02 Do schools kill creativity2

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【英语阅读】DoSchoolsKillCreativity（教育扼杀创造力吗）

【英语阅读】DoSchoolsKillCreativity（教育扼杀创造力吗）第一篇：【英语阅读】Do Schools Kill Creativity(教育扼杀创造力吗)Do Schools Kill Creativity? 教育扼杀创造力？ TED talk by Ken RobinsonNow our education system is predicated on the idea of academic ability.And there's a reason.The whole system was invented---around the world, there were no public systems of education, really, before the 19th century.They all came into being to meet the needs of industrialism.现在我们的教育体制是基于学术能力的理念的。

这是有原因的。

整个教育体制被创建出来——十九世纪前全世界没有公共教育体制，真的——都是为了满足工业化的要求。

So the hierarchy is rooted on two ideas.Number one, that the most useful subjects for work are at the top.So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that.Is that right? 因此，这个系统的等级制度植根于两个理念。

第一，对工作最有用的科目处于顶端。

英语演讲_Do_schools_kill_creativity教育扼杀创造力吗

Do schools kill creativityGood morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.早上好. 还好吗?很好吧,对不对? 我已经飘飘然了! 我要飘走了.(笑声) 这次会议有三个主题这三个主题贯穿会议始终,并且和我要谈的内容有关其中之一就是人类创造力的伟大例证这些例证已经体现在之前的演讲当中以及在座各位的身上. 从这些例证中我们看到了创新的多样化和多领域. 第二点-- 这些创新也让我们意识到我们不知道未来会发生什么完全不知道未来会如何I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and MONEY and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.我对教育感兴趣事实上,我发现每个人都对教育感兴趣难道不是吗? 我发现这很有趣如果你参加一个晚宴,你说你在教育部门工作坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, (笑声) 所以你不会被问及你是做哪行的。

Do schools kill creativity

Do schools kill creativity?I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will, in a minute."From the story, we have found that children’s creativity is inherent(天生的)，rather than “taught”. Most children are born with very strong curiosity and imagination, but after a period of time in school, they will become more cautious and gradually lack innovative consciousness (创新意识).What killed their talents? Undoubtedly, school do!As we all know, schools have laid too much emphasis (强调) on the standard and discipline, which has reduced the personality differences between students and stifled(扼杀) their creativity. Schools become places where mistakes are not tolerated, which will inevitably(不可避免地）discourage students from making attempts with uncertain results. But no attempts ,no creativity.So, we have to rethink the fundamental principles on which we're educating our students. The traditional education kills creativity. There is still a long way to go before we change this phenomenon. The unique job is to help children to overcome challenges, not to bury their creativity. (255)。

Does school always kill creativity学校扼杀创造力么

I’d like to share a story about creativity. Gillian Lynne, a choreographer and her works are known all over the world, such as "Cats" and "Phantom of the Opera.”But in her childhood, she was thought to has a learning disorder. When she was at school, she was really hopeless. She couldn't concentrate; she was fidgeting. Anyway, she went to see this specialist .But something changed her life. When the radio on the doctor’s desk was turned on, she was on her feet, moving to the music for few minutes. The doctor told her mother, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."In the dance school, she found it was full of people like herself. People who couldn't sit still. People who had to move to think. So they did ballet, they did tap; they did modern; they did contemporary. She's been responsible for some of the most successful musical theater productions in history, and given pleasure to millions. But somebody else might have put her on medication and told her to calm down.

Do schools kill our creativity

Do Schools Kill Our CreativityKnowledge and creativity are dependent on each other. We have to learn lots of knowledge in schools. But we must train our creativity. It is known that creativity is an important constitution as a student in modern society. Nowadays creativity is more and more important than technical skill. If you only do things as other people tell you, you can not do anything. But now most of the schools only pay attention to develop students’ knowledge and limit students’ thinking.So I believe creativity is stifled and, not surprisingly, schools that comply with rigid education system are to blame.Creativity expert Sir Ken Robinson said, “We do not grow into creativity, but we grow out of it.”It mainly roots in the educational situation. There are two reasons: Firstly,the teachers and parents are always thinking children are not good enough if they can not get all A in their examinations.So people pay more attention to children’s grade,rather than their creativity. Once addicted to some special interest like hobbies concerning computer or music, they would be forced to give them up and stick to study all the time. Undoubtedly creativity is killed in the name of proper education. Secondly, the schools pay more attention to mathematics, sciences and languages, and the arts are always at the bottom. There is no denying the fact that learning mathematics and sciences are good for us to make our living in the future. However,students spend much time just on mechanical practice, which not only can not improve their intelligence but also lose their creativity gradually. So,schools kills children’s creativity.Without creativity, new knowledge will never occur. So, Schools should encourage and teach students to use their creative thinking, which should have been one of the purposes of public education. School should build good atmosphere, guiding students improve innovated ability and encouraging them take part in discussing created questions and tasks. Schools should encourage students think and do things independently and let them make a habit of thinking train students’ creativity.。

教育系统正在扼杀创造力英文作文

教育系统正在扼杀创造力英文作文We’ve all agreed on the really extraordinary capacity that children have,their capacities for innovation.And my1)contention is,all kids have tremendous talents and we2)squander them,pretty ruthlessly.So I want to talk about education and creativity.My contention is that creativity now is as important in education as literacy,and we should treat it with the same status.我们一致认同，孩子拥有超凡的才能，或者说创新能力。

