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.
Tukaj sem bil pred štirimi leti in spomnim se, da se takrat govori niso objavljali na spletu; mislim, da so jih dajali TEDovcem v škatli, v setu DVD-jev, ki so jih ti dali na police, kjer so še zdaj.
(Laughter)
(smeh)
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."
In tako me je Chris poklical en teden po mojem govoru in mi rekel: "Začeli jih bomo objavljati na spletu. Lahko objavimo tvojega?" In sem rekel: "Seveda."
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.
In štiri leta kasneje, kot sem rekel, si ga je ogledalo štiri ... pravzaprav so ga sneli s spleta štirimilijonkrat. Zato sklepam, da lahko to pomnožimo recimo z 20, da dobimo število ljudi, ki ga je videlo. In kot pravi Chris, obstaja lakota
(Laughter)
po mojih videih.
(Applause)
(smeh)
(aplavz)
Don't you feel?
... čutite?
(Laughter)
(smeh)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Ves ta dogodek je bil torej dovršena reklama zame, da naredim še enega in tukaj je.
(Laughter)
(smeh)
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 predaval na isti TED konferenci kot jaz pred štirimi leti in govoril o podnebni krizi. In na to sem se navezal ob koncu mojega prejšnjega govora. Zato bi zdaj nadaljeval kar od tam, ker sem, iskreno rečeno, imel samo 18 minut.
(Laughter)
Kot sem torej govoril...
So, as I was saying --
(Laughter)
(smeh)
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, prav ima. Mislim, očitno je, da imamo večjo podnebno krizo. In mislim, da če ljudje tega ne verjamejo, naj malo več hodijo ven.
(Laughter)
(smeh)
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."
Vendar pa menim, da obstaja tudi druga podnebna kriza, ki je prav tako huda, ima enak izvor in s katero se moramo spopasti z enako nujo. In s tem mislim -- mimogrede, lahko rečete "Glej, dovolj je. Imam eno podnebno krizo;
(Laughter)
res ne rabim še druge."
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Vendar to ni kriza naravnih virov, čeprav verjamem, da je tudi to res, temveč kriza človeških virov.
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.
V bistvu verjamem, kot je reklo že več govorcev v zadnjih nekaj dneh, da zelo slabo izkoriščamo svoje talente. Zelo veliko ljudi skozi vse svoje življenje nimajo pravega občutka, kakšne talente morda imajo, ali če sploh imajo kakšnega omembe vrednega. Srečujem vsakovrstne ljudi, ki mislijo, da niso v ničemer res dobri.
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."
Pravzaprav zdaj delim svet na dve skupini. Jeremy Bentham, slavni utilitaristični filozof, je nekoč ta argument zabil. Rekel je: "Na svetu sta dve vrsti ljudi, tisti, ki delijo svet na dve vrsti in tisti, ki ga ne."
(Laughter)
(smeh)
Well, I do.
No, jaz ga.
(Laughter)
(smeh)
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.
Srečujem vsakovrstne ljudi, ki ne uživajo v tem, kar počnejo. Preprosto živijo, sprijaznjeni s tem. Nobene radosti nimajo v svojem delu. Prenašajo ga, namesto, da bi v njem uživali in čakajo na vikend. Srečujem pa tudi ljudi, ki ljubijo svoje delo in si ne znajo predstavljati, da bi počeli karkoli drugega. Če bi jim rekli: "Ne delaj več tega,", bi se spraševali, o čem govorite. Ker ne gre za to, kar delajo, ampak za to, kar so. Pravijo: "Ampak to sem jaz, veš. Bilo bi neumno, če bi se temu odpovedal, ker nagovarja moj pravi jaz." In to ne velja za zadosti ljudi. V bistvu ravno nasprotno; mislim, da so zagotovo v manjšini. In mislim, da je mnogo
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.
možnih razlag tega. Visoko med njimi je izobraževanje, ker izobraževanje na nek način zelo mnogo ljudi odrine stran od njihovih naravnih talentov. In človeški viri so kot naravni viri; pogosto so globoko zakopani. Morate jih iti iskati. Ne ležijo kar tako na površju. Ustvariti morate okoliščine, v katerih se pokažejo. In mogoče si predstavljate, da bo za to poskrbela izobrazba. Vendar prepogosto ne. Vse sisteme izobraževanja na svetu trenutno reformirajo. In to ni dovolj. Reforme niso več uporabne, ker samo izboljšujejo zgrešen model. Kar potrebujemo -- in ta beseda se je v teh nekaj dneh pogosto uporabila -- ni evolucija, temveč revolucija v izobraževanju. Mora se preoblikovati
(Applause)
v nekaj drugega.
