Good morning. How are you?
Egun on. Zer moduz? Izugarria izan da, ezta?
(Audience) Good.
It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving.
Guzti honek gaindituta nauka. Egia esan, hemendik hanka egitekotan nago (barreak)
(Laughter)
Nik azaldu nahi dudanarekin erlazio
There have been three themes running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here; just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen in terms of the future. No idea how this may play out.
estua duten hiru gai jorratu dira hitzaldi saio hauetan. Lehena, orain arte izandako hitzaldi guztiek agerian jarri duten giza sormenaren aparteko erakustaldia da. Izandako barietatea eta aukera ezberdinak alegia. Bigarrenez, etorkizuna guztiz ezezaguna den eszenario batetan kokatu gaituzte. Ideiarik ez guzti hau nola garatu daitekeen.
I have an interest in education. Actually, what I find is, everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly.
Interesa dut hezkuntzan -- egia esan, konturatu naiz guztiok dugula interesa hezkuntzan. Ezta egia? Oso interesgarria deritzot. Afari batetan bazaude, eta hezkuntzan lan egiten duzula esanez gero -- beno, hezkuntzan lan eginten baduzu ez zara afari askotan egongo.
(Laughter)
If you work in education, you're not asked.
(Barreak) Inork ez zaitu gonbidatzen.
(Laughter)
Ezta, aldiz, inoiz gonbidatu ezkero, berriz deitzen ere. Arraroa da.
And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God. Why me?"
Baina afariren batetan egotekotan, eta norbaitekin hitz egitean, badakizu, "Zertan lan egiten duzu?" galdetzen dizute eta zuk hezkuntzan lan egiten duzula erantzun, segidan ikusi dezakezu nola aurpegia zurbiltzen zaien, pentsatuz,
(Laughter)
"Alajaina! Zergaitik niri? Aste osoko irtenaldi bakarra..." (barreak)
"My one night out all week."
(Laughter)
Baina aldiz, beraien hezkuntzari buruz galdetuz gero,
But if you ask about their education, they pin you to the wall, because it's one of those things that goes deep with people, am I right? Like religion and money and other things. So I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet, we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.
hormaren kontra jarriko zaituzte. Gizakiak barne-barnean ukitzen dituen gauza horietako bat delako. Erlijioa, dirua eta beste gauza batzuekin batera. Interes handia dut hezkuntzan, eta uste dut guztiok dugula interes hori. Interes pertsonal izugarria dugu, hezkuntza delako unean ulertezina den etorkizun horretara gidatuko gaituena. Pentsatuz gero, aurten eskolan hasitako umeak 2065 urtera arte egingo dute lan. Inork ezin dezake asmatu, azken lau egunetan izan dugun jakituri festa hau izanda eta guzti -- nolakoa izango den mundua hemendik bost urtetara. Eta ustez, mundu horretarako hezten ditugu umeak. Beraz, predikzioak egiteko zailasuna, nire aburuz, izugarria da.
And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents, and we squander them, pretty ruthlessly.
Guzti honen hirugarren partea da guk guztiok, dena dela, umeek dituzten aparteko ahalmenak goraipatzean elkar hartu dugula -- berrikuntzarako duten ahalmen hori. Abidibez, bart, Serena miresgarri aritu zen. Egin dezakeena ikusi hutsaz, aparteko neska da, baina nire ustez bera ez da, nola esan, apartekoa umeen artean. Izugarri saiatu ondoren, iaotasun bat aurkitu duen pertsona bat da. Eta nire argudioa da ume guztiek dituztela izugarrizko iaotasunak. Eta guk erruki gabe alferrik galtzen ditugu.
So I want to talk about education, and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.
Beraz hezkuntzari eta sormenari buruz hitz egin nahiko nuke Neure ustez, gaur egun sormena hezkuntzan alfabetatzea bezain garrantzitsua da eta irrika berberaz zaindu beharko genuke.
(Applause)
(Txaloak) Eskerrik asko. Hau izan da guztia.
Thank you.
