TED-學(xué)校扼殺了我們的創(chuàng)造力

1、PAGE PAGE 5TED演講：學(xué)校扼殺了我們的創(chuàng)造力 本視頻網(wǎng)易公開課鏈接：/movie/2006/2/V/E/M7SP3QUET_M7SP3T0VE.html What are you have is a person of extraodinary dedication who found a talent.Weve all agreed on the really extraordinary capacity that children have, their capacities for innovation. And my contention is, all kids have

2、 tremendous talents and we squander them, pretty ruthlessly. So I want to talk about education and creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.現(xiàn)在的教育提倡的是一個有風(fēng)險精神的 老師能發(fā)現(xiàn)一個天才學(xué)生。我們一致認(rèn)同，孩子擁有超凡的才能，或者說創(chuàng)新能力。我認(rèn)為：每個孩子身上都

3、蘊(yùn)含著巨大的才能，卻被成人無情地磨滅了。因此，我想談?wù)劷逃蛣?chuàng)造力。我相信在當(dāng)今這個時代，創(chuàng)造力在教育中的地位同讀寫能力一樣重要，理應(yīng)得到同等程度的重視。I heard a great story recently, I love telling it, of a six-year-old girl who was in a drawing lesson. The teacher said usually this little girl hardly paid attention, but in this drawing lesson she did. The teacher was fas

4、cinated and she went over to her and said, “What are you drawing?” and the girl said, “Im drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.”前些日子我聽到了一個很棒的故事，我喜歡逢人就講。有個6歲的小姑娘在上繪畫課。她的老師說，這個小姑娘上課一向不怎么專心，而這次卻不同。老師很好奇，于是走過去問

5、小姑娘：“你在畫什么？”“我在畫上帝”，小姑娘答道。老師不解：“可是從來沒有人知道上帝長什么樣啊！”小姑娘答道：“等我畫好他們就知道了?！盤icasso once said that all children are born artists. The problem is remaining an artist as we grow up. I believe passionately that we dont grow into creativity, we grow out of it. Or rather we get educated out of it. So why is thi

6、s?畢加索曾經(jīng)說過：每一個孩子都是天生的藝術(shù)家。問題在于我們長大之后能否繼續(xù)保持著藝術(shù)家的個性。我堅(jiān)信，隨著年齡的增長，我們的創(chuàng)造力并非與日俱增，反而是與日俱減。甚至可以說，我們的創(chuàng)造力被教育扼殺了。怎么會這樣呢？Every education system on earth has the same hierarchy of subjectsevery one; it doesnt matter where you go, youd think it would be otherwise but it isnt. At the top are mathematics and language

7、s, then the humanities, and the bottom are the arts. Everywhere on earth. There isnt an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think maths is very important but so is dance. Children

8、 dance all the time if theyre allowed to, we all do. We all have bodies, dont we? Truthfully what happens is, as children grow up we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.世界上所有的教育系統(tǒng)都有著相同的學(xué)科體系，無一例外。你會想肯定有某個地方會例外的吧，可是無論你走到哪都是這

9、樣。位于頂端的是數(shù)學(xué)和語言，接著是人文學(xué)科，處在最底端的是藝術(shù)。全球普遍如此。在這顆星球上沒有一個教育系統(tǒng)會像上數(shù)學(xué)課一樣天天給孩子們上舞蹈課。為什么？為什么不這樣？我覺得這非常重要。我知道數(shù)學(xué)很重要，但是舞蹈也同樣重要啊。如果獲得允許，孩子們可以整天跳舞，我們也是。我們都有身體可以舞動起來，不是嗎？現(xiàn)實(shí)中的真相是：隨著孩子們在長大，大人們開始逐步地訓(xùn)練他們，首先是腰部以上的部位，然后是集中訓(xùn)練他們的大腦，并且漸漸地有點(diǎn)偏向大腦一側(cè)。If you were to visit education as an alien and say whats it for, public education

10、, I think youd have to conclude (if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winner the whole purpose of public education throughout the world is to produce university professors. Isnt it? Theyre the people who

11、 come out on top. And I used to be one, so there. And I like university professors, but you know, we shouldnt hold them up as the high-water mark of all human achievement. Theyre just a form of life, another form of life. But theyre rather curious and I say this out of affection for them, theres som

12、ething curious about them, not all of them but typically, they live in their heads, they live up there, and slightly to one side. Theyre disembodied. They look upon their bodies as a form of transport for their heads, dont they?假設(shè)你是一位外星來客，來考察地球上的教育，想知道公共教育究竟有何作用。在得出結(jié)論之前，我建議你先看看公共教育的產(chǎn)物，看看究竟是誰通過教育獲得成功

13、？是誰中規(guī)中矩地完成了使命？是誰得到了所有的贊許？又是誰成了最后的贏家？我想你會由此得出結(jié)論：全球公共教育的目的完全在于培養(yǎng)大學(xué)教授，不是嗎？他們是教育體制最高端的產(chǎn)物。我過去也曾是其中一員，嗯，我喜歡大學(xué)教授們。不過，你知道，我們不應(yīng)該將他們推崇為全人類最大的成就。他們所代表的僅僅是一種生活方式，另一種不同的生活方式。不過大學(xué)教授們還是蠻古怪的，我是出于對他們的喜愛才這么說的，雖然不是所有大學(xué)教授都這樣，但他們的確有些奇特，典型表現(xiàn)為：他們生活在自己的思維里，住在自己的大腦中，而且還略偏向于大腦一側(cè)。他們崇尚精神世界，軀體在他們看來不過是思維的承載工具，不是嗎？In the next 30

14、years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and its the combination of all the things weve talked abouttechnology and its transformation effect on work, and demography and the huge explosion in population. S

