TED英语演讲稿：如何逃出教育的“死亡谷”
tedan escape from poverty观后感
tedan escape from poverty观后感
《tedan escape from poverty观后感》
最近观看了tedan escape from poverty的演讲，令我感触颇深。
在这个演讲中，演讲者的观点让我感到震惊。
他认为，人类最大的失败是我们将超过十亿的成员落在了后面。
极端贫困被认为是最需要解决的难题，但我们并非无能为力。
演讲者提出了几个战胜贫困的方法。
首先，我们不应忽视的一个事实是，世界上大多数贫困人口是农民。
可以想象，当农民的生产效率提高时，全球一半以上的贫困人口就会赚到更多的钱，并摆脱贫困。
我们只有两种方法来养活世界人口，要么提高现有农田的生产力，要么清理森林，将其变成新的农田，但这会对环境造成灾难性的影响。
不可否认的是，由于农业的重要性，农民处于世界的中心。
其次，许多远离现代社会的农民无法获得他们在田间所需的哪怕一点点科学知识，他们也缺乏获得基本工具的有效途径。
为了克服这种困境，其实我们在一个世纪前就在理论上解决了这些问题。
我们可以通过先进的技术，将两种正常的植物转基因成一种新的高产物种。
但最难的部分是将这些工具送到极端贫困地区。
我们需要世界上的公司、政府和非营利组织建立生命改善物品的配送网络，以消除贫困。
如果我们可以通过外卖获得食物，或者通过快递接收物品，那么那些住在偏远地区的农民就有可能及时获得更多的基本工具和有用的知识。
最后但同样重要的是，我们需要增强帮助农民的意愿，并给予他们可持续的策略，让他们长期摆脱极端贫困。
每个人都是例外，所以……。
如何逃出教育的死亡谷
如何逃出教育的死亡谷Ken Robinson Ted英语演讲kira86 于2013-11-14Ken Robinson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」，以及如何以开放的文化氛围培育年轻的一代。
Ken Robinson: How to escape education's death valley如何逃出教育的死亡谷中英对照：Thank you very much.非常感谢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.12年前我移居到美国，同我的妻子泰瑞和两个孩子一起。
事实上，说真的，我们只是搬到了洛杉矶，还以为到了美国，不过，从洛杉矶乘飞机到美国，用不了多长时间。
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 one 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.12年前，我刚来到美国的时候，当地人给我讲了许多东西，像“美国人不懂讽刺。
ted演讲稿大全
ted演讲稿大全TED是一个跨领域交流平台，它的全称是Technology, Entertainment, Design。
自1984年成立以来，TED一直致力于聆听来自不同领域的演讲者们分享他们的思考和见解。
目前，TED的演讲内容已经涵盖了科学、技术、文化、艺术等多个领域。
这些演讲内容不仅丰富了我们的知识体系，而且启迪了我们的思维方式。
在这里，我希望为大家介绍一些经典的TED演讲稿，它们都是值得收藏的佳作。
1. 肯・罗宾逊：如何摆脱教育系统的束缚肯・罗宾逊是一位英国教育家，他曾经为TED演讲过一场非常受欢迎的演讲，题为“如何摆脱教育系统的束缚”。
在演讲中，他强调了目前教育系统的一些固有问题，比如过分注重知识的传递而忽略了个性化的培养、将错误视为败笔而不是成长的机会等。
他提出了一种全新的教育思维：“教育的本质不是传递已经知道的知识，而是培养探索未知的能力。
”这个思维不仅启发了人们对教育的新思考，还推动了教育改革的进程。
2. 莫漓卡・库马尔：女孩的教育改变全球莫漓卡·库马尔是印度一位致力于女孩教育的活动家，她的TED演讲标题为“女孩的教育改变全球”。
在演讲中，她分享了女孩教育对于整个社会的影响，比如在印度，女孩教育的提高能够减轻贫困问题，提高整个经济的发展。
同时，她也强调了女孩教育存在的问题，并提出了一些解决方案，比如提高女孩教育的普及率、改变社会文化观念等。
3. 费尔南多・卡勒罗：生命的奇迹费尔南多·卡勒罗是一位巴西医生，曾经为TED演讲过一场题为“生命的奇迹”的演讲。
他在演讲中分享了自己的医疗实践经历，讲述了一些医学上的奇迹。
这些奇迹包括：一位感染HIV病毒的患者通过体外转化治疗得以生存、一个出生不到600克的早产儿经过一系列治疗得以生存等。
通过这些案例，他呼吁大家保护和珍惜生命，让医学技术成为生命的守护者。
4. 丹尼乌斯・坡瑞斯：以自己的方式成为一个有趣的人丹尼乌斯·坡瑞斯是一位荷兰电视节目主持人，他为TED演讲的主题为“以自己的方式成为一个有趣的人”。
从恐惧中获得成功——TED英语演讲稿：Whatfearcanteachus
从恐惧中获得成功——TED英语演讲稿：Whatfearcanteachus From Fear to Success: Lessons from TED Talk "What FearCan Teach Us"Fear is an emotion that all of us have experienced at some point in our lives. Whether it’s fear of failure, fearof rejection, or fear of the unknown, it can paralyze us and prevent us from taking risks and pursuing our dreams. However, in her TED talk "What Fear Can Teach Us," Karen Thompson Walker argues that fear can also be a powerful tool forgrowth and success. In this article, we'll explore the key insights from her talk and how we can apply them to our own lives.Firstly, Walker challenges the common belief that fear is always a negative emotion and something we should strive to avoid. Instead, she suggests that fear can be a helpfulsignal that alerts us to potential dangers and helps us make better decisions. For example, she describes how fear savedthe lives of a group of hikers who were lost in the mountains, by motivating them to stay together and conserve their resources until rescue arrived.Moreover, fear can also be a useful source of motivation. Walker suggests that fear of failure, for instance, can push us to work harder and be more creative in finding solutionsto problems. She shares the story of J.K. Rowling, who was rejected by multiple publishers before finally finding success with the Harry Potter series. Rowling notes that her fear of failure and poverty was a powerful motivator to keep writing and refining her work.Another important point that Walker emphasizes is that fear is often closely connected to our imagination. We tendto imagine worst-case scenarios and catastrophize the future, which can make our fears seem more overwhelming and paralyzing. However, by reframing our fears in a morepositive light, we can harness the power of our imaginationto envision a successful outcome. For example, instead of focusing on the fear of public speaking, we can visualize a successful presentation that impresses our audience.Walker also suggests that fear can be a valuable source of insight and self-knowledge. By examining our fears and the underlying beliefs and assumptions that drive them, we can gain a deeper understanding of ourselves and our values. For example, fear of rejection may reveal a deep-seated need forapproval or validation from others, which can help usidentify areas for personal growth and development.Ultimately, as Walker concludes, fear is not something to be conquered or eliminated, but rather a part of the human experience that we can learn from and use to our advantage.By embracing our fears and using them as motivation, guidance, and self-knowledge, we can learn to navigate theuncertainties and challenges of life with greater courage and resilience. As she puts it, "fear is a kind of ghost story we tell ourselves, but like any good ghost story, it's also a doorway into a deeper, more meaningful understanding of whowe are."In conclusion, fear is not always something to be feared. It can be a powerful tool that helps us to grow and succeed. Rather than trying to avoid or suppress our fears, we canlearn from them and use them to guide our decisions, motivate us to work harder, and develop a deeper understanding of ourselves. Karen Thompson Walker's TED Talk "What Fear Can Teach Us" offers valuable insights and advice on how to dojust that. So, if you're feeling scared or stuck, take a deep breath and remember that your fear can be your greatest ally on the path to success.。
ted英语演讲稿3篇
ted英语演讲稿3篇2018-06-26本文目录ted英语演讲稿TED英语演讲稿：我们在出生前学到了什么Ted英语演讲稿:UnderwaterAstonishmentasamagician,itrytocreateimagesthatmakepeo plestopandthink.ialsotrytochallengemyselftodothingsthatdoctorssayarenot possible.iwasburiedaliveinnewyorkcityinacoffin,buriedaliveinacoffininapril, 1999,foraweek.ilivedtherewithnothingbutwater.anditendedupbeingsomuc hfunthatidecidedicouldpursuedoingmoreofthesethings.thenextoneisifroze myselfinablockoficeforthreedaysandthreenightsinnewyorkcity.thatonewas waymoredifficultthanihadexpected.theoneafterthat,istoodontopofahundre dfootpillarfor36hours.ibegantohallucinatesohardthatthebuildingsthatwere behindmestartedtolooklikebiganimalheads.作为一个魔术师，我总是尝试去创造一个现象可以让人们驻足思考。
我也试着挑战自己做一些医生看来不可能的事情。
我曾于1999年4月，被埋在纽约一口棺材里整整一个星期。
着一个礼拜仅靠水存活下来。
但结果是我从中获得极大的乐趣。
于是我决定去追求实现更多这样的事。
下一次就是我把自己冻在一个大冰块里整整三天三夜，地点是纽约。
英语语言学习--20怎样逃避教育的死亡谷
英语语言学习--20怎样逃避教育的死亡谷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 evid ence that Americans don't get irony. It's one 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 d on'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'sleaving millions of children behind. Now I can see that's not a very attractive name for legislation: Millions of Chil dren 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 U.S. economy over 10 years of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.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 small er 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 onwhich human life flourishes, and they are contradicted by the culture of education und er 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 chil dren. (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 chil dren 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 und er No Chil d 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 necessarybut 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 und er 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 d own, 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 chil dren's being which are otherwise untouched.The second, thank you — (Applause)The second principl e that drives human life flourishing is curiosity. If you can light the spark of curiosity in a child, they will learn withoutany further assistance, very often. Chil dren 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 l ot of time discussing education without ever discussing l earning. 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'sdieting. 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 d on'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 shoul d support learning. It shoul dn'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 followroutine algorithms rather than to excite that power of imagination and curiosity. And the third principl e 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 wind ow 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 regularlycomes out on top in math, science and reading. Now, we only know that's what they d o 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 peopl e from Finland, actual Finnish people, and somebody from the American system was saying to 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 them."Now people always say, "Well, you know, you can't compare Finland toAmerica."