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.
Bu konferensiyada to’rt yil muqaddam ishtirok etganman. U vaqtlar ma’ruzalarni Internetga joylashtirilmas edi. Ishtirokchilar DVD disklari bilan to’la qutini uylariga olib ketishardi. O’sha disklar, hoynahoy, hozir ham chang bosib yotgandir.
(Laughter)
(Kulgi)
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."
Konferensiya tugagandan bir hafta o’tgach, Kris menga telefon qilib: “Biz ma’ruzalarni Internetga joylashtirayapmiz, siznikini ham qo'ysak bo’ladimi?”, dedi. Men aytdim: "Albatta".
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.
Va mana, oradan to’rt yil o’tgach o’sha videoni to’rt million marotaba tomosha… yo’q, o’sha videoni to’rt million marotaba yuklab olishgan. Agar buni, aytaylik, 20 ga ko’paytirsak mening chiqishimni tomosha qilganlar sonini kelib chiqadi. Krisning aytishicha, mening ma’ruzalarimga
(Laughter)
tashnalik holati yuzaga kelgan.
(Applause)
(Kulgi)
(Qarsaklar)
Don't you feel?
… shunday emasmi?
(Laughter)
(Kulgi)
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
Menimcha, bularning hammasi mening yana bir marta kelishim uchun ishlatilgan bir nayrang edi, xolos. Mana, men shu yerda.
(Laughter)
(Kulgi)
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.
Albert Gor ham o‘sha, to’rt yil odingi TED konferensiyasida ishtirok etib, atrof-muhit inqirozi gapirgan edi. Men esa o’z chiqishimning oxirida uning fikrlarini eslatib o’tgandim. Bugun esa o’sha gapni davom ettirmoqchiman. Axir mening ixtiyorimda bor-yo’g’i 18 daqiqa bor edi.
(Laughter)
Shunday qilib, boyagina aytib o’tganimdek…
So, as I was saying --
(Laughter)
(Kulgi)
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.
Albert Gor to’g’ri aytadi, biz yirik inqiroz qarshisida turibmiz. Shak-shubhasiz. Agar kim bunga ishonmasa, ko’chaga chiqib qarasin.
(Laughter)
(Kulgi)
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."
Ammo, mening fikrimcha, biz yana bitta, undan ham jiddiyroq ekologik inqirozning guvohi bo’lib turibmiz. Uning kelib chiqishi ham juda o’xshash, unga e’tibor qaratishimiz esa juda muhim. Men nimani nazarda tutayapman? Oralaringizdan kimdir aytishi mumkin: “Qo’ysangiz-chi, bizga bitta inqiroz ham yetib ortadi,
(Laughter)
boshqasi kerakmas”, deb.
But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Ammo, bu yerda tabiiy resurslar inqirozi emas,-- albatta u ham muhim-- balki inson resurslari inqirozi haqida gap ketmoqda.
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.
So’zga chiqqanlarning ko’pchiligi aytib o’tishganidek, biz o’zimizdagi iqtidorni yaxshi ishga sola olmaymiz. Bunga ishonchim komil. Ko’p hollarda kishilar hayotda shunday yashab o’tishadiki, biror nimada talant, qobiliyatlari borligidan bexabar qolishadi. Hech narsada qobiliyatim yo’q, deb ta’kidlovchi odamlarni o’zim shaxsan ko’p uchratganman.
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 hozirda dunyoni ikkiga ajratadigan bo’lganman. Buyuk utilitarizm faylasufi Jeremi Bentam o’z vaqtida bunday yondashuvni tanqid qilgan edi. U aytgan edi: “Dunyoda odamlar ikki toifaga bo’linadi: bir qism odamlar dunyoni ikki toifaga bo’lsa, ikkinchi qism odamlar bunday qilishmaydi.”
(Laughter)
(Kulgi)
Well, I do.
Diqqat: “Men dunyoni ikkiga bo’laman”.
(Laughter)
(Kulgi)
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.
