I'm very fortunate to be here. I feel so fortunate. I've been so impressed by the kindness expressed to me. I called my wife Leslie, and I said, "You know, there's so many good people trying to do so much good. It feels like I've landed in a colony of angels." It's a true feeling. But let me get to the talk -- I see the clock is running.
Imam sreće što sam ovdje osjećam se sretnim Potpuno sam impresioniran sa dobrotom koja mi se iskazuje. Nazvao sam svoju ženu Leslie i rekao sam joj: "Znaš ima tako puno dobrih ljudi koji pokušavaju napraviti tolko dobra. imam osjećaj kao da sam sletio u koloniju anđela" To je iskreni osjećaj, Ali da se vratimo predavanju -- vidim da mi vrijeme ide.
I'm a public school teacher, and I just want to share a story of my superintendent. Her name is Pam Moran in Albemarle County, Virginia, the foothills of the Blue Ridge Mountains. And she's a very high-tech superintendent. She uses smart boards, she blogs, she Tweets, she does Facebook, she does all this sort of high-tech stuff. She's a technology leader and instructional leader. But in her office, there's this old wooden, weather-worn table, kitchen table -- peeling green paint, it's kind of rickety. And I said, "Pam, you're such a modern, cutting-edge person. Why is this old table in your office?"
Ja sam učitelj u državnoj školi, i samo želim podijeliti priću o mojoj nadređenici. Njezino ime je Pam Moran u Albemarle okrugu, Virginia, u podnožju planina Blue Ridge. i ona je jako tehnološka nadglednica. Koristi smart ploče, bloggira, tweeta i koristi Facebook, radi sve te tehnološke stvari. Ona je tehnološki vođa i vođa u edukaciji. Ali u njezinu uredu, je jedan stari drveni, vremenom pohabani, kuhinjski stol--- guli se zelena boja, pomalo je nestabilan. Rekao sam joj, "Pam, ti si moderna, osoba novih tehnologija. Zašto ti je taj stari stol u uredu?"
And she told me, she said, "You know, I grew up in Southwestern Virginia, in the coal mines and the farmlands of rural Virginia, and this table was in my grandfather's kitchen. And we'd come in from playing, he'd come in from plowing and working, and we'd sit around that table every night. And as I grew up, I heard so much knowledge and so many insights and so much wisdom come out around this table, I began to call it the wisdom table. And when he passed on, I took this table with me and brought it to my office, and it reminds me of him. It reminds me of what goes on around an empty space sometimes." The project I'm going to tell you about is called the World Peace Game, and essentially it is also an empty space. And I'd like to think of it as a 21st century wisdom table, really.
I ona mi je rekla, rekla je, "Znaš, odrasla sam u jugozapadnoj Virginiji, gdje su rudnici ugljena i farme od ruralne Virdžinije, i ovaj stol je bio u kuhinji mog djeda. I kad bi mi došli izvana sa igranja, a on izvana sa opkopavanja i posla i sjedili bi oko tog stola svake večeri. I kako sam odrastala, čula sam tolko znanja tolko uvida i tolko mudrosti oko ovog stola, da sam ga počela zvat stolom mudrosti. I kad je on preminuo, uzela sam ovaj stol sa sobom i donijela ga u svoj ured, i on me podsjeća na njega. Podsjeća me na to što se događa u praznom prostoru ponekada." Projekt o kojem ću vam sada pričati se zove Igra Svijetskog Mira, i u principu je isto prazan prostor. I ja bi volio o njemu razmišljati kao o stolu mudrosti 21 stoljeća, zapravo.
It all started back in 1977. I was a young man, and I had been dropping in and out of college. And my parents were very patient, but I had been doing intermittent sojourns to India on a mystical quest. And I remember the last time I came back from India -- in my long white flowing robes and my big beard and my John Lennon glasses -- and I said to my father, "Dad, I think I've just about found spiritual enlightenment." He said, "Well there's one more thing you need to find." I said, "What is that, dad?" "A job." (Laughter) And so they pleaded with me to get a degree in something. So I got a degree and it turned out to be education. It was an experimental education program. It could have been dentistry, but the word "experimental" was in it, and so that's what I had to go for.
