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.
Men bärde 4 ýyl mundan ozal bolupdym we şol wagtlar bu gürrüňler internede goýulmaýardy. Meň pikirimçe TED-lilere bir gutyň içinde berilýärdi bir DVD gutysynda. Bu gutyny tekjelere goýýardylar, häzir hem şol ýerinde durýandyr.
(Laughter)
(Gülüşmeler)
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."
Hatda Kris maňa jaň edende gürrüňümden 1 hepde soňrady maňa şeýle diýdi "Gürrüňleri internede goýýarys. Seniňkileri hem goýup bilerismi?" Menem "elbette" diýdim.
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.
We 4 ýyl soňra aýdyşym ýaly, gürrüňe tomaşa eden adam sany 4 ... Neme, aslynda 4 miliýon gezek ýüklenipdir bu wideo. Ýagny bu sany 20-ä köpeltsek ýa-da şoňa ýakyn sana takmynan wideoýa tomaşa eden adam sany taparys. Diýmek Krisiň aýdyşy ýaly, adamlar meni wideoda görmäge teşne ekenler.
(Laughter)
(Gülüşmeler)
(Applause)
(El çarpyşmalar)
Don't you feel?
...sizem şeýle duýaňzokmy?
(Laughter)
(Gülüşmeler)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Ýagny, bütin bu tertip meniň size ýene bir gürrüň etmegim üçin taýýarlanan bir oýun. Ynha baş üstüne.
(Laughter)
(Gülüşmeler)
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.
4 ýyl öň Al Gor TED konferensiýasynda çykyş edipdi. we klimat krizisinden söz edipdi. Soňky gürrüňümiň soňunda onuň sözlerine deginipdim. Galan ýerimden dowam edeýin
(Laughter)
näme etsemem şol wagt diňe 18 minudym bardy.
So, as I was saying --
Nirede galypdyk...
(Laughter)
(Gülüşmeler)
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.
Mamlady Möhüm bir krizisiň bardygy gün ýüzündedi. Muňa ynanmaýanlara biraz köpüräk köçä çykmaklaryny maslahat berýärin.
(Laughter)
(Gülüşmeler)
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."
Ýöne men ýene bir klimat krizisiniň bardygyna ynanýaryn birinjisi ýaly ýowuz, we çykyş sebäbi deň we bu krizisede deň gyssaglykda çemeleşmelidiris. Diýmek isleýänim -- bu ýagdaýda "Seret, başymyzda bir krizis bar
(Laughter)
ikinji birine ätiýajym ýok" diýip bilersiňiz.
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Ýöne bu krizis, tebigy sebäplerden däl ynanjyma görä ynsan çeşmeli bir krizis.
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.
Meniň pikirimçe, esasynda, soňky günlerde köp çykyş edijiniň aýdyşy ýaly ukyplarymyzy örän netijesiz ulanýarys. Birnäçe adam durmuşyny ukyplarynyň nämedigini bilmän geçirýär, ýada bir ukybynyň bardygyndan hem habarsyz. Birnäçe adam bilen tanyşýan özleriniň gowy edýän hiç işleriniň ýokdygyny çaklaýarlar.
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."
Men dünýäni 2 topara bölýärin. Žeremi Bentam, beýik peýdaçy filozof bir gezek şeýle bir jedel başladypdy. Şeýle diýipdi, "Dünýäde 2 görnüş ynsan bar, dünýädäki ynsanlary ikä bölýänler we bölmeýänler."
(Laughter)
(Gülüşmeler)
Well, I do.
Men bölýänlerden.
(Laughter)
(Gülüşmeler)
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.
