英文學科部落格

Storming the art scene with Blizzard 與暴雪娛樂一同顛覆藝術界

Wed, 01 Sep 2010 11:07:17 +0800

Entertainment
Storming the art scene with Blizzard	與暴雪娛樂一同顛覆藝術界
In celebration of the global gaming culture and its art, the Museum of Contemporary Art will be holding "Fights, Flights & Frights — Inside The Storm" in conjunction with Blizzard Entertainment and Taipei City Government's Department of Cultural Affairs from now until Oct. 10.	為了慶祝這種全球遊戲文化及其藝術，台北當代藝術館將偕同暴雪娛樂公司與台北市文化局舉辦「大玩．特玩—遊戲美學」特展，展期自即日起至十月十日為止。
As Blizzard's first museum exhibit of this size, "Fights, Flights and Frights — Inside The Storm," is an exhibit that highlights "artwork that no one outside of Blizzard has ever seen before," explained Tim Campbell, curator for the exhibit.	「大玩．特玩—遊戲美學」是暴雪娛樂第一個如此大規模的藝術展，策展人提姆坎培爾表示，這場展覽是要突顯「暴雪娛樂公司以外的人前所未見的藝術作品。」
"Knowing that we are in an art museum, the first focus is the artwork. But we also want the exhibit to have an educational message, like a good museum exhibition will. So we are using the artworks to portray three literary genres: horror (Diablo), science fiction (Starcraft) and fantasy (Warcraft)," Campbell added.	坎培爾指出：「我們知道我們是在美術館裡展出，所以最重要的重點就是藝術作品了。不過我們也希望這場展覽也傳遞教育訊息，就像一場好的博物館展覽一樣。我們要利用這些藝術作品呈現三種文藝類型：恐怖（暗黑破壞神）、科幻（星海爭霸）、和奇幻（魔獸爭霸）。」
At this exhibit in particular, hardcore fans will have the opportunity to experience some storylines that they would have otherwise never seen or heard of as well as see rare pieces of art from its new game, "Starcraft II: Wings of Liberty," and the highly anticipated "Diablo III."	就這次的展覽來說，死忠粉絲將有機會去體驗某些因為這個展覽他們才得以看到或聽到的故事情節，同時也可以看見暴雪娛樂的新遊戲「星海爭霸2：自由之翼」和玩家引頸期盼的「暗黑破壞神」中的罕見作品。
However, those who have no experience in Blizzard games or those who do not play video games should not be discouraged from visiting: "We believe that there is something for the entire spectrum ... this exhibit will outline stories from all three games in a way that everyone will be able to enjoy."	不過，從未體驗過暴雪娛樂遊戲或不玩電玩的人，也一樣可以參觀這項展覽：「我們認為一定有什麼是所有人都可以接受的……這場展覽將以所有的人都會喜歡的方式，來呈現這三種遊戲的故事概要。」
For those who still doubt the cultural impact of video games, a room in this exhibition is dedicated to the artworks produced by Blizzard's community of fans. "Everyone at Blizzard loves the fact that we receive this kind of material; it's inspirational for the artists, it's inspirational for all of us," Campbell concluded.	對於那些仍然質疑電玩遊戲文化影響力的人來說，這場展覽中有一間展覽室是專門展出暴雪娛樂粉絲群所創作的藝術作品。坎培爾總結表示：「所有在暴雪娛樂的人對於能收到這些作品都相當喜愛，這對我們的藝術人員而言相當有啟發性，也啟迪了我們所有人。」

World News
The Seoul Square Project	首爾廣場計劃
Those who set foot in Seoul for the first time via train in the evening will be dazzled for a moment when they see the brightly lit Seoul Square building right across Seoul Station, which turns into a giant electronic canvas after 8 p.m. everyday.	第一次搭火車在晚上來到首爾的人，在看見首爾車站正對面燈火燦爛的首爾廣場大樓時，就會有片刻覺得相當炫目；每晚八點過後，首爾廣場就搖身一變成為一塊巨大的電子畫布。
Local News
Taiwan celebrates first ever Grandparents' Day	台灣過史上第一個祖父母節
According to a survey done by the Ministry of Education, over 60 percent of grandchildren in Taiwan do not remember the birthday of their grandparents' and more than 10 percent don't know their grandparents' names.	根據教育部所做的一項調查顯示，台灣逾六成的孫子女不記得祖父母的生日，而逾一成的人則不知道祖父母的姓名。

