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演講者：alice goffman

中英文對照翻譯

on the path that american children travel to adulthood, two institutions oversee the journey. the first is the one we hear a lot about: college. some of you may remember the e_citement that you felt when you first set off for college. some of you may be in college right now and you"re feeling this e_citement at this very moment.

美國的孩子們長大成人的道路上，有兩個機構(gòu)在這段旅程上至關(guān)重要。第一個是大家經(jīng)常聽到的大學(xué)。某些人可能還記得當(dāng)你第一次進入大學(xué)時的興奮的感覺。你們中的某些可能現(xiàn)在就在大學(xué)并且正在享受那份興奮。

college has some shortcomings. it"s e_pensive; it leaves young people in debt. but all in all, it"s a pretty good path. young people emerge from college with pride and with great friends and with a lot of knowledge about the world. and perhaps most importantly, a better chance in the labor market than they had before they got there.

大學(xué)有很多弊端 學(xué)費昂貴，所以年輕人負債累累 但總而言之，這是一條康莊大道。年輕人從校園畢業(yè)，帶著自豪與友情。和許多關(guān)于這個世界的知識或許更重要的是上大學(xué)使得他們能有更好的就業(yè)機會。

today i want to talk about the second institution overseeing the journey from childhood to adulthood in the united states. and that institution is prison. young people on this journey are meeting with probation officers instead of with teachers. they"re going to court dates instead of to class. their junior year abroad is instead a trip to a state correctional facility. and they"re emerging from their 20s not with degrees in business and english, but with criminal records.

今天我想討論的是第二個機構(gòu) 在美國，貫穿了從童年到成年的整個人生經(jīng)歷 那個機構(gòu)便是監(jiān)獄 在這段旅程上,相伴著年輕人的 是感化官而不是教師 去法庭受審而不是去教室上課 他們的大三留學(xué)之旅是去州立管教所 當(dāng)他們20多歲時 沒有商科的或英語的學(xué)位 有的只是犯罪記錄

this institution is also costing us a lot, about 40,000 dollars a year to send a young person to prison in new jersey. but here, ta_payers are footing the bill and what kids are getting is a cold prison cell and a permanent mark against them when they come home and apply for work.

這個機構(gòu)同樣花費甚多 在新澤西，送一個年輕人到監(jiān)獄的花費 一年要大約4萬美元 但是這是納稅人買的單 而孩子們得到的只是一個冰冷的牢房單間 和一個永久的印記，阻礙著他們回歸家庭 或者尋找工作

there are more and more kids on this journey to adulthood than ever before in the united states and that"s because in the past 40 years, our incarceration rate has grown by 700 percent. i have one slide for this talk. here it is. here"s our incarceration rate, about 716 people per 100,000 in the population. here"s the oecd countries.

越來越多的孩子在這條路上長大成人 尤其在美國，這是因為在過去的四十年里 我們服刑率已經(jīng)增長了700% 我制作了一張幻燈片 看這兒 這是我們的服刑率 每十萬人就有716人服刑 這是其他oecd(經(jīng)合組織)成員國家的情況

what"s more, it"s poor kids that we"re sending to prison, too many drawn from african-american and latino communities so that prison now stands firmly between the young people trying to make it and the fulfillment of the american dream. the problem"s actually a bit worse than this "cause we"re not just sending poor kids to prison,

更為重要的是，被送入監(jiān)獄的孩子往往 家境貧寒 他們大多來自非裔美國人和拉丁裔社區(qū) 以至于監(jiān)獄成為了想要成功的年輕人 實現(xiàn)美國夢的障礙 問題是事實更為糟糕 因為我們不只是把貧困的孩子送入監(jiān)獄

we"re saddling poor kids with court fees, with probation and parole restrictions, with low-level warrants, we"re asking them to live in halfway houses and on house arrest, and we"re asking them to negotiate a police force that is entering poor communities of color, not for the purposes of promoting public safety, but to make arrest counts, to line city coffers.

