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.
Saya di sini 4 tahun lepas, dan saya masih ingat, ketika itu, syarahan TED belumpun dimuat naik. Rasanya, ia diberi kepada wargaTED dalam kotak satu set kotak DVD, yang diletakkan di atas rak, dan masih disitu.
(Laughter)
(Ketawa)
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."
Dan sebenarnya, Chris hubungi saya seminggu selepas syarahan saya, katanya "Kami akan mula muat naik. "Boleh kami muat naik video kamu?" Saya jawab, "Boleh saja."
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.
4 tahun kemudian, ia telah dimuat turun sebanyak 4 juta kali. Rasanya ia boleh didarab dengan 20 atau lebih untuk mengetahui jumlah penonton. Dan kata Chris, ramai yang ternanti-nanti video saya.
(Laughter)
(Ketawa)
(Applause)
(Tepukan)
Don't you feel?
Apa pendapat kamu?
(Laughter)
(Ketawa)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Ucapan kali ini telah dirancang sebagai sambungan untuk anda semua. Ayuh kita mulakan.
(Laughter)
(Ketawa)
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 telah berucap di seminar TED pada masa 4 tahun lalu dan berucap tentang krisis iklim. Saya menyebut tentang syarahannya pada akhir syarahan saya. Jadi, saya mahu mulakan dari situ kerana sebenarnya saya cuma ada 18 minit.
(Laughter)
(Ketawa)
So, as I was saying --
Seperti yang disebut tadi --
(Laughter)
(Ketawa)
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.
Ternyata, dia benar. Maksud saya, sememang ada krisis iklim dan jika ada yang tidak percaya, mereka perlu kerap keluar rumah.
(Laughter)
(Ketawa)
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."
Namun saya percaya ada krisis iklim kedua, yang mana sama teruk, yang mempunyai punca yang sama, yang perlu ditangani dengan segera juga. Anda mungkin berkata, "Beginilah, saya tak perlukan ini. Saya punyai satu krisis iklim, saya tak perlukan yang kedua."
(Laughter)
(Ketawa)
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Namun ini bukanlah krisis sumber alam- walaupun saya berpendapat begitu -- tetapi ia krisis sumber manusia.
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.
Saya yakin, seperti yang telah dijelaskan oleh ramai penceramah beberapa hari lalu, bahawa kita tidak memanfaatkan bakat yang ada. Ramai orang menjalani kehidupan mereka tanpa menyedari bakat yang mereka ada, atau pun sedar sekiranya mereka berbakat. Saya jumpa ramai orang yang menyangka mereka tiada kelebihan apa.
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."
Sebenarnya, saya membahagikan dunia ini kepada dua kumpulan. Jeremy Bentham, seorang ahli falsafah utilitarian ulung pernah berhujah begini. Katanya, "Ada dua jenis manusia di dunia ini: yang membahagi dunia kepada dua jenis dan yang tidak."
(Laughter)
(Ketawa)
Well, I do.
Saya jenis pertama.
(Laughter)
(Laughter)
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. 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.
Saya jumpai banyak jenis manusia yang tidak menikmati kerja mereka. Mereka sekadar menjalani kehidupan seharian. Mereka tidak gembira dengan apa yang dilakukan. Mereka melaluinya dan tidak menikmatinya, dan menantikan hujung minggu. Saya juga temui mereka yang menyukai apa yang dilakukan dan tidak mahu menukar apa yang dilakukan. Jika anda kata, "Hentikan kerja ini," mereka tidak akan memahaminya. Ini bukan soal kerja, ia adalah diri mereka. Kata mereka, "Tetapi inilah diri saya. Alangkah bodoh jika saya tinggalkannya, kerana ia mencerminkan diri saya." Tidak ramai yang begitu. Malah, sebaliknya, sebilangan kecil manusia masih bersikap begitu. Dan saya rasa terdapat penjelasan yang munasabah. Antaranya penyumbang utamanya adalah pendidikan, kerana pendidkan, secara tidak langsung, mengenepikan ramai orang dari bakat semulajadi mereka. Dan sumber manusia adalah seperti sumber alam; ia seringkali tertanam jauh. Anda perlu mencarinya, ia tidal mudah dijumpai di permukaan. Anda perlu cipta suasana yang membolehkannya menonjolkan diri. Dan anda mungkin berasa pendidikan akan membuatnya muncul, kebiasaannya, tidak. Setiap sistem pendidikan di dunia sedang melalui pembaharuan dan ia tidak mencukupi. Pembaharuan tidak berguna, kerana ia sekadar membaiki model yang telah rosak. Apa yang diperlukan -- dan istilah ini kerap digunakan kebelakangan ini -- ia bukan evolusi tapi revolusi dalam pendidikan. Ia perlu diterjemah kepada perkara lain.
