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.
Hemen izan nintzen duela lau urte, eta gogoan dut garai hartan hitzaldiak ez zirela sareratzen; Uste dut TED- tarrei kaxa batean ematen zitzaizkiela, DVD bilduma- kaxa batean, apal batean uzteko, eta han jarraitzen dute oraindik
(Laughter)
(Barreak)
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."
Nire hitzaldia eman eta astebetera Chris- ek deitu zidan Eta esan zidan " Hitzaldiak sareratzera goaz. Zurea sarera al dezakegu?" " Noski" erantzun nion.
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.
Eta lau urte beranduago, nion bezela, ikusi dute lau... Tira, jeitsi dute lau milioi aldiz Beraz, kopuru hori hogei aldiz biderka dezakezuela suposatzen dut ikusi dutenen kopurua lortzeko. Eta Chris-ek dionez,
(Laughter)
nire bideo-gosea dago.
(Applause)
(Barreak)
(Txaloak)
Don't you feel?
... Ez al duzue sentitzen?
(Laughter)
(Barreak)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Beraz, guzti hau asko landutako sarrera bat izan da zuentzako beste hitzaldi bat prestatzeko aukera izan nezan, beraz hemen dago.
(Laughter)
(Barreak)
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.
Al Gorek hitzegin zuen duela lau urte nik parte hartutako TED Konferentzian eta klima-krisialdiaz hitzegin zuen. Eta horri erreferentzia egin nion nire azken hitzaldiaren amaieran. Hortxe hartu nahi nuke berriro haria 18 minutu besterik ez bait ditut.
(Laughter)
Beraz, esaten nuen bezela....
So, as I was saying --
(Laughter)
(Barreak)
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.
Berak arrazoi du. Hau da, begibistakoa da klima-krisialdi itzela dagoela. Eta hori sinisten ez duenak gehiago irten beharko luke kalera.
(Laughter)
(Barreak)
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."
Baina uste dut bigarren klima-krisialdi bat ere badela, aurrekoa bezain larria, sustrai berdinak dituena, eta urgentzia berdinarekin aurre egin beharrekoa. Eta honekin zera esan nahi dut---- bide batez, zuen esan dezakezue- "Tira, ongi nago. Badut klima-krisialdi bat;
(Laughter)
ez dut bigarrena ezertarako behar."
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
baina krisialdi hau ez da baliabide naturalei buruzkoa nahiz eta hori ere benetazkoa den, giza-baliabideei buruzkoa baizik.
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.
Funtsean, konbentzituta nago, azken egunotan hizlari askok esan duten bezela gure talentuen erabilera oso eskasa egiten dugula. Pertsona askok bere bizitza guztia iragaten dute beraien talentuak zein izan daitezkeen ohartu gabe, batenbat ba ote duten jakin gabe. Ezertan onak ez direla pentsatzen duten pertsona askorekin egiten dut topo.
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."
Benetan, mundua bi taldetan zatitzen dut gaur egun. Jeremy Bentham-ek, filosofo utilitario handiak, behin punta atera zion argudio honi. Esan zuen, " Bi pertsona mota daude mundu honetan, mundua bi motatan bereizten dutenak eta bereizketa hori egiten ez dutenak."
(Laughter)
(Barreak)
Well, I do.
Tira, nik egiten dut.
(Laughter)
(Barreak)
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.
Egiten dutena gogoko ez duten pertsona askorekin egiten dut topo. Soilik bere bizitza pasatzen dute nola hala moldatzen. Ez dute egiten dutenetik plazerrik lortzen. Jasan egiten dute, gozatu baino gehiago, eta asteburua iritsi zai egoten dira. Baina egiten duena maite duen jendearekin ere egiten dut topo bere burua beste ezertan imagina ez dezaketenekin. "Ez egin hau gehiago" esango bazenieke, zertaz hizketan ari zaren galdetuko liokete bere buruari Ez delako zer egiten duten, zein diren baizik. Esaten dute " Baina hau da ni naizena, badakizu. Lelokeria litzateke hau bertan behera uztea, nire nortasunaren alderdi autentikoena isladatzen bait du." Eta hau ez da horrela nahikoa jenderentzat.. Alderatziz, uste dut benetan jendearen gutxiengo bat dela.. Eta uste dut errealitate horrek
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.