我們還給他們加上了許多沉重的枷鎖，比如訴訟費的負擔(dān) 比如感化和假釋的限制 比如輕微的犯罪通緝 我們讓他們待在過渡教習(xí)所或者軟禁在家 我們讓他們和警察交涉 而當(dāng)這些警察要進入有色人種的社區(qū) 不是為了改善公共安全 而是為了政績?nèi)ケＷC逮捕數(shù)量

this is the hidden underside to our historic e_periment in punishment: young people worried that at any moment, they will be stopped, searched and seized. not just in the streets, but in their homes, at school and at work.

這就是關(guān)于我們印象中的懲戒措施的 不為人知的一面 年輕人總是擔(dān)心隨時會被截停、搜身和逮捕 無論是在街上還是在家 在學(xué)校還是在工作

i got interested in this other path to adulthood when i was myself a college student attending the university of pennsylvania in the early 20__s. penn sits within a historic african-american neighborhood.

大約20__年初的時候 當(dāng)時我自己在賓夕法尼亞大學(xué)上學(xué) 我對這種別樣的人生成長軌跡 產(chǎn)生了興趣 大學(xué)坐落在一個歷史悠久的非裔社區(qū)旁

so you"ve got these two parallel journeys going on simultaneously: the kids attending this elite, private university, and the kids from the adjacent neighborhood, some of whom are making it to college, and many of whom are being shipped to prison.

所以在這里你能同時看到兩條平行的人生軌跡 一邊是在這所精英的私立大學(xué)上學(xué)的孩子 另外一邊是在附近社區(qū)的孩子 他們中有一些也在努力去讀大學(xué) 但是他們中的大多數(shù)卻身陷囹圄

in my sophomore year, i started tutoring a young woman who was in high school who lived about 10 minutes away from the university. soon, her cousin came home from a juvenile detention center.

在我大二的時候，我開始輔導(dǎo)一位高中的年輕姑娘 她住在離大學(xué)10分鐘路程的地方 不久，她的表弟(堂弟)從少年拘留所回到家

he was 15, a freshman in high school. i began to get to know him and his friends and family, and i asked him what he thought about me writing about his life for my senior thesis in college. this senior thesis became a dissertation at princeton and now a book.

他當(dāng)時15歲，上高中一年級 我開始了解他以及他的朋友們和家庭 我問他能否在我的畢業(yè)論文中 講述他的生活 這篇論文也成為了我在普林斯頓的博士論文 現(xiàn)在則集結(jié)成書

by the end of my sophomore year, i moved into the neighborhood and i spent the ne_t si_ years trying to understand what young people were facing as they came of age. the first week i spent in this neighborhood, i saw two boys, five and seven years old, play this game of chase, where the older boy ran after the other boy.

在我大學(xué)二年級結(jié)束的時候 我搬進了這個社區(qū)，而且花了6年時間。去嘗試理解年輕人在成長中要面對的是什么 在這個社區(qū)中生活的第一周 我看到了兩個男孩，一個5歲一個7歲 在玩一個追逐游戲 大一點的男孩在追另外一個。

he played the cop. when the cop caught up to the younger boy, he pushed him down, handcuffed him with imaginary handcuffs, took a quarter out of the other child"s pocket, saying, "i"m seizing that." he asked the child if he was carrying any drugs or if he had a warrant. many times, i saw this game repeated,

他演"警察" 當(dāng)"警察"抓到了小一點的男孩 他把小男孩按到身下 假裝用手銬把他銬起來 然后從小男孩的口袋里掏出一個25分硬幣 說到："這個歸我了" 他問他是否帶了毒品 是否在被通緝 我經(jīng)常看到孩子們玩兒這個游戲

sometimes children would simply give up running, and stick their bodies flat against the ground with their hands above their heads, or flat up against a wall. children would yell at each other, "i"m going to lock you up, i"m going to lock you up and you"re never coming home!" once i saw a si_-year-old child pull another child"s pants down and try to do a cavity search.