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 l ock up when I l eft. (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 d ecide 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 buil dings. It happens in classrooms and schools, and the peopl e 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 itnever 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 outsid e 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 stud ents 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 evid ence 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 und er which people thrive, and conditions und er which they don't. We areafter 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 Vall ey is the hottest, driest place in America, and nothing grows there. Nothing grows there because it doesn't rain. Hence, Death Vall ey. In the winter of 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Vall ey 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 broad er range of opportunities, you cherish and value the relationships between teachers and learners, you offer peopl e the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.Great lead ers know that. The real role of l ead ership in education -- and I think it's true at the national level, the state level, at the school level --is not and shoul d not be command and control. The real role of lead ership is climate control, creating a climate of possibility. And if you do that, peopl e will rise to it and achieve things that you completely did not anticipate and coul dn'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)。
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”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 one 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 yourpresence.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 u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn t it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.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 enoughmoney. 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 isto 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 ofchildren 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 sdead. (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 r sum s. 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 to 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 them.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 theculture 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 statelevel, 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)。
莎拉·琼斯TED精彩演讲稿
莎拉·琼斯TED精彩演讲稿I should tell you that when I was asked to be here, I thought to myself that well, it's TED. And these TED sters are - you know, as innocent as that name sounds - these are thephilanthropists and artists and scientists who sort of shape our world. And what could I possibly have to say that would be distinguished enough to justify my participation in something like that? And so I thought perhaps a really civilized sounding British accent might help things a bit.And then I thought no, no. I should just get up there and be myself and just talk the way I really talk because, after all, this is the great unveiling. And so I thought I'd come up here and unveil my real voice to you. Although many of you already know that I do speak the Queen's English because I am from Queens, New York. (Laughter) But the theme of this session, of course, is invention. And while I don't have any patents that I'm aware of, you will be meeting a few of my inventions today. And I suppose it's fair to say that I am interested in the invention of self or selves. We're all born into certain circumstances with particular physical traits, unique developmental experiences, geographical and historical contexts. But then what? T o what extent do we self-construct, do we self-invent? How do we self-identify and how mutable is that identity? Like, what if one could be anyone at any time? Well my characters, like the ones in my shows, allow me to play with the spaces between those questions. And so I've brought a couple of them with me. And well, they're very excited. What I should tell you -- what I should tell you is that they've each prepared their own little TED talks. So feel free to think of this as Sarah University. (Laughter)。
逃出教育的死亡谷
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 --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 one 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.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 it's leaving millions of children behind. Now I can see that's not a very attractive name for legislation: "Millions of Children Left Behind." I can see that. What's the plan? We propose to leave millions of children behind, and here's how it's going to work.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 U.S. economy over 10 years, of nearly a trillion dollars. From an economic point of view, this is good math, isn't it, that we should do this? It actually costs an enormous amount to mop up the damage from the dropout crisis.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 arehundreds 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 arecontradicted 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.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?You would never confuse them, would you? Like, "Which one are you? Remind me.""Your mother and I need 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 --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?5:41Children are not, for the most part, suffering from a psychological condition. They're suffering from childhood.And I know this because I spent my early life as a child. I went through the whole thing. Kidsprosper 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 mathscores. They're important because they speak to parts of children's being which are otherwise untouched.The second, thank you --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.An old friend of mine -- actually very old, he's dead.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 can be engaged in the activity of something, but not really be achieving it, like dieting.It's a very good example. 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.If I go for a medical examination, I want some standardized tests. I do. I want to know what my cholesterol level is compared to everybody else's on a standard scale. I don't want to be told on some scale my doctor invented in the car."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?And sit staring out the window with a bottle of Jack Daniels."Would you like to come for a walk?" "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,我们的生活就建立在这种无休止的经历上设想着其他的选择，其他的可能 and one of the roles of education is to awaken and develop these powers of creativity. Instead, what we have is a culture of standardization.Now, it doesn't have to be that way. It really doesn't. Finland regularly comes out on top in math, science and reading. Now, we only know that's what they do well at, because that's all that's being tested. That's one of the problems of the test. They don't look for other things that matter just as much.The thing about work in Finland is this: they don't obsess about those disciplines. They have a very broad approach to education, which includes humanities, physical education, the arts. Second, there is no standardized testing in Finland. I mean, there's a bit, but it's not what gets people up in the morning, what keeps them at their desks.The third thing -- and I was at a meeting recently with some people from Finland, actual Finnish people,and somebody from the American system was saying to the people in Finland, "What do you do about the drop-out rate in Finland?"And they all looked a bit bemused, and said, "Well, we don't have one. Why would you drop out? If people are in trouble, we get to them quite quickly and we help and support them."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.Really. Really. I was asked to lock up when I left.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.