How to escape education's death valley
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0:02 - 0:05Thank you very much.
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0:05 - 0:07I moved to America 12 years ago
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0:07 - 0:09with my wife Terry and our two kids.
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0:09 - 0:16Actually, truthfully, we moved to Los Angeles -- (Laughter) --
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0:16 - 0:18thinking we were moving to America,
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0:18 - 0:24but anyway, it's a short plane ride from Los Angeles
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0:24 - 0:27to America.
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0:27 - 0:29I got here 12 years ago,
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0:29 - 0:33and when I got here, I was told various things,
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0:33 - 0:38like, "Americans don't get irony."
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0:38 - 0:41Have you come across this idea?
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0:41 - 0:44It's not true. I've traveled the whole length and breadth of this country.
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0:44 - 0:47I have found no evidence that Americans don't get irony.
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0:47 - 0:50It's one of those cultural myths,
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0:50 - 0:54like, "The British are reserved."
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0:54 - 0:56I don't know why people think this.
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0:56 - 0:59We've invaded every country we've encountered.
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0:59 - 1:03(Laughter)
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1:03 - 1:05But it's not true Americans don't get irony,
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1:05 - 1:08but I just want you to know that that's what people
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1:08 - 1:09are saying about you behind your back.
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1:09 - 1:12You know, so when you leave living rooms in Europe,
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1:12 - 1:17people say, thankfully, nobody was ironic in your presence.
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1:17 - 1:20But I knew that Americans get irony
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1:20 - 1:25when I came across that legislation No Child Left Behind.
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1:25 - 1:30Because whoever thought of that title gets irony,
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1:30 - 1:32don't they, because --
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1:32 - 1:38(Laughter) (Applause) —
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1:38 - 1:41because it's leaving millions of children behind.
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1:41 - 1:45Now I can see that's not a very attractive name for legislation:
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1:45 - 1:48Millions of Children Left Behind. I can see that.
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1:48 - 1:49What's the plan? Well, we propose
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1:49 - 1:51to leave millions of children behind,
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1:51 - 1:53and here's how it's going to work.
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1:53 - 1:56And it's working beautifully.
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1:56 - 1:58In some parts of the country,
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1:58 - 2:0260 percent of kids drop out of high school.
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2:02 - 2:03In the Native American communities,
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2:03 - 2:05it's 80 percent of kids.
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2:05 - 2:10If we halved that number, one estimate is
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2:10 - 2:14it would create a net gain to the U.S. economy
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2:14 - 2:19over 10 years of nearly a trillion dollars.
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2:19 - 2:21From an economic point of view,
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2:21 - 2:24this is good math, isn't it, that we should do this?
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2:24 - 2:26It actually costs an enormous amount
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2:26 - 2:30to mop up the damage from the dropout crisis.
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2:30 - 2:34But the dropout crisis is just the tip of an iceberg.
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2:34 - 2:36What it doesn't count are all the kids who are in school
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2:36 - 2:40but being disengaged from it, who don't enjoy it,
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2:40 - 2:43who don't get any real benefit from it.
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2:43 - 2:45And the reason is
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2:45 - 2:47not that we're not spending enough money.
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2:47 - 2:49America spends more money on education
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2:49 - 2:50than most other countries.
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2:50 - 2:54Class sizes are smaller than in many countries.
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2:54 - 2:56And there are hundreds of initiatives every year
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2:56 - 2:58to try and improve education.
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2:58 - 3:03The trouble is, it's all going in the wrong direction.
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3:03 - 3:04There are three principles
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3:04 - 3:07on which human life flourishes,
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3:07 - 3:11and they are contradicted by the culture of education
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3:11 - 3:14under which most teachers have to labor
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3:14 - 3:17and most students have to endure.
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3:17 - 3:20The first is this, that human beings
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3:20 - 3:24are naturally different and diverse.
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3:24 - 3:26Can I ask you, how many of you
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3:26 - 3:29have got children of your own?
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3:29 - 3:32Okay. Or grandchildren.
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3:32 - 3:36How about two children or more? Right.
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3:36 - 3:38And the rest of you have seen such children.
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3:38 - 3:41(Laughter)
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3:41 - 3:44Small people wandering about.
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3:44 - 3:46I will make you a bet,
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3:46 - 3:47and I am confident that I will win the bet.
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3:47 - 3:50If you've got two children or more,
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3:50 - 3:53I bet you they are completely different from each other.
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3:53 - 3:58Aren't they? Aren't they? (Applause)
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3:58 - 4:00You would never confuse them, would you?
