WEBVTT 00:00:07.711 --> 00:00:09.912 So how many of you are educators, past, present, or future? 00:00:09.912 --> 00:00:11.321 Raise your hands. 00:00:11.321 --> 00:00:12.791 Good. I'm in the right place. 00:00:12.791 --> 00:00:15.503 I'm a recovering high school English teacher. 00:00:15.503 --> 00:00:16.526 True story. 00:00:16.526 --> 00:00:18.374 How many of you mentor young kids? 00:00:18.374 --> 00:00:19.470 Raise your hands. 00:00:19.470 --> 00:00:22.488 I'm definitely in the right place. 00:00:22.488 --> 00:00:27.033 For 25 years, we've heard about failing schools 00:00:27.033 --> 00:00:29.308 and the need to reform our schools. 00:00:29.308 --> 00:00:31.275 Anybody who wanted to reform school? 00:00:31.275 --> 00:00:33.337 Raise your hands. 00:00:33.337 --> 00:00:35.446 Einstein once said that formulation of the problem 00:00:35.446 --> 00:00:38.564 is often more important than the solution. 00:00:38.564 --> 00:00:40.943 I would like to respectfully suggest our schools 00:00:40.943 --> 00:00:43.453 are not failing; they certainly don't need reforming. 00:00:43.453 --> 00:00:47.610 The system is obsolete and needs reinventing. 00:00:47.610 --> 00:00:49.373 Not reforming. 00:00:49.373 --> 00:00:50.766 What's changed? 00:00:50.766 --> 00:00:52.176 It's simply this. 00:00:52.176 --> 00:00:54.966 Knowledge today is a commodity. 00:00:54.966 --> 00:00:57.584 It's free. It's like air. It's like water. 00:00:57.584 --> 00:00:59.823 How many of you have been on the Khan Academy website? 00:00:59.823 --> 00:01:00.830 Raise your hands. 00:01:00.830 --> 00:01:02.868 Yeah, most of you. Right, you know. 00:01:02.868 --> 00:01:05.523 You know the quality of education people can receive 00:01:05.523 --> 00:01:08.078 on that if they're willing to take the initiative. 00:01:08.078 --> 00:01:11.702 How many of you had to memorize the periodic table 00:01:11.702 --> 00:01:13.494 in high school? Raise your hands. 00:01:13.494 --> 00:01:15.210 Ah, everybody! Good. 00:01:15.210 --> 00:01:17.014 So, how many were there again? 00:01:17.014 --> 00:01:18.556 No wait, I'm sorry, I didn't hear that. 00:01:18.556 --> 00:01:20.262 Whatever number you came up with is wrong, 00:01:20.262 --> 00:01:22.704 because two more were added last week. 00:01:22.704 --> 00:01:25.270 And planets, are we up one or down one? 00:01:25.270 --> 00:01:27.323 I don't know, I haven't checked my news feed today. 00:01:27.323 --> 00:01:29.014 And let's see, let's have a contest. 00:01:29.014 --> 00:01:31.932 Why don't you recite the 50 state capitals from memory 00:01:31.932 --> 00:01:35.880 while I google them? Let's see who's quicker. 00:01:35.880 --> 00:01:37.367 Knowledge is a commodity. 00:01:37.367 --> 00:01:39.539 The world no longer cares whether or not 00:01:39.539 --> 00:01:40.882 you're smarter than a fifth grader 00:01:40.882 --> 00:01:43.024 or how well you do to triple your pursuit. 00:01:43.024 --> 00:01:46.298 What the world cares about is not what you know, 00:01:46.298 --> 00:01:49.561 but what you can do with what you know. 00:01:49.561 --> 00:01:54.021 And that is a completely different education problem. 00:01:54.021 --> 00:01:56.154 Then the question becomes, 00:01:56.154 --> 00:01:59.731 Do you have the skill and do you have the will 00:01:59.731 --> 00:02:03.381 to use the knowledge you have acquired? 