(Applause)
(Tepukan)
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."
Antara cabaran sebenarnya adalah menginovasi dasar pendidikan. Inovasi adalah sukar, kerana ini bermakna sesuatu yang tidak digemari perlu dilakukan, kebanyakannya. Ia bermaksud mencabar perkara yang dianggap remeh, perkara yang dianggap jelas. Masalah utama reformasi atau transformasi adalah perlawanan akal wajar. Perkara yang dianggap, "Tidak boleh mengguna cara lain, hanya ini caranya ."
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Saya teringat kata-kata Abraham Lincoln, rasanya anda pasti suka saya menyebutnya pada saat ini.
(Laughter)
(Ketawa)
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.
Beliau ucapkan ini pada Disember 1862 di perjumpaan Kongres tahunan kedua. Perlu ditekankan yang saya tidak tahu apa yang berlaku pada masa itu. Kami tidak pelajari sejarah Amerika di Britain.
(Laughter)
(Ketawa)
We suppress it. You know, this is our policy.
Kami rahsiakannya. Ini polisi kami.
(Laughter)
(Ketawa)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Sudah pasti, ada peristiwa menarik sedang berlaku, yang mana warga Amerika dikalangan kami pasti tahu.
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."
Tetapi katanya: "Dogma sejarah lalu yang disembunyikan tidak kuat untuk hadapi masalah hari ini. Cabarannya penuh dengan kepayahan, dan kita perlu bangkit seiring dengan cabaran." Saya sukakannya. Bukan mengatasi, tapi bangkit bersamanya. "Memandangkan cabaran kita baru, makanya kita perlu berfikir dan bertindak cara baru. Merdekakan diri kita dan selamatkan negara kita."
I love that word, "disenthrall." 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.
Saya suka istilah "merdekakan." Anda tahu maknanya? Bahawa ada pemikiran yang membelenggu kita, yang mana ianya diambil mudah dianggap sebagai perkara biasa, cara biasa ianya dilakukan. Banyak idea kita telah sedia dicipta, bukan untuk menghadapi situasi zaman ini, tetapi untuk menghadapi cabaran zaman dulu. Tetapi minda kita masih terbelenggu olehnya, dan kita telah memerdekakan diti kita daripada mereka. Bercakap lebih senang dari perbuatan. Sebenarnya susah untuk kita mengetahui apa kita ambil mudah. Dan sebabnya ialah anda ambil mudah.
(Laughter)
(Ketawa)
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."
Saya mahu bertanya mengenai kebiasaan anda. Berapa ramai di sini berumur 25 tahun ke atas? Ia bukan sesuatu yang anda ambil mudah, saya pasti anda tahu itu. Ada sesiapa berumur 25 tahun ke bawah? Baik. Sekarang, 25 tahun ke atas, sila angkat tangan jika anda memakai jam? Lihat, ramai antara kita di sini, bukan? Tanya soalan sama kepada sekumpulan remaja. anak remaja tidak memakai jam tangan. Bukan maksud mereka tidak boleh, mereka biasanya tidak suka. Dan sebabnya kita dibesarkan pada zaman sebelum digital, berumur 25 tahun ke atas. Oleh itu, bagi kita, jika mahu tahu waktu, perlu memakai alat pemberitahu masa. Remaja kini membesar dalam zaman digital, dan masa, pada mereka, ada di mana jua. Mereka tidak memerlukannya. Dan, anda juga tidak memerlukannya. Ia cuma kebiasaan dan anda meneruskan kebiasaan itu. Anak saya tidak pernah pakai jam tangan. anak saya, Kate, 20 tahun. Dia tidak nampak manfaatnya. Katanya, "Ia cuma alat dengan satu fungsi."
(Laughter)
(Ketawa)
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
"Seperti, ketinggalan zaman?" Saya jawab, "Tidak, tidak, ia juga ada tarikh."
(Laughter)
(Ketawa)
"It has multiple functions."
"Ia punya pelbagai fungsi."
(Laughter)
(Ketawa)
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.
Tetapi, dalam pendidikan, ada perkara lama yang masih membelenggu kita. Beberapa contoh. Antaranya adalah laluan lurus: yang bermula di sini dan anda perlu lalui satu trek sekiranya anda ikuti, hidup anda akan terjamin seumur hidup. Penceramah di TED pernah memberitahu secara tersirat, kadangkala jelas, pelbagai cerita: tentang kehidupan yang tidak lurus, ia rawak. Kita bina kehidupan secara simbiotik dan kita teroka bakat sendiri bersesuaian dengan situasi yang dicipta untuk kita. Tetapi, kita akhirnya menjadi taksub dengan jalan lurus itu. Dan barangkali, puncak pendidikan adalah menara gading. Kita seperti taksub menghantar anak muda ke kolej. Universiti tertentu. Bukannya melarang, tetapi bukan semua perlu pergi, atau pergi segera. Mungkin mereka boleh belajar kemudian.
