英语演讲_Do_schools_kill_creativity教育扼杀创造力吗
TED 学校扼杀了我们的创造力
TED演讲：学校扼杀了我们的创造力本视频网易公开课链接：/movie/2006/2/V/E/M7SP3QUET_M7SP3T0VE.htmlWhat are you have is a person of extraodinary dedication who found a talent.We've all agreed on the really extraordinary capacity that children have, their capacities for innovation. And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly. So I want to talk about education and creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.现在的教育提倡的是一个有风险精神的老师能发现一个天才学生。
我们一致认同，孩子拥有超凡的才能，或者说创新能力。
我认为：每个孩子身上都蕴含着巨大的才能，却被成人无情地磨灭了。
因此，我想谈谈教育和创造力。
我相信在当今这个时代，创造力在教育中的地位同读写能力一样重要，理应得到同等程度的重视。
I heard a great story recently, I love telling it, of a six-year-old girl who was in a drawing lesson. The teacher said usually this little girl hardly paid attention, but in this drawing lesson she did. The teacher was fascinated and she went over to her and said, “What are you drawing?” and the girl said, “I'm drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.”前些日子我听到了一个很棒的故事，我喜欢逢人就讲。
学校扼杀了学生的创造力？Ken Robinson Ted英语演讲视频中英字幕,英语文本
演讲稿英语文本：Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving.There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about.One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it.The second is, that it's put us in a place where we have no idea what's going to happen, in terms of the future, no idea how this may play out.I have an interest in education -- actually, what I find is, everybody has an interest in education; don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education, you're not asked. And you'll never ask back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do," and you say you work in education, you can see the blood run from their face. They're like, "Oh my god," you know, "why me? My one night out all week." But if you ask people about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right?, like religion, and money, and other things.I have a big interest in education, and I think we all do, we have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp.If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.And the third part of this is that we've all agreed nonetheless on the really extraordinary capacity that children have, their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she, just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly.So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. [applause] Thank you.That was it, by the way, thank you very much. Soooo, 15 minutes left. Well, I was born.I heard a great story recently, I love telling it, of a little girl who was in a drawing lesson, she was6 and she was at the back, drawing, and the teacher said this little girl hardly paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" and the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute."When my son was 4 in England -- actually he was 4 everywhere, to be honest; if we're being strict about it, wherever he went, he was 4 that year -- he was in the nativity play. Do you remember the story? No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it, "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened -- we were sitting there and we think they just went out of sequence, we talked to the little boy afterward and we said, "You OK with that" and he said "Yeah, why, was that wrong?" -- they just switched, I think that was it. Anyway, the three boys came in, little 4-year-olds with tea towels on their heads, and they put these boxes down, and the first boy said, "I bring you gold." The second boy said, "I bring you myrhh." And the third boy said, "Frank sent this."What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong.Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original. If you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong.And we run our companies like this, by the way, we stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make.And the result is, we are educating people out of their creative capacities.Picasso once said this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather we get educated out of it. So why is this?I lived in Stratford-on-Avon until about five years ago, in fact we moved from Stratford to Los Angeles, so you can imagine what a seamless transition this was. Actually we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Were you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being 7? I never thought of it. I mean, he was 7 at some point; he was in somebody's English class, wasn't he? How annoying would that be? "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody."Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids, he's 21 now, my daughter's 16; he didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourthanniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country.But something strikes you when you move to America and when you travel around the world: every education system on earth has the same hierarchy of subjects. Every one, doesn't matter where you go, you'd think it would be otherwise but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on earth.And in pretty much every system too, there's a hierarchy within the arts. Art and music are nomally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance every day to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think maths is very important but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting?Truthfully what happens is, as children grow up we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.If you were to visit education as an alien and say what's it for, public education, I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything they should, who gets all the brownie points, who are the winners。
关于学校扼杀创造力的演讲
Sir Ken Robinson, who is always interested in education as everyone, gave us a unique point of view on Ted talks: Schools kill creativity.There are 3 themes in his lecture: First, humans hold the variety of and range of creativity. Second, as we are uncertain of the future, we have the obligation to educate children so as to be ready to the challenge of the future. Third, every child holds an extraordinary creativity which is likely to be buried by adults. As they are not afraid of making mistakes, they can do something creative. But as children grow up, they lose their creativity gradually and become timid. So the author holds the idea we should help to keep the children's creativity. Ken Robinson considers that schools kill creativity. He found it surprisingly that every state's education system share the same pyramid of subjects, even the pyramid exists in the interior of the subject. The purpose of global public education is to train college professor, but they are just a form of lifestyle. Since the 19th century, for meeting the demand for industrialization, the education which regards fostering academic ability as the only idea came to emerge. The foundation of the pyramid is rooted in two important methods: utility and academic ability. As in the next 30 years, the number of the population of graduates is the most, a new phenomenon will occur: degrees aren't worth anything. So, we'd better recreate our view of intelligence, it consists of diversity, dynamic and distinction. The author thinks our only hope of the future is to create a new conception of human ecology, only by doing this, can we know about the abundance of human ability.As the author said: "We have to rethink the fundamental principles on which we're educating our children". The traditional education kills creativity. Our job is to help children to overcome challenges, not to bury their creativity.。
