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.
Estiven aquí hai catro anos e lembro que entón as disertacións non se subían a Internet Penso que llas daban aos asistentes nunha caixa unha caixa de DVDs para deixala nun estante, onde segue a estar
(Laughter)
(Risas)
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."
E Chris chamoume unha semana despois da miña conferencia e dixo: "Vamos a subilas a Internet ¿Podemos subir a túa?" E eu dixen: "Claro"
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.
E catro anos máis tarde vírona xa catro... Descargárona catro millóns de veces Así que supoño que se multiplicamos iso por 20 temos o número de xente que a viu E como di Chris, a xente ten fame
(Laughter)
de vídeos meus
(Applause)
(Risas)
(Aplausos)
Don't you feel?
... non cren?
(Laughter)
(Risas)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Así que todo o anterior foi para darlle bombo a outra conferencia miña, conque aquí a teñen
(Laughter)
(Risas)
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 Gore falou na Conferencia TED na que falei eu hai catro anos sobre a crise climática E eu fixen referencia ao tema cara a fin do meu discurso Así que quero comezar aí porque só tiven 18 minutos, sinceramente
(Laughter)
Como ía dicindo...
So, as I was saying --
(Laughter)
(Risas)
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.
Vedes, ten razón É dicir, estamos a presenciar unha crise climática, é evidente. E penso que se a xente non o cre tería que saír máis
(Laughter)
(Risas)
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."
Pero penso que hai aínda outra crise climática máis igual de grave que ten a mesma orixe e que temos que solucionar coa mesma urxencia E quero dicir... e pode que vós digades: "Mira, xa me chega Xa teño unha crise climática
(Laughter)
E non me fai falla ningunha ter outra"
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Pero esta é unha crise, non de recursos naturais aínda que penso que iso é certo senón unha crise de recursos humanos
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.
Creo firmemente que, como se dixo nestes últimos días facemos un uso moi parco dos nosos talentos Moitísima xente pasa pola vida sen ter idea ningunha de cales son os seus talentos ou de se teñen algún Atópome con xente moi distinta que non cre que se lle dea ben nada en especial
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."
De feito, divido o mundo en dous grupos Jeremy Bentham, o filósofo utilitario tratou o tema Dixo: "Neste mundo hai dous tipos de persoas as que dividen o mundo en dous tipos e as que non"
(Laughter)
(Risas)
Well, I do.
Eu divídoo.
(Laughter)
(Risas)
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.
Atópome con xente moi distinta á que non lle gusta o seu traballo Simplemente pasan a vida enteira soportándoo Non reciben ningún pracer do que fan Atúrano, mais non lles comprace e agardan pola fin de semana Pero tamén atopo xente que adora o seu traballo e que non se imaxina facendo outra cousa Se lles dis: "Deixa de facer iso", quedan pensando de que estarás a falar Porque non é o que fan, é o que son. Din: "Pero ese son eu Sería unha parvada deixalo porque é o meu ser máis auténtico" Pero non lle pasa á xente suficiente Pola contra, pásalle só a unha minoría E creo que hai moitos
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.
motivos posibles para isto E moi ao comezo desa lista está a educación porque a educación, dalgún xeito afasta a moita xente dos seus talentos naturais E os recursos humanos son como os naturais a miúdo, están soterrados e hai que ir buscalos Non quedan aboiando na superficie senón que hai que crear circunstacias nas que poidan amosarse E quizáis imaxinedes que a educación crea esas circunstancias pero a miúdo non é así. Todos os sistemas educativos deste mundo están a ser reformados agora mesmo E non chega A reforma xa non serve porque está soamente a mellorar un modelo roto O que precisamos e esta palabra empregouse moito estes últimos días non é evolución senón unha revolución na educación Ten que transformarse
(Applause)
nalgo distinto
(Aplausos)
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."
