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2:26 I believe fundamentally (…) that we make very poor use of our talents. Very many people go
through their whole lives having no real sense of what their talents may be, or if they have any to
speak of. I meet all kinds of people who don't think they're really good at anything
3:59 (…) because education, in a way, dislocates very many people from their natural talents.
And human resources are like natural resources; they're often buried deep. You have to go looking
for them, they're not just lying around on the surface. You have to create the circumstances
where they show themselves. And you might imagine education would be the way that happens,
but too often it's not. Every education system in the world is being reformed at the moment and
it's not enough. Reform is no use anymore, because that's simply improving a broken model.
What we need -- and the word's been used many times during the course of the past few days -- is
not evolution, but a revolution in education. This has to be transformed into something else.
4:59 One of the real challenges is to innovate fundamentally in education. Innovation is hard
because it means doing something that people don't find very easy, for the most part. It means
challenging what we take for granted, things that we think are obvious. The great problem for
reform or transformation is the tyranny of common sense; things that people think, "Well, it can't
be done any other way because that's the way it's done."
5:27 I came across a great quote recently from Abraham Lincoln.
6:04 (…) he said this: "The dogmas of the quiet past are inadequate to the stormy present. The
occasion is piled high with difficulty, and we must rise with the occasion." I love that. Not rise to it,
rise with it. "As our case is new, so we must think anew and act anew. We must disenthrall
ourselves, and then we shall save our country."
6:40 (…) that word, "disenthrall." You know what it means? That there are ideas that all of us are
enthralled to, which we simply take for granted as the natural order of things, the way things are.
And many of our ideas have been formed, not to meet the circumstances of this century, but to
cope with the circumstances of previous centuries. But our minds are still hypnotized by them, and
we have to disenthrall ourselves of some of them. Now, doing this is easier said than done. It's
very hard to know, by the way, what it is you take for granted. And the reason is that you take it
for granted.
8:31 (…) there are things we're enthralled to in education. Let me give you a couple of examples.
One of them is the idea of linearity: that it starts here and you go through a track and if you do
everything right, you will end up set for the rest of your life. (…) you know we have become
obsessed with this linear narrative. And probably the pinnacle for education is getting you to
college. I think we are obsessed with getting people to college. Certain sorts of college. I don't
mean you shouldn't go to college, but not everybody needs to go and not everybody needs to go
now. Maybe they go later, not right away.

10:45 (…) human communities depend upon a diversity of talent, not a singular conception of
ability. At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This
linearity thing is a problem.
11:06 "College begins in kindergarten." No, it doesn't. It doesn't. Kindergarten begins in
kindergarten. A friend of mine once said, "You know, a three year-old is not half a six year-old."
They're three.
12:40 The other big issue is conformity. We have built our education systems on the model of
fast food. (…) You know there are two models of quality assurance in catering. One is fast food,
where everything is standardized. The other are things like Zagat and Michelin restaurants, where
everything is not standardized, they're customized to local circumstances. And we have sold
ourselves into a fast food model of education, and it's impoverishing our spirit and our energies
as much as fast food is depleting our physical bodies.
13:16 I think we have to recognize a couple of things here. One is that human talent is
tremendously diverse. People have very different aptitudes.
13:48 (…) if you're doing something you love, an hour feels like five minutes. If you're doing
something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so
many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their
energy or their passion.
15:04 (…) it isn't like cloning a system. (…) There are many great models. It's about customizing to
your circumstances and personalizing education to the people you're actually teaching. And in
doing that, I think, is the answer to the future because it's not about scaling a new solution; it's
about creating a movement in education in which people develop their own solutions, but with
external support based on a personalized curriculum.
14:30 We have to go from what is essentially an industrial model of education, a manufacturing
model, which is based on linearity and conformity and batching people. We have to move to a
model that is based more on principles of agriculture. We have to recognize that human
flourishing is not a mechanical process; it's an organic process. And you cannot predict the
outcome of human development. All you can do, like a farmer, is create the conditions under
which they will begin to flourish.
15:36 (…) there are people who represent extraordinary resources in business, in multimedia, in
the Internet. These technologies, combined with the extraordinary talents of teachers, provide an
opportunity to revolutionize education. And I urge you to get involved in it because it's vital, not
just to ourselves, but to the future of our children. But we have to change from the industrial
model to an agricultural model, where each school can be flourishing tomorrow. That's where
children experience life. Or at home, if that's where they choose to be educated with their families
or their friends.

16: 41 Tread softly because you tread on my dreams." And every day, everywhere, our children
spread their dreams beneath our feet. And we should tread softly.

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