最新TED的精彩英语演讲稿
Now that you're done looking at those, close them down, because every phone has something in common. No matter how you organize the icons, you still have a clock on the front. So, without looking at your phone, what time was it? You just looked at your clock, right? It's an interesting idea. Now, I'll ask you to take that a step further with a game of trust. Close your eyes. I realize I'm asking you to do that while you just heard there's a pickpocket in the room, but close your eyes.
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TED的精彩英语演讲稿
TED的精彩英语演讲稿
Do you think it's possible to control someone's attention? Even more than that, what about predicting human behavior? I think those are interesting ideas, if you could. I mean, for me, that would be the perfect superpower, actually kind of an evil way of approaching it. But for myself, in the past, I've spent the last 20 years studying human behavior from a rather unorthodox way: picking pockets. When we think of misdirection, we think of something as looking off to the side, when actually it's often the things that are right in front of us that are the hardest things to see, the things that you look at every day that you're blinded to.
For example, how many of you still have your cell phones on you right now? Great. Double-chou. I was doing some shopping beforehand. Now you've looked at them probably a few times today, but I'm going to ask you a question about them. Without looking at your cell phone directly yet, can you remember the icon inthe bottom right corner? Bring them out, check, and see how accurate you were. How'd you do? Show of hands. Did we get it?
It's interesting, isn't it? Some of us are a little bit more perceptive than others. It seems that way. But I have a different theory about that, that model of attention. They have fancy models of attention, Posner's trinity model of attention. For me, I like to think of it very simple, like a surveillance system. It's kind of like you have all thesefancy sensors, and inside your brain is a little security guard. For me, I like to call him Frank. So Frank is sitting at a desk. He's got all sorts of cool information in front of him, high-tech equipment, he's got cameras, he's got a little phone that he can pick up, listen to the ears, all these senses, all these perceptions. But attention is what steers your perceptions, is what controls your reality. It's the gateway to the mind. If you don't attend to something, you can't be aware of it. But ironically, you can attend to something without being aware of it. That's why there's the cocktail effect: When you're in a party, you're having conversations with someone, and yet you can recognize your name and you didn't even realize you were listening to that.
英文演讲稿范文ted
Ladies and gentlemen, esteemed speakers, and fellow TED enthusiasts,Good evening. I stand before you today to discuss a topic that often goes unnoticed but is deeply rooted in our lives: the power of vulnerability. Vulnerability, as defined by Brené Brown, is our capacity to open up, show our true selves, and let ourselves be deeply seen. Itis the essence of being human, and it is the foundation of strong, meaningful connections.In our fast-paced, constantly connected world, we often strive topresent ourselves as perfect, invincible, and unbreakable. We wear masks, hide our insecurities, and suppress our true emotions. This pursuit of perfection, however, has a detrimental effect on our relationships and our overall well-being.Consider the countless hours we spend crafting our social media profiles, trying to portray a life that is nothing short of glamorous. We post carefully curated photos, share only the highlights, and never revealthe challenges we face. This constant facade creates a disconnect between us and others, as we are no longer able to connect on a genuine level.The reality is that vulnerability is not a weakness but a strength. Itis what allows us to form deep, meaningful connections with others. When we embrace our insecurities, we become more relatable and authentic. We open ourselves up to the possibility of being hurt, but we also open ourselves up to the joy of being loved.Let me share a personal story. A few years ago, I was going through a particularly tough time. I felt overwhelmed, insecure, and alone. One evening, I confided in a close friend, sharing my deepest fears and insecurities. To my surprise, she did not judge me or distance herself. Instead, she listened, empathized, and offered her support. That night,I realized the power of vulnerability. It allowed me to connect with someone on a level that I had never experienced before.As we embrace vulnerability, we also foster resilience. When we acknowledge our weaknesses, we are better equipped to face challengesand setbacks. We learn to adapt, grow, and become stronger.Vulnerability is not about being vulnerable all the time but about being vulnerable at the right times, with the right people.In our workplaces, embracing vulnerability can lead to more innovative and creative solutions. When team members feel safe to share their ideas, even if they are imperfect or unconventional, the potential for groundbreaking innovation is limitless. Similarly, in our personal lives, vulnerability can lead to stronger, more supportive relationships.So, how can we embrace vulnerability? First, we must acknowledge that it is okay to be imperfect. We are all flawed, and that is what makes us human. Second, we must practice self-compassion. Be kind to yourself, acknowledge your insecurities, and understand that they are a part of your journey. Lastly, we must build trust with others. Share your thoughts, feelings, and experiences with those you care about, and be open to doing the same.In conclusion, the power of vulnerability lies in its ability to foster genuine connections, build resilience, and lead us to a more fulfilling life. Let us embrace our insecurities, take off our masks, and connect with others on a deeper level. Together, we can create a world where vulnerability is celebrated, and true connections thrive.Thank you.。
ted英语演讲稿（范本）
ted英语演讲稿te d英语演讲稿篇一：你不必沉迷英语 TED演讲稿 I kn hatyu re thin king. Yu t hink I velst my ay, and smebd y s ging t e n the s tage in aminute and guide megently bac k t my sea t. (Applau se) I getthat all t he time in Dubai. He re n hlida y are yu,dear? (Lau ghter) Cme t visit t he childre n? H lng a re yu stay ing? 我知道你们在想什么，你们觉得我迷路了，马上就会有人走上台温和地把我带回我的座位上。
（掌声）。
我在迪拜总会遇上这种事。
“来这里度假的吗，亲爱的？”（笑声）“来探望孩子的吗？这次要待多久呢？ ellactua lly, I hpe fr a hile lnger yet. I have b een living and teach ing in the Gulf fr v er 30 year s. (Applau se) And in that time, I have s een a lt f changes.N that sta tistic isquite shck ing. And I ant t tal k t yu tda y abut lan guage lssand the gl balizatinf English. I ant t t ell yu abu t my frien d h as tea ching Engl ish t adul ts in AbuDhabi. And ne fine d ay, she de cided t ta ke them in t the gard en t teach them smenature vca bulary. Bu t it as sh e h endedup learnin g all theArabic rds fr the lc al plants, as ell as their use s -- medic inal uses, csmetics, cking, he rbal. H di d thse stu dents getall that k nledge? fcurse, frm their gra ndparentsand even t heir great-grandpare nts. It snt necessa ry t tellyu h imprt ant it ist be ablet municate acrss gen eratins. 恩，事实上，我希望能再待久一点。
TED英语演讲：成为英雄不需等待_英语演讲稿_
TED英语演讲：成为英雄不需等待消防员Mark Bezos 描述他出乎意料的英雄事迹，以及他从中学到的一件事：成为英雄不需等待。
下面是小编为大家收集关于TED英语演讲：成为英雄不需等待，欢迎借鉴参考。
演说题目： A life lesson from a volunteer firefighter演说者：Mark BezosBack in New York, I am the head of development for a non-profit called Robin Hood. When I'm not fighting poverty, I'm fighting fires as the assistant captain of a volunteer fire company. Now in our town, where the volunteers supplement a highly skilled career staff, you have to get to the fire scene pretty early to get in on any action.在纽约，我是“罗宾汉”非营利机构，发展部门的主管。
在我消灭贫穷之余，我也灭火，我是志愿消防居的副指挥，在我们的小镇，在一个志愿者都是成功人士的地方，你必须要很早到现场，才有可能加入战况。
I remember my first fire. I was the second volunteer on the scene, so there was a pretty good chance I was going to get in. But still it was a real footrace against the other volunteers to get to the captain in charge to find out what our assignments would be.我记得我第一场火，我是第二个到现场的志愿者，很有可能可以进火场，但你还得跑赢其它志愿者，先找到总指挥，让他分配工作给你。
ted英语演讲稿范文4篇
ted英语演讲稿范文4篇thank you very much.i moved to america 12 years ago with my wife terry and our two kids. actually, truthfully, we moved to los angel es -- (laughter) -- thinking we were moving to america, but anyway, it's a short plane ride from los angeles to america.i got here 12 years ago, and when i got here, i was told various things, like, "americans don't get irony." have y ou come across this idea? it's not true. i've traveled the wh ole length and breadth of this country. i have found no evi dence that americans don't get irony. it's one of those cultu ral myths, like, "the british are reserved." i don't know why people think this. we've invaded every country we've encoun tered. (laughter) but it's not true americans don't get irony, but i just want you to know that that's what people are say ing about you behind your back. you know, so when you le ave living rooms in europe, people say, thankfully, nobody was ironic in your presence.but i knew that americans get irony when i came acr oss that legislation no child left behind. because whoever th ought of that title gets irony, don't they, because -- (laught er) (applause) —because it's leaving millions of children be hind. now i can see that's not a very attractive name for leg islation: millions of children left behind. i can see that. what' s the plan? well, we propose to leave millions of children b ehind, and here's how it's going to work.and it's working beautifully. in some parts of the cou ntry, 60 percent of kids drop out of high school. in the nati ve american communities, it's 80 percent of kids. if we halve d that number, one estimate is it would create a net gain t o the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn't it, that we should do this? it actually costs an enormous amo unt to mop up the damage from the dropout crisis.but the dropout crisis is just the tip of an iceberg. w hat it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.and the reason is not that we're not spending enoug h money. america spends more money on education than m ost other countries. class sizes are smaller than in many cou ntries. and there are hundreds of initiatives every year to try and improve education. the trouble is, it's all going in the wrong direction. there are three principles on which human life flourishes, and they are contradicted by the culture of e ducation under which most teachers have to labor and most students have to endure.the first is this, that human beings are naturally diffe rent and diverse.can i ask you, how many of you have got children of your own? okay. or grandchildren. how about two children or more? right. and the rest of you have seen such children. (laughter) small people wandering about. i will make you a bet, and i am confident that i will win the bet. if you've g ot two children or more, i bet you they are completely diffe rent from each other. aren't they? aren't they? (applause) yo u would never confuse them, would you? like, "which one a re you? remind me. your mother and i are going to introdu ce some color-coding system, so we don't get confused."education under no child left behind is based on not diversity but conformity. what schools are encouraged to d o is to find out what kids can do across a very narrow spec trum of achievement. one of the effects of no child left beh ind has been to narrow the focus onto the so-called stem d isciplines. they're very important. i'm not here to argue agai nst science and math. on the contrary, they're necessary but they're not sufficient. a real education has to give equal we ight to the arts, the humanities, to physical education. an a wful lot of kids, sorry, thank you —(applause) —one estim ate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorde r. adhd. i'm not saying there's no such thing. i just don't be lieve it's an epidemic like this. if you sit kids down, hour aft er hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (laughter) (applause) childre n are not, for the most part, suffering from a psychological condition. they're suffering from childhood. (laughter) and i know this because i spent my early life as a child. i went th rough the whole thing. kids prosper best with a broad curri culum that celebrates their various talents, not just a small range of them. and by the way, the arts aren't just importan t because they improve math scores. they're important beca use they speak to parts of children's being which are other wise untouched.the second, thank you —(applause)the second principle that drives human life flourishin g is curiosity. if you can light the spark of curiosity in a chil d, they will learn without any further assistance, very often. children are natural learners. it's a real achievement to put t hat particular ability out, or to stifle it. curiosity is the engin e of achievement. now the reason i say this is because one of the effects of the current culture here, if i can say so, ha s been to de-professionalize teachers. there is no system in the world or any school in the country that is better than it s teachers. teachers are the lifeblood of the success of scho ols. but teaching is a creative profession. teaching, properly conceived, is not a delivery system. you know, you're not th ere just to pass on received information. great teachers do t hat, but what great teachers also do is mentor, stimulate, pr ovoke, engage. you see, in the end, education is about lear ning. if there's