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  • Every country on earth, at the moment,

    目前,世界上每個國家

  • is reforming public education.

    都在進行教育改革

  • There are two reasons for it.

    改革的理由有兩個

  • The first of them is economic.

    首先是經濟面

  • People are trying to work out

    人們努力想找出

  • how do we educate our children

    教育孩子的方式

  • to take their place in the economies of 21st century,

    ,使他們在21世紀的經濟體系中佔有一席之地。

  • How do we do that?

    我們到底要怎麼做呢?

  • Given that we can't anticipate

    最近的金融風暴顯示出

  • what the economy would look like

    我們甚至連下個星期的經濟走向

  • at the end of next week,

    都無法準確預料

  • as the recent turmoil is demonstrating.

    會發生什麼變化

  • How do we do that?

    我們又要怎麼教育孩子?

  • The second one though is cultural.

    第二個面向是文化

  • Every country on earth is trying to figure out

    世界上每個國家正想方設法

  • how do we educate our children

    搞清楚我們該如何教育孩子

  • so that they have a sense of cultural identity

    使他們具備文化認同

  • so that we

    使得我們能夠

  • can pass on the cultural genes of our communities

    傳承自身社群的文化基因

  • while being a part of the process of globalisation.

    並在全球化進程中占有一席之地

  • How do we square that circle?

    該如何挑戰這個不可能的任務?

  • The problem is they are trying to meet the future

    問題在於,人們試著用過去的經驗

  • by doing what they did in the past.

    來滿足未來的需求

  • On the way they are alienating millions of kids

    與此同時,數以百萬計的孩子被忽視

  • who don't see any purpose in going to school.

    他們不知道上學的目的何在

  • When we went to school,

    在學校裡

  • we were kept there with a story

    我們被一則迷思禁錮

  • which was if you worked hard and did well

    "如果你努力求學、奮發向上

  • and got a college degree,

    拿到大學學位

  • you would have a job.

    就會有份工作等著你"

  • Our kids don't believe that.

    我們的孩子不吃這套

  • And they are right not to, by the way.

    而且他們是對的。順便一提

  • You are better having a degree than not.

    雖然擁有學位至少比沒有好

  • But it's not a guarantee anymore.

    但學位不再是工作的保證

  • And particularly not if the route to it marginalises

    尤其是當求學之路

  • most things you think are important about yourself.

    會將你覺得重要的事物都排除在外時

  • Some people say we have to raise standards

    有些人說,我們要把水準拉高

  • as if this is a breakthrough.

    以為這樣就算是一大突破

  • Like really? Yes, we should.

    真的嗎? 是阿,想當然爾

  • Why would you lower them?

    幹嘛要降低標準?

  • I haven't come across an argument that

    我發現還沒有人有辦法

  • persuades me alluringly.

    說服我(降低教育水準)

  • But raise them? Of course, we should raise them.

    提高水準呢?我們當然要提高教育水準

  • The problem is

    問題是

  • that the current system of education

    目前的教育體系

  • was designed and conceived and structured

    是在不同的時代

  • for a different age.

    被設計、構思、和架構出來的

  • It was conceived

    教育體系是在啟蒙運動時期

  • in the intellectual culture of the Enlightenment.

    的智慧財產權文化下所構思

  • And in the economic circumstances

    並在工業革命

  • of the Industrial Revolution.

    的經濟環境之中發展

  • Before the middle of the 19th century,

    19世紀中葉之前

  • there were no systems of public education.

    不存在有系統的公共教育

  • Not really.

    少數例外是

  • You could get educated by the Jesuits

    你可以經由教會接受教育

  • if you had the money.

    而且你的口袋要夠深

  • But public education paid for from taxation,

    不過實質上由稅收支撐、

  • compulsory to everybody,

    要求每個人義務接受、

  • and free at the point of delivery.

    以及免費受教的公共教育

  • That was a revolutionary idea.

