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TEDtalk-en-ja

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{ "en": "So some steps that we can take -- to finish up -- how to make this revolution through play. ", "ja": "まとめとして、この遊びの革命を、実行するいくつかのステップを挙げます。" }

{ "en": "First of all, you have to believe me. ", "ja": "１番目に、私を信じてください。" }

{ "en": "If you don't believe me, well just go home and think about it some more or something. ", "ja": "もし私を信用できなければ、家に帰ってもっと色んなことを考えてください。" }

{ "en": "Second of all, if you don't have the feeling of play in you, you need to rediscover play. ", "ja": "２番目に自分に遊び心がないと感じたら、遊びを再発見する必要があります。" }

{ "en": "Whatever it was that as a kid you used to enjoy, that you enjoyed only six months ago, but now that you've got that promotion you can't enjoy, because you feel like you have to be serious, rediscover it. ", "ja": "子供の頃にした遊びや、６か月前にした遊びでも何でも構いません。昇給のせいで、まじめにならなくちゃとか感じて、楽しめないでいるのです。再発見してください。" }

{ "en": "I don't care if it's mountain biking or reading a book or playing a game. ", "ja": "マウンテンバイク、読書でも、ゲームでもいいですよ。" }

{ "en": "Rediscover that because you're the leaders, the innovation leaders, the thought leaders. ", "ja": "とにかく再発見するのです。皆さんはリーダーですから、革新のリーダー、思考のリーダーですから。" }

{ "en": "You're the ones that have to go back to the office or talk to your friends and ignite the fire of change in the play revolution. ", "ja": "皆さんはオフィスにもどり、または友達に話し、遊びの革命を点火するのです。" }

{ "en": "You guys have to, and if you're not feeling it, your colleagues, your employees, aren't going to feel it. ", "ja": "皆さんがしなければ、同僚も社員もやろうとはしません。" }

{ "en": "You've got to go back and say, \"Hey, I'm going to trust you.\" ", "ja": "戻ったら言ってください、「ねぇ、私は君を信じるよ」。" }

{ "en": "Weird concept: I hired you; I should trust you. ", "ja": "当たり前でしょ、雇用者は、雇った人間を信用すべきですよね。" }

{ "en": "I'm going to let you make decisions. I'm going to empower you, and I'm going to delegate to the lowest level, rather than the top. ", "ja": "私は社員に、決定権を与え、権限を与え、トップから現場の社員に権限委任するのです。" }

{ "en": "I'm going to encourage constructive criticism. ", "ja": "建設的な批判を奨励します。" }

{ "en": "I'm going to let you challenge authority. ", "ja": "社員には権威に挑戦して欲しいのです。" }

{ "en": "Because it's by challenging the way things are always done is that we are able to break out of the rut that we're in and create innovative solutions to problems of today. ", "ja": "挑戦することで決まりきった型を崩し、現在の問題に対する、革新的な解決策を、作ることができるのです。" }

{ "en": "We're not always right as leaders. ", "ja": "リーダーは常に正しいとは限りません。" }

{ "en": "We're going to eradicate fear. ", "ja": "恐れは克服しましょう。" }

{ "en": "Fear is the enemy of play. ", "ja": "恐れは遊びの敵です。" }

{ "en": "And we're going to do things like eliminate restrictions. ", "ja": "そして私たちは制約を解除します。そして私たちは制約を解除します。" }

{ "en": "You know what, let them use their mobile phone for personal calls -- heaven forbid. ", "ja": "そう、携帯の私用電話も許しましょう、いいじゃないのさ。" }

{ "en": "Let them be on the Internet. ", "ja": "インターネットも使わせなさい。" }

{ "en": "Let them be on instant messengers. ", "ja": "インスタント・メッセンジャーもいいじゃないの。" }

{ "en": "Let them take long lunches. ", "ja": "長いランチも許しましょう。" }

{ "en": "Lunch is like the recess for work. ", "ja": "ランチは休憩の場です。" }

{ "en": "It's when you go out in the world and you recharge your brain, you meet your friends, you have a beer, you have some food, you talk, you get some synergy of ideas that maybe you wouldn't have had before. ", "ja": "世界に飛び出し、友人に会って脳を再充電しましょう、ビールを飲み、食事をし、会話を楽しみ、そうすれば思いもよらないアイデアが、相乗効果を起こし浮かぶはずです。" }