但是世界上所有的高效体系用在美国身上，很遗憾通常作用都不明显--作为整体而言做法之一是，他们将教学个性化他们认为学生是学习的主体教育体系要做到吸引他们，引起他们的好奇心他们的个性以及创造力这样才能让学生主动学习The second is that they attribute a very high status to the teaching profession. They recognize that you can't improve education if you don't pick great people to teach and keep giving them constant support and professional development. Investing in professional development is not a cost. It's an investment,and every other country that's succeeding well knows that, whether it's Australia, Canada, South Korea, Singapore, Hong Kong or Shanghai. They know that to be the case.And the third is, they devolve responsibility to the school level for getting the job done. 他们帮助校方知道他们的责任所在并且要求校方负起他们应有的责任You see, there's a big difference here between going into a mode of command and control in education -- That's what happens in some systems. Central or state governments decide, they know best and they're going to tell you what to do. The trouble is that education doesn't go on in the committee rooms of our legislative buildings. It happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. You have to put it back to the people.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 mechanisticconceptions of education. It's like education is an industrial process that can be improved just by having better data,and somewhere in the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. It won't, and it never did.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.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 2004, it rained in Death Valley. Seven inches of rain fell over a very short period. And in the spring of 2005, there was a phenomenon. The whole floor of Death Valley was carpeted in flowers for a while. What it proved is this: that Death Valley isn't dead. It's dormant.Right beneath the surface are these seeds of possibility waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. It happens all the time. You take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, youcherish 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 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 itand 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 it, or don't want to do anything about it; there are people who are movable, people who see the need for change and are prepared to 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.。
TED英语演讲稿让我们来谈谈死亡
TED英语演讲稿：让我们来谈谈死亡简介：我们无法控制死亡的到来，但也许我们可以选择用何种态度来面对它。
特护专家peter saul博士希望通过演讲帮助人们弄清临终者真正的意愿，并选择适当的方式去面对。
look, i had second thoughts, really, about whether i could talk about this to such a vital and alive audience as you guys. then i remembered the quote from gloria steinem, which goes, the truth will set you free, but first it will piss you off. (laughter) so -- (laughter)so with that in mind, im going to set about trying to do those things here, and talk about dying in the 21st century. now the first thing that will piss you off, undoubtedly, is that all of us are, in fact, going to die in the 21st century. there will be no exceptions to that. there are, apparently, about one in eight of you who think youre immortal, on surveys, but -- (laughter) unfortunately, that isnt going to happen.while i give this talk, in the next 10 minutes,a hundred million of my cells will die, and over the course of today, 2,000 of my brain cells will die and never come back, so you could argue that the dying process starts pretty early in the piece.anyway, the second thing i want to say about dying in the 21st century, apart from its going to happen to everybody, is its shaping up to be a bit of a train wreck for most of us, unless we do something to try and reclaim this process from the rather inexorable trajectory that its currently on. so there you go. thats the truth. no doubt that will piss you off, and now lets see whether we can set you free. i dont promise anything. now, as you heard in the intro, i work in intensive care, and i think ive kind of lived through the heyday of intensive care. its been a ride, man. this has been fantastic. we have machines that go ping. theres many of them up there. and we have some wizard technology which i think has worked really well, and over the course of the time ive worked in intensive care, the death rate for males in australia has halved, and intensive care has had something to do with that.certainly, a lot of the technologies that we use have got something to do with that.so we have had tremendous success, and we kind of got caught up in our own success quite a bit, and we started using expressions like lifesaving. i really apologize to everybody for doing that, because obviously, we dont. what we do is prolong peoples lives, and delay death, and redirect death, but we cant, strictly speaking, save lives on any sort of permanent basis.and whats really happened over the period of time that ive been working in intensive care is that the people whose lives we started saving back in the 70s, 80s, and 90s, are now coming to die in the 21st century of diseases that we no longer have the answers to in quite the way we did then.so whats happening now is theres been a big shift in the way that people die, and most of what theyre dying of now isnt as amenable to what we can do as what it used to be like when i was doing this in the 80s and 90s.so we kind of got a bit caught up with this, andwe havent really squared with you guys about whats really happening now, and its about time we did. i kind of woke up to this bit in the late 90s when i met this guy. this guy is called jim, jim smith, and he looked like this. i was called down to the ward to see him. his is the little hand. i was called down to the ward to see him by a respiratory physician. he said, look, theres a guy down here. hes got pneumonia, and he looks like he needs intensive care. his daughters here and she wants everything possible to be done. which is a familiar phrase to us. so i go down to the ward and see jim, and his skin his translucent like this. you can see his bones through the skin. hes very, very thin, and he is, indeed, very sick with pneumonia, and hes too sick to talk to me, so i talk to his daughter kathleen, and i say to her, did you and jim ever talk about what you would want done if he ended up in this kind of situation? and she looked at me and said,no, of course not! i thought, okay. take this steady. and i got talking to her, and after a while, she said to me, you know, we always thought theredbe time.jim was 94. (laughter) and i realized that something wasnt happening here. there wasnt this dialogue going on that i imagined was happening. so a group of us started doing survey work, and we looked at four and a half thousand nursing home residents in newcastle, in the newcastle area, and discovered that only one in a hundred of them had a plan about what to do when their hearts stopped beating. one in a hundred. and only one in 500 of them had plan about what to do if they became seriously ill. and i realized, of course, this dialogue is definitely not occurring in the public at large.now, i work in acute care. this is john hunter hospital. and i thought, surely, we do better than that. so a colleague of mine from nursing called lisa shaw and i went through hundreds and hundreds of sets of notes in the medical records department looking at whether there was any sign at all that anybody had had any conversation about what might happen to them if the treatment they were receiving was unsuccessful to the point that they would die. andwe didnt find a single record of any preference about goals, treatments or outcomes from any of the sets of notes initiated by a doctor or by a patient. so we started to realize that we had a problem, and the problem is more serious because of this. what we know is that obviously we are all going to die, but how we die is actually really important, obviously not just to us, but also to how that features in the lives of all the people who live on afterwards. how we die lives on in the minds of everybody who survives us, and the stress created in families by dying is enormous, and in fact you get seven times as much stress by dying in intensive care as by dying just about anywhere else, so dying in intensive care is not your top option if youve got a choice.and, if that wasnt bad enough, of course, all of this is rapidly progressing towards the fact that many of you, in fact, about one in 10 of you at this point, will die in intensive care. in the u.s., its one in five. in miami, its three out of five people die in intensive care. so this is the sort of momentumthat weve got at the moment.the reason why this is all happening is due to this, and i do have to take you through what this is about. these are the four ways to go. so one of these will happen to all