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  • room.

  • Thank you.

  • Thank you for coming to my Ted talk.

  • So what I want to do today is I want to share with you an idea about the industry that I'm lucky enough.

  • Lucky enough to her to find myself in on.

  • I want to share with you an idea about the future of education.

  • But the next 15 minutes I'm not gonna be getting out my crystal ball on making a wise, mystical prediction of the future.

  • Nor am I gonna throw up her Excel spreadsheet and give you a data driven analytical forecast.

  • The future.

  • What I want to do over the next 15 minutes is I want to set out a vision of what education can be looking forward to the future by understanding what's around us now and what's behind us.

  • I want to set out a vision of how education create can create sound mines in sound bodies.

  • So, as very said, my name is Max did Neil.

  • On over the course of my career, I've operated across a wide variety of different educational contexts.

  • I have coach Sport.

  • I've taught undergraduate and postgraduate education.

  • I have facilitated executive education on dhe over the course of this career, Something's been nagging away in the back of my mind, something that I can't quite ignore anymore.

  • Something is telling me that education in its current form is failing.

  • Our youth on where they started is when I for health and education.

  • I've failed quite spectacularly.

  • I went to three different secondary schools are struggled with mental health.

  • I never, ever thought I'd make it to higher education and university, let alone become an educator.

  • I was so convinced that I wouldn't make it to university, that while most of my colleagues found out they're a level or set a secondary school results with their families.

  • I found out mine on a break from a night shift where I was working at that time.

  • But by some miracle, I managed to get there.

  • I managed to get to university.

  • Unfortunately, this is where my failure in education dropped off a cliff and I really suffered with mental health.

  • Really, really struggled to the point where I dropped out after a year.

  • No purpose, no direction, no idea of who I was, where I wanted to go on.

  • If it hadn't been for the support of my amazing family as well as four fantastic educators.

  • Andi, Toby, Brendan on Jake.

  • I wouldn't be where I was today, where I am today.

  • But the problem is that not everyone gets an amazing, supportive family.

  • Not everyone gets the Jake, Andy, Brendan and Toby.

  • So how can we go from a system that is systematically failing our youth?

  • The one that his system, I think he's succeeding for our youth and also do that.

  • We need to understand what's coming up.

  • We need to understand what education can be like in the future, and the way we can do that is looking at something called signals of change.

  • Now the reason why I'm not making a prediction.

  • The reason why I'm not making a forecast of what education can be like is because the Institute for the Future suggests that the future is already all around us on visible in something called signals of change that signals a change.

  • Could be anything signals a change can be a disruptive new product on innovative new organization or a groundbreaking new government policy, and the crucial part of understanding the future is seeking out these signals a change on adapting to them and embracing them.

  • Let me tell you a story of ah, of what happens when this goes wrong.

  • It's a story about my uncle William Morton and William Wharton was the president of the Western Union in 18 67 and he was presented by the young inventor.

  • He was presented with a signal of change, a new invention.

  • The inventor was a chap called Alexander Graham Bell, and he was presenting the telephone on.

  • When he presented the telephone to William Wharton, Williams said, That's not gonna catch on.

  • It's a little more than a toy, and he had the opportunity to buy the patent for the telephone for $100,000 he passed up.

  • Two years later, he bought that patient for slightly more.

  • In fact, 24,900,000 more.

  • And he called it a bargain.

  • And this is what we need to do.

  • Those of us who seek out those of us who engage with and willingly adapt to signals a change will be the pioneers of the future.

  • Those of us who ignore, disparage and dismiss signals a change will be left behind.

  • So where are these signals will change with an education.

  • Well, the first signal of change happened over 2300 years ago.

  • I said we were gonna be looking back.

  • I just neglected to mention quite how far back.

  • So when education was first conceptualized or thought about as a philosophy by Socrates and Plato, they set out the purpose of education very clearly on what they said was it was to attain knowledge.

  • The purpose of education is to attain knowledge, which is great and absolutely yes it is.

  • And it's that is still a belief that prevails this day.

  • But our first signal of change comes when when Aristotle developed his own divergent, disruptive, innovative philosophy of education, Aristotle said yes, absolutely.

  • The purpose of education was to attain knowledge.

  • But it was also to achieve goodness, goodness of intellect and goodness of character.

  • The irony is that we still have not adapted the signal of change almost 2300 years later.

  • Crucially, what they all agreed on our, however, was that the definition of education was to create sound minds in sound bodies.

  • You impressed that I made it this far through its heads up without giving you a definition of something but this principle, this this this this philosophy education forms the foundation upon which this idea for the vision of future is built on.

  • And it has three pillars of what education can be like in order to achieve sound minds and sound bodies.

  • And the first of the the first of these is the idea that we need to develop skills through teaching knowledge, as I'm sure you've heard from the speakers that have come before me employs a crying out for skilled individuals.

  • What we're seeing now is that students and people leaving education are no longer valuable because the knowledge they have, the skills they have.

  • So what is the signal of change that the means that we need this well, it's something called the democratization of knowledge and in describing is that I've fallen foul of one of the problems with education.

  • The moment in that we use jargon and we use academic language and also the gate keep this knowledge.

