Educating different kinds of minds | Temple Grandin | TEDxCSU
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0:13 - 0:16Well, it's really great to be here today,
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0:16 - 0:19but I want to talk about
different ways that people think, -
0:19 - 0:23and one of the first steps is realizing
that different kinds of thinking exist. -
0:23 - 0:27Another thing I want to challenge
the educational system with -
0:27 - 0:30is there were some
really great minds in the past, -
0:30 - 0:32and what would have happened to them
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0:32 - 0:36if they were in today's
educational system? -
0:36 - 0:39What would have happened
to Michelangelo today, Beethoven today? -
0:39 - 0:42Thomas Edison? A lot of people?
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0:42 - 0:44What would happen to them?
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0:44 - 0:47OK, we're all familiar
with Michelangelo's art. -
0:47 - 0:51And there's been a book written
about Michelangelo by one of his students. -
0:51 - 0:53It's been translated into English.
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0:53 - 0:55And he was a lousy student.
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0:55 - 0:57He dropped out of school at age 12.
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0:57 - 0:59That's 6th grade -
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0:59 - 1:016th grade high school dropout.
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1:01 - 1:03That's Michelangelo.
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1:04 - 1:07And his father hated art,
said that he didn't consider it "learned." -
1:07 - 1:10He wanted him to grow up
and write legal documents. -
1:10 - 1:12Yuck!
(Laughter) -
1:12 - 1:14Now, fortunately,
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1:14 - 1:18he was raised in a situation where
they had access to stonecutter tools. -
1:18 - 1:20So he had some exposure to it.
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1:20 - 1:23All the churches
were doing all kinds of art. -
1:23 - 1:26So he grew up with exposure to it.
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1:26 - 1:28This brings up another
very important thing: -
1:28 - 1:30how do students
get interested in something? -
1:30 - 1:31They get exposed.
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1:31 - 1:33I ended up in the cattle industry
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1:33 - 1:36because I was exposed to it
when I was 15 years old. -
1:36 - 1:37How about Beethoven?
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1:37 - 1:41He had great accomplishment,
but a lot of adversity, -
1:41 - 1:45and he wrote his greatest works
when he was half deaf, -
1:45 - 1:49and all the way stone-deaf,
and he couldn't perform anymore. -
1:50 - 1:52And we're still playing his music today.
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1:53 - 1:57In fact, he had a piano company build
a special device to go on the piano -
1:57 - 1:58to help him to hear.
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1:58 - 2:02And this is a reproduction of the device
made by the Orpheus Institute. -
2:02 - 2:05But he wanted to accomplish things.
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2:06 - 2:09Okay, this is one
of my most important slides: -
2:09 - 2:12the different kinds of minds.
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2:12 - 2:16I'm a photorealistic, visual thinker,
an object visualizer. -
2:16 - 2:18And you know what? I can't do algebra!
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2:18 - 2:21And I'd be screened out
of today's educational system. -
2:21 - 2:23I do talks all over
the country on education, -
2:23 - 2:26I'm talking to high school kids
that can't graduate from high school -
2:26 - 2:27if you can't do algebra.
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2:27 - 2:29If I'm going to be a chemist,
I need algebra, -
2:29 - 2:32but for a lot of things you don't,
and we need visual thinkers. -
2:32 - 2:35We need visual thinkers to solve problems.
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2:35 - 2:38Another kind of mind
is the mathematical mind, -
2:38 - 2:40a pattern thinker.
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2:40 - 2:43They think more mathematically.
They don't think in pictures. -
2:43 - 2:45And then you have the verbal facts people.
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2:45 - 2:49Now let's look at how the different kinds
of minds approach problem-solving. -
2:49 - 2:51Visual thinkers are bottom-up thinkers.
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2:51 - 2:54Concepts are learned
with specific examples. -
2:54 - 2:56I've done a lot of work
on improving things -
2:56 - 2:58in the livestock industry.
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2:58 - 3:00But it was something specific.
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3:00 - 3:03It wasn't vague and abstract.
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3:03 - 3:06A lot of verbal thinking
on a lot of different issues, -
3:06 - 3:08it gets very abstract.
