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.
很荣幸我能来到这里 我感到很荣幸 人们的友善几乎让我印象深刻 我打电话给我太太雷思里 我说,“你知道吗,这里有好多好人 要一起做好多好事 我感觉我仿佛落到了一群天使之中。 ” 我真的这样感觉 但让我开始吧 -- 时钟开始跑了
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?"
我是个公立学校的老师 我想要和你们分享我的主管的故事 她的名字是潘·莫然 住在维吉尼亚州 蓝岭山脉中的的山麓小丘上 她是个很高科技的主管 她用智慧型黑板,她写博客 她用Twitter,上Facebook, 所有高科技的东西她都有做 她是技术领导者和教学领导者 但在她的办公室里 有一张历经沧桑的旧木头桌子,餐桌 -- 上面的油漆都掉了,还摇摇晃晃的 我说“潘,你是个这么摩登、这么先进的人 你的办公室里怎么放了一张这么老的桌子? ”
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.
她对我说 “我在维吉尼亚西南部的煤矿 还有维吉尼亚乡下的农场长大 这张桌子原本在我爷爷的厨房 我们都在那里玩,他工作完以后会加入我们 我们每个晚上围绕着那张桌子 在我的成长过程中,我在那张桌上 学到许多知识、智慧 洞悉人世 我开始叫它智慧桌 当他离开人世,我把这张桌子带进我办公室 它让我想起他 它提醒我那些空白空间里都发生了些什么” 我今天所要介绍的这个计划 叫世界和平游戏 本质上,它也是个空白的空间 我喜欢把它想做是 21世纪的智慧桌
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.
这一切都从77年开始 当时我很年轻 在大学里进进出出 我的父母很有耐心 我在印度断断续续地逗留 一个神秘的旅程 我记得最后一次我从印度回来 穿着我飘飘然的白长衫 大胡子和约翰蓝侬式的眼镜 我告诉我父亲 “爸,我想我就快得道了“ 他说”除了得道你还需要得到另一个东西“ 我说”是什么?“ ”工作“ (笑声) 于是他们请求我完成某个大学学位 于是我毕业了 读的是教育 那是个实验性的教育课程 我也可以读牙医,但“实验性”这几个字 让我选择了它
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.
我去维吉尼亚州的 列治文公立小学面试 穿着我的三件式西装- 作为我对现实的让步 但保留了我的大胡子和爆炸头 和我的厚底鞋 - 那是70年代 我走进去,我坐下,接受面试 我想他们很缺老师 当时的主管,她叫安尔若 她说我可以去教特殊教育 我大吃一惊 站起来说“好的,谢谢你,但我该怎么做?” (笑声) 当时并没有什么有关特殊教育的教材 特殊教育才刚起步 我说“我该怎么做?” 她的回答令我大吃一惊 她的回答为之后我的整个事业 设定了方向。 她说“你想怎么做?” 这个问题让我有很大空间 当时的特殊教育没有教材方向,没有教学手册 也没有任何标准 就这样 她提供了很大的空间 就像我一直努力 为我学生所做的一样,给他们空间 让他们用自己的理解力 创造意义
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.
这发生在1978年 多年后我仍然在教书 一个朋友介绍我认识一个电影人 他的名字是克里斯法林那 他今天自费来到这里 克里斯,你可以站起来让大家看看你吗 一个年轻的,有远见的电影工作者拍了这部电影 (掌声) 电影的名字叫”世界和平和其它四年级生的成就“ 他向我提出拍摄计划 - 很棒的名字 他向我提出拍摄计划 我说”嗯,说不定可以上当地的地方台 我们能向我们的朋友打个招呼。 “ 但这电影远远超过我的想像 虽然仍然在亏损,但克里斯做出许多牺牲 尝试让更多人看到 我们拍了这一部电影 不只是有关我 身为一个老师的故事 这是有关教学的成功见证和其它老师 非常美好
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.
