2010年8月2日 星期一

阿尼爾古普塔 : 印度 - 發明的隱藏溫床

阿尼爾古普塔 : 印度 - 發明的隱藏溫床
阿尼爾古普塔正在搜尋在發展中世界未被發掘的發明家 - 當地被貧窮隱藏的企業家的才智，可以改變許多人的生命。他展示了如何用 Honey Bee Network 幫助建立他們需要的聯繫，並獲得應有的承認。
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關於 TEDTalks 的謊言與統計數據

關於 TEDTalks 的謊言與統計數據
在這份絕妙且充滿幽默的分析裡，Sebastian Wernicke 將統計分析應用在 TEDTalk 裡，根據聽眾所做的評比，發展出一套可製作出最好的 TEDTalk 的工具。你會怎麼評價這個演說呢？「驚訝得合不攏嘴？」「毫無根據？」還是只是純粹「有趣」而已？
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肯‧羅賓森爵士：推動學習革命

肯‧羅賓森爵士：推動學習革命
肯‧羅賓森爵士於2006年曾發表「學校扼殺創意」這場著名演講，他如今再度以尖銳又有趣的口吻，主張教育應徹底轉型，從學校的標準化教育轉變為個人化學習，並營造良好的學習環境，讓孩子發揮自己的長才。

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人力資源危機，我們並沒有善用我們的才能。

熱愛工作的人是少數，其中一大原因是教育。因為教育剝奪人與生俱來的能力。

教育改革是不夠的,教育需要根本的革命，需要轉型。

改革的一大問題是受到常識的宰制,做事不按規矩來是會失敗的。

林肯說：「那些屬於寧靜往日的教條，已不足以應付今日的風雨，情勢已然升高，愈發困難。我們起順勢而起」

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我來問些各位可能視為理所當然的事 在場有多少人超過25歲？ 這跟「理所當然」扯不上關係啦 我相信各位都清楚自己幾歲 那在場不到25歲的人呢？ 很好，現在25歲以上的人 如果戴著手錶的話，請把手舉起來 看到有很多人舉手對吧？ 如果在場都是青少年，問一樣的問題 結果會發現青少年不戴手錶 並不是他們不會戴或不准戴 他們只是往往選擇不戴 因為各位也知道，我們成長過程中 一切都還沒數位化...我指25歲以上的人 對我們來說，想知道現在幾點 一定要戴著手錶才行 現在的孩子活在數位化的世界 對他們來說，到處都看得到時間 何必還戴手錶而且其實我們也不需要戴錶 只是長期以來都有戴錶，習慣成自然 我女兒從來不戴錶，她叫凱特，今年20歲 她覺得戴錶很沒意義 她說：「錶只有單一功能耶」 [觀眾笑聲] 「吼，這會不會太瞎了？」 我跟她說：「不會呀，錶還會顯示日期耶」 [觀眾笑聲] 「應該是多功能才對」
我不久前在舊金山 辦了場簽書會 有個男的買了書，他大約30多歲 我問他：「你是做什麼的？」 他說：「我是消防員」 我問：「那你從事這行多久了？」 他說：「好久了，我一直都是消防員」 我又問：「那你什麼時候決定當消防員的？」 他說：「小時候就想了，但這在學校就成了問題」 「因為每個同學都想當消防員」 「但我真的想當消防員」 「升上高年級的時候」 「老師都不當一回事」 「有個老師更是這樣」 「他說我這樣只是浪費生命」 「最好不要想當消防員」 「說我該讀大學，成為專業人士」 「說我很有潛力」 「不要白白浪費資質」「那時我覺得自己好丟臉」 「因為他在全班面前講我，讓人實在很難受」 「但這是我的夢想，」 「便申請當消防員，後來就錄取了」 他接著說：「你知道嗎？我剛剛又想到那個老師」 「剛剛你還在演講的時候，我正好想到他」 「因為半年前」 「我救了他一命」 [觀眾笑聲] 「他那時出了車禍」 「是我把他從車中拖出來，幫他人工呼吸」 「我還救了他太太一命」 「他現在應該對我刮目相看了吧」

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possible explanations for it. And high among them is education, because education, in a way, dislocates very many people from their natural talents. And human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves. And you might imagine education would be the way that happens, but too often it's not. Every education system in the world is being reformed at the moment and it's not enough. Reform is no use anymore, because that's simply improving a broken model. What we need -- and the word's been used many times during the course of the past few days -- is not evolution, but a revolution in education. This has to be transformedinto something else.
So let me ask you something you may take for granted. How many of you here are over the age of 25? That's not what I think you take for granted, I'm sure you're familiar with that already. Are there any people here under the age of 25? Great. Now, those over 25, could you put your hands up if you're wearing your wristwatch? Now that's a great deal of us, isn't it? Ask a room full of teenagers the same thing. Teenagers do not wear wristwatches. I don't mean they can't or they're not allowed to, they just often choose not to. And the reason is, you see, that we were brought up in a pre-digital culture, those of us over 25. And so for us, if you want to know the time you have to wear something to tell it.Kids now live in a world which is digitized, and the time, for them, is everywhere. They see no reason to do this. And by the way, you don't need to do it either; it's just that you've always done it and you carry on doing it. My daughter never wears a watch, my daughter Kate, who's 20. She doesn't see the point. As she says, "It's a single function device."(Laughter) "Like, how lame is that?" And I say, "No, no, it tells the date as well." (Laughter)"It has multiple functions."
But, you see, there are things we're enthralled to in education. Let me give you a couple of examples. One of them is the idea of linearity: that it starts here and you go through a trackand if you do everything right, you will end up set for the rest of your life. Everybody who's spoken at TED has told us implicitly, or sometimes explicitly, a different story: that life is not linear; it's organic. We create our lives symbiotically as we explore our talents in relation to the circumstances they help to create for us. But, you know, we have become obsessed with this linear narrative. And probably the pinnacle for education is getting you to college. I think we are obsessed with getting people to college. Certain sorts of college.I don't mean you shouldn't go to college, but not everybody needs to go and not everybody needs to go now. Maybe they go later, not right away.
And I was up in San Francisco a while ago doing a book signing. There was this guy buying a book, he was in his 30s. And I said, "What do you do?" And he said, "I'm a fireman." And I said, "How long have you been a fireman?" He said, "Always. I've always been a fireman." And I said, "Well, when did you decide?" He said, "As a kid." He said, "Actually, it was a problem for me at school, because at school, everybody wanted to be a fireman." He said, "But I wanted to be a fireman." And he said, "When I got to the senior year of school, my teachers didn't take it seriously. This one teacher didn't take it seriously. He said I was throwing my life away if that's all I chose to do with it; that I should go to college, I should become a professional person, that I had great potential and I was wasting my talent to do that." And he said, "It was humiliating because he said it in front of the whole class and I really felt dreadful. But it's what I wanted, and as soon as I left school, I applied to the fire service and I was accepted." And he said, "You know, I was thinking about that guy recently, just a few minutes ago when you were speaking, about this teacher," he said, "because six months ago, I saved his life." (Laughter) He said, "He was in a car wreck, and I pulled him out, gave him CPR, and I saved his wife's life as well." He said, "I think he thinks better of me now."





2006 肯‧羅賓森爵士：學校教育扼殺創意嗎？
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