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.
非常榮幸來到這裡 非常榮幸能夠接在 歐洲核子研究組織的布賴恩.科克斯之後演講 歐洲核子研究組織是 大型強子對撞機的基地 那麼,小型強子對撞機怎麼了? 跑到哪裡去了? 小型強子對撞機曾經轟動一時 現在被收到櫃子裡去了 被大家忽略、遺忘了 大型強子對撞機方案實行初期 並未成功,工作人員開始找原因 結果居然是小型強子對撞機小組 在暗中搞破壞 因為他們實在太嫉妒了 整個強子研究團隊需要 彼此開誠佈公
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.
布賴恩的演講 和強子研究的願景 告訴我們 對事情的觀點決定一切 布賴恩的意思是 科學不斷發現新的觀點 我們藉此認識自己 這也是科學的可貴 所以你對事物的觀點 決定了自己眼前所見 你所提出的問題 也會決定將得到的答案
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.
如果你問的是 教育的未來在哪裡? 通常我們得到的回答 是很直接的,至少過去二十年是如此 看看芬蘭好了 芬蘭有全世界最好的教育制度 芬蘭人或許不大有趣、陰鬱、自殺率又高 但他們的確都有高學歷 芬蘭的教育制度真是非常了不起 大家前仆後繼前往朝聖 芬蘭的社會民主主義奇蹟 文化同質性高,一切都令人驚艷 我們努力思索該怎麼把 所見所聞帶回來
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.
所以去年一年裡 思科系統公司不知發了什麼瘋 願意贊助我做這件事 我本來是去其他地方尋找教育的未來 因為根本的創新有時候 的確是源自於菁英份子 但根本的創新常是來自 有許多迫切需求的地方 這些需求沒獲得滿足 也無足夠資源供傳統方法解決問題 傳統方法往往需要高成本 必須倚重專業人士 學校和醫院就是採用這種模式
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.
所以我最後來到這裡 這是Monkey Hill 里約熱內盧眾多貧民區之一 未來五十年大部分的人口成長 將集中在都市 未來30年內,全球 每年將增加7200萬人 絕大部分集中在開發中國家 其中又有絕大部分的人口成長 會集中在像Monkey Hill這樣的地方 不難發現這裡會是 全球青壯人口成長最快的地方 因此,若想要找解決方案 無論是醫療、教育 還是政治的層面 特別是教育 就得深入這些貧民區 你到了這些地方,就會遇到這些人
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.
這個孩子名叫Juanderson 他14歲 他跟巴西許多十四歲的孩子一樣 最後輟學了 因為學校太無聊了 於是Juanderson選擇從事 可帶來一絲機會和希望的工作 在那裡,指的就是毒品交易 隨著生意愈做愈大,他十六歲時 就掌管十個貧民區的毒品交易, 一週的交易額高達20萬美元。 手下有兩百個人 本來他25歲就會死了 但幸好遇見了這個人 他是羅德里戈‧巴吉歐 巴西第一個擁有筆電的人 羅德里戈在1994成立了 資訊科技民主化委員會(CDI) 他們把一些 企業捐贈的電腦 送給貧民區的社區中心 設立許多像這樣的地方 使Juanderson人生轉變的 是輔助學習的科技 使學習變得有趣,不再遙不可及
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.
或你也可以到這裡 這是基貝拉,東非最大的貧民區 有數百萬人住在這裡 範圍綿延好幾公里 我遇見兩位女孩 左邊是阿玆拉,右邊是莫琳 他們剛拿到肯亞 中學教育證書 從「中學教育」一詞,不難了解肯亞的教育體系 幾乎全部都是 移植自英國,1950年起便是如此 這反而使肯亞的教育每下愈況 於是貧民區出現了這樣的學校 像這樣的地方 這是莫琳念的學校 全是私立學校,貧民區裡沒有公立學校 她們所受的教育真是處境堪憐 就是在這些地方...畫面上這個學校是修女創辦 位在另一個叫納庫魯的貧民區 這教室裡半數的學生父母雙亡 都死於愛滋病 另一半的學生則來自單親家庭 因為他們的父親或母親同樣死於愛滋病 所以教育所面臨的困難 特別在這種地方 並非教學生認識肯亞或英國的歷任王室 而是要學習如何活下來,如何討生活 如何不染上愛滋病 可以跨越貧富差距的科技 在這樣的地方只找得到一樣 不是工業科技 也不是電力或自來水 而是行動電話 假設你想從頭開始規劃 非洲的服務設施 行動電話會是第一選擇 或如果你到這樣的地方
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.
這是印度的Madangiri聚落 是個規模相當大的貧民區 距離新德里約25分鐘的路程 我在那裏遇到這些人 他們帶我四處看看 這些女孩真了不起 我好像見證了社會改革 正席捲著發展中國家 這些女孩都還沒結婚 再早個十年,她們早就嫁做人婦了 現在她們都還單身 想要繼續讀書,有一份工作 扶養她們長大的母親都不識字, 也不曾做過家庭作業 現在有許多發展中國家,數以百萬 千萬、甚至上億的父母 有生以來第一次 和自己的孩子一起做功課,一起準備考試 他們重返校園讀書的原因 不是因為他們念了這樣的學校 這是一所私立學校 是要付學費的,這所學校很好 可以算是頂尖的學校 在印度的海德拉巴找不到更好的了 這些父母之所以繼續念書
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.