    是一個革命性的想法

  • And many people objected to it.

    也曾被多數人反對

  • They said

    他們認為

  • It's not possible for many street kids,

    對在街頭流浪的兒童

  • working class children

    和工人階級的小孩來說

  • to benefit from public education.

    公共教育是不可能對他們有益的

  • They are incapable of learning to read and write

    他們沒辦法學會讀寫

  • Why are we spending time on this?

    "為什麼要浪費時間在他們身上?"

  • So they are all sort of built into it.

    這類想法根深蒂固

  • A whole series of assumptions

    是一連串的假設

  • about social structure and capacity

    *假定人在社會結構裡相應的能力

  • It was driven by the economic imperative of the time.

    它推動了經濟至上的時間。

  • But running right through it,

    但通過它正確運行

  • was an intellectual model of the mind.

    是心靈的智慧財產權模式。

  • which was essentially

    這實質上是

  • the Enlightenment view of intelligence.

    啟示視圖的情報。

  • That real intelligence consists in

    真正的智慧在於

  • capacity of certain type of deductive reasoning,

    推理能力的某一類型的演繹,

  • and the knowledge of the classics originally

    和原來的經典知識

  • what we come to think of as academic ability.

    我們來看作是學術能力。

  • And this is deep in the gene pool of public education

    這是深藏在基因庫的公共教育

  • There are two types of people.

    有兩種類型的人。

  • Academic and non-academic.

    學術和非學術。

  • Smart people and non-smart people.

    聰明的人,非智慧人。

  • And the consequence of that is

    這樣的結果是

  • that many brilliant people think they are not.

    輝煌,很多人認為它們不是。

  • Because they are being judged

    因為他們都被判定

  • against this particular view of the mind.

    對心靈的此特定視圖。

  • So we have twin pillars

    因此,我們有兩個支柱

  • Economic and intellectual

    經濟與知識

  • And my view is

    我的看法是

  • that this model has caused chaos

    這種模式已造成混亂

  • in many people's lives

    在許多人的生活

  • It's been great for some.

    它一直很大,一些。

  • There have been people

    有的人

  • who have benefitted wonderfully from it.

    誰有精彩受惠了。

  • But most people have not.

    但大多數人都沒有。

  • Intead they suffered this.

    因此他們遭受這。

  • This is the modern epidemic.

    這是現代流行。

  • And it's as misplaced

    它就是放錯了位置

  • and it's as fictitious.

    它是為虛構。

  • This is the plague of ADHD.

    這是多動症的瘟疫。

  • Now this is a map of instances of ADHD in America.

    現在,這是一張地圖,在美國多動症的實例。

  • Or the prescription for ADHD.

    或多動症的處方。

  • Don't mistake me.

    別誤會我了。

  • I don't mean to say that there is no such thing as

    我不想說是有沒有這種東西

  • Attention Deficit Disorder.

    注意缺陷障礙。

  • I am not qualified to say that there is such a thing.

    我不是說是有這種事的資格。

  • I know that a great majority of

    我知道,絕大多數

  • psychologists and pediatricians

    心理學家和兒科醫師

  • think that there is such a thing.

    認為是有這樣的事。

  • But it's still a matter of debate.

    但它仍是一個問題的辯論。

  • What I do know for a fact is

    我所知道的事實是

  • that it's not an epidemic.

    它不是流行。

  • These kids are being medicated as routinely

    這些孩子是被作為常規藥

  • as we had our tonsils taken out.

    我們有我們的扁桃腺取出。

  • And on the same whimsical basis

    並在相同的異想天開基礎上

  • and for the same reason, medical fashion.

    和出於同樣的原因,醫療時尚。

  • Our children are living

    我們的孩子生活

  • in the most intensely stimulating period

    在大多數強烈刺激期

  • in the history of the Earth.

    在地球的歷史。

  • They are being beseiged with information

    他們正在用資訊 beseiged

  • and calls for their attention from every platform.