(Applause)
That was it, by the way. Thank you very much.
Esker mila guztioi. (Barreak) Beraz
(Laughter)
So, 15 minutes left.
oraindik 15 minutu ditut. Ongi, nire jaioterria... ez (Barreak)
(Laughter)
"Well, I was born ... "
(Laughter)
Duela gutxi istorio bat entzun nuen -- Oso gustoko istorio hau kontatzea --
I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute."
Neskato gazte bat marrazketa klasean zegoen. 6 urteko neska zen eta gelaren atzekaldean, marrazten zebilen. Irakasleak esan zuen, neskato honek arreta oso urritan jartzen zuen arren, marrazketa klase hartan atentzio osoz zebilela. Liluratuta, irakaslea neskatoari hurbildu zitzaion eta galdetu zion, "Zer ari zara marrazten?" eta neskatoak erantzun zion, "Jaungoikoa marrazten ari naiz." Eta irakasleak esa zion, "Baina, inortxok ere ez daki eta Jaungoikoak nolako itxura duen." Eta neskak esan zuen, "Minutu bat barru jakingo dute."
(Laughter)
(Barreak)
When my son was four in England -- actually, he was four everywhere, to be honest.
Ingalaterran nire semeak lau urte zituenean -- beno, egia esateko Ingalaterran eta leku guztietan zituen lau urte (Barreak)
(Laughter)
Zehatzak izateko, edonon egonda ere lau urte zituen urte hartan.
If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story?
Natibitatearen antzezpenean zegoen. Istorioa gogoratzen duzue? Ez, handia zen bada.
(Laughter)
No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it.
Istorio handia alegia. Mel Gibsonek ondorengoa filmatu zuen. Agian ikusi duzue: "Natibitatea II." James-i Joseren papera eman zioten
(Laughter)
"Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in? They come in bearing gifts, gold, frankincense and myrrh. This really happened. We were sitting there, and I think they just went out of sequence, because we talked to the little boy afterward and said, "You OK with that?" They said, "Yeah, why? Was that wrong?" They just switched. The three boys came in, four-year-olds with tea towels on their heads. They put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh." And the third boy said, "Frank sent this."
gure poztasunerako. Paper garrantzitsua zela uste genuen. Antzezlekua jendez beteta geneukan, aproposko kamisetekin: "James Robinson JOSE da!" (Barreak) Ez zuen hitz egin beharrik, baina badakizue hiru erregeak datozeneko zatia. Opariak dakartzate, urrea, intsentsua eta mirra. Hau benetan gertatu zen. Hortxe eserita geuden eta uste dut eszenan agertzeko ordena nahastu zutela, bukatu ondoren umearekin hitz egin genuen eta galdetu genion, "Egindakoarekin konforme?" Eta erantzun zuen, "Bai, zer ba? Txarto egon ahal da?" Ordena aldatu zuten, besterik ez. Dena dela, hiru mutikoak eszenatokian agertu ziren -- 4 urteko umeak sukaldeko trapuak buruan zituztela -- eta zeramatzaten kutxak lurrean jarrita "Urrea dakartzut" esan zuen lehen mutikoak. "Nik mirra dakartzut" bigarrenak.
(Laughter)
Eta hirugarrenak esan zuen, "Frank-ek hau bidaltzen dizu" (Ingelesez "intsentsu" hitzaren antzeko esaldia da).
What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong. I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this. We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities.
Guzti honek erakusten duena umeak arriskatu egiten direla da. Ez badakite, beste zerbaitekin saiatzen dira. Zuzen ari naiz? Ez diete beldurrik hutsegiteei. Hala ere, ez dut esan nahi huts egitea eta kreatiboa izatea gauza berdina direnik. Dakiguna honako hau da, huts egiteko ongi prestatua ez bazaude, ezin izango duzu sekula asmatu gauza originalik. Ume horiek helduak bihurtuko diren momenturako, gaitasun hori galdua dute. Hutsegiteak burutzeari beldur dira. Eta gure enpresak era honela zuzentzen ditugu, baita ere. Erroreak estigamtizatzen ditugu. Eta hutsegiteak egin daitezkeen gauzarik txarrentzat jotzen dituzten hezkuntza sistemak ditugu martxan gaur egun. Era honen ondorioz, sormen ahalmen gabeko jendea hezten ari gara eskoletan. Behin Picassok honakoa esan zuen.
Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out of it. So why is this?
Esan zuen ume guztiak artista jaiotzen direla. Arazoa heldu ahala artista izaten jarraitzean dagoela zioen. Hitz hauetan sinisten dut bihotzez: ez gara sormenerantz hezten, sormenetik hazten gara. Edo bestela esanda, hezkuntzak berezko sormena mugatzen digu. Zergaitik gertatzen da hau? Stratford-on-Avon-en bizi izan naiz duela bost urte arte.
I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition this was.
Stratfordetik Los Angelesera joan ginen alegia. Imagina dezakezue zein leuna izen zen aldaketa. (Barreak) Egitez,
(Laughter)
Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he?
Snitterfiel izeneko leku batetan bizi ginen Stratford inguruan, Shakespeare-ren aita jaio zen lekuan. Ez ahal dizue honek ideia berririk ekarri? Niri bai. Ez dugu egiten gogoeta Shakespeare-ren aitari buruz, ezta? Ezta ere Shakespeare ume bat izan zenari buruz, ezta? Shakespeare zazpi urterekin? Ez nuen honi buruz pentsatu sekula. Hau da, zazpi urte eduki zituen momenturen batetan eta norbaiten ingeles klaseak jasotzen zituen. Zein gogaikarria izan zitekeen hura.
(Laughter)
How annoying would that be?
(Barreak) "Gehiago saiatu behar da" Bere aitak nola bidaltzen zuen ohera, badakizue,
(Laughter)
"Must try harder."
(Laughter)
Being sent to bed by his dad, to Shakespeare, "Go to bed, now!" To William Shakespeare. "And put the pencil down!"
"Oherako ordua da!" William Shakespeare-ri, "Eta utzi ezazu arkatz hori behingoz! Eta utzi horrela hitzegiteari. Mundu guztia nahasten duzu."
(Laughter)
"And stop speaking like that."
(Laughter)
"It's confusing everybody."
(Barreak)
(Laughter)
Dena den, Stratford-etik Los Angeles-era joan ginen bizitzera,
Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition. Actually, my son didn't want to come. I've got two kids; he's 21 now, my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month.
eta honi buruz zertxobait esan nahiko nuke. Nire semeak ez zuen etorri nahi. Bi seme-alaba ditut. Mutilak 21 urte ditu orain; alabak 16. Ez zuen Los Angelesera etorri nahi. Oso gustoko zuen arren, Ingalaterran neskalaguna zuen. Bere bizitzako maitalea, Sarah. Duela hilabete eskas ezagutzen zirela elkar. Egin kontu, beraien laugarren urteurrena izango zen,
(Laughter)
Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. He was really upset on the plane. He said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly --
16 urte dituzunean denpora asko baita hilabete bat. Dena den, oso atsekabetuta zegoen hegazkinean, eta esan zuen, "Sarah bezelako neskarik ezin izango dut sekula aurkitu" Eta, egia esan, gu oso pozik geunden, neskato hura baitzen Ingalaterra uzteko arrazoi nagusia.
(Laughter)
because she was the main reason we were leaving the country.
(Barreak)
(Laughter)
Baina zerbaitetaz ohartzen zara Amerikara joaterakoan,
But something strikes you when you move to America and travel around the world: every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities. At the bottom are the arts. Everywhere on earth. And in pretty much every system, too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting?