是因為貧民區的入口處裝了台電腦 是一位社會改革企業家所捐的 他是蘇格塔‧米特拉 他採取了顛覆傳統的作法 告訴我們,孩子只要有適當條件 加上電腦的輔助,就可以獨立學習 那些女孩從沒用過Google 也沒聽過維基百科 想想看,他們生活將有的轉變 就是因為那台電腦
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.
所以各位看見 我在這趟考察看到的東西 再看看這一百多項個案研究 不同社會企業家 冋樣在惡劣環境中努力 看看他們針對學習所開出的處方 一點也不像傳統的學校 那究竟看起來像什麼? 人人奉教育為圭臬 教育,再加上科技 則是無窮希望的源頭 你可以到這裡
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.
這所學校距離聖保羅3個小時車程 絕大部分孩子的父母是文盲 許多孩子家裡連電都沒有 但是他們完全習慣 使用電腦、上網 拍攝影片等等 在這樣的地方 不難發現 貧民區裡教育工作的推動 是透過吸引學生,不是逼迫他們 我們的教育多半用逼迫的方式 我的求學過程也是如此 學校裡,許多東西排山倒海而來 課本知識、大小考試 體制問題、按表操課 假如你想吸引Juanderson這樣的孩子 這樣的孩子不論是 購買槍枝、穿金戴銀 騎重型機車、交女朋友 都是透過毒品交易 要吸引這樣的孩子來讀書 制式的課程是行不通的 無法吸引這樣的孩子 要吸引他來 所以教育要用「吸力」不是「推力」
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.
所謂課程的概念 在這樣的環境完全派不上用場 教育的起點 應該是讓孩子學習如何改變 身處的生活環境 那是什麼呢? 學習動機是關鍵,這可以從兩方面來看 一是要提供外在學習動機 也就是受教育是有益的 我們的教育體系之所以成功 就是立基於「有益」這個觀念 但這得等上好一段時間 這對貧窮的人而言太久了 等個十年再享受教育的好處 實在太遙遠,尤其當你需要糊口 或要照顧弟妹 或幫家裡做生意,更顯得緩不濟急 所以教育必須符合實際需求 幫助人們解決謀生的問題 另外,還要讓學習變得非常有趣
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.
我常常遇到這類人 這位是賽巴斯汀‧洛克,他很了不起 他在貝洛奧里藏特 也就是巴西第三大城 研發了兩百多種遊戲 用來任何你想得到的課程 無論在學校或社區 只要他工作的地方 每天一開始,大家會圍成一個圈 開始於提出一個問題 想想看,教育以問題做起點 而不是填鴨知識 以遊戲做起點,而不是上課 以一個前提做起點 就是要先吸引孩子的注意力 才有可能真正教導他們 我們的教育體系 剛好反向操作,運氣不錯的話 還有體育、戲劇、音樂課可以上 這裡則透過體育、戲劇、音樂來教學 這種教學之所以吸引孩子學習 是因為會有真正的舞蹈 真正的馬戲團表演 或舉個最好的例子 委內瑞拉國立青少年管弦樂團 這是音樂課的一部份 所以,真實生動的課程能吸引孩子學習 而不是等到要實作的時候 孩子已經被迫學一堆東西 卻還是一知半解
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.
委內瑞拉國立青少年管弦樂團 把小提琴當作學習的工具 賽巴斯汀‧洛克把製作香皂 當作學習的工具 看到這些學習策略 會發現他們運用人和地利之便 發揮極大的創意 同儕互相學習 如果你想傳播學習的種子 卻沒有老師教 或老師不願意來,或請不起老師 就算真的找到老師 他們教的不是這些人要的該怎麼辦? 那麼就自己找人教 建立同儕之間的學習方式 或是找準教師,或引進專業技能 重點是要看當地的學習需求 隨著人、地方或技術的不同加以調整
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.
這是所巴士裡的學校 位於一個建築工地 這城叫作普那,是亞洲發展最快的城市 普那有5000個建築工地 有三萬名兒童 生活在這些工地裡 這只是一個例子 想像一下,都市人口爆增 是發展中國家都將面臨的問題 到時不知道有多少孩子 求學生涯會在建築工地裡度過 這是一個計畫非常簡單 把巴士融入學習 他們並不把學習看成是 學術分析的活動 反而覺得學習很用 能做出某些東西 可以實際操作,或許還能以此謀生
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.
我遇到了史蒂文這個人 他曾在奈洛比流落街頭三年 因為他的父母親皆死於愛滋病 最後他終於重返校園 不是因為想拿中學教育證書 而是因為木工訓練課程 這項動手實作的課程 世界最熱門的學校 頂尖的高科技學府 也深信學習是有效益的活動 在貧民區別無選擇 上學必須帶來效益 否則就沒有意義
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.
