第一篇:TED演讲邹奇奇:成年人能从孩子身上学习什么
成年人能从孩子身上学到什么--邹奇奇在TED的演讲稿(英文加中文翻译)
(2011-05-22 18:21:46)
标签: 育儿杂谈 分类: 转载
邹奇奇背景资料
美国华盛顿州西雅图市华裔女童邹奇奇(英文名Adora Svitak),2008年被美国媒体誉为“世
界上最聪明的孩子”,她比凤姐牛多了,3岁时就开始阅读各种书籍,从4岁起写下了400
多篇故事和诗歌,8岁时出版的故事集《飞扬的手指》轰动美国,其中包含的300多篇故事
大多以中世纪为背景,从古埃及写到了文艺复兴,文中透露的政治、宗教和教育见解,思想
深刻,文思严谨。邹奇奇也被美国广播公司誉为“美国文坛小巨人”。
邹奇奇的母亲邹灿(Joyce)是中国重庆人,1988年到美国后,学习法语专业的她又获得了英
语文学硕士学位,现在是美国一家电话语音翻译公司的中英文翻译员。奇奇的父亲约翰John
Svitak是一名捷克裔美国人物理学博士,现任职于微软公司。除了奇奇外,他们还有另一个
名叫希希的10岁女儿,姐妹俩的名字合起来就是“希奇”。全家生活在美国华盛顿州西雅图
市。尽管邹奇奇的外表和其他同龄孩子没啥两样,但她的知识和成就却远非同龄孩子可比。
Now, I want to start with a question: When was the last time you were called childish? For kids
like me, being called childish can be a frequent occurrence.Every time we make irrational
demands, exhibit irresponsible behavior, or display any other signs of being normal American
citizens, we are called childish, which really bothers me.After all, take a look at these events:
Imperialism and colonization, world wars, George W.Bush.Ask yourself: Who's responsible?
Adults.Now, what have kids done? Well, Anne Frank touched millions with her powerful
account of the Holocaust, Ruby Bridges helped end segregation in the United States, and, most
recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.So, as you
can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word
childish addresses are seen so often in adults that we should abolish this age-discriminatory word
when it comes to criticizing behavior associated with irresponsibility and irrational thinking.(Applause)Thank you.Then again, who's to say that certain types of irrational thinking aren't
exactly what the world needs? Maybe you've had grand plans before, but stopped yourself,thinking: That's impossible or that costs too much or that won't benefit me.For better or worse, we
kids aren't hampered as much when it comes to thinking about reasons why not to do things.Kids
can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or
that everything were free kind of utopia.How many of you still dream like that and believe in the
possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a
burden because you know that if everything were free, that the food stocks would become
depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that's a good thing because in order to make anything a reality, you have to dream about it
first.In many ways, our audacity to imagine helps push the boundaries of possibility.For
instance, the Museum of Glass in Tacoma, Washington, my home state--yoohoo Washington--
(Applause)hasNow, our inherent wisdom doesn't have to be insiders' knowledge.Kids already do a lot of
learning from adults, and we have a lot to share.I think that adults should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn't just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don't trust someone, you place restrictions on them, right.If I doubt my older sister's ability to pay back the 10 percent interest I established on her last loan, I'm going to withhold her ability to get more money from me until she pays it back.(Laughter)True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don't do that,” “don't do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they're fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.Now, what's even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn't tell us to become doctors or lawyers or anything like that, but my dad did read to us about Aristotle and pioneer germ fighters when lots of other kids were hearing “The Wheels on the Bus Go Round and Round.” Well, we heard that one too, but “Pioneer Germ Fighters” totally rules.(Laughter)I loved to write from the age of four, and when I was six my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you're older, my parents were really supportive.Many publishers were not quite so encouraging.One large children's publisher ironically saying that they didn't work with children.Children's publisher not working with children? I don't know, you're kind of alienating a large client there.(Laughter)Now, one publisher, Action Publishing, was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers,”--you see it here--and from there on, it's gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.I appreciate your attention today, because to show that you truly care, you listen.But there's a problem with this rosy picture of kids being so much better than adults.Kids grow up and become adults just like you.(Laughter)Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.(Laughter)Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile.No, just kidding.No, really, we are going to be the next generation, the ones who will bring this world forward.And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match? Because the
world's problems shouldn't be the human family's heirloom.Thank you.(Applause)Thank you.Thank you.首先我要问大家一个问题: 上一回别人说你幼稚是什么时候? 像我这样的小孩,可能经常会被人说成是幼稚。每一次我们提出不合理的要求,做出不负责任的行为,或者展现出有别于 普通美国公民的惯常行为之时,我们就被说成是幼稚。这让我很不服气。首先,让我们来回顾下这些事件: 帝国主义和殖民主义,世界大战,小布什。请你们扪心自问下:这些该归咎于谁?是大人。
而小孩呢,做了些什么? 安妮·弗兰克(Anne Frank)对大屠杀强有力的叙述打动了数百万人的心。鲁比·布里奇斯为美国种族隔离的终结作出了贡献。另外,最近还有一个例子,查理·辛普森(Charlie Simpson)骑自行车 为海地募得 12万英镑。所以,这些例子证明了年龄与行为完全没有关系。“幼稚”这个词所对应的特点 是常常可以从大人身上看到,由此我们在批评 不负责和非理性的相关行为时,应停止使用这个年龄歧视的词。
(掌声)谢谢!
