Beau Lotto: So, this game is very simple. All you have to do is read what you see. Right? So, I'm going to count to you, so we don't all do it together.
Beau Lotto: Ova je igra vrlo jednostavna. Samo morate pročitati ono što vidite. U redu? Brojit ću vam, tako da to ne činimo svi zajedno.
Okay, one, two, three.Audience: Can you read this?
U redu, jedan, dva, tri. Publika: Možete li ovo pročitati?
BL: Amazing. What about this one? One, two, three.Audience: You are not reading this.
BL: Odlično. A ovo? Jedan, dva, tri. Publika: Vi ne čitate ovo.
BL: All right. One, two, three. (Laughter) If you were Portuguese, right? How about this one? One, two, three.
BL: U redu. Jedan, dva, tri. (Smijeh) Da ste Portugalci, zar ne? A ovo? Jedan, dva, tri.
Audience: What are you reading?
Publika: Što to čitate?
BL: What are you reading? There are no words there. I said, read what you're seeing. Right? It literally says, "Wat ar ou rea in?" (Laughter) Right? That's what you should have said. Right? Why is this?
BL: Što čitate? Ovdje nema riječi. Rekao sam da čitate što vidite. Zar ne? Doslovno piše: "Št čtaš?" (Smijeh) Zar ne? To je ono što ste trebali reći. Zašto je tako?
It's because perception is grounded in our experience. Right? The brain takes meaningless information and makes meaning out of it, which means we never see what's there, we never see information, we only ever see what was useful to see in the past. All right? Which means, when it comes to perception, we're all like this frog. (Laughter) Right? It's getting information. It's generating behavior that's useful. (Laughter) (Laughter)
To je zato što se percepcija temelji na našem iskustvu. Mozak uzima informacije bez značenja i iz njih stvara značenje, što znači da mi nikad ne vidimo ono što postoji, nikad ne vidimo informaciju, već samo ono što je bilo korisno vidjeti u prošlosti. U redu? To znači da smo, kad je riječ o percepciji, poput ove žabe. (Smijeh) Ona dobiva informacije. Proizvodi ponašanje koje je korisno. (Smijeh) (Smijeh)
(Video) Man: Ow! Ow! (Laughter) (Applause)
(Video) Čovjek: Au! Au! (Smijeh) (Pljesak)
BL: And sometimes, when things don't go our way, we get a little bit annoyed, right? But we're talking about perception here, right? And perception underpins everything we think, we know, we believe, our hopes, our dreams, the clothes we wear, falling in love, everything begins with perception. Now if perception is grounded in our history, it means we're only ever responding according to what we've done before. But actually, it's a tremendous problem, because how can we ever see differently?
BL: A ponekad, kad stvari ne idu kako bismo mi željeli, naljutimo se, zar ne? Ali govorimo o percepciji. A percepcija naglašava sve što mislimo, znamo, vjerujemo, naše nade, naše snove, odjeću koju nosimo, zaljubljivanje, sve počinje opažanjem. Ako se percepcija temelji na našoj povijesti, to znači da mi uvijek reagiramo u skladu s onime što smo činili prije. Ali to je zapravo golem problem, jer kako ćemo onda ikad moći vidjeti drukčije?
Now, I want to tell you a story about seeing differently, and all new perceptions begin in the same way. They begin with a question. The problem with questions is they create uncertainty. Now, uncertainty is a very bad thing. It's evolutionarily a bad thing. If you're not sure that's a predator, it's too late. Okay? (Laughter) Even seasickness is a consequence of uncertainty. Right? If you go down below on a boat, your inner ears are you telling you you're moving. Your eyes, because it's moving in register with the boat, say I'm standing still. Your brain cannot deal with the uncertainty of that information, and it gets ill. The question "why?" is one of the most dangerous things you can do, because it takes you into uncertainty. And yet, the irony is, the only way we can ever do anything new is to step into that space. So how can we ever do anything new? Well fortunately, evolution has given us an answer, right? And it enables us to address even the most difficult of questions. The best questions are the ones that create the most uncertainty. They're the ones that question the things we think to be true already. Right? It's easy to ask questions about how did life begin, or what extends beyond the universe, but to question what you think to be true already is really stepping into that space.
