TED演讲：学校扼杀了学生的创造性

老师说：

“可是没人 知道上帝长什么样。

”

这

“他们马上就能知道上帝的样子了。

”

When

my

son

was

four

inEngland

--

Actually,

he

was

four

everywhere,

to

be

we're

being

strictabout

it,

wherever

he

went,

he

was

four

that

year.

He

was

in

the

Nativity

you

remember

the

story?

我儿子四岁时在英国

--

实际上他那 会儿在哪都四岁

.

严格地说他四岁

那年 在哪个国家记不清了，

只记得他四岁那年

去演舞台剧

《基督诞生》

你

们记得那部剧的情节吗

?

No, it was big, it was abig story. Mel Gibson did the sequel,

you

may

have

seen

it.

II.

James

got

the

part

of

Joseph,

which

we

were

thrilled

about.

We

consideredthis

to

be

one

of

the

lead

parts.

应该记不得，

情节太长。

梅尔

.

吉布森 演过那部剧的续集。

你们也许看过，

叫

《基督诞生

II

》

< br>。

我儿子

James

在那部舞台 剧里演

Joseph,

我们为此很兴奋。

我们以为那是个主要角色。

We had the place crammed full of

agents

inT-shirts:

Robinson

IS

Joseph!

didn't

have

tospeak,

but

you

know

the

bit

where

the

three

kings

come

in?

They

come

in

bearinggifts,

gold,

frankincense and myrrh. This really happened.

我们给观众们发了

T

恤：

上面印着“

James Robinson

扮演

Joseph

他的角色不一定有台词，剧情是

三个国王拿着礼物走进来

他们分别拿 着

黄金，乳香精油，没药精油。演出开始了。

We

were

sitting

there

and

I

think

they

just

went

out

of

sequence,

希望本文对您有所帮助！

because we talked to thelittle boy afterward and we said,

with

that?

And

he

said,

why?

Was

that

wrong?

They

just

switched. The three boys camein, four-year-olds with tea towels on

their heads,

我们坐在观众席上

我认为他们应该按顺序出场，

演出结 束后我们对

James

说：

“你们刚才演的对吗

?

”他说：

“对啊，怎么了，哪错了吗

?

”其

实他们把剧情改了。

他们是这么演的：三个小演员出场，

四岁的小家伙

们头上戴着擦杯子用的毛巾

,

and they put these boxes down, and the first boy said,

you

gold.

And

the

second

boysaid,

bring

you

myrrh.

And

the

third

boy said,

他们放下手上拿的盒子

第一个孩子说 ：

“我带来了黄金。

”

第二个孩

子说：

“我带来了没药精油。

”第三个孩子说：

“

Frank

带来了这个”

What

these

things

have

incommon

is

that

kids

will

take

a

chance.

If

they

don't

know,

they'll

have

a

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.

以上例子的共同点就是孩子们愿意冒险。

对于未知的事物，他们愿意

去尝试。

难道不是吗

?

即使尝试的结果是错误的 ，他们也不惧怕。当然，

我并不认为错误的尝试等同于创新。

What we do know is, if you'renot prepared to be wrong, you'll

never come up with anything original -- ifyou're not prepared to be

wrong.

And

by

the

time

they

get

to

be

adults,

mostkids

have

lost

that

capacity.

希望本文对您有所帮助！

但我们都知道

如果你不打算做错误的尝试

你永远不会创造出新东西。

如果你不 想让孩子们做错误的尝试，等他们长大了，多数孩子就会丧失创

新的能力。

They

have

become

frightened

of

being

wrong.

Andwe

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.

那就会使他们也变得惧怕错误的尝试。

这种情况也存在于公司经营方

面。

< /p>

我们不能容忍任何错误。这就使得现在的教育体系成为最不能容忍错

误的领域。

这样做的后果就是我们的教育体制正在扼杀孩子 们的创造力。

甚至可以说，是我们所受的教育让我们丧失了创造力。

But 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 you go.

但搬到美国后，有些事使我印象深刻

如果你周游世界

你会发现每个

国家的教育体系都存在相同的学科等级制度。没有例外。不论哪个国家。

You'd

think

it

would

be

other

wise,

but

it

isn't.

At

the

top

are

mathematicsand

languages,

then

the

humanities,

and

at

the

bottom

are

the arts. Everywhereon Earth. And in pretty much every system too,

there's a hierarchy within thearts.

你认为也许会 有例外，但没有。排在最前面的学科是数学和语言，接

下去是人文学科，艺术排在最后。 世界上所有国家都是如此。而且相同的

还有就是在艺术学科范围内也有等级制。