{ "en": "Let them do it. Give them some freedom, and in general, let them play. Let them have fun at the workplace. ", "ja": "みんな許可しましょう、自由を与えるのです。そして遊びを奨励し、職場で楽しんでもらうのです。" }

{ "en": "We spend so much of our lives at the workplace, and it's supposed to be, what, a miserable grind, so that 20 years from now, we wake up and say, \"Is this it? ", "ja": "私たちは職場でかなりの時間を過ごします。それは悲惨で単調なものでいいのですか?、20年後にふと目が覚め言うでしょう。" }

{ "en": "Is that all there was?\" ", "ja": "「これだけ?、これっぽっち?」。" }

{ "en": "Unacceptable. Nepriemliv. ", "ja": "受け入れがたいことです。" }

{ "en": "(Laughter) So in summary, we need a drastic change in the way we think and behave, but we don't need a workers' revolution. ", "ja": "(笑)、要約すると、私たちは考え方や行動を、思い切って変える必要があります。一方、労働者の革命は、必要ありません。" }

{ "en": "We don't need a workers' revolution. ", "ja": "労働者の革命は必要ないのです。" }

{ "en": "What we need is a players' uprising. ", "ja": "私たちに必要なのは、遊ぶ人の反乱です。" }

{ "en": "What we need is a players' uprising. ", "ja": "必要なのは遊ぶ人々の反乱です。" }

{ "en": "What we need is a players' uprising. ", "ja": "必要なのは遊ぶ人々の反乱です。" }

{ "en": "Seriously, we need to band together. ", "ja": "まじめに私たちは結束する必要があります。" }

{ "en": "Today is the start of the uprising. ", "ja": "今日は反乱のスタートです。" }

{ "en": "But what you need to do is fan the flames of the revolution. ", "ja": "しかし皆さんがすべきは、革命の炎を燃え上がらせることです。" }

{ "en": "You need to go and share your ideas and your success stories of what worked about reinvigorating our lives, our schools, and our work with play; about how play promotes a sense of promise and self-fulfillment; of how play promotes innovation and productivity, and, ultimately, how play creates meaning. ", "ja": "遊びによって生活、学校、職場が、どう生き返ったか、成功体験や自分の考えを、広める必要があります。遊びがどんなに、約束や満足感を満たし、いかに革新的で生産性があがり、最終的に遊びが持つ意味を広げるのです。" }

{ "en": "Because we can't do it alone. We have to do it together, and together, if we do this and share these ideas on play, we can transform Bulgaria for the better. ", "ja": "一人一人ではできません。一緒になってこの考えを広めていけば、ブルガリアを良い方向へと導けます。" }

{ "en": "Thank you. ", "ja": "ありがとう。" }

{ "en": "(Applause) Radical openness is still a distant future in the field of school education. ", "ja": "（拍手）、学校教育の「徹底した開放」、には、まだ時間が必要です。" }

{ "en": "We have such a hard time figuring out that learning is not a place but an activity. ", "ja": "重要なのは、「どこで」学習するかより、―、「何を」学習するかの方なのに、理解されていません。" }

{ "en": "But I want to tell you the story of PISA, OECD's test to measure the knowledge and skills of 15-year-olds around the world, and it's really a story of how international comparisons have globalized the field of education that we usually treat as an affair of domestic policy. ", "ja": "これからお話するのは、世界中の15才の子供を対象に、知識や技能を測る、OECDによるテスト、―、PISAのことです。また、これは、学力を国際比較することで、いかに教育を内政問題から、グローバルな問題へと、捉え直すことができたか、という話です。" }

{ "en": "Look at how the world looked in the 1960s, in terms of the proportion of people who had completed high school. ", "ja": "まず高校の卒業率から、1960年代の世界を見てみましょう、1960年代の世界を見てみましょう。" }