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3:08 - 3:11I've got to have an issue
that I can really put my head around, -
3:11 - 3:13so I can do something about it.
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3:13 - 3:16But the first step is we've got to realize
these different thinkers exist. -
3:16 - 3:20The skills can complement each other!
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3:20 - 3:23Think about the iPhone -
Steve Jobs was an artist! -
3:24 - 3:26That's why your phone is easy to use.
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3:26 - 3:29The mathematicians
had to make it actually work. -
3:30 - 3:32And I've had some brain scans,
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3:32 - 3:35and I've found out that I've got
some big visual thinking circuits! -
3:36 - 3:39And this shows my lack of working memory.
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3:39 - 3:41So what am I doing
with this piece of paper up here? -
3:41 - 3:44This is my external working memory.
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3:44 - 3:46Because I don't have working memory.
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3:46 - 3:48It's all full of water.
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3:48 - 3:50In fact,
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3:50 - 3:52if I was a computer,
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3:52 - 3:54I've got the Amazon cloud
or the Microsoft cloud, -
3:54 - 3:57the Google cloud,
whichever cloud you like the best, -
3:57 - 3:59for graphics files,
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3:59 - 4:01huge memory for graphics files.
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4:01 - 4:04If I can convert it
to a graphics file, I remember it. -
4:04 - 4:09But I'm only a 286, or a one-bar phone,
when it comes to working memory. -
4:11 - 4:16So that's why I have these notes here -
because it's my external working memory. -
4:17 - 4:20Now, how do you figure out in kids
what kind of thinker you are? -
4:20 - 4:24Visual thinkers are good at art,
mechanical things. -
4:24 - 4:26I was good at photography.
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4:26 - 4:29And this will show up in 2nd or 3rd grade.
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4:29 - 4:31Mathematical thinkers
will be good at math. -
4:31 - 4:33And one of the big
mistakes that's made -
4:33 - 4:35is they're giving the kids baby math,
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4:35 - 4:37and so the math ability
doesn't get developed. -
4:37 - 4:40Another thing about some of these kids
that are super good at math -
4:40 - 4:42is they do it in their head.
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4:42 - 4:44Don't make them verbally show their work.
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4:44 - 4:46That's not how they think.
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4:46 - 4:49We've got a big shortage right now
of computer coders. -
4:49 - 4:53Well, maybe computer coding
needs to be introduced to third graders. -
4:53 - 4:56And then there are verbal thinkers,
who love history, love facts. -
4:56 - 5:00Verbal thinkers, I need them
to make my things more linear. -
5:00 - 5:02Many of my books have co-authors,
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5:02 - 5:04because a visual thinker
tends to be scattered, -
5:04 - 5:07so I need a verbal thinker
to make the book more linear. -
5:07 - 5:09See, that's the different kinds of minds
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5:09 - 5:11working together.
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5:11 - 5:13Now I want to talk
about the space program. -
5:13 - 5:15I always loved the space program.
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5:15 - 5:17It was the greatest achievement
of my generation. -
5:17 - 5:20And there's now people
that were mission-critical -
5:20 - 5:24that are now getting recognized.
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5:24 - 5:28And I was very emotional to go down
and visit the Vehicle Assembly Building. -
5:28 - 5:30I just loved doing that.
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5:30 - 5:33There was a guy named Hal
who did algebra equations, -
5:33 - 5:36algebra equations for fun,
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5:36 - 5:38in a reclusive and messy office.
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5:38 - 5:40He admitted he didn't do any of the work,
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5:40 - 5:45but without his equations,
the lunar landing would not have worked. -
5:45 - 5:47He was mission-critical.
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5:47 - 5:49Katherine Johnson, the mathematician -
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5:50 - 5:53and she finally got recognized.
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5:53 - 5:58Her mathematics for calculating orbits
was absolutely essential. -
5:58 - 6:01Now we've got to give
some ladies credits here. -
6:01 - 6:05The Playtex Corporation
made the space suit. -
6:05 - 6:09Four of the finest
bra seamstresses sewed it, -
6:09 - 6:12and their boss was a TV repairman.
