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”
第一篇：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sir ken robinson 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。

thank you very much.i moved to america 12 years ago with my wife terry and our two kids.actually, truthfully, we moved to los angeles--(laughter)--thinking we were moving to america, but anyway, it's a short plane ride from los angeles to america.i got here 12 years ago, and when i got here, i was told various things, like, “americans don't get irony.” have you come across this idea? it's not true.i've traveled the whole length and breadth of this country.i have found no evidence that americans don't get irony.it's o ne of those cultural myths, like, “the british are reserved.” i don't know why people think this.we've invaded every country we've encountered.(laughter)but it's not true americans don't get irony, but i just want you to know that that's what people are saying about you behind your back.you know, so when you leave living rooms in europe, people say, thankfully, nobody was ironic in your presence.but i knew that americans get irony when i came across that legislation no child left behind.because whoever thought of that title gets irony, don't they, because--(laughter)(applause)—because it's leaving millions of children behind.now i can see that's not a very attractive name for legislation: millions of children left behind.i can see that.what's the plan? well, we propose to leave millions of children behind, and here's how it's going to work.and it's
working beautifully.in some parts of the country, 60 percent of kids drop out of high school.in the native american communities, it's 80 percent of kids.if we halved that number, one estimate is it would create a net gain to the economy over 10 years of nearly a trillion dollars.from an economic point of view, this is good math, isn't it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.but the dropout crisis is just the tip of an iceberg.what it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.and the reason is not that we're not spending enough money.america spends more money on education than most other countries.class sizes are smaller than in many countries.and there are hundreds of initiatives every year to try and improve education.the trouble is, it's all going in the wrong direction.there are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.the first is this, that human beings are naturally different and diverse.can i ask you, how many of you have got children of your own? okay.or grandchildren.how about two children or more? right.and the rest of you have seen such children.(laughter)small people wandering about.i will make you a bet, and i am confident that i will win the bet.if you've got two children or more, i bet you they are completely different from each other.aren't they? aren't they?(applause)you would never confuse them, would you? like, “which one are you? remind me.your mother and i are going to introduce some color-coding system, so we don't get confused.”
education under no child left behind is based on not diversity
but conformity.what schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement.one of the effects of no child left behind has been to narrow the focus onto the so-called stem disciplines.they're very important.i'm not here to argue against science and math.on the contrary, they're necessary but they're not sufficient.a real education has to give equal weight to the arts, the humanities, to physical education.an awful lot of kids, sorry, thank you —(applause)— one estimate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder.adhd.i'm not saying there's no such thing.i just don't believe it's an epidemic like this.if you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know?(laughter)(applause)children are not, for the most part, suffering from a psychological condition.they're suffering from childhood.(laughter)and i know this because i spent my early life as a child.i went through the whole thing.kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them.and by the way, the arts aren't just important because they improve math scores.they're important because they speak to parts of children's being which are otherwise untouched.the second, thank you —(applause)
the second principle that drives human life flourishing is curiosity.if you can light the spark of curiosity in a child, they will learn without any further assistance, very often.children are natural learners.it's a real achievement to put that particular ability out, or to stifle it.curiosity is the engine of achievement.now the reason i say this is because one of the
effects of the current culture here, if i can say so, has been to de-professionalize teachers.there is no system in the world or any school in the country that is better than its teachers.teachers are the lifeblood of the success of schools.but teaching is a creative profession.teaching, properly conceived, is not a delivery system.you know, you're not there just to pass on received information.great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage.you see, in the end, education is about learning.if there's no learning going on, there's no education going on.and people can spend an awful lot of time discussing education without ever discussing learning.the whole point of education is to get people to learn.a friend of mine, an old friend--actually very old, he's dead.(laughter)that's as old as it gets, i'm afraid.but a wonderful guy he was, wonderful philosopher.he used to talk about the difference between the task and achievement senses of verbs.you know, you can be engaged in the activity of something, but not really be achieving it, like dieting.it's a very good example, you know.there he is.he's dieting.is he losing any weight? not really.teaching is a word like that.you can say, “there's deborah, she's in room 34, she's teaching.” but if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning.that's it.and part of the problem is, i think, that the dominant culture of education has come to focus on not teaching and learning, but testing.now, testing is important.standardized tests have a place.but they should not be the dominant culture of education.they should be diagnostic.they should help.(applause)if i go for a medical examination, i want some standardized tests.i do.you know, i want to know what my cholesterol level is compared to
everybody else's on a standard scale.i don't want to be told on some scale my doctor invented in the car.“your cholesterol is what i call level orange.”
“really? is that good?”“we don't know.”
