It's a great pleasure to be here. It's a great pleasure to speak after Brian Cox from CERN. I think CERN is the home of the Large Hadron Collider. What ever happened to the Small Hadron Collider? Where is the Small Hadron Collider? Because the Small Hadron Collider once was the big thing. Now, the Small Hadron Collider is in a cupboard, overlooked and neglected. You know when the Large Hadron Collider started, and it didn't work, and people tried to work out why, it was the Small Hadron Collider team who sabotaged it because they were so jealous. The whole Hadron Collider family needs unlocking.
Veliko je zadovoljstvo biti ovdje. Veliko je zadovoljstvo govoriti nakon Briana Coxa iz CERN-a. Mislim da je CERN dom velikog hadronskog sudarača (LHC). Što se dogodilo s malim hadronskim sudaračem? Gdje je mali hadronski sudarač? Jer nekada je mali hadronski sudarač bio velika stvar. A sada je mali hadronski sudarač na polici, neprimjetan i zanemaren. Znate, kada je veliki hadronski sudarač započeo i nije uspio i ljudi su pokušavali odgonetnuti zašto nije uspio, ekipa iz malog hadronskog sudarača je to sabotirala zato što su bili jako ljubomorni. Cijela obitelj hadronskih sudarača treba otključavanje.
The lesson of Brian's presentation, in a way -- all those fantastic pictures -- is this really: that vantage point determines everything that you see. What Brian was saying was science has opened up successively different vantage points from which we can see ourselves, and that's why it's so valuable. So the vantage point you take determines virtually everything that you will see. The question that you will ask will determine much of the answer that you get.
Predavanje Brianove prezentacije, na neki način – sve te fantastične slike – je li to stvarno: taj povoljni trenutak određuje sve što vidite. Ono što je Brian rekao je to da je znanost otvorila uzastopno drugačije povoljne trenutke iz kojih se možemo vidjeti. I to je ono zbog čega je to toliko dragocjeno. Dakle, povoljne prilike koje uzmete određuju virtualno sve što ćete vidjeti. Pitanje koje ćete postaviti odredit će većinu odgovora koji ćete dobiti.
And so if you ask this question: Where would you look to see the future of education? The answer that we've traditionally given to that is very straightforward, at least in the last 20 years: You go to Finland. Finland is the best place in the world to see school systems. The Finns may be a bit boring and depressive and there's a very high suicide rate, but by golly, they are qualified. And they have absolutely amazing education systems. So we all troop off to Finland, and we wonder at the social democratic miracle of Finland and its cultural homogeneity and all the rest of it, and then we struggle to imagine how we might bring lessons back.
I ako postavite ovo pitanje: Gdje biste gledali da vidite budućnost obrazovanja? Odgovor koji uobičajeno dajemo na ovo pitanje je veoma jednoznačan, barem u zadnjih 20 godina. Otiđite u Finsku. Finska je najbolje mjesto na svijetu za vidjeti sustav školovanja. Finci se možda čine malo dosadnjikavi i depresivni i tamo je jako visok broj samoubojstava, ali su zasigurno kvalificirani. I imaju stvarno nevjerojatne sustave obrazovanja. I tako svi mi zajedno odemo u Finsku i čudimo se socijaldemokratskom čudu Finske i njenoj kulturne homogenosti i svega ostaloga i onda se borimo zamišljajući kako bismo mogli dovesti neku pouku sa sobom.
Well, so, for this last year, with the help of Cisco who sponsored me, for some balmy reason, to do this, I've been looking somewhere else. Because actually radical innovation does sometimes come from the very best, but it often comes from places where you have huge need -- unmet, latent demand -- and not enough resources for traditional solutions to work -- traditional, high-cost solutions, which depend on professionals, which is what schools and hospitals are.
Dakle, prošlu godinu uz pomoć Ciscoa koji me sponzorirao da iz nekog razloga ovo napravim, tražio sam negdje drugdje. Zato što zapravo radikalne inovacije ponekad dolaze od najboljih, ali često dolaze iz mjesta na kojima postoji velika potreba, nezadovoljstvo, skriveni zahtjevi i nedovoljno resursa kako bi tradicionalna riješenja radila – tradicionalno skupa rješenja koja ovise o profesionalcima, kao što su na primjer škole i bolnice.