eta mundu osoan ere berdina geratzen da: munduko hezkuntza sistema guztiek ikasgai hierarkia berbera jarraitzen dute. Guztiek. Non zauden axola gabe. Gauzak bestelakoak direla pentsa dezakezu, baina ez. Goi muturrean matematikak eta hizkuntzak, ondoren giza zientziak, eta guztien azpian arteak. Mundu guztian zehar berdin. Eta sistema askotan ere, arteek ere hierarkia berdina jarraitzen dute. Normalean, artea eta musikari garrantzia gehiago ematen zaie drama eta dantzari baino. Munduan ez da existitzen egunero umeei dantza erakusten dien eskolarik matematikekin egiten dugun moduan. Zergaitik? Zergaitik ez? Nire ustez hau garrantzitsua da. Matematika oso garrantzitsua da, baina dantza ere da oso. Utziz gero, umeak une oro dabiltza dantzan. Guztiok bezala. Guztiok dugu gorputz bat, ezta? Zerbait galdu al dut bidean? (Barreak) Benetan gertatzen dena da,
(Laughter)
Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.
umeak hazten diren einean, gerritik gora hezten hasten gara pixkanaka. Eta azkenik hezkuntza buruaz soilik arduratzen da. Eta buruaren alde batez bereziki. Extralurtar batek gure hezkuntza aztertuko balu,
If you were to visit education as an alien and say "What's it for, public education?" I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there.
eta galdetu "Zertarako balio du hezkuntza publikoak?" Konklusioa -- emaitzak aztertuz gero, nork lortzen duen arrakasta ikusita, nork egiten duen egin beharreko guztia, nork lortzen dituen garaikurrak, nortzuk diren irabazleak -- Uste dut aterako zukeen ondorioa, mundu osoko hezkuntza publikoari buruz, honen helburu bakarra unibertsitate irakasleak sortzea dela. Ezta hola? Goian dabiltzan pertsonak dira. Ni ere beraietako bat nintzen (Barreak)
(Laughter)
Eta ez pentsa ez ditudanik gustoko unibertsitate irakasleak,
And I like university professors, but, you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life. Another form of life. But they're rather curious. And I say this out of affection for them: there's something curious about professors. In my experience -- not all of them, but typically -- they live in their heads. They live up there and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads.
baina ez genituzke eduki beharko giza lorpenen abibide hobezin bezala. Soilik bizitzeko modu bat dute. Modu ezberdin bat. Baina nahiko bitxiak dira, xamurtasunez diot hau, ez pentsa. Nire esperientziak diost irakasle gehientsuenak bere buruetan bizi direla soilik. Hor goian bizi dira, eta alde bakarrerantz orientatuta. Gorputzetik kanpo bizi dira, modu ia literal batean. Beraientzat, gorputza burua garraiotzeko instrumentua da soilik, ezta?
(Laughter)
Don't they? It's a way of getting their head to meetings.
(Barreak) Burua batzarretara eramateko modua da.
(Laughter)
Gorputzez-kanpoko esperientziren bat ezagutu nahi izanez gero
If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics and pop into the discotheque on the final night.
pasatu zaitez goi mailako akademikoen konferentziren batetik, eta azken gaueko diskotekatik bueltatxo bat eman.
(Laughter)
(Barreak) Hor ikusiko duzu -- hazitako gizon eta emakumeak
And there, you will see it. Grown men and women writhing uncontrollably, off the beat.
kontrol gabe bihurrikatzen, erritmo barik,
(Laughter)
musika noiz bukatuko irrikitan, etxera joan eta horri buruz artikuluren bat idazteko.
Waiting until it ends, so they can go home and write a paper about it.
Gaur egun, gure hezkuntza sistema gaitasun akademikoetan oinarritzen da.
(Laughter)
Our education system is predicated on the idea of academic ability. And there's a reason. Around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas.
Eta arrazoi bat dago. Sistema osoa eraiki zen -- mundu osoan ez zegoen hezkuntza publikorik 19. mendea heldu arte. Denak sortuak izan ziren industrializazioaren beharrak asetzeko. Honela, hierarkia bi ideia nagusitan errotua dago.
Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds you would never get a job doing that. Is that right? "Don't do music, you're not going to be a musician; don't do art, you won't be an artist." Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution.