Želim vam ispričati priču o gledanju na drugi način, a sve nove percepcije počinju na isti način. Počinju pitanjem. Problem je što pitanja stvaraju nesigurnost. Nesigurnost je vrlo loša. Evolucijski je loša. Ako niste sigurni je li to grabežljivac, prekasno je. Zar ne? (Smijeh) Čak je i morska bolest posljedica nesigurnosti. Ako se spuštate na brodu, vaše unutarnje uho govori vam da se krećete. A vaše oči, jer se pomiču u skladu s brodom, govore: "Stojim na mjestu." Vaš mozak ne može se nositi s nesigurnošću te informacije pa oboli. Pitanje "Zašto?" jedna je od najopasnijih stvari koje možete učiniti, jer vas vodi u nesigurnost. Ipak, ironično je da je jedini način da učinimo nešto novo to da zakoračimo u taj prostor. Pa kako onda ikad možemo učiniti nešto novo? Na sreću, evolucija nam je dala odgovor, zar ne? On nam omogućuje suočavanje i s najtežim pitanjima. Najbolja su pitanja ona koja stvaraju najviše nesigurnosti. To su ona koja dovode u pitanje stvari za koje već mislimo da su istinite. Lako je postaviti pitanje o tome kako je počeo život ili što se nalazi izvan svemira, ali dovesti u pitanje ono za što već misliš da je istina -- to je pravi korak u taj prostor.
So what is evolution's answer to the problem of uncertainty? It's play. Now play is not simply a process. Experts in play will tell you that actually it's a way of being. Play is one of the only human endeavors where uncertainty is actually celebrated. Uncertainty is what makes play fun. Right? It's adaptable to change. Right? It opens possibility, and it's cooperative. It's actually how we do our social bonding, and it's intrinsically motivated. What that means is that we play to play. Play is its own reward.
Pa, koji je odgovor evolucije na problem nesigurnosti? To je igra. Igra nije samo proces. Stručnjaci za igru reći će vam da je to zapravo način života. Igra je jedna od rijetkih ljudskih radnji gdje se nesigurnost zapravo slavi. Nesigurnost igru čini zabavnom. Sposobna je za promjenu. Otvara mogućnosti i kooperativna je. Tako se zapravo socijalno zbližavamo, i intrinsično je motivirana. To znači da se igramo kako bismo se igrali. Igra je sama sebi nagrada.
Now if you look at these five ways of being, these are the exact same ways of being you need in order to be a good scientist. Science is not defined by the method section of a paper. It's actually a way of being, which is here, and this is true for anything that is creative. So if you add rules to play, you have a game. That's actually what an experiment is.
Ako pogledate ovih pet načina življenja, to su upravo isti načini življenja koje trebate da biste bili dobar znanstvenik. Znanost se ne definira metodičnim dijelom rada. Ona je način života koji je ovdje i istinit je za bilo što što je kreativno. Ako dodate pravila za igranje, imate igru. I pokusi su upravo to.
So armed with these two ideas, that science is a way of being and experiments are play, we asked, can anyone become a scientist? And who better to ask than 25 eight- to 10-year-old children? Because they're experts in play. So I took my bee arena down to a small school in Devon, and the aim of this was to not just get the kids to see science differently, but, through the process of science, to see themselves differently. Right?
Naoružani ovim dvjema idejama, da je znanost način života, a da su pokusi igra, pitali smo: Može li bilo tko postati znanstvenik? Najbolje je to pitati 25 djece u dobi od osam do deset godina. Jer oni su stručnjaci za igru. Tako sam odnio svoju pčelinju arenu u malu školu u Devonu, a cilj toga bio je ne samo pridobiti djecu da znanost vide drukčije, već da, kroz proces znanosti, vide same sebe drukčije.
The first step was to ask a question.
Prvi je korak bio postaviti pitanje.
Now, I should say that we didn't get funding for this study because the scientists said small children couldn't make a useful contribution to science, and the teachers said kids couldn't do it. So we did it anyway. Right? Of course.
Moram reći da nismo dobili sponzorstvo za ovaj projekt jer su znanstvenici rekli da mala djeca ne mogu dati koristan doprinos znanosti, a i učitelji su rekli isto to. Ali ipak smo to napravili. Naravno.
So, here are some of the questions. I put them in small print so you wouldn't bother reading it. Point is that five of the questions that the kids came up with were actually the basis of science publication the last five to 15 years. Right? So they were asking questions that were significant to expert scientists.
Ovo su neka od pitanja. Ispisao sam ih malim slovima kako se ne biste zamarali čitanjem. Bit je u tome da je pet pitanja koja su djeca smislila bilo temelj znanstvene publikacije posljednjih pet do petnaest godina. Postavljali su pitanja koja su bila značajna znanstvenim stručnjacima.
