Thank you very much.
謝謝大家
I moved to America 12 years ago with my wife Terry and our two kids. Actually, truthfully, we moved to Los Angeles --
我12年前搬到美國 與我的妻子泰瑞和兩個孩子 其實我們是搬到洛杉磯 (笑聲)
(Laughter)
thinking we were moving to America, but anyway --
還以為我們搬到了美國
(Laughter)
反正,從洛杉磯到美國
It's a short plane ride from Los Angeles to America.
坐飛機也用不了多久
(Laughter)
I got here 12 years ago, and when I got here, I was told various things, like, "Americans don't get irony."
我 12 年前來到這裡 剛到的時候,聽過各種說法 例如「美國人聽不懂諷刺」
(Laughter)
你們聽說過這個說法嗎?
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."
但這不是真的,我旅行全美各地 完全不認為美國人聽不懂諷刺 這就是所謂的文化迷思 還有人說「英國人很保守」
(Laughter)
我不知為何有人這麼想
I don't know why people think this. We've invaded every country we've encountered.
我們侵略每個遇到的國家
(Laughter)
(笑聲)
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.
說美國人聽不懂諷刺,絕對是假的 我只想讓你們知道 別人在背後怎麼說你們 當美國人在歐洲起身離開客廳 大家會說,還好沒人當你的面諷刺
(Laughter)
我知道美國人完全了解諷刺
But I knew that Americans get irony when I came across that legislation, "No Child Left Behind."
就在我聽到「沒有孩子落後」時 (有教無類法案 No Child Left Behind)
(Laughter)
Because whoever thought of that title gets irony.
命名者一定了解什麼叫諷刺
(Laughter)
不是嗎,因為…
Don't they?
(Applause)
(笑聲)(掌聲)
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.
因為幾百萬孩子落後了 如果法案叫做「百萬孩子落後」 也不合適,這我明白 我們打算怎麼做呢?我們建議 讓百萬孩子落後 我們這麼做 而且成效顯著
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.
美國的某些地區 60% 的孩子從高中輟學 美國原住民社區 輟學率更高達 80% 若能把數字減半,預計 會對美國經濟 十年內貢獻淨值近一兆美元 從經濟角度來看 非常划算,對吧? 那是不是該做呢? 要花極高成本 才能解決輟學危機的傷害
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.
但輟學危機只是冰山一角 還沒包括人在學校 但心不在學校的孩子 他們不喜歡上學 也沒從學校獲益
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.
根本原因 不是經費不足 美國花在教育的投資 比世界上大多數國家都多 班級人數也較少 每年有幾百件方案 嘗試改善教育 問題是,這些嘗試都走錯了方向 有三大法則 讓人活得精彩 現有教育文化卻背道而馳,因此 老師教得辛苦 學生學得痛苦
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.
第一項法則是: 人類天生就各不相同 請問一下 在座多少人有子女? 有孫子或孫女嗎? 有兩位以上子女的?好 其他人應該也看過小孩吧
(Laughter)
(笑聲)
Small people wandering about.
不管哪裡都有小孩
(Laughter)
我跟各位打賭
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?
我一定會贏 如果你有兩位以上子女 我打賭他們一定截然不同 對吧?對吧?(掌聲)
(Applause)
You would never confuse them, would you? Like, "Which one are you? Remind me."
你永遠不會搞混,對吧? 你不會說「提醒我誰是哥哥?
(Laughter)
"Your mother and I need some color-coding system so we don't get confused."
你媽和我打算用顏色區別, 免得把你們搞混了。」
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 --
「有教無類法案」所倡導的教育 並非基於多樣性,而是要統一 學校只被要求 在狹窄範圍內探索學生潛力 「有教無類法案」的影響之一是 只重視數理主科 這些學科很重要 我不是要說,科學及數學不重要 它們很重要,只是還不夠 真正的教育應同樣重視 藝術、人文、體育 許多孩子,抱歉,謝謝…(掌聲)
(Applause)
據估計目前在美國
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?
約有 10% 的孩子 被診斷出各種症狀 結果一律被稱為 注意力不足障礙 (ADD) 或 注意力不足過動症 (ADHD) 我不是說這種病不存在 但我不相信會如此盛行 如果讓孩子坐好幾小時 不用頭腦,只是機械性抄寫 坐不住是很正常的
(Laughter)
(笑聲)(掌聲)
(Applause)
大多數的孩子
Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood.
並沒有心理問題 只是因為童年而受煎熬 (笑聲)
(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.
我知道,因為我也經歷過童年 而且是完整經歷過 孩子要茁壯,該有廣泛課程 開發他們不同的天分 而不是只有其中幾科 順帶一提,藝術的重要性 不是數學可以考高分 而在於可和孩子一些 本來碰觸不到的部分對話
The second, thank you --
第二項…謝謝… (掌聲)
(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.
