哈佛大學(xué)2016畢業(yè)演講：利文斯頓講述教育公平性2016年06月23日 標(biāo)準(zhǔn)化教育磨滅孩子的天賦 教育在于發(fā)現(xiàn)孩子的天賦 近日，哈佛大學(xué)學(xué)生多諾萬·利文斯頓(Donovan Livingston)的畢業(yè)演講視頻在網(wǎng)上迅速走紅，他在哈佛的畢業(yè)典禮上引用美國(guó)政治家兼教育家霍瑞斯·曼(Horace Mann)的名言并采取詩歌體演講，驚艷全場(chǎng)，得到師生們的一致好評(píng)。他的演講被美國(guó)媒體稱為美國(guó)史上最有力量的畢業(yè)演講。
多諾萬·利文斯頓、是一位哈佛大學(xué)的社會(huì)科學(xué)研究助理，Donovan說自己很愛詩歌，所以用詩歌的形式來做演講。演講視頻一天之內(nèi)點(diǎn)擊量近千萬，被希拉里轉(zhuǎn)發(fā)。他通過這首詩表達(dá)了自己對(duì)教育的理解：教育，要挖掘孩子們的天賦，并最大化地發(fā)揮他們的潛力，并抨擊了美國(guó)現(xiàn)存的標(biāo)準(zhǔn)化教育。 由于語言文化差異，對(duì)英文詩歌的理解很難達(dá)到統(tǒng)一。以下引用靶小曼對(duì)這首詩的理解： 理想狀態(tài)：教育是實(shí)現(xiàn)平等的偉大途徑 Donovan用霍瑞思·曼在1848年所說的話作為引言?；羧鹚肌ぢ?，是美國(guó)的教育家和政治家。 1848年春，霍瑞思·曼在一個(gè)演講中，公開表達(dá)了對(duì)奴隸制的反對(duì)。他認(rèn)為，世界上沒有比奴隸制更為邪惡的事物。
關(guān)于教育，霍瑞思·曼希望通過將來自不同背景的孩子們集合在一起，為孩子們提供共同的教育。他相信公共教育能夠給予有困難的家庭的孩子們更多教育機(jī)會(huì)，并使得社會(huì)更公平。 現(xiàn)狀：與眾不同的孩子在學(xué)校感到孤獨(dú) 教育，應(yīng)該擁有無窮的力量。但是，Donovan在現(xiàn)在的美國(guó)教育體系里，看到最多的是——分裂和控制。 Donovan認(rèn)為美國(guó)教育的現(xiàn)狀是：1)教育過程機(jī)械、所教的知識(shí)死板 “學(xué)生學(xué)習(xí)的教室和黑奴工作的種植園，在某種程度上，是一樣的?！睂W(xué)生們的學(xué)習(xí)是被動(dòng)的，就像黑人被安排機(jī)械的工作一樣，老師在機(jī)械地給學(xué)生布置任務(wù)，學(xué)習(xí)一些死板的知識(shí)。 2)教育追求標(biāo)準(zhǔn)化：標(biāo)準(zhǔn)化的考試，讓孩子們產(chǎn)生挫敗感，阻礙他們發(fā)揮自己的天賦和個(gè)性。
求學(xué)時(shí)期的Donovan，叛逆、獨(dú)行。在追求標(biāo)準(zhǔn)化教育的學(xué)校，他感到孤獨(dú)。他形容自己是一朵在突破信條的荊棘小道上，孤獨(dú)綻放的野花。 教育——需要伽利略式的耐心 教育——在于發(fā)現(xiàn)孩子的天賦 直到Donovan上七年級(jí)的時(shí)候，他遇到他的貴人——帕科女士。作為教師，帕科女士指引他聽從內(nèi)心真實(shí)的聲音，幫他找到自己的天賦以及潛能。 Donovan認(rèn)為，教育不是大聲吼叫，而需要伽利略式的耐心。正如帕科女士對(duì)他所做的。 每個(gè)孩子都是一顆閃耀的星，如果教育者能花時(shí)間與每個(gè)孩子交流，便能發(fā)現(xiàn)他們與眾不同的天賦。這些天賦讓孩子們閃閃發(fā)光。 沒有人愿意變得平庸，擁有天賦和潛能的孩子們，不應(yīng)該被標(biāo)準(zhǔn)化的教育，磨滅光芒。
教育要突破標(biāo)準(zhǔn)化的束縛，擺脫貧窮與特權(quán)、政策與無知的笨重負(fù)擔(dān)； 教育要發(fā)現(xiàn)孩子們與眾不同的天賦，并最大化地挖掘他們的潛能。 演講最后，Donovan鼓勵(lì)孩子們：天空不是終點(diǎn)，天空只是起點(diǎn)！飛吧！去盡可能地發(fā)揮自己的天賦與潛力。 以下是演講英文全文： “Education then, beyond all other devices of human origin, Is a great equalizer of the conditions of men.” – Horace Mann, 1848. At the time of his remarks I couldn’t read — couldn’t write. Any attempt to do so, punishable by death. For generations we have known of knowledge’s infinite power. Yet somehow, we’ve never questioned the keeper of the keys — The guardians of information. Unfortunately, I’ve seen more dividing and conquering In this order of operations — a heinous miscalculation of reality. For some, the only difference between a classroom and a plantation is time. How many times must we be made to feel like quotas — Like tokens in coined phrases? — “Diversity. Inclusion” There are days I feel like one, like only — A lonely blossom in a briar patch of broken promises. But I’ve always been a thorn in the side of injustice. Disruptive. Talkative. A distraction. With a passion that transcends the confines of my consciousness — Beyond your curriculum, beyond your standards. I