ted演讲稿

ted演讲稿（精选17篇）由网友“鱼儿的泪”投稿提供，以下是小编为大家准备的ted演讲稿，仅供参考，欢迎大家阅读。

篇1：ted演讲稿精选

chinese restaurants have played an important role in american history, as a matter of fact. the cuban missile crisis was resolved in a chinese restaurant called yenching palace in washington, d.c., which unfortunately is closed now, and about to be turned into walgreen's. and the house that john wilkes booth planned the assassination of abraham lincoln is actually also now a chinese restaurant called wok 'n roll, on h street in washington.

事实上，中国餐馆在美国历史上发挥了很重要的作用。古巴导弹危机是在华盛顿一家名叫“燕京馆”的中餐馆里解决的。很不幸，这家餐馆现在关门了，即将被改建成沃尔格林连锁药店。而约翰·威尔克斯·布斯刺杀林肯总统的那所房子现在也成了一家中餐馆，就是位于华盛顿的“锅和卷”。

and if you think about it, a lot of the foods that you think of or we think of or americans think of as chinese food are barely recognizable to chinese, for e_ample: beef with broccoli, egg rolls, general tso's chicken, fortune cookies, chop suey, the take-out bo_es.

如果你仔细想想，就会发现很多你们所认为或我们所认为，或是美国人所认为的中国食物，中国人并不认识。比如西兰花牛肉、蛋卷、左宗棠鸡、幸运饼干、杂碎、外卖盒子。

so, the interesting question is, how do you go from fortune cookies being something that is japanese to being something that is chinese? well, the short answer is, we locked up all the japanese during world war ii, including those that made fortune cookies, so that's the time when the chinese moved in, kind of saw a market opportunity and took over.

所以有趣的是，幸运饼干是怎么从日本的东西变成中国的东西的呢?简单地说，我们在二战时扣押了所以的日本人，包括那些做幸运饼干的。这时候，中国人来了，看到了商机，自然就据为己有了。

general tso's chicken -- which, by the way, in the us naval academy is called admiral tso's chicken. i love this dish. the original name in my book was actually called the long march of general tso, and he has marched very far indeed, because he is sweet, he is fried, and he is chicken -- all things that americans love.

左宗棠鸡，在美国海军军校被称为左司令鸡。我很喜欢这道菜。在我的书里，这道菜实际上叫左将军的长征，它确实在美国很受欢迎 ，因为它是甜的，油炸的，是鸡肉做的——全部都是美国人的最爱。

so, you know, i realized when i was there, general tso is kind of a lot like colonel sanders in america, in that he's known for chicken and not war. but in china, this guy's actually known for war and not chicken.

我意识到左宗棠将军有点像美国的桑德斯上校(肯德基创始人)，因为他是因鸡肉而出名的而不是战争。而在中国，左宗棠确实是因为战争而不是鸡肉闻名的。

so it's kind of part of the phenomenon i called spontaneous self-organization, right, where, like in ant colonies, where little decisions made by -- on the micro-level actually have a big impact on the macro-level.

这就有点像我所说的自发组织现象。就像在蚂蚁群中，在微观层面上做的小小决定会在宏观层面上产生巨大的影响。

and the great innovation of chicken mcnuggets was not nuggetfying them, because that's kind of an easy concept, but the trick behind chicken mcnuggets was, they were able to remove the chicken from the bone in a cost-effective manner, which is why it took so long for other people to copy them.

麦乐鸡块的发明并没有给他们带来切实收益，因为这个想法很简单，但麦乐鸡背后的技巧是如何用一种划算的方式来把鸡肉从骨头上剔出来。这就是为什么过了这么久才有人模仿他们。

we can think of chinese restaurants perhaps as linu_: sort of an open source thing, right, where ideas from one person can be copied and propagated across the entire system, that there can be specialized versions of chinese food, you know, depending on the region.

我们可以把中餐馆比作linu_：一种开源系统。一个人的想法可以在整个系统中被复制，被普及。在不同的地区，就有特别版本的中国菜。

篇2：ted演讲稿精选

简介：残奥会短跑冠军aimee mullins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。她不喜欢字典中 “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 while writing an article for italian wired. i always keep my thesaurus handy whenever i'm writing anything, but i'd already finished editing the piece, and i realized that i had never once in my life looked up the word “disabled” to see what i'd find.

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 also hurt, useless and weak. antonyms, healthy, strong, capable.” i was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but i'd just gotten past “mangled,” and my voice broke, and i had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.

you know, of course, this is my raggedy old thesaurus so i'm thinking this must be an ancient print date, right? but, in fact, the print date was the early 1980s, when i would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. and, needless to say, thank god i wasn't using a thesaurus back then. i mean, from this entry, it would seem that i was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today i'm celebrated for the opportunities and adventures my life has procured.

so, i immediately went to look up the __ online edition, e_pecting to find a revision worth noting. here's the updated version of this entry. unfortunately, it's not much better. i find the last two words under “near antonyms,” particularly unsettling: “whole” and “wholesome.”

so, it's not just about the words. it's what we believe about people when we name them with these words. it's about the values behind the words, and how we construct those values. our language affects our thinking and how we view the world and how we view other people. in fact, many ancient societies, including the greeks and the romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into e_istence. so, what reality do we want to call into e_istence: a person who is limited, or a person who's empowered? by casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. wouldn't we want 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, an italian american, whose name, apparently, was too difficult for most americans to pronounce, so he went by dr. p. and dr. p always wore really colorful bow ties and had the very perfect disposition to work with children.

i loved almost everything about my time spent at this hospital, with the e_ception of my physical therapy sessions. i had to do what seemed like innumerable repetitions of e_ercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and i hated these bands 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 try to get out of doing these e_ercises, unsuccessfully, of course. and, one day, he came in to my session -- e_haustive and unforgiving, these sessions -- and he said to me, “wow. aimee, you are such a strong and powerful little girl, i think you're going to break one of those bands. when you do break it, i'm going to give you a hundred bucks.”

now, of course, this was a simple ploy on dr. p's part to get me to do the e_ercises i didn't want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape 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 me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.

this is an e_ample of how adults in positions of power can ignite the power of a child. but, in the previous instances of those thesaurus entries, our language 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 language hasn't caught up with the changes in our society, many of which have been brought about by technology. certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. so, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.

the human ability to adapt, it's an interesting thing, because people have continually wanted to talk to me about overcoming adversity, and i'm going to make an admission: this phrase never sat right with me, and i always felt uneasy trying to answer people's questions about it, and i think i'm starting to figure out why. implicit in this phrase of “overcoming adversity” is the idea that success, or happiness, is about emerging on the other side of a challenging e_perience unscathed or unmarked by the e_perience, as if my successes in life have come about from an ability to sidestep or circumnavigate the presumed pitfalls of a life with prosthetics, or what other people perceive as my disability. but, in fact, we are changed. we are marked, of course, by a challenge, whether physically, emotionally or both. and i'm going to suggest that this is a good thing. adversity isn't an obstacle that we need to get around in order to resume living our life. it's part of our life. and i tend to think of it like my shadow. sometimes i see a lot of it, sometimes there's very little, but it's always with me. and, certainly, i'm not trying to diminish the impact, the weight, of a person's struggle.

there is adversity and challenge in life, and it's all very real and relative to every single person, but the question isn't whether or not you're going to meet adversity, but how you're going to meet it. so, our responsibility is not simply shielding those we care for from adversity, but preparing them to meet it well. and we do a disservice to our kids when we make them feel that they're not equipped to adapt. there's an important difference and distinction between the objective medical fact of my being an amputee and the subjective societal opinion of whether or not i'm disabled. and, truthfully, the only real and consistent disability i've had to confront is the world ever thinking that i could be described by those definitions.

in our desire to protect those we care about by giving them the cold, hard truth about their medical prognosis, or, indeed, a prognosis on the e_pected quality of their life, we have to make sure that we don't put the first brick in a wall that will actually disable someone. perhaps the e_isting model of only looking at what is broken in you and how do we fi_ it, serves to be more disabling to the individual than the pathology itself.

by not treating the wholeness of a person, by not acknowledging their potency, we are creating another ill on top of whatever natural struggle they might have. we are effectively grading someone's worth to our community. so we need to see through the pathology and into the range of human capability. and, most importantly, there's a partnership between those perceived deficiencies and our greatest creative ability. so it's not about devaluing, or negating, these more trying times as something we want to avoid or sweep under the rug, but instead to find those opportunities wrapped in the adversity. so maybe the idea i want to put out there is not so much overcoming adversity as it is opening ourselves 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 150 years ago, when writing about evolution, that darwin illustrated, i think, a truth about the human character. to paraphrase: it's not the strongest of the species that survives, nor is it the most intelligent that survives; it is the one that is most adaptable to change. conflict is the genesis of creation. from darwin's work, amongst others, we can recognize that the human ability to survive and flourish is driven by the struggle of the human spirit through conflict into transformation. so, again, transformation, adaptation, is our greatest human skill. and, perhaps, until we're tested, we don't know what we're made of. maybe that's what adversity gives us: a sense of self, a sense of our own power. so, we can give ourselves a gift. we can re-imagine adversity as something more than just tough times. maybe we can see it as change. adversity is just change that we haven't adapted ourselves to yet.

i think the greatest adversity that we've created for ourselves is this idea of normalcy. now, who's normal? there's no normal. there's common, there's typical. there's no normal, and would you want to meet that poor, beige person if they e_isted? (laughter) i don't think so. if we can change this paradigm from one of achieving normalcy to one of possibility -- or potency, to be even a little bit more dangerous -- we can release the power of so many more children, and invite them to engage their rare and valuable abilities with the community.

anthropologists tell us that the one thing we as humans have always required 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 and those with serious physical injury, and perhaps it's because the life e_perience of survival of these people proved of value to the community. they didn't view these 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 that red zone in northeastern pennsylvania, and i was standing over a bushel of tomatoes. it was summertime: i had shorts on. i hear this guy, his voice behind me say, “well, if it isn't aimee mullins.” and i turn around, and it's this older man. i have no idea who he is.

and i said, “i'm sorry, sir, have we met? i don't remember meeting you.”

he said, “well, you wouldn't remember meeting me. i mean, when we met i was delivering you from your mother's womb.” (laughter) oh, that guy. and, but of course, actually, it did click.

this man was dr. kean, a man that i had only known about through my mother's stories of that day, because, of course, typical fashion, i arrived late for my birthday by two weeks. and so my mother's prenatal physician had gone on vacation, so the man who delivered me was a complete stranger to my parents. and, because i was born without the fibula bones, and had feet turned in, 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 would never walk, and you would never have the kind of mobility that other kids have or any kind of life of independence, and you've been making liar out of me ever since.” (laughter) (applause)

the e_traordinary thing is that he said he had saved newspaper clippings throughout my whole childhood, whether winning a second grade spelling bee, marching with the girl scouts, you know, the halloween parade, winning my college scholarship, or any of my sports victories, and he was using it, and integrating it into teaching resident students, med students from hahnemann medical school and hershey medical school. and he called this part of the course the _ factor, the potential of the human will. no prognosis can account for how powerful this could be as a determinant in the quality of someone's life. and dr. kean went on to tell me, he said, “in my e_perience, unless repeatedly told otherwise, 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 a difference between the medical condition and what someone might do with it. and there's been a shift in my thinking over time, in that, if you had asked me at 15 years old, if i would have traded prosthetics for flesh-and-bone legs, i wouldn't have hesitated for a second. i aspired to that kind of normalcy back then. but if you ask me today, i'm not so sure. and it's because of the e_periences i've had with them, not in spite of the e_periences i've had with them. and perhaps this shift in me has happened because i've been e_posed to more people who have opened doors for me than those who have put lids and cast shadows on me.

see, all you really need is one person to show you the epiphany of your own power, 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 for someone at a crucial moment, you are educating them in the best sense. you're teaching them to open doors for themselves. in fact, the e_act meaning of the word “educate” comes from the root word “educe.” it means “to bring forth what is within, to bring out potential.” so again, which potential do we want to bring out?

there was a case study done in 1960s britain, when they were moving from grammar schools to comprehensive schools. it's called the streaming trials. we call it “tracking” here in the states. it's separating students from a, b, c, d and 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 them a's, told them they were “a's,” told them they were bright, and at the end of this three-month period, they were performing at a-level.

and, of course, the heartbreaking, flip side of this study, is that they took the “a students” and told them they were “d's.” and that's what happened at the 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 was that the teachers were duped too. the teachers didn't know a switch had been made. they were simply told, “these are the 'a-students,' these are the 'd-students.'” and that's how they went about teaching them and treating them.

so, i think that the only true disability is a crushed spirit, a spirit that's been crushed doesn't have hope, it doesn't see beauty, it no longer has our 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 and others, 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 new ways of being.

i'd like to leave you with a poem by a fourteenth-century persian poet named hafiz that my friend, jacques dembois told me about, and the poem is called “the god who only knows four words”: “every child has known god, not the god of names, not the god of don'ts, but the god who only knows four words and keeps repeating them, saying, 'come dance with me. come, dance with me. come, dance with me.'”

thank you. (applause)

篇3：ted演讲稿精选

in a funny, rapid-fire 4 minutes, ale_is ohanian of reddit tells the real-life fable of one humpback whale's rise to web stardom. the lesson of mister splashy pants is a shoo-in classic for meme-makers and marketers in the facebook age.

这段有趣的4分钟演讲，来自 reddit 网站创始人 ale_is ohanian。他讲了一个座头鲸在网上一夜成名的真实故事。“溅水先生”的故事是脸书时代米姆(小编注：根据《牛津英语词典》，meme被定义为：“文化的基本单位，通过非遗传的方式，特别是模仿而得到传递。”)制造者和传播者共同创造的经典案例。

演讲的开头，ale_is ohanian 介绍了“溅水先生”的故事。“绿色和平”环保组织为了阻止日本的捕鲸行为，在一只鲸鱼体内植入新片，并发起一个为这只座头鲸起名的活动。“绿色和平”组织希望起低调奢华有内涵的名字，但经过 reddit 的宣传和推动，票数最多的却是非常不高大上的“溅水先生”这个名字。经过几番折腾，“绿色和平”接受了这个名字，并且这一行动成功阻止了日本捕鲸活动。

演讲内容节选(ale_ ohanian 从社交网络的角度分析这个事件)

and actually, redditors in the internet community were happy to participate, but they weren't whale lovers. a few of them certainly were. but we're talking about a lot of people who were just really interested and really caught up in this great meme, and in fact someone from greenpeace came back on the site and thanked reddit for its participation. but this wasn't really out of altruism. this was just out of interest in doing something cool.

事实上，reddit 的社区用户们很高兴参与其中，但他们并非是鲸鱼爱好者。当然，他们中的一小部分或许是。我们看到的是一群人积极地去参与到这个米姆(社会活动)中，实际上 “绿色和平”中的人登陆 reddit.com，感谢大家的参与。网友们这么做并非是完全的利他主义。他们只是觉得做这件事很酷。

and this is kind of how the internet works. this is that great big secret. because the internet provides this level playing field. your link is just as good as your link, which is just as good as my link. as long as we have a browser, anyone can get to any website no matter how big a budget you have.

这就是互联网的运作方式。这就是我说的秘密。因为互联网提供的是一个机会均等平台。你分享的链接跟他分享的链接一样有趣，我分享的链接也不赖。只要我们有一个浏览器，不论你的财富几何，你都可以去到想浏览的页面。

the other important thing is that it costs nothing to get that content online now. there are so many great publishing tools that are available, it only takes a few minutes of your time now to actually produce something. and the cost of iteration is so cheap that you might as well give it a go.

另外，从互联网获取内容不需要任何成本。如今，互联网有各种各样的发布工具，你只需要几分钟就可以成为内容的提供者。这种行为的成本非常低，你也可以试试。

and if you do, be genuine about it. be honest. be up front. and one of the great lessons that greenpeace actually learned was that it's okay to lose control. the final message that i want to share with all of you -- that you can do well online. if you want to succeed you've got to be okay to just lose control. thank you.