So I ended up in places like this. This is a place called Monkey Hill. It's one of the hundreds of favelas in Rio. Most of the population growth of the next 50 years will be in cities. We'll grow by six cities of 12 million people a year for the next 30 years. Almost all of that growth will be in the developed world. Almost all of that growth will be in places like Monkey Hill. This is where you'll find the fastest growing young populations of the world. So if you want recipes to work -- for virtually anything -- health, education, government politics and education -- you have to go to these places. And if you go to these places, you meet people like this.
Pa sam završio na mjestu poput ovog. Ovo mjesto se zove Monkey Hill. To je jedna od stotine favela u Riu. Većina populacije će u sljedećih 50 godina biti u gradovima. Narast ćemo za 6 gradova od 12 milijuna ljudi na godinu sljedećih 30 godina. Većina tih ljudi će biti u razvijenom svijetu. Gotovo svi ti ljudi će biti u mjestima poput Monkey Hilla. Ovdje ćete naći najbržu mladu rastuću populaciju na svijetu. Pa ako želite recept za rad – za doslovno bilo što – zdravstvo, obrazovanje, vladajuću politiku i obrazovanje – morate ići na ta mjesta. I ako odete na mjesta poput ovih, srest ćete ljude poput ovih.
This is a guy called Juanderson. At the age of 14, in common with many 14-year-olds in the Brazilian education system, he dropped out of school. It was boring. And Juanderson, instead, went into what provided kind of opportunity and hope in the place that he lived, which was the drugs trade. And by the age of 16, with rapid promotion, he was running the drugs trade in 10 favelas. He was turning over 200,000 dollars a week. He employed 200 people. He was going to be dead by the age of 25. And luckily, he met this guy, who is Rodrigo Baggio, the owner of the first laptop to ever appear in Brazil. 1994, Rodrigo started something called CDI, which took computers donated by corporations, put them into community centers in favelas and created places like this. What turned Juanderson around was technology for learning that made learning fun and accessible.
Ovaj se dečko zove Juanderson. U 14-oj godini, slično kao i većina četrnaestogodišnjaka u brazilskom obrazovnom sustavu, napustio je školu. Bilo je dosadno. I Juanderson je, umjesto toga, otišao u nešto što mu je na neki način osiguravalo priliku i nadu u mjesto na kojemu je živio, to je trgovina drogom. I do šesnaeste godine, s brzim napretkom, vodio je tržište droge u deset favela. Okretao je preko 200.000 dolara na tjedan. Zapošljavao je 200 ljudi. Mogao je biti mrtav do 25. godine. I srećom, upoznao je jednog dečka, Rodriga Baggia, vlasnika prvog laptopa koji se ikada pojavio u Brazilu. 1994. godine Rodrigo je započeo nešto pod imenom CDI, što je predstavljalo uzimanje računala doniranih od raznih korporacija te stavljanje u centre zajednica u favele i stvorio je mjesta poput ovih. Ono što je promijenilo Juadersona je bila tehnologija za učenje što je učinilo učenje zabavnim i dostupnim.
Or you can go to places like this. This is Kibera, which is the largest slum in East Africa. Millions of people living here, stretched over many kilometers. And there I met these two, Azra on the left, Maureen on the right. They just finished their Kenyan certificate of secondary education. That name should tell you that the Kenyan education system borrows almost everything from Britain, circa 1950, but has managed to make it even worse. So there are schools in slums like this. They're places like this. That's where Maureen went to school. They're private schools. There are no state schools in slums. And the education they got was pitiful. It was in places like this. This a school set up by some nuns in another slum called Nakuru. Half the children in this classroom have no parents because they've died through AIDS. The other half have one parent because the other parent has died through AIDS. So the challenges of education in this kind of place are not to learn the kings and queens of Kenya or Britain. They are to stay alive, to earn a living, to not become HIV positive. The one technology that spans rich and poor in places like this is not anything to do with industrial technology. It's not to do with electricity or water. It's the mobile phone. If you want to design from scratch virtually any service in Africa, you would start now with the mobile phone. Or you could go to places like this.