00:02:03.381 --> 00:02:06.586 Okay, I gotta tell you a kind of an intellectual journey I've been on. 00:02:06.586 --> 00:02:08.524 2005, I read "The World is Flat" by Friedman. 00:02:08.524 --> 00:02:10.107 How many have read that book? 00:02:10.107 --> 00:02:11.386 Scared the heck out of me. 00:02:11.386 --> 00:02:13.418 Because as you know, he describes a world 00:02:13.418 --> 00:02:15.496 where increasingly any job that can be routined 00:02:15.496 --> 00:02:17.959 is rapidly being offshored or automated. 00:02:17.959 --> 00:02:20.852 White collar, blue collar, doesn't matter. 00:02:20.852 --> 00:02:23.038 Talked to him recently, interviewed him for the new book. 00:02:23.038 --> 00:02:24.498 He said, "I got one thing wrong in that book." 00:02:24.498 --> 00:02:25.691 I said, "What was that?" 00:02:25.691 --> 00:02:28.890 He said, "The pace of change is happening so much faster." 00:02:28.890 --> 00:02:32.221 So I worried about what kinds of skills will our young people need 00:02:32.221 --> 00:02:35.955 to get and keep a good job in this new global knowledge economy. 00:02:35.955 --> 00:02:37.814 And in fact are they the same skills they'll need 00:02:37.814 --> 00:02:40.823 for citizenship and for continuous learning? 00:02:40.823 --> 00:02:43.155 So I've interviewed a wide range of innovators, literally, 00:02:43.155 --> 00:02:47.905 from Apple to Unilever, executives, U.S. Army, 00:02:47.905 --> 00:02:49.992 community leaders, college teachers, asking all of them, 00:02:49.992 --> 00:02:53.586 "What are the skills that matter most today? What's important?" 00:02:53.586 --> 00:02:56.762 Came to understand, there's a set of core competences 00:02:56.762 --> 00:03:01.541 every young person must be well on the way to mastery 00:03:01.541 --> 00:03:03.873 before he or she finishes high school. 00:03:03.873 --> 00:03:07.924 Not just to get a good job, but to be a continuous learner 00:03:07.924 --> 00:03:11.847 and an active and informed citizen in the 21st century. NOTE Paragraph 00:03:11.847 --> 00:03:13.585 Very briefly, they are: 00:03:13.585 --> 00:03:15.693 No. 1: Critical thinking and problem solving. 00:03:15.693 --> 00:03:17.059 What do I mean by critical thinking? 00:03:17.059 --> 00:03:18.783 The ability to ask the right questions, 00:03:18.783 --> 00:03:20.614 ask really good questions. 00:03:20.614 --> 00:03:25.815 No. 2: Collaboration across networks and leading by influence. 00:03:25.815 --> 00:03:29.769 No. 3: Agility and adaptability. 00:03:29.769 --> 00:03:34.214 No. 4: Initiative and entrepreneurialism. 00:03:34.214 --> 00:03:39.870 No. 5: Effective oral and written communication. 00:03:39.870 --> 00:03:43.700 No. 6: Accessing and analyzing information. 00:03:43.700 --> 00:03:48.800 and lastly, No. 7: Curiosity and imagination. 00:03:48.800 --> 00:03:51.784 So, a couple things happened when that book came out 3 and a half years ago. 00:03:51.784 --> 00:03:54.430 There's a global achievement gap that Hellman just referred to. 00:03:54.430 --> 00:03:57.348 First of all, I got a kind of affirmation 00:03:57.348 --> 00:03:58.650 from literally, around the world 00:03:58.650 --> 00:04:00.090 that simply stunned me. 00:04:00.090 --> 00:04:04.100 Taiwan to Singapore, to Helsinki, to Madrid, 00:04:04.100 --> 00:04:07.114 and kind of all places in between. 00:04:07.114 --> 00:04:10.851 Thailand, Bahrain, Birmingham, England. 