In Other News
Titanic’s Voyage	鐵達尼號之旅
Scientists are planning to launch what they called an effort to "virtually raise" the Titanic by using 3D techniques to map the entire wreckage site of the sunken transatlantic liner for the first time.	科學家正計劃展開所謂的「虛擬打撈」鐵達尼號任務，他們將首次透過 3D 技術，製作這艘橫渡大西洋郵輪沉船地點全貌的梗概。

Travel
Discover the world on foot	步行探索世界
From South Africa to Sudan, two French tourists have traveled by foot, surviving on less than US$2 a day on a journey that will take them three years to complete.	兩名法國遊客步行旅遊，足跡遍及南非到蘇丹，而且在這趟將花三年時間走完的旅程中，他們每天只仰賴不到兩塊美金過活。
Relationship
Sibling rivalry	手足之間的競爭
A ccollege student's research, which found firstborns have higher intelligence while younger siblings often get better grades, drew national attention from American psychologists. But for the researcher, Tiffany Frank, 26, it was personal.	一名大學生所做的研究發現老大的智商比較高，而年紀較小的手足通常成績比較好，這樣的結果引起了全美心理學家的注意。不過對廿六歲的研究人員蒂芬妮法蘭克來說，這是一椿「私事」。

花樣與3D:taipei film festival

Fri, 11 Jun 2010 13:27:36 +0800

聯合線上代理發行

台三成五大學畢業生只敢說「略懂」英文

Fri, 28 May 2010 14:33:47 +0800

台三成五大學畢業生　只敢說「略懂」英文

http://www.cdnews.com.tw　2010-05-05 15:25:45

沈子涵/整理

　中廣新聞網報導，部分上班族一直被很「菜」的英文困擾，反應在求職履歷上，有三成五的大學畢業生認為自己只「略懂」英文，將近一半的認為自己「普通」，只有一成五的人自認為「精通」。企業開出職缺，以「行銷企劃、專案管理」最重視英文，四成以上要求「精通」英文。

　英文溜不溜？攸關職場競爭力。yes123的資料庫，大學畢業的求職者，平均只有一成五的人認為「精通」英文的聽說讀寫，五成的人認為「普通」，三成五的人認為「略懂」。

　求職者的英文程度，比企業主要求的還低，企業開出職缺，兩成二要求「精通」，四成五要求「普通」，三成三只要求「略懂」。熱門職缺當中，以行銷企劃和專案管理最重視英文能力，有四成以上的相關職缺要求要精通英文，其次像是教育、輔導、學術，以及行政、總務、法務，也有三成四的職缺要求精通英文。

　人資業者指出，中型以上的企業要求員工必須具備基本的英文能力，這指的是閱讀、以及回覆英文電子郵件等，有些職務的面試全程用英文，英文很菜，馬上穿幫！以多益TOEIC考試為例，七百五十分以上，甚至八百分以上，才能稱得上是精通英文。

Sir Ken Robinson: Bring on the learning revolution!

Wed, 26 May 2010 07:49:45 +0800

TED Talks

Sir Ken Robinson: Bring on the learning revolution!

5 minutes ago: What fascinates me most about the agricultural model is that in essence, there is quite a bit of opportunity to encourage others to learn at their own pace, simply through agency of the world wide web. When we bring education into that context, and realize that creation of curriculum can be fostered by anyone, anywhere in the world, then it would stand that one could sit int the comfort of their own home, or social environment, and discuss the content provided. The point is, the children, teen, adults, would have the opportunity to learn at their own pace, and then be able to share in a discussion with one another, not feeling pressured by the conforming deadlines we see and endure in traditional education. Teachers or presenters of material could host their knowledge/courses anywhere in the world, and an agency of localized support could b held anywhere close to the students geographical location. Couple all of this with chat rooms, and now you have worldwide collaboration. Thanx
Daryle Abrahams (0)
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20 minutes ago: Sir Ken is as close to right as I perceive is possible. Not only is he calling for a change, I believe I have that change.
I first heard of him in the early nineties whilst at Drama School studying to be a teacher.
I decided to join his crusade then and have been crusading ever since.

My research has led me to the change that can be made to teacher training that will enable a change in the schooling system from the inside out.

At this point I'm teaching this technology in commerce to enable funding for teaching it in education for little or nothing.

For those wishing to challenge and engage, I'm now ready to answer Sir Ken's call with a response "and this is how we're going to do it".