but all that should support learning.it shouldn't obstruct it, which of course it often does.so in place of curiosity, what we have is a culture of compliance.our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity.and the third principle is this: that human life is inherently creative.it's why we all have different résumés.we create our lives, and we can recreate them as we go through them.it's the common currency of being a human being.it's why human culture is so interesting and diverse and dynamic.i mean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? i mean, you may have a dog.and your dog may get depressed.you know, but it doesn't listen to radiohead, does it?(laughter)and sit staring out the window with a bottle of jack daniels.(laughter) and you say, “would you like to come for a walk?”
he says, “no, i'm fine.you go.i'll wait.but take pictures.”
we all create our own lives through this restless process of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity.instead, what we have is a culture of standardization.now, it doesn't have to be that way.it really doesn't.finland regularly comes out on top in math, science and reading.now, we only know that's what they do well at because that's all that's being tested currently.that's one of the problems of the test.they don't look for other things that matter just as much.the thing about work in finland is this: they don't obsess
about those disciplines.they have a very broad approach to education which includes humanities, physical education, the arts.second, there is no standardized testing in finland.i mean, there's a bit, but it's not what gets people up in the morning.it's not what keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and somebody from the american system was saying t o the people in finland, “what do you do about the dropout rate in finland?”
and they all looked a bit bemused, and said, “well, we don't have one.why would you drop out? if people are in trouble, we get to them quite quickly and help them and we support t hem.”
now people always say, “well, you know, you can't compare finland to america.”
no.i think there's a population of around five million in finland.but you can compare it to a state in america.many states in america have fewer people in them than that.i mean, i've been to some states in america and i was the only person there.(laughter)really.really.i was asked to lock up when i left.(laughter)
but what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in america--i mean, as a whole.one is this: they individualize teaching and learning.they recognize that it's students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity.that's how you get them to learn.the second is that they attribute a very high status to the teaching profession.they recognize that you can't improve education if you don't pick great people to teach and if you don't keep giving them constant support and professional
development.investing in professional development is not a cost.it's an investment, and every other country that's succeeding well knows that, whether it's australia, canada, south korea, singapore, hong kong or shanghai.they know that to be the case.and the third is, they devolve responsibility to the school level for getting the job done.you see, there's a big difference here between going into a mode of command and control in education--that's what happens in some systems.you know, central governments decide or state governments decide they know best and they're going to tell you what to do.the trouble is that education doesn't go on in the committee rooms of our legislative buildings.it happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working.you have to put it back to the people.(applause)
there is wonderful work happening in this country.but i have to say it's happening in spite of the dominant culture of education, not because of it.it's like people are sailing into a headwind all the time.and the reason i think is this: that many of the current policies are based on mechanistic conceptions of education.it's like education is an industrial process that can be improved just by having better data, and somewhere in, i think, the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future.it won't, and it never did.the point is that education is not a mechanical system.it's a human system.it's about people, people who either do want to learn or don't want to learn.every student who drops out of school has a reason for it which is rooted in their own biography.they may find it boring.they may find it irrelevant.they may find that it's at odds
with the life they're living outside of school.there are trends, but the stories are always unique.i was at a meeting recently in los angeles of--they're called alternative education programs.these are programs designed to get kids back into education.they have certain common features.they're very personalized.they have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school.and they work.what's interesting to me is, these are called “alternative education.” you know? and all the evidence from around the world is, if we all did that, there'd be no need for the alternative.(applause)
so i think we have to embrace a different metaphor.we have to recognize that it's a human system, and there are conditions under which people thrive, and conditions under which they don't.we are after all organic creatures, and the culture of the school is absolutely essential.culture is an organic term, isn't it?
not far from where i live is a place called death valley.death valley is the hottest, driest place in america, and nothing grows there.nothing grows there because it doesn't rain.hence, death valley.in the winter of XX, it rained in death valley.seven inches of rain fell over a very short period.and in the spring of XX, there was a phenomenon.the whole floor of death valley was carpeted in flowers for a while.what it proved is this: that death valley isn't dead.it's dormant.right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable.it happens all the time.you take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities,
you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.great leaders know that.the real role of leadership in education--and i think it's true at the national level, the state level, at the school level--is not and should not be command and control.the real role of leadership is climate control, creating a climate of possibility.and if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.there's a wonderful quote from benjamin franklin.“there are three sorts of people in the world: those who are immovable, people who don't get, they don't want to get it, they're going to do anything about it.there are people who are movable, people who see the need for change and are prepared to listen to it.and there are people who move, people who make things happen.” and if we can encourage more people, that will be a movement.and if the movement is strong enough, that's, in the best sense of the word, a revolution.and that's what we need.thank you very much.(applause)thank you very much.(applause)
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第二篇：《如何逃出教育的死亡谷》读后感
《如何逃出教育的死亡谷》读后感
原创：郭英霞运城市明远小学
近日，我阅读了英国创造力研究专家肯？罗宾森的演讲文章——《如何逃出教育的死亡谷》。

