and we were stuck in traffic.

幾個月之前，我造訪了 一個東非的城市，

And this vendor suddenly approaches my window

塞車讓我們被卡在車陣中。

with a half-opened alphabet sheet.

有個小販突然靠近我的車窗，

I took a quick look at the alphabet sheet,

拿著一張打開一半的字母表。

and I thought of my daughter,

我快速看了一眼這張字母表，

how it would be nice to spread it on the floor

我想起了我的女兒，

and just play all over it with her

如果能把這張表攤在地板上，

while getting her to learn the alphabet.

和她在上面玩耍，

So the traffic moved a bit, and I quickly grabbed a copy,

同時能讓她學會字母，該有多好？

and we moved on.

車陣開始有在動了， 所以我很快就買了一份，

When I had time to fully open the alphabet sheet

我們就繼續前進。

and take a more detailed look at it,

當我有空把這張字母表完全打開，

I knew I was not going to use that to teach my daughter.

並更仔細地去看它時，

I regretted my purchase.

我就知道我不會用它 來教我女兒字母了。

Why so?

我很後悔買了它。

Looking at the alphabet sheet reminded me of the fact

為什麼會這樣？

that not much has changed

看著這張字母表， 我想起了一件事實，

in the education curricula in Africa.

非洲的教育課程

Some decades back, I was taught out of a similar alphabet sheet.

並沒有多少改變。

And because of that, I struggled for years.

幾十年前，我也是用 類似的字母表在學習的。

I struggled to reconcile my reality with the formal education I received

正因如此，我掙扎了很多年。

in school, in the schools I attended.

我很難把現實和在學校受的正規教育

I had identity crises.

對應連結起來。

I looked down on my reality.

我有身份危機。

I looked at my ancestry, I looked at my lineage with disrespect.

我輕視我的現實。

I had very little patience for what my life had to offer around me.

我看待我的血統、出身時， 是帶著輕蔑的。

Why?

對於周遭人生能帶給我什麼， 我非常沒耐心去了解。

"A is for apple."

為什麼？

"A is for apple."

「A 代表蘋果」。 （註：蘋果 apple 是 A 開頭）

"A is for apple" is for that child in that part of the world

「A 代表蘋果」。

where apples grow out;

「A 代表蘋果」是說給

who has an apple in her lunch bag;

世上有蘋果生長的地方的孩童聽的；

who goes to the grocery store with her mom and sees red,

他們的便當袋中有蘋果，

green, yellow -- apples of all shapes and colors and sizes.

他們和媽媽去雜貨店時會看到紅色、

And so, introducing education to this child

綠色、黃色……各種 形狀、顏色、大小的蘋果。

with an alphabet sheet like this

所以，對於像這樣的孩子，

fulfills one of the major functions of education,

用這張字母單來教育他們，

which is to introduce the learner

確能實現一些教育的重要功能，

to an appreciation of the learner's environment

這些功能是：讓學習者學會

and a curiosity to explore more in order to add value.

欣賞和感念他的周遭環境，

In my own case,

並能夠有好奇心去 進一步探索，來增加價值。

when and where I grew up in Africa,

在我自己的情況，

apple was an exotic fruit.

我在非洲長大的地方，在那個年代，

Two or three times a year,

蘋果是外來水果。

I could get some yellowish apples with brown dots, you know,

一年有兩、三次，

signifying thousands of miles traveled -- warehouses storing --

我可以拿到黃色的蘋果， 上面有褐色斑點，你知道的，

to get to me.

象徵它經過數千英哩的 旅程、倉儲、分類，

I grew up in the city

才來到我手上。

to very financially comfortable parents,

我在城市長大，

so it was my dignified reality,

父母經濟上算優渥，

exactly the same way

那是我有尊嚴的現實，

cassava fufu or ugali would not regularly feature

就像

in an American, Chinese or Indian diet,

美式、中式、印度式的食物通常不會

apples didn't count as part of my reality.

以木薯芙芙月或烏咖哩為號召一樣，

So what this did to me,

蘋果並不算是我的現實的一部份。

introducing education to me with "A is for apple,"

所以，這對我的影響，

made education an abstraction.

用「A 代表蘋果」的方式 來讓我接觸教育，

It made it something out of my reach --

讓教育變得很抽象。

a foreign concept,

教育已非我觸手可及，

a phenomenon for which I would have to constantly and perpetually seek

而是一個外來的概念，

the validation of those it belonged to

是一種現象，且我得要 經常地且無止境地

for me to make progress within it and with it.

去向這概念所屬的人尋求驗證，

That was tough for a child; it would be tough for anyone.