(aplavz)
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."
Eden od resničnih izzivov je prenoviti osnovo izobraževanja. Prenavljanje je težko, saj pomeni početje nečesa, kar se ljudem večinoma ne zdi preprosto. Pomeni izpodbijanje stvari, ki so nam samoumevne, stvari, ki se nam zdijo očitne. Velik problem za reformo ali preoblikovanje je tiranija zdrave pameti -- stvari, ki jih ljudje mislijo: "Ne da se narediti drugače, ker se to dela na ta način."
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Pred kratkim sem naletel na odličen citat Abrahama Lincolna, za katerega sem mislil, da boste zadovoljni, če ga na tej točki citiram.
(Laughter)
(smeh)
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.
To je rekel decembra 1862 na drugem letnem zasedanju kongresa. Razložiti moram, da nimam pojma, kaj se je takrat dogajalo. V Britaniji ne učimo ameriške zgodovine.
(Laughter)
(smeh)
We suppress it. You know, this is our policy.
Zatiramo jo. Veste, to je naša politika.
(Laughter)
(smeh)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Nedvomno se je decembra 1862 dogajalo nekaj očarljivega, česar se Američani med nami zavedajo.
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."
A rekel je to: "Dogme tihe preteklosti niso kos razburkani sedanjosti. Situacija je polna težav in s situacijo se moramo dvigniti." To mi je všeč. Ne spopasti se z njo, dvigniti se z njo. "Ker je naš primer nov, moramo misliti na nov način in tudi delati na nov način. Osvoboditi se moramo jarma
I love that word, "disenthrall."
in potem bomo rešili našo deželo."
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.
Všeč mi je ta beseda, "osvoboditi". Veste, kaj pomeni? Da obstajajo ideje, ki smo jim vsi podvrženi, ki so nam preprosto samoumevne, kot naravni red stvari, kako stvari so. In veliko naših idej je bilo oblikovanih, ne da se soočijo s težavami tega stoletja, temveč da bi se kosale z okoliščinami preteklih stoletij. Vendar je naš razum še vedno hipnotiziran z njimi. In od nekaj teh idej se moramo osvoboditi. To je seveda lažje reči, kot narediti. Zelo težko je vedeti, mimogrede, kaj je tisto, kar nam je samoumevno. Razlog za to je, da nam je to samoumevno.
(Laughter)
Naj vas torej vprašam nekaj, kar morda jemljete kot samoumevno.
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 tukaj vas je starih več kot 25? To ni to, kar mislim, da vam je samoumevno. Prepričan sem, da vam je to že znano. Je tukaj kaj ljudi mlajših od 25? Odlično. Sedaj pa tisti čez 25, lahko dvignete roke, če nosite zapestne ure? Kar velik delež nas je, kaj ne? Vprašajte isto sobo polno najstnikov. Najstniki ne nosijo zapestnih ur. Ne mislim, da ne morejo ali da ne smejo, večinoma se odločijo, da jih ne bodo. Razlog za to pa je, da smo tisti, ki smo starejši od 25, odraščali v preddigitalni družbi. Tako, če želimo vedeti, koliko je ura, moramo nositi nekaj, kar nam bo to povedalo. Današnja mladina živi v digitaliziranem svetu in oni imajo uro povsod. Ne vidijo razloga, da bi to počeli. In mimogrede, tudi vam ni treba; ampak, ker ste to vedno počeli, to počnete še naprej. Moja hčerka nikoli ne nosi ure, moja hčerka Kate, ki je stara 20. V tem ne vidi smisla. In pravi, "To je naprava s samo eno funkcijo." (smeh)
(Laughter)
"Mislim, to je pa res bedno!"
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
In potem rečem, "Ne, ne, tudi datum kaže."
(Laughter)
(smeh)
"It has multiple functions."
"Ima več funkcij."
(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.
Ampak, vidite, obstajajo stvari, ki smo jim podvrženi v izobraževanju. Naj navedem nekaj primerov. Ena od njih je ideja linearnosti, da se začne tukaj in greste po progi in če boste vse naredili pravilno, boste pripravljeni za preostanek življenja. Vsi, ki so govorili na TED, so nam implicitno povedali, včasih tudi eksplicitno, drugačno zgodbo, da življenje ni linearno, temveč organsko. Svoja življenja ustvarjamo v simbiozi, ko raziskujemo svoje talente v odnosu do okoliščin, ki nam jih pomagajo ustvariti. Toda veste, postali smo obsedeni s to linearno pripovedjo. In najbrž je vrhunec izobraževanja, da se vpišemo na fakulteto. Mislim, da smo obsedeni s tem, da ljudi spravljamo na fakulteto, v določene vrste fakultet. Ne pravim, da naj ne greste na fakulteto, vendar vsem ni treba in ni treba vsem iti zdaj. Mogoče bodo šli kasneje, ne takoj.