如果你真的决定试试，那么请真挚、诚实、坦率地去做。“绿色和平”在这个故事中获得的教训是，有时候失控并不一定是坏事。最后我想告诉你们的是——你可以在网络上做得很好。如果你想在网络上成功，你得经得起一点失控。谢谢。

篇4：ted演讲稿精选

try something new for 30 days 小计划帮你实现大目标

a few years ago, i felt like i was stuck in a rut, so i decided to follow in the footsteps of the great american philosopher, morgan spurlock, and try something new for 30 days. the idea is actually pretty simple. think about something you’ve always wanted to add to your life and try it for the ne_t 30 days. it turns out, 30 days is just about the right amount of time to add a new habit or subtract a habit — like watching the news — from your life.

几年前， 我感觉对老一套感到枯燥乏味， 所以我决定追随伟大的美国哲学家摩根·斯普尔洛克的脚步，尝试做新事情30天。这个想法的确是非常简单。考虑下，你常想在你生命中做的一些事情 接下来30天尝试做这些。 这就是，30天刚好是这么一段合适的时间 去养成一个新的习惯或者改掉一个习惯——例如看新闻——在你生活中。

there’s a few things i learned while doing these 30-day challenges. the first was, instead of the months flying by, forgotten, the time was much more memorable. this was part of a challenge i did to take a picture everyday for a month. and i remember e_actly where i was and what i was doing that day. i also noticed that as i started to do more and harder 30-day challenges, my self-confidence grew. i went from desk-dwelling computer nerd to the kind of guy who bikes to work — for fun. even last year, i ended up hiking up mt. kilimanjaro, the highest mountain in africa. i would never have been that adventurous before i started my 30-day challenges.

当我在30天做这些挑战性事情时，我学到以下一些事。第一件事是，取代了飞逝而过易被遗忘的岁月的是 这段时间非常的更加令人难忘。挑战的一部分是要一个月内每天我要去拍摄一张照片。我清楚地记得那一天我所处的位置我都在干什么。我也注意到随着我开始做更多的，更难的30天里具有挑战性的事时，我自信心也增强了。我从一个台式计算机宅男极客变成了一个爱骑自行车去工作的人——为了玩乐。甚至去年，我完成了在非洲最高山峰乞力马扎罗山的远足。在我开始这30天做挑战性的事之前我从来没有这样热爱冒险过。

i also figured out that if you really want something badly enough, you can do anything for 30 days. have you ever wanted to write a novel? every november, tens of thousands of people try to write their own 50,000 word novel from scratch in 30 days. it turns out, all you have to do is write 1,667 words a day for a month. so i did. by the way, the secret is not to go to sleep until you’ve written your words for the day. you might be sleep-deprived, but you’ll finish your novel. now is my book the ne_t great american novel? no. i wrote it in a month. it’s awful. but for the rest of my life, if i meet john hodgman at a ted party, i don’t have to say, “i’m a computer scientist.” no, no, if i want to i can say, “i’m a novelist.”

我也认识到如果你真想一些槽糕透顶的事，你可以在30天里做这些事。你曾想写小说吗?每年11月，数以万计的人们在30天里，从零起点尝试写他们自己的5万字小说。这结果就是，你所要去做的事就是每天写1667个字要写一个月。所以我做到了。顺便说一下，秘密在于除非在一天里你已经写完了1667个字，要不你就甭想睡觉。你可能被剥夺睡眠，但你将会完成你的小说。那么我写的书会是下一部伟大的美国小说吗?不是的。我在一个月内写完它。它看上去太可怕了。但在我的余生，如果我在一个ted聚会上遇见约翰·霍奇曼，我不必开口说，“我是一个电脑科学家。”不，不会的，如果我愿意我可以说，“我是一个小说家。”

(laughter)

(笑声)

so here’s one last thing i’d like to mention. i learned that when i made small, sustainable changes, things i could keep doing, they were more likely to stick. there’s nothing wrong with big, crazy challenges. in fact, they’re a ton of fun. but they’re less likely to stick. when i gave up sugar for 30 days, day 31 looked like this.

我这儿想提的最后一件事。当我做些小的、持续性的变化，我可以不断尝试做的事时，我学到我可以把它们更容易地坚持做下来。这和又大又疯狂的具有挑战性的事情无关。事实上，它们的乐趣无穷。但是，它们就不太可能坚持做下来。当我在30天里拒绝吃糖果，31天后看上去就像这样。

(laughter)

(笑声)

so here’s my question to you: what are you waiting for? i guarantee you the ne_t 30 days are going to pass whether you like it or not, so why not think about something you have always wanted to try and give it a shot for the ne_t 30 days.

所以我给大家提的问题是：大家还在等什么呀?我保准大家在未来的30天定会经历你喜欢或者不喜欢的事，那么为什么不考虑一些你常想做的尝试并在未来30天里试试给自己一个机会。

thanks.

谢谢。

(applause)

(掌声)

篇5：ted演讲稿精选

I was one of the only kids in college who had a reason to go to the P.O. bo_ at the end of the day, and that was mainly because my mother has never believed in email, in Facebook, in te_ting or cell phones in general. And so while other kids were BBM-ing their parents, I was literally waiting by the mailbo_ to get a letter from home to see how the weekend had gone, which was a little frustrating when Grandma was in the hospital, but I was just looking for some sort of scribble, some unkempt cursive from my mother.

And so when I moved to New York City after college and got completely sucker-punched in the face by depression, I did the only thing I could think of at the time. I wrote those same kinds of letters that my mother had written me for strangers, and tucked them all throughout the city, dozens and dozens of them. I left them everywhere, in cafes and in libraries, at the U.N., everywhere. I blogged about those letters and the days when they were necessary, and I posed a kind of crazy promise to the Internet: that if you asked me for a hand-written letter, I would write you one, no questions asked. Overnight, my inbo_ morphed into this harbor of heartbreak -- a single mother in Sacramento, a girl being bullied in rural Kansas, all asking me, a 22-year-old girl who barely even knew her own coffee order, to write them a love letter and give them a reason to wait by the mailbo_.

Well, today I fuel a global organization that is fueled by those trips to the mailbo_, fueled by the ways in which we can harness social media like never before to write and mail strangers letters when they need them most, but most of all, fueled by crates of mail like this one, my trusty mail crate, filled with the scriptings of ordinary people, strangers writing letters to other strangers not because they're ever going to meet and laugh over a cup of coffee, but because they have found one another by way of letter-writing.

But, you know, the thing that always gets me about these letters is that most of them have been written by people that have never known themselves loved on a piece of paper. They could not tell you about the ink of their own love letters. They're the ones from my generation, the ones of us that have grown up into a world where everything is paperless, and where some of our best conversations have happened upon a screen. We have learned to diary our pain onto Facebook, and we speak swiftly in 140 characters or less.

But what if it's not about efficiency this time? I was on the subway yesterday with this mail crate, which is a conversation starter, let me tell you. If you ever need one, just carry one of these. (Laughter) And a man just stared at me, and he was like, “Well, why don't you use the Internet?” And I thought, “Well, sir, I am not a strategist, nor am I specialist. I am merely a storyteller.” And so I could tell you about a woman whose husband has just come home from Afghanistan, and she is having a hard time unearthing this thing called conversation, and so she tucks love letters throughout the house as a way to say, “Come back to me. Find me when you can.” Or a girl who decides that she is going to leave love letters around her campus in Dubuque, Iowa, only to find her efforts ripple-effected the ne_t day when she walks out onto the quad and finds love letters hanging from the trees, tucked in the bushes and the benches. Or the man who decides that he is going to take his life, uses Facebook as a way to say goodbye to friends and family. Well, tonight he sleeps safely with a stack of letters just like this one tucked beneath his pillow, scripted by strangers who were there for him when.

These are the kinds of stories that convinced me that letter-writing will never again need to flip back her hair and talk about efficiency, because she is an art form now, all the parts of her, the signing, the scripting, the mailing, the doodles in the margins. The mere fact that somebody would even just sit down, pull out a piece of paper and think about someone the whole way through, with an intention that is so much harder to unearth when the browser is up and the iPhone is pinging and we've got si_ conversations rolling in at once, that is an art form that does not fall down to the Goliath of “get faster,” no matter how many social networks we might join. We still clutch close these letters to our chest, to the words that speak louder than loud, when we turn pages into palettes to say the things that we have needed to say, the words that we have needed to write, to sisters and brothers and even to strangers, for far too long. Thank you. (Applause) (Applause)

篇6：ted演讲稿

TED: 怎样从错误中学习

Diana Laugenberg: How to learn From mistakes

讲者分享了其多年从教中所认识到的一从错误中学习的观念“允许孩子失败，把失败视为学习的一部分”，以及从教育实践中学到的三件事：“1.体验学习的过程 2.倾听学生的声音 3.接纳错误的失败。”

TED演讲文本：

0:15

I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents. In 1931, my grandmother -- bottom left for you guys over here -- graduated from theeighth grade. She went to school to get the information because that's where the informationlived. It was in the books; it was inside the teacher's head; and she needed to go there to getthe information, because that's how you learned. Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world. When Iwas a kid, we had a set of encyclopedias at my house. It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation. The information was inside my house and it was awesome. This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level. But the information was closer to me. I could get access to it.

1:34

In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet. Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government. My first year -- super gung-ho -- going toteach American government, loved the political system. Kids in the 12th grade: not exactly allthat enthusiastic about the American government system. Year two: learned a few things -- hadto change my tactic. And I put in front of them an authentic experience that allowed them tolearn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front ofthem, which was to put on an election forum for their own community.

2:27

They produced flyers. They called offices. They checked schedules. They were meeting withsecretaries. They produced an election forum booklet for the entire town to learn more abouttheir candidates. They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning. The older teachers -- more experienced -- looked at me and went,

“Oh, there she is. That's so cute. She's trying to get that done.” (Laughter)

“She doesn't knowwhat she's in for.” But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them. And that night, all 90 kids -- dressed appropriately,doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It wasauthentic. It meant something to them. And they will step up.

3:17

From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students. Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography. Again,

“thrilled” to learn. But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities. And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie “Hotel Rwanda” is based after. And hewas going to speak at the high school next door to us. We could walk there. We didn't evenhave to pay for the buses. There was no expense cost. Perfect field trip.

4:04

The problem then becomes how do you take seventh- and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive. I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing. I asked them to produce a little movie about it. It's the first time we'ddone this. Nobody really knew how to make these little movies on the computer, but they wereinto it. And I asked them to put their own voice over it. It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share. The last question of the assignment is: how do you plan to useyour life to positively impact other peopleThe things that kids will say when you ask them andtake the time to listen is extraordinary.

5:05

Fast-forward to Pennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia. We are a nine through 12 public school, but we do school quite differently. I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus. So what do you do when the information is all around youWhy doyou have kids come to school if they no longer have to come there to get the information

5:51

In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information. And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess. We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids tonever be wrong. To ask them to always have the right answer doesn't allow them to learn. Sowe did this project, and this is one of the artifacts of the project. I almost never show them offbecause of the issue of the idea of failure.

6:45

My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill. I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history. And they had certain criteria to do it. They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it. Theycan talk -- they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them. But I gave them theroom to just do the thing. Go create. Go figure it out. Let's see what we can do. And thestudent that persistently turns out the best visual product did not disappoint. This was done inlike two or three days. And this is the work of the student that consistently did it.

7:39

And when I sat the students down, I said, “Who's got the best one” And they immediatelywent, “There it is.” Didn't read anything. “There it is.” And I said,

“Well what makes it great”And they're like,

“Oh, the design's good, and he's using good color. And there's some ...

” Andthey went through all that we processed out loud. And I said, “Go read it.” And they're like, “Oh,that one wasn't so awesome.” And then we went to another one -- it didn't have great visuals,but it had great information -- and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create. Itasked them to create for themselves, and it allowed them to fail, process, learn from. And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.

8:29

There are a million pictures that I could click through here, and had to choose carefully -- this isone of my favorites -- of students learning, of what learning can look like in a landscape wherewe let

go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it. Ask them really interesting questions. They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls. This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that. But this is learning too, because we askedthem to go out into real spaces.

9:20

The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark. And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer. We know how to do this better, and it's time to do better.

0:15

我从事教师工作很长一段时间了， 而在我教书的过程当中 我学了很多关于孩子与学习的知识 我非常希望更多人可以了解 学生的潜能。 1931年,我的祖母 从你们那边看过来左下角那位-- 从八年级毕业。 她上学是去获取知识 因为在过去,那是知识存在的地方 知识在书本里,在老师的脑袋里， 而她需要专程到学校去获得这些知识， 因为那是当时学习的途径 快进过一代： 这是个只有一间教室的学校,Oak Grove， 我父亲就是在这间只有一个教室的学校就读。 而同样的,他不得不去上学 以从老师那儿取得知识， 然后将这些知识储存在他唯一的移动内存,那就是他自己的脑袋里， 然后将这些随身携带， 因为这是过去知识被传递的方式 从老师传给学生,接着在世界上使用。 当我还小的时候， 我们家里有一套百科全书。 从我一出生就买了这套书， 而那是非常了不起的事情， 因为我不需要等着去图书馆取得这些知识， 这些信息就在我的屋子里 而那真是太棒了。 这是 和过去相比,是非常不同的 这改变了我和信息互动的方式 即便改变的幅度很小。 但这些知识却离我更近了。 我可以随时获取它们。

1:34

在过去的这几年间 从我还在念高中 到我开始教书的时候， 我们真的亲眼目睹网络的发展。 就在网络开始 作为教学用的工具发展的时候， 我离开威斯康辛州 搬到勘萨斯州,一个叫勘萨斯的小镇 在那里我有机会 在一个小而美丽的勘萨斯的乡村学区 教书， 教我最喜欢的学科 “美国政府” 那是我教书的第一年,充满热情,准备教“美国政府” 我当时热爱教政治体系。 这些十二年级的孩子 对于美国政府体系 并不完全充满热情。 开始教书的第二年,我学到了一些事情,让我改变了教学方针。 我提供他们一个真实体验的机会 让他们可以自主学习。 我没有告诉他们得做什么,或是要怎么做。 我只是在他们面前提出一个问题， 要他们在自己的社区设立一个选举论坛。

2:27

他们散布传单,联络各个选举办公室， 他们和秘书排定行程， 他们设计了一本选举论坛手册 提供给全镇的镇民让他们更了解这些候选人。 他们邀请所有的人到学校 参与晚上的座谈 谈论政府和政治 还有镇里的每条街是不是都修建完善， 学生们真的得到强大的体验式学习。 学校里比较资深年长的老师 看着我说 “喔,看她,多天真呀,竟想试着这么做。” (大笑)

“她不知道她把自己陷入怎么样的局面” 但我知道孩子们会出席 而我真的这样相信。 每个礼拜我都对他们说我是如何期待他们的表现。 而那天晚上,全部九十个孩子 每个人的穿戴整齐,各司其职,完全掌握论坛 我只需要坐在一旁看着。 那是属于他们的夜晚,那是经验,那是实在的经验。 那对他们来说具有意义。 而他们将会更加努力。

3:17

离开堪萨斯后,我搬到美丽的亚利桑纳州， 我在Flagstaff小镇教了几年书， 这次是教初中的学生。 幸运的,我这次不用教美国政治。 这次我教的是更令人兴奋的地理。 再一次,非常期待的要学习。 但有趣的是 我发现在这个亚历桑纳州的教职 我所面对的 是一群非常多样化的,彼此之间差异悬殊的孩子们 在一所真正的公立学校。 在那里,有些时候,我们会得到了一些机会。 其中一个机会是 我们得以和Paul Russabagina见面， 这位先生 正是电影“卢安达饭店”根据描述的那位主人翁 他当时正要到隔壁的高中演讲 我们可以步行到那所学校,我们甚至不用坐公共汽车 完全不需要额外的支出,非常完美的校外教学