    並要求把注意力從每個平臺。

  • computers,

    電腦,

  • from iPhones,

    從 iphone 手機,

  • from advertising hoardings,

    從廣告圍板,

  • from hundreds of television channels.

    從數百個電視頻道。

  • And we are penalising them now,

    現在,我們懲罰他們,

  • for getting distracted.

    對於分心。

  • From what?

    從什麼呢?

  • Boring stuff.

    無聊的東西。

  • At school, for the most part.

    在學校裡,在大多數情況下。

  • It seems to me that it's not a coincidence totally.

    我看來它不是一個巧合完全。

  • that the incidence of ADHD has risen

    注意缺陷障礙的發病率有上升

  • in parallel with the growth of standardised testing.

    與生長的標準化測試並行。

  • Now these kids are being given

    現在這些孩子有了

  • Ritilin and Adderall and all manner of things,

    Ritilin 和便和各種各樣的東西,

  • often quite dangerous drugs.

    常常是很危險的藥物。

  • to get them focussed and calm them down.

    讓他們集中和安定下來。

  • But according to this, Attention Deficit Disorder

    但據以注意缺陷障礙

  • increases as you travel east across the country.

    隨著東行駛在全國各地增加。

  • People start losing interest in Oklahoma,

    人們開始失去興趣奧克拉荷馬州

  • they can hardly think straight in Arkansas,

    他們幾乎可以認為直在阿肯色州的

  • and by the time they get to Washington

    他們去華盛頓的時候

  • they've lost it completely.

    他們已經完全失去了它。

  • And there are separate reasons for that, I believe.

    而且有單獨原因為何,我相信。

  • It's a fictitious epidemic.

    它是一種虛構的流行病。

  • If you think of it, the arts,

    如果你覺得它,藝術,

  • and I don't say this exclusively of the arts.

    我不說這純粹的藝術。

  • I think it's also true of science.

    我認為它也是真正的科學。

  • and of maths.

    和數學。

  • But let me

    但讓我

  • I say about the arts particularly

    我尤其是說藝術

  • because they are victims of this mentality currently.

    因為他們目前是這種心態的受害者。

  • Particularly.

    特別是。

  • The arts,

    藝術學院

  • especially address the idea of aesthetic experience.

    特別是針對審美體驗的想法。

  • An aesthetic experience is

    審美經驗是

  • one in which your senses are operating at their peak.

    一個你的感官現時在其巔峰時期。

  • When you are present in the current moment,

    當您目前的當前的時刻,

  • When you are resonating with the excitement

    當你共鳴興奮

  • of this thing that you are experiencing.

    您遇到的這件事。

  • When you are fully alive.

    當你是完全活著。

  • An anaesthetic is when you shut your senses off.

    麻醉時關閉你的感官。

  • And deaden yourself to what's happening.

    和自己麻木不仁所發生的事情。

  • And a lot of these drugs are that.

    很多這些藥物的。

  • We are getting our children through education

    我們正在通過教育我們的孩子

  • by anaesthetising them.

    由 anaesthetising 他們。

  • And I think we should be doing the exact opposite.

    而且我認為我們應該做正好相反。

  • We shouldn't be putting them to sleep.

    我們不應該把他們睡覺。

  • We should be waking them up.

    我們應該能喚醒他們。

  • to what they have inside of themselves.

    他們所自己。

  • But the model we have is this.

    但這是我們的模型。

  • I believe we have a system of education

    我相信我們的教育制度

  • that is modeled on the interests of Industrialism

    這被仿效工業化發展的利益

  • and in the image of it.

    和它的形象。

  • I will give you a couple of examples.

    我會給你幾個例子。

  • Schools are

    學校

  • still pretty much organized on factory lines.

    仍然很多組織在工廠生產線上。

  • So ringing bells,

    所以響鐘聲,

  • separate facilities,

    分離設備

  • specialised inter-separate subjects.

    inter-separate 專門的學科。

  • We still educate children by batches.