在演讲中，他概括了使人类生活繁荣的三大关键原则，而现行的教育文化又如何与其背道而驰。

他以风趣幽默，激动人心的演说告诉我们，如何逃出目前教育所面临的“死亡谷”,如何以开放的文化氛围培育年轻的一代。

在这三条法则中，第一条是人类天生彼此千差万别，第二条人类拥有好奇心，第三条是人的生命具有与生俱来的创造力。

这三条法则可以让我们的生活更加繁荣，而现行的教育文化却与之相抵触，多数教师教得辛苦，学生学得痛苦。

读完这篇文章后，我有几点体会如下：
一、平等对待每一名学生，做到公平公正。

人类的生命与生俱来就是不一样的，每名学生都是家里的宝贝疙瘩，都是爸爸妈妈最亲爱的孩子，不论自己的孩子多么聪明，多么笨拙，在父母眼中，他们都是最棒的。

所以在学校里，教师要对所有的学生一视同仁，不能因为“这个孩子的父母是我的亲戚、那个孩子的父母是我朋友、这几个孩子太笨了”等等各种原因区别对待，影响孩子学习的积极性，让孩子们体会到社会的残酷和无情，继而毁掉孩子的前途。

每一名孩子都是我们国家的花朵和未来，如果每名孩子都能健康快乐的成长，长大成才，为国家作出自己的贡献，这样我们的国家才能繁荣昌盛、富强文明。

二、激发学生的学习天赋，引导他们正确面对学习。

学习是孩子与生俱来的天赋，作为教师只要引导他们去学习就可以了。

俗话说：“活到老，学到老。

”证明人的一生都是在不断学习的，不断进步的。

教师的主要职责就是让孩子对学习感兴趣，掌握学习的方法，这样离开教师也能自己主动学习，不断进步，体会到学习的乐趣。

学习应该是自由自在的，不受约束的，而当今的社会，学习完全成了为了应付考试而学习。

考试只是一种测试学习成绩的方式，不能作为判定一个孩子优秀与否的标尺。

现在的社会中，优秀的孩子是从全面来说的，不是仅仅从学习方面来说的，高分低能的孩子随处可见，所以教育的主旨就是引导人们去学习，我们的孩子和教师都应当被鼓励。

三、发挥孩子的想象力和创造力，体验与众不同的生活。

因为我们拥有不同的想象力和创造力，创造了不同的生活，所以才有不同的人生履历，一边经历着一边享受着，这是人类通用的生活模式，人类文化才能如此有趣、丰富充满活力。

想象力和创造力是一个国家发展的基础，中国在五千年的历史长河中，政治、经济、军事实力等一直处在世界的先进行列，因为我们国家始终重视民族的想象力和创造力的发挥。

但是自19世纪以来，我们国家禁锢了民族的想象力和创造力，从而导致了一百多年的落后挨打局面，被世界其他国家超过，远远落在后面。

新中国建立后，我们国家大力发展教育，通过教育唤醒并开发民族的想象力和创造力，大力发展科技力量。

尤其是在进入新世纪以来，国家大力实施创新驱动发展战略，创新型国家建设成果丰硕，天宫、蛟龙、天眼、悟空、墨子、大飞机等重大科技成果相继问世。

我国的科技经济实力再次名列世界前列，这些都是与教育大力发挥孩子的想象力和创造力息息相关的。

教育是国家发展的基础，但是教育不是千篇一律的，俗说“因材施教”就是这个道理。

每个人生来都是与众不同的，拥有不同的好奇心，也拥有不同的想象力和创造力。

教师的职责就是发掘每个孩子的潜力，培养他们学习的自主性和自觉性，不断发挥他们的想象力和创造力，在每一个行业中都能作出成绩来。

只有这样，教育才是成功的，国家也才能更好、更快、更健康的发展。

第三篇：TED英语演讲稿
01.Remember to say thank you
Hi.I'm here to talk to you about the importance of praise, admiration and thank you, and having it be specific and genuine.And the way I got interested in this was, I noticed in myself, when I was growing up, and until about a few years ago, that I would want to say thank you to someone, I would want to praise them, I would want to take in their praise of me and I'd just stop it.And I asked myself, why? I felt shy, I felt embarrassed.And then my question became, am I the only one who does this? So, I decided to investigate.I'm fortunate enough to work in the rehab facility, so I get to see people who are facing life and death with addiction.And sometimes it comes down to something as simple as, their core wound is their father died without ever saying he's proud of them.But then, they hear from all the family and friends that the father told everybody else that he was proud of him, but he never told the son.It's because he didn't know that his son needed to hear it.So my question is, why don't we ask for the things that we need? I know a gentleman, married for 25 years, who's longing to hear his wife say, “Thank you for being the breadwinner, so I can stay home with the kids,”but won't ask.I know a woman who's good at this.She, once a week, meets with her husband and says, “I'd really like you to thank me for all these things I did in the house and with the kids.” And he goes, “Oh, this is great, this is great.” And praise rea lly does have to be genuine, but she takes responsibility for that.And a friend of mine, April, who I've had since kindergarten, she thanks her children for doing their chores.And she said, “Why wouldn't I thank it, even though they're supposed to do it?”
So, the question is, why was I blocking it? Why were other
people blocking it? Why can I say, “I'll take my steak medium rare, I need size six shoes,” but I won't say, “Would you praise me this way?” And it's because I'm giving you critical data about me.I'm telling you where I'm insecure.I'm telling you where I need your help.And I'm treating you, my inner circle, like you're the enemy.Because what can you do with that data? You could neglect me.You could abuse it.Or you could actually meet my need.And I took my bike into the bike store--I love this--same bike, and they'd do something called “truing” the wheels.The guy said, “You know, when you true the wheels, it's going to make the bike so much better.” I get the same bike back, and they've taken all the little warps out of those same wheels I've had for two and a half years, and my bike is like new.So, I'm going to challenge all of you.I want you to true your wheels: be honest about the praise that you need to hear.What