stand here, a manifestation of love and pain, With veins pumping revolution. I am the strange fruit that grew too ripe for the poplar tree. I am a DREAM Act, Dream Deferred incarnate. I am a movement – an amalgam of memories America would care to forget My past, alone won’t allow me to sit still. So my body, like the mind Cannot be contained. As educators, rather than raising your voices Over the rustling of our chains, Take them off. Un-cuff us. Unencumbered by the lumbering weight Of poverty and privilege, Policy and ignorance. I was in the 7th grade, when Ms. Parker told me, “Donovan, we can put your excess energy to good use!” And she introduced me to the sound of my own voice. She gave me a stage. A platform. She told me that our stories are ladders That make it easier for us to touch the stars. So climb and grab them. Keep climbing. Grab them. Spill your emotions in the big dipper and pour out your soul. Light up the world with your luminous allure. To educate requires Galileo-like patience. Today, when I look my students in the eyes, all I see are constellations. If you take the time to connect the dots, You can plot the true shape of their genius — Shining in their darkest hour. I look each of my students in the eyes, And see the same light that aligned Orion’s Belt And the pyramids of Giza. I see the same twinkle That guided Harriet to freedom. I see them. Beneath their masks and mischief, Exists an authentic frustration; An enslavement to your standardized assessments. At the core, none of us were meant to be common. We were born to be comets, Darting across space and time — Leaving our mark as we crash into everything. A crater is a reminder that something amazing happened here — An indelible impact that shook up the world. Are we not astronomers — looking for the next shooting star? I teach in hopes of turning content, into rocket ships — Tribulations into telescopes, So a child can see their potential from right where they stand. An injustice is telling them they are stars Without acknowledging night that surrounds them. Injustice is telling them education is the key While you continue to change the locks. Education is no equalizer — Rather, it is the sleep that precedes the American Dream. So wake up — wake up! Lift your voices Until you’ve patched every hole in a child’s broken sky. Wake up every child so they know of their celestial potential. I’ve been a Black hole in the classroom for far too long; Absorbing everything, without allowing my light escape. But those days are done. I belong among the stars. And so do you. And so do they. Together, we can inspire galaxies of greatness For generations to come. No, sky is not the limit. It is only the beginning. Lift off. 來源/網(wǎng)易教育 撰文/靶小曼 編輯/劉逸塵 |
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