Good morning. How are you?
Xatrli tong. Qandaysizlar? Bu juda ham ajoyib, shunday emasmi?
(Audience) Good.
It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving.
Buning hammasi meni hayratga soldi. Aslida, men hozir ketayapman ( Kulgi)
(Laughter)
Bu Konferenciyada uchta mavzu bo'ldi, sunday emasmi?
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.
men gapiradigan mavzuga oid demoqchimanda. Ularning biri inson ijodkorligining g'aroyibligi buni berilgan taqdimot va ma'ruzalrning hammasida va bu yerda yig'ilgan odamlarda ko'rish mumkin. Shunchaki buning xilma hilligini qarang. Ikkinchisi esa Bizni shunday joyga joylashtirishki, biz nima bo'lishini bilmaymiz albatta, kelasi zamonda. Umuman bu qanday sodir bo'lishini bilmaymiz.
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.
Men ta'lim sohasiga qiziqaman- aslida, men shunga amin bo'ldimki, hamma ham ta'lim sohasiga qiziqadi. Siz qiziqmaysizmi? Men buni juda qiziqrli deb o'ylayman. Agar siz kechki oqshomda bo'lsangiz, va agar siz ta'lim sohasida ishlashingizni aytsangiz- aslida, siz bunday kechki oqshomlarga, o'tirishlarga ko'p bormaysiz, tog'risini aytganda, agar siz ta'lim sohasida ishlasangiz
(Laughter)
If you work in education, you're not asked.
( Kulgi) Sizni taklif qilishmaydi.
(Laughter)
Va sizni hech qachon yana chaqirishmaydi. Bu mn uchun juda g'alatidir.
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?"
Lekin, aytaylik siz bordingiz va siz kimgadir aytdingiz bilasizmi, ular " Siz nima qilasiz?" deb so'raydi va siz ta'lim sohasida ishlashingizni aytasiz, va qarabsizki, ularni yuzlaidan qon qochib ketadi.
(Laughter)
Ular huddi " O, xudoyim!" " Nima uchun men? Haftada o'zi bir tun aylanishga chiqsam( uchratgan odamimni qara!) ( Kulgi)
"My one night out all week."
(Laughter)
Lekin, agar siz ularni ta'limi haqida so'rasangiz,
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.
sizni qamrab oladilar. Chunki bu shunday narsalarning biriki, u odamlarga juda chuqur tegadi, to'g'rimi? Xuddi din kabi, pul va boshqa narsalar kabi. Men ta'lim sohasiga juda ham qiziqaman, va biz hammamiz ham qiziqamiz deb o'ylayman. Biz bunga qiziqmaiz, va sababning bir qismi shundaki u biz tushunolmagan kelajakka yetaklaydi. O'ylab ko'ring, bu yil maktabga borayotgan bolalar 2065 yili nafaqaga chiqishadi. Hech kim bilmaydi shuncha mutaxasislarning 4 kun davomida dunyo qanday bo'lishinini aytishlariga qaramay keyin 5 yil ichida deymanda. Va halonki biz unign uchun ta'lim olishimiz kerak. Shunday bashorat qilib bo'lmayslk, menimcha juda g'aroyibdir.
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.
Va uchinchi qismi shundaki biz hammamiz shunga kelishamiz- bolalarning g'aroyib qobiliyati ularning yanglianishga intilishi. Yani, o'tgan kecha Sirena juda ajoyib edi, shunday emasmi? Shunchaki uning nimalar qila olishini ko'rish! Va u juda o'zgacha, lekin u unday deb o'ylamaydi. Bu degani o'zgachalik bu bolalikning asl o'zidir. Bu inson, g'aroyib berilish natijasi va u o'z iste'dodini topa olgan. Mening fikrimcha, hamma bolalarda juda katta iste'dod bor. va biz buni sovuqqonlik bilan nazarga ilmaymiz, yo'qotamiz.
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.
Va shunday qilib men ta'lim sohasi va ijodkorlik haqida gapiraman.Men juda diqqatga olmoqchimanki, Ta'lim sohasida, ijodkorlik hozirda huddi savodxonlik kabi muhim hisoblanadi va biz ularnign ikkalasini birdek diqqatga olishimiz kerak
(Applause)
( Qarsaklar) Rahmat. Bu hammasi edi aytgancha.
Thank you.
(Applause)
That was it, by the way. Thank you very much.
Katta rahmat ( Kulgi). Xo'sh, yana 15 daqiqa qoldi.