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4:00 - 4:05Like, "Which one are you? Remind me.
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4:05 - 4:06Your mother and I are going to introduce
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4:06 - 4:10some color-coding system, so we don't get confused."
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4:10 - 4:13Education under No Child Left Behind
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4:13 - 4:18is based on not diversity but conformity.
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4:18 - 4:20What schools are encouraged to do is to find out
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4:20 - 4:25what kids can do across a very narrow spectrum of achievement.
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4:25 - 4:27One of the effects of No Child Left Behind
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4:27 - 4:29has been to narrow the focus
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4:29 - 4:33onto the so-called STEM disciplines. They're very important.
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4:33 - 4:35I'm not here to argue against science and math.
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4:35 - 4:39On the contrary, they're necessary but they're not sufficient.
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4:39 - 4:41A real education has to give equal weight
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4:41 - 4:45to the arts, the humanities, to physical education.
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4:45 - 4:52An awful lot of kids, sorry, thank you — (Applause) —
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4:52 - 4:55One estimate in America currently is that
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4:55 - 4:58something like 10 percent of kids, getting on that way,
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4:58 - 5:02are being diagnosed with various conditions
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5:02 - 5:07under the broad title of attention deficit disorder.
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5:07 - 5:10ADHD. I'm not saying there's no such thing.
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5:10 - 5:13I just don't believe it's an epidemic like this.
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5:13 - 5:16If you sit kids down, hour after hour,
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5:16 - 5:19doing low-grade clerical work,
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5:19 - 5:22don't be surprised if they start to fidget, you know?
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5:22 - 5:30(Laughter) (Applause)
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5:30 - 5:32Children are not, for the most part,
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5:32 - 5:34suffering from a psychological condition.
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5:34 - 5:40They're suffering from childhood. (Laughter)
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5:40 - 5:42And I know this because I spent my early life
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5:42 - 5:46as a child. I went through the whole thing.
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5:46 - 5:49Kids prosper best with a broad curriculum
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5:49 - 5:52that celebrates their various talents,
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5:52 - 5:53not just a small range of them.
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5:53 - 5:56And by the way, the arts aren't just important
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5:56 - 5:57because they improve math scores.
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5:57 - 5:59They're important because they speak to parts
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5:59 - 6:02of children's being which are otherwise untouched.
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6:02 - 6:09The second, thank you — (Applause)
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6:09 - 6:13The second principle that drives human life flourishing
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6:13 - 6:14is curiosity.
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6:14 - 6:18If you can light the spark of curiosity in a child,
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6:18 - 6:21they will learn without any further assistance, very often.
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6:21 - 6:24Children are natural learners.
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6:24 - 6:28It's a real achievement to put that particular ability out,
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6:28 - 6:30or to stifle it.
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6:30 - 6:34Curiosity is the engine of achievement.
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6:34 - 6:36Now the reason I say this is because
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6:36 - 6:41one of the effects of the current culture here, if I can say so,
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6:41 - 6:45has been to de-professionalize teachers.
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6:45 - 6:47There is no system in the world
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6:47 - 6:50or any school in the country
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6:50 - 6:53that is better than its teachers.
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6:53 - 6:58Teachers are the lifeblood of the success of schools.
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6:58 - 7:01But teaching is a creative profession.
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7:01 - 7:04Teaching, properly conceived, is not a delivery system.
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7:04 - 7:07You know, you're not there just to pass on received information.
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7:07 - 7:09Great teachers do that,
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7:09 - 7:12but what great teachers also do is mentor,
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7:12 - 7:16stimulate, provoke, engage.
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7:16 - 7:19You see, in the end, education is about learning.
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7:19 - 7:20If there's no learning going on,
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7:20 - 7:22there's no education going on.
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7:22 - 7:24And people can spend an awful lot of time
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7:24 - 7:26discussing education without ever discussing learning.
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7:26 - 7:29The whole point of education is to get people to learn.
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7:29 - 7:32A friend of mine, an old friend -- actually very old,
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7:32 - 7:36he's dead. (Laughter)
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7:36 - 7:41That's as old as it gets, I'm afraid.
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7:41 - 7:47But a wonderful guy he was, wonderful philosopher.
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7:47 - 7:50He used to talk about the difference between the task
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7:50 - 7:54and achievement senses of verbs.
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7:54 - 7:56You know, you can be engaged in the activity of something,
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7:56 - 7:57but not really be achieving it,
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7:57 - 8:02like dieting. It's a very good example, you know.
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8:02 - 8:07There he is. He's dieting. Is he losing any weight? Not really.