後來他們發展出一種不同的模式 也就是「中國餐館」模式 去拓展規模 我跟著他學習 他是很優秀的人 他可說是最了不起的社會企業家 世上難以找到他這樣的人 他叫作馬達夫‧查凡 創立了布拉罕這個機構 布拉罕創辦學齡前遊戲團體 幫助2100萬個印度小孩 這是世界最大的教育類非政府組織 也可資助印度勞工的孩子上學 馬達夫是真正的改革家 其實,他曾當過工會組織籌辦人 於是學到許多技能 用來創立布拉罕
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?"
布拉罕發展到一個階段 開始吸引 麥肯錫慈善資金的挹注 麥肯錫研究了馬達夫的營運模式後說 「馬達夫,你知道要怎麼進行嗎?」 「應該把你這一套變成麥當勞」 「不管到什麼新的地方」 「可以設立布拉罕分店」 「到哪裡都一樣」 「這樣不但可靠,又可以打響名號」 「大家就會知道布拉罕」 馬達夫這麼說 「我們為什麼要學麥當勞?」 「我們為什麼不能像中國餐館一樣?」
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.
到處都有中國餐館 卻沒有連鎖經營的中國餐館 可是每個人都知道中國餐館的樣子 知道裡面有什麼,雖然不盡相同 顏色、名字也不一樣 中國餐館實在很好認 布拉罕以中國餐館模式運作 同樣的準則,但環境和應用都不同 不是麥當勞的模式 麥當勞模式只是規模變大 中國餐館模式則會流傳開來
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.
大眾教育 始於社會企業家的精神 最早在19世紀就有了 而我們現在再度急需 這種精神傳到世界各地 從以上種種,可以學到什麼? 值得學習的地方可多了 我們的教育制度 正在分崩離析 我們的教育無法觸及那些 最需要受教育的人 常常找到對象卻抓不到重點 制式的改革 愈來愈沒有章法 我們對教育非常擔憂 用個最簡單的方法 來了解我們究竟需要什麼創新 需要什麼特別的計劃
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.
創新基本上有兩種 一種是永續型創新 維持現有的機構組織 另一種是顛覆型創新 打破舊有一切,創造不同的作法 有所謂體制內的環境 例如中小學、大學、醫院 這些實行創新的地方 也有體制外的環境,如社區 家庭、社會網絡 我們的努力多半聚焦在這裡 維持體制內的創新 不斷的修正 俾斯麥主張的學校制度 這制度從19世紀就已實行 但我說過,問題在於 發展中國家 沒有老師來實施這個制度 需要有數百萬的老師 在中國、印度、奈及利亞 及其他發展中國家,去滿足學生需求 而就目前的制度來看 光這樣做是無法 解決教育不平等的問題 對於巿中心的貧民區 或舊時的工業區更是如此
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.
所以我們還需要三種改革 首先,我們需要教育再造 放眼世界所看到的 是愈來愈多學校進行教育再造 學校本質還是學校,但是不太一樣 這些擁有「願景」的學校 分佈在美國和澳洲 另外還些稱作 Kunscap Skolan 的瑞典學校 這14所學校中 只有兩所是真正的「學校」 其他則隱身於非學校的場地 北昆士蘭有一所很棒的學校 叫做Jaringan 這類學校都有共同的特色 通力合作,適性教學 學習主軸涵蓋不同技術 這裡的學習是由發問開始 找出問題,提出計畫 而不是從既定知識或課程開始 我們需要更多這類的學校
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.
然而教育的諸多問題 並非只存在學校之中 也和家庭及社區相關 所以教育當然也需要 更多來自體制外的協助 需要外在資源去輔助學校教育 義大利著名的瑞吉歐.艾蜜莉亞 她提出「家庭學習制度」 提供教育工作者支持與鼓勵 最振奮人心的當屬「哈林兒童區」 10年來由傑佛瑞‧堪拿大推動 試圖結合學校教育 家庭教育、社區計畫 改革的對象除了學校教育 還包括紐約哈林區 約1萬個家庭的文化型態 我們需要更多 大刀闊斧的新思維 當你走出這個演講廳 走大約一小時的路 或許就會發現 那裡正需要這種不同凡響的創新
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.
最後,創新需要改頭換面 讓所謂的學習 以不同於以往的方式進行 很快,在2015年 會有項了不起的成就 世界會「學校化」 每個15歲以下的孩子只要想上學 到時一定有學校可念 這實在很了不起 但是教育工作 不像汽車工業 發展得如此迅速、有條不紊 其實現今的學校體系 是承襲19世紀 俾斯麥所主張的普魯士教育模式 英國改革派後來加以採納 之後 傳教士 也在美國開始推行 並凝聚成社會共識 後來也在日本及南韓發展起來
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.
學校教育源起於19世紀 當然是很大的成就 而且學校教育一直都會有所貢獻 如技能、學習、閱讀等等 但學校教育也容易扼殺想像力 扼殺學習的慾望及自信 把社會階級分化 儘管也能將社會解放 而發展中國家正因承襲了 我們的學校制度 現在得花上整個世紀進行改革 所以我們才需要全新的思維 因為現在唯有這樣的思維 才是孩子學習真正所需
Thank you. (Applause)
謝謝