Ovdje sam bio prije četiri godine, i sjećam se, da se tada govori nisu stavljali na internet; Mislim da su ih TEDovcima davali, u kompletima DVDova, koje su oni stavljali na svoje police, gdje još danas stoje.
I was here four years ago, and I remember, at the time, that the talks weren't put online. I think they were given to TEDsters in a box, a box set of DVDs, which they put on their shelves, where they are now.
(Smijeh)
(Laughter)
I Chris me nazvao sedmicu nakon mog govora i rekao mi je, ''Počećemo ih postavljati na internet. ''Smijemo li staviti tvoj na internet?'' Rekao sam, ''Naravno''.
And actually, Chris called me a week after I'd given my talk, and said, "We're going to start putting them online. Can we put yours online?" And I said, "Sure."
I četiri godine kasnije, kao što sam rekao, vidjelo ga je četiri ... U stvari, skinut je s interneta četiri miliona puta. Pretpostavljam da to možete pomnožiti s 20 ili tako nešto kako biste dobili broj ljudi koji su ga vidjeli. I kako Chris kaže, postoji glad za mojim snimkama.
And four years later, it's been downloaded four million times. So I suppose you could multiply that by 20 or something to get the number of people who've seen it. And, as Chris says, there is a hunger for videos of me. (Laughter)
(Smijeh)
(Applause)
(Aplauz)
... ne osjetite li?
Don't you feel?
(Smijeh)
(Laughter)
Sve ovo je bilo smišljeno kako bih se još jednom pojavio pred vama, i, tu sam.
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
(Smijeh)
(Laughter)
Na TED konferenciji prije četiri godine na kojoj sam govorio, govorio je i Al Gore o klimatskoj krizi. I pozvao sam se na to na kraju mog posljednjeg govora. Tako da tu želim nastaviti jer sam, iskreno, imao samo 18 minuta. Kao što rekoh ...
Al Gore spoke at the TED conference I spoke at four years ago and talked about the climate crisis. And I referenced that at the end of my last talk. So I want to pick up from there because I only had 18 minutes, frankly. (Laughter)
So, as I was saying --
(Smijeh)
(Laughter)
Vidite da je u pravu. Mislim, očito da postoji velika klimatska kriza. Ako ljudi ne vjeruju u ovo, mislim da bi trebali bi izlaziti više. (Smijeh) Ali mislim da postoji i druga klimatska kriza koja je ozbiljna, sa istim korjenima, te da joj se moramo posvetiti jednako žurno. A sa ovim mislim -- vi ćete možda reći, ''Pa ja sam dobar. Ja imam samo jednu krizu; Ne treba mi druga''. Ali ovo nije kriza prirodnih resursa iako mislim da je to istina, nego kriza ljudskih resursa.
You see, he's right. I mean, there is a major climate crisis, obviously, and I think if people don't believe it, they should get out more. (Laughter) But I believe there is a second climate crisis, which is as severe, which has the same origins, and that we have to deal with with the same urgency. And you may say, by the way, "Look, I'm good. I have one climate crisis, I don't really need the second one." (Laughter) But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Istinski vjerujem, kao što je mnogo govornika reklo u proteklih par dana da nedovoljno koristimo naše talenate. Mnogo ljudi prolaze kroz život bez osjećaja za vlastiti talent, ili da li ga uopšte posjeduju. Upoznajem razne ljude koji ne misle da su u bilo čemu dobri.
I believe fundamentally, as many speakers have said during the past few days, that we make very poor use of our talents. Very many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of. I meet all kinds of people who don't think they're really good at anything.