{ "en": "You can see the United States ahead of everyone else, and much of the economic success of the United States draws on its long-standing advantage as the first mover in education. ", "ja": "アメリカが群を抜いています。教育に率先して力を注ぎ、長い間、優位に立っていたことが、経済面の成功にも貢献しました。" }

{ "en": "But in the 1970s, some countries caught up. ", "ja": "ところが70年代には、他国も追いついてきます。" }

{ "en": "In the 1980s, the global expansion of the talent pool continued. ", "ja": "80年代には、人材資源は、世界規模で増加し、80年代には、人材資源は、世界規模で増加し。" }

{ "en": "And the world didn't stop in the 1990s. ", "ja": "90年代も、この傾向は続きます。" }

{ "en": "So in the '60s, the U.S. was first. ", "ja": "アメリカは、60年代は１位でしたが。" }

{ "en": "In the '90s, it was 13th, and not because standards had fallen, but because they had risen so much faster elsewhere. ", "ja": "90年代には13位に後退します。水準が下がったのではなく、他国の急速な向上の結果です。" }

{ "en": "Korea shows you what's possible in education. ", "ja": "教育の可能性を、示しているのが、韓国です。" }

{ "en": "Two generations ago, Korea had the standard of living of Afghanistan today, and was one of the lowest education performers. ", "ja": "二世代前は、韓国の生活水準は、現在のアフガニスタンと同程度で、成績は、ほぼ最下位でした。" }

{ "en": "Today, every young Korean finishes high school. ", "ja": "でも現在は全ての、若者が高校を卒業しています。" }

{ "en": "So this tells us that, in a global economy, it is no longer national improvement that's the benchmark for success, but the best performing education systems internationally. ", "ja": "経済がグローバル化した今日では、国内的に教育が改善しただけでは、成功したとは言えません。国際的に見て教育システムが、優れているかどうかが重要なのです。" }

{ "en": "The trouble is that measuring how much time people spend in school or what degree they have got is not always a good way of seeing what they can actually do. ", "ja": "ただ生徒の本当の能力は、ただ生徒の本当の能力は、在学期間や取得できる学位からは、適切に捉えることができません。" }

{ "en": "Look at the toxic mix of unemployed graduates on our streets, while employers say they cannot find the people with the skills they need. ", "ja": "大学を卒業しても、就職できない学生がいる一方で、雇用側は必要な技能を持つ人材の、不足に悩んでいるという、最悪の状況です。" }

{ "en": "And that tells you that better degrees don't automatically translate into better skills and better jobs and better lives. ", "ja": "高学歴だからといって、優れた技能や、よい仕事、―、よりよい暮らしに、結びついていないのです。" }

{ "en": "So with PISA, we try to change this by measuring the knowledge and skills of people directly. ", "ja": "だから、PISAを使って、知識と技能を直接測ることで、だから、PISAを使って、知識と技能を直接測ることで、この状況を変えたいと考えています。" }

{ "en": "And we took a very special angle to this. ", "ja": "私達の手法は特殊です。" }

{ "en": "We were less interested in whether students can simply reproduce what they have learned in school, but we wanted to test whether they can extrapolate from what they know and apply their knowledge in novel situations. ", "ja": "生徒が学校で学んだことを、覚えたかどうかは、あまり重視しません。私達が測ろうとしたのは、知識に基づいて推論する力や、初めて経験する場面で、知識を活用する力です。" }

{ "en": "Now, some people have criticized us for this. ", "ja": "この方法は、批判されることもありました。" }

{ "en": "They say, you know, such a way of measuring outcomes is terribly unfair to people, because we test students with problems they haven't seen before. ", "ja": "「生徒が初めて見る問題で、「生徒が初めて見る問題で、成績を測るのは不公平だ」、と言うのです。" }

