How to Design a School for the Future | Punya Mishra | TED

譯者: Lilian Chiu 審譯者: Helen Chang

This is a story about failure, my failure.

這是一個關於失敗的 故事，我的失敗。

And though the story has some kind of a happy ending,

這個故事有某種幸福快樂的結局，

it's not your typical story where failure is a stepping stone to success.

它並不是典型的 「失敗是成功之母」故事。

It almost feels like failure is celebrated a lot these days.

現今感覺起來幾乎就像是 失敗是受到讚頌的。

For instance, you hear slogans like "Fail forward, fail better, fail faster."

比如你會聽到這類標語：

「向前失敗、失敗得更好、 失敗得更快。」

And to be honest, these slogans drive me crazy.

老實說，這些標語讓我很抓狂。 我的意思是，誰想失敗啊？

I mean, who wants to fail?

Failure is not fun.

失敗不好玩。我知道。

And I would know because, you know, I'm sort of a poster child for failure.

因為我可說是失敗的榜樣。

In fact, when one of my friends was writing a book about the topic,

事實上，當我的友人 在寫關於失敗的書時，

還來找我幫他的書寫一個章節。

he reached out to me to write a chapter for his book.

But I'm also an educational designer,

但我也是教育設計師，我會從 體制和價值觀的角度看失敗。

so I see failure in terms of systems and values.

That failure is often a misalignment of values or bad design.

失敗通常是價值觀不一致 或設計不良的結果。

But I'm getting ahead of myself.

但我操之過急了。

Let me take you back to this point of my failure.

讓我先回頭談談我的失敗。

So I want to take you back to my undergraduate days,

我想帶大家回到我的大學時代， 我讀工程系的第一年。

my freshman year in engineering.

I'm sitting in a physics class.

我坐在物理課的教室裡。

I'm looking forward to learning.

我很期待能學習。

And in my notes I'm writing little limericks and poems

我在我的筆記本中寫了關於 量子狀態的打油詩和詩句。

about quantum states.

That tells you something about who I was when I was that age.

這樣各位應該可以略知 我那時是怎樣的人。

I loved physics and math,

我愛物理和數學，但我也愛 藝術、文學、詩歌，和電影。

but I also loved art and literature and poetry and film.

And I was excited and engaged to be in this engineering school.

我對於能進入工程學院 感到興奮，想努力投入。

Sadly, that was not the case.

感傷的是，結果並非如此。

Sadly, those next four years,

感傷的是，接下來的四年可能 是我人生中最糟糕的四年。

were possibly the worst four years of my life.

Creativity and imagination was not encouraged.

創意和想像力並不受到鼓勵。

All we had was lectures upon lectures and tests and tests and tests.

我們只有一直上課一直上課，

一直考試一直考試。

There was no scope for understanding.

沒有機會去理解，

沒有空間去玩點子。

There was no space for having fun with the ideas.

And these poems I was writing, they were, I'm sure, not great poetry,

而我很確定我寫的那些詩並不棒，

但它們對我有意義。

but they were meaningful to me.

They were a way for me to explore and play with ideas,

它們是我探索、把玩點子的方式，

something that was squelched very early on.

但很早就被扼殺了。

And so this went on for four years, and I finally graduated.

這個狀況持續了四年， 而我終於畢業了，

But I never genuinely became an engineer.

但我始終沒有真正成為工程師。

I felt I was worthless, that I had failed.

我覺得我很沒價值，很失敗。

And what was sad was it was not a one-shot failure.

感傷的是，這並非一次性的失敗。

It was every day, every month,

而是每一天，每一個月，

一學期又一學期，長達四年。

semester after semester for four long years.

And at this point, I saw a poster for a program in visual communications,

此時，我看到一張海報

在宣傳一項視覺傳播計畫， 我一時興起，就申請了。

and on a whim I decided to apply.

Clearly, I was not going to be an engineer or a scientist,

很顯然，我不會成為 工程師或科學家，

so maybe, maybe I could make educational film

所以也許，也許， 我可以拍教育電影，

because I had grown up inspired by people like Carl Sagan and Jacob Bronowski.

因為我從小就受到卡爾‧薩根

和雅各布‧布羅諾斯基 這些人的啟發，

Long story short, I got into the program, and almost overnight my life changed.

長話短說，我加入了這個計畫，

我的人生幾乎是一夕之間就改變了。

The system and structure and culture of the institution were very different.

這個機構的體制、結構， 和文化非常不同。

Creativity was encouraged.

創意會受到鼓勵，

彈性和把玩點子會受到支持。

Flexibility and playing with ideas was supported.

So even these things that I --

所以就連這些東西——

我隨意涉獵的這些東西， 包括藝術、科學，和詩歌，

these haphazard things that I had been interested in,

dabbling with art and science and poetry,

somehow were meaningful all of a sudden.