U stvari, ja dijelim svijet u dvije grupe. Velikan praktične filozofije, Jeremy Bentham, upečatljivo je argumentovao. Rekao je, ''Na svijetu postoje dvije vrste ljudi, oni koji dijele svijet u dvije vrste, i oni koji to ne čine.'' (Smijeh) Ja to činim. (Smijeh)
Actually, I kind of divide the world into two groups now. Jeremy Bentham, the great utilitarian philosopher, once spiked this argument. He said, "There are two types of people in this world: those who divide the world into two types and those who do not." (Laughter) Well, I do. (Laughter)
Upoznajem razne vrste ljudi koji ne uživaju u onom što rade. Jednostavno idu kroz život noseći se s time. Ne nalaze veliko zadovoljstvo u onom što rade. Ustraju u tome, više nego da uživaju, čekajući vikend. Ali upoznajem i ljude koji vole ono što rade, koji ne mogu zamisliti da rade nešto drugo. Ako im kažete, ''Prestani s tim poslom'', čudili bi Vam se. Jer posao nije ono što rade, nego ono što su. Oni kažu, ''Znaš, to sam ja. Bilo bi glupo odreći se ovog, jer odgovara istinkom meni.'' Ovo ne možemo reći za mnogo ljudi. U stvari, nasuprot, mislim da su ovi ljudi u manjini, i mislim da za ovo
I meet all kinds of people who don't enjoy what they do. They simply go through their lives getting on with it. They get no great pleasure from what they do. They endure it rather than enjoy it, and wait for the weekend. But I also meet people who love what they do and couldn't imagine doing anything else. If you said, "Don't do this anymore," they'd wonder what you're talking about. It isn't what they do, it's who they are. They say, "But this is me, you know. It would be foolish to abandon this, because it speaks to my most authentic self." And it's not true of enough people. In fact, on the contrary, I think it's still true of a minority of people. And I think there are many possible explanations for it.
postoji mnogo mogućih objašnjenja. Visoko mjesto zauzima obrazovanje, jer obrazovanje, na neki način, mnoge ljude pomjera izvan njihovog prirodnog talenta. Ljudski resursi su kao i prirodni resursi; često su duboko skriveni. Morate ih tražiti. Nisu tek tako na površini. Morate stvoriti okolnosti u kojima će se pokazati. I možete već misliti, obrazovanje bi bio taj put. Ali prečesto to nije slučaj. Svaki obrazovni sistem na svijetu je u procesu reforme. Ali to nije dovoljno. Reforma je beskorisna, jer naprosto podupire propali model. Ono što trebamo - a ta riječ je mnogostruko upotrebljavana tokom posljednjih par dana - nije evolucija, nego revolucija obrazovanja. Ona se mora transformisati u nešto drugo.
And high among them is education, because education, in a way, dislocates very many people from their natural talents. And human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves. And you might imagine education would be the way that happens, but too often, it's not. Every education system in the world is being reformed at the moment and it's not enough. Reform is no use anymore, because that's simply improving a broken model. What we need -- and the word's been used many times in the past few days -- is not evolution, but a revolution in education. This has to be transformed into something else. (Applause)
(Aplauz)
Jedan od stvarnih izazova je temeljita inovacija u obrazovanju. Inovacija je složena jer podrazumjeva raditi na nečemu što ljudi većim dijelom neće shvatiti. To znači izazivanje onoga što uzimamo za gotovo, stvari koje smatramo očitim. Velika prijetnja reformi ili transformaciji je tiranija zdravog razuma - stvari kod kojih ljudi misle, ''Može se uraditi na bilo koji drugi način jer se tako radi.''
One of the real challenges is to innovate fundamentally in education. Innovation is hard, because it means doing something that people don't find very easy, for the most part. It means challenging what we take for granted, things that we think are obvious. The great problem for reform or transformation is the tyranny of common sense. Things that people think, "It can't be done differently, that's how it's done."
Nedavno sam naišao na sjajan citat Abrahama Lincolna, za koji sam mislio da biste ga voljeli čuti sada. (Smijeh) Decembra 1862. ovo je rekao na drugom godišnjem sastanku Kongresa. Trebao bih objasniti da nemam predstave o zbivanjima tog vremena. Ne podučavamo američkoj historiji u Britaniji. (Smijeh) Potiskujemo je. To je naša politika, znate. (Smijeh) Bez sumnje, nešto zadivljujuće se dešavalo Decembra 1862., čega će se amerikanci među nama biti svjesni.
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point. (Laughter) He said this in December 1862 to the second annual meeting of Congress. I ought to explain that I have no idea what was happening at the time. We don't teach American history in Britain. (Laughter) We suppress it. You know, this is our policy. (Laughter) No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Ali je rekao ovo: Dogme tihe prošlosti nisu adekvatne za burnu sadašnjost. Prilika je pod teretom poteškoće, a mi moramo rasti s prilikom.'' Volim ovo. Ne - rasti do nje, nego sa njom. ''Kako je naš slučaj nov, moramo nanovo misliti i djelovati. Moramo se osloboditi. Tek tada ćemo spasiti našu državu.''
But he said this: "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion." I love that. Not rise to it, rise with it. "As our case is new, so we must think anew and act anew. We must disenthrall ourselves, and then we shall save our country." I love that word, "disenthrall."
