[Script Info]
Title: 
[Events]
Format: Layer, Start, End, Style, Name, MarginL, MarginR, MarginV, Effect, Text
Dialogue: 0,0:00:01.52,0:00:05.96,Default,,0000,0000,0000,,[marker squeaking on board]
Dialogue: 0,0:00:14.33,0:00:17.08,Default,,0000,0000,0000,,(Ken Robinson) Every country\Non Earth, at the moment,
Dialogue: 0,0:00:17.08,0:00:19.40,Default,,0000,0000,0000,,is reforming public education.
Dialogue: 0,0:00:19.40,0:00:21.17,Default,,0000,0000,0000,,There are two reasons for it.
Dialogue: 0,0:00:21.17,0:00:22.80,Default,,0000,0000,0000,,The first of them is economic.
Dialogue: 0,0:00:22.80,0:00:24.64,Default,,0000,0000,0000,,People are trying to work out
Dialogue: 0,0:00:24.64,0:00:28.36,Default,,0000,0000,0000,,how do we educate our children\Nto take their place
Dialogue: 0,0:00:28.36,0:00:30.28,Default,,0000,0000,0000,,in the economies\Nof the 21st century?
Dialogue: 0,0:00:30.28,0:00:31.80,Default,,0000,0000,0000,,How do we do that?
Dialogue: 0,0:00:31.80,0:00:33.68,Default,,0000,0000,0000,,Even though we can't anticipate
Dialogue: 0,0:00:33.68,0:00:37.12,Default,,0000,0000,0000,,what the economy will look like \Nat the end of next week,
Dialogue: 0,0:00:37.12,0:00:40.56,Default,,0000,0000,0000,,as the recent turmoil\Nis demonstrating.
Dialogue: 0,0:00:40.56,0:00:42.20,Default,,0000,0000,0000,,How do we do that?
Dialogue: 0,0:00:42.20,0:00:43.68,Default,,0000,0000,0000,,The second, though, is cultural.
Dialogue: 0,0:00:43.68,0:00:46.09,Default,,0000,0000,0000,,Every country on Earth,\Non earth is trying to figure out
Dialogue: 0,0:00:46.09,0:00:48.68,Default,,0000,0000,0000,,how do we educate our children
Dialogue: 0,0:00:48.68,0:00:50.56,Default,,0000,0000,0000,,so they have a sense\Nof cultural identity,
Dialogue: 0,0:00:50.56,0:00:54.72,Default,,0000,0000,0000,,and so that we can pass on the\Ncultural genes of our communities,
Dialogue: 0,0:00:54.72,0:00:57.08,Default,,0000,0000,0000,,while being part of the\Nprocess of globalization?
Dialogue: 0,0:00:57.08,0:01:00.04,Default,,0000,0000,0000,,How do we square that circle?
Dialogue: 0,0:01:00.04,0:01:03.32,Default,,0000,0000,0000,,The problem is they're\Ntrying to meet the future
Dialogue: 0,0:01:03.32,0:01:05.60,Default,,0000,0000,0000,,by doing what\Nthey did in the past.
Dialogue: 0,0:01:05.60,0:01:08.20,Default,,0000,0000,0000,,And on the way, they're\Nalienating millions of kids
Dialogue: 0,0:01:08.20,0:01:10.96,Default,,0000,0000,0000,,who don't see any purpose\Nin going to school.
Dialogue: 0,0:01:10.96,0:01:12.64,Default,,0000,0000,0000,,When we went to school,
Dialogue: 0,0:01:12.64,0:01:13.96,Default,,0000,0000,0000,,we were kept there with a story,
Dialogue: 0,0:01:13.96,0:01:16.12,Default,,0000,0000,0000,,which is, if you worked hard\Nand did well,
Dialogue: 0,0:01:16.12,0:01:18.44,Default,,0000,0000,0000,,and got a college degree, \Nyou would have a job.
Dialogue: 0,0:01:18.44,0:01:20.19,Default,,0000,0000,0000,,Our kids don't believe that.
Dialogue: 0,0:01:20.19,0:01:21.60,Default,,0000,0000,0000,,And they're right not to,\Nby the way.
Dialogue: 0,0:01:21.60,0:01:23.56,Default,,0000,0000,0000,,You're better having\Na degree than not,
Dialogue: 0,0:01:23.56,0:01:25.48,Default,,0000,0000,0000,,but it's not a guarantee anymore.