我才能在這種教育學習中有所進步。

As I grew up and I advanced academically,

那對孩子來說是很艱難的； 對任何人來說都是。

my reality was further separated from my education.

隨著我成長以及在學術上進步，

In history, I was taught

我的現實與教育之間的落差又更大了。

that the Scottish explorer Mungo Park discovered the Niger River.

歷史方面，我被教導的是

And so it bothered me.

蘇格蘭探險家蒙戈帕克 發現了尼日河。

My great-great-grandparents grew up

那讓我感到困擾。

quite close to the edge of the Niger River.

我的曾曾祖父長大的地方

(Laughter)

很靠近尼日河畔。

And it took someone to travel thousands of miles from Europe

（笑聲）

to discover a river right under their nose?

竟然需要一個人 從歐洲跋涉數千英哩，

(Laughter)

去發現一條就在眼前的河流？

No!

（笑聲）

(Applause and cheers)

不會吧！

What did they do with their time?

（掌聲及歡呼聲）

(Laughter)

他們把時間拿來做什麼了？

Playing board games, roasting fresh yams,

（笑聲）

fighting tribal wars?

玩桌上遊戲、烤新鮮山芋、

I mean, I just knew my education was preparing me to go somewhere else

打部落戰爭？

and practice and give to another environment that it belonged to.

我的意思是，我知道我受的教育 是準備將來為我所用，去別處，

It was not for my environment, where and when I grew up.

用在這教育原本歸屬的另一個地方，

And this continued.

而不是為用在我成長的環境準備的。

This philosophy undergirded my studies

這現象持續下去，

all through the time I studied in Africa.

這教育原理貫穿、固定了

It took a lot of experiences and some studies

整個我在非洲所受教育的底部。

for me to begin to have a change of mindset.

我經過了很多的經歷並做了些研究，

I will share a couple of the remarkable ones with us.

才得以開始改變我的心態。

I was in the United States in Washington, DC

我會和各位分享其中很棒的幾個。

studying towards my doctorate,

當我在美國的華盛頓特區

and I got this consultancy position with the World Bank Africa Region.

攻讀我的博士學位，

And so I remember one day,

我得到了世界銀行 非洲地區的顧問職位。

my boss -- we were having a conversation on some project,

記得有一天，

and he mentioned a particular World Bank project,

我和老闆討論某個專案計畫，

a large-scale irrigation project that cost millions of dollars

他提到了一個特別的 世界銀行專案計畫，

in Niger Republic

一個要花費數百萬元，

that was faltering sustainably.

位於尼日的大規模灌溉專案計畫，

He said this project wasn't so sustainable,

這個專案漸漸失去動力。

and it bothered those that instituted the whole package.

他說，這個計畫並不永續，

But then he mentioned a particular project,

使得那些創制此一計畫的人很傷腦筋。

a particular traditional irrigation method that was hugely successful

他接著提到另一個特別的專案計畫，

in the same Niger Republic where the World Bank project was failing.

同樣在尼日，世界銀行 專案計畫失敗的地方，

And that got me thinking.

這個使用傳統灌溉方法的 計畫卻大為成功。

So I did further research,

那就讓我開始思考。

and I found out about Tassa.

所以我進一步研究，

Tassa is a traditional irrigation method

我發現了「Tassa」，

where 20- to 30-centimeter-wide and 20- to 30-centimeter-deep holes

Tassa 是一種傳統的灌溉方法，

are dug across a field to be cultivated.

要挖 20~30 公分寬、 20~30 公分深的洞，

Then, a small dam is constructed around the field,

且在整個要耕作的田地都要挖滿洞。

and then crops are planted across the surface area.

接著要在田地周圍建造一個小水壩，

What happens is that when rain falls,

再把作物種在整個表面區域。

the holes are able to store the water

原理是，當降雨的時候，

and appropriate it to the extent that the plant needs the water.

這些洞可以儲存雨水，

The plant can only assimilate as much water as needed

並依據植物對水的需要來分配水。

until harvest time.

植物只會吸收它們需要的水量，

Niger is 75 percent scorched desert,

就這樣直到收穫時節。

so this is something that is a life-or-death situation,

尼日有 75% 都是炎熱的沙漠，

and it has been used for centuries.

所以這是個攸關生死的情況，

In an experiment that was conducted,

這個方法已經用了數個世紀。

two similar plots of land were used in the experiment,

在一項實驗中，

and one plot of land

使用了兩塊類似的土地，

did not have the Tassa technique on it.

在其中一塊土地上

Similar plots.

沒有使用 Tassa 技術，

The other one had Tassa technique constructed on it.

另一塊類似的土地

Then similar grains of millet also were planted on both plots.