Ili možete otići na mjesta poput ovog. Ovo je Kibera, najveće predgrađe u istočnoj Africi. Milijuni ljudi žive ovdje, rašireni na mnogo kilometara. I tamo sam upoznao ove dvije, Azra s lijeve strane, Maureen s desne. Baš su završile svoj kenijski program srednjoškolskog obrazovanja. Taj naziv bi vam trebao govoriti da je kenijsko obrazovanje posudilo gotovo sve od britanskog, negdje oko 1950., ali ga je uspjelo učiniti još i gorim. Dakle, postoje škole u predgrađima poput ovoga. To su ovakva mjesta. Tu je Maureen išla u školu. To su privatne škole. Ne postoje državne škole u predgrađima. I obrazovanje koje su dobile bilo je mizerno. Bilo je na mjestima poput ovoga. Ovo je škola koju su osnovale neke redovnice u drugom pregrađu zvanom Nakuru. Pola djece u ovoj učionici nema roditelje zato što su umrli od AIDS-a. Druga polovica ima jednog roditelja jer je drugi roditelj umro od AIDS-a. Dakle, izazov obrazovanja na ovakvom mjesto nije naučiti kraljeve i kraljice Kenije ili Britanije. Izazov je naučiti kako ostati živ, zaraditi za život, ne postati HIV pozitivan. Tehnologija koja se širi između bogatih i siromašnih mjesta poput ovoga nema ništa s industrijskom tehnologijom. Nema ništa s električnom strujom i vodom. To je mobilni telefon. Ako želite napraviti doslovno bilo koju službu u Africi, sada biste počeli s mobilnim telefonom. Ili možete otići na mjesta poput ovih.
This is a place called the Madangiri Settlement Colony, which is a very developed slum about 25 minutes outside New Delhi, where I met these characters who showed me around for the day. The remarkable thing about these girls, and the sign of the kind of social revolution sweeping through the developing world is that these girls are not married. Ten years ago, they certainly would have been married. Now they're not married, and they want to go on to study further, to have a career. They've been brought up by mothers who are illiterate, who have never ever done homework. All across the developing world there are millions of parents -- tens, hundreds of millions -- who for the first time are with children doing homework and exams. And the reason they carry on studying is not because they went to a school like this. This is a private school. This is a fee-pay school. This is a good school. This is the best you can get in Hyderabad in Indian education. The reason they went on studying was this.
Ovo mjesto se zove Madangiri Settlement Colony i veoma je razvijeno predgrađe, nekih 25 minuta izvan New Delhija, gdje sam upoznao ove osobe koje su bile moji turistički vodiči tijekom dana. Osobita stvar kod ovih djevojaka i znak socijalne revolucije koja se širi kroz zemlje u razvoju je to da te djevojke nisu udane. Prije 10 godina bi zasigurno bile udane. Sada nisu udane i žele dalje učiti, imati karijeru. Podigle su ih majke koje su nepismene, koje nikad nisu napisale niti jednu domaću zadaću. Posvuda u zemljama u razvoju postoje milijuni roditelja, deset, sto milijuna koji po prvi puta s djecom rade domaće zadaće i ispite. A razlog zbog kojega nastavljaju školovanje je zato što nisu išle u škole poput ovih. Ovo je privatna škola. Ovo je škola u kojoj se plaća naknada. Ovo je dobra škola. Ovo je najbolje što možete dobiti u Hyderabadu u indijskom obrazovanju. Razlog zbog kojeg su išle studirati je ovo.
This is a computer installed in the entrance to their slum by a revolutionary social entrepreneur called Sugata Mitra who has conducted the most radical experiments, showing that children, in the right conditions, can learn on their own with the help of computers. Those girls have never touched Google. They know nothing about Wikipedia. Imagine what their lives would be like if you could get that to them.
Ovo je računalo instalirano na ulazu u njihovo predgrađe, a instalirao ga je poduzetnik Sugata Mitra koji je izveo većinu ključnih pokusa, pokazujući da djeca u pravim uvjetima mogu učiti sama uz pomoć računala. Te djevojke nikad nisu došle do Googlea. Ne znaju ništa o Wikipediji. Zamislite kakav bi im život bio da im to možete dati.
