TED演讲：学校扼杀创造力(11)

But as they went out of the room, he turned on the radio that was sitting on his desk. 但医生在出去时，把在办公桌上的收音机打开了。 And when they got out room, he said to her mother, Just stand and watch her. 在他们走出房间

TED演讲：学校扼杀创造力(10)

And the third thing about intelligence is, it's distinct. 培养好学生的第三个原则就是个性化。 I'm doing a new book at the moment called Epiphany, 我目前在写本书，书名叫《顿悟》， which is based on a series of interview

TED演讲：学校扼杀创造力(8)

And the second is academic ability, which has really come to dominate our view of intelligence, 第二点，学术能力已经成为衡量好学生的主要标准， because the universities designed the system in their image. 这种标准是那些大学

TED演讲：学校扼杀创造力(6)

But something strikes you when you move to America and travel around the world: 但搬到美国后，有些事使我印象深刻： Every education system on Earth has the same hierarchy of subjects. Every one. 如果你周游世界，你会发现每个

TED演讲：学校扼杀创造力(5)

How annoying would that be? Must try harder. 多么不可思议。你要努力学习。 Being sent to bed by his dad, you know, to Shakespeare, Go to bed, now! And put the pencil down. 你能想象他父亲边说边把他抱上床，现在该睡觉了，

TED演讲：学校扼杀创造力(4)

What these things have in common is that kids will take a chance. 以上例子的共同点就是孩子们愿意冒险。 If they don't know, they'll have a go. Am I right? 对于未知的事物，他们愿意去尝试。难道不是吗？ They're not

TED演讲：学校扼杀创造力(3)

I heard a great story recently -- I love telling it -- of a little girl who was in a drawing lesson. 最近我听到一个很不错的故事。我很愿意讲讲这个故事，说的是一个小女孩正在上绘画课。 She was six, and she was at

TED演讲：学校扼杀创造力(2)

But if you ask about their education, they pin you to the wall. 但如果你要他们谈谈他们的受教育经历，他们会把你钉到墙上。 Because it's one of those things that goes deep with people, am I right? 因为这些事情都涉及个

TED演讲：我为什么划船横渡太平洋(11)

The other point: It's about taking responsibility. 另外的一个关键问题，是关于承担责任的问题。 For so much of my life, I wanted something else to make me happy. 我在生活的大部分时间里都努力使自己高兴。 I though

TED演讲：我为什么划船横渡太平洋(10)

I think there are probably three key points here. 我认为有三个关键问题。 The first one is about the stories that we tell ourselves. 第一个关键是我们对自己的认识。 For so long, I told myself that I couldn't have an adventure

TED演讲：我为什么划船横渡太平洋(9)

I had a meeting with the president there, who told me about his exit strategy for his country. 我在那与该国的总统会面，总统也向我透露了他为国家制定的生存战略。 He expects that within the next 50 years, the 100,000 peop

TED演讲：学校扼杀创造力(9)

We know three things about intelligence. One, it's diverse. 培养人才有三个原则。第一，多样化。 We think about the world in all the ways that we experience it. 我们认知世界的角度不同。 We think visually, we think in sound,

TED演讲：用前所未有的好方法诠释数字统计(9)

And even more, policy makers and the corporate sectors would like to see how the world is changing. 此外，政策制定者，各企业部门，都会想知道世界的变化。 Now, why doesn't this take place? Why are we not using the data we have

TED演讲：用前所未有的好方法诠释数字统计(8)

And if we move back again, here, and we put on trails on them, like this, 我们再回到过去，给每个球画出运动的轨迹， you can see again that the speed of development is very, very different, 可以看到，发展速度的差距非常大

TED演讲：用前所未有的好方法诠释数字统计(7)

Data is often better than you think. Many people say data is bad. 大家总说数据不准确，数据其实比我们想象的好很多。 There is an uncertainty margin, but we can see the difference here: Cambodia, Singapore. 数据是有误差，但

TED演讲：用前所未有的好方法诠释数字统计(6)

But let me split sub-Saharan Africa. 下面把撒哈拉以南非洲地区分解成各个国家。 Health is there and better health is up there. 分布靠上边的国家拥有更高的健康水平。 I can go here and I can split sub-Saharan Africa i

TED演讲 用前所未有的好方法诠释数字统计(5)

We heard it in other forms. And who are these? Where are the different countries? 这是个老问题了。中间这些人是谁？他们在哪些国家？ I can show you Africa. This is Africa. 10% the world population, most in poverty. 先看非洲。

TED演讲：用前所未有的好方法诠释数字统计(4)

Let me make a comparison directly between the United States of America and Vietnam. 现在我们对比一下美国和越南。 1964. America had small families and long life; Vietnam had large families and short lives. 1964年的美国家庭小寿命长

TED演讲：用前所未有的好方法诠释数字统计(2)

Because the chimpanzee would score half right if I gave them two bananas with Sri Lanka and Turkey. 因为黑猩猩能得一半的分数，如果我给它们两个分别标着斯里兰卡和土耳其的香蕉， They would be right half of the cases.

TED演讲：用前所未有的好方法诠释数字统计(1)

About 10 years ago, I took on the task to teach global development to Swedish undergraduate students. 大约在十年前，我担当起给瑞典大学生讲授全球发展的任务。 That was after having spent about 20 years together with African i