4:04

然后接着的问题是 你要怎么和七八年级的学生谈论种族屠杀 用怎么样的方式来处理这个问题 才是一种负责任和尊重的方式， 让学生们知道该怎么面对这个问题。 所以我们决定去观察PaulRusesabagina是怎么做的 把他当作一个例子 一个平凡人如何利用自己的生命做些积极的事情的例子。 接着,我挑战这些孩子,要他们去找出 在他们的.生命里,在他们自己的故事中,或是在他们自己的世界里， 找出那些他们认为也做过类似事情的人。 我要他们为这些人和事迹制作一部短片。 这是我们第一次尝试制作短片。 没有人真的知道如何利用电脑制作短片。 但他们非常投入,我要他们在片子里用自己的声音。 那实在是最棒的启发方式 当你要孩子们用他们自己的声音 当你要他们为自己说话， 说那些他们愿意分享的故事。 这项作业的最后一个问题是 你打算怎么利用你自己的生命 去正面的影响其他人 孩子们说出来的那些话 在你询问他们后并花时间倾听那些话后 是非常了不起的。

5:05

快进到宾州,我现在住的地方。 我在科学领导学院教书， 它是富兰克林学院 和费城学区协同的合办的。 我们是一间9年级到级的公立高中， 但我们的教学方式很不一样。 我起初搬到那里 是为了亲身参与一个教学环境 一个可以证实我所理解孩子可以有效学习方式的方式， 一个愿意探索 所有可能性的教学环境 当你愿意放弃 一些过去的标准模式， 放弃我祖母和我父亲上学的那个年代 甚至是我自己念书的那个年代，因为信息的稀缺， 到一个我们正处于信息过剩的时代。 所以你该怎么处理那些环绕在四周的知识你为什么要孩子们来学校如果他们再也不需要特意到学校获得这些知识

5:51

在宾州,我们有一个人人有笔记本的项目， 所以这些孩子每天带着他们笔记本电脑， 带着电脑回家,随时学习知识。 有一件事你需要学着适应的是 当你给了学生工具 让他们可以自主取得知识， 你得适应一个想法 那就是允许孩子失败 把失败视为学习的一部分。 我们现在面对教育大环境 带着一种 迷恋单一解答的文化 一种靠选择题折优的文化， 而我在这里要告诉你们， 这不是学习。 这绝对是个错误 去要求孩子们永远不可以犯错。 要求他们永远都要有正确的解答 而不允许他们去学习。 所以我们实施了这个项目， 这就是这个项目中一件作品。 我几乎从来没有展示过这些 因为我们对于错误与失败的观念。

篇7：ted演讲稿

Why TED talks are better than the last speech you sat through

世上最好的演讲：TED演讲吸引人的秘密

Think about the last time you heard someone give a speech, or any formal presentation. Maybe it was so long that you were either overwhelmed with data, or you just tuned the speaker out. If PowerPoint was involved, each slide was probably loaded with at least 40 words or figures, and odds are that you don't remember more than a tiny bit of what they were supposed to show.

回想一下你上次聆听某人发表演讲或任何正式陈述的情形。它也许太长了，以至于你被各种数据搞得头昏脑胀，甚或干脆不理会演讲者。如果演讲者使用了PPT文档，那么每张幻灯片很可能塞入了至少40个单词或数字，但你现在或许只记得一丁点内容。

Pretty uninspiring, huhTalk Like TED: 9 Public-Speaking Secrets of The World's Best Mindsexamines why in prose that's as lively and appealing as, well, a TED talk. Timed to coincide with the 30th anniversary in March of those now-legendary TED conferences, the book draws on current brain science to explain what wins over, and fires up, an audience -- and what doesn't. Author Carmine Gallo also studied more than 500 of the most popular TED speeches (there have been about 1,500 so far) and interviewed scores of the people who gave them.

相当平淡，是吧？《像TED那样演讲：全球顶级人才九大演讲秘诀》(Talk Like TED: 9 Public-Speaking Secrets of The World's Best Minds)一书以流畅的文笔审视了为什么TED演讲如此生动，如此引人入胜。出版方有意安排在今年3月份发行此书，以庆贺如今已成为经典的TED大会成立30周年。这部著作借鉴当代脑科学解释了什么样的演讲能够说服听众、鼓舞听众，什么样的演讲无法产生这种效果。

Much of what he found out is surprising. Consider, for instance, the fact that each TED talk is limited to 18 minutes. That might sound too short to convey much. Yet TED curator Chris Anderson imposed the time limit, he told Gallo, because it's “long enough to be serious and short enough to hold people's attention ... By forcing speakers who are used to going on for 45 minutes to bring it down to 18, you get them to think about what they really want to say.” It's also the perfect length if you want your message to go viral, Anderson says.

他挖出了不少令人吃惊的演讲策略。例如，每场TED演讲都被限制在18分钟以内。听起来太过短暂，似乎无法传达足够多讯息。然而，TED大会策办人克里斯安德森决议推行这项时间限制规则，因为“这个时间长度足够庄重，同时又足够短，能够吸引人们的注意力。通过迫使那些习惯于滔滔不绝讲上45分钟的嘉宾把演讲时间压缩至18分钟，你就可以让他们认真思考他们真正想说的话，”他对加洛说。此外，安德森说，如果你希望你的讯息像病毒般扩散，这也是一个完美的时间长度。

Recent neuroscience shows why the time limit works so well: People listening to a presentation are storing data for retrieval in the future, and too much information leads to “cognitive overload,” which gives rise to elevated levels of anxiety -- meaning that, if you go on and on, your audience will start to resist you. Even worse, they won't recall a single point you were trying to make.

最近的神经科学研究说明了为什么这项时间限制产生如此好的效果：聆听陈述的人们往往会存储相关数据，以备未来检索之用，而太多的信息会导致“认知超负荷”，进而推升听众的焦虑度。它意味着，如果你说个没完没了，听众就会开始抗拒你。更糟糕的是，他们不会记得你努力希望传递的信息点，甚至可能一个都记不住。

“Albert Einstein once said, 'If you can't explain it simply, you don't understand it well enough,'

” Gallo writes, adding that the physicist would have applauded astronomer David Christian who, at TED in , narrated the complete history of the universe -- and Earth's place in it -- in 17 minutes and 40 seconds.

“爱因斯坦曾经说过，‘要是你不能言简意赅地解释某种理论，那就说明你自己都还没有理解透彻，’”加罗写道。他还举例说，物理学家或许会大加赞赏天文学家大卫克里斯蒂安在TED大会上发表的演讲。克里斯蒂安在这个演讲中完整地讲述了宇宙史及地球在宇宙的地位，整场演讲用时只有17分40秒。

Gallo offers some tips on how to boil a complex presentation down to 18 minutes or so, including what he calls the “rule of three,” or condensing a plethora of ideas into three main points, as many top TED talkers do. He also notes that, even if a speech just can't be squeezed down that far, the effort alone is bound to improve it: “Your presentation will be far more creative and impactful simply by going through the exercise.”

如何把一个复杂的陈述压缩至18分钟左右？加洛就这个问题提供了一些小建议，其中包括他所称的“三的法则”。具体说就是，把大量观点高度浓缩为三大要点。TED大会上的许多演讲高手就是这样做的。他还指出，即使一篇演讲无法提炼到这样的程度，单是这番努力也一定能改善演讲的效果：“仅仅通过这番提炼，你就可以大大增强陈述的创造性和影响力。”

Then there's PowerPoint. “TED represents the end of PowerPoint as we know it,” writes Gallo. He hastens to add that there's nothing wrong with PowerPoint as a tool, but that most speakers unwittingly make it work against them by cluttering up their slides with way too many words (40, on average) and numbers.

另一个建议与PPT文档有关。“TED大会象征着我们所知的PPT文档正走向终结，”加洛写道。他随后又马上补充说，作为工具的PowerPoint本身并没有什么错，但大多数演讲者为他们的幻灯片塞进了太多的单词（平均40个）和数字，让这种工具不经意间带来了消极影响。

The remedy for that, based on the most riveting TED talks: If you must use slides, fill them with a lot more images. Once again, research backs this up, with something academics call the Picture Superiority Effect: Three days after hearing or reading a set of facts, most people will remember about 10% of the information. Add a photo or a drawing, and recall jumps to 65%.

最吸引人的TED演讲为我们提供了一个补救策略：如果你必须使用幻灯片，务必记得要大量运用图像资源。这种做法同样有科学依据，它就是研究人员所称的“图优效应”(Picture Superiority Effect)：听到或读到一组事实三天后，大多数人会记得大约10%的信息。而添加一张照片或图片后，记忆率将跃升至65%。

One study, by molecular biologist John Medina at the University of Washington School of Medicine, found that not only could people recall more than 2,500 pictures with at least 90% accuracy several days later, but accuracy a whole year afterward was still at about 63%.

华盛顿大学医学院(University of Washington School of Medicine)分子生物学家约翰梅迪纳主持的研究发现，几天后，人们能够回想起超过2,500张图片，准确率至少达到90%；一年后的准确率依然保持在63%左右。

That result “demolishes” print and speech, both of which were tested on the same group of subjects, Medina's study indicated, which is something worth bearing in mind for anybody hoping that his or her ideas will be remembered.

梅迪纳的研究表明，这个结果“完胜”印刷品和演讲的记忆效果（由同一组受试者测试）。任何一位希望自己的思想被听众铭记在心的演讲者或许都应该记住这一点。

篇8：ted演讲稿

TED（指technology, entertainment, design在英语中的缩写，即技术、娱乐、设计）是美国的一家私有非营利机构，该机构以它组织的TED大会著称。TED诞生於1984年，其发起人是里查德·沃曼。

【TED01】Chris Anderson：谈科技的长尾理论-09-10

【TED02】Frederick Balagadde：谈微芯片上的生物实验室2013-09-11

【TED03】Jimmy Wales：关于维基百科诞生的演讲2013-09-12

【TED04】Gary Wolf：数据化的自我2013-09-13

【TED05】Peter Gabrie：用视频与不公平作斗争2013-09-14

【TED06】Derek Sivers：下定的目標可別告訴別人2013-09-15

【TED07】Seth Priebatsch：世界第一的遊戲社交圈2013-09-18

【TED08】Julian Treasure：保持聽力的八個步驟2013-09-19

【TED09】Mechai Viravaidya：保險套先生如何讓泰國變得更好2013-09-20

【TED10】Steven Johnson：偉大創新的誕生2013-09-21

【TED11】Ze Frank's：傑·法蘭克大玩網路2013-09-22

【TED12】Craig Vente：克萊格-溫特爾揭開合成生命的面紗2013-09-23

【TED13】Eric Mead：安慰劑魔法2013-09-24

【TED14】Lee Hotz：帶你走入南極的時光機中2013-09-25

【TED15】NicMarks：快樂星球指數2013-09-26

【TED16】Seth.Berkley：愛滋病病毒與流感.—.疫苗的策略2013-09-27

【TED17】Jessa Gamble：我们的自然睡眠周期2013-09-28

【TED18】StanleyMcChrystal：聆听,学习...才能领导2013-09-29

【TED19】Graham Hill：我為什麼要在上班日吃素2013-09-30

【TED20】Ken Robinson：推動學習革命2013-10-01

【TED21】Fabian Hemmert：未來手機的形狀變化2013-10-02

【TED22】弗兰斯·德瓦尔：动物中道德行为2013-10-03

【TED23】布莱恩·高德曼：我们能否谈论医生所犯的错误2013-10-04

【TED24】Sheryl WuDunn：本世紀最大的不公平2013-10-05

【TED25】Dan Cobley：物理教我有關行銷的事2013-10-08

【TED26】Carne Ross：獨立外交組織2013-10-09

【TED27】Kevin Stone：生物性關節置換的未來2013-10-10

【TED28】Matt Ridley：當腦中的概念交配起來2013-10-11

【TED29】Caroline Phillips：绞弦琴入门2013-10-14

【TED30】Dimitar Sasselov：發現數百顆類似地球的行星2013-10-15

【TED31】Jason Clay：知名品牌如何幫助拯救生物多樣性2013-10-16

【TED32】Chris Anderson：線上影片如何驅動創新2013-10-17

【TED33】Ellen Gustafson：肥胖.颻餓=全球糧食議題2013-10-18

【TED34】Tan Le：解讀腦電波的頭戴式耳機2013-10-19

【TED35】Rory Sutherland：思考角度决定一切2013-10-25

【TED36】Andy Puddicombe：只需专注10分钟2013-10-26

【TED37】Lisa Bu：书籍如何成为心灵解药2013-10-27

【TED38】Ramsey激发学习兴趣的3条黄金法则2013-10-28

【TED39】Marcel Dicke：我们为什么不食用昆虫呢？2013-10-29

【TED40】薛晓岚：轻松学习阅读汉字！2013-10-30

【TED41】马特·卡茨：尝试做新事情30天2013-10-31

【TED42】马特：想更幸福吗？留在那一刻2013-11-01

【TED43】贝基·布兰顿：我无家可归的一年2013-11-02

【TED44】凯瑟琳·舒尔茨：犯错的价值2013-11-03

【TED45】Stefan Sagmeister：休假的力量2013-11-04

【TED46】苏珊·凯恩：内向性格的力量2013-11-05

【TED47】Diana Laufenberg：怎样从错误中学习2013-11-06

【TED48】罗恩·古特曼：微笑背后隐藏的力量2013-11-07

【TED49】阿曼达·帕尔默：请求的艺术2013-11-08

【TED50】德雷克·西弗斯：如何发起一场运动2013-11-09

【TED51】坎迪·张：在死之前，我想......2013-11-10

【TED52】Kiran Bir Sethi：让小孩学会承担2013-11-11

【TED53】比班·基德龙：电影世界共通的奇迹2013-11-12

【TED54】提姆·哈福德：试验，排除错误和万能神力2013-11-13

【TED55】Alexander Tsiaras ：可视化记录婴儿受孕到出生2013-11-14

【TED56】Larry Smith：你为何不会成就伟业2013-11-15

【TED57】Keith Chen：你存钱的能力跟你用的语言有关？2013-11-16

【TED58】Cesar Kuriyama：每天一秒钟2013-11-17

【TED59】Michael Norton：如何买到幸福2013-11-18

【TED60】奈吉尔·马什：如何实现工作与生活的平衡2013-11-19

【TED61】罗兹·萨维奇：我为什么划船横渡太平洋2013-11-20

【TED62】Jay Walker：世界英语热2013-11-21

【TED63】帕特里夏·瑞安：不要固执于英语！2013-11-22

【TED64】皮柯·耶尔：家在何方？2013-11-23

【TED65】Charmian Gooch：认识世界级贪腐的幕后黑手2013-11-24

【TED66】Richard St. John：8个成功秘笈2013-11-25

【TED67】Judy MacDonald Johnston：为生命的终结做好准备2013-11-26

【TED68】Sherry Turkle：保持联系却仍旧孤单2013-11-27

【TED69】利普·辛巴杜：健康的时间观念2013-11-28

【TED70】David Pogue：十条黄金省时技巧小贴士2013-11-29

【TED71】Philip Zimbardo：男性的衰落？2013-12-01

【TED72】Rives 的凌晨4点2013-12-02

【TED73】Reggie Watts：用最有趣的方法让你晕头转向2013-12-03

【TED74】丹·丹尼特：我们的意识2013-12-04

【TED75】丹尼尔·科恩：为了更好地辩论2013-12-05

【TED76】迈克尔·桑德尔：失落了的民主辩论艺术2013-12-06

【TED77】Hadyn Parry：通过基因重组用蚊子抗击疾病2013-12-07

【TED78】Hannah Brencher：给陌生人的情信2013-12-08

【TED79】Ivan Krastev：没有信任，民主能继续存在么？2013-12-09

【TED80】Arianna Huffington：睡眠促进成功2013-12-10

【TED81】尼克·博斯特罗姆：我们的大问题2013-12-11

【TED82】Dan Barber：我如何爱上一条鱼2013-12-12

【TED83】Miguel Nicolelis：一只猴子用意念控制一个机器人2013-12-13

【TED84】Kakenya Ntaiya：一位要求学校教育的女孩2013-12-14

【TED85】Kevin Breel：一个抑郁喜剧演员的自白2013-12-15

【TED86】莱斯莉·黑索顿：怀疑乃信仰之关键2013-12-16

【TED87】比尔迪曼：我的多调人声2013-12-17

【TED88】布莱恩·格林恩：谈“弦理论”2013-12-18

【TED89】Jacqueline Novogratz：过一种沉浸的人生2013-12-19

【TED90】Ben Dunlap：谈对人生的热情2013-12-20

【TED91】博妮·柏索：细菌是怎样交流的？2013-12-21

【TED92】大卫·克里斯汀：宏观历史2013-12-22

【TED93】Christien Meindertsma：一头猪的全球化旅程2013-12-23

【TED94】大卫·布莱恩：我如何做到水下屏气17分钟2013-12-24

【TED95】包拉托：错觉中的视觉真相2013-12-25

【TED96】Read Montague：我们从5000个大脑中学到了什么2013-12-26

【TED97】邹奇奇：大人能从小孩身上学到什么2013-12-27

篇9：ted演讲稿 心灵鸡汤

Carol Dweck，是一位横跨发展心理学，社会心理学及人格心理学的心理学家，也是一位主导思维构建的心理学家。

这次演讲她为我们带来成长型思维，并认为这种思维模式提供了一种自我激励的动机，将使个体面对困难时有更强的韧性，更容易成功。同时，由于思维模式提供的是一种每个人介可进步介可发展的观念，因此也可在一定程度上反驳“人生而不平等”的常识观念。