00:04:10.851 --> 00:04:13.797 From Wall Street to West Point, 00:04:13.797 --> 00:04:17.819 people said to me, "Yup, these are exactly the right skills." 00:04:17.819 --> 00:04:20.568 I felt pretty good. Not bad. 00:04:20.568 --> 00:04:22.916 Then the other thing happened. 00:04:22.916 --> 00:04:24.780 Economy collapsed. 00:04:24.780 --> 00:04:27.157 And I saw kids coming home from college, 00:04:27.157 --> 00:04:30.658 seemingly having acquired some, many, most of these skills, 00:04:30.658 --> 00:04:33.712 coming home from college to no job. 00:04:33.712 --> 00:04:35.012 They had the skills. 00:04:35.012 --> 00:04:36.546 Something was missing. 00:04:36.546 --> 00:04:40.898 Right now today, half of all recent college graduates 00:04:40.898 --> 00:04:43.785 are either unemployed or underemployed. 00:04:43.785 --> 00:04:46.063 A third are living at home. 00:04:46.063 --> 00:04:48.475 Maybe some of you in this audience. 00:04:48.475 --> 00:04:50.733 What did I miss? What was wrong? 00:04:50.733 --> 00:04:52.700 Well, as I tried to understand 00:04:52.700 --> 00:04:54.314 the essence of this economic crash, 00:04:54.314 --> 00:04:55.897 I came to understand it's a lot more 00:04:55.897 --> 00:04:58.798 than the credit default swaps we read about, 00:04:58.798 --> 00:05:01.469 a lot more than just a hyper-inflated 00:05:01.469 --> 00:05:03.324 real estate market and so on. 00:05:03.324 --> 00:05:04.487 Here's what I learned. 00:05:04.487 --> 00:05:06.892 Maybe you all know this. I didn't. 00:05:06.892 --> 00:05:11.388 More than 70% of our economy is based on consumer spending. 00:05:11.388 --> 00:05:13.376 What's everybody's biggest fear? 00:05:13.376 --> 00:05:16.483 That consumers will stop spending. 00:05:16.483 --> 00:05:18.354 That's why we lose jobs. 00:05:18.354 --> 00:05:20.513 No. 2, that that consumer spending has been 00:05:20.513 --> 00:05:24.871 increasingly fueled by people going into debt. 00:05:24.871 --> 00:05:27.244 Pulling money out of the house as fast as they could, 00:05:27.244 --> 00:05:29.430 putting money on credit cards as fast as they could. 00:05:29.430 --> 00:05:33.862 2007, the savings rate was minus 2%. 00:05:33.862 --> 00:05:35.913 Leading me to conclude 00:05:35.913 --> 00:05:38.068 that maybe what we have done 00:05:38.068 --> 00:05:40.392 is create an economy based on people 00:05:40.392 --> 00:05:42.870 spending money they do not have, 00:05:42.870 --> 00:05:45.410 to buy things they may not need, 00:05:45.410 --> 00:05:48.833 threatening the planet in the process. 00:05:48.833 --> 00:05:51.258 I think it's increasingly clear 00:05:51.258 --> 00:05:54.015 that kind of an economy is not sustainable. 00:05:54.015 --> 00:05:58.080 As Jeremy Cloud said, it's not sustainable environmentally. 00:05:58.080 --> 00:06:00.460 It's not even sustainable economically. 00:06:00.460 --> 00:06:03.375 Right now today, the savings rate is about 4%. 00:06:03.375 --> 00:06:06.330 Consumers are saving 00:06:06.330 --> 00:06:08.764 more than they are spending. 00:06:08.764 --> 00:06:11.784 I don't think it's sustainable spiritually either. 00:06:11.784 --> 00:06:13.182 We need something different. 00:06:13.182 --> 00:06:15.132 So as I tried to understand what's the alternative, 00:06:15.132 --> 00:06:16.956 what's gonna be our niche in the global economy, 00:06:16.956 --> 00:06:19.041 one word appeared over and over again. 