Thank you very much.
Hvala lepa.
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles --
Pred 12 leti sem se s soprogo Terry in otrokoma preselil v Ameriko. Pravzaprav smo se preselili v Los Angeles, (smeh)
(Laughter)
thinking we were moving to America, but anyway --
misleč, da se selimo v Ameriko.
(Laughter)
Kakorkoli že, pravzaprav ni tako daleč od Los Angelesa
It's a short plane ride from Los Angeles to America.
do Amerike.
(Laughter)
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony."
Sem sem prispel pred 12 leti in ko sem prispel, so mi povedali različne stvari, kot: "Američani ne razumejo ironije."
(Laughter)
Ali ste se kdaj srečali s to trditvijo?
Have you come across this idea? It's not true. I've traveled the whole length and breadth of this country. I have found no evidence that Americans don't get irony. It's one of those cultural myths, like, "The British are reserved."
To ni res. Državo sem prepotoval po dolgem in počez in nisem našel dokazov, da Američani ne razumejo ironije. To je eden tistih kulturnih mitov, kot je: "Britanci so zadržani."
(Laughter)
Ne vem, zakaj ljudje to mislijo.
I don't know why people think this. We've invaded every country we've encountered.
Napadli smo vsako državo, s katero smo se srečali.
(Laughter)
(smeh)
But it's not true Americans don't get irony, but I just want you to know that that's what people are saying about you behind your back. You know, so when you leave living rooms in Europe, people say, thankfully, nobody was ironic in your presence.
Ampak ni res, da Američani ne razumejo ironije. Rad bi le, da veste, da to ljudje govorijo o vas za vašim hrbtom. Veste, ko zapustite dnevne sobe v Evropi, ljudje pravijo, na srečo ni bil nihče ironičen v vaši prisotnosti.
(Laughter)
Toda vedel sem, da Američani razumejo ironijo,
But I knew that Americans get irony when I came across that legislation, "No Child Left Behind."
ko sem zasledil zakon "Noben otrok naj ne bo zapostavljen."
(Laughter)
Because whoever thought of that title gets irony.
Ker kdorkoli se je domislil tega naslova, mora razumeti ironijo,
(Laughter)
kajne, zato ker ...
Don't they?
(Applause)
(smeh) (aplavz)
Because it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: "Millions of Children Left Behind." I can see that. What's the plan? We propose to leave millions of children behind, and here's how it's going to work.
... zato ker jih zapostavlja na milijone. Seveda razumem, da ne bi bilo prav privlačno: "Milijoni zapostavljenih otrok." To mi je jasno. Kakšen je načrt? Ideja je, da zapostavimo milijone otrok in to bomo naredili takole. Deluje krasno.
And it's working beautifully.
(Laughter)
In some parts of the country, 60 percent of kids drop out of high school. In the Native American communities, it's 80 percent of kids. If we halved that number, one estimate is it would create a net gain to the U.S. economy over 10 years, of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.
V nekaterih delih države 60 odstotkov otrok pusti srednjo šolo. V indijanskih skupnostih pa 80 odstotkov otrok. Ocena pravi, da če bi nam uspelo razpoloviti to število, bi ameriško gospodarstvo ustvarilo čisti dobiček več kot bilijon dolarjev v 10 letih. Z gospodarskega vidika bi to morali storiti, ker je matematika pravilna, kajne? Dejansko pa popravljanje škode, ki jo povzroča kriza opuščanja šolanja, ogromno stane.
But the dropout crisis is just the tip of an iceberg. What it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.
Ampak opuščanje šolanja je samo vrh ledene gore. Všteti niso še vsi otroci, ki sicer hodijo v šolo, vendar ne zavzeto, ker v njej ne uživajo, in zato od nje nimajo nobene resnične koristi.
And the reason is not that we're not spending enough money. America spends more money on education than most other countries. Class sizes are smaller than in many countries. And there are hundreds of initiatives every year to try and improve education. The trouble is, it's all going in the wrong direction. There are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.
In razlog za to ni, da se ne porabi dovolj denarja. Amerika porabi več denarja za izobraževanje kot večina drugih držav. Razredi so manjši kot v mnogih državah. In vsako leto je na stotine pobud za izboljšanje izobraževanja. Težava je v tem, da se vse giblje v napačno smer. Obstajajo tri načela, s katerimi človeško življenje cveti, a so v nasprotju s kulturo izobraževanja, kjer mora večina učiteljev delati in večina učencev prenašati.