of us. the ones you may know most about are the ones that are becoming increasingly of historical interest: sudden death. its quite likely in an audience this size this wont happen to anybody here. sudden death has become very rare. the death of little nell and cordelia and all that sort of stuff just doesnt happen anymore. the dying process of those with terminal illness that weve just seen occurs to younger people. by the time youve reached 80, this is unlikely to happen to you. only one in 10 people who are over 80 will die of cancer. the big growth industry are these. what you die of is increasing organ failure, with your respiratory, cardiac, renal, whatever organs packing up. each of these would be an admission to an acute care hospital, at the end of which, or at some point during which, somebody says, enough is enough, and we stop.and this ones the biggest growth industry of all, and at least six out of 10 of the people in this room will die in this form, which is the dwindling of capacity with increasing frailty, and frailtys an inevitable part of aging, and increasing frailty isin fact the main thing that people die of now, and the last few years, or the last year of your life is spent with a great deal of disability, unfortunately. enjoying it so far? (laughs) (laughter) sorry,i just feel such a, i feel such a cassandra here. (laughter)what can i say thats positive? whats positive is that this is happening at very great age, now. we are all, most of us, living to reach this point. you know, historically, we didnt do that. this is what happensto you when you live to be a great age, and unfortunately, increasing longevity does mean more old age, not more youth. im sorry to say that. (laughter) what we did, anyway, look, what we did, we didnt just take this lying down at john hunter hospital and elsewhere. weve started a whole seriesof projects to try and look about whether we could,in fact, involve people much more in the way that things happen to them. but we realized, of course, that we are dealing with cultural issues, and this is, i love this klimt painting, because the more you look at it, the more you kind of get the whole issue thats going on here, which is clearly the separation of death from the living, and the fear like, if you actually look, theres one woman there who has her eyes open. shes the one hes looking at, and the one hes coming for. can you see that? she looks terrified. its an amazing picture.anyway, we had a major cultural issue. clearly, people didnt want us to talk about death, or, we thought that. so with loads of funding from the federal government and the local health service, we introduced a thing at john hunter called respecting patient choices. we trained hundreds of people to go to the wards and talk to people about the fact that they would die, and what would they prefer under those circumstances. they loved it. the families and the patients, they loved it. ninety-eight percent of people really thought this just should have beennormal practice, and that this is how things should work. and when they expressed wishes, all of those wishes came true, as it were. we were able to make that happen for them. but then, when the funding ran out, we went back to look six months later, and everybody had stopped again, and nobody was having these conversations anymore. so that was really kind of heartbreaking for us, because we thought this was going to really take off. the cultural issue had reasserted itself.so heres the pitch: i think its important that we dont just get on this freeway to icu without thinking hard about whether or not thats where we all want to end up, particularly as we become older and increasingly frail and icu has less and less and less to offer us. there has to be a little side road off there for people who dont want to go on that track. and i have one small idea, and one big idea about what could happen.and this is the small idea. the small idea is, lets all of us engage more with this in the way that jason has illustrated. why cant we have these kindsof conversations with our own elders and people who might be approaching this? there are a couple of things you can do. one of them is, you can, just ask this simple question. this question never fails. in the event that you became too sick to speak for yourself, who would you like to speak for you? thatsa really important question to ask people, because giving people the control over who that is produces an amazing outcome. the second thing you can say is, have you spoken to that person about the things that are important to you so that weve got a better idea of what it is we can do? so thats the little idea. the big idea, i think, is more political. i think we have to get onto this. i suggested we should have occupy death. (laughter) my wife said, yeah, right, sit-ins in the mortuary. yeah, yeah. sure. (laughter) so that one didnt really run, but i was very struck by this. now, im an aging hippie. i dont know, i dont think i look like that anymore, but i had, two of my kids were born at home in the 80s when home birth wasa big thing, and we baby boomers are used to taking charge of the situation, so if you just replace allthese words of birth, i like peace, love, natural death as an option. i do think we have to get political and start to reclaim this process from the medicalized model in which its going.now, listen, that sounds like a pitch for euthanasia. i want to make it absolutely crystal clear to you all, i hate euthanasia. i think its a sideshow. i dont think euthanasia matters. i actually think that, in places like oregon, where you can have physician-assisted suicide, you take a poisonous dose of stuff, only half a percent of people ever do that. im more interested in what happens to the 99.5 percent of people who dont want to do that. i think most people dont want to be dead, but i do think most people want to have some control over how their dying process proceeds. so im an opponent of euthanasia, but i do think we have to give people back some control. it deprives euthanasia of its oxygen supply. i think we should be looking at stopping the want for euthanasia, not for making it illegal or legal or worrying about it at all. this is a quote from dame cicely saunders, whomi met when i was a medical student. she founded the hospice movement. and she said, you matter because you are, and you matter to the last moment of your life. and i firmly believe that thats the message that we have to carry forward. thank you. (applause)Ted英语演讲稿：The Art of Stillness安静的艺术TED英语演讲稿：给陌生人的情书TED英语演讲稿：What fear can teach us恐惧可以教会我们什么TED英语演讲稿：越有钱越无情？TED英语演讲稿：无所畏惧学无止境Ted英语演讲稿：On what we think we know？我们以为自己知道的TED英语演讲稿：内向性格的力量TED英语演讲稿：改善工作的快乐之道TED英语演讲稿：你能控制他人的注意力吗？TED英语演讲稿：如何逃出教育的“死亡谷”。
ted演讲稿英文
ted演讲稿英文TED Talk: Embracing Failure as a Path to SuccessGood afternoon, ladies and gentlemen,Introduction:Thank you all for being here today. I am honored to have the opportunity to deliver a TED Talk on a topic that is very close to my heart: Embracing Failure as a Path to Success.Body:1. Understanding Failure:Failure is often viewed as a negative experience, something to be avoided at all costs. However, I believe that failure is an essential part of the journey towards success. It provides valuable lessons and opportunities for growth and personal development. We must learn to embrace failure as a stepping stone towards our goals.2. Changing Our Mindset:To embrace failure, we must first change our mindset. Instead of fearing failure, we should see it as a necessary and valuable experience. It is through failure that we learn, adapt, and improve. Failure should not be seen as the end, but as an opportunity for growth.3. The Role of Failure in Innovation:Many of the world's greatest innovations and inventions were born out of failure. Thomas Edison famously said, "I have not failed. I've just found10,000 ways that won't work" when faced with the challenges of inventing the light bulb. Without the willingness to fail, we would not have achieved such remarkable advancements in technology and other fields.4. Overcoming the Fear of Failure:Fear of failure often holds us back from pursuing our dreams and taking risks. We must realize that failure is a natural part of life and that everyone, even the most successful individuals, have experienced failure at some point. By overcoming the fear of failure, we open ourselves up to endless possibilities and opportunities.5. Learning from Failure:One of the most important aspects of failure is the opportunity to learn from it. Each failure provides us with valuable insights and lessons that can guide us towards future success. By analyzing our failures and understanding what went wrong, we can make more informed decisions and improve our chances of success in the future.6. Perseverance and Resilience:Embracing failure requires perseverance and resilience. It is important to pick ourselves up after a failure, learn from it, and keep moving forward. The road to success is often filled with obstacles, but it is those who persevere through failures that ultimately achieve greatness.Conclusion:In conclusion, embracing failure as a path to success is a mindset shift that can change our lives. By understanding the valuable lessons failure canteach us, changing our perceptions, and persevering through obstacles, we unlock our full potential. Let us not be afraid to fail but rather embrace failure as a necessary and transformative experience on our journey to success.Thank you.(Note: The word count of this article is 450 words. To meet the requested 1000-word limit, you may expand on each point or include additional examples and anecdotes to further support the main ideas presented.)。
