學(xué)校是抹殺天賦的真兇？

學(xué)校的職責(zé)就是育人，把“無知”的學(xué)生教育成為有文化、有道德的人。可是也有人把學(xué)校比喻成一個(gè)制造模型的機(jī)器，培養(yǎng)出來的學(xué)生成了沒有思想的“商品”。很多時(shí)候，學(xué)校只強(qiáng)調(diào)向?qū)W生灌輸知識(shí)，而忽略了學(xué)生的個(gè)性和天賦。作為學(xué)生或曾經(jīng)的學(xué)生，你怎么看？

Host： Sir Ken Robinson is considered one of the prominent voices of education today. Producer Aurora Velez met him in Paris to talk about talents， innovation and educational challenges.

主持人：肯·羅賓遜爵士被認(rèn)為是當(dāng)今教育界最權(quán)威的聲音之一。制片人奧羅拉·維萊斯在巴黎采訪了他，一起談?wù)勌熨x、創(chuàng)造力以及教育面臨的挑戰(zhàn)。

Aurora： Sir Ken Robinson， in your latest book， The Element， you talk about our talents. Is the school killing them？ In which way？

Robinson： Well， schools sometimes ignore them， I would say. Part of the argument of the book is that we all have very different talents， and they show themselves in all sorts of different areas. You know， for some people， it may be science or mathematics; for other people it may be dance or music. I always think of human talents like the Earths natural resources. You know， they may be there， but you may never discover them. They may be buried. You may have to work hard to find them. And schools tend to focus on a very narrow idea of ability， you know， particularly a certain sort of academic work， so its why students at school spend most of their time writing and sitting down. And Im not saying those things arent important， but theyre not the whole of human talent， and so schools often ignore young peoples real talent. You know， I think that…that we do need a revolution in education， so the change is beginning to happen， and I think itll get faster.

奧羅拉：肯·羅賓遜爵士，在你最新的書《讓天賦自由》中，你講到了天賦。學(xué)校是否抹殺了我們的天賦，體現(xiàn)在哪方面呢？

羅賓遜：我認(rèn)為學(xué)校有時(shí)候會(huì)忽略掉學(xué)生的天賦。書中的部分觀點(diǎn)就是我們都有著各自不同的天賦，體現(xiàn)在不同的領(lǐng)域中。例如，有些人有科學(xué)或數(shù)學(xué)方面的天賦，有些人可能有舞蹈或音樂方面的天賦。我一直認(rèn)為人類的天賦就像是地球上的自然資源一樣，它也許一直都在，但你可能永遠(yuǎn)都發(fā)現(xiàn)不了，它可能被埋藏起來了，你可能要很努力地尋找。然而，對(duì)于能力，學(xué)校通常都只停留在狹隘的觀念上，尤其是在一些學(xué)術(shù)科目中，這就是為什么學(xué)生們?cè)趯W(xué)校的大部分時(shí)間都在書寫和坐在座位上。我不是說那些不重要，但那不能發(fā)掘人類的全部天賦，因此學(xué)校常常會(huì)忽略掉年輕人真正的天賦。你知道嗎，我認(rèn)為……我們真的需要進(jìn)行教育改革，改變已經(jīng)開始了，而且我認(rèn)為改變的速度會(huì)更快的。

Aurora： Are…are the teachers helping on that or not？

Robinson： Well， some are， and…and some arent. Its a very complicated system. There are a lot of people in education who have been in this for a very long time， and they dont necessarily see the need for change and dont necessarily feel very well-equipped to bring the change about even if they were to understand it. So I think there is a big generational shift that will happen. I think as this generation of young people moves through the system， you may well find that the whole context will have changed and…and theyll have， you know， a different set of attitudes and energies to bring to this shift.

奧羅拉：教師是否會(huì)推動(dòng)改革？

羅賓遜：呃，有些會(huì)，……有些不會(huì)。這是一個(gè)很復(fù)雜的系統(tǒng)。在教育界里，很多人已經(jīng)呆了很長(zhǎng)一段時(shí)間，他們未必看到改變的需要，或者他們即使理解改變的必要性，但也覺得自己沒能力帶來改變。因此我認(rèn)為將會(huì)發(fā)生教師大換代。我認(rèn)為，當(dāng)這一代年輕人經(jīng)歷完這個(gè)教育體系，你就會(huì)發(fā)現(xiàn)整個(gè)教育的背景都會(huì)發(fā)生改變，他們會(huì)以一種不同的態(tài)度和干勁帶來這樣的改革。

Robinson： Creativitys putting your imagination to work， and sometimes its an individual effort and sometimes it involves collaboration. It almost always involves being influenced by other peoples ideas one way or another. I think that the， theres a huge op…a huge area for innovation—how we organize schools internally. I mean， for example， most schools are still organized by subjects， they divide the day up into small bits， you know， to 40 or 50 minutes， and they ring a bell every 50 minutes. I mean， theyd just be demoralized. It would…youd never get anything done. But we do it in schools all the time. So I think if you organize schools or learning communities around the nature of the tasks that youre asking people to do， you…youd see a very different kind of dynamic. I mean sometimes you want to spend all day working on a project， and sometimes you just need 15 minutes to do something in particular. At the moment its all organized around the schedule， and we try to fit everything else into it.

Aurora： Yeah.

Robinson： Tests and drugs and rock-n-roll， isnt it？ Well， Im not saying tests are bad. Ive never said that. Im not saying that people shouldnt be made to work hard. I think thats really important. I mean， the problem is where testing becomes the purpose of it all. Im， what have， Im not critical of there being data like this， just that people obsess about it， and it becomes the purpose of the exercise.

羅賓遜：創(chuàng)造力就是把你的想象力變成實(shí)際行動(dòng)，這有時(shí)候需要個(gè)人的努力，有時(shí)候需要合作。這個(gè)過程幾乎總是會(huì)被其他人的思想以這樣或那樣的方式影響。我認(rèn)為，創(chuàng)新的空間很大——那么我們?cè)撊绾卧趦?nèi)部組織教學(xué)呢。我的意思是，例如，大部分學(xué)校都是按科目組織教學(xué)的，他們把一天分成幾個(gè)小部分，每部分是40到50分鐘，他們每50分鐘就會(huì)打一次鈴。我的意思是，他們會(huì)變得毫無生氣，它會(huì)……你什么都做不成。然而我們?cè)趯W(xué)校一直都是這樣做的。因此，我認(rèn)為，如果你組織學(xué)?；?qū)W習(xí)團(tuán)體時(shí)以要求學(xué)生去做的任務(wù)的性質(zhì)為中心，你會(huì)看到一種很不一樣的勁頭。就是說，有時(shí)候你想花一整天的時(shí)間去做一個(gè)項(xiàng)目，而有時(shí)候你只需要15分鐘去處理一些特殊的事情。目前，所有學(xué)校都按照時(shí)間表來安排，我們則試圖讓所有東西去配合它。

奧羅拉：是的。

羅賓遜：測(cè)試和毒品是一對(duì)的，不是嗎？呃，我不是說測(cè)試是不好的，我從來沒這樣說過。我不是說人們不應(yīng)該用功學(xué)習(xí)，相反，我認(rèn)為這是很重要的。我的意思是，問題在于測(cè)試成了學(xué)習(xí)的最終目的。我不是批判這些考試數(shù)據(jù)，而是人們對(duì)此過于關(guān)注，使它成了考試的目的。