话说回来,谁能说 我们这个世界不正是需要 某些类型的非理性思维吗? 也许你以前有过宏大的计划,但却半途而废,心想: 这个不可能,或代价太高 或这对我不利。不管是好是坏,我们小孩子 在思考不做某事的理由时,不太受这些考量的影响。小孩可能会有满脑子的奇思妙想 和积极的想法,例如我希望没有人挨饿 或者所有东西都是免费的,有点像乌托邦的理念。你们当中有多少人还会有这样的梦想 并相信其可能性? 有时候对历史 及对乌托邦的了解,可能是一种负担,因为你知道假如所有东西都是免费的,食物储备会被清空,而缺失将会导致混乱。另一方面,我们小孩还对完美抱有希望。这是件好事,因为要将任何事情变为现实,你首先得心怀梦想。
在很多方面,我们的大胆想象 拓宽了可能性的疆界。例如,华盛顿州塔可马市的玻璃博物馆,我的家乡华盛顿州——你好!(掌声)这个博物馆里有一个项目叫“儿童玻璃设计”,小孩们自由创作自己的玻璃作品。后来,驻馆艺术家说他们所有的一些极佳灵感就来自这个项目,因为小孩不去理会 吹出不同形状玻璃的难度限制 他们只是构思好的点子。当说到玻璃的时候,你们可能 想到的是奇胡利(Chihuly)色彩丰富的玻璃设计 或意大利花瓶,但小孩子敢于挑战玻璃艺术家,并超越他们 进入心碎蛇 和火腿男孩的领地——看到了吗,火腿男孩有“肉视力”哦(笑声)
我们先天的智慧 堪比内行人的知识。小孩已经从大人身上学到许多,而我们也有很多东西可以和大人共享。我认为大人应该开始向小孩学习。听我演讲的观众大都是教育圈子里的,这其中有老师和学生。我喜欢这个类比。不应该只是老师站在教室讲台上 告诉学生做这个做那个。学生亦应教育他们的老师。成人和儿童之间 应该互相学习。不幸的是,于现实里,情况是截然不同的。这跟信任的关系很大,或者说是缺乏信任的结果。
如果你不信任某人,你就给他们设限,对吧。如果我怀疑我姐姐没有能力 偿还我给她的上一笔贷款的 百分之十的利息时,我将要限制她再向我借钱,直到她还清借款为止。(笑声)顺便提一下,这是个真实的例子。大人呢,似乎普遍地 对小孩持限制性的态度,从学校手册里的 “不能做这个”、“不能做那个” 到学校互联网使用的各种限制性规定。历史告诉我们,当政体害怕统治失控时,它就会变得暴虐。虽然大人可能不会 像独裁政权一样
心狠手辣,但小孩在制定规则方面是几乎没有话语权的。而正确的态度应该是两者相互尊重的,也就是说成人群体应该了解 并认真对待年幼群体的 愿望。
然而比限制更糟糕的是,大人常常低估小孩的能力。我们喜欢挑战,但假如大人对我们期望很低的话,说真的,我们就会不思进取。我自己的父母对我和姐姐 抱很高的期望。当然,他们没有让我们立志成为医生 或律师诸如此类的,但我爸经常读 关于亚里斯多德 和先锋细菌斗士的故事给我们听,而其他小孩大多听的是 《公车的轮子转呀转》。其实我们也有听这个,但《先锋细菌斗士》实在是比那个强多了。(笑声)
四岁的时候我就喜欢上写作,六岁的时候,我妈给我买了台装有微软Word软件的个人手提电脑。谢谢你比尔·盖茨!也谢谢你,妈咪!我用那个小手提电脑写了300多篇短篇故事,而且我想发表我的作品。一个小孩想发表作品 这简直是天方夜谭,但我父母没有嘲笑我,也没有说等你长大点儿再说,他们非常支持我。但是很多出版社的回应让人失望。颇具讽刺意味的是,一个很大的儿童出版社说,他们不跟儿童打交道。儿童出版社不跟儿童打交道? 怎么说呢,你这是在怠慢一个大客户嘛。(笑声)有一个出版商,行动出版社 愿意给我一个机会,并倾听我想说的话。他们出版了我的第一本书《飞舞的手指》——就是这个—— 那以后,我到数百个学校去演讲,给数千个老师作主题演讲,最后,在今天,给你们作演讲。
我感谢你们今天听我演讲,因为你们会倾听我,这证明你们真的在乎。但小孩比大人强得多的这幅乐观图景 是存在一个问题的。小孩会长大并变成像你们一样的大人。(笑声)跟你们一样,真的吗? 我们的目标不是让小孩变成你们这样的大人,而是比你们强的大人。考虑到你们都这么了不起,这可能颇具挑战性。但进步 是因新的一代人和新的时期而发生,不断的进步和发展,并超越之前的年代。这就是为什么我们不再处于黑暗时代。不管在生活中你的位置在哪里,你必须给孩子创造机会。这样他们才能成长并让你扬眉吐气。(笑声)
大人和TED观众们,你们需要倾听并向小孩学习,信任我们和对我们怀有更高的期望。今天你们需要聆听,因为我们是明天的领导,这意味着当你们年老体衰时,我们会照顾你们。哈,只是开玩笑了。确实,我们将成为推动世界前进 的下一代人。而且,假如你认为这对你没有意义的话,不要忘了克隆是可能的,而这意味着童年可以重来,这种情况下,像我们这一代人一样,你也会希望大人倾听你们的心声。世界需要产生新的领导人 和新想法的机会。小孩需要机会去领导和取得成功。你准备好去促成这一切了吗? 因为这个世界的问题,不应该是人类家庭的传家宝。
谢谢你们!(掌声)谢谢!谢谢!
第二篇:Ted Talks 邹奇奇演讲稿-大人应该向孩子学习。
Now I want to start with a question: when was the last time you were called childish?
For kids like me, being called childish can be a frequent occurrence.Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called childish,which really bothers me.After all, take a look at these events.Imperialism and colonization, world wars ,Goerge W.Bush.Ask yourself: who’s responsible? Adults.Now, what have kids done?
Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States, and most recently, Charlie Simpson helped to raise 120,000 pounds for Haiti on his little bike.So, as you can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking.Thank you.Then again, who’s to say that certain types of irrational thinking aren’t exactly what the world needs? Maybe you’ve had grand plans before, but stopped yourself, thinking: that’s impossible or that costs too much or that won’t benefit me.For better or worse, we kids aren’t hampered as much when it comes to thinking about reasons why not to do things.Kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of Utopia.How many of you still dream like that and believe in the possiblities?
Sometimes a knowledge of history and the past failures of Utopian ideals can be a burden.Because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that’s a good thing because in order to make anything a reality, you have to dream about it first.In many ways, our audacity to imagine helps push the boundaries of possibility.For instance, the Museum of Glass in Tacoma, Washington, my home state, yoohoo Washington, has a program called Kids Design Glass, and kids draw their own ideas for glass art.Now the resident artist sais they got some of their best ideas through the program because kids don’t think about the limitations of how hard it can be to blow glass into certain shapes.They just think of good ideas.Now when you think of glass, you might think of colorful Chihuly designs or maybe Italian vases.But kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision.Now, our inherent wisdom doesn’t have to be insiders’ knowledge.Kids already do a lot of learning from adults, and we have a lot to share.I think that adults should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn’t just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don’t trust someone, you place restrictions on them, right.If I doubt my older sister’s ability to pay back the 10 percent interest I established on her last loan, I’m going to withhold her ability to get more money from me until she pays it back.True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don’t do that,” “don’t do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they’re fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little , say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.Now, what’s even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn’t tell us to become doctors or lawyers or anything like that, but my dad did read to us about Aristotle and “Pioneer Germ Fighters” , when lots of other kids were hearing “the wheels in the bus go round and round”.Well, we heard that one too.But “Pioneer Germ Fighters” totally rules.I loved to write from the age of four, and when I was six, my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresy, that a kid wanted to get published, or saying wait until you’re older, my parents were very supportive.Many publishers were not quite so encouraging.One large children’s publisher ironically saying that they didn’t work with children.Children’s publisher not working with children? I don’t know, you are knid of alienating a large client there.Now, one publisher, Action Publishing was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers”, you see it here, and from there on, it’s gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.I appreciate your attention today, because to show that you truly care, you listen.But there’s a problem with this rosy picture of kids being so much better than adults.Kids grow up and become adults just like you.Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials.But the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It’s the reason we are not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.“You must lend an ear today, because we are the leaders of tomorrow”, which means we are going to be taking care of you when you are old and senile.No, just kidding.Actually, no, really, we are going to be the next generation, the one who will bring this world forward.And in case you don’t think that this really has meanings for you, remember that cloning is possible, that involves going through childhood again, in which case, you’ll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match? Because the world’s problems shouldn’t be the human family’s heirloom.Thank you.
第三篇:8岁女孩邹奇奇演讲文字稿——中英对照
8岁女孩邹奇奇:成年人能从孩子那里学到什么
Now, I want to start with a question: When was the last time you were called childish? For kids like me, being called childish can be a frequent occurrence.Every time we make irrational demands, exhibit irresponsible behavior, or display any other signs of being normal American citizens, we are called childish, which really bothers me.After all, take a look at these events:Imperialism and colonization, world wars, George W.Bush.Ask yourself: Who's responsible? Adults.首先,我想问个问题:您最后一次被评论作“幼稚”是什么时候?对于像我这样的孩子来说,被称作“幼稚”是家常便饭。每当我们作出不合理的要求,表现出不负责任的行为,或者显示出任何其他美国平民的迹象时,我们就被称作“幼稚”。真烦的说。总之,看看这些事情吧,帝国主义和殖民,世界大战——George W.Bush,扪心自问:是谁的责任?成年人的!Now, what have kids done? Well, Anne Frank touched millions with her powerful account of the Holocaust, Ruby Bridges helped end segregation in the United States, and, most recently, Charlie Simpson helped to raise 120,000 pounds for Haition his little bike.So, as you can see evidenced by such examples, age has absolutely nothing to do with it.The traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking.那么,孩子们都做了什么?Anne Frank 以对大屠杀的有力记述感动了数百万人;Ruby Bridges帮助了美国种族隔离的终止。此外,最近期的Charlie Simpson帮忙为海地筹集了120,000磅的捐款,在他小小的自行车上。于是,如您所见,这些例子证实了年龄与不负责任毫无关系。“幼稚”一词所称呼的特征,在成年人中如此常见,因此我们应当废除这个有年龄偏见色彩的词语。当批评与不负责任以及非理性思考相关的行为。
Thank you.Then again, who's to say that certain types of irrational thinking aren't exactly what the world needs? Maybe you've had grand plans before, but stopped yourself, thinking: That's impossible or that costs too much or that won't benefit me.For better or worse, we kids aren't hampered as muchwhen it comes to thinking about reasons why not to do things.Kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry
or that everything were free kind of utopia.How many of you still dream like that and believe in the possibilities? Sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if
everything were free, that the food stocks would become depleted, and scarce and lead to chaos.On the other hand, we kids still dream about perfection.And that's a good thing because in order to make anything a reality, you have to dream about it first.谢谢!再说了,谁又能说怎样的非理性思考不是世界所需的?也许你曾想象大展宏图,又阻止了自己,又阻止了自己心想。“那不可能的”或“代价太高”或“于我无益”,与您不同我们孩子很少受到这样的牵制,当考虑为什么不做某事时孩子们充满了鼓舞人心的抱负以及抱有希望的考虑,就像我的愿望“没人挨饿”或者“一切都是自由的那种乌托邦”,你们当中有多少仍心存这样的梦想且相信它们有实现的可能?有时知晓乌托邦式理想的历史以及它们曾有的失败,可以是个重负。因为您知道如果一切都自由,食品储备耗尽、缺乏导致混乱。另一方面我们孩子仍然梦想着完美,这是好事。因为,要实现任何一件事您都得先构想才行。In many ways, our audacity to imagine helps push the boundaries of possibility.For instance, the Museum of Glass in Tacoma, Washington, my home state--yoohoo Washington--(Applause)has a program called Kids Design Glass, and kids draw their own ideas for glass art.Now, the resident artist said they got some of their best ideas through the program because kids don't think about the limitations of how hard it can be to blow glass into certain shapes.They just think of good ideas.Now, when you think of glass, you might think of colorful Chihuly designs or maybe Italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision.(Laughter)
我们的大胆想象正通过各种途径协助拓宽可能性的边界,例如,华盛顿塔科马的玻璃博物馆Yoo-hoo,华盛顿我的家乡。有个计划叫做“孩子设计的玻璃”孩子们画出他们玻璃工艺品的构思,于是驻留的艺术家说他们通过此计划想到了绝佳的点子,因为孩子不考虑将玻璃吹出特定形状的难度限制他们只想好构思,当您想到玻璃时您可能会想到色彩鲜艳的Chihuly设计或者可能会想到意大利花瓶,但孩子这样挑战玻璃艺术家(视频图片)超越他们进入《心碎小蛇》与《熏肉小孩》的境界——看呀,对肉的幻想!