(Laughter)
So, 15 minutes left.
Xo'sh... men tu'gilgan ... yo'q. ( Kulgi)
(Laughter)
"Well, I was born ... "
(Laughter)
Men yaqinda juda ajoyib bir voqea eshittim- va men uni hikoya qilishni juday yaxshi ko'raman-
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."
bu bir kichkina qizaloqning rasm darsi haqida. u 6 yoshda va u orqada o'tirib rasm chizayotgan edi va o'qituvchining gapiga qaraganda, bu qizaloq zo'rg'a diqqat qilar edi, va xuddi shu rasm darsida u e'tibor berdi. O'qituvchi juda ajablanib uning oldiga boradi va " Sen nima chizayapsan?' deb so'taydi va qiz " Xudning rasmini" deb javob beradi o'qituvchi esa: " Lekin, hech kim Xudoning qanday ekanligini ko'rmagan" va qizaloq: " Bilishadi, bir daqiqa ichida" deb javob beradi.
(Laughter)
( Kulgi)
When my son was four in England -- actually, he was four everywhere, to be honest.
Mening og'lim 4 yosh paytida, Angliyada- aslida u hamma joyda 4 yoshda edi, to'g'risini aytganda ( kulgi)
(Laughter)
agar buni qattiq ushlasak, qayerga bormasin, o'sha yili u 4 yoshda edi
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?
U " Nativity" P'essasida edi Bu hikoyani eslaysizmi? Bu juda muhim hikoya
(Laughter)
No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it.
hatta Mel Gibson ham buning keyin o'z ijodiga oldi siz ko'rgandirsiz " Nativity II". Lekin James, Josefning rolini o'ynadi
(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."
biz juda ham hayratda edik. Biz buni eng bosh rollardan biri deb o'yladik. U joyda biz agentlarimiga futbolkalar kiydirganmiz " James Robinson Josef rolida!" deb ( Kulgi) Uning aytadigan so'zi ham yo'q edi. Lekin bilsangiz 3 ta podsho kirib kelgan paytida. Ular sovg'alarni taklif qiladilar va ular oltin, kauchuk va mushk Bu rostdan ham sodir bo'lgan. Biz shu yerda o'tirgan edik va ular yozilgan tsenariydan tashqariga chiqib ketdilar, chunki biz keyin bola bilan gaplashdik va biz " Senga shu maqulmi? " va u " Ha, nima bo'libdi?" dedi. Ular rollarini almashtirib olishgan edi. Xullas, 3 ta bola kelib 4 yoshli bolalar, boshlarida choy sochiq bilan- va ular korobkalarini yerga qo'yishdi, va birinchi bola : " Men oltin olib keldim" dedi " Ikkinchisi " Men senga mushki anbar olib keldim"
(Laughter)
va uchinchi bola " Frank denga buni yubordi" dedi ( Kulgi) ( Kauchuk ingliz tilida Frankincense- Frank jo'natdi bo'lib eshitiladi)
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.
Bu bolalarning o'xshahs tomoni ular tavakkal qila oladilar. Agar nima qilishni bilmasa, tavakkal qilib urinib ko'radilar. To'g'rimi? Ular xato qilishdan qo'rmaydilar. Lekin men xato qilish ijodkorlik bilan bir hil deb aytmayapman. Biz shuni bilamizki, agar xato qilishga tayyor bo'lmasang, sen hech qachon betakror narsalarni qilolmaysan Agar siz xato qilishga tayyor bo'lmasangiz, va katta odam bo'ladigan vaqtga kelib ko'p bolalar qobiliyatini yo'qotadilar. Ular xato qilishdan qo'rqadilar. Va biz kompaniyalarimizni xuddi shu ravishda boshqaramiz, aytgancha. Biz xatolarni ayblaymiz. Va hozir biz Milliy ta'lim sohasini shunday olib borayapmizki, xatolar eng yomon narsaday go'yo. Va buning natijasida, biz odamlarning ularning ijodkorlik qobiliyatidan chetga surayapmiz Pikasso bir paytlar aytgandi
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?
Bolalar tug'ma ijodkorlar. Muammo shundaki, katta bo'lgan sari shu ijodkorlikni saqlab qolish. Men bunga chindan ishonaman biz ijodkorlikka kirib kelmaymiz balki undan chiqib ketamiz. Yoki biz uni ta'lim bilan almashtiramiz. Nima uchun? 5 yil avval men Stratford- Avonda yashadim.