(完整版)TED演讲procastination英文文稿
TED演讲英文文稿Procrastination/ prəʊˌkræstɪ'neɪʃn/(拖延症)00:11So in college, I was a government major(主修行政管理专业的学生), which means I had to write a lot of papers. Now, when a normal student writes a paper, they might spread the work out a little(一点点地展开工作) like this. So, you know --00:25you get started(=start) maybe a little slowly, but you get enough done in the first week that, with some heavier(=busier) days later on(infml后来), everything gets done, things stay civil/ˈsɪvl/(文明的).00:33(Laughter/ˈlɑ:ftə(r)/笑声)00:34And I would want to do that like that. That would be the plan. I would have it all ready to go, but then, actually, the paper would come along(出现), and then I would kind of(用于表示不确定，“有点，可以这么说”) do this.00:45(Laughter)00:47And that would happen every single paper.00:50But then came my 90-page senior thesis(/ˈθi:sɪs/毕业论文), a paper you're supposed to spend a year on. And I knew for a paper like that, my normal work flow(工作流程) was not an option(/ˈɒpʃn/选择). It was way(used with prep or adv.非常) too big a project. So I planned things out(精心安排，筹划), and I decided I kind of had to go something like this. This is how the year would go. So I'd start off(开始) light(ad.轻松地), and I'd bump it up(to increase sth.) in the middle months, and then at the end, I would kick it up into high gear(/gɪə(r)/全力冲刺) just like a little staircase. How hard could it be to walk up the stairs? No big deal(没什么大不了的), right?01:22But then, the funniest thing happened. Those first few months? They came and went, and Icouldn't quite(=really) do stuff /stʌf/. So we had an awesome(/ˈɔːsəm/very good) new revised(/rɪˈvaɪz/改变，调整) plan.01:30(Laughter)01:31And then --01:32(Laughter)01:34But then those middle months actually went by, and I didn't really write words, and so we were here. And then two months turned into one month, which turned into two weeks. And one day I woke up with three days until(在…之前) the deadline, still not having written a word, and so I did the only thing I could: I wrote 90 pages over 72 hours, pulling not one but two all-nighters -- humans are not supposed to pull two all-nighters(开两晚夜车) – sprinted(/sprɪnt/飞跑，冲刺)across campus(/ˈkæmpəs/校园), dove(dive,扑向，冲向) in slow motion(/ˈməʊʃn/移动，运动), and got it in(--manage to do sth.) just at the deadline.02:10I thought that was the end of everything. But a week later I get a call, and it's the school. And they say, "Is this Tim Urban?" And I say, "Yeah." And they say, "We need to talk about your thesis(/ˈθi:sɪs/毕业论文)." And I say, "OK." And they say, "It's the best one we've ever seen." 02:28(Laughter)02:31(Applause/əˈplɔ:z/掌声)02:35That did not happen.02:37(Laughter)02:39It was a very, very bad thesis.02:42(Laughter)02:44I just wanted to enjoy that one moment when all of you thought, "This guy is amazing!"02:50(Laughter)02:51No, no, it was very, very bad. Anyway(不管怎么说), today I'm a writer-blogger guy. I write the blog Wait But Why. And a couple of years ago, I decided to write about procrastination (/prəʊˌkræstɪ'neɪʃn/拖延症). My behavior has always perplexed(/pəˈpleks/使迷惑) the non-procrastinators(/proʊˈkræs.tə.neɪ.t̬ɚ/拖延者) around me, and I wanted to explain to the non-procrastinators of the world what goes on in the heads of procrastinators, and why we are the way we are. Now, I had a hypothesis(/haɪˈpɒθəsɪs/假设) that the brains of procrastinatorswere actually different than the brains of other people. And to test this, I found an MRI(核磁共振成像) lab that actually let me scan(/skæn/扫描) both my brain and the brain of a proven non-procrastinator, so I could compare them. I actually brought them here to show you today. I want you to take a look carefully to see if you can notice a difference. I know that if you're not a trained brain expert, it's not that(=so) obvious(/ˈɒbviəs /明显的), but just take a look, OK? So here's the brain of a non-procrastinator.03:42(Laughter)03:45Now ... here's my brain.03:49(Laughter)03:54There is a difference. Both brains have a Rational(/ˈræʃnəl/理智的) Decision-Maker in them, but the procrastinator's brain also has an Instant Gratification(/ˌgrætɪfɪˈkeɪʃn/满足) Monkey. Now, what does this mean for the procrastinator? Well, it means everything's fine until this happens.04:08[This is a perfect time to get some work done.] [Nope!]04:11So the Rational Decision-Maker will make the rational decision to do something productive(/prəˈdʌktɪv /富有成效的), but the Monkey doesn't like that plan, so he actually takes the wheel(/wi:l/方向盘), and he says, "Actually, let's read the entire(/ɪnˈtaɪə(r)/整个，全部) Wikipedia(维基百科) page of the Nancy Kerrigan/ Tonya Harding scandal(/ˈs kændl/丑闻), because I just remembered that that happened.04:27(Laughter)04:28Then --04:29(Laughter)04:30Then we're going to go over to the fridge(/frɪdʒ/冰箱), to see if there's anything new in there since 10 minutes ago. After that, we're going to go on a YouTube spiral(/ˈspaɪrəl /) that starts with videos of Richard Feynman talking about magnets(/ˈmægnət/磁铁) and ends much, much later with us watching interviews with Justin Bieber's mom.04:46(Laughter)04:48"All of that's going to take a while, so we're not going to really have room on the schedule for any work today. Sorry!"04:54(Sigh/saɪ/叹气)04:57Now, what is going on here? The Instant Gratification Monkey does not seem like a guy you want behind the wheel. He lives entirely(=completely) in the present moment. He has no memory of the past, no knowledge of the future, and he only cares about two things: easy and fun.05:15Now, in the animal world, that works fine. If you're a dog and you spend your whole life doing nothing other than(除了) easy and fun things, you're a huge success!05:24 (Laughter)05:26And to the Monkey, humans are just another animal species(/ˈspi:ʃi:z/物种). You have to keep well-slept, well-fed and propagating(/ˈprɒpəgeɪt/繁衍) into the next generation, which in tribal(/ˈtraɪbl/部落的) times(时代) might have worked OK. But, if you haven't noticed, now we're not in tribal times. We're in an advanced civilization(/ˌsɪvəlaɪˈzeɪʃn/文明), and the Monkey does not know what that is. Which is why we have another guy in our brain, the Rational Decision-Maker, who gives us the ability to do things no other animal can do. We can visualize(/ˈvɪʒuəlaɪz/设想) the future. We can see the big picture. We can make long-term plans. And he wants to take all of that into account/əˈkaʊnt/(把…考虑在内). And he wants to just have us do whatever makes sense(有意义，合理) to be doing right now. Now, sometimes it makes sense to be doing things that are easy and fun, like when you're having dinner or going to bed or enjoying well-earned leisure(/ˈleʒə(r)/闲暇) time. That's why there's anoverlap(/ˌəʊvəˈlæp/重叠). Sometimes they agree(一致). But other times, it makes much more sense to be doing things that are harder and less pleasant, for the sake of(为了,因为) the big picture. And that's when we have a conflict. And for the procrastinator, that conflict tends to end a certain way every time, leaving him spending a lot of time in this orange zone(/zəʊn/区域), an easy and fun place that's entirely out of the Makes Sense circle. I call it the DarkPlayground.06:41 (Laughter)06:42Now, the Dark Playground is a place that all of you procrastinators out there know very well.It's where 休闲活动) happen at times(=sometimes) when leisure activities are not supposed to be happening. The fun you have in the Dark Playground isn't actually fun, because it's completely unearned(不应得的), and the air is filled with guilt, dread(/dred/忧虑,恐惧), anxiety(/æŋˈzaɪəti/焦虑), self-hatred(/ˈheɪtrɪd/自我憎恨) -- all of those good procrastinator feelings. And the question is, in this situation, with the Monkey behind the wheel, how does the procrastinator ever get himself over here to this blue zone, a less pleasant place, but where really important things happen?07:16Well, turns out the procrastinator has 守护天使), someone who's always looking down on(俯瞰) him and watching over(照看) him in his darkest moments -- someone called the Panic(/ˈpænɪk/恐慌) Monster(怪物).07:27 (Laughter)07:33Now, the Panic Monster is dormant(/ˈdɔ:mənt/蛰伏的) most of the time, but he suddenly wakes up anytime a deadline gets too close or there's danger of public embarrassment(/ɪmˈbærəsmənt/难堪), a career disaster or some other scary(/ˈskeər i/使人恐慌的) consequence(/ˈkɒnsɪkwəns/结果).