展开学习革命！

I was here four years ago, and I remember, at the time, that the talks weren't put online. I think they were given to TEDsters in a box, a box set of DVDs, which they put on their shelves, where they are now.

四年前我站在这里，我记得在那个时候，演讲不是放在网上；我想演讲是放在盒子里 送给 TEDsters (TED出席者)，一整盒子的 DVD，TEDsters 把它们放到书架上， 它们现在应该还被搁在那。

(Laughter) And actually, Chris called me a week after I'd given my talk, and said, "We're going to start putting them online. Can we put yours online?" And I said, "Sure." And four years later,

（笑声）事实上，克里斯在我演讲后一个礼拜，打电话给我，说: “我们准备把它们放到网上。能把你的也放到网上吗？” 我说: “当然。”四年以后，

it's been downloaded four million times. So I suppose you could multiply that by 20 or something to get the number of people who've seen it. And, as Chris says, there is a hunger for videos of me.

就像我说的，已经有四 ...嗯，它已经被下载了四百万次。所以我推断，将它 乘以 20 或者其它数字，你就知道有多少人看过它了。就像克里斯说的，人们对我的视频相当感兴趣。

(Laughter) (Applause) Don't you feel? (Laughter) So, this whole event has been an elaborate build-up

（笑声）（掌声）难道你们不这样认为吗？（笑声）

to me doing another one for you, so here it is. (Laughter) Al Gore spoke at the TED conference I spoke at four years ago

因此，今天这个精心制作准备的演讲，就是为你们而量身订做的。（笑声）阿尔·戈尔 (Al Gore) 在 TED 研讨会上有过演讲，那年我也在那儿演说，

and talked about the climate crisis（危机）. And I referenced that at the end of my last talk. So I want to pick up from there because I only had 18 minutes, frankly. (Laughter) So, as I was saying -- (Laughter)

而他谈的是气候危机。在我在那次演讲的最后引用了他的话。所以我想从那儿开始，因为，坦率的讲，我仅有 18 分钟。正如同我所说过的...（笑声）

You see, he's right. I mean, there is a major climate crisis（危机）, obviously, and I think if people don't believe it, they should get out more. (Laughter)

你看，他是正确的。我是说，很显然地， 严重的气候危机的确存在。我认为如果你不相信它， 你就应该想法了解了解。（笑声）

But I believe there is a second climate crisis（危机）, which is as severe, which has the same origins, and that we have to deal with with the same urgency.

但是，我相信还有个第二大气候危机，它同样很严重并且有着相同的起源，我们也必须紧急处理它。我是说 --

And you may say, by the way, "Look, I'm good. I have one climate crisis（危机）, I don't really need the second one." (Laughter) But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.

但你也许说: “看，够了。我已经有一个气候危机；我不需要再有第二个了。”但是，这个与自然资源无关的危机 --即使我相信确实存在自然灾害的危机 --即为人力资源的危机。

I believe fundamentally, as many speakers have said during the past few days, that we make very poor use of our talents. Very many people go through their whole lives having no real sense of what their talents may be,

我相信，从根本上说，就像许多演讲者 在过去的几天中说的，我们完全没有好好地利用我们自己的天赋。许多人回顾他们的整个人生，完全不知道他们的天赋是什么，

or if they have any to speak of. I meet all kinds of people who don't think they're really good at anything. Actually, I kind of divide the world into two groups now. Jeremy Bentham, the great utilitarian philosopher, once spiked this argument.

或者他们从未提及 任何关于他们天赋的事。我遇到过各种各样的人，他们不认为自己 擅长于任何一件事。事实上，我大概把世界分为两组。杰里米·边沁 (Jeremy Bentham)， 著名的实用主义哲学家，曾经反对这个论点。

He said, "There are two types of people in this world: those who divide the world into two types and those who do not." (Laughter) Well, I do. (Laughter)

他说：“世上有两种人，一种人把世界分为两种，另一种则没有这样做。”（笑声）其实，我支持这论点。（笑声）

I meet all kinds of people who don't enjoy what they do. They simply go through their lives getting on with it. They get no great pleasure from what they do.

我遇到过各种各样的人，他们不喜欢他们正在做的事。他们简单过着他们的生活，只是对付。他们从他们的 工作中感受不到愉快。

They endure it rather than enjoy it, and wait for the weekend. But I also meet people who love what they do and couldn't imagine doing anything else. If you said, "Don't do this anymore," they'd wonder what you're talking about.