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6:12 - 6:16This was probably not
the mathematics department here. -
6:17 - 6:19But the space suit
was super mission-critical. -
6:21 - 6:25When I went and visited Cape Kennedy
two and a half years ago, -
6:25 - 6:28I found out maybe the right stuff
rides to the moon, -
6:28 - 6:31but the geeks and the misfits and the kids
with labels build the stuff. -
6:31 - 6:32(Laughter)
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6:32 - 6:35I spent 25 years in construction,
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6:35 - 6:37and I've worked with skilled trades people
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6:37 - 6:42that today would be diagnosed
as autistic, dyslexic or ADHD. -
6:42 - 6:44So where's that kid today?
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6:44 - 6:46Probably playing video games
in the basement -
6:46 - 6:49because nobody thought to let him play
with tools when he was little. -
6:49 - 6:55Also, one of the people that worked
on this launchpad had Tourette syndrome. -
6:55 - 6:58Now, this brings up
an important thing about identity. -
6:58 - 7:01Autism is an important part of who I am,
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7:01 - 7:04but career comes first.
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7:04 - 7:06And people ask me all the time,
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7:06 - 7:08"Was it really hard,
as a person with autism, -
7:08 - 7:10to go into the cattle industry?"
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7:10 - 7:12Nope, back in the '70s,
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7:12 - 7:16being a girl was a bigger barrier
than autism could ever be! -
7:16 - 7:17(Laughter)
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7:17 - 7:20And they really did put
bull testicles on my vehicle. -
7:20 - 7:22That scene happened.
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7:22 - 7:26And another thing in the movie
that's totally true is visual thinking. -
7:26 - 7:28It shows that accurately.
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7:28 - 7:31Now, my grandfather was the co-inventor
of the autopilot for airplanes, -
7:31 - 7:36and he worked with another person
that probably was autistic, -
7:36 - 7:37probably a visual thinker,
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7:37 - 7:40who came up with this idea
for three little coils. -
7:40 - 7:46Then my mathematically-minded grandfather,
MIT-trained engineer, did the math for it; -
7:46 - 7:48the different minds working together.
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7:48 - 7:50A lot of kids are getting labels -
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7:50 - 7:52autism, dyslexia, ADHD.
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7:52 - 7:55I'm worried about them
getting screened out. -
7:55 - 7:56We need their minds.
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7:56 - 8:01Thomas Edison was labeled
as a hyperactive high school dropout. -
8:01 - 8:03He's got some autistic traits.
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8:03 - 8:07Jane Goodall only had
a two-year secretarial degree -
8:07 - 8:09when she did her famous work.
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8:09 - 8:11Would that be possible today?
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8:11 - 8:12I want to make you think.
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8:12 - 8:13Steven Spielberg -
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8:13 - 8:17bullied, dyslexic, rejected
from a top film school. -
8:17 - 8:19One of the things that saved him:
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8:19 - 8:23he was exposed to movies when he was a kid
with a Super-8 movie camera. -
8:23 - 8:25I got bullied in high school.
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8:25 - 8:29They called me all kinds of names,
like "tape recorder" and "bones." -
8:29 - 8:32They'd go, "Bones!"
as I walked across the parking lot. -
8:32 - 8:35And the only places I was not bullied
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8:35 - 8:38was when I was doing a shared interest
with a friend of mine - -
8:38 - 8:39riding horses,
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8:39 - 8:42some other friends I had with electronics,
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8:42 - 8:44friends who shared interests.
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8:44 - 8:46Schools need to be keeping these classes:
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8:46 - 8:48art, sewing, musical instruments,
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8:48 - 8:51woodworking, theater,
welding, auto shop ... -
8:51 - 8:52(Cheers) (Applause)
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8:52 - 8:54creative writing.
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8:54 - 8:55(Applause)
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8:55 - 8:58We need to be keeping these classes.
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8:58 - 9:00They also teach practical problem-solving.
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9:00 - 9:04A Nobel Prize winner was 50% more likely
to have an art-and-crafts hobby -
9:04 - 9:06compared to just some other scientist.
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9:06 - 9:08That's another reason.
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9:08 - 9:11Steve [Jobs], bullied in school.
What would happen to him today? -
9:11 - 9:14Albert Einstein, no speech until age 3.
