Thank you very much.
Hvala vam.
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles --
Doselio sam se u Ameriku pre 12 godina sa suprugom Teri i našom decom. Zapravo, doselili smo se u Los Anđeles - (Smeh)
(Laughter)
thinking we were moving to America, but anyway --
misleći da se selimo u Ameriku,
(Laughter)
ali dobro, avionom se brzo stigne iz Los Anđelesa
It's a short plane ride from Los Angeles to America.
u Ameriku.
(Laughter)
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony."
Došao sam pre 12 godina i kada sam stigao, govorili su mi razne stvari, recimo: "Amerikanci ne shvataju ironiju."
(Laughter)
Jeste li čuli ovo nekad?
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."
Nije istina. Proputovao sam ovu zemlju uzduž i popreko. Nisam našao dokaz da Amerikanci ne shvataju ironiju. To je jedan od onih kulturnih mitova, kao "Britanci su povučeni".
(Laughter)
Ne znam zašto ljudi to misle.
I don't know why people think this. We've invaded every country we've encountered.
Napali smo svaku zemlju na koju smo naišli.
(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.
Ali nije tačno da Amerikanci ne shvataju ironiju, samo hoću da vam kažem da to ljudi govore o vama iza vaših leđa. Tako da, kad izađete iz dnevne sobe u Evropi, ljudi kažu - hvala bogu, niko nije bio ironičan u vašem prisustvu.
(Laughter)
Postalo mi je jasno da Amerikanci shvataju ironiju
But I knew that Americans get irony when I came across that legislation, "No Child Left Behind."
kad sam naišao na Zakon za decu sa posebnim potrebama ("Nijedno dete izostavljeno").
(Laughter)
Because whoever thought of that title gets irony.
Ko god da je smislio taj naziv, shvata ironiju,
(Laughter)
zar ne, pošto -
Don't they?
(Applause)
(Smeh) (Aplauz) -
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.
pošto su milioni dece izostavljeni. Jasno mi je da ovo nije privlačan naziv za zakon: Milioni dece izostavljeni. To mi je jasno. Kakav je plan? Pa, predložimo da izostavimo milione dece i evo kako će to funkcionisati. I odlično funkcioniše.
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.
U nekim delovima države, 60 odsto dece se ispiše iz srednje škole. U američkim zajednicama starosedelaca radi se o 80 posto dece. Ako bi se taj broj prepolovio, procenjuje se da bi neto dobitak za američku ekonomiju u periodu od 10 godina bio skoro bilion dolara. Sa ekonomskog stanovišta, ovo je dobar proračun, zar ne, ako bismo ovo uradili? Ogromna je cena otklanjanja štete usled krize napuštanja škole.
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.
Ali napuštanje škole samo je vrh ledenog brega. Tu nisu uračunata sva ona deca koja su u školi ali ih ona ne interesuje, ne uživaju, ne dobijaju nikakvu stvarnu korist od nje.
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.
Razlog za to nije što ne trošimo dovoljno novca. Amerika troši više novca na obrazovanje od većine drugih država. Odeljenja su manja nego u mnogim državama. Svake godine pokrene se na stotine inicijativa ne bi li se poboljšalo obrazovanje. Problem je što sve ide u pogrešnom smeru. Postoje tri principa koji podstiču razvoj ljudskog života, a njima je potpuno suprotna kultura obrazovanja u kojoj većina nastavnika mora naporno da radi, a većina učenika da trpi.
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.
Pre svega, ljudska bića su prirodno različita i raznovrsna. Da vas pitam, koliko vas ima svoju decu? Dobro. A unučad? Dvoje ili više dece? U redu. A vi ostali ste takvu decu videli.
(Laughter)
(Smeh)
Small people wandering about.
Mali ljudi koji se šetkaju okolo.
(Laughter)
Hajde da se opkladimo,
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?
a siguran sam da ću pobediti. Ako imate dvoje ili više dece, kladim se da su potpuno različita jedno od drugog. Zar nisu? Zar nisu? (Aplauz)
(Applause)
You would never confuse them, would you? Like, "Which one are you? Remind me."
Nikad ih ne biste pomešali, zar ne? Na primer: "Koji si ti ono? Podseti me.
(Laughter)
"Your mother and I need some color-coding system so we don't get confused."
Mama i ja ćemo uvesti neki sistem boja, da vas ne bismo pomešali."
