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 ovde pre četiri godine i sećam se, u to vreme, prezentacije nisu postavljane online; mislim da su ih davali TEDovcima u kutiji, u kutiji u setu DVD-a koje su oni stavili na svoje police, gde se i sada nalaze.
(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."
Ustvari Kris me je pozvao nedelju dana posle mog govora i rekao, "Počećemo da ih stavljamo na net. Možemo li i Vaš da stavimo?" Ja sam rekao, "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, kako rekoh, gledalo ga je četiri... Pa, četiri miliona puta je skinut. Pretpostavljam da to možete pomnožiti sa 20 ili nekim brojem, da biste dobili broj ljudi koji ga je pogledao. I kako Kris kaže, postoji glad
(Laughter)
za mojim snimcima.
(Applause)
(smeh)
(aplauz)
Don't you feel?
... zar ne mislite tako?
(Laughter)
(smeh)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Znači ceo ovaj događaj je jedan složeni uvod kako bih ja održao još jednu prezentaciju, pa evo 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 Gor je govorio na TED konferenciji kad i ja pre četiri godine i pričao je o klimatskoj krizi. I ja sam to pomenuo na kraju mog prethodnog govora. Dakle, želim da nastavim odatle jer iskreno, imao sam samo 18 minuta.
(Laughter)
Dakle, kao što sam rekao...
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, u pravu je. Mislim, očigledno postoji velika klimatska kriza. I mislim da ako ljudi ne veruju u to, trebalo bi više da izlaze.
(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."
Ali ja verujem da postoji i druga klimatska kriza, koja je podjednako oštra, ima isto poreklo, i s kojom treba da se suočimo sa istom hitnošću. Pod ovim mislim - a usput, vi možete reći, "Vidi, ja sam ok. Imam jednu klimatsku krizu;
(Laughter)
zaista mi nije potrebna i druga."
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, mada verujem da je to istina, nego je 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.
Iskreno verujem, kao što su mnogi govornici rekli tokom proteklih nekoliko dana, da veoma slabo koristimo naše talente. Mnogo ljudi ide kroz cele svoje živote nemajući nikakvog pojma o tome šta su možda njihovi talenti ili da li ih uopšte imaju. Srećem svakojake ljude koji ne misle da su dobri u bilo čemu.
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."
Ustvari, ja nekako sad delim svet u dve grupe. Džeremi Bentam, veliki utilitaristički filozof, jednom je rekao ovo. Rekao je, "Postoje dve vrste ljudi na svetu, oni koji dele svet na dve vrste i oni koji to ne rade."
(Laughter)
(smeh)
Well, I do.
Pa, ja to radim.
(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.
Srećem svakakve ljude koji ne uživaju u onome što rade. Jednostavno idu kroz život odrađujući ga. Nemaju veliko zadovoljstvo iz onoga što rade. Oni izdržavaju, umesto da uživaju, i čekaju vikend. Ali takođe srećem i ljude koji vole to što rade i ne mogu da zamisle da rade bilo šta drugo. Da im kažete, "Nemoj više to da radiš", pitali bi se o čemu pričate. Jer to nije ono što oni rade, nego šta oni jesu. Oni kažu, "Ali znaš, ovo sam ja. Bilo bi glupo od mene da napustim ovo, jer to se odnosi na najautentičniji deo mene." A to za mnoge ljude nije istina. Ustvari, naprotiv, mislim da se sigurno odnosi na manjinu ljudi. I mislim da postoji 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.
mogućih objašnjenja za to. A visoko među njima je obrazovanje, jer obrazovanje, na neki način, udaljava veoma mnogo ljudi od njihovih prirodnih talenata. A ljudski resursi su kao prirodni resursi; često se nalaze duboko. Moramo da ih tražimo. Ne leže samo tako na površini. Morate da napravite okolnosti u kojima će se oni pokazati. I možete pomisliti da se to dešava obrazovanjem. Ali previše često se ne dešava. Svaki obrazovni sistem u svetu se trenutno reformiše. A to nije dovoljno. Reforma nije više od koristi, jer to je samo popravljanje pokvarenog modela. Ono što nam je potrebno - i ta reč je mnogo puta korišćena poslednjih nekoliko dana - nije evolucija, nego revolucija u obrazovanju. Ono mora biti transformisano
(Applause)
u nešto drugo.