Lehena, lanerako baliogarrienak diren ikasgaiak garrantzitsuenak dira. Seguruenik, eskolan gustokoen zenituen gauzetatik aldendua izan zinen horiekin lan bat lortzea ezinezkoa izango zelakoan etorkizunean. Musikarik ez, ezara izango musikaria eta. Arterik ez, ezara izango artista eta. Aholku ona zena, orain errore bihurtu da. Mundu osoa dago iraultza batetan murgilduta.
And the second is academic ability, which has really come to dominate our view of intelligence, because the universities design the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.
Eta bigarrena, gaitasun akademikoa da, zeinek inteligentziaren ikuspegia menperatu duen, unibertsitateak sistema beraien irudira eraiki baitute. Ondo pentsatuta, mundu guztiko helkuntza sistema publikoak unibertsitaterako sarrera prestatzen dute soilik. Honen ondorioz, takentuzko jendeak, oso argi eta sormen handikoak uste dute ez direla horrelako ezer, eskolan menperatzen zituzten arloek ez zutelako baliorik, edo estigmatizaturik zeudelako. Eta uste dut ezin dugula bide honetatik jarraitu.
In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people. And it's the combination of all the things we've talked about: technology and its transformational effect on work, and demography and the huge explosion in population.
Hurrengo 30 urteetan, UNESCO-ren arabera, jende gehiago graduatuko da mundu osoan zehar, historiaren hasieratik graduatu izan direnak baino. Jende gehiago, eta hau da hitz egin dugun guztiaren konbinazioa -- teknologia eta honen transformazioak duen eragina lanean, eta demografiaren hazkunde itzela.
Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job, it's because you didn't want one. And I didn't want one, frankly.
Bapatean, tituluek ez dute baliorik. Ez da horrela? Ni ikaslea nintzenean, titulu bat bazenuen, lana zeneukan. Lanik ez bazenuen, nahi ez zenuelako izango zen. Eta nik ez nuen lanik nahi, egia esan. (Barreak) Baina orain, tituludun gazteak sarritan
(Laughter)
But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.
beraien etxeetara itzultzen dira, bideo jokoetan jolasten jarraitzeko, orain masterra behar delako, lehen batxillergoa behar zen lekuan, eta orain doktoregoa behar delako bestearen lekuan. Inflazio akademiko honek gure azpian hezkuntza egitura guztia kolokan jartzen du. Era erradikal batean birplanteatu behar dugu inteligentziaz dugun ikuspegia.
We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.
Hiru gauza dakizkigu inteligentziari buruz. Lehena, anitza dela. Munduari buruz gogoeta egiteko erak bizipenak beste daude. Ikusmenaz egiten dugu gogoeta, soinuekin, kinestesikoki. Gauza abstraktuetan pentsatzen dugu, mugimenduetan baita. Bigarrenez, inteligentzia dinamikoa da. Burmuineko interakzioei begiratuz gero, atzoko aurkezpenetan ikusi genuen bezala, inteligentziaren interaktibitate txundigarria da. Burmuina ez dago konpartimentutan banatuta. Izatez, sormena -- balioa duten idea originalak edukitzearen prozezua -- gauzak ikusteko era ezberdinen interakzioaren emaitza izaten da gehienetan.
By the way, there's a shaft of nerves that joins the two halves of the brain, called the corpus callosum. It's thicker in women. Following off from Helen yesterday, this is probably why women are better at multitasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home, which is not often ... thankfully.
Burmuina apropos da -- hain zuzen, burmuinaren bi aldeak batzen dituen nerbio talde bat dago corpus callosum izenekoa. Emakumeetan zabalagoa da. Helenek atzo esandakoari jarraikiz, uste dut honexegaitik direla hobeak emakumeak gauza bat baino gehiago egiten aldi berean, ez da egia? Asko aztertu da honen gainean, baina nik nire bizitza pertsonaletik ezagutzen dut. Nire emaztea sukaldean badabil zerbait prestatzen -- zorionez ez da sarritan gertzatzen. (Barreak) Baina sukaldean badabil -- ez, gauza batzutan ona da --
(Laughter)
baina zerbait prestatzen badabil,
No, she's good at some things. But if she's cooking, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling --
eta norbaitekin telefonotik hizketan, umeekin hizketan, sabaia pintatzen,
(Laughter)
bihotzeko kirurgiaren bat burutzen baita ere.
she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in, I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here."