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 --
Obrazovanje po sistemu za decu sa posebnim potrebama. nije zasnovano na raznolikosti nego na konformitetu. Škole se podstiču da otkriju šta deca mogu da postignu u vrlo uskom spektru zahteva. Jedan od efekata tog Zakona je fokusiranje na nauku, tehnologiju, mašinstvo i matematiku. Oni su važni. Nisam ovde da govorim protiv nauke i matematike. Naprotiv, neophodne su, ali nedovoljne. Pravo obrazovanje bi trebalo da jednako tretira umetnost, društvene nauke i fizičko obrazovanje. Veliki broj dece, hvala vam - (Aplauz)
(Applause)
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?
Jedna od procena u Americi trenutno je da oko 10 procenata dece dobija dijagnoze različitih stanja u okviru širokog spektra poremećaja pažnje. Ne kažem da poremećaj pažnje ne postoji. Samo ne verujem da je u pitanju epidemija. Ako stavite decu da sede satima, radeći dosadan činovnički posao, nemojte se iznenaditi ako počnu da se vrpolje.
(Laughter)
(Smeh) (Aplauz)
(Applause)
U većini slučajeva,
Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood.
deca ne pate od psihološkog stanja. Ona pate od detinjstva. (Smeh)
(Laughter)
To znam zato što sam proveo početak života kao dete.
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.
Prošao sam kroz sve to. Deca najbolje napreduju kroz raznolik program, koji slavi njihove različite talente, a ne samo neke od njih. Usput, umetnost nije važna samo zato što poboljšava rezultate iz matematike. Važna je jer se obraća delovima detetovog bića koji su inače zanemareni.
The second, thank you --
Drugi, hvala - (Aplauz) -
(Applause)
Drugi princip koji pokreće ljudski napredak
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.
je radoznalost. Ako možete da zapalite iskru radoznalosti kod deteta, ono će često učiti bez ikakve pomoći. Deca su prirodni učenici. Pravo je dostignuće tu sposobnost ugasiti ili ugušiti. Radoznalost je pokretač uspeha. Ovo govorim zato što, ako mogu da kažem, jedan od efekata trenutne kulture je de-profesionalizacija nastavnika. Na svetu ne postoji sistem, u zemlji ne postoji škola, koja je bolja od svojih nastavnika. Nastavnici su zaslužni za uspeh škola. Ali podučavanje je kreativna profesija. Kad je pravilno osmišljeno, ono nije sistem za dostavu. Znate, niste tu samo da prenesete informacije koje ste primili. Odlični nastavnici to rade, ali oni su i mentori, stimulišu, provociraju, angažuju. Vidite, na kraju krajeva, u obrazovanju se radi o učenju. Ako se učenje ne događa, ne događa se ni obrazovanje. A ljudi mogu provesti mnogo vremena pričajući o obrazovanju, a da ne govore o učenju. Svrha obrazovanja je navesti ljude da uče.
An old friend of mine -- actually very old, he's dead.
Jedan moj stari prijatelj - zapravo, veoma star,
(Laughter)
umro je. (Smeh)
That's as old as it gets, I'm afraid.
To je najstarije moguće.
(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.
Bio je sjajan čovek, izuzetan filozof. Govorio je o razlici između glagola u smislu zadatka i postignuća. Znate, možete se baviti nekom aktivnošću bez ikakvog postignuća, kao što je dijeta.
(Laughter)
To je veoma dobar primer.
It's a very good example. There he is. He's dieting. Is he losing any weight? Not really.
Evo ga, na dijeti je. Da li je smršao? Ne baš.
(Laughter)
Podučavanje je takva reč.
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.
Možete reći: "Eno je Debra, u učionici 34, predaje." Ali ako niko ništa ne uči, ona je možda aktivna u tom zadatku,
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.
ali ga ne ispunjava. Uloga nastavnika je da olakša učenje. To je to. Mislim da je deo problema u tome što se dominantna kultura ne fokusira na podučavanje i učenje, nego na testiranje. Testiranje je važno. Standardizovani testovi imaju smisla. Ali ne bi trebalo da budu dominantna kultura obrazovanja. Trebalo bi da budu dijagnostički. Da pomognu.
(Applause)
(Aplauz)
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.
Ako idem na medicinski pregled, želim neke standardizovane testove. Želim da znam koliki mi je nivo holesterola u poređenju sa svima ostalima, na standardizovanoj skali. Ne želim da to bude na nekoj skali koju je lekar izmislio u kolima.
(Laughter)
"Vaš nivo holesterola ja nazivam Narandžasti nivo."
"Your cholesterol is what I call Level Orange."