azalpen posible asko dituela. Eta beraien artean nagusiki hezkuntza dago, hezkuntzak, nola hala, jende asko dislokatzen bait du bere talentu naturaletatik Eta giza-baliabideak baliabide naturalak bezalakoak dira; askotan oso sakon lurperatuta daude Eta beraien bila joan behar zara. Ez daude azaleran kokaturik. Eta azaleratu ahal izateko baldintzak sortu behar dituzu. Eta imagina dezakezue hezkuntza izan daitekeela hori gauzatzeko bidea. Baina sarriegitan, ez da horrela. Munduko hezkuntza-sistema guztiak erreforma bat jasaten ari dira momentu honetan. Eta ez da nahikoa. Erreformak dagoeneko ez du balio, apurtuta dagoen eredu bat hobetzea baino ez delako. Behar duguna da--- eta hitz hau azken egunotan sarri erabilia izan da---- ez da eboluzioa baizik eta hezkuntza- erreboluzioa. Eraldakuntza bat jasan behar du
(Applause)
beste zerbait izateko.
(Txaloak)
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."
Erronka nagusienetako bat hezkuntzan funtsezko berrikuntza bat egitea da. Berrikuntza zaila da oinarrian jendeari erreza ez zaion zerbait egitea suposatzen bait du. Jakintzat jotzen duguna, nabarmena iruditzen zaiguna, desafiatzea suposatzen du. Erreforma eta eraldakuntzarako oztopo nagusia zuhurtziaren tirania da-- jendeak uste dituen gauzak, " Tira, ezin da beste inola egin, horrela egiten delako"
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Duela gutxi Abraham Lincoln-en hitz batzuekin egin nuen topo, , eta pentsatu nuen atsegin izango zenutela aipatzea.
(Laughter)
(Barreak)
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.
1862ko Abenduan esan zuen Kongresuaren 2. urteroko bileran. Garai hartan gertatzen zenari buruzko idearik ez daukadala onartu behar dut. Ez dugu Amerikar Historiarik irakasten Britainia Handian.
(Laughter)
(Barreak)
We suppress it. You know, this is our policy.
Kendu egin dugu. Badakizue, hori da gure politika.
(Laughter)
(Barreak)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Beraz, zalantzarik gabe, zerbait erakargarria gertatzen ari zen 1862ko Abenduan gure artean dauden Amerikarrek ezagutuko dutena.
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."
Berak hau esan zuen: "Iragan lasaiaren dogmak ez dira egokiak ekaitzez betetako orainarentzat. Une hau zailtasunez josia dago baina gertakariekin gora egin behar dugu." Asko gustatzen zait. Ez dauden tokira igo, beraiekin gora egin. "Eta gure egoera berria da, beraz era berri batean pentsatu behar dugu eta era berri batean jokatu. gure buruari lilura galduarazi behar diogu
I love that word, "disenthrall."
eta orduan gure herria salbatzeko gai izango gara."
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.
Asko gustatzen zait " lilura galdu" Badakizue zer esan nahi duen? Zenbait ideiek erabat liluratuta gauzkate eta ontzat hartzen ditugu gauzen ordena naturala balira bezala, gauzak diren era. Eta gure ideietatik asko eratu ziren, ez mende hontako egoerei aurre egiteko, baizik eta aurreko mendeetako egoerei aurre egiteko. Baina gure burua oraindik hipnotizatuta daukate. Eta gure burua lilura galtzera behartu behar dugu. Orain, hau errazagoa da esatea egitea baino. Oso zaila bait da jakintzat zer jotzen duzun ikustea, jakintzat jotzen duzulako.
(Laughter)
Utzidazue begibistakotzat jotzen duzuen zerbaiti buruz galdetzen.
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."