有時候，孩子們只是簡單的放棄逃跑 平躺在地上 雙手高舉過頭頂，或是將雙手靠在墻上 孩子們彼此大叫 "我要把你鎖起來， 我要把你鎖起來讓你再也回不了家!" 有一次我看到一個6歲小孩把 另外一個小孩的褲子扒掉 然后去試著去做肛門搜查

in the first 18 months that i lived in this neighborhood, i wrote down every time i saw any contact between police and people that were my neighbors. so in the first 18 months, i watched the police stop pedestrians or people in cars, search people, run people"s names, chase people through the streets, pull people in for questioning, or make an arrest every single day, with five e_ceptions.

在住在這個社區(qū)的最初的18個月 我記下了所有我看到的 我的鄰居與警察的接觸 所以在這最初的18個月 我看到了警察截停行人或者在車里的人 搜查他們，詢問他們的姓名 在街上追逐他們 抓他們?nèi)栐?每天都要抓一個人，只有5天例外

fifty-two times, i watched the police break down doors, chase people through houses or make an arrest of someone in their home. fourteen times in this first year and a half, i watched the police punch, choke, kick, stomp on or beat young men after they had caught them.

我看到警察破門而入多達52次 穿過很多屋子去追捕 或者在某人家中將其逮捕 我看到警察在逮捕這些年輕人之后 又用極端暴力對待他們 在這一年半時間中我一共看到14次

bit by bit, i got to know two brothers, chuck and tim. chuck was 18 when we met, a senior in high school. he was playing on the basketball team and making c"s and b"s. his younger brother, tim, was 10. and tim loved chuck; he followed him around a lot, looked to chuck to be a mentor.

逐漸的，我和兩兄弟熟悉起來 查克和提姆 我們相識時查克18歲，是一個高四學(xué)生 他在一個籃球隊打球，大部分成績是c和b 他的小弟弟，提姆，當(dāng)時10歲 提姆很喜歡查克，經(jīng)常跟著他屁股后面轉(zhuǎn) 把查克當(dāng)成他的導(dǎo)師

they lived with their mom and grandfather in a two-story row home with a front lawn and a back porch. their mom was struggling with addiction all while the boys were growing up. she never really was able to hold down a job for very long. it was their grandfather"s pension that supported the family, not really enough to pay for food and clothes and school supplies for growing boys. the family was really struggling.

他們和母親與爺爺(姥爺)住在一起 他們住在一個兩層樓的聯(lián)排房屋里，前面有草坪，后面有走廊 他們成長過程中，他們的母親一直都為毒癮所擾 她從來沒能有個長期的穩(wěn)定工作 是他們祖父(外祖父)的退休金在支撐這個家 其實這不足以支付孩子們的食品和衣服 還有學(xué)習(xí)開銷 真的是在貧困線上掙扎

so when we met, chuck was a senior in high school. he had just turned 18. that winter, a kid in the schoolyard called chuck"s mom a crack whore. chuck pushed the kid"s face into the snow and the school cops charged him with aggravated assault. the other kid was fine the ne_t day, i think it was his pride that was injured more than anything.

當(dāng)我們認識的時候，查克正在上高中最后一年 他剛剛滿18歲 那個冬天，一個操場上的孩子 叫查克的媽媽"嗑藥的婊子" 查克把那孩子的臉按到積雪里 然后校警以嚴重襲擊的罪名將他逮捕 然而罵人的孩子第二天沒什么事 我想主要是他的自尊心受到了傷害

but anyway, since chuck was 18, this agg. assault case sent him to adult county jail on state road in northeast philadelphia, where he sat, unable to pay the bail -- he couldn"t afford it -- while the trial dates dragged on and on and on through almost his entire senior year.

但是無論如何，查克已經(jīng)年滿18歲 他因為襲擊案被送到成人監(jiān)獄 位于費城東北部的州立公路旁 他因為無力支付保釋金被關(guān)在那---他根本就付不起 當(dāng)時審判日被一拖再拖 幾乎占了他高中最后的一整年

finally, near the end of this season, the judge on this assault case threw out most of the charges and chuck came home with only a few hundred dollars" worth of court fees hanging over his head. tim was pretty happy that day.