我认为：每个孩子身上都蕴含着巨大的才能，却被成人无情地磨灭了。

因此，我想谈谈教育和创造力。

我相信在当今这个时代，创造力在教育中的地位同读写能力一样重要，理应得到同等程度的重视。

I heard a great story recently,I love telling it,of a six-year-old girl who was in a drawing lesson.The teacher said usually this little girl hardly paid attention,but in this drawing lesson she did.The teacher was fascinated and she went over to her and said,“What are you drawing?”and the girl said,“I’m drawing a picture of God.”And the teacher said,“But nobody knows what God looks like.”And the girl said,“They will in a minute.”前些日子我听到了一个很棒的故事，我喜欢逢人就讲。

Do Schools Kill Creativity

Do Schools Kill CreativityKen Robinson Good morning. How are you It's been great, hasn't it I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do" andyou say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. Whatyou have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." (Laughter)When my son was four in England -- actually he was four everywhere, to be honest. (Laughter) If we're being strictabout it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrhh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that" And he said, "Yeah, why Was that wrong" They just switched, that was it. Anyway, the three boys came in -- four-year-olds with tea towels on their heads -- and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrhh." And the third boy said, "Frank sent this." (Laughter)What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I rightThey're not frightened of being wrong. Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original. If you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso once said this. He said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is thisI lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father wasborn. Are you struck by a new thought I was. You don't think of Shakespeare having a father, do you Do you Because you don't think of Shakespeare being a child, do you Shakespeare being seven I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he How annoying would that be (Laughter) "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody." (Laughter)Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids. He's 21 now; my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country.(Laughter)But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why Why not I think this is rather important.I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we Did I miss a meeting (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.If you were to visit education, as an alien, and say"What's it for, public education" I think you'd have to conclude -- if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There's something curious about professors in my experience -- not all of them, but typically -- they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don't they (Laughter) It's a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And thereyou will see it -- grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance.And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.The brain is intentionally -- by the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. It's thicker in women. Following off from Helen yesterday, I think this is probably why women are better at multi-tasking. Because you are, aren't you There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) But you know, she's doing -- no, she's good at some things -- but if she'scooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break." (Laughter) Actually, you know that old philosophical thing, if a tree falls in the forest and nobody hears it, did it happen Remember that old chestnut I saw a great t-shirt really recently which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong" (Laughter)And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, she's called Gillian Lynne, have you heard of her Some have. She's a choreographer and everybody knows her work. She did "Cats," and "Phantom of the Opera." She's wonderful. I used to beon the board of the Royal Ballet, in England, as you can see. Anyway, Gillian and I had lunch one day and I said, "Gillian, how'd you get to be a dancer" And she said it was interesting, when she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate, she was fidgeting. I think now they'd say she had ADHD. Wouldn't you But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that.Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on a chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school. And at the end of it -- because she was disturbing people, her homework was always late, and so on, little kid of eight -- in the end, the doctor went and sat next to Gillian and said, "Gillian, I've listened to all these things that your mother's told me, and I need to speak to her privately."He said, "Wait here, we'll be back, we won't be very long." and they went and left her. But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick, she's a dancer. Take her to a dance school."I said, "What happened" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet, they did tap, they did jazz, they did modern, they did contemporary. She was eventually auditioned for the Royal Ballet School, she became a soloist, she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company -- the Gillian Lynne Dance Company -- met Andrew Lloyd Weber. She's been responsible for some of the most successful musical theater productions inhistory, she's given pleasure to millions, and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down.Now, I think ... (Applause) What I think it comes to is this: Al Gore spoke the other night about ecology, and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the earth, within 50 years all life on Earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." And he's right.What TED celebrates is the gift of the human imagination. We have to be careful now that we use this giftwisely, and that we avert some of the scenarios scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are, and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.早上好. 还好吗很好吧,对不对我已经飘飘然了! 我要飘走了.(笑声) 这次会议有三个主题这三个主题贯穿会议始终,并且和我要谈的内容有关其中之一就是人类创造力的伟大例证这些例证已经体现在之前的演讲当中以及在座各位的身上. 从这些例证中我们看到了创新的多样化和多领域. 第二点-- 这些创新也让我们意识到我们不知道未来会发生什么完全不知道未来会如何我对教育感兴趣事实上,我发现每个人都对教育感兴趣难道不是吗我发现这很有趣如果你参加一个晚宴,你说你在教育部门工作坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, (笑声) 所以你不会被问及你是做哪行的。