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9:14 - 9:17He'd probably be in an autism class today.
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9:17 - 9:19Where would he go today?
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9:19 - 9:22I want to have you think about that.
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9:22 - 9:25And the debate between so-called
useless humanities programs, -
9:25 - 9:27such as calligraphy,
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9:27 - 9:28should not be ignored.
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9:28 - 9:31Calligraphy was one of the things
that helped Steve Jobs -
9:31 - 9:32to be a good designer!
-
9:34 - 9:37We've got kids today who don't know
how to hook up a garden hose. -
9:37 - 9:38(Laughter)
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9:38 - 9:43They've gotten totally away
from the world of the practical. -
9:44 - 9:45I have a livestock handling class,
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9:45 - 9:48and my students have to do
a scale drawing. -
9:48 - 9:51And we've got some students today
who've never used a ruler, -
9:51 - 9:53never used a ruler to measure anything.
-
9:54 - 9:57Well, I don't know about an electric drill
for a kid this little, -
9:57 - 10:02but we wanted to have kids growing up
and doing real things. -
10:02 - 10:03And I loved this kindergarten:
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10:03 - 10:07they had five-year-olds making things
out of broken computer parts. -
10:07 - 10:10This is actually an Italian model.
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10:10 - 10:12They believe in hands-on.
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10:12 - 10:14We've got a huge shortage today
of skilled trades - -
10:14 - 10:17plumbers, electricians,
mechanics, welders ... -
10:17 - 10:19Computers are not going to replace this!
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10:19 - 10:22Maybe in the future the computer
will diagnose your medical problems, -
10:22 - 10:25but it won't fix
the hospital's air conditioning. -
10:25 - 10:28Always going to have
to have people to fix things. -
10:28 - 10:30These self-driving cars,
-
10:30 - 10:33they've got a lot of different sensors
and complicated stuff on them. -
10:33 - 10:36I had a chance to visit Apple,
and that was super cool, -
10:36 - 10:39and they need coders,
and they need them really badly. -
10:39 - 10:42And there's a lot of kids out there
that are good at math. -
10:42 - 10:44Somebody needs
to introduce them to coding! -
10:44 - 10:47And when I was a young kid,
I used to love to do little projects. -
10:47 - 10:50That was a little bird kite
that I invented, -
10:50 - 10:52and I had to tinker to make it work.
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10:52 - 10:55Yeah, we need to get kids
doing these things. -
10:55 - 10:59Now, when you're weird, what you have
to do is you have to sell your work. -
10:59 - 11:02So this is one of my drawings right here,
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11:02 - 11:05and when I'd show my drawings to people,
people were impressed. -
11:05 - 11:08In fact, this is a drawing
that I sold a major meat company -
11:08 - 11:11to have them have me
design stuff for them. -
11:11 - 11:14I simply showed them my work.
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11:15 - 11:17Now, why does it say
you have to touch to perceive? -
11:17 - 11:23When our industry went from hand-drafting
to computers - this was in the mid '90s - -
11:23 - 11:28I started noticing very,
very strange mistakes on drawings - -
11:28 - 11:31like the center of a circle
was not in the center of the circle. -
11:31 - 11:34And what I learned was that person
had never drawn by hand, -
11:34 - 11:36and they'd never built anything.
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11:36 - 11:39And even today, I've got some drawings
from a major engineering company -
11:39 - 11:42that had some concrete work in it
with no reinforcing rod. -
11:42 - 11:43Really?
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11:43 - 11:46I don't think that's a very good idea.
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11:46 - 11:49They're not seeing their drawings.
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11:49 - 11:52When you're weird, you've got
to show what you can do. -
11:52 - 11:55Show your work off.
That's what you've got to do. -
11:56 - 11:58And this is a picture
of one my early jobs, -
11:58 - 12:02and this is the kind of pictures
that I would put in my portfolio -
12:02 - 12:03to show clients.
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12:03 - 12:05An interview for me was spread
the drawings on the table, -
12:05 - 12:07put the pictures out there,
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12:07 - 12:09give them my brochure ...