Now here, I want to share the stage with someone quite special. Right? She was one of the young people who was involved in this study, and she's now one of the youngest published scientists in the world. Right? She will now, once she comes onto stage, will be the youngest person to ever speak at TED. Right? Now, science and asking questions is about courage. Now she is the personification of courage, because she's going to stand up here and talk to you all. So Amy, would you please come up? (Applause) (Applause) So Amy's going to help me tell the story of what we call the Blackawton Bees Project, and first she's going to tell you the question that they came up with. So go ahead, Amy.
Želio bih podijeliti pozornicu s nekim veoma posebnim. Ona je bila jedna od mladih ljudi uključenih u ovo istraživanje i ona je sada jedna od najmlađih znanstvenika s objavljenim radom. Ona će sad, kad dođe na pozornicu, biti najmlađa osoba koja je ikad govorila na TED-u. Znanost i postavljanje pitanja stvar su hrabrosti. Ona je utjelovljenje hrabrosti jer će stati ovdje i govoriti svima vama. Amy, hoćeš li, molim te, doći gore? (Pljesak) (Pljesak) Amy će mi pomoći ispričati priču o Projektu blackawtonskih pčela, a prvo će vam reći koje su pitanje smislili. Izvoli, Amy.
Amy O'Toole: Thank you, Beau. We thought that it was easy to see the link between humans and apes in the way that we think, because we look alike. But we wondered if there's a possible link with other animals. It'd be amazing if humans and bees thought similar, since they seem so different from us. So we asked if humans and bees might solve complex problems in the same way. Really, we wanted to know if bees can also adapt themselves to new situations using previously learned rules and conditions. So what if bees can think like us? Well, it'd be amazing, since we're talking about an insect with only one million brain cells. But it actually makes a lot of sense they should, because bees, like us, can recognize a good flower regardless of the time of day, the light, the weather, or from any angle they approach it from. (Applause)
Amy O'Toole: Hvala, Beau. Mislili smo kako je lako vidjeti vezu između ljudi i majmuna po načinu na koji mislimo, jer izgledamo slično. Ali mi smo se zapitali postoji li veza s drugim životinjama. Bilo bi odlično kad bi ljudi i pčele razmišljali slično, s obzirom na to da su tako različite od nas. Pitali smo mogu li ljudi i pčele rješavati složene probleme na isti način. Stvarno, htjeli smo znati mogu li se i pčele prilagoditi novim situacijama koristeći ranije naučena pravila i stanja. Što ako pčele mogu misliti poput nas? To bi bilo odlično, budući da govorimo o kukcu sa samo jednim milijunom moždanih stanica. Ali to da bi trebale tako razmišljati zapravo ima puno smisla, zato što pčele, kao mi, mogu prepoznati dobar cvijet neovisno o dobu dana, svjetlu, vremenu ili o kutu iz kojeg mu pristupaju. (Pljesak)
BL: So the next step was to design an experiment, which is a game. So the kids went off and they designed this experiment, and so -- well, game -- and so, Amy, can you tell us what the game was, and the puzzle that you set the bees?
BL: Sljedeći korak bio je osmisliti pokus koji je igra. Djeca su krenula i osmislila taj pokus, odnosno igru. Amy, možeš li nam reći kakva je bila igra i zagonetka koju ste pripremili pčelama?
AO: The puzzle we came up with was an if-then rule. We asked the bees to learn not just to go to a certain color, but to a certain color flower only when it's in a certain pattern. They were only rewarded if they went to the yellow flowers if the yellow flowers were surrounded by the blue, or if the blue flowers were surrounded by the yellow. Now there's a number of different rules the bees can learn to solve this puzzle. The interesting question is, which? What was really exciting about this project was we, and Beau, had no idea whether it would work. It was completely new, and no one had done it before, including adults. (Laughter)
AO: Zagonetka koju smo smislili bila je po pravilu ako-onda. Tražili smo od pčela da nauče ne samo da odlaze određenoj boji, već i samo cvijetu određene boje kad je u određenom uzorku. Bile su nagrađene samo ako su odlazile žutim cvjetovima koji su okruženi plavima ili ako su plavi cvjetovi bili okruženi žutima. Postoji više različitih pravila koja pčele mogu naučiti kako bi riješile zagonetku. Zanimljivo pitanje jest: Koja? Bilo je zaista uzbudljivo što mi i Beau nismo imali pojma hoće li projekt uspjeti. To je bilo potpuno novo i nitko to nije prije učinio, uključujući i odrasle. (Smijeh)
BL: Including the teachers, and that was really hard for the teachers. It's easy for a scientist to go in and not have a clue what he's doing, because that's what we do in the lab, but for a teacher not to know what's going to happen at the end of the day -- so much of the credit goes to Dave Strudwick, who was the collaborator on this project. Okay? So I'm not going to go through the whole details of the study because actually you can read about it, but the next step is observation. So here are some of the students doing the observations. They're recording the data of where the bees fly.