Dialogue: 0,0:01:25.48,0:01:27.81,Default,,0000,0000,0000,,And particularly not\Nif the route to it
Dialogue: 0,0:01:27.81,0:01:29.44,Default,,0000,0000,0000,,marginalizes\Nmost of the things
Dialogue: 0,0:01:29.44,0:01:31.28,Default,,0000,0000,0000,,that you think are\Nimportant about yourself.
Dialogue: 0,0:01:31.28,0:01:32.84,Default,,0000,0000,0000,,Some people say we\Nhave to raise standards,
Dialogue: 0,0:01:32.84,0:01:34.40,Default,,0000,0000,0000,,as if this is a breakthrough.
Dialogue: 0,0:01:34.40,0:01:38.00,Default,,0000,0000,0000,,You know, like, really,\Nyes we should.
Dialogue: 0,0:01:38.00,0:01:39.24,Default,,0000,0000,0000,,Why would you lower them?
Dialogue: 0,0:01:39.24,0:01:40.73,Default,,0000,0000,0000,,[laughter]
Dialogue: 0,0:01:40.73,0:01:42.12,Default,,0000,0000,0000,,I haven't come\Nacross an argument
Dialogue: 0,0:01:42.12,0:01:44.00,Default,,0000,0000,0000,,that persuades me\Nof lowering them.
Dialogue: 0,0:01:44.00,0:01:46.41,Default,,0000,0000,0000,,But raising them,\Nof course we should raise them.
Dialogue: 0,0:01:46.41,0:01:47.64,Default,,0000,0000,0000,,The problem is
Dialogue: 0,0:01:47.64,0:01:49.40,Default,,0000,0000,0000,,that the current\Nsystem of education
Dialogue: 0,0:01:49.40,0:01:52.68,Default,,0000,0000,0000,,was designed and conceived
Dialogue: 0,0:01:52.68,0:01:56.04,Default,,0000,0000,0000,,and structured for a different age.
Dialogue: 0,0:01:56.04,0:02:02.16,Default,,0000,0000,0000,,It was conceived in the intellectual\Nculture of the Enlightenment.
Dialogue: 0,0:02:02.16,0:02:06.24,Default,,0000,0000,0000,,And in the economic circumstances\Nof the Industrial Revolution.
Dialogue: 0,0:02:06.24,0:02:07.96,Default,,0000,0000,0000,,Before the middle \Nof the 19th century,
Dialogue: 0,0:02:07.96,0:02:10.37,Default,,0000,0000,0000,,there were no systems\Nof public education.
Dialogue: 0,0:02:10.37,0:02:11.24,Default,,0000,0000,0000,,Not really.
Dialogue: 0,0:02:11.24,0:02:12.92,Default,,0000,0000,0000,,I mean, you could get\Neducated by Jesuits,
Dialogue: 0,0:02:12.92,0:02:14.72,Default,,0000,0000,0000,,you know, if you had the money,
Dialogue: 0,0:02:14.72,0:02:17.88,Default,,0000,0000,0000,,but public education, \Npaid for from taxation,
Dialogue: 0,0:02:17.88,0:02:20.44,Default,,0000,0000,0000,,compulsory to everybody and\Nfree at the point of delivery,
Dialogue: 0,0:02:20.44,0:02:22.72,Default,,0000,0000,0000,,that was a revolutionary idea.
Dialogue: 0,0:02:22.72,0:02:24.72,Default,,0000,0000,0000,,And many people objected to it.
Dialogue: 0,0:02:24.72,0:02:28.52,Default,,0000,0000,0000,,They said it's not possible\Nfor many street kids,
Dialogue: 0,0:02:28.52,0:02:31.04,Default,,0000,0000,0000,,working class children,\Nto benefit from public education.
Dialogue: 0,0:02:31.04,0:02:32.76,Default,,0000,0000,0000,,They're incapable of\Nlearning to read and write,
Dialogue: 0,0:02:32.76,0:02:35.08,Default,,0000,0000,0000,,and why are we spending\Ntime on this?
Dialogue: 0,0:02:35.08,0:02:38.36,Default,,0000,0000,0000,,So, there's also built into it\Na whole series of assumptions
Dialogue: 0,0:02:38.36,0:02:40.80,Default,,0000,0000,0000,,about social structure and capacity.
Dialogue: 0,0:02:40.80,0:02:43.96,Default,,0000,0000,0000,,It was driven by an economic\Nimperative of the time,
Dialogue: 0,0:02:43.96,0:02:46.44,Default,,0000,0000,0000,,but running right through it
Dialogue: 0,0:02:46.44,0:02:50.48,Default,,0000,0000,0000,,was an intellectual model\Nof the mind.