Volim riječ, ''osloboditi se''. Da li znate njeno značenje? Da postoje ideje koje sve nas očaravaju a koje su uzete za gotovo kao prirodan tok stvari. Mnoge od naših ideja su oblikovane, ne za prilike datog stoljeća, nego da se nose s prethodnim stoljećima. Ali su naše misli još hipnotizirane njima, i mi se moramo osloboditi nekih od njih. Ali uvijek je lakše pričati nego raditi. Ali je veoma teško znati, šta zapravo uzimate za gotovo. A razlog tome je to što uzimamo za gotovo.
You know what it means? That there are ideas that all of us are enthralled to, which we simply take for granted as the natural order of things, the way things are. And many of our ideas have been formed, not to meet the circumstances of this century, but to cope with the circumstances of previous centuries. But our minds are still hypnotized by them, and we have to disenthrall ourselves of some of them. Now, doing this is easier said than done. It's very hard to know, by the way, what it is you take for granted. And the reason is that you take it for granted.
Dopustite da Vas pitam nešto što biste mogli uzeti za gotovo. Koliko od Vas ovdje ima preko 25 godina? To nije što mislim da uzimate za gotovo. Siguran sam da ste već upoznati s tim. Ima li iko ispod 25 godina? Sjajno. A sada, oni preko 25, možete li podići ruku ako nosite ručni sat? Ovo je velika stvar od nas, zar ne? Pitajte sobu punu omladine da urade istu stvar. Omladina ne nosi ručne satove. Ne mislim da ne mogu niti da im je zabranjeno, nego jednostavno biraju da ih ne nose. Vidite, razlog je da smo mi odgajani u pred-digitalnom dobu, oni među nama preko 25. Tako da mi, želimo li znati vrijeme, morate nešto nositi što vam ga govori. Sada djeca žive u svijetu koji je digitaliziran, a vrijeme, za njih, je svugdje. Ne vide razlog da to rade. Usput budi rečeno, ni Vi ovo ne morate raditi; nego ste to uvijek radili, pa samo nastavljate s tom navikom. Moja 20-godišnja kćerka Kate nikad ne nosi sat. Ne vidi smisao u tome. On kaže, 'To je uređaj s jednom funkcijom.' (Smijeh) ''Kao, kako je to bezveze''
(Laughter) Let me ask you something you may take for granted. How many of you here are over the age of 25? That's not what you take for granted, I'm sure you're familiar with that. Are there any people here under the age of 25? Great. Now, those over 25, could you put your hands up if you're wearing your wristwatch? Now that's a great deal of us, isn't it? Ask a room full of teenagers the same thing. Teenagers do not wear wristwatches. I don't mean they can't, they just often choose not to. And the reason is we were brought up in a pre-digital culture, those of us over 25. And so for us, if you want to know the time, you have to wear something to tell it. Kids now live in a world which is digitized, and the time, for them, is everywhere. They see no reason to do this. And by the way, you don't need either; it's just that you've always done it and you carry on doing it. My daughter never wears a watch, my daughter Kate, who's 20. She doesn't see the point. As she says, "It's a single-function device." (Laughter)
A ja kažem, ''Ne, ne, sat ti kazuje i datum.'' (Smijeh) ''Ima više funkcija.''
"Like, how lame is that?" And I say, "No, no, it tells the date as well." (Laughter) "It has multiple functions."
(Laughter)
Ali, vidite, postoje stvari u obrazovanju za koje smo vezani. Dopustite da Vam dam par primjera. Jedan od njih je ideja linearnosti, kada nešto počinje ovdje, ide jednom trakom, i ako uradite sve tačno, bićete mirni za ostatak života. Svako ko je govorio za TED implicitno nam je ispričao, ili nekad eksplicitno, drugu priču, da život nije linearan, nego organski. Kreiramo naše živote simbiotički dok otkrivamo vlastite talente u vezi s okolnostima koje nam se njima otvaraju. Ali, znate, postali smo opsjednuti tom linearnom pričom. Vrtuljak obrazovanja je vjerovatno odlazak na koledž. Mislim da smo opsjednuti slanjem ljudi na koledže, određene koledže. Ne mislim da ne biste trebali ići na koledž, ali ne mora svako ići, niti svako mora ići sada. Možda će ići kasnije, ali ne iz istih stopa.