BL: Uključujući i učitelje, a to im je teško palo. Lako je znanstveniku ući u nešto i nemati pojma što radi, jer mi to radimo u laboratorijima, ali da učitelj ne zna što će se dogoditi na kraju dana... Mnogo zasluga ide Daveu Strudwicku koji je bio suradnik na ovom projektu. Ja sada neću proći sve detalje istraživanja zato što to možete i pročitati, ali sljedeći korak jest opažanje. Ovdje nekoliko učenika opaža. Bilježe podatke o tome kamo pčele lete.
(Video) Dave Strudwick: So what we're going to do —Student: 5C.
(Video) Dave Strudwick: Ono što ćemo učiniti -- Učenik: 5C.
Dave Strudwick: Is she still going up here?Student: Yeah.
Dave Strudwick: Ide li još uvijek tamo gore? Učenik: Da.
Dave Strudwick: So you keep track of each.Student: Henry, can you help me here?
Dave Strudwick: Znači, prati svaku. Učenik: Henry, možeš mi pomoći?
BL: "Can you help me, Henry?" What good scientist says that, right?
BL: "Možeš li mi pomoći, Henry?" Koji će dobar znanstvenik to reći?
Student: There's two up there. And three in here.
Učenik: Ovdje su dvije. I ovdje tri.
BL: Right? So we've got our observations. We've got our data. They do the simple mathematics, averaging, etc., etc. And now we want to share. That's the next step. So we're going to write this up and try to submit this for publication. Right? So we have to write it up. So we go, of course, to the pub. All right? (Laughter) The one on the left is mine, okay? (Laughter)
BL: Dakle, imamo svoja opažanja. Imamo svoje podatke. Oni rade jednostavnu matematiku, prosjek, itd., itd. A sad to želimo podijeliti s drugima. To je sljedeći korak. Zapisat ćemo to sve i pokušati predati na objavljivanje. Znači, moramo to zapisati. I odlazimo, naravno, u kafić. U redu? (Smijeh) Ovaj lijevo je moj. (Smijeh)
Now, I tell them, a paper has four different sections: an introduction, a methods, a results, a discussion. The introduction says, what's the question and why? Methods, what did you do? Results, what was the observation? And the discussion is, who cares? Right? That's a science paper, basically. (Laughter)
Kažem im da rad ima četiri različita dijela: uvod, metode, rezultate i raspravu. Uvod govori koje je pitanje i zašto. Metode su ono što ste radili. Rezultati, što je opaženo. I rasprava, koga briga. Zar ne? To je znanstveni rad, manje-više. (Smijeh)
So the kids give me the words, right? I put it into a narrative, which means that this paper is written in kidspeak. It's not written by me. It's written by Amy and the other students in the class. As a consequence, this science paper begins, "Once upon a time ... " (Laughter) The results section, it says: "Training phase, the puzzle ... duh duh duuuuuhhh." Right? (Laughter) And the methods, it says, "Then we put the bees into the fridge (and made bee pie)," smiley face. Right? (Laughter) This is a science paper. We're going to try to get it published. So here's the title page. We have a number of authors there. All the ones in bold are eight to 10 years old. The first author is Blackawton Primary School, because if it were ever referenced, it would be "Blackawton et al," and not one individual. So we submit it to a public access journal, and it says this. It said many things, but it said this. "I'm afraid the paper fails our initial quality control checks in several different ways." (Laughter) In other words, it starts off "once upon a time," the figures are in crayon, etc. (Laughter)
Djeca su mi dala riječi. Ja sam ih samo složio u tekst, što znači da je rad napisan dječjim govorom. Nisam ga ja napisao. Napisala ga je Amy i drugi učenici u razredu. Kao posljedica toga, ovaj znanstveni rad počinje ovako: "Bilo jednom davno…" (Smijeh) Dio o rezultatima kaže: "Faza treniranja, zagonetka… tam tam taaaam." (Smijeh) A kod metoda piše: "Onda smo stavili pčele u hladnjak (i napravili pitu od pčela)", smajlić. (Smijeh) To je znanstveni rad. Pokušat ćemo ga objaviti. Evo naslovne stranice. Imamo više autora. Svi masno otisnuti imaju od 8 do 10 godina. Prvi je autor Osnovna škola Blackawton, pa ako se ikad bude citiralo, bit će navedeno kao "Blackawton et al.", a ne kao pojedinac. Rad smo predali javno dostupnom časopisu i rekli su nam ovo. Rekli su nam mnogo toga, ali i ovo. "Bojim se da rad ne prolazi našu inicijalnu kontrolu kvalitete iz nekoliko razloga." (Smijeh) Drugim riječima, počinje s "Bilo jednom davno", brojevi su napisani bojicama, itd. (Smijeh)
So we said, we'll get it reviewed. So I sent it to Dale Purves, who is at the National Academy of Science, one of the leading neuroscientists in the world, and he says, "This is the most original science paper I have ever read" — (Laughter) — "and it certainly deserves wide exposure." Larry Maloney, expert in vision, says, "The paper is magnificent. The work would be publishable if done by adults."
