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.
Bio sam ovdje prije četiri godine, i sjećam se kako tada govore nisu stavljali na Internet; mislim da su ih TEDovci dobivali u kutiji, kao komplet DVDova, koje su odlagali na svoje police, gdje su još i danas.
(Laughter)
(Smijeh)
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, zapravo, Chris me nazvao tjedan dana nakon mog govora i rakao mi: "Početi ćemo ih objavljivati na Internetu. Smijemo li staviti i tvoj?" A ja sam odgovorio: "Naravno."
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.
I četiri godine kasnije, kao što rekoh, vidjelo ga je četiri... Mislim, preuzet je četiri milijuna puta. Pretpostavljam kako to možete pomnožiti s 20 ili tako nešto i dobiti koliko ga je ljudi vidjelo. I, kao što Chris kaže, postoji glad
(Laughter)
za mojim snimkama.
(Applause)
(Smijeh)
(Pljesak)
Don't you feel?
... zar ne osjećate?
(Laughter)
(Smijeh)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Dakle, sve je to bilo smišljeno kako bih se opet pojavim pred vama. Pa, eto, tu sam.
(Laughter)
(Smijeh)
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 je govorio na istom TEDu prije četiri godine o klimatskoj krizi. I ja sam se osvrnuo na to na kraju mog prošlog govora. Želio bih nastaviti od toga jer sam iskreno imao samo 18 minuta na raspolaganju.
(Laughter)
Dakle, tada sam rekao...
So, as I was saying --
(Laughter)
(Smijeh)
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.
Vidite, on je u pravu. Mislim, očigledno imamo veliku klimatsku krizu. I ako ljudi u to ne vjeruju, trebali bi više izlaziti.
(Laughter)
(Smijeh)
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."
Ali, ja vjerujem, kako postoji i druga klimatska kriza, koja je jednako ozbiljna, koja ima isto podrijetlo, i s kojom se moramo jednako žurno pozabaviti. I pod time mislim -- znam kako možete reći: "Gle, meni je i ovako dobro imam samo jednu krizu;
(Laughter)
zbilja mi ne treba još jedna.
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Ali ovo nije kriza prirodnih resursa, iako mislim da je to istina, nego je to kriza ljudskih resursa.
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.
Istinski vjerujem, kao što su mnogi govornici proteklih par dana rekli, kako ne koristimo dovoljno svoju nadarenost. Mnogi ljudi prožive cijeli život ne znajući u punom smislu koji su njihovi talenti, odnosno, imaju li ih uopće? Srećem sve vrste ljudi koji misle kako u ničemu nisu posebni.
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."
Zapravo, danas ljude dijelim u dvije skupine. Jeremy Bentham, veliki filozof, jednom je o tome rekao: "Postoje dvije vrste ljudi, oni koji dijele ljude na dvije vrste i oni koji to ne čine."
(Laughter)
(Smijeh)
Well, I do.
Dobro, ja ih dijelim.
(Laughter)
(Smijeh)
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.
Srećem sve vrste ljudi koji ne uživaju u onome što rade. Jednostavno prolaze kroz svoj život nastavljajući s time. Ne uživaju previše u tome što rade. Podnose to, umjesto da uživaju, i čekaju vikend. Ali također srećem ljude koji vole to što rade i ne mogu zamisliti kako bi radili bilo što drugo. Kad biste im rekli: "Nemoj to više raditi", čudili bi se o čemu vi to govorite. Jer, ne radi se o tome što rade, već tko su. Oni kažu: "Ali to sam ja, znaš. Bilo bi glupo da to odbacim, jer to govori upravo o meni." Ali to nije istina za mnoge ljude. Zapravo, čak suprotno, mislim kako to vrijedi tek za manjinu. Mislim kako postoje mnoga
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.
moguća objašnjenja za to. Visoko na popisu je obrazovanje, jer obrazovanje, na neki način, udaljava mnoge ljude od onoga za što su prirodno nadareni. A ljudski su resursi poput prirodnih; često su duboko zakopani. Morate ih tražiti. Ne leže uokolo na površini. Morate stvoriti uvjete unutar kojih se pokažu. I mogli biste zamisliti kako je obrazovanje način da se to dogodi. Ali prečesto tome nije tako. Svaki obrazovni sustav na svijetu prolazi kroz reformu u ovom trenutku. Ali to nije dovoljno. Od reforme više nemamo koristi, jer je to tek popravljanje pokvarenog modela. Ono što trebamo -- a ta je riječ korištena mnogo puta u ovih nekoliko danas -- nije evolucija, već revolucija u obrazovanju. Ono se mora preobraziti
(Applause)
u nešto potpuno drugačije.