Turli xil odamlarni uchrataman: ular o’z kasblaridan mamnun emaslar. Qay usul bilan bo’lsa-da, o’z sharoitlariga moslashib olib, aslida bundan bahra olishmaydi. Ishni qalbdan his qilib emas, balki qo’l uchida qilishadi; dam olish kuni qachon kelarkan, deb yurishadi. Shu bilan birga, o’z ishini yurakdan sevib, hayotini usiz tasavvur qila olmaydigan odamlarni ham bilaman. “Bu ishingizni tashlang”, deb aytib ko’ring ularga – – gapingizni tushunishni ham xohlashmaydi. “Ishimni to'xtatish xayolimga ham kelmaydi, chunki u mening qalbimga kirib borgan. Bu mening o'zligim". Faqatgina kamchilik odamlar o’zlari haqida bunday deb ayta oladilar. Ko’pchilik uchun esa vaziyat umuman boshqacha. Menimcha, bu holatning mohiyatini
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.
ochib beradigan birqancha sabablar bor. Ulardan eng ko’p tilga olinadigani - ta’lim. Chunki ta’lim ko’pgina talabalarni ularning tug’ma qobiliyatlaridan ancha uzoqlashtiradi. Inson resurslari esa tabiiy boyliklarga o’xshaydi: ular odatda ancha chuqur joylashgan bo'ladi. Qidirib topishingiz kerak bo'ladi. Talant “mana men” deb o’zini ko’rsatmaydi. Talant yuzaga chiqishi uchun sharoit kerak. Bir qaraganda, ta’lim tizimi ularni yuzaga chiqarish uchun xizmat qilayotgandek. Ammo, ko'pincha bunday emas. Dunyodagi har bitta ta’lim tizimi hozirda islohot bosqichida. Bu lekin yetarli emas. Islohotlar samara bermay qo'ydi, chunki ular ishlamaydigan modelni takomillashtirishga mo’ljallangan. Bizga esa... to’g’ri, bu so’z konferensiyada ko’p qo’llanildi… bizga ta’limdagi evolyutsia emas, balki ta'limdagi revolyutsiya kerak. Unga butkul yangicha
(Applause)
shakl bermoq lozim.
(Qarsaklar)
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."
Eng murakkab vazifalardan biri ta’limga fundamental o’zgarishlar kiritish hisoblanadi. Innovatsiya kiritish doimo qiyin bo’lgan. Chunki bu ko’pchilik qabul qilishi amri mahol bo’lgan narsani boshlash degani. Bu degani shu paytgacha ravshan, isbot talab qilmaydigan narsalarni shubha ostiga qo’yish degani. Islohot yoki o’zgarishlarni o’tkazishda eng katta muammolardan biri bu an’anaviy fikr tarzining ustinligidir. Bunda odamlar taxminan quyidagicha fikrlaydilar: “Boshqacha bo’lishi mumkin emas, bu ish har doim shunday qilib kelingan.”
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point.
Men yaqinda Avraam Linkolnning quyidagi ajoyib so’zlarini o’qib qoldim… Buni sizlarga o’qib bersam u bundan xursand bo’ladi, deb o’ylayman.
(Laughter)
(Kulgi)
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.
Bu so’zlar 1862 yilning dekabrida, Kongressning ikkinchi yillik kengashida aytilgan. Ha, shuni ham aytib o’tishim kerakki, bu vaqtda mamlakatda nimalar bo’lib o’tgani haqida tasavvurim yo’q. Chunki bizda, Buyuk Britaniyada, Amerika tarixini o’tilmaydi.
(Laughter)
(Kulgi)
We suppress it. You know, this is our policy.
Biz uni taqiqlaymiz –siyosatimiz shu.
(Laughter)
(Kulgi)
No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Ammo ishonchim komilki, 1862 yilning dekabrida qandaydir qiziqali voqealar bo’lib o’tgan. Bu haqda auditoriyamizning amerikalik vakillariga yaxshi ma’lum bo’lsa kerak.
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."