Rekli smo da ćemo ga dati na recenziju pa sam ga poslao Daleu Purvesu koji radi za Nacionalnu akademiju znanosti, jedan je od vodećih neuroznanstvenika u svijetu, i on je rekao: "Ovo je najoriginalniji znanstveni rad koji sam ikad pročitao" -- (Smijeh) -- "i zasigurno zaslužuje široku eksponiranost." Larry Maloney, stručnjak za vid, kaže: "Rad je fantastičan. Mogao bi se objaviti da su ga radili odrasli."
So what did we do? We send it back to the editor. They say no. So we asked Larry and Natalie Hempel to write a commentary situating the findings for scientists, right, putting in the references, and we submit it to Biology Letters. And there, it was reviewed by five independent referees, and it was published. Okay? (Applause) (Applause)
I što smo učinili? Poslali smo ga natrag uredniku. Rekao je ne. Pa smo pitali Larryja i Natalie Hempel da napišu komentar, približe zaključke znanstvenicima i ubace reference, pa smo ga poslali časopisu Biology Letters. Ondje ga je pregledalo petero nezavisnih sudaca i objavljen je. OK? (Pljesak) (Pljesak)
It took four months to do the science, two years to get it published. (Laughter) Typical science, actually, right? So this makes Amy and her friends the youngest published scientists in the world. What was the feedback like? Well, it was published two days before Christmas, downloaded 30,000 times in the first day, right? It was the Editors' Choice in Science, which is a top science magazine. It's forever freely accessible by Biology Letters. It's the only paper that will ever be freely accessible by this journal. Last year, it was the second-most downloaded paper by Biology Letters, and the feedback from not just scientists and teachers but the public as well. And I'll just read one.
Trebalo je četiri mjeseca da obavimo znanstveni dio, a dvije godine da to objavimo. (Smijeh) Tipično za znanost, zapravo, zar ne? Tako su Amy i njezini prijatelji postali najmlađi znanstvenici s objavljenim radom na svijetu. Kakva je bila povratna reakcija? Pa, rad je objavljen dva dana prije Božića, preuzet je 30.000 puta prvog dana. Bio je Izbor urednika u Scienceu, vrhunskom znanstvenom časopisu. Zauvijek je besplatno dostupan preko Biology Lettersa. To je jedini rad koji će ikad biti besplatno dostupan preko tog časopisa. Prošle godine bio je drugi najpreuzimaniji rad Biology Lettersa, a povratne informacije ne samo od znanstvenika i učitelja već i od javnosti -- pročitat ću samo jednu.
"I have read 'Blackawton Bees' recently. I don't have words to explain exactly how I am feeling right now. What you guys have done is real, true and amazing. Curiosity, interest, innocence and zeal are the most basic and most important things to do science. Who else can have these qualities more than children? Please congratulate your children's team from my side."
"Nedavno sam pročitao 'Blackawtonske pčele'. Nema riječi kojima bih dočarao kako se trenutno osjećam. To što ste vi napravili stvarno je, istinito i fantastično. Znatiželja, zanimanje, nevinost i žar najosnovnije su i najvažnije stvari za bavljenje znanošću. Tko drugi može imati te kvalitete više nego djeca? Molim vas, čestitajte svojem dječjem timu u moje ime."
