Kallikuppam。

(Children speaking) Neurons ... communication.

（孩童说话）神经元……沟通。

I got the camera angle wrong. That one is just amateur stuff,

我把相机角度弄错了。那是张业余作品。

but what she was saying, as you could make out,

但是她说话的内容，你们能听得出来，

was about neurons, with her hands were like that,

是关于神经元的，她的手那样比划，

and she was saying neurons communicate.

她正在说神经元之间的信息传递。

At 12.

12岁。

So what are jobs going to be like?

那么工作将会变成怎样呢？

Well, we know what they're like today.

唔，我们知道他们现在的样子。

What's learning going to be like? We know what it's like today,

学习将会变成怎样呢？我们知道它现在的情形，

children pouring over with their mobile phones on the one hand

孩子们蜂拥而来一手抓着手机

and then reluctantly going to school to pick up their books with their other hand.

然后不情愿地去学校用另一个手拿起课本。

What will it be tomorrow?

明天会是怎样的情景？

Could it be that we don't need to go to school at all?

会变成我们完全不用去学校吗？

Could it be that, at the point in time when you need to know something,

会变成，在某个时间你需要了解什么，

you can find out in two minutes?

你能在两分钟里查到吗？

Could it be -- a devastating question,

会不会变成——尼葛洛庞帝（Nicholas Negroponte）

a question that was framed for me by Nicholas Negroponte --

提了一个非常棘手的问题，难住了我——

could it be that we are heading towards or maybe in

会不会变成我们所向往的那样

a future where knowing is obsolete?

又或者在将来连知识都会过时了？

But that's terrible. We are homo sapiens.

但那样太糟糕了。我们是智人（homo sapiens）。

Knowing, that's what distinguishes us from the apes.

正是知识，把我们和猿猴区分出来。

But look at it this way.

但不妨这样想。

It took nature 100 million years

大自然用了1亿年

to make the ape stand up

让猿站立起来

and become Homo sapiens.

变成智人。

It took us only 10,000 to make knowing obsolete.

我们只花了1万年让知识成为过去时。

What an achievement that is.

这是多大的成就。

But we have to integrate that into our own future.

但我们必须把这些成就纳入我们的未来一起考虑。

Encouragement seems to be the key.

也许关键在于激励机制。

If you look at Kuppam,

想想Kuppam，

if you look at all of the experiments that I did,

想想所有我做过的实验，

it was simply saying, "Wow," saluting learning.

”哇！“那些都仅仅是在向学习致敬。

There is evidence from neuroscience.

神经系统科学表明，

The reptilian part of our brain, which sits in the center of our brain,

位于我们大脑中央位置的爬行动物脑，

when it's threatened, it shuts down everything else,

当它受到威胁时会使其他部分停工，

it shuts down the prefrontal cortex, the parts which learn,

它会关闭负责学习的额叶皮质，

it shuts all of that down.

把它完全关闭。

Punishment and examinations are seen as threats.

惩罚和考试都被看作是威胁。

We take our children, we make them shut their brains down,

我们让孩子们过来，让他们关闭自己的大脑，

and then we say, "Perform."

然后说：“做吧。”

Why did they create a system like that?

为什么会有这样一个系统？

Because it was needed.

因为这是种需要。

There was an age in the Age of Empires

在帝国时代

when you needed those people who can survive under threat.

你需要一些能够受到威胁而能存活下来的人。

When you're standing in a trench all alone,

当你独自站在战壕里，

if you could have survived, you're okay, you've passed.

要是你活下来了，好吧，你过关了。

If you didn't, you failed.

如果没有，你就输了。

But the Age of Empires is gone.

但帝国时代已经远去了，

What happens to creativity in our age?

在我们这个时代应该如何对待创造力？

We need to shift that balance back

我们必须把它扭转过来，

from threat to pleasure.

从威胁变为乐趣。

I came back to England looking for British grandmothers.

我回到英国找当地的老太太们。

I put out notices in papers saying,

我张贴了布告，写到：

if you are a British grandmother, if you have broadband and a web camera,

如果您是一位英国的老奶奶，如果你有宽带和摄像头，

can you give me one hour of your time per week for free?

能不能每周免费给我一小时？

I got 200 in the first two weeks.

头两周我就招来了200号人。

I know more British grandmothers than anyone in the universe. (Laughter)

我认识的英国老奶奶数量比这世界上任何人认识的都多。（笑声）

They're called the Granny Cloud.