All I need is to get my video camera working and learn how to get on You Tube for a response.

In the meantime, please feel free to test this by looking at the History of the Brain on our web-site - www.teetch.com

It shows how we've known all along that each child has 'gifts' for learning.
Lee Wilkinson (0)
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20 minutes ago: I was one of the many who became subject and at times victim to the education system of the 60s and 70s in Great Britain. Needless to say it took me a long time to become the person who I am today. After many years of frustration I finally at the age of 38 went to Acting school where i excelled and then went on to act professionally for ten years. No I did not win an Oscar but I loved what I did and was in over forty productions. At the age of 49 I went back to University and received my Masters Degree from Kings College London. I do not say all this to impress simply to agree with Sir Ken that the traditional way, the linear way of learning did not really work for me. So much so that at age 7 I was thought to have a learning disability. So many young people are made to suffer this same thing, not because we have bad Teachers but because we have an inadequate system. One size does not fit all!
Dan Conine (+2)
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30 minutes ago: "The chilllldrennnn are our FYOOOCHERRRR!"
Screw that.
The children are THEIR future. OUR future is currently circling the Gulf of Mexico waiting for someone to put it out of its misery.
Innovation isn't what it's cracked up to be. No mention here of the situation with food and farms and education. The schools have gone the same way as factory farms, without the electric prods and stun bolts, but the same principle: Profit and Money and "Efficiency" of scale, while the children are treated mostly like commodities if they don't have parent "advocates" and enough anger to make the school own up to its responsibilities. The only thing worse than doing a teacher's job for her is to make her do it herself.
Children will grow up. They will learn. WHAT they learn is mostly set by example. If the examples they see are miserable parents and teachers in dead jobs siphoning money out of taxpayers, then that is what they will go to college for. Close the doors and start over from the soil: locally
Wayne Loutet (0)
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30 minutes ago: For the past 15 years I have been involved with a magical school named Frances Kelsey Secondary School in Mill Bay, British Columbia, Canada. We have up to 1200 students each year that work in an individual self-paced method in ALL SUBJECTS. Every student works at the speed that is best for them in all subjects. We have virtually no failure rate (Average is 1 fail out of every 8000 courses), and an average of approximately 76% on all courses. We are usually above the provincial average on provincial exams every year! The trade-off? Not everyone finishes on time. A few years ago we had 91 students take Math 12, 13 of which were grade 13 students. However, 18 of them were grade 11 students! Some go faster, some go slower. Some finish grades 9 to 12 in four years, some in 5 years, some in three years. All marks go on the internet every day to show parents where their students are at in each course. Look at www.fkss.ca.
Nirab Pahnt (+4)
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30 minutes ago: I found many comments here were a fantastic complement to the talk itself. I am unique case here in that I am still in the system. I guess most of us would say that I am lucky in that I still have 'time.' Truth is that we all have time, but can we really do anything about it? Are we allowed to? Am I allowed to go to University because "I am really passionate about biology?" No. Because they will ask to look at my grades - and they will know chemistry doesn't penetrate my thick head. The system is riddled with tests, exams, schedules, homework, and all that nonsense. Apparently two hours of homework a night will 'improve' me by a grade. Well, apparently, if you oil a machine regularly, it functions better, you know, the parts can move better... except I don't want to move like this.

My life ambition - open a school in a jungle, that is open to all, with no 'schedules' and students can attend when they truly desire to. Classes will involve 'discussions,' not some syllabus memorisation.
Trudy Francis (0)
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35 minutes ago: In New Zealand we have a revised curriculum that has the potential to transform education in our schools.

However, it is difficult to sense how to change our schools so children genuinely discover and develop their own talents.

On one hand we have a curriculum that has great scope for interpretation by individual educational communities and on the other hand we have deeply ingrained educational habits and political agendas.

Vision and determination is required so that the potential of the NZ curriculum is not compromised and the seed of innovation that is beginning to take hold in many NZ schools grows. It takes courage to create conditions that will personalise learning and break the shackles of age-old systems.

Individual school leaders need to collaborate with like-minded people, make a stand and take the risk in order to transform our curriculum where our students have the opportunity to shine.
Anthony Manzo (0)
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40 minutes ago: For a more professional, albeit pedantic piece on Creativity, Search: Manzo, A.V: Teaching for Creative Outcomes, Why we don't, how we all can. Or, see: Blog at: http://teacherprofessoraccountability.ning.com/main/invitation/new?xg_source=msg_wel_network
Nirab Pahnt (+4)
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50 minutes ago: I am fifteen today.