ted最受欢迎的25个演讲稿

ted最受欢迎的25个演讲稿TED (Technology, Entertainment, Design)是一项聚焦于发布知识、思想和激发创新的全球盛会。

自1984年成立以来，TED已经举办了无数场次的演讲，其中一些精彩的演讲掀起了全球范围内的热潮。

下面我将介绍TED最受欢迎的25个演讲稿，这些演讲稿让人们产生洞察力、激发内心，不仅深受观众喜爱，而且对他们的生活产生了积极的影响。

1. Ken Robinson - "Do Schools Kill Creativity?"肯·罗宾逊的演讲探讨了教育体系对个人创造力的影响。

他提倡创新教育方法，嘲讽了传统学校教育模式的局限性，并鼓励每个人发掘自己的潜力和创造力。

2. Simon Sinek - "How Great Leaders Inspire Action"西蒙·西尼克通过对成功领导者的研究，探讨了影响人们行动背后的原因。

他强调理解自身的"为什么"，以及如何以引人入胜的方式激发他人的参与。

3. Amy Cuddy - "Your Body Language Shapes Who You Are"艾米·卡迪通过她的研究，阐述了肢体语言如何塑造一个人的形象和影响力。

她讲述了一个关于力量姿势的故事，并鼓励人们以积极的方式塑造自己。

4. Brene Brown - "The Power of Vulnerability"布莱妮·布朗通过她的个人经历和研究，强调了脆弱性的力量。

她鼓励人们接受自己的不完美，勇敢地展现真实的自己，并与他人建立真正的联系。

5. Elizabeth Gilbert - "Your Elusive Creative Genius"伊丽莎白·吉尔伯特谈论了创造力的异常性。

DoesSchoolAlwaysKillsCreativity英文演讲稿

DoesSchoolAlwaysKillsCreativity英文演讲稿第一篇：Does School Always Kills Creativity英文演讲稿Does School Always Kills Creativity? The importance of creativity in our personal lives can't be underestimated.Creativity is a part of who we are and how we express ourselves in everyday life.But some people think that school kills students’ creativity.So, does school always kills creativity? As we all know, China is criticized as one of the countries which have lack creativity.It is because creative thinking is not advocated in our education system.In our education system, the most important thing is——standardization.Every question has a standard answer.Students are asked to answer these questions in established cators tell them the right answers, and the every thing they need to do is remembered it.So the Chinese students think much less than the foreign students, that’s why we have much less creativity.If school kills students’ creativity depends on if school has given students enough chance to think.Finally, I want to use a famous sentence to end my speech.“There is only one of you in all time, this expression is unique.And if you block it, it will never exist through any other medium and it will be lost.”第二篇：英文演讲稿英文演讲稿在三十岁之前我想做的三件事Ladies and Gentlemen, Good afternoon/morning!I‟m very glad to stand here and give you a short speech;today my topic is “the important three things I want to fulfill before thirty”.Undoubtedly, all of us have their own plans to do something at the certain state of their age and we make sure thepriorities should be done at the very important time of our life.That‟s right;now let me share you the very three things I desperately want to finish before thirty,Firstly, I want to be a fully qualified teacher and try my best to make a great progress in my teaching field, teaching my students to learn to behave and then learn to study, I consider that it‟s the very essence of a good teacher and it …s also the ideal of my occupation development.Second ,I hope that I can catch every chance to travel to more places to promote myself.It‟s said that travel can widen one‟s field of vision.Exactly, as far as I‟m concerned, travelling do a great help to us ,not only to relax ourselves but also to gain more cultural knowledge to enrich our life.Thirdly, to help the children from remote areas and hope that they can receive a better education, we know that the economic and education situation is not so good in the remote villages.Therefore, as a teacher, I really expect that my contribution to these remote areas can come in handy and then prove the level of our education.So much for my speech!Thank you for listening!第三篇：英文演讲稿格式最牛英语口语培训模式：躺在家里练口语，全程外教一对一，三个月畅谈无阻！英语演讲稿格式: 从大的方面看，英语演讲词实际上是属于一种特殊的说明文或议论文，其基本组成部分是：1)开始时对听众的称呼语最常用的是 ladies and gentlemen，也可根据不同情况，选用 fellow students, distinguished guests, mr chairman, honorable judges(评委)等等。

ted最值得看的10个演讲

ted最值得看的10个演讲TED（Technology, Entertainment, Design）是一个非营利性组织，致力于分享思想和传播知识。

它每年举办全球各地的TED大会，邀请各领域的专家、学者、创业者、艺术家等发表演讲，探讨各种重要的议题。

以下是我认为TED最值得看的10个演讲，它们涵盖了不同主题和领域，希望能给你带来启发和思考：1. Ken Robinson: "Do Schools Kill Creativity?"（肯·罗宾逊，《学校是否扼杀创造力？》）这个演讲探讨了教育体系对创造力的限制，呼吁改变教育方式，激发学生的创造潜能。

2. Simon Sinek: "How Great Leaders Inspire Action"（西蒙·西涅克，《伟大领导者如何激励行动》）这个演讲探讨了领导力的本质，强调了领导者应该关注为什么做某事而不是仅仅关注如何做。

3. Amy Cuddy: "Your Body Language Shapes Who You Are"（艾米·卡迪，《你的肢体语言塑造你的形象》）这个演讲讲述了肢体语言对我们自信和成功的影响，强调了积极肢体语言的重要性。

4. Brené Brown: "The Power of Vulnerability"（布伦·布朗，《脆弱的力量》）这个演讲探讨了脆弱和勇气之间的关系，提出了真正的勇气来自于接受自己的脆弱。

5. Dan Pink: "The Puzzle of Motivation"（丹·平克，《激励之谜》）这个演讲挑战了传统的激励方法，提出了自主性、目标性和成长性对激励的重要性。

6. Elizabeth Gilbert: "Your Elusive Creative Genius"（伊丽莎白·吉尔伯特，《你难以捉摸的创造天才》）这个演讲探讨了创造力的本质，提出了创造力来自于个体与外界的合作。

【英语阅读】Do Schools Kill Creativity(教育扼杀创造力吗)

Do Schools Kill Creativity?教育扼杀创造力？TED talk by Ken RobinsonNow our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented --- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism.现在我们的教育体制是基于学术能力的理念的。

这是有原因的。

整个教育体制被创建出来——十九世纪前全世界没有公共教育体制，真的——都是为了满足工业化的要求。

So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right?因此，这个系统的等级制度植根于两个理念。