他们忍受它，而不是享受它，只等着周末。但是我也遇到过一些人，他们深爱着他们的工作，甚至不能想象他们在做别的事情。如果你对他们说：“不要干这个了。” 他们会很难理解你在说什么。

It isn't what they do, it's who they are. They say, "But this is me, you know. It would be foolish to abandon this, because it speaks to my most authentic（真实的） self." And it's not true of enough people. In fact, on the contrary, I think it's still true of a minority of people.

因为这和他们在干什么无关， 这就是他们。他们说：“但是这是我，你知道。如果我放弃这会让我显得很愚蠢，因为这就是我最真实的自我写照。”许多人不是这样的。事实上，正相反，我认为这无疑只是一小部分人。

And I think there are many possible explanations for it. And high among them is education, because education, in a way, dislocates very many people from their natural talents.

我认为对此可能有许多解释。其中最可能的解释是教育，因为教育在某种程度上，使许多人远离其自身的天赋。

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,

人力资源就像是自然资源；它们通常埋藏地很深。你必须去找寻它们。它们不会只是躺在地表。你必须创造它们自我展现的环境。你或许认为教育是让它们发生的环境。

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.

但是，许多时候，不是的。世界上每个教育系统都是被改革过的。这是不足够的。改革不再有用了，因为它只简单地改进 一个已破碎的模式。我们需要的是 --

What we need -- and the word's been used many times in the past few days -- is not evolution（进化）, but a revolution（革命） in education. This has to be transformed into something else. (Applause)

这个词在过去的几天里， 已经被用过很多遍 --不是进化论，而是教育革命。它一定要被转换成其它的形式。（掌声）

One of the real challenges is to innovate fundamentally in education. Innovation（创新） is hard, because it means doing something that people don't find very easy, for the most part.

其中最艰巨的挑战是对教育体系的彻底创新。创新是艰辛的，因为它意味着去干人们在大多数情况下 不是很容易去干的事情。

It means challenging what we take for granted, things that we think are obvious. The great problem for reform or transformation（转变） is the tyranny of common sense. Things that people think, "It can't be done differently, that's how it's done."

它意味着实实在在的挑战我们认为是明显的食物。重整或改革中最大的问题是社会常识的专政统治，人们认为，“事情是不能用其它方法做的， 因为他们是用这种方法做的。”

I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point. (Laughter) He said this in December 1862 to the second annual meeting of Congress.

我突然想起了亚伯拉罕·林肯 (Abraham Lincoln) 的经典句子，我想他一定高兴 他的句子用到了这里。（笑声）他在1862年12月第二届年度会议中。

I ought to explain that I have no idea what was happening at the time. We don't teach American history in Britain. (Laughter) We suppress it. You know, this is our policy. (Laughter)

我解释一下，对于当时发生了什么， 我完全不知道。我们在英国不教美国历史。（笑声）我们抑制它，你知道，这是我们的政策。（笑声）

No doubt, something fascinating was happening then, which the Americans among us will be aware of. But he said this: "The dogmas of the quiet past are inadequate to the stormy present.

因为，毋庸置疑，一件有吸引力的 事情在1862年12月发生了，我们中的美国人将会知道我说的。他说到：“在平静的过去中的教条和暴风雨的现代是不相匹的。

The occasion is piled high with difficulty, and we must rise with the occasion." I love that. Not rise to it, rise with it.

时机被艰难地推到高处，我们必须和时机一起进步。”我喜欢这句话。不是为它进步，而是与时俱进。

"As our case is new, so we must think anew and act anew. We must disenthrall ourselves, and then we shall save our country." I love that word, "disenthrall."

“因为我们的处境是新的，我们必须重新思考，重新行动。我们必须解放我们自己，然后才能拯救我们的国家。”我喜欢这个词“解放”

You know what it means? That there are ideas that all of us are enthralled to, which we simply take for granted as the natural order of things, the way things are. And many of our ideas have been formed, not to meet the circumstances of this century,

你知道它的意义吗？我们所有人被解放到这些想法，我们理所当然的接受它，就像自然的事物，就是这样。许多我们的想法已成型了，它们是不能和这个世纪的 客观环境相融合的，

but to cope with the circumstances of previous centuries. But our minds are still hypnotized by them, and we have to disenthrall ourselves of some of them. Now, doing this is easier said than done. It's very hard to know, by the way, what it is you take for granted. And the reason is that you take it for granted.

它们只能对付上个世纪的环境。但是我们的想法仍旧被它催眠者。我们必须多多少少 从中解放出来。说是比做容易。此外，很难知道， 你认为什么是理所当然的。还有，为什么你认为它是理所当然的。

(Laughter) 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 you take for granted, I'm sure you're familiar with that. Are there any people here under the age of 25?