Demak, Linkoln quyidagilarni aytgan edi: “Osoyishta o’tmishda ish bergan aqidalar bugunning shiddatiga dosh bera olmaydi. Bizning yuksak maqsadimiz sari yo’l cheksiz mushkulliklar ichra o’tadi. Biz u bilan baravar balandlikda bo’lishimiz kerak.” Menga mana shu qismi yoqadi: balandlikka “ko’tarilish” emas, aynan “baravar” bo’lish. “Bizning ishimiz misli ko’rilmagan bo’lib, o’ylarimiz va amallarimiz ham mislsiz bo’lmog’i darkor. Qachonki odatiylik kishanidan xalos bo’lar ekanmiz,
I love that word, "disenthrall."
o’shandagina mamlakatni qutqara olamiz.”
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.
“Odatiylik kishani” jumlasi menga alohida yoqib tushdi. Bu nimani anglatadi, bilasizlarmi? Biz o’zimiz hech bir isbotsiz qabul qiladigan, kunday ravshan deb biladigan g’oyalarga chulg’anib qolganmiz. Vaholanki, o’sha g’oyalarning ko’pi bizning bugungi sharoitimizga mos bo’lmay, balki o’tgan asrlar muammolarini hal qilishga xizmat qilib kelgan. Ammo ular hali ham ongimizni kishanlab turibdi va bizning vazifamiz bu kishanlarning ayrimlaridan qutulishdir. Ammo, buni aytish osonu, qilish qiyin. Aynan qaysi g’oyalar isbot talab qilmasligini aniqlash juda mushkul ish. (Kulgi) Chunki biz u g’oyalarga qattiq ishonib qolganmiz.
(Laughter)
Sizga isbot talab qilmaydigan biror narsa haqida savol bersam.
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."
Aytaylik, shu zalda yoshi 25 dan yuqori bo’lganlar qo’llarini ko’tarishsin. Yo’q, bu narsa siz isbotsiz qabul qiladigan narsalar toifasidan emas. Aminmanki, bu sizga ma’lum. Xo’sh, shu yerda yoshi 25 gacha bo’lganlar bormi? Yaxshi. Endi esa yoshi 25 dan yuqori bo’lganlar orasidan qo’l soati taqadiganlarni ko’rmoqchiman. Ko’pchilik ekanmiz, to’g’rimi? Shu savolni bir guruh o’smirlarga berib ko’ring. O’smirlar qo’l soatidan foydalanishmaydi. Ularga man qilingani yoki imkoni yo’qligidan emas, balki shunchaki soat taqmaslikni afzal bilishadi. Gap shundaki, biz hammamiz – yoshi 25 dan yuqori bo’lgan insonlar raqamli asrdan oldingi davrda ulg’aydik. Vaqtni bilish uchun soat taqishga o’rganib qoldik. Hozir esa bolalar raqamli asrda katta bo’lishmoqda a soat necha bo’lganini hammayog’dan bilib olaverishadi. Vaqtni bilish uchun biror narsa taqib yurishga ehtiyoj sezishmaydi. Aslida sizda ham bunday ehtiyoj yo’q, ammo soatga o’rganib qolganingiz uchun hali ham taqasiz. Mening qizim Keyt – u 20 yoshda – qo’l soatidan mutlaqo foydalanmaydi. Unga bu narsaning nega kerakligini tushuntirish befoyda. Aytadi: “Bu - yagona funksiyali apparat.” (Kulgi)
(Laughter)
“Bu nima degan gap...”
"Like, how lame is that?" And I say, "No, no, it tells the date as well."
Men esa unga javoban: “Yo’q, yo’q, qara. Bugungi sanani ham ko’rsatyapti!”
(Laughter)
(Kulgi)
"It has multiple functions."
“U ko’pfunksiyali apparat.”
(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.