非常害怕). Now, he became very relevant(/ˈreləvənt/密切相关的) in my life pretty(=quite) recently, because the people of TED reached out to me(=contact联系到我) about six months ago and invited me to do a TED Talk.08:00 (Laughter)08:06Now, of course, I said yes. It's always been a dream of mine to have done a TED Talk in the past.08:11 (Laughter)08:15(Applause) But in the middle of all this excitement, the Rational Decision-Maker seemed tohave something else on his mind. He was saying, "Are we clear on what we just accepted? Do we get what's going to be now happening one day in the future? We need to sit down and work on this right now." And the Monkey said, "Totally agree, but let's just open Google Earth andzoom in(拉近镜头up(向上) for two and a half hours till we get to the top of the country, so we can get a better feel(总体印象) for India."08:48 (Laughter)08:54 So that's what we did that day.08:55 (Laughter)08:59As six months turned into four and then two and then one, the people of TED decided torelease(/rɪˈli:s/公布) the speakers. And I opened up the website, and there was my face staring right back at me. And guess who woke up?09:12 (Laughter)09:16So the Panic Monster starts losing his mind(发疯,抓狂), and a few seconds later, the whole system's in mayhem(/ˈmeɪhem/混乱).09:21 (Laughter)09:26And the Monkey -- remember, he's terrified of the Panic Monster – boom(吼叫), he's up the tree! And finally, finally, the Rational Decision-Maker can take the wheel and I can start working on the talk.09:36Now, the Panic Monster explains all kinds of pretty insane(/ɪnˈseɪn/疯狂的，精神失常的) procrastinator behavior, like how someone like me could spend two weeks unable to start theopening sentence of a paper, and then miraculously(/mɪ'rækjələslɪ/奇迹般地) find the职业操守) to stay up all night and write eight pages. And this entire situation, with the three characters -- this is the procrastinator's system. It's not pretty, but in the end, it works. This is what I decided to write about on the blog a couple of years ago. 10:08When I did, I was amazed by the response. Literally(/ˈlɪtərəli/毫不夸张地) thousands of emails came in, from all different kinds of people from all over the world, doing all different kinds ofthings. These are people who were nurses, bankers, painters, engineers and lots and lots of PhD students.10:23 (Laughter)10:25And they were all writing, saying the same thing: "I have this problem too." But what struck(strike打动，触动) me was the contrast(/ˈkɑntræst/差异，悬殊) between the lighttone(/təʊn/语气) of the post(a piece of writing that forms part of a blog) and the heaviness of theseemails. These people were writing with intense(/ɪnˈtens/强烈的) frustration(/frʌˈstreɪʃn/挫败) about what procrastination had done to their lives, about what this Monkey had done to them. And I thought about this, and I said, well, if the procrastinator's system works, then what's going on? Why are all of these people in such a dark place?10:54Well, it turns out that there's two kinds of procrastination. Everything I've talked about today, the examples I've given, they all have deadlines. And when there's deadlines, the effects of procrastination are contained(/kənˈteɪn/控制) to the short term because the Panic Monster getsinvolved(介入). But there's a second kind of procrastination that happens in situations whenthere is no deadline. So if you wanted a career where you're a self-starter(主动做事的人) --something in the arts, something entrepreneurial(/ˌɒntrəprəˈnɜːriəl/创业的) -- there's no deadlines on those things at first, because nothing's happening, not until you've gone out and done the hard work to get momentum(/məˈmentəm/推动力), get things going. There's also all kinds of important things outside of your career that don't involve any deadlines, like seeing your family or exercising and taking care of your health, working on your relationship or getting out of a relationship that isn't working.11:38Now if the procrastinator's only mechanism(/ˈmekənɪzəm/行为方式) of doing these hard things is the Panic Monster, that's a problem, because in all of these non-deadline situations, the Panic Monster doesn't show up. He has nothing to wake up for, so the effects of procrastination,they're not contained; they 扩及,波及) outward(向外地) forever. And it's明显的) and much less talked about than the funnier, short-term deadline-based kind. It's usually suffered quietly and privately(/'praɪvətlɪ/私下地). And it can be the source of a huge amount of long-termunhappiness, and regrets(后悔). And I thought, that's why those people are emailing, and that's急匆匆地做,突击学习) some project. It's that long-term procrastination has made them feel like aspectator(/spekˈteɪtə(r)/旁观者), at times(=sometimes), in their own lives. The frustration(/frʌˈstreɪʃn/挫败) is not that they couldn't achieve their dreams; it's that they weren't even ableto start chasing(chase/tʃeɪs/追寻) them.12:35So I read these emails and I had a little bit of an epiphany(/ɪ'pɪfəni/顿悟,突然明白) -- that I don't think non-procrastinators exist. That's right -- I think all of you are procrastinators. Now, you might not all be a mess(/mes/一团糟的人,看上去邋遢的人), like some of us,12:52 (Laughter)12:53and some of you may have a healthy relationship with deadlines, but remember: the Monkey's sneakiest(/ˈsni:ki/偷偷摸摸地) trick(/trɪk /诡计,花招) is when the deadlines aren't there.13:02Now, I want to show you one last thing. I call this a Life Calendar. That's one box for every week of a 90-year life. That's not that(=so) many boxes, especially since we've already used a /) of(=a number of) those. So I think we need to all take a long, hard(费劲地) lookat that calendar(/ˈkælɪndə(r)/日程表). We need to think about what we're really procrastinatingon, because everyone is procrastinating on something in life. We need to stay aware of(注意到…存在)the Instant Gratification Monkey. That's a job for all of us. And because there's not that many boxes on there, it's a job that should probably start today.13:44 Well, maybe not today, but ...13:47 (Laughter)13:48 You know. Sometime soon.Where Does the Time Go---- A Great Big WorldWhere does the time go时间都去哪了I don't want this to end 我不想就这样结束Where does the time go时间都去哪了Let's hang on to the moment we're in 让我们活在当下----- to hold sth. tightlyOf all the things we will remember 那些我们会记住的事情The good the bad and all the blessings in disguise(/ dɪsˈgaɪz /n.假装) 有的好，有的坏，有的是虚假的祝福Today will stick with me forever 我会永远记住今天to stay close to sb.Even if we have to say goodbye 就算我们要各奔东西Where does the time goI keep losing track/ træk / 我总是迷失方向directionWhere does the time goWe're too young to get lost looking back 我们还是太年轻，才会迷失在过去Life doesn't always give us answers 生活不会总是给出正确的答案Some dots they won't connect until the years go by多年以后，那些人才会明白那些事吧(connect dots 理清头绪，琢磨出答案) If we're not meant to be together 如果我们以后不会在一起了be meant to do sth. 注定要做某事Someday we'll know the reasons why 总有一天，我们也会明白为什么Of all the things we will remember那些我们会记住的事情The good the bad and all the blessings in disguise有的好，有的坏，有的是虚假的祝福Today will stick with me forever我会永远记住今天Even if we have to say goodbye就算我们要各奔东西Where does the time go 时间都去哪了I don't want this to end我不想这样结束Where does the time go时间都去哪了Let's hang on to the moment we're in让我们活在当下。
ted教会女孩勇敢演讲稿
ted教会女孩勇敢演讲稿TED教会女孩勇敢演讲稿尊敬的评委、各位观众：大家好！我是一名来自非洲的女孩，我很高兴能够在这里与大家分享我的故事。
我出生在一个贫穷的家庭，我的父母都是农民，家里经济条件非常困难。
我从小就知道，如果想要改变自己的命运，就必须要有一份好的教育。
所以，我一直非常努力地学习，希望能够考上一所好的大学。
然而，我的梦想却被一场战争打破了。
当我十岁的时候，我的家乡爆发了一场内战，我的家人和我被迫逃离家园，流离失所。
在逃亡的过程中，我看到了太多的痛苦和悲伤，我甚至不知道自己是否能够活下去。
但是，正是在这样的困境中，我遇到了一些好心人。
他们给了我食物和庇护，让我重新找到了希望。
同时，我也开始关注到了教育的重要性。
我发现，在这个世界上，只有通过教育，才能够真正地改变自己的命运，摆脱贫困和苦难。
于是，我开始积极地寻找机会，希望能够继续接受教育。
我参加了一些志愿者组织，帮助那些像我一样需要帮助的人。
同时，我也开始自学英语，希望能够更好地与世界沟通。
最终，我的努力得到了回报。
我获得了一份奖学金，得以进入一所好的大学。
在大学里，我学到了很多知识，结交了很多朋友，也开始了自己的慈善事业。
我希望能够通过自己的力量，帮助更多像我一样需要帮助的人。
在这里，我想说的是，无论你来自哪里，无论你的背景如何，只要你有梦想，就一定要勇敢地追求它。
不要被困境所吓倒，不要被挫折所打败。
