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Vídeo editable 18-XI-22 - Contenido educativo

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Subido el 18 de noviembre de 2022 por Eloãsa B.

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Vídeo para editar en la sesión del viernes 18-XI-22

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Good morning. How are you? 00:00:06

It's been great, hasn't it? 00:00:30

I've been blown away by the whole thing. 00:00:33

In fact, I'm leaving. 00:00:35

There have been three themes, haven't there, running through the conference, 00:00:42

which are relevant to what I want to talk about. 00:00:46

One is the extraordinary evidence of human creativity 00:00:48

in all of the presentations that we've had 00:00:52

and in all the people here. 00:00:55

Just the variety of it and the range of it. 00:00:57

The second is that it's put us in a place 00:01:00

where we have no idea what's going to happen 00:01:03

in terms of the future. 00:01:04

No idea how this may play out. 00:01:07

I have an interest in education. 00:01:09

Actually, what I find is everybody has an interest in education. 00:01:11

Don't you? 00:01:16

I find this very interesting. 00:01:17

If you're at a dinner party 00:01:18

and you say you work in education, 00:01:19

Actually, you're not often at dinner parties, frankly, if you work in education. 00:01:22

You're not asked. 00:01:30

And you're never asked back, curiously, that distracts me. 00:01:35

But if you are, and you say to somebody, what do you do, and you say you work in education, 00:01:39

you can see the blood run from their face, they think, oh my god, why me? 00:01:44

My one night out all week. 00:01:50

But if you ask people about their education, 00:01:55

they pin you to the wall. 00:01:56

Because it's one of those things that goes deep with people. 00:01:58

Am I right? 00:02:00

Like religion and money and other things. 00:02:01

So I have a big interest in education, 00:02:05

and I think we all do. 00:02:08

We have a huge vested interest in it, 00:02:09

partly because it's education that's meant to take us 00:02:11

into this future that we can't grasp. 00:02:14

If you think of it, children starting school this year 00:02:16

will be retiring in 2065. 00:02:19

Nobody has a clue, 00:02:25

despite all the expertise that's been on parade 00:02:26

for the past four days, 00:02:28

what the world will look like in five years' time. 00:02:29

And yet we're meant to be educating them for it. 00:02:32

So the unpredictability, I think, is extraordinary. 00:02:34

And the third part of this is that we've all agreed, nonetheless, 00:02:37

on the really extraordinary capacities that children have, 00:02:40

their capacities for innovation. 00:02:46

I mean, Serena last night was a marvel, wasn't she? 00:02:48

Just seeing what she could do. 00:02:51

And she's exceptional, but I think she's not, so to speak, 00:02:53

exceptional in the whole of childhood. 00:02:58

What you have there is a person of extraordinary dedication 00:03:01

who found a talent. 00:03:03

And my contention is all kids have tremendous talents, 00:03:05

and we squander them pretty ruthlessly. 00:03:07

So I want to talk about education, 00:03:11

and I want to talk about creativity. 00:03:12

My contention is that creativity now is as important 00:03:14

in education as literacy and we should treat it with the same status thank you that was it 00:03:17

by the way thank you very much so 15 minutes left 00:03:31

well i was born no the um i had a great story recently i love telling it of a little girl 00:03:36

who was in a drawing lesson she was six and she was at the back drawing and the teacher said this 00:03:47

little girl hardly ever paid attention and in this drawing lesson she did and the teacher was 00:03:52

fascinated she went over to and she said what are you drawing and the girl said I'm drawing a picture 00:03:57

of God and the teacher said but nobody knows what God looks like and the girl said they will in a 00:04:02

minute when when my son was four in England actually he was four everywhere to be honest I 00:04:08