Last week, I endured one of the multitude of 'really important exams' that this, and any education system will throw at me... I did 'fairly good,' and then I decided the morning after to not go to school for the day...the week.

It was a long weekend so I did not really miss that much school, but the 'distraction' was certainly significant enough to leave me far behind in the 'race.' My 'peers' are certainly far ahead of me at the moment, but I really don't care.

My teachers would dismiss this as laziness but I can only use one word to describe how it felt... liberating. I've probably 'educated' myself far more than what my text and classroom would teach me. This 'alternate education' has no curriculum defining, but it doesn't matter, because in the end, this experience has been a failure as any report of my grades will 'demonstrate.'

I'm afraid this revolution won't be coming soon enough for many, myself included...
meher polansky (0)
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50 minutes ago: Timing has a lot to do with the quality of a persons education. In a linear system everyone is expected to learn the subjects at the same pace. Curriculum is developed without consideration for the individual process of learning. People learn at different paces but linear education does not accommodate for that. Education should focus not on subjects, not on teaching students what to learn but how to learn. I had never passed a math class in my life until I came to college with a desire to understand and learn it. Nothing can be taught to someone, things can only be learned by someone. Rote memorization for test taking is being passed off as quality education, once the test is over most of what was memorized goes in the trash bin. Rather than teach children cookie cutter subjects, we should be fostering curiosity, passion, inquisitiveness, arming them with the tools and skills to learn at their own pace rather than force feed what they don't know how to swallow.
allen majorovic (+3)
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50 minutes ago: I suppose it's falls to me to rain on Sir Robinson's parade.

I thought his talk was a waste of time. Education's too important to be left up to people who suffer no consequences for doing it badly and it's too important to waste time listening to an updated call to sing "Kumbaya" around a campfire.

Education certainly needs a revolution but Sir Robinson's not making much of a case for the need for that revolution nor laying down a direction for that revolution.

Sorry to be so blunt but I've heard similarly useless "calls to arms" and I have no patience for them.
dimitri vouliouris (+9)
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1 day ago: Sir Ken is an amazing speaker..period !
But I'm a bit uncomfortable at the persistent mantra presenting the current system as killing the creative spirit.
Because, wait a sec, where have the innovations that have shaped our lives today come from ? In their overwhelming majority from precisely the education system that we're all ( including myself ) berating. To the untrained ear it sounds like it's an emergency.. a "revolution" is in order.. there's no more creativity.. it's being stifled.. muster your resources..fight it !

When societies that have remained dormant for thousands of years (innovation has dropped to zero ) adopt new fruits of creativity with a vengeance.. cell phones, netbooks, Google, Ebay, space telescopes, shuttles, stations.. medical imaging. ( the list is endless .. do I need to go further ) we forget that these come from this education system.
Few educational systems these days can boast ( or tolerate.. ) a Steve Jobs.. apparently this one can !
- Leonardo Silveira (+2)
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  1 day ago: he preaches in favor of a world where more people can express their creativity and feel what its like to be in the 'flow', as explained by this talk: http://www.ted.com/talks/lang/eng/mihaly_csikszentmihalyi_on_flow.html
- Nadina Cardillo (+11)
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  1 day ago: Sure, many people are innovating, but what percentage of the world population do they represent?
  
  Most of people you mention I'm sure weren't the ones who studied five hours to get an A on a history test but rather the ones who read about ancient Egypt before going to bed. Same way any high school boy or girl who knows how to program didn't learn it by studying 5 hours to get an A on a computing test, but rather by spending those five hours messing with C++.
  
  The point is, kids have to train what they really love out of school. Why does it have to be that way? Why can't they spend those 6 hours a day doing something they love? Why does the maths teacher have to be repeating the same simple thing over and over to a kid who's waiting to get home to grab a brush and paint instead of discussing the latest theories with another kid who is really interested?
  - Le Clochard (+10)
    
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    1 day ago: I agree with you that most children follow their passions outside of school and not in it. School for many students is like the work that he describes in the beginning of his speech, uninspiring and something to get through. The public school system, any public school system anywhere, aims at the lowest common denominator instead of striving towards greatness or passion. Those who end up with careers that they are passionate about often do so in spite of their education and not because of it.
  - Theresa Willingham (+6)
    