00:06:19.041 --> 00:06:20.928 Innovation. 00:06:20.928 --> 00:06:24.095 The idea, not just the major innovations in STEM, 00:06:24.095 --> 00:06:28.395 but becoming a country that produces more better ideas 00:06:28.395 --> 00:06:31.504 to solve more different kinds of problems, 00:06:31.504 --> 00:06:33.264 ideas that generate jobs, 00:06:33.264 --> 00:06:37.153 ideas that other people want and need as solutions 00:06:37.153 --> 00:06:40.795 to real problems, every kind of problem. 00:06:40.795 --> 00:06:42.879 So, you know, America has always been known 00:06:42.879 --> 00:06:44.721 as a highly innovative country. 00:06:44.721 --> 00:06:47.728 But is that because of, or in spite of, 00:06:47.728 --> 00:06:49.859 our education system? 00:06:49.859 --> 00:06:51.143 Important question. 00:06:51.143 --> 00:06:52.695 You know we have infrastructure, 00:06:52.695 --> 00:06:54.590 we spend on our R&D, 00:06:54.590 --> 00:06:56.332 copyright protection laws, 00:06:56.332 --> 00:06:58.473 good immigration policy, until recently. 00:06:58.473 --> 00:06:59.769 What about education? 00:06:59.769 --> 00:07:02.876 Alright, trivia question of the day so fast you won't be able to google the answer. 00:07:02.876 --> 00:07:04.598 What do Bill Gates, Edwin Land, 00:07:04.598 --> 00:07:06.441 the inventor of Polaroid instant camera, 00:07:06.441 --> 00:07:08.360 Mark Zuckerburg a Facebook fame, 00:07:08.360 --> 00:07:10.046 and Bonnie Raitt, the folk singer, all four have in common? 00:07:10.046 --> 00:07:11.654 (Audience) College dropouts. 00:07:11.654 --> 00:07:12.824 Sorry, they were not dropouts, 00:07:12.824 --> 00:07:15.269 they were Harvard College dropouts! 00:07:15.269 --> 00:07:17.269 That's different! Thank you very much. 00:07:17.269 --> 00:07:20.638 You know Steve Jobs is a dropout, Michael Dell is a dropout. 00:07:20.638 --> 00:07:24.541 These guys were Harvard dropouts. 00:07:24.541 --> 00:07:27.347 So I decided to take a different tactic. 00:07:27.347 --> 00:07:30.776 Trying to understand what must we do differently 00:07:30.776 --> 00:07:32.654 to develop the capacities of many more 00:07:32.654 --> 00:07:35.609 of our young people to be innovators. 00:07:35.609 --> 00:07:38.860 What must we do as parents, as teachers, 00:07:38.860 --> 00:07:41.618 as mentors, and as employers. 00:07:41.618 --> 00:07:44.437 Started interviewing a wide range of innovators in their 20s. 00:07:44.437 --> 00:07:46.160 Extraordinary young people. 00:07:46.160 --> 00:07:49.297 Range some from privileged, some from poverty. 00:07:49.297 --> 00:07:51.229 Wide range. All over the country. 00:07:51.229 --> 00:07:54.172 Some in STEM fields, some in arts, 00:07:54.172 --> 00:07:57.247 some were social innovators and entrepreneurs. 00:07:57.247 --> 00:07:59.260 Then I interviewed each one of their parents. 00:07:59.260 --> 00:08:00.932 Trying to understand if there were 00:08:00.932 --> 00:08:03.681 patterns of parenting that I might observe. 00:08:03.681 --> 00:08:05.783 Then I asked each one of them, 00:08:05.783 --> 00:08:07.465 "Is there a teacher or a mentor 00:08:07.465 --> 00:08:10.881 who's made a significant difference in your life?" 00:08:10.881 --> 00:08:13.128 One third of them, one third, 00:08:13.128 --> 00:08:16.441 could not name a single teacher. 