Dialogue: 0,0:02:50.48,0:02:53.00,Default,,0000,0000,0000,,Which was essentially the\NEnlightenment view of intelligence.
Dialogue: 0,0:02:53.00,0:02:55.16,Default,,0000,0000,0000,,That real intelligence consists\Nin this capacity
Dialogue: 0,0:02:55.16,0:02:57.24,Default,,0000,0000,0000,,for a certain type of\Ndeductive reasoning,
Dialogue: 0,0:02:57.24,0:02:59.76,Default,,0000,0000,0000,,and the knowledge\Nof the classics, originally.
Dialogue: 0,0:02:59.76,0:03:02.88,Default,,0000,0000,0000,,What we've come to think\Nof as academic ability.
Dialogue: 0,0:03:02.88,0:03:05.76,Default,,0000,0000,0000,,And this is deep in the gene\Npool of public education,
Dialogue: 0,0:03:05.76,0:03:07.32,Default,,0000,0000,0000,,that there are really\Ntwo types of people:
Dialogue: 0,0:03:07.32,0:03:09.16,Default,,0000,0000,0000,,academic and non-academic;
Dialogue: 0,0:03:09.16,0:03:11.36,Default,,0000,0000,0000,,smart people and non-smart people.
Dialogue: 0,0:03:11.36,0:03:12.70,Default,,0000,0000,0000,,And the consequence of that
Dialogue: 0,0:03:12.70,0:03:15.96,Default,,0000,0000,0000,,is that many brilliant people\Nthink they're not,
Dialogue: 0,0:03:15.96,0:03:19.76,Default,,0000,0000,0000,,because they've been judged against\Nthis particular view of the mind.
Dialogue: 0,0:03:19.76,0:03:23.40,Default,,0000,0000,0000,,So, we have twin pillars,\Neconomic and intellectual.
Dialogue: 0,0:03:23.40,0:03:25.20,Default,,0000,0000,0000,,And my view is
Dialogue: 0,0:03:25.20,0:03:29.19,Default,,0000,0000,0000,,that this model has caused chaos\Nin many people's lives.
Dialogue: 0,0:03:29.19,0:03:30.80,Default,,0000,0000,0000,,It's been great for some.
Dialogue: 0,0:03:30.80,0:03:33.04,Default,,0000,0000,0000,,There have been people that\Nhave benefited wonderfully from it.
Dialogue: 0,0:03:33.04,0:03:35.92,Default,,0000,0000,0000,,But most people have not.
Dialogue: 0,0:03:35.92,0:03:37.65,Default,,0000,0000,0000,,Instead they suffer this.
Dialogue: 0,0:03:37.65,0:03:39.16,Default,,0000,0000,0000,,This is the modern epidemic,
Dialogue: 0,0:03:39.16,0:03:40.76,Default,,0000,0000,0000,,and it's as misplaced,
Dialogue: 0,0:03:40.76,0:03:42.72,Default,,0000,0000,0000,,and it's as fictitious.
Dialogue: 0,0:03:42.72,0:03:46.80,Default,,0000,0000,0000,,This is the plague of ADHD.
Dialogue: 0,0:03:46.80,0:03:50.84,Default,,0000,0000,0000,,Now, this is a map of the\Ninstance of ADHD in America,
Dialogue: 0,0:03:50.84,0:03:54.04,Default,,0000,0000,0000,,or prescriptions for ADHD.
Dialogue: 0,0:03:54.04,0:03:54.88,Default,,0000,0000,0000,,Don't mistake me,
Dialogue: 0,0:03:54.88,0:03:57.92,Default,,0000,0000,0000,,I don't mean to say\Nthere is no such thing
Dialogue: 0,0:03:57.92,0:03:59.92,Default,,0000,0000,0000,,as Attention Deficit Disorder.
Dialogue: 0,0:03:59.92,0:04:02.24,Default,,0000,0000,0000,,I'm not qualified to say\Nif there is such a thing.
Dialogue: 0,0:04:02.24,0:04:04.32,Default,,0000,0000,0000,,I know that a great majority\Nof psychologists,
Dialogue: 0,0:04:04.32,0:04:07.16,Default,,0000,0000,0000,,and pediatricians think\Nthere is such a thing.
Dialogue: 0,0:04:07.16,0:04:11.28,Default,,0000,0000,0000,,But it's still a matter of debate.
Dialogue: 0,0:04:11.28,0:04:13.28,Default,,0000,0000,0000,,What I do know, for a fact,
Dialogue: 0,0:04:13.28,0:04:15.44,Default,,0000,0000,0000,,is it's not an epidemic.