But, you see, there are things we're enthralled to in education. A couple of examples. One of them is the idea of linearity: that it starts here and you go through a track and if you do everything right, you will end up set for the rest of your life. Everybody who's spoken at TED has told us implicitly, or sometimes explicitly, a different story: that life is not linear; it's organic. We create our lives symbiotically as we explore our talents in relation to the circumstances they help to create for us. But, you know, we have become obsessed with this linear narrative. And probably the pinnacle for education is getting you to college. I think we are obsessed with getting people to college. Certain sorts of college. I don't mean you shouldn't go, but not everybody needs to go, or go now. Maybe they go later, not right away.
Nedavno sam bio u San Francisku; davao autograme na knjige. Jedan čovjek je kupovao knjigu, bio je u 30im godinama. Rekao sam ''Čime se baviš?'' Rekao je ''Vatrogasac sam.'' Ja sam rekao ''Koliko dugo već radiš taj posao?'' ''Oduvijek sam bio vatrogasac'', odgovorio je. Upitao sam ''Pa kad si se na to odlučio?'' Odgovorio je ''Kao dječak''. ''Ustvari, imao sam problem u školi, jer je u školi svak htio biti vatrogasac.'' ''Ali sam ja htio biti vatrogasac'', rekao je.
And I was up in San Francisco a while ago doing a book signing. There was this guy buying a book, he was in his 30s. I said, "What do you do?" And he said, "I'm a fireman." I asked, "How long have you been a fireman?" "Always. I've always been a fireman." "Well, when did you decide?" He said, "As a kid. Actually, it was a problem for me at school, because at school, everybody wanted to be a fireman." (Laughter)
I još je rekao, ''Kada sam stigao do završne godine u školi, moj profesor me nije uzimao zaozbiljno. Ovaj jedan profesor me nije uzimao zaozbiljno. Rekao mi je da odbacujem vlastiti život ako je to za što sam se odlučio, te da bih trebao ići na fakultet, da bih trebao postati stručnjak, te da imam veliki potencijal, i da trošim vlastiti talenat na to.'' ''Bilo je ponižavajuće jer je to rekao pred čitavim razredom, i zaista sam se osjećao loše. Ali je to što sam htio, i čim sam završio školu, prijavio sam se za vatrogasca i bio sam primljen.'' I rekao je, ''Znate, razmišljao sam o ovom profesoru nedavno, dok ste govorili',' rekao je, ''jer, prije šest mjeseci, spasio sam mu život.'' (Smijeh) Rekao je, ''Bio je smrskanom autu, i ja sam ga izvukao, pružio sam mu vještačko disanje. Također sam spasio život njegove supruge.'' Rekao je, ''Mislim da sad ima ljepše mišljenje o meni.''
He said, "But I wanted to be a fireman." And he said, "When I got to the senior year of school, my teachers didn't take it seriously. This one teacher didn't take it seriously. He said I was throwing my life away if that's all I chose to do with it; that I should go to college, I should become a professional person, that I had great potential and I was wasting my talent to do that." He said, "It was humiliating. It was in front of the whole class and I felt dreadful. But it's what I wanted, and as soon as I left school, I applied to the fire service and I was accepted. You know, I was thinking about that guy recently, just a few minutes ago when you were speaking, about this teacher, because six months ago, I saved his life." (Laughter) He said, "He was in a car wreck, and I pulled him out, gave him CPR, and I saved his wife's life as well." He said, "I think he thinks better of me now."
(Smijeh)
(Laughter)
(Aplauz)
(Applause)
Po meni, znate, ljudske zajednice ovise o različitosti talenata, a ne o jednom shvatanju sposobnosti. A najveće od naših izazova -- (Aplauz) Najveći izazov je da nanovo usopostavimo osjećaj za mogućnosti i inteligenciju. Problem je u linearnosti stvari.
You know, to me, human communities depend upon a diversity of talent, not a singular conception of ability. And at the heart of our challenges -- (Applause) At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
Kada sam stigao u Los Angeles prije devet godina, naišao sam na političku izjavu, veoma dobronamjernu, koja kaže, ''Koledž počinje u vrtiću.'' Ne, to nije tako. (Smijeh) Ne počinje. Da imam vremena, mogli bismo o ovome ali nećemo. (Smijeh) Vrtić počinje u vrtiću. (Smijeh) Jedan moj prijatelj je jednom rekao, ''Znaš, trogodišnjak je upola mlađi od šestogodišnjaka.'' (Smijeh) (Aplauz) Trogodišnjak ima tri godine.