Sve je počelo nazad u 1977. Bio sam mlad čovjek, i bio sam stalno upisivao i ispisivao fakultete. i moj roditelju si bili jako strpljivi, ali sam ja imao putovanje po Indiji po mističnom zadatku. I sjećam se vremena kad sam došao nazad iz Indije-- u mojim dugačkim lepršavim togama i mojom dugačkom bradom i John Lennon naočalama-- i rekao sam svom ocu, "Tata, mislim da sam našao duhovno prosvjetljenje." On je rekao: " To znači da imaš još samo jednu stvar za naći." i ja sam pitao: " A što to tata?" "Posao." (Smijeh) I tako su me molili da dobijem diplomu iz nečega. I tako sam došao do diplome i kako je ispalo bila je to diploma iz edukacije Bio je to eksperimentalan program za edukaciju. Mogla je to biti stomatologija, ali riječ "eksperimentalno" je bila uključena, pa je to bilo ono za čime sam morao ići.
And I went in for a job interview in the Richmond Public Schools in Virginia, the capital city, bought a three-piece suit -- my concession to convention -- kept my long beard and my afro and my platform shoes -- at the time it was the '70s -- and I walked in, and I sat down and had an interview. And I guess they were hard up for teachers because the supervisor, her name was Anna Aro, said I had the job teaching gifted children. And I was so shocked, so stunned, I got up and said, "Well, thank you, but what do I do?" (Laughter) Gifted education hadn't really taken hold too much. There weren't really many materials or things to use. And I said, "What do I do?" And her answer shocked me. It stunned me. Her answer set the template for the entire career I was to have after that. She said, "What do you want to do?" And that question cleared the space. There was no program directive, no manual to follow, no standards in gifted education in that way. And she cleared such a space that I endeavored from then on to clear a space for my students, an empty space, whereby they could create and make meaning out of their own understanding.
I onda sam otišao na interviju za posao u Richmond državnu školu u Virdžiniji, u glavnom gradu, kupio si trodijelno odijelo -- moje pristajanje na konvencionalnost -- zadržao sam dugu bradu i moju afro frizuru i moje platformirane cipele -- u to vrijeme bile su 70te -- i kada sam ušao, i sjeo dolje imao sam interviju. I pretpostavljam da im je trebalo učitelja jer je nadglednica, njeno ime je bilo Anna Aro, rekla da imam posao učenja nadarene djece. I bio sam tako šokiran, zapanjen, da sam ustao i rekao: "Hvala vam, ali što trebam raditi?" (Smijeh) Edukacija nadarenih nije još zaživjela u punom smislu. Nije bilo previše materijala koji su se mogli koristiti. I pitao sam: "Što da radim?" I njezin odgovor me šokirao. Zapanjio me još više. Njezin odgovor je postavio okvire cijele karijere koju ću imat poslje toga. Rekla je: "Što bi ti htio raditi?" I to je pitanje ispraznilo prostor. Nije bilo direktive programa, ni uputa koje bi trebalo pratiti, ni standarda u edukaciji nadarenih na taj način. I ona je oslobodila takav prostor koji sam ja koristio od onda da stvorim prostor mojim učenicima, prazan prostor, gdje bi oni mogli stvoriti i napraviti neko značenje od vlastitog razumjevanja.
So this happened in 1978, and I was teaching many years later, and a friend of mine introduced me to a young filmmaker. His name is Chris Farina. Chris Farina is here today at his own cost. Chris, could you stand up and let them see you -- a young, visionary filmmaker who's made a film. (Applause) This film is called "World Peace and Other 4th Grade Achievements." He proposed the film to me -- it's a great title. He proposed the film to me, and I said, "Yeah, maybe it'll be on local TV, and we can say hi to our friends." But the film has really gone places. Now it's still in debt, but Chris has managed, through his own sacrifice, to get this film out. So we made a film and it turns out to be more than a story about me, more than a story about one teacher. It's a story that's a testament to teaching and teachers. And it's a beautiful thing.
To se dogodilo u 1978, i ja sam predavao puno godina kasnije, i jedan moj prijatelj me upoznao sa mladim filmašem. Njegovo ime je Chris Farina. Chris Farina je tu s nama danas o vlastitom računu. Chris, možeš li ustati i dati im da te vide -- mladi, vizionarski flimaš koji je napravio film. (Pljesak) Film se zove "Svjetski Mir i Druga Dostignuća 4. razreda." On je predložio film meni -- odličan je naslov. On je predložio da snimi film, i ja sam rekao, "Može, možda će biti na mjesnoj televiziji, i možemo reći bok svojim prijateljima." Ali film je stvarno postao uspješan. Sada iako još u dugu, Chris je uspio, kroz vlastitu žrtvu, izdati ovaj film. I tako smo napravili film i pokazalo se da je to više od priče o meni, više od priče o jednom učitelju. To je priča koja je priznanje učenju i učiteljima. I to je prekrasna stvar.