Dialogue: 0,0:04:15.44,0:04:18.24,Default,,0000,0000,0000,,These kids are being medicated
Dialogue: 0,0:04:18.24,0:04:20.96,Default,,0000,0000,0000,,as routinely as we had\Nour tonsils taken out.
Dialogue: 0,0:04:20.96,0:04:23.40,Default,,0000,0000,0000,,And on the same whimsical basis,
Dialogue: 0,0:04:23.40,0:04:27.04,Default,,0000,0000,0000,,and for the same reason -\Nmedical fashion.
Dialogue: 0,0:04:27.04,0:04:30.64,Default,,0000,0000,0000,,Our children are living in the most\Nintensely stimulating period
Dialogue: 0,0:04:30.64,0:04:33.76,Default,,0000,0000,0000,,in the history of the earth.
Dialogue: 0,0:04:33.76,0:04:36.16,Default,,0000,0000,0000,,They're being besieged\Nwith information,
Dialogue: 0,0:04:36.16,0:04:40.36,Default,,0000,0000,0000,,and force their attention\Nfrom every platform, computers,
Dialogue: 0,0:04:40.36,0:04:41.56,Default,,0000,0000,0000,,from iPhones,
Dialogue: 0,0:04:41.56,0:04:42.56,Default,,0000,0000,0000,,from advertising holdings,
Dialogue: 0,0:04:42.56,0:04:45.00,Default,,0000,0000,0000,,from hundreds of television channels.
Dialogue: 0,0:04:45.00,0:04:48.76,Default,,0000,0000,0000,,And we're penalizing them now\Nfor getting distracted.
Dialogue: 0,0:04:48.76,0:04:52.04,Default,,0000,0000,0000,,From what? Boring stuff,
Dialogue: 0,0:04:52.04,0:04:54.60,Default,,0000,0000,0000,,at school, for the most part.
Dialogue: 0,0:04:54.60,0:04:56.64,Default,,0000,0000,0000,,It seems to me it's not\Na coincidence, totally,
Dialogue: 0,0:04:56.64,0:04:58.88,Default,,0000,0000,0000,,that the instance of ADHD\Nhas risen in parallel
Dialogue: 0,0:04:58.88,0:05:01.52,Default,,0000,0000,0000,,with the growth of\Nstandardized testing.
Dialogue: 0,0:05:01.52,0:05:04.16,Default,,0000,0000,0000,,Now, these kids are being\Ngiven Ritalin and Adderall,
Dialogue: 0,0:05:04.16,0:05:05.36,Default,,0000,0000,0000,,and all manner of things,
Dialogue: 0,0:05:05.36,0:05:07.36,Default,,0000,0000,0000,,often quite dangerous drugs,
Dialogue: 0,0:05:07.36,0:05:10.36,Default,,0000,0000,0000,,to get them focused\Nand calm them down.
Dialogue: 0,0:05:10.36,0:05:11.48,Default,,0000,0000,0000,,But according to this,
Dialogue: 0,0:05:11.48,0:05:13.48,Default,,0000,0000,0000,,Attention Deficit Disorder increases
Dialogue: 0,0:05:13.48,0:05:16.04,Default,,0000,0000,0000,,as you travel east\Nacross the country.
Dialogue: 0,0:05:16.04,0:05:18.20,Default,,0000,0000,0000,,People start losing interest\Nin Oklahoma
Dialogue: 0,0:05:18.20,0:05:24.96,Default,,0000,0000,0000,,[laughter].
Dialogue: 0,0:05:24.96,0:05:26.88,Default,,0000,0000,0000,,They can hardly think\Nstraight in Arkansas
Dialogue: 0,0:05:26.88,0:05:28.08,Default,,0000,0000,0000,,[laughter].
Dialogue: 0,0:05:28.08,0:05:29.32,Default,,0000,0000,0000,,And by the time\Nthey get to Washington,
Dialogue: 0,0:05:29.32,0:05:31.20,Default,,0000,0000,0000,,they have lost it completely.
Dialogue: 0,0:05:31.20,0:05:33.32,Default,,0000,0000,0000,,And there are separate\Nreasons for that, I believe
Dialogue: 0,0:05:33.32,0:05:36.04,Default,,0000,0000,0000,,[laughter].
Dialogue: 0,0:05:36.04,0:05:38.72,Default,,0000,0000,0000,,It's a fictitious epidemic.
Dialogue: 0,0:05:38.72,0:05:41.20,Default,,0000,0000,0000,,If you think of it, the arts,
Dialogue: 0,0:05:41.20,0:05:43.04,Default,,0000,0000,0000,,and I don't say this\Nexclusively of the arts.