Ta’limda biz aytib o’tgan o’sha “odatiylik kishanlari” mavjud. Men hozir bir-ikkita misol keltiraman. Birinchisi – liniyaviylik tushunchasi. Aytaylik, mana bu yer boshi, va hamma narsa rejadagidek amalga oshsa, ikkinchi nuqtaga – yakunga yetib kelasiz va bunga butun umringizni sarflaysiz. Vaholanki, bizning konferensiyamizdagi har bitta chiqish, xoh bevosita, xoh va bilvosita bo’lsin, butkul boshqa fikrni tasdiqlamoqda: hayot liniyaviy emas, balki organik hisoblanadi Biz hayotimizni shunday simbiotik yo’l bilan izga solamizki, bunda qobiliyatlarimiz ularning o’zi yaratgan sharoitlarda rivoj topadi. Ammo biz liniyaviy rivojlanishga o’ta ko’nikib qolganmiz. Biz uchun ta’limning eng yuksak cho’qqisi bu universitetga kirish sanaladi. Aytgan bo’lardimki, universitetlarga, aniqrog’i, nufuzli universitetlarga kirish tushunchasiga mukkasidan ketganmiz. O’qishga kirish noto’g’ri demoqchi emasman. Aytmoqchimanki, har kim ham oliy o’quv yurtiga kirishi shart emas va hamma ham hozirning o’zida kirishi shart emas. Keyinroq ham kirish mumkin, aynan hozir emas.
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."
Yaqinda San-Fransiskoda kitoblarimga imzo qo’yish marosimida yoshi 30 larda bo’lgan bir xaridor kelib o’zini tanishtirdi. “Nima bilan shug’ullanasiz?”, deb so’radim men. “O’t o’chiruvchiman.” “Qachondan beri?” “Men doim o’t o’chiruvchi bo’lib kelganman.” Shunda men yana so’radim: “Qachon shu qarorga kelgansiz?” “Bolaligimda.” U davom etdi: “Aslida mening bu qarorim maktabda ayrim muammolarga sabab bo’lgandi. Chunki maktabda hamma o’t o’chiruvchi bo’lishni orzu qilardi.
(Laughter)
Lekin men rostdan ham o’t o’chiruvchi bo’lmoqchi edim.
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."
Yuqori sinflarga o’tganimda o’qituvchilarim meni umuman jiddiy qabul qilishmasdi. Ayniqsa, bitta o’qituvchim. U menga bu qarorni qabul qilsam, butun umrimni behudaga sarflashim, uning o’rniga universitetga kirib biron soha mutaxassisi bo’lishim kerakligini aytardi. Men o’z salohiyatimni, talantimni ko’kka sovurayotgan emishman.” Suhbatdoshim davom etdi: “Buni ayniqsa butun sinf oldida eshitish menga yoqmasdi, o’zimni juda noqulay sezardim. Rostdan ham shu kasbni egalamoqchi bo’lganim uchun maktabni bitiriboq, o’t o’chirish xizmatiga ariza topshirdim va meni qabul qilishdi.” U davom etardi: “Bir necha daqiqa oldin, siz nutq so’zlayotgan paytingizda o’sha o’qituvchimni esga olib turgandim. Sababi, olti oy muqaddam men uning
(Laughter)
hayotini saqlab qoldim.” (Kulgi)
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."
“Avtohalokat sodir bo’lgan edi. Men o’sha o’qituvchimni mashinadan chiqarib oldim, sun’iy nafas oldirdim. Halokat joyida xotinini ham qutqarib qoldim. Menimcha, shundan keyin o’qituvchimning men haqimdagi fikri biroz o’zgardi.”
(Laughter)
(Kulgi)
(Applause)
(Qarsaklar)
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 --
Fikrimcha, har qanday jamiyat iqtidorlar xilma-xilligiga muhtoj, qobiliyat haqidagi yakka tushunchaga emas.
(Applause)
Bizning bosh vazifamiz esa… (Qarsaklar)
At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
oldimizda turgan asosiy vazifa esa iqtidor va zakovat tuyg’usini qayta shakllantirishdir. Bitta muammo – liniyaviylik, bu haqda gapirib o’tdik.
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.
Bundan 9 yil muqaddam Los-Anjelesga oilaviy ko’chib o’tganimizda bir yaxshigina tamoyillar deklaratsiyasiga ko’zim tushdi. U mana bunday so’zlar bulan boshlanardi: “Universitet bog’cha ostonasidan boshlanadi”. Kechirasiz-u, bu noto’g’ri.
(Laughter)
(Kulgi)
It doesn't. If we had time, I could go into this, but we don't.
Bo’lishi mumkin emas. Bu haqda batafsilroq to’xtalgan bo’lardim-u, ammo vaqtimiz yetmaydi.