no learning going on, there's no education going on. and people can spend an awful lot of time discussi ng education without ever discussing learning. the whole po int of education is to get people to learn.a friend of mine, an old friend -- actually very old, h e's dead. (laughter) that's as old as it gets, i'm afraid. but a wonderful guy he was, wonderful philosopher. he used to t alk about the difference between the task and achievement senses of verbs. you know, you can be engaged in the activ ity of something, but not really be achieving it, like dieting. it's a very good example, you know. there he is. he's dietin g. is he losing any weight? not really. teaching is a word lik e that. you can say, "there's deborah, she's in room 34, she' s teaching." but if nobody's learning anything, she may be e ngaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning. that's it. and part of the problem is, i think, that the dominant cultu re of education has come to focus on not teaching and lear ning, but testing. now, testing is important. standardized tes ts have a place. but they should not be the dominant cultur e of education. they should be diagnostic. they should help. (applause) if i go for a medical examination, i want some standardized tests. i do. you know, i want to know what my cholesterol level is compared to everybody else's on a stand ard scale. i don't want to be told on some scale my doctor invented in the car."your cholesterol is what i call level orange.""really? is that good?""we don't know."but all that should support learning. it shouldn't obst ruct it, which of course it often does. so in place of curiosit y, what we have is a culture of compliance. our children an d teachers are encouraged to follow routine algorithms rath er than to excite that power of imagination and curiosity. a nd the third principle is this: that human life is inherently cr eative. it's why we all have different résumés. we create our lives, and we can recreate them as we go through them. it' s the common currency of being a human being. it's why h uman culture is so interesting and diverse and dynamic. i m ean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? i mean, yo u may have a dog. and your dog may get depressed. you k now, but it doesn't listen to radiohead, does it? (laughter) and sit staring out the window with a bottle of jack daniels. (laughter)and you say, "would you like to come for a walk?"he says, "no, i'm fine. you go. i'll wait. but take pictu res."we all create our own lives through this restless proc ess of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. instead, what we have is a culture of st andardization.now, it doesn't have to be that way. it really doesn't. finland regularly comes out on top in math, science and re ading. now, we only know that's what they do well at becau se that's all that's being tested currently. that's one of the p roblems of the test. they don't look for other things that m atter just as much. the thing about work in finland is this: t hey don't obsess about those disciplines. they have a very b road approach to education which includes humanities, physi cal education, the arts.second, there is no standardized testing in finland. i mean, there's a bit, but it's not what gets people up in the morning. it's not what keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and s omebody from the american system was saying to the peop le in finland, "what do you do about the dropout rate in fin land?"and they all looked a bit bemused, and said, "well, w e don't have one. why would you drop out? if people are i n trouble, we get to them quite quickly and help them and we support them."now people always say, "well, you know, you can't co mpare finland to america."no. i think there's a population of around five million in finland. but you can compare it to a state in america. m any states in america have fewer people in them than that.i mean, i've been to some states in america and i was the only person there. (laughter) really. really. i was asked to loc k up when i left. (laughter)but what all the high-performing systems in the worl d do is currently what is not evident, sadly, across the syste ms in america -- i mean, as a whole. one is this: they indivi dualize teaching and learning. they recognize that it's stude nts who are learning and the system has to engage them, t heir curiosity, their individuality, and their creativity. that's h ow you get them to learn.the second is that they attribute a very high status t o the teaching profession. they recognize that you can't imp rove education if you don't pick great people to teach and if you don't keep giving them constant support and professi onal development. investing in professional development is not a cost. it's an investment, and every other country that's succeeding well knows that, whether it's australia, canada, s outh korea, singapore, hong kong or shanghai. they know t hat to be the case.and the third is, they devolve responsibility to the sc hool level for getting the job done. you see, there's a big d ifference here between going into a mode of command and control in education -- that's what happens in some syste ms. you know, central governments decide or state governments decide they know best and they're going to tell you w hat to do. the trouble is that education doesn't go on in th e committee rooms of our legislative buildings. it happens i n classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discreti on, it stops working. you have to put it back to the people. (applause)there is wonderful work happening in this country. b ut i have to say it's happening in spite of the dominant cult ure of education, not because of it. it's like people are sailin g into a headwind all the time. and the reason i think is thi s: that many of the current policies are based on mechanisti c conceptions of education. it's like education is an industria l process that can be improved just by having better data, a nd somewhere in, i think, the back of the mind of some pol icy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. it won't, and it never did.the point is that education is not a mechanical syste m. it's a human system. it's about people, people who eithe r do want to learn or don't want to learn. every student who drops out of school has a reason for it which is rooted in their own biography. they may find it boring. they may fin d it irrelevant. they may find that it's at odds with the life t hey're living outside of school. there are trends, but the stor ies are always unique. i was at a meeting recently in los an geles of -- they're called alternative education programs. the se are programs designed to get kids back into education. t hey have certain common features. they're very personalized. they have strong support for the teachers, close links with the community and a broad and diverse curriculum, and oft en programs which involve students outside school as well a s inside school. and they work. what's interesting to me is, t hese are called "alternative education." you know? and all th e evidence from around the world is, if we all did that, ther e'd be no need for the alternative. (applause)so i think we have to embrace a different metaphor. we have to recognize that it's a human system, and there a re conditions under which people thrive, and conditions und er which they don't. we are after all organic creatures, and t he culture of the school is absolutely essential. culture is an organic term, isn't it?not far from where i live is a place called death valle y. death valley is the hottest, driest place in america, and n othing grows there. nothing grows there because it doesn't rain. hence, death valley. in the winter of XX, it rained in de ath valley. seven inches of rain fell over a very short period. and in the spring of XX, there was a phenomenon. the wh ole floor of death valley was carpeted in flowers for a while. what it proved is this: that death valley isn't dead. it's dor mant. right beneath the surface are these seeds of possibilit y waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. it happens all the time. you take an area, a school, a distri ct, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader ran ge of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discreti on to be creative and to innovate in what they do, and sch ools that were once bereft spring to life.great leaders know that. the real role of leadership in education -- and i think it's true at the national level, the s tate level, at the school level -- is not and should not be command and control. the real role of leadership is climate c ontrol, creating a climate of possibility. and if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.there's a wonderful quote from benjamin franklin. "th ere are three sorts of people in the world: those who are i mmovable, people who don't get, they don't want to get it, they're going to do anything about it. there are people wh o are movable, people who see the need for change and ar e prepared to listen to it. and there are people who move, people who make things happen." and if we can encourage more people, that will be a movement. and if the movemen t is strong enough, that's, in the best sense of the word, a revolution. and that's what we need.thank you very much. (applause) thank you very muc h. (applause)TED英语演讲稿：二十几岁不可挥霍的光阴（附翻译）ted英语演讲稿范文（2）| 返回目录when i was in my 20s, i saw my very first psychother apy client. i was a ph.d. student in clinical psychology at berkeley. she was a 26-year-old woman named alex. now alex walked into her first session wearing jeans and a big slouch y top, and she dropped onto the couch in my office and ki cked off her flats and told me she was there to talk about guy problems. now when i heard this, i was so relieved. my classmate got an arsonist for her first client. (laughter) and i got a twentysomething who wanted to talk about boys. t his i thought i could handle.but i didn't handle it. with the funny stories that alex would bring to session, it was easy for me just to nod my head while we kicked the can down the road. "thirty's the n ew 20," alex would say, and as far as i could tell, she was ri ght. work happened later, marriage happened later, kids hap pened later, even death happened later. twentysomethings li ke alex and i had nothing but time.but before long, my supervisor pushed me to push a lex about her love life. i pushed back.i said, "sure, she's dating down, she's sleeping with a knucklehead, but it's not like she's going to marry the guy. "and then my supervisor said, "not yet, but she might marry the next one. besides, the best time to work on alex 's marriage is before she has one."that's what psychologists call an "aha!" moment. that was the moment i realized, 30 is not the new 20. yes, peo ple settle down later than they used to, but that didn't mak e alex's 20s a developmental downtime. that made alex's 20 s a developmental sweet spot, and we were sitting there bl owing it. that was when i realized that this sort of benign n eglect was a real problem, and it had real consequences, no t just for alex and her love life but for the careers and the families and the futures of twentysomethings everywhere.there are 50 million twentysomethings in the united states right now. we're talking about 15 percent of the pop ulation, or 100 percent if you consider that no one's getting through adulthood without going through their 20s first.raise your hand if you're in your 20s. i really want to see some twentysomethings here. oh, yay! y'all's awesome. if you work with twentysomethings, you love a twentysomething, you're losing sleep over twentysomethings, i want to s ee —okay. awesome, twentysomethings really matter.so i specialize in twentysomethings because i believe that every single one of those 50 million twentysomethings deserves to know what psychologists, sociologists, neurolog ists and fertility specialists already know: that claiming your 20s is one of the simplest, yet most transformative, things y ou can do for work, for love, for your happiness, maybe eve n for the world.this is not my opinion. these are the facts. we know that 80 percent of life's most defining moments take place by age 35. that means that eight out of 10 of the decisions and experiences and "aha!" moments that make your life w hat it is will have happened by your mid-30s. people who a re over 40, don't panic. this crowd is going to be fine, i thi nk. we know that the first 10 years of a career has an expo nential impact on how much money you're going to earn. w e know that more than half of americans are married or are living with or dating their future partner by 30. we know t hat the brain caps off its second and last growth spurt in y our 20s as it rewires itself for adulthood, which means thatwhatever it is you want to change about yourself, now is th e time to change it. we know that personality changes more during your 20s than at any other time in life, and we kno w that female fertility peaks at age 28, and things get tricky after age 35. so your 20s are the time to educate yourself about your body and your options.so when we think about child development, we all k now that the first five years are a critical period for languag e and attachment in the brain. it's a time when your ordinar y, day-to-day life has an inordinate impact on who you will become. but what we hear less about is that there's such a thing as adult development, and our 20s are that critical per iod of adult development.but this isn't what twentysomethings are hearing. ne wspapers talk about the changing timetable of adulthood. re searchers call the 20s an extended