Now, our inherent wisdom doesn't have to be insiders' knowledge.Kids already do a lot of learning from adults, and we have a lot to share.I think that adults
should start learning from kids.Now, I do most of my speaking in front of an education crowd, teachers and students, and I like this analogy.It shouldn't just be a teacher at the head of the classroom telling students do this, do that.The students should teach their teachers.Learning between grown ups and kids should be reciprocal.The reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.Now, if you don't trust someone, you place restrictions on them, right.If I doubt my older sister's ability to pay back the 10 percent interest I established on her last loan, I'm going to withhold her ability to get more money from me until she pays it back.(Laughter)True story, by the way.Now, adults seem to have a prevalently restrictive attitude towards kids from every “don't do that,”“don't do this” in the school handbook, to restrictions on school internet use.As history points out, regimes become oppressive when they're fearful about keeping control.And, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.于是,我们内在的智慧没必要为内行人所认可,孩子已经从成年人那里学到了很多,我们有很多共同之处。我认为成年人应该开始向孩子们学习,现在我的演讲主要是针对受过教育的群众教师与学生,我想这样打比方不应该只是老师站在教师前面告诉学生干这样干那样,学生应该教他们的老师成年人与孩子之间的学习应该调换。而现实呢?很不幸,有所不同,这与信任或者说缺乏信任有很大关系。如果你不信任谁,您就对他施加约束对吗?如果我怀疑我姐姐偿还10%利息的能力,我会根据她上次借钱的情况不给她再从我这个拿钱的机会,除非她还钱,顺便说下这是真事。在成年人中似乎盛行对孩子的约束姿态,从学生守则上的每一句“别这样干”、“别那样干”到学校internet的使用限制。如历史所证,政权往往会在担心难以实施控制时变得暴虐,尽管成年人不完全处于极权主义政权的水平,制定规则时孩子们没有或者只有很少的发言权当态度真的该调换时意味着成人应该了解并考虑年轻人的意愿。
Now, what's even worse than restriction is that adults often underestimate kids abilities.We love challenges, but when expectations are low, trust me, we will sink to them.My own parents had anything but low expectations for me and my sister.Okay, so they didn't tell us to become doctors or lawyers or anything like
that, but my dad did read to us about Aristotle and pioneer germ fighters when lots of other kids were hearing “The Wheels on the Bus Go Round and Round.” Well, we heard that one too, but “Pioneer Germ Fighters” totally rules.(Laughter)
但比限制更糟糕的是成年人经常低估孩子的能力,我们喜欢挑战,但当期望值很低时,相信我,我们会感到失望的。我父母对我和我姐姐除了低期望外什么都有。嗯,所以他们没有让我们从事医生或律师或者类似的职业。但我爸爸确实给我们度过亚里士多德和《微生物先驱勇士》(儿童文学,1962年出版),当其他很多孩子还在听“巴士的轮儿转呀转”的时候。嗯,我们也听过那首儿歌,但我们完全被《微生物先去勇士》统治了。
I loved to write from the age of four, and when I was six my mom bought me my own laptop equipped with Microsoft Word.Thank you Bill Gates and thank you Ma.I wrote over 300 short stories on that little laptop, and I wanted to get published.Instead of just scoffing at this heresythat a kid wanted to get
published, or saying wait until you're older, my parents were really supportive.Many publishers were not quite so encouraging.One large children's publisher ironically saying that they didn't work with children.Children's publisher not working with children? I don't know, you're kind of alienating a large client there.(Laughter)Now, one publisher, Action Publishing, was willing to take that leap and trust me, and to listen to what I had to say.They published my first book, “Flying Fingers,”--you see it here--and from there on, it's gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.我自四岁起喜欢上写作,当我六岁时我妈妈给我购置了配备有Microsoft Word的笔记本,感谢Bill Gates 感谢妈。我在那台小笔记本上写了三百多篇短篇小说,然后我就想发表这些小说,我的父母没有嘲笑这个异端也没有说“等你长大些”他们非常支持。很多出版社可不这么鼓舞人心,一家大的儿童出版社很讽刺的说:“他们不和儿童共事”。儿童出版社不和儿童共事?我不知道,您可是在孤立一个很大的客户群呀!然后一家出版社Action
Publishing愿意摒除偏见信任我并聆听我的告白,他们出版了我的第一本书《飞舞的手指》(Flying Fingers),从那以后它在数百学校风靡为数千教育家定调。最终,今天给您做演讲。
I appreciate your attention today, because to show that you truly care, you listen.But there's a problem with this rosy picture of kids being so much better
than adults.Kids grow up and become adults just like you.(Laughter)Or just like you, really? The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the
previous ones.It's the reason we're not in the Dark Ages anymore.No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.(Laughter)
非常感谢您今天的关注,因为为了显示出您真的关心您在听。但“孩子比成年人好这么多”这样乐观的心态也有个问题,孩子也会长大变成你们这样的成年人。像你们这样,真的?目的在于不把孩子变成你们这样的成年人而是比你们更好的成年人,他们可能会富于挑战性,考虑您的资历,但进步就是这样发生。因为,一浪更比一浪强,因为我们不再处于黑暗时代,不论您在实际生活中地位如何为孩子创造把你们拍在沙滩上的机会很重要。
Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us.You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile.No, just kidding.No, really, we are going to be the next generation, the ones who will bring this world forward.And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation.Now, the world needs opportunities for new leaders and new ideas.Kids need opportunities to lead and succeed.Are you ready to make the match?Because the world's problems shouldn't be the human family's heirloom.Thank you.(Applause)Thank you.Thank you.成年人还有同样从事TED的人们,你们需要倾听并向孩子学习,信任我们队我们有更多的期待。现在您必须弯下腰听听我们的话,因为我们是未来的领导者(you must lend an ear today,because we are the leaders of tomorrow)我们将在你们年迈力衰时照顾你们。不,只是开玩笑。不,真的,我们将成为下一代,将要推动世界发展的一代。为防止你们想这对你们没有意义,记住克隆是可能的也就意味着重度童年,这样您就会希望有人倾听您的话就像我们这一代。世界需要新的领袖和新想法的机会,孩子也需要引领和成功的机会,你们准备好“作媒”了吗?因为世界上现在的问题不应该像传家宝那样在人类家族中流传下去。谢谢!