Does school always kill creativity学校扼杀创造力么
Do schools kill our creativity
Do Schools Kill Our CreativityKnowledge and creativity are dependent on each other. We have to learn lots of knowledge in schools. But we must train our creativity. It is known that creativity is an important constitution as a student in modern society. Nowadays creativity is more and more important than technical skill. If you only do things as other people tell you, you can not do anything. But now most of the schools only pay attention to develop students’ knowledge and limit students’ thinking.So I believe creativity is stifled and, not surprisingly, schools that comply with rigid education system are to blame.Creativity expert Sir Ken Robinson said, “We do not grow into creativity, but we grow out of it.”It mainly roots in the educational situation. There are two reasons: Firstly,the teachers and parents are always thinking children are not good enough if they can not get all A in their examinations.So people pay more attention to children’s grade,rather than their creativity. Once addicted to some special interest like hobbies concerning computer or music, they would be forced to give them up and stick to study all the time. Undoubtedly creativity is killed in the name of proper education. Secondly, the schools pay more attention to mathematics, sciences and languages, and the arts are always at the bottom. There is no denying the fact that learning mathematics and sciences are good for us to make our living in the future. However,students spend much time just on mechanical practice, which not only can not improve their intelligence but also lose their creativity gradually. So,schools kills children’s creativity.Without creativity, new knowledge will never occur. So, Schools should encourage and teach students to use their creative thinking, which should have been one of the purposes of public education. School should build good atmosphere, guiding students improve innovated ability and encouraging them take part in discussing created questions and tasks. Schools should encourage students think and do things independently and let them make a habit of thinking train students’ creativity.。
英语演讲稿-Ken Robinson在Ted英语演讲：学校扼杀了学生的创造力？中英字幕+英语文本
英语演讲稿Ken Robinson在Ted英语演讲：学校扼杀了学生的创造力？中英字幕+英语文本Good morning. How are you? (Laughter) It’s been great, hasn’t it? I’ve been blown away by the whole thing. In fact, I’m leaving. (Laughter) There have been three themes running through the conference which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we’ve had and in all of the people here. Just the variety of it and the range of it. The second is that it’s put us in a place where we have no idea what’s going to happen, in terms of the future. No idea how this may play out.早上好. 还好吗?很好吧,对不对? 我已经飘飘然了! 我要飘走了.(笑声) 这次会议有三个主题这三个主题贯穿会议始终,并且和我要谈的内容有关其中之一就是人类创造力的伟大例证这些例证已经体现在之前的演讲当中以及在座各位的身上. 从这些例证中我们看到了创新的多样化和多领域. 第二点-- 这些创新也让我们意识到我们不知道未来会发生什么完全不知道未来会如何I have an interest in education. Actually, what I find is everybody has an interest in education. Don’t you? I find this very interesting. If you’re at a dinner party, and you say you work in education -- Actually, you’re not often at dinner parties, frankly. (Laughter) If you work in education, you’re not asked. (Laughter) And you’re never asked back, curiously. That’s strange to me. But if you are, and you say to somebody, you know, they say, “What do you do?” and you say you work in education, you can see the blood run from their face. They’re like, “Oh my God,” you know, “Why me?”(Laughter) “My one night out all week.” (Laughter) But if you ask about their education, they pin you to the wall. Because it’s one of those things that goes deep with people, am I right? Like religion, and money and other things. So I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it’s education that’s meant to take us into this future that we can’t grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that’s been on parade for the past four days, what the world will look like in five years’ time. And yet we’re meant to be educating them for it. So the unpredictability, I think,is extraordinary.我对教育感兴趣事实上,我发现每个人都对教育感兴趣难道不是吗? 我发现这很有趣如果你参加一个晚宴,你说你在教育部门工作坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, (笑声) 所以你不会被问及你是做哪行的。
TED演讲：学校扼杀了学生的创造性
TED演讲：学校扼杀了学生的创造性Good morning. How areyou、It但如果你要他们谈谈他们的受教育经历，他们会把你which is based on a series of interviews with peopleabout how they discovered their talent.培养好学生的第三个原则就是--个性化。
我目前在写本书--书名叫《顿悟》，素材来自一些访谈，访谈内容是关于怎样发现自身的才能。
I m fascinated by how people got to be there.It s really prompted by a conversation I had with a wonderful woman who maybemost people have never heard of, Gillian Lynne. Have you heard of her、Somehave.对于这点我很感兴趣。
激发我写这本书的原因是一次对话我采访了一位很优秀的女士，也许很多人没听说过这个人，她叫Gillian Lynne, 你们知道这个人吗、应该有人知道吧。
She s a choreographer, and everybody knows her work. She did Cats and Phantom of the Opera. She s wonderful. I usedto be on the board of The Royal Ballet, as you can see. Anyway, Gillian and Ihad lunch one day and I said, 她是一个舞蹈编剧所有人都知道她的作品。
她编舞的作品有《猫》、《歌剧魅影》。
她很有才华。
我在英国看过由皇家芭蕾舞团演出的她的作品。
你们也看过她的作品。
有一次，我和Gillian 吃午饭，我问她：How did you get to be a dancer、It was interesting.When she was at school, she was really hopeless. And the school,in the 30s, wrote to her parents and said, We think Gillian has alearning disorder. She couldn t concentrate; she was fidgeting.Gillian,你是怎样成为舞蹈家的、她回答说：说起来很有意思，她上学的时候，觉得自己完全没有希望。
how schools kill creativity
Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.0:56 I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall.Because it's one of those things that goes deep with people, am I right? Like religion, and money and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.2:24 And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treatit with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)3:28 I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." (Laughter)4:03 When my son was four in England -- actually he was four everywhere, to be honest. (Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? No, it was big. It was a big story. Mel Gibson did the sequel. You may have seen it: "Nativity II." But James got the part of Joseph, which we were thrilled about. We considered this to be one of the lead parts.We had the place crammed full of agents in T-shirts: "James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in. They come in bearing gifts, and they bring gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" They just switched, that was it. Anyway, the three boys came in -- four-year-olds with tea towels on their heads -- and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh." And the third boy said, "Frank sent this." (Laughter)5:22 What these things have in common is that kids will take a chance. If they don't know, they'll have a go. Am I right? They're not frightened of being wrong. Now, I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this, by the way. We stigmatizemistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso once said this -- he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this?6:21 I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles. So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he? How annoying would that be? (Laughter) "Must try harder." Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking likethat. It's confusing everybody." (Laughter)7:34 Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition, actually. My son didn't want to come. I've got two kids. He's 21 now; my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. Anyway, he was really upset on the plane, and he said, "I'll never find another girl like Sarah." And we were rather pleased about that, frankly, because she was the main reason we were leaving the country. (Laughter)8:24 But something strikes you when you move to America and when you travel around the world: Every education system on earth has the same hierarchy of subjects. Every one. Doesn't matter where you go. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status inschools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.9:21 If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude -- if you look at the output, who really succeeds by this, who does everything that they should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it? They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There'ssomething curious about professors in my experience -- not all of them, but typically -- they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads, don't they? (Laughter) It's a way of getting their head to meetings. If you want real evidence of out-of-body experiences, by the way, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there you will see it -- grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it.10:58 Now our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented -- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Isthat right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the whole system of public education around the world is a protracted process of university entrance. And the consequence is that many highly talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.12:07 In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kidswith degrees are often heading home to carry on playing video games, because you need an MA where the previous job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.12:55 We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the process of having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.13:32 The brain is intentionally -- by the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. It's thicker in women. Following off from Helenyesterday, I think this is probably why women are better at multi-tasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) But you know, she's doing -- no, she's good at some things -- but if she's cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break." (Laughter) Actually, you know that old philosophical thing, if a tree falls in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt really recently which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)14:51 And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent. I'm fascinated by how people got to be there. It's really prompted by a conversation I had with awonderful woman who maybe most people have never heard of; she's called Gillian Lynne -- have you heard of her? Some have. She's a choreographer and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of the Royal Ballet in England, as you can see. Anyway, Gillian and I had lunch one day and I said, "Gillian, how'd you get to be a dancer?" And she said it was interesting; when she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said, "We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting.I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that.15:50 Anyway, she went to see this specialist. So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about all the problems Gillian was having at school. And at the end of it -- because she was disturbing people; her homework was always late; and so on, little kid of eight -- in the end, the doctor wentand sat next to Gillian and said, "Gillian, I've listened to all these things that your mother's told me, and I need to speak to her privately." He said, "Wait here. We'll be back; we won't be very long," and they went and left her. But as they went out the room, he turned on the radio that was sitting on his desk. And when they got out the room, he said to her mother, "Just stand and watch her." And the minute they left the room, she said, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."16:50 I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet; they did tap; they did jazz; they did modern; they did contemporary. She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School and founded her own company -- the Gillian Lynne Dance Company -- met Andrew Lloyd Weber. She's been responsible for some ofthe most successful musical theater productions in history; she's given pleasure to millions; and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down.17:38 Now, I think ... (Applause) What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the earth, within 50 years all life on Earth would end. If all human beings disappeared from the earth, within 50 years all forms of life would flourish." And he's right.18:32 What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and thatwe avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way -- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.。
DoesSchoolAlwaysKillsCreativity英文演讲稿
DoesSchoolAlwaysKillsCreativity英文演讲稿第一篇：Does School Always Kills Creativity英文演讲稿Does School Always Kills Creativity? The importance of creativity in our personal lives can't be underestimated.Creativity is a part of who we are and how we express ourselves in everyday life.But some people think that school kills students’ creativity.So, does school always kills creativity? As we all know, China is criticized as one of the countries which have lack creativity.It is because creative thinking is not advocated in our education system.In our education system, the most important thing is——standardization.Every question has a standard answer.Students are asked to answer these questions in established cators tell them the right answers, and the every thing they need to do is remembered it.So the Chinese students think much less than the foreign students, that’s why we have much less creativity.If school kills students’ creativity depends on if school has given students enough chance to think.Finally, I want to use a famous sentence to end my speech.“There is only one of you in all time, this expression is unique.And if you block it, it will never exist through any other medium and it will be lost.”