Bir topar adam bilen tanyşýan edýän işlerini söýenoklar. Durmuşlaryny ýaşmaly diýip ýaşaýarlar. Edýän işlerinden lezzet almaýarlar. Lezzet almak ýerine, ol işe sabyr edýärler we hepde soňuna garaşýarlar. Emma başga adamlar bilen hem tanyşýaryn edýän işlerini söýýärler we başga iş etmegi pikirem edenoklar. Olara "Indi bu işi etme" diýseňiz, "Sen näme diýýäniňi bilýäňmi?" diýip sorarlar. Sebäbi edýänleri iş däl-de olaryň kişiligidir. "Emma bu men." diýerler. "Iň köp özüm ýaly duýmagymy üpjin edýän işden aýrylmak samsyklyk bolar." Gynansakda bu ýagdaý ýeterlik adam üçin degişli däl. Aslyna seredeňde, meniň pikrimçe düýp göter tersi gaty az adama degişli. Meniň pikrimçe munyň birnäçe düşündürilişi bolup biler. Bulardan iň ýokarda bolany okuw, sebäbi okuw adamlary tebigy ukyplaryndan uzaklaşdyryp biler. Ynsan ukyplary, tebigy çeşmeler ýalydyr köplenç has çuňluklarda gömülgidir. Gowy edip gözlemek gerek. Töwerekde, üst ýüzünde durmazlar. Ýüze çykyp biljekleri ýagdaýyň taýýarlanmasy gerekli. Çak edip biljegiňiz ýaly munuň ýoly okuwdan geçmelidir. Ýöne köplenç geçmez. Dünýädaki ähli okuw sistemalary şuwagt reforma içinde. Ýöne bu ýeterli däl. Reforma indi ýeterlik çözgüt däl sebäbi reforma diýmek döwük bir nusgany bejermek diýmekdir. Gerekli bolan -- dogry bu gep soňky wagtlarda köp ulanylýan boldy özä-- okuwyň ewolusiýa geçirmegi diýmek däldir, gerekli bolan okuwyň rewolusiýasydyr. Indi okuw öz halyndan
(Applause)
başga bir hala geçmelidir.
(El çarpyşmalar)
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."
Iň uly kynçylyklaryň biri okuwyň esasynda täzeçileşdirmekdir. Täzelik kyndyr sebäbi adamlar öwrenişmekde kynçylyk çekjekler täze bir zatlar etmeli bolarlar. Dogry diýýan zatlarymyzy derňemegimizi gerekli, ap-aýdyňdygyny pikir etýän zatlarymyzy täzeden gözden geçirmelidiris. Reforma ýa-da üýtgetmek bilen baglanşykly iň uly mesele umumy duýgynyň şertsiz kabul edilmegidir. Adamlar bir zady kabul ederler sebäbi olar "Bu iş başga görnüşde edilmez çünki bu hemişe şeyle edildi" diýerler.
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Geçen bir gün Abraham Linkolnyň ajaýyp sözüne gabat geldim, bu ýerde ondan bir çykarma etsem göwnüňizden turar diýip pikir edýärin,
(Laughter)
şeýle dälmi?
(Gülüşmeler)
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.
Muny 1862-iň Dekabrynda kongresiň ikinji ýyllyk ýygnagynda aýdypdyr. Ýöne şuny boýnuma alýan, ol wagtlar nämeler bolup geçýändigi barada hiç pikrim ýok. çünki biz Angiliýada Amerikanyň taryhyny okatmaýarys.
(Laughter)
(Gülüşmeler)
We suppress it. You know, this is our policy.
Ýörite gizleýäris, syýasatymyz şeýle.
(Laughter)
(Gülüşmeler)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Borla, 1862-de dogurdanam örän möhüm zatlar bolýardy aramyzdaky Amerikalylar bilerler.
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."