奇怪的是,当我看电影的时候 有一种很奇怪的感觉 我仿佛看到自己消失了 我在自己身上看到 我的老师们的身影 我看到高中的几何老师,鲁瑟先生 在他的小胡子下微笑 我的微笑 - 就是他的微笑 我看到珍保罗发亮的双眼 它们不是因为愤怒而发亮 而是因为深刻的,对学生的爱而发亮 我有时也会这样 我看见班克小姐 每天戴着珍珠穿着高跟鞋到小学 你知道那种老派的老师 都这样看你 (笑声) ”我可不是在讲你,我背后的那位仁兄 因为我背后长着眼。 “ (笑声) 你认识他吗? 我很少用到这个眼神 但我要的话是可以的 班克小姐是我的良师益友
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.
然后我看到 我自己的父母,我的第一个老师 我爸爸,一个非常有创造性的思想家 坐在右边的是我兄弟马尔康 还有我妈 我在维吉尼亚上种族分隔学校时 的四年级导师 我的灵感来源 真的,在我看电影的时候 我感觉到 我有和她一样的姿态,像这样 我觉得我延续了这个姿态 我是她教学姿态的一部分 美妙的是 我在小学里教到我自己的女儿玛德莲 于是我母亲的这个姿态 会持续好多代 那种传承的感觉 真的好棒 于是我在这里,站在这么多人的肩膀上 这里不只有我一人 台上有许多人和我在一起
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.
我想和你们谈谈的这个世界和平游戏 是这样开始的: 它本来只是1978年在都市贫民区的一张 四英尺乘五英尺的板子 我正在为学生准备一个有关非洲的教材 我们把世界上所有问题放在板子上 我想,让他们解决这些问题吧 我不想只是讲课或是朗读 我想要他们学会 全心全意的投入学习 我想,嗯他们喜欢玩游戏 我可以 - 我不是说互动 1978年根本还没有这个字 但一些可以让他们互动的游戏 于是我们做了这个游戏 从那时候开始 它慢慢演变成四英尺立方 的耐热玻璃结构 里面有四层
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.
外太空是一层 里头有黑洞和卫星 研究卫星和行星研究 再来是大气层 被我们推来推去的这些蓬蓬棉花球是云朵 有不同国家的领空和空军 还有平底和海平面,上面有几千种不同游戏块 还有海底世界 有潜水艇和深海矿区 板子上面有四个国家 孩子们可以为自己的国家取名字- 有些富有有些贫穷 他们有不同的资产,商业或军师上的 每个国家都有个内阁 有总理,国务卿,国防部长 和财政部长 我依照我和他们的关系选择总理 我提出邀请,他们可以拒绝 然后他们可以自己选择内阁 里头有世界银行、军火商和联合国 还有天气女神 她控制阴晴不定的股票市场和天气
(Laughter)
(笑声)
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.
这还不是全部 里头有13页的危机文件 还有50个连锁问题 如果一件事改变了,其它事也会跟着变 我把他们扔进这个复杂的世界 他们信任我,因为我们和他们关系很好 这些危机 像是 -- 民族和少数民族的冲突 化学和核子外泄 核子武器的增产扩散 石油外泄,环境灾害 海域纷争,政体分裂 饥荒,动物绝种和温室效应 如果高尔在这 我会派出我两个小学的四年级学生 因为他们可以在一个礼拜内解决全球变暖问题 (笑声) (掌声) 而且他们已经解决好几次了
(Laughter)
(笑声)
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.
游戏里还有个破坏家 基本上就是个捣蛋鬼 这个麻烦制造者 表面上看起来 是要在游戏里拯救世界和自己的权利 但事实上他们是要暗中破坏游戏中的所有一切 他们散发错误情报 含混不清,和毫无关联的事物 让游戏中的每个人仔细思考 那就是游戏中的破坏家 我们也读孙子兵法 四年级,9岁的孩子可以理解 可以学习如何灵活应用 刚开始他们只是照着做 刚开始他们 走上争权夺利和毁灭性的 战争之道 然后慢慢学会不要短视近利 不要因冲动做出决定 以长期的利弊来检视,思考可能的后果
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 ...