第四篇:TED演讲怎样从错误中学习
TED: 怎样从错误中学习
Diana Laugenberg:How to learn? From mistakes
讲者分享了其多年从教中所认识到的一从错误中学习的观念“允许孩子失败,把失败视为学习的一部分”,以及从教育实践中学到的三件事:“1.体验学习的过程 2.倾听学生的声音 3.接纳错误的失败。” TED演讲文本:
0:15 I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents.In 1931, my grandmother--bottom left for you guys over here--graduated from theeighth grade.She went to school to get the information because that's where the informationlived.It was in the books;it was inside the teacher's head;and she needed to go there to getthe information, because that's how you learned.Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse.And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world.When Iwas a kid, we had a set of encyclopedias at my house.It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation.The information was inside my house and it was awesome.This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level.But the information was closer to me.I could get access to it.1:34 In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet.Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government.My first year--super gung-ho--going toteach American government, loved the political system.Kids in the 12th grade: not exactly allthat enthusiastic about the American government system.Year two: learned a few things--hadto change my tactic.And I put in front of them an authentic experience that allowed them tolearn for themselves.I didn't tell them what to do or how to do it.I posed a problem in front ofthem, which was to put on an election forum for their own community.2:27 They produced flyers.They called offices.They checked schedules.They were meeting withsecretaries.They produced an election forum booklet for the entire town to learn more abouttheir candidates.They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning.The older teachers--more experienced--looked at me and went, “Oh, there she is.That's so cute.She's trying to get that done.”(Laughter)“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them.And that night, all 90 kids--dressed appropriately,doing their job, owning it.I had to just sit and watch.It was theirs.It was experiential.It wasauthentic.It meant something to them.And they will step up.3:17 From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students.Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography.Again, “thrilled” to learn.But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities.And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after.And hewas going to speak at the high school next door to us.We could walk there.We didn't evenhave to pay for the buses.There was no expense cost.Perfect field trip.4:04 The problem then becomes how do you take seventh-and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it.And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive.I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing.I asked them to produce a little movie about it.It's the first time we'ddone this.Nobody really knew how to make these little movies on the computer, but they wereinto it.And I asked them to put their own voice over it.It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share.The last question of the assignment is: how do you plan to useyour life to positively impact other people? The things that kids will say when you ask them andtake the time to listen is extraordinary.5:05 Fast-forward to Pennsylvania, where I find myself today.I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia.We are a nine through 12 public school, but we do school quite differently.I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus.So what do you do when the information is all around you? Why doyou have kids come to school if they no longer have to come there to get the information? 