Şeýle diýipdir: "Asuda geçmişiň doguşlary tupanly bugün üçin ýetersizdir. Bir ýagdaý şertler kynlaşdykça aşylmagy kyn ýagdaýa gelip biler, onda biz bu kynçylyklaryň üstine çykyp bu ýagdaýy aşmalydyrys. Men bu garaýyşa haýran galdym. Bir ýagdaýyň hötdesinden, kynçylyklardan gaçyp dälde olary ulanyp gelmek. "Biziň dawamyz täze, diýmek täze düşünjelerimiz bolmaly we hereketlerimizde täze bolmaly. Özümizi azat etmelidiris diňe şonda soňra öz ýurdymyzy halas edip bileris."
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.
"Azat etmek" bu söze haýran. Näme diýmekdigini bilýänizmi? Tussagy bolan pikirlerimiz bar diýmek hemişe bolandygyny we boljagyny kabul eden öz ugurly gidişiň bölegi hasaplaýan pikirlerimiz. Pikirlerimiziň köpüsi içinde bolan asyrmyzyň şertlerine görä döremedik tersine geçen asyrlaryň meselelerini çözmek üçin ýüze çykandyrlar. Emma zehinlerimiz häzirem bu düşünjelere gipnoz edilen. Bu düşünjelerden özümizi azat etmelidiris. Muny etmegi aýtmak elbette etmekden has aňsat. Bu ýagdaýda nämani soragsyz kabul edýändigimizi bilmek örän kyndyr. Munuň sebäbide soraglamazlygymyzdyr.
(Laughter)
Mysal bermek üçin size bir sorag soraýyn
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."
Bu zaldaky näçe kişi 25 ýaşynyň üstinde? Soraglamazdan kabul edýän zadyňyz bu däl. Bu hakykady bilýändigiňizi bilýän. Bärde 25 ýaşyň aşagynda kimdir biri barmy? Örän gowy, Indi, 25-iň üstinde bolanlar, goşar sagadynyz bar bolsa eliňizi galdyryp bilermisiniz? Örän köp sanda şeýle dämi? Birem bu zal dolysy okuwçylara soraň bu soragy. Ol ýaşda ýaşlaryň köpüsi sagat dakynmaýar. Dakmazlar ýa-da dakmaklaryna rugsat edilmez diýýemmok. köplenç diňe dakmazlygy saýlaýarlar. Munuň sebäbi, biziň, ýagy 25 üstindäkileriň, digital öňündäki bir dünýäde ulalan bolmagymyz. Biz wagty bilmek üçin wagty bize görkezjek bir gurala mätäçlik duýýarys. Çagymyzyň çagalary digital dünýäde ýaşaýarlar, we olar üçin wagt her ýerde. Yzarlamak üçin aýratyn bir gurala mätaçlikleri ýok. Hä, siziňde ýok. diňe muny hemişe edendigiňiz üçin endik bolupdyr. Gyzym Keýt, 20 ýaşynda, hiç sagat dakynanok. Gereksiz görýär. "Ýeke funksiýaly gural bu" diýýar.
(Laughter)
(Gülüşmeler)
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
"Iç gysgynç." "Ýok ýok!" diýýärin. "Senänide görkezýär."
(Laughter)
(Gülüşmeler)
"It has multiple functions."
"Birden köp aýratynlygy bar."
(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.
Aý bolýar görýänizä, okuw temasynda tussagy bolan düşünjelerimiz bar. Bir näçe mysal getirmegime rugsat ediň Bulardan biri çyzgylylyk pikri, bir ýerden başlarsyňyz, bir ýoly yzarlarsyňyz, we eger hemme zady dogry eden bolsaňyz, durmuşyňyzyň soňunda durmyşyňyzy gowy bir ýere oturdan bolarsyňyz. TED-de gürlän hemme kişi bize gizlin-gizlin kä wagtda açyk-açyk şuny diýdi, durmuş çyzgyly däldir, organikdir. Durmyşlarymyzy simbiotik bolup ukyplarmyzy ýüze çykarjak hadysa we ýagdaýlara bagly edip emele getireris. Eger bilýän bolsaňyz çyzgyly düşündirişi kellämizde müdimi hala getiripdiris. Okuwyň çür depesi uniwersitede girmek. Çaklaýyşyma görä adamlary üniwersitede salmagy hem kellämizde müdimi hala getirdik, iň azyndan käbir görüş uniwersitetlere. Uniwersitede gitmäň diýýemmok, ýöne herkimiň gitmegine zerurlyk ýok. Ýa-da herkimiň derrew gitmegine zerurlyk ýok. Belki soňra gidip bilerler, derrew däl.
