如题所述
如何逃出教育的死亡谷 Ken Robinson Ted 英语演讲 kira86 于 2013-11-14 Ken Robinson 概括了使人类生活繁荣的三大关键原则 --而现行的教育文化又如何与其 背道而驰。 他以风趣幽默， 激动人心的演说告诉我们如何逃出目前教育所面临的 「死亡谷」 ， 以及如何以开放的文化氛围培育年轻的一代。 Ken Robinson: How to escape education's death valley 如何逃出教育的死亡谷 中英对照： Thank you very much. 非常感谢 I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles -- (Laughter) -- thinking we were moving to America, but anyway, it's a short plane ride from Los Angeles to America. 12 年前我移居到美国，同我的妻子泰瑞和两个孩子一起。事实上，说真的，我们只是 搬到了洛杉矶，还以为到了美国，不过，从洛杉矶乘飞机到美国，用不了多长时间。 I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony." Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved." I don't know why people think this. We've invaded every country we've encountered. (Laughter) But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence. 12 年前，我刚来到美国的时候，当地人给我讲了许多东西，像“美国人不懂讽刺。 你 ” 们也有这种想法吗？这很荒谬， 我踏遍了美国的山山水水， 却从未找到任何证据来证明美国 人不懂讽刺， 这属于一种文化迷思。就如同说“英国人很矜持”一样，我真不知道人们为 何会这样想，英国曾侵略过每一个与其不期而遇的国度啊。 （笑声） 但是说美国人不懂讽刺 确实与事实不符 ，其实我只是想令大家知道，别人在背后是怎样谈论你的。在欧洲，你离 开客厅时，人们会说，幸好，没人当着你的面讽刺。 But I knew that Americans get irony when I came across that legislation No Child Left Behind. Because whoever thought of that title gets irony, don't they, because -- (Laughter) (Applause) — because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Children Left Behind. I can see that. What's the plan? Well, we propose to leave millions of children behind, and here's how it's going to work. 在我偶然听说“不让一个孩子掉队”这条立法时，我就知道了美国人是懂得讽刺的。想 出这条立法标题的人，就很懂得讽刺，难道不是吗，因为-- （笑声） （掌声） 因为数百万 的儿童被撇在后面了，我从中看到的是一个并不招人待见的名号， “数百万的孩子掉队了” ， 显而易见，具体有什么计划呢？我们提议，把数百万儿童撇到后面，这就是它如何运作的。 And it's working beautifully. In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis. 而且效果不错，在美国的部分地区，60%的孩子从高中退学；在土著美国人社区，达到 80%。 有一种看法是， 如果这个数字较少一半， 那么在未来的十年里， 可以为美国的经济 创 造近万亿美元的净利润。 从经济角度看， 这是一笔好买卖， 对吧， 但我们应该这样做吗？ 实 际上，要大量的投入，才能肃清辍学危机所造成的损害。 But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it. 但辍学危机仅仅是冰山一角，没算在内的是那些人在上学，心却辍了学的孩子，他们不 喜欢学习，无法真正从中获益。 And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure. 其原因，不是我们没有投入足够的钱，在教育领域，美国比大多数国家，投入了更多的 资金，班级人数也更少。每年都有上千条立法提案，尝试改善教育制度，问题是，我们走错 了方向。 有三条法则，可以让我们的生活更加繁荣，而现行的教育文化却与之相抵触，多 数教师教得辛苦，学生学的痛苦。 The first is this, that human beings are naturally different and diverse. 第一条法则是，人类，天生彼此千差万别 Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children. (Laughter) Small people wandering about. I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they? Aren't they? (Applause) You would never confuse them, would you? Like, "Which one are you? Remind me. Your mother and I are going to introduce some color-coding system, so we don't get confused." 请问一下，在座各位，多少人有孩子，孙儿辈也算，两个或两个以上的呢？剩下的即使 没有孩子也见过别人的孩子。 （笑声） 到处都有小孩子 我要跟你们打个赌，我肯定能赌赢。 如果你有两个以上的孩子， 我打赌， 他们一定是完全不同的个体， 不是吗？难道不是吗？ （鼓 掌） 你绝对不会错认，对不对。你可不会说“你是哪一个，提醒我一下，我和你妈妈要采 用些手段 像彩色编码系统，这样我们就不会搞错了。 ” Education under No Child Left Behind is based on not diversity but conformity. What schools are encouraged t弧储汾妒莴德风泉袱沪o do is to find out what kids can do across a very narrow spectrum of achievement. One of the effects of No Child Left Behind has been to narrow the focus onto the so-called STEM disciplines. They're very important. I'm not here to argue against science and math. On the contrary, they're necessary but they're not sufficient. A real education has to give equal weight to the arts, the humanities, to physical education. An awful lot of kids, sorry, thank you — (Applause) — One estimate in America currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. ADHD. I'm not saying there's no such thing. I just don't believe it's an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (Laughter) (Applause) Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood. (Laughter) And I know this because I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. And by the way, the arts aren't just important because they improve math scores. They're important because they speak to parts of children's being which are otherwise untouched. “不让一个孩子掉队”所提出的教育政策，是基于一致性而非多样性，这种政策是在鼓 励校方以成绩的高低，这种狭隘的方式来为儿童的能力定位 。 “不让一个孩子掉队”这条立 法的一个影响便是， 将公众的视线限制在被称作 STEM 学科的焦点上， [STEM:科学、 技术、 工程、数学]它们很重要。 我不是驳斥科学和数学的重要性，正相反，它们是必需的，但不 是全部。 真正的教育应当给予艺术、 人文和体育 与 STEM 同等重要的地位。 有太多的学生， 对不起，谢谢-（鼓掌声）- 据估计，如今的美国，有大约 10%的儿童 被诊断出患有，注意 力缺乏症的一些症状，即注意缺陷多动障碍。我不否定有这样的病症存在，只是我不认为这 种病会如此盛行。如果你叫孩子坐上几个小时，做低级的文书工作， 他们会不安分，这并 不奇怪。 （笑声） （掌声） 大多数的孩子，并没有心理问题，他们只是在忍受童年的煎熬 而已，之所以这样讲，是因为我也有过早期的童年生涯，并经历了整个历程。 广泛的课程 可以使孩子们取得最出色的成就，可以展示出他们多方面的天分，不局限于小范围，顺便提 一下，艺术之所以重要，不只是因为它能够提高数学成绩。 艺术之所以重要，是因为它表 述着，孩子们的天性与本质。 The second, thank you — (Applause) 第二条法则，谢谢-（掌声） The second principle that drives human life flourishing is curiosity. If you can light the spark of curiosity in a child, they will learn without any further assistance, very often. Children are natural learners. It's a real achievement to put that particular ability out, or to stifle it. Curiosity is the engine of achievement. Now the reason I say this is because one of the effects of the current culture here, if I can say so, has been to de-professionalize teachers. There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools. But teaching is a creative profession. Teaching, properly conceived, is not a delivery system. You know, you're not there just to pass on received information. Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. You see, in the end, education is about learning. If there's no learning going on, there's no education going on. And people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn. 要想生活的朝气蓬勃， 第二条法则是， 拥有好奇心。 如果你能燃起孩子心性的好奇之火， 绝大多数，都可以主动学习，无需外援。孩子们天生就会学习，是激发或是扼杀这种天赋 ， 对孩子会产生巨大的影响，好奇心是取得成就的能动力。我这么说是因为，如果可以这么说 的话，当前的教育文化，影响了教师的专业化程度。无论是世界范围的教育体系 ，还是国 家内部的教育机构，都不如优秀的教学团队。教师是学校能否取得成功的命脉，教学是需要 创造力的职业教学，要有适当的创作，因为它不是单纯的输出 。教师的工作不仅仅去传递 所接收到的信息，优秀的教师的确要这样做，但同时他们还会指导学生的学习。激发学生的 兴趣，挑起学生的热情，赢得学生的关注。 看吧，总而言之，教育讲的就是学习，如果没 有学习，就谈不上教育。人们花了大量时间去谈教育问题，却从来不讲学习，教育的主旨就 是引导人们去学习。 A friend of mine, an old friend -- actually very old, he's dead. (Laughter) That's as old as it gets, I'm afraid. But a wonderful guy he was, wonderful philosopher. He used to talk about the difference between the task and achievement senses of verbs. You know, you can be engaged in the activity of something, but not really be achieving it, like dieting. It's a very good example, you know. There he is. He's dieting. Is he losing any weight? Not really. Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it. 我的一个朋友，是老朋友了--他本身也很老了，已经去世了。 （笑声） 恐怕最老也不过 如此了，他是个很了不起的人，是位出色的哲学家，他过去常谈到做事与从中获得成就感 。 两者之间的不同，有些事你会去做，但不一定有所成就，就好比节食，这是个非常典型的例 子，你看他，他最近在节食。他有瘦一些吗？没有啊，教学和节食很像。 你可以说“那就 是黛博拉，她在 34 号教室授课。 但如果学生没从她那学到任何知识，她就可能只是从事 ” 教学这项工作，但并没有真正的完成它。 The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help. (Applause) If I go for a medical examination, I want some standardized tests. I do. You know, I want to know what my cholesterol level is compared to everybody else's on a standard scale. I don't want to be told on some scale my doctor invented in the car. 教师的职责是令学生学习得更容易，就是这样。我想，部分原因是，因为当下的教育文 化主要关注的，是考试，而非教学。如今，考试很重要，标准化考试很有影响力 ，但它不 应该作为教育文化的主导方向。相反，考试应该用于诊断问题。并且，用于帮助改进。 （掌 声） 如果我去做个医学检查， 我当然要做些常规检查， 我想知道， 同大众标准值范围相比 我 的胆固醇含量在什么水平，我不想参考那些，医生随便编出来的数值。 "Your cholesterol is what I call Level Orange." “你的胆固醇含量在橙色水平。 ” "Really? Is that good?""We don't know." “真的？是好消息？” “没法判断。 ”
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