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1、精选优质文档-倾情为你奉上Dr.Tony Wagner: Your Highness,Excellencies, friends and colleagues,Asoloma mayhem!Bonjour!Buenos das!Good morning!As Jim suggested,when we affirm creativity to be at the heart of educationwe immediately encounter resistances,we immediately encounter popular misconceptions.Two in particu
2、lar.Number one: the belief that somehow creativityis just given to a few people.There are only a few peoplewho are born with creative gifts and talents.The rest of us just bumble on.The second, but before we go to the second misperception,let me deal with that one,because thats a quick and easy one,
3、 isnt it.Anyone who works with childrenor whos studied child development knowsthat were all born curious, creative, imaginative.That is the human DNA.We learn by exploring the world,We learn and understand by inventing,as Gene Piarge said.The average four year old asks 100 questions a day.Most kinde
4、rgarteners think of themselves as artists.But by the time children have become, say, 12 years old,theyve come to understand that its much more importantto give the right answers, than to ask good questions.Theyve come to understand they are not in school to create,but rather to absorb knowledge.The
5、second misperception is that creativity is somehow a frill,an extracurricular activity,something thats kind of nice to have but not essential.Now, to confront that view,we must deeply understand fundamental changesthat have taken place in our worldin the last few years with surprising speed.For most
6、 of human history,the people who had the greatest respect in our communities,in our companies, in our countries,were those who had acquired the greatest knowledge.Throughout human history,we have revered people who have acquiredmore knowledge than the rest of us.And our degrees from our schools and
7、universitiescertify the acquisition of more knowledgethan other people may have.That competitive advantage is disappearing very rapidly.Why?Today knowledge has become a commodity, its free,its like air, its like water.Its on every Internet-connected device.What that meansis the world simply no longe
8、r cares how much you know.No competitive advantage.Because the person next to you can goand figure it out and learn it just in time.Rather what the world cares about, what matters most,is not what you know,but what you can do with what you know.And thats a brand new and very different education prob
9、lem.Because now its not enough to have content knowledge,sure thats important, necessary, but not sufficient.So what that meansis that increasingly around the worldIm encountering people who dont trust these credentialsthat schools and colleges give outcertifying that you have served a certain amoun
10、t of seat timeand acquired a certain amount of knowledge.A couple of examples:You know at Google, a famous company,it used to be that they only hired people from name-brand collegeswith the highest test scores and grades.And you couldnt even get an interview at Googleunless youd gone to certain univ
11、ersities.Well they hired a guy by the name of Laszlo Bockwho ran the data, and discovered thatthese diplomas were quite worthless.His words.Google has totally revamped their hiring process.They no longer ask for your college transcript,in fact 15% of their new hires dont have a college degree at all
12、.What are they looking for?People who know how to tackle complex analytical problems.And thats what they ask for in structured interviews.They want to know your experience.They want to know what you can do, not what you know.I thought Google is maybe a one off,crazy, Silicon Valley company,but I was
13、 in Ho Chi Minh City last winter,at an event sponsored by Deloitte,the accounting and consulting company.I was talking to the CEO over lunch.She didnt know anything about Google,but she said, you know, we no longer hire our best studentsfrom our best universities anymore.They dont work out so well,
14、she told me.Instead we look for good studentsand we put them through a kind of summer campin order to understand how they work together to solve problems.Talking to a CEO of a start-up recently.She said, you know, I have the worst time hiring people,and shes in Boston.She interviews kids from MIT an
15、d Harvardand places like that.And she said, I just want somebody who can go inand figure it out.Heck of a job description. Just go figure it out.She cant find students who can do that.What the world wants, in a word, are people who can innovate.And more knowledgedoes not necessarily mean greater cap
16、abilities for innovation.So what Ive been trying to do for the last few yearsis really understand what must we do differentlyto develop capabilities for innovation.Now there are two kinds of innovators, Ive learned.One is someone who brings new possibilities to life.Whether its in art or technology,
17、and that may be fairly rare in human experience.That may be more a matter of certain innate gifts.But the other kind of innovation,the one that is needed at least much,is someone who can solve problems creatively,who brings new ways of thinking,new ways of connecting to the solution of problems.So t
18、he asking and answering of complex questions,to the creation of new knowledge.So Ive been trying to understandwhat must we do differently as parents, as teachers,as mentors, as employers,to develop the capabilities of many, many more of our young peopleto be the creative problem solversthat they wan
19、t to be,and that we need them to become.I started interviewing a wide range of young peoplein their 20s from all over the world.Some from privilege, some from poverty.Some from developed countries, some from developing countries.All over the world.I interviewed their parentsto try and understand if
20、there were patterns of parentingthat have helped them to become the creative problem solversthat in fact they were.I asked them about their education.Very interesting.One of my first discoveries is that they had become innovatorsin spite of their schooling, not because of it.Some of them had gone to
21、 the worlds leading universities,Harvard, Stanford, MIT.They could not talk about anything in their formal course workthat had contributed to their capacitiesas a creative problem solver.But then I asked them, you know,can you name a teacherwhos made a significant difference in your life,and almost
22、all of them could name at least one teacher,and it was from kindergarten all the way up to graduate school.Rarely more than one or two.So I interviewed those teachers. Watched them teach.And I came to understand something deeply troubling.In every single case,the teachers who had made the greatest d
23、ifferencein the lives of these young innovators was an outlier.Someone who taught in waysthat were fundamentally different than his or her peers.Yet remarkably similar to one another, I discovered.And also similar to the kind of teaching you see in placeslike the Montessori classrooms, Reggio Emilia
24、 classrooms,MITs media lab and places of that sort.And so what Ive come to understandis that the culture of schooling as we have continued to practiceand perpetuate it is fundamentally and radically at oddswith the culture of learning that develops the capabilities to innovate.There are five fundame