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    20 hours ago: Even if only a small percentage of the world is represented, is that any reason *not* to innovate? It’s not about “scaling” a solution, as Sir Robinson says, but about creating a movement in education where people create their own solutions with external support. If more people get involved by sharing their passions, skills and interests, the percentage of the population that can be reached will be better represented!
  - Sam Critchlow (+4)
    
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    17 hours ago: I agree that more attention should be paid to the individual interests and talents of each student. I would disagree, however, that a child should be encouraged to pursue a singular passion at the expense of a broader experience and education in school. Along with fostering the interests of young people, we have a duty as teachers (and we are all teachers) to introduce them to new ideas, activities, and ways of living in this world. Let the child paint for six hours and she might be happy. But, by focusing so narrowly on one thing she likes does she miss out on discovering her talent and interest in robotics, fencing, and debate? Fundamentally, when does a childhood interest become a career- or education-worthy passion? Some may know they want to be firefighters from a young age; many (like myself) discover their passion later in life. For me, the discovery came from someone who took the time not to indulge me, but to show me something new.
    - Annette Couch-Jareb (0)
      
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      16 hours ago: Hmmm. You're preaching to a tough crowd, Sam, so thanks for being brave. I think you said more to defend the notion that "children should be encouraged to pursue (their) passions." But to think of those passions as singular and exclusive is erroneous. One of the (many) problems with public school, (at least, a problem with those around our neck of the woods,) is the insistence that the child's day must be broken into blocks of enforced learning from a broad range of disciplines, many of which, the child may have no interest. (Here, our ten year olds are required to take: language arts, mathematics, science, social studies, art, music, Spanish, and P.E. They have 15 min. for recess and 20 minutes to eat their lunch. They just lengthened the 6.5 hr. day another 15 minutes to accomodate the most recent curriculum mandate.) That just does not equate to a broad exposure to potential interests. (And that's why we unschool.)
    - Danyel Lawson (+2)
      
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      11 hours ago: Specialization does not preclude a diversity of subjects being present in a person's education. It just requires an educator that understands how to translate those subjects through that lens.
      
      Taking the art example and painting and drawing all day. Introducing math (perspective, geometry), computer art (web design, programming), animation (physics), robotics (animatronics, mouse traps), chemistry (construction, crafting)
    - dimitri vouliouris (+9)
      
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      9 hours ago: I absolutely agree Sam... like all things, it requires balance to avoid the Candy Syndrome ( left alone, most kids would throw away the broccoli and eat candy all day long )
- Tollak Ollestad (+12)
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  1 day ago: I would argue that it would be far more accurate to say that many of those innovations of the past came about "in spite" of standard educational systems, people who rose above the limited structures of those systems. And there will always be those who do that, but there will always be the countless forgotten others who didn't. And for this reason it's a very relevant discussion to be having about how we can optimize the educational experience, especially in light of the shifting paradigms of the 21st century that most educational systems are way behind the curve in addressing.
- Greg R. (+2)
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  1 day ago: It's like his example he gives about the guy who rescued his teacher and teacher's wife from an auto accident. He flourished in spite of the system. There are many like him, but there should be many more.
- jag s (+56)
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  1 day ago: Yes, technology has advanced, but there are still many problems in our world. One example is the high rate of depression and suicide in the (western) world. If we were taught in school how to be happy, then this would raise the potential of our society greatly.
  - roy gbivk (0)
    