15、uddenly degrees arent worth anything. Isnt that true? When I was a student, if you had a degree, you had a job. If you didnt have a job its because you didnt want one. And I didnt want one, frankly. But now kids with degrees are often heading home to carry on playing video games, because you need an

16、 MA where the previous job required a BA, and now you need a PhD for the other. Its a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.根據(jù)聯(lián)合國教科文組織的統(tǒng)計(jì)預(yù)測，未來三十年內(nèi)全球的教育系統(tǒng)畢業(yè)生人數(shù)將達(dá)到歷史之最。高科技及其對工

17、作性質(zhì)的改變影響，人口以及人口大爆炸，這些我們提及過的因素加在一起將導(dǎo)致畢業(yè)生越來越多。學(xué)歷突然縮水了。難道不是嗎？我上學(xué)那會兒，只要你有一紙文憑，你就有飯碗。如果你沒有工作，那是因?yàn)槟悴幌胍?。坦白說，我當(dāng)時就不想要（作者的自嘲）。可現(xiàn)在有學(xué)歷的畢業(yè)生們卻常常待業(yè)在家打游戲，因?yàn)楣ぷ鲘徫坏膶W(xué)歷要求都升級了，過去需要學(xué)士的崗位現(xiàn)在開始要碩士了，過去要碩士的崗位現(xiàn)在要博士了。這是個“學(xué)歷膨脹”的過程。這一過程說明了整個教育體系正在我們眼下經(jīng)歷著重大轉(zhuǎn)變。我們需要從根本上重新審視自己的智能觀。We know three things about intelligence: One, its dive

18、rse. We think about the world in all the ways we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement.我們知道智能有三大特點(diǎn)：第一，智能具有多元性。我們運(yùn)用各種體驗(yàn)方式來認(rèn)知世界，比如視覺、聽覺、觸覺、抽象化、動態(tài)化等等。Secondly, intelligence is dynamic. The brain isnt divided into

19、compartments. In fact, creativity, which I define as the process of having original ideas that have value, more often than not comes about through the interaction of different disciplinary ways of seeing things.第二，智能具有交互性。大腦并不是由相互隔絕的單元組成的。事實(shí)上，創(chuàng)造活動往往就誕生于各學(xué)科看待事物的不同方式所產(chǎn)生的交互作用，在我看來，創(chuàng)造就是“有價值的原創(chuàng)思想的產(chǎn)生過程”。A

20、nd the third thing about intelligence is, its distinct. Im doing a new book at the moment called Epiphany which is based on a series of interviews with people about how they discovered their talent. Im fascinated by how people got to be there. Its really prompted by a conversation I had with a wonde

21、rful woman who maybe most people have never heard of, Gillian Lynne. Shes a choreographer. She did Cats, and Phantom of the Opera, shes wonderful. Gillian and I had lunch one day and I said, “Gillian, howd you get to be a dancer?” And she said it was interesting, when she was at school, she was real

22、ly hopeless. And the school, in the 30s, wrote her parents and said, “We think Gillian has a learning disorder.” She couldnt concentrate, she was fidgeting.第三，智能具有獨(dú)特性。目前我正在寫一本新書，叫做悟，是根據(jù)一系列人物訪談寫成的，主題圍繞“你是如何發(fā)現(xiàn)自己才能的？”。我對人們的自我發(fā)現(xiàn)很感興趣。事實(shí)上，寫這本書的念頭源自我和一位出色的女士之間的對話，也許這里大部分人沒有聽說過她，她叫吉莉安林恩，是一名舞蹈指導(dǎo)，曾經(jīng)給歌舞劇貓、歌劇魅影

23、編排舞蹈，非常棒的一位女士！有一天我和吉莉安一起吃午餐，我問她：“吉莉安，你當(dāng)初是怎么走上跳舞這條路的？”她告訴我，其中的故事還蠻有趣的。當(dāng)年她在學(xué)校時，大家都說她沒得救了。那還是在上世紀(jì)三十年代，學(xué)校寫信給她父母說“我們認(rèn)為吉莉安有學(xué)習(xí)障礙”。那時候的她無法集中注意力，總是坐立不安。Anyway, she went to see a specialist in an oak-paneled room with her mother and she sat on her hands for 20 minutes while this man talked to her mother about

24、 all the problems Gillian was having at school. In the end, the doctor went and sat next to Gillian and said, “Gillian Ive listened to all these things that your mothers told me, and I need to speak to her privately. Wait here, well be back, we wont be very long,” and they went and left her.后來她媽媽就帶著

25、她去看?？?。那是一間鋪著橡木地板的診室。吉莉安把雙手壓在屁股下，耐住性子坐了20分鐘，這段時間里醫(yī)生和她媽媽談?wù)摿怂趯W(xué)校里出現(xiàn)的種種問題。最后，醫(yī)生走過來坐在吉莉安身邊對她說：“吉莉安，你媽媽和我講了你的所有事情，現(xiàn)在我要和她私下談?wù)?。在這兒等著，我們很快就回來?！庇谑撬麄兙土粝滤鋈チ恕ut as they went out the room, he turned on the radio that was sitting on his desk, and when they got out the room, he said to her mother, “Just stand and

26、 watch her.” And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, “Mrs. Lynne, Gillian isnt sick; shes a dancer. Take her to a dance school.” Somebody else might have put her on medication and told her to calm down.就在他們離開房間的時候，醫(yī)生擰開了他桌上的收音機(jī)。走出房間后，醫(yī)生對吉莉安的媽媽說道：“就在這兒觀察一下她”。吉莉安說，他們剛離開房間她就站了起來，隨著音樂移動