The first is this, that human beings are naturally different and diverse. Can I ask you, how many of you have got children of your own? Okay. Or grandchildren. How about two children or more? Right. And the rest of you have seen such children.
Prvo je to, da so ljudje po naravi različni in raznovrstni. Ali lahko vprašam, koliko od vas ima otroke? V redu. Kaj pa vnuke? Kaj pa dva otroka ali več? Prav. Drugi ste pa gotovo že videli takšne otroke.
(Laughter)
(smeh)
Small people wandering about.
Majhne ljudi, ki tavajo okoli.
(Laughter)
Stavil bom, in prepričan sem, da bom stavo dobil.
I will make you a bet, and I am confident that I will win the bet. If you've got two children or more, I bet you they are completely different from each other. Aren't they?
Če imate dva otroka ali več, stavim, da se popolnoma razlikujeta med seboj. Kajne? Kajne? (aplavz)
(Applause)
You would never confuse them, would you? Like, "Which one are you? Remind me."
Nikoli jih ne bi zamenjali, kajne? Kot: "Kateri si že ti? Spomni me.
(Laughter)
"Your mother and I need some color-coding system so we don't get confused."
S tvojo mamo bova uvedla nek barvno-kodirni sistem, da ne bova več zmedena."
Education under "No Child Left Behind" is based on not diversity but conformity. What schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. One of the effects of "No Child Left Behind" has been to narrow the focus onto the so-called STEM disciplines. They're very important. I'm not here to argue against science and math. On the contrary, they're necessary but they're not sufficient. A real education has to give equal weight to the arts, the humanities, to physical education. An awful lot of kids, sorry, thank you --
Izobraževanje pod načelom "Noben otrok naj ne bo zapostavljen" ne temelji na različnosti, ampak na skladnosti. Šole se spodbuja, da ugotavljajo, kaj otroci zmorejo v zelo ozkem spektru možnih dosežkov. Eden učinkov zakona "Noben otrok naj ne bo zapostavljen" je bil posvečanje pozornosti t. i. STEM disciplinam. Te so zelo pomembne. Nisem tu, da bi nasprotoval znanosti in matematiki. Ravno nasprotno, potrebni sta, vendar pa ne zadostujeta. Pravo izobraževanje mora dajati enako težo umetnosti, humanistiki, vse do telesne vzgoje. Ogromno otrok, oprostite, hvala... - (aplavz) -
(Applause)
Trenutno je v Ameriki, po eni oceni,
One estimate in America currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. ADHD. I'm not saying there's no such thing. I just don't believe it's an epidemic like this. If you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know?
približno 10 % otrok, ki so jim zahvaljujoč takšni miselnosti, diagnosticirali različne bolezni pod splošnim nazivom "motnje pozornosti in hiperaktivnost" (ADHD). Ne pravim, da tega ni. Ne verjamem pa, da je takšna epidemija. Če morajo otroci ure in ure sedeti in delati nezahtevno pisarniško delo, ne bodite presenečeni, če se začnejo vrteti!
(Laughter)
(smeh) (aplavz)
(Applause)
Otroci, večinoma, ne trpijo zaradi psihične motnje.
Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood.
Trpijo le od otroštva. (smeh)
(Laughter)
And I know this because I spent my early life as a child. I went through the whole thing. Kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. And by the way, the arts aren't just important because they improve math scores. They're important because they speak to parts of children's being which are otherwise untouched.
To vem zato, ker sem preživel zgodnja leta kot otrok. Šel sem skozi celotno stvar. Otroci najboljše napredujejo, ko je učni program širok ter časti njihove različne talente, ne pa le majhnega razpona talentov. Mimogrede, umetnostna vzgoja ni pomembna, ker izboljšuje le uspeh pri matematiki. Pomembna je zato, ker zbuja dele otroškega bitja, ki so sicer nedotaknjeni.
The second, thank you --
Drugo, hvala... (aplavz)
(Applause)
The second principle that drives human life flourishing is curiosity. If you can light the spark of curiosity in a child, they will learn without any further assistance, very often. Children are natural learners. It's a real achievement to put that particular ability out, or to stifle it. Curiosity is the engine of achievement. Now the reason I say this is because one of the effects of the current culture here, if I can say so, has been to de-professionalize teachers. There is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools. But teaching is a creative profession. Teaching, properly conceived, is not a delivery system. You know, you're not there just to pass on received information. Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. You see, in the end, education is about learning. If there's no learning going on, there's no education going on. And people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn.