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."
Pred nekaj časa sem bil v San Franciscu, kjer sem podpisoval knjige. In tam je bil en kupec, v svojih tridesetih. Vprašal sem ga: "Kaj delate?" In odgovoril je: "Gasilec sem." In vprašal sem: "Kako dolgo ste že gasilec?" Rekel je: "Vedno sem bil gasilec." In sem ga vprašal: "Kdaj pa ste se odločili?" "Kot otrok," je rekel. "Pravzaprav je bil v šoli to zame problem, ker so v šoli vsi želeli biti gasilci."
(Laughter)
Rekel je: "Vendar želel sem postati gasilec."
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."
In rekel je: "Ko sem bil v zadnjem razredu šole, me učitelji niso jemali resno. Še posebno en učitelj me ni jemal resno. Rekel je, da mečem svoje življenje stran, če je to vse, kar bom naredil z njim, naj grem raje na fakulteto, naj postanem profesionalec, da imam velik potencial in da zapravljam svoj talent za gasilstvo." In rekel je: "Bilo je ponižujoče, ker je to povedal pred celim razredom in res sem počutil grozno. Vendar sem si to želel in kakor hitro sem šel iz šole, sem se prijavil pri gasilcih in bil sem sprejet." "Veste, o tem učitelju sem malo prej razmišljal, pred nekaj minutami, ko ste govorili," je rekel, "ker sem mu pred pol leta
(Laughter)
rešil življenje." (smeh)
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."
Rekel je: "Bil je v razbitem avtu in izvlekel sem ga, ga oživljal, rešil pa sem tudi življenje njegove žene." Rekel je: "Mislim, da ima zdaj boljše mnenje o meni."
(Laughter)
(smeh)
(Applause)
(aplavz)
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 --
Veste, zame so človeške skupnosti odvisne od raznolikih talentov, ne pa od enotnega pojmovanja sposobnosti.
(Applause)
In v srcu naših izzivov -- (aplavz)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
V srcu izziva je, da na novo vzpostavimo naše dojemanje sposobnosti in inteligence. 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.
Ko sem pred devetimi leti prispel v Los Angeles, sem naletel na izjavo o politiki z zelo dobrimi nameni, ki je trdila: "Fakulteta se začne v vrtcu." Ne, se ne.
(Laughter)
(smeh)
It doesn't. If we had time, I could go into this, but we don't.
Se ne. Če bi imeli čas, bi se lahko temu posvetil, vendar ga nimamo.
(Laughter)
(smeh)
Kindergarten begins in kindergarten.
Vrtec se začne v vrtcu.
(Laughter)
(smeh)
A friend of mine once said, "A three year-old is not half a six year-old."
Moj prijatelj je nekoč rekel: "Veš, triletnik ni polovica šestletnika."
(Laughter)
(smeh)
(Applause)
(aplavz)
They're three.
Tri so.
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 --
Ampak, kot smo slišali na prejšnji seji, je zdaj takšna konkurenca za vpis v vrtec, za vpis v pravi vrtec, da so otroci na razgovorih za vpis, ko so stari tri leta. Otroci, ki sedijo pred neimpresioniranimi odbori, veste, s svojimi rezimeji,
(Laughter)
(smeh)
Flicking through and saying, "What, this is it?"
ki jih preletavajo in sprašujejo: "To je to?"
(Laughter)
(smeh)
(Applause)
(aplavz)
"You've been around for 36 months, and this is it?"
"Na svetu si že 36 mesecev in to je vse?"
(Laughter)
(smeh)
"You've achieved nothing -- commit.
"Nič nisi dosegel, priznaj.
(Laughter)
Kolikor vidim, si prvih šest mesecev samo sesal pri mami."
Spent the first six months breastfeeding, I can see."
(smeh)
(Laughter)
See, it's outrageous as a conception.
Vidite, nezaslišana zamisel, vendar privlači ljudi.
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.
Drug velik problem je konformnost. Svoje izobraževalne sisteme smo zgradili po modelu hitre prehrane. O tem je pred nekaj dnevi govoril Jamie Oliver. V gostinstvu sta dva modela zagotavljanja kakovosti. En je hitra prehrana, kjer je vse standardizirano. Drug pa so stvari kot restavracije Zagat in Michelin, kjer ni vse standardizirano, prilagodijo se lokalnim okoliščinam. In prodali smo se v izobraževanje po modelu hitre prehrane. To pa osiromašuje našega duha in naše energije, tako kot hitra prehrana izčrpava naša fizična telesa.