第二篇：英文演讲稿英文演讲稿在三十岁之前我想做的三件事Ladies and Gentlemen, Good afternoon/morning!I‟m very glad to stand here and give you a short speech;today my topic is “the important three things I want to fulfill before thirty”.Undoubtedly, all of us have their own plans to do something at the certain state of their age and we make sure thepriorities should be done at the very important time of our life.That‟s right;now let me share you the very three things I desperately want to finish before thirty,Firstly, I want to be a fully qualified teacher and try my best to make a great progress in my teaching field, teaching my students to learn to behave and then learn to study, I consider that it‟s the very essence of a good teacher and it …s also the ideal of my occupation development.Second ,I hope that I can catch every chance to travel to more places to promote myself.It‟s said that travel can widen one‟s field of vision.Exactly, as far as I‟m concerned, travelling do a great help to us ,not only to relax ourselves but also to gain more cultural knowledge to enrich our life.Thirdly, to help the children from remote areas and hope that they can receive a better education, we know that the economic and education situation is not so good in the remote villages.Therefore, as a teacher, I really expect that my contribution to these remote areas can come in handy and then prove the level of our education.So much for my speech!Thank you for listening!第三篇：英文演讲稿格式最牛英语口语培训模式：躺在家里练口语，全程外教一对一，三个月畅谈无阻！英语演讲稿格式: 从大的方面看，英语演讲词实际上是属于一种特殊的说明文或议论文，其基本组成部分是：1)开始时对听众的称呼语最常用的是 ladies and gentlemen，也可根据不同情况，选用 fellow students, distinguished guests, mr chairman, honorable judges(评委)等等。
ted最值得看的10个演讲
ted最值得看的10个演讲TED（Technology, Entertainment, Design）是一个非营利性组织，致力于分享思想和传播知识。
它每年举办全球各地的TED大会，邀请各领域的专家、学者、创业者、艺术家等发表演讲，探讨各种重要的议题。
以下是我认为TED最值得看的10个演讲，它们涵盖了不同主题和领域，希望能给你带来启发和思考：1. Ken Robinson: "Do Schools Kill Creativity?"（肯·罗宾逊，《学校是否扼杀创造力？》）这个演讲探讨了教育体系对创造力的限制，呼吁改变教育方式，激发学生的创造潜能。
2. Simon Sinek: "How Great Leaders Inspire Action"（西蒙·西涅克，《伟大领导者如何激励行动》）这个演讲探讨了领导力的本质，强调了领导者应该关注为什么做某事而不是仅仅关注如何做。
3. Amy Cuddy: "Your Body Language Shapes Who You Are"（艾米·卡迪，《你的肢体语言塑造你的形象》）这个演讲讲述了肢体语言对我们自信和成功的影响，强调了积极肢体语言的重要性。
4. Brené Brown: "The Power of Vulnerability"（布伦·布朗，《脆弱的力量》）这个演讲探讨了脆弱和勇气之间的关系，提出了真正的勇气来自于接受自己的脆弱。
5. Dan Pink: "The Puzzle of Motivation"（丹·平克，《激励之谜》）这个演讲挑战了传统的激励方法，提出了自主性、目标性和成长性对激励的重要性。
6. Elizabeth Gilbert: "Your Elusive Creative Genius"（伊丽莎白·吉尔伯特，《你难以捉摸的创造天才》）这个演讲探讨了创造力的本质，提出了创造力来自于个体与外界的合作。
【英语阅读】Do Schools Kill Creativity(教育扼杀创造力吗)
Do Schools Kill Creativity?教育扼杀创造力？TED talk by Ken RobinsonNow our education system is predicated on the idea of academic ability. And there's a reason. The whole system was invented --- around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism.现在我们的教育体制是基于学术能力的理念的。
这是有原因的。
整个教育体制被创建出来——十九世纪前全世界没有公共教育体制，真的——都是为了满足工业化的要求。
So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right?因此，这个系统的等级制度植根于两个理念。
第一，对工作最有用的科目处于顶端。
所以当你是个孩子的时候你可能被和蔼地劝离从学校学到的东西，自己喜欢的东西，因此你永远不会得到一份这样的工作。
对吗？Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution.不搞音乐，你不会成为一个音乐家；不搞艺术，你不会成为一个艺术家。
Ken Robinson《学校扼杀了孩子的创造力》TED精彩演讲中文翻译
（请点击上方的“东成西就教育文化交流”添加关注，更多精彩等着您 !)Ken Robinson 关于《学校扼杀创造力》TED演讲 中文翻译：早上好！ 还好吗？ 很好吧， 对不对? 我已经飘飘然了! 我要飘走了。
( 笑声) 这次会议有三个主题。
这三个主题贯穿会议始终, 并且和 我要谈的内容有关， 其中之一就是人类创造力的伟大例证。
这些例证已经体现在之前的演讲当中，以及在座各位的身上。
从这些例证中我们看到了创新的多样化 和多领域。
第二点—— 这些创新也让我们意识到我们不知道未来会发生什么， 完全不知道， 未来会如何。
我对教育感兴趣， 事实上， 我发现每个人都对教育感兴趣 ， 难道不是吗?我发现这很有趣， 如果你参加一个晚宴， 你说， 你在教育部门工作。
坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, ( 笑声)所以你不会被问及你是做哪行的。
你永远不会被问到，很奇怪。
但是如果你被问及， 他们问:“ 你从事什么行业？” 你说你在教育部门工作，你会发现他们涨红了脸， 那意思好像是 “ 我的天啊！” ，“为什么让我碰上？整整一周我才出来一次！ ” ( 笑声)但如果你要他们谈谈他们的受教育经历， 他们会把你 “ 钉到墙上 ” 。
因为这些事情都涉及 个人的隐私， 对吗? 比如宗教信仰， 薪水等。
我对教育特别感兴趣， 我认为我们都是如此， 我们对此有巨大的既得利益。
部分因为教育旨在 将我们带入我们无法掌握的未来。
大家想想， 今年入学的小孩2065 将退休， 没人知道会怎样——虽然过去四天会议进程里都是关于这方面的专业讨论——但我们还是无法预知这个世界 五年后的样子。
这就是为何我们要让这些孩子接受教育。
我认为正是未来的不确定性 决定其非同寻常。
第三点就是， 我们都认同一个观点—— 这些孩子的特别之处正是他们的创新能力。
我觉得昨晚Sirena 的表现令人惊奇， 对吗？她很出色，但是我认为， 她在孩提时代时没显得与众不同。
学校扼杀创造力作文
学校扼杀创造力作文篇一：TED 学校扼杀了我们的创造力TED演讲：学校扼杀了我们的创造力本视频网易公开课链接：v.163/movie/2006/2/V/E/M7SP3QUET_M7SP3T0VE.htmlWhat are you have is a person of extraodinary dedication who found a talent.We've all agreed on the really extraordinary capacity that children have, their capacities for innovation. And my contention is, all kids have tremendous talents and we squander them, pretty ruthlessly. So I want to talk about education and creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.现在的教育提倡的是一个有风险精神的老师能发现一个天才学生。
我们一致认同，孩子拥有超凡的才能，或者说创新能力。
我认为：每个孩子身上都蕴含着巨大的才能，却被成人无情地磨灭了。
因此，我想谈谈教育和创造力。
我相信在当今这个时代，创造力在教育中的地位同读写能力一样重要，理应得到同等程度的重视。
I heard a great story recently, I love telling it, of a six-year-old girl who was in a drawing lesson. The teacher said usually this little girl hardly paid attention, but in this drawing lesson she did. The teacher was fascinated and she went over to her and said, “What are you drawing?” and the girl said, “I'm drawing a picture of God.” And the teacher said, “But nobody knows what God looks like.” And the girl said, “They will in a minute.”前些日子我听到了一个很棒的故事，我喜欢逢人就讲。
学校扼杀创造 英文作文
学校扼杀创造英文作文Schools are supposed to be a place for learning and creativity, but sometimes they can feel like they are suffocating creativity. The emphasis on standardizedtesting and uniformity can make it difficult for students to express themselves in unique and creative ways.When students are constantly being judged and graded based on their ability to conform to a set of standards, it can be hard for them to take risks and think outside the box. This can lead to a lack of innovation and originality in their work.Additionally, the pressure to perform well academically can cause students to prioritize rote memorization and regurgitation of information over critical thinking and creativity. This can stifle their natural curiosity and desire to explore new ideas.Furthermore, the rigid structure of the school day andcurriculum can leave little room for students to pursue their own interests and passions. This can make school feel like a chore rather than a place for personal growth and development.Moreover, the focus on competition and comparison can create a toxic environment where students are more concerned with outperforming their peers than with exploring their own potential. This can lead to a fear of failure and a reluctance to take risks.In conclusion, while schools play an important role in educating students, they can also hinder creativity and innovation. It is important for educators to find ways to nurture and support the creative potential of their students, rather than stifling it. By creating a more flexible and inclusive learning environment, schools can help students to thrive and reach their full creative potential.。
Doesschoolkillcreativity学校是否扼杀创造力英语作文演讲稿（精选五篇）