用了 Tassa 技術，

During harvest time,

在兩塊土地上種植小米。

the plot of land without Tassa technique

在收穫時節，

yielded 11 kilograms of millet per hectare.

沒有用 Tassa 技術的那塊土地

The plot of land with Tassa technique

每公頃收成了 11 公斤的小米；

yielded 553 kilograms of millet per hectare.

有用 Tassa 技術的那塊土地

(Applause)

每公頃收成了 553 公斤的小米。

I looked at the research, and I looked at myself.

（掌聲）

I said, "I studied agriculture for 12 years,

我看著研究，看著我自己。

from primary to Senior Six, as we say in East Africa,

我研究農業長達 12 年之久，

SS3 in West Africa or 12th grade.

在我們東非的說法 是從小學到中學六年，

No one ever taught me

而在西非則是 SS3 或十二年級。

of any form of traditional African knowledge of cultivation --

學校從來沒教過我

of harvesting, of anything --

任何一種能被成功地用在現代非洲的

that will work in modern times and actually succeed,

傳統非洲耕作知識，

where something imported from the West would struggle to succeed.

不管是收穫知識或其他的耕作知識；

That was when I knew the challenge,

而來自的西方的耕作方式 卻苦苦掙扎，難以在非洲成功。

the challenge of Africa's curricula,

那時，我知道了挑戰是什麼，

And I thus began my quest to dedicate my life, concern my life work,

非洲課程的挑戰是什麼。

to studying, conducting research on Africa's own knowledge system

因此，我開始了我的追尋， 將我的一生致力於

and being able to advocate for its mainstreaming

研究非洲自己本身的知識系統，

in education, in research, policy

並且提倡它，讓它能在 主流教育、學術、

across sectors and industries.

政策等領域被大多數人所接受，

Another conversation and experience I had at the bank

能跨部門也能跨產業被接受。

I guess made me take that final decision of where I was going to go,

我在銀行的另一段對話和經歷，

even though it wasn't the most lucrative research to go into,

讓我對於人生的方向 算是做出了終於決定，

but it was just about what I believed in.

雖然我選擇的研究領域 並不能幫我賺大錢，

And so one day, my boss said that he likes to go to Africa

但那是我相信的領域。

to negotiate World Bank loans and to work on World Bank projects.

所以有一天，我的老闆說， 他喜歡去非洲

And I was intrigued. I asked him why.

商談世界銀行貸款的事， 及處理世界銀行的專案計畫。

He said, "Oh, when I go to Africa,

我很好奇，我問他為什麼？

it's so easy.

他說：「喔，當我去非洲，

I just write up my loan documents and my project proposal in Washington, DC,

是很輕鬆的。

I go to Africa, and they all just get signed.

我只要在華盛頓特區寫好 貸款文件及專案計畫提案書，

I get the best deal, and I'm back to base.

去非洲，讓所有文件被簽名即可。

My bosses are happy with me."

我拿到最好的合同， 然後我就可以回基地了。

But then he said, "I hate going to Asia or ..."

我的老闆都對我很滿意。」

and he mentioned a particular country, Asia and some of these countries.

但接著他說：「我討厭去亞洲。」

"They keep me for this, trying to get the best deal for their countries.

他提到了某個特定國家， 亞洲，及其中一些國家。

They get the best deal.

「他們會拖著我，試圖為 他們國家拿到最好的合同。

They tell me, 'Oh, that clause will not work for us

他們得到最好的合同。

in our environment.

他們告訴我：『喔，那條條文不行，

It's not our reality. It's just so Western.'

在我們的環境行不通。

And they tell me, 'Oh, we have enough experts

不符合現實。太西式了。』

to take care of this.

他們還告訴我：『 喔，我們有足夠的專家

You don't have enough experts.

來處理這事。

We know our aim.'

你沒有足夠的專家。

And they just keep going through all these things.

我們知道我們自己的目標。』

By the time they finish, yes, they get the best deal,

他們不斷仔細研究這些東西。

but I'm so exhausted and I don't get the best deal for the bank,

等他們結束了，是的， 他們拿到了最好的合同，

and we're in business."

但我累死了，而且我沒有 為銀行拿到最好的合同，

"Really?" I thought in my head, "OK."

而我們是在做生意。」

I was privileged to sit in on a loan negotiating session

「真的？」我腦中在想：「好吧。」

in an African country.

我很幸運可以參與一場貸款協商會，

So I would do these consultancy positions during summer,

它在一個非洲國家舉行。

you know, since I was a doctoral student.

在夏天時，我會做這些顧問的職務，

And then I traveled with the team, with the World Bank team,

你知道的，因為我是博士生。

as more like someone to help out with organizational matters.

接著我和團隊一起旅行， 和世界銀行團隊一起旅行，

But I sat in during the negotiating session.