Drugo načelo, ki poganja razcvet človeškega življenja, je radovednost. Če lahko pri otroku prižgete iskrico radovednosti, se bodo zelo pogosto naučili brez nadaljnje pomoči. Otroci so naravni učenci. Resnični dosežek je ugasniti to posebno sposobnost, ali jo zadušiti. Radovednost je gonilo dosežkov. To sem rekel zato, ker je en od učinkov sedanje kulture bil, če se lahko tako izrazim, de-profesionalizacija učiteljev. Ni sistema na svetu ali šole v državi, ki je boljša od svojih učiteljev. Učitelji so vitalno tkivo uspehov šol. Toda poučevanje je ustvarjalen poklic. Pravilno koncipirano poučevanje ni le dobava. Veste, tam niste le zato, da bi prenesli prejete informacije. Izjemni učitelji to naredijo, ampak oni tudi usmerjajo, spodbujajo, provocirajo, aktivirajo. Vidite, na koncu je bistvo izobraževanja učenje. Če se učenje ne dogaja, tudi izobraževanja ni. Ljudje lahko porabijo ogromno časa v razpravah o izobraževanju, ne da bi razpravljali o učenju. Bistvo izobraževanja je, da se ljudje učijo.
An old friend of mine -- actually very old, he's dead.
Moj prijatelj, stari prijatelj - pravzaprav zelo star,
(Laughter)
pokojnik je, (smeh)
That's as old as it gets, I'm afraid.
bojim se, da to pomeni, da starejši ne bo nikoli.
(Laughter)
But a wonderful guy he was, wonderful philosopher. He used to talk about the difference between the task and achievement senses of verbs. You can be engaged in the activity of something, but not really be achieving it, like dieting.
Toda bil je čudovit fant, čudovit filozof. Včasih je govoril o razliki med pomenoma glagola v smislu naloge in dosežka. Veste, lahko se ukvarjate z neko dejavnostjo, a brez dosežka, kot npr. z dieto. To je zelo dober primer, saj veste.
(Laughter)
It's a very good example. There he is. He's dieting. Is he losing any weight? Not really.
Poglejte ga, na dieti je. Ali je kaj shujšal? Ne ravno.
(Laughter)
Poučevanje je taka beseda. Lahko rečemo: "Obstaja Deborah v sobi 34 , ki poučuje."
Teaching is a word like that. You can say, "There's Deborah, she's in room 34, she's teaching." But if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.
Ampak, če se nihče ničesar ne nauči, ona mogoče izvaja nalogo poučevanja, vendar je dejansko ne izpolnjuje.
The role of a teacher is to facilitate learning. That's it. And part of the problem is, I think, that the dominant culture of education has come to focus on not teaching and learning, but testing. Now, testing is important. Standardized tests have a place. But they should not be the dominant culture of education. They should be diagnostic. They should help.
Vloga učitelja je, da učenje olajša. In to je to. Mislim, da je del problema v tem, da se prevladujoča kultura izobraževanja osredotoča na testiranje, ne na poučevanje in učenje. Testiranje je pomembno. Standardizirani testi so na mestu, vendar, ne bi smeli prevladovati v kulturi izobraževanja. Morali bi diagnosticirati, biti v pomoč.
(Applause)
(aplavz)
If I go for a medical examination, I want some standardized tests. I do. I want to know what my cholesterol level is compared to everybody else's on a standard scale. I don't want to be told on some scale my doctor invented in the car.
Če grem na zdravniški pregled, želim standardizirane teste. Res. Rad bi primerjal svojo raven holesterola z vsemi drugimi na standardni lestvici. Ne bi rad neke lestvice, ki jo je moj zdravnik izumil v avtu.
(Laughter)
"Your cholesterol is what I call Level Orange."
"Vašo raven holesterola sem poimenoval Oranžna raven."
"Really?"
"Res? Ali je to dobro?" "Ne vemo."
(Laughter)
"Is that good?" "We don't know."