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.
aslida biz Strafortdan Los Anjelesga ko'chib o'tdik. Siz buning qanday katta o'zgarish ekanligini tushunasiz deb o'ylayman. ( Kulgi) Aslida,
(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?
biz Snitterfild degan joyda yashadik, Stratfordning tahsqarisidagi, bu joyda Sekspirning otasi tug'ilgan. Bu yangi fikr sizni ajablantirdimi? Men ajablandim. Siz hech ham Shekspirning otasi bo'lganligi haqida o'ylab ko'rganmisiz? rostdana? chunki siz Shekspirning bola bo'lganligini tasavvur qila olmaysiz, shundaymi? yetti yoshli Shekspir? Men bu haqida hech o'ylamagandim. Yani u qaysidir paytda 7 yoshda edi. U kimningdir Ingliz tili darsida bo'lgan, shundaymasmi? Qanday jonga tegarlik bo'lgan bo'lsa kerak?!
(Laughter)
How annoying would that be?
( Kulgi) " Yaxshilab tayyorlan" Otasi uni uyquga elitib,
(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!"
Shekspirni ya'ni, " Bor uxla endi" va Villiam Shekspirga " qalamingni joyiga qo'y bo'ldi va bunday gapirishni to'xtat. Bu hammani chalg'itayapti" desa
(Laughter)
"And stop speaking like that."
(Laughter)
"It's confusing everybody."
( Kulgi)
(Laughter)
Xullas, biz Stratforddan Los Anjelesga ko'chdik,
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.
aslida, yangi joyga ko'nikish haqida Mening o'g'lim kelishni hohlamadi. Mening ikkita bolam bor. U hozir 21 da, qizim 16 da. U Los Anjelesga kelishni hohlamadi. Unga bu yer yoqdi, lekin Angliyada unign yaxhshi ko'rgan qizi bor edi. Bu uning umrining sevgisi Sara edi. U uni atigi bir oy davomida tanirdi. Ular 4- yillikni nishonlashgandi.
(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 --
chunki bu 16 yoshdan beri ancha vaqt o'tgan edi-da! Xullas, u samolyotda juda xafa edi, va u shunday dedi " Men Sara kabi qizni boshqa yerdan topa olmayman" to'grisni aytganda, biz bundan hursand edik. chunki, bu davlatdan ketishimiznign asl sababi shu qiz edi.
(Laughter)
because she was the main reason we were leaving the country.
( Kulgi)
(Laughter)
Lekin Ameikaga ko'cib kelishda bir narsa bor
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?
va dunyo bo'ylab sayohat qilganda ham: Har bi ta'lim sohasi butun Yer sayyorasi bo'yicha bir hil fanlarning tizmasidan iborat. Har bittasi. Qayerga borishdan qat'iy nazar. Siz buni boshqaa bo'ladi deb o'ylarsiz, lekin unday emas. hammasini boshida Matematika va tillar undan keyin gumanitar fanlar, and past qismida esa san'at joy olgan. Yernign hamma joyida. Va har bir tizmaning o'zida san'at tizmasining ichida Rassmolik va musiqa odatda yuqori e'tibor beriladi , maktablarda masalan aktyorlik va raqqosalikka qaraganda. Bu sayyordan shunday ta'lim sohasi yo'qki, har kuni bolalalrga raqs tushishni o'rgatadigan masaln xuddi matematikani o'rgatganday. Nima uchun? Nega shundya emas? Men buni juda muhim deb o'ylayman. Men metamatika kerak deb o'ylayman, lekin raqsa ham kerak. Bolalar ruhsta bersangiz har doim raqs tushadilar, bizlar ham. Bizning hammamizda tana bor, to'g'rimi? Men nimandir tushumadimmi yoki? ( Kulgi) To'grisida,
(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.
bolalar katta bo'ladi, biz ularga ta'lim bera boshlaymiz belda tepaga qarab. keyin ularning boshiga e'tibornig qaratamiz. va keyib uning bir tomoniga qarab ketamiz. Agar siz ta'lim sohasini huddi o'zga sayyoralik kabi kuzatadigan bo'lsangiz
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.
