Mudando Paradigmas da Educação, Ken Robinson (legendado)

every country on Earth at the moment is reforming public education there are two reasons for it the first of them is economic people are trying to work out how do we educate our children to take their place in the economies of the 21st century how do we do that even that we can't anticipate what the economy will look like at the end of next week as the recent turmoil is demonstrated how do we do that the second though is cultural every country on Earth on earth is trying to figure out how do we educate our

children so they have a sense of cultural identity and so that we can pass on the cultural genes of our communities while being part of the process of globalization have we square that circle the problem is they're trying to meet the future by doing what they did in the past and on the way they're alienating millions of kids who don't see any purpose in going to school when we went to school we were camped there with a story which is if you worked hard and did well and got a college degree you would have a

job our kids don't believe that and they're right not to by the way you're better having the degree than not but it's not a guarantee anymore and particularly not if the route to it marjan izes most of the things that you think are important about yourself and some people say we have to raise standards if this is a breakthrough you know like really yes I we should why would you lower them you know I haven't come across an argument that persuades me of lowering them but raising them of course we should raise them the problem

is that the current system education was designed and conceived and structured for a different age it was conceived in the intellectual culture of the Enlightenment and in the economic circumstances of the Industrial Revolution before the middle of the 19th century there were no systems of public education not really I mean if you get educated my Jesuits you know if you had the money but public education paid for from taxation compulsory to everybody and free at the point of delivery that was a revolutionary idea and many people objected to it they said it's not possible for

many street kids working class Jordan to benefit from public education they're incapable of learning to read and write and why we spending time on this so there's also built into it a whole series of assumptions about social structure and capacity it was driven by an economic imperative of the time but running right through it was an intellectual model of the mind which was essentially the Enlightenment view of intelligence that real intelligence consists in this capacity of a certain type of deductive reasoning and the knowledge of the classics originally what we come to think of as

academic ability and this is deep in the gene pool of public education of the ready two types of people academic and non-academic smart people are non smart people and the consequence of that is that many brilliant people think they're not because they've been judged against this particular view of the mind so we have a twin pillars economic and intellectual and my view is that this model has caused chaos in many people's lives it's being great for some there are being people have benefited wonderfully from it but most people have not instead they suffer this this

is the modern epidemic and it's as misplaced and it's as fictitious this is the plague of ADHD now this is a map of the instance at ADHD in America or prescriptions for ADHD don't mistake me I don't mean to say there is no such thing as attention deficit disorder I'm not qualified to say if there is such a thing I know that a great majority of psychologists and chillin pediatrician think there is such a thing but it's still a matter of debate what I do know for a fact is it's not an epidemic these kids

are being medicated as routinely as we had our tonsils taken out and on the same whimsical basis and for the same reason medical fashion our children are living in the most intensely stimulating period in the history of the earth there being besieged with information and cause their attention from every platform computers from iPhones from advertising hoardings from hundreds of television channels and were penalizing them now for getting distracted from what no boring stuff at school for the most part it seems to me it's not a coincidence totally that the instance of ADHD has written in

parallel with the growth of standardized testing now these kids are being given ritalin and adderall and all manner of things often quite dangerous drugs to get them focused and calm them down but according to this attention deficit disorder increases as you travel east across the country people start losing interest in Oklahoma they can hardly think straight in Arkansas and by the time they get to washing their lost it completely and there are separate reasons for that I believe it's a fictitious epidemic if you think of it the arts and I don't say this exclusive of

the Arts I think it's also true science and of maths for the living I say about their particular because they are the victims of this mentality currently particularly the arts especially address the idea of aesthetic experience an aesthetic experience is one in which your senses are operating at their peak when you are present in the current moment when you're resonating with the excitement of this thing that you're experiencing when you are fully alive an anaesthetic is when you shut your senses off and deaden yourself to what's happening and a lot of these drugs are that

we're getting our children to education by Alyssa tising them and I think we should be doing the exact opposite we shouldn't be putting them asleep we should be waking them up to what they have inside of themselves but the model we have is this it's I believe we have systemization that is modeled on the interests of industrialism and in the image of it I'll give you a couple of examples schools are still pretty much organized on factory lines of ringing bells separate facilities specialized in two separate subjects we still educate children by batches you know

we put them through the system by age group why do we do that you know why is that this assumption that the most important thing kids have in common is how old they are you know it's like the most important about them is their date of manufacture header in well I know kids who are much better than other kids are the same age in different disciplines you know or at different times of the day or better in smaller groups and in large groups or sometimes they want to be on their own if you're interested in

the model of learning you don't start from this production line mentality these are it's essentially about conformity in increasing it's about that as you look at the growth of standardized testing and standardized curricula and it's about standardization I believe we've got to go in the exact opposite direction that's what I mean about changing the paradigm there is a great study done recently of divergent thinking published couple of years ago divergent thinking isn't the same thing as creativity i define creativity is the process of having original ideas that have value divergent thinking isn't a synonym but

it's a an essential capacity for creativity it's the ability to see lots of possible answers to a question lots of possible ways of interpreting a question to think what Edward de Bono would probably call laterally to think not just in Libya or convergent ways to see multiple answers not one so I mean there's a test for this I mean one kind of cut example would be people might be asked to say how many uses can you think I'll for a paper clip while I was routine questions most people might come with 10 or 15 people

who good at this might come with 200 and they do that by saying well could the paper clip we turned a foot tall and we made out of foam rubber you know like does it have to be a paper clip as we know it Jim you know now the Tesla this and they gave them to 1,500 people as in a book called break point and Beyond and on the protocol of the test if you scored above a certain level you'd be considered to be a genius at divergent thinking okay so my question to you is

what percentage of the people tested of the 1,500 scored it genius level for divergent thinking now you need to know one more thing about them these were in the garden children and so which thing what percentage of genius level 80 make 18f a ninety-eight percent now the thing about this was it was a long to Troodon all study so they retested the same children five years later age of eight to ten what you think 15 they retested as them again five years later ages 13 to 15 you can see a trend here coming now this

tells an interesting story because you could have imagined it going the other way could you you start off not being very good but you get better as you get older but this shows two things one is we all have this capacity and two it mostly deteriorates now a lot of things have happened to these kids as they've grown up a lot but one of the most important things ampton I'm convinced is that by now they've become educated they know they're spent 10 years at school being told there's one answer it's at the back and don't

look and don't copy because that's cheating in outside schools that's called collaboration you know but in settles now this isn't because teachers want it this way it's just because it happens that way it's because it's in the gene pool of education we have to think definitely about human capacity we have to get over this old conception of academic non-academic abstract theoretical vocational and see it for what it is a myth secondly we have to recognize that the most great learning happens in groups the collaboration is the stuff of growth if we atomized people and separate

them and judge them separately we form a kind of disjunction between them and their natural learning environment and thirdly it's crucially about the culture of our institutions the habits of the institution and the habitats that they occupy you