第一，对工作最有用的科目处于顶端。

所以当你是个孩子的时候你可能被和蔼地劝离从学校学到的东西，自己喜欢的东西，因此你永远不会得到一份这样的工作。

对吗？Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution.不搞音乐，你不会成为一个音乐家；不搞艺术，你不会成为一个艺术家。

how schools kill creativity(word文档良心出品)

Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.0:56 I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall.Because it's one of those things that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.2:24 And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treatit with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)3:28 I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." (Laughter)4:03 When my son was four in England -- actually he was four everywhere, to be honest. (Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts.We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" They just switched, that was it. Anyway, the three boys came in -- four-year-olds with tea towels on their heads -- and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh." And the third boy said, "Frank sent this." (Laughter)5:22 What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong. Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatizemistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso once said this -- he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this?6:21 I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he? How annoying would that be? (Laughter) "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking likethat. It's confusing everybody." (Laughter)7:34 Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids. He's 21 now; my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country. (Laughter)8:24 But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status inschools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.9:21 If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude -- if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There'ssomething curious about professors in my experience -- not all of them, but typically -- they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don't they? (Laughter) It's a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there you will see it -- grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.10:58 Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Isthat right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.12:07 In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kidswith degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.12:55 We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.13:32 The brain is intentionally -- by the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. It's thicker in women. Following off from Helenyesterday, I think this is probably why women are better at multi-tasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) But you know, she's doing -- no, she's good at some things -- but if she's cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break." (Laughter) Actually, you know that old philosophical thing, if a tree falls in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)14:51 And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with awonderful woman who maybe most people have never heard of; she's called Gillian Lynne -- have you heard of her? Some have. She's a choreographer and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of the Royal Ballet in England, as you can see. Anyway, Gillian and I had lunch one day and I said, "Gillian, how'd you get to be a dancer?" And she said it was interesting; when she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting.I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that.15:50 Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school. And at the end of it -- because she was disturbing people; her homework was always late; and so on, little kid of eight -- in the end, the doctor wentand sat next to Gillian and said, "Gillian, I've listened to all these things that your mother's told me, and I need to speak to her privately." He said, "Wait here. We'll be back; we won't be very long," and they went and left her. But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."16:50 I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet; they did tap; they did jazz; they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company -- the Gillian Lynne Dance Company -- met Andrew Lloyd Weber. She's been responsible for some ofthe most successful musical theater productions in history; she's given pleasure to millions; and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down.17:38 Now, I think ... (Applause) What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the earth, within 50 years all life on Earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." And he's right.18:32 What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and thatwe avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.。