Dialogue: 0,0:05:43.04,0:05:45.32,Default,,0000,0000,0000,,I think it's also true\Nof science and of maths.
Dialogue: 0,0:05:45.32,0:05:47.36,Default,,0000,0000,0000,,But let me, I say about\Nthe arts particularly
Dialogue: 0,0:05:47.36,0:05:48.96,Default,,0000,0000,0000,,because they are the victims
Dialogue: 0,0:05:48.96,0:05:52.64,Default,,0000,0000,0000,,of this mentality currently,\Nparticularly.
Dialogue: 0,0:05:52.64,0:05:59.20,Default,,0000,0000,0000,,The arts especially address the\Nidea of aesthetic experience.
Dialogue: 0,0:05:59.20,0:06:00.04,Default,,0000,0000,0000,,And aesthetic experience
Dialogue: 0,0:06:00.04,0:06:03.64,Default,,0000,0000,0000,,is one in which your senses\Nare operating at their peak.
Dialogue: 0,0:06:03.64,0:06:05.72,Default,,0000,0000,0000,,When you are present\Nin the current moment.
Dialogue: 0,0:06:05.72,0:06:08.44,Default,,0000,0000,0000,,When you're resonating with\Nthe excitement of this thing
Dialogue: 0,0:06:08.44,0:06:10.08,Default,,0000,0000,0000,,that you're experiencing.
Dialogue: 0,0:06:10.08,0:06:12.52,Default,,0000,0000,0000,,When you are fully alive.
Dialogue: 0,0:06:12.52,0:06:16.36,Default,,0000,0000,0000,,And anesthetic is when\Nyou shut your senses off
Dialogue: 0,0:06:16.36,0:06:19.32,Default,,0000,0000,0000,,and deaden yourself\Nto what's happening.
Dialogue: 0,0:06:19.32,0:06:22.20,Default,,0000,0000,0000,,And a lot of these drugs are that.
Dialogue: 0,0:06:22.20,0:06:26.08,Default,,0000,0000,0000,,We're getting our children through\Neducation by anesthetizing them.
Dialogue: 0,0:06:26.08,0:06:27.60,Default,,0000,0000,0000,,And I think we should be\Ndoing the exact opposite.
Dialogue: 0,0:06:27.60,0:06:28.80,Default,,0000,0000,0000,,We shouldn't be\Nputting them asleep,
Dialogue: 0,0:06:28.80,0:06:30.32,Default,,0000,0000,0000,,we should be waking them up
Dialogue: 0,0:06:30.32,0:06:32.56,Default,,0000,0000,0000,,to what they have\Ninside of themselves.
Dialogue: 0,0:06:32.56,0:06:34.24,Default,,0000,0000,0000,,But the model we have is this,
Dialogue: 0,0:06:34.24,0:06:36.32,Default,,0000,0000,0000,,it's, I believe, we have\Na system of education
Dialogue: 0,0:06:36.32,0:06:41.88,Default,,0000,0000,0000,,that is modeled on the\Ninterests of industrialism,
Dialogue: 0,0:06:41.88,0:06:43.60,Default,,0000,0000,0000,,and in the image of it.
Dialogue: 0,0:06:43.60,0:06:45.76,Default,,0000,0000,0000,,I'll give you a couple of examples.
Dialogue: 0,0:06:45.76,0:06:48.40,Default,,0000,0000,0000,,Schools are still pretty much\Norganized on factory lines -
Dialogue: 0,0:06:48.40,0:06:51.28,Default,,0000,0000,0000,,ringing bells, separate facilities,
Dialogue: 0,0:06:51.28,0:06:54.36,Default,,0000,0000,0000,,specialized into separate subjects.
Dialogue: 0,0:06:54.36,0:06:57.28,Default,,0000,0000,0000,,We still educate children by batches.
Dialogue: 0,0:06:57.28,0:07:00.28,Default,,0000,0000,0000,,You know, we put them\Nthrough the system by age group.
Dialogue: 0,0:07:00.28,0:07:01.64,Default,,0000,0000,0000,,Why do we do that?
Dialogue: 0,0:07:01.64,0:07:03.68,Default,,0000,0000,0000,,You know, why is there\Nthis assumption
Dialogue: 0,0:07:03.68,0:07:05.60,Default,,0000,0000,0000,,that the most important thing\Nkids have in common
Dialogue: 0,0:07:05.60,0:07:07.76,Default,,0000,0000,0000,,is how old they are?