Carol Dweck教授用科学研究的数据，告诉我们，固定型思维与成长型思维的差距到底有多大。

视频字幕整理

专注过程，而不是结果。

Power of Not Yet

我听说，在芝加哥有一所高中， 那儿的学生毕业前要通过一系列课程， 如果某一门课没有通过， 成绩就是「暂未通过」。 我想，这真是个绝妙的做法， 因为，如果你某门课的成绩不及格， 你会想，我什么都不是，我什么都没有学到。 但如果你的成绩是「暂未通过」， 你会明白，学习的步伐并没有停下， 你还需逐步向前，争取未来。

「暂未通过」也让我联想起一件尤为重要的 发生在我职业生涯初期的事情， 这件事对我而言是一个转折点。 当时，我想探究 孩子是如何应对挑战和困难的， 因此，我让一些10岁大的孩子 尝试解决一些对于他们而言 稍稍偏难的问题。 一些孩子积极应对的方式让我感到震惊。 他们会这样说， 「我喜欢挑战，」 或说，「你知道的，我希望能有所获。」 这些孩子明白，他们的能力是可以提升的。 他们有我所说的成长型思维模式。 但另一些孩子觉得面对这些难题 是不幸，宛如面对一场灾难。 从他们的固定型思维角度来看， 他们的才智受到了评判， 而他们失败了。

他们不懂得享受学习的过程， 而只盯住眼前的成与败，这些孩子们后面表现如何? 让我告诉你他们的表现。 在一项研究中，他们告诉我们， 如果他们某次考试未通过， 他们很可能会在下次考试中作弊， 而不是更加努力地学习。 在另一项研究中，他们挂了一门后， 他们会找到那些考得还不如他们高的孩子， 以寻求自我安慰。 后续的研究陆续表明， 他们会逃避困难。 科学家们监测了学生们面对错误时的 脑电活动图像。 在左侧，是固定型思维模式的学生， 几乎没有什么活动。 他们在错误面前选择了逃避。 他们没有积极地投入。 但请看右侧，这是成长型思维模式的学生， 这些学生相信能力会通过锻炼得以提升。 他们积极地应对错误。 他们的大脑在高速运转， 他们积极地投入， 他们剖析错误， 从中学习，最终订正。

如今我们是如何教育孩子的呢? 是教育他们专注眼前，而不是注重过程吗? 我们培育了一些迷恋刷A的孩子们吗? 我们培育了没有远大理想的孩子们吗? 他们最远大的目标就是再拿一个A， 心里所想的就是下一次考试吗? 他们在今后的生活中，都以分数的高低 来评判自己吗? 或许是的，因为企业雇主们跑来找我， 说我们养育的这新一代走上工作岗位的人， 如果不给他们奖励， 他们一天都过不下去。

我们该怎么做呢?

如何让孩子注重过程而不是结果呢?

我们可以做这样几件事。 首先，我们可以有技巧地去表扬： 不去表扬天分或才智， 这行不通。 不要再这样做了。 而是要对孩子积极投入的过程进行表扬： 他们的努力与策略， 他们的专注、坚持与进步。 对过程的表扬 会塑造孩子的韧性。

还有其他的办法来奖励过程。 最近，我们与来自华盛顿大学的 游戏研究者合作， 制作了一款奖励过程的数学游戏。 在这个游戏中，学生们因他们的 努力、策略与进步而受到奖励。 通常的数学游戏中， 玩家只有在解得正确答案后 才能得到奖励， 但这个游戏奖励过程。 随着游戏的深入， 孩子们更加努力， 想出更多的策略， 身心更加投入， 当遇到尤为困难的问题时， 他们也展现了更为持久的韧劲。

我们发现，注重过程的思维模式， 会赋予孩子们更多自信， 指引他们不断向前，越发坚持不懈。 事实上，我们能够改变学生的思维模式。 在一项研究中，我们告诉学生们， 每当他们迫使自己走出舒适区， 学习新知识，迎接新挑战， 大脑中的神经元会形成新的、更强的连接， 他们会逐渐变得越来越聪明。

看看后面发生了什么吧：在这项研究中， 没有接受成长型思维模式训练的学生， 在这一困难的过渡阶段，成绩持续下滑， 但那些受过该训练的学生， 成绩强势反弹，卓有起色。 如今，我们已证实这一结论， 通过成千上万个孩子的实例， 尤其是那些在学业上挣扎的孩子。

进步，是每个孩子的权力

那我们就来谈谈教育平等吧。 在我们国家，有些特定区域的孩子 总是在学业上处于下游， 比如，内城区的孩子， 或印第安人居留地里的孩子。 长期以来这里的孩子都没什么起色， 以致于很多人认为没的救了。 但是当教育家们将孩子的思维 转变为成长型思维模式时， 教育平等实现了。 举几个例子吧。 纽约哈莱姆区的一所幼儿园的学生 在一年的时间内， 国家水平测试(National Achievement Test) 成绩飞跃到前百分之五。 这些孩子中有很多在入学时甚至还不会握笔。 一年之内， 远远落后的南布朗克斯区的四年级学生， 其标准数学测试成绩攀升到 纽约州所有四年级学生的第一名。 在一年到一年半的时间内， 某印第安人居留地的一所学校里的学生 成绩从全区垫底到名列前茅， 而这个区包括了西雅图市的富饶地段。 印第安孩子战胜了「微软」孩子。

这得以实现的原因，是努力与困难的意义 在孩子心目中发生了改变。 在此之前，努力与困难 让他们感觉自己很笨， 让他们想放弃， 但如今，正是努力与困难让 他们大脑中的神经元得以形成新的连接， 更强的连接。 正是在这个过程中，他们变得越来越聪明。

最近，我收到一个13岁男孩的来信。 他说，「亲爱的德韦克教授， 我欣赏你的著作， 因为它们都基于可靠的科学试验， 因此，我决定将你的方法付诸实践。 我更用功地学习， 更用心地处好与家人的关系， 与同学的关系， 而在这些方面我都有了长足的进步。 现在我才意识到，过去浪费了太多生命。」

让我们不再浪费生命， 因为，既然我们知道 能力可以增长， 那么，生活在一个能激发进步 并让这一切变得可能的地方 就是每个孩子的权利。

谢谢。

篇10：简短的ted演讲稿

布琳.布朗致力于研究人与人的关系--我们感同身受的能力、获得归属感的能力、爱的能力。在TED休斯敦一次富有感染力的幽默谈话中，她跟我们分享了她的研究发现，一个让她更想深入了解自己以及人类的发现，洞悉人性也更了解自己。同时建议父母，全心全意去爱，即使没有回报、即使很困难，也要勇敢面对，因为感到脆弱代表我还活着，我们要相信自己够好，绝对值得被爱。

那我就这么开始吧： 几年前，一个活动策划人打电话给我， 因为我当时要做一个演讲。 她在电话里说： “我真很苦恼该如何在宣传单上 介绍你。” 我心想，怎么会苦恼呢? 她继续道：“你看，我听过你的演讲， 我觉得我可以称你为研究者， 可我担心的是，如果我这么称呼你，没人会来听， 因为大家普遍认为研究员很无趣而且脱离现实。” (笑声) 好。 然后她说：“但是我喜欢你的演讲， 就跟讲故事一样很吸引人。 我想来想去，还是觉得称你为讲故事的人比较妥当。” 而那个做学术的，感到不安的我 脱口而出道：“你要叫我什么?” 她说：“我要称你为讲故事的人。“ 我心想：”为什么不干脆叫魔法小精灵?“ (笑声) 我说：”让我考虑一下。“ 我试着鼓起勇气。 我对自己说，我是一个讲故事的人。 我是一个从事定性研究的科研人员。 我收集故事;这就是我的工作。 或许故事就是有灵魂的数据。 或许我就是一个讲故事的人。 于是我说：”听着， 要不你就称我为做研究兼讲故事的人。“ 她说：”哈哈，没这么个说法呀。“ (笑声) 所以我是个做研究兼讲故事的人， 我今天想跟大家谈论的-- 我们要谈论的话题是关于拓展认知-- 我想给你们讲几个故事 是关于我的一份研究的， 这份研究从本质上拓宽了我个人的认知， 也确确实实改变了我生活、爱、工作还有教育孩子的方式。

我的故事从这里开始。 当我还是个年轻的博士研究生的时候， 第一年，有位研究教授 对我们说： ”事实是这样的， 如果有一个东西你无法测量，那么它就不存在。“ 我心想他只是在哄哄我们这些小孩子吧。 我说：“真的么?” 他说：“当然。” 你得知道 我有一个社会工作的学士文凭，一个社会工作的硕士文凭， 我在读的是一个社会工作的博士文凭， 所以我整个学术生涯 都被人所包围， 他们大抵相信 生活是一团乱麻，接受它。 而我的观点则倾向于，生活是一团乱麻， 解开它，把它整理好， 再归类放入便当盒里。 (笑声) 我觉得我领悟到了关键， 有能力去创一番事业，让自己-- 真的，社会工作的一个重要理念是 置身于工作的不适中。 我就是要把这不适翻个底朝天 每科都拿到A。 这就是我当时的信条。 我当时真的是跃跃欲试。 我想这就是我要的职业生涯， 因为我对乱成一团，难以处理的课题感兴趣。 我想要把它们弄清楚。 我想要理解它们。 我想侵入那些 我知道是重要的东西 把它们摸透，然后用浅显易懂的方式呈献给每一个人。

所以我的起点是“关系”。 因为当你从事了20xx年的社会工作， 你必然会发现 关系是我们活着的原因。 它赋予了我们生命的意义。 就是这么简单。 无论你跟谁交流 工作在社会执法领域的也好，负责精神健康、虐待和疏于看管领域的也好 我们所知道的是，关系 是种感应的能力-- 生物神经上，我们是这么被设定的-- 这就是为什么我们在这儿。 所以我就从关系开始。 下面这个场景我们再熟悉不过了， 你的上司给你作工作评估， 她告诉了你37点你做得相当棒的地方， 还有一点--成长的空间? (笑声) 然后你满脑子都想着那一点成长的空间，不是么。 这也是我研究的一个方面， 因为当你跟人们谈论爱情， 他们告诉你的是一件让他们心碎的事。 当你跟人们谈论归属感， 他们告诉你的是最让他们痛心的 被排斥的经历。 当你跟人们谈论关系， 他们跟我讲的是如何被断绝关系的故事。

所以很快的--在大约开始研究这个课题6周以后-- 我遇到了这个前所未闻的东西 它揭示了关系 以一种我不理解也从没见过的方式。 所以我暂停了原先的研究计划， 对自己说，我得弄清楚这到底是什么。 它最终被鉴定为耻辱感。 耻辱感很容易理解， 即害怕被断绝关系。 有没有一些关于我的事 如果别人知道了或看到了， 会认为我不值得交往。 我要告诉你们的是： 这种现象很普遍;我们都会有(这种想法)。 没有体验过耻辱的人 不具有人类的同情或关系。 没人想谈论自己的糗事， 你谈论的越少，你越感到可耻。 滋生耻辱感的 是一种“我不够好.”的心态-- 我们都知道这是个什么滋味： ”我不够什么。我不够苗条， 不够有钱，不够漂亮，不够聪明， 职位不够高。“ 而支撑这种心态的 是一种刻骨铭心的脆弱， 关键在于 要想产生关系， 我们必须让自己被看见， 真真切切地被看见。

你知道我怎么看待脆弱。我恨它。 所以我思考着，这次是轮到我 用我的标尺击溃它的时候了。 我要闯进去，把它弄清楚， 我要花一年的时间，彻底瓦解耻辱， 我要搞清楚脆弱是怎么运作的， 然后我要智取胜过它。 所以我准备好了，非常兴奋。 跟你预计的一样，事与愿违。 (笑声) 你知道这个(结果)。 我能告诉你关于耻辱的很多东西， 但那样我就得占用别人的时间了。 但我在这儿可以告诉你，归根到底 -- 这也许是我学到的最重要的东西 在从事研究的数十年中。 我预计的一年 变成了六年， 成千上万的故事， 成百上千个采访，焦点集中。 有时人们发给我期刊报道， 发给我他们的故事 -- 不计其数的数据，就在这六年中。 我大概掌握了它。

我大概理解了这就是耻辱， 这就是它的运作方式。 我写了本书， 我出版了一个理论， 但总觉得哪里不对劲 -- 它其实是， 如果我粗略地把我采访过的人 分成 具有自我价值感的人 -- 说到底就是 自我价值感 -- 他们勇于去爱并且拥有强烈的归属感 -- 另一部分则是为之苦苦挣扎的人， 总是怀疑自己是否足够好的人。 区分那些 敢于去爱 并拥有强烈归属感的人 和那些为之而苦苦挣扎的人的变量只有一个。 那就是，那些敢于去爱 并拥有强烈归属感的人 相信他们值得被爱，值得享有归属感。 就这么简单。 他们相信自己的价值。 而对于我， 那个阻碍人与人之间关系的最困难的部分 是我们对于自己不值得享有这种关系的恐惧， 无论从个人，还是职业上 我都觉得我有必要去更深入地了解它。 所以接下来 我找出所有的采访记录 找出那些体现自我价值的，那些持有这种观念的记录， 集中研究它们。

这群人有什么共同之处? 我对办公用品有点痴迷， 但这是另一个话题了。 我有一个牛皮纸文件夹，还有一个三福极好笔， 我心想，我该怎么给这项研究命名呢? 第一个蹦入我脑子的是 全心全意这个词。 这是一群全心全意，靠着一种强烈的自我价值感在生活的人们。 所以我在牛皮纸夹的上端这样写道， 而后我开始查看数据。 事实上，我开始是 用四天时间 集中分析数据， 我从头找出那些采访，找出其中的故事和事件。 主题是什么?有什么规律? 我丈夫带着孩子离开了小镇， 因为我老是陷入像杰克逊.波洛克(美国近代抽象派画家)似的疯狂状态， 我一直在写， 完全沉浸在研究的状态中。 下面是我的发现。 这些人的共同之处在于 勇气。 我想在这里先花一分钟跟大家区分一下勇气和胆量。 勇气，最初的定义， 当它刚出现在英文里的时候 -- 是从拉丁文cor，意为心，演变过来的 -- 最初的定义是 真心地叙述一个故事，告诉大家你是谁的。 所以这些人 就具有勇气 承认自己不完美。 他们具有同情心， 先是对自己的，再是对他人的， 因为，事实是，我们如果不能善待自己， 我们也无法善待他人。 最后一点，他们都能和他人建立关系， -- 这是很难做到的-- 前提是他们必须坦诚， 他们愿意放开自己设定的那个理想的自我 以换取真正的自我， 这是赢得关系的 必要条件。