And the strange thing is, when I watch the film -- I have the eerie sensation of seeing it -- I saw myself literally disappear. What I saw was my teachers coming through me. I saw my geometry teacher in high school, Mr. Rucell's wry smile under his handlebar mustache. That's the smile I use -- that's his smile. I saw Jan Polo's flashing eyes. And they weren't flashing in anger, they were flashing in love, intense love for her students. And I have that kind of flash sometimes. And I saw Miss Ethel J. Banks who wore pearls and high-heels to elementary school every day. And you know, she had that old-school teacher stare. You know the one. (Laughter) "And I'm not even talking about you behind me, because I've got eyes in the back of my head." (Laughter) You know that teacher? I didn't use that stare very often, but I do have it in my repertoire. And Miss Banks was there as a great mentor for me.
I čudna je stvar, kad gledam flim -- imam čudan osječaj da gledanjem njega-- gledam kako ja doslovce nestajem. Ono što sam vidio je kako moji učitelji dolaze kroz mene. Vidio sam kako moj učitelj geometrije iz srednje škole, gospodin Rucell iskrivljuje osmjeh ispod svojih brkova. To je osmijeh koji ja koristim -- to je njegov osmjeh. Vidio sam užarene oči Jan Polo. Ali nisu užarene u bijesu, njihova užarenost je u ljubavi, intenzivnoj ljubavi prema njenim učenicima. I ja imam takav žar ponekad. I vidio sam gđicu Ethel J. Banks koja je nosila visoke pete i bisere u osnovnu školu svaki dan. I znate imala je onaj staromodni pogled učitelja. Znate na koji mislim. (Smijeh) " A čak i ne pričam vama iza mene, zato jer imam oči na potiljku glave." (Smijeh) Znate tog učitelja? I nisam koristio taj pogled često, ali ga imam na repertoraru, i gđica. Banks je bila tamo kao veliki mentor za mene.
And then I saw my own parents, my first teachers. My father, very inventive, spatial thinker. That's my brother Malcolm there on the right. And my mother, who taught me in fourth grade in segregated schools in Virginia, who was my inspiration. And really, I feel as though, when I see the film -- I have a gesture she does, like this -- I feel like I am a continuation of her gesture. I am one of her teaching gestures. And the beautiful thing was, I got to teach my daughter in elementary school, Madeline. And so that gesture of my mother's continues through many generations. It's an amazing feeling to have that lineage. And so I'm here standing on the shoulders of many people. I'm not here alone. There are many people on this stage right now.
I tada sam vidio moje vlastite roditelje, moje prve učitelje. Moj otac, vrlo inventivan, prostorni mislioc. To je moj brat Malcolm tamo na desno. I moja majka, koja me učila u četvrtom razredu, u segregacijskim školama Virdžinije, koja je bila moja inspiracija. I stvarno, imam osječaj kao da, kad gledam film -- Imam gestu koju ona radi, ovako -- imam osječaj kao da sam nastavak njene geste Kao da sam ja jedna od njih gesta za učenje. I prekrasna stvar je ta, da sam ja mogao učiti moju kćer u osnovnoj školi, Madeline. tako da gesta moje majke ide kroz puno generacija. Čudesan je to osjećaj imati takvo nasljedstvo. I tako stojim ovdje na ramenima mnogo ljudi. Nisam ovdje sam. Puno je ljudi na ovoj pozornici ovog časa.
And so this World Peace Game I'd like to tell you about. It started out like this: it's just a four-foot by five-foot plywood board in an inner-city urban school, 1978. I was creating a lesson for students on Africa. We put all the problems of the world there, and I thought, let's let them solve it. I didn't want to lecture or have just book reading. I wanted to have them be immersed and learn the feeling of learning through their bodies. So I thought, well they like to play games. I'll make something -- I didn't say interactive; we didn't have that term in 1978 -- but something interactive. And so we made the game, and it has since evolved to a four-foot by four-foot by four-foot Plexiglass structure. And it has four Plexiglass layers.
Dakle ta Igra Svjetskog Mira o kojoj bih vam pričao. Krenulo je otprilike ovako: to je 1,20m sa 1,50m ploča od iverice u gradskoj školi, 1978. Kreirao sam predavanje učenicima o Africi. Stavili smo sve probleme svijeta na nju, i mislio sam si, idem ih pustiti da ih riješe. Nisam htio samo predavanje ili čitanje knjige. Htio sam da se unesu, i nauče se osječaju učenja kroz svoja tijela. Tako sam si mislio, pa ionako vole igrat igre. Napravit ću nešto --- nisam rekao interaktivno; nismo imali taj termin u 1978 -- ali nešto interaktivno. I tako smo napravili igru, koja je od onda evoluirala u 1.20m x 1.20m x 1.20m pleksiglas strukturu. Ima 4 pleksiglas razine.