So I'd like to conclude with a physical metaphor. Can I do it on you? (Laughter) Oh yeah, yeah, yeah, come on. Yeah yeah. Okay. Now, science is about taking risks, so this is an incredible risk, right? (Laughter) For me, not for him. Right? Because we've only done this once before. (Laughter) And you like technology, right?
Želio bih zaključiti s tjelesnom metaforom. Mogu li to učiniti na tebi? (Smijeh) Da, da, da, hajde. Da, da. U redu. U znanosti treba riskirati, a ovo je nevjerojatan rizik, zar ne? (Smijeh) Za mene, ne za njega. Zato što smo ovo do sad učinili samo jednom. (Smijeh) Ti voliš tehnologiju, zar ne?
Shimon Schocken: Right, but I like myself.
Shimon Schocken: Točno, ali volim i sebe.
BL: This is the epitome of technology. Right. Okay. Now ... (Laughter) Okay. (Laughter)
BL: Ovo je savršen primjer tehnologije. Sada... (Smijeh) U redu. (Smijeh)
Now, we're going to do a little demonstration, right? You have to close your eyes, and you have to point where you hear me clapping. All right?
Sad ćemo imati malu demonstraciju, može? Moraš zatvoriti oči i uprijeti prstom u mjesto gdje me čuješ kako plješćem. U redu?
(Clapping)
(Pljeskanje)
(Clapping)
(Pljeskanje)
Okay, how about if everyone over there shouts. One, two, three?
Kako bi bilo da svi tamo viknu? Jedan, dva, tri.
Audience: (Shouts) (Laughter)
Publika: (Vikanje) (Smijeh)
(Shouts) (Laughter)
(Vikanje) (Smijeh)
Brilliant. Now, open your eyes. We'll do it one more time. Everyone over there shout. (Shouts) Where's the sound coming from? (Laughter) (Applause)
Izvrsno. Otvorite oči. Učinit ćemo ovo još jednom. Svi tamo viknite. (Vikanje) Odakle dolazi zvuk? (Smijeh) (Pljesak)
Thank you very much. (Applause)
Puno hvala. (Pljesak)
What's the point? The point is what science does for us. Right? We normally walk through life responding, but if we ever want to do anything different, we have to step into uncertainty. When he opened his eyes, he was able to see the world in a new way. That's what science offers us. It offers the possibility to step on uncertainty through the process of play, right?
U čemu je stvar? Stvar je u onome što znanost čini za nas. Obično idemo kroz život odgovarajući, ali ako ikad želimo učiniti nešto drukčije, moramo zakoračiti u nesigurnost. Kad je otvorio oči, mogao je vidjeti svijet na nov način. To je ono što nam znanost nudi. Nudi nam mogućnost da zakoračimo u nesigurnost kroz proces igre.
Now, true science education I think should be about giving people a voice and enabling to express that voice, so I've asked Amy to be the last voice in this short story. So, Amy?
Istinsko znanstveno obrazovanje trebalo bi dati ljudima glas i omogućiti im da izraze taj glas pa sam pitao Amy da bude posljednji glas u ovoj kratkoj priči. Amy?
AO: This project was really exciting for me, because it brought the process of discovery to life, and it showed me that anyone, and I mean anyone, has the potential to discover something new, and that a small question can lead into a big discovery. Changing the way a person thinks about something can be easy or hard. It all depends on the way the person feels about change. But changing the way I thought about science was surprisingly easy. Once we played the games and then started to think about the puzzle, I then realized that science isn't just a boring subject, and that anyone can discover something new. You just need an opportunity. My opportunity came in the form of Beau, and the Blackawton Bee Project.
AO: Ovaj projekt bio mi je zbilja uzbudljiv jer je oživio proces otkrivanja i pokazao mi da svatko, stvarno svatko, ima potencijal otkriti nešto novo, i da malo pitanje može dovesti do velikog otkrića. Promjena načina na koji osoba razmišlja o nečemu može biti laka ili teška. Sve ovisi o onome što osoba misli o toj promjeni. Ali mijenjanje načina na koji sam ja razmišljala o znanosti bilo je iznenađujuće lako. Kad smo počeli igrati igre i razmišljati o zagonetki, tad sam shvatila da znanost nije samo dosadan predmet te da svatko može otkriti nešto novo. Samo trebate priliku. Moja prilika došla je u obliku Beaua i Projekta blackawtonskih pčela.
Thank you.BL: Thank you very much. (Applause)
Hvala. BL: Puno hvala. (Pljesak)
(Applause)
(Pljesak)