(aplauz)
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 pravih izazova je iz osnova menjati obrazovanje. Promena je teška jer to znači da radite nešto što ljudima većinom nije lako. To znači preispitivanje onoga što uzimamo zdravo za gotovo, stvari za koje mislimo da su očigledne. Veliki problem reforme ili transformacije je tiranija zdravog razuma, stvari o kojima ljudi misle, "Pa, ne može se raditi nikako drugačije, jer tako se to radi."
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 jedan odličan citat Abrahama Linkolna, za koga sam mislio da će vam biti drago da ga u ovom momentu 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.
Rekao je ovo decembra 1862. na drugom godišnjem sastanku Kongresa. Moram da objasnim da nemam pojma šta se tada dešavalo. Ne predajemo američku istoriju u Britaniji.
(Laughter)
(smeh)
We suppress it. You know, this is our policy.
Potiskujemo je. Znate, to je naša politika.
(Laughter)
(smeh)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Dakle, bez sumnje, nešto fascinantno se dešavalo u decembru 1862., čega će Amerikanci među nama biti svesni.
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."
Ali on je rekao ovo: "Dogme tihe prošlosti ne odgovaraju uzburkanoj sadašnjosti. Okolnosti su pune teškoća i moramo da se izdignemo sa okolnostima." Obožavam to. Ne da dorastemo, nego da se zajedno izdignemo. Kako je naš slučaj nov, moramo misliti na nov način i činiti na nov način. Moramo se odčarati
I love that word, "disenthrall."
i onda ćemo spasiti svoju zemlju."
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.
Obožavam tu reč, "odčarati". Znate li šta znači? Da postoje ideje kojima smo svi začarani, koje jednostavno uzimamo zdravo za gotovo, kao prirodni poredak stvari, stanje stvari. I mnoge naše ideje su nastale ne da se suoče sa okolnostima ovog veka, nego da izađu na kraj sa okolnostima prošlih vekova. Ali naši umovi su još uvek njima hipnotisani. I moramo se odčarati od nekih od njih. Sad, ovo je lakše reći nego učiniti. Usput, veoma je teško znati šta je to što uzimate zdravo za gotovo. A razlog je taj što ga uzimate zdravo za gotovo.
(Laughter)
Dozvolite mi 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 ovde ima preko 25 godina? Ne mislim da to uzimate zdravo za gotovo. Siguran sam da vam je to već poznato. Ima li ovde ljudi mlađih od 25 godina? Odlično. Sad, vi preko 25, možete li podići ruke ako nosite sat? To je dosta nas, zar ne? Pitajte istu stvar u sobi punoj tinejdžera. Tinejdžeri ne nose ručne satove. Ne mislim da ne mogu ili da im nije dozvoljeno, samo često biraju da ne nose. A razlog je u tome, vidite, što smo mi preko 25 odrasli u pre-digitalnoj kulturi. I ako mi želimo da znamo koliko je sati, moramo da nosimo nešto što to pokazuje. Deca sada žive u digitalizovanom svetu, i za njih je vreme svuda. Ne vide razlog da nose sat. I usput, ni vi ne morate to da radite; ali uvek ste tako radili i nastavljate to da radite. Moja ćerka, Kejt, koja ima 20 godina, nikada ne nosi sat. Ne vidi svrhu u tome. I kaže, "To je sprava sa samo jednom funkcijom". (smeh)
(Laughter)
"Mislim, koliko je to jadno?"
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
A ja kažem, "Ne, ne, može i datum da se vidi."
(Laughter)
(smeh)
"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.
Ali vidite, postoje stvari kojima smo začarani u obrazovanju. Daću vam par primera. Jedan od njih je ideja o linearnosti, da počinje ovde i idete putem i ako sve dobro uradite, završite obezbeđeni do kraja života. Svi koji su pričali na TED-u rekli su nam implicitno, ponekad i eksplicitno, drugačiju priču, da život nije linearan, nego organski. Stvaramo svoje živote simbiotički kako istražujemo svoje talente u odnosu na okolnosti koje nam oni stvaraju. Ali znate, postali smo opsednuti tim linearnim narativom. I verovatno je vrhunac obrazovanja upis na fakultet. Mislim da smo opsednuti time da upišemo ljude na fakultet, određene vrste fakulteta. Ne mislim da ne bi trebalo da idete na fakultet, ali nema potrebe da svi idu, i ne treba svi da idu sada. Možda da odu kasnije, 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."