" Umum ta'lim nega kerak?" degan bo'lardingiz. Menimncha siz xulosa qilishingiz kerak- agar natijaga qarsangiz kim bundan foyda ko'rayapti Kim hamma narsani aytgandek bajaradi kim yutuqga erishadi, - menimncha, siz shunday xulosa qilshingiz kerak bo'lardi- umumta'limning maqsadi butun dunyo bo'ylab oliygoh professorlarini yetishtirish. To'g'rimi? Bu odamlar eng yuqoriga keladi Men ham shulardan biri edim ( Kulgi)
(Laughter)
Menga universistet professorali yo'qadi, lekin bilsangiz
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.
biz ularning inson yutug'ining eng oliy navi dbe ko'rsatmasligimiz kerak. Ular faqat hayotning bir turidir halos. boshqa turi, Ular juda qiziquvchan, men buni ularnin yaxhsi ko'rganimdan aytaman. Mening tajribamga asoslanib aytamanki, professorlarda bir qiziq narsa bor ularning hammasi emas, lekin odatda- ular boshlarining ichida yashaydilar. Ular u yerda, bir tomonida yashaydilar. Huddi tanasi yo'qdek. ba bilsasizmi, rostdan ham shunday. Ular tanalariga faqat boshlarini ko'tarib yuruvchi tranposrt vositasi sifatida qaraydilar. to'g'rimi?
(Laughter)
Don't they? It's a way of getting their head to meetings.
( Kulgi). Bu ularning boshlarini majlislarga olib borish uchun kerak.
(Laughter)
Agar siz haqiqiy tana- tasharisidagi tajribani bilishni hohlasangiz,
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.
aytgancha, keksa akameiklarning konferentsiyasiga boring. va so'ngi oqshom diskotekasiga boring,
(Laughter)
( Kulgi) Va u yerda siz ayol va erkaklarning ko'rasiz
And there, you will see it. Grown men and women writhing uncontrollably, off the beat.
musiqaga chiyolmay
(Laughter)
tugashining kutadilar, va tezroq uyga boring bu haqida maqola yozsam deydilar
Waiting until it ends, so they can go home and write a paper about it.
Bizning ta'lim sohamiz, akademic qobiliyatni bashorat qiladi.
(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.
Va bunga sabab bor Butun jahon bo'ylab- umum ta'lim yo'q edi, 19 asrdan oldin. Bularning hammasi industrialimning keragini qondirish uchun topilgan Va Ierarhiya tizimi 2 ta fikr asosida qurilgan.
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.
Birinchisi, ish uchun eng kerakli fanlar eng yuqorida.Shu tufayli maktabda, bola paytingizda, siz yoqtirgan fanlardan chetlangansiz, chunki u bilan ish topib bo'lmasdi, to'g'rimi? Musiqa bilan shug'ullanma, baribir musiqachi bo'lmaysan, rasm chizma, rassom bo'lmaysan. Eng yomon maslahat, katta xato!. Butun dunyo huddi inqilob yoqasida turganday.
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.
Ikkinchisi, akademik qobiliyat, hamma narsadan ustun qo'yilgan bizning aql o'lchovimzday go'yo. Chunki universistetlar shunda go'ya asosida qurilgan. Agar butun tizimga qarasangiz umum ta'lim sohasining maqsadi universitetga kirishga tayyorlashdir. Buning natijasida, ko'pgina iste'dodlar ajoyib , va ijodkor insonlar o'zlarining iste'dodini taniy olmaydi chunki ular maktabda yaxhsi bo'lgan narsalari yetarlicha baho berilmagan, va chetga surilgan. Va menimcha, biz bundya qilmasligimiz kerak.
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.
Kelasi 30 yil ichida, YUNESKOga binoan, dunyo bo'ylab ko'p odamlar oqishni bitiradi ya'ni butun tarixni hisobga olgandagidan ham ko'p Ko'proq odamlar, biz aytib o'tgan narsalarning hammasini qo'shganda - texnologiya, ish uchun oqish va aholi hisboti va aholining katta miqdora o'sishi
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.
Birdaniga, dimplomning qadri tushib ketadi, to'grimi? Men yosh talaba paytimda, dimploming bo;lsa ishing bo'lardi ishing bo'lmasam, demak den buni hohlamagansan va men rostdan hohlamagndim. ( Kulgi) Lekin bugungi kunda, dimplomi borlar ko'pincha
(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.
uyiga qaytib borib video o'yinlar o'ynaydi chunki ilgari ish uchun bakalavr kerak bo'lgan bo;lsa endi magistr diplomi kerak va magistr o'rniga endi Doktorantura kerak bu akadmik inflyatsiyadir. Va bu shuni ko'rsatadiki, butun ta'lim tizimi oyoq ostimizda o'zgaraypti. Bi qayta o'ylab chiqishimiz kerak aqli qanday o'lchashimiz, tassavur qilishimiz haqida
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.