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8:07 - 8:08Teaching is a word like that.
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8:08 - 8:12You can say, "There's Deborah, she's in room 34, she's teaching."
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8:12 - 8:14But if nobody's learning anything,
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8:14 - 8:15she may be engaged in the task of teaching
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8:15 - 8:18but not actually fulfilling it.
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8:18 - 8:22The role of a teacher is to facilitate learning. That's it.
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8:22 - 8:25And part of the problem is, I think,
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8:25 - 8:28that the dominant culture of education has come to focus
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8:28 - 8:32on not teaching and learning, but testing.
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8:32 - 8:35Now, testing is important. Standardized tests have a place.
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8:35 - 8:39But they should not be the dominant culture of education.
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8:39 - 8:41They should be diagnostic. They should help.
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8:41 - 8:48(Applause)
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8:48 - 8:51If I go for a medical examination,
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8:51 - 8:54I want some standardized tests. I do.
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8:54 - 8:56You know, I want to know what my cholesterol level is
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8:56 - 8:59compared to everybody else's on a standard scale.
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8:59 - 9:00I don't want to be told on some scale
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9:00 - 9:04my doctor invented in the car.
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9:04 - 9:07"Your cholesterol is what I call Level Orange."
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9:07 - 9:12"Really? Is that good?""We don't know."
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9:12 - 9:17But all that should support learning. It shouldn't obstruct it,
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9:17 - 9:19which of course it often does.
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9:19 - 9:21So in place of curiosity, what we have
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9:21 - 9:24is a culture of compliance.
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9:24 - 9:27Our children and teachers are encouraged
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9:27 - 9:29to follow routine algorithms
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9:29 - 9:34rather than to excite that power of imagination and curiosity.
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9:34 - 9:35And the third principle is this:
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9:35 - 9:38that human life is inherently creative.
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9:38 - 9:40It's why we all have different résumés.
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9:40 - 9:42We create our lives,
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9:42 - 9:44and we can recreate them as we go through them.
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9:44 - 9:47It's the common currency of being a human being.
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9:47 - 9:50It's why human culture is so interesting and diverse
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9:50 - 9:51and dynamic.
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9:51 - 9:54I mean, other animals may well have imaginations
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9:54 - 9:57and creativity, but it's not so much in evidence,
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9:57 - 9:58is it, as ours?
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9:58 - 10:01I mean, you may have a dog.
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10:01 - 10:04And your dog may get depressed.
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10:04 - 10:06You know, but it doesn't listen to Radiohead, does it?
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10:06 - 10:10(Laughter)
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10:10 - 10:13And sit staring out the window with a bottle of Jack Daniels.
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10:13 - 10:17(Laughter)
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10:17 - 10:19And you say, "Would you like to come for a walk?"
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10:19 - 10:22He says, "No, I'm fine.
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10:22 - 10:28You go. I'll wait. But take pictures."
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10:28 - 10:30We all create our own lives through this restless process
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10:30 - 10:32of imagining alternatives and possibilities,
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10:32 - 10:35and what one of the roles of education
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10:35 - 10:39is to awaken and develop these powers of creativity.
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10:39 - 10:42Instead, what we have is a culture of standardization.
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10:42 - 10:46Now, it doesn't have to be that way. It really doesn't.
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10:46 - 10:50Finland regularly comes out on top
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10:50 - 10:51in math, science and reading.
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10:51 - 10:54Now, we only know that's what they do well at
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10:54 - 10:56because that's all that's being tested currently.
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10:56 - 10:57That's one of the problems of the test.
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10:57 - 11:01They don't look for other things that matter just as much.
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11:01 - 11:03The thing about work in Finland is this:
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11:03 - 11:06they don't obsess about those disciplines.
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11:06 - 11:08They have a very broad approach to education
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11:08 - 11:13which includes humanities, physical education, the arts.
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11:13 - 11:19Second, there is no standardized testing in Finland.
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11:19 - 11:20I mean, there's a bit,
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11:20 - 11:22but it's not what gets people up in the morning.
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11:22 - 11:24It's not what keeps them at their desks.
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11:24 - 11:26And the third thing, and I was at a meeting recently
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11:26 - 11:29with some people from Finland, actual Finnish people,
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11:29 - 11:32and somebody from the American system
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11:32 - 11:34was saying to the people in Finland,
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11:34 - 11:38"What do you do about the dropout rate in Finland?"
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11:38 - 11:39And they all looked a bit bemused, and said,
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11:39 - 11:42"Well, we don't have one.
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11:42 - 11:45Why would you drop out?