最后，在接近這個季節(jié)末的時候 法官駁回了大部分關(guān)于這起襲擊案的指控 查克回家了 但是他也欠下了數(shù)百美元的訴訟費 提姆那天很開心

the ne_t fall, chuck tried to re-enroll as a senior, but the school secretary told him that he was then 19 and too old to be readmitted. then the judge on his assault case issued him a warrant for his arrest because he couldn"t pay the 225 dollars in court fees that came due a few weeks after the case ended. then he was a high school dropout living on the run.

第二年秋天，查克試著去重新注冊高中四年級 但是學(xué)校秘書告訴他 他已經(jīng)19歲了，已經(jīng)超齡而沒有資格復(fù)讀了 緊接著，負責(zé)他襲擊案的法官又簽署了一份他的通緝 因為他沒有付225美元的訴訟費 在他案子結(jié)束后的幾個星期后發(fā)出 所以他從高中輟學(xué)在逃去躲避追捕

tim"s first arrest came later that year after he turned 11. chuck had managed to get his warrant lifted and he was on a payment plan for the court fees and he was driving tim to school in his girlfriend"s car.

提姆第一次被捕是在那一年的晚些時候 那時他剛滿11歲 那時查克的通緝剛被取消 然后他要以分期付款的方式支付他的訴訟費 當(dāng)時他用他女友的車載提姆到學(xué)校

so a cop pulls them over, runs the car, and the car comes up as stolen in california. chuck had no idea where in the history of this car it had been stolen. his girlfriend"s uncle bought it from a used car auction in northeast philly. chuck and tim had never been outside of the tri-state, let alone to california.

一個警察把他們截停，調(diào)查車的來源 發(fā)現(xiàn)車是在加州被盜的 查克根本就不知道這輛車其實是贓物 是他女友的叔叔在一個費城東北的 二手車拍賣會上買的 查克和提姆從來沒有離開過附近超過三個州 更別提加州了

but anyway, the cops down at the precinct charged chuck with receiving stolen property. and then a juvenile judge, a few days later, charged tim, age 11, with accessory to receiving a stolen property and then he was placed on three years of probation. with this probation sentence hanging over his head,

但是盡管如此，當(dāng)?shù)剌爡^(qū)的警察 還是以窩贓的罪名起訴了查克 幾天后，一個青少年犯罪法官 起訴了11歲的提姆 作為窩贓的從犯 然后他被判三年的緩刑 因為背負緩刑的罪名

chuck sat his little brother down and began teaching him how to run from the police. they would sit side by side on their back porch looking out into the shared alleyway and chuck would coach tim how to spot undercover cars, how to negotiate a late-night police raid, how and where to hide.

查克要他弟弟坐下來 開始教他怎么擺脫警察 他們會肩并肩坐在他們房后的走廊 望著公共小巷的深處 查克會叫提姆怎樣辯認出偽裝的警車 怎樣和深夜巡邏的警察交涉，還有哪里能躲避

i want you to imagine for a second what chuck and tim"s lives would be like if they were living in a neighborhood where kids were going to college, not prison. a neighborhood like the one i got to grow up in. okay, you might say. but chuck and tim, kids like them, they"re committing crimes! don"t they deserve to be in prison?

我想讓你們想象一下 如果查克和提姆住在 鄰居孩子都能去大學(xué)讀書，而不是去監(jiān)獄的社區(qū)里 就像我長大的社區(qū) 他們的生活會是怎樣? 好的，你也許會說 但是像查克和提姆這樣的孩子，他們確實犯罪了! 難道他們不該去蹲監(jiān)獄嗎?

don"t they deserve to be living in fear of arrest? well, my answer would be no. they don"t. and certainly not for the same things that other young people with more privilege are doing with impunity. if chuck had gone to my high school, that schoolyard fight would have ended there, as a schoolyard fight. it never would have become an aggravated assault case.