    我們仍然分批教育孩子。

  • We put them through the system by age group.

    我們把他們通過系統的年齡組。

  • Why do we do that?

    我們為什麼這樣做呢?

  • Why is there this assumption that

    為什麼會有這樣的假設,

  • the most important thing kids have in common

    最重要的是孩子的共同點

  • is how old they are.

    是他們有多大。

  • It's like the most important thing about them

    這就像他們最重要的事情

  • is their date of manufacture.

    是他們日期。

  • Well I know kids who are much better than other kids

    知道孩子比其他孩子

  • at the same age and different disciplines.

    在相同的年齡和不同的學科。

  • Or different times of the day.

    或一天的不同時間。

  • Or better in smaller groups than in large groups.

    或者更好的比大的社會群體中較小的組中。

  • Or sometimes they want to be on their own.

    或者,有時他們要靠自己。

  • If you are interested in the model of learning,

    如果你有興趣學習,模式

  • you don't start from this production line mentality.

    你不要開始從這個生產線的想法。

  • It's essentially about conformity

    它的實質是整合

  • and increasingly it's about that.

    和越來越多地是那件事。

  • as you look at the growth of standardised testing

    當你看在生長的標準化測試

  • and standardised curricula,

    和標準化的課程,

  • and it's about standardisation.

    它是標準化。

  • I believe we got to go in the exact opposite direction.

    我認為我們要正好相反的方向走。

  • That's what I mean by changing the paradigm.

    是這個意思通過改變范式。

  • There is a great study done recently,

    最近,做大研究

  • of divergent thinking,

    發散思維,

  • published couple of years ago,

    幾年前,已發佈

  • Divergent thinking isn't the same thing as creativity.

    發散思維並不相同的創造力。

  • I define creativity

    我定義的創造力

  • as the process of having original ideas,

    作為過程的原始想法,

  • that have value.

    所具有的值。

  • Divergent thinking isn't a synonym.

    發散思維不是同義詞。

  • But it's an essential capacity for creativity.

    但它是創造力的基本能力。

  • It's the ability

    它是能力

  • to see lots of possible answers to a question.

    看到很多的可能的問題的答案。

  • Lots of possible ways of interpreting a question.

    有很多解釋問題的可行方法。

  • To think what Edward de Bono would call "laterally",

    想是愛德華德博諾所說"橫向"

  • to think not just in linear or convergent ways.

    想不只是以線性或收斂的方式。

  • To see multiple answers not one.

    若要查看多個答案不一。

  • I mean, there are tests for this.

    我的意思是,有此測試。

  • One kind of cod example would be

    將是示例的一種化學需氧量

  • People might be asked to say,

    人們可能會說,要求

  • How many uses can you think of for a paper clip?

    多少用途你能想出迴紋針呢?

  • Routine questions.

    常規問題。

  • Most people might come up with 10 or 15.

    大多數人會有 10 或 15。

  • People who are good at this might come up with 200.

    那些善於此人可能趕上 200。

  • And they do that by saying well,

    他們會這樣做,說,

  • could the paper clip be 200 ft tall

    迴紋針可能是 200 英尺

  • and made out of foam rubber?

    和出泡沫橡膠製成?

  • Does it have to be paper clip as we know it, Jim?

    它是否是紙夾,因為我們知道它,吉姆嗎?

  • Now there are tests for this.

    現在有這個測試。

  • They gave them to 1,500 people

    他們給 1500 人

  • in a book called Break Point & Beyond,

    在一本書,叫做斷開點科技超越

  • and on the protocol of the test,

    和議定書 》 的測試,

  • if you scored above a certain level,

    如果你得分超過某一水準,

  • you would be considered genius at divergent thinking.

    您將被認為是發散性思維的天才。

  • OK?

    還行?