5:51 In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information.And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess.We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning.That is the absolute wrong thing to ask, to tell kids tonever be wrong.To ask them to always have the right answer doesn't allow them to learn.Sowe did this project, and this is one of the artifacts of the project.I almost never show them offbecause of the issue of the idea of failure.6:45 My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill.I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history.And they had certain criteria to do it.They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it.Theycan talk--they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them.But I gave them theroom to just do the thing.Go create.Go figure it out.Let's see what we can do.And thestudent that persistently turns out the best visual product did not disappoint.This was done inlike two or three days.And this is the work of the student that consistently did it.7:39 And when I sat the students down, I said, “Who's got the best one?” And they immediatelywent, “There it is.” Didn't read anything.“There it is.” And I said, “Well what makes it great?”And they're like, “Oh, the design's good, and he's using good color.And there's some...” Andthey went through all that we processed out loud.And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one--it didn't have great visuals,but it had great information--and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create.Itasked them to create for themselves, and it allowed them to fail, process, learn from.And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.8:29 There are a million pictures that I could click through here, and had to choose carefully--this isone of my favorites--of students learning, of what learning can look like in a landscape wherewe let go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it.Ask them really interesting questions.They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire.This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls.This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that.But this is learning too, because we askedthem to go out into real spaces.9:20 The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark.And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer.We know how to do this better, and it's time to do better.0:15
我从事教师工作很长一段时间了,而在我教书的过程当中 我学了很多关于孩子与学习的知识 我非常希望更多人可以了解 学生的潜能。1931年,我的祖母 从你们那边看过来左下角那位--从八年级毕业。她上学是去获取知识 因为在过去,那是知识存在的地方 知识在书本里,在老师的脑袋里,而她需要专程到学校去获得这些知识,因为那是当时学习的途径 快进过一代: 这是个只有一间教室的学校,Oak Grove,我父亲就是在这间只有一个教室的学校就读。而同样的,他不得不去上学 以从老师那儿取得知识,然后将这些知识储存在他唯一的移动内存,那就是他自己的脑袋里,然后将这些随身携带,因为这是过去知识被传递的方式 从老师传给学生,接着在世界上使用。当我还小的时候,我们家里有一套百科全书。从我一出生就买了这套书,而那是非常了不起的事情,因为我不需要等着去图书馆取得这些知识,这些信息就在我的屋子里 而那真是太棒了。这是 和过去相比,是非常不同的 这改变了我和信息互动的方式 即便改变的幅度很小。但这些知识却离我更近了。我可以随时获取它们。
1:34
在过去的这几年间 从我还在念高中 到我开始教书的时候,我们真的亲眼目睹网络的发展。就在网络开始 作为教学用的工具发展的时候,我离开威斯康辛州 搬到勘萨斯州,一个叫勘萨斯的小镇 在那里我有机会 在一个小而美丽的勘萨斯的乡村学区 教书,教我最喜欢的学科 “美国政府” 那是我教书的第一年,充满热情,准备教“美国政府” 我当时热爱教政治体系。这些十二年级的孩子 对于美国政府体系 并不完全充满热情。开始教书的第二年,我学到了一些事情,让我改变了教学方针。我提供他们一个真实体验的机会 让他们可以自主学习。我没有告诉他们得做什么,或是要怎么做。我只是在他们面前提出一个问题,要他们在自己的社区设立一个选举论坛。
2:27
他们散布传单,联络各个选举办公室,他们和秘书排定行程,他们设计了一本选举论坛手册 提供给全镇的镇民让他们更了解这些候选人。他们邀请所有的人到学校 参与晚上的座谈 谈论政府和政治 还有镇里的每条街是不是都修建完善,学生们真的得到强大的体验式学习。学校里比较资深年长的老师 看着我说 “喔,看她,多天真呀,竟想试着这么做。”(大笑)“她不知道她把自己陷入怎么样的局面” 但我知道孩子们会出席 而我真的这样相信。每个礼拜我都对他们说我是如何期待他们的表现。而那天晚上,全部九十个孩子 每个人的穿戴整齐,各司其职,完全掌握论坛 我只需要坐在一旁看着。那是属于他们的夜晚,那是经验,那是实在的经验。那对他们来说具有意义。而他们将会更加努力。
3:17
离开堪萨斯后,我搬到美丽的亚利桑纳州,我在Flagstaff小镇教了几年书,这次是教初中的学生。幸运的,我这次不用教美国政治。这次我教的是更令人兴奋的地理。再一次,非常期待的要学习。但有趣的是 我发现在这个亚历桑纳州的教职 我所面对的 是一群非常多样化的,彼此之间差异悬殊的孩子们 在一所真正的公立学校。在那里,有些时候,我们会得到了一些机会。其中一个机会是 我们得以和Paul Russabagina见面,这位先生 正是电影“卢安达饭店”根据描述的那位主人翁 他当时正要到隔壁的高中演讲 我们可以步行到那所学校,我们甚至不用坐公共汽车 完全不需要额外的支出,非常完美的校外教学
4:04
然后接着的问题是 你要怎么和七八年级的学生谈论种族屠杀 用怎么样的方式来处理这个问题 才是一种负责任和尊重的方式,让学生们知道该怎么面对这个问题。所以我们决定去观察PaulRusesabagina是怎么做的 把他当作一个例子 一个平凡人如何利用自己的生命做些积极的事情的例子。接着,我挑战这些孩子,要他们去找出 在他们的生命里,在他们自己的故事中,或是在他们自己的世界里,找出那些他们认为也做过类似事情的人。我要他们为这些人和事迹制作一部短片。这是我们第一次尝试制作短片。没有人真的知道如何利用电脑制作短片。但他们非常投入,我要他们在片子里用自己的声音。那实在是最棒的启发方式 当你要孩子们用他们自己的声音 当你要他们为自己说话,说那些他们愿意分享的故事。这项作业的最后一个问题是 你打算怎么利用你自己的生命 去正面的影响其他人 孩子们说出来的那些话 在你询问他们后并花时间倾听那些话后 是非常了不起的。
5:05
快进到宾州,我现在住的地方。我在科学领导学院教书,它是富兰克林学院 和费城学区协同的合办的。我们是一间9年级到12年级的公立高中,但我们的教学方式很不一样。我起初搬到那里 是为了亲身参与一个教学环境 一个可以证实我所理解孩子可以有效学习方式的方式,一个愿意探索 所有可能性的教学环境 当你愿意放弃 一些过去的标准模式,放弃我祖母和我父亲上学的那个年代 甚至是我自己念书的那个年代,因为信息的稀缺,到一个我们正处于信息过剩的时代。所以你该怎么处理那些环绕在四周的知识? 你为什么要孩子们来学校? 如果他们再也不需要特意到学校获得这些知识?