Zuetatik zenbatek dituzue 25 urte baino gehiago? Ez dut uste hori jakintzat jotzen duzuenik. Ziur nago jadanik erabat ezaguna zaizuela. Badago hemen 25 urte baino gutxiago duen norbait.? Primeran. Orain 25 urte baino gehiago dituzuenok jasoko zenukete eskua ordularia badaramazue.? Tira, gehiengoa gara, ezta.? Galdetu horixe bera nerabeez betetako gela batean. Nerabeek ez dute ordularirik erabiltzen. Ez diot ezin dutenik edo uzten ez zaienik, ez erabiltzea erabakitzen dute soilik. Eta arrazoia zera da, 25 urtetik gorakoak kultura pre-digital batean hazi ginen. Guretzat, ordua jakin nahi ezkero, ordua esaten zizun zerbait eraman behar zenuen. Gaur egungo haurrak mundu digitalizatu batean bizi dira eta ordua, beraientzako, toki guztitan dago. Ez dute hau egiteko arrazoirik ikusten. Eta, era berean, zuek ere ez duzue hori egin beharrik; soilik horrela egin izan duzue beti, eta hori egiten jarraitzen duzue. Nire alabak ez du sekula ordularirik erabiltzen, 20 urte dituen nire alaba Kate-ek. Ez dio inolako zentzurik topatzen. Eta esaten du "Funtzio bakarra duen aparatua da". (Barreak)
(Laughter)
" Zeinen mugatua da hori?"
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
Eta nik diot " Ez, ez, data jakiteko ere balio du"
(Laughter)
(Barreak)
"It has multiple functions."
" Funtzio anitzak ditu".
(Laughter)
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.
Hezkuntzari dagokionez, zenbait gauzak liluratuta gauzkate. Utzidazue adibide pare bat jartzen. Bata, lineartasunaren kontzeptua da, hemen hasten zara, bide bat jarraitzen duzu, eta dena ondo egiten baduzu, amaieran zuri bizitza guztirako prestatuta zaude. TED-n hizketa egin duten guztiek, inplizituki eta batzutan esplizituki, era desberdinetan kontatu digute bizitza ez dela lineala, organikoa dela. Gure bizitzak sinbiotikoki eratzen ditugu gure talentuak esploratzen goazen neurrian gure sormenari laguntzen dioten zirkunstantziekin harremanetan. Baina badakizue, obsesionatu egin gara narratiba lineal horrekin. Eta ziurrenik hezkuntzaren gailurra Unibertsitatera iristea da. Eta uste dut jendea unibertsitatera bidaltzearekin obsesionatuta gaudela, zenbait unibertsitate mota. Ez dut esan nahi unibertsitatera joan behar ez denik, baina mundu guztiak ez du joan behar, eta denek ez dute orain joan behar. Agian beranduago joango dira, ez orain bertan.
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."
Duela gutxi San Francisco-n izan nintzen liburuak sinatzen. Nire liburua erosi zuen 30 bat urteko tipo bat zegoen han. Eta galdetu nion " Zer egiten duzu?" Eta esan zidan " Suhiltzailea naiz." Eta nik " Noiztik daramazu suhiltzailea izaten?" Berak " Betidanik, beti izan naiz suhiltzailea". Eta galdetu nion " Tira, eta noiz hartu zenuen erabakia?" Esan zidan " Umea nintzela. Benetan, niretzako problema bat zen eskolan, zeren eskolan, denek suhiltzaile izan nahi zuten."
(Laughter)
Esan zidan, "Baina nik suhiltzaile izan nahi nuen."
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."
Eta esan zidan, "Bigarren Hezkuntzako azken urtean, nire irakasleek ez zuten nire nahia serioski hartzen. Konkretuki irakasle bati ez zitzaion serioa iruditu. Nire bizitza alferrik galtzera nindoala esan zidan bizitzan hori bakarrik egitea aukeratzen banuen, unibertsitatera joan beharko nukela eran zidan, profesional bat bihurtu, potentzial handia bait nuen, eta aukera horrekin nire talentua alferrik galtzen ari nintzela esan zidan." "Erabat lotsagarria izan zen klase guztiaren aurrean esan bait zidan, eta benetan ikaratuta sentitu nintzen." Baina hori zen nahi nuena, eta eskola utzi bezain pronto, suhiltzaile izateko lan eskaera aurkeztu eta onartu ninduten." Eta esan zidan " Badakizu, tipo horrengan pentsatzen ari nintzen, duela pare bat minutu hizketan ari zinenean, irakasle hori etorri zait burura" " zeren eta duela sei hilabete
(Laughter)
bizitza salbatu nion" (Barreak)
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."