  • So my question to you is,

    所以我對你的問題是,

  • what percentage of the people tested of the 1500

    測試,1500年人的百分比

  • scored genius level for divergent thinking?

    發散性思維的評分天才級別嗎?

  • And you need to know one more thing about them.

    與您需要瞭解有關他們的一件事。

  • These were kindergarden children.

    這些都是幼稚園的孩子們。

  • So what do you think?

    所以你認為什麼?

  • What percentage genius level?

    多少百分比的天才?

  • 80%? Thank you.

    80%?謝謝。

  • 80%. OK.

    80%。還行。

  • 98%.

    98%。

  • Now the thing about this was that

    現在,這樣的事情是,

  • it was a longitudinal study.

    這是一項縱向研究。

  • So they retested the same children 5 years later.

    重新所以他們測試一樣的孩子 5 年後。

  • Age of 8 to 10.

    8 到 10 歲。

  • What do you think? 50%?

    你覺得怎麼樣?50%?

  • They retested them again 5 years later.

    他們重新測試他們再次 5 年後。

  • Ages 13 to 15.

    13 到 15 歲。

  • You can see a trend here, can't you?

    你可以看到一種趨勢,不是嗎?

  • Now, this tells an interesting story.

    現在,這會告訴一個有趣的故事。

  • Because you could've imagined it going the other way, couldn't you?

    因為你能想像過它的走向,不是嗎?

  • You start off not being very good,

    你開始不是很好,

  • but you get better as you get older.

    但是你會隨著年齡的增長,更好地。

  • But this shows two things.

    但這說明兩件事。

  • One is we all have this capacity.

    一個是我們都有這種能力。

  • and two, it mostly deteriorates.

    和兩個,大部分情況惡化。

  • And now a lot of things

    和現在很多的事情

  • have happened to these kids as they have grown up.

    發生這些孩子,他們已經長大了。

  • A lot.

    好多。

  • One of the most important things that happen to them

    其中一個最重要的事情發生在他們身上的

  • I am convinced that,

    我相信,

  • by now, they've become educated.

    到目前為止,他們已經成為受教育。

  • They spent 10 years in school

    他們在學校裡花了十年

  • being told there's one anwer

    被告知有一個 anwer

  • it's at the back.

    它是在後面。

  • And don't look.

    和不要看。

  • And don't copy.

    並不複製。

  • Because that's cheating.

    因為那作弊。

  • I mean, outside schools,

    我是說,在學校以外,

  • that's called collaboration.

    這叫做協作。

  • But inside schools.

    但在學校內部。

  • This isn't because teachers want it this way.

    這不是因為教師想這樣做。

  • It's just because it happens that way.

    它是因為它會發生這種方式。

  • It's because it's in the gene pool of education.

    這是因為它是在教育的基因庫。

  • We have to think differently about human capacity.

    我們有不同的角度思考人類的能力。

  • We have to get over this old conception of

    我們必須克服的舊觀念

  • academic, non-academic,

    學術、 非學術

  • abstract, theoretical

    抽象的理論

  • vocational.

    職業。

  • And see it for what it is.

    看看它是什麼。

  • A myth.

    一個神話。

  • Secondly, you have to recognize that

    第二,您必須認識到,

  • most great learning happens in groups.

    最大學習發生在群體。

  • That collaboration is the stuff of growth.

    這種合作是經濟增長的東西。

  • If we atomise people and separate them

    如果我們 atomise 人,他們分開

  • and judge them separately,

    另外,判斷他們

  • we form a kind of disjunction

    我們形成了一種析取

  • between them and their natural learning environment.

    他們與他們的自然的學習環境。

  • And thirdly,

    第三,

  • it's crucially about the culture of our institutions.

    這是最重要的是我們的機構文化。

  • The habits of the institution

    該機構的習慣

  • and the habitats that they occupy.

    和他們佔領的棲息地。

Every country on earth, at the moment,

目前,世界上每個國家

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