"Really?"
"Stvarno? Je l' to dobro?" "Ne znamo."
(Laughter)
"Is that good?" "We don't know."
(Laughter)
Ali sve to bi trebalo da podrži učenje. Ne da ga ometa,
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?
što naravno, često čini. Dakle, umesto radoznalosti, mi imamo kulturu poslušnosti. Naša deca i nastavnici se podstiču da prate rutinske algoritme umesto da podstiču moć mašte i radoznalosti. A treći princip je da je ljudski život u osnovi kreativan. Zato svi imamo drugačije biografije. Mi stvaramo svoje živote, i možemo da ih osmišljavamo u toku. To je zajedničko obeležje svih ljudskih bića. Zbog toga je ljudska kultura tako zanimljiva i raznolika i dinamična. Mislim, druge životinje su možda maštovite i kreativne, ali to nije očigledno kao kod nas, zar ne? Možda imate psa. On možda postane depresivan. Ali ne sluša Radiohead, zar ne?
(Laughter)
(Smeh)
And sit staring out the window with a bottle of Jack Daniels.
I ne sedi zureći kroz prozor sa flašom viskija.
(Laughter)
(Smeh)
"Would you like to come for a walk?" "No, I'm fine."
Vi pitate: "Da li bi išao u šetnju?" On kaže: "Ne, dobro sam.
(Laughter)
Idi ti. Sačekaću. Ali napravi fotografije."
"You go. I'll wait. But take pictures."
(Laughter)
Svi stvaramo svoje živote kroz nemiran proces
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.
zamišljanja alternativa i mogućnosti, a jedna od uloga obrazovanja jeste da probudi i razvije ove moći kreativnosti. Umesto toga, imamo kulturu 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.
To zaista ne mora da bude tako. Finska je redovno na vrhu u matematici, nauci i čitanju. Mi znamo da su u tome dobri jer se samo to danas testira. To je jedan od problema testa. Ne traže ostale stvari koje su jednako važne. Stvar u vezi s Finskom je sledeća: oni nisu opsednuti tim disciplinama. Imaju vrlo širok pristup obrazovanju koji uključuje društvene nauke, fizičko obrazovanje, umetnost.
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.
Drugo, u Finskoj nema standardizovanog testiranja. Mislim, ima malo, ali ljudi se ne uzbuđuju zbog toga. To im ne zaokuplja pažnju.
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?"
Treća stvar, nedavno sam imao sastanak sa nekim Fincima, i neko iz američkog sistema je pitao ljude u Finskoj: "Šta radite u vezi sa stopom napuštanja škole?"
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."
Oni su delovali malo zbunjeno i rekli: "To ne postoji kod nas. Zašto bi neko napustio školu? Ako su đaci u nevolji, mi brzo reagujemo, pomognemo im i podržavamo ih."
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.
Ljudi uvek kažu da Finska i Amerika ne mogu da se porede. Ne. Mislim da Finska ima populaciju od oko 5 miliona. Ali može da se poredi sa nekom američkom saveznom državom. Mnoge države u Americi imaju i manje ljudi. Bio sam u nekima od njih i bio sam jedina osoba tamo. (Smeh)
(Laughter)
Stvarno. Zamolili su me da zaključam po izlasku.
Really. Really. I was asked to lock up when I left.
(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.
Ono što svi uspešni sistemi u svetu rade, je ono što nažalost trenutno nije vidljivo u američkom sistemu u celini. Za početak, individualizuju podučavanje i učenje. Prepoznaju da su učenici ti koji uče, a sistem mora da ih angažuje, njihovu radoznalost, individualnost i kreativnost. Tako ih navodite da uče.
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, nastavnička profesija ima veoma visok status. Prepoznaju da ne možete poboljšati obrazovanje ako ne odaberete odlične nastavnike i ako im konstantno ne pružate podršku i profesionalni razvoj. Ulaganje u profesionalni razvoj nije trošak. To je investicija i svaka država koja napreduje to zna, bilo da je Australija, Kanada, Južna Koreja, Singapur, Hong Kong ili Šangaj. Oni to znaju. I treće, odgovornost za uspeh
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.
smeštaju u škole. Vidite, postoji velika razlika između sistema upravljanja i kontrole u obrazovanju - To se dešava u nekim sistemima. Znate, centralna ili savezna vlada odluče da znaju najbolje i reći će vam šta da radite. Problem je što se obrazovanje ne odvija u salama za sastanke vladinih zgrada. Dešava se u učionicama i školama, a ljudi koji ga obavljaju su nastavnici i učenici i ako oduzmete njihove odluke, to prestaje da funkcioniše. Morate obrazovanje vratiti ljudima.
