TED英语演讲稿如何逃出教育的死亡谷.docx

TED英语演讲稿如何逃出教育的死亡谷.docx

《TED英语演讲稿如何逃出教育的死亡谷.docx》由会员分享，可在线阅读，更多相关《TED英语演讲稿如何逃出教育的死亡谷.docx（7页珍藏版）》请在冰豆网上搜索。

TED英语演讲稿如何逃出教育的死亡谷

TED英语演讲稿：

如何逃出教育的“死亡谷”

　　简介、受教育的机会并非人人都有，而在学校的孩子们是否都能学有所成?

英国学校教育咨询师sirkenrobinson幽默演讲，如何逃出教育的“死亡谷“?

告诉我们如何以开放的文化氛围培育年轻的一代。

thankyouverymuch.

imovedtoamerica12yearsagowithmywifeterryandourtwokids.actually,truthfully,wemovedtolosangeles--（laughter）--thinkingweweremovingtoamerica,butanyway,it’sashortplaneridefromlosangelestoamerica.

igothere12yearsago,andwhenigothere,iwastoldvariousthings,like,”americansdon’tgetirony.”haveyoucomeacrossthisidea?

it’snottrue.i’vetraveledthewholelengthandbreadthofthiscountry.ihavefoundnoevidencethatamericansdon’tgetirony.it’soneofthoseculturalmyths,like,”thebritisharereserved.”idon’tknowwhypeoplethinkthis.we’veinvadedeverycountrywe’veencountered.（laughter）butit’snottrueamericansdon’tgetirony,butijustwantyoutoknowthatthat’swhatpeoplearesayingaboutyoubehindyourback.youknow,sowhenyouleavelivingroomsineurope,peoplesay,thankfully,nobodywasironicinyourpresence.

butiknewthatamericansgetironywhenicameacrossthatlegislationnochildleftbehind.becausewhoeverthoughtofthattitlegetsirony,don’tthey,because--（laughter）（applause）—becauseit’sleavingmillionsofchildrenbehind.nowicanseethat’snotaveryattractivenameforlegislation:

millionsofchildrenleftbehind.icanseethat.what’stheplan?

well,weproposetoleavemillionsofchildrenbehind,andhere’showit’sgoingtowork.

andit’sworkingbeautifully.insomepartsofthecountry,60percentofkidsdropoutofhighschool.inthenativeamericancommunities,it’s80percentofkids.ifwehalvedthatnumber,oneestimateisitwouldcreateanetgaintotheu.s.economyover10yearsofnearlyatrilliondollars.fromaneconomicpointofview,thisisgoodmath,isn’tit,thatweshoulddothis?

itactuallycostsanenormousamounttomopupthedamagefromthedropoutcrisis.

butthedropoutcrisisisjustthetipofaniceberg.whatitdoesn’tcountareallthekidswhoareinschoolbutbeingdisengagedfromit,whodon’tenjoyit,whodon’tgetanyrealbenefitfromit.

andthereasonisnotthatwe’renotspendingenoughmoney.americaspendsmoremoneyoneducationthanmostothercountries.classsizesaresmallerthaninmanycountries.andtherearehundredsofinitiativeseveryyeartotryandimproveeducation.thetroubleis,it’sallgoinginthewrongdirection.therearethreeprinciplesonwhichhumanlifeflourishes,andtheyarecontradictedbythecultureofeducationunderwhichmostteachershavetolaborandmoststudentshavetoendure.

thefirstisthis,thathumanbeingsarenaturallydifferentanddiverse.

caniaskyou,howmanyofyouhavegotchildrenofyourown?

okay.orgrandchildren.howabouttwochildrenormore?

right.andtherestofyouhaveseensuchchildren.（laughter）smallpeoplewanderingabout.iwillmakeyouabet,andiamconfidentthatiwillwinthebet.ifyou’vegottwochildrenormore,ibetyoutheyarecompletelydifferentfromeachother.aren’tthey?

aren’tthey?