There's an outer space layer with black holes and satellites and research satellites and asteroid mining. There's an air and space level with clouds that are big puffs of cotton we push around and territorial air spaces and air forces, a ground and sea level with thousands of game pieces on it -- even an undersea level with submarines and undersea mining. There are four countries around the board. The kids make up the names of the countries -- some are rich; some are poor. They have different assets, commercial and military. And each country has a cabinet. There's a Prime Minister, Secretary of State, Minister of Defense and a CFO, or Comptroller. I choose the Prime Minister based on my relationship with them. I offer them the job, they can turn it down, and then they choose their own cabinet. There's a World Bank, arms dealers and a United Nations. There's also a weather goddess who controls a random stock market and random weather.
Imamo razinu svemira sa crnim rupama i satelitima i razvojnim satelitima i rudarenjem asteroida. Imamo zračnu razinu sa oblacima koji su velike kugle pamuka koje guramo uokolo i zračni prostori sa zračnim snagama, imamo i zemljanu razinu i površne mora sa tisućama figura na njemu -- imamo i podvodnu razinu sa podmornicama i podvodnim rudarenjem. Na ploči su četri zemlje. Djeca odlučuju o imenima zemalja -- neke su bogate, neke su siromašne. Imaju različite resurse, komercijalne i vojne. I svaka država ima kabinet. Imate Premijera, tajnika, ministra obrane i kontrolora računovodstva. Ja sam odabirao Premijera bazirano na mom odnosu s njima. Ja im ponudim posao i oni ga mogu odbiti, ako ga prihvate biraju svoj vlastiti kabinet. Imamo i svijetsku banku, prodavače oružia i Ujedinjene Narode. Imamo i božicu vremena koja kontrolira nasumično kretanje tržišta i vremenske prilike.
(Laughter)
(Smijeh)
That's not all. And then there's a 13-page crisis document with 50 interlocking problems. So that, if one thing changes, everything else changes. I throw them into this complex matrix, and they trust me because we have a deep, rich relationship together. And so with all these crises, we have -- let's see -- ethnic and minority tensions; we have chemical and nuclear spills, nuclear proliferation. There's oil spills, environmental disasters, water rights disputes, breakaway republics, famine, endangered species and global warming. If Al Gore is here, I'm going to send my fourth-graders from Agnor-Hurt and Venable schools to you because they solved global warming in a week. (Laughter) (Applause) And they've done it several times too.
I to nije sve. Imamo i dokument od 13 stranica sa krizama sa 50 međusobno povezanih problema. Tako da ako se jedna stvar promjeni, sve ostalo se mjenja. Bacim ih u ovu kompliciranu matricu, i oni mi vjeruju jer imamo duboku, bogatu zajedničku vezu. I onda sa svim tim krizama, imamo -- da vidim -- etničke i manjinske tenzije; imao kemijske i nuklearne izljeve, širenje nuklearnog oružja. Imamo izljeve nafte, ekološke katastrofe, sporove oko prava na vodu, odbjegle republike, suše, ugrožene vrste i globalno zatopljenje. Ako je Al Gore ovdje, poslat ću vam moje učenike 4. razreda iz Agnor-Hurt i Venable škola oni su riješili problem globalnog zatopljenja u tjedan dana. (Smijeh) (Pljesak) I to su napravili nekoliko puta.
(Laughter)
(Smijeh)
So I also have in the game a saboteur -- some child -- it's basically a troublemaker -- and I have my troublemaker put to use because they, on the surface, are trying to save the world and their position in the game. But they're also trying to undermine everything in the game. And they do it secretly through misinformation and ambiguities and irrelevancies, trying to cause everyone to think more deeply. The saboteur is there, and we also read from Sun Tzu's "The Art of War." Fourth-graders understand it -- nine years old -- and they handle that and use that to understand how to, not follow -- at first they do -- the paths to power and destruction, the path to war. They learn to overlook short-sighted reactions and impulsive thinking, to think in a long-term, more consequential way.