他们还有另外一个共同之处 那就是， 他们全然接受脆弱。 他们相信 让他们变得脆弱的东西 也让他们变得美丽。 他们不认为脆弱 是寻求舒适， 也不认为脆弱是钻心的疼痛 -- 正如我之前在关于耻辱的采访中听到的。 他们只是简单地认为脆弱是必须的。 他们会谈到愿意 说出“我爱你”， 愿意 做些 没有的事情， 愿意 等待医生的电话， 在做完乳房X光检查之后。 他们愿意为情感投资， 无论有没有结果。 他们觉得这些都是最根本的。

我当时认为那是背叛。 我无法相信 我尽然对科研宣誓效忠 -- 研究的定义是 控制(变量)然后预测，去研究现象， 为了一个明确的目标， 去控制并预测。 而我现在的使命 即控制并预测 却给出了这样一个结果：要想与脆弱共存 就得停止控制，停止预测 于是我崩溃了 -- (笑声) -- 其实更像是这样。 (笑声) 它确实是。 我称它为崩溃，我的心理医生称它为灵魂的觉醒。 灵魂的觉醒当然比精神崩溃要好听很多， 但我跟你说那的确是精神崩溃。 然后我不得不暂且把数据放一边，去求助心理医生。 让我告诉你：你知道你是谁 当你打电话跟你朋友说：“我觉得我需要跟人谈谈。 你有什么好的.建议吗?“ 因为我大约有五个朋友这么回答： ”喔。我可不想当你的心理医生。“ (笑声) 我说：”这是什么意思?“ 他们说：”我只是想说， 别带上你的标尺来见我。“ 我说：”行。“

就这样我找到了一个心理医生。 我跟她，戴安娜，的第一次见面 -- 我带去了一份表单 上面都是那些全身心投入生活的人的生活方式，然后我坐下了。 她说：”你好吗?“ 我说：”我很好。还不赖。“ 她说：”发生了什么事?“ 这是一个治疗心理医生的心理医生， 我们不得不去看这些心理医生， 因为他们的废话测量仪很准(知道你什么时候在说真心话)。 (笑声) 所以我说： “事情是这样的。我很纠结。” 她说：“你纠结什么?” 我说：”嗯，我跟脆弱过不去。 而且我知道脆弱是 耻辱和恐惧的根源 是我们为自我价值而挣扎的根源， 但它同时又是 欢乐，创造性， 归属感，爱的源泉。 所以我觉得我有问题， 我需要帮助。“ 我补充道：”但是， 这跟家庭无关， 跟童年无关。“ (笑声) “我只需要一些策略。” (笑声) (掌声) 谢谢。 戴安娜的反应是这样的。 (笑声) 我接着说：“这很糟糕，对么?” 她说：“这不算好，也不算坏。” (笑声) “它本身就是这样。” 我说：“哦，我的天，要悲剧了。”

(笑声)

(悲剧)果然发生了，但又没有发生。 大概有一年的时间。 你知道的，有些人 当他们发现脆弱和温柔很重要的时候， 他们放下所有戒备，欣然接受。 (我要声明)一，这不是我， 二，我朋友里面也没有这样的人。 (笑声) 对我来说，那是长达一年的斗争。 是场激烈的混战。 脆弱打我一拳，我又还击它一拳。 最后我输了， 但我或许赢回了我的生活。

然后我再度投入到了我的研究中， 又花了几年时间 真正试图去理解那些全身心投入生活的人， 他们做了怎样的决定， 他们是如何应对 脆弱的。 为什么我们为之痛苦挣扎? 我是独自在跟脆弱斗争吗? 不是。 这是我学到的： 我们麻痹脆弱 -- (例如)当我们等待(医生)电话的时候。 好笑的是，我在Twitter微博和Facebook上发布了一条状态， “你怎样定义脆弱? 什么会让你感到脆弱?“ 在1个半小时内，我收到了150条回复。 因为我想知道 大家都是怎么想的。 (回复中有)不得不请求丈夫帮忙， 因为我病了，而且我们刚结婚; 跟丈夫提出要爱; 跟妻子提出要爱; 被拒绝;约某人出来; 等待医生的答复; 被裁员;裁掉别人-- 这就是我们生活的世界。 我们活在一个脆弱的世界里。 我们应对的方法之一 是麻痹脆弱。

我觉得这不是没有依据 -- 这也不是依据存在的唯一理由， 我认为我们当代问题的一大部分都可以归咎于它 -- 在美国历史上，我们是欠债最多， 肥胖， 毒瘾、用药最为严重 的一代。 问题是 -- 我从研究中认识到 -- 你无法选择性地麻痹感情。 你不能说，这些是不好的。 这是脆弱，这是悲哀，这是耻辱， 这是恐惧，这是失望， 我不想要这些情感。 我要去喝几瓶啤酒，吃个香蕉坚果松饼。 (笑声) 我不想要这些情感。 我知道台下传来的是会意的笑声。 别忘了，我是靠“入侵”你们的生活过日子的。 天哪。 (笑声) 你无法只麻痹那些痛苦的情感 而不麻痹所有的感官，所有的情感。 你无法有选择性地去麻痹。 当我们麻痹那些(消极的情感)， 我们也麻痹了欢乐， 麻痹了感恩， 麻痹了幸福。 然后我们会变得痛不欲生， 我们继而寻找生命的意义， 然后我们感到脆弱， 然后我们喝几瓶啤酒，吃个香蕉坚果松饼。 危险的循环就这样这形成了。

我们需要思考的一件事是 我们是为什么，怎么样麻痹自己的。 这不一定是指吸毒。 我们麻痹自己的另一个方式是 把不确定的事变得确定。 宗教已经从一种信仰、一种对不可知的相信 变成了确定。 我是对的，你是错的。闭嘴。 就是这样。 只要是确定的就是好的。 我们越是害怕，我们就越脆弱， 然后我们变得愈加害怕。 这件就是当今政治的现状。 探讨已经不复存在。 对话已经荡然无存。 有的仅仅是指责。 你知道研究领域是如何描述指责的吗? 一种发泄痛苦与不快的方式。 我们追求完美。 如果有人想这样塑造他的生活，那个人就是我， 但这行不通。 因为我们做的只是把屁股上的赘肉 挪到我们的脸上。 (笑声) 这真是，我希望一百年以后， 当人们回过头来会不禁感叹：”哇!“

(笑声)

我们想要，这是最危险的， 我们的孩子变得完美。 让我告诉你我们是如何看待孩子的。 从他们出生的那刻起，他们就注定要挣扎。 当你把这些完美的宝宝抱在怀里的时候， 我们的任务不是说：”看看她，她完美的无可挑剔。“ 而是确保她保持完美 -- 保证她五年级的时候可以进网球队，七年级的时候稳进耶鲁。 那不是我们的任务。 我们的任务是注视着她，对她说， “你知道吗?你并不完美，你注定要奋斗， 但你值得被爱，值得享有归属感。” 这才是我们的职责。 给我看用这种方式培养出来的一代孩子， 我保证我们今天有的问题会得到解决。 我们假装我们的行为 不会影响他人。 不仅在我们个人生活中我们这么做， 在工作中也一样 -- 无论是紧急救助，石油泄漏， 还是产品召回 -- 我们假装我们做的事 对他人不会造成什么大影响。 我想对这些公司说：嘿，这不是我们第一次牛仔竞技。 我们只要你坦诚地，真心地 说一句：“对不起， 我们会处理这个问题。“

但还有一种方法，我把它留给你们。 这是我的心得： 卸下我们的面具，让我们被看见， 深入地被看见， 即便是脆弱的一面; 全心全意地去爱， 尽管没有任何担保 -- 这是最困难的， 我也可以告诉你，作为一名家长，这个非常非常困难 -- 带着一颗感恩的心，保持快乐 哪怕是在最恐惧的时候 哪怕我们怀疑：”我能不能爱得这么深? 我能不能如此热情地相信这份感情? 我能不能如此矢志不渝?“ 在消极的时候能打住，而不是一味地幻想事情会如何变得更糟， 对自己说：”我已经很感恩了， 因为能感受到这种脆弱，这意味着我还活着。“ 最后，还有最重要的一点， 那就是相信我们已经做得够好了。 因为我相信当我们在一个 让人觉得“我已经足够了”的环境中打拼的时候 我们会停止抱怨，开始倾听， 我们会对周围的人会更友善，更温和， 对自己也会更友善，更温和。

这就是我演讲的全部内容。谢谢大家。

(掌声)

篇11：简短的ted演讲稿

在东京的这个学校，五岁大的孩子们能引发拥堵，窗户是留给圣诞老人爬进来的。 让我们来看看：世界上最可爱的幼儿园，由建筑师Takaharu Tezuka所设计。 在这段演讲中，他向我们讲述了这一设计的由来以及它如何真正让孩子们的天性得到解放。

这是我们在20xx年设计的一个幼儿园。 我们把它建成了一个环形。 在屋顶上面， 是一个无尽的循环。 如果你是一名家长, 你就知道， 小孩儿们喜欢不停的转圈。 那么这就是房顶的样子。

为什么我们要把它设计成这样呢? 这家幼儿园的园长说： ”不，我不想要护栏。” 我说：“那不可能。” 但他坚持说：“那要不...... 就在屋顶边做一圈向外延伸的防护网? 这样它就能接住跌落的小孩儿?“ (笑声) 我说：“那不可能。”

然后，当然，政府的官员告诉我： “当然，你必须得有护栏。” 但我们还是可以把那个防护网的 想法在树上实现。 那儿有三棵从屋顶穿出的树。 我们被允许用绳索当作护栏。 但是，当然， 绳索对小孩儿来说根本没用。 他们会故意掉进去。 然后更多人掉进去， 还有更多， 更多…… (笑声) 有时会有40个小孩儿 同时围着树一起玩儿。 那个爬在树枝上的男孩儿， 他很爱这棵树，一直在不停的啃树皮。 (笑声)

当幼儿园里搞活动的时候， 他们就坐在围栏的边缘(观看)。 这画面从下面看起来很美。 简直就是动物园里的猴子。 (笑声) 喂食时间到～ (笑声) (鼓掌)

我们把房顶尽量做得低矮， 因为我们想让孩子们在屋顶上玩， 而不是缩在屋檐下。 如果房顶太高， 你看到的就只有天花板了。

还有洗脚的地方—— 那儿有很多种水龙头。 你可以看到，有弹性的软管… 让人忍不住想用它往朋友身上喷水玩， 还有淋浴的喷头… 还有前面的这种… 是很普通的水龙头。 但是如果你仔细看， 这小男孩其实并没在洗他的靴子， 他是在往靴子里灌水…… (笑声)

这家幼儿园完全是开放的， 几乎整年都开放着。 它的内部和外部之间， 没有明确的界限。 因此，这意味着，基本上， 这个建筑，就只有一个屋顶。 同样的，它的教室之间也没有界限。 所以那里没有任何听觉上的阻碍。 要知道，如果你把很多小孩 放进一个安静的封闭空间， 他们中的一些人会变得非常紧张。 但在这个幼儿园里， 他们没有任何理由去紧张。 因为到处都没有界限。

他们的园长说， 如果角落里的那个男孩儿 不想呆在教室里， 我们就放他走。 他最终会回来的， 因为这是个圆，他会转回来的。 (笑声)

最关键的是，通常在这种情况下， 小孩儿会试图藏在某个地方。 但在这里，他们走掉之后， 就只能绕一圈回来。 这是个自然的过程。

其次，我们认为， 噪音是非常重要的。 你得知道，小孩儿 在噪音里睡得更香。 他们是不会在安静的空间里睡着的。 在这家幼儿园里， 孩子们在课堂里 表现出惊人的注意力。 大家知道，我们人类原本就是在 那种充满噪音的丛林里长大的。 ——他们需要噪音。 你还能够在嘈杂的酒吧里跟朋友聊天。 你本来就能够适应嘈杂的环境。

当今时代， 我们一直在尝试要控制所有的事情。 但在这里，它是完全开放的。 你们也应该知道： 我们能在零下二十度的冬天滑雪。 夏天，你去游泳 海边的沙子高达50摄氏度。 我们就是这样适应环境的。 而且我们人类是防水的。 不可能因为一场雨就融化了。 所以，我们认为小孩儿就该呆在室外。 这才是我们对待他们的正确方式。

这是他们分隔教室的方式。 他们本来应该帮助老师的。 但…他们没有… (笑声) 不是我把他放进去的…… 这就是教室了。 还有洗手池。 他们在水池边聊天。 而且教室里总是有一些树的…… 一只猴子想要把 另一只猴子钓上去。 (笑声) 看，猴子们。 (笑声) 每个教室都至少有一个天窗。 这样在圣诞节的时候， 圣诞老人才有地方爬下来。

这是幼儿园的附属建筑， 就建在那个椭圆形幼儿园的旁边。 这个建筑只有5米高， 可是里面设计了7层的空间。 当然，这导致它的天花板非常矮。 因此我们不得不考虑安全问题。 所以，我们放了两个孩子进去， 一个女孩儿，一个男孩儿。 他们努力地钻进去。 他撞到头了。 他没事。他的骨头很硬。 他适应能力很强的。 因为这是我儿子。 (笑声) 他还在试着看 能不能安全地跳下去。 然后我们放了更多孩子进去。

东京的堵车太糟糕了，你懂的。 (笑声) 前面那个司机，她还得好好学学开车。 在这个年代， 孩子们需要接触一些轻微的危险。 因为在这种状况下， 他们就会学会互相帮助。 这就是社会。这些(教育)机会 正是我们如今逐渐丧失的。

现在看这幅图，它展现了一个男孩 在9:10到9:30之间的运动轨迹。 这栋建筑的周长是183米。 它真的已经不能算小了! 所以这个男孩， 一早上就运动了6000米。 最令人惊讶的还不止这个。 这家幼儿园里的孩子们平均运动距离是4000米。 与大多数幼儿园相比， 这里的孩子有着最高的运动能力。 园长说了： “我们不需要督促他们进行户外锻炼。 把他们放到屋顶上就行。 就像放羊一样。“ (笑声) 他们就会不停地跑啊跑。 (笑声)

我的观念就是，不要去“控制”他们， 也不要过多地“保护”他们， ——他们有时也需要摔倒， 也需要受点伤。 这样他们就会从中学到 如何在这个世界上生存。 我认为，建筑可以改变这个世界， 可以改变人们的生活。 这座幼儿园，就是其中一个尝试， 它改变了孩子们的生活。

非常感谢。

篇12：ted励志演讲稿

ted励志演讲2017

假如生活是一本书，而你是作者，那么你会希望自己编写出怎样的故事?而当年正是这个想法改变了我的人生。

我在炎热的拉斯维加斯的沙漠中长大，我所向往的是自由自在的生活。我做着周游世界的白日梦，想象着能够住在下雪的地方，并把所有想讲的故事一一拍摄出来。19岁那年，高中毕业后的一天，我真的去了下雪的地方，成为了一名按摩治疗师。这份工作只需要用到手，旁边就是按摩桌。那时的我能去任何地方。这是人生中第一次，我感到自由、独立、安全。生活就在我的掌控之中。

但这时我的生活出现了逆转。一天我感觉自己的了流感便提早回到了家，可是不到24小时，我住进了医院，要靠呼吸机维持生命，并且被告知只有不到2%的存活可能。几天之后，我陷入了昏迷，医生诊断为病毒性脑膜炎，一种疫苗可以预防的血液感染。在接下去的两个半月里，我失去了脾脏、肾脏，失去了左耳的听力，两腿膝盖以下被截肢。当我的父母用轮椅把我从医院推出来的时候，我感觉自己像是被拼起来的玩具人。

那时我以为最坏的日子已经结束了，但是几周之后，当我第一次看到我的新腿，这才意识到远没有结束。我的支撑棒是笨重的金属块，它用管子与踝关节和黄色的橡胶脚固定在一起，从脚趾到踝关节上凸出来的橡胶线，看上去像静脉。我不知道自己想要什么，但绝对不会是这个。当时我的妈妈在我身旁，我们抱头痛哭，泪如雨下。

后来，我戴上这粗短的腿站了起来，那可真是太疼了，行动也不利索。我在想，天哪，我要怎么靠这些假肢周游世界?怎么过我想要的充满奇遇和有故事的生活?怎么再去滑雪?那天一到家我就爬上了床。此后几个月，生活都如此，我彻底失去了信念，逃避现实，对假肢置之不理，我在身体上和精神上彻底地崩溃了。

但是我知道，生活总要继续，为了过下去，我必须得跟过去的amy告别，学着接纳新的amy。我忽然明白，我的身高不必再是固定的5英尺5英寸(1.68m)，相反，我想多高就多高，想多矮就多矮，这完全取决于我跟谁约会。如果我去滑雪，那么脚再也不会被冻到。最大的好处是，我的脚能做成任意大小，穿进商场里的任何打折靴子。我做到了，这是没脚的好处!