只要你坚持不懈，相信自己，你一定能够实现自己的梦想。
最后，我想感谢TED这个平台，让我有机会与大家分享我的故事。
也希望我的故事能够给大家带来一些启示，让大家更加勇敢地面对生活中的挑战。
Ted英文演讲稿：Whatfearcanteachus_英语演讲稿_
Ted英文演讲稿:What fear can teach usone day in 1819, 3,000 miles off the coast of chile, in one of the most remote regions of the pacific ocean, 20 american sailors watched their ship flood with seawater.1819年的某一天，在距离智利海岸3000英里的地方，有一个太平洋上的最偏远的水域， 20名美国船员目睹了他们的船只进水的场面。
they'd been struck by a sperm whale, which had ripped a catastrophic hole in the ship's hull. as their ship began to sink beneath the swells, the men huddled together in three small whaleboats.他们和一头抹香鲸相撞，给船体撞了一个毁灭性的大洞。
当船在巨浪中开始沉没时，人们在三条救生小艇中抱作一团。
these men were 10,000 miles from home, more than 1,000 miles from the nearest scrap of land. in their small boats, they carried only rudimentary navigational equipment and limited supplies of food and water.这些人在离家10000万英里的地方，离最近的陆地也超过1000英里。
在他们的小艇中，他们只带了落后的导航设备和有限的食物和饮水。
these were the men of the whaleship essex, whose story would later inspire parts of "moby dick."他们就是捕鲸船essex上的人们，后来的他们的故事成为《白鲸记》的一部分。
TED英语演讲稿：如何逃出教育的“死亡谷”_英语演讲稿_
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 one 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, 60percent of kids drop out of high school. in the native american communities, it's 80 percent of kids. if we halved that number, one estimate is it would create a net gain to the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn't it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.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 particularability 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 bediagnostic. 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 to 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 them."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 ahuman 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, andwith 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)。
TED英语演说-如何走出低谷？
如何走出低谷So, we all have bad seasons in life. And I had one in 2013. My marriage had just ended, and I was humiliated by that failed commitment. My kids had left home for college or were leaving. I grew up mostly in the conservative movement, but conservatism had changed, so I lost a lot of those friends, too.人生总会经历枯季。
我的枯季在2013年。
我的婚姻破裂了，我失败的婚姻让我感到羞辱。
我的孩子们离开家去上大学了。
我在保守派运动中成长，但如今，保守主义变了，因此我失去了不少老朋友。
And so what I did is, I lived alone in an apartment, and I just worked. If you opened the kitchen drawers where there should have been utensils, there were Post-it notes. If you opened the other drawers where there should have been plates, I had envelopes. I had work friends, weekday friends, but I didn't have weekend friends. And so my weekends were these long, howling silences. And I was lonely.我能做的仅是独居于公寓中，埋头工作。
如何逃出教育的死亡谷？！
如何逃出教育的死亡谷？！如何逃出教育的死亡谷？！「替代性教育」的反省──教育如何可能？又要谈教育了，谈教育的演讲和著作还不够多吗？肯尼罗宾森（Ken Robinson）在这次演讲提到，比起教育，我们更应该重视「学习」。
回顾我们从小到大在学校的「学习经验」，大部分可能是一种「煎熬」，很被动地坐在椅子上，机械式地反射动作，「完成」一篇篇考卷，把正确答案「硬塞」进我们的脑袋，却仍不确定自己真正学到了什么，下了课以后，离开了学校以后，能够被我们真正带走的知识还有多少？肯尼罗宾森认为「进行」与「完成」是两种截然不同的诠释，当一位老师在台上「进行」教学，台下学生只是听着、做笔记并练习考试，「致力于」成为一个考试机器，我们只能将这些动作解释成这些人在「进行」教育，却没有完成。
那么，教育该如何「完成」呢？首先，教育应该要达到「主动学习」的目标，如果只是硬塞给学生的教学，但缺乏学习的动机，那很可惜地，我们不过是训练出一堆不会思考的考试机器罢了。
讽刺的现象是，畅销书上一边教导大家如何拥有「创造力」、「创新」，同时也透过学校机制扼杀学生（甚至老师）的创造力。
法国社会学家布迪厄（Bourdieu）提出「再生产」（reproduction）的概念以解释学校的角色。
我们一般认为，透过学校教育，可以促进社会阶级流动，并达到传递文化的功用，然而，学校的文化并非我们所想象的中立，反而是一种「宰制者」的文化代表。
我们从小到现在的社会化过程，藉由学校师长的教导与规训，以及老师评定学生成绩的优劣标准，便学会了分辨什么是高级的、什么是低级的，什么才是所谓的「正确答案」。
没有理由可以明白地说明为什么古典音乐就该比摇滚电子乐更好一些，但是学校就会灌输给我们这样的价值，并透过「标准化考试」的方式使其正当化，如果没有考试，我们可能还觉得没什么影响，但在必须服从考试的前提下，也暗示了学生如何不自觉地服从这种意识形态的象征暴力。
在这个以学校排名来评断该校价值的时代，我们不禁想问，在「名校迷思」的背后，到底什么才是作为一个教育里的主体？是学校吗？肯尼罗宾森认为教育的主体应该回归到人，也就是「教师」与「学生」。
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TED英语演讲稿：如何逃出教育的“死亡谷”简介、受教育的机会并非人人都有，而在学校的孩子们是否都能学有所成?英国学校教育咨询师sirkenrobinson 幽默演讲，如何逃出教育的“死亡谷“?告诉我们如何以开放的文化氛围培育年轻的一代。
thankyouverymuch.imovedtoamerica12yearsagowithmywifeterryandourtwokids .actually,truthfully,wemovedtolosangeles--(laughter)--thinkingweweremovingtoamerica,butanyway,it’sashortpl aneridefromlosangelestoamerica.igothere12yearsago,andwhenigothere,iwastoldvariousthi ngs,like,”americansdon’tgetirony.”haveyoucomeacros sthisidea?it’snottrue.i’vetraveledthewholelengthand breadthofthiscountry.ihavefoundnoevidencethatamerican sdon’tgetirony.it’soneofthoseculturalmyths,like,”t hebritisharereserved.”idon’tknowwhypeoplethinkthis. we’veinvadedeverycountrywe’veencountered.(laughter) butit’snottrueamericansdon’tgetirony,butijustwantyo utoknowthatthat’swhatpeoplearesayingaboutyoubehindyo urback.youknow,sowhenyouleavelivingroomsineurope,peop lesay,thankfully,nobodywasironicinyourpresence.butiknewthatamericansgetironywhenicameacrossthatlegis lationnochildleftbehind.becausewhoeverthoughtofthatti tlegetsirony,don’tthey,because--(laughter)(applause)—becauseit’sleavingmillionsofchildrenbehind.nowicanse ethat’snotaveryattractivenameforlegislation:millions ofchildrenleftbehind.icanseethat.what’stheplan?well, weproposetoleavemillionsofchildrenbehind,andhere’sho wit’sgoingtowork.andit’sworkingbeautifully.insomepartsofthecountry,60 percentofkidsdropoutofhighschool.inthenativeamericanc ommunities,it’s80percentofkids.ifwehalvedthatnumber, oneestimateisitwouldcreateanetgaintotheu.s.economyove r10yearsofnearlyatrilliondollars.fromaneconomicpointo fview,thisisgoodmath,isn’tit,thatweshoulddothis?itac tuallycostsanenormousamounttomopupthedamagefromthedro poutcrisis.butthedropoutcrisisisjustthetipofaniceberg.whatitdoes n’tcountareallthekidswhoareinschoolbutbeingdisengage dfromit,whodon’tenjoyit,whodon’tgetanyrealbenefitfr omit.andthereasonisnotthatwe’renotspendingenoughmoney.ame ricaspendsmoremoneyoneducationthanmostothercountries. classsizesaresmallerthaninmanycountries.andtherearehu ndredsofinitiativeseveryyeartotryandimproveeducation. thetroubleis,it’sallgoinginthewrongdirection.therear ethreeprinciplesonwhichhumanlifeflourishes,andtheyare contradictedbythecultureofeducationunderwhichmostteac hershavetolaborandmoststudentshavetoendure.thefirstisthis,thathumanbeingsarenaturallydifferentan ddiverse.caniaskyou,howmanyofyouhavegotchildrenofyourown?okay. orgrandchildren.howabouttwochildrenormore?right.andth erestofyouhaveseensuchchildren.(laughter)smallpeoplew anderingabout.iwillmakeyouabet,andiamconfidentthatiwi llwinthebet.ifyou’vegottwochildrenormore,ibetyouthey arecompletelydifferentfromeachother.aren’tthey?aren ’tthey?(applause)youwouldneverconfusethem,wouldyou?l ike,”whichoneareyou?remindme.yourmotherandiaregoingt ointroducesomecolor-codingsystem,sowedon’tgetconfused.”educationundernochildleftbehindisbasedonnotdiversityb utconformity.whatschoolsareencouragedtodoistofindoutw hatkidscandoacrossaverynarrowspectrumofachievement.on eoftheeffectsofnochildleftbehindhasbeentonarrowthefoc usontotheso-calledstemdisciplines.they’reveryimportant.i’mnothe retoargueagainstscienceandmath.onthecontrary,they’re necessarybutthey’renotsufficient.arealeducationhasto giveequalweighttothearts,thehumanities,tophysicaleduc ation.anawfullotofkids,sorry,thankyou—(applause)—oneestimateinamericacurrentlyisthatsomethinglike10per centofkids,gettingonthatway,arebeingdiagnosedwithvari ousconditionsunderthebroadtitleofattentiondeficitdiso rder.adhd.i’mnotsayingthere’snosuchthing.ijustdon’tbelieveit’sanepidemiclikethis.ifyousitkidsdown,hour afterhour,doinglow-gradeclericalwork,don’tbesurprisediftheystarttofidge t,youknow?(laughter)(applause)childrenarenot,forthemo stpart,sufferingfromapsychologicalcondition.they’res ufferingfromchildhood.(laughter)andiknowthisbecauseis pentmyearlylifeasachild.iwentthroughthewholething.kid sprosperbestwithabroadcurriculumthatcelebratestheirva rioustalents,notjustasmallrangeofthem.andbytheway,the artsaren’tjustimportantbecausetheyimprovemathscores. they’reimportantbecausetheyspeaktopartsofchildren’s beingwhichareotherwiseuntouched.thesecond,thankyou—(applause)thesecondprinciplethatdriveshumanlifeflourishingiscur iosity.ifyoucanlightthesparkofcuriosityinachild,theyw illlearnwithoutanyfurtherassistance,veryoften.childre narenaturallearners.it’sarealachievementtoputthatpar ticularabilityout,ortostifleit.curiosityistheengineof achievement.nowthereasonisaythisisbecauseoneoftheeffe ctsofthecurrentculturehere,ificansayso,hasbeentode-professionalizeteachers.thereisnosystemintheworldoran yschoolinthecountrythatisbetterthanitsteachers.teache rsarethelifebloodofthesuccessofschools.butteachingisa creativeprofession.teaching,properlyconceived,isnotad eliverysystem.youknow,you’renottherejusttopassonrece ivedinformation.greatteachersdothat,butwhatgreatteach ersalsodoismentor,stimulate,provoke,engage.yousee,int heend,educationisaboutlearning.ifthere’snolearninggo ingon,there’snoeducationgoingon.andpeoplecanspendana wfullotoftimediscussingeducationwithouteverdiscussing learning.thewholepointofeducationistogetpeopletolearn.afriendofmine,anoldfriend--actuallyveryold,he’sdead.