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11:45 - 11:47If people are in trouble, we get to them quite quickly
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11:47 - 11:48and help them and we support them."
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11:48 - 11:50Now people always say, "Well, you know,
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11:50 - 11:53you can't compare Finland to America."
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11:53 - 11:55No. I think there's a population
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11:55 - 11:57of around five million in Finland.
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11:57 - 12:01But you can compare it to a state in America.
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12:01 - 12:05Many states in America have fewer people in them than that.
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12:05 - 12:06I mean, I've been to some states in America
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12:06 - 12:10and I was the only person there. (Laughter)
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12:10 - 12:15Really. Really. I was asked to lock up when I left.
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12:15 - 12:19(Laughter)
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12:19 - 12:23But what all the high-performing systems in the world do
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12:23 - 12:27is currently what is not evident, sadly,
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12:27 - 12:31across the systems in America -- I mean, as a whole.
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12:31 - 12:36One is this: They individualize teaching and learning.
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12:36 - 12:39They recognize that it's students who are learning
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12:39 - 12:43and the system has to engage them, their curiosity,
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12:43 - 12:45their individuality, and their creativity.
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12:45 - 12:48That's how you get them to learn.
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12:48 - 12:52The second is that they attribute a very high status
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12:52 - 12:54to the teaching profession.
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12:54 - 12:57They recognize that you can't improve education
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12:57 - 12:59if you don't pick great people to teach
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12:59 - 13:01and if you don't keep giving them constant support
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13:01 - 13:02and professional development.
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13:02 - 13:05Investing in professional development is not a cost.
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13:05 - 13:07It's an investment,
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13:07 - 13:10and every other country that's succeeding well knows that,
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13:10 - 13:15whether it's Australia, Canada, South Korea, Singapore,
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13:15 - 13:18Hong Kong or Shanghai. They know that to be the case.
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13:18 - 13:22And the third is, they devolve responsibility
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13:22 - 13:25to the school level for getting the job done.
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13:25 - 13:28You see, there's a big difference here between
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13:28 - 13:31going into a mode of command and control in education --
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13:31 - 13:33That's what happens in some systems.
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13:33 - 13:34You know, central governments decide
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13:34 - 13:36or state governments decide
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13:36 - 13:39they know best and they're going to tell you what to do.
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13:39 - 13:42The trouble is that education doesn't go on
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13:42 - 13:45in the committee rooms of our legislative buildings.
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13:45 - 13:48It happens in classrooms and schools,
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13:48 - 13:51and the people who do it are the teachers and the students,
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13:51 - 13:55and if you remove their discretion, it stops working.
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13:55 - 13:58You have to put it back to the people.
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13:58 - 14:03(Applause)
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14:03 - 14:05There is wonderful work happening in this country.
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14:05 - 14:07But I have to say it's happening
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14:07 - 14:10in spite of the dominant culture of education,
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14:10 - 14:11not because of it.
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14:11 - 14:15It's like people are sailing into a headwind all the time.
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14:15 - 14:18And the reason I think is this:
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14:18 - 14:21that many of the current policies are based on
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14:21 - 14:24mechanistic conceptions of education.
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14:24 - 14:28It's like education is an industrial process
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14:28 - 14:31that can be improved just by having better data,
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14:31 - 14:32and somewhere in, I think, the back of the mind
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14:32 - 14:34of some policy makers is this idea that
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14:34 - 14:38if we fine-tune it well enough, if we just get it right,
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14:38 - 14:40it will all hum along perfectly into the future.
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14:40 - 14:44It won't, and it never did.
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14:44 - 14:48The point is that education is not a mechanical system.
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14:48 - 14:52It's a human system. It's about people,
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14:52 - 14:55people who either do want to learn or don't want to learn.
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14:55 - 15:00Every student who drops out of school has a reason for it
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15:00 - 15:02which is rooted in their own biography.
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15:02 - 15:05They may find it boring. They may find it irrelevant.
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15:05 - 15:07They may find that it's at odds
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15:07 - 15:10with the life they're living outside of school.
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15:10 - 15:14There are trends, but the stories are always unique.
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15:14 - 15:17I was at a meeting recently in Los Angeles of --
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15:17 - 15:19they're called alternative education programs.
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15:19 - 15:22These are programs designed to get kids back into education.
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15:22 - 15:24They have certain common features.
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15:24 - 15:26They're very personalized.
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15:26 - 15:30They have strong support for the teachers,
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15:30 - 15:32close links with the community
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15:32 - 15:33and a broad and diverse curriculum,
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15:33 - 15:36and often programs which involve students
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15:36 - 15:39outside school as well as inside school.