adolescence. journalists c oin silly nicknames for twentysomethings like "twixters" and "kidults." it's true. as a culture, we have trivialized what is a ctually the defining decade of adulthood.leonard bernstein said that to achieve great things, y ou need a plan and not quite enough time. isn't that true? so what do you think happens when you pat a twentysomet hing on the head and you say, "you have 10 extra years to start your life"? nothing happens. you have robbed that per son of his urgency and ambition, and absolutely nothing ha ppens.and then every day, smart, interesting twentysomethi ngs like you or like your sons and daughters come into my office and say things like this: "i know my boyfriend's no g ood for me, but this relationship doesn't count. i'm just killi ng time." or they say, "everybody says as long as i get start ed on a career by the time i'm 30, i'll be fine."but then it starts to sound like this: "my 20s are alm ost over, and i have nothing to show for myself. i had a be tter résuméthe day after i graduated from college."and then it starts to sound like this: "dating in my 2 0s was like musical chairs. everybody was running around a nd having fun, but then sometime around 30 it was like the music turned off and everybody started sitting down. i didn't want to be the only one left standing up, so sometimes i think i married my husband because he was the closest ch air to me at 30."where are the twentysomethings here? do not do tha t.okay, now that sounds a little flip, but make no mist ake, the stakes are very high. when a lot has been pushed t o your 30s, there is enormous thirtysomething pressure to j ump-start a career, pick a city, partner up, and have two or three kids in a much shorter period of time. many of these things are incompatible, and as research is just starting to show, simply harder and more stressful to do all at once in our 30s.the post-millennial midlife crisis isn't buying a red sp orts car. it's realizing you can't have that career you now w ant. it's realizing you can't have that child you now want, or you can't give your child a sibling. too many thirtysomethi ngs and fortysomethings look at themselves, and at me, sitti ng across the room, and say about their 20s, "what was i d oing? what was i thinking?"i want to change what twentysomethings are doing a nd thinking.here's a story about how that can go. it's a story ab out a woman named emma. at 25, emma came to my offic e because she was, in her words, having an identity crisis. s he said she thought she might like to work in art or enterta inment, but she hadn't decided yet, so she'd spent the last few years waiting tables instead. because it was cheaper, sh e lived with a boyfriend who displayed his temper more tha n his ambition. and as hard as her 20s were, her early life h ad been even harder. she often cried in our sessions, but th en would collect herself by saying, "you can't pick your fami ly, but you can pick your friends."well one day, emma comes in and she hangs her he ad in her lap, and she sobbed for most of the hour. she'd j ust bought a new address book, and she'd spent the morni ng filling in her many contacts, but then she'd been left sta ring at that empty blank that comes after the words "in cas e of emergency, please call ... ." she was nearly hysterical w hen she looked at me and said, "who's going to be there for me if i get in a car wreck? who's going to take care of me if i have cancer?"now in that moment, it took everything i had not to say, "i will." but what emma needed wasn't some therapist who really, really cared. emma needed a better life, and i kn ew this was her chance. i had learned too much since i first worked with alex to just sit there while emma's defining de cade went parading by.so over the next weeks and months, i told emma thr ee things that every twentysomething, male or female, deser ves to hear.first, i told emma to forget about having an identity crisis and get some identity capital. by get identity capital, i mean do something that adds value to who you are. do so mething that's an investment in who you might want to be next. i didn't know the future of emma's career, and no one knows the future of work, but i do know this: identity capit al begets identity capital. so now is the time for that cross-country job, that internship, that startup you want to try. i' m not discounting twentysomething exploration here, but iam discounting exploration that's not supposed to count, w hich, by the way, is not exploration. that's procrastination. i told emma to explore work and make it count.second, i told emma that the urban tribe is overrated. best friends are great for giving rides to the airport, but t wentysomethings who huddle together with like-minded pee rs limit who they know, what they know, how they think, ho w they speak, and where they work. that new piece of capit al, that new person to date almost always comes from outsi de the inner circle. new things come from what are called o ur weak ties, our friends of friends of friends. so yes, half of twentysomethings are un- or under-employed. but half are n't, and weak ties are how you get yourself into that group. half of new jobs are never posted, so reaching out to your neighbor's boss is how you get that un-posted job. it's not cheating. it's the science of how information spreads.last but not least, emma believed that you can't pick your family, but you can pick your friends. now this was tr ue for her growing up, but as a twentysomething, soon em ma would pick her family when she partnered with someon e and created a family of her own. i told emma the time tostart picking your family is now. now you may be thinking that 30 is actually a better time to settle down than 20, or even 25, and i agree with you. but grabbing whoever you're living with or sleeping with when everyone on facebook sta rts walking down the aisle is not progress. the best time to work on your marriage is before you have one, and that me ans being as intentional with love as you are with work. pic king your family is about consciously choosing who and wh at you want rather than just making it work or killing time with whoever happens to be choosing you.so what happened to emma? well, we went through that address book, and she found an old roommate's cousin who worked at an art museum in another state. that weak tie helped her get a job there. that job offer gave her the r eason to leave that live-in boyfriend. now, five years later, s he's a special events planner for museums. she's married to a man she mindfully chose. she loves her new career, she l oves her new family, and she sent me a card that said, "no w the emergency contact blanks don't seem big enough."now emma's story made that sound easy, but that's what i love about working with twentysomethings. they are。
ted演讲稿英文
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莱温斯基ted演讲稿(英文版)You're looking at a woman who was publicly silent for a decade. Obviously, that's changed, but only recently.It was several months ago that I gave my very first major public talk at the Forbes 30 Under 30 summit:1,500 brilliant people, all under the age of 30. That meant that in 1998, the oldest among the group were only 14, and the youngest, just four.I joked with them that some might only have heard of me from rap songs. Yes, I'm in rap songs. Almost 40 rap songs.But the night of my speech, a surprising thing happened. At the age of 41, I was hit on by a 27-year-old guy. I know, right? He was charming and I was flattered, and I declined. You know what his unsuccessful pickup line was? He could make me feel 22 again.I realized later that night, I'm probably the only person over 40 who does not want to be 22 again.At the age of 22, I fell in love with my boss, and at the age of 24, I learned the devastating consequences.Can I see a show of hands of anyone here who didn't make a mistake or do something they regretted at 22? Yep. That's what I thought. So like me, at 22, a few of you may have also taken wrong turns and fallen in love with the wrong person, maybe even your boss. Unlike me, though, your boss probably wasn't the president of the United States of America. Of course, life is full of surprises.Not a day goes by that I'm not reminded of my mistake, and I regret that mistake deeply.In 1998, after having been swept up into an improbable romance, I was then swept up into the eye of a political, legal and media maelstrom like we had never seen before. Remember, just a few years earlier,news was consumed from just three places: reading a newspaper or magazine, listening to the radio, or watching television. That was it. But that wasn't my fate. Instead, this scandal was brought to you by the digital revolution. That meant we could access all the information we wanted, when we wanted it, anytime, anywhere, and when the story broke in January 1998, it broke online. It was the first time the traditional news was usurped by the Internet for a major news story, a click that reverberated around the world.What that meant for me personally was that overnight I went from being a completely private figure to a publicly humiliated one worldwide. I was patient zero of losing a personal reputation on a global scale almost instantaneously.This rush to judgment, enabled by technology, led to mobs of virtual stone-throwers. Granted, it was before social media, but people could still comment online, email stories, and, of course, email cruel jokes. News sources plastered photos of me all over to sell newspapers, banner ads online, and to keep people tuned to the TV. Do you recall a particular image of me, say, wearing a beret?Now, I admit I made mistakes, especially wearing that beret. But the attention and judgment that I received, not the story, but that I personally received, was unprecedented. I was branded as a tramp, tart, slut, whore, bimbo, and, of course, that woman. I was seen by many but actually known by few. And I get it: it was easy to forget that that woman was dimensional, had a soul, and was once unbroken.When this happened to me 17 years ago, there was no name for it. Now we call it cyberbullying(网络欺凌)andonline harassment(网络骚扰). Today, I want to share some of my experience with you, talk about how that experience has helped shape my cultural observations, and how I hope my past experience can lead to a change that results in less suffering for others.In 1998, I lost my reputation and my dignity. I lost almost everything, and I almost lost my life.Let me paint a picture for you. It is September of 1998. I'm sitting in a windowless office room inside the Office of the Independent Counsel underneath humming fluorescent lights. I'm listening to the sound of my voice, my voice on surreptitiously taped phone calls that a supposed friend had made the year before. I'm here because I've been legally required to personally authenticate all 20 hours of taped conversation. For the past eight months, the mysterious content of these tapes has hung like the Sword of Damocles over my head. I mean, who can remember what they said a year ago? Scared and mortified, I listen, listen as I prattle on about the flotsam and jetsam of the day; listen as I confess my love for the president, and, of course, my heartbreak; listen to my sometimes catty, sometimes churlish, sometimes silly self being cruel, unforgiving, uncouth; listen, deeply, deeply ashamed, to the worst version of myself,a self I don't even recognize.A few days later, the Starr Report is released to Congress, and all of those tapes and trans, those stolen words, form a part of it. That people can read the trans is horrific enough, but a few weeks later, the audio tapes are aired on TV, and significant portions made available online. The public humiliation was excruciating.Life was almost unbearable.This was not something that happened with regularity back then in 1998, and by this, I mean the stealing of people's private words, actions, conversations or photos, and then making them public -- public without consent, public without context, and public without compassion.Fast forward 12 years to 2010, and now social media has been born. The landscape has sadly become much more populated with instances like mine, whether or not someone actually make a mistake, and now it's for both public and private people. The consequences for some have become dire, very dire.I was on the phone with my mom in September of 2010, and we were talking about the news of a young college freshman from Rutgers University named Tyler Clementi. Sweet, sensitive, creative Tyler was secretly webcammed by his roommate while being intimate with another man. When the online world learned of this incident, the ridicule and cyberbullying ignited. A few days later, Tyler jumped from the George Washington Bridge to his death. He was 18.My mom was beside herself about what happened to Tyler and his family, and she was gutted with painin a way that I just couldn't quite understand, and then eventually I realized she was reliving 1998, reliving a time when she sat by my bed every night, reliving a time when she made me shower with the bathroom door open, and reliving a time when both of my parents feared that I would be humiliated to death,literally.Today, too many parents haven't had the chance to step in and rescue their loved ones. Too many have learned of their child's suffering and humiliation after it was too late. Tyler's tragic, senseless death was a turning point for me. It served torecontextualize my experiences, and I then began to look at the world of humiliation and bullying around me and see something different. In 1998, we had no way of knowing where this brave new technology called the Internet would