Isto imamo u igri i sabotera neko dijete -- u principu problematičan-- i ja svog problematičara iskoristim jer oni na provršini pokušavaju spasiti svijet i njihovu poziciju u igri. Ali isto tako pokušavaju potkopati sve u igri. I to rade kroz lažne informacije i dvosmislenost i irelevantnosti, pokušavajući učiniti da svi misle dublje. Dakle, imamo i sabotera, isto tako čitamo iz Sun Tzuova "Umijeće ratovanja." Četvrtaši ga razumiju -- devetogodišnjaci -- i mogu to shvatiti i iskoristiti da shvate kako mogu, ne pratiti -- makar iz prve prate -- putove k moći i destrukciji, putove k ratu. Uče kako se ne obazirati na kratkoročne reakcije i na impulzivno razmišljanje, da razmišljaju na dugoročni, više posljedični način.
Stewart Brand is here, and one of the ideas for this game came from him with a CoEvolution Quarterly article on a peace force. And in the game, sometimes students actually form a peace force. I'm just a clock watcher. I'm just a clarifier. I'm just a facilitator. The students run the game. I have no chance to make any policy whatsoever once they start playing. So I'll just share with you ...
Stewart Brand je ovdje, i jedna od ideja za igru je došla od njega sa člankom iz časopsia CoEvolution Quarterly o mirovnim snagama. I u igri, ponekada učenici stvarno osnuju mirovne snage. Ja samo pazim na sat. Ja samo objašnjavam. Ja samo organiziram. Učenici upravljaju igrom. Ja nemam nikakve šanse da utiječem na politiku jednom kad počnu igrat. Tako da ću samo s vama podijeliti...
(Video) Boy: The World Peace Game is serious. You're actually getting taught something like how to take care of the world. See, Mr. Hunter is doing that because he says his time has messed up a lot, and he's trying to tell us how to fix that problem.
(Video) Dečko: Igra Svjetskog Mira je ozbiljna. Ustvari se nešto naučiš o tome kako se brinuti o svijetu. Gospodin Hunter radi to jer kaže da je njegovo vrijeme jako zbrkano, i želi nam reći kako popraviti taj problem.
John Hunter: I offered them a -- (Applause) Actually, I can't tell them anything because I don't know the answer. And I admit the truth to them right up front: I don't know. And because I don't know, they've got to dig up the answer. And so I apologize to them as well. I say, "I'm so sorry, boys and girls, but the truth is we have left this world to you in such a sad and terrible shape, and we hope you can fix it for us, and maybe this game will help you learn how to do it." It's a sincere apology, and they take it very seriously.
John Hunter: Ja sam im ponudio (Pljesak) U stvari, ja im ne mogu ništa reći jer neznam odgovor. I ja to priznam to pred njima odmah: Ja ne znam. I zato jer ja neznam, oni moraju sami iskopati odgovor. Zato im se i ispričam odmah. Kažem: "Žao mi je djeco, ali istina je da smo vam ostavili ovaj svijet u tako tužnom i očajnom stanju, i nadam se da ga možete popraviti za nas, i možda će vam ova igra pomoći da naućite kako." To je iskrena isprika, i oni je prihvate prilično ozbiljno.
Now you may be wondering what all this complexity looks like. Well when we have the game start, here's what you see.
Sada možda se pitate kako sva ta složenost izgleda. Pa kad igra krene ovo je ono što vidite.
(Video) JH: All right, we're going into negotiations as of now. Go. (Chatter)
(Video)JH: U redu idemo u pregovore od sada. Krenite. (Žamor)
JH: My question to you is, who's in charge of that classroom? It's a serious question: who is really in charge? I've learned to cede control of the classroom over to the students over time. There's a trust and an understanding and a dedication to an ideal that I simply don't have to do what I thought I had to do as a beginning teacher: control every conversation and response in the classroom. It's impossible. Their collective wisdom is much greater than mine, and I admit it to them openly. So I'll just share with you some stories very quickly of some magical things that have happened.
JH: Moje pitanje vama je, tko upravlja tom učionicom? To je ozbiljno pitanje: tko je stvarno vodi? naučio sam predati kontrolu nad učionicom učenicima s vremenom. Postoji povjerenje i razumjevanje i odanost jednom idealu da naprosto ne moram raditi ono što sam mislio da moram kad sam počinjao kao učitelj: kontrolirati svaki razgovor i odgovor u učionici. To je nemoguče. Njihova kolektivna mudrost je puno veća nego moja, i ja im to otvoreno priznam. Tako da ću s vama podijeliti neke priče na brzaka o nekim magičnim stvarima koje su se dogodile.ž
In this game we had a little girl, and she was the Defense Minister of the poorest nation. And the Defense Minister -- she had the tank corps and Air Force and so forth. And she was next door to a very wealthy, oil-rich neighbor. Without provocation, suddenly she attacked, against her Prime Minister's orders, the next-door neighbor's oil fields. She marched into the oil field reserves, surrounded it, without firing a shot, and secured it and held it. And that neighbor was unable to conduct any military operations because their fuel supply was locked up.