(Applause)
(aplavz)
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, da si moramo priznati dvoje. Prvič, da je človeški talent sila raznolik. Ljudje imajo zelo različne nadarjenosti. Nedavno sem spoznal, da so mi kot otroku dali kitaro
(Laughter)
ob približno enakem času, kot je Eric Clapton dobil svojo prvo kitaro.
It worked out for Eric, that's all I'm saying.
Veste, Ericu se je izšlo, samo to pravim.
(Laughter)
(smeh)
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 nek način se zame ni. Te reči nisem mogel spraviti v delovanje, ne glede na to, kako pogosto in kako močno sem pihal vanjo. Preprosto ni delala.
(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.
Vendar ne gre samo za to. Gre za strast. Pogosto so ljudje dobri v rečeh, za katere jim ni mar. Gre za strast in kar draži naš duh in našo energijo. In če počnete nekaj, kar imate radi in v čemer ste dobri, gre čas po čisto drugačni poti. Moja žena je pravkar zaključila s pisanjem romana in mislim, da je imenitna knjiga, vendar izgine za več ur. Veste, kako je to, če delate nekaj, kar imate radi, in se ura zdi kot pet minut. Če delate nekaj, kar ni v sozvočju z vašim duhom, se pet minut zdi kot ena ura. In razlog, da toliko ljudi prekine izobraževanje, je to, da jim ne hrani duha, ne hrani jim energije ali njihove strasti.
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.
Tako da mislim, da moramo spremeniti podobe. Moramo preiti od v svojem bistvu industrijskega modela izobraževanja, proizvodnega modela, ki temelji na linearnosti in konformnosti in kupčkanju ljudi. Premakniti se moramo k modelu, ki temelji na principih poljedelstva. Zavedati se moramo, da človeški napredek ni mehanični proces, je organski proces. In ne morete predvideti rezultata človeškega razvoja; vse, kar lahko naredite, tako kot kmet, je, da ustvarite pogoje, pod katerimi bodo začeli napredovati.
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.
Ko pogledamo na reformiranje in spreminjanje izobraževanja, ne gre za kloniranje sistema. Obstajajo sijajni sistemi kot je KIPP (program znanje je moč), to je sijajen sistem. Obstajajo mnogi sijajni modeli. Gre za prilagajanje vašim okoliščinam in poosebljanje izobraževanja z ljudmi, ki jih dejansko učite. In to početje je po mojem mnenju odgovor prihodnosti, saj ne gre za določanje nove rešitve; gre za oblikovanje gibanja v izobraževanju, v katerem ljudje razvijajo svoje lastne rešitve, vendar z zunanjo podporo, ki temelji na poosebljenem kurikulumu.
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.
V tem prostoru so ljudje, ki predstavljajo izjemne vire v poslovnem svetu, v multimediji, na spletu. Te tehnologije, kombinirane z izjemnimi talenti učiteljev, ponujajo priložnost za revolucioniranje izobraževanja. In pozivam vas, da se vključite, ker je odločilno, ne samo za nas, ampak tudi za prihodnost naših otrok, vendar moramo preiti od industrijskega modela k poljedelskemu modelu, kjer je vsaka šola lahko uspešna jutri. Tam otroci izkusijo življenje. Ali doma, če izberejo, da se bodo šolali doma s svojimi družinami in prijatelji.
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."
V teh dneh je bilo veliko govora o sanjah. In samo na hitro želim -- Sinoči so me pesmi Natalie Merchant, ki obuja staro poezijo, zadele v živo. Želel sem vam prebrati hitro, zelo kratko pesem W.B. Yeatsa, ki ga morda poznate. To je napisal svoji ljubezni, Maud Gonne, in objokoval je dejstvo, da ji ni mogel v resnici nuditi, kar je mislil, da želi od njega. In pravi: "Imam nekaj drugega, a morda ni zate."
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.
Pravi to: "Ko bi imel nebeško okrašene obleke, obdelane z zlato in srebrno svetlobo, modre in mračne in temne obleke noči in svetlobe in polsvetlobe, bi jih razprostrl pred tvojimi nogami; A reven kot sem, imam samo svoje sanje; razgrnil sem svoje sanje pred tvojimi nogami; stopaj narahlo, ker hodiš po mojih sanjah." In vsak dan, povsod, naši otroci razgrinjajo svoje sanje pod našimi nogami. In stopati moramo narahlo.
Thank you.
Hvala.
(Applause)
(aplavz)
Thank you very much.
(Applause)
Thank you.
(Applause)