take us. Since then, it has connected people in unimaginable ways, joining lost siblings, saving lives, launching revolutions, but the darkness, cyberbullying, and slut-shaming that I experienced had mushroomed. Every day online, people, especially young people who are not developmentally equipped to handle this, are so abused and humiliated that they can't imagine living to the next day, and some, tragically, don't, and there's nothing virtual about that. ChildLine, a U.K. nonprofit that's focused on helping young people on various issues,released a staggering statistic late last year: From 2012 to 2013, there was an 87 percent increase in calls and emails related to cyberbullying. A meta-analysis done out of the Netherlands showed that for the first time, cyberbullying was leading to suicidal ideations more significantly than offline bullying. And you know what shocked me, although it shouldn't have, was other research last year that determined humiliation was a more intensely felt emotion than either happiness or even anger.Cruelty to others is nothing new, but online, technologically enhanced shaming is amplified, uncontained, and permanently accessible. The echo of embarrassment used to extend only as far as your family, village, school or community, but now it's the online community too. Millions of people, often anonymously, can stab you with their words, and that's a lot of pain, and there are no perimeters around how many people can publicly observe you and put you in a public stockade. There is a very personal price to public humiliation, and the growth of the Internet hasjacked up that price.For nearly two decades now, we have slowly been sowing the seeds of shame and public humiliation in our cultural soil, both on- and offline. Gossip websites, paparazzi, reality programming, politics, news outlets and sometimes hackers all traffic in shame. It's led to desensitization and a permissive environment online which lends itself to trolling, invasion of privacy, and cyberbullying. This shift has created what Professor Nicolaus Mills calls a culture of humiliation. Consider a few prominent examples just from the past six months alone. Snapchat, the service which is used mainly by younger generationsand claims that its messages only have the lifespan of a few seconds. You can imagine the range of content that that gets. A third-party app which Snapchatters use to preserve the lifespan of the messages was hacked, and 100,000 personal conversations, photos, and videos were leaked online to now have a lifespan of forever. Jennifer Lawrence and several other actors had their iCloud accounts hacked, and private, intimate, nude photos were plastered across the Internet without their permission.One gossip website had over five million hits for this one story. And what about the Sony Pictures cyberhacking? The documents which received the most attention were private emails that had maximum public embarrassment value.But in this culture of humiliation, there is another kind of price tag attached to public shaming. The price does not measure the cost to the victim, which Tyler and too many others, notably women, minorities,and members of the LGBTQ community have paid, but the price measures the profit of those who prey on them. This invasion of others is a raw material, efficiently and ruthlessly mined, packaged and sold at a profit. A marketplace has emergedwhere public humiliation is a commodity and shame is an industry.How is the money made? Clicks. The more shame, the more clicks. The more clicks, the more advertising dollars. We're in a dangerous cycle. The more we click on this kind of gossip, the more numb we get to the human lives behind it, and the more numb we get, the more we click. All the while, someone is making money off of the back of someone else's suffering. With every click, we make a choice. The more we saturate our culture with public shaming, the more accepted it is, the more we will see behavior like cyberbullying, trolling, some forms of hacking, and online harassment. Why? Because they all have humiliation at their cores. This behavior is a symptom of the culture we've created. Just think about it.Changing behavior begins with evolving beliefs. We've seen that to be true with racism, homophobia, and plenty of other biases, today and in the past. As we've changed beliefs about same-sex marriage, more people have been offered equal freedoms. When we began valuing sustainability, more people began to recycle. So as far as our culture of humiliation goes, what we need is a cultural revolution. Public shaming as a blood sport has to stop, and it's time for an intervention on the Internet and in our culture.The shift begins with something simple, but it's not easy. We need to return to a long-held value of compassion -- compassion and empathy. Online, we've got a compassion deficit, an empathy crisis.Researcher Brené Brown said, and I quote, "Shame can't survive empathy." Shame cannot survive empathy. I've seen some very dark days in my life, and it was the compassion and empathy from my family, friends, professionals, and sometimes evenstrangers that saved me. Even empathy from one person can make a difference. The theory of minority influence, proposed by social psychologist Serge Moscovici, says that even in small numbers, when there's consistency over time, change can happen. In the online world, we can foster minority influence by becoming upstanders. To become an upstander means instead of bystander apathy, we can post a positive comment for someone or report a bullying situation. Trust me, compassionate comments help abate the negativity. We can also counteract the culture by supporting organizations that deal with these kinds of issues, like the Tyler Clementi Foundation in the U.S., In the U.K., there's Anti-Bullying Pro, and in Australia, there's Project Rockit.We talk a lot about our right to freedom of expression, but we need to talk more about our responsibility to freedom of expression. We all want to be heard, but let's acknowledge the difference between speaking up with intention and speaking up for attention. The Internet is the superhighway for the id, but online, showing empathy to others benefits us all and helps create a safer and better world. We need to communicate online with compassion, consume news with compassion, and click with compassion. Just imagine walking a mile in someone else's headline. I'd like to end on a personal note. In the past nine months, the question I've been asked the most is why. Why now? Why was I sticking my head above the parapet? You can read between the lines in those questions, and the answer has nothing to do with politics.The top note answer was and is because it's time: time to stop tip-toeing around my past; time to stop living a life of opprobrium; and time to take back my narrative. It's also not just about saving myself. Anyone who is suffering from shame andpublic humiliation needs to know one thing: You can survive it. I know it's hard. It may not be painless, quick or easy, but you can insist on a different ending to your story. Have compassion for yourself. We all deserve compassion, and to live both online and off in a more compassionate world.Thank you for listening.[ted演讲稿英文]。
经典TED英语演讲稿范文五篇
经典TED英语演讲稿范⽂五篇 演讲稿可以按照⽤途、性质等来划分，是演讲上⼀个重要的准备⼯作。
在社会⼀步步向前发展的今天，越来越多⼈会去使⽤演讲稿，相信写演讲稿是⼀个让许多⼈都头痛的问题，下⾯是⼩编精⼼整理的.经典TED英语演讲稿范⽂五篇，供⼤家参考借鉴，希望可以帮助到有需要的朋友。
经典TED英语演讲稿范⽂五篇1 My generation really, sadly, is not going to change the numbers at the top. They're just not moving. We are not going to get to where 50 percent of the population — in my generation, there will not be 50 percent of [women] at the top of any industry. But I'm hopeful that future generations can. I think a world where half of our countries and our companies were run by women, would be a better world. It's not just because people would know where the women's bathrooms are, even though that would be very helpful.I think it would be a better world. I have two children. I have a five-year-old son and a two-year-old daughter. I want my son to have a choice to contribute fully in the workforce or at home, and I want my daughter to have the choice to not just succeed, but to be liked for her accomplishments.经典TED英语演讲稿范⽂五篇2 They know each other more in the biblical sense as well. Message number three: Don't leave before you leave. I think there's a really deep irony to the fact that actions women are taking — and I see this all the time — with the objective of staying in the workforceactually lead to their eventually leaving. Here's what happens: We're all busy. Everyone's busy. A woman's busy. And she starts thinking about having a child, and from the moment she starts thinking about having a child, she starts thinking about making room for that child. "How am I going to fit this into everything else I'm doing?" And literally from that moment, she doesn't raise her hand anymore, she doesn't look for a promotion, she doesn't take on the new project, she doesn't say, "Me. I want to do that." She starts leaning back.经典TED英语演讲稿范⽂五篇3 I said, "You're thinking about this just way too early." But the point is that what happens once you start kind of quietly leaning back? Everyone who's been through this — and I'm here to tell you, once you have a child at home, your job better be really good to go back, because it's hard to leave that kid at home. Your job needs to be challenging. It needs to be rewarding. You need to feel like you're making a difference. And if two years ago you didn't take a promotion and some guy next to you did, if three years ago you stopped looking for new opportunities,you're going to be bored because you should have kept your foot on the gas pedal. Don't leave before you leave. Stay in. Keep your foot on the gas pedal, until the very day you need to leave to take a break for a child —and then make your decisions. Don't make decisions too far in advance, particularly ones you're not even conscious you're making.经典TED英语演讲稿范⽂五篇4 I think the cause is more complicated. I think, as a society, we put more pressure on our boys to succeedthan we do on our girls. I know men that stay home and work in the home to support wives with careers,and it's hard. When I go to the Mommy-and-Me stuff and I see the father there, I notice that the other mommies don't play with him. And that's a problem, because we have to make it as important a job,because it's the hardest job in the world to work inside the home, for people of both genders, if we're going to even things out and let women stay in the workforce. Studies show that households with equal earning and equal responsibility also have half the divorce rate.And if thatwasn't good enough motivation for everyone out there, they also have more — how shall I say this on this stage?经典TED英语演讲稿范⽂五篇5 The problem is that — let's say she got pregnant that day, that day — nine months of pregnancy, three months of maternity leave, six months to catch your breath — Fast-forward two years, more often — and as I've seen it — women start thinking about this way earlier — when they get engaged, or married, when they start thinking about having a child, which can take a long time. One woman came to see me about this. She looked a little young. And I said, "So are you and your husband thinking about having a baby?" And she said, "Oh no, I'm not married." She didn't even have a boyfriend.。
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ted经典英文演讲稿经典英文演讲稿Happinessliesnotinthemerepossessionofmoney,itliesinthejoyofachievemen t,inthethrillofcreativeefforts,thejoyandmoralstimulationofworknolonge rmustbeforgotteninthemadchaseofevanescentprofits.Thesedarkdays,myfrie nds,willbeworthalltheycostus,iftheyteachusthatourtruedestinyisnottobe ministeredonto,buttoministertoourselves,toourfellowmen.幸福并不在于单纯的占有金钱,幸福还在于取得成功后的喜悦,在于创造努力时的激-情.务必不能再忘记劳动带来的喜悦和激励,而去疯狂追逐那转瞬即逝的利润.如果这些黯淡的日子能使我们认识到,我们真正的使命不是要别人侍奉,而是要为自己和同胞们服务的话,那么,我们付出的代价是完全值得的.Ihaveadreamthatonedaythisnationwillriseupandliveoutthetruemeaningofit screed-weholdthesestruthstobeself-Oevident,thatallmenarecreatedequal. IhhaveadreamthatonedayontheredhillsofGeorgia,sonsofformerslavesandson sofformerslaveownerswillbeabletosittogetheratthetableofbrotherhood.Io h100./mmyfourlittlechildrenwillonedayliveinanationwheretheywillnotbej udgedbythecoloroftheirskinbutbythecontentoftheircharacter.ihaveadream today!Whenweallowfreedomtoring,whenweletitringfromeveryvillageandhaml et,fromeverystateandcity,wewillbeabletospeedupthatdaywhenallofGod’schildren-blackmenandwhitemen,jewsandGentiles,Catholicsandprotestants -willbeabletojoinhandsandtosinginthewordsoftheoldNegrospiritual,freea tleast,freeatlast.ThankGodAlmighty,wearefreeatlast.我有一个梦：有一天,这个国家将站起来,并实现他的信条的真正含义：我们将扞卫这些不言而喻的真理,即所有人生来平等.我有一个梦：有一天在乔治亚洲红色的山丘上,从前的奴隶的子孙们能和奴隶主的子孙们像兄弟一样坐在同一张桌旁;我有一个梦我的四个孩子有一天将生活在这样一个国度,在那里,人们不以肤色,而是以品格来评价他们.当自由的钟声响起的时候,当我们让它从每一个村庄,每一个州,每一个城市响起的时候,我们将能够加速这一天的到来.那是,上帝所有的孩子,无论黑人白人还是犹太人,异教徒.天主教徒,还是新教徒,他们都能够手挽手歌唱那古老的黑人圣歌：终于自由了,终于自由了,感谢上帝,我们终于自由了!演讲稿又叫演说词,它是在大会上或其他公开场合发表个人的观点、见解和主张的文稿.演讲稿的好坏直接决定了演讲的成功与失败.演讲稿像议论文一样论点鲜明、逻辑性强,但它又不是一般的议论文.它是一种带有宣传性和鼓动性的应用文体,经常使用各种修辞手法和艺术手法,具有较强的感染力.演.讲未必都使用演讲稿,不少著名的演讲都是即兴之作,由别人经过记录流传开来的.但重要的演讲最好还是事先准备好演讲稿,因为演讲稿至少有两个方面的作用：其一,通过对思路的精心梳理,对材料的精心组织,使演讲内容更加深刻和富有条理.其二,可帮助演讲者消除临场紧张、恐惧的心理,增强演讲者的自信心.演讲稿特点主要区别演讲和表演、作文有很大的区别.首先,演讲是演讲者就人们普遍关注的某种有意义的事物或问题,通过口头语言面对一定场合的听众,直接发表意见的一种社会活动.其次,作文是通过文章向读者单方面的输出信息,演讲则是演讲者在现场与听众双向交流信息.严格地讲,演讲是演讲者与听众、听众与听众的三角信息交流,演讲者不能以传达自己的思想和情感、情绪为满足,他必须能控制住自己与听众、听众与听众情绪的应和与交流.所以,为演讲准备的稿子就具有以下三个特点：主要特点第一、针对性.演讲是一种社会活动,是用于公众场合的宣传形式.它为了以思想、感情、事例和理论来晓喻听众,打动听众,征服群众,必须要有现实的针对性.所谓针对性,首先是提出的问题是听众所关心的问题,评论和论辨要有雄辩的逻辑力量,要能为听众所接受并心悦诚服,这样,才能起到应有的社会效果；其次是要懂得听众有不同的对象和不同的层次,而公众场合也有不同的类型,如党团集会、专业性会议、服务性俱乐部、学校、社会团体、宗教团体、各类竞赛场合,写作时要根据不同场合和不同对象,为听众设计不同的演讲内容.第二、可讲性.演讲的本质在于讲,而不在于演,它以讲为主、以演为辅.由于演讲要诉诸口头,拟稿时必须以易说能讲为前提.如果说,有些文章和作品主要通过阅读欣赏,领略其中意义和情味,那么,演讲稿的要求则是上口入耳.一篇好的演讲稿对演讲者来说要可讲；对听讲者来说应好听.因此,演讲稿写成之后,最好能通过试讲或默念加以检查,凡是讲不顺口或听不清楚之处（如句子。