When I arrived in L.A. about nine years ago, I came across a policy statement -- very well-intentioned -- which said, "College begins in kindergarten." No, it doesn't. (Laughter) It doesn't. If we had time, I could go into this, but we don't. (Laughter) Kindergarten begins in kindergarten. (Laughter) A friend of mine once said, "A three year-old is not half a six year-old." (Laughter) (Applause) They're three.
Kao što smo čuli u posljednjoj sesiji, sada postoji natjecanje kako da bi se došlo u vrtić, da bi se došlo u pravi vrtić, da se trogodišnjaci intervjuišu za to. Djeca sjede ispred neimpresioniranih komisija, sa svojim biografijama, (Smijeh) vrteći se i govoreći, ''Znači, to je to?'' (Smijeh) (Aplauz) ''Na svijetu si 36 mjeseci, i kažeš to je to?'' (Smijeh) ''Ne postižete ništa. Proveo si prvih šest mjeseci dojeći, koliko ja znam.'' (Smijeh)
But as we just heard in this last session, there's such competition now to get into kindergarten -- to get to the right kindergarten -- that people are being interviewed for it at three. Kids sitting in front of unimpressed panels, you know, with their resumes -- (Laughter) Flicking through and saying, "What, this is it?" (Laughter) (Applause) "You've been around for 36 months, and this is it?" (Laughter) "You've achieved nothing -- commit. (Laughter) Spent the first six months breastfeeding, I can see."
Vidite, kao zamisao ovo je nasilno, ali privlači ljude.
(Laughter) See, it's outrageous as a conception.
Drugi veliki problem je saglasnost. Stvorili smo obrazovni sistem po modelu brze hrane. Jamie Oliver je o ovome govorio prije par dana. Postoje dva modela za osiguranje kvaliteta u ugostiteljstvu. Jedan je brza hrana, gdje je sve normirano. Drugi je, stvari poput Zagat i Michelin restorana, gdje ništa nije normirano, prilagođavaju se datim okolnostima. A mi smo se dali u model brze hrane u obrazovanju. I to osiromašuje naš duh i energiju jednako kao što brza hrana iscrpljuje naše tjelo.
The other big issue is conformity. We have built our education systems on the model of fast food. This is something Jamie Oliver talked about the other day. There are two models of quality assurance in catering. One is fast food, where everything is standardized. The other is like Zagat and Michelin restaurants, where everything is not standardized, they're customized to local circumstances. And we have sold ourselves into a fast-food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.
(Aplauz)
(Applause)
Mislim da moramo priznati par stvari. Jedna je da je ljudski talenat strahovito raznolik. Ljudi imaju različite spremnosti. Nedavno sam doznao da sam kao dječak dobio gitaru u, otprilike, isto vrijeme kada je i Eric Clapton dobio svoju prvu gitaru. Znate, kod Erica je funkcionisalo, to je sve hoću reći. (Smijeh) Nekako za mene nije. Nisam mogao pokrenuti tu gitaru bez obzira koliko često i jako sam puhao u nju. Jednostavno nije htjelo.
We have to recognize a couple of things here. One is that human talent is tremendously diverse. People have very different aptitudes. I worked out recently that I was given a guitar as a kid at about the same time that Eric Clapton got his first guitar. (Laughter) It worked out for Eric, that's all I'm saying. (Laughter) In a way -- it did not for me. I could not get this thing to work no matter how often or how hard I blew into it. It just wouldn't work.
(Laughter)
Ali nije stvar samo u tome. Radi se o strasti. Često su ljudi dobri u stvarima do kojih im nije stalo. Radi se o strasti, o onome šta uzbuđuje naš duh i energiju. I ako radite stvar koju volite, u kojoj ste dobri, vrijeme teče potpuno drukčijim tokom. Moja supruga je upravo završila svoj roman, i mislim da je to sjajna knjiga, ali ona satima radi na njoj. Znate, ako radite ono što volite, sat osjećate kao pet minuta. Ako radite nešto što nije u skladu s Vašim duhom, pet minuta osjećate kao jedan sat. Razlog zašto toliki broj ljudi napušta obrazovanje je zato što ono ne hrani njihov duh, ono ne hrani njihovu energiju ili strast.
But it's not only about that. It's about passion. Often, people are good at things they don't really care for. It's about passion, and what excites our spirit and our energy. And if you're doing the thing that you love to do, that you're good at, time takes a different course entirely. My wife's just finished writing a novel, and I think it's a great book, but she disappears for hours on end. You know this, if you're doing something you love, an hour feels like five minutes. If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.