我比較像是協助處理組織事務的人。

I had mostly Euro-Americans, you know, with me from Washington, DC.

但在協商會的時候我可以列席。

And I looked across the table at my African brothers and sisters.

和我同行的多半是來自 華盛頓特區的歐美裔人士。

I could see intimidation on their faces.

我看向桌子的對面， 那邊坐的是我的非洲兄弟姐妹。

They didn't believe they had anything to offer

我看得見他們臉上被嚇住的表情。

the great-great-grandchildren of Mungo Park --

他們不認為他們有什麼可提供給

the owners of "apple" in "A is for apple."

坐在面前的那些蒙戈帕克後裔。

They just sat and watched: "Oh, just give us, let us sign.

「A 代表蘋果」中 「蘋果」的擁有者。

You own the knowledge. You know it all.

他們只是坐著看：「喔， 給我們就好，讓我們簽。

Just, where do we sign? Show us, let us sign."

你們擁有知識。你們全知。

They had no voice. They didn't believe in themselves.

只要告訴我們在哪簽字。 指出來，我們簽字。」

Excuse me.

他們沒有聲音。他們不相信自己。

And so,

對不起。

I have been doing this for a decade.

所以，

I have been conducting research on Africa's knowledge system,

十年來我都在做這件事。

original, authentic, traditional knowledge.

我都在研究非洲的知識系統，

In the few cases where this has been implemented in Africa,

原始的、真實的、傳統的知識。

there has been remarkable successes recorded.

在已經被導入這個系統的 少數非洲案例中，

I think of Gacaca.

結果非凡地成功。

Gacaca is Rwanda's traditional judicial system

我會想到加卡卡。

that was used after the genocide.

加卡卡是盧安達的 傳統司法審判體制，

In 1994, when the genocide ended,

從大屠殺之後就在使用。

Rwanda's national court system was in shambles:

在 1994 年，大屠殺結束之後，

no judges, no lawyers to try hundreds of thousands of genocide cases.

盧安達的國家法庭體制搖晃不穩：

So the government of Rwanda came up with this idea

沒有法官、沒有律師來審理 成千上百的大屠殺案件。

to resuscitate a traditional judicial system known as Gacaca.

所以盧安達的政府想出了一個點子，

Gacaca is a community-based judicial system,

重新恢復使用一個傳統的 司法審判體制，加卡卡。

where community members come together

加卡卡是個以社區為基礎 的司法審判體制，

to elect men and women of proven integrity

社區的成員聚集在一起，

to try cases of crimes committed within these communities.

選出被證實很廉正的男人及女人，

So by the time Gacaca concluded its trial of genocide cases in 2012,

來審理在這些社區內 犯下的犯罪案件。

12,000 community-based courts had tried approximately 1.2 million cases.

到 2012 年加卡卡完成了 大屠殺案件的審理，

That's a record.

12,000 個以社區為基礎的法庭， 審理完了近 120 萬件案件。

(Applause)

那是一項記錄。

Most importantly is that Gacaca emphasized Rwanda's traditional philosophy

（掌聲）

of reconciliation and reintegration,

最重要的是，加卡卡 強調盧安達的傳統哲學，

as against the whole punitive and banishment idea

調解與再融合，

that undergirds present-day Western style.

而不是用現今西方模式立基的

And not to compare, but just to say that it really emphasized

懲罰性與禁止的想法。

Rwanda's traditional method of philosophy.

我不是要做比較， 只是說加卡卡真的很強調

And so it was Mwalimu Julius Nyerere,

盧安達的傳統哲學方法。

former president of Tanzania --

是朱利葉斯尼雷爾，

(Applause)

坦尚尼亞的前任總統，

who said that you cannot develop people.

（掌聲）

People will have to develop themselves.

他說，你無法發展人民。

I agree with Mwalimu.

人們得要發展他們自己。

I am convinced

我同意前總統說的。

that Africa's further transformation, Africa's advancement,

我相信，

rests simply in the acknowledgment, validation and mainstreaming

非洲的進一步轉變、非洲的進步，

of Africa's own traditional, authentic, original, indigenous knowledge

要仰賴的是去承認、驗證、 讓大多數人接受

in education, in research, in policy making and across sectors.

非洲自己的傳統、真實、 原始、本土的知識，

This is not going to be easy for Africa.

在教育、研究、政策制訂、 及跨各部門都要這麼做。

It is not going to be easy for a people used to being told how to think,

對非洲而言，這不容易做到。

what to do, how to go about it,

對於人民而言這也不容易做到， 因為他們習慣了被告知

a people long subjected to the intellectual guidance

要怎麼做、要做什麼、 如何養成習慣，