ted英语演讲稿范文4篇_英语演讲稿_
ted英语演讲稿范文4篇简介：受教育的机会并非人人都有，而在学校的孩子们是否都能学有所成?英校教育咨询师sir ken robinson 幽默演讲，如何逃出教育的“死亡谷“? 告诉我们如何以开放的文化氛围培育年轻的一代。
thank you very much.i moved to america 12 years ago with my wife terry and our two kids. actually, truthfully, we moved to los angeles -- (laughter) -- thinking we were moving to america, but anyway, it's a short plane ride from los angeles to america.i got here 12 years ago, and when i got here, i was told various things, like, "americans don't get irony." have you come across this idea? it's not true. i've traveled the whole length and breadth of this country. i have found no evidence that americans don't get irony. it's one of those cultural myths, like, "the british are reserved." i don't know why people think this. we've invaded every country we've encountered. (laughter) but it's not true americans don't get irony, but i just want you to know that that's what people are saying about you behind your back. you know, so when you leave living rooms in europe, people say, thankfully, nobody was ironic in your presence.but i knew that americans get irony when i came across that legislation no child left behind. because whoever thought of that title gets irony, don't they, because -- (laughter) (applause) —because it's leaving millions of children behind. now i can see that's not a very attractive name for legislation: millions of children left behind. i can see that. what's the plan? well, we propose to leave millions of children behind, and here's how it's going to work.and it's working beautifully. in some parts of the country, 60percent of kids drop out of high school. in the native american communities, it's 80 percent of kids. if we halved that number, one estimate is it would create a net gain to the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn't it, that we should do this? it actually costs an enormous amount to mop up the damage from the dropout crisis.but the dropout crisis is just the tip of an iceberg. what it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.and the reason is not that we're not spending enough money. america spends more money on education than most other countries. class sizes are smaller than in many countries. and there are hundreds of initiatives every year to try and improve education. the trouble is, it's all going in the wrong direction. there are three principles on which human life flourishes, and they are contradicted by the culture of education under which most teachers have to labor and most students have to endure.the first is this, that human beings are naturally different and diverse.can i ask you, how many of you have got children of your own? okay. or grandchildren. how about two children or more? right. and the rest of you have seen such children. (laughter) small people wandering about. i will make you a bet, and i am confident that i will win the bet. if you've got two children or more, i bet you they are completely different from each other. aren't they? aren't they? (applause) you would never confuse them, would you? like, "which one are you? remind me. your mother and i are going to introduce some color-coding system,so we don't get confused."education under no child left behind is based on not diversity but conformity. what schools are encouraged to do is to find out what kids can do across a very narrow spectrum of achievement. one of the effects of no child left behind has been to narrow the focus onto the so-called stem disciplines. they're very important. i'm not here to argue against science and math. on the contrary, they're necessary but they're not sufficient. a real education has to give equal weight to the arts, the humanities, to physical education. an awful lot of kids, sorry, thank you — (applause) —one estimate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorder. adhd. i'm not saying there's no such thing. i just don't believe it's an epidemic like this. if you sit kids down, hour after hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (laughter) (applause) children are not, for the most part, suffering from a psychological condition. they're suffering from childhood. (laughter) and i know this because i spent my early life as a child. i went through the whole thing. kids prosper best with a broad curriculum that celebrates their various talents, not just a small range of them. and by the way, the arts aren't just important because they improve math scores. they're important because they speak to parts of children's being which are otherwise untouched.the second, thank you — (applause)the second principle that drives human life flourishing is curiosity. if you can light the spark of curiosity in a child, they will learn without any further assistance, very often. children are natural learners. it's a real achievement to put that particularability out, or to stifle it. curiosity is the engine of achievement. now the reason i say this is because one of the effects of the current culture here, if i can say so, has been to de-professionalize teachers. there is no system in the world or any school in the country that is better than its teachers. teachers are the lifeblood of the success of schools. but teaching is a creative profession. teaching, properly conceived, is not a delivery system. you know, you're not there just to pass on received information. great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage. you see, in the end, education is about learning. if there's no learning going on, there's no education going on. and people can spend an awful lot of time discussing education without ever discussing learning. the whole point of education is to get people to learn.a friend of mine, an old friend -- actually very old, he's dead. (laughter) that's as old as it gets, i'm afraid. but a wonderful guy he was, wonderful philosopher. he used to talk about the difference between the task and achievement senses of verbs. you know, you can be engaged in the activity of something, but not really be achieving it, like dieting. it's a very good example, you know. there he is. he's dieting. is he losing any weight? not really. teaching is a word like that. you can say, "there's deborah, she's in room 34, she's teaching." but if nobody's learning anything, she may be engaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning. that's it. and part of the problem is, i think, that the dominant culture of education has come to focus on not teaching and learning, but testing. now, testing is important. standardized tests have a place. but they should not be the dominant culture of education. they should bediagnostic. they should help. (applause) if i go for a medical examination, i want some standardized tests. i do. you know, i want to know what my cholesterol level is compared to everybody else's on a standard scale. i don't want to be told on some scale my doctor invented in the car."your cholesterol is what i call level orange.""really? is that good?""we don't know."but all that should support learning. it shouldn't obstruct it, which of course it often does. so in place of curiosity, what we have is a culture of compliance. our children and teachers are encouraged to follow routine algorithms rather than to excite that power of imagination and curiosity. and the third principle is this: that human life is inherently creative. it's why we all have different résumés. we create our lives, and we can recreate them as we go through them. it's the common currency of being a human being. it's why human culture is so interesting and diverse and dynamic. i mean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? i mean, you may have a dog. and your dog may get depressed. you know, but it doesn't listen to radiohead, does it? (laughter) and sit staring out the window with a bottle of jack daniels. (laughter)and you say, "would you like to come for a walk?"he says, "no, i'm fine. you go. i'll wait. but take pictures."we all create our own lives through this restless process of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. instead, what we have is a culture of standardization.now, it doesn't have to be that way. it really doesn't. finland regularly comes out on top in math, science and reading. now,we only know that's what they do well at because that's all that's being tested currently. that's one of the problems of the test. they don't look for other things that matter just as much. the thing about work in finland is this: they don't obsess about those disciplines. they have a very broad approach to education which includes humanities, physical education, the arts.second, there is no standardized testing in finland. i mean, there's a bit, but it's not what gets people up in the morning. it's not what keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and somebody from the american system was saying to the people in finland, "what do you do about the dropout rate in finland?"and they all looked a bit bemused, and said, "well, we don't have one. why would you drop out? if people are in trouble, we get to them quite quickly and help them and we support them."now people always say, "well, you know, you can't compare finland to america."no. i think there's a population of around five million in finland. but you can compare it to a state in america. many states in america have fewer people in them than that. i mean, i've been to some states in america and i was the only person there. (laughter) really. really. i was asked to lock up when i left. (laughter)but what all the high-performing systems in the world do is currently what is not evident, sadly, across the systems in america -- i mean, as a whole. one is this: they individualize teaching and learning. they recognize that it's students who are learning and the system has to engage them, their curiosity, their individuality, and their creativity. that's how you get them to learn.the second is that they attribute a very high status to the teaching profession. they recognize that you can't improve education if you don't pick great people to teach and if you don't keep giving them constant support and professional development. investing in professional development is not a cost. it's an investment, and every other country that's succeeding well knows that, whether it's australia, canada, south korea, singapore, hong kong or shanghai. they know that to be the case.and the third is, they devolve responsibility to the school level for getting the job done. you see, there's a big difference here between going into a mode of command and control in education -- that's what happens in some systems. you know, central governments decide or state governments decide they know best and they're going to tell you what to do. the trouble is that education doesn't go on in the committee rooms of our legislative buildings. it happens in classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discretion, it stops working. you have to put it back to the people. (applause)there is wonderful work happening in this country. but i have to say it's happening in spite of the dominant culture of education, not because of it. it's like people are sailing into a headwind all the time. and the reason i think is this: that many of the current policies are based on mechanistic conceptions of education. it's like education is an industrial process that can be improved just by having better data, and somewhere in, i think, the back of the mind of some policy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. it won't, and it never did.the point is that education is not a mechanical system. it's ahuman system. it's about people, people who either do want to learn or don't want to learn. every student who drops out of school has a reason for it which is rooted in their own biography. they may find it boring. they may find it irrelevant. they may find that it's at odds with the life they're living outside of school. there are trends, but the stories are always unique. i was at a meeting recently in los angeles of -- they're called alternative education programs. these are programs designed to get kids back into education. they have certain common features. they're very personalized. they have strong support for the teachers, close links with the community and a broad and diverse curriculum, and often programs which involve students outside school as well as inside school. and they work. what's interesting to me is, these are called "alternative education." you know? and all the evidence from around the world is, if we all did that, there'd be no need for the alternative. (applause)so i think we have to embrace a different metaphor. we have to recognize that it's a human system, and there are conditions under which people thrive, and conditions under which they don't. we are after all organic creatures, and the culture of the school is absolutely essential. culture is an organic term, isn't it?not far from where i live is a place called death valley. death valley is the hottest, driest place in america, and nothing grows there. nothing grows there because it doesn't rain. hence, death valley. in the winter of XX, it rained in death valley. seven inches of rain fell over a very short period. and in the spring of XX, there was a phenomenon. the whole floor of death valley was carpeted in flowers for a while. what it proved is this: that death valley isn't dead. it's dormant. right beneath the surface are these seeds of possibility waiting for the right conditions to come about, andwith organic systems, if the conditions are right, life