Dialogue: 0,0:07:07.76,0:07:09.24,Default,,0000,0000,0000,,You know, it's like the most\Nimportant thing about them
Dialogue: 0,0:07:09.24,0:07:12.16,Default,,0000,0000,0000,,is their date of manufacture.
Dialogue: 0,0:07:12.16,0:07:14.04,Default,,0000,0000,0000,,Well, I know kids who are\Nmuch better than other kids
Dialogue: 0,0:07:14.04,0:07:16.56,Default,,0000,0000,0000,,at the same age in different\Ndisciplines, you know,
Dialogue: 0,0:07:16.56,0:07:18.56,Default,,0000,0000,0000,,or at different times of the day,
Dialogue: 0,0:07:18.56,0:07:20.52,Default,,0000,0000,0000,,or better in smaller groups\Nthen in large groups,
Dialogue: 0,0:07:20.52,0:07:22.40,Default,,0000,0000,0000,,or sometimes they\Nwant to be on their own.
Dialogue: 0,0:07:22.40,0:07:23.84,Default,,0000,0000,0000,,If you're interested in\Nthe model of learning,
Dialogue: 0,0:07:23.84,0:07:26.44,Default,,0000,0000,0000,,you don't start from this\Nproduction line mentality.
Dialogue: 0,0:07:26.44,0:07:28.44,Default,,0000,0000,0000,,These are, it's essentially\Nabout conformity.
Dialogue: 0,0:07:28.44,0:07:29.64,Default,,0000,0000,0000,,And increasingly it's about\Nthat
Dialogue: 0,0:07:29.64,0:07:31.20,Default,,0000,0000,0000,,as you look at the growth \Nof standardized testing
Dialogue: 0,0:07:31.20,0:07:33.60,Default,,0000,0000,0000,,and standardized curricula.
Dialogue: 0,0:07:33.60,0:07:35.72,Default,,0000,0000,0000,,And it's about standardization.
Dialogue: 0,0:07:35.72,0:07:37.96,Default,,0000,0000,0000,,I believe we've got to go in\Nthe exact opposite direction.
Dialogue: 0,0:07:37.96,0:07:40.36,Default,,0000,0000,0000,,That's what I mean about\Nchanging the paradigm.
Dialogue: 0,0:07:40.36,0:07:44.60,Default,,0000,0000,0000,,There was a great study done\Nrecently of divergent thinking,
Dialogue: 0,0:07:44.60,0:07:45.88,Default,,0000,0000,0000,,published a couple of years ago.
Dialogue: 0,0:07:45.88,0:07:49.52,Default,,0000,0000,0000,,Divergent thinking isn't\Nthe same thing as creativity.
Dialogue: 0,0:07:49.52,0:07:51.24,Default,,0000,0000,0000,,I define creativity as the process
Dialogue: 0,0:07:51.24,0:07:54.64,Default,,0000,0000,0000,,of having original ideas \Nthat have value.
Dialogue: 0,0:07:54.64,0:07:57.32,Default,,0000,0000,0000,,Divergent thinking\Nisn't a synonym.
Dialogue: 0,0:07:57.32,0:08:02.12,Default,,0000,0000,0000,,But it's an essential\Ncapacity for creativity.
Dialogue: 0,0:08:02.12,0:08:06.12,Default,,0000,0000,0000,,It's the ability to see lots of\Npossible answers to a question,
Dialogue: 0,0:08:06.12,0:08:09.00,Default,,0000,0000,0000,,lots of possible ways of\Ninterpreting a question.
Dialogue: 0,0:08:09.00,0:08:12.60,Default,,0000,0000,0000,,To think, what Edward de Bono\Nwould probably call laterally.
Dialogue: 0,0:08:12.60,0:08:17.28,Default,,0000,0000,0000,,To think, not just in linear\Nor convergent ways.
Dialogue: 0,0:08:17.28,0:08:19.76,Default,,0000,0000,0000,,To see multiple answers, not one.
Dialogue: 0,0:08:19.76,0:08:20.76,Default,,0000,0000,0000,,So, I mean, there are tests for this.
Dialogue: 0,0:08:20.76,0:08:22.48,Default,,0000,0000,0000,,I mean, one kind of\Ncod example would be,
Dialogue: 0,0:08:22.48,0:08:24.08,Default,,0000,0000,0000,,people might be asked to say
Dialogue: 0,0:08:24.08,0:08:28.28,Default,,0000,0000,0000,,how many uses can you\Nthink of for a paper clip.
Dialogue: 0,0:08:28.28,0:08:29.52,Default,,0000,0000,0000,,Those routine questions.
