Well, that's kind of an obvious statement up there. I started with that sentence about 12 years ago, and I started in the context of developing countries, but you're sitting here from every corner of the world. So if you think of a map of your country, I think you'll realize that for every country on Earth, you could draw little circles to say, "These are places where good teachers won't go." On top of that, those are the places from where trouble comes. So we have an ironic problem -- good teachers don't want to go to just those places where they're needed the most.
Dobro, ovo gore je prilično očigledna tvrdnja. Započeo sam s tom rečenicom prije otprilike 12 godina, i započeo sam u kontekstu zemalja u razvoju, ali vi koji sjedite ovdje dolazite iz svih dijelova svijeta. Ako razmislite o karti svoje zemlje, mislim kako ćete uvidjeti da u svakoj zemlji na Zemlji, možete nacrtati malene krugove za koje ćete reći: "Ovo su mjesta na koje dobar učitelj neće htjeti otići." Pored toga, to su mjesta od kuda doleze problemi. Tako imamo ironični problem. Dobri učitelji ne žele ići upravo onamo gdje ih najviše trebaju.
I started in 1999 to try and address this problem with an experiment, which was a very simple experiment in New Delhi. I basically embedded a computer into a wall of a slum in New Delhi. The children barely went to school, they didn't know any English -- they'd never seen a computer before, and they didn't know what the internet was. I connected high speed internet to it -- it's about three feet off the ground -- turned it on and left it there. After this, we noticed a couple of interesting things, which you'll see. But I repeated this all over India and then through a large part of the world and noticed that children will learn to do what they want to learn to do.
Tim sam se problemom počeo baviti 1999. pokrenuvši jedan vrlo jednostavan eksperiment, u New Delhiju. Ugradio sam računalo u zid u siromašnoj četvrti New Delhija. Djeca jedva da su tamo išla u školu. Nisu imali pojma o Engleskom. Nikada prije nisu vidjeli računalo, i nisu imali pojma što je to Internet, Priključio sam Internet vezom velike brzine -- ekran je bio oko 1.5m od zemlje -- uključio ga i otišao. Nakon toga, uočili smo nekoliko zanimljivih stvari, koje ćete vidjeti. Ali to sam ponovio na mnogim mjestima u Indiji i nakon toga u mnogim zemljama svijeta te uočio da će djeca naučiti ono što žele naučiti raditi.
This is the first experiment that we did -- eight year-old boy on your right teaching his student, a six year-old girl, and he was teaching her how to browse. This boy here in the middle of central India -- this is in a Rajasthan village, where the children recorded their own music and then played it back to each other and in the process, they've enjoyed themselves thoroughly. They did all of this in four hours after seeing the computer for the first time. In another South Indian village, these boys here had assembled a video camera and were trying to take the photograph of a bumble bee. They downloaded it from Disney.com, or one of these websites, 14 days after putting the computer in their village. So at the end of it, we concluded that groups of children can learn to use computers and the internet on their own, irrespective of who or where they were.
Ovo je prvi eksperiment koji smo napravili -- osmogodišnji dječak s desna poučava svoju šestogodišnju učenicu, kako da pretražuje Internet. Ovaj dječak u središnjoj Indiji -- ovo je selo u Rajastanu, gdje su djeca snimila vlastitu glazbu i onda ju reproducirala jedni drugima, a u tom procesu, jako su uživali. Sve su to napravili u svega četiri sata, iako su tada prvi puta vidjeli računalo. U jednom drugom selu u južnoj Indiji, ovi dječaci ovdje su sastavili video kameru i pokušavali snimiti bumbara. To su preuzeli sa stranica Disney.com, ili neke od ovih web stranica, 14 dana nakon što je računalo stiglo u njihovo selo. Na kraju smo došli do zaključka kako skupina djece može sama naučiti koristiti računalo i Internet, neovisno o tome tko su i gdje se nalaze.
At that point, I became a little more ambitious and decided to see what else could children do with a computer. We started off with an experiment in Hyderabad, India, where I gave a group of children -- they spoke English with a very strong Telugu accent. I gave them a computer with a speech-to-text interface, which you now get free with Windows, and asked them to speak into it. So when they spoke into it, the computer typed out gibberish, so they said, "Well, it doesn't understand anything of what we are saying." So I said, "Yeah, I'll leave it here for two months. Make yourself understood to the computer." So the children said, "How do we do that." And I said, "I don't know, actually." (Laughter) And I left. (Laughter) Two months later -- and this is now documented in the Information Technology for International Development journal -- that accents had changed and were remarkably close to the neutral British accent in which I had trained the speech-to-text synthesizer. In other words, they were all speaking like James Tooley. (Laughter) So they could do that on their own. After that, I started to experiment with various other things that they might learn to do on their own.
