Godin (2012). Stop Stealing Dreams.

Godin, S. (2012). Stop Stealing Dreams. New York: TEDxYouth@BFS. Retrieved from https://www.youtube.com/watch?v=sXpbONjV1Jc

“School was about teaching obedience.” [0:02:32]

“‘Good morning, boys and girls’ starts the day with respect and obedience.” [0:02:58]

“Back around World War I we had a problem, which was that there was this huge influx of students because we had expanded the school day to include high school, and there was this huge need to sort them all out. So he invented the standardized test …. he gave it up ten years later when the emergency was over but because he gave it up, because he called it out, because he said the standardized test is too crude to be used, he was ostracized and lost his job as the president of a university …” [0:03:17]

“You held back because you’ve been taught since you were 3 years old to hold a little bit back because if you do everything, if you put all out, then your parents or your teacher or your coach or your boss is going to ask for little bit more, aren’t they? And the reason they will is because we are products of the industrial age.” [0:04:04]

“But the thing about productivity and industrialism is this. The people who ran factories had two huge problems.” [0:04:47]

“Problem number one: they looked around and they said, ‘We don’t have enough workers. We don’t have enough people who are willing to move off the farm and come to this dark building for 12 hours a day, 6 days a week and do what they are told. If we could get more workers, we could pay them less. And if we could pay them less, we’d make more money. We need more workers.'” [0:04:57]

“… the deal was universal public education whose sole intent was not to train the scholars of tomorrow. We had plenty of scholars. It was to train people to be willing to work in the factory. It was to train people to behave, to comply, to fit in. We process you for a whole year. If you are defective, we hold you back and process you again. We sit you in straight rows just like they organize things in the factory.” [0:05:18]

“And the second thing industrialists were really worried about was that we weren’t going to buy all the stuff they could make, that in 1880, 1890, people owned two pairs of shoes, one pair of jeans. That was it. You don’t know anyone who owns one pair of jeans anymore, ever. What they needed to train us to do was buy stuff. They needed to train us to fit in. They needed to train us to become consumers.” [0:06:24]

“What people do quite naturally is, if it’s work, they try to figure out how to do less. And if it’s art, we try to figure out how to do more. And when we put kids in the factory we call school, the thing we built to indoctrinate them into compliance, why are we surprised that the question is ‘Will this be on the test?’ Someone who is making art doesn’t say, ‘Can I do one less canvas this month?’ They don’t say, ‘Can I write one less song this month?’ They don’t say, ‘Can I touch one fewer person this month?’ It’s art. They want to do more of it.” [0:08:10]

“… homework during the day, lectures at night. World-class lecturers lecturing on anything you want to learn to every single person in the world who’s got an Internet connection for free. And then all day go and sit with a human being, a teacher and ask your questions and do your work and explore face-to-face.” [0:10:46]

“Number two, open book, open note all the time.” [0:11:19]

“No more multiple-choice exams. Those were invented to make them easy to score but computers are smarter than that. Measuring experience instead of test scores, because experience is what we really care about. The end of compliance as an outcome. ” [0:12:06]

“And cooperation instead of isolation. Why do we do anything where we ask people to do it all by themselves and then we put them in the real world and say, ‘Cooperate.'” [0:12:32]

“Why wouldn’t we want to teach our kids to go do something interesting? Why wouldn’t we want to teach our kids to figure it out? And yet, everyday we send kids to school and say, ‘Do not figure it out,’ ‘Do not ask questions I do not know the answer to,’ ‘Do not look it up,’ ‘Do not vary from the curriculum,’ and better better better better better comply, fit in, be like your peers, do what you’re told because I must process you, because everything in my evaluation is based on whether or not I processed you properly.” [0:13:57]

“Are we asking our kids to collect dots or connect dots? Because we’re really good at measuring how many dots they collect, how many facts they have memorized, how many boxes they have filled in, but we teach nothing about how to connect those dots. You cannot teach connecting dots in a Dummies manual. … Grades are an illusion. Passion and insight are reality.” [0:15:04]

“Persistence in the face of a skeptical authority figure is priceless. … If you care enough about your work to be willing to be criticized for it, then you have done a good day’s work.” [0:15:39]


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