5:51
在宾州,我们有一个人人有笔记本的项目,所以这些孩子每天带着他们笔记本电脑,带着电脑回家,随时学习知识。有一件事你需要学着适应的是 当你给了学生工具 让他们可以自主取得知识,你得适应一个想法 那就是允许孩子失败 把失败视为学习的一部分。我们现在面对教育大环境 带着一种 迷恋单一解答的文化 一种靠选择题折优的文化,而我在这里要告诉你们,这不是学习。这绝对是个错误 去要求孩子们永远不可以犯错。要求他们永远都要有正确的解答 而不允许他们去学习。所以我们实施了这个项目,这就是这个项目中一件作品。我几乎从来没有展示过这些 因为我们对于错误与失败的观念。
6:45
我的学生们制作了这些信息图表 结果是我们决定以这个汇报作为我们学年的总结报告 内容是回应漏油事件。我要求他们拿 他们看过的资讯图表当做范例 就是在媒体里展示的那些信息图表,仔细看看那里头什么是有趣的,然后自己设计一个 以美国历史中其他的人为灾难为主题。我为这项作业设了一些其他的条件 他们觉得这个作业有些困难,因为我们从来没有出过这样的作业,而他们不完全知道要怎么进行。他们可以谈论这议题,相当顺畅,他们也能写得非常非常得好,但当被要求要用一种其他的方式来表达想法的时候 他们有点无所适从。但我给了他们空间去做这个作业。去创造,去自己发现该怎么做。让我们拭目以待我们可以完成些什么。最后那些总是 呈现最佳视觉效果作品的学生,这次也没有让人失望 这个作品大概花了两三天的时间 而这是来自一个经常很棒得完成作业的学生。
7:39
然后当我要所有学生坐下来,我问他们“谁交出了最好的作品?” 他们立刻指着这个作品回答“这件” 他们并没有细读其中的内容,就回答了“这件” 然后我说,“那么,是什么因素让这个作品这么好?” 他们回答说,“喔,设计得很好,他用了很好的颜色组合,还有一些...” 他们分别说了想法,我们一起讨论了之后 我说,“现在去读读内容” 接着他们说“喔,现在看起来好像其实没有那么好” 后来我们谈到另外一个作业--那个作品没有很好的视觉设计,但是有非常好的资讯内容--我们接着花了大概一个小时来讨论这个学习过程,因为那并不是关于哪个作品比较完美,或是我能或不能创造出这样的东西; 这作业是要他们为自己创作。这作业也让他们有失败的可能,消化思考之后,从失败中学习。今年,当我们又再一次尝试类似的作业,他们都将会比去年做的更好。因为学习必须包含一定程度的失败,因为失败具有教学意义 在学习的过程中。
8:29
我有上百万个照片 可以展示,可我得小心的选择--好,这是我最喜欢的一张--学生正在学习的照片,学习可以是什么样子 在一个我们放弃传统观念的环境中 学生非得来学校以获得知识这样的想法,取而代之,问他们,他们可以利用这些知识来做些什么? 问他们真正有趣的问题。他们不会让人失望。要求他们去不同的地方,去亲眼见识不同的事情,去真正的体验学习,去玩,去查询。这是我最喜欢的照片之一 因为这是一张星期二照的照片,当我要求学生们去投票。这是Robbie,这是他第一次投票,而他想要和大家分享这个投票的经历。但这也是学习,因为我们要他们到外头真实的世界去。
9:20
重点是 如果我们继续把教育 当作是要来学校 取得知识 而不是体验学习的过程,倾听学生的声音,接纳错误和失败,我们将会误解上学的意义。而今天每个人在谈论的每件事情 都将不可能达成,如果我们继续这样的教育系统 而不重视这些价值,因为我们是不可能依靠标准化测试,一种只有一个标准答案的文化是没有办法引领我们达到目标的。我们知道怎么样可以做得更好,而现在,需要做得更好的时刻到了。
第五篇:2013年总结之学习篇——TED演讲
2013年总结之学习篇——TED演讲
TED(指technology, entertainment, design在英语中的缩写,即技术、娱乐、设计)是美国的一家私有非营利机构,该机构以它组织的TED大会著称。TED诞生於1984年,其发起人是里查德·沃曼。
【TED01】Chris Anderson:谈科技的长尾理论2013-09-10
【TED02】Frederick Balagadde:谈微芯片上的生物实验室2013-09-11
【TED03】Jimmy Wales:关于维基百科诞生的演讲2013-09-12
【TED04】Gary Wolf:数据化的自我2013-09-13
【TED05】Peter Gabrie:用视频与不公平作斗争2013-09-14
【TED06】Derek Sivers:下定的目標可別告訴別人2013-09-15
【TED07】Seth Priebatsch:世界第一的遊戲社交圈2013-09-18
【TED08】Julian Treasure:保持聽力的八個步驟2013-09-19
【TED09】Mechai Viravaidya:保險套先生如何讓泰國變得更好2013-09-20 【TED10】Steven Johnson:偉大創新的誕生2013-09-21
【TED11】Ze Frank's:傑·法蘭克大玩網路2013-09-22
【TED12】Craig Vente:克萊格-溫特爾揭開合成生命的面紗2013-09-23
【TED13】Eric Mead:安慰劑魔法2013-09-24
【TED14】Lee Hotz:帶你走入南極的時光機中2013-09-25
【TED15】NicMarks:快樂星球指數2013-09-26
【TED16】Seth.Berkley:愛滋病病毒與流感.—.疫苗的策略2013-09-27
【TED17】Jessa Gamble:我们的自然睡眠周期2013-09-28
【TED18】StanleyMcChrystal:聆听,学习...才能领导2013-09-29
【TED19】Graham Hill:我為什麼要在上班日吃素2013-09-30
【TED20】Ken Robinson:推動學習革命2013-10-01
【TED21】Fabian Hemmert:未來手機的形狀變化2013-10-02
【TED22】弗兰斯·德瓦尔:动物中道德行为2013-10-03
【TED23】布莱恩·高德曼:我们能否谈论医生所犯的错误2013-10-04
【TED24】Sheryl WuDunn:本世紀最大的不公平2013-10-05
【TED25】Dan Cobley:物理教我有關行銷的事2013-10-08
【TED26】Carne Ross:獨立外交組織2013-10-09
【TED27】Kevin Stone:生物性關節置換的未來2013-10-10
【TED28】Matt Ridley:當腦中的概念交配起來2013-10-11