突然間都變得有意義了。

And it was also there that I was introduced to the idea of design,

我也在那裡接觸到了設計的概念，

something I didn't know much about, but I felt very much at home in.

我不太懂設計， 但它讓我覺得很親切。

For four years in engineering,

學工程的四年中，我從來 沒有覺得我會成為工程師。

I had never felt that I had become an engineer.

I had never felt like I belonged.

我從來沒有過歸屬感。

But somehow this design seemed to give me a purpose and meaning.

但不知怎麼的， 設計似乎給了我目的和意義。

And what was amazing was how quick that change was.

不可思議的是這改變有多快速。

You know, in May of that year,

那年五月，我還覺得自己 沒價值且是個失敗者。

I was feeling worthless, as if I was a failure.

And by September of that same year, I had found a purpose.

而同年九月，

我就找到了目的，我就找到了群體，

I had found a community.

I had found a field that I could live within.

我就找到了我可以待下去的領域。

So even today, I call myself an educational designer.

所以就連現在， 我也自稱是教育設計師。

And what that made me realize

那讓我了解到，

is that my success or failure depended on a variety of systems and values

我會成功或失敗，取決於

我通常都看不到的 各種體制和價值觀。

that were often hidden from me.

And this lens of design then allowed me at look at the world

而設計的視角讓我可以把世界 視為是創造出來的東西。

as something that had been made up.

And that made me question what are the other things that we have made up.

這讓我不禁質疑還有什麼 其他事物是我們創造的。

Well, one of the biggest things we have made up is this idea of school.

我們創造出來最大的事物 之一就是學校的概念。

There is nothing natural about schools and universities.

學校和大學一點都不自然。

You know, there's nothing natural

學分和選擇題考試等等都不自然。

about credit hours and multiple choice exams and so on.

But underlying them are certain key values

但它們背後卻有著一些關於什麼 值得／不值得學習的重要價值觀。

about what is worth learning and what is not.

So this has led me to the work that I do today.

這導致我走上現在的這條路，

To design learner-centered, just and equitable systems

我的工作是設計以學習者為 中心、公正，且公平的體制，

that question these assumptions that we have made

挑戰我們對於學習應該是 什麼樣子、該怎麼實行的假設。

about how learning should and can happen.

Now, how does that work?

這是怎麼運作的？

So let me give you a story.

讓我說個故事。

A few years back,

幾年前，

a local school district reached out to us

一個當地的學區來找我們，請我們

to help them design a school for the future.

協助他們設計一所未來的學校。

Now that's a tall order. What does that even mean?

那實在是苛求，什麼是未來的學校？

How did we go about doing it?

我們要如何著手設計？

Well, first we created a design team:

首先，我們創立了一個設計團隊，

an eclectic collection of teachers, administrators,

一個兼容並蓄的團隊，成員有

老師、行政人員、

parents, members of the community.

家長、社區的人。

And then we set out to listen.

接著我們開始傾聽。

So we talked to the chambers of commerce.

我們跟商會談，

我們成立焦點討論小組， 我們和家長團體談。

We created focus groups. We talked to parent groups.

And most importantly, all through this,

最重要的是，在這個過程中 我們都一直問自己：

we kept asking ourselves: Who is at the table, and who is not?

誰有參與討論、誰沒有？

And how could we bring those who were not into the conversation?

我們要如何讓沒有 參與的人也加入對談？

For instance, one group that we never talk to

比如，有個族群，

我們從來不會或非常少 去跟他們談，那就是孩童。

or very rarely talk to are children,

which is very strange given that they are the ones

這點很奇怪，畢竟會待在 學校裡的人是他們。

who are going to actually be in these schools.

So we talked to kids, lots of them.

所以我們也去和很多孩童談。

We in fact followed them for a day.

事實上，我們跟隨著他們一整天，

You know, sitting in their classes, listening to lectures, doing worksheets,

坐在他們的教室裡、聽課、做習題、

eating cafeteria food and really enjoying the joy of recess.

吃自助餐、

享受下課時間的喜悅。

And while we were doing this and listening,

當我們在做這些以及在傾聽時， 我們會一直問自己問題：

we kept asking ourselves questions.

What were we seeing? What does this mean?

我們看到了什麼？有什麼意涵？

And we began to question assumptions.

接著我們開始質疑假設。

為什麼有些事一定是這個樣子？

Like why are things a certain way?

How might we create a school that actually connects with the community?

我們要如何創造出一所 能真正和社區連結的學校？

How might we think of technology in ways that allow for expression and creativity?

我們要如何應用科技 才能允許表達和創意？

How might we create a school

我們要如何創造一所由 學習者衝動來推動的學校？

which is driven by the impulses of the learner?