这时我问自己，生活该怎么过?假如我的人生是一本书，而我是作者，那么我希望自己拥有怎样的故事?我开始做白日梦，我梦到和小时候一样，幻想自己优雅地走来走去，可以自由地帮助身边的其他人，可以去快乐地滑雪。我不能眼睁睁看着自己一点点消磨时间，我要去感觉，去感觉风拂过我的面庞，感觉我的心跳加速。似乎从那时开始，我的人生开始了新的 篇章。

四个月后，我回到了滑雪场，事情没有想象中那么顺利，我的膝盖和踝关节没办法弯曲。在上行的索道上，有一刻我吓到了所有的滑雪者，我的脚和滑雪板绑在一起飞下了山坡，可我还在山顶上。我当时很震惊，和其他滑雪者一样震惊，但是没有灰心。我知道只有找到合适的脚，我才能再来滑雪。这一次我学到，我们人生的局限和障碍，只会造成两种结局：要么让我们停滞不前，要么逼我们迸发出巨大的创造力。

我研究了一年，依然没有弄清楚要用哪种脚，也没找到任何能帮到我的厂商，所以我决定自己做。我和我的假肢制造商一起随机地装配零件，我们做了一双能滑雪的脚。你看，生锈的螺栓、橡胶、木头和亮粉色胶带，虽然简陋但我能变换指甲油的颜色哦!这些假肢是我收到最好的21岁生日礼物。

后来我爸爸给了我一个肾，让我又可以追梦了。我开始滑雪，回去工作，然后回到学校。在XX年的时候我参与投资了一个专为青年残疾人服务的非营利组织，让他们能参与到极限运动中来。后来，我有幸去到南非，帮助那里成千上万的孩子穿上鞋子使他们能够走路上学。再后来，去年二月，我赢回两座世界滑雪锦标赛金牌，这使我成为世界上滑雪排名最高的女残疾选手。

XX年前，我失去了双脚，我不知道能做什么。但如果今天你问我，是否愿意回头，让我的人生再回到原来的轨道，我的答案是：no!因为我的脚没有让我失去能力，而是逼我依靠自己的想象力，相信各种可能性，让我相信想象力可以作为工具，打破任何藩篱。因为在我们的意识深处，我们可以做任何事，成为任何人。所以请永远地相信梦想，直面恐惧。让我们活出自我，超越极限!

虽然今天的主题是关于创新，我的故事看似跑题，但我不得不说，在我的人生里，创新是唯一的可能。因为我的经历让我了解到，那些痛苦与厄运看似是生活的终结，但也正是想象力和故事开始的地方。

所以我今天想告诉你们的是，不要把人生中的挑战和困难当做坏事，相反你应从正面去看待它们，让它们作为点亮你我想象力的美好礼物。它会帮助我们超越自我、飞跃藩篱，看人生的阻碍到底能为我们带来哪种惊喜。

励志的名言警句

1、一个有志气的人，他为之奋斗的目标应该是远大的，高尚的，而决不是被私利障住眼睛的懦夫。——殷庆功

2、燕雀安知鸿鹄之志。——司马迁

3、失败也是我需要的，它和成功对我一样有价值。——爱迪生

4、面对悬崖峭壁，一百年也看不出一条缝来，但用斧凿，36、得进一寸进一寸，得进一尺进一尺，不断积累，飞跃必来，突破随之。——华罗庚

5、什么叫做失败?失败是到达较佳境地的第一步。——菲里浦斯

6、志不可一日坠，心不可一日放。——王豫

7、凡事都要脚踏实地去作，不驰于空想，不骛于虚声，而惟以求真的态度作踏实的工夫。以此态度求学，则真理可明，以此态度作事，则功业可就。——李大钊

8、锲而舍之，朽木不折;锲而不舍，金石可镂。——荀况

9、天才是百分之一的灵感加百分之九十九的汗水。——爱迪生

10、三军可夺帅也，匹夫不可夺志也。——孔丘

11、进则安居以行其志，退则安居以修其所未能，则进亦有为，退亦有为也。——张养浩

12、船在汹涌的波浪中行驶，固然是危险的事，但只要把舵者善于应付，未尝不可化险为夷，渡过大洋，安登彼岸。一个年轻人的就业，也是如此，四周都为困难所包围，你得镇静应付，把层层障碍打破，便发现你的康庄大道。你须知道，老天决不辜负有心人的上进志向，除非你畏难苟安，无毅力应付，结果才覆败。——戴尔·卡耐基

13、人无善志，虽勇必伤。——《淮南子》

14、虽有天下易生之物也，一日曝之，十日寒之，未有能生者也。——孟轲

15、目标越接近，困难越增加。——歌德

16、真正的才智是刚毅的志向。——拿破仑

17、当我们只遇到逆风行舟的时候，我们调整航向迂回行驶就可以了;但是，当海面上波涛汹涌，而我们想停在原地的时候，那就要抛锚。当心啊，年轻的舵手，别让你的缆绳松了，别让你的船锚动摇，不要在你没有发觉以前，船就漂走了。——卢梭

18、愿相会于中华腾飞世界时。——周恩来

19、会当凌绝顶，一览众山小。——杜甫

20、一个人的人生幸福，只靠道德方面的努力是不够的，我们必须经常描绘自己将来的幸福形象，并依靠万能的潜意识来帮忙实现。潜意识一旦接受事情后，就会想尽办法去实现它，之后你只要安心等待，就可以了。——世界着名研究精神法则、潜意识权威 乔瑟夫·摩菲

21、盛年不重来，一日难再晨，及时宜自勉，岁月不待人。——陶潜

22、只有把抱怨环境的心情，化为上进的力量，才是成功的保证。——罗曼·罗兰

23、白首壮心驯大海，青春浩气走千山。——林伯渠

24、勿问成功的秘诀为何，且尽全力做你应该做的事吧。——美华纳

25、古之立大事者，不惟有超世之才，亦必有坚忍不拔之志。——苏轼

篇13：ted励志演讲稿

【采访导读】1993年，比尔·盖茨夫妇把在海滩上散步，做了一个重大的决定：将微软公司挣得的财富回报社会。在与克里斯安德森的谈话中，夫妇俩谈论了他们在比尔和梅琳达·盖茨基金会的工作，他们的婚姻，他们的孩子，他们的失败，还有他们回馈社会获得的满足感。

【采访内容节选】

Melinda Gates: This is in Africa, our very first trip, the first time either of us had ever been to Africa, in the fall of 1993. We were already engaged to be married. We married a few months later, and this was the trip where we really went to see the animals and to see the savanna. It was incredible. Bill had never taken that much time off from work. But what really touched us, actually, were the people, and the extreme poverty. We started asking ourselves questions. Does it have to be like this?

梅琳达·盖茨：这是我们第一次旅行，在非洲拍的。我们俩都是第一次去非洲，那是1993年的秋天，我们已经订婚。几月后，我们结婚了，我们想通过这次旅行看看野生动物和热带草原。真是太美了。比尔和我从来没有放过这么长的假。但是真正让我们深受触动的是那儿的人，那儿的贫穷。我们开始扪心自问，一切只能是这样吗?

Bill Gates: Well, we decided that we'd pick two causes, whatever the biggest inequity was globally, and there we looked at children dying, children not having enough nutrition to ever develop, and countries that were really stuck, because with that level of death, and parents would have so many kids that they'd get huge population growth, and that the kids were so sick that they really couldn't be educated and lift themselves up. So that was our global thing, and then in the U.S., both of us have had amazing educations, and we saw that as the way that the U.S. could live up to its promise of equal opportunity is by having a phenomenal education system, and the more we learned, the more we realized we're not really fulfilling that promise.

比尔·盖茨：我们决定选择两个方面：任何世界上最不公平的事，这指的是垂死的儿童，营养跟不上的儿童，因为高死亡率发展停滞不前的国家，国家人口剧长，孩子病得太重，他们没法受教育养活自己。这是世界的情况，而在美国，我们夫妻俩都受过良好的教育，我们看到美国实现“机会平等”这一承诺的途径就是其良好的教育体系。我们了解的越多，就越深刻地意识到我们并没有完全兑现我们的承诺。

So this is a story largely of vaccines. Smallpox was killing a couple million kids a year. That was eradicated, so that got down to zero. Measles was killing a couple million a year. That's down to a few hundred thousand. Anyway, this is a chart where you want to get that number to continue, and it's going to be possible, using the science of new vaccines, getting the vaccines out to kids. We can actually accelerate the progress.

所以这个故事主要说的是疫苗。以前，每年有几百万的儿童死于天花。现在我们摆脱它了，死亡数变成了零。每年有百万人死于麻疹，现在这个数字是几十万。总之，在这张图表中，如果你让数字继续下去，就有可能利用新疫苗技术为儿童提供疫苗。我们可以加快这个进程。

Because we built this thing together from the beginning, it's this great partnership. I had that with Paul Allen in the early days of Microsoft. I had it with Steve Ballmer as Microsoft got bigger, and now Melinda, and in even stronger, equal ways, is the partner, so we talk a lot about which things should we give more to, which groups are working well? She's got a lot of insight. She'll sit down with the employees a lot. We'll take the different trips she described. So there's a lot of collaboration. I can't think of anything where one of us had a super strong opinion about one thing or another?

因为我们从零开始建立了它，这是一种绝妙的伙伴关系。微软早期，我曾和保罗·艾伦有那种伙伴关系。微软的成长期我有史蒂夫·巴摩，现在微软更强了，梅琳达以一种更稳固，更平等的方式成为了我的伙伴。我们谈论了很多，哪些事情更应该重视，哪一个团队运作的很好?她有很多深刻见解。她能和员工打成一片。我们各自出行，就像她说的，我们也有很多合作。我想不出有哪件事一方的主张特别强烈。

Well, I would say a huge lesson for us out of the early work is we thought that these small schools were the answer, and small schools definitely help. They bring down the dropout rate. They have less violence and crime in those schools. But the thing that we learned from that work, and what turned out to be the fundamental key, is a great teacher in front of the classroom. If you don't have an effective teacher in the front of the classroom, I don't care how big or small the building is, you're not going to change the trajectory of whether that student will be ready for college.

我想说的是一个深刻的教训，工作早期，我们以为小规模的学校就是解决办法，当然小规模学校有一定作用，可以减少辍学率。学校内的暴力事件和犯罪比较低。但是我们从工作中学到的，也是最重要的一件事就是课堂上必须有个好老师。如果没有有效率的老师，无论教室大或小，你都不可能改变学生是否已经准备好上大学的轨迹。

篇14：ted励志演讲稿

邹奇奇，一个华裔小姑娘。12岁的时候在 TED 发表演讲，名字叫：What adults can learn from kids? 大人应当从小孩身上学习什么?演讲中，她代表孩子们发声，希望大人可以相信孩子、给孩子们期待，因为他们将是这个世界的引领者。以下是本次演讲的节选。

【演讲节选】

I appreciate your attention today, because to show that you truly care, you listen. But there's a problem with this rosy picture of kids being so much better than adults. Kids grow up and become adults just like you. (Laughter) Or just like you, really?

我非常感谢你们今天来听我的演讲，因为那说明你们真的在乎，你们在倾听。但是对于“孩子比大人好太多” 这件事仍有一个问题。孩子们长大会变成像你们一样的成人。(笑声)就像你们这样，真的吗?

The goal is not to turn kids into your kind of adult, but rather better adults than you have been, which may be a little challenging considering your guys credentials, but the way progress happens is because new generations and new eras grow and develop and become better than the previous ones.It's the reason we're not in the Dark Ages anymore. No matter your position of place in life, it is imperative to create opportunities for children so that we can grow up to blow you away.

最终的目标并不是把孩子变成你们这种大人，而是变成比你们更好的大人，考虑到你们已经是比较成功的成人，这可能有一点难度。但是这个过程在发生，因为新的一代的成长和发展并变得比前一辈更好。这就是我们不再处于黑暗时代的原因。不论你处于生生活中何种状态，为你的孩子创造机会很重要，这样他们才能超越你们。

Adults and fellow TEDsters, you need to listen and learn from kids and trust us and expect more from us. You must lend an ear today, because we are the leaders of tomorrow, which means we're going to be taking care of you when you're old and senile. No, just kidding. No, really, we are going to be the next generation, the ones who will bring this world forward.

大人和TED的关注者们，你们需要从孩子那里倾听和学习，相信我们并且给我们更多期待。你们今天必须倾听我们，因为我们是明天的领导者，因为我们会在你们年老力衰的时候照顾你们。不，开个玩笑。不，说真的，我们将会成为推动这个世界前进的下一代。

And, in case you don't think that this really has meaning for you, remember that cloning is possible, and that involves going through childhood again, in which case, you'll want to be heard just like my generation. Now, the world needs opportunities for new leaders and new ideas. Kids need opportunities to lead and succeed. Are you ready to make the match? Because the world's problems shouldn't be the human family's heirloom.

然而，如果您认为这个对您来说没有意义，请记住克隆是可能的，那意味着你们将再次体验童年，您会像我们这一代人一样，渴望被倾听。现在，世界应当为新的领导者和新思想提供机会。孩子们需要机会去领导和成功。你准备好与时俱进了吗?因为我们不应当将前人的错误传递给下一代。

【演讲者介绍】

Adora Svitak: A prolific short story writer and blogger since age seven, Adora Svitak (now 16) speaks around the United States to adults and children as an advocate for literacy.

邹奇奇：一个多产的短篇故事作者，自7岁起便开始写博客，邹奇奇(今年16岁)作为文学爱好者巡回美国各地演讲。

篇15：ted励志演讲稿

人类的声音： 是我们所有人都弹奏的乐器。 可能是这个世界上最有力的声音。 它绝无仅有，或能引起战争， 或能说“我爱你”。

然而，很多人有这种经历， 当他们说的时候，人们并不在听。 这是为什么呢? 我们怎样有力地说 而让世界发生某种改变?