（applause）youwouldneverconfusethem,wouldyou?

like,”whichoneareyou?

remindme.yourmotherandiaregoingtointroducesomecolor-codingsystem,sowedon’tgetconfused.”

educationundernochildleftbehindisbasedonnotdiversitybutconformity.whatschoolsareencouragedtodoistofindoutwhatkidscandoacrossaverynarrowspectrumofachievement.oneoftheeffectsofnochildleftbehindhasbeentonarrowthefocusontotheso-calledstemdisciplines.they’reveryimportant.i’mnotheretoargueagainstscienceandmath.onthecontrary,they’renecessarybutthey’renotsufficient.arealeducationhastogiveequalweighttothearts,thehumanities,tophysicaleducation.anawfullotofkids,sorry,thankyou—（applause）—oneestimateinamericacurrentlyisthatsomethinglike10percentofkids,gettingonthatway,arebeingdiagnosedwithvariousconditionsunderthebroadtitleofattentiondeficitdisorder.adhd.i’mnotsayingthere’snosuchthing.ijustdon’tbelieveit’sanepidemiclikethis.ifyousitkidsdown,hourafterhour,doinglow-gradeclericalwork,don’tbesurprisediftheystarttofidget,youknow?

（laughter）（applause）childrenarenot,forthemostpart,sufferingfromapsychologicalcondition.they’resufferingfromchildhood.（laughter）andiknowthisbecauseispentmyearlylifeasachild.iwentthroughthewholething.kidsprosperbestwithabroadcurriculumthatcelebratestheirvarioustalents,notjustasmallrangeofthem.andbytheway,theartsaren’tjustimportantbecausetheyimprovemathscores.they’reimportantbecausetheyspeaktopartsofchildren’sbeingwhichareotherwiseuntouched.

thesecond,thankyou—（applause）

thesecondprinciplethatdriveshumanlifeflourishingiscuriosity.ifyoucanlightthesparkofcuriosityinachild,theywilllearnwithoutanyfurtherassistance,veryoften.childrenarenaturallearners.it’sarealachievementtoputthatparticularabilityout,ortostifleit.curiosityistheengineofachievement.nowthereasonisaythisisbecauseoneoftheeffectsofthecurrentculturehere,ificansayso,hasbeentode-professionalizeteachers.thereisnosystemintheworldoranyschoolinthecountrythatisbetterthanitsteachers.teachersarethelifebloodofthesuccessofschools.butteachingisacreativeprofession.teaching,properlyconceived,isnotadeliverysystem.youknow,you’renottherejusttopassonreceivedinformation.greatteachersdothat,butwhatgreatteachersalsodoismentor,stimulate,provoke,engage.yousee,intheend,educationisaboutlearning.ifthere’snolearninggoingon,there’snoeducationgoingon.andpeoplecanspendanawfullotoftimediscussingeducationwithouteverdiscussinglearning.thewholepointofeducationistogetpeopletolearn.

afriendofmine,anoldfriend--actuallyveryold,he’sdead.（laughter）that’sasoldasitgets,i’mafraid.butawonderfulguyhewas,wonderfulphilosopher.heusedtotalkaboutthedifferencebetweenthetaskandachievementsensesofverbs.youknow,youcanbeengagedintheactivityofsomething,butnotreallybeachievingit,likedieting.it’saverygoodexample,youknow.thereheis.he’sdieting.ishelosinganyweight?

notreally.teachingisawordlikethat.youcansay,”there’sdeborah,she’sinroom34,she’steaching.”butifnobody’slearninganything,shemaybeengagedinthetaskofteachingbutnotactuallyfulfillingit.

theroleofateacheristofacilitatelearning.that’sit.andpartoftheproblemis,ithink,thatthedominantcultureofeducationhascometofocusonnotteachingandlearning,buttesting.now,testingisimportant.standardizedtestshaveaplace.buttheyshouldnotbethedominantcultureofeducation.theyshouldbediagnostic.theyshouldhelp.（applause）ifigoforamedicalexamination,iwantsomestandardizedtests.ido.youknow,iwanttoknowwhatmycholesterolleveliscomparedtoeverybodyelse’sonastandardscale.idon’twanttobetoldonsomescalemydoctorinventedinthecar.

“yourcholesteroliswhaticalllevelorange.”

“really?

isthatgood?