How might we create a school

我們要如何創造一所打破 「一間教室一個老師」模型的學校？

where we break the "one teacher, one classroom" model?

And in these conversations we developed a set of design principles,

透過這些交談，我們 開發出一組設計原則，

a set of values that would guide our discussions and our design.

一組價值觀，來引導 我們的討論和設計。

These were things that as a community, we believed in.

這些是我們社區的信念。

And it was at this point in time where things seemed to go a little slow,

在這個時點，一切 似乎進行得很緩慢，

where we had so many possibilities, but yet they seemed like very few.

我們有好多的可能性， 但似乎又相當少。

And we wondered what the next step forward would be.

我們很納悶，向前 邁進的下一步是什麼。

And there were all kinds of the usual hassles of internet failures

還有一大堆平常就有的麻煩， 比如網路掛掉以及排程問題。

and scheduling problems.

But then chance happened.

但接著，出現了良機。

We learned about this building,

我們得知學區內有 一棟沒有使用的建築物，

which was somewhat unused in the school district

that they said we could play with,

他們說我們可以自由運用，

and suddenly the whole design team was energized.

突然間，整個設計團隊 都精力充沛起來。

And if there's a lesson here, it is that you need to be prepared.

若說我們從中學到什麼， 那就是你得做好準備。

And if an opportunity comes your way,

如果機會出現在你面前，

you grab it with both hands and don't let go.

你要用雙手抓住它，且別放掉。

And that's exactly what we did.

我們就這麼做了。

All the work we had done

我們做的一切，包括焦點小組 討論和設計原則等等，

with the focus groups and the design principles and so on

came together in this school

都在這間學校中整合起來，

and over two years of work later,

後來經過兩年的努力， 這所學校至今仍然存在。

this school exists today.

It is a school that reflects the values of the community.

這所學校反映出該社區的價值觀。

It's a school that's very different from the ones that you see around you.

這所學校和你在你周遭 所看到的學校非常不同。

We had to break down, both literally and figuratively,

我們得打破許多 實體上和比喻性的牆，

a whole bunch of walls to create this space

來創造這個空間，

where 100-plus kids would learn and work together.

一百多名孩童在這裡 一同學習和合作。

在這個空間裡，他們身邊 滿是負責的成人，

It is a space where they're surrounded by an array of responsible adults

who work in teams, working in small groups and large,

這些成人以團隊、小型 和大型團體的方式做事，

to meet the needs of these learners.

來滿足這些學習者的需求。

It is a school which is open to the community,

這所學校開放給社區，

both in its demographics,

在人口統計上很開放，

as well as allowing parents and community members

同時也開放給家長及社區人士

to go in and out as and when needed.

在需要的時都可以隨時進出。

This is truly a special place.

這真的是個很特別的地方。

And that doesn’t mean that we have figured everything out.

那並不表示我們什麼都通了。

But I’m proud to say that that school is expanded.

但我能很驕傲地說 那所學校越做越大。

It went in the next year to another studio space,

隔年，它擴展到另一個工作室空間，

and then now it goes all the way from K through eight.

現在，它還囊括了幼稚園到八年級。

對我的團隊來說，這真的是 我們最偉大的成功之一。

And for my team, this is truly one of our greatest successes.

To circle back to the beginning.

再繞回到開頭來看，

You know, one could argue that it was that failure that led to this success,

可以說是那失敗導致了這成功，

but I think that would be missing the point.

但我認為那個看法沒抓到重點。

It would be missing the point

沒抓到重點是因為那個看法 忽略了失敗造成的痛苦和傷害，

because it ignores the pain and hurt that failure causes.

忽略了我經歷過慘烈的四年。

It ignores the agony that I went through for four long years.

At that point, when I graduated from my undergraduate degree,

那時，當我從大學畢業時，

I felt I had failed, I did not blame the system.

我覺得我失敗了，我沒有怪體制。

But now, when I look at it,

但現在回頭看，我了解到，也許

I realize maybe it was a system that had failed me.

是體制辜負了我。

A system that fails a lot of our children.

這個體制辜負了很多孩子。

Focusing on the individual prevents us from looking deeper.

把焦點放在個人上， 會讓我們無法看得更深入，

It prevents us from questioning the systems that led to the failure.

讓我們無法去質疑導致失敗的體制，

It prevents us from questioning the values that underlie these systems.

讓我們無法去質疑 這些體制背後的價值觀。

We can and must do better.

我們可以／必須要做得更好。

I think our children deserve better.

我們的孩子應該得到更好的。

That 18-year-old me writing poetry in physics class deserved better.

在物理課上寫詩的那個 十八歲的我應該得更好的。

Thank you.

謝謝。