00:08:16.441 --> 00:08:18.293 Of the two thirds who could, 00:08:18.293 --> 00:08:19.689 they could name at least one teacher. 00:08:19.689 --> 00:08:21.086 The third that couldn't name a teacher 00:08:21.086 --> 00:08:22.103 could always name a mentor by the way. 00:08:22.103 --> 00:08:23.198 Very important. 00:08:23.198 --> 00:08:25.994 We underestimate the importance of mentoring. 00:08:25.994 --> 00:08:30.360 So I went and interviewed each one of those teachers and mentors. 00:08:30.360 --> 00:08:33.806 And I made, what was for me, a shocking discovery. 00:08:33.806 --> 00:08:36.421 In every single case, the teachers whom I interviewed -- 00:08:36.421 --> 00:08:39.353 and I interviewed teachers from elementary school to graduate school. 00:08:39.353 --> 00:08:41.071 The full spectrum. 00:08:41.071 --> 00:08:43.924 In every case, every one of those teachers 00:08:43.924 --> 00:08:48.013 was an outlier in his or her school setting. 00:08:48.013 --> 00:08:51.101 In fact, I went to five colleges. 00:08:51.101 --> 00:08:54.423 Harvard, MIT, Stanford, Carnegie Mellon, Tulane. 00:08:54.423 --> 00:08:55.869 All five of those college teachers 00:08:55.869 --> 00:08:58.392 having produced brilliant innovators and continued to do so, 00:08:58.392 --> 00:08:59.820 none of them had tenure 00:08:59.820 --> 00:09:02.714 nor were they ever going to get tenure. 00:09:02.714 --> 00:09:04.393 What's the problem here? 00:09:04.393 --> 00:09:06.274 Well, what I came to learn 00:09:06.274 --> 00:09:09.328 is that the culture of schooling, 00:09:09.328 --> 00:09:11.259 as we have grown up with it, 00:09:11.259 --> 00:09:14.621 is radically at odds with the culture of learning 00:09:14.621 --> 00:09:19.014 that produces innovators in five central respects. 00:09:19.014 --> 00:09:21.920 No. 1, we celebrate and award individual achievement, 00:09:21.920 --> 00:09:23.218 and sure there's an important place for that, 00:09:23.218 --> 00:09:26.055 but, as you well know, innovation is a team sport. 00:09:26.055 --> 00:09:29.703 And all of these teachers built real, accountable teamwork 00:09:29.703 --> 00:09:33.291 and collaboration in all of their assignments. 00:09:33.291 --> 00:09:36.349 No. 2, we are all about specialization in American education. 00:09:36.349 --> 00:09:38.437 High school, universities are divided and conquered 00:09:38.437 --> 00:09:40.475 by something we call Carnegie units, 00:09:40.475 --> 00:09:43.406 which are 115 years old. 00:09:43.406 --> 00:09:45.678 Chemistry this, biology that, and so on. 00:09:45.678 --> 00:09:48.326 The world of innovation is interdisciplinary. 00:09:48.326 --> 00:09:50.944 And problem-based learning. 00:09:50.944 --> 00:09:52.643 Judy Gilbert at Google, she said to me, 00:09:52.643 --> 00:09:55.893 if there's one thing educators must understand, 00:09:55.893 --> 00:09:58.867 is that problems can no longer be solved 00:09:58.867 --> 00:10:00.369 nor even understood 00:10:00.369 --> 00:10:05.056 within the bright lines of academic disciplines. 00:10:05.056 --> 00:10:08.740 No. 3, the culture of schooling is all about 00:10:08.740 --> 00:10:13.407 risk aversion and penalizing failure. 00:10:13.407 --> 00:10:15.506 Students' job is to figure out what the teacher needs. 00:10:15.506 --> 00:10:17.457 Give the teacher whatever the teacher wants. 00:10:17.457 --> 00:10:19.407 Teacher's job is to avoid trouble, you know. 00:10:19.407 --> 00:10:24.403 We are not encouraged to take risks as educators, right? 