  • So what do I mean by democratization of knowledge?

  • Well, let me ask you if you want to find something out, if you want to learn something new, what do you do?

  • Where do you go?

  • Do you?

  • Ah, consult your old exercise books from school.

  • Have a look through your Your textbooks will give Mrs Smith from your three quick call.

  • I miss Smith.

  • I was just wondering, You know anything about Bitcoin smacks me three.

  • Excuse me.

  • No, you don't.

  • You're gonna Google at the first level, you search it and then once you've Googled it, you might go on YouTube and watch an introductory video about it.

  • If you really want to know about it on the second level, you might go to something like the Khan Academy or you to me and get some real in depth knowledge.

  • But the real signal of change that we have to adapt to is the open access movement within academic journals.

  • Previously, this knowledge, this academic knowledge, the frontiers of human knowledge have been gate Capt.

  • You can only access it for ah, for quite a large fee or through formal education.

  • But now anyone could go on the Internet typing something I'd like to learn about on access the frontiers of human knowledge.

  • And this is something we have to adapt it.

  • We have to teach our students how to be creative how to collaborate, how to communicate effectively and think critically because this is what employers are asking for.

  • They're not asking for students who can perform trigonometry.

  • We need to develop skills through knowledge.

  • The reason why I say that is because this is not to say there is no value in acquiring knowledge.

  • Absolutely.

  • Wouldn't.

  • Wouldn't want Thio disparage the ideas of Socrates and Plato.

  • I don't think I'm quite qualified to do that.

  • But what we need to do is we need to use knowledge as a vehicle through which we can teach skills on build skills.

  • So that's the first pillar of this idea.

  • This this vision for the future education and the 2nd 1 is the idea that we need to teach students not what to learn, but how to learn.

  • We need to teach students to learn to learn the other speakers that have been on stage, they're going to talk about Onda have already spoken about how rapidly the world is changing at a pace we've never seen before, and we have to be able to adapt to these changes, adapt to the way in which the world is changing.

  • So what's the signal of changing.

  • We know it's changing, but how can we see this well again?

  • I'll ask you a question.

  • How many times did you interact with the screen today as you were finding out how to get this venue as you were a CZ you, Ah, buying tickets, accessing your ticket and showing it.

  • How many times did you interact with your screen today versus five years ago?

  • 10 years ago, 15 years ago.

  • The world is changing an unbelievable pace, and we, to be honest, we don't know what's coming, so we have to be able to learn to learn what we start learning.

  • What we start teaching at the beginning of a four year degree could be outdated by the end of it.

  • What we need to do is we need to teach students how to turn events into experience, employs a crying out for people with experience.

  • But that doesn't come from just being at an event.

  • It comes from actively learning, knowing how to lead and turning those events into experience.

  • So that's the second pillar we need to teach students how to learn to learn the third thing.

  • The third pillar of this vision for the future of education is one that's most personal to me on one that I think is most important.

  • It's the idea of enriching itself.

  • So if we go back to Aristotle, we what we want to develop in our students is you want to create this goodness of intellect and goodness of character, creating sound minds in sound bodies.

  • Education should not just provide purpose and direction, but empower students to find their own.

  • But more concerning Lee.

  • The signal of change is that mental health issues are on the rise, something that I experienced.

  • A study by the American Psychological Association looks at mental health issues within adolescence, looking at individuals from 12 to 17 years old and what they found was really worried.

  • A 72% increase in serious psychological distress, a 54% increase in clinical diagnosis, depression and a 47% increase in suicidal thoughts unnatural over the last 10 years.

  • This is not an acceptable state of affairs.

  • This is not just a signal of change, but a signal that we must change what we do in education.

  • We simulate the pressures of life fantastically with the exams and the pressures and the social aspects of education.

  • But we did a terrible job.

  • Is teaching students how to cope with it, teaching them resilience station to find their purpose, find their direction?

  • What motivates them, giving them a reason to be in our classrooms other than the fact that they're forced to be in our classrooms?

  • There is a reason Aristotle included music, arts, theater and sports as a key part of the curriculum.

  • But this relentless focus that we have in education, exam results and league tables and judging our students by their ability to pass exams is robbing the our youth of their formative years and not enriching myself.

  • There's a famous proverb that if you judge a fish by its ability to climb a tree, you're forever think it's stupid.

  • So how are we judging our fish?

  • Not just our fish, but our elephants or rhinos are ants all the different animals?

  • Because academia isn't right for everyone.

  • These three pillars are fundamentally intertwined and inherently work together.

  • Skills could be developed through the process, enriching yourself.

  • We have to learn to learn in order to generate these skills and also take these skills away from us education can be better If you want to create sound minds and sound bodies, we must be better.

  • We must deliver skill through knowledge.

  • We must teach students how to learn to love.

  • If you want to create sound minds and sound bodies, we have some amazing self and also we must do this if we want better leaders leading better people inhabiting a better society.

room.

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聲體中的聲音思維|Maxted Neal|TEDxHultLondon (Sound Minds in Sound Bodies | Maxted Neal | TEDxHultLondon)

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    林宜悉 發佈於 2021 年 01 月 14 日
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