So if you look, as I did, through this tour, and by looking at about a hundred case studies of different social entrepreneurs working in these very extreme conditions, look at the recipes that they come up with for learning, they look nothing like school. What do they look like? Well, education is a global religion. And education, plus technology, is a great source of hope. You can go to places like this.
Dakle, ako pogledate, kao što sam ja učinio tijekom ovog obilaska, gledajući u oko sto slučaja obrazovanja različitih socijalnih poduzetnika kako rade u ovim veoma ekstremnim uvjetima, pogledajte upute koje su smislili za učenje, ne izgledaju nimalo kao škola. Kako izgledaju? Pa, obrazovanje je globalna religija. I obrazovanje plus tehnologija je odličan izvor nade. Možete otići na mjesta poput ovih.
This is a school three hours outside of Sao Paulo. Most of the children there have parents who are illiterate. Many of them don't have electricity at home. But they find it completely obvious to use computers, websites, make videos, so on and so forth. When you go to places like this what you see is that education in these settings works by pull, not push. Most of our education system is push. I was literally pushed to school. When you get to school, things are pushed at you: knowledge, exams, systems, timetables. If you want to attract people like Juanderson who could, for instance, buy guns, wear jewelry, ride motorbikes and get girls through the drugs trade, and you want to attract him into education, having a compulsory curriculum doesn't really make sense. That isn't really going to attract him. You need to pull him. And so education needs to work by pull, not push.
Ovo je škola udaljena tri sata od Sao Paula. Većina djece imaju roditelje koji su nepismeni. Mnogi od njih nemaju struje u kućama. Ali smatraju potpuno normalnim upotrebljavati računala, internet stranice, napraviti video i tako dalje. Kada odete na ovakva mjesta ono što vidite je da obrazovanje u ovakvim okolnostima radi po principu poticaja, a ne guranja. Većina našeg sustava obrazovanja je guranje. Doslovno sam natjeran u školu. Kada dođete u školu prisiljeni ste na neke stvari, znanje, ispiti, sustavi, rasporedi. Ako želite privući ljude poput Juanandersona koji je na primjer mogao kupovati pištolje, nositi nakit, voziti motore i dobivati djevojke preko trgovine drogom i želite ga privući obrazovanju uz pomoć obveznog nastavnog plana i programa, to zaista nema smisla. To ga neće privući. Trebate ga potaknuti. I tako, obrazovanje treba biti poput povlačenja, a ne guranja.
And so the idea of a curriculum is completely irrelevant in a setting like this. You need to start education from things that make a difference to them in their settings. What does that? Well, the key is motivation, and there are two aspects to it. One is to deliver extrinsic motivation, that education has a payoff. Our education systems all work on the principle that there is a payoff, but you have to wait quite a long time. That's too long if you're poor. Waiting 10 years for the payoff from education is too long when you need to meet daily needs, when you've got siblings to look after or a business to help with. So you need education to be relevant and help people to make a living there and then, often. And you also need to make it intrinsically interesting.
I tako je ideja nastavnog plana potpuno beznačajna u ovakvim okolnostima. Trebate započeti obrazovanje pomoću stvari koje im znače razliku u njihovom okruženju. Što bi to bilo? Pa, ključ je motivacija i postoje dva vida toga. Jedan je poticati vanjsku motivaciju. Da se obrazovanje isplati. Naš obrazovni sustav radi na principu da se to sve isplati, ali morate relativno dugo čekati. To je predugo ako ste siromašni. Čekati 10 godina da se obrazovanje isplati je predugo kad se susrećete s dnevnim potrebama, kad imate braću na koju morate paziti ili posao za koji vam treba pomoć. Dakle, trebate obrazovanje koje će biti bitno i pomoći ljudima da žive tamo i tada. I također ga trebate napraviti zanimljivim iznutra.