让我问你一些问题， 你可能认为是理所当然的。在座的有多少人是 25 岁以上？这不是我认为你是理所当然的。我确信你很熟悉这个。有人小于25岁吗？

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,

很好，那些大于25岁的，如果你带一块腕表，请把手举起来。腕表对于我们很有用，不是吗？那同样的问题 问一屋子十几岁的年轻人。年轻人不带腕表。我不是说他们不能或者他们不许，

they just often choose not to. And the reason is 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,

他们只是常常选择不带。原因是，你看，我们这些25岁以上的，是在数字时代前的文化中养育大的。因为对于我们，如果你想要知道时间，你不得不带个什么东西来告诉你。孩子们现在生活在数字时代，

and the time, for them, is everywhere. They see no reason to do this. And by the way, you don't need 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,

时间对于他们来讲，到处都是。他们不理解为什么带手表。顺便说一句，你同样也不需要；仅仅是因为你习惯了， 你就继续做下去。我女儿从不带手表， 我女儿凯特20岁。她看不到手表的重要性。她说：“这是单一功能的装置。”

"It's a single-function device." (Laughter) "Like, how lame is that?" And I say, "No, no, it tells the date as well." (Laughter)

（笑声）就像它是多蹩脚的。我说：“不不，它同样也显示时间。”（笑声）

"It has multiple functions." (Laughter) But, you see, there are things we're enthralled to in education. A couple of examples. One of them is the idea of linearity: that it starts here and you go through a track

“它有多重功能。”但是，你看，这就是 我们被教育束缚的事情。让我再举些例子。它们中的一个是线性想法。从这里开始，你在一个轨道上前进，

and 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.

如果你做对每件事，你就到达你后半生想要的生活。每个在TED演讲的人 都婉转或明确地向我们诉说不同的故事：生活不是线性的，它是有机的。

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（叙事）. And probably the pinnacle for education is getting you to college.

我们创造我们共同的生活，就像我们发觉我们的天赋，和天赋帮助我们创造自我的关系。但是你知道，我们变得对这个线性故事很著迷。可能是教育的顶峰是被大学录取。

I think we are obsessed with getting people to college. Certain sorts of college. I don't mean you shouldn't go, but not everybody needs to go, or 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.

我认为执迷于让人们进入大学，进入某种类型的大学。我不是说你不应该上大学， 但是不是每个人都需要上大学，尤其是现在。他们可以迟一点上大学，不一定马上。我前一阵子在旧金山举行新书签名会。

I said, "What do you do?" And he said, "I'm a fireman." I asked, "How long have you been a fireman?" "Always. I've always been a fireman." "Well, when did you decide?" He said, "As a kid. Actually, it was a problem for me at school,

其中有一个30岁左右 的男人买我的书。我问到：“你是干什么的？”他说：“我是消防员。”我又问：“你当消防员多久了？”他说：“一辈子，我一直就是个消防员。”我说：“哦，你什么时候决定的？”他说：“很小的时候。” 他说： “事实上，这让我在中学时遇到了困难，

because at school, everybody wanted to be a fireman." (Laughter) 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.

因为学校里的每个人 都想成为消防员。”他说：“我想成为消防员。”他又说：“当我升上高年级的时候，我的老师们不以为然。有一个老师，特别不以为然，

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（潜力） and I was wasting my talent to do that." He said, "It was humiliating. It was in front of the whole class and I felt dreadful.

他说如果这是我全部的选择，我就是在荒废我的青春。我应该上大学，成为一个职业白领，我有很大的潜能，如果这么做的话， 我就是在浪费我的天赋。”他又说：“这使我感到羞辱，因为那个老师在全班面前说了此话， 我感到糟糕透了。

But it's what I wanted, and as soon as I left school, I applied to the fire service and I was accepted. You know, I was thinking about that guy recently, just a few minutes ago when you were speaking, about this teacher, because six months ago, I saved his life." (Laughter)

但是这就是我想要的， 从中学毕业后，我马上申请了消防工作，并且被录取了。”他说：“你知道，在你问我的几秒钟前，我突然想起了那个老师。”他说：“因为六个月前，我挽救了他的生命。”（笑声）

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." (Laughter) (Applause)

他说：“他在一辆严重损坏的汽车里，我把他拉了出来， 给他做了心脏起博复苏，我同时也救了他的妻子。”他说：“我认为他现在 对我的想法要好多了。”（笑声）（掌声）

You know, to me, human communities depend upon a diversity of talent, not a singular conception of ability. And at the heart of our challenges -- (Applause)