要活得精彩,第二項法則是: 好奇心 如果你能激發孩子的好奇心 通常不用幫忙,他就會主動學習 孩子天生就會學習 無論是激發或扼殺這項能力 都會產生巨大影響 好奇心是成就的火車頭 我會這麼說是因為 我大膽的說,當前文化的影響之一 是剝奪了教師的專業性 世界上沒有哪個教育體系的品質、 沒有哪個學校的品質, 能超過其教師的品質 教師是學校成功的關鍵 教書是需要創造力的職業 好的老師不只是傳遞知識 不只是把收到的資訊傳下去 好的老師不但傳授知識 更是良師益友 刺激、誘導、吸引 歸根究柢,教育的核心是 學生主動學習 沒有學習 就沒有教育 人們花了太多時間 只談教育、不談學習 教育的目的就是讓人主動學習
An old friend of mine -- actually very old, he's dead.
我有個朋友,老朋友-真的很老
(Laughter)
已經死了 (笑聲)
That's as old as it gets, I'm afraid.
人最老也不過如此
(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.
他是個了不起的人 是個偉大的哲學家 他曾談到,「進行」一件事 和「完成」一件事,意義大不相同 你可以進行著某件事 但沒有成果
(Laughter)
像節食就是個很好的例子
It's a very good example. There he is. He's dieting. Is he losing any weight? Not really.
他一直節食,體重有減輕嗎?沒有
(Laughter)
教學也是這樣
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.
你可以說,「戴老師在教室教書」 但如果沒人學到東西 他就只是在「進行」教學
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.
但沒有真正「完成」教學任務 教師的角色是促進學習,這是重點 我認為部分問題在於 教育的主流文化重視的 不是教與學,而是考試 考試很重要的,標準化測驗有必要 但不該主導教育文化 考試應該是診斷、是輔助
(Applause)
(掌聲)
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.
如果我參加體檢 我當然也要做常規檢驗 我想知道我的膽固醇指數 在標準尺度下和他人的比較 我不想參考
(Laughter)
我醫生發明的標準:
"Your cholesterol is what I call Level Orange."
「你的膽固醇指數為橘色。」
"Really?"
「是嗎?是好消息嗎?」 「不知道。」
(Laughter)
"Is that good?" "We don't know."
(Laughter)
測驗應該是輔助、而非妨礙學習
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?
可惜目前經常是妨礙 就好奇心而言 我們的教育文化要求服從 鼓勵孩子和老師 遵守固定規則 而不是激發想像力和好奇心 第三項法則是: 人生的本質就是創造性 我們的經歷各不相同 我們創造自己的命運 我們經歷的同時,也在重新創造 這是人類的共同價值 人類文化也因此多采多姿、 充滿活力 其他動物可能也有想像力 與創造力,但和人類相比 就沒那麼明顯 比方說你有隻狗 得了憂鬱症 但牠不會因此開始聽電台司令的歌吧? (Radiohead 樂團)
(Laughter)
(笑聲)
And sit staring out the window with a bottle of Jack Daniels.
牠不會喝傑克丹尼威士忌,對窗外 發呆 (Jack Daniels)
(Laughter)
(笑聲)
"Would you like to come for a walk?" "No, I'm fine."
你如果說,「想出去走走嗎?」 牠不會說,「不,我沒事,
(Laughter)
去吧,我要靜一靜, 記得拍點照片。」
"You go. I'll wait. But take pictures."
(Laughter)
我們經由不斷變化的過程 創造人生
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.
不斷想像有哪些選擇、哪些可能 教育目的之一 就是喚醒並發展創造力 但現在教育反而走向標準化
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.
不該是這樣,真的不應該 芬蘭學生在全球名列前茅 不論數學、科學、或閱讀 我們只知道他們擅長這些科目 因為現在只考了這幾科 這就是測驗的問題之一 你無法找出同樣重要的其他因素 芬蘭所作的努力是這樣的: 他們不只重視這幾科 他們的教育範圍很廣 包括人文、體育、藝術
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.
其次,芬蘭沒有標準化考試 當然有些考試 但用意不是要學生早起晨讀 不是要把學生綁在書桌前
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?"
第三,最近我參加了一個會議 有邀請芬蘭人、真正芬蘭來的人 有位美國教育體系的人 問芬蘭人: 「芬蘭的輟學率多高?」
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."
芬蘭人呆住了,說: 「我們一個輟學生都沒有。 為什麼要輟學呢? 學生有困難,我們很快會發現, 並幫助他們、支持他們。」
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.