難道他們不該生活在被捕的恐懼之中嗎? 我的答案是不該 他們不應(yīng)該被這樣對待 他們不應(yīng)該因為做了和其他年輕人一樣的事而被這樣對待 比他們條件更好的年輕人做同樣的事卻免受懲罰 如果查克去了我的高中 那次操場打架也只會作為一次操場打架 而止于學(xué)校內(nèi)部 根本就不會成為一起嚴重襲擊案件

not a single kid that i went to college with has a criminal record right now. not a single one. but can you imagine how many might have if the police had stopped those kids and searched their pockets for drugs as they walked to class? or had raided their frat parties in the middle of the night?

從來就沒有任何一位我的大學(xué)同學(xué) 現(xiàn)在有犯罪記錄 從來沒有一個 但是你能想象如果警察截停這些上學(xué)路上的孩子 從他們的口袋中搜查毒品 或者在半夜突擊檢查他們的朋友聚會，他們會留下多少犯罪記錄嗎?

okay, you might say. but doesn"t this high incarceration rate partly account for our really low crime rate? crime is down. that"s a good thing. totally, that is a good thing. crime is down. it dropped precipitously in the "90s and through the 20__s.

好的，你也許會說 但是高服刑率 不是一定程度上降低了犯罪率嗎? 犯罪率下降了，這是好事。 沒錯，犯罪率下降是好事。 從90年代到本世紀初，犯罪率大幅下降

but according to a committee of academics convened by the national academy of sciences last year, the relationship between our historically high incarceration rates and our low crime rate is pretty shaky. it turns out that the crime rate goes up and down irrespective of how many young people we send to prison.

但是根據(jù)一個由國家科學(xué)院去年召開的 學(xué)術(shù)會議的測算 我們歷史上高服刑率 和我們的低犯罪率的關(guān)系并不十分牢靠 犯罪率的高低 和我們送多少年輕人進監(jiān)獄并無關(guān)系

we tend to think about justice in a pretty narrow way: good and bad, innocent and guilty. injustice is about being wrongfully convicted. so if you"re convicted of something you did do, you should be punished for it. there are innocent and guilty people, there are victims and there are perpetrators. maybe we could think a little bit more broadly than that.

我們總是在一個狹窄的范圍下思考正義 好或者壞，無罪或者有罪 不正義就是被錯誤的定罪 所以如果你因為自己做過的事被定罪 你就應(yīng)該受到相應(yīng)的懲罰 總是用無辜的和有罪的人，總是有被害者和犯罪者，如果我們能再思考地更廣一點

right now, we"re asking kids who live in the most disadvantaged neighborhoods, who have the least amount of family resources, who are attending the country"s worst schools, who are facing the toughest time in the labor market, who are living in neighborhoods where violence is an everyday problem, we"re asking these kids to walk the thinnest possible line -- to basically never do anything wrong.

現(xiàn)在，我們卻要求這些住在最惡劣的社區(qū)的小孩 他們只有最少的家庭資源 他們上著全國最差的學(xué)校 他們面對著勞動力市場的最艱難的時刻 他們住在每天都有暴力問題發(fā)生的社區(qū) 我們卻要求他們實現(xiàn)幾乎不可能完成的事情 不允許一絲錯誤

why are we not providing support to young kids facing these challenges? why are we offering only handcuffs, jail time and this fugitive e_istence? can we imagine something better? can we imagine a criminal justice system that prioritizes recovery, prevention, civic inclusion, rather than punishment? (applause)

為什么我們不提供給這些孩子 面對這些挑戰(zhàn)的幫助呢? 為什么我們提供的只有手銬，監(jiān)獄和逃亡生活呢? 我們就不能想象一點更好的事情嗎? 難道我們就不能想象一個重視重歸社會 重視預(yù)防犯罪和城市包容性 而不是只重視懲罰的司法系統(tǒng)嗎?

a criminal justice system that acknowledges the legacy of e_clusion that poor people of color in the u.s. have faced and that does not promote and perpetuate those e_clusions. (applause) and finally, a criminal justice system that believes in black young people, rather than treating black young people as the enemy to be rounded up.