So time and again, I found people like this. This is an amazing guy, Sebastiao Rocha, in Belo Horizonte, in the third largest city in Brazil. He's invented more than 200 games to teach virtually any subject under the sun. In the schools and communities that Taio works in, the day always starts in a circle and always starts from a question. Imagine an education system that started from questions, not from knowledge to be imparted, or started from a game, not from a lesson, or started from the premise that you have to engage people first before you can possibly teach them. Our education systems, you do all that stuff afterward, if you're lucky, sport, drama, music. These things, they teach through. They attract people to learning because it's really a dance project or a circus project or, the best example of all -- El Sistema in Venezuela -- it's a music project. And so you attract people through that into learning, not adding that on after all the learning has been done and you've eaten your cognitive greens.
Dakle, s vremena na vrijeme pronalazim ljude poput ovih. Ovo je odličan dečko, Sebastiao Rocha u Belo Horizonteu, trećem najvećem gradu u Brazilu. Izumio je više od 200 igara kako naučiti bilo koji predmet pod suncem. U školama i zajednicama u kojima Taio radi dan uvijek počinje sjedenjem u krugu i s postavljanjem pitanja, Zamislite edukacijski sustav koji je započeo pitanjima, ne sa znanjem koje se treba pružati, ili s igrom, ne s predavanjem, ili s pretpostavkom da ljude morate aktivirati prije nego što ih uopće možete naučiti nečemu. U našim obrazovnim sustavima sve te stvari radite poslije, ako imate sreće; sport, drama, glazba. Te stvari oni uče kroz obrazovanje. Oni privlače ljude na učenje jer je to zaista plesni projekt ili cirkus projekt, najbolji primjer od svih – El Sistema u Venezueli – glazbeni projekt. I tako kroz to privlačite ljude na učenje, ne dodajući da je nakon svega učenje gotovo i da ste pojeli svoje kognitivno zelenilo.
So El Sistema in Venezuela uses a violin as a technology of learning. Taio Rocha uses making soap as a technology of learning. And what you find when you go to these schemes is that they use people and places in incredibly creative ways. Masses of peer learning. How do you get learning to people when there are no teachers, when teachers won't come, when you can't afford them, and even if you do get teachers, what they teach isn't relevant to the communities that they serve? Well, you create your own teachers. You create peer-to-peer learning, or you create para-teachers, or you bring in specialist skills. But you find ways to get learning that's relevant to people through technology, people and places that are different.
Dakle, El Sistema u Venezueli koristi violinu kao tehnologiju učenja. Taio Rocha upotrebljava izradu sapuna kao tehnologiju učenja. I ono što pronađete tamo kad odete u te sustave je to da koriste ljude i mjesta na nevjerojatno kreativne načine. Masa iskustvenog učenja. Kako uspijete naučiti ljude kad nema učitelja, kad učitelji ne žele doći, kada si ih ne možete priuštiti i kada čak i onda kad dobijete učitelje ono što ih naučite nije bitno za zajednicu kojoj služe? Pa, stvorite vlastite učitelje. Stvorite iskustveno učenje ili pomoćne učitelje ili dovedete vještog specijalista. Ali pronađete načine kako bi učenje postalo ono važno ljudima kroz tehnologiju, ljude i mjesta koja su različita.
So this is a school in a bus on a building site in Pune, the fastest growing city in Asia. Pune has 5,000 building sites. It has 30,000 children on those building sites. That's one city. Imagine that urban explosion that's going to take place across the developing world and how many thousands of children will spend their school years on building sites. Well, this is a very simple scheme to get the learning to them through a bus. And they all treat learning, not as some sort of academic, analytical activity, but as that's something that's productive, something you make, something that you can do, perhaps earn a living from.
Dakle, ovo je škola u autobusu na gradilištu u Puneu, gradu s najvećim porastom stanovništva u Aziji. Pune ima 5.000 gradilišta. Na tim gradilištima je oko 30.000 djece. To je jedan grad. Zamislite tu urbanu eksploziju koja će se dogoditi u zemljama u razvoju i kako će tisuće djece provesti svoje školske godine na gradilištima. Pa, ovo je vrlo jednostavna shema da bi im se učenje predstavilo u autobusu. I svi se ponašaju prema učenju ne kao prema nekoj vrsti akademske, analitičke aktivnosti, nego kao prema nečemu što je produktivno, nečemu što napravite, nećemu što sami možete napraviti ili od čega možda možete živjeti.