(Laughter)
(Kulgi)
Kindergarten begins in kindergarten.
Bog’cha ostonasida bog’cha boshlanadi.
(Laughter)
(Kulgi)
A friend of mine once said, "A three year-old is not half a six year-old."
Mening bir do’stim aytgandi: “Uch yoshli bola olti yosharning yarmi degani emas”.
(Laughter)
(Kulgi)
(Applause)
(Qarsaklar)
They're three.
U uch yashar, xolos.
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 --
Hozirgina qilingan nutqda biz bolalar bog’chasiga, yaxshi bog’chaga bolani joylashtirish uchun qanday jiddiy raqobat ketayotgani haqida eshitdik. Tasavvur qiling, uch yashar bola komissiya qarshisida o’tiribdi. Qattiqqo’l komissiya vakillari uning anketasini varaqlashayapti.
(Laughter)
(Kulgi)
Flicking through and saying, "What, this is it?"
“Bor-yo’g’i shumi?”
(Laughter)
(Kulgi)
(Applause)
(Qarsaklar)
"You've been around for 36 months, and this is it?"
“Uch yoshga to’libsan-u, shumi qilgan ishlaring?”
(Laughter)
(Kulgi)
"You've achieved nothing -- commit.
“Hech narsaga erishmabsan, bola.”
(Laughter)
“Dastlabki 6 oyni sut emish bilan o’tkazibsan, shu xolos!”
Spent the first six months breastfeeding, I can see."
(Kulgi)
(Laughter)
See, it's outrageous as a conception.
Mana shunaqa bo’lmag’ur ishlar sodir bo’layapti.
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.
Ikkinchi katta muammo - birxillik. Ta’lim tizimini biz fastfud oshxonasi modeliga asosanib tuzganmiz. Bu haqda yaqinda Jeymi Oliver gapirib o’tdi. Umumiy ovqatlanish sohasida sifat kafolatining ikki xil modeli bor. Birinchisi - hamma narsa andozalashtirilgan fastfud. Ikkinchisiga Zagat yoki Michelin misol bo’la oladi. Bu tizimlar andozalashtirilmagan, balki mahalliy talablarga moslashtirilgan. mahalliy talablarga moslashtirilgan. Bu narsa ruhimiz va aqliy quvvatimizni qashshoqlashtirmoqda. Xuddi fastfud tanamizga putur yetkazganidek.
(Applause)
(Qarsaklar)
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.
Siz bilan avvalo bir narsani tushunib olaylik. Birinchidan, inson talanti g’oyat turli-tuman. Har bitta odamning o’ziga yarasha qandaydir qobiliyati bor. Yaqinda bir narsani angladim: Bolaligimda menga gitara sovg’a qilishgan vaqt
(Laughter)
Erik Klapton o’zining birinchi gitarasini qo’lga olgan paytga to’g’ri kelar ekan.
It worked out for Eric, that's all I'm saying.
Bu narsaning Erikka foydasi tegdi. Shuni ayytmoqchiman, xolos.
(Laughter)
(Kulgi)
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.
Menga esa ish bermadi. Qanchalik urinmayin, cholg’udan hech bir eshitgulik sado chiqara olmadim. (Kulgi)
(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.
U qildim, bu qildim – bo’lmadi. Chunki, hamma gap ishtiyoqda. Odatda bizni kam qiziqtiradigan narsalarni yaxshi uddalaymiz. Aytmoqchi bo’lganim - ruh va quvvatni yuzaga chiqaruvchi ishtiyoq. Agar sevgan ishingiz bilan shug’ullansangiz, uning yaxshi uddasidan chiqsangiz, vaqtingizni butkul boshqacha o’tkazasiz. Rafiqam yaqindagina bir roman yozib tugatdi. Uning asari ajoyib chiqdi, ammo uni yozish uchun odatda bir necha soat yo’q bo’lib ketardi. O’zingiz bilasiz – yoqtirgan ishingizni qilayotganingizda soatlar daqiqadek o’tib ketadi. Lekin qalbingizda aks topmagan narsalarni qilganingizda besh daqiqa bir soatdek tuyuladi. Ko’pchilik ta’limni tashlab ketishiga sabab shuki, Ko’pchilik ta’limni tashlab ketishiga sabab shuki, kuch-quvvat va ishtiyoq bag’ishlamaydi.