Aqllilik haqida 3 ta narsani bilamiz birinchisi, u hilma hil. Biz dunyoni tajribamizga asosan o'ylaymiz. Biz ko'z bilab o'ylaymiz tovushda, harakatda taniymiz dunyoni Biz mavhum narsalar haqida o'ylaymiz, biz harakatda o'ylaymiz ikkinchisi, aql doim harakatda odam miyasining o'zaro munosabati haqida o'yalsangiz, kechasi ma'ruzalardan eshitgnimzidik aql o'zaro munosabatda Miya qismlarga bo'linmagan aslida, ijodkorlik- bu jaroyon deb o'ylayman bu o'zgacha fikrlash jarayoni qaysiki, narsalarni har qil yo'llar orqali ko'rish munosabatidna kelib chiqadi.
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.
Miya, aynan- aytgancha, miyaning ikki tomonini qo'shuvchi nervlar bor bu " Collosum" tanasi deb nomlangan. Ayolalrda qalinroq bo'ladi. Kechagi Helenni davom ettirsak, menimcha ayollar bir necha vazifani bir paytda bajara olishi shunga bog'liq chuni siz shundaysiz, tog'rimi? Juda ko'p ilmiy ishlar buni tasqidlaydi, lekin men o'z tajribamdan bilaman Agar mening xotinim uyda ovqat qilsa yaxshiyamki, bu tez tez sodir bo'lmaydi, Xudoga shukr( Kulgi) Lekin, bilasizmi, u ovqat qiladi, lekin boshqa narsalarni yaxshiroq bajaradi-
(Laughter)
lekin, ovqat qilsa, bilasizmi
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 --
bir paytda teelfonda ham gaplashib ulguradi bolalar bilan gaplashadi, shiftni oqlaydi
(Laughter)
ana u yerda ochiq yurak jarrohligini qiladi.
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."
Agar men ovqat qilsam, eshik yopiq, bolalar tahsarida bo'lishi telefon qo'yilgan, va agar u kirib kelsa mening g'ashim chiqadi men shunday deyman" Terri, iltimos, ko'rmayapsanmi, men tuxun qovurayapman. Meni o'z holimga qo'y " ( Kulgi)
(Laughter)
"Give me a break."
(Laughter)
aslida, bilsangiz eski bir falsafiy narsa
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?"
agar daraxt o'rmonda qulasa va uni hech kim eshitmasa bu sodir bo;lgan hisoblanadimi? Yaqinda men juda ajoyib futbolka ko'rdim " Agar erkak kishi o'z fikrini aytsa O'rmonda, va hech bi ayol uni eshitmsa u baribir ham xato aytdimi?" ( Kulgi)
(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.
Aqllilik haqida uchinchi narsa shundaki u juda noyob. Men hozir yangi kitob yozayapman " Kulminatsiya" deb nomlangan. Undan bir qator odamlarning suhbat intervyusi ularning iste'todlarini qanday topganliklari haqida Suhbatlarimning birida ajoyib ayol, balki ko'pchilik u haqida eshitmagandir ismi Gillian LYnne eshitganmizi? Ba'zilar ehsitgan ko'rinadi. U horeograf- raqs o'qituvchisi uning ishini hamma biladi U " Mushuklar" va " Opea arvohi" kabi sahnalariga raqs tayyorlagan. U juda ajoyib. Men Angliyda Qirol balleti kommissiyasida edim ko'rib turganingizday.
(Laughter)
hullas, Gillian va men bir kuni tushlik qilayotganimizda
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.
men " Gillian, siz qandya qilib raqqosa bo'la qoldingiz? dedim, u bu juda qiziqarli sodir bo'lganini aytdi. Maktab davrida u juda umidsiz edi. Maktabda, 30 yillarda makta mudirlari uning ota onaisga shunday xat yozadi: " Biz o'ylaymizki, Gillianda qandaydir kassallik bor. U hech diqqati bir joyga to'play olmaydi" bilaman ular shunday derdi u diqqat yetishmovchilik sindromiga duchor bo'lgan. Lekin 1930 yillarda bunday sindrom nomlanmagan edi bu o'sha paytda hali tayyor emas edi ( Kulgi)
(Laughter)
Odamlar shunday bo'lishini bilishmagandi
People weren't aware they could have that.
Xullas, bu ayol mutaxassisni ko'rish boradi.