I mean, if we're being strict about it, 00:04:25

wherever he went, he was four that year, 00:04:29

but he was in the Nativity play. 00:04:30

Do you remember the story? 00:04:32

No, it was big. It was a big story. 00:04:35

Mel Gibson did the sequel. You may have seen it. 00:04:37

Nativity 2. 00:04:41

But James got the part of Joseph, which we were thrilled about. 00:04:42

We consider this to be one of the lead parts. 00:04:46

We had the place crammed full of agents and T-shirts, you know. 00:04:49

James Robinson is Joseph. 00:04:51

He didn't have to speak. 00:04:54

but do you know the bit where the three kings come in? 00:04:55

Now, they come in bearing gifts, 00:04:57

and they bring gold, frankincense, and myrrh. 00:04:58

This really happened. 00:05:00

We're sitting there, and they, I think, 00:05:01

just went out of sequence. 00:05:02

Because we talked to the little boy afterwards 00:05:04

and said, you know, are you okay with that? 00:05:05

And they said, yeah, why, was that wrong? 00:05:07

They just switched. 00:05:08

I think that was it. 00:05:09

Anyway, the three boys came in, 00:05:10

little four-year-olds with tea towels on their heads, 00:05:11

and they put these boxes down. 00:05:13

And the first boy said, I bring you gold. 00:05:14

And the second boy said, I bring you myrrh. 00:05:17

And the third boy said, Frank sent this. 00:05:20

What these things have in common, you see, is that kids will take a chance. 00:05:28

If they don't know, they'll have a go. 00:05:38

Am I right? 00:05:42

They're not frightened of being wrong. 00:05:42

Now, I don't mean to say that being wrong is the same thing as being creative. 00:05:45

What we do know is, if you're not prepared to be wrong, 00:05:49

you'll never come up with anything original. 00:05:52

If you're not prepared to be wrong. 00:05:54

And by the time they get to be adults, most kids have lost that capacity. 00:05:57

They have become frightened of being wrong. 00:06:02

And we run our companies, this, by the way. 00:06:04

We stigmatize mistakes. 00:06:06

And we're now running national education systems 00:06:08

where mistakes are the worst thing you can make. 00:06:10

And the result is that we are educating people 00:06:13

out of their creative capacities. 00:06:16

Picasso once said this. 00:06:19

He said that all children are born artists. 00:06:20

The problem is to remain an artist as we grow up. 00:06:23

I believe this passionately, 00:06:26

that we don't grow into creativity, 00:06:27

we grow out of it. 00:06:29

Or rather, we get educated out of it. 00:06:31

So why is this? 00:06:34

I lived in Stratford-on-Avon until about five years ago. 00:06:36

In fact, we moved from Stratford to Los Angeles. 00:06:39

So you can imagine what a seamless transition this was from L.A. 00:06:42

Actually, we lived in a place called Snitterfield, just outside Stratford, 00:06:47

which is where Shakespeare's father was born. 00:06:49

Are you struck by a new thought? I was. 00:06:53

You don't think of Shakespeare having a father, do you? 00:06:55

Do you? 00:06:57

Because you don't think of Shakespeare being a child, do you? 00:06:59

Shakespeare being seven. 00:07:01

I never thought of it. 00:07:03

I mean, he was seven at some point. 00:07:04

He was in somebody's English class, wasn't he? 00:07:05

Do you understand? 00:07:08

How annoying would that be? 00:07:13

Must try harder. 00:07:24

Being sent to bed by his dad, to Shakespeare. 00:07:30

Go to bed now, you know, to William Shakespeare. 00:07:32

And put the pencil down. 00:07:34

And stop speaking like that. 00:07:36

It's confusing everybody. 00:07:41

Anyway, we moved from Stratford to Los Angeles. 00:07:48

And I just want to say a word about the transition. 00:07:54

Actually, my son didn't want to come. 00:07:56

I've got two kids. 00:07:57

He's 21 now and my daughter's 16. 00:07:58

He didn't want to come to Los Angeles. 00:08:00

He loved it, but he had a girlfriend in England. 00:08:02

This was the love of his life. 00:08:06

Sarah he'd known her for a month mind you they've had their fourth anniversary 00:08:08

because it's a long time when you're 16 anyway he was really upset on the plane he said I'll 00:08:13

never find another girl like Sarah and we were rather pleased about that frankly because 00:08:19

she was the main reason we were leaving the country 00:08:23

but something strikes you when you move to America and when you travel around the world 00:08:34

every education system on Earth has the same hierarchy of subjects. 00:08:43

Everyone, doesn't matter where you go, you think it would be otherwise, but it isn't. 00:08:48