is inevitable. it happens all the time. you take an area, a school, a district, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader range of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discretion to be creative and to innovate in what they do, and schools that were once bereft spring to life.great leaders know that. the real role of leadership in education -- and i think it's true at the national level, the state level, at the school level -- is not and should not be command and control. the real role of leadership is climate control, creating a climate of possibility. and if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.there's a wonderful quote from benjamin franklin. "there are three sorts of people in the world: those who are immovable, people who don't get, they don't want to get it, they're going to do anything about it. there are people who are movable, people who see the need for change and are prepared to listen to it. and there are people who move, people who make things happen." and if we can encourage more people, that will be a movement. and if the movement is strong enough, that's, in the best sense of the word, a revolution. and that's what we need.thank you very much. (applause) thank you very much. (applause)when i was in my 20s, i saw my very first psychotherapy client.i was a ph.d. student in clinical psychology at berkeley. she was a 26-year-old woman named alex. now alex walked into her first session wearing jeans and a big slouchy top, and she droppedonto the couch in my office and kicked off her flats and told me she was there to talk about guy problems. now when i heard this, i was so relieved. my classmate got an arsonist for her first client. (laughter) and i got a twentysomething who wanted to talk about boys. this i thought i could handle.but i didn't handle it. with the funny stories that alex would bring to session, it was easy for me just to nod my head while we kicked the can down the road. "thirty's the new 20," alex would say, and as far as i could tell, she was right. work happened later, marriage happened later, kids happened later, even death happened later. twentysomethings like alex and i had nothing but time.but before long, my supervisor pushed me to push alex about her love life. i pushed back.i said, "sure, she's dating down, she's sleeping with a knucklehead, but it's not like she's going to marry the guy."and then my supervisor said, "not yet, but she might marry the next one. besides, the best time to work on alex's marriage is before she has one."that's what psychologists call an "aha!" moment. that was the moment i realized, 30 is not the new 20. yes, people settle down later than they used to, but that didn't make alex's 20s a developmental downtime. that made alex's 20s a developmental sweet spot, and we were sitting there blowing it. that was when i realized that this sort of benign neglect was a real problem, and it had real consequences, not just for alex and her love life but for the careers and the families and the futures of twentysomethings everywhere.there are 50 million twentysomethings in the united states right now. we're talking about 15 percent of the population, or100 percent if you consider that no one's getting through adulthood without going through their 20s first.raise your hand if you're in your 20s. i really want to see some twentysomethings here. oh, yay! y'all's awesome. if you work with twentysomethings, you love a twentysomething, you're losing sleep over twentysomethings, i want to see — okay. awesome, twentysomethings really matter.so i specialize in twentysomethings because i believe that every single one of those 50 million twentysomethings deserves to know what psychologists, sociologists, neurologists and fertility specialists already know: that claiming your 20s is one of the simplest, yet most transformative, things you can do for work, for love, for your happiness, maybe even for the world.this is not my opinion. these are the facts. we know that 80 percent of life's most defining moments take place by age 35. that means that eight out of 10 of the decisions and experiences and "aha!" moments that make your life what it is will have happened by your mid-30s. people who are over 40, don't panic. this crowd is going to be fine, i think. we know that the first 10 years of a career has an exponential impact on how much money you're going to earn. we know that more than half of americans are married or are living with or dating their future partner by 30. we know that the brain caps off its second and last growth spurt in your 20s as it rewires itself for adulthood, which means that whatever it is you want to change about yourself, now is the time to change it. we know that personality changes more during your 20s than at any other time in life, and we know that female fertility peaks at age 28, and things get tricky after age 35. so your 20s are the time to educate yourself about your body and your options.so when we think about child development, we all know that the first five years are a critical period for language and attachment in the brain. it's a time when your ordinary, day-to-day life has an inordinate impact on who you will become. but what we hear less about is that there's such a thing as adult development, and our 20s are that critical period of adult development.but this isn't what twentysomethings are hearing. newspapers talk about the changing timetable of adulthood. researchers call the 20s an extended adolescence. journalists coin silly nicknames for twentysomethings like "twixters" and "kidults." it's true. as a culture, we have trivialized what is actually the defining decade of adulthood.leonard bernstein said that to achieve great things, you need a plan and not quite enough time. isn't that true? so what do you think happens when you pat a twentysomething on the head and you say, "you have 10 extra years to start your life"? nothing happens. you have robbed that person of his urgency and ambition, and absolutely nothing happens.and then every day, smart, interesting twentysomethings like you or like your sons and daughters come into my office and say things like this: "i know my boyfriend's no good for me, but this relationship doesn't count. i'm just killing time." or they say, "everybody says as long as i get started on a career by the time i'm 30, i'll be fine."but then it starts to sound like this: "my 20s are almost over, and i have nothing to show for myself. i had a better résumé the day after i graduated from college."and then it starts to sound like this: "dating in my 20s was like musical chairs. everybody was running around and havingfun, but then sometime around 30 it was like the music turned off and everybody started sitting down. i didn't want to be the only one left standing up, so sometimes i think i married my husband because he was the closest chair to me at 30."where are the twentysomethings here? do not do that.okay, now that sounds a little flip, but make no mistake, the stakes are very high. when a lot has been pushed to your 30s, there is enormous thirtysomething pressure to jump-start a career, pick a city, partner up, and have two or three kids in a much shorter period of time. many of these things are incompatible, and as research is just starting to show, simply harder and more stressful to do all at once in our 30s.the post-millennial midlife crisis isn't buying a red sports car. it's realizing you can't have that career you now want. it's realizing you can't have that child you now want, or you can't give your child a sibling. too many thirtysomethings and fortysomethings look at themselves, and at me, sitting across the room, and say about their 20s, "what was i doing? what was i thinking?"i want to change what twentysomethings are doing and thinking.here's a story about how that can go. it's a story about a woman named emma. at 25, emma came to my office because she was, in her words, having an identity crisis. she said she thought she might like to work in art or entertainment, but she hadn't decided yet, so she'd spent the last few years waiting tables instead. because it was cheaper, she lived with a boyfriend who displayed his temper more than his ambition. and as hard as her 20s were, her early life had been even harder. she often cried in our sessions, but then would collect herself by saying, "you can't pick your family, but you can pick your friends."well one day, emma comes in and she hangs her head in her lap, and she sobbed for most of the hour. she'd just bought a new address book, and she'd spent the morning filling in her many contacts, but then she'd been left staring at that empty blank that comes after the words "in case of emergency, please call ... ." she was nearly hysterical when she looked at me and said, "who's going to be there for me if i get in a car wreck? who's going to take care of me if i have cancer?"now in that moment, it took everything i had not to say, "i will." but what emma needed wasn't some therapist who really, really cared. emma needed a better life, and i knew this was her chance. i had learned too much since i first worked with alex to just sit there while emma's defining decade went parading by.so over the next weeks and months, i told emma three things that every twentysomething, male or female, deserves to hear.first, i told emma to forget about having an identity crisis and get some identity capital. by get identity capital, i mean do something that adds value to who you are. do something that's an investment in who you might want to be next. i didn't know the future of emma's career, and no one knows the future of work, but i do know this: identity capital begets identity capital. so now is the time for that cross-country job, that internship, that startup you want to try. i'm not discounting twentysomething exploration here, but i am discounting exploration that's not supposed to count, which, by the way, is not exploration. that's procrastination. i told emma to explore work and make it count.second, i told emma that the urban tribe is overrated. best friends are great for giving rides to the airport, but twentysomethings who huddle together with like-minded peers limit who they know, what they know, how they think, how theyspeak, and where they work. that new piece of capital, that new person to date almost always comes from outside the inner circle. new things come from what are called our weak ties, our friends of friends of friends. so yes, half of twentysomethings are un- or under-employed. but half aren't, and weak ties are how you get yourself into that group. half of new jobs are never posted, so reaching out to your neighbor's boss is how you get that un-posted job. it's not cheating. it's the science of how information spreads.last but not least, emma believed that you can't pick your family, but you can pick your friends. now this was true for her growing up, but as a twentysomething, soon emma would pick her family when she partnered with someone and created a family of her own. i told emma the time to start picking your family is now. now you may be thinking that 30 is actually a better time to settle down than 20, or even 25, and i agree with you. but grabbing whoever you're living with or sleeping with when everyone on facebook starts walking down the aisle is not progress. the best time to work on your marriage is before you have one, and that means being as intentional with love as you are with work. picking your family is about consciously choosing who and what you want rather than just making it work or killing time with whoever happens to be choosing you.so what happened to emma? well, we went through that address book, and she found an old roommate's cousin who worked at an art museum in another state. that weak tie helped her get a job there. that job offer gave her the reason to leave that live-in boyfriend. now, five years later, she's a special events planner for museums. she's married to a man she mindfully chose. she loves her new career, she loves her new family, and she sent。
ted英语演讲稿3分钟
ted英语演讲稿3分钟【篇一：ted三分钟演讲稿】ted精彩演讲：坠机让我学到的三件事 imagine a big explosion as you climb through 3,000ft. imagine a plane full of smoke. imagine an engine going clack, clack, clack, clack,clack, clack, clack. it sounds scary. 想像一个大爆炸，当你在三千多英尺的高空；想像机舱内布满黑烟，想像引擎发出喀啦、喀啦、喀啦、喀啦、喀啦的声响，听起来很可怕。
well i had a unique seat that day. i was sitting in 1d. i was the only one whocan talk to the flight attendants. so i looked at them right away, and they said,no problem. we probably hit some birds. the pilot had already turned the plane around,and we werent that far. you could see manhattan. 那天我的位置很特別，我坐在1d，我是唯一可以和空服员说话的人，于是我立刻看着他们，他们说，“没问题，我们可能撞上鸟了。
” 机长已经把机头转向，我们离目的地很近，已经可以看到曼哈顿了。
two minutes later, 3 things happened at the same time. thepilot lines up theplane with the hudson river. thats usually not the route. heturns off the engines.now imagine being in a plane with no sound. and then he says 3 words-the mostunemotional 3 words ive ever heard. he says, brace for impact.两分钟以后，三件事情同时发生：机长把飞机对齐哈德逊河，一般的航道可不是这样。
ted演讲稿（通用10篇）
ted演讲稿（通用10篇）ted 篇1简介：残奥会短跑冠军aimeemullins天生没有腓骨，从小就要学习靠义肢走路和奔跑。
如今，她不仅是短跑选手、演员、模特，还是一位稳健的演讲者。
她不喜欢中“disabled”这个词，因为负面词汇足以毁掉一个人。
但是，坦然面对不幸，你会发现等待你的是更多的机会。