U tom sam trenutku postao malo ambiciozniji i odlučio sam istražiti što još djeca mogu učiniti uz pomoć računala. Počeli smo eksperimentom u Hyderabadu u Indiji, gdje sam skupini djece dao -- govori su Engleski teškim Telugu naglaskom. Dao sam im računalo s programom koji govor pretvara u pisani tekst, program se danas dobiva besplatno uz Windowse, i zatražio da govore programu. Kada su govorili programu, on je to pretvarao u zbrčkani tekst, pa su djeca rekla: "Dakle, on ne razumije ništa što mi kažemo." A ja sam odgovorio: "Da, ostavit ću ga ovdje dva mejseca. Pobrinite se da vas računalo razumije." A djeca su rekla: "Kako da to postignemo?" A ja sam odgovorio: "Zapravo, nemam pojma." (Smijeh) I otišao. (Smijeh) Dva mjeseca kasnije -- a to je sada dokumentirano u časopisu "Informacijske tehnologije za međunarodni razvoj" -- njihov se naglasak promijenio i postao zapanjujuće blizak neutralnom britanskom naglasku u kojem sam izvježbao program. Drugim riječima, svi su govorili kao James Tooley. (Smijeh) Dakle, oni su to postigli sasvim sami. Nakon toga sam počeo eksperimentirati s raznim drugim stvarima koje bi oni mogli naučiti sami.
I got an interesting phone call once from Columbo, from the late Arthur C. Clarke, who said, "I want to see what's going on." And he couldn't travel, so I went over there. He said two interesting things, "A teacher that can be replaced by a machine should be." (Laughter) The second thing he said was that, "If children have interest, then education happens." And I was doing that in the field, so every time I would watch it and think of him.
Jednom sam dobio zanimljiv telefonski poziv i Colomba, od pokojnog Artura C. Clarkea, koji mi je rekao: "Želim vidjeti što se događa." Kako on nije mogao putovati, ja sam otišao onamo. Rekao mi je dvije zanimljive stvari, "Učitelj kojeg može zamijeniti računalo i treba biti zamijenjen." (Smijeh) Druga stvar koju mi je rekao je: "Ako su djeca zainteresirana, onda se obrazovanje događa." I to sam ja radio na terenu, svaki put kad sam to vidio, sjetio sam se njega.
(Video) Arthur C. Clarke: And they can definitely help people, because children quickly learn to navigate the web and find things which interest them. And when you've got interest, then you have education.
(Video) Arthur C. Clarke: "Ona definitivno pomažu ljudima, jer djeca brzo nauče navigirati i pronalaze stvari koje ih zanimaju. A kada imate interes, imate i obrazovanje."
Sugata Mitra: I took the experiment to South Africa. This is a 15 year-old boy.
Sugata Mitra: Prenio sam eksperiment u Južnu Afriku. Ovo je 15-godišnji dječak.
(Video) Boy: ... just mention, I play games like animals, and I listen to music.
(Video) Dječak: "...baš sam rekao, igram igrice poput životinja, i slušam glazbu."
SM: And I asked him, "Do you send emails?" And he said, "Yes, and they hop across the ocean." This is in Cambodia, rural Cambodia -- a fairly silly arithmetic game, which no child would play inside the classroom or at home. They would, you know, throw it back at you. They'd say, "This is very boring." If you leave it on the pavement and if all the adults go away, then they will show off with each other about what they can do. This is what these children are doing. They are trying to multiply, I think. And all over India, at the end of about two years, children were beginning to Google their homework. As a result, the teachers reported tremendous improvements in their English -- (Laughter) rapid improvement and all sorts of things. They said, "They have become really deep thinkers and so on and so forth. (Laughter) And indeed they had. I mean, if there's stuff on Google, why would you need to stuff it into your head? So at the end of the next four years, I decided that groups of children can navigate the internet to achieve educational objectives on their own.