00:10:24.403 --> 00:10:26.565 The world of innovation, as you will know, 00:10:26.565 --> 00:10:28.562 is all about taking risks, 00:10:28.562 --> 00:10:31.404 making mistakes, and learning from them. 00:10:31.404 --> 00:10:32.870 I went to IDEO, the most 00:10:32.870 --> 00:10:35.442 innovative design company in the world, they said to me, 00:10:35.444 --> 00:10:39.889 "Our motto is, 'Fail early and fail often.'" 00:10:39.889 --> 00:10:44.472 That's because there is no innovation without trial and error. 00:10:44.472 --> 00:10:47.175 I went to the D School started by David Kelley from IDEO, 00:10:47.175 --> 00:10:50.477 an amazing interdisciplinary program at Stanford. 00:10:50.477 --> 00:10:53.551 They were talking around a table together saying, 00:10:53.551 --> 00:10:56.427 "You know we are actually thinking F is the new A." 00:10:56.427 --> 00:11:00.553 Try selling that report card back at your schools. 00:11:00.553 --> 00:11:02.458 I talked to a student at Owen College. 00:11:02.458 --> 00:11:04.041 Owen is by the way, probably the best 00:11:04.041 --> 00:11:05.731 college in the country right now today. 00:11:05.731 --> 00:11:07.745 Every course, interdisciplinary, 00:11:07.745 --> 00:11:11.295 team based, project based -- extraordinary place. 00:11:11.295 --> 00:11:13.091 Talked to a student at Owen, he said, 00:11:13.091 --> 00:11:15.811 "You know, we don't even talk about failure much here. 00:11:15.811 --> 00:11:18.812 We talk about iteration." 00:11:18.812 --> 00:11:22.029 Heck, I don't think I knew what the word meant five years ago. 00:11:22.029 --> 00:11:24.861 But it's become something so important as a concept to me. 00:11:24.861 --> 00:11:27.768 In learning, there are no mistakes, there are iterations. 00:11:27.768 --> 00:11:29.320 Although I have to ask you, how many of you learn 00:11:29.320 --> 00:11:31.294 more from your mistakes than your successes. 00:11:31.294 --> 00:11:32.365 Raise your hands. 00:11:32.365 --> 00:11:34.236 Yeah, me too. God, that hurt sometimes. 00:11:34.236 --> 00:11:35.808 That's painful. 00:11:35.808 --> 00:11:38.287 But the point is, we protect children 00:11:38.287 --> 00:11:40.074 in school, we protect children at home, 00:11:40.074 --> 00:11:41.445 the helicopter parents hover. 00:11:41.445 --> 00:11:43.308 They don't want their children to make mistakes 00:11:43.308 --> 00:11:46.775 lest their perfect record become blemished in some way. 00:11:46.775 --> 00:11:50.273 But that's the only source of real self-confidence. 00:11:50.273 --> 00:11:52.219 That you can learn that you can recover from a mistake. 00:11:52.219 --> 00:11:54.027 And you don't wanna learn that when you're 35, 00:11:54.027 --> 00:11:57.372 because it hurts a lot more then. 00:11:57.372 --> 00:12:00.193 The fourth one. You know, the culture of learning 00:12:00.193 --> 00:12:02.892 is so much about passive consumption. 00:12:02.892 --> 00:12:05.238 In fact I think that's where we all learn 00:12:05.238 --> 00:12:07.004 to be good little consumers, in school. 00:12:07.004 --> 00:12:09.894 Because we sit and get all day long. 00:12:09.894 --> 00:12:13.072 The classrooms of innovators are all about creating. 00:12:13.072 --> 00:12:16.352 Creating real products for real audiences. 