(Pljesak)
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."
Jedan od velikih izazova jest temeljna preobrazba obrazovanja. Inovacija je teška jer to znači kako treba raditi nešto što mnogi ljudi doživljavaju teškim. To znači izazvati ono što uzimamo zdravo za gotovo, stvari za koje mislimo kako su očigledne. Veliki problem za reformu ili preobrazbu jest tiranija zdravog razuma, stvari za koje ljudi misle, "To se ne može raditi drugačije, jer je ovo (jedini) način da se to napravi."
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Naišao sam nedavno na veliki citat Abrahama Lincolna, za koji mi se čini kako biste ga sada voljeli čuti.
(Laughter)
(Smijeh)
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.
Rekao je ovo u prosincu 1862. na drugom godišnjem zasjedanju Kongresa. Moram objasniti kako nemam pojma što se tada događalo. Mi ne poučavamo američku povijest u Britaniji.
(Laughter)
(Smijeh)
We suppress it. You know, this is our policy.
Mi ju potiskujemo. Znate, to je naša politika.
(Laughter)
(Smijeh)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Dakle, bez sumnje, nešto fascinantno se događalo u prosincu 1862. čega će, Amerikanci među nama, biti svjesni.
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."
Rekao je ovo: "Dogme mirne prošlosti ne odgovaraju olujnoj sadašnjosti. Situacija je prepuna teškoća i mi se moramo prilagoditi situaciji." Sviđa mi se to. Ne riješiti, već prilagoditi. "S obzirom da je problem nov, moramo misliti na nov način i djelovati na nov način, moramo se osloboditi starog
I love that word, "disenthrall."
i onda ćemo spasiti domovinu."
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.
Sviđa mi se ta riječ "osloboditi". Znate li što to znači? Postoje ideje kojima svi robujemo, koje uzimamo zdravo za gotovo kao prirodni poredak, kako stvari moraju biti. A mnoge od naših ideja su oblikovane, ne kako bi riješile okolnosti ovog stoljeća, već kako bi se nosile s okolnostima prošlih stoljeća. Ali su naši umovi još uvijek opčinjeni njima. I mi se moramo osloboditi nekih od njih. No, to je lakše reći nego učiniti. Usput budi rečeno, vrlo je teško prepoznati što uzimamo zdravo za gotovo. A razlog je što to uzimamo zdravo za gotovo.
(Laughter)
Dozvolite da vas pitam nešto što možda uzimate zdravo za gotovo.
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."
Koliko vas je starije od 25 godina? To nije ono što mislim da uzimate zdravo za gotovo. Siguran sam kako ste s time već upoznati. Ima li ovdje netko mlađi od 25 godina? Izvrsno. Sada, ovi preko 25, možete li dignuti ruke u zrak ako nosite sat? To je većina nas, zar ne? Probajte pitati isto pitanje sobu punu tinejdžera. Tinejdžeri ne nose satove. Ne želim reći kako to ne znaju ili ne smiju raditi, oni često jednostavno odluče kako to ne žele. Vidite, razlog je u tome što smo mi odrasli u pred-digitalnoj kulturi, mi stariji od 25. A za nas to znači, da ako želiš znati koliko je sati, moraš nositi nešto što će ti to pokazati. Djeca danas žive u svijetu koji je digitaliziran, i za njih je vrijeme posvuda. Ne vide razlog zašto bi to činili. I, usput budi rečeno, ni vi ne trebate; radi se samo o tome da ste to uvijek radili i nastavljate to raditi. Moja kćer, Kate kojoj je 20, nikad ne nosi sat. Ona ne vidi svrhu. Kao što kaže; "To je uređaj sa samo jednom funkcijom." (Smijeh)
(Laughter)
"Kako je to jadno!"
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
A ja kažem, "Ne, ne, pokazuje i datum."
(Laughter)
(Smijeh)
"It has multiple functions."
"Ima više funkcija."
(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.
Vidite, ima stvari kojima robujemo u obrazovanju. Dati ću vam nekoliko primjera. Jedna od njih je ideja linearnosti, kako počinjemo ovdje, i ako se držimo pravila, i sve činimo kako treba, završit ćemo, osigurani za cijeli život. Svi koji su govorili na TEDu, implicitno su nam rekli, a ponekad i eksplicite, sasvim drugačiju priču, život nije linearan, već organski. Svoje živote stvaramo simbiotski dok istražujemo svoje talente, u odnosu na okolnosti koje nam pomažu stvoriti za nas. Ali znate, postali smo opsjednuti tom linearnom pripovjetkom. I vjerojatno je vrhunac obrazovanja upisati se na fakultet. Mislim kako smo opsjednuti time da se ljudi upišu na fakultet, fakultet određene vrste. Ne želim vam reći kako ne treba ići na fakultet, ali ne trebaju ići svi, i ne trebaju svi ići sada. Možda će ići kasnije, ali ne odmah.