SM: A ja sam ga pitao: "Šalješ li e-poštu?" A on je odgovorio: "Da, i oni preskoče ocean." Ovo je u Kambođi, ruralna Kambođa -- prilično blesasta računska igrica, koju ni jedno dijete ne bi igralo u razredu ili kod kuće. Znate, bacili bi vam je nazad. Rekli bi: "Ovo je dosadno." Ako ju ostavite na pločniku, i ako svi odrasli otiđu, onda će se jedni pred drugima praviti važni pokazujući što znaju i mogu. To rade ova djeca. Pokušavaju množiti, čini mi se. U cijeloj Indiji u roku od dvije godine djeca su počela koristiti Google za svoje zadaće. Kao rezultat, učitelji izvještavaju o ogromnom napretku u njihovom Engleskom -- (Smijeh) brza poboljšanja i još puno drugih stvari. Rekli su: "Počeli su doista duboko razmišljati o stvarima." (Smijeh) I zaista jesu. Mislim, ako postoji informacija na Googleu, zašto biste ju trebali trpati u svoju glavu? I tako, na kraju sljedeće četiri godine, zaključio sam kako grupa djece može navigirati Internetom kako bi postigli obrazovne ciljeve sami.
At that time, a large amount of money had come into Newcastle University to improve schooling in India. So Newcastle gave me a call. I said, "I'll do it from Delhi." They said, "There's no way you're going to handle a million pounds-worth of University money sitting in Delhi." So in 2006, I bought myself a heavy overcoat and moved to Newcastle. I wanted to test the limits of the system. The first experiment I did out of Newcastle was actually done in India. And I set myself and impossible target: can Tamil speaking 12-year-old children in a South Indian village teach themselves biotechnology in English on their own? And I thought, I'll test them, they'll get a zero -- I'll give the materials, I'll come back and test them -- they get another zero, I'll go back and say, "Yes, we need teachers for certain things."
U tom trenutku, mnogo je novaca došlo na Sveučilište Newcastle za poboljšanje obrazovanja u Indiji. Pa su me iz Newcastle-a nazvali, a ja sam odgovorio: "Učinit ću to iz Delhija." Oni su rakli: "Nema šanse da upravljate sa sveučilišnih milijun funti sjedeći u Delhiju." Zato sam si 2006. kupio debeli kaput i preselio se u Newcastle. Htio sam ispitati granice sustava. Prvi eksperiment koji sam napravio iz Newcastle-a je zapravo napravljen u Indiji. A zadao sam si nemoguć cilj: mogu li 12-ogodišnja djeca koja govore Tamilski u selu u južnoj Indiji sami sebe poučiti biotehnologiji na Engleskom jeziku bez ičije pomoći? I mislio sam: "Testirat ću ih. Dobit će nulu. Dati ću im materijale. Vrati ću se i ponovo ih testirati. Opet će dobiti nulu. Vratit ću se nazad i izvijestiti: "Da, za neke stvari trebamo učitelje."
I called in 26 children. They all came in there, and I told them that there's some really difficult stuff on this computer. I wouldn't be surprised if you didn't understand anything. It's all in English, and I'm going. (Laughter) So I left them with it. I came back after two months, and the 26 children marched in looking very, very quiet. I said, "Well, did you look at any of the stuff?" They said, "Yes, we did." "Did you understand anything?" "No, nothing." So I said, "Well, how long did you practice on it before you decided you understood nothing?" They said, "We look at it every day." So I said, "For two months, you were looking at stuff you didn't understand?" So a 12 year-old girl raises her hand and says, literally, "Apart from the fact that improper replication of the DNA molecule causes genetic disease, we've understood nothing else."
Pozvao sam 26-toro djece. Svi su došli, a ja sam im rekao da na tom računalu postoje neke jako teške stvari. Ne bih se iznenadio da ništa ne shvatite. Sve je na Engleskom, a ja sad idem. (Smijeh) I tako sam ih ostavio s računalom. Vratio sam se nakon dva mjeseca, a 26-toro djece je ušlo, vrlo tihi i mirni. Pitao sam ih: "Onda, jeste li što od onog pogledali?" Odgovoriše: "Jesmo." "Jeste li išta razumjeli?" "Ne, ništa." Pa sam ih pitao: "Dobro, koliko ste vježbali prije nego što ste odlučili da ništa ne razumijete?" Rekoše: "Gledali smo svaki dan." "Zar ste dva mjeseca svaki dan gledali stvari koje ne razumijete?" Tad je 12-togodišnja djevojčica digla ruku i rekla, doslovce: "Osim činjenice da nepravilno umnažanje DNK molekule uzrokuje genetska oboljenja, ništa drugo nismo razumjeli."