U jednoj partiji imali smo jednu malu djevojčicu, i ona je bila ministar obrane u najsiromašnijoj zemlji. i kao ministar obrane imala je tenkove, zračne snage i tako dalje. I bila je susjeda jako bogatoj naftom susjedu. Bez provokacije, odjednom je napala, protiv uputa njezinog premijera, naftna polja od susjeda. Umarširala je u naftna polja i rezerve, i okupirala ih bez ispaljenog hitca, osigurala ih i držala. I susjed je bio onesposobljen od bilo kakvih vojnih akcija jer su njihove rezerve goriva bile zaključane.
We were all upset with her, "Why are you doing this? This is the World Peace Game. What is wrong with you?" (Laughter) This was a little girl and, at nine years old, she held her pieces and said, "I know what I'm doing." To her girlfriends she said that. That's a breach there. And we learned in this, you don't really ever want to cross a nine year-old girl with tanks. (Laughter) They are the toughest opponents. And we were very upset. I thought I was failing as a teacher. Why would she do this?
Svi smo bili uzrujani s njom, "Zašto ovo činiš? Ovo je Igra Svjetskog Mira, što nije u redu s tobom?" (Smijeh) Ta mala djevojčica od devet godina, držala je svoje figure i rekla: "Ja znam što radim" To je rekla svojim prijateljicama. To je proboj tu. I naučili smo da nikad stvarno ne želiš razljutiti devetogodišnju djevojčicu sa tenkovima. (Smijeh) One su najteži oponenti. I bili smo jako uzrujani. Mislio sam da ne uspjevam kao učitelj, Zašto to radi?
But come to find out, a few game days later -- and there are turns where we take negotiation from a team -- actually there's a negotiation period with all teams, and each team takes a turn, then we go back in negotiation, around and around, so each turn around is one game day. So a few game days later it came to light that we found out this major country was planning a military offensive to dominate the entire world. Had they had their fuel supplies, they would have done it. She was able to see the vectors and trend lines and intentions long before any of us and understand what was going to happen and made a philosophical decision to attack in a peace game.
Da bi otkrili, nakon par igrinih dana i postoje potezi gdje se pregovara sa timovima -- ustvari termin kad se pregovara sa svim timovima, i svaki tim ima potez, i onda idemo nazad u pregovore, i u krug tako, I jedna krug po učionici je jedan dan u igri. Dakle par dana u igri kasnije se otkrilo da je ta velika država planirala vojnu ofenzivu da osvoji cijeli svijet. Da su imali svoje zalihe goriva, uspijelo bi im. Bila je sposobna vidjeti vektore i njihove namjere puno prije itko od nas i shvatila što će se dogoditi i donjela filozofsku odluku da napadne u igri mira.
Now she used a small war to avert a larger war, so we stopped and had a very good philosophical discussion about whether that was right, conditional good, or not right. That's the kind of thinking that we put them in, the situations. I could not have designed that in teaching it. It came about spontaneously through their collective wisdom.
Ona je upotrijebila mali rat da se izbjegne veći, pa smo prestali sa igrom i imali jako dobru filozofsku raspravu o tome da li je to bilo u redu, uvjetovano dobro ili loše. To je način razmišljanja koji stavljamo u njih, te situacije. To ne bih mogao dizajnirati u učenje. Došlo je spontano putem njigove grupne mudrosti.
(Applause)
(Pljesak)
Another example, a beautiful thing happened. We have a letter in the game. If you're a military commander and you wage troops -- the little plastic toys on the board -- and you lose them, I put in a letter. You have to write a letter to their parents -- the fictional parents of your fictional troops -- explaining what happened and offering your condolences. So you have a little bit more thought before you commit to combat. And so we had this situation come up -- last summer actually, at Agnor-Hurt School in Albemarle County -- and one of our military commanders got up to read that letter and one of the other kids said, "Mr. Hunter, let's ask -- there's a parent over there." There was a parent visiting that day, just sitting in the back of the room. "Let's ask that mom to read the letter. It'll be more realer if she reads it." So we did, we asked her, and she gamely picked up the letter. "Sure." She started reading. She read one sentence. She read two sentences. By the third sentence, she was in tears. I was in tears. Everybody understood that when we lose somebody, the winners are not gloating. We all lose. And it was an amazing occurrence and an amazing understanding.