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."
Prije nekog vremena bio sam u San Franciscu potpisujući svoju knjigu. Tamo je jedan čovjek kupovao knjigu, bio je u 30tim. I rekao sam mu: "Čime se bavite?" I on je odgovorio: "Ja sam vatrogasac." A ja sam pitao: "Koliko ste dugo vatrogasac?" Odgovorio je: "Oduvijek, ja sam oduvijek vatrogasac." A ja sam pitao: "Kad ste to odlučili?" "Još kao dječak. Zapravo, to mi je bio problem u školi, jer su svi u školi htjeli biti vatrogasci."
(Laughter)
On je rekao: "Ali ja sam zaista htio biti vatrogasac."
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."
I nastavio, "Kada sam došao u više razrede, učitelji me nisu shvaćali ozbiljno. Jedan od učitelj to posebno nije mogao prihvatiti. Rekao mi je kako odbacujem svoj život ako je to sve što želim s njim učiniti, kako bih trebao ići na fakultet, trebao bih postati profesionalac, kako imam veliki potencijal, i kako ću ga upropastiti." Rekao mi je: "Bilo je to ponižavajuće jer je to rekao pred cijelim razredom, i stvarno sam se grozno osjećao. Ali ja sam to htio i čim sam napustio školu, prijavio sam se u vatrogasce a oni su me primili." Nastavio je, "Znate, nedavno sam razmišljao o tom učitelju, prije par minuta dok ste govorili, o tom učitelju, jer pije šest mjeseci,
(Laughter)
spasio sam mu život." (Smijeh)
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."
"Bio je u zgnječenom autu i izvukao sam ga, dao sam mu umjetno disanje, i spasio sam također život njegove žene." "Mislim kako sada ima bolje mišljenje o meni."
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
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 --
Znate, ja mislim kako ljudske zajednice ovise o raznolikosti talenata, a ne samo o jednoj jedinoj vrsti sposobnosti.
(Applause)
A u srcu naših izazova -- (Pljesak)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
U srcu naših izazova jest ponovo uspostaviti naš osjećaj za vlastitu sposobnost i za našu inteligenciju. Ta linearnost je problem.
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.
Kada sam stigao u Los Angeles, prije devet godina, naišao sam na izjavu, dobronamjernu izjavu, "Fakultet započinje u vrtiću." Ne, ne počinje.
(Laughter)
(Smijeh)
It doesn't. If we had time, I could go into this, but we don't.
Ne počinje. Kada bismo imali vremena, ušao bih dublje, ali nemamo.
(Laughter)
(Smijeh)
Kindergarten begins in kindergarten.
Dječji vrtić počinje u dječjem vrtiću.
(Laughter)
(Smijeh)
A friend of mine once said, "A three year-old is not half a six year-old."
Moj prijatelj je jednom rekao: "Znaš, trogodišnjak nije pola šestogodišnjaka."
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
They're three.
Oni imaju tri godine.
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 --
Ali kao što smo upravu čuli u prošlom predavanju, postoji konkurencija za upis u dječji vrtić, za upis u pravi dječji vrtić, da djecu od tri godine intervjuiraju za upis. Djeca sjede pred namrštenom komisijom, koja, znate, gleda njihove životopise,
(Laughter)
(Smijeh)
Flicking through and saying, "What, this is it?"
listaju ih i kažu: "Što, to je sve?"
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
"You've been around for 36 months, and this is it?"
"Postojiš već 36 mjeseci i to je sve?"
(Laughter)
(Smijeh)
"You've achieved nothing -- commit.
"Ništa nisi postigao, priznaj.
(Laughter)
Koliko ja mogu vidjeti, prvih si šest mjeseci samo sisao."
Spent the first six months breastfeeding, I can see."
(Smijeh)
(Laughter)
See, it's outrageous as a conception.
Vidite, to je zgražavajuća zamisao, ali privlači ljude.
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.
Drugi veliki problem je konformizam. Izgradili smo naš obrazovni sustav na modelu brze hrane. To je nešto o čemu je Jamie Oliver govorio neki dan. Znate, postoje dva modela osiguranja kvalitete u opskrbi hranom. Jedan je brza hrana u kojoj je sve standardizirano. Drugi je poput restorana Zagat i Michelin, u kojima ništa nije standardizirano, oni su prilagođeni lokalnim uvjetima. A mi smo se prodali modelu brze prehrane u obrazovanju. A to osiromašuje naš duh i naše energije jednako brzo kao što brza hrana troši naša fizička tijela.