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."
Pernah satu ketika di San Francisco pada majlis tandatangan buku. Ada seorang lelaki membeli buku, dalam lingkungan 30-an. Saya tanya, "Kerja apa?" Jawapnya, "Bomba." Saya tanya, "Sudah lama menjadi bomba?" "Sentiasa. Saya sentiasa ahli bomba." "Sejak bila?" Jawapnya, "Sejak kecil. Sebenarnya, ia bermula semasa di sekolah, di sekolah, semua mahu menjadi bomba."
(Laughter)
(Ketawa)
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."
Katanya, "Saya betul mahu jadi bomba." Dan katanya, "Apabila di sekolah menengah, guru saya tidak percaya. Ada guru yang perlekehkan cita-cita saya. Katanya saya membazir hidup saya jika itu yang saya cita-citakan: saya sepatutnya ke kolej, jadi seorang profesional, dan saya berpotensi dan saya mensia-siakan bakat saya." Katanya, "Ia amat memalukan. Ia berlaku di depan semua murid dan saya rasa malu. Tapi itu yang saya impikanan, sebaik tamat sekolah, saya pohon dan diterima bekerja di jabatan bomba. Kamu tahu, saya terkenangkan beliau, beberapa minit lalu apabila kamu bercerita tentang guru tersebut, kerana 6 bulan lepas, saya telah selamatkannya,"
(Laughter)
(Ketawa)
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."
Katanya, "Cikgu terlibat kemalangan, dan saya keluarkannya dari kereta, beri CPR, dan saya juga selamatkan isterinya." Katanya, "Saya kini mungkin orang berguna"
(Laughter)
(Ketawa)
(Applause)
(Tepukan)
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 --
Bagi saya, *komuniti manusia bergantung kepada pelbagai bakat, bukan hanya satu kebolehan sahaja. Cabaran utama kita --
(Applause)
(Tepukan)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
Cabaran utama kita adalah menyusun semula keperluan kebolehan dan kepandaian kita. Jalan lurus ini adalah masalah.
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.
Semasa saya tiba di L.A. 9 tahun lalu, saya terbaca kenyataan dasar -- yang berniatnya baik -- berbunyi, "Kolej bermula di tadika." Tidak, tidak begitu.
(Laughter)
(Ketawa)
It doesn't. If we had time, I could go into this, but we don't.
Ia tidak begitu. Jika saya sempat, saya boleh ceritakan, tapi tidak.
(Laughter)
(Ketawa)
Kindergarten begins in kindergarten.
Tadika bermula di tadika.
(Laughter)
(Ketawa)
A friend of mine once said, "A three year-old is not half a six year-old."
Kawan saya pernah berkata, "Anak kecil 3 tahun bukanlah separuh 6 tahun."
(Laughter)
(Ketawa)
(Applause)
(Tepukan)
They're three.
Mereka berusia 3 tahun.
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 --
Tetapi seperti syarahan sebelum ini, terdapat persaingan untuk menyertai tadika -- untuk menyertai tadika yang bagus -- ada temuduga untuk kanak-kanak 3 tahun. Anak kecil berdepan penemuduga yang bosan, sambil memegang resume --
(Laughter)
(Ketawa)
Flicking through and saying, "What, this is it?"
menyemak resume lalu bertanya "Ini je?"
(Laughter)
(Ketawa)
(Applause)
(Tepukan)
"You've been around for 36 months, and this is it?"
"36 bulan hidup, ini saja yang dicapai?"
(Laughter)
(Ketawa)
"You've achieved nothing -- commit.
"Kamu gagal - mengaku sajalah.
(Laughter)
(Ketawa)
Spent the first six months breastfeeding, I can see."
6 bulan pertama, menyusu, kan."
(Laughter)
(Ketawa)
See, it's outrageous as a conception.
Tengok tu, ianya konsep yang melampau?
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.
Isu seterusnya ialah pematuhan. Kita bina sistem pendidikan berasakan model makanan segera. Ada Jamie Oliver sebut beberapa hari lalu. Ada 2 model jaminan kualiti dalam katering. Pertama, makanan segera, di mana semua perlu seragam. Kedua adalah seperti Restoran Zagat dan Michelin, di mana tiada penyeragaman, mereka disesuaikan dengan keadaan setempat. Malangnya kita telah jual diri kepada sistem pendidikan makanan segera, dan ia menelan jiwa dan tenaga kita sama seperti makan segera yang menelan fizikal kita.
(Applause)
(Tepukan)
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.