{ "en": "But if you take that logic, you know, you should consider life unfair, because the test of truth in life is not whether we can remember what we learned in school, but whether we are prepared for change, whether we are prepared for jobs that haven't been created, to use technologies that haven't been invented, to solve problems we just can't anticipate today. ", "ja": "でも、その考え方でいけば、人生だって不公平です。人生で試されるのは、学校で学んだ知識ではなく、人生で試されるのは、学校で学んだ知識ではなく、変化に対応できるか、―、今までにない仕事に適応し、新しい技術を使いこなせるか、―、予想もつかない問題を、解決できるか、ということです。" }

{ "en": "And once hotly contested, our way of measuring outcomes has actually quickly become the standard. ", "ja": "一時は批判を受けましたが、私達のとった方法は、すぐに標準になりました。" }

{ "en": "In our latest assessment in 2009, we measured 74 school systems that together cover 87 percent of the economy. ", "ja": "2009年に行った最新のテストでは、世界74か所の学校システムを調べました。これは世界の経済圏の、87%をカバーします。" }

{ "en": "This chart shows you the performance of countries. ", "ja": "この図は国ごとの成績です。" }

{ "en": "In red, sort of below OECD average. ", "ja": "OECDの平均より下は、赤、―。" }

{ "en": "Yellow is so-so, and in green are the countries doing really well. ", "ja": "平均程度なら、黄色、優秀なら、緑です。" }

{ "en": "You can see Shanghai, Korea, Singapore in Asia; Finland in Europe; Canada in North America doing really well. ", "ja": "成績が優秀なのは、アジアでは上海、韓国、シンガポール、―、欧州ではフィンランド、―、北米ではカナダです。" }

{ "en": "You can also see that there is a gap of almost three and a half school years between 15-year-olds in Shanghai and 15-year-olds in Chile, and the gap grows to seven school years when you include the countries with really poor performance. ", "ja": "上海とチリの15才を比べると、およそ3.5学年分の、学力差があることがわかります。およそ3.5学年分の、学力差があることがわかります。成績が最下位層の国を含めると、差は７学年分に広がります。" }

{ "en": "There's a world of difference in the way in which young people are prepared for today's economy. ", "ja": "今日の経済社会へ乗り出す若者たちは、既に準備の段階で、大きな格差があるのです。" }

{ "en": "But I want to introduce a second important dimension into this picture. ", "ja": "ここに重要な要素を、付け加えましょう。" }

{ "en": "Educators like to talk about equity. ", "ja": "教育者は「公平」を重視します。" }

{ "en": "With PISA, we wanted to measure how they actually deliver equity, in terms of ensuring that people from different social backgrounds have equal chances. ", "ja": "PISAでは公平さの度合い、つまり、―、様々な社会的背景を持つ人に、等しく機会を保障しているかを、測ろうと考えました。" }

{ "en": "And we see that in some countries, the impact of social background on learning outcomes is very, very strong. ", "ja": "その結果、社会的背景が、成績を左右している、国があることがわかりました。成績を左右している、国があることがわかりました。" }

{ "en": "Opportunities are unequally distributed. ", "ja": "機会が不平等なせいで。" }

{ "en": "A lot of potential of young children is wasted. ", "ja": "子供達の可能性が、損なわれています。" }

{ "en": "We see in other countries that it matters much less into which social context you're born. ", "ja": "一方、社会背景による影響が、はるかに小さい国もあります。" }

{ "en": "We all want to be there, in the upper right quadrant, where performance is strong and learning opportunities are equally distributed. ", "ja": "理想的なのは、右上のような、―、成績が優秀で、学習機会が平等な状態です。" }

{ "en": "Nobody, and no country, can afford to be there, where performance is poor and there are large social disparities. ", "ja": "どの国も、赤い領域、つまり、―、成績が悪い上に、社会格差が大きい状態は、避けたいのです。" }

{ "en": "And then we can debate, you know, is it better to be there, where performance is strong at the price of large disparities? ", "ja": "一方で、こんな問題が生じます。成績が良くても、格差が大きい方が、マシなのか？。" }

{ "en": "Or do we want to focus on equity and accept mediocrity? ", "ja": "機会の平等を目指して、成績には目をつぶるべきか？。" }