(Applause)
(Pljesak)
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.
Mislim kako moramo prepoznati nekoliko stvari ovdje. Prva je kako je ljudski talent nezamislivo raznolik. Ljudi imaju različite sklonosti. Nedavno sam shvatio kako sam dobio gitaru kao dijete
(Laughter)
otprilike istovremeno kada ju je dobio i Eric Clapton.
It worked out for Eric, that's all I'm saying.
Vidite, uspjelo je kod Erica, to je ono što vam želim reći.
(Laughter)
(Smijeh)
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.
Na neki način, nije uspjelo kod mene. Nisam ju uspio natjerati da radi bez obzira koliko često i koliko jako sam u nju puhao. Jednostavno nije išlo.
(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.
Ali, ne radi se samo o tome. Radi se o strasti. Često su ljudi dobri u stvarima do kojih im nije naročito stalo. Radi se o strasti i onome što uzbuđuje naš duh i našu energiju. I ako radite stvar koju volite raditi, u kojoj ste dobri, vrijeme uzima potpuno drugačiji smjer. Moja je žena upravo završila pisanje novele, i ja mislim kako je to sjajna knjiga, ali ona nestane na nekoliko sati. Znate to već, ako radite nešto što doista volite, sat se čini kao svega pet minuta. Ako, pak, radite nešto što nije u skladu s vašim duhom, pet minuta se čine kao sat. I razlog što toliko mnogo ljudi odustaje od obrazovanja je u tome što ono ne hrani njihov duh, ne hrani njihovu energiju ili strast
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.
Zato mislim kako moramo promijeniti metafore. Moramo odustati od onoga što je u osnovi industrijski model obrazovanja, proizvođački model, koji se zasniva na linearnosti prilagođavanju i grupiranju ljudi. Treba nam model koji se zasniva na načelima poljoprivrede. Moramo shvatiti kako procvat čovjeka nije mehanički proces, već organski proces. I da se ne može predvidjeti ishod čovjekovog razvoja; sve što možemo, poput farmera, stvarati uvjete pod kojima će početi cvjetati.
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, kada razmišljamo o obrazovanju i njegovoj preobrazbi, ne radi se o kloniranju sustava. Postoje izvrsni primjeri poput KIPPova, to je sjajan sustav. Ima mnogo izvrsnih primjera. Radi se o prilagodbi vašim okolnostima, i personalizaciji obrazovanja onim ljudima koje poučavate. Mislim kako je upravo to odgovor za budućnost jer ne radi se o primjeni novog rješenja; već stvaranju pokreta u obrazovanju u kojem ljudi stvaraju vlastita rješenja, s vanjskom podrškom, zasnovanom na prilagođenom planu i programu.
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.
U ovoj dvorani, ima ljudi koji predstavljaju izvanredne resurse u poslovnom svijetu, multimediji, Internetu. Ove tehnologije, u sprezi s izvanrednim talentima učitelja, daju mogućnost revolucionarne promjene u obrazovanju. I ja vas potičem da se uključite u nju jer je od životne važnosti, ne samo za nas, već i za budućnost naše djece. Ali moramo odustati od industrijskog modela i prijeći na poljoprivredni model u kojem već sutra svaka škola može procvjetati. To je mjesto na kojem djeca iskušavaju život. Ili kod kuće, ako je to gdje žele biti obrazovani u svojim obiteljima ili kod prijatelja.
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."
Puno se govorilo o snovima u ovih nekoliko dana. I htio sam samo nakratko -- dojmila me se sinoć pjesma Natalie Merchant, obnavljanje starih pjesama. Htio bih vam brzo pročitati vrlo kratku pjesmu od W. B. Yeatsa, kojeg možda poznajete. Napisao ju je svojoj ljubavi, Maud Gonne, oplakujući činjenicu što joj ne može dati ono što je mislio da ona od njega želi. Kaže: "Imam nešto drugo, ali to možda tebi ne treba."
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.
Kaže: "Da imam tkanje ukrašeno nebesima, obrubljeno zlatom i srebrnim svjetlom, plavim i prigušenim i tamnu tkaninu noći i svjetla i polusvjetla, rasprostro bih ih pred tebe; Ali ja jesam siromah, samo svoje snove imam; pred noge tvoje polažem ih. Nježno gazi, jer gaziš po snovima mojim." I svakoga dana, svugdje, naša djeca prostiru svoje snove pred nas. I trebali bismo gaziti nježno.
Thank you.
Hvala vam.
(Applause)
(Pljesak)
Thank you very much.
(Applause)
Thank you.
(Applause)