do you need to hear? Go home to your wife--go ask her, what does she need? Go home to your husband--what does he need? Go home and ask those questions, and then help the people around you.And it's simple.And why should we care about this? We talk about world peace.How can we have world peace with different cultures, different languages? I think it starts household by household, under the same roof.So, let's make it right in our own backyard.And I want to thank all of you in the audience for being great husbands, great mothers, friends, daughters, sons.And maybe somebody's never said that to you, but you've done a really, really good job.And thank you for being here, just showing up and changing the world with your ideas.02.The benefits of a bilingual brain
¿Hablas español? Parlez-vous françai s? ni hui shuo zhong wen ma? If you answered “si”,”oui” or ”hui” and you are
watching this in English, chances are you belong to the world bilingual and multilingual majority.And besides having an easier time traveling, or watching movies without subtitles, knowing two or more languages means that your brain may actually look and work differently than those of your monolingual friends.So what does it really mean to know a language?
Language ability is typically measured in two active parts, speaking and writing, and two passive parts, listening and reading.While a balanced bilingual has near equal abilities across the board in two languages, most bilinguals around the world know and use their languages in vary proportions.And depending on their situation and how they acquired each language, they can be classified into three general types.For example, let’s take Gabriella, whose family immigrates to the US from Peru when she was two-years old.As a compound bilingual, Gabriella develops two linguistic codes simultaneously, with a single set of concepts, learning both English and Spanish as she begins to process the world around her.Her teenage brother, on the other hand, might be a coordinate bilingual, working with two sets of concepts, learning English in school, while continuing to speak Spanish at home and with friends.Finally, Gabriella’s parents are likely to be subordinate bilinguals who learned a secondary language by filtering it through their primary language.Because all types of bilingual people can become fully proficient in a language regardless of accent and pronunciation, the difference may not be apparent to be a casual observer.But recent advances in imaging technology have given neurolinguists a glimpse into how specific aspects of language learning affect the bilingual brain.It’s well known that the brain’s left hemisphere is more dominant and analytical in logical processes,
while the right hemisphere is more active in emotional and social ones, though this is a matter of degree, not an absolute split.The fact that language involves both types of functions while lateralization develops gradually with age, has lead to the critical period hypothesis.According to this theory, children learn languages more easily because the plasticity of their developing brains let them use both hemispheres in language acquisition, while in most adults, language is lateralized to one hemisphere, usually the left.If this is true, learning a language in childhood may give you a more holistic grasp of its social and emotional contexts.Conversely, recent research showed that people who learned a second language in adulthood exhibit less emotional bias and a more rational approach when confronting problems in the second language than their native one.But regardless of when you acquire additional languages, being multilingual gives your brain some remarkable advantages.Some of these are even visible, such higher density of the gray matter that contains most of your brain’s neurons and synapses, and more activity in certain regions when engaging a second language.The heightened workout a bilingual brain receives throughout its life can also help delay the onset of diseases, like Alzheimers and Dementia by as much as 5 years.The idea of major cognitive benefits to bilingualism may seem intuitive now, but it would have surprised earlier experts.Before the 1960s, bilingualism was considered a handicap that slowed the child’s development by forcing them to spend them too much energy distinguishing between languages, a view based largely on flawed studies.And while a more recent study did show that reaction times and errors increase for some bilingual students in cross-language tests, it also showed that the effort and attention needed to switch