(Applause)
(Aplauz)
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.
Divan rad se odvija u ovoj zemlji. Ali moram da kažem da se odvija uprkos dominantnoj obrazovnoj kulturi, ne zahvaljujući njoj. Kao da stalno plovimo uz vetar. Mislim da je problem u tome što su mnogi sadašnji zakoni zasnovani na mehanističkom konceptu obrazovanja. Kao da je obrazovanje industrijski proces koji se može poboljšati boljim podacima i negde duboko u mislima nekih zakonodavaca postoji ideja da ako dobro podesimo, ako pogodimo, sve će u budućnosti raditi dobro. Neće i nikad nije.
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."
Poenta je da obrazovanje nije mehanički sistem. To je ljudski sistem. Radi se o ljudima, ljudima koji žele ili ne žele da uče. Svaki učenik koji napusti školu za to ima razlog koji potiče iz njegovog života. Možda mu je dosadna. Možda mu nije važna. Možda shvata da nije usklađena sa njegovim životom van škole. Postoje trendovi, ali su priče uvek jedinstvene. Nedavno sam u Los Anđelesu bio na sastanku tzv. programa alternativnog obrazovanja. Ti programi su osmišljeni da decu vrate u obrazovanje. Imaju neke zajedničke osobine. Veoma su personalizovani. Imaju jaku podršku za nastavnike, bliske veze sa zajednicom, širok i raznovrstan nastavni plan i često programe koji učenike angažuju u školi i van nje. I funkcionišu. Zanimljivo mi je to
(Laughter)
što se nazivaju "alternativno obrazovanje".
You know? And all the evidence from around the world is, if we all did that, there'd be no need for the alternative.
Znate? Dokazi širom sveta pokazuju da, da svi tako radimo, ne bi bilo potrebe za alternativama.
(Applause)
(Aplauz)
(Applause ends)
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?
Mislim da bi trebalo da prihvatimo drugačiju metaforu. Moramo da prepoznamo da je to ljudski sistem, a postoje uslovi u kojima ljudi napreduju i uslovi u kojima se to ne dešava. Ipak smo mi organska bića i kultura škole je od velike važnosti. Kultura je organski termin, zar ne?
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.
U blizini mesta gde živim je Dolina smrti. To je najvrelije, najsuvlje mesto u Americi, tamo ništa ne raste. Ništa ne raste jer nema kiše. Otud i naziv Dolina smrti. U zimu 2004. padala je kiša u Dolini smrti. 18 cm kiše palo je u kratkom roku. A u proleće 2005. desio se fenomen. Celo tlo Doline smrti na kratko je prekrilo cveće. To je dokazalo da Dolina smrti nije mrtva. Ona je uspavana. Tik ispod površine su začeci mogućnosti koji čekaju na prave uslove da bi se pojavili i sa organskim sistemima, ako su uslovi dobri, život je neminovan. To se stalno dešava. Uzmete neku opštinu, školu, promenite uslove, date ljudima drugačije mogućnosti, drugačija očekivanja, širi opseg mogućnosti, podstičete i vrednujete odnose između nastavnika i učenika, ponudite im mogućnost da budu kreativni, inovativni u tome što rade i škole koje su bile zapostavljene oživljavaju.
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.
Velike vođe to znaju. Stvarna uloga vođstva u obrazovanju - mislim da to važi na nacionalnom, saveznom i nivou škole - nije i ne treba da bude vlast i kontrola. Prava uloga vođstva je kontrola klime, kreiranje klime mogućnosti. Ako to uradite, ljudi će dorasti tome i postići stvari koje niste predvideli i koje niste mogli da očekujete.
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.
Postoji divan citat Bendžamina Frenklina. "U svetu postoje 3 vrste ljudi: oni koji se ne pokreću, koji ne shvataju i ne žele da shvate, neće ništa povodom toga da urade. Postoje oni koje je moguće pokrenuti, koji vide potrebu za promenom i spremni su da je poslušaju. I postoje ljudi koji pokreću, ljudi koji stvaraju." Ako možemo da ohrabrimo više ljudi, to će biti pokret. Ako je pokret dovoljno snažan, to je, u najboljem smislu reči, revolucija. To je ono što nam je potrebno.
Thank you very much.
Mnogo vam hvala.
(Applause)
(Aplauz)
Thank you very much.
(Applause)