Ni sukaldean banago, atea itxita dago, umeak kanpoan, telefonoa eskegita eta emaztea sartu ezkero haserretu egiten naiz. Diot, "Terry mesedez, arrautza bat frijitzen ari naiz. Utzi nazazu bakean." (Barreak)
(Laughter)
"Give me a break."
(Laughter)
Benetan, badakizue filosofi galdera zahar hori,
Actually, do you know that old philosophical thing, "If a tree falls in a forest, and nobody hears it, did it happen?" Remember that old chestnut? I saw a great T-shirt recently, which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?"
basoan zuhaitz bat erori ezkero, eta inork entzun ez badu, benetan gertatu ahal da? Duela gutxi kamiseta zoragarri bat ikusi nuen, zioen "Gizon batek baso batetan hitz eginez gero eta ez badago emakumerik entzuteko, erratuta al dago oraindik gizona? (Barreak)
(Laughter)
And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, Gillian Lynne. Have you heard of her? Some have. She's a choreographer, and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of The Royal Ballet, as you can see.
Inteligentziari buruzko hirugarren gauza apartekoa dela da. Liburu berri bat ari naiz idazten "Epifania" izenekoa. Elkarrizketa batzuetan oinarrituta, jendeak euren talentua nola aurkitu zuen azaltzen da. Liluratuta nago jendeak horra heltzeko bideekin. Honek emakume zoragarri batekin izandako elkarrizketa bat gogorarazten dit, seguruenik ezezaguna askorentzat, Gillian Lynne izenekoa, ezagutzen duzue? Batzuek bai. Koreografoa da eta mundu guztiak ezagutzen du bere lana. "Cats" eta "Operako mamua" egin zituen. Zoragarria da. Ingalaterran, Royal Ballet-eko kontseiluan egoten nintzen ikusi dezakezuen bezala.
(Laughter)
Dena den, Egun baten Gillianekin bazkaldu nuen eta esan nion,
Gillian and I had lunch one day. I said, "How did you get to be a dancer?" It was interesting. When she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting. I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition.
"Gillian, nola heldu zinen dantzari izatera?" Interesgarria izan zen, eskolan zegoenean, ez zuen inolako esperantzarik. Eta 30. hamarkadan, eskolak bere gurasoei idatzi zien esanez, "Uste dugu Gillianek ikasketa desordena duela." Ezin zen zentratu, asko mugitzen zen. Orain agian hiperaktibitate trastornua zuela esango zuten. Baina 1930 urtea zen, eta hiperaktibitate trastornua ez zen oraindik asmatu. Ez zegoen oraindik aukeragai katalogoan (Barreak)
(Laughter)
Ez zekiten hori izan zitekeela.
People weren't aware they could have that.
Dena den, espezialista bat ikustera joan zen. Haritzezko hormez inguratua,
(Laughter)
Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes, while this man talked to her mother about all the problems Gillian was having at school, because she was disturbing people, her homework was always late, and so on. Little kid of eight. In the end, the doctor went and sat next to Gillian and said, "I've listened to all these things your mother's told me. I need to speak to her privately. Wait here. We'll be back. We won't be very long," and they went and left her.
bere amarekin zegoen bertan, eskina batetan eserarazi zuten neska, 20 minutuz, amak espezialistarekin hitz egiten zuen bitartean eskolan Gillianek zituen problema guztiei buruz. Beste guztiak gogaitzen zituen, etxeko lanak beti berandu entregatzen zituen, eta horrela, 8 urteko umeak. Azkenean, medikua Gilliani hurbildu eta esan zion, "Gillian, zure amak esandakoa entzun dut eta berarekin hitz egin nahiko nuke pribatuan" Esan zion, "Itxaron hemen, laster itzuliko gara." eta neska bakarrik uzti zuten gelan.