Dialogue: 0,0:08:29.52,0:08:31.88,Default,,0000,0000,0000,,Most people might\Ncome with 10 or 15.
Dialogue: 0,0:08:31.88,0:08:34.72,Default,,0000,0000,0000,,People who are good at\Nthis might come up with 200.
Dialogue: 0,0:08:34.72,0:08:35.52,Default,,0000,0000,0000,,And they do that by saying,
Dialogue: 0,0:08:35.52,0:08:37.64,Default,,0000,0000,0000,,well, could the paper clip be turned,\Nand a foot tall,
Dialogue: 0,0:08:37.64,0:08:39.32,Default,,0000,0000,0000,,and be made out\Nof foam rubber.
Dialogue: 0,0:08:39.32,0:08:43.32,Default,,0000,0000,0000,,You know, like, does it have to\Nbe a paper clip as we know it, Jim.
Dialogue: 0,0:08:43.32,0:08:44.08,Default,,0000,0000,0000,,Now, there are tests for this.
Dialogue: 0,0:08:44.08,0:08:46.12,Default,,0000,0000,0000,,And they gave them to 1,500 people.
Dialogue: 0,0:08:46.12,0:08:49.12,Default,,0000,0000,0000,,It's in a book called\NBreak Point and Beyond.
Dialogue: 0,0:08:49.12,0:08:50.40,Default,,0000,0000,0000,,And on the protocol of the test,
Dialogue: 0,0:08:50.40,0:08:53.16,Default,,0000,0000,0000,,if you scored \Nabove a certain level,
Dialogue: 0,0:08:53.16,0:08:56.48,Default,,0000,0000,0000,,you'd be considered to be a\Ngenius at divergent thinking.
Dialogue: 0,0:08:56.48,0:08:57.36,Default,,0000,0000,0000,,Okay?
Dialogue: 0,0:08:57.36,0:08:58.76,Default,,0000,0000,0000,,So, my question to you is,
Dialogue: 0,0:08:58.76,0:09:01.80,Default,,0000,0000,0000,,what percentage of\Nthe people tested,
Dialogue: 0,0:09:01.80,0:09:03.40,Default,,0000,0000,0000,,of the 1500,
Dialogue: 0,0:09:03.40,0:09:06.20,Default,,0000,0000,0000,,scored at genius level\Nfor divergent thinking?
Dialogue: 0,0:09:06.20,0:09:08.40,Default,,0000,0000,0000,,You need to know one\Nmore thing about them.
Dialogue: 0,0:09:08.40,0:09:11.00,Default,,0000,0000,0000,,These were kindergarten children.
Dialogue: 0,0:09:11.00,0:09:11.92,Default,,0000,0000,0000,,So, what you think?
Dialogue: 0,0:09:11.92,0:09:13.96,Default,,0000,0000,0000,,What percentage at genius level?
Dialogue: 0,0:09:13.96,0:09:15.08,Default,,0000,0000,0000,,(Audience member) 80.
Dialogue: 0,0:09:15.08,0:09:17.40,Default,,0000,0000,0000,,(Ken Robinson) You think 80, okay.
Dialogue: 0,0:09:17.40,0:09:18.44,Default,,0000,0000,0000,,98%.
Dialogue: 0,0:09:18.44,0:09:21.60,Default,,0000,0000,0000,,Now, the thing about this was,\Nit was a longitudinal study.
Dialogue: 0,0:09:21.60,0:09:25.88,Default,,0000,0000,0000,,So, they retested the same\Nchildren five years later.
Dialogue: 0,0:09:25.88,0:09:26.84,Default,,0000,0000,0000,,Age of eight to ten.
Dialogue: 0,0:09:26.84,0:09:28.40,Default,,0000,0000,0000,,What do you think?
Dialogue: 0,0:09:28.40,0:09:29.64,Default,,0000,0000,0000,,50?
Dialogue: 0,0:09:29.64,0:09:31.56,Default,,0000,0000,0000,,They retested them again,
Dialogue: 0,0:09:31.56,0:09:35.48,Default,,0000,0000,0000,,five years later, \Nages 13 to 15.
Dialogue: 0,0:09:35.48,0:09:36.96,Default,,0000,0000,0000,,You can see a trend here,\Ncan't you
Dialogue: 0,0:09:36.96,0:09:39.48,Default,,0000,0000,0000,,[laughter]
Dialogue: 0,0:09:39.48,0:09:43.36,Default,,0000,0000,0000,,Now, this tells an interesting story.