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
(Laughter)
(Smijeh)
It took me three years to publish that. It's just been published in the British Journal of Educational Technology. One of the referees who refereed the paper said, "It's too good to be true," which was not very nice. Well, one of the girls had taught herself to become the teacher. And then that's her over there. Remember, they don't study English. I edited out the last bit when I asked, "Where is the neuron?" and she says, "The neuron? The neuron," and then she looked and did this. Whatever the expression, it was not very nice.
Trebale su mi tri godine da to objavim. Upravo je objavljeno u britanskom Journal of Educational Technology. Jedan od recenzenata tog članka je rekao: "To je predobro da bi bilo istinito," što nije lijepo od njega. No, jedna od djevojčica se sama naučila da bude učiteljica. To je ona. Sjetite se, oni ne uče Engleski. Ovdje sam izrezao dio u kojem sam pitao: "Što je neuron?" a ona kaže: "Neuron? Neuron?" A onda me pogledala i učinila ovo. Ma što da je time mislila, nije pristojno.
So their scores had gone up from zero to 30 percent, which is an educational impossibility under the circumstances. But 30 percent is not a pass. So I found that they had a friend, a local accountant, a young girl, and they played football with her. I asked that girl, "Would you teach them enough biotechnology to pass?" And she said, "How would I do that? I don't know the subject." I said, "No, use the method of the grandmother." She said, "What's that?" I said, "Well, what you've got to do is stand behind them and admire them all the time. Just say to them, 'That's cool. That's fantastic. What is that? Can you do that again? Can you show me some more?'" She did that for two months. The scores went up to 50, which is what the posh schools of New Delhi, with a trained biotechnology teacher were getting.
Njihove ocjene su porasle od nule na 30%, što je nemoguće s obzirom na okolnosti. No, 30% nije dovoljno za prolaz. Pa sam otkrio da imaju prijateljicu, lokalnu računovodkinju, mladu djevojku, s kojom su igrali nogomet. Pitao sam ju: "Bi li ih htjela poučavati biotehnologiju dovoljno da dobiju prolaznu ocjenu?" A ona je odgovorila: "Kako da to učinim, kad ništa ne znam o toj temi?" Odgovorio sam: "Ne, samo primjeni bakinu metodu." Upitala je: "Što je to?" Odgovorio sam: "No, ono što trebaš raditi jest stajati iza njih i diviti im se cijelo vrijeme. Samo im govori: "To je cool. To je fantastično. Što je to? Možete li to ponoviti? Možete li mi još nešto pokazati?" Ona je to radila dva mjeseca. Ocjene su porasle na 50%. koliko postižu šminkerske škole u New Delhiju s obrazovanim učiteljem biotehnhologije.
So I came back to Newcastle with these results and decided that there was something happening here that definitely was getting very serious. So, having experimented in all sorts of remote places, I came to the most remote place that I could think of. (Laughter) Approximately 5,000 miles from Delhi is the little town of Gateshead. In Gateshead, I took 32 children and I started to fine-tune the method. I made them into groups of four. I said, "You make your own groups of four. Each group of four can use one computer and not four computers." Remember, from the Hole in the Wall. "You can exchange groups. You can walk across to another group, if you don't like your group, etc. You can go to another group, peer over their shoulders, see what they're doing, come back to you own group and claim it as your own work." And I explained to them that, you know, a lot of scientific research is done using that method.
Vratio sam se u Newcastle s tim rezultatima i odlučio da u svemu tome ima nešto što definitivno postaje vrlo ozbiljno. Tako sam, eksperimentirajući na brojnim zabačenim mejstima, došao do najzabačenijeg mjesta kojeg sam se mogao sjetiti. (Smijeh) Otprilike 8,000 km od Delhija nalazi se gradić Gateshead. U Gatesheadu sam uzeo 32 djece, i počeo usavršavati metodu. Podijelio sam ih u grupe po četiri. Rekao sam im: "Sami se podijelite u grupe po četiri. Svaka grupa od četiri učenika može koristiti samo jedno računalo." Sjetite se računala u zidu. "Smijete se preseliti u drugu grupu. Smijete odšetati do druge grupe, ako vam se ne sviđa vaša grupa, i slično. Možete otići do druge grupe, viriti preko njihovih ramena, vidjeti što rade, vratiti se u svoju grupu i tvrditi da je to vaša ideja." I objasnio sam im da se, znate, mnogo znanstvenog rada događa na taj način.