At the top are mathematics and languages, 00:08:51

then the humanities and the bottom are the arts, everywhere on Earth. 00:08:53

And in pretty much every system too, there's a hierarchy within the arts. 00:08:57

Art and music are normally given a higher status in schools than drama and dance. 00:09:02

There isn't an education system on the planet 00:09:06

that teaches dance every day to children the way we teach them mathematics. 00:09:08

Why? Why not? 00:09:12

I think this is rather important. 00:09:14

I think maths is very important, but so is dance. 00:09:16

Children dance all the time, if they're allowed to. We all do. 00:09:18

We all have bodies, don't we? 00:09:20

Did I miss a meeting? 00:09:22

Truthfully, what happens is, as children grow up, 00:09:27

we start to educate them progressively from the waist up. 00:09:28

And then we focus on their heads, and slightly to one side. 00:09:31

If you were to visit education as an alien 00:09:36

and say, what's it for, public education, 00:09:38

I think you'd have to conclude, if you look at the output, 00:09:41

you know, who really succeeds by this? 00:09:44

Who does everything they should? 00:09:45

Who gets all the brownie points? 00:09:47

You know, who are the winners? 00:09:48

I think you'd have to conclude the whole purpose 00:09:50

of public education throughout the world 00:09:52

is to produce university professors. 00:09:53

Isn't it? 00:09:57

They're the people who come out the top. 00:09:58

And I used to be one. 00:09:59

So there. 00:10:01

You know. 00:10:02

But, and I like university professors, 00:10:05

but, you know, we shouldn't hold them up 00:10:07

as the high watermark of all human achievement. 00:10:09

They're just a form of life. 00:10:12

You know, another form of life. 00:10:14

But they're rather curious, 00:10:16

and I say this out of affection for them. 00:10:17

There's something curious about professors. 00:10:19

In my experience, not all of them, but typically, 00:10:20

they live in their heads. 00:10:22

They live up there and slightly to one side. 00:10:24

They're disembodied, you know, in a kind of literal way. 00:10:28

You know, they look upon their body 00:10:30

as a form of transport for their heads. 00:10:32

You know, it's... 00:10:38

Don't they? 00:10:38

It's a way of getting their head to meetings. 00:10:42

If you want real evidence of out-of-body experiences, by the way, 00:10:49

get yourself along to a residential conference for senior academics 00:10:53

and pop into the discotheque on the final night. 00:10:56

And there you will see it, 00:11:00

grown men and women writhing uncontrollably off the beat. 00:11:03

Waiting till it ends so they can go home and write a paper about it. 00:11:10

Now, our education system is predicated on the idea of academic ability. 00:11:13

And there's a reason. 00:11:19

The whole system was invented around the world. 00:11:20

There were no public systems of education really before the 19th century. 00:11:23

They all came into being to meet the needs of industrialism. 00:11:26

So the hierarchy is rooted on two ideas. 00:11:30

Number one, that the most useful subjects for work are at the top. 00:11:32

So you were probably steered benignly away from things at school when you were a kid, 00:11:36

things you liked on the ground, 00:11:40

you would never get a job doing that. 00:11:42

Is that right? 00:11:43

Don't do music, you're not going to be a musician. 00:11:44

Don't do art, you won't be an artist. 00:11:46

Benign advice. 00:11:49

Now, profoundly mistaken. 00:11:50

The whole world is engulfed in a revolution. 00:11:52

And the second is academic ability, 00:11:55

which has really come to dominate our view of intelligence 00:11:57

because the universities designed the system in their image. 00:11:59

If you think of it, 00:12:02

the whole system of public education around the world 00:12:03

is a protracted process of university entrance. 00:12:05

And the consequence is that many highly talented, brilliant, 00:12:08

creative people think they're not, 00:12:11

because the thing they were good at at school 00:12:13

wasn't valued or was actually stigmatised. 00:12:15

And I think we can't afford to go on that way. 00:12:18

In the next 30 years, according to UNESCO, 00:12:20

more people worldwide will be graduating through education 00:12:22

than since the beginning of history. 00:12:26

More people. 00:12:28

And it's the combination of all the things we've talked about, 00:12:29

technology and its transformation effect on work, 00:12:31

and demography and the huge explosion in population. 00:12:33

Suddenly, degrees aren't worth anything. 00:12:37

Isn't that true? 00:12:39

When I was a student, if you had a degree, you had a job. 00:12:41

If you didn't have a job, it's because you didn't want one. 00:12:44

And I didn't want one, frankly. 00:12:47

But now, kids with degrees are often heading home to carry on playing video games. 00:12:51