你知道，对于我来说，人类社会取决于天赋的多样性，不是单一能力的思维。在我们挑战的中心 --

At the heart of the challenge is to reconstitute our sense of ability and of intelligence（智力）. This linearity thing is a problem. When I arrived in L.A. about nine years ago, I came across a policy statement --

（掌声）在我们挑战的中心是重新组建我们的能力和智慧。线性思考是一个问题。当我九年前来到洛杉矶的时候，我对一种观点有很深的印象，

very well-intentioned -- which said, "College begins in kindergarten." No, it doesn't. (Laughter) It doesn't.

一种非常有意识的政策宣言：“大学起始于幼儿园。”不，不是这样的。（笑声）不是这样的。

If we had time, I could go into this, but we don't. (Laughter) Kindergarten begins in kindergarten. (Laughter) A friend of mine once said, "A three year-old is not half a six year-old."

如果我有时间， 我会在这里详细说明，但是我没有。（笑声）幼儿园起始于幼儿园。（笑声）我的一个朋友曾经说过：”你知道，三岁的孩童 不是六岁孩童的一半。“

(Laughter) (Applause) They're three. But as we just heard in this last session, there's such competition now to get into kindergarten -- to get to the right kindergarten --

（笑声）（掌声）他们三岁。就像我们上边听到的那个例子，上幼儿园的竞争很大，尤其是上对的幼儿园，

that people are being interviewed for it at three. Kids sitting in front of unimpressed panels, you know, with their resumes -- (Laughter) Flicking through and saying, "What, this is it?"

三岁就要开始面试。三岁！孩子们坐在无聊的专家咨询组前，你知道，带着他们的简历。（笑声）草草翻阅，然后说：“就这些？”

(Laughter) (Applause) "You've been around for 36 months, and this is it?" (Laughter)

（笑声）（掌声）“你已经在这儿混了三十六个月了，就这些？”（笑声）

"You've achieved nothing -- commit. (Laughter) Spent the first six months breastfeeding, I can see." (Laughter) See, it's outrageous as a conception. The other big issue is conformity（从众）.

“你没有完成任何事情，这是我的意见。母乳喂养了六个月，这就只是我能看到的。”（笑声）看，这个想法是无法容忍的， 但是它吸引着我们。另一个很大的问题是循规蹈矩。

We have built our education systems on the model of fast food. This is something Jamie Oliver talked about the other day. There are two models of quality assurance（保证） in catering. One is fast food, where everything is standardized. The other is like Zagat and Michelin restaurants,

我们把我们的教育系统建立在快餐的基础上。杰米·奥利弗曾经提到这个问题。你知道高质量保证的 饮食业有两种形态。一是快餐，全部标准化。二是像扎格特和米什兰饭店，

where everything is not standardized, they're customized to local circumstances. And we have sold ourselves into a fast-food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies. (Applause)

全不标准化，它们制定标准满足当地情况。我们出让我们自己， 建立快餐模式的教育。它正在耗尽我们的精神和能量，就像快餐正在耗尽 我们的身体资源。（掌声）

We have to recognize a couple of things here. One is that human talent is tremendously diverse. People have very different aptitudes. I worked out recently that I was given a guitar as a kid

我认为我们在这里 必须认识到一些事情。其一是人类天赋有巨大的多样性。人们有非常不同的天资。我最近才发觉一件事：我在很小的时候得到了一个吉他，

at about the same time that Eric Clapton got his first guitar. (Laughter) It worked out for Eric, that's all I'm saying. (Laughter) In a way -- it did not for me. I could not get this thing to work

大概是埃里克·克莱普顿 得到他的第一个吉他的时候。你知道，埃里克成功了，我仅想说这个。（笑声）在某种方式上，它在我身上不起作用。我不能使吉他工作，

no matter how often or how hard I blew into it. It just wouldn't work. (Laughter) But it's not only about that. It's about passion. Often, people are good at things they don't really care for. It's about passion,

无论多经常，或是多努力地弹它。它就是不工作。不仅仅是这样。这和热情息息相关。通常，人们善于去做 他们不用太花心思去做的事情。是热情，

and what excites our spirit and our energy. And if you're doing the thing that you love to do, that you're good at, time takes a different course entirely. My wife's just finished writing a novel, and I think it's a great book, but she disappears for hours on end.