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.
Majoziy ma’noda gapiradigan bo’lsak, ta’limning sanoatga asoslangan modelidan, ishlab chiqarishga, liniyaviylikka, bir xillikka asoslangan modelidan voz kechishimiz darkor. Aslida dehqonchilik tamoyillariga asoslangan model tomon harakatlanishimiz lozim. Bir narsani tan olaylik: insonning rivojlanishi mexanik emas, ko’proq organik jarayondir. Har bitta shaxs rivojining natijasini oldindan ayta olmaymiz; biz faqat uning o’sishi uchun shart-sharit yaratib bera olamiz – xuddi dehqonchilikda bo’lgani singari.
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.
Demak, ta’lim islohoti, uni shaklan yangilash bu mavjud tizimlarni klonlashtirish emas ekan. Ajoyib tizimlar ham yo’q emas, masalan, KIPP. Boshqalari ham bor. Ammo bizning maqsadimiz sharoitlarga moslashish, ta’limni o’quvchining shaxsiy talablariga mos ravishda inidividuallashtirisdir. Bu ishlar, nazarimda, kelajakdagi vazifalarimizga mos keladi. Biz mavjud yechimlarni takomillashtirish va kengaytirish emas, balki har bir kishi o’z shaxsiy yechimini topa oladigan, shu bilan birga, individual dastur tamoyillariga asoslangan tashqi yordamdan foydalana oladigan ta’lim sohasi yo’nalishini yaratish haqida gapirmoqdamiz.
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.
Ushbu zalda biznes, multimedia va Internetdagi favqulodda noyob manbalar vakillari to’planishgan. Bu texnologiyalar hamda ularni boshqaradigan yuksak iqtidorli murabbiylar ta’lim tizimidagi transformatsiya uchun munosib sharoit yaratadilar. Va men sizlarni shu jarayonda ishtirok etishga chorlamoqchiman. Bu nafaqat o’zimiz, balki bolalarimiz kelajagi uchun ham juda muhimdir. Ammo buning uchun industrial modelni dehqonchilik modeliga aylantirishimiz kerak, toki ertaga har bitta maktab taraqqiy topsin. U yerda bolalar chinakam hayotni his qilsin. Yoki, kerak bo’lsa, o’z uylarida – oila a‘zolari va do’stlari yonida samarali ta’lim olishsin.
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."
Keyingi bir necha kun ichida biz siz bilan orzu-istaklar haqida ko’p yaxshi so’zlar eshitdik. Shu fursatdan foydalanib men ham, qisqacha... Kuni kecha men Natali Merchantning qo’shiqlari, eski dostonlarning aranjirovkasidan ancha ta’sirlandim. Men sizga U.B. Yeytsning she’riyatidan bir parcha o’qib bermoqchiman. Uning nomi sizlarga, ehtimol, tanishdir. O’z sevgilisi Mod Gonnga atab yozgan bu misralarida shoir o’zining nochrligi, ma’shuqasi kutgan narsalarni unga bera olmaslidan kuyunadi. U yozadi: “Menda boshqa narsalar bor, ammo ular senga keraksiz bo’lishi mumkin”.
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.
Mana o’sha misralar: “Bo’lsa edi menda shunday bir mato: Zarrin quyosh nuridan to’qilgan, Kumush oy nuriga yo’g’rilgan. Unda ham shafaq, ham tong jilolari mujassam. Shu matoni yo’lingga poyandoz qilsam... Aytgin, qashshoqning nimasi bor? Orzui va istagi bor. Shu, xolos. O’tinaman sendan, ohista oyoq bos. Chunki bu mening orzularim. Har kuni, har lahza farzandlarimiz katta umidlar bilan o’z orzularini oyoqlarimiz ostiga yoyadilar. Bu poyandoz ustiga ohista qadam qo’yaylik.
Thank you.
Rahmat.
(Applause)
(Olqishlar)
Thank you very much.
(Applause)
Thank you.
(Applause)