Doesschoolkillcreativity学校是否扼杀创造力英语作文演讲稿（精选五篇）第一篇：Does school kill creativity 学校是否扼杀创造力英语作文演讲稿Does school kill creativity? Good morning, ladies and gentlemen.It’s my honor to stand here to share my ideas.To be honest, I have deep feelings about today’s problem: Does school kill creativity?It's a little bit extreme to say that the school kills the creativity of the students, and creativity is one of the attributes of the brain in my opinion.However, the low end of the education will greatly limit the development of students' creativity.The biggest enemy of restricting the development of creativity is the standard answer!But do not worry, the standard answer seems to stifle the creativity of students, in fact, there is no problem, there will be no answer.So it is not wise to say the problem? Otherwise, we have a lot of teachers in fact, the problem is that if they have a lot of divergent thinking of the subject, who will give those divergent answers to a fair score?Fair，this is a very important question.Macroscopically speaking, our education has two different purposes: one is to choose the best, but to educate people.The two seemingly inseparable, but there are some inherent contradictions and cation is the key to knowledge and wisdom tradition, namely teaching.I hope that all students can enjoy a fair education and examination Resources, I also hope that those students with unusual creativity can get the creative education they deserve and the corresponding selection criteria.Oureducation system is predicated on the idea of academic ability.And there's a reason.Around the world, there were no public systems of education, really, before the 19th century.They all came into being to meet the needs of industrialism.So the hierarchy is rooted on two ideas.Firstly, that the most useful subjects for work are at the top.So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that.Is that right? Don't do music, you're not going to be a musician;don't do art, you won't be an artist.Benign advice--now, profoundly mistaken.The whole world is engulfed in a revolution.And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image.If you think of it, the whole system of public education around the world is a protracted process of university entrance.And the consequence is that many highly-talented, brilliant, creative people think they're not, because the thing they were good at school wasn't valued, or was actually stigmatized.And I think we can't afford to go on that way.But I only know where the problem is, but I don't know what the solution to the creative problem is.Fortunately, however, they do not have the ability to stifle my creativity, I am not bound by the habit of other people's thinking has been maintained to the present, but also in the continuous development of.I hope that some readers in the solution, to play, to break the shackles of examination oriented education, because through these, you can fly freely.Thank you.第二篇：学校是否扼杀创造力演讲稿所谓创造力就是指创造新东西的能力，这种新东西包括新的思想，新的艺术品，新的观点，新的产品，新的理论。
Does School Always Kills Creativity英文演讲稿
Does School Always Kills Creativity?The importance of creativity in our personal lives can't be underestimated. Creativity is a part of who we are and how we express ourselves in everyday life. But some people think that school kills students’creativity. So, does school always kills creativity?As we all know, China is criticized as one of the countries which have lack creativity. It is because creative thinking is not advocated in our education system. In our education system, the most important thing is——standardization. Every question has a standard answer. Students are asked to answer these questions in established pattern. Educators tell them the right answers, and the every thing they need to do is remembered it. So the Chinese students think much less than the foreign students, that’s why we have much less creativity. If school kills students’creativity depends on if school has given students enough chance to think. Finally, I want to use a famous sentence to end my speech. “There is only one of you in all time, this expression is unique. And if you block it, it will never exist through any other medium and it will be lost.”。
Do schools kill creativity
Good morning. How are you? (Laughter) It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes running through the conference which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.0:56I have an interest in education. Actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education --Actually, you're not often at dinner parties, frankly. (Laughter) If you work in education, you're not asked. (Laughter) And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work ineducation, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me?" (Laughter) "My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and money and other things. So I have a big interest in education, and I think we all do. We have a huge vested interest in it,partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue, despite all the expertise that's been on parade for the past four days, what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.2:23And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel,wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent.And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you.(Applause) That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. (Laughter)Well, I was born... no. (Laughter)3:30I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six, and she was at the back, drawing, and the teacher said this girl hardly ever paid attention, and in this drawing lesson, she did. The teacher was fascinated. She went over to her, and she said, "What are you drawing?" And the girl said, "I'mdrawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will, in a minute." (Laughter)4:07When my son was four in England -- Actually, he was four everywhere, to be honest. (Laughter) If we're being strict about it, wherever he went, he was four that year. He was in the Nativity play. Do you remember the story? (Laughter) No, it was big, it was a big story. Mel Gibson did the sequel, you may have seen it. (Laughter) "Nativity II." But James got the part of Joseph, which we were thrilled about.We considered this to be one of the lead parts. We had the place crammed full of agents in T-shirts:"James Robinson IS Joseph!" (Laughter) He didn't have to speak, but you know the bit where the three kings come in? They come in bearing gifts, gold, frankincense and myrrh. This really happened. We were sitting there and I think they just went out of sequence, because we talked to the little boy afterward and we said, "You OK with that?" And he said, "Yeah, why? Was that wrong?" They justswitched. The three boys came in, four-year-olds with tea towels on their heads, and they put these boxes down, and the first boy said, "I bring you gold." And the second boy said, "I bring you myrrh."And the third boy said, "Frank sent this." (Laughter)5:21What these things have in common is that kids will take a chance. If they don't know, they'll have a go.Am I right? They're not frightened of being wrong. I don't mean to say that being wrong is the same thing as being creative. What we do know is, if you're not prepared to be wrong, you'll never come up with anything original -- if you're not prepared to be wrong. And by the time they get to be adults, most kids have lost that capacity. They have become frightened of being wrong. And we run our companies like this. We stigmatize mistakes. And we're now running national education systems where mistakes are the worst thing you can make. And the result is that we are educating people out of their creative capacities. Picasso oncesaid this, he said that all children are born artists. The problem is to remain an artist as we grow up. I believe this passionately, that we don't grow into creativity, we grow out