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
The children enthusiastically got after me and said, "Now, what do you want us to do?" I gave them six GCSE questions. The first group -- the best one -- solved everything in 20 minutes. The worst, in 45. They used everything that they knew -- news groups, Google, Wikipedia, Ask Jeeves, etc. The teachers said, "Is this deep learning?" I said, "Well, let's try it. I'll come back after two months. We'll give them a paper test -- no computers, no talking to each other, etc." The average score when I'd done it with the computers and the groups was 76 percent. When I did the experiment, when I did the test, after two months, the score was 76 percent. There was photographic recall inside the children, I suspect because they're discussing with each other. A single child in front of a single computer will not do that. I have further results, which are almost unbelievable, of scores which go up with time. Because their teachers say that after the session is over, the children continue to Google further.
Djeca su bila entuzijastična i pitala su: "Što želite da učinimo?" Dao sam im šest GCSE (britanski nacionalni ispit) pitanja. Prva skupina, najbolja, sve je riješila u 20 minuta. Najslabija, u 45. Koristili su sve što su znali -- News grupe, Google, Wikipediju, Ask Jeeves itd. Učitelji su me pitali: "Je li to dubinsko učenje?" "Provjerimo" - odgovorio sam. Doći ću za dva mjeseca. Dat ćemo im pisani ispit -- bez računala, bez razgovora itd." Prosječna ocjena kada su imali računala i radili kao grupa bila je 76%. Kada sam ponovio ispit, nakon dva mjeseca, ocjena je bila 76%. Imali su fotografsku memoriju u sebi, pretpostavljam zato što su razgovarali o tome dok su učili. Jedno dijete, samo pred računalom neće uspjeti tako dobro. Imam i daljnje rezultate, koji su nevjerojatni, ocjena koje rastu kako vrijeme prolazi. Njihovi učitelji kažu da nakon nastave, djeca i dalje koriste Google.
Here in Britain, I put out a call for British grandmothers, after my Kuppam experiment. Well, you know, they're very vigorous people, British grandmothers. 200 of them volunteered immediately. (Laughter) The deal was that they would give me one hour of broadband time, sitting in their homes, one day in a week. So they did that, and over the last two years, over 600 hours of instruction has happened over Skype, using what my students call the granny cloud. The granny cloud sits over there. I can beam them to whichever school I want to.
Ovdje u Britaniji, odaslao sam poziv britanskim bakama, nakon mog eksperimenta u Gatesheadu. Znate, one su živahne, britanske bake. 200 ih se odmah dobrovoljno prijavilo. (Smijeh) Dogovor je bio da mi daju jedan sat na Internetu, sjedeći kod kuće, jedan dan u tjednu. I one su to učinile. U posljednje dvije godine više od 600 sati poduke se održalo putem Skype-a, koristeći ono što moju učenici zovu "baka oblak". Oblak baka sjedi ovdje. Mogu ih teleportirati u bilo koju školu poželim.
(Video) Teacher: You can't catch me. You say it. You can't catch me.
(Video) Učiteljica: Ne možete me uhvatiti. Sad vi to izgovorite. Ne možete me uhvatiti.
Children: You can't catch me.
Djeca: Ne možete me uhvatiti.
Teacher: I'm the gingerbread man.
Učiteljica: Ja sam čovječuljak od paprenjaka.
Children: I'm the gingerbread man.
Djeca: Ja sam čovječuljak od paprenjaka.
Teacher: Well done. Very good ...
Učiteljica: Izvrsno, Jako dobro...
SM: Back at Gateshead, a 10-year-old girl gets into the heart of Hinduism in 15 minutes. You know, stuff which I don't know anything about. Two children watch a TEDTalk. They wanted to be footballers before. After watching eight TEDTalks, he wants to become Leonardo da Vinci.
SM: U Gatesheadu, 10togodišnaj djevojčica dopire do srži Hinduizma u 15 minuta. Znate, stvari o kojima ja pojma nemam. Dva dječaka prate TEDTalk. Htjeli su biti nogometaši, prije toga. Nakon praćenja 8 TEDtalk-a, želi postati Leonardo da Vinci.
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
It's pretty simple stuff.
To je sve prilično jednostavno.