between languages triggered more activity in, and potentially strengthened, the dorsolateral prefrontal cortex.This is the part of brain that plays a large role in executive function, problem solving, switching between tasks, and focusing while filtering out irrelevant information.So, while bilingual may not necessarily make you smarter, it does make your brain more healthy, complex and actively engaged, and even if you didn’t have the good fortune of learning a second language like a child, it’s never too late to do yourself a favor and make the linguistic leap from, ”Hello,” to “Hola”, ”Bonjour” or “ninhao’s” because when it comes to our brains a little exercise can go a long way.03.Feats of memory anyone can do
I'd like to invite you to close your eyes.Imagine yourself standing outside the front door of your home.I'd like you to notice the color of the door, the material that it's made out of.Now visualize a pack of overweight nudists on bicycles.They are competing in a naked bicycle race, and they are headed straight for your front door.I need you to actually see this.They are pedaling really hard, they're sweaty, they're bouncing around a lot.And they crash straight into the front door of your home.Bicycles fly everywhere, wheels roll past you, spokes end up in awkward places.Step over the threshold of your door into your foyer, your hallway, whatever's on the other side, and appreciate the quality of the light.The light is shining down on Cookie Monster.Cookie Monster is waving at you from his perch on top of a tan horse.It's a talking horse.You can practically feel his blue fur tickling your nose.You can smell the oatmeal raisin cookie that he's about to shovel into his mouth.Walk past him.Walk past him into your living room.In your living room, in full imaginative broadband, picture Britney Spears.She is scantily
clad, she's dancing on your coffee table, and she's singing “Hit Me Baby One More Time.” And then, follow me into your kitchen.In your kitchen, the floor has been paved over with a yellow brick road, and out of your oven are coming towards you Dorothy, the Tin Man, the Scarecrow and the Lion from “The Wizard of Oz,” hand-in-hand, skipping straight towards you.Okay.Open your eyes.I want to tell you about a very bizarre contest that is held every spring in New York City.It's called the United States Memory Championship.And I had gone to cover this contest a few years back as a science journalist, expecting, I guess, that this was going to be like the Superbowl of savants.This was a bunch of guys and a few ladies, widely varying in both age and hygienic upkeep.They were memorizing hundreds of random numbers, looking at them just once.They were memorizing the names of dozens and dozens and dozens of strangers.They were memorizing entire poems in just a few minutes.They were competing to see who could memorize the order of a shuffled pack of playing cards the fastest.I was like, this is unbelievable.These people must be freaks of nature.And I started talking to a few of the competitors.This is a guy called Ed Cook, who had come over from England, where he had one of the best-trained memories.And I said to him, “Ed, when did you realize that you were a savant?” And Ed was like, “I'm not a savant.In fact, I have just an average memory.Everybody who competes in this contest will tell you that they have just an average memory.We've all trained ourselves to perform these utterly miraculous feats of memory using a set of ancient techniques, techniques invented 2,500 years ago in Greece, the same techniques that Cicero had used to memorize his speeches, that medieval scholars had used to memorize entire books.” And。