{ "en": "But actually, if you look at how countries come out on this picture, you see there are a lot of countries that actually are combining excellence with equity. ", "ja": "実際には、グラフに現れた、国々を見ていると、優秀かつ公平な国が、いくつもあることが、わかります。" }

{ "en": "In fact, one of the most important lessons from this comparison is that you don't have to compromise equity to achieve excellence. ", "ja": "国際比較による、大きな発見の一つが、優秀な成績を収めるために、機会の平等を犠牲にする、必要はないということです。" }

{ "en": "These countries have moved on from providing excellence for just some to providing excellence for all, a very important lesson. ", "ja": "こうした国々が目指してきたのは、一部だけではなく、全生徒の能力を高めることです。重要な教訓です。" }

{ "en": "And that also challenges the paradigms of many school systems that believe they are mainly there to sort people. ", "ja": "学校で人を選別するという、―、教育システムへの批判でもあります。" }

{ "en": "And ever since those results came out, policymakers, educators, researchers from around the world have tried to figure out what's behind the success of those systems. ", "ja": "結果が公表されると世界中の、政策立案者や教育者、研究者が、結果が公表されると世界中の、政策立案者や教育者、研究者が、成功の秘訣を探り始めました。成功の秘訣を探り始めました。" }

{ "en": "But let's step back for a moment and focus on the countries that actually started PISA, and I'm giving them a colored bubble now. ", "ja": "PISAに参加している国ごとに、状況を見てみましょう、PISAに参加している国ごとに、状況を見てみましょう、各国を色つきのマルで示し。" }

{ "en": "And I'm making the size of the bubble proportional to the amount of money that countries spent on students. ", "ja": "その国が生徒に、かけた金額に応じて、その国が生徒に、かけた金額に応じて、マルの大きさを変えます。" }

{ "en": "If money would tell you everything about the quality of learning outcomes, you would find all the large bubbles at the top, no? ", "ja": "学習の成果を、金額で説明できるとしたら、マルが大きい程、上に行くはずです。" }

{ "en": "But that's not what you see. ", "ja": "でもそうなっていません。" }

{ "en": "Spending per student only explains about, well, less than 20 percent of the performance variation among countries, and Luxembourg, for example, the most expensive system, doesn't do particularly well. ", "ja": "生徒１人当たりの支出で、説明できるのは、生徒１人当たりの支出で、説明できるのは、能力差の２割未満です。最もお金をかけている、ルクセンブルグも、それほど優秀ではありません。" }

{ "en": "What you see is that two countries with similar spending achieve very different results. ", "ja": "支出は、ほぼ同額でも、成績に大差がある例も見られます。支出は、ほぼ同額でも、成績に大差がある例も見られます。" }

{ "en": "You also see -- and I think that's one of the most encouraging findings -- that we no longer live in a world that is neatly divided between rich and well-educated countries, and poor and badly-educated ones, a very, very important lesson. ", "ja": "また私が最も明るい兆しだと思うのは、現在の世界は、もはや、裕福で教育レベルの高い国と、貧しくて教育が行き届かない国に、区別できないということです。この点は非常に大切です。" }

{ "en": "Let's look at this in greater detail. ", "ja": "細かく検討しましょう。" }

{ "en": "The red dot shows you spending per student relative to a country's wealth. ", "ja": "赤い点で表しているのは、国の富に応じた、生徒一人当たりの支出額です。" }

{ "en": "One way you can spend money is by paying teachers well, and you can see Korea investing a lot in attracting the best people into the teaching profession. ", "ja": "支出先の一つは教員の給与です。韓国では優秀な人材が、教職に就くように、多大な投資をしています。" }

{ "en": "And Korea also invests into long school days, which drives up costs further. ", "ja": "また韓国は授業時間が長いため、さらにコストがかかります。" }

{ "en": "Last but not least, Koreans want their teachers not only to teach but also to develop. ", "ja": "また韓国の教師は、授業以外に研修が求められます。" }

{ "en": "They invest in professional development and collaboration and many other things. ", "ja": "専門性の向上や共同研究などに、投資しています。" }