Tako da mislim da bismo trebali mijenjati metafore. Moramo se micati od onoga šta je u srži industrijski model obrazovanja, model proizvodnje, koji se bazira na linearnosti, saglasnosti i grupiranju ljudi. Moramo ići prema modelu koji je baziran više na principima poljoprivrede. Moramo priznati da ljudski uspjeh nije mehanički proces, nego organiski. Ne možete predvidjeti ishod ljuskog razvoja; sve što možete je, poput zemljoradnika, stvoriti uslove pod kojima će početi uspjevati.
So I think we have to change metaphors. We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.
Kada razmatramo reformu i transformaciju obrazovanja, ne mislimo na kloniranje sistema. Postoje sjajni primjeri -- KIPP je odličan sistem. Postoji mnogo dobrih modela. Radi se o prilagođavanju Vašim okolnostima, i obrazovanja ljudima koje u stvari podučavate. Upravo to je, mislim, odgovor za budućnost jer se ne radi o preračunavanju novih rješenja; radi se o stvaranju pokreta u obrazovanju u kojem ljudi razvijaju vlastita rješenja, ali s vanjskom potporom baziranom na kurikulumu za pojedinca.
So when we look at reforming education and transforming it, it isn't like cloning a system. There are great ones, like KIPP's; it's a great system. There are many great models. It's about customizing to your circumstances and personalizing education to the people you're actually teaching. And doing that, I think, is the answer to the future because it's not about scaling a new solution; it's about creating a movement in education in which people develop their own solutions, but with external support based on a personalized curriculum.
Dakle, u ovoj prostoriji, ima ljudi koji predstavljaju izuzetnu pomoć u biznisu, multimediji, i internetu. Ove tehnologije, kombinirane s izuzetnim talentom nastavnika, nude mogućnost za revoluciju obrazovanja. I pozivam Vas da se uključite u ovo jer je ovo ključno, ne samo za nas same, nego za budućnost naše djece. Ali moramo promijeniti industrijski model za poljoprivredni model, gdje se svakoj školi nudi da se razvija sutra. Tu djeca doživljavaju život. Ili kod kuće, ako se tu odluče obrazovati s porodicama ili prijateljima.
Now in this room, there are people who represent extraordinary resources in business, in multimedia, in the Internet. These technologies, combined with the extraordinary talents of teachers, provide an opportunity to revolutionize education. And I urge you to get involved in it because it's vital, not just to ourselves, but to the future of our children. But we have to change from the industrial model to an agricultural model, where each school can be flourishing tomorrow. That's where children experience life. Or at home, if that's what they choose, to be educated with their families or friends.
Mnogo se govorilo o snovima tokom posljednjih par dana. A ja sam veoma kratko -- Bio sam veoma pogođen pjesmama Natalie Merchant sinoć, oživljavanje starih pjesama. Želio bih Vam kratko pročitati, kratku pjesmu W.B. Yeatsa, koga možda poznajete. Napisao je svojoj ljubavi, Maud Gonne, žalio je za činjenicom da joj nije mogao dati ono što je mislio da je tražila od njega. Kaže: ''Imam nešto drugo, možda ne za tebe.''
There's been a lot of talk about dreams over the course of these few days. And I wanted to just very quickly -- I was very struck by Natalie Merchant's songs last night, recovering old poems. I wanted to read you a quick, very short poem from W. B. Yeats, who some of you may know. He wrote this to his love, Maud Gonne, and he was bewailing the fact that he couldn't really give her what he thought she wanted from him. And he says, "I've got something else, but it may not be for you."
Kaže dalje: ''Da imam nebeski protkane krpe, ukrašenu zlatom i svjetlom srebrenim, Plave i prigušene i crne krpe noći i svjetla i sumraka, prosto bih ih pod noge tvoje; Ali ja, siromah, samo imam snove; Prostro sam snove pod noge tvoje; Lagano gazi jer ti mojim snovima gaziš.'' Svaki dan, svugdje, naša djeca šire svoje snove pod naše noge. I trebali bismo lagano hoditi.
He says this: "Had I the heavens' embroidered cloths, Enwrought with gold and silver light, The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams." And every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly.
Hvala Vam.
Thank you.
(Aplauz)
(Applause)
Thank you very much.
(Applause)
Thank you.
(Applause)
Hvala Vam puno.