" Auto istripu batean degoen" bertatik atera eta erreanimatu nuen, eta bere emaztearen bizitza ere salbatu nuen" Esan zidan " Uste dut nitaz iritzi hobea duela orain"
(Laughter)
(Barreak)
(Applause)
(Txaloak)
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 --
Badakizue, niretzako giza komunitateek talentu-aniztasunaren mende daude ez abileziaren kontzeptu baten mende.
(Applause)
Eta gure erronken muinean---- (Txaloak)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
Erronkaren muinean abilezia eta inteligentziaren zentzuak berriro eratzeko beharra dago. Linearitatea arazo bat da.
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.
L.A.-ra iritsi nintzenean duela bederatzi bat urte, baieztapen hau topatu nuen, intentzio onez betea, " Unibertsitatea haurtzaindegian hasten da", zioena. Ez, ez da hor hasten.
(Laughter)
(Barreak)
It doesn't. If we had time, I could go into this, but we don't.
Ez da hor hasten. Denbora izango bagenu, hortaz arituko nintzateke, baina ez daukagu
(Laughter)
(Barreak)
Kindergarten begins in kindergarten.
Haurtzaindegia haurtzaindegian hasten da.
(Laughter)
(Barreak)
A friend of mine once said, "A three year-old is not half a six year-old."
Nire lagun batek zion bezela " Badakizu, hiru urteko bat ez da sei urteko baten erdia"
(Laughter)
(Barreak)
(Applause)
(Txaloak)
They're three.
Hiru urte dituzte.
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 --
Baina azkenengo saioan entzun genuen bezala, hain lehia gogorra dago haurtzaindegira joateko, haurtzaindegi egokira joateko, hiru urteko umeak elkarrizketatzen ari direla. Umeak esertzen dituzte bere curriculum-ekin panel baten aurrean
(Laughter)
(Barreak)
Flicking through and saying, "What, this is it?"
eta gainbegirada bat emanez esaten zaie "Tira, hau al da dena?"
(Laughter)
(Barreak)
(Applause)
(Txaloak)
"You've been around for 36 months, and this is it?"
" 36 hilabete igaro dituzu hemendik, eta hau da guztia?"
(Laughter)
(Barreak)
"You've achieved nothing -- commit.
" Ez duzu ezer lortu, konprometi zaitez"
(Laughter)
"Iruditzen zait lehen sei hilabeteak bularra hartzen alferrik galdu dituzula."
Spent the first six months breastfeeding, I can see."
(Barreak)
(Laughter)
See, it's outrageous as a conception.
Bai, arraroa da kontzeptu bezala, baina jendea erakartzen du.
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.
Beste arazo larri bat konformismoa da. Gure hezkuntza sistemak "fast food" ereduaren inguruan eraiki ditugu. Jamie Olivierrek hontaz hitzegin zuen aurreko egunean. Catering kalitateari dagokionez, bi eredu daude. Bata "fast-food"-arena non dena estandarizatuta dagoen. Eta bestea Zagat eta Michelin gidatan azaltzen diren jatetxeena. non dena estandarizatu gabekoa den, tokiko egoerari egokituta. Eta gure burua "fast food" hezkuntza ereduari saldu diogu eta gure izpirituak eta energiak pobretzen ari da. fast food-ak gure gorputzak hondatzen dituen neurri berdinean
(Applause)
(Txaloak)
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.
Uste dut pare bat gauza onartu beharrean gaudela Bata da giza talentua oso anitza dela. Pertsonek oso gaitasun ezberdinak dituzte. Aurrekoan kalkultzen egon nintzen haurra nintzela gitarra bat eman zidatela
(Laughter)
gutxigora behera Eric Clapton-i eman zioten garai berdinean.
It worked out for Eric, that's all I'm saying.
Badakizue, Eric-en kasuan asmatu zuten, hori da esaten ari naizena.
(Laughter)
(Barreak)
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.
Nere kasuan ez zen hala izan. Tramankulu horri ezin nion ezer atera, ez zion inporta zein gogor saiatzen nintzen, ezin ezer onik atera.
(Laughter)
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.