25、ntal challenges.Number one: the culture of learningis all about celebrating and measuring individual achievement.Well thats fine, except that innovation is above all a team sport.There is no innovation without deep collaboration.Knowing this,these teachers build accountable collaborationinto every s
26、ingle assignment they gave,and they team taught whenever they could.Number two: the culture of schoolingis all about compartmentalizing knowledgeand favoring specialization.But the problem is innovation happensat the boundaries of academic disciplines,almost never within them.Knowing this, these tea
27、chers build interdisciplinary coursesaround challenging problems that needed solving or understanding.Contradiction number threeis the culture of classrooms around the worldits so often a culture of passivity and consumption.And even infantilization.There is only one expert in the room.That is the p
28、erson in the front doing all of the talking.By contrast, teachers interested in innovationthink of themselves as coacheswhose job it is to coach students to a higher performance standard,and to empower students to solve real problemsand to create, not merely consume.Contradictions four and five are
29、the most challenging of all.Contradiction number four is all about the F word. Failure.Its the worst thing that can happen in school.Its what we have nightmares about.The fear of failure creates a climate of complianceand of risk aversion throughout education.For teachers as much as for students.The
30、 problem is innovation demands that you take risks,that you make mistakes and that you fail.IDEO, Sandy Speicher, shes from IDEO.She will tell you. IDEO has a company motto,the most innovative company in design in the world.Their company motto is, Fail early and fail often.Other companies talk about
31、 failing fast,failing forward, failing cheap, but failing.Why?Because there is no innovation without trial and error.Theres no learning without trial and error.I went to the d.school at Stanfordand had a very word about this issue of assessment and grading.And they said, Yeah were kind of thinking F
32、 is the new A.Now I dont recommendtaking that back to your school systems just yet,it needs a little refinement.But finally I talked to a young womanat the Olin College of Engineering,an extraordinary college.She said, you know, we dont talk about grades or GPAs,but we obsess about iteration.My new
33、favorite word. Iteration.Moving from one data to two data.Learning how reflect on your mistakes, reflect on your workand apply what youve learned to your next effort.Knowing this,these teachers assess students on a body of work,and very often the grade was merely credit, no credit.Not A, B, C, D, E,
34、 F.The last challenge is all about motivation, isnt it?Because, as you know,we rely heavily on extrinsic incentives to motivate learning.Carrots and sticks.Fear of failure, and rewards with good grades, or money, or cars.The problem is, I discovered,that throughout the world,the young innovators who
35、m I have interviewed,again, from privilege and poverty.Were far, far more intrinsically motivated,wanting to make a difference,much more than they wanted to make As or money.So I went back, trying to understandwhat had their parents and teachers doneto develop the intrinsic motivationthat was so com
36、mon among these many, many young people.And I found another pattern.In every case,both parents and teachers had encouraged explicitly three things.Play, passion and purpose.Parents encouraged much more exploratory play.Fewer toys, toys without batteries.More time outside. They limited screen time.Te
37、achers tried to build a spirit of playinto the kind of teaching they did.Ed Carryer, who teaches engineering at Stanford,talked about bringing in an element of whimsyinto the kinds of assignments he gave to his teams of students.As students grow older, the parents were very observant,trying to under
38、stand what most engagedand interested their young people.Because they believed that for a young person to find and pursuea real interest that could become a passion wasmuch more important than mere academic achievement for its own sake.Its where we learn grit, tenacity, perseverance,Self-regulation,
39、 self-discipline.So theyve supported and celebrated their childs interestsno matter what it was.Teachers the same tried to build time into the curriculumfor young people to explore their ideas,their interests, to stay curious.As these young people grew older their passions morphed,they evolved, they
40、 changed,but in every casethey matured to a deeper sense of purpose.A desire to give back, or in some way make a difference.Thats because both parentsand teachers had instilled one simple lesson.The idea that we are not here on this earthjust to serve ourselves.We have some responsibility to give ba
41、ck and to make a difference.And to try to understand and empathizewith those who are very different from ourselves.So I have very little time left,but let me simply suggestsome critical steps we must consideras we think about how to move awayfrom a culture of schooling to a culture of innovation in
42、schools.First and foremost we must agree on the outcomes that matter most.We are defining and measuring old, wrong, obsolete outcomes.More content knowledge.Content knowledge you can find right here.We must agree on core competencies as the most important outcome.Using rich and challenging content t
43、o acquire them.Critical thinking, the ability to ask really good questions,collaboration, communication and creative problem solving.Secondly, we must assess the outcomes that matter most.What gets tested is what gets taught.What gets measured is what matters.Unless and until we develop sophisticate
44、d assessmentsof the outcomes that matter most,they will not be taught.I want to see every young personbegin school with a digital portfoliothat follows them through school,where they begin to acquire evidence of mastery of core competencies.And they graduate with a certificate of mastery,not a certi
45、ficate of seat time served.To create that kind of new educationwe will need to fund and incent educational research and development.And this is what WISE does so well,and why Im so excitedand proud to be a part of this effort.Because you are trying to find the leading educatorsand support them and e
46、mbrace their work.Thats educational R&D, there is no innovation without R&D.You know all of the leading companies in the worldhave a research and development budget.Where are your educational R&D budgets?We want to incent teams of teachersto create new interdisciplinary courses.New approaches to ass
47、essment.And ultimately to create laboratory schools that are exemplars,existence proofs of radically different forms of education.And those lab schools must eventually become the schoolsthat prepare the next generation of teachers.Finally I want to see every class have Google time.Do you know what Google time is?You go to work for Google,you have permission to play on company time every day of the week.What if?What if we said to every