使我们精力和能量兴奋。如果你正在做你热爱的事情，你花在这件事上的时间便不同。我妻子刚完成了一部小说，我认为它是极好的书。写这本书的结尾时， 她消失了好几个小时。

You know this, if you're doing something you love, an hour feels like five minutes. If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so many people are opting out of education is because it doesn't feed their spirit,

你知道，如果你正在做你喜爱的事情，一小时感觉就像五分钟。如果你正在做一件 不和你精神发生共鸣的事情，五分钟就像是一小时。许多人退出教育的原因是教育对他们的精力起不到供给，

it doesn't feed their energy or their passion. So I think we have to change metaphors. We have to go from what is essentially（本质上） an industrial model of education, a manufacturing model, which is based on linearity and conformity（从众） and batching people.

供给不到他们的精力和热情。因此，我认为我们必须改变暗喻。我们必须从基于工业化的制造业的教育模式，这个模式是基于线性的，标准化的和批量生产的人们，

We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development.

我们必须移到一个基于农业生产原理的模式。我们必须认识到 人类的蒸蒸日上不是一个工业制造的过程，是一个有机的过程。而且你不能预计人类发展的结果；

All you can do, like a farmer, is create the conditions under which they will begin to flourish（繁荣）. So when we look at reforming education and transforming it, it isn't like cloning a system. There are great ones, like KIPP's; it's a great system.

所有你能做的，就像种庄稼的，建造使它们开始开花的条件。因此，当我们看待 教育改革和教育改造，它不会像是复制一个系统像 KIPPs，尽管它是极好的系统，

There are many great models. It's about customizing to your circumstances and personalizing education to the people you're actually teaching. And doing that, I think, is the answer to the future because it's not about scaling a new solution;

有许多极好的模式。而是对你真正教的人们个人化教育环境，个人化教育。做这事，我认为是对未来的道路。因为它不是找出一个新的解决办法；

it's about creating a movement in education in which people develop their own solutions, but with external support based on a personalized curriculum. Now in this room, there are people who represent extraordinary（非凡的） resources in business,

是关于发展一个教育运动，其中人们开发他们自己的解决办法，同时得到基于个人条件的外在支持。现在，在这个房间，有人拥有商业中非凡的资源，

in multimedia, in the Internet. These technologies, combined with the extraordinary（非凡的） talents of teachers, provide an opportunity（机会） to revolutionize education. And I urge you to get involved in it because it's vital, not just to ourselves, but to the future of our children.

在多媒体，在互联网。这些科技，和教师卓越的天赋相结合，提供了一个教育革命的机会。我鼓励你参与其中，因为它是极重要的， 不仅是对我们自身，

But we have to change from the industrial model to an agricultural model, where each school can be flourishing tomorrow. That's where children experience life. Or at home, if that's what they choose, to be educated with their families or friends.

而是对我们孩子的未来。但是我们必须从工业模式中解放，变成农业模式，当中，每个学校明天就能繁荣兴盛。它是孩子们的经验生活。或者在家，如果那是他们和他家人朋友选择被教育的地方。

There's been a lot of talk about dreams over the course of these few days. And I wanted to just very quickly -- I was very struck by Natalie Merchant's songs last night, recovering old poems. I wanted to read you a quick, very short poem from W. B. Yeats, who some of you may know.

在过去的几天里，有很多关于梦想的演讲。我只想很快 --娜塔莉·莫奇的歌困在我的脑海里，寻回久的诗歌。我想要读一个快的短的诗歌，W.B.·叶芝，他是你可能知道的某个人。

He wrote this to his love, Maud Gonne, and he was bewailing the fact that he couldn't really give her what he thought she wanted from him. And he says, "I've got something else, but it may not be for you."

他写给他的爱人，昴德·冈昂，他正在为事实痛苦，他不能真的给她，他认为她想要的。他说：“我有一些另外的东西，但它并不是给你的。”

He says this: "Had I the heavens' embroidered cloths, Enwrought with gold and silver light, The blue and the dim and the dark cloths Of night and light and the half-light,

他说：“天堂已经在衣服上刺绣了，用金色和银色的灯光，蓝色的，暗淡的，和黑色的衣服，用夜色的灯光和半灯光，

I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly

我将衣服延展到你脚下；但是我，这个穷困者，只有我的梦想；我延伸我的梦想到你脚下；轻轻的踩，

because you tread on my dreams." And every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly. Thank you. (Applause)

因为你正在踩我的梦想上。”每天，每处，我们的孩子延伸 他们的梦想到你脚下。我们应该轻轻地踩。谢谢。（掌声）

Thank you very much. (Applause) Thank you. (Applause)

非常感谢