(Laughter)
Toda s tem je treba podpreti učenje. To ga ne bi smelo ovirati,
But all that should support learning. It shouldn't obstruct it, which of course it often does. So in place of curiosity, what we have is a culture of compliance. Our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. And the third principle is this: that human life is inherently creative. It's why we all have different résumés. We create our lives, and we can recreate them as we go through them. It's the common currency of being a human being. It's why human culture is so interesting and diverse and dynamic. I mean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? I mean, you may have a dog. And your dog may get depressed. You know, but it doesn't listen to Radiohead, does it?
kar se seveda pogosto zgodi. Torej, namesto radovednosti, imamo kulturo izpolnjevanja in skladnosti. Naše otroke in učitelje spodbujajo, da sledijo rutinskim algoritmom, namesto, da bi vzbujali moč domišljije in radovednosti. In tretje načelo je: Človeško življenje je po naravi ustvarjalno. Zato se nam življenjepisi razlikujejo. Svoja življenja ustvarjamo in jih lahko v toku preustvarjamo. To je skupna valuta svojstvena človeškim bitjem. Zato je človeška kultura tako zanimiva, raznolika in dinamična. Druge živali tudi lahko imajo domišljijo in ustvarjalnost, vendar za to ni veliko dokazov, kot je za našo, a ne? Morda imate psa, ki je lahko depresiven, vendar ne posluša Radiohead, kajne?
(Laughter)
(smeh)
And sit staring out the window with a bottle of Jack Daniels.
In ne sedi strmeč skozi okno s steklenico Jack Daniel'sa.
(Laughter)
(smeh)
"Would you like to come for a walk?" "No, I'm fine."
In mu rečete: "A bi rad šel na sprehod?" On pa odgovori: "Ne, dobro mi je.
(Laughter)
Pojdi. Počakal te bom, ampak po poti fotkaj."
"You go. I'll wait. But take pictures."
(Laughter)
Vsi lastna življenja ustvarjamo v tem nenehnem procesu
We all create our own lives through this restless process of imagining alternatives and possibilities, and one of the roles of education is to awaken and develop these powers of creativity. Instead, what we have is a culture of standardization.
razmišljanja o alternativah in možnostih in ena od vlog izobraževanja je, da prebuja in razvija te ustvarjalne moči. Namesto tega imamo kulturo standardizacije.
Now, it doesn't have to be that way. It really doesn't. Finland regularly comes out on top in math, science and reading. Now, we only know that's what they do well at, because that's all that's being tested. That's one of the problems of the test. They don't look for other things that matter just as much. The thing about work in Finland is this: they don't obsess about those disciplines. They have a very broad approach to education, which includes humanities, physical education, the arts.
Ni treba, da je vse tako. Res ni. Finska je vedno najboljša v matematiki, znanosti in branju. Da so v tem dobri vemo, ker je to edino, kar se to trenutno preizkuša. To je eden od problemov testa. Ne iščejo drugih, enako pomembnih, stvari. Bistvo dela v Finski je: oni se ne obremenjujejo s temi disciplinami. Imajo zelo širok pristop k izobraževanju, ki vključuje humanistiko, telesno vzgojo, umetnostno vzgojo.
Second, there is no standardized testing in Finland. I mean, there's a bit, but it's not what gets people up in the morning, what keeps them at their desks.
Drugič, standardiziranega testiranja na Finskem ni. Malo ga je že, ampak to ni tisto, zaradi česar ljudje vstajajo zjutraj in kar jih zadržuje za njihovimi mizami.
The third thing -- and I was at a meeting recently with some people from Finland, actual Finnish people, and somebody from the American system was saying to the people in Finland, "What do you do about the drop-out rate in Finland?"
In tretjič, pred kratkim sem bil na sestanku z nekaterimi ljudmi iz Finske, dejanskimi Finci, in nekdo iz ameriškega sistema jih je vprašal: "Kaj ste naredili glede stopnje osipa na Finskem?"
And they all looked a bit bemused, and said, "Well, we don't have one. Why would you drop out? If people are in trouble, we get to them quite quickly and we help and support them."
Vsi so izgledali malo zbegano, odgovor pa je bil: "Nimamo osipa. Zakaj bi imeli osip? Če so ljudje v težavah, pridemo hitro do njih, jim pomagamo in jih podpiramo. "
Now people always say, "Well, you know, you can't compare Finland to America." No. I think there's a population of around five million in Finland. But you can compare it to a state in America. Many states in America have fewer people in them than that. I mean, I've been to some states in America and I was the only person there.
Ljudje vedno pravijo: "Finske ne moremo primerjati z Ameriko." Ne. Mislim, da ima Finska okoli pet milijonov prebivalcev. Ampak lahko jo primerjamo z državo v Ameriki. Mnoge države v Ameriki imajo manj prebivalcev. Bil sem v nekaterih državah v Ameriki, kjer sem bil edina oseba. (smeh)
(Laughter)
Really. Really. I was asked to lock up when I left.