這個司法系統(tǒng) 承認有色人種在美國被隔離和疏遠的歷史 并且不會再促進和保持這種隔離和疏遠。最終，這個司法系統(tǒng)更信任這些黑人青年 而不是不是把這些黑人青年當(dāng)作敵人來對待

the good news is that we already are. a few years ago, michelle ale_ander wrote "the new jim crow," which got americans to see incarceration as a civil rights issue of historic proportions in a way they had not seen it before.

好消息是，我們已經(jīng)在努力之中 幾年前，米歇爾亞歷山大撰寫了 《the new jim crow》這本書 這本書讓美國人認識到 服刑率在歷史上也是一個重要的人權(quán)問題，而且是前所未見的

president obama and attorney general eric holder have come out very strongly on sentencing reform, on the need to address racial disparity in incarceration. we"re seeing states throw out stop and frisk as the civil rights violation that it is. we"re seeing cities and states decriminalize possession of marijuana.

總統(tǒng)奧巴馬和首席檢察官埃里克候得對于量刑改革 以及在量刑中的種族不平等 十分的重視 我們看到有些州開始禁止截查和搜身 因為這些侵犯了人權(quán) 我們看到有些州和城市擁有大麻合法化

new york, new jersey and california have been dropping their prison populations, closing prisons, while also seeing a big drop in crime. te_as has gotten into the game now, also closing prisons, investing in education. this curious coalition is building from the right and the left, made up of former prisoners and fiscal conservatives,

他們是紐約，新澤西和加利福尼亞 這些措施減少了他們的服刑人數(shù)，關(guān)閉了一些監(jiān)獄 但是于此同時犯罪率也大幅地降低了 德克薩斯也開始了相同的舉措 同樣關(guān)閉監(jiān)獄，投資教育 一個從左派到右派的奇異的聯(lián)盟正在建立起來

of civil rights activists and libertarians, of young people taking to the streets to protest police violence against unarmed black teenagers, and older, wealthier people -- some of you are here in the audience -- pumping big money into decarceration initiatives in a deeply divided congress, the work of reforming our criminal justice system is just about the only thing that the right and the left are coming together on.

成員有前服刑人員和財政保守派 還有人權(quán)活動家和自由主義者 年輕人走上大街去抗議那些 暴力對待手無寸鐵的黑人青少年的警察 而年長的，富有的人—— 有一些是我們這里的觀眾—— 也捐助了巨額資金到這些反監(jiān)禁的活動中 在嚴重分離的國會司法系統(tǒng)變革的工作 也是唯一一個能讓左派和右派 走到一起的工作

i did not think i would see this political moment in my lifetime. i think many of the people who have been working tirelessly to write about the causes and consequences of our historically high incarceration rates did not think we would see this moment in our lifetime. the question for us now is, how much can we make of it? how much can we change?

我并不認為在我的有生之年能 看到這個政治時刻的到來 我想很多正在不止疲倦的書寫 關(guān)于我們歷史性的高服刑率 的起因和結(jié)果的人 也不會認為能在有生之年能看到這個時刻的來臨 現(xiàn)在我們的問題是，我們究竟能達成多少目標? 我們究竟能改變到何種程度?

i want to end with a call to young people, the young people attending college and the young people struggling to stay out of prison or to make it through prison and return home.

最后，我想對年輕人呼吁 對正在上大學(xué)的年輕人 對正在監(jiān)獄外掙扎抗?fàn)幍哪贻p人 對服刑結(jié)束重返家庭的年輕人

it may seem like these paths to adulthood are worlds apart, but the young people participating in these two institutions conveying us to adulthood, they have one thing in common: both can be leaders in the work of reforming our criminal justice system. young people have always been leaders in the fight for equal rights, the fight for more people to be granted dignity and a fighting chance at freedom.