在我们之中的Stewart Brand,其中的一个想法从他而来 从他在共通演化季刊里的 谈论的和平组织而来 在这个游戏里,有时候学生们会组成一个和平小组 我只负责算时间 解释问题,促进游戏进行顺利 学生们控制游戏里的所有细节 一旦游戏开始 我没有机会可以制定任何政策 我在这里和你分享 -
(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.
(视频)男孩:世界和平游戏是很严肃的 在其中你可以学习如何解决世界问题 亨特老师说 他这么做是因为他的时代做错很多事情 他想要告诉我们 如何解决这些问题
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.
约翰·亨特:我给他们一个 (掌声) 事实上,我没办法告诉他们任何事,因为我也没有答案 我一开始就告诉他们事实:我不知道 正因为我不知道,他们必须自己找出解答 于是我向他们道歉 我说“小朋友们,我很抱歉 事实是 我们把世界交给你的时候,它是这么混乱 我们希望你可以帮助我们解决问题 说不定这个游戏可以教你们如何解决。 ” 这是个很诚恳的道歉 他们非常认真地接受了
Now you may be wondering what all this complexity looks like. Well when we have the game start, here's what you see.
现在你可能会想看看这个复杂的游戏看起来是什么样子 游戏开始的时候,它是这个样子
(Video) JH: All right, we're going into negotiations as of now. Go. (Chatter)
(视频)好的,我们现在开始谈判,开始 (讨论声)
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.
约翰·亨特:我想问你们,谁在带领这个教室 我很认真的问:是谁在带头? 这么久以来,我总算学会 把课堂还给学生 这里头的信任,理解 和对理想的投入 让我根本不用 做那些我刚开始做老师时所以为我该做的 控制课堂里的的每个讨论和回应 这是不可能的 他们的集体智慧远远超过我 我直接向他们承认这点 我现在很快地和你们分享一些故事 一些神奇的事
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.
在游戏里有个小女孩 她是穷国的国防部长 身为国防部长- 她握有坦克队、空军等等 她的国家在一个非常富有的、充满石油的国家旁边 在无人发起的状况下 她突然违反总理的命令 突击邻国的油田 她把坦克开进对方的油田 围绕它,却不射击 只是占领并掩护它 邻国无法做出任何反击 因为他们的油田被封住了
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?
我们都很生气,对她说“你干嘛这样? 这可是世界和平游戏哎,你有什么问题啊? “ (笑声) 这个小女孩,只有九岁 她只是握着她的棋子,对她的朋友说 ”我知道我自己在做什么“ 于是产生了冲突 于是我们学到,绝对不要惹火 一个拥有坦克的九岁小女孩 (笑声) 她们是竞争激烈的对手 我们都很愤怒 我想这是我身为教师的失败:她为什么会这么做?
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.
但随着游戏发展,我逐渐发现原因 每个队伍都有谈判的时候 所有队伍都有一个谈判时间 每一组轮流 我们回到谈判桌,一轮又一轮 一轮就是一天份的游戏 几轮谈判以后总算真相大白 我们发现这个大国 正在计划一个大型军事行动 要征服整个世界 如果它们握有石油,就可以达成计划 她比我们先看到这个这个趋势 对方的意图 理解即将发生的事态 做出一个哲学性的决定 在和平游戏里攻击。
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.
她用一个小的战争来避免一个大的战争 于是我们暂停游戏,一起参与这个哲学讨论 讨论这究竟是对的 在某些状况下是好的,或是错的 这就是我们在这种状况下所思考的 我无法设计出这种教材 这必须出自自发,出自他们自己的集体智慧
(Applause)
(掌声)
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.