【TED29】Caroline Phillips:绞弦琴入门2013-10-14
【TED30】Dimitar Sasselov:發現數百顆類似地球的行星2013-10-15
【TED31】Jason Clay:知名品牌如何幫助拯救生物多樣性2013-10-16 【TED32】Chris Anderson:線上影片如何驅動創新2013-10-17
【TED33】Ellen Gustafson:肥胖.颻餓=全球糧食議題2013-10-18
【TED34】Tan Le:解讀腦電波的頭戴式耳機2013-10-19
【TED35】Rory Sutherland:思考角度决定一切2013-10-25
【TED36】Andy Puddicombe:只需专注10分钟2013-10-26
【TED37】Lisa Bu:书籍如何成为心灵解药2013-10-27
【TED38】Ramsey激发学习兴趣的3条黄金法则2013-10-28
【TED39】Marcel Dicke:我们为什么不食用昆虫呢?2013-10-29
【TED40】薛晓岚:轻松学习阅读汉字!2013-10-30
【TED41】马特·卡茨:尝试做新事情30天2013-10-31
【TED42】马特:想更幸福吗?留在那一刻2013-11-01
【TED43】贝基·布兰顿:我无家可归的一年2013-11-02
【TED44】凯瑟琳·舒尔茨:犯错的价值2013-11-03
【TED45】Stefan Sagmeister:休假的力量2013-11-04
【TED46】苏珊·凯恩:内向性格的力量2013-11-05
【TED47】Diana Laufenberg:怎样从错误中学习2013-11-06
【TED48】罗恩·古特曼:微笑背后隐藏的力量2013-11-07
【TED49】阿曼达·帕尔默:请求的艺术2013-11-08
【TED50】德雷克·西弗斯:如何发起一场运动2013-11-09
【TED51】坎迪·张:在死之前,我想......2013-11-10
【TED52】Kiran Bir Sethi:让小孩学会承担2013-11-11
【TED53】比班·基德龙:电影世界共通的奇迹2013-11-12 【TED54】提姆·哈福德:试验,排除错误和万能神力2013-11-13
【TED55】Alexander Tsiaras :可视化记录婴儿受孕到出生2013-11-14
【TED56】Larry Smith:你为何不会成就伟业2013-11-15
【TED57】Keith Chen:你存钱的能力跟你用的语言有关?2013-11-16
【TED58】Cesar Kuriyama:每天一秒钟2013-11-17
【TED59】Michael Norton:如何买到幸福2013-11-18
【TED60】奈吉尔·马什:如何实现工作与生活的平衡2013-11-19
【TED61】罗兹·萨维奇:我为什么划船横渡太平洋2013-11-20
【TED62】Jay Walker:世界英语热2013-11-21
【TED63】帕特里夏·瑞安:不要固执于英语!2013-11-22
【TED64】皮柯·耶尔:家在何方?2013-11-23
【TED65】Charmian Gooch:认识世界级贪腐的幕后黑手2013-11-24
【TED66】Richard St.John:8个成功秘笈2013-11-25
【TED67】Judy MacDonald Johnston:为生命的终结做好准备2013-11-26
【TED68】Sherry Turkle:保持联系却仍旧孤单2013-11-27
【TED69】利普·辛巴杜:健康的时间观念2013-11-28
【TED70】David Pogue:十条黄金省时技巧小贴士2013-11-29
【TED71】Philip Zimbardo:男性的衰落?2013-12-01
【TED72】Rives 的凌晨4点2013-12-02
【TED73】Reggie Watts:用最有趣的方法让你晕头转向2013-12-03
【TED74】丹·丹尼特:我们的意识2013-12-04
【TED75】丹尼尔·科恩:为了更好地辩论2013-12-05 【TED76】迈克尔·桑德尔:失落了的民主辩论艺术2013-12-06
【TED77】Hadyn Parry:通过基因重组用蚊子抗击疾病2013-12-07
【TED78】Hannah Brencher:给陌生人的情信2013-12-08
【TED79】Ivan Krastev:没有信任,民主能继续存在么?2013-12-09
【TED80】Arianna Huffington:睡眠促进成功2013-12-10
【TED81】尼克·博斯特罗姆:我们的大问题2013-12-11
【TED82】Dan Barber:我如何爱上一条鱼2013-12-12
【TED83】Miguel Nicolelis:一只猴子用意念控制一个机器人2013-12-13
【TED84】Kakenya Ntaiya:一位要求学校教育的女孩2013-12-14
【TED85】Kevin Breel:一个抑郁喜剧演员的自白2013-12-15
【TED86】莱斯莉·黑索顿:怀疑乃信仰之关键2013-12-16
【TED87】比尔迪曼:我的多调人声2013-12-17
【TED88】布莱恩·格林恩:谈“弦理论”2013-12-18
【TED89】Jacqueline Novogratz:过一种沉浸的人生2013-12-19
【TED90】Ben Dunlap:谈对人生的热情2013-12-20
【TED91】博妮·柏索:细菌是怎样交流的?2013-12-21
【TED92】大卫·克里斯汀:宏观历史2013-12-22
【TED93】Christien Meindertsma:一头猪的全球化旅程2013-12-23
【TED94】大卫·布莱恩:我如何做到水下屏气17分钟2013-12-24
【TED95】包拉托:错觉中的视觉真相2013-12-25
【TED96】Read Montague:我们从5000个大脑中学到了什么2013-12-26
【TED97】邹奇奇:大人能从小孩身上学到什么2013-12-27 【TED98】贝姿·曼森:修复照片,重振人生2013-12-28
【TED99】Vicki Arroyo:好准备去面对新的气候情形2013-12-29
【TED100】Chernobyl:为什么要留在切尔诺贝利?因为它是家2013-12-30