Dialogue: 0,0:09:43.36,0:09:45.44,Default,,0000,0000,0000,,Because you could have\Nimagined it going the other way,
Dialogue: 0,0:09:45.44,0:09:46.96,Default,,0000,0000,0000,,couldn't you.
Dialogue: 0,0:09:46.96,0:09:48.32,Default,,0000,0000,0000,,You start off not being very good,
Dialogue: 0,0:09:48.32,0:09:50.00,Default,,0000,0000,0000,,but you get better \Nas you get older.
Dialogue: 0,0:09:50.00,0:09:51.08,Default,,0000,0000,0000,,But this shows two things.
Dialogue: 0,0:09:51.08,0:09:54.64,Default,,0000,0000,0000,,One is, we all have this capacity.
Dialogue: 0,0:09:54.64,0:09:57.20,Default,,0000,0000,0000,,And two, it mostly deteriorates.
Dialogue: 0,0:09:57.20,0:09:58.72,Default,,0000,0000,0000,,Now, a lot of things have\Nhappened to these kids
Dialogue: 0,0:09:58.72,0:10:01.08,Default,,0000,0000,0000,,as they've grown up, a lot.
Dialogue: 0,0:10:01.08,0:10:02.80,Default,,0000,0000,0000,,But one of the most important\Nthings that happened to them,
Dialogue: 0,0:10:02.80,0:10:04.32,Default,,0000,0000,0000,,I am convinced,\Nis that by now,
Dialogue: 0,0:10:04.32,0:10:06.60,Default,,0000,0000,0000,,they've become educated.
Dialogue: 0,0:10:06.60,0:10:09.20,Default,,0000,0000,0000,,They know, they spent 10 years at\Nschool being told there's one answer.
Dialogue: 0,0:10:09.20,0:10:13.28,Default,,0000,0000,0000,,It's at the back and don't look.
Dialogue: 0,0:10:13.28,0:10:14.64,Default,,0000,0000,0000,,And don't copy,
Dialogue: 0,0:10:14.64,0:10:16.32,Default,,0000,0000,0000,,because that's cheating.
Dialogue: 0,0:10:16.32,0:10:18.84,Default,,0000,0000,0000,,I mean, outside schools that's\Ncalled collaboration, you know.
Dialogue: 0,0:10:18.84,0:10:21.20,Default,,0000,0000,0000,,But inside schools...
Dialogue: 0,0:10:21.20,0:10:23.36,Default,,0000,0000,0000,,And this isn't\Nbecause teachers want it this way,
Dialogue: 0,0:10:23.36,0:10:26.68,Default,,0000,0000,0000,,it's just because it happens that way.
Dialogue: 0,0:10:26.68,0:10:29.88,Default,,0000,0000,0000,,It's because it's in the gene\Npool of education.
Dialogue: 0,0:10:29.88,0:10:32.60,Default,,0000,0000,0000,,We have to think differently\Nabout human capacity.
Dialogue: 0,0:10:32.60,0:10:37.40,Default,,0000,0000,0000,,We have to get over this old conception\Nof academic, non-academic,
Dialogue: 0,0:10:37.40,0:10:40.64,Default,,0000,0000,0000,,abstract, theoretical, vocational,
Dialogue: 0,0:10:40.64,0:10:44.03,Default,,0000,0000,0000,,and see it for what it is: a myth.
Dialogue: 0,0:10:44.03,0:10:45.66,Default,,0000,0000,0000,,Secondly, we have to recognize
Dialogue: 0,0:10:45.66,0:10:47.88,Default,,0000,0000,0000,,that most great learning\Nhappens in groups.
Dialogue: 0,0:10:47.88,0:10:50.92,Default,,0000,0000,0000,,That collaboration\Nis the stuff of growth.
Dialogue: 0,0:10:50.92,0:10:54.36,Default,,0000,0000,0000,,If we atomize people and separate\Nthem and judge them separately,
Dialogue: 0,0:10:54.36,0:10:58.04,Default,,0000,0000,0000,,we form a kind of disjunction\Nbetween them
Dialogue: 0,0:10:58.04,0:11:00.16,Default,,0000,0000,0000,,and their natural learning environment.
Dialogue: 0,0:11:00.16,0:11:03.72,Default,,0000,0000,0000,,And thirdly, it's crucially about\Nthe culture of our institutions,
Dialogue: 0,0:11:03.72,0:11:05.44,Default,,0000,0000,0000,,the habits of the institution,
Dialogue: 0,0:11:05.44,0:11:08.04,Default,,0000,0000,0000,,and the habitats that they occupy.