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15:39 - 15:40And they work.
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15:40 - 15:42What's interesting to me is,
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15:42 - 15:45these are called "alternative education."
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15:45 - 15:47You know?
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15:47 - 15:49And all the evidence from around the world is,
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15:49 - 15:53if we all did that, there'd be no need for the alternative.
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15:53 - 16:02(Applause)
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16:02 - 16:05So I think we have to embrace a different metaphor.
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16:05 - 16:07We have to recognize that it's a human system,
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16:07 - 16:11and there are conditions under which people thrive,
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16:11 - 16:14and conditions under which they don't.
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16:14 - 16:17We are after all organic creatures,
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16:17 - 16:21and the culture of the school is absolutely essential.
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16:21 - 16:24Culture is an organic term, isn't it?
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16:24 - 16:27Not far from where I live is a place called Death Valley.
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16:27 - 16:33Death Valley is the hottest, driest place in America,
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16:33 - 16:36and nothing grows there.
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16:36 - 16:39Nothing grows there because it doesn't rain.
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16:39 - 16:41Hence, Death Valley.
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16:41 - 16:48In the winter of 2004, it rained in Death Valley.
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16:48 - 16:52Seven inches of rain fell over a very short period.
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16:52 - 16:57And in the spring of 2005, there was a phenomenon.
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16:57 - 17:02The whole floor of Death Valley was carpeted in flowers
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17:02 - 17:03for a while.
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17:03 - 17:09What it proved is this: that Death Valley isn't dead.
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17:09 - 17:12It's dormant.
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17:12 - 17:15Right beneath the surface are these seeds of possibility
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17:15 - 17:19waiting for the right conditions to come about,
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17:19 - 17:22and with organic systems, if the conditions are right,
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17:22 - 17:26life is inevitable. It happens all the time.
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17:26 - 17:28You take an area, a school, a district,
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17:28 - 17:31you change the conditions, give people a different sense of possibility,
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17:31 - 17:33a different set of expectations,
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17:33 - 17:35a broader range of opportunities,
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17:35 - 17:38you cherish and value the relationships between teachers and learners,
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17:38 - 17:40you offer people the discretion to be creative
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17:40 - 17:42and to innovate in what they do,
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17:42 - 17:46and schools that were once bereft spring to life.
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17:46 - 17:47Great leaders know that.
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17:47 - 17:50The real role of leadership in education --
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17:50 - 17:52and I think it's true at the national level, the state level,
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17:52 - 17:54at the school level --
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17:54 - 17:58is not and should not be command and control.
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17:58 - 18:02The real role of leadership is climate control,
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18:02 - 18:05creating a climate of possibility.
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18:05 - 18:07And if you do that, people will rise to it
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18:07 - 18:10and achieve things that you
completely did not anticipate -
18:10 - 18:12and couldn't have expected.
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18:12 - 18:14There's a wonderful quote from Benjamin Franklin.
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18:14 - 18:17"There are three sorts of people in the world:
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18:17 - 18:20Those who are immovable,
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18:20 - 18:22people who don't get it, they don't want to get it,
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18:22 - 18:23they're not going to do anything about it;
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18:23 - 18:25there are people who are movable,
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18:25 - 18:26people who see the need for change
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18:26 - 18:29and are prepared to listen to it;
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18:29 - 18:31and there are people who move,
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18:31 - 18:33people who make things happen."
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18:33 - 18:35And if we can encourage more people,
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18:35 - 18:37that will be a movement.
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18:37 - 18:40And if the movement is strong enough,
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18:40 - 18:43that's, in the best sense of the word, a revolution.
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18:43 - 18:44And that's what we need.
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18:44 - 18:46Thank you very much.
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18:46 - 18:49(Applause)
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18:49 - 18:54Thank you very much. (Applause)
- Title:
- How to escape education's death valley
- Speaker:
- Ken Robinson
- Description:
-
Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 19:11
Krystian Aparta edited English subtitles for How to escape education's death valley | ||
Camille Martínez edited English subtitles for How to escape education's death valley | ||
Camille Martínez edited English subtitles for How to escape education's death valley | ||
Krystian Aparta commented on English subtitles for How to escape education's death valley | ||
Krystian Aparta edited English subtitles for How to escape education's death valley | ||
Krystian Aparta edited English subtitles for How to escape education's death valley | ||
Morton Bast edited English subtitles for How to escape education's death valley | ||
Thu-Huong Ha edited English subtitles for How to escape education's death valley |
Krystian Aparta
The English transcript was updated on 5/9/2015.