Because you need an MA, where the previous job required a BA, 00:12:56

and now you need a PhD for the other. 00:12:59

It's a process of academic inflation. 00:13:01

and it indicates the whole structure of education is shifting beneath our feet. 00:13:03

We need to radically rethink our view of intelligence. 00:13:06

We know three things about intelligence. 00:13:09

One, it's diverse. 00:13:10

We think about the world in all the ways that we experience it. 00:13:12

We think visually, we think in sound, we think kinesthetically. 00:13:14

We think in abstract terms, we think in movement. 00:13:18

Secondly, intelligence is dynamic. 00:13:21

If you look at the interactions of a human brain, 00:13:24

as we heard yesterday from a number of presentations, 00:13:26

intelligence is wonderfully interactive. 00:13:29

The brain isn't divided into compartments. 00:13:31

In fact, creativity, which I define as the process of having original ideas that have value, 00:13:34

more often than not, comes about through the interaction of different disciplinary ways of seeing things. 00:13:40

The brain is intentional. 00:13:47

By the way, there's a shaft of nerves that joins the two halves of the brain called the corpus callosum. 00:13:48

It's thicker in women. 00:13:51

Following on from Helen yesterday, I think this is probably why women are better at multitasking. 00:13:54

Because you are. 00:13:58

Aren't you? 00:14:00

that's a raft of research, but I know it for my personal life. If my wife is cooking a meal at 00:14:00

home, which is not often, thankfully, but you know, she's good at some things. But if she's 00:14:05

cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting 00:14:14

the ceiling, you know, she's doing open heart surgery over here. If I'm cooking, the door is 00:14:17

shut, the kids are out, the phone's on the hook. If she comes in, I get annoyed. I say, Terry, 00:14:24

please, I'm trying to fry an egg in here. 00:14:29

You know, give me a break. 00:14:31

Actually, do you know that old philosophical thing? 00:14:42

If a tree falls in a forest and nobody hears it, did it happen? 00:14:44

Remember that old chestnut? 00:14:47

I saw a great T-shirt, really, recently, which said, 00:14:49

if a man speaks his mind in a forest and no woman hears him, 00:14:51

is he still wrong? 00:14:55

And the third thing about intelligence is it's distinct. 00:15:04

I'm doing a new book at the moment called Epiphany 00:15:07

which is based on a series of interviews with people 00:15:10

about how they discovered their talent 00:15:13

I'm fascinated by how people got to be there 00:15:14

it's really prompted by a conversation 00:15:16

I had with a wonderful woman who most people 00:15:19

have never heard of, she's called Gillian Lynn 00:15:21

have you heard of her? Some have 00:15:22

she's a choreographer and everybody knows her work 00:15:24

she did Cats and Phantom of the Opera 00:15:26

she's wonderful, I used to be on the board of the Royal Ballet 00:15:29

in England, as you can see 00:15:31

and 00:15:33

anyway, Gillian and I had lunch one day 00:15:34

I said, how did you get to be a dancer? 00:15:37

And she said it was interesting. 00:15:38

When she was at school, she was really hopeless. 00:15:39

And the school in the 30s wrote to her parents and said, 00:15:42

we think Gillian has a learning disorder. 00:15:45

You couldn't concentrate. She was fidgeting. 00:15:47

I think now they'd say she had ADHD. 00:15:48

Wouldn't you? 00:15:51

But this was the 1930s, and ADHD hadn't been invented at this point. 00:15:53

So it wasn't an available condition. 00:15:56

You know, people... 00:15:58

People weren't aware they could have that. 00:15:59

anyway she sent went to see this um this specialist so this oak paneled room and and 00:16:03

she was there with with her mother and she was led and sat on this uh chair at the end and she 00:16:13

sat on her hands for 20 minutes while this man talked to mother about all the problems Jillian 00:16:17

was having at school and at the end of it um because she was disturbing people her homework 00:16:20

was always late and so on little kid of eight in the end uh the uh the doctor went and sat next to 00:16:25