Nedavno sam bio u San Francisku, potpisivao sam knjigu. Bio je jedan tip koji je kupio knjigu, tridesetih godina. Pitao sam, "Čime se bavite?" Rekao je, "Ja sam vatrogasac." Pitao sam ga, "Koliko dugo ste već vatrogasac?" Rekao je, "Oduvek, oduvek sam vatrogasac." Rekao sam, "Pa, kada ste odlučili?" Rekao je, "Kao klinac". Rekao je, "Ustvari, imao sam problema u školi, jer u školi su svi želeli da budu vatrogasci."
(Laughter)
Rekao je, "Ali ja sam želeo da budem 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 rekao je, "Kada sam došao do završne godine škole, moji nastavnici nisu to ozbiljno shvatali. Ovaj jedan nastavnik nije me ozbiljno shvatao. Rekao je da odbacujem svoj život ako je to sve što ću da radim, da bi trebalo da idem na fakultet, da postanem profesionalac, da imam veliki potencijal, i da traćim svoj talenat ako to uradim." I rekao je, "Bilo je to ponižavajuće jer je to rekao pred celim razredom i osećao sam se užasno. Ali to sam želeo i čim sam završio školu prijavio sam se u vatrogasnu službu i bio primljen." I rekao je, "Znate, mislio sam na tog tipa nedavno, na tog učitelja, pre samo par minuta dok ste pričali", rekao je, "jer pre šest meseci
(Laughter)
sam mu spasio život." (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."
Rekao je, "Bio je u slupanom automobilu i ja sam ga izvukao, dao mu veštačko disanje, i spasio i njegovu ženu." Rekao je, "Mislim da sad ima bolje mišljenje o meni."
(Laughter)
(smeh)
(Applause)
(aplauz)
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, za mene, ljudska društva zavise od raznolikosti talenata, a ne na jedinstvenoj koncepciji sposobnosti.
(Applause)
I u srcu naših izazova - (aplauz)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
U srcu tog izazova je da preispitamo naše shvatanje sposobnosti i inteligencije. Problem je linearnost.
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 Anđeles, pre nekih devet godina, naišao sam na izjavu koja ima veoma dobru nameru, koja glasi, "Fakultet počinje u obdaništu". Ne, ne počinje.
(Laughter)
(smeh)
It doesn't. If we had time, I could go into this, but we don't.
Ne počinje. Da imamo vremena, udubio bih se u ovo, ali nemamo.
(Laughter)
(smeh)
Kindergarten begins in kindergarten.
Obdanište počinje u obdaništu.
(Laughter)
(smeh)
A friend of mine once said, "A three year-old is not half a six year-old."
Jedan moj prijatelj je jednom rekao, "Znaš, trogodišnjak nije pola šestogodišnjaka."
(Laughter)
(smeh)
(Applause)
(aplauz)
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 čuli u poslednjoj sesiji, postoji takva konkurencija da se uđe u zabavište, da se uđe u pravo zabavište, da se ljudi intervjuišu već s tri godine. Deca sede ispred neimpresioniranih panela, znate, sa njihovim biografijama,
(Laughter)
(smeh)
Flicking through and saying, "What, this is it?"
koji ih listaju i kažu, "Dakle, to je to?"
(Laughter)
(smeh)
(Applause)
(aplauz)
"You've been around for 36 months, and this is it?"
"Ovde ste već 36 meseci i to je sve?"
(Laughter)
(smeh)
"You've achieved nothing -- commit.
Ništa niste postigli, sramoto.
(Laughter)
Vidim ja da ste prvih šest meseci proveli sisajući."
Spent the first six months breastfeeding, I can see."
(smeh)
(Laughter)
See, it's outrageous as a conception.
Vidite, to je smešno kao koncept, 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 naše obrazovne sisteme po modelu brze hrane. O tome je Džejmi Oliver pričao pre neki dan. Znate da ima dva modela kontrole kvaliteta u keteringu. Jedan je brza hrana, gde je sve standardizovano. Drugi su restorani kao Zagat ili Mišelin, gde sve nije standardizovano, oni su prilagođeni lokalnim okolnostima. A mi smo se prodali modelu brze hrane u obrazovanju. A to osiromašuje naš duh i energiju, isto koliko i brza hrana prazni naše fizičko telo.