So I met this character, Steven. He'd spent three years in Nairobi living on the streets because his parents had died of AIDS. And he was finally brought back into school, not by the offer of GCSEs, but by the offer of learning how to become a carpenter, a practical making skill. So the trendiest schools in the world, High Tech High and others, they espouse a philosophy of learning as productive activity. Here, there isn't really an option. Learning has to be productive in order for it to make sense.
Upoznao sam jednu osobu, Stevena. Proveo je tri godine živeći na ulicama Nairobija zato što su mu roditelji umrli od AIDS-a. I konačno je vraćen u školu, ne zbog GCSE-a već zato da bi naučio kako postati stolar, vještina praktične izrade. Najpopularnije škole u svijetu, srednja škola High Tech i ostale, zauzimaju filozofiju učenja kao produktivne aktivnosti. Ovdje to nije opcija. Učenje mora biti produktivno da bi imalo smisla.
And finally, they have a different model of scale, and it's a Chinese restaurant model of how to scale. And I learned it from this guy, who is an amazing character. He's probably the most remarkable social entrepreneur in education in the world. His name is Madhav Chavan, and he created something called Pratham. And Pratham runs preschool play groups for, now, 21 million children in India. It's the largest NGO in education in the world. And it also supports working-class kids going into Indian schools. He's a complete revolutionary. He's actually a trade union organizer by background, and that's how he learned the skills to build his organization.
I u konačnici, imaju drugačije modele rangiranja. I kineski restoran je model toga kako rangirati. I to sam naučio od jednog tipa, koji je sjajna osoba. On je vjerojatno jedan od najosobitijih socijalnih poduzetnika u obrazovanju na svijetu. Ime mu je Madhav Chavan i stvorio je nešto zvano Pratham. I Pratham vodi predškolske dječje vrtiće za trenutno 21 milijun djece u Indiji. To je najveća nevladina organizacija u svijetu što se obrazovanja tiče. I također podupire djecu iz radničkih obitelji da idu u indijske škole. Totalni je revolucionar. Zapravo je u pozadini organizator sindikata. I na taj je način naučio vještine kako bi izgradio ovu organizaciju.
When they got to a certain stage, Pratham got big enough to attract some pro bono support from McKinsey. McKinsey came along and looked at his model and said, "You know what you should do with this, Madhav? You should turn it into McDonald's. And what you do when you go to any new site is you kind of roll out a franchise. And it's the same wherever you go. It's reliable and people know exactly where they are. And there will be no mistakes." And Madhav said, "Why do we have to do it that way? Why can't we do it more like the Chinese restaurants?"
Kada su došli do određenog stupnja razvoja, Pratham je postao dovoljno velik da privuče nešto pro bono podrške od McKinseya. McKinsey je došao i pogledao ovaj model i rekao: "Znate što trebate učiniti s ovim Madhav? Trebate to pretvoriti u McDonalds. I ono što ćete učiniti kada dođete na bilo koje novo gradilište je nešto poput franšize. I isto je gdje god odete. Pouzdano je i ljudi znaju točno gdje ste. I neće biti zabune." I Madhav je rekao, "Zašto to moramo učiniti na taj način? Zašto to ne bismo učinili poput kineskih restorana?“
There are Chinese restaurants everywhere, but there is no Chinese restaurant chain. Yet, everyone knows what is a Chinese restaurant. They know what to expect, even though it'll be subtly different and the colors will be different and the name will be different. You know a Chinese restaurant when you see it. These people work with the Chinese restaurant model -- same principles, different applications and different settings -- not the McDonald's model. The McDonald's model scales. The Chinese restaurant model spreads.
Posvuda postoje kineski restorani, ali ne postoji lanac kineskih restorana. No ipak, svi znaju što je kineski restoran. Znaju što očekivati, čak i ako će biti malo drugačije i boje će biti drugačije i ime će biti drugačije. Prepoznajete kineski restoran kada ga vidite. Ovi ljudi rade s modelom kineskog restorana. Isti principi, drugačiji zahtjevi i drugačije postavke. Ne model McDonaldsa. Model McDonaldsa se rangira. Model kineskog restorana se širi.