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."
Bir näçe wagt öň San Fransiskodadym kitaba gol çekmek üçin. 30 ýaşlarynda bir adam bir kitap satyn alýardy. Näme iş etýändigini soradym? Maňa ýangyn söndürijidigini aýtdy. Haçandan bäri ýangyn söndürijidigini soradym. "Hemişe." diýip jogap berdi. Bu käri saýlamaga haçan karara gelendigini soradym. "Çagakam" diýdi. "Hatda okuwda bu sebäpden kynçylyk çekdim sebabi okuwda hemme kişi ýangyn söndüriji bolmak isleýardi."
(Laughter)
"Emma men çynym bilen ýangyn söndüriji bolmak isleýärdim."
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."
"Mekdebiň soňky synpyna gelenimde, mugallymlarym maňa ähmiýet bermeýärdiler. Hasam bir mugallym bardy, ol hiç ähmiýet bermeýärdi. Maňa eger hemme etmek islegim bu bolsa durmuşymy çöpe atýandygymy aýtdy. Uniwersitede gitmelidigimi, bir hünärmen bolmagymy örän potensialymyň bardygyny we özümi biderek zatlara harç edýändigimi aýtdy." "Abraýym gaçdy çünki bulary bütin synpyň öňünde aýtdy. Çyndanam gorkunç duýdym. Ýöne meniň islegim şudy onuň üçin menem okuwy taşladym. Ýangyn howpsuzlygyna ýüz tutdym we kabul edildim." Soňra dowam etdi, "Bilýänizmi, edil siz bu temany açmazyňyzdan ozal ol mugallymy pikir edýärdim." "Çünki 6 aý ýaly öň,
(Laughter)
onuň janyny halas etdim." (Gülüşmeler)
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."
"Bir ulag heläkçiligine uçurapdy" diýdi. "we men ony ulagdan çykardym, ilkinji kömegi etdim, we janyny halas etdim." "Indi men baradaky pikirleri bir neme bolsada gowylaşandyr."
(Laughter)
(Gülüşmeler)
(Applause)
(El çarpyşmalar)
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 --
Bilýänizmi, meniň pikirimçe bir jemgyýetde näçe köp görnüş ukyplylaryň bolandygy möhüm, bir zady näçe kişiniň edip bilmegi däl. We öňümizdäki kynçylyklaryň kalbynda
(Applause)
(El çarpyşmalar)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
Öňümizdäki kynçylyklaryň kalbynda başarjaňlygymyzy we zehinimizi täzeden kesgitlemegimiz ýatyr. Bu çyzglylyk işi bir problemadyr.
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.
9 ýyl öň Los Angelse gelenimde örän gowy maksatly syýasy jümlä gabat geldim. şeýle diýýärdi, "Uniwersitet çagalar bagynda başlaýar." Ýok, başlamaýar.
(Laughter)
(Gülüşmeler)
It doesn't. If we had time, I could go into this, but we don't.
Başlamaz. Eger wagtymyz bolsady dowam ederdim, ýöne ýok.
(Laughter)
(Gülüşmeler)
Kindergarten begins in kindergarten.
Çagalar bagy çagalar bagynda başlaýar.
(Laughter)
(Gülüşmeler)
A friend of mine once said, "A three year-old is not half a six year-old."
Bir dostym bir gezek şeýle diýipdi, "3 ýaşynda bir çaga, 6 ýaşyndaky bir çagaň ýarysy däldir."