(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.
Onasi bilan, Katta doira stol atrfofida u bir chetda o'tiradi va u 20 daqiqa davomida qo'llarida o'tiradi bu kishi uning onasiga hamma narsa haqida gapiradi Gilliannign maktadagi muammolari haqida va oxirida, chunki u boshqalarga halaqit bergani uchun va uy vaziafasini kech tayyorlagani uchun va boshqalar 8 yoshli bola, oxirida, shifokor kelib o'tiradi va "Gillian men senign onag aytgan hamma narsalarni eshitdim va men u bilan yakka holda gaplashisim kerak" va u yana shundya deydi" Sen shu yerda kutib tur, biz tez qaytamiz" va ular ketadi, qizcha qoladi
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."
Xonadan chiqib ketayotgan paytda u radioni buraydi stolida turgan, ya'ni. xonada chiqqach doktor onasiga " Siz shu yerda turib uni kuzating " deydi. Ular xonadan chiqqach bir daqiqadan keyin qizcha musiqaga raqs tusha boshlaydi ular uni bir necha daqiqa kuzatadilar va doktor qizning onasiga qarab shundya deydi " Missis Lynne, Gillian kasal emas, u raqqosa Uni raqs maktabiga olib boring"
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.
Men so'ardim" Nima bo'ldi keyin?" U aytdi " Ha u meni olib bordi. Bu juda ajoyib edi biz xonaga kirib keldik va xona to'la menga o'xhashagan odamlar edi. Bir joyda turolmaydigan odamlar. O'yslahs uchun harakatda bo'lishi kerak bo'lganlar"Biz o'yslash uchun harakat qilishimiz kerak edi. Ular ballet, oyoq raqsi va jazz bilan shug'ullanishdi hamda, zamoaviy raqslar ham ijro etishdi keyinchalik u Qirol Balet maktabiga taklif qilindi u yakka raqqosga aylandi, va ajoyib ish bilan ta'minlandi Qirol Baletida. keyin u oqishni bitirdi Qirol Belt Makatbidan va o'z kompaniyasini ochdi ' Gillian Lynning Raqs Kompaniyasi- va Andre Lloy Webernig uchratdi. Bu ayol eng muvaffaqiyatli musiqy teartning ko'pchiligi uchun javobgar bo'lgan o'tgan davrda, u millionlab odamlar uchun rohat bag'ishlagan, va u ham o'zi millioner bo'lgan
(Applause)
Kimdir esa unga dorilar berib jim bo'l, ko'p qimirlama deyishi mumkin edi.
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.
Hozir, menimcha..( qarsaklar). mening yakunim shundan iborat Al Gore kecha ma'ruza berdi ekologiya, atrfor muhit haqida, va Rachel Carson boshlagan inqilob haqida Men ishonamanki, kelajk uchun faqat bir umid isnon ekologiaysining yangi qolipini ishlatish qaysiki, bizning fikrlashimizni qayta shakllantiradi va inson qobiliyatini boyitadi. Bizning ta'lim sohamiz fikrlashimizni Yerni bir narsa uchun ishlatishga qaratadi lekin kelajakda, bu bizga yordam bermaydi bi eng asosiy go'yalarimizni qayta o'ylab chiqishimiz kerak bolalarimizga qandya ta'lim berayapmiz.
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 astganiday " Agar hashorotlar Yer yuzida yo'qolib ketsa, 50 yil ichida yerda hayot tugardi. Agar odamlar yer yuzidan yoqolib ketsa, 50 yil ichida Yerda hayoy gullab yahsnardi" Va u to'gri aytadi.
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 inson tasavvurini nishonlaydi va biz uni qanday ishaltishimizdan ehtiyot bo'lishimiz kerak. bu sovga;ni oqilona ishaltish kerak, va shunda biz aytib o'tgan narsalarni chetlab o'tish mumkin. va buning birdan bi yo'li ijodkorlik qobiliaytimizni ko'ra olishdir ular qanday asl va boy bo'lsa, shunday ko'rish kerak ya'ni bolalarimizni, shunday deb umid qilishimiz kerak. Va bizning vazifamiz butun borlig'imizga ta'lim berish, va kelajakka yuzma yuz qaray olishdir. ha aytgancha, biz bu kelajakni ko'rmasligimiz mumkin, lekin ular ko'ra oladi. Bizning ishimiz ularga yordam berish kelajakni foydali qilib qurishda. Katta Rahmat
Thank you very much.
(Applause)