of it. Or rather, we get educated out if it. So why is this?6:21I lived in Stratford-on-Avon until about five years ago. In fact, we moved from Stratford to Los Angeles.So you can imagine what a seamless transition that was. (Laughter) Actually, we lived in a place called Snitterfield, just outside Stratford, which is where Shakespeare's father was born. Are you struck by a new thought? I was. You don't think of Shakespeare having a father, do you? Do you? Because you don't think of Shakespeare being a child, do you? Shakespeare being seven? I never thought of it. I mean, he was seven at some point. He was in somebody's English class, wasn't he? (Laughter) How annoying would that be? (Laughter) "Must try harder." (Laughter) Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now! And putthe pencil down." (Laughter) "And stop speaking like that." (Laughter) "It's confusing everybody." (Laughter)7:34Anyway, we moved from Stratford to Los Angeles, and I just want to say a word about the transition. My son didn't want to come. I've got two kids; he's 21 now, my daughter's 16. He didn't want to come to Los Angeles. He loved it, but he had a girlfriend in England. This was the love of his life, Sarah. He'd known her for a month. (Laughter) Mind you, they'd had their fourth anniversary, because it's a long time when you're 16. He was really upset on the plane, he said, "I'll never find another girl like Sarah."And we were rather pleased about that, frankly -- (Laughter) Because she was the main reason we were leaving the country. (Laughter)8:27But something strikes you when you move to America and travel around the world: Every education system on Earth has the same hierarchy of subjects. Every one. Doesn't matter where yougo. You'd think it would be otherwise, but it isn't. At the top are mathematics and languages, then the humanities, and at the bottom are the arts. Everywhere on Earth. And in pretty much every system too, there's a hierarchy within the arts. Art and music are normally given a higher status in schools than drama and dance. There isn't an education system on the planet that teaches dance everyday to children the way we teach them mathematics. Why? Why not? I think this is rather important. I think math is very important, but so is dance. Children dance all the time if they're allowed to, we all do. We all have bodies, don't we? Did I miss a meeting? (Laughter) Truthfully, what happens is, as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side.9:22If you were to visit education, as an alien, and say "What's it for, public education?" I think you'd have to conclude, if you look at the output, who really succeeds by this, who does everything thatthey should, who gets all the brownie points, who are the winners -- I think you'd have to conclude the whole purpose of public education throughout the world is to produce university professors. Isn't it?They're the people who come out the top. And I used to be one, so there. (Laughter) And I like university professors, but you know, we shouldn't hold them up as the high-water mark of all human achievement. They're just a form of life, another form of life. But they're rather curious, and I say this out of affection for them. There's something curious about professors in my experience -- not all of them, but typically, they live in their heads. They live up there, and slightly to one side. They're disembodied, you know, in a kind of literal way. They look upon their body as a form of transport for their heads. (Laughter) Don't they? It's a way of getting their head to meetings. (Laughter) If you want real evidence of out-of-body experiences, get yourself along to a residential conference of senior academics, and pop into the discotheque on the final night. (Laughter) And there, you will see it. Grownmen and women writhing uncontrollably, off the beat. (Laughter) Waiting until it ends so they can go home and write a paper about it. (Laughter)11:02Our education system is predicated on the idea of academic ability. And there's a reason. Around the world, there were no public systems of education, really, before the 19th century. They all came into being to meet the needs of industrialism. So the hierarchy is rooted on two ideas. Number one, that the most useful subjects for work are at the top. So you were probably steered benignly away from things at school when you were a kid, things you liked, on the grounds that you would never get a job doing that. Is that right? Don't do music, you're not going to be a musician; don't do art, you won't be an artist. Benign advice -- now, profoundly mistaken. The whole world is engulfed in a revolution. And the second is academic ability, which has really come to dominate our view of intelligence, because the universities designed the system in their image. If you think of it, the wholesystem of public education around the world is a protracted process of university entrance. And the consequence is that many highly-talented, brilliant, creative people think they're not, because the thing they were good at at school wasn't valued, or was actually stigmatized. And I think we can't afford to go on that way.12:06In the next 30 years, according to UNESCO, more people worldwide will be graduating through education than since the beginning of history. More people, and it's the combination of all the things we've talked about -- technology and its transformation effect on work, and demography and the huge explosion in population. Suddenly, degrees aren't worth anything. Isn't that true? When I was a student, if you had a degree, you had a job. If you didn't have a job, it's because you didn't want one. And I didn't want one, frankly. (Laughter) But now kids with degrees are often heading home to carry on playing video games, because you need an MA where theprevious job required a BA, and now you need a PhD for the other. It's a process of academic inflation. And it indicates the whole structure of education is shifting beneath our feet. We need to radically rethink our view of intelligence.12:56We know three things about intelligence. One, it's diverse. We think about the world in all the ways that we experience it. We think visually, we think in sound, we think kinesthetically. We think in abstract terms, we think in movement. Secondly, intelligence is dynamic. If you look at the interactions of a human brain, as we heard yesterday from a number of presentations, intelligence is wonderfully interactive. The brain isn't divided into compartments. In fact, creativity -- which I define as the processof having original ideas that have value -- more often than not comes about through the interaction of different disciplinary ways of seeing things.13:33By the way, there's a shaft of nerves that joins the two halves of the brain called the corpuscallosum.It's thicker in women. Following off from Helen yesterday, this is probably why women are better at multi-tasking. Because you are, aren't you? There's a raft of research, but I know it from my personal life. If my wife is cooking a meal at home -- which is not often, thankfully. (Laughter) No, she's good at some things, but if she's cooking, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here." (Laughter) "Give