Još jedan primjer, prekrasna stvar se dogodila. Imamo pismo u igri. Ako ste vojni zapovjednik i zapovjedate trupama -- male plastične igračke na ploči -- i izgubite ih, umetnuo sam pismo u igru. Morate napisati pismo njihovim roditeljima -- fikcijskim roditeljima fikcijskih trupa -- objašnjavajuči što se dogodilo i nudeći svoje suosjećanje. Tako da malo više razmislite prije nego se odlučite za borbu. Imali smo jednu situaciju -- prošlo ljeto ustvari, u Agnor-Hurt školi u Albemarle okrugu -- i jedan od naših vojnih vođa je ustao da pročita pismo i jedno od djece je reklo, "Gospodine Hunter idemo pitati -- bio je roditelj tamo." Bio je roditelj tamo u posjetu taj dan, samo sjedio u pozadini učionice. "Idemo pitati onu mamu da pročita pismo. bit će stvarnije ako ona pročita." I tako smo ju zamolili, i ona je igrivo uzela pismo. "Naravno" Počela je čitati. pročitala je jednu rečenicu. Počitala je dvije rečenice. Kod treće rečenice bila je u suzama. Ja sam plakao. Svi su razumjeli. da kada nekoga izgubiš, pobjednici ne slave. Svi mi gubimo. I to je bio nevjerojatan događaj i nevjerojatno razumjevanje.
I'll show you what my friend David says about this. He's been in many battles.
Pokazat ću vam što moj prijatelj David kaže o tome. Bio je u mnogo bitki.
(Video) David: We've really had enough of people attacking. I mean, we've been lucky [most of] the time. But now I'm feeling really weird because I'm living what Sun Tzu said one week. One week he said, "Those who go into battle and win will want to go back, and those who lose in battle will want to go back and win." And so I've been winning battles, so I'm going into battles, more battles. And I think it's sort of weird to be living what Sun Tzu said.
(Video) David: Stvarno smo imali dosta od ljudi koji napadaju. Mislim bili smo sretni većinu vremena. Ali sada se osjećam stvarno čudno jer živim ono što je Sun Tzu rekao jedan tjedan. Jedan tjedan je rekao, "Oni koji odu u bitku i pobjede će htjeti ići nazad, a oni koji izgube bitku će htjeti ići nazad i pobjediti." I tako mi smo pobjeđivali u bitkama, i idem u još bitki i još bitki i mislim si kako je čudno da živim ono što je Sun Tzu rekao.
JH: I get chills every time I see that. That's the kind of engagement you want to have happen. And I can't design that, I can't plan that, and I can't even test that. But it's self-evident assessment. We know that's an authentic assessment of learning. We have a lot of data, but I think sometimes we go beyond data with the real truth of what's going on.
JH: Naježim se svaki put kad vidim to. To je ona vrsta umješanosti koju želite da se ostvari. I ja nemogu namjesititi to, nemogu to isplanirati, ne mogu čak ni testirati to. Ali je to očita procjena. Znamo da je to autentična procijena o učenju. Imamo mnogo podataka, ali mislim da ponekad idemo van granica podataka sa pravom istinom što se događa.
So I'll just share a third story. This is about my friend Brennan. We had played the game one session after school for many weeks, about seven weeks, and we had essentially solved all 50 of the interlocking crises. The way the game is won is all 50 problems have to be solved and every country's asset value has to be increased above its starting point. Some are poor, some are wealthy. There are billions. The World Bank president was a third-grader one time. He says, "How many zeros in a trillion? I've got to calculate that right away." But he was setting fiscal policy in that game for high school players who were playing with him.
Podjelit ću i treću priču. O mom prijatelju Brennanu. Igrali smo igru jedne godine poslje škole nekoliko tjedana, otprilike sedam i mi smo u principu rješili svih 50 povezanih kriza. Igru pobjedite ako svih 50 problema riješite i bogatstvo svake zemlje mora biti povećano iznad njezine početne vrijednosti. Neki su siromašni neki su bogati. Postoje milijarde. Predsjednik svijetske banke je bio trećaš jednom. Pitao je, "Koliko je nula u triljunu? Moram to izračunati odmah sada." Ali on je određivao fiskalnu politiku u igri za učenike srednje škole koji su igrali s njim.