But as they went out of the room, he turned on the radio that was sitting on his desk. And when they got out of the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she was on her feet, moving to the music. And they watched for a few minutes, and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick. She's a dancer. Take her to a dance school."
Baina gelatik irtetean, mahai gaineko irratia piztu zuen. Gelatik kanpo zeudenean, esan zion amari, "Gelditu hemen eta begiratu umeari." Eta gelatik irten eta berehala, neskatoa zutik zegoen, musikarekin batera mugitzen. Zenbait minutuz begira geratu ziren eta medikuak orduan amari esan zion, "Lynne andrea, Gillian ez dago gaixorik, dantzaria da. Eraman neska dantza eskola batetara."
I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room, and it was full of people like me -- people who couldn't sit still, people who had to move to think." Who had to move to think. They did ballet, they did tap, jazz; they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School. She became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School, founded the Gillian Lynne Dance Company, met Andrew Lloyd Webber. She's been responsible for some of the most successful musical theater productions in history, she's given pleasure to millions, and she's a multimillionaire. Somebody else might have put her on medication and told her to calm down.
Nik esan nion, "Zer gertatu zen orduan?" Erantzun zidan, "Amak egin zuen. Zoragarria izan zen niretzako. Eskola hartatik genbiltzala, ikusi genuen ni bezalako jendez beteta zegoela. Geldi egoten ez zekitenak. Pentsatzeko mugitu beharra zutenak." Balleta, dit tap, jazz, modernoa, dantza garaikidea egin zuten. Beranduago Royal Ballet School-entzako frogak egin zituen, eta solista bihurtu zuen, eta karrera zoragarria izan zuen. Ondoren Royal Ballet School-en graduatu eta bere konpainia propioa fundatu zuen -- Gillian Lynne Dance Company -- eta Andrew Lloyd Weber ezagutu. Historiako musikal arrakastatsuenetarikoen arduraduna izan da, milioika ikusleri plazerra emanez, eta oso aberatsa da. Beste norbaitek
(Applause)
medizinak emango zizkiokeen eta lasaitzeko esan.
What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children.
Orain, uste dut... (Txaloak) Hau da uste dudana: Bart Al Gorek ekologiari buruz hitz egin zuen, eta Rachel Carsonek hasitako iraultzari buruz. Uste dut etorkizunerako gure esperantza bakarra gizakiaren ekologiaren ikuskera berri bat hartzea dela, zeinekin giza gaitasunen aberastasuna beste era batera tratatuko dugun. Gure hezkuntza sitemak gure burmuinak ustiatu ditu guk lurra ustiatzen dugun bezala: lehengai partikular baten bila. Eta etorkizunari begira, honek ez du balioko. Berriz pentsatu behar ditugu funtsezko oinarriak zeinen gainean gure umeak hezten ditugun.
There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the Earth, within 50 years, all life on Earth would end. If all human beings disappeared from the Earth, within 50 years, all forms of life would flourish." And he's right.
Jonas Salk-en esaldi bat dago, dioena, "Intsektu guztiak lurretik desagertuko balira, 50 urtetan lurreko bizitza guztia bukatu egingo zen. Gizaki guztiak lurretik desagertuko balira, 50 urtetan bizitza forma guztiak loratu egingo lirateke." Eta arrazoia du.
What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely, and that we avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it.
TED-ek ospatzen duena gizakiaren imajinazioa da. Dohain hau jakituriaz erabili behar dugu, aipatutako eszenario oker batzuk saihestu ahal izateko. Eta hau honela izateko modu bakarra gure sormen ahalmenak bere aberastasun osoan ikustea da eta gure umeak benetan diren esperantza bezala ikustea. Eta gure betebeharra umeak osotasuanean heztea da, etorkizunari aurre gin diezaioten. Guk, agian, ez dugu etorkizun hori ikusiko, baina beraiek ikusiko dute. Eta gure lana etorkizun hori zerbaitetan bihurtzen laguntzea da. Eskerrik asko.
Thank you very much.
(Applause)