me a break." (Laughter) Actually, do you know that old philosophical thing, if a tree falls in a forest and nobody hears it, did it happen? Remember that old chestnut? I saw a great t-shirt recently, which said, "If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" (Laughter)14:50And the third thing about intelligence is, it's distinct. I'm doing a new book at the moment called "Epiphany," which is based on a series of interviews with people about how they discovered their talent.I'm fascinated by how people got to be there. It's really prompted by a conversation I had with a wonderful woman who maybe most people have never heard of, Gillian Lynne. Have you heard of her? Some have. She's a choreographer, and everybody knows her work. She did "Cats" and "Phantom of the Opera." She's wonderful. I used to be on the board of The Royal Ballet, as you can see. Anyway, Gillian and I had lunch one day and I said, "How did you get to be a dancer?" It was interesting. When she was at school, she was really hopeless. And the school, in the '30s, wrote to her parents and said,"We think Gillian has a learning disorder." She couldn't concentrate; she was fidgeting. I think now they'd say she had ADHD. Wouldn't you? But this was the 1930s, and ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren'taware they could have that.(Laughter) Anyway, she went to see this specialist.15:57So, this oak-paneled room, and she was there with her mother, and she was led and sat on this chair at the end, and she sat on her hands for 20 minutes while this man talked to her mother about the problems Gillian was having at school. Because she was disturbing people; her homework was always late; and so on, little kid of eight. In the end, the doctor went and sat next to Gillian, and said, "I've listened to all these things your mother's told me, I need to speak to her privately. Wait here. We'll be back; we won't be very long," and they went and left her. But as they went out of the room, he turned on the radio that was sitting on his desk. And when they got out, he said to her mother, "Just stand and watch her." And the minute they left the room, she was on her feet, moving to the music. And they watched for a few minutes and he turned to her mother and said, "Mrs. Lynne, Gillian isn't sick; she's a dancer. Take her to a dance school."16:50I said, "What happened?" She said, "She did. I can't tell you how wonderful it was. We walked in this room and it was full of people like me. People who couldn't sit still. People who had to move to think." Who had to move to think. They did ballet, they did tap, jazz; they did modern; they did contemporary.She was eventually auditioned for the Royal Ballet School; she became a soloist; she had a wonderful career at the Royal Ballet. She eventually graduated from the Royal Ballet School, founded the Gillian Lynne Dance Company, met Andrew Lloyd Webber. She's been responsible for some of the most successful musical theater productions in history, she's given pleasure to millions, and she's a multi-millionaire. Somebody else might have put her on medication and told her to calm down. (Applause)17:39What I think it comes to is this: Al Gore spoke the other night about ecology and the revolution that was triggered by Rachel Carson. I believe our only hope for the future is to adopt a newconception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity. Our education system has mined our minds in the way that we strip-mine the earth: for a particular commodity. And for the future, it won't serve us. We have to rethink the fundamental principles on which we're educating our children. There was a wonderful quote by Jonas Salk, who said, "If all the insects were to disappear from the Earth, within 50 years all life on Earth would end. If all human beings disappeared from the Earth, within 50 years all forms of life would flourish." And he's right.18:33What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and that we avert some of the scenarios that we've talked about. And the only way we'll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way-- we may not see this future, but they will. And our job is to help them make something of it. Thank you very much. (Applause)。
Schools kill Creativity学校扼杀创造力
Schools kill CreativityI agree with the idea that schools kill students’ creativity. How do I reach this conclusion? As far as I am concerned, schools kill creativity by standard answers, the one-to-all teaching method and the lack of practice.Standard answers can kill creativity. Schools often use standard answers in exams for the convenience of correcting. This may prevent students from independent thinking. In order to get good marks in the exam, some students may think the same as they were taught. If students think the same way, it will be difficult to create new thoughts or methods. Once everyone thinks the same, there will be no creativity. Thus, standard answers kill creativity by killing independent thoughts.The one-to-all teaching method can also kill students’ creativity. If the students just listen to the teacher, their creative thinking will be restrained because they have few chances to speak out their own views. How can you expect students to have creative thoughts if they can’t speak out what they think? Unfortunately, this method is still widely used in Chinese schools.The lack of practice is another problem in school which leads to poor creativity.A large quantity of creative ideas comes from practice. When a student meets a problem during practice, he would try to find a better way to solve the problem. A creative thinking may slip his mind. Little by little, creativity can be cultivated by solving the practical problems. But most schools emphasize theory rather than practice, so students don’t have enough opportunities to benefit from practice.In conclusion, schools contain lots of factors which may kill creativity. But we can do our utmost to cultivate ourselves by thinking independently, speaking out our views and practice.。
学校是否扼杀了学生的创造力英文作文
学校是否扼杀了学生的创造力英文作文Do Schools Kill Creativity?Wow, what a big question! Do schools really kill our creativity? As a kid, I have lots of thoughts on this. Let me share my point of view.First off, what even is creativity? To me, it means using your imagination to come up with new and unique ideas. It's about thinking outside the box and seeing things differently than others. Like when I mix all the paint colors together to create my own special shade. Or when I rearrange my toy cars and blocks to build a totally new vehicle that's never been seen before. That's creativity!In school, sometimes it feels like there's not much room for us to be creative. We have to follow a lot of rules, stick to a schedule, and learn the same lessons as everyone else. The teacher tells us what to do and how to do it. There's usually one right way to solve a math problem or write an essay. If we color outside the lines or try something different, we might get marked down.I remember in art class one time, we were supposed to paint trees exactly how the teacher showed us. I tried mixing my paintsto make a bright purple tree instead of the typical green. Miss Johnson frowned at me and said