她们被成为“云外婆”。

The Granny Cloud sits on the Internet.

云外婆们安坐在网络上。

If there's a child in trouble, we beam a Gran.

要是哪个孩子有了麻烦，我们就呼叫外婆。

She goes on over Skype and she sorts things out.

她会通过Skype搞定。

I've seen them do it from a village called Diggles

我在一个叫Diggles的村子见过这种事，

in northwestern England,

那是在英格兰西北部，

deep inside a village in Tamil Nadu, India,

到印度深处的泰米尔纳德邦的另一个村子，

6,000 miles away.

两者相距6千英里。

She does it with only one age-old gesture.

她只做了一个十分古老的手势。

"Shhh."

“嘘……”

Okay?

行了吗？

Watch this.

请看。

Grandmother: You can't catch me. You say it.

云外婆：你抓不到我。你说一遍。

You can't catch me.

你抓不到我。

Children: You can't catch me.

孩子：你抓不到我。

Grandmother: I'm the Gingerbread Man.Children: I'm the Gingerbread Man.

云外婆：我是姜饼人。 孩子：我是姜饼人。

Grandmother: Well done! Very good.

云外婆：棒极了！非常好。

SM: So what's happening here?

这里边发生了什么？

I think what we need to look at is

我想我们需要考虑的是，

we need to look at learning

我们要考虑把学习

as the product of educational self-organization.

视作自主教育的产物。

If you allow the educational process to self-organize,

允许教育过程自主化，

then learning emerges.

就引发了学习。

It's not about making learning happen.

这不是强制它发生，

It's about letting it happen.

而是诱导它发生。

The teacher sets the process in motion

老师启动这个过程，

and then she stands back in awe

然后她敬畏地退到后面，

and watches as learning happens.

观察学习的发生。

I think that's what all this is pointing at.

这就是所有这些的目的。

But how will we know? How will we come to know?

但我们怎样学习？我们怎样意识到去学习？

Well, I intend to build

唔，我倾向于构建

these Self-Organized Learning Environments.

这样的自主学习环境。

They are basically broadband, collaboration

基本上由网络链接，协作，

and encouragement put together.

以及激励组成。

I've tried this in many, many schools.

我在许许多多学校里尝试过这套东西。

It's been tried all over the world, and teachers

在世界各地尝试过，

sort of stand back and say, "It just happens by itself?"

老师们后退着说：“它就这么自己发生了？”

And I said, "Yeah, it happens by itself.""How did you know that?"

我说：“是的，自己发生了。”“你怎么知道？”

I said, "You won't believe the children who told me

我说：“你们不会相信是哪里的孩子

and where they're from."

告诉我的。”

Here's a SOLE in action.

这是一个正在进行的自主学习活动。

(Children talking)

（孩童说话）

This one is in England.

这个活动在英格兰。

He maintains law and order,

他负责维持纪律和秩序，

because remember, there's no teacher around.

还记得吗，因为没有老师在场。

Girl: The total number of electrons is not equal to the total number of protons -- SM: Australia

女孩：电子的总量不等于质子（这是在澳大利亚）

Girl: -- giving it a net positive or negative electrical charge.

女孩：所给与电子的负电荷的净电荷量。

The net charge on an ion is equal to the number of protons

离子上的负电荷数量等于离子上质子的数量

in the ion minus the number of electrons.

减去电子的数量。

SM: A decade ahead of her time.

比她的同龄人领先了10年。

So SOLEs, I think we need a curriculum of big questions.

所以我们需要为重大课题提供全套课程，通过自主学习环境。

You already heard about that. You know what that means.

你早就听说过了。你知道那是什么。

There was a time when Stone Age men and women

在石器时代，男人们和女人们

used to sit and look up at the sky and say,

常坐着，看着天空说：

"What are those twinkling lights?"

“那些闪闪发光的是什么？”

They built the first curriculum, but we've lost sight of those wondrous questions.

他们建立了最早的课程，而我们却已经忽略了那些奇妙的提问。

We've brought it down to the tangent of an angle.

我们把这些冲撞叫正切。

But that's not sexy enough.

但这种说法不够令人兴奋。

The way you would put it to a nine-year-old is to say,

要是面对一个九岁大的孩子，你该这么说：

"If a meteorite was coming to hit the Earth,

“如果一颗流星向地球撞过来，

how would you figure out if it was going to or not?"

你怎么知道撞得到还是撞不到？”

And if he says, "Well, what? how?"