這也許看上去是幾種完全不同的成人之路 但是年輕人參加這兩種機構(gòu) 最終成人 他們有著共同點： 他們都可以成為重建我們司法系統(tǒng)的工作的領(lǐng)導(dǎo)者。青年們永遠都是為了公平權(quán)利的斗爭 為了更多的人贏得尊嚴的斗爭 為了自由的機會的斗爭的領(lǐng)導(dǎo)者

the mission for the generation of young people coming of age in this, a sea-change moment, potentially, is to end mass incarceration and build a new criminal justice system, emphasis on the word justice.thanks.

賦予給這一代青年的使命 在這個即將到來的時代，歷史性的時刻， 終結(jié)高服刑率，建造一個能充分表達 "正義"這個詞的全新的司法系統(tǒng).謝謝。

孩子英語演講稿 模板2

閱讀小貼士：模板2共計5151個字，預(yù)計閱讀時長13分鐘。朗讀需要26分鐘，中速朗讀35分鐘，在莊重嚴肅場合朗讀需要47分鐘，有290位用戶喜歡。

鄒奇奇背景資料

美國華盛頓州西雅圖市華裔女童鄒奇奇(英文名adora svitak)，2024年被美國媒體譽為“世界上最聰明的孩子”，她比鳳姐牛多了，3歲時就開始閱讀各種書籍，從4歲起寫下了400多篇故事和詩歌，8歲時出版的故事集《飛揚的手指》轟動美國，其中包含的300多篇故事大多以中世紀為背景，從古埃及寫到了文藝復(fù)興，文中透露的政治、宗教和教育見解，思想深刻，文思嚴謹。鄒奇奇也被美國廣播公司譽為“美國文壇小巨人”。

now, i want to start with a question: when was the last time you were called childish? for kids like me, being called childish can be a frequent occurrence. every time we make irrational demands, e_hibit irresponsible behavior, or display any other signs of being normal american citizens, we are called childish, which really bothers me. after all, take a look at these events: imperialism and colonization, world wars, george w. bush. ask yourself: who"s responsible? adults.

now, what have kids done? well, anne frank touched millions with her powerful account of the holocaust, ruby bridges helped end segregation in the united states, and, most recently, charlie simpson helped to raise 120,000 pounds for haiti on his little bike. so, as you can see evidenced by such e_amples, age has absolutely nothing to do with it. the traits the word childish addresses are seen so often in adults that we should abolish this age-discriminatory word when it comes to criticizing behavior associated with irresponsibility and irrational thinking. (applause)

thank you. then again, who"s to say that certain types of irrational thinking aren"t e_actly what the world needs? maybe you"ve had grand plans before, but stopped yourself, thinking: that"s impossible or that costs too much or that won"t benefit me. for better or worse, we kids aren"t hampered as much when it comes to thinking about reasons why not to do things. kids can be full of inspiring aspirations and hopeful thinking, like my wish that no one went hungry or that everything were free kind of utopia. how many of you still dream like that and believe in the possibilities? sometimes a knowledge of history and the past failures of utopian ideals can be a burden because you know that if everything were free, that the food stocks would become depleted, and scarce and lead to chaos. on the other hand, we kids still dream about perfection. and that"s a good thing because in order to make anything a reality, you have to dream about it first.

in many ways, our audacity to imagine helps push the boundaries of possibility. for instance, the museum of glass in tacoma, washington, my home state -- yoohoo washington -- (applause) has a program called kids design glass, and kids draw their own ideas for glass art. now, the resident artist said they got some of their best ideas through the program because kids don"t think about the limitations of how hard it can be to blow glass into certain shapes. they just think of good ideas. now, when you think of glass, you might think of colorful chihuly designs or maybe italian vases, but kids challenge glass artists to go beyond that into the realm of broken-hearted snakes and bacon boys, who you can see has meat vision. (laughter)

now, our inherent wisdom doesn"t have to be insiders" knowledge. kids already do a lot of learning from adults, and we have a lot to share. i think that adults should start learning from kids. now, i do most of my speaking in front of an education crowd, teachers and students, and i like this analogy. it shouldn"t just be a teacher at the head of the classroom telling students do this, do that. the students should teach their teachers. learning between grown ups and kids should be reciprocal. the reality, unfortunately, is a little different, and it has a lot to do with trust, or a lack of it.