trees aren't purple! I got points taken off my grade. That made me feel bad and confused. Isn't art supposed to be creative and imaginative? Why did I get in trouble for thinking differently?Or in music class, we have to play the same simple songs over and over. When I try spicing it up by adding my own twist, the teacher says I'm playing it wrong. We're not really encouraged to improvise or experiment with new melodies and rhythms. It's kind of boring just following instructions all the time.Then there's the whole grading and testing system. We're constantly being evaluated on whether we can recite the right facts and get the right answers. It feels like there's so much pressure to conform to what the teachers consider correct. If we think too creatively and come up with unconventional ideas, we might not do well on tests. The creative thinkers often end up labeled as daydreamers or troublemakers.I have a friend named Kevin who's incredibly creative and full of ideas. But he has a hard time in school because his mind doesn't work the same way as everyone else's. Like in writing assignments, he'll go off in all these imaginative directions thatdon't fit the prompt. Instead of just answering the question straightforwardly, his stories are filled with crazy plots and wacky characters. The teachers marks him down for not following directions, even though his work is really creative and fun to read!Don't get me wrong, there are definitely some chances for creativity at school too. We get to do art projects, write stories, and put on plays sometimes. I always look forward to those opportunities to use my imagination and let my creative energy flow.But a lot of the time, it feels like schools are more focused on delivering a standardized curriculum and making sure we can regurgitate facts for test day. There's so much repetition of the same things over and over until they're drilled into our brains. Thinking outside the box or expressing too much individuality often gets shut down.I think in a way, schools do tend to limit creativity for a lot of us kids. We have to follow so many rules and norms. There's a big emphasis on doing things a certain way, consuming the same information as everyone else, and providing the "correct" answers and thoughts.At the same time, developing our creative abilities is really important for our future! Creativity allows us to solve problems in innovative ways, come up with groundbreaking ideas, and approach challenges from new angles. The world's biggest accomplishments and inventions happen when people think creatively.So maybe schools need to find a better balance. While we absolutely need a solid education in core subjects, there should also be more encouragement of creative expression and flexibility in how we learn. Having more open-ended projects and assignments where we can explore our own interests and ideas could help a lot. Art, music, and creativity shouldn't just be little breaks from academics, but an integrated part of our learning.Teachers should appreciate students who think differently, not just shut them down for not conforming. We're all individuals with unique minds and talents to celebrate. School should be a nurturing space for our creativity to blossom, not somewhere that crushes our colorful imaginative spirits.I know I still have so much to learn, but I don't want my creative soul to get squashed out of me. School is important for gaining knowledge and skills. But I really hope schools can findmore ways to embrace our creativity too. That would make learning。
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Do schools kill creativityGood morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter) There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.早上好. 还好吗?很好吧,对不对? 我已经飘飘然了! 我要飘走了.(笑声) 这次会议有三个主题这三个主题贯穿会议始终,并且和我要谈的内容有关其中之一就是人类创造力的伟大例证这些例证已经体现在之前的演讲当中以及在座各位的身上. 从这些例证中我们看到了创新的多样化和多领域. 第二点-- 这些创新也让我们意识到我们不知道未来会发生什么完全不知道未来会如何I have an interest in education -- actually, what I find is everybody has an interest in education. Don't you? I find this very interesting. If you're at a dinner party, and you say you work in education -- actually, you're not often at dinner parties, frankly, if you work in education. (Laughter) You're not asked. And you're never asked back, curiously. That's strange to me. But if you are, and you say to somebody, you know, they say, "What do you do?" and you say you work in education, you can see the blood run from their face. They're like, "Oh my God," you know, "Why me? My one night out all week." (Laughter) But if you ask about their education, they pin you to the wall. Because it's one of those things that goes deep with people, am I right? Like religion, and MONEY and other things. I have a big interest in education, and I think we all do. We have a huge vested interest in it, partly because it's education that's meant to take us into this future that we can't grasp. If you think of it, children starting school this year will be retiring in 2065. Nobody has a clue -- despite all the expertise that's been on parade for the past four days -- what the world will look like in five years' time. And yet we're meant to be educating them for it. So the unpredictability, I think, is extraordinary.我对教育感兴趣事实上,我发现每个人都对教育感兴趣难道不是吗? 我发现这很有趣如果你参加一个晚宴,你说你在教育部门工作坦白的讲，如果你在教育部门工作，事实上你不会经常参加晚宴, (笑声) 所以你不会被问及你是做哪行的。
你永远不会被问到，很奇怪。
但是如果你被问及，他们问:"你从事什么行业?" 你说你在教育部门工作你会发现他们涨红了脸,那意思好像是“我的天啊，”“为什么让我碰上？整整一周我才出来一次” (笑声) 但如果你要他们谈谈他们的受教育经历，他们会把你“钉到墙上”. 因为这些事情都涉及个人的隐私,对吗? 比如宗教信仰,薪水等我对教育特别感兴趣,我认为我们都是如此我们对此有巨大的既得利益部分因为教育旨在将我们带入我们无法掌握的未来大家想想,今年入学的小孩 2065将退休. 没人知道会怎样-- 虽然过去四天会议进程里都是关于这方面的专业讨论-- 但我们还是无法预知这个世界五年后的样子。
这就是为何我们要让这些孩子接受教育。
我认为正是未来的不确定性决定其非同寻常。
And the third part of this is that we've all agreed, nonetheless, on the really extraordinary capacities that children have -- their capacities for innovation. I mean, Sirena last night was a marvel, wasn't she? Just seeing what she could do. And she's exceptional, but I think she's not, so to speak, exceptional in the whole of childhood. What you have there is a person of extraordinary dedication who found a talent. And my contention is, all kids have tremendous talents. And we squander them, pretty ruthlessly. So I want to talk about education and I want to talk about creativity. My contention is that creativity now is as important in education as literacy, and we should treat it with the same status. (Applause) Thank you. That was it, by the way. Thank you very much. (Laughter) So, 15 minutes left. Well, I was born ... no. (Laughter)第三点就是我们都认同一个观点-- 这些孩子的特别之处正是他们的创新能力。
我觉得昨晚Sirena的表现令人惊奇，对吗？她很出色，但是我认为她在孩提时代时没显得与众不同。
现在的教育提倡的是一个有奉献精神的老师能发现一个天才学生。
但我认为所有孩子都是伟大的天才。
而我们却无情地扼杀了他们的才能。
所以我想谈谈教育和创造力。
我认为创造力和文化知识在教育中占同样比重，所以这两方面我们应同等对待。
（掌声）谢谢。
而且，非常感谢。
（笑声）还剩15分钟。
我出生于--说错了（笑声）I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. She was six and she was at the back, drawing, and the teacher said this little girl hardly ever paid attention, and in this drawing lesson she did. The teacher was fascinated and she went over to her and she said, "What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." (Laughter)最近我听到一个很不错的故事--我很愿意讲讲这个故事-- 说的是一个小女孩正在上绘画课。
小女孩只有六岁她坐在教室的后排，正在画画，而她的老师评价她几乎从不注意听讲，但在绘画课上她却听得很认真。
老师饶有兴趣地走过去问她：“你在画什么？”她说：“我画的是上帝。