(Applause)
(aplauz)
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 ovde treba da prepoznamo par stvari. Jedna je ta da je ljudski talenat beskrajno raznolik. Ljudi imaju vrlo različite sposobnosti. Nedavno sam saznao da sam dobio gitaru kao klinac,
(Laughter)
otprilike u isto vreme kad je i Erik Klepton dobio svoju prvu gitaru.
It worked out for Eric, that's all I'm saying.
Znate, Eriku je uspelo, to želim da kažem.
(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.
U neku ruku, meni nije uspelo. Nisam mogao tu stvar da pokrenem, koliko dog često ili jako da sam u nju duvao. Jednostavno nije radila.
(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 stalo. Radi se o strasti i tome šta uzbuđuje naš duh i energiju. I ako radite stvar koju volite, u kojoj ste dobri, vreme potpuno drugačije prolazi. Moja žena je upravo završila pisanje romana, ja mislim da je to sjajna knjiga, ali ona nestaje satima. Znate to, ako radite nešto što volite, sat izgleda kao pet minuta. Ako se bavite nečim što nije u skladu sa vašim duhom, pet minuta izgleda kao sat. I razlog zašto toliko ljudi napušta obrazovanje je zato 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.
Dakle mislim da treba da promenimo metafore. Moramo poći od onoga što je u osnovi industrijski model obrazovanja, proizvodni model, koji je zasnovan na linearnosti i konformizmu i gomilanju ljudi. Moramo da se pomerimo na model koji je više zasnovan na principima poljoprivrede. Moramo prepoznati da ljudski napredak nije mehanički proces, to je organski proces. I ne možete predvideti ishod ljudskog razvoja; sve što možete, kao farmer, je da stvorite uslove pod kojim će oni procvetati.
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.
Znači kada pogledamo reformu i transformaciju obrazovanja, to nije kao kloniranje sistema. Postoje odlični, kao KIPP (Knowledge Is Power Program), to je odličan sistem. Postoje mnogi odlični modeli. Radi se o prilagođavanju okolnostima, personalizovanju obrazovanja spram ljudi koje ustvari podučavate. To je, po mom mišljenju, odgovor za budućnost, jer ne radi se o nalaženju novog rešenja; radi se o stvaranju pokreta u obrazovanju u kom ljudi razvijaju svoja rešenja, ali sa spoljnom podrškom koja je zasnovana na personalizovanom rasporedu.
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.
Sad, u ovoj prostoriji se nalaze ljudi koji predstavljaju neverovatne izvore u poslovanju, u multimediji, u internetu. Ove tehnologije, kombinovane sa izvanrednim talentima nastavnika, pružaju priliku za revoluciju obrazovanja. I podstičem vas da se uključite u to, jer to je bitno, ne samo za nas, nego za budućnost naše dece. Ali moramo da pređemo sa industrijskog modela na poljoprivredni model, gde svaka škola može sutra da procveta. Tu deca doživljavaju život. Ili kod kuće, ako izaberu da se tu školuju sa svojim porodicama ili prijateljima.
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."
Mnogo se govorilo o snovima poslednjih nekoliko dana. I želeo sam samo veoma brzo - veoma su me dirnule pesme Natali Merčant sinoć, stare pesme. Želeo sam da vam pročitam vrlo kratku pesmu od V.B. Jejtsa, koga možda znate. Ovo je napisao svojoj ljubavi, Mod Gon, i žalio je za činjenicom da nije mogao da joj pruži ono što je mislio da ona želi od njega. I kaže, "Imam nešto drugo, ali to možda nije za tebe."
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.
On kaže ovo: "Da imam nebeske tkanine vezene, zlatnim i srebrnim svetlom ispletene, tkanine plave i zagasite i tamne, od noći i svetla i polutame, ja bih ih raširio pred tvoja stopala; ali siromašan sam, imam tek snove; raširio sam snove pred tvoja stopala; hodaj nežno, jer hodaš po mojim snovima." I svakog dana, svuda, naša deca šire svoje snove pred naša stopala. I trebalo bi da hodamo nežno.
Thank you.
Hvala vam.
(Applause)
(aplauz)
Thank you very much.
(Applause)
Thank you.
(Applause)