Un dos maiores retos é innovar nos fundamentos da educación A innovación é complicada porque implica facer algo que moitas veces non é sinxelo Implica desafiar cousas que damos por feitas cousas que cremos evidentes O principal problema para a reforma ou para a transformación é a tiranía do sentido común Cousas das que a xente pensa "Non se pode facer doutro xeito porque así é como se fai"
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Hai pouco lin unha cita de Abraham Lincoln que creo que vos pode gustar que mencione agora mesmo
(Laughter)
(Risas)
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.
Dixo isto en decembro de 1862 na segunda reunión anual do Congreso E teño que dicir que non teño nin idea do que estaba a pasar daquela Non ensinamos historia de América en Inglaterra
(Laughter)
(Risas)
We suppress it. You know, this is our policy.
Suprimímola. É a nosa política
(Laughter)
(Risas)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Sen dúbida, estaba a pasar algo fascinante en decembro de 1862 e os americanos presentes saberán o que é
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."
Pero el dixo: "Os dogmas do pasado sereno non son axeitados para o tempestuoso presente A situación está cuberta de dificultades e debemos medrar coa situación" Encántame esa parte Non estar á súa altura, senon medrar con ela "Por ser novo o noso caso temos que pensar de novo e actuar de novo Temos que desenfeitizarnos
I love that word, "disenthrall."
e así poderemos salvar o noso país"
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.
Encántame esa palabra, "desenfeitizar" Sabedes o que significa? Que hai ideas que nos teñen enfeitizados que damos por feitas que son a orde natural das cousas, o xeito en que as cousas son E moitas das nosas ideas xurdiron non para enfrontarse ás circunstacias deste século senón ás de séculos pasados Pero as nosas mentes aínda están engaioladas por elas e temos que desenfeitizarnos dalgunhas Agora ben, dicilo é máis sinxelo que facelo É moi difícil saber que é o que damos por feito e o motivo é que o damos por feito
(Laughter)
Así que deixádeme que vos pregunte algo que ao mellor dades por feito
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."
Cantos de vós sodes maiores de 25? Non é iso o que penso que dades por feito Estou seguro de que xa o sabedes Hai xente aquí que teña menos de 25? Estupendo. Agora, os maiores de 25 poderiades levantar a man se levades reloxo? Vaia, somos moitos, non? Preguntade o mesmo nunha sala chea de adolescentes Os adolescentes non levan reloxo Non quero dicir que non podan ou que non lles deixen senón que moitos deciden non levalo E a razón é que medramos nunha cultura pre-dixital, os que temos máis de 25 e para nós, se queres saber a hora que é tes que levar algo que cho diga Os nenos de hoxe viven nun mundo dixitalizado e para eles, a hora está en todas partes Non ven motivo ningún para levalo e, por certo, vós tampouco tedes que facelo É só que o fixéchedes sempre, e seguides facéndoo A miña filla Kate, de 20 anos, nunca leva reloxo. Non lle parece necesario Como di ela: "É un dispositivo cunha soa función" (Risas)
(Laughter)
"Que cousa máis inútil!"
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
E eu dígolle: "Non, non, tamén di a data"
(Laughter)
(Risas)
"It has multiple functions."
"Ten múltiples funcións"
(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.
Pero hai cousas da educación que nos teñen enfeitizados Deixade que poña un par de exemplos Un deles é a idea de lineariedade Que si comezas aqui e vas por ese camiño e fas todo ben rematarás establecido para o resto da vida Todos os que falaron en TED contaron, implícita ou explícitamente, unha historia distinta Que a vida non é lineal, é orgánica Creamos as nosas vidas simbióticamente mentres exploramos os nosos talentos en relación coas circunstancias que axudaron a crealos Pero, sabedes, estamos obsesionados con esta narración linear E é probable que o pináculo para a educación sexa o ingreso na universidade Estamos obsesionados con meter á xente na universidade certos tipos de universidades Non quero dicir que non se deba ir, pero non todos teñen que facelo e non todos teñen que ir agora Quizáis vaian máis tarde, non inmediatamente
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."