Kita perlu sedar tentang beberapa perkara. Pertama, bakat manusia adalah pelbagai. Setiap orang berbeza kebolehannya. Saya pernah dihadiahkan gitar semasa kecil sebaya Eric Clapton mendapat gitar pertamanya.
(Laughter)
(Ketawa)
It worked out for Eric, that's all I'm saying.
Eric berjaya, tidak saya. Itu maksud saya.
(Laughter)
(Ketawa)
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.
Dari satu sudut -- saya gagal. Saya tak mampu mempelajarinya walau sekerap mana berlatih atau berusaha. Ia tetap tidak boleh.
(Laughter)
(Ketawa)
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.
Bukan sekadar itu sahaja. Ia adalah kerana minat. Biasanya, seorang itu pakar dalam perkara yang tidak disukai Ia berkenaan minat, dan apa yang beri keseronokan pada jiwa dan tenaga kita. Dan jika anda melakukan pekerjaan yang anda suka, dan pandai, masa berjalan dengan berbeza. Isteri saya baru selesai tulis satu novel, dan saya rasa ia sebuah buku yang hebat, tapi dia menghilang diri berjam-jam. Anda pasti tahu, jika berbuat sesuatu yang disukai, sejam rasa seperti lima minit. Jika berbuat sesuatu yang tidak disukai, lima minit rasa seperti satu jam. Dan sebab utama ramai orang tidak teruskan pelajaran ialah kerana ia tidak beri kepuasan diri, ia tidak merangsang tenaga atau minat.
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.
Jadi saya rasa kita perlu ubah metafora. Kita harus berubah dari model pendidikan bercorak industri, model pembuatan, yang berasaskan garis lurus dan pematuhan dan pengelompokan. Kita harus ubah kepada model yang berteraskan prinsip pertanian. Kita perlu sedar bahawa perkembangan manusia bukanlah proses mekanikal; ia proses organik. Dan anda tidak boleh menjangka apa yang lahir dari perkembangan manusia. Seperti petani, kita boleh menyediakan keadaan sesuai untuk perkembangan yang segar.
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.
Maka apabila kita ingin membuat perubahan dan transformasi pendidikan ia bukan seperti mengklon sistem. Ada sistem yang bagus KIPP, ia sistem yang baik. Ada banyak model yang hebat. Ia berkenaan penyesuaian kepada keadaan anda dan menyesuaikan pendidikan kepada pelajar. Dan dengan demikian, rasanya, ia jawapan kepada masa depan kerana ia bukan bertujuan untuk mencari jawapan baru; ia adalah untuk mencipta pergerakan pendidikan yang mana manusia mencari penyelesaian sendiri, tetapi dengan bantuan luaran berpandukan kurikulum tersendiri.
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.
Di dewan ini, ada hadirin yang mewakili sumber luar biasa dalam perniagaan, dalam multimedia, dalam Internet. Teknologi ini, digabung dengan bakat luar biasa para guru boleh mecipta peluang kepada revolusi pendidikan. Saya menggesa anda supaya melibatkan diri kerana ia penting, bukan hanya kita, tapi untuk masa depan anak-anak kita. Tapi kita harus berhijrah dari model industri kepada model pertanian, yang mana setiap sekolah boleh berkembang di masa depan. Di situ anak-anak mengenali kehidupan. Atau di rumah, jika itu yang dipilih, untuk dididik oleh keluarga atau kawan.
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."
Banyak impian yang dikongsikan beberapa hari ini, Dan ingin saya katakan sedikit lagi -- Saya amat terkejut mendengar lagu Natalie Merchant semalam, teringat sajak lama. Saya akan deklamasikan sajak pendek dari W.B. Yeats pasti anda yang kenalinya. Dia bersajak untuk kekasihnya, Maud Bonne, dan dia merintih nasibnya tidak dapat memberi apa yang dingini kekasihnya. Dan katanya,"Apa yang aku ada, mungkin tidak sesuai untukmu."
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.
Sambungnya lagi, "Jika aku memiliki sutera sulaman syurga, dijalin cahaya emas dan perak, Kain biru, suram, dan gelap, daripada malam, siang, dan petang, Akan ku bentangkan kain ini di bawah kakimu: Malangnya, kerana miskin, aku hanya mampu bermimpi; Ku bentang impianku di bawah kakimu; Hati-hati melangkah kerana langkahan itu atas impianku." Dan setiap hari, di mana-mana, anak-anak kita membentang impian mereka di bawah kaki kita. Dan kita harus berhati-hati.
Thank you.
Terima kasih.
(Applause)
(Tepukan)
Thank you very much.
Terima kasih banyak..
(Applause)
(Tepukan)
Thank you.
Terima kasih.
(Applause)
(Tepukan)