Res, res. Bil sem naprošen, da zaklenem, ko sem šel. (smeh)
(Laughter)
But what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in America -- I mean, as a whole. One is this: they individualize teaching and learning. They recognize that it's students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity. That's how you get them to learn.
Ampak, to kar vsi kakovostni sistemi na svetu počnejo, žal, trenutno ni razvidno v ameriških sistemih - kot celoti. Prvo je to: individualizirajo poučevanje in učenje. Prepoznavajo, da so študenti ti, ki se učijo, in da jih sistem mora aktivirati, njihovo radovednost, njihovo individualnost in njihovo ustvarjalnost. Tako jih boste spodbudili, da se učijo.
The second is that they attribute a very high status to the teaching profession. They recognize that you can't improve education if you don't pick great people to teach and keep giving them constant support and professional development. Investing in professional development is not a cost. It's an investment, and every other country that's succeeding well knows that, whether it's Australia, Canada, South Korea, Singapore, Hong Kong or Shanghai. They know that to be the case.
Drugo je, da je učiteljski poklic zelo visoko cenjen. Prepoznavajo, da si ne morete izboljšati izobraževanja, če ne izberete izjemnih ljudi, da poučujejo, in če jih ves čas ne podpirate in strokovno razvijate. Vlaganje v strokovni razvoj ni strošek. To je naložba in vsaka uspešna država to dobro ve, ali je to Avstralija, Kanada, Južna Koreja, Singapur, Hong Kong ali Šanghaj. Vedo, da je temu tako. In tretje je, da odgovornost
And the third is, they devolve responsibility to the school level for getting the job done. You see, there's a big difference here between going into a mode of command and control in education -- That's what happens in some systems. Central or state governments decide, they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. You have to put it back to the people.
za opravljeno delo prenašajo na šolsko raven. Tu je velika razlika v načinu vodenja in kontrole v izobraževanju - V nekaterih sistemih se to dogaja. Centralne ali državne vlade se odločijo, da one najbolje vedo in vam bodo povedale, kaj naj naredite. Težava je v tem, da se izobraževanje ne odvija v sejnih sobah vladnih zgradb. Odvija se v razredih in šolah, izvajajo pa ga učitelji in učenci in če odpravite svobodo njihove odločitve, preneha delovati. To morate vrniti ljudem.
(Applause)
(aplavz)
There is wonderful work happening in this country. But I have to say it's happening in spite of the dominant culture of education, not because of it. It's like people are sailing into a headwind all the time. And the reason I think is this: that many of the current policies are based on mechanistic conceptions of education. It's like education is an industrial process that can be improved just by having better data, and somewhere in the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.
V tej državi se odvija čudovito delo. Ampak, moram reči, da se odvija kljub dominantni kulturi izobraževanja, ne pa po njeni zaslugi. To je, kot da bi ljudje ves čas jadrali proti vetru. In mislim, da je to zato: ker mnoge veljavne politike temeljijo na mehanističnih konceptih izobraževanja. Kot da je izobrazba industrijski proces, ki ga je mogoče izboljšati le z boljšimi podatki in mislim, da je v glavah nekaterih oblikovalcev politike ideja, da, če jo le dovolj natančno uglasimo, če zadenemo, bo vse skupaj lepo odzvanjalo v prihodnost. Ne bo se in nikoli se ni.
The point is that education is not a mechanical system. It's a human system. It's about people, people who either do want to learn or don't want to learn. Every student who drops out of school has a reason for it which is rooted in their own biography. They may find it boring. They may find it irrelevant. They may find that it's at odds with the life they're living outside of school. There are trends, but the stories are always unique. I was at a meeting recently in Los Angeles of -- they're called alternative education programs. These are programs designed to get kids back into education. They have certain common features. They're very personalized. They have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. And they work. What's interesting to me is, these are called "alternative education."
Bistvo je, da izobraževanje ni mehanični sistem. To je človeški sistem. Gre za ljudi, ki se ali želijo ali pa ne želijo učiti. Vsak učenec, ki opusti šolanje, ima za to razlog, ukoreninjen v svoji biografiji. Lahko se jim zdi, da je dolgočasno ali nepomembno, ali da je v nasprotju z življenjem, ki ga živijo zunaj šole. Obstajajo trendi, vendar so posamezne zgodbe vedno edinstvene. Pred kratkim sem bil v Los Angelesu na sestanku t. i. alternativnih programov izobraževanja. To so programi, namenjeni vrnitvi otrok v izobraževanje in imajo določene skupne značilnosti. Zelo so personalizirani. Učitelji imajo močno podporo, tesno so povezani z lokalno skupnostjo, imajo širok in raznolik učni načrt in pogosto programe, ki vključujejo učence zunaj in znotraj šole. In se obnesejo. Zanimivo mi je, da se imenujejo "alternativno izobraževanje."