i'd like to share with you a discovery that i made a few months ago whilewriting an article for italian wired. i always keep my thesaurus handy wheneveri'm writing anything, but i'd already finished editing the piece, and i realizedthat i had never once in my life looked up the word "disabled" to see what i'dfind.let me read you the entry. "disabled, adjective: crippled, helpless,useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down,worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile,decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see alsohurt, useless and weak. antonyms, healthy, strong, capable." i was reading thislist out loud to a friend and at first was laughing, it was so ludicrous, buti'd just gotten past "mangled," and my voice broke, and i had to stop andcollect myself from the emotional shock and impact that the assault from thesewords unleashed.you know, of course, this is my raggedy old thesaurus so i'm thinking thismust be an ancient print date, right? but, in fact, the print date was the early1980s, when i would have been starting primary school and forming anunderstanding of myself outside the family unit and as related to the other kidsand the world around me. and, needless to say, thank god i wasn't using athesaurus back then. i mean, from this entry, it would seem thati was born intoa world that perceived someone like me to have nothing positive whatsoever goingfor them, when in fact, today i'm celebrated for the opportunities andadventures my life has procured.so, i immediately went to look up the __ online edition, e_pecting to finda revision worth noting. here's the updated version of this entry.unfortunately, it's not much better. i find the last two words under "nearantonyms," particularly unsettling: "whole" and "wholesome."so, it's not just about the words. it's what we believe about people whenwe name them with these words. it's about the values behind the words, and howwe construct those values. our language affects our thinking and how we view theworld and how we view other people. in fact, many ancient societies, includingthe greeks and the romans, believed that to utter a curse verbally was sopowerful, because to say the thing out loud brought it into e_istence. so, whatreality do we want to call into e_istence: a person who is limited, or a personwho's empowered? by casually doing something as simple as naming a person, achild, we might be putting lids and casting shadows on their power. wouldn't wewant to open doors for them instead?one such person who opened doors for me was my childhood doctor at the a.i.dupont institute in wilmington, delaware. his name was dr. pizzutillo, anitalian american, whose name, apparently, was too difficult for most americansto pronounce, so he went by dr. p. and dr. p always wore really colorful bowties and had the very perfect disposition to work with children.i loved almost everything about my time spent at this hospital, with thee_ception of my physical therapy sessions. i hadto do what seemed likeinnumerable repetitions of e_ercises with these thick, elastic bands --different colors, you know -- to help build up my leg muscles, and i hated thesebands more than anything -- i hated them, had names for them. i hated them. and,you know, i was already bargaining, as a five year-old child, with dr. p to tryto get out of doing these e_ercises, unsuccessfully, of course. and, one day, hecame in to my session -- e_haustive and unforgiving, these sessions -- and hesaid to me, "wow. aimee, you are such a strong and powerful little girl, i thinkyou're going to break one of those bands. when you do break it, i'm going togive you a hundred bucks."now, of course, this was a simple ploy on dr. p's part to get me to do thee_ercises i didn't want to do before the prospect of being the richestfive-year-old in the second floor ward, but what he effectively did for me wasreshape an awful daily occurrence into a new and promising e_perience for me.and i have to wonder today to what e_tent his vision and his declaration of meas a strong and powerful little girl shaped my own view of myself as aninherently strong, powerful and athletic person well into the future.this is an e_ample of how adults in positions of power can ignite the powerof a child. but, in the previous instances of those thesaurus entries, ourlanguage isn't allowing us to evolve into the reality that we would all want,the possibility of an individual to see themselves as capable. our languagehasn't caught up with the changes in our society, many of which have beenbrought about by technology. certainly, from a medical standpoint, my legs,laser surgery for vision impairment, titanium knees and hip replacements foraging bodies that are allowing people to more fully engage with their abilities,and move beyond the limits thatnature has imposed on them -- not to mentionsocial networking platforms allow people to self-identify, to claim their owndescriptions of themselves, so they can go align with global groups of their ownchoosing. so, perhaps technology is revealing more clearly to us now what hasalways been a truth: that everyone has something rare and powerful to offer oursociety, and that the human ability to adapt is our greatest asset.the human ability to adapt, it's an interesting thing, because people havecontinually wanted to talk to me about overcoming adversity, and i'm going tomake an admission: this phrase never sat right with me, and i always felt uneasytrying to answer people's questions about it, and i think i'm starting to figureout why. implicit in this phrase of "overcoming adversity" is the idea thatsuccess, or happiness, is about emerging on the other side of a challenginge_perience unscathed or unmarked by the e_perience, as if my successes in lifehave come about from an ability to sidestep or circumnavigate the presumedpitfalls of a life with prosthetics, or what other people perceive as mydisability. but, in fact, we are changed. we are marked, of course, by achallenge, whether physically, emotionally or both. and i'm going to suggestthat this is a good thing. adversity isn't an obstacle that we need to getaround in order to resume living our life. it's part of our life. and i tend tothink of it like my shadow. sometimes i see a lot of it, sometimes there's verylittle, but it's always with me. and, certainly, i'm not trying to diminish theimpact, the weight, of a person's struggle.there is adversity and challenge in life, and it's all very real andrelative to every single person, but the question isn't whether or not you'regoing to meet adversity, but how you're going to meet it. so, our responsibilityis not simply shielding those we carefor from adversity, but preparing them tomeet it well. and we do a disservice to our kids when we make them feel thatthey're not equipped to adapt. there's an important difference and distinctionbetween the objective medical fact of my being an amputee and the subjectivesocietal opinion of whether or not i'm disabled. and, truthfully, the only realand consistent disability i've had to confront is the world ever thinking that icould be described by those definitions.in our desire to protect those we care about by giving them the cold, hardtruth about their medical prognosis, or, indeed, a prognosis on the e_pectedquality of their life, we have to make sure that we don't put the first brick ina wall that will actually disable someone. perhaps the e_isting model of onlylooking at what is broken in you and how do we fi_ it, serves to be moredisabling to the individual than the pathology itself.by not treating the wholeness of a person, by not acknowledging theirpotency, we are creating another ill on top of whatever natural struggle theymight have. we are effectively grading someone's worth to our community. so weneed to see through the pathology and into the range of human capability. and,most importantly, there's a partnership between those perceived deficiencies andour greatest creative ability. so it's not about devaluing, or negating, thesemore trying times as something we want to avoid or sweep under the rug, butinstead to find those opportunities wrapped in the adversity. so maybe the ideai want to put out there is not so much overcoming adversity as it is openingourselves up to it, embracing it, grappling with it, to use a wrestling term,maybe even dancing with it. and, perhaps, if we see adversity as natural,consistent and useful, we're less burdened by the presence of it.this year we celebrate the 200th birthday of charles darwin, and it was 150years ago, when writing about evolution, that darwin illustrated, i think, atruth about the human character. to paraphrase: it's not the strongest of thespecies that survives, nor is it the most intelligent that survives; it is theone that is most adaptable to change. conflict is the genesis of creation. fromdarwin's work, amongst others, we can recognize that the human ability tosurvive and flourish is driven by the struggle of the human spirit throughconflict into transformation. so, again, transformation, adaptation, is ourgreatest human skill. and, perhaps, until we're tested, we don't know what we'remade of. maybe that's what adversity gives us: a sense of self, a sense of ourown power. so, we can give ourselves a gift. we can re-imagine adversity assomething more than just tough times. maybe we can see it as change. adversityis just change that we haven't adapted ourselves to yet.i think the greatest adversity that we've created for ourselves is thisidea of normalcy. now, who's normal? there's no normal. there's common, there'stypical. there's no normal, and would you want to meet that poor, beige personif they e_isted? (laughter) i don't think so. if we can change this paradigmfrom one of achieving normalcy to one of possibility -- or potency, to be even alittle bit more dangerous -- we can release the power of so many more children,and invite them to engage their rare and valuable abilities with thecommunity.anthropologists tell us that the one thing we as humans have alwaysrequired of our community members is to be of use, to be able to contribute.there's evidence that neanderthals, 60,000 years ago, carried their elderly andthose with serious physical injury, and perhaps it's because the life e_perienceof survival ofthese people proved of value to the community. they didn't viewthese people as broken and useless; they were seen as rare and valuable.a few years ago, i was in a food market in the town where i grew up in thatred zone in northeastern pennsylvania, and i was standing over a bushel oftomatoes. it was summertime: i had shorts on. i hear this guy, his voice behindme say, "well, if it isn't aimee mullins." and i turn around, and it's thisolder man. i have no idea who he is.and i said, "i'm sorry, sir, have we met? i don't remember meetingyou."he said, "well, you wouldn't remember meeting me. i mean, when we met i wasdelivering you from your mother's womb." (laughter) oh, that guy. and, but ofcourse, actually, it did click.this man was dr. kean, a man that i had only known about through mymother's stories of that day, because, of course, typical fashion, i arrivedlate for my birthday by two weeks. and so my mother's prenatal physician hadgone on vacation, so the man who delivered me was a complete stranger to myparents. and, because i was born without the fibula bones, and had feet turnedin, and a few toes in this foot and a few toes in that, he had to be the bearer-- this stranger had to be the bearer of bad news.he said to me, "i had to give this prognosis to your parents that you wouldnever walk, and you would never have the kind of mobility that other kids haveor any kind of life of independence, and you've been making liar out of me eversince." (laughter) (applause)the e_traordinary thing is that he said he had saved newspaper clippingsthroughout my whole childhood, whetherwinning a second grade spelling bee,marching with the girl scouts, you know, the halloween parade, winning mycollege scholarship, or any of my sports victories, and he was using it, andintegrating it into teaching resident students, med students from hahnemannmedical school and hershey medical school. and he called this part of the coursethe _ factor, the potential of the human will. no prognosis can account for howpowerful this could be as a determinant in the quality of someone's life. anddr. kean went on to tell me, he said, "in my e_perience, unless repeatedly toldotherwise, and even if given a modicum of support, if left to their own devices,a child will achieve."see, dr. kean made that shift in thinking. he understood that there's adifference between the medical condition and what someone might do with it. andthere's been a shift in my thinking over time, in that, if you had asked me at15 years old, if i would have traded prosthetics for flesh-and-bone legs, iwouldn't have hesitated for a second. i aspired to that kind of normalcy backthen. but if you ask me today, i'm not so sure. and it's because of thee_periences i've had with them, not in spite of the e_periences i've had withthem. and perhaps this shift in me has happened because i've been e_posed tomore people who have opened doors for me than those who have put lids and castshadows on me.see, all you really need is one person to show you the epiphany of your ownpower, and you're off. if you can hand somebody the key to their own power --the human spirit is so receptive -- if you can do that and open a door forsomeone at a crucial moment, you are educating them in the best sense. you'reteaching them to open doors for themselves. in fact, the e_act meaning of theword "educate" comes from the root word"educe." it means "to bring forth whatis within, to bring out potential." so again, which potential do we want tobring out?there was a case study done in 1960s britain, when they were moving fromgrammar schools to comprehensive schools. it's called the streaming trials. wecall it "tracking" here in the states. it's separating students from a, b, c, dand so on. and the "a students" get the tougher curriculum, the best teachers,etc. well, they took, over a three-month period, d-level students, gave