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    50 minutes ago: happiness can't be taught mate and that is the point. It should come from within ;)
- Tim Penner (0)
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  4 hours ago: You have to realize that most accomplishments we have witnessed to date have occurred in spite of, not because of, the education system. Many people we most admire for their deeds and contributions were absolute duds in school, and it wasn't until they broke free of the chains of the serialized and martial education systems that they flourished. No doubt some people were lucky enough to fit into industrialized education well, and there were those whose virtuosity propelled them beyond it quickly. Most of us are not so fortunate.
- Jacob Fenwick (0)
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  2 hours ago: It's interesting that you argued that the education system created Steve Jobs since he dropped out of college. He once gave a commencement address to Stanford (which I highly recommend reading) where he said that once he dropped out he had the freedom to learn what was interesting to him instead of what was required. If he had stayed in school, he probably never would have taken calligraphy, which gave him knowledge of typography which he later applied to the first Macs.
Gill Rimmer (+3)
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1 hour ago: A wonderfully inspiring talk: how I wish I had listened to this when I was a child or teenager.
- roy gbivk (0)
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  55 minutes ago: one of his points is that "Age is not a barrier to choose what you want to do" ;)
Janine Richards (-1)
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1 hour ago: I have said for years that our schools should be split into two levels, the first level should teach basic skills needed by everyone such as english and math and the second level should be where they can choose to either continue on taking classes to prepare them for higher education or they can choose to go on to vocational school where they can learn the skills needed to excell in a profession of thier choice.
Most of the kids that dont make it through high school are kids that know they will never go on to college, the school system keeps them interested when they are still learning the basic skills needed to get through life but once they get to high School they feel they arent learning anything that will help them in thier future.
Those high school years could be put to much better use for these kids teaching them a skill that will allow them to establish a career and be successful at something they want to do.
Gily Stein (0)
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1 day ago: I agree with those who say Sir Robinson and his wise words need no further praising, but there are still two issues concerning education I wish were addressed by a man of his caliber.
One is that of adult education. Whenever I hear a talk about education the speaker's only concern is the schooling of those aged 0-20. Those of us who are not in that age bracket are asked to remold our brains and scavenge for information by our own means, or through our increasingly hypothetical children. But since the world we live in is undergoing such rapid changes, and since most of us are the faulty products of that outdated system everyone is complaining about, we need to start thinking how we educate our adults as well- even those who still own a wrist watch. I guess most educators only concern themselves with the young because teaching adults is nearly impossible. (TBC)
- Chris Ke-Sihai (+51)
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  16 hours ago: Absolutely true! As the pace of change increases (Moore's Law applies across the spectrum) we all have an increasing need to continuously re-educate ourselves.
  
  Where are the mechanisms that empower adults to take, say, a year out of every ten in order to update our skills and understanding?
  
  Maybe one day the first 20 years will be seen as just a basic starting point for your real education, which will continue throughout your life, and life itself will last a lot longer too.
  
  You can't expect to live another hundred years and still be competitive just because of what you learned in your first few decades.
  - allan mckeown (+2)
    
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    14 hours ago: my goodness still competitive for 100years!,along with greater flexibility in education,perhaps the focus has to change from competition to co-operation.
    - Lee Allan (0)
      
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      8 hours ago: I totally agree, competition often destroys. We most definitely need co-operation. But moreover, we need our children and adults to understand compassion. To promote the good of giving to others, sharing with others, and understanding others.
      
      We need to learn and teach how to work together in harmony, build stronger communities, global communities. The simple, raw qualities that can build a better world free of competition and as you say, a world that co-operates, co-operates for the well-being of every human, and living thing on this beautiful planet we call Earth.
    - Todd Stark (0)
      