So mass education started with social entrepreneurship in the 19th century. And that's desperately what we need again on a global scale. And what can we learn from all of that? Well, we can learn a lot because our education systems are failing desperately in many ways. They fail to reach the people they most need to serve. They often hit their target but miss the point. Improvement is increasingly difficult to organize; our faith in these systems, incredibly fraught. And this is just a very simple way of understanding what kind of innovation, what kind of different design we need.
Dakle, masovno obrazovanje započelo je sa socijalnim poduzetništvom u 19. stoljeću. I to je ono što očajnički trebamo na globalnoj razini. I što iz svega toga možemo naučiti? Pa, možemo mnogo naučiti zato što naši obrazovni sustavi očajnički podbacuju na mnogo načina. Podbacuju u tome da dopru do ljudi u onome što najviše trebaju kako bi shvatili. Često pogode metu, ali promaše poantu. Napredak je sve teže organizirati. Naša je vjera u sustave nevjerojatno velika. I ovo je samo jednostavan način razumijevanja kakvu vrstu inovacije i kakvu vrstu drugačijeg dizajna trebamo.
There are two basic types of innovation. There's sustaining innovation, which will sustain an existing institution or an organization, and disruptive innovation that will break it apart, create some different way of doing it. There are formal settings -- schools, colleges, hospitals -- in which innovation can take place, and informal settings -- communities, families, social networks. Almost all our effort goes in this box, sustaining innovation in formal settings, getting a better version of the essentially Bismarckian school system that developed in the 19th century. And as I said, the trouble with this is that, in the developing world there just aren't teachers to make this model work. You'd need millions and millions of teachers in China, India, Nigeria and the rest of developing world to meet need. And in our system, we know that simply doing more of this won't eat into deep educational inequalities, especially in inner cities and former industrial areas.
Postoje dva osnovna tipa inovacija. Održavajuća inovacija koja će održati postojeću instituciju ili organizaciju i ometajuća inovacija koja će to slomiti i stvoriti drugačiji način na koji će se to raditi. Postoje formalne postavke, škole, fakulteti, bolnice, u kojima inovacije mogu zauzeti mjesto i neformalne postavke, zajednice, obitelji, društvene mreže. Gotovo sav naš napor ide u ovu kutiju, održavanje inovacija u formalnim postavkama kako bi dobili bolju verziju Bismarckovskog školskog sustava koji se razvio u 19. stoljeću. I kao što sam rekao, problem s time je to što u zemljama u razvoju nema učitelja pomoću kojih bi ovaj model radio. Trebali bi nam milijuni i milijuni učitelja u Kini, Indiji, Nigeriji i ostatku zemalja u razvoju da bismo zadovoljili potrebe. A u našem sustavu, znamo da jednostavno djelovanje više od ovog neće uzrokovati duboke obrazovne nejednakosti, posebno u unutrašnjim gradovima i bivšim industrijskim područjima.
So that's why we need three more kinds of innovation. We need more reinvention. And all around the world now you see more and more schools reinventing themselves. They're recognizably schools, but they look different. There are Big Picture schools in the U.S. and Australia. There are Kunskapsskolan schools in Sweden. Of 14 of them, only two of them are in schools. Most of them are in other buildings not designed as schools. There is an amazing school in Northen Queensland called Jaringan. And they all have the same kind of features: highly collaborative, very personalized, often pervasive technology, learning that starts from questions and problems and projects, not from knowledge and curriculum. So we certainly need more of that.
Eto zašto trebamo više vrsta inovacija. Trebamo više ponovljenih izuma. I svuda po svijetu vidite sve više škola kako se ponovno uspostavljaju. To su prepoznatljive škole, ali izgledaju drugačije. Tu su Big Picture škole u SAD-u i Australiji. Tu su Kunscap Skolan škole u Švedskoj. Od njih četrnaest, samo dvije su u školama. Većina ih je u drugim zgradama koje nisu dizajnirane kao škole. Tu je nevjerojatna škola u Sjevernom Queenslandu pod imenom Jaringan. I sve imaju iste značajke, visoko suradničke, veoma personalizirane, često prožete tehnologijom. Učenje koje počinje od pitanja i problema i projekata, a ne od znanja i nastavnog plana. Stoga definitivno trebamo više toga.