(Laughter)
(Gülüşmeler)
(Applause)
(El çarpyşmalar)
They're three.
3 ýaşyndadyr.
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 --
Emma şu soňky gürrüňlerde eşdişimiz ýaly çagalar bagyna gitmek üçin örän köp bäsleşik bar göni çagalar bagyna gitmek üçin indi 3 ýaşyndaky çagalar gürrüňdeşlige alynýarlar. Hondan bari bolup oturanlaryň öňünde bir çaga pikir ediň öňünde özüniň geçmişi,
(Laughter)
(Gülüşmeler)
Flicking through and saying, "What, this is it?"
Barlagçylar sahypalary geçirip, "Hany bary şumy?"
(Laughter)
(Gülüşmeler)
(Applause)
(El çarpyşmalar)
"You've been around for 36 months, and this is it?"
"36 aýdan bäri ýaşaýaň, barmy şu?"
(Laughter)
(Gülüşmeler)
"You've achieved nothing -- commit.
"Hiç bir zat başarmansyň.
(Laughter)
Spent the first six months breastfeeding, I can see."
elbette birinji 6 aýy süýt emip geçiripsiň."
(Laughter)
(Gülüşmeler)
See, it's outrageous as a conception.
Görýänizä, düşünje manysyz biderek ýöne adamlary özüne çekýär.
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.
Bir başga uly meselede äheň. Okuw sistemlararymyzy tiz tagam nusgasyna görä taýýarlapdyrys. Jamie Oliwer bu tema deginipdi öňki gün. Katering hil ynamça sistemasynda 2 nusga bardyr. Bularyň biri bolan tiz tagam nusgasynda hemme zat standartdyr. Beýleki nusga Zagat we Mişelin ýaly restoranlardyr. bularda hiç zat standart däldir. Hemme zat ol wagtky ýagdaýa görä aýratyn taýýarlanar. Okuw düýäsi bizler özümizi tiz tagam nusgasyna laýyk görýäris. we bu çemeleşme ruhymyzy we güýjimizi tüketýär edil tiz tagamlaryň saglygymyzy tükedişi ýaly.
(Applause)
(El çarpyşmalar)
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.
Bu ýerde bir näçe nokada üns bermeli biz. Birinjiden ynsan ukyplary düýpgöter bir birinden tapawutly bolýar. Ynsanlaryň tapawutly meýilleri bardyr. Öňüräk düşündim men çagakam Erik Klapton bilen bir wagtda maňada gitara berilipdi.
(Laughter)
Aýtjak bolýanyma düşündiňiz. Erigiň biýjesi şowly boldy.
It worked out for Eric, that's all I'm saying.
(Laughter)
(Gülüşmeler)
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.
Näme üçindir men onuň ýaly başarnykly bolmadym. Näçe synanyşsamam guraly çalyp bilmedim emma ýygy-ýygydan we joşgun bilen üflärdim. Näme üçindir bolmady.
(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.
Diňe olam däl. Işiň birazam hyjuw bilen baglanşygy bar. Köplenç, adamlar üns bermedikleri işleri has gowy ederler. Hyjuw bilen baglanşykly, ruhymyzy we güýjimizi tolgundyrmasy bilen. Eger söýýän we gowy etýän işiňizi etýän bolsanyz wagtam üýtgeşik geçer. Aýalym, gysga wagt öň ýazýan romanyny tamamlady. Meniň pikirimçe ajaýyp kitap, bir başlasa sagatlap ýitirim bolýardy. Söýýän işiňizi edenizde 1 sagat 5 minut ýaly bolar. Ruhyňyza ters gelýän işi edeňizde welin 5 minut sagatlar ýaly uzyn geler. Munça ýaş adamlaryň okuwdan umydyny ýitirmeginiň sebäbi ruhlaryny iýmitlendirmeýändikleri. Energiýalaryny, hyjuwlaryny iýmitlendirmeýärler.