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      1 hour ago: Competition is the key factor in producing elite performers. The downside is that not everyone performs well in a competitive environment. So I think we really need to have highly competitive niches for star performers to stand out when they are motivated by competition, and also niches where people can cooperate with others in teams, with or without teams competing with each other, and finally also individual niches where people can forge their own path without pressure for competing with others at every step. Different people will flourish in each of those types of enviroment (and sometimes in more than one type).
Amanda Lennon (0)
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1 hour ago: Simply fab! Love this guy.
Radio Free School Ekoko (0)
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10 hours ago: Creating a movement in education? It's already here. It's called unschooling. This is a model that is being embraced by families who educate their children at home, in the community and by allowing their children to follow and delve deeply into their interests. It's also called autonomous learning, self-directed learning, joyful learning, life learning and authentic learning.
I keep a blog about learning and education that eschews the 'one size fits all,' factory model of 'education' that Robinson talks about here.
radiofreeschool.blogspot.com
- Bill Pope (0)
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  9 hours ago: Sounds like you are talking about the same thing, at least the same drivers for a new form of education. I greatly respect that you're trying out a solution. The mechanics are important. How can "unschooling" be brought to the many people that don't have home school as an option?
- Todd Stark (0)
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  1 hour ago: I agree that many of the underlying principles behind unschooling make sense. I don't think we have the resources at this point for most people to accomplish this however. It makes no sense to have parents who are of variable thinking and teaching abilities and varying time and resources being the critical factors in their children's education. Books and online resources are great, but the inspiration of model teachers is what really makes the difference. RIght now, we have the advantage that the people motivated to do this for their own families are probably relatively capable and probably often make good role models and inspire their children, but that wouldn't be as true in a larger scale model. There is a huge percentage of the population who couldn't manage the time and resources to personally educate their children, or the energy to be a role model of self-learning and I don't think we want their children to suffer for their family's disadvantages in resources.
zsolt vamosi (0)
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1 hour ago: not state schools are more ahead of the way, some waldorf schools i know remind me of Ken's ideas (if you forget rudolf steiner's more crazy ideas).
but really good teachers are few and if you want to change mass education it is money money money... although i think education is one thing we should spend much more.
Matthew Baldwin (0)
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1 hour ago: look up L Ron Hubbards Study technology. If schools applied that early in children s education and had them apply it and indoctrinate it you may see that IQ and abilities to learn would increase exponential. right all it entails is, Word clearing, Getting proper mass on the subject by demoing out using blocks and physical objects and learning on a proper gradient " gradient being not trying to learn some thing ahead of the students understanding."
- Todd Stark (0)
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  1 hour ago: I've read a little of Hubbard's ideas, and with all due respect from my own perspective I think they're mostly quite archaic compared to the ideas being presented in this talk. Yes he advocated that education should be improved from very early in the process, and that's a good thing I think, but to me that's where the similarity ends. Even the goals (such as "raising IQ") no longer make sense. The oveemphasis on IQ that we inherited from the early 20th century is part of our problem. It has little or nothing to do with learning content or learning to think better in particular subjects or even in general, much less creativity. In my experience. It's not meaningless, I would insist, but it's hardly our prime objective for education either. Also, the whole business of not giving students something beyond their understand is I think much better expresed in terms of teaching people in terms of things they have already grasped.
Hugo Angel (0)
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2 hours ago: The timing of this talk couldn't be any better. My country, Colombia, is in the verge of a new government change next sunday, and the most probable winning formula is led by Antanas Mockus & Sergio Fajardo, two brilliant educators, mathematicians both of them, turned into politicians because the lack of real results of regular ones with excellent previous results as mayors of Bogota and Medellin. They are truly committed in making a revolution in our country through Education not strictly limited to the academic sense but also to a behavioral level. Sir Ken words deeply fit in what we are expecting to live through and I hope soon become reality in Colombia.
- Matthew Baldwin (0)
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  1 hour ago: wow congratulations that is amazing for your country. exciting news
- Noan Fesnoux (0)
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  1 hour ago: Wow! I hope your new politicians live up to their history and do not get entrenched in the existing system. I had so much hope for the states when Obama was elected, but unfortunately the government is not one person. Hopefully these fellows will have better luck convincing the other politicians
Tal Bowen (+2)
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1 hour ago: A blisteringly truthful and in some ways heartbreaking talk pointing out the huge "Elephant in the room" that destroys our potential as humans. I loved the wonderful books from John Holt and more power to Ken Robisnon - he has it ABSOLUTELY RIGHT. To my eternal shame, I have seen what "education" has done for my daughter.
Ben Schorr (+2)
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2 hours ago: I think that many people create and innovate in spite of their education moreso than because of it.
Ien Chi (+10)
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2 hours ago: I totally agree with Ken Robinson's stance.
Anybody who has not seen Robinson's first talk should do so as well.
But what are some of the specific actions we must take to revolutionize our educational system? There does seem to be a general consensus (among Tedsters) that the educational system must be changed into a more "organic" one. And maybe it is because I have not read his book, but Robinson does not seem to directly propose surefire and specific tactics?
- Stan Kuiperi (+1)
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  2 hours ago: Directly proposing surefire and specific actics would be contrary to personalized learning and creative development. I don't think these tactics exist, but must be developed according to specific, localized needs. Sir Ken Robinson, in his uniquely creative way, points toward the direction. We must do the walking and create the path. In Aruba we are in need of serious educational revolution. This national, creative challenge is no small task, even for a small island nation like ours. Visionaries like Si

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Mon, 24 May 2010 11:58:17 +0800

英文學科部落格

Storming the art scene with Blizzard 與暴雪娛樂一同顛覆藝術界

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台三成五大學畢業生只敢說「略懂」英文

台三成五大學畢業生 只敢說「略懂」英文

http://www.cdnews.com.tw 2010-05-05 15:25:45

Sir Ken Robinson: Bring on the learning revolution!

TED Talks

Sir Ken Robinson: Bring on the learning revolution!

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台三成五大學畢業生　只敢說「略懂」英文

http://www.cdnews.com.tw　2010-05-05 15:25:45