另外一件美好的事发生了 游戏里有一封信 你是个将军,你增兵 板子上的一块塑胶玩具- 然后你失去了它 我放在信里 你必须写一封信给他们的家长 你那虚构士兵的虚构家长 解释事情发生的经过,并献上悼词 于是在你准备开战的时候 你会三思而行 我们遇见这个状况 上一个夏天 在 Albemarle 区的 Agnor-Hurt 小学 其中一个将军起来朗诵这封信 另外一个学生起来说“亨特先生 那里有个家长” 那天是家长访问学校的日子,他们都坐在教室后面 “我们让那个妈妈来读这封信, 她读会更有真实感。 ” 于是我们问了她,她很配合地拿起信 “好的。”她开始读,她读了一句 两句 到了第三句,她泪眼盈框 我也流泪了 在场的每个人都懂了 当有人失去性命,胜利的一方并没有什么好得意的 我们都是输家 这件事的发生和众人的理解都很神奇
I'll show you what my friend David says about this. He's been in many battles.
你们可以看看我朋友大卫怎么说 他经历许多战役
(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.
(影片)大卫:我们真的受够了攻击 虽然大部分时候我们都很幸运 但现在我感觉很怪 我现在正经历孙子说的 他说 “那些投身战争并胜利的人 会想回到战场上 那些战役的输家 会想再回去获得胜利。 ” 我在许多战役中获得胜利 于是我一次又一次加入他们 我的感觉,很奇异的 就像孙子所描述的
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.
每次我看那个影片,我就打冷颤 这就是你想要的投入程度 是我所不能计划或设计出来的 我甚至不能试验 但结果很明确 我们都知道有一些教育成果是不言而喻的 我们有很多数据,但我认为有时我们应该用真实的例子 超越这些数据
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.
让我分享第三个故事 和我朋友贝南有关 有一天我们在下课后玩游戏 几个礼拜,似乎是七个礼拜 我们基本上解决了50个连锁危机 赢得游戏的方法就是把50个问题全解决 而且每个国家的资产 都要比游戏开始时更多 有些贫穷,有些富有。有好几亿。 有一次,世界银行总裁是个三年级的学生 他说“兆里面有几个零?我需要把这个算对。” 他在为其它高中玩家 设立财政政策
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.
于是穷国 变得更穷 他们是不可能赢的 我们越来越接近下午四点的期限 只剩下一分钟 绝望充满了整个课堂 我想,身为教师,我失败了 我应该想办法让他们赢的 他们不应该这样就失败了 我让他们失望了 正在我感觉失望和沮丧时 贝南走到我身边来 他拿走我手上的响钟 原本是用在内阁重组的时候 他跑回座位,打响它 每个人都跑到他座位那里,闹成一团 叫着,挥舞着他们的档案 这些档案里充满秘密文件 他们打着手势,满教室乱跑 我不知道他们在做什么,整个教室失控了 要是校长在那时候走进来,我就失业了 家长从窗子外看進来
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.
贝南跑回他的座位,每个人都回到原座 他重新敲响钟。他说 - 那时还剩下12秒 “我们集合了所有国家的所有资金 我们有600亿 我们要把这些捐给穷国 如果他们接受,他们就可以提升资本,我们就赢得了游戏 你们接受吗? 那时只剩下三秒 每个人都盯着那个国家的总理 他回答“好的。” 于是大家赢得游戏 自发的仁爱 不能计划的 无法想像预测的
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.
每次的游戏都不同 某些游戏有关社会议题 某些有关经济议题 有些有关战争 但我从不剥夺他们身为人的真实状态 我让他们去探索 以一种不流血的方式,自己去经历 如何不去做那些自己认为错误的事 让他们找到什么是对的 用他们自己的方法,自己找 在这个游戏里 我学了很多 我必须说 倘若 他们可以从游戏里 找到批判性思考 和创意思考的方式 把那变成真正可以解决世界问题的方法 来拯救我们所有人 如果。
And on behalf of all of my teachers on whose shoulders I'm standing, thank you. Thank you. Thank you.
感谢我所有的老师 他们的经验传承 谢谢,谢谢,谢谢
(Applause)
(掌声)