我所提议的是， 我们需要改变一些习惯。 在此我为你们收集整理了， 说话的七宗罪。 我没打算假装这是一个详细的列表， 但这七个，我以为是我们相当容易犯的坏习惯。

第一就是：流言蜚语

在背后说某些人的坏话。 这不是一个好习惯，我们都很明白 那个说闲话的人在五分钟以后 就会在别人跟前说我们的闲话。

第二，评判

我们知道有些人在谈话中是这样的， 这让人很难听进别人的话， 如果你知道你被人评判 且被认为不合格。

第三，消极

你能陷入这个泥潭。 我的母亲，在她生命的最后几年里， 变得非常非常消极，很难让人听她说话。 我记得有一天，我对她说， “今天是十月一号，” 她说，“我知道，这不可怕吗?” 当某人那么消极的时候是很难让人听进去的。

另外一种消极，就是抱怨

这是英国的全国性艺术。 是我们的全国性运动。我们抱怨天气， 体育和政治，几乎每件事， 但实际上抱怨是病毒性的悲催， 它不会在这个世界上传播太阳和光明。

借口

我们都遇上过这个家伙。 也许我们都曾经是这个家伙。 有些人有指责癖好。 他们怪罪任何人 而不是对自己的行为负责任， 所以，这又是让人难以聆听的一种。

七件里面的老六，倒数第二， 浮夸，吹牛

它有时贬低了我们的语言，事实上。 比如，如果我看见 什么真的很神奇的事情， 那我该说什么呢? (笑声) 当然这种夸大后来就变成了说谎。 彻头彻尾的说谎，我们就不想听 这种我们知道会说谎的人。

最后是，固执己见

把事实和意见混淆。 当这两件事混为一谈， 你就像在听风一样。 你知道，有人用他们自己的意见来强迫你。 这很难让我们听讲。

这就是说话的七宗罪。 我认为这些是我们需要避免的。

但有没有比较正面的呢?

的确有。 我想建议四种我们可以牢靠站立的，真正强有力的基石或者基础， 如果我们想让我们的言语有力 并且让世界产生变化。

幸运的是，这些事情连起来是一个单词。 这个词就是“hail”，它有着特别好的定义。 我不是讲那个天上掉下来的，砸在你头上的东西。 我在谈论的是“热情地致敬或赞扬”这个定义。 我认为我们的言辞会如此被接受， 如果我们坚持这四件事。

那么它们到底是什么呢? 看看你是否能猜到。

h，代表了诚实(honesty)，当然， 说真话，直接了当并且清楚明白。

a，代表了真实(authenticity)，做一个自然而然的自己。 我的一个朋友把它描述为 坚持真实的自己， 我觉得这是一个优美的表述。

i，代表了正气(integrity)，言而有信， 说到做到， 成为别人能信任的人。

l，代表爱(love)。 我不是指罗曼蒂克的爱情， 而是指对别人有良好的祝愿，

这出于两个原因。 第一，我认为绝对的诚实，也许不是我们所想要的。 我的意思是，天哪，今天早上你真难看。 那可能不必要。 诚实是很重要的。当然，适当地带着爱。 但还有，当你真的很希望别人好， 就很难同时评判他们。 我不知道你们是否能同时做到这两点。 那么hail。

上面提到的是你所说的内容。 另外，就像老歌里唱的，你所说的很重要， 还有你的表达方式也很重要。 你有一个很神奇的工具盒。 里面有难以置信的工具， 然而这个工具盒只有不多的人打开过。

我愿意跟你们在这里 做一点儿探查，并且找出几种工具。 你也许想拿来试一下， 这些将会增加你说话的力量。

比如说，音域

假声大部分时候可能是没用的， 但在两者之间会有一种是有用的。 对于在座的语音教练们， 我不会在这个问题上很深入。 然而，你能定位你的声音。 如果我把声音提到鼻子这儿，你可以听出不同。 如果我把声音降到嗓子这里， 这是我们大部分人大多数时候所做的。 但是如果你想有份量， 你需要降到胸腔。 你听出了不同吗? 我们给声音低沉的政治家投票，那是真的， 因为我们把深沉 和权力、权威联系在一起。 那是音域。

然后我们再说音色

那是你的声音让人感觉如何。 研究显示我们喜欢那种 丰厚，平滑，温暖，像热巧克力一样的声音。 当然如果你没有那样的声音，这也不是世界末日。 因为你可以训练。 去找到一个声音教练。 你可以做很神奇的事情， 利用呼吸，姿势，还有锻炼 来提高你嗓音的音色。

然后是韵律

我喜欢韵律。 那是唱歌，是元语言， 我们用来传送意味。 在谈话中是意思的根基。 那种说话一个声调的人 很难让人听讲， 如果他们没有一点儿韵律。 那就是单调这个词的来源， 或者说枯燥无味，一成不变。 我们还有重复性的韵律， 每个句子的结尾好像是一个疑问句， 但事实上，它不是疑问句，而是陈述句。 (笑声) 如果你一遍一遍地重复某个东西， 它会限制你 用韵律来交流的能力， 我认为这是一件憾事， 让我们努力打破那个习惯。

语速

我可以非常非常兴奋地 飞快地说着什么， 或者我能慢下来强调， 在结尾处，当然是我们的老朋友， 沉默。 在讲话中，有一点儿沉默 没关系，是吗? 我们不需要用“嗯” 和“ 啊”来填充。 沉默就很有力。

当然，音调常常跟语速一起 来指示兴奋度，但你能仅仅用音调就显示出来。 你把我的钥匙放在哪儿啦? 你把我的钥匙放在哪儿啦? 那么轻微的差别 在这两个表达中。

最后，是音量

我能用音量表示极端的兴奋。 如果我打扰了任何人的话，抱歉。 或者，我能用很轻的声音 让你认真地注意。 有人全程一直都在说话。 别那样。 那叫做“公放音乐”， 把你的声音不假思索 和草率地强加给别人。不好。

当然，这些工具真正发挥作用的地方， 是当你有什么很重要的事情要做的时候。 这可能是像这样站在演讲台上 对着人演讲。 它可能是求婚，要求加薪，或者婚礼上的讲话。 不管是什么，如果它非常重要， 你应该看着这个工具盒， 以及将要工作运行的发动机， 没有预热的发动机不会好好工作。 预热你自己的声音。

让我给你演示怎样做。 你们都愿意站起来一会儿吗? 我会给你演示六个预热声音的锻炼， 在每次演讲之前我都这么做。 在跟任何重要的人谈话之前，做以下这些。 第一，举起双臂，吸气， 然后呼出，啊哈，就像那样。 再来一次。 啊哈，很好。 现在我们要预热我们的嘴唇， 做出吧，吧，吧，吧， 吧，吧，吧，吧。很好。 现在，brrrrrrr， 就像你是个孩子。 brrrrr。现在你的嘴唇应该活了。 下一个是舌头，夸张的啦，啦，啦，啦…… 美极了。你们做得很好。 然后，卷舌一个r，rrrrrr。 这就像给舌头的香槟酒。 最后，如果我只能做一个，专业人士把这叫做警报。 这个特别好。它开始于“we”然后转为“aw”。“we”是高音，“aw”是低音。 那么就是，“weeeaawww……”

妙极了。给你自己来鼓个掌。 请坐，谢谢你们。(鼓掌)

下次你演讲之前，提前做到这几项。

现在让我在结束之前作个总结。 这一点是认真的。 这就是我们的所在，对吗? 我们说得不好，人们也听不进去， 在一个吵闹和喧哗的环境里。 我已经在讲台上 分阶段地谈到这个问题。 这个世界会是怎样， 如果我们有说服力，人们有意识地听，在一个量身定做的环境下? 或者说得更大一些， 世界将会是怎样，如果我们有意识地说话，有意识地倾听， 并且有意识地针对声音 来设计我们的周围环境? 那会是一个听起来非常美丽的世界，在那儿理解会是常态。 那是一个值得传播的理念。

感谢你们!

篇16：比尔盖茨ted演讲稿

Teachers need real feedback

老师需要真正的教学反馈

Everyone needs a coach.

It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player.

(Laughter)

每一个人都需要一位教练。

无论你是篮球运动员， 网球运动员，体操选手 或者是打桥牌的。

(笑声)

My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world.

(Laughter) Sorry, Sharon.

Here you go.

我的桥牌教练，Sharon Osberg， 说包含她后脑勺的照片 比世界上其他任何人的都多。

(笑声) 抱歉，Sharon。

这张应该可以了。

We all need people who will give us feedback.

That's how we improve.

Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world.

I'm talking about teachers.

When Melinda and I learned how little useful feedback most teachers get, we were blown away.

Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory.

If all my bridge coach ever told me was that I was “satisfactory,” I would have no hope of ever getting better.

How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice.

Our teachers deserve better.

The system we have today isn't fair to them.

It's not fair to students, and it's putting America's global leadership at risk.

So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.

我们都需要能给我们反馈信息的人。

这是我们不断自我发展的方式。

遗憾的是，有一群人几乎收不到系统化的反馈信息来提高他们的工作效率， 而这一群人从事着世界上最重要的职业之一。

我指的就是老师们。

当Melinda和我了解到 大部分老师得到的有用的反馈有多么少时， 我们惊呆了。

直到最近，超过98%的老师 得到的反馈只包含一个词： 满意。

如果我的桥牌教练只跟我说 我的表现“令人满意”， 我永远也不可能变得更好。

我怎么知道谁是最好的? 我怎么知道什么事我做的和别人不一样? 现在，各个校区都在改进 评估教师的方式， 但是我们仍给他们很少能够 提高他们工作水平的反馈信息。

我们的教师应该受到更好的对待。

今天我们在用的系统对他们不公平。

这系统对学生也不公平， 而且置美国的全球领导地位于水深火热之中。

因此今天我想讲讲我们如何能帮助所有的老师 获得他们想要而且值得获得的提高自己的工具。

Let's start by asking who's doing well.

Well, unfortunately there's no international ranking tables for teacher feedback systems.

So I looked at the ountries whose students erform well academically, and looked at what they're doing to help their teachers improve.

Consider the rankings for reading proficiency.

The U.S.isn't number one.

We're not even in the top 10.

We're tied for 15th with Iceland and Poland.

Now, out of all the places that do better than the U.S.

in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14.

The U.S.

is tied for 15th in reading, but we're 23rd in science and 31st in math.

So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.

我们先来问问谁做得比较好。

遗憾的是，国际上没有一个用来给评估老师的系统分等级的标准。

所以我看了看那些拥有学术表现非常好的学生的国家， 然后看看他们在做什么 来帮助他们的教师提高教学水平。

我们来看看阅读水平的排名。

美国并不是第一。

我们甚至连前十都没能进入。

我们和冰岛以及波兰并列排名第15名。

在阅读水平方面 做得比美国出色的地方中 又有多少个拥有能帮助教师提高自己的正规流程? 11个。

在阅读方面美国并列第15名， 但在科学与数学方面我们分别排在第23名与第31名。

因此我们只有一个方面排名比较靠前， 而那就是无法提供给教师 发展自己所需要的帮助。

Let's look at the best academic performer: the province of Shanghai, China.

Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving.

They made sure that younger teachers get a chance to watch master teachers at work.

They have weekly study groups, where teachers get together and talk about what's working.

They even require each teacher to observe and give feedback to their colleagues.

我们来看看学业上表现最好的地区： 中国的上海。

他们在阅读，数学以及科学等所有方面排名都是第一， 而上海能有这种令人惊讶的成功的关键之一就在于他们帮助教师不断自我发展的方式。

他们确保年轻的教师有机会看到资深教师授课。

他们每周都有让老师聚在一起并讨论哪些教学方法比较有用的学习会。

他们甚至要求每位老师观察他的同事并给他们反馈信息。

You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession.

Some teachers are far more effective than others.

In fact, there are teachers throughout the country who are helping their students make extraordinary gains.

If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world.

So we need a system that helps all our teachers be as good as the best.

也许你会问，为什么这样的系统那么重要? 这是因为在教师这个职业中有太多的不同。

有的教师的教学效率远远超过其他教师。

事实上，在全国各地有一些老师正在帮助他们的学生实现难以想象的巨大进步。

如果今天的普通老师能和那些老师一样好， 我们的学生就可以在全世界独领风骚了。

因此我们需要一个能使我们每一位教师和最好的教师一样好的系统。

What would that system look like? Well, to find out, our foundation has been working with 3,000 teachers in districts across the country on a project called Measures of Effective Teaching.

We had observers watch videos of teachers in the classroom and rate how they did on a range of practices.

For example, did they ask their students challenging questions? Did they find multiple ways to explain an idea? We also had students fill out surveys with questions like, “Does your teacher know when the class understands a lesson?” “Do you learn to correct your mistakes?”

这样一个系统会是什么样子的? 为了查明这个事情，我们的基金会和全国各个校区的3000多名老师合作开展了一个叫“有效教育方式”(MET)的项目。

我们派遣观察员观看老师在教学中的录像 并且评估他们所做的一系列事情。

举例来说，他们有没有问学生 具有挑战性的问题? 他们有没有找到多种方式来解释一个概念? 我们也让学生做包含如 “你的老师是否知道 整个班级听懂了一堂课?” “你是否学会了改正错误?”等问题的问卷。

And what we found is very exciting.

First, the teachers who did well on these observations had far better student outcomes.

So it tells us we're asking the right questions.

And second, teachers in the program told us that these videos and these surveys from the students were very helpful diagnostic tools, because they pointed to specific places where they can improve.

I want to show you what this video component of MET looks like in action.

(Music)(音乐)

结果令我们非常惊喜。

首先，在这些评测中表现很好的老师所教出来的学生也更好。

这说明我们问的问题是对的。

其次，参与这个项目的老师告诉我们 这些录像以及向学生发放的调查问卷是非常有用的诊断工具， 因为它们指明了教师们能够改进的具体环节。

我想让你们看看MET中的视频部分 是什么样的。

(Video) Sarah Brown Wessling: Good morning everybody.

Let's talk about what's going on today.

To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.

(录像)Sarah Brown Wessling: 大家早上好。

让我们说说今天干些什么。

首先，今天将会是一个“同学互评日”。

这个“同学互评日”的目的就是在下课前 大家可以好好判断 自己作文是不是经得起推敲。

My name is Sarah Brown Wessling.

I am a high school English teacher at Johnston High School in Johnston, Iowa.

我在爱荷华州的Johnston的Johnston高中担任英语老师。

Turn to somebody next to you.

Tell them what you think I mean when I talk about moves to prove.

I've talk about --

转向你们身边的一个人。

告诉他们你认为我说“经得起推敲”时我是什么意思。

我曾说过--

I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.

我认为对于老师而言， 我们对我们的表现的抽象看法 和实际情况是有区别的。

Okay, so I would like you to please bring up your papers.

好的，请你们拿出你们的纸张。

I think what video offers for us is a certain degree of reality.

You can't really dispute what you see on the video, and there is a lot to be learned from that, and there are a lot of ways that we can grow as a profession when we actually get to see this.

I just have a flip camera and a little tripod and invested in this tiny little wide-angle lens.

At the beginning of class, I just perch it in the back of the classroom.

It's not a perfect shot.

It doesn't catch every little thing that's going on.

But I can hear the sound.

I can see a lot.

And I'm able to learn a lot from it.

So it really has been a simple but powerful tool in my own reflection.

我认为视频给我们展现了某种程度的现实。

你无法对你在视频中看到的表示异议， 你从中能学到很多， 而且当我们看到它时我们看到有很多方式 能让我们的职业水平更上一层楼。

我只有这个轻按相机和这个小小的三脚架 并再花了一点钱买了这个微小的广角镜。

在开始上课的时候，我就把相机放在教室的后面。

视角并非完美。

它没法捕捉到发生的每一件事。

但我能听见声音。

我能看到很多。

而且我能从中学到很多。

因此它成了一个用于自我反思的简单而强大的工具。

All right, let's take a look at the long one first, okay?

好的，我们先看看比较长的一段，怎么样?

Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it.

If I don't write things down, I don't remember them.