This is what I'm building now -- they're called SOLEs: Self Organized Learning Environments. The furniture is designed so that children can sit in front of big, powerful screens, big broadband connections, but in groups. If they want, they can call the granny cloud. This is a SOLE in Newcastle. The mediator is from Pune, India.
Ovo sada gradim. Zovu ih SOUO - Samo organizirajući učeći okoliš. (eng. SOLE - Self Organized Learning Environments) Namještaj je tako projektiran da djeca mogu sjediti ispred velikog moćnog zaslona, s vrlo brzom vezom s Internetom, ali u grupama. Ako žele, mogu pozvati oblak baka. Ovo je SOUO u Newcastleu. Medijator je iz [nejasno], Indije.
So how far can we go? One last little bit and I'll stop. I went to Turin in May. I sent all the teachers away from my group of 10 year-old students. I speak only English, they speak only Italian, so we had no way to communicate. I started writing English questions on the blackboard. The children looked at it and said, "What?" I said, "Well, do it." They typed it into Google, translated it into Italian, went back into Italian Google. Fifteen minutes later -- next question: where is Calcutta? This one, they took only 10 minutes. I tried a really hard one then. Who was Pythagoras, and what did he do? There was silence for a while, then they said, "You've spelled it wrong. It's Pitagora." And then, in 20 minutes, the right-angled triangles began to appear on the screens. This sent shivers up my spine. These are 10 year-olds. Text: In another 30 minutes they would reach the Theory of Relativity. And then?
Kuda sve to vodi? Još samo jedna stvar i onda ću završiti. U svibnju sam otišao u Torino. Maknuo sam sve učitelje od moje skupine desetogodišnjaka. Ja znam samo engleski, a oni samo talijanski, pa nismo imali načina za komunikaciju. Počeo sam pisati pitanja na ploču na engleskom. Djeca su promatrala i pitala: "Što?" A ja sam odgovorio: "Dobro, učinite to". Pretipkali su pitanje u Google, preveli na talijanski, otišli na talijanski Google. 15 minuta kasnije... Sljedeće pitanje: "Gdje je Calcuta?" Za ovo pitanje im je trebalo samo 10 minuta. Onda sam pokušao stvarno teško pitanje. "Tko je bio Pitagora i što je napravio?" Jedno je vrijeme bila tišina, a onda su mi rekli: "Imate grešku. Krivo ste napisali 'Pitagora'." A onda, nakon 20 minuta, pravokutni trokuti su se počeli pojavljivati na ekranima. Od toga su mi došli žmarci. Ovo su desetogodišnjaci. Tekst: "U 30 min došli bi do teorije relativnosti. A onda ?"
(Laughter)
(Smijeh)
(Applause)
(Pljesak)
SM: So you know what's happened? I think we've just stumbled across a self-organizing system. A self-organizing system is one where a structure appears without explicit intervention from the outside. Self-organizing systems also always show emergence, which is that the system starts to do things, which it was never designed for. Which is why you react the way you do, because it looks impossible. I think I can make a guess now -- education is self-organizing system, where learning is an emergent phenomenon. It'll take a few years to prove it, experimentally, but I'm going to try. But in the meanwhile, there is a method available. One billion children, we need 100 million mediators -- there are many more than that on the planet -- 10 million SOLEs, 180 billion dollars and 10 years. We could change everything.
SM: Znate li što se dogodilo? Mislim da smo upravo nabasali na samo-organizirajući sustav. Samo-organizirajući sustav je onaj u kojem se pojavljuju strukture bez izričitog miješanja izvana. Samo-organizirajući sustav uvijek demonstrira nastajanje, jer sustav uvijek počne raditi stvari za koje nije bio izriječno projektiran. Zbog toga vi i reagirate ovako, jer sve to izgleda nemoguće. Mislim da sada mogu iznijeti pretpostavku: "Obrazovanje je samo-organizirajući sustav, u kojem je učenje nepredvidljivi fenomen." Trebati će nam nekoliko godina da to dokažemo, eksperimentalno, ali ću ja to pokušati. U međuvremenu, postoji dostupna metoda. Milijarda djece, treba nam 100 milijuna medijatora -- ima ih i puno više na ovoj planeti -- 10 milijuna SOUO-a, 180 milijardi dolara i 10 godina. Sve bismo mogli promijeniti.
Thanks.
Hvala.
(Applause)
(Pljesak)