00:12:16.352 --> 00:12:19.095 Lastly and most important, 00:12:19.095 --> 00:12:22.897 we rely on extrinsic incentives for learning. 00:12:22.897 --> 00:12:27.114 Carrots and sticks. Money for good grades. 00:12:27.114 --> 00:12:29.986 The world of innovation, these young innovators, 00:12:29.986 --> 00:12:32.160 every one of them whom I've interviewed, 00:12:32.160 --> 00:12:36.687 was far more intrinsically motivated. 00:12:36.687 --> 00:12:39.039 They want to make a difference in the world. 00:12:39.039 --> 00:12:41.268 And so then when I look back at what these parents had done 00:12:41.268 --> 00:12:43.420 and what these teachers had done to encourage 00:12:43.420 --> 00:12:47.515 this intrinsic motivation, I found another pattern. 00:12:47.515 --> 00:12:51.682 Play to passion to purpose. 00:12:51.682 --> 00:12:54.784 Parents and teachers alike encouraging more exploratory play, 00:12:54.784 --> 00:12:58.762 fewer toys, toys without batteries, less screen time, 00:12:58.762 --> 00:13:03.717 more time that was unstructured. Get out, and play. 00:13:03.717 --> 00:13:06.569 Parents who encouraged students to find and pursue a passion, 00:13:06.569 --> 00:13:09.984 who knew that was more important than mere academic achievement. 00:13:09.984 --> 00:13:13.521 Teachers who encourage students, made time in every class 00:13:13.521 --> 00:13:16.718 for students to do projects, to do research, to do experimentation, 00:13:16.718 --> 00:13:22.130 to find and pursue an intellectual or artistic passion. 00:13:22.130 --> 00:13:25.323 And every case as these kids have developed passions, 00:13:25.323 --> 00:13:27.266 they morphed, they changed, they evolved 00:13:27.266 --> 00:13:30.424 into a deeper sense of purpose. 00:13:30.424 --> 00:13:35.903 Because parents and teachers alike said one thing: 00:13:35.903 --> 00:13:38.671 "Give back. Make a difference." 00:13:38.671 --> 00:13:41.412 And all of them have that value, 00:13:41.412 --> 00:13:45.402 want, in some way, to make a difference. 00:13:45.402 --> 00:13:47.235 So what does this mean for our work? 00:13:47.235 --> 00:13:49.156 Well, we can have a lot of long conversations 00:13:49.156 --> 00:13:51.189 about how the system needs reinventing. 00:13:51.189 --> 00:13:52.791 I've written some things about that. 00:13:52.791 --> 00:13:55.900 But, you know, I come back to what each one of us can do. 00:13:55.900 --> 00:13:59.129 And I come back to the idea that, first of all, 00:13:59.129 --> 00:14:02.266 we have to be innovators in our teaching, 00:14:02.266 --> 00:14:05.202 and in our mentoring. We have to model 00:14:05.202 --> 00:14:08.223 the values, the behaviors of innovation. 00:14:08.223 --> 00:14:12.198 We have to, in our teaching, be willing to take risks. 00:14:12.198 --> 00:14:15.129 Be willing to learn from mistakes. 00:14:15.129 --> 00:14:19.320 Work more collaboratively with our colleagues. 00:14:19.320 --> 00:14:21.025 But I think above all, 00:14:21.025 --> 00:14:23.796 maybe what's most important for me is that I, 00:14:23.796 --> 00:14:27.520 as a teacher and a mentor, now think much more about 00:14:27.520 --> 00:14:30.137 where and how am I encouraging 00:14:30.137 --> 00:14:34.008 the play, the passion, and the purpose 00:14:34.008 --> 00:14:36.693 in everything that I do with the young people. 00:14:36.693 --> 00:14:37.739 Thank you very much. 00:14:37.739 --> 00:14:40.339 (Applause)