But because so many of the issues in education aren't just in school, they're in family and community, what you also need, definitely, is more on the right hand side. You need efforts to supplement schools. The most famous of these is Reggio Emilia in Italy, the family-based learning system to support and encourage people in schools. The most exciting is the Harlem Children's Zone, which over 10 years, led by Geoffrey Canada, has, through a mixture of schooling and family and community projects, attempted to transform not just education in schools, but the entire culture and aspiration of about 10,000 families in Harlem. We need more of that completely new and radical thinking. You can go to places an hour away, less, from this room, just down the road, which need that, which need radicalism of a kind that we haven't imagined.
Ali zato što mnogo pitanja u obrazovanju nije samo u školama, već su u obiteljima i zajednicama, još nešto što definitivno trebate je više na desnoj strani. Trebate napore da biste nadomjestili škole. Najpoznatija od njih je Reggio Emilia u Italiji, obiteljski baziran sustav učenja koji podržava i potiče ljude u školama. Najuzbudljivija je Harlem dječja zona, koja već preko 10 godina pod vodstvom Geoffreya Canadea kroz kombinaciju školskih, obiteljskih i projekata zajednice pokušava promijeniti ne samo edukaciju u školama već cijelu kulturu i težnje kod oko 10.000 obitelji u Harlemu. Trebamo više takvog potpuno novog i radikalnog razmišljanja. Možete otići na mjesta koja su samo sat vremena udaljena od ove prostorije, niz cestu, koja trebaju tako nešto, koja trebaju radikalizam na način koji nismo ni zamišljali.
And finally, you need transformational innovation that could imagine getting learning to people in completely new and different ways. So we are on the verge, 2015, of an amazing achievement, the schoolification of the world. Every child up to the age of 15 who wants a place in school will be able to have one in 2015. It's an amazing thing. But it is, unlike cars, which have developed so rapidly and orderly, actually the school system is recognizably an inheritance from the 19th century, from a Bismarkian model of German schooling that got taken up by English reformers, and often by religious missionaries, taken up in the United States as a force of social cohesion, and then in Japan and South Korea as they developed.
I konačno, trebate transformacijsku inovaciju koja bi omogućila da prikažemo ljudima učenje na potpuno nove i drugačije načine. Dakle, na rubu smo, 2015., nevjerojatnog dostignuća, obrazovanja svijeta. Svako dijete do 15 godine koje želi mjesto u školi će ga moći dobiti 2015. To je nevjerojatna stvar. Ali je, za razliku od auta koji su se razvili tako brzo i uredno, školski sustav zapravo prepoznatljivo nasljeđe iz 19. stoljeća od Bismarckovog modela njemačkog školovanja koje su preuzeli engleski reformatori, i često religiozni misionari i preuzeto je u SAD-u kao sila socijalne kohezije i onda u Japanu i Južnoj Koreji kako su se razvijale.
It's recognizably 19th century in its roots. And of course it's a huge achievement. And of course it will bring great things. It will bring skills and learning and reading. But it will also lay waste to imagination. It will lay waste to appetite. It will lay waste to social confidence. It will stratify society as much as it liberates it. And we are bequeathing to the developing world school systems that they will now spend a century trying to reform. That is why we need really radical thinking, and why radical thinking is now more possible and more needed than ever in how we learn.
19. stoljeće prepoznatljivo je u korijenima. I naravno da je to veliko dostignuće. I naravno da će donijeti odlične stvari. Donijet će vještine i učenje i čitanje. Ali će također uništiti maštu. Uništit će apetit. Uništit će društveno povjerenje. Ali će također stratificirati društvo što je liberalnije moguće. I sada nagoviještamo školskim sustavima svijeta u razvoju kako će sada potrošiti stoljeće pokušavajući se reformirati. Zato trebamo radikalno razmišljanje, i zato je radikalno razmišljanje sada moguće i potrebnije nego ikada u tome kako učimo.
Thank you. (Applause)
Hvala vam.