TED英语演讲稿：用骇客思维学习

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The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides you with various types of classic sample essays, such as speech drafts, blessings, host speech, welcome speech, self-introduction, contract agreement, letter of agreement, report summary, work plan, essay encyclopedia, other sample essays, etc. Want to know the format and writing of different sample essays, so stay tuned!TED英语演讲稿：用骇客思维学习when you are a kid, you get asked this one particular question a lot, it really gets kind of annoying. what do you want to be when you grow up? now, adults are hoping for answers like, i want to be an astronaut or i want to be a neurosurgeon, you’re adults in your imaginations.kids, they’re most likely to answer with pro-skateboarder, surfer or minecraft player. i asked my little brother, and he said, seriously dude, i’m 10, i have no idea, probably a pro-skier, let’s go get some ice cream.see, us kids are going to answer something we’re stoked on, what we think is cool, what we have experience with, and that’s typically the opposite of what adults want to hear.but if you ask a little kid, sometimes you’ll get the best answer, something so simple, so obvious and really profound. when i grow up, i want to be happy.for me, when i grow up, i want to continue to be happy like i am now. i’m stoked to be here at tedex, i mean, i’ve been watching ted videos for as long as i can remember, but i never thought i’d make it on the stage here so soon. i mean, i just became a teenager, and like most teenage boys, i spend most ofmy time wondering, how did my room get so messy all on its own.did i take a shower today? and the most perplexing of all, how do i get girls to like me? neurosciences say that the teenage brain is pretty weird, our prefrontal cortex is underdeveloped, but we actually have more neurons than adults, which is why we can be so creative, and impulsive and moody and get bummed out.but what bums me out is to know that, a lot of kids today are just wishing to be happy, to be healthy, to be safe, not bullied, and be loved for who they are. so it seems to me when adults say, what do you want to be when you grow up? they just assume that you’ll automatically be happy and healthy.well, maybe that’s not the case, go to school, go to college, get a job, get married, boom, then you’ll be happy, right? you don’t seem to make learning how to be happy and healthy a priority in our schools, it’s separate from schools. and for some kids, it doesn’t exists at all? but what if we didn’t make it separate? what if we based education on the study and practice of being happy and healthy, because that’s what it is, a practice, and a simple practice at that?education is important, but why is being happy and healthy not considered education, i just don’t get it. so i’ve been studying the science of being happy and healthy. it really comesdown to practicing these eight things. exercise, diet and nutrition, time in nature, contribution, service to others, relationships, recreation, relaxation and stress management, and religious or spiritual involvement, yes, got that one.so these eight things come from dr. roger walsh, he calls them therapeutic lifestyle changes or tlcs for short. he is a scientist that studies how to be happy and healthy. in researching this talk, i got a chance to ask him a few questions like; do you think that our schools today are making these eight tlcs a priority? his response was no surprise, it was essentially no. but he did say that many people do try to get this kind of education outside of the traditional arena, through reading and practices such as meditation or yoga.but what i thought was his best response was that, much of education is oriented for better or worse towards making a living rather than making a life.in XX, sir ken robinson gave the most popular ted talk of all time. schools kill creativity. his message is that creativity is as important as literacy, and we should treat it with the same status.a lot of parents watched those videos, some of those parents like mine counted it as one of the reasons they felt confidentto pull their kids from traditional school to try something different. i realized i’m part of this small, but growing revolution of kids who are going about their education differently, and you know what? it freaks a lot of people out.even though i was only nine, when my parents pulled me out of the school system, i can still remember my mom being in tears when some of her friends told her she was crazy and it was a stupid idea.looking back, i’m thankful she didn’t cave to peer pressure, and i think she is too. so, out of the 200 million people that have watched sir ken robinson’s talk, why aren’t there more kids like me out there?shane mcconkey is my hero. i loved him because he was the world’s best skier. but then, one day i realized what i really loved about shane, he was a hacker. not a computer hacker, he hacked skiing. his creativity and inventions made skiing what it is today, and why i love to ski. a lot of people think of hackers as geeky computer nerds who live in their parent’s basement and spread computer viruses, but i don’t see it that way.hackers are innovators, hackers are people who challenge and change the systems to make them work differently, to makethem work better, it’s just how they think, it’s a mindset.i’m growing up in a world that needs more people with the hacker mindset, and not just for technology, everything is up for being hacked, even skiing, even education. so whether it’s steve jobs, mark zuckerberg or shane mcconkey having the hacker mindset can change the world.healthy, happy, creativity in the hacker mindset are all a large part of my education. i call it hackschooling, i don’t use any one particular curriculum, and i’m not dedicated to any one particular approach, i hack my education.i take advantage of opportunities in my community, and through a network of my friends and family. i take advantage of opportunities to experience what i’m learning, and i’m not afraid to look for shortcuts or hacks to get a better faster result. it’s like a remix or a mash-up of learning. it’s flexible, opportunistic, and it never loses sight of making happy, healthy and creativity a priority.and here is the cool part, because it’s a mindset, not a system. hackschooling can be used anyone, even traditional schools. soo what does my school look like? well, it looks like starbucks a lot of the time, but like most kids i study lot of math, science, history and writing. i didn’t used to like towrite because my teachers made me write about butterflies and rainbows, and i wanted to write about skiing.it was a relief for my good friend’s mom, started the squaw valley kids institute, where i got to write through my experiences and my interests, while, connecting with great speakers from around the nation, and that sparked my love of writing.i realized that once you’re motivated to learn something, you can get a lot done in a short amount of time, and on your own, starbucks is pretty great for that. hacking physics was fun, we learned all about newton and galileo, and we experienced some basic physics concepts like kinetic energy through experimenting and making mistakes.my favorite was the giant newton’s cradle that we made out of bowling balls, no bocce balls. we experimented with lot of other things like bowling balls and event giant jawbreakers.project discovery’s ropes course is awesome, and slightly stressful. when you’re 60 feet off the ground, you have to learn how to handle your fears, communicate clearly, and most importantly, trust each other.community organizations play a big part in my education, high fives foundation’s basics program being aware and safein critical situations. we spent a day with the squaw valley ski patrol to learn more about mountain safety, then the next day we switched to science of snow, weather and avalanches.but most importantly, we learned that making bad decisions puts you and your friends at risk. young should talk, well brings history to life. you study a famous character in history, and so that you can stand on stage and perform as that character, and answer any question about their lifetime.in this photo, you see al capone and bob marley getting grilled with questions at the historical piper’s opera house in virginia city, the same stage where harry houdini got his start.time and nature is really important to me, it’s calm, quiet and i get to just log out of reality. i spend one day a week, outside all day. at my fox walkers classes, our goal is to be able to survive in the wilderness with just a knife. we learn to listen to nature, we learn to sense our surroundings, and i’ve gained a spiritual connection to nature that, i never knew existed.but the best part is that we get to make spears, bows and arrows, fires with just a bow drill and survival shelters for the snowy nights when we camp out. hanging out at the momentfactory where they hand make skis and design clothes, has really inspired me to one day have my own business. the guys at the factory showed me why i need to be good at math, be creative and get good at selling.so i got an internship at big shark print to get better at design and selling. between fetching lunch, scrubbing toilets and breaking their vacuum cleaner, i’m getting to contribute to clothing design, customizing hats and selling them. the people who work there are happy, healthy, creative, and stoked to be doing what they are doing, this is by far my favorite class.so, this is why i’m really happy, powder days, and it’s a good metaphor for my life, my education, my hackschooling. if everyone ski this mountain, like most people think of education, everyone will be skiing the same line, probably the safest and most of the powder would go untouched.i look at this, and see a thousand possibilities, dropping the corners, shredding the spine, looking for a churning from cliff-to-cliff. skiing to me is freedom, and so is my education, it’s about being creative; doing things differently, it’s about community and helping each other. it’s about being happy and healthy among my very best friends.so i’m starting to think, i know what i might want to dowhen i grow up, but if you ask me what do i want to be when i grow up? i’ll always know that i want to be happy. thank you.。