Baina ez da hori bakarrik. Pasioari buruz ari gara. Sarri, jendea ona da benetan inporta ez zaizkion gauzatan. Pasioa da gakoa, zerk iratzartzen duen gure izpiritua eta gure energia. Eta maite duzuna egiten baduzu, eta ona zaren hortan badiharduzu, denborak norabide erabat desberdina hartzen du. Nire emazteak nobela bat idatzi du, oraintxe amaitu du, eta uste dut oso liburu ona dela, baina desagertu egiten da, eta amaigabeko orduak pasatzen ditu. Badakizue, maite duzun zerbaitetan ari zarenean, ordu bat bost minutu balira bezela iragaten da. Zure izprituan oihartzunik ez duen zerbaitetan ari zarenean, bost minutu ordubete balitz bezala sentitzen duzu. Eta hainbeste jendek hezkuntzatik at egitea erabakitzen du ez duelako bere izpiritua elikatzen, ez beraien energia edo pasioa elikatzen.
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.
Beraz, uste dut metaforak aldatu beharra daukagula. Funtsean industriala den hezkuntza eredu batetik, manufaktura-eredutik, linearitatean, konformitatean eta jendea loteka prozesatzean oinarritua den eredutik Nekazaritzaren printzipiotan oinarritutako eredu baterantz mugitu behar dugu. Onartu behar dugu giza-loratzea ez dela prozesu mekaniko bat, prozesu organiko bat dela. Eta ezin duzu giza-garapenaren emaitza zein izango den aurresan, egin dezakezun guztia, nekazarien moduan, loraldia hasteko beharrezkoak diren baldintzak sortzea da.
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.
Beraz, hezkuntza erreformatu eta eraldatzeaz ari garenean, ez da sistema bat klonatzea bezala. Oso sistema onak daude, adibidez KIPP. Eredu on asko dago. Hezkuntza jasotzen dutenen egoeraren neurrira egokitu eta pertsonalizatu behar dugu hezkuntza bera. Eta hau egitea da, nire ustez etorkizunerako erantzuna gakoa ez delako konponbide berri bat zabaltzea; baizik eta hezkuntzan mugimendu bat sortzea non bakoitzak bere konponbideak garatuko dituen, baina pertsonalizatutako curriculum batetan oinarritutako kanpo-laguntzarekin.
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.
Orain, gela hontan, negozio munduan baliabide izugarriak ordezten dituzten pertsonak daude, multimedia arloan, interneten. Teknologia hauek, irakasleen talentu apartarekin konbinaketan, irakaskuntza iraultzeko aukera ematen digute. Eta hortara konprometi zaitezten eskatzen dizuet funtsezkoa delako, ez guretzako soilik, baita gure haurren etorkizunerako ere. baina aldatu beharra daukagu, industri-eredu batetik nekazal eredu batetara, non eskola bakoitzak etorkizunean loratzeko ahalmena izango duen. Hor ezagutzen bait dute haurrek bizitza. Edo etxean, hor hezten badituzte beraien familia eta lagunekin.
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."
Ametsei buruz asko hitzegin da azken egun hauetan. Eta nahi nuke era azkarrean--- Asko impresionatu ninduten bart gaueko Natalie Merchant-en abestiek, poema zaharrak berreskuratuz. Olerki labur bat irakurri nahi nizueke, W.B. Yeats-ek idatzia, zuetako askok ezaguruko duzue. Bere maiteari idatzi zion, Maud Gonne-i Atsekabetuta zegoen, uste zuelako ezin ziola bere maiteari hark nahi zuena eman, Eta esaten du, "Badut beste zerbait, baina agian ez duzu nahiko"
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.
Hauxe dio: "Zeruaren oihal bordatuak banitu urrez eta zilarrezko argiz apainduak. Urdina eta lausoa eta gauaren oihal ilunak, eta argia eta argi ahula, oihalak zure oinetara zabalduko nituzke; Baina nik, pobre naizenez, nire ametsak besterik ez ditut; Nire ametsak zure oinetara zabaldu ditut, Poliki zapaldu nire ametsak zapaltzen ari bait zara." Eta egunero, toki guztietan, gure haurrek bere ametsak gure oinetara zabaltzen dituzte. Eta poliki zapaldu beharko genuke.
Thank you.
Eskerrikasko
(Applause)
(Txaloak)
Thank you very much.
(Applause)
Thank you.
(Applause)