Jillian said Jillian I've listened to all these things that mother's told me I need to speak to 00:16:30

privately. So she said, wait here, we'll be back, we won't be very long, and they went 00:16:33

and left her. But as they went out of the room, he turned on the radio that was sitting 00:16:39

on his desk. And when they got out of the room, he said to her mother, just stand and 00:16:43

watch her. And the minute they left the room, she said she was on her feet, moving to the 00:16:47

music. And they watched for a few minutes, and he turned to her mother, and he said, 00:16:53

you know, Mrs. Lynn, Gillian isn't sick, she's a dancer. Take her to a dance school. I said, 00:16:57

what happened? She said, she did. I can't tell you how wonderful it was. We walked in this room 00:17:04

and it was full of people like me. People who couldn't sit still. People who had to move to 00:17:09

think. Who had to move to think. They did ballet, they did tap, they did jazz, they did modern, 00:17:15

they did contemporary. She was eventually auditioned for the Royal Ballet School. 00:17:21

She became a soloist. 00:17:24

She had a wonderful career at the Royal Ballet. 00:17:25

She eventually graduated from the Royal Ballet School, 00:17:27

found her own company, the Julian Dance Company, 00:17:29

met Andrew Lloyd Webber. 00:17:32

She's been responsible for some of the most successful 00:17:33

musical theatre productions in history. 00:17:35

She's given pleasure to millions, 00:17:37

and she's a multi-millionaire. 00:17:38

Somebody else might have put on medication 00:17:40

and told her to calm down. 00:17:42

Now, I think... 00:17:45

APPLAUSE 00:17:46

What I think it comes to is this. 00:17:47

Al Gore spoke the other night about ecology 00:17:54

and the revolution that was triggered by Rachel Carson. 00:17:57

I believe our only hope for the future 00:18:01

is to adopt a new conception of human ecology, 00:18:03

one in which we start to reconstitute our conception 00:18:07

of the richness of human capacity. 00:18:10

Our education system has mined our minds 00:18:12

in the way that we strip-mined the earth 00:18:16

for a particular commodity. 00:18:18

And for the future, it won't serve us. 00:18:20

We have to rethink the fundamental principles 00:18:22

on which we're educating our children. 00:18:24

There was a wonderful quote by Jonas Salk who said, 00:18:25

if all the insects were to disappear from the earth, 00:18:29

within 50 years, all life on earth would end. 00:18:34

If all human beings disappeared from the earth, 00:18:38

within 50 years, all forms of life would flourish. 00:18:41

And he's right. 00:18:45

What Ted celebrates is the gift of the human imagination. 00:18:47

We have to be careful now that we use this gift wisely 00:18:51

and that we avert some of the scenarios that we've talked about. 00:18:54

And the only way we'll do it 00:18:58

is by seeing our creative capacities for the richness they are 00:18:59

and seeing our children for the hope that they are. 00:19:03

And our task is to educate their whole being 00:19:07

so they can face this future. 00:19:09

By the way, we may not see this future, but they will. 00:19:11

And our job is to help them make something of it. 00:19:15

Thank you very much. 00:19:18

APPLAUSE 00:19:18

weren't cherished what if they carried no importance held no value there is a 00:19:32

place where artistic vision is protected where inspired design ideas live on to 00:19:49

become ultimate driving machines 00:19:54

Subido por:: Eloãsa B.
Licencia:: Reconocimiento - Compartir igual
Visualizaciones:: 12
Fecha:: 18 de noviembre de 2022 - 12:14
Visibilidad:: Público
Centro:: EOI E.O.I.DE SAN BLAS
Duración:: 20′ 03″
Relación de aspecto:: 4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:: 320x240 píxeles
Tamaño:: 48.04 MBytes