(Laughter)
Veste?
You know? And all the evidence from around the world is, if we all did that, there'd be no need for the alternative.
In vsi dokazi iz celega sveta kažejo, da če bi vsi to naredili, ne bi bilo nobene potrebe za alternativo.
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Zato mislim, da moramo sprejeti drugačno prispodobo.
So I think we have to embrace a different metaphor. We have to recognize that it's a human system, and there are conditions under which people thrive, and conditions under which they don't. We are after all organic creatures, and the culture of the school is absolutely essential. Culture is an organic term, isn't it?
Zavedati se moramo, da je to človeški sistem in da obstajajo pogoji, pod katerimi ljudje cvetijo, in pod katerimi ne uspevajo. Na koncu koncev smo vsi organska bitja in kultura šole je nujno potrebna. Kultura je organski izraz, kajne?
Not far from where I live is a place called Death Valley. Death Valley is the hottest, driest place in America, and nothing grows there. Nothing grows there because it doesn't rain. Hence, Death Valley. In the winter of 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Valley was carpeted in flowers for a while. What it proved is this: that Death Valley isn't dead. It's dormant. Right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.
Nedaleč od kjer živim, je kraj, ki se imenuje Dolina smrti. Dolina smrti je eno od najbolj vročih in suhih mest v Ameriki in tam nič ne raste. Nič ne raste zato, ker ne dežuje. Torej, Dolina smrti. Pozimi leta 2004 je v Dolini smrti deževalo. V zelo kratkem času je padlo 18 centimetrov dežja. In spomladi leta 2005 se je zgodil čudež. Tla celotne Doline smrti so bila prekrita s cvetjem za nekaj časa. Izkazalo se je, da Dolina smrti ni mrtva. Le spi. Že pod površjem so semena možnosti, ki čakajo, da pridejo pravi pogoji. V organskih sistemih, pod ustreznimi pogoji, je življenje neizogibno. To se dogaja ves čas. V območju, šoli, regiji, ko spremenite pogoje, da ljudje dobijo drugačen občutek možnosti, drugačna pričakovanja, širši razpon priložnosti, in ko negujete in spoštujete odnose med učitelji in učenci, omogočite ljudem, da se odločijo, da so ustvarjalni in da so inovativni pri svojem delu, in šole, nekoč brez upanja, oživijo.
Great leaders know that. The real role of leadership in education -- and I think it's true at the national level, the state level, at the school level -- is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility. And if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.
Izjemni voditelji to vedo. Resnična vloga vodstva v izobraževanju - mislim, da to drži na nacionalni ravni, na državni ravni in na šolski ravni - ni in ne sme biti poveljevanje in nadzor. Resnična vloga vodstva je v nadzoru klime, ki ustvarja ozračje možnosti. In če boste to storili, bodo ljudje to sprejeli in bodo dosegali stvari, ki si jih ne morete niti zamisliti, niti pričakovati.
There's a wonderful quote from Benjamin Franklin. "There are three sorts of people in the world: Those who are immovable, people who don't get it, or don't want to do anything about it; there are people who are movable, people who see the need for change and are prepared to listen to it; and there are people who move, people who make things happen." And if we can encourage more people, that will be a movement. And if the movement is strong enough, that's, in the best sense of the word, a revolution. And that's what we need.
Obstaja čudovit citat Benjamina Franklina. "Tri vrste ljudi so na svetu: tisti, ki so nepremični, ljudje, ki ne razumejo, ne želijo razumeti, in ne bodo glede tega ničesar storili. Obstajajo ljudje, ki so premakljivi, ljudje, ki vidijo potrebo po spremembah in so pripravljeni prisluhniti. In obstajajo ljudje, ki ukrepajo, ljudje, ki stvari premikajo." In če bomo lahko spodbudili več ljudi, bi to bilo gibanje. In če je gibanje dovolj močno, je to revolucija v najboljšem pomenu te besede. In to je tisto, kar potrebujemo.
Thank you very much.
Hvala lepa.
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Thank you very much.
Hvala lepa. (aplavz)
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