marry是什么意思TED英语演讲稿：如何逃出教育的“死亡谷”

2021年1月19日发(作者：减少的英文)


TED
英语演讲稿：如何逃出教育的“死亡
谷”



简介、受教育的机会并非人人都有，而在学校的孩
子们是否都 能学有所成
?
英国学校教育咨询师
sirkenrobinson
幽默演讲， 如何逃出教育的“死亡谷“
?
告诉我们如何以开放
的文化氛围培育年轻的一代。

thankyouverymuch.

imovedtoam erica12yearsagowithmywifeterryandourtwokids
.ac tually,truthfully,wemovedtolosangeles--(laughter)-
-
thinkingweweremovingtoamerica,butanyway,i t
’
sashortpl
aneridefromlosangelestoamer ica.

igothere12yearsago,andwhenigother e,iwastoldvariousthi
ngs,like,
”
american sdon
’
tgetirony.
”
haveyoucomeacrossthisidea?it
’
snottrue.i
’
vetravel edthewholelengthand
oundnoevidencethatamerican< br>sdon
’

’
soneofthoseculturalmyths, like,
”
t
hebritisharereserved.
”
i don
’
tknowwhypeoplethinkthis.
we
’
veinvadedeverycountrywe
’
veencountered.(la ughter)
butit
’
snottrueamericansdon
’
tgetirony,butijustwantyo
utoknowthatthat
’
swhatpeoplearesayingaboutyoubehindyo
w,so whenyouleavelivingroomsineurope,peop
lesay,than kfully,nobodywasironicinyourpresence.

butiknewthatamericansgetironywhenicameacrossthatle gis
ewhoeverthoughtofthatti
tlegetsirony,don
’
tthey,because--(laughter)(applause)


—
becauseit
’
nse
ethat
’< br>snotaveryattractivenameforlegislation:millions< br>
’
stheplan?well,
weproposetoleavemill ionsofchildrenbehind,andhere
’
sho
wit
’
sgoingtowork.

andit
’
part softhecountry,60
ativeamericanc
ommunities,i t
’
lvedthatnumber,
yove
economicpoint o
fview,thisisgoodmath,isn
’
tit,thatwesh oulddothis?itac
tuallycostsanenormousamounttomo pupthedamagefromthedro
poutcrisis.

does
n
’
tcountareallthekidswhoareinschoo lbutbeingdisengage
dfromit,whodon
’
tenjo yit,whodon
’
tgetanyrealbenefitfr
omit.

andthereasonisnotthatwe
’

ri caspendsmoremoneyoneducationthanmostothercountries .
rearehu
ndredsofinitiativeseveryyeartotrya ndimproveeducation.
thetroubleis,it
’
rethreeprinciplesonwhichhumanlifeflourishes,andth eyare
contradictedbythecultureofeducationunderw hichmostteac
hershavetolaborandmoststudentshave toendure.



thefirstisthis,tha thumanbeingsarenaturallydifferentan
ddiverse.

caniaskyou,howmanyofyouhavegotchildren ofyourown?okay.
uttwochildrenormore?
erestof youhaveseensuchchildren.(laughter)smallpeoplew
akeyouabet,andiamconfidentthatiwi

’
vego ttwochildrenormore,ibetyouthey

’
tthey?a ren
’
tthey?(applause)youwouldneverconfuseth em,wouldyou?l
ike,
”
whichoneareyou?thera ndiaregoingt
ointroducesomecolor-
codingsyst em,sowedon
’
tgetconfused.
”


educationundernochildleftbehindisbasedonnotdiv ersityb
hoolsareencouragedtodoistofindoutw
< br>eoftheeffectsofnochildleftbehindhasbeentonarrow thefoc
usontotheso-

’
reveryimportant .i
’
mnothe
ontrary,they
’
re
ne cessarybutthey
’
ducationhasto
giveequalw eighttothearts,thehumanities,tophysicaleduc
llo tofkids,sorry,thankyou
—
(applause)
—
oneestimateinamericacurrentlyisthatsomethinglike10 per
centofkids,gettingonthatway,arebeingdiagnos edwithvari
ousconditionsunderthebroadtitleofatt entiondeficitdiso
.i
’
mnotsayingthere
’
on
’
tbelieveit
’
itkidsdown,hou r
afterhour,doinglow-


gradeclerica lwork,don
’
tbesurprisediftheystarttofidget,youknow?(laughter)(applause)childrenarenot,for themo
stpart,
’
res
ufferingfromchildh ood.(laughter)andiknowthisbecauseis

sprospe rbestwithabroadcurriculumthatcelebratestheirva
rioustalents,heway,the
artsaren
’
tjustim portantbecausetheyimprovemathscores.
they
’< br>reimportantbecausetheyspeaktopartsofchildren
’
s
beingwhichareotherwiseuntouched.
thesecond,thankyou
—
(applause)

thesecondprinciplethatdriveshumanlifeflourishingis cur
anlightthesparkofcuriosityinachild,theyw
illlearnwithoutanyfurtherassistance,e

’
sarealachievementtoputthatpar
ticularabilityou t,ityistheengineof
reasonisaythisisbecauseoneof theeffe
ctsofthecurrentculturehere,ificansayso, hasbeentode-
snosystemintheworldoran

chi ngisa
ng,properlyconceived,isnotad
w,you
’
renottherejusttopassonrece
eachersdothat,b utwhatgreatteach
ersalsodoismentor,stimulate,pr ovoke,,int
heend,e
’
snolearninggo
ing on,there
’
plecanspendana
wfullotoftimedi scussingeducationwithouteverdiscussing
lepointo feducationistogetpeopletolearn.


afriendofmine,anoldfriend--
actuallyveryold,he< br>’
sdead.(laughter)that
’
sasoldasitgets,i
’
nderfulguyhewas,wonderfulphilosototalkaboutthedifferencebetweenthetaskanda
w, youcanbeengagedinthea
ctivityofsomething,butnot reallybeachievingit,likediet

’
saverygoo dexample,
’
sdiet
singanyweight?ngisaword like
say,
”
there
’
sdeborah,she
’
sinroom34,she
’
steaching.
”
but ifnobody
’
slearninganything,shemaybeen
g agedinthetaskofteachingbutnotactuallyfulfillingit.


’

partoftheproblemis,ithink ,thatthedominantcultureofedu
cationhascometofoc usonnotteachingandlearning,buttesti
,rdizedtest shaveaplace
.
ouldhelp.(applause)ifigoforamedicalexamination,
know,iwanttoknowwhatmycho lesterolleveliscomparedtoeve
rybodyelse
’

’
twanttobetoldonso
mescalemydoctorinve ntedinthecar.

“
yourcholesteroliswh aticalllevelorange.
”


“
real ly?isthatgood?
”“
wedon
’
tknow.
”< br>

ldn
’
tobstructi
t,aceofc uriosity,whatw
ldrenandteachersare
encourage dtofollowroutinealgorithmsratherthantoexcite
th irdprincip
leisthis:
’
swhywe