TED--Robinson says schools kill creativity--英文文稿--个人编辑

注：一字一句敲打出来的，小失误还是有的，见谅。

Ken Robinson says schools kill creativity正文：Good morning, how are you?It has been great,hasn’t it? I’ve been blown away by the whole thing. In fact, I am leaving.There have been three things,haven’t there,running through the conference, which are relevant to what I want to talk about.When my son was four in England, actually he was four everywhere,to be honest.If we are being strict about it,wherever he went,he was four that year.He was in the Nativity play.Do you rember the story?No, it was big.It was a big story. Mel Gibson did the sequel.You may have seen it:―Nativity two.‖ But James got the part of Joseph, which we were thrilled about.We considered this to be one of the lead parts.We had the place crammed full of agents in T-shirts:I lived in Stratford-on-Avon until about five years ago.In fact, we moved from Stratford to Los Angeles.So you can imagine wha a seamless transition thatwas.Actually,we lived in a place called Snitterfield, where Shakespeare’sfather was born.Are you struck by a new thought? I was. You do not think of Shakespeare having a father,do you?Because you do not think of Shakespeare being a child,doyou?Shakespeare being seven?I never thought of it.I mean,he was seven at some point.He was in somebody’s English class, was not he? How annoying would that be?―Must try harder.‖Being sent to bed by his dad,you know, to Shakespeare, go to bed right now to William Shakespeare,―and put the pencil down.And stop speaking like that, it is confusing everybody.‖century. They all came into being to meet the needs of industrialism.Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson.I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth:Thank you very much.。

课前分享素材

课前分享素材学习，是每个人一生的事业。

而在学习的过程中，充实自己的知识库是非常重要的。

在今天这样一个信息爆炸的时代，获取资源变得相对容易，但选择合适的素材来进行学习却可能变得困难。

为了帮助大家更好地准备课前分享，我整理了一些可供选择的课前分享素材，希望能给大家提供一些有价值的参考。

一、文章类素材1. 《人类与自然和谐共生的哲学思考》这是一篇关于人类与自然关系的哲学思考的文章。

通过分析人类与自然的互动，深入探讨了人类应如何与自然和谐共生，以及如何保护环境等问题。

2. 《改变世界的力量：个人的价值和社会的责任》这篇文章从个人的视角出发，探讨了个人的价值和社会的责任之间的关系。

通过分析一些改变世界的个人案例，并从中总结出一些普遍适用的原则，为人们思考自己的人生意义和社会责任提供了积极的启示。

二、演讲类素材1. Steve Jobs Stanford Commencement Speech这是乔布斯在斯坦福大学毕业典礼上发表的演讲。

他用自己的亲身经历，讲述了人生中的苦难和成功，并鼓励年轻人探寻自己的激情，追随内心的声音。

2. Malala Yousafzai United Nations Speech这是马拉拉在联合国发表的演讲。

她讲述了自己为教育权利而奋斗的经历，并呼吁全世界为保障每个孩子的教育权利而努力。

三、视频类素材1. TED Talks: Sir Ken Robinson - "Do schools kill creativity?"这是肯·罗宾逊的TED演讲《学校是否扼杀了创造力？》。

他通过一系列有趣的故事和数据，探讨了当前教育体系对学生创造力的压抑和影响，并提出了一些跨学科教育的改革建议。

2. National Geographic Documentary: "Planet Earth"这是一部关于地球自然奇观的纪录片。

通过精彩的画面和详细的解说，观众可以了解到地球上各种不同生态系统的奇妙之处，增加对自然的欣赏和保护意识。

ted演讲稿大全

ted演讲稿大全TED Talks are a great way to learn, be inspired, and have an overview of important topics. They are now on many platforms, becoming one of the important elements of modern culture. Here are ten outstanding TED Talks that offer unique insights, from authoring books to tackling big issues in the world.1. Elizabeth Gilbert: “Your Elusive Creative Genius”.Gilbert takes us for a personal journey to promote creativity. We often analyze the concept of creativity from different angles, but she shows another way – how to follow your passion step by step with faith. It is an important talk for anyone who is pursuing his/her dream.2. Dan Gilbert: “The Psychology of Your Future Self”.Dan Gilbert teaches using scientific evidence and humorous examples. He argues that we often take decisions considering our current emotional states, but through imagination and perspective-taking, we can make better decisions by considering things from the perspective of our future selves.3. Sarah Kay: “If I Should Have a Daughter”.Sarah Kay's poetic talk has inspired many people around the world. She uses her own stories to explain how we should should never be afraid of stepping out of our comfort zones and make bold decisions, because our lives will be enriched by taking risks.4. Susan Cain: “The Power of Introverts”.Cain explains the stereotypes of introverts andextroverts in the world in an informative way. We often think that extroverts rule the world, but Cain explains that introverts should be valued and praised, because they often bring unique thoughts, skills, and contributions to the world.5. Lesley Hazleton: “The Doubt Essential to Faith”.Hazleton argues that faith and doubt can coexist. In our society, many people often convinced that having faith means erasing any doubt. However, she believes that having somekind of doubt is actually healthy because it helps one tothink more deeply, instead of accepting everything as truth.6. Sheryl Sandberg: “Why We Have Too Few Women Leaders”.Sheryl Sandberg is a well-known women leader. She discusses the social and practical barriers that prevent women from taking leadership roles. It is an inspiring TEDtalk that gives confidence to women while reminding the audience that everyone can be successful in their own way.7. Ken Robinson: “Do Schools Kill Creativity?”In this talk, Robinson uses his own experineces to highlight the flaws in traditional education systems. Hepoints out that children need to be allowed to express their creativity and imagination in learning instead of solely memorizing facts. It is an inspiring TED Talk that can give valuable suggestions for how learning should be.8. Chimamanda Ngozi Adichie: “The Danger of a Single Story”.Adichie talks about the danger of reducing variouspeople and cultures to one single story. Such an approach not only isheavily generalized and reductive, but can also leadto misunderstanding andeven prejudice. It is an importanttalk for anyone looking to get anoverview of how tounderstand and appreciate cultural differences.9. Steve Jobs: “How to Live Before You Die”.This talk by Steve Jobs is one of the most-watched TED talks ever. He tells his personal stories to explain whatlife and death mean to him. He encourages us to appreciatelife and cherish every moment. This is inspiring talk that is worth watching.10. Andrew Solomon: “How the Worst Moments in Our Lives Make Us Who We Are”.Solomon uses his own stories and struggles to encourage people to look at the silver lining in their worst moments. He argues that our difficult times can eventually lead to more positive and meaningful outcomes. This talk is an important reminder for those who are going through hard moments in their lives.TED talks are a great source for knowledge and inspiration. They cover a wide range of topics, from personal experiences to global questions. All of these ten excellent talks can give us different perspectives, teach us valuable lessons, and hopefully help us become better people.。