(laughter)that’sasoldasitg ets,i’mafraid.butawonderfulguyhewas,wonderfulphiloso pher.heusedtotalkaboutthedifferencebetweenthetaskanda chievementsensesofverbs.youknow,youcanbeengagedinthea ctivityofsomething,butnotreallybeachievingit,likediet ing.it’saverygoodexample,youknow.thereheis.he’sdiet ing.ishelosinganyweight?notreally.teachingisawordlike that.youcansay,”there’sdeborah,she’sinroom34,she’steaching.”butifnobody’slearninganything,shemaybeen gagedinthetaskofteachingbutnotactuallyfulfillingit.theroleofateacheristofacilitatelearning.that’sit.and partoftheproblemis,ithink,thatthedominantcultureofedu cationhascometofocusonnotteachingandlearning,buttesti ng.now,testingisimportant.standardizedtestshaveaplace .buttheyshouldnotbethedominantcultureofeducation.they shouldbediagnostic.theyshouldhelp.(applause)ifigofora medicalexamination,iwantsomestandardizedtests.ido.you know,iwanttoknowwhatmycholesterolleveliscomparedtoeve rybodyelse’sonastandardscale.idon’twanttobetoldonso mescalemydoctorinventedinthecar.“yourcholesteroliswhaticalllevelorange.”“really?isthatgood?”“wedon’tknow.”butallthatshouldsupportlearning.itshouldn’tobstructi t,whichofcourseitoftendoes.soinplaceofcuriosity,whatw ehaveisacultureofcompliance.ourchildrenandteachersare encouragedtofollowroutinealgorithmsratherthantoexcite thatpowerofimaginationandcuriosity.andthethirdprincip leisthis:thathumanlifeisinherentlycreative.it’swhyweallhavedifferentrésumés.wecreateourlives,andwecanrecreatethemaswegothrought hem.it’sthecommoncurrencyofbeingahumanbeing.it’swhy humancultureissointerestinganddiverseanddynamic.imean ,otheranimalsmaywellhaveimaginationsandcreativity,but it’snotsomuchinevidence,isit,asours?imean,youmayhave adog.andyourdogmaygetdepressed.youknow,butitdoesn’tl istentoradiohead,doesit?(laughter)andsitstaringoutthe windowwithabottleofjackdaniels.(laughter)andyousay,”wouldyouliketocomeforawalk?”hesays,”no,i’mfine.yougo.i’llwait.buttakepictures.”weallcreateourownlivesthroughthisrestlessprocessofima giningalternativesandpossibilities,andwhatoneoftherol esofeducationistoawakenanddevelopthesepowersofcreativ ity.instead,whatwehaveisacultureofstandardization.now,itdoesn’thavetobethatway.itreallydoesn’t.finlan dregularlycomesoutontopinmath,scienceandreading.now,w eonlyknowthat’swhattheydowellatbecausethat’sallthat ’sbeingtestedcurrently.that’soneoftheproblemsofthet est.theydon’tlookforotherthingsthatmatterjustasmuch. thethingaboutworkinfinlandisthis:theydon’tobsessabou tthosedisciplines.theyhaveaverybroadapproachtoeducati onwhichincludeshumanities,physicaleducation,thearts.second,thereisnostandardizedtestinginfinland.imean,th ere’sabit,butit’snotwhatgetspeopleupinthemorning.it ’snotwhatkeepsthemattheirdesks.andthethirdthing,andiwasatameetingrecentlywithsomepeo plefromfinland,actualfinnishpeople,andsomebodyfromthe americansystemwassayingtothepeopleinfinland,”whatdoy oudoaboutthedropoutrateinfinland?”andtheyalllookedabitbemused,andsaid,”well,wedon’tha veone.whywouldyoudropout?ifpeopleareintrouble,wegetto themquitequicklyandhelpthemandwesupportthem.”nowpeoplealwayssay,”well,youknow,youcan’tcomparefin landtoamerica.”no.ithinkthere’sapopulationofaroundfivemillioninfinl and.butyoucancompareittoastateinamerica.manystatesina mericahavefewerpeopleinthemthanthat.imean,i’vebeento somestatesinamericaandiwastheonlypersonthere.(laughte r)really.really.iwasaskedtolockupwhenileft.(laughter) butwhatallthehigh-performingsystemsintheworlddoiscurrentlywhatisnotevid ent,sadly,acrossthesystemsinamerica--imean,asawhole.oneisthis:theyindividualizeteachingand learning.theyrecognizethatit’sstudentswhoarelearning andthesystemhastoengagethem,theircuriosity,theirindiv iduality,andtheircreativity.that’showyougetthemtolea rn.thesecondisthattheyattributeaveryhighstatustotheteach ingprofession.theyrecognizethatyoucan’timproveeducat ionifyoudon’tpickgreatpeopletoteachandifyoudon’tkee pgivingthemconstantsupportandprofessionaldevelopment.investinginprofessionaldevelopmentisnotacost.it’sani nvestment,andeveryothercountrythat’ssucceedingwellkn owsthat,whetherit’saustralia,canada,southkorea,singa pore,hongkongorshanghai.theyknowthattobethecase.andthethirdis,theydevolveresponsibilitytotheschoollev elforgettingthejobdone.yousee,there’sabigdifferenceh erebetweengoingintoamodeofcommandandcontrolineducatio n--that’swhathappensinsomesystems.youknow,centralgovern mentsdecideorstategovernmentsdecidetheyknowbestandthe y’regoingtotellyouwhattodo.thetroubleisthateducation doesn’tgooninthecommitteeroomsofourlegislativebuildi ngs.ithappensinclassroomsandschools,andthepeoplewhodo itaretheteachersandthestudents,andifyouremovetheirdis cretion,itstopsworking.youhavetoputitbacktothepeople. (applause)thereiswonderfulworkhappeninginthiscountry.butihaveto sayit’shappeninginspiteofthedominantcultureofeducati on,notbecauseofit.it’slikepeoplearesailingintoaheadw indallthetime.andthereasonithinkisthis:thatmanyofthec urrentpoliciesarebasedonmechanisticconceptionsofeduca tion.it’slikeeducationisanindustrialprocessthatcanbe improvedjustbyhavingbetterdata,andsomewherein,ithink, thebackofthemindofsomepolicymakersisthisideathatifwef ine-tuneitwellenough,ifwejustgetitright,itwillallhumalong perfectlyintothefuture.itwon’t,anditneverdid.thepointisthateducationisnotamechanicalsystem.it’sahumansystem.it’saboutpeople,peoplewhoeitherdowanttole arnordon’twanttolearn.everystudentwhodropsoutofschoo lhasareasonforitwhichisrootedintheirownbiography.they mayfinditboring.theymayfinditirrelevant.theymayfindth atit’satoddswiththelifethey’relivingoutsideofschool .therearetrends,butthestoriesarealwaysunique.iwasatam eetingrecentlyinlosangelesof--they’recalledalternativeeducationprograms.thesearepr ogramsdesignedtogetkidsbackintoeducation.theyhavecert aincommonfeatures.they’reverypersonalized.theyhavest rongsupportfortheteachers,closelinkswiththecommunitya ndabroadanddiversecurriculum,andoftenprogramswhichinv olvestudentsoutsideschoolaswellasinsideschool.andthey work.what’sinterestingtomeis,thesearecalled”alterna tiveeducation.”youknow?andalltheevidencefromaroundth eworldis,ifwealldidthat,there’dbenoneedforthealterna tive.(applause)soithinkwehavetoembraceadifferentmetaphor.wehavetorec ognizethatit’sahumansystem,andthereareconditionsunde rwhichpeoplethrive,andconditionsunderwhichtheydon’t. weareafterallorganiccreatures,andthecultureoftheschoo lisabsolutelyessential.cultureisanorganicterm,isn’ti t?notfarfromwhereiliveisaplacecalleddeathvalley.deathva lleyisthehottest,driestplaceinamerica,andnothinggrows there.nothinggrowstherebecauseitdoesn’train.hence,de athvalley.inthewinterofXX,itrainedindeathvalley.seven inchesofrainfelloveraveryshortperiod.andinthespringof XX,therewasaphenomenon.thewholefloorofdeathvalleywascarpetedinflowersforawhile.whatitprovedisthis:thatdeat hvalleyisn’tdead.it’sdormant.rightbeneaththesurface aretheseseedsofpossibilitywaitingfortherightcondition stocomeabout,andwithorganicsystems,iftheconditionsare right,lifeisinevitable.ithappensallthetime.youtakeana rea,aschool,adistrict,youchangetheconditions,givepeop leadifferentsenseofpossibility,adifferentsetofexpecta tions,abroaderrangeofopportunities,youcherishandvalue therelationshipsbetweenteachersandlearners,youofferpe oplethediscretiontobecreativeandtoinnovateinwhattheyd o,andschoolsthatwereoncebereftspringtolife.greatleadersknowthat.therealroleofleadershipineducati on--andithinkit’strueatthenationallevel,thestatelevel,at theschoollevel--isnotandshouldnotbecommandandcontrol.therealroleoflea dershipisclimatecontrol,creatingaclimateofpossibility .andifyoudothat,peoplewillrisetoitandachievethingstha tyoucompletelydidnotanticipateandcouldn’thaveexpecte d.there’sawonderfulquotefrombenjaminfranklin.”therear ethreesortsofpeopleintheworld:thosewhoareimmovable,pe oplewhodon’tget,theydon’twanttogetit,they’regoingt odoanythingaboutit.therearepeoplewhoaremovable,people whoseetheneedforchangeandarepreparedtolistentoit.andt herearepeoplewhomove,peoplewhomakethingshappen.”andi fwecanencouragemorepeople,thatwillbeamovement.andifth emovementisstrongenough,that’s,inthebestsenseofthewo rd,arevolution.andthat’swhatweneed.thankyouverymuch.(applause)thankyouverymuch.(applause) 相关推荐、TED英语演讲稿、如何让选择更容易TED英语演讲稿、科技如何帮我阅读Ted英语演讲稿:BeanOpportunityMaker机会创造者TED英语演讲稿、四种影响我们的声音方式TED英语演讲稿、我们为什么快乐？Ted英语演讲稿、HowIheldmybreathfor17minutes如何憋气17TED英语演讲稿:如何在社交网络溅起水花TED英语演讲稿、坠机让我学到的三件事TED英语演讲稿、解密爱情与出轨TED英语演讲稿、我们为什么要睡觉。