So the team that was the poorest had gotten even poorer. There was no way they could win. And we were approaching four o'clock, our cut-off time -- there was about a minute left -- and despair just settled over the room. I thought, I'm failing as a teacher. I should have gotten it so they could have won. They shouldn't be failing like this. I've failed them. And I was just feeling so sad and dejected. And suddenly, Brennan walked over to my chair and he grabbed the bell, the bell I ring to signal a change or a reconvening of cabinets, and he ran back to his seat, rang the bell. Everybody ran to his chair: there was screaming; there was yelling, waving of their dossiers. They get these dossiers full of secret documents. They were gesticulating; they were running around. I didn't know what they were doing. I'd lost control of my classroom. Principal walks in, I'm out of a job. The parents were looking in the window.
Tako je ekipa koja je bila najsiromašnija postala još siromašnijom. Nije bilo šanse da pobjede. I približavali smo se 16 sati, naše vrijeme prestanka -- ostala je oko minuta -- i očaj je bio po sobi. Mislio sam, ne uspijevam kao učitelj. Trebao sam posložiti tako da mogu pobijediti. Ne bi smjeli gubiti ovako. Iznevjerio sam ih. I osjećao sam se tako tužnim i odbačenim. Kada je odjednom, Brennan došao do mene uzeo je zvono, i zazvonio da da signal promjene ili ponovnog sastanka kabineta, i dok je trčao do svog mjesta, zvonio je zvono. Svi su potrčali do njega, bilo je vrištanja; bilo je urlikanja, mahanja dosjeima. Imali su dosjee pune tajnih dokumenata. Gestikulirali su; trčali uokolo. Nisam znao što rade, izgubio sam kontrolu na učionicom. Ravnatelj da je ušetao izgubio bih posao. Roditelji su gledali kroz prozor.
And Brennan runs back to his seat. Everybody runs back to their seat. He rings the bell again. He says, "We have" -- and there's 12 seconds left on the clock -- "we have, all nations, pooled all our funds together. And we've got 600 billion dollars. We're going to offer it as a donation to this poor country. And if they accept it, it'll raise their asset value and we can win the game. Will you accept it?" And there are three seconds left on the clock. Everybody looks at this prime minister of that country, and he says, "Yes." And the game is won. Spontaneous compassion that could not be planned for, that was unexpected and unpredictable.
I Brennan otrči nazad na svoje mjesto. Svi otrče na svoja mjesta. Zazvoni zvono i kaže, "Mi smo"-- ostalo je bilo 12 sekundi na satu-- "mi smo, sve nacije, skupili svoje resurse zajedno. I imamo 600 milijardi dolara. I ponudit ćemo to kao donaciju ovoj siromašnoj zemlji. Ako prihvate, podići će vrijednost njihovog vlasništa i pobjedit ćemo igru. Hoćete li prihvatiti?" Bilo je još 3 sekunde na satu. Svi gledaju premijera te zemlje. I on kaže : "Da" I igra je pobjeđena. Spontano suosjećanje koje nije moglo biti planirano, bilo je neočekivano i nepredvidivo.
Every game we play is different. Some games are more about social issues, some are more about economic issues. Some games are more about warfare. But I don't try to deny them that reality of being human. I allow them to go there and, through their own experience, learn, in a bloodless way, how not to do what they consider to be the wrong thing. And they find out what is right their own way, their own selves. And so in this game, I've learned so much from it, but I would say that if only they could pick up a critical thinking tool or creative thinking tool from this game and leverage something good for the world, they may save us all. If only.
Svaku igra koju igramo je drugačija. Neke igre su više o socijalnim problemima, neke o ekonomskim problemima. Neke su o ratovanju. Ali im ne pokušavam zabraniti realnost toga da su ljudi. Dajem im da idu u ta područja i putem vlastitog iskustva nauče, bez prolivene krvi, kako da ne učine ono što smatraju krivom stvari. I oni otkriju što je u redu, na njihov vlasiti način za sebe. I tako ova igra, naučio sam tako puno od nje, ali bih rekao da ako samo mogu od nje uzeti onaj kritični način razmišljanja ili kreativni način razmišljanja iz ove igre i napraviti nešto dobro za svijet, mogli bi nas sve spasiti. Ako samo.
And on behalf of all of my teachers on whose shoulders I'm standing, thank you. Thank you. Thank you.
I u ime svih mojih učitelja na čijm ramenima stojim, hvala vam, Hvala vam. Hvala vam.
(Applause)
(Pljesak)