ted十大著名演讲稿

ted十大著名演讲稿TED（Technology, Entertainment, Design）是一个非营利性组织，旨在传播思想、鼓励创新和分享知识。

这个组织定期举办TED会议，邀请各领域的专家、学者、企业家等演讲者分享他们的观点和见解。

TED演讲以其深刻的思想、生动的语言和精彩的表达而闻名，既丰富了听众的知识，也激发了他们对世界的思考。

以下是TED十大著名演讲稿，这些演讲以不同的方式启发和鼓励着人们。

1. "Do Schools Kill Creativity?" by Sir Ken Robinson英国教育家肯·罗宾逊发表的这篇演讲探讨了现代教育体系对创造力的抑制。

他认为，学校过度注重学科知识和标准化测试，忽视了创造力和想象力的培养。

罗宾逊呼吁改革教育，让学生发挥他们独特的才能和创造力。

2. "The Power of Vulnerability" by Brené Brown研究社会科学的布伦·布朗通过这篇演讲深入探讨了脆弱性的力量。

她分享了她在研究中的发现，认为脆弱性是我们建立人际连接、实现自我成长的关键。

布朗鼓励我们勇敢地面对自己的脆弱，并实现真正的人生和关系。

3. "How Great Leaders Inspire Action" by Simon Sinek西蒙·西内克在这篇演讲中研究了伟大领导者的共同特点，并归纳出一个重要原则：“为什么比什么更重要”。

他指出了许多伟大领导者如何通过传达他们对事业的动机和目标来激励行动，并鼓励我们找到属于自己的“为什么”。

4. "The Puzzle of Motivation" by Dan Pink丹·平克在这篇演讲中提出了一个具有启示性的问题：金钱是否是唯一的激励因素？他介绍了科学研究的结果，指出在创造性工作和复杂任务中，金钱奖励反而可能降低动机。

Schools kill Creativity学校扼杀创造力

Schools kill CreativityI agree with the idea that schools kill students’ creativity. How do I reach this conclusion? As far as I am concerned, schools kill creativity by standard answers, the one-to-all teaching method and the lack of practice.Standard answers can kill creativity. Schools often use standard answers in exams for the convenience of correcting. This may prevent students from independent thinking. In order to get good marks in the exam, some students may think the same as they were taught. If students think the same way, it will be difficult to create new thoughts or methods. Once everyone thinks the same, there will be no creativity. Thus, standard answers kill creativity by killing independent thoughts.The one-to-all teaching method can also kill students’ creativity. If the students just listen to the teacher, their creative thinking will be restrained because they have few chances to speak out their own views. How can you expect students to have creative thoughts if they can’t speak out what they think? Unfortunately, this method is still widely used in Chinese schools.The lack of practice is another problem in school which leads to poor creativity.A large quantity of creative ideas comes from practice. When a student meets a problem during practice, he would try to find a better way to solve the problem. A creative thinking may slip his mind. Little by little, creativity can be cultivated by solving the practical problems. But most schools emphasize theory rather than practice, so students don’t have enough opportunities to benefit from practice.In conclusion, schools contain lots of factors which may kill creativity. But we can do our utmost to cultivate ourselves by thinking independently, speaking out our views and practice.。