假如他说：“哦，什么？怎么知道？”

you say, "There's a magic word. It's called the tangent of an angle,"

你说：“有一个神奇单词叫做——正切。”

and leave him alone. He'll figure it out.

然后你留下他一个人。他自己会琢磨出来的。

So here are a couple of images from SOLEs.

这里有一些自主教育环境的图像。

I've tried incredible, incredible questions --

我尝试问过一些非常惊人的问题——

"When did the world begin? How will it end?" —

“世界是从什么时候开始的？它又会怎样结束？”

to nine-year-olds.

我问的是一个九岁的小孩。

This one is about what happens to the air we breathe.

这问得是我们呼吸的空气发生了什么变化？

This is done by children without the help of any teacher.

这是孩子们在没有老师的帮助下完成的。

The teacher only raises the question,

老师仅仅提出了问题而已，

and then stands back and admires the answer.

然后退到后面，称赞得到的回答。

So what's my wish?

那么，我的愿望是什么？

My wish is

我的愿望是，

that we design the future of learning.

我们能设计学习的未来。

We don't want to be spare parts

我们不想成为巨型人体计算机的

for a great human computer, do we?

零部件，对吗？

So we need to design a future for learning.

所以我们需要设计学习的未来。

And I've got to -- hang on,

我得，等一下，

I've got to get this wording exactly right,

我得精确的表述出来，

because, you know, it's very important.

因为你们知道，这事关重大。

My wish is to help design a future of learning

我的愿望是，通过帮助全世界所有的孩子

by supporting children all over the world

挖掘他们的好奇心和协作力，

to tap into their wonder and their ability to work together.

来设计学习的未来。

Help me build this school.

请帮助我建造这样一所学校。

It will be called the School in the Cloud.

它将被称为“云端学院”。

It will be a school where children go on these intellectual adventures

它将会成为一所孩子们被协调人提出的伟大问题驱使着

driven by the big questions which their mediators put in.

展开智力冒险的学校。

The way I want to do this

我打算

is to build a facility where I can study this.

建一所能让我研究这种教育方法的机构。

It's a facility which is practically unmanned.

那将是一个几乎无人操作的机构。

There's only one granny

只有一个老奶奶

who manages health and safety.

确保健康和安全。

The rest of it's from the cloud.

其他一切都来自于计算机和网络。

The lights are turned on and off by the cloud,

由电脑控制灯光开启和关闭，

etc., etc., everything's done from the cloud.

等等，等等。所有的事都有电脑完成。

But I want you for another purpose.

但我希望你们做另一件事。

You can do Self-Organized Learning Environments

你们来创造自主学习环境，

at home, in the school, outside of school, in clubs.

在家里，在学校，在课外，在社团。

It's very easy to do. There's a great document

那很简单。有一大堆来自TED的资料

produced by TED which tells you how to do it.

会告诉你们怎么做。

If you would please, please do it

如果你们愿意，

across all five continents

请在世界所有的角落实践这个方法，

and send me the data,

并把资料发给我，

then I'll put it all together, move it into the School of Clouds,

我将把它们汇总起来，整合到云端学院，

and create the future of learning.

并创造学习的未来。

That's my wish.

那就是我的愿望。

And just one last thing.

最后，

I'll take you to the top of the Himalayas.

我带你们到喜马拉雅山顶。

At 12,000 feet, where the air is thin,

在海拔1万2千英尺，空气稀薄的地方，

I once built two Hole in the Wall computers,

我安置了两台墙洞计算机，

and the children flocked there.

孩子们蜂拥而至。

And there was this little girl who was following me around.

有一个小姑娘与我形影不离，

And I said to her, "You know, I want to give a computer to everybody, every child.

我对她说：“你知道吗，我想给每个人，每个孩子一台电脑。

I don't know, what should I do?"

但我不清楚我该怎么做。”

And I was trying to take a picture of her quietly.

我正想悄悄给她拍张照。

She suddenly raised her hand like this, and said to me,

她突然像这样举起了手，并对我说：

"Get on with it."

“坚持下去。”

(Laughter) (Applause)

（笑声）（掌声）

I think it was good advice.

我想这是个好主意。

I'll follow her advice. I'll stop talking.

我会采纳她的提议。我的发言结束了。

Thank you. Thank you very much.

谢谢，十分感谢。

(Applause)

（掌声）

Thank you. Thank you. (Applause)

谢谢，谢谢（掌声）

Thank you very much. Wow. (Applause)

十分感谢。哇欧。（掌声）