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12:09 - 12:14That's the replica of one of my systems
they built for the HBO movie. -
12:14 - 12:17And I loved the fact
that they put my projects in it. -
12:17 - 12:21I've also realized
that working with building things -
12:21 - 12:23changes your attitude
about how you do stuff. -
12:23 - 12:25You have to actually get stuff done,
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12:25 - 12:29and it's something specific
that you have to get done. -
12:29 - 12:32It's not abstract; it's real.
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12:33 - 12:35And there's my brochure, black and white,
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12:35 - 12:39because back in the '70s, '80s and '90s,
color printing was just too expensive. -
12:39 - 12:42There was no way I was going
to pay for color printing. -
12:42 - 12:44So I made it really nice
in black and white. -
12:45 - 12:48Now, what are some
of the common denominators -
12:48 - 12:51of some of these kids that are different,
-
12:51 - 12:55of some of these individuals growing up
with lots of books and learning? -
12:55 - 12:57When I was a young kid,
my mother always read to me. -
12:57 - 13:00I had some very good teachers.
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13:00 - 13:01This is super important.
-
13:01 - 13:03I didn't talk until age 4,
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13:03 - 13:06so I had a very good speech teacher,
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13:06 - 13:09and if people talked too fast,
I couldn't hear what they said. -
13:09 - 13:11It was like, "Buh, buh, buh, buh."
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13:11 - 13:16So my speech teacher would slow down
and enunciate the hard consonant words. -
13:16 - 13:18I had Mrs. Deetch,
my 3rd grade teacher ... -
13:18 - 13:23Mother had a really good sense
of how to stretch me. -
13:23 - 13:26A lot of these kids are getting
too overprotected now they have a label. -
13:26 - 13:28And the problem we've got with autism
-
13:28 - 13:31is it goes all the way from Einstein,
or maybe Thomas Edison, -
13:31 - 13:33to somebody who can't dress themself.
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13:33 - 13:35We've got the same word!
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13:35 - 13:38So the verbal thinkers
get locked too much into the word! -
13:39 - 13:42And early exposure to career interests,
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13:42 - 13:44learning how to work.
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13:44 - 13:47My mother got me
a sewing job when I was 13; -
13:47 - 13:50I was cleaning horse stalls at 15.
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13:50 - 13:54Learning how to work:
super, super important. -
13:54 - 13:55Great mentors -
-
13:55 - 13:57I had a wonderful science teacher.
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13:57 - 14:00He actually was a NASA space scientist,
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14:00 - 14:03and what he did is he got me
interested in studying, -
14:03 - 14:09because now, education
was a pathway to a goal. -
14:09 - 14:13It wasn't done "just do it
for the sake of education." -
14:13 - 14:15I'm seeing a lot of kids today:
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14:15 - 14:18they doing super well on their academics,
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14:18 - 14:22but then when school's over, what's next?
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14:23 - 14:25Well, this is the reason
why they need to learn how to work. -
14:25 - 14:28I've counseled a lot of students,
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14:28 - 14:33and said, "If you're in college right now,
do career-relative, relevant internships. -
14:33 - 14:35Go out and try on careers.
-
14:35 - 14:38Find out what you love,
but also maybe find out what you hate." -
14:38 - 14:39It's important to do that.
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14:39 - 14:41You can't get an internship?
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14:41 - 14:43I say, "Get on your department's web page,
-
14:43 - 14:45get on the web pages
of whole other departments. -
14:45 - 14:48There's all kinds
of interesting stuff going on -
14:48 - 14:52that you can get involved in,
if you just look." -
14:52 - 14:54And then you discover something,
-
14:54 - 14:57because originally I thought I was going
to be an experimental psychologist -
14:57 - 14:59who studied optical illusions.
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14:59 - 15:01Well, that wasn't what happened to me.
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15:01 - 15:02(Laughter)
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15:02 - 15:04It's just that simple.
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15:04 - 15:06Also, when you don't have
much working memory, -
15:06 - 15:08learning how to drive
is going to take longer. -
15:08 - 15:10But it's essential,
-
15:10 - 15:13and I can't use this external
working memory to learn how to drive. -
15:13 - 15:16So what you've got to do
to solve the problem of multitasking -
15:16 - 15:18is get out there and practice,
practice, practice -
15:18 - 15:20in totally safe places for a long time.