学校是否扼杀了学生的创造力英文作文

学校是否扼杀了学生的创造力英文作文Do Schools Kill Creativity?Wow, what a big question! Do schools really kill our creativity? As a kid, I have lots of thoughts on this. Let me share my point of view.First off, what even is creativity? To me, it means using your imagination to come up with new and unique ideas. It's about thinking outside the box and seeing things differently than others. Like when I mix all the paint colors together to create my own special shade. Or when I rearrange my toy cars and blocks to build a totally new vehicle that's never been seen before. That's creativity!In school, sometimes it feels like there's not much room for us to be creative. We have to follow a lot of rules, stick to a schedule, and learn the same lessons as everyone else. The teacher tells us what to do and how to do it. There's usually one right way to solve a math problem or write an essay. If we color outside the lines or try something different, we might get marked down.I remember in art class one time, we were supposed to paint trees exactly how the teacher showed us. I tried mixing my paintsto make a bright purple tree instead of the typical green. Miss Johnson frowned at me and said trees aren't purple! I got points taken off my grade. That made me feel bad and confused. Isn't art supposed to be creative and imaginative? Why did I get in trouble for thinking differently?Or in music class, we have to play the same simple songs over and over. When I try spicing it up by adding my own twist, the teacher says I'm playing it wrong. We're not really encouraged to improvise or experiment with new melodies and rhythms. It's kind of boring just following instructions all the time.Then there's the whole grading and testing system. We're constantly being evaluated on whether we can recite the right facts and get the right answers. It feels like there's so much pressure to conform to what the teachers consider correct. If we think too creatively and come up with unconventional ideas, we might not do well on tests. The creative thinkers often end up labeled as daydreamers or troublemakers.I have a friend named Kevin who's incredibly creative and full of ideas. But he has a hard time in school because his mind doesn't work the same way as everyone else's. Like in writing assignments, he'll go off in all these imaginative directions thatdon't fit the prompt. Instead of just answering the question straightforwardly, his stories are filled with crazy plots and wacky characters. The teachers marks him down for not following directions, even though his work is really creative and fun to read!Don't get me wrong, there are definitely some chances for creativity at school too. We get to do art projects, write stories, and put on plays sometimes. I always look forward to those opportunities to use my imagination and let my creative energy flow.But a lot of the time, it feels like schools are more focused on delivering a standardized curriculum and making sure we can regurgitate facts for test day. There's so much repetition of the same things over and over until they're drilled into our brains. Thinking outside the box or expressing too much individuality often gets shut down.I think in a way, schools do tend to limit creativity for a lot of us kids. We have to follow so many rules and norms. There's a big emphasis on doing things a certain way, consuming the same information as everyone else, and providing the "correct" answers and thoughts.At the same time, developing our creative abilities is really important for our future! Creativity allows us to solve problems in innovative ways, come up with groundbreaking ideas, and approach challenges from new angles. The world's biggest accomplishments and inventions happen when people think creatively.So maybe schools need to find a better balance. While we absolutely need a solid education in core subjects, there should also be more encouragement of creative expression and flexibility in how we learn. Having more open-ended projects and assignments where we can explore our own interests and ideas could help a lot. Art, music, and creativity shouldn't just be little breaks from academics, but an integrated part of our learning.Teachers should appreciate students who think differently, not just shut them down for not conforming. We're all individuals with unique minds and talents to celebrate. School should be a nurturing space for our creativity to blossom, not somewhere that crushes our colorful imaginative spirits.I know I still have so much to learn, but I don't want my creative soul to get squashed out of me. School is important for gaining knowledge and skills. But I really hope schools can findmore ways to embrace our creativity too. That would make learning。

趣味介绍教育家英语作文

Education has always been a cornerstone of society, shaping the minds of individuals and propelling the progress of nations. Throughout history, there have been numerous educators whose innovative approaches and dedication to teaching have left an indelible mark on the world. In this essay, I will introduce you to a few of these remarkable figures, not just through their achievements but through the unique and engaging ways they approached education.One such educator is Maria Montessori, an Italian physician and educator who revolutionized early childhood education. Born in 1870, she was the first woman to graduate in medicine from the University of Rome. Her method, known as the Montessori method, emphasizes independence, freedom within limits, and respect for a childs natural psychological development. Montessori believed in creating an environment that encourages children to learn at their own pace, using handson activities and materials that foster curiosity and exploration. Her approach is still widely used today, and her legacy continues to inspire educators to prioritize the childs perspective in learning.Another fascinating educator is John Dewey, an American philosopher, psychologist, and educational reformer whose ideas have had a profound impact on education and pedagogy. Dewey believed that education should not be a passive experience but an active one, where students learn by doing and engaging with the world around them. He advocated for a curriculum that is connected to reallife experiences and problems, promoting critical thinking and problemsolving skills. His progressive ideas were a breath of fresh air in the early 20th century, and his influence canstill be seen in modern educational practices that encourage experiential learning and studentcentered classrooms.The story of Sir Ken Robinson is also worth mentioning. A British educator, author, and speaker, Robinson has been a leading voice in the development of creativity in education. His famous TED Talk, Do Schools Kill Creativity? has been viewed by millions and has sparked global discussions on the role of creativity in education. Robinson argues that the current education system is too focused on academic achievement and standardized testing, often neglecting the creative potential of students. He calls for a radical rethinking of the system to nurture the innate creativity in every child, emphasizing the importance of diverse intelligences and the need for an education that values all forms of creativity.In the realm of technology and education, Salman Khan stands out. The founder of Khan Academy, an online learning platform, Khan has made education accessible to millions worldwide with his free video tutorials covering a wide range of subjects. His innovative approach to learning, which includes personalized learning paths and masterybased progression, challenges the traditional classroom model. Khans work has not only democratized education but has also inspired a new generation of educators to think about how technology can be leveraged to enhance learning experiences.Lastly, lets not forget the ancient Greek philosopher Socrates, who, although not a formal educator in the modern sense, had a profoundimpact on the way we think about teaching and learning. Socrates is known for his Socratic method, a form of dialogue that encourages critical thinking and the discovery of knowledge through questioning. His emphasis on questioning assumptions and seeking truth through discussion has influenced countless educators and continues to be a fundamental aspect of the educational process.In conclusion, the world of education is filled with innovators and visionaries who have shaped the way we learn and understand the world. From Maria Montessoris childcentered approach to John Deweys emphasis on experiential learning, from Sir Ken Robinsons advocacy for creativity to Salman Khans use of technology in education, and back to the philosophical teachings of Socrates, these educators have left a lasting legacy that continues to inspire and challenge us to think differently about education. Their stories remind us that education is not just about imparting knowledge but also about inspiring curiosity, fostering creativity, and empowering individuals to think critically and independently.。