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.
Meniň pikirimçe meňzetmeleri üýtgetmeli. Meniň pikirimçe senagat nusgasy, önümçilik nusgasy çyzgylylyga daýanýar sazlaşyk görkezmäge, adamlary toparlamaga daýanýan okuw sistemasyndan el çekmelidiris. Täze bir nusga, oba hojalyk kadalaryna daýanýan bir nusga geçmelidiris. Adam ösüşiniň mehaniki proses däldigini organiki prosesdigini bilýän bir nusga geçmelidiris. Adam ösüşiniň netijesini çaklap bilmeris. Diňe bir daýhanyň önümlerini seredişi ýaly sagdyn ösüşiň bolmagy üçin
So when we look at reforming education and transforming it,
ideal şertleri döredip bileris.
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.
Ýagny tema okuw reformasy we üýtgedilişi bolansoň başga bir sistemany göçürip bilmeris. KIPPS ýaly aýajyp nusgallar bar mysal üçin. Hakykatdanam ajaýyp sistema. Bir topar ajaýyp nusga bar. Emma möhüm bolan öz şertlerimize görä meňzetmek we okuwy okuwça görä aýratynlaşdyrmak. Meniň pikirimçe gelejek üçin gerekli çözgüt ynha şudyr. Sebäbi ätiýaja görä bir ýamama däl; okuwda hereketlenmeden söz etýäris. Okuwçynyň öz çözgütlerini döretjegi, şahsy ders programmasyna daýanýan ýöne daşaradan kömek edilýän bir nusgadan.
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.
Şu wagt bu zaldaky adamlar iş dünýäsiniň multimediýanyň, internediň ynynylmaz çeşmelerine wekilçilik etýärler. Bu tehnologiýalar, mugallymlaryň ajaýyp ukyplary bilen birleşende okuw sistemasynda rewolisýa etmek üçin pursat döreýär. Sizi bu temada rol almaga çagyrýaryn çünki bu tema örän möhüm, diňe bizler üçin däl, çagalarymyz üçin. Emma senagat nusgasyndan el çekmegimiz, oba hojalyk nusgasyna geçmegimiz gerekli. soňra mekdepler kämilleşsin. Çünki ol mekdepler, çagalarmyzyň durmuşy tejribe etjek ýerleridir. Ýa-da öýlerimiz, eger çaga maşgalasy ýa-da dostlary bilen öýde okamak isleýän bolsa.
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."
Soňky günlerde hyýallar hakda köp gürleşdik. Örän gysga görnüşde aýtmak isleýärin -- Nataliýa Mörçantyň öňki goşgulary ulanan aýdymlary mende örän täsir galdyrdy düýn gije. Size derrew, gysga bir goşgy okamak isleýärin W.B. Ýetsden, belki tanaýansynyzdyr. Muny söýgülisine, Maud Gonna ýazypdyr, Oňa isleýän zatlary diýip pikir etýänlerini bermedigi üçin, dertlenýän ekeni. Ol diýýar, "Bir zada eýedirin, emma seniň üçin dogry zat bolman biler bu."
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.
Şeýle aýtýar: "Jennet işli matalarym bolsady, altyn we kümüş reňklerde ýazylgy, Gök we ýitgili we goýy reňk matalary gijäniň, ýagtylygyň we alagaraňkynyň. Aýaklaryň astynda sererdim. Emma garypdyryn, we diňe hyýallarym bar; Menem hyýallarymy serýärin aýaklaryň astyna; Emaý bilen bas çünki hyýallarymyň üsütine basýarsyň." Her gün, her ýerde, çagalarymyz hyýallaryny aýaklarymyzyň astyna serýärler. We bizem emaý bilen basmalydyrys.
Thank you.
Sag boluň.
(Applause)
(El çarpyşmalar)
Thank you very much.
(Applause)
Thank you.
Köp sagboluň.
(Applause)