-
15:20 - 15:23I did 200 miles on dirt roads,
-
15:23 - 15:27and the truck was three on the tree,
with a really terrible clutch. -
15:27 - 15:28(Laughter)
-
15:28 - 15:31And it started out lurching
all around the horse pasture. -
15:31 - 15:34It was just absolutely awful.
-
15:34 - 15:35(Laughter)
-
15:35 - 15:36Well, the thing that's really important
-
15:36 - 15:39is we need all the different
kinds of minds, -
15:39 - 15:41and I'm worried
that in some school systems -
15:41 - 15:44we're screening out some of these kids
because they can't do algebra. -
15:44 - 15:47If you do chemistry, you'll do
a lot of things that need algebra, -
15:47 - 15:52but you don't need it
for solving a lot of problems. -
15:52 - 15:53It's that simple.
-
15:53 - 15:56And that was my last slide right there,
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15:56 - 15:58and let me give you some examples
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15:58 - 16:03of where visual thinking
can solve problems. -
16:03 - 16:06The Fukushima nuclear power plant mess.
-
16:06 - 16:09It's not a good idea
when you live next to the sea -
16:09 - 16:11to put your super important
emergency cooling pump -
16:11 - 16:14in a non-waterproof basement.
-
16:14 - 16:16It has an electric motor.
-
16:16 - 16:18That doesn't work too well under water.
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16:18 - 16:20Watertight doors would have saved it.
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16:20 - 16:23Then there's the Boeing MAX mess.
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16:23 - 16:25You all know what
a Sharpie pen looks like. -
16:25 - 16:28Would you trust one of those
stuck on the side of an airplane, -
16:28 - 16:31wired right into active flight controls,
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16:31 - 16:33and you didn't tell the pilots?
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16:33 - 16:34I don't think so.
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16:34 - 16:37You see, when you think
about it visually, you see it. -
16:37 - 16:41Mathematical kinds of minds,
they calculate risk. -
16:41 - 16:43Visual thinkers can see risk.
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16:43 - 16:47They can also see solutions to problems.
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16:47 - 16:51I can see a pigeon
just taking that sensor off. -
16:51 - 16:53Then what happens?
It was a disaster what happened. -
16:53 - 16:59There were other mistakes that were made,
but that was the first mistake. -
16:59 - 17:02They just didn't see it!
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17:02 - 17:04That's the thing.
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17:04 - 17:06And -
-
17:06 - 17:09I got to thinking just real recently,
"What is common sense?" -
17:09 - 17:10(Laughter)
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17:10 - 17:13I think common sense is visual thinking.
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17:13 - 17:17Because let's say there was a water bottle
or something on the floor - -
17:17 - 17:19I'd pick that up
because if somebody steps on it, -
17:19 - 17:21they could break their ankle.
-
17:21 - 17:25You see, that's seeing it.
Common sense is seeing it. -
17:25 - 17:26So, I just want to finish up
-
17:26 - 17:29and say we need to figure out
how the different minds work together, -
17:29 - 17:32where the skills complement each other.
-
17:33 - 17:36But the first step is realizing
that different kinds of thinking -
17:36 - 17:37actually do exist.
-
17:37 - 17:39And I just want to finish up and say:
-
17:39 - 17:41the world needs all kinds of minds!
-
17:41 - 17:43Thank you very much.
-
17:43 - 17:45(Applause) (Cheers)
- Title:
- Educating different kinds of minds | Temple Grandin | TEDxCSU
- Description:
-
Our educational system may be screening out creative people in the fields of art, music, science, and computer programming. The question I wish to ask is: what would happen to the great innovators such as Einstein or Michelangelo in today’s educational system? Educators need to understand that they have different kinds of minds.
Temple Grandin is a professor of animal science and a designer of livestock handling systems. Her equipment designs and animal welfare guidelines have been used around the world. She is also autistic, and her visual thinking skills helped her understand animals.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at https://www.ted.com/tedx
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDxTalks
- Duration:
- 17:56
David DeRuwe approved English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe accepted English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU | ||
David DeRuwe edited English subtitles for Educating different kinds of minds | Temple Grandin | TEDxCSU |