”“wedon’tknow.”

butallthatshouldsupportlearning.itshouldn’tobstructit,whichofcourseitoftendoes.soinplaceofcuriosity,whatwehaveisacultureofcompliance.ourchildrenandteachersareencouragedtofollowroutinealgorithmsratherthantoexcitethatpowerofimaginationandcuriosity.andthethirdprincipleisthis:

thathumanlifeisinherentlycreative.it’swhyweallhavedifferentrésumés.wecreateourlives,andwecanrecreatethemaswegothroughthem.it’sthecommoncurrencyofbeingahumanbeing.it’swhyhumancultureissointerestinganddiverseanddynamic.imean,otheranimalsmaywellhaveimaginationsandcreativity,butit’snotsomuchinevidence,isit,asours?

imean,youmayhaveadog.andyourdogmaygetdepressed.youknow,butitdoesn’tlistentoradiohead,doesit?

（laughter）andsitstaringoutthewindowwithabottleofjackdaniels.（laughter）

andyousay,”wouldyouliketocomeforawalk?

”

hesays,”no,i’mfine.yougo.i’llwait.buttakepictures.”

weallcreateourownlivesthroughthisrestlessprocessofimaginingalternativesandpossibilities,andwhatoneoftherolesofeducationistoawakenanddevelopthesepowersofcreativity.instead,whatwehaveisacultureofstandardization.

now,itdoesn’thavetobethatway.itreallydoesn’t.finlandregularlycomesoutontopinmath,scienceandreading.now,weonlyknowthat’swhattheydowellatbecausethat’sallthat’sbeingtestedcurrently.that’soneoftheproblemsofthetest.theydon’tlookforotherthingsthatmatterjustasmuch.thethingaboutworkinfinlandisthis:

theydon’tobsessaboutthosedisciplines.theyhaveaverybroadapproachtoeducationwhichincludeshumanities,physicaleducation,thearts.

second,thereisnostandardizedtestinginfinland.imean,there’sabit,butit’snotwhatgetspeopleupinthemorning.it’snotwhatkeepsthemattheirdesks.

andthethirdthing,andiwasatameetingrecentlywithsomepeoplefromfinland,actualfinnishpeople,andsomebodyfromtheamericansystemwassayingtothepeopleinfinland,”whatdoyoudoaboutthedropoutrateinfinland?

”

andtheyalllookedabitbemused,andsaid,”well,wedon’thaveone.whywouldyoudropout?

ifpeopleareintrouble,wegettothemquitequicklyandhelpthemandwesupportthem.”

nowpeoplealwayssay,”well,youknow,youcan’tcomparefinlandtoamerica.”

no.ithinkthere’sapopulationofaroundfivemillioninfinland.butyoucancompareittoastateinamerica.manystatesinamericahavefewerpeopleinthemthanthat.imean,i’vebeentosomestatesinamericaandiwastheonlypersonthere.（laughter）really.really.iwasaskedtolockupwhenileft.（laughter）

butwhatallthehigh-performingsystemsintheworlddoiscurrentlywhatisnotevident,sadly,acrossthesystemsinamerica--imean,asawhole.oneisthis:

theyindividualizeteachingandlearning.theyrecognizethatit’sstudentswhoarelearningandthesystemhastoengagethem,theircuriosity,theirindividuality,andtheircreativity.that’showyougetthemtolearn.

thesecondisthattheyattributeaveryhighstatustotheteachingprofession.theyrecognizethatyoucan’timproveeducationifyoudon’tpickgreatpeopletoteachandifyoudon’tkeepgivingthemconstantsupportandprofessionaldevelopment.investinginprofessionaldevelopmentisnotacost.it’saninvestment,andeveryothercountrythat’ssucceedingwellknowsthat,whetherit’saustralia,canada,southkorea,singapore,hongkongorshanghai.theyknowthattobethecase.

andthethirdis,theydevolveresponsibilitytotheschoollevelforgettingthejobdone.yousee,there’sabigdifferenceherebetweengoingintoamodeofcommandandcontrolineducation--that’swhathappensinsomesystems.youknow,centralgovernmentsdecideorstategovernmentsdecidetheyknowbestandthey’regoingtotellyouwhattodo.thetroubleisthateducationdoesn’tgooninthecommitteeroomsofourlegislativebuildings.ithappensinclassroomsandschools,andthepeoplewhodoitaretheteachersandthestudents,andifyouremovetheirdiscretion,itstopsworking.youhavetoputitbacktothepeople.（applause）

thereiswonderfulworkhappeninginthiscountry.butihavetosayit’shappeninginspiteofthedominantcultureofeducation,notbecauseofit.it’slikepeoplearesailingintoaheadwindallthetime.andthereasonithinkisthis:

thatmanyofthecurrentpolic