一旦录完了，我就把它放到电脑里， 扫描一下然后看一眼。

如果我不把东西写下来我就无法记住它们。

So having the notes is a part of my thinking process, and I discover what I'm seeing as I'm writing.

I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, and just all of those different facets of the classroom.

因此记笔记也是我思考过程中的一部分， 而当我在做记录时我也就发现了我在看的是什么。

我把它用于我的个人成长 以及关于教学方式， 教学原则，课堂管理等 各种各样的和课堂有关的方面的个人反思。

I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.

我很高兴我们以前做过类似的事情 所以我们能通过比较得出孰优孰劣。

I think that video exposes so much of what's intrinsic to us as teachers in ways that help us learn and help us understand, and then help our broader communities understand what this complex work is really all about.

I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, things you cannot convey in a standard, things that you cannot even sometimes convey in a book of pedagogy.

我觉得视频揭示了 大量的所对我们老师而言 从根本上帮助我们学习和理解的方式方法， 并且也帮助社会理解这个复杂的工作究竟是干嘛的。

我认为这展现了一些事情 他们是我们无法用教学计划， 一个标准，甚至一个关于教育学的.书 来表达的。

Alrighty, everybody, have a great weekend.

I'll see you later.

好了，大家，祝你们周末愉快。

下次见。

[Every classroom could look like that]

[每一个教室都能像那样]

(Applause)(掌声)

Bill Gates: One day, we'd like every classroom in America to look something like that.

But we still have more work to do.

Diagnosing areas where a teacher needs to improve is only half the battle.

We also have to give them the tools they need to act on the diagnosis.

If you learn that you need to improve the way you teach fractions, you should be able to watch a video of the best person in the world teaching fractions.

比尔 盖茨：我们希望有一天全美的教室 都可以像这样。

但我们还有很多事要做。

梳理出一位老师在什么地方需要改进 只是战斗的一半。

我们还要给他们能让他们基于诊断结果 采取措施的工具。

如果你知道你要提高自己 教分数的方式， 你应该可以看一段 世上最好的人教分数的视频。

So building this complete teacher feedback and improvement system won't be easy.

For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom.

That's understandable, but our experience with MET suggests that if teachers manage the process, if they collect video in their own classrooms, and they pick the lessons they want to submit, a lot of them will be eager to participate.

所以说建立一个完整的能给予老师 反馈信息以及自我发展手段的系统不会简单。

比如说，我知道一些老师 对于在教室中放一个摄像机这样的想法 感到不舒适。

这是可以理解的，但是我们在MET中的经验 说明了如果老师们能忍受这一个过程， 如果他们在教室中录制视频， 然后选择他们想提交的视频， 很多老师会踊跃参与。

Building this system will also require a considerable investment.

Our foundation estimates that it could cost up to five billion dollars.

Now that's a big number, but to put it in perspective, it's less than two percent of what we spend every year on teacher salaries.

建立这样一个体系也会需要大量的投资。

我们的基金会估计会花费多至50亿美元。

这是一个庞大的数字，但如果我们换一个视角来看， 这比我们每年付给老师的工资 的2%还要少。

The impact for teachers would be phenomenal.

We would finally have a way to give them feedback, as well as the means to act on it.

这样一个系统对于老师的影响是无法估量的。

我们终于会有一个能给他们反馈信息， 并让他们照此采取措施的方式。

But this system would have an even more important benefit for our country.

It would put us on a path to making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams.

This wouldn't just make us a more successful country.

It would also make us a more fair and just one, too.

但是这样一个系统对我们国家 的好处会更大。

它会让我们走上一条能确保 我们的学生能收到良好教育， 找到一份报酬丰厚而且令人满意的事业， 并且让他们有机会实现自己的梦想的道路。

这不仅会使我们的国家更成功。

这也会使我们的国家更充满公平与正义。

I'm excited about the opportunity to give all our teachers the support they want and deserve.

I hope you are too.

我为能给老师们 他们想要且应得的支援的机会感到欣喜。

我希望大家也是。

谢谢。

Thank you.

篇17：ted演讲稿高中生精选

I grew up diagnosed as phobically shy,

我从小就有社交恐惧症

and like at least 20 other people in a room of this size,

这样的空间 大约20人

I was a stutterer.

就能让以前的我结巴语塞

Do you dare raise your hand?

更别提举手了 根本不可能

And it sticks with us.

这种困扰如影随形

It really does stick with us,

你走到哪 它就跟到哪

because when we are treated that way,

当大家对你的存在视若无睹

we feel invisible sometimes,

你会开始感觉自己是隐形人

or talked around and at.

而别人都在你背后窃窃私语

And as I started to look at people,

后来我仔细去观察周遭的人

which is mostly all I did,

一直以来我都只敢默默观察

I noticed that some people really wanted attention

然后发现有些人无法忍受被忽视

and recognition.

他们要得到大家的注意力和认同

Remember, I was young then.

当时我年轻、懵懂

So what did they do? What we still do perhaps too often?

渴望注意力的人会做什么? 也许现在太多人在做一样的事而不自知

We talk about ourselves.

他们谈论的常常都是自己

And yet there are other people I observed who had what I called a mutuality mindset.

但另一批人就不同了 我说他们的人际关系 往往有一种“互相”的心态

In each situation, they found a way to talk about us and create that “us” idea.

无论什么场合 他们的谈话里都会出现“我们”这个概念

So my idea to reimagine the world is to see it one where we all become greater opportunity-makers with and for others.

在我心目中的理想世界 每个人都能为自己和别人创造机会

There’s no greater opportunity or call for action for us now

就是现在 我们必须把握良机、采取行动

than to become opportunity-makers who use best talents together more often for the greater good

多去整合各种才能 尽可能的利益他人

and accomplish things we couldn’t have done on our own.

一人做不到的 多人或许有办法

And I want to talk to you about that,

这就是我今天的重点

cause even more than giving,

比单纯给予

even more than giving,

施舍、捐赠更有影响力的

is the capacity for us to do something smarter together

就是人们学会集思广益

for the greater good that lifts us both up

共同合作 创造双赢局面

and that can scale.

其中的利益会一层层积累

That’s why I’m sitting here.

这是我今天演讲的重点

But I also want to point something else out.

不过我还想说一件事

Each one of you is better than anybody else at something.

台下的你必定在某些事上比其他人都拿手

That disproves that popular notion that if you’re the smartest person in the room,

和那句名言“你绝不是这里最厉害的人”

you’re in the wrong room.

恰恰相反

So let me tell you about a Hollywood party I went to a couple years back,

我在几年前的一个好莱坞聚会上

and I met this up-and-coming actress,

遇见了位有潜力的女演员

and we were soon talking about something that we both felt passionately about,

我们很快就找到共同话题-

public art.

公共艺术

And she had the fervent belief that every new building in Los Angeles

她坚信洛杉矶的每栋建筑里

should have public art in it. She wanted a regulation for it,

都应该有公共艺术 她想要一套专属公共艺术的规范

and she fervently started,

所以她兴忡忡的着手进行

What is here from Chicago?

这里有谁是芝加哥人吗?

She fervently started talking about these bean-shaped reflective sculptures in Millennium Park,

她滔滔不绝的说着千禧公园里的云门雕塑

and people would walk up to it

人们好奇的上前一探究竟

and they’d smile in the reflection of it,

看着自己的映像微笑

and they’d pose and they’d vamp and they’d take selfies together

摆pose、赞叹、自拍留念

and they’d laugh.

然后笑成一团

And as she was talking, a thought came to my mind.

听着听着 我突然灵光乍现

I said, “I know someone you ought to meet.

我告诉她: “妳应该见见这个人

He’s getting out of San Quentin in a couple of weeks

再几周他就要从圣昆丁州立监狱出来了

and he shares your fervent desire that art should engage and enable people to connect.”

他跟妳一样 觉得艺术应该让人有共鸣、激发想像力”

He spent five years in solitary,

他被单独监禁了五年

and I met him because I gave a speech at San Quentin,

我因为在圣昆丁演讲 而与他结识

and he’s articulate

他口条不错

and he’s rather easy on the eyes

长的也不赖

because he’s buff. He had workout regime he did everyday.

因为他是条热爱健身的汉子

I think she was following me at that point.

女演员大概还满有兴趣的

I said, “he’d be an une_pected ally.”

我又说: “他会是个得力助手”

And not just that. There’s James. He’s an architect

除了他之外 我把詹姆也拉进来 詹姆是建筑师

and he’s a professor,

也是个教授

and he loves place-making, and place-making is when you have those mini-plazas

他对地方营造很有兴趣 外头的小广场、

and those urban walkways

城市人行道

and where they’re dotted with art,

任何有艺术点缀的地方 都属于地方营造的范畴

where people draw and come up and talk sometimes.

许多人会在那儿画画、闲聊

I think they’d make good allies.

我想他们一定能合作无间

And indeed they were.

果真没错

They met together. They prepared.

他们碰面之后 就开始筹备

They spoke in front of the Lost Angeles City Council.

到洛杉矶市政府传达诉求

And the council members not only passed the regulation,

结果市议员通过了他们订的条例

half of them came down and asked to pose with them afterwards.

之后甚至半数议员还去与艺术品合影

They were startling, compelling and credible.

他们给人的印象是震慑、具说服力、可靠

You can’t buy that.

全都是用钱买不到的

What I’m asking you to consider is what kind of opportunity-makers we might become,

希望各位想想自己能成为哪种机会制造者

because more than wealth

比财富、

or fancy titles

头衔、

or a lot of contacts,

人脉更可观的

it’s our capacity to connect around each other’s better side and bring it out.

是我们发掘他人优点的能力

And I’m not saying this is easy,

这一点都不容易

and I’m sure many of you have made the wrong moves too about who you wanted to connect with,

相信许多人都有找错对象、牵错线的经验

but what I want to suggest is, this is an opportunity.

但毕竟都是个“机会”

I started thinking about it way back when I was a Wall Street Journal reporter and I was in Europe

这个领悟要从好几年前说起 当时我在欧洲 担任华尔街日报记者

and I was supposed to cover trends and trends that transcended business or politics or lifestyle.

采访内容为时尚与流行 跨越商业、政治、生活型态隔阂的流行

So I had to have contacts in different worlds very different than mine,

因此得和背景截然不同的人打交道

because otherwise you couldn’t spot the trends.

否则就无法掌握潮流走向

And third, I had to write a story in a way stepping into the reader’s shoes,

写故事时 还得设身处地为读者想

they could see how these trends could affect their lives.

要让他们觉得自己和这些潮流息息相关

That’s what opportunity-makers do.

这就是机会制造者的任务

And here’s a strange thing:

奇怪之处在于

Unlike an increasing number of Americans who are working and living and playing with people who think e_actly like them

越来越多人工作、生活、娱乐都喜欢寻找与自己相似的人

because we then become more rigid and e_treme,

久而久之就变得挑剔、极端起来

opportunity-makers are actively seeking situations with people unlike them,

机会制造者寻找与自己不相似的人

and they’re building relationships,

和他们建立关系

and because they do that,

这样做的话

they have trusted relationships where they can bring the right team in

两方之间就有互信 能在适当的时机介绍彼此适当的人

and recruit them to solve a problem better and faster and seize more opportunities.

用更快、更好的方法解决问题 同时也抓住了更多机会

They’re not affronted by differences.

机会创造者不会被歧异冒犯

They’re fascinated by them,

反而深受吸引

and that is a huge shift in mindset,

这是心态上的极端不同

and once you feel it, you want it to happen a lot more.

你一旦意识到 就会为它的魅力着迷

This world is calling out for us to have a collective mindset,

和别人形成“共同体”才是王道

and I believe in doing that.

我个人深信

It’s especially important now.

携手合作在这世代特别重要

Why is it important now?

为什么呢?

Because things can be devised like drones

机器小帮手

and drugs and data collection,

药物开发、数据收集

and they can be devised by more people.

都可以让更多人参与其中

and cheaper ways for beneficial purposes

用更经济的方式创造收益

and then, as we know from the news every day, they can be used for dangerous ones.

只是水能载舟 亦能复舟 也可能被有心人士利用

It calls on us, each of us, to a higher calling.

这个理念非常需要大家的重视

But here’s the icing on the cake:

成为机会制造者是一箭双雕

It’s not just the first opportunity that you do with somebody else that’s probably your greatest,

除了获得和更高竿对象合作的机会

as an institution or an individual.

无论对于机构或个人来说

It’s after you’ve had that e_perience and you trust each other.

都是开启了这扇门 建立信任后

It’s the une_pected things that you devise later on you never could have predicted.

团队合作带来的惊人成果

For e_ample, Marty is the husband of that actress I mentioned,

麦迪是那位女演员的丈夫

and he watched them when they were practicing,

詹姆等三人排练时 他就在旁边看

and he was soon talking to Wally, my friend the e_-con,

并很快和韦利聊开了 就是刚出狱的那位

about that e_ercise regime.

大概在聊健身吧?

And he thought, I have a set of racquetball courts.

麦迪心想: “我有个壁球馆

That guy could teach it. A lot of people who work there are members at my courts.

韦利可以来当教练 很多教练都是体育馆的会员

They’re frequent travelers.

他们很常来我这边

They could practice in their hotel room, no equipment provided.

旅馆房间里没有设备 也照样能练习”

That’s how Wally got hired.

韦利就这样得到了板球教练的工作

Not only that, years later he was also teaching racquetball.

几年后他也开始教壁球学生

Years after that, he was teaching the racquetball teachers.

再过了几年则是教壁球老师

What I’m suggesting is, when you connect with people

我想说的是 当你把周遭有相同兴趣、

around a shared interest and action,

喜好的人圈在一块

you’re accustomed to serendipitous things happening into the future,

就会逐渐适应随之而来、意想不到的收获

and I think that’s what we’re looking at.

我想这才是至关重要

We open ourselves up to those opportunities,

面对机会 我们敞开心胸

and in this room are key players and technology,

关键推手-这里的你们 再加上科技

key players who are uniquely positioned to do this,

每个人各司其职 有自己的位置

to scale systems and projects together.

提升制度和计划的整体价值

So here’s what I’m calling for you to do. Remember the three traits of opportunity-makers.

我想拜讬大家的 就是记得机会制造者的三项特质

Opportunity-makers keep honing their top strength

一、机会制造者不断磨练自己专长

and they become pattern seekers.

开拓事物运作的新方式

They get involved in different worlds than their worlds

二、他们乐于接触不同人的世界

so they’re trusted and they can see those patterns,

获取信任 学习各种合作方式

and they communicate to connect around sweet spots of shared interest.

三、他们周旋于各方之间 让参与的人都分一杯羹

So what I’m asking you is, the world is hungry.

我想说的是 人与人之间太缺乏连结

I truly believe, in my firsthand e_perience,

根据亲身经验 我相信

the world is hungry for us to unite together as opportunity-makers

这世界很需要机会制造者

and to emulate those behaviors as so many of you already do, I know that firsthand,

可能台下的你已经是其中之一 大家都应该效仿机会制造者

and to reimagine a world where we use our best talents together

重塑我们的世界 融合各领域人才

more often to accomplish greater thing together than we could on our own.

一人不能做的事 借由合作来完成

Just remember,

请把这句话放在心上

as Dave Liniger once said,

大卫˙林杰说过

“You can’t succeed coming to the potluck with only a fork.”

“只带一只叉子就来百乐餐的人 永远无法成功”(注: 后衍伸为商业成长需要集体合作、贡献)

Thank you very much.

谢谢大家

Thank you.

谢谢。

★ ted演讲稿中英文

★ ted关于成功的演讲稿

★ ted演讲稿 语言习惯

★ 比尔盖茨ted演讲稿

★ 杨澜TED双语励志演讲稿

★ ted演讲稿英文

★ ted演讲稿中英对照

★ TED英语演讲：生命无限，勇往直前

★ 30天尝试新事物演讲稿_ted演讲稿30天新中英文

★ 吸引人的开场白短语

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