E eu estiven en San Francisco hai tempo asinando libros e estaba alí un tipo duns 30 anos mercando un libro Pregunteille: "De que traballas?" E díxome: "Son bombeiro" Pregunteille: Hai canto que es bombeiro?" Contestou: "Sempre, sempre fun bombeiro" E eu: "Pero cando o decidiches?" E el: "Cando neno. De feito, foi un problema na escola porque de pequenos todos querían ser bombeiros"
(Laughter)
Dixo: "Eu quería ser bombeiro
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."
pero cando cheguei ao derradeiro ano da escola os meus profesores non o tomaban en serio Había un profesor que non o tomaba en serio Dicía que estaba a estragar a miña vida se iso era todo o que ía facer Que tiña que ir á universidade e ter unha profesión que tiña un enorme potencial e que estaba a malgastar o meu talento" E dixo: "Foi humillante porque o dixo diante de toda a clase. Sentinme fatal Pero era o que quería, así que tan pronto acabei a escola presentei unha solicitude no departamento de bombeiros e aceptáronme E dixo, "Sabes, recentemente estaba a pensar nese profesor hai uns minutos, mentres falaba vostede porque hai seis meses
(Laughter)
salveille a vida" (Risas)
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."
Díxome: "Estaba dentro dun coche accidentado e eu saqueino, reanimeino e tamén salvei á súa muller" Díxome: "Creo que agora ten mellor opinión de min"
(Laughter)
(Risas)
(Applause)
(Aplausos)
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 --
Sabedes, na miña opinión as comunidades humanas dependen da diversidade de talento e non dunha concepción única de capacidade
(Applause)
E o punto clave dos nosos retos (Aplausos)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
O punto clave do reto é a reconstrución do que entendemos por capacidade e por intelixencia Este asunto da lineariedade é un problema
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.
Cando cheguei aos Ánxeles hai uns nove anos lin unha declaración de políticas moi ben intencionada que dicía: "A Universidade Comeza na Gardería" Non é certo
(Laughter)
(Risas)
It doesn't. If we had time, I could go into this, but we don't.
Non é certo Se tivesemos tempo, seguiría con este tema, pero non temos
(Laughter)
(Risas)
Kindergarten begins in kindergarten.
A gardería comeza na gardería
(Laughter)
(Risas)
A friend of mine once said, "A three year-old is not half a six year-old."
Un amigo díxome unha vez "Un neno de tres anos non é medio neno de seis anos"
(Laughter)
(Risas)
(Applause)
(Aplausos)
They're three.
Teñen tres anos
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 --
Pero, como escoitamos nesta sesión hai tanta competición para entrar nas garderías para entrar na gardería axeitada que están entrevistando a persoas de tres anos Nenos que se sentan en fronte de tribunais pouco convencidos xa sabedes, cos seus currículos
(Laughter)
(Risas)
Flicking through and saying, "What, this is it?"
e que pasan as páxinas e din: "E xa está?"
(Laughter)
(Risas)
(Applause)
(Aplausos)
"You've been around for 36 months, and this is it?"
"Levas neste mundo 36 meses, e isto é todo?"
(Laughter)
(Risas)
"You've achieved nothing -- commit.
"Non acadaches nada, home
(Laughter)
Pero se pasaches os primeiros seis meses mamando da teta"
Spent the first six months breastfeeding, I can see."
(Risas)
(Laughter)
See, it's outrageous as a conception.
Como concepto, é indignante, pero atrae á xente
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.
O outro gran problema é a conformidade Construimos os nosos sistemas educativos co modelo da comida rápida É algo do que falou Jamie Oliver o outro día Sabedes que, en cátering, hai dous modelos de control de calidade Un é a comida rápida onde todo está estandarizado E o outro son cousas como os restaurantes de Zagat ou Michelín onde nada está estandarizado senón que están customizados para as circunstancias locais E nos vendémonos a un modelo de educación de comida rápida que está a depauperar o noso espírito e enerxías tal e como a comida rápida prexudica os nosos corpos
(Applause)
(Aplausos)
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.