有人會說: 「不能拿芬蘭和美國比。」 不,芬蘭人口 大約只有 500 萬 但你可拿芬蘭和美國一州相比 美國許多州人口還沒芬蘭多 我去過美國的一些州 就只有我一個人(笑聲)
(Laughter)
Really. Really. I was asked to lock up when I left.
真的,真的 還有人叫我走的時候要鎖門 (笑聲)
(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.
全球許多優秀教育體系的做法 在美國很難看到,很可惜 我是指美國整體而言 做法之一是:教學與學習個人化 他們認為,學生是學習的主體 教育體系應該吸引學生 重視好奇心、個別性、創造力 才能讓學生想要學習
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.
第二種做法是: 給教師崇高的地位 他們認為教育不可能改善 除非挑選優秀人才教書、 除非給老師不斷支持、 以及專業發展機會 老師的專業發展不是花費 而是投資 每個成功的國家都清楚這點 不論澳洲、加拿大、韓國、新加坡、 香港、上海。大家都清楚這點 第三種做法是,下放教育的責任
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.
到學校層級 這和我們教育 指揮與控制的模式差別很大 有些教育體系 由中央政府決定 或由州政府決定 他們覺得自己最懂,因此發號施令 問題是,教育並不是在 立法機關的會議室進行的 而是在教室和學校進行的 老師和學生是教育的主體 如果剝奪了他們的自主權 就會產生問題 必須把自主權還給他們
(Applause)
(掌聲)
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.
現在美國有些了不起的成就 但我不得不說 教育界的主導文化 是這些成就的阻力 而非助力 變成要不斷逆風航行 我認為原因在於 許多現行教育政策,是基於 把教育當作機器的觀念 教育好像是工廠在生產 調整參數就可以改善 而我認為,這些政策的背後 制定者的想法是 只要參數調得夠好,就能成功 就能完美航向未來 不可能,從來都沒有過
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."
關鍵在於,教育不是機械的系統 而是人的系統,核心在人 有人想學習、有人不想 每個輟學的孩子,背後都有原因 可能來自他個人經歷 可能覺得無聊、覺得無關緊要 可能覺得學習 和校外現實生活有衝突 原因類似,但背後故事個個不同 我最近在洛杉磯參加了一個會議 主題是:替代性教育課程 目的在幫助孩子重返教育 課程有些共同特點 課程非常個人化 對教師強力支持 與社區緊密聯繫 課程廣泛多樣 有些課程包括了 外校學生、本校學生 這些課程確實有效 我覺得最有趣的一點是
(Laughter)
課程名稱叫「替代性教育」
You know? And all the evidence from around the world is, if we all did that, there'd be no need for the alternative.
你知道嗎? 由全球得到的證據顯示 如果教育本來就是這樣 就不需要替代性教育了
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我們必須擁抱另一種作法
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?
必須認知,教育是人的系統 有些環境會使人成功 有些則不會 我們本質上都是有機生物 學校的文化極為重要 文化也是個有機的名詞,不是嗎?
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.
我家附近有個地方叫死亡谷 (Death Valley) 死亡谷是美國最熱最乾的地方 沒有生物可以生長 沒有雨水,生物無法生長 所以叫死亡谷 2004 年冬天,死亡谷下雨了 短期內降雨 7 英寸 (約 180 公釐) 2005 年春天,奇蹟發生了 死亡谷開滿了花朵 花朵盛開了一段時間 這證明了:死亡谷並沒有死亡 只是在沉睡 地底下埋了各種可能性的種子 等待時機、迸發而出 對於有機系統,只要條件適合 生命的發生是必然的,總是這樣 選個學科、選個學校、選個地區 改變條件,讓人覺得有不同可能、 不同期待、 更多機會、 珍惜並重視師生關係 給予創造力的自主權 讓每個人都能創新 學校就能起死回生
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.
偉大的領導人都清楚 教育界領導者的真正角色- 不管在國家層級、各州層級、 學校層級… 都不是、也不該是指揮與控制 領導者的真正角色 應該是控制大環境 創造一種充滿可能性的環境 若能如此,人們就會挺身而出 得到的成果,不但出乎意料 更會超出期望
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.
富蘭克林 (Benjamin Franklin) 有句偉大的名言: 「世界上有三種人: 第一種人不知不覺, 他們不想改變、不願改變、 更阻礙改變; 第二種人後知後覺, 他們知道必須改變, 並樂觀其成; 第三種人知覺而動, 他們造成改變。」 如果我們可以激勵更多人 就可以形成運動 如果聲勢夠大 就能成為革命 這正是我們需要的
Thank you very much.
謝謝大家!
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Thank you very much.
非常感謝!(掌聲)
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