thema's, told them they were "a's," told them they were bright, and at the end ofthis three-month period, they were performing at a-level.and, of course, the heartbreaking, flip side of this study, is that theytook the "a students" and told them they were "d's." and that's what happened atthe end of that three-month period. those who were still around in school,besides the people who had dropped out. a crucial part of this case study wasthat the teachers were duped too. the teachers didn't know a switch had beenmade. they were simply told, "these are the 'a-students,' these are the'd-students.'" and that's how they went about teaching them and treatingthem.so, i think that the only true disability is a crushed spirit, a spiritthat's been crushed doesn't have hope, it doesn't see beauty, it no longer hasour natural, childlike curiosity and our innate ability to imagine. if instead,we can bolster a human spirit to keep hope, to see beauty in themselves andothers, to be curious and imaginative, then we are truly using our power well.when a spirit has those qualities, we are able to create new realities and newways of being.i'd like to leave you with a poem by a fourteenth-century persian poetnamed hafiz that my friend, jacques dembois toldme about, and the poem iscalled "the god who only knows four words": "every child has known god, not thegod of names, not the god of don'ts, but the god who only knows four words andkeeps repeating them, saying, 'come dance with me. come, dance with me. come,dance with me.'"thank you. (applause)ted演讲稿篇2when i was seven years old and my sister was just five years old, we wereplaying on top of a bunk bed. i was two years older than my sister at the time-- i mean, i'm two years older than her now -- but at the time it meant she hadto do everything that i wanted to do, and i wanted to play war. so we were up ontop of our bunk beds. and on one side of the bunk bed, i had put out all of myg.i. joe soldiers and weaponry. and on the other side were all my sister's mylittle ponies ready for a cavalry charge.there are differing accounts of what actually happened that afternoon, butsince my sister is not here with us today, let me tell you the true story --(laughter) -- which is my sister's a little bit on the clumsy side. somehow,without any help or push from her older brother at all, suddenly amy disappearedoff of the top of the bunk bed and landed with this crash on the floor. now inervously peered over the side of the bed to see what had befallen my fallensister and saw that she had landed painfully on her hands and knees on all fourson the ground.i was nervous because my parents had charged me with making sure that mysister and i played as safely and as quietly as possible. and seeing as how ihad accidentally broken amy's arm just one week before ... (laughter) ...heroically pushing her out of the way of an oncoming imaginary sniper bullet,(laughter) for which i have yet to be thanked, i was trying as hard as i could--she didn't even see it coming -- i was trying as hard as i could to be on mybest behavior.and i saw my sister's face, this wail of pain and suffering and surprisethreatening to erupt from her mouth and threatening to wake my parents from thelong winter's nap for which they had settled. so i did the only thing my littlefrantic seven year-old brain could think to do to avert this tragedy. and if youhave children, you've seen this hundreds of times before. i said, "amy, amy,wait. don't cry. don't cry. did you see how you landed? no human lands on allfours like that. amy, i think this means you're a unicorn."(laughter)now that was cheating, because there was nothing in the world my sisterwould want more than not to be amy the hurt five year-old little sister, but amythe special unicorn. of course, this was an option that was open to her brain atno point in the past. and you could see how my poor, manipulated sister facedconflict, as her little brain attempted to devote resources to feeling the painand suffering and surprise she just e_perienced, or contemplating her new-foundidentity as a unicorn. and the latter won out. instead of crying, instead ofceasing our play, instead of waking my parents, with all the negativeconsequences that would have ensued for me, instead a smile spread across herface and she scrambled right back up onto the bunk bed with all the grace of ababy unicorn ... (laughter) ... with one broken leg.what we stumbled across at this tender age of just five and seven -- we hadno idea at the time -- was something that was going be at the vanguard of ascientific revolution occurring two decades later in the way that we look at thehuman brain. what we had stumbled across is something called positivepsychology, which is the reason that i'm here today and the reason that iwakeup every morning.when i first started talking about this research outside of academia, outwith companies and schools, the very first thing they said to never do is tostart your talk with a graph. the very first thing i want to do is start my talkwith a graph. this graph looks boring, but this graph is the reason i gete_cited and wake up every morning. and this graph doesn't even mean anything;it's fake data. what we found is --(laughter)if i got this data back studying you here in the room, i would be thrilled,because there's very clearly a trend that's going on there, and that means thati can get published, which is all that really matters. the fact that there's oneweird red dot that's up above the curve, there's one weirdo in the room -- iknow who you are, i saw you earlier -- that's no problem. that's no problem, asmost of you know, because i can just delete that dot. i can delete that dotbecause that's clearly a measurement error. and we know that's a measurementerror because it's messing up my data.so one of the very first things we teach people in economics and statisticsand business and psychology courses is how, in a statistically valid way, do weeliminate the weirdos. how do we eliminate the outliers so we can find the lineof best fit? which is fantastic if i'm trying to find out how many advil theaverage person should be taking -- two. but if i'm interested in potential, ifi'm interested in your potential, or for happiness or productivity or energy orcreativity, what we're doing is we're creating the cult of the average withscience.if i asked a question like, "how fast can a child learn how to read in aclassroom?" scientists change the answer to "how fastdoes the average childlearn how to read in that classroom?" and then we tailor the class right towardsthe average. now if you fall below the average on this curve, then psychologistsget thrilled, because that means you're either depressed or you have a disorder,or hopefully both. we're hoping for both because our business model is, if youcome into a therapy session with one problem, we want to make sure you leaveknowing you have 10, so you keep coming back over and over again. we'll go backinto your childhood if necessary, but eventually what we want to do is make younormal again. but normal is merely average.and what i posit and what positive psychology posits is that if we studywhat is merely average, we will remain merely average. then instead of deletingthose positive outliers, what i intentionally do is come into a population likethis one and say, why? why is it that some of you are so high above the curve interms of your intellectual ability, athletic ability, musical ability,creativity, energy levels, your resiliency in the face of challenge, your senseof humor? whatever it is, instead of deleting you, what i want to do is studyyou. because maybe we can glean information -- not just how to move people up tothe average, but how we can move the entire average up in our companies andschools worldwide.the reason this graph is important to me is, when i turn on the news, itseems like the majority of the information is not positive, in fact it'snegative. most of it's about murder, corruption, diseases, natural disasters.and very quickly, my brain starts to think that's the accurate ratio of negativeto positive in the world. what that's doing is creating something called themedical school syndrome -- which, if you know people who've been to medicalschool, during the first year of medical training, as youread through a list ofall the symptoms and diseases that could happen, suddenly you realize you haveall of them.i have a brother in-law named bobo -- which is a whole other story. bobomarried amy the unicorn. bobo called me on the phone from yale medical school,and bobo said, "shawn, i have leprosy." (laughter) which, even at yale, ise_traordinarily rare. but i had no idea how to console poor bobo because he hadjust gotten over an entire week of menopause.(laughter)see what we're finding is it's not necessarily the reality that shapes us,but the lens through which your brain views the world that shapes your reality.and if we can change the lens, not only can we change your happiness, we canchange every single educational and business outcome at the same time.when i applied to harvard, i applied on a dare. i didn't e_pect to get in,and my family had no money for college. when i got a military scholarship twoweeks later, they allowed me to go. suddenly, something that wasn't even apossibility became a reality. when i went there, i assumed everyone else wouldsee it as a privilege as well, that they'd be e_cited to be there. even ifyou're in a classroom full of people smarter than you, you'd be happy just to bein that classroom, which is what i felt. but what i found there is, while somepeople e_perience that, when i graduated after my four years and then spent thene_t eight years living in the dorms with the students -- harvard asked me to; iwasn't that guy. (laughter) i was an officer of harvard to counsel studentsthrough the difficult four years. and what i found in my research and myteaching is that these students, no matter how happy they were with theiroriginal success of getting into the school, two weeks later their brains werefocused, not on theprivilege of being there, nor on their philosophy or theirphysics. their brain was focused on the competition, the workload, the hassles,the stresses, the complaints.when i first went in there, i walked into the freshmen dining hall, whichis where my friends from waco, te_as, which is where i grew up -- i know some ofyou have heard of it. when they'd come to visit me, they'd look around, they'dsay, "this freshman dining hall looks like something out of hogwart's from themovie "harry potter," which it does. this is hogwart's from the movie "harrypotter" and that's harvard. and when they see this, they say, "shawn, why do youwaste your time studying happiness at harvard? seriously, what does a harvardstudent possibly have to be unhappy about?"embedded within that question is the key to understanding the science ofhappiness. because what that question assumes is that our e_ternal world ispredictive of our happiness levels, when in reality, if i know everything aboutyour e_ternal world, i can only predict 10 percent of your long-term happiness.90 percent of your long-term happiness is predicted not by the e_ternal world,but by the way your brain processes the world. and if we change it, if we changeour formula for happiness and success, what we can do is change the way that wecan then affect reality. what we found is that only 25 percent of job successesare predicted by i.q. 75 percent of job successes are predicted by your optimismlevels, your social support and your ability to see stress as a challengeinstead of as a threat.i talked to a boarding school up in new england, probably the mostprestigious boarding school, and they said, "we already know that. so everyyear, instead of just teaching our students, we also have a wellness week. andwe're so e_cited. monday night wehave the world's leading e_pert coming in tospeak about adolescent depression. tuesday night it's school violence andbullying. wednesday night is eating disorders. thursday night is elicit druguse. and friday night we're trying to decide between risky se_ or happiness."(laughter) i said, "that's most people's friday nights." (laughter) (applause)which i'm glad you liked, but they did not like that at all. silence on thephone. and into the silence, i said, "i'd be happy to speak at your school, butjust so you know, that's not a wellness week, that's a sickness week. whatyou've done is you've outlined all the negative things that can happen, but nottalked about the positive."the absence of disease is not health. here's how we get to health: we needto reverse the formula for happiness and success. in the last three years, i'vetraveled to 45 different countries, working with schools and companies in themidst of an economic downturn. and what i found is that most companies andschools follow a formula for success, which is this: if i work harder, i'll bemore successful. and if i'm more successful, then i'll be happier. thatundergirds most of our parenting styles, our managing styles, the way that wemotivate our behavior.and the problem is it's scientifically broken and backwards for tworeasons. first, every time your brain has a success, you just changed thegoalpost of what success looked like. you got good grades, now you have to getbetter grades, you got into a good school and after you get into a betterschool, you got a good job, now you have to get a better job, you hit your salestarget, we're going to change your sales target. and if happiness is on theopposite side of success, your brain never gets there. what we've done is we'vepushed happiness over the cognitive horizon as a society. and that's because wethink we have to be successful,。