Creo que temos que recoñecer un par de cousas A primeira, que o talento humano é enormemente diverso que a xente ten aptitudes moi distintas Hai pouco dinme conta de que me deron unha guitarra de pequeno
(Laughter)
máis ou menos cando a Eric Clapton lle deron a súa primeira guitarra
It worked out for Eric, that's all I'm saying.
A Eric funcionoulle, é todo o que digo
(Laughter)
(Risas)
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.
A min non Non conseguín xamáis que a cousa funcionase por moitas veces e moi forte que lle soprara Non daba funcionado
(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.
Pero non só iso Hai que ter en conta a paixón A miúdo, á xente dáselle ben algo que non lle gusta especialmente Hai que pensar na paixón e no que excita o noso espírito e a nosa enerxía E se estás facendo o que máis che gusta, o que se che da ben o tempo parece ir por un curso distinto A miña muller acaba de rematar unha novela e creo que é un libro moi bo pero ela desaparece durante horas Xa o sabedes, cando estás a facer algo que che encanta unha hora semella cinco minutos Pero se estás a facer algo que non concorda coa túa alma cinco minutos semellan unha hora E a razón pola que tanta xente deixa a escola é que non alimenta o seu espírito Non alimenta a súa enerxía e a súa paixón
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.
Por iso creo que temos que cambiar metáforas Temos que pasar do que é un modelo industrial da educación manufacturado baseado na linearidade na conformidade e no amoreamento de xente Temos que crear un modelo máis baseado nos principios da agricultura Temos que recoñecer que o crecemento humano non é un proceso mecánico senón un proceso orgánico E que non se pode predicir o resultado do desenvolvemento humano Todo o que podes facer, como agricultor é crear as condicións idóneas para que comecen a medrar
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.
Por iso, cando pensamos na reforma e transformación da educación non debe ser como a clonación dun sistema Hai sistemas moi bos, como o programa KIPP Hai moitos modelos excelentes Trátase de adaptalos ás nosas ciscunstacias e de personalizar a educación para a xente á que estades ensinando E penso que facer isto é a chave para o futuro porque non se trata de acadar una nova solución senón de crear un movemento na educación no que a xente chegue ás súas solucións propias cun apoio externo baseado nun currículo personalizado
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.
Nesta sala hai persoas que representan recursos extraordinarios nos negocios nos medios e en Internet Estas tecnoloxías combinadas co extraordinario talento dos profesores representan unha oportunidade para revolucionar a educación E eu anímovos a que vos involucredes porque é crucial non só para nós senón para o futuro dos nosos cativos Pero temos que cambiar do modelo industrial ao modelo agricultor onde cada escola poda medrar mañá Alí é onde os nenos experimentan a vida Ou na casa, se así é como son educados coas súas familias ou amigos
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."
Falouse moito de soños nestes últimos días e só quero, moi brevemente... A noite pasada impactáronme moito as cancións de Natalie Merchant que recuperaban vellos poemas E quero ler un poema moi curtiño de W.B Yeats, que algúns coñeceredes Escribiu isto ao seu amor Maud Gonne lamentándose do feito de que non lle podía dar o que cría que ela quería del Di: "Teño algo máis, pero se cadra non é para ti"
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.
Di así Se tivera os mantos bordados do ceo texidos do ouro e a prata da luz Os mantos azuis, escuros e negros do ceo da noite, da luz e da media luz estendería os mantos baixo os teus pes Pero, sendo pobre como son non teño máis que os meus soños Estendín os meus soños baixo os teus pes Pisa con tento porque pisas os meus soños" E, todos os días, en todas partes os nosos cativos estenden os seus soños baixo os nosos pes E deberíamos pisar con tento
Thank you.
Grazas
(Applause)
(Aplausos)
Thank you very much.
(Applause)
Thank you.
(Applause)