now, if you don"t trust someone, you place restrictions on them, right. if i doubt my older sister"s ability to pay back the 10 percent interest i established on her last loan, i"m going to withhold her ability to get more money from me until she pays it back. (laughter) true story, by the way. now, adults seem to have a prevalently restrictive attitude towards kids from every "don"t do that," "don"t do this" in the school handbook, to restrictions on school internet use. as history points out, regimes become oppressive when they"re fearful about keeping control. and, although adults may not be quite at the level of totalitarian regimes, kids have no, or very little, say in making the rules, when really the attitude should be reciprocal, meaning that the adult population should learn and take into account the wishes of the younger population.

now, what"s even worse than restriction is that adults often underestimate kids abilities. we love challenges, but when e_pectations are low, trust me, we will sink to them. my own parents had anything but low e_pectations for me and my sister. okay, so they didn"t tell us to become doctors or lawyers or anything like that, but my dad did read to us about aristotle and pioneer germ fighters when lots of other kids were hearing "the wheels on the bus go round and round." well, we heard that one too, but "pioneer germ fighters" totally rules. (laughter)

i loved to write from the age of four, and when i was si_ my mom bought me my own laptop equipped with microsoft word. thank you bill gates and thank you ma. i wrote over 300 short stories on that little laptop, and i wanted to get published. instead of just scoffing at this heresy that a kid wanted to get published, or saying wait until you"re older, my parents were really supportive. many publishers were not quite so encouraging. one large children"s publisher ironically saying that they didn"t work with children. children"s publisher not working with children? i don"t know, you"re kind of alienating a large client there. (laughter) now, one publisher, action publishing, was willing to take that leap and trust me, and to listen to what i had to say. they published my first book, "flying fingers," -- you see it here -- and from there on, it"s gone to speaking at hundreds of schools, keynoting to thousands of educators, and finally, today, speaking to you.

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? 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. (laughter)

adults and fellow tedsters, you need to listen and learn from kids and trust us and e_pect 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 ne_t generation, the ones who will bring this world forward. 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.

thank you. (applause) thank you. thank you.

首先我要問大家一個問題： 上一回別人說你幼稚是什么時候? 像我這樣的小孩， 可能經(jīng)常會被人說成是幼稚。 每一次我們提出不合理的要求， 做出不負責(zé)任的行為， 或者展現(xiàn)出有別于 普通美國公民的慣常行為之時， 我們就被說成是幼稚。 這讓我很不服氣。 首先，讓我們來回顧下這些事件： 帝國主義和殖民主義， 世界大戰(zhàn)，小布什。 請你們捫心自問下：這些該歸咎于誰?是大人。

而小孩呢，做了些什么? 安妮·弗蘭克(anne frank)對大屠殺強有力的敘述打動了數(shù)百萬人的心。 魯比·布里奇斯為美國種族隔離的終結(jié)作出了貢獻。 另外，最近還有一個例子，查理·辛普森(charlie simpson)騎自行車 為海地募得 12萬英鎊。 所以，這些例子證明了年齡與行為完全沒有關(guān)系。 "幼稚"這個詞所對應(yīng)的特點 是常?？梢詮拇笕松砩峡吹?， 由此我們在批評 不負責(zé)和非理性的相關(guān)行為時， 應(yīng)停止使用這個年齡歧視的詞。

(掌聲)謝謝!

話說回來，誰能說 我們這個世界不正是需要 某些類型的非理性思維嗎? 也許你以前有過宏大的計劃， 但卻半途而廢，心想： 這個不可能，或代價太高 或這對我不利。 不管是好是壞，我們小孩子 在思考不做某事的理由時，不太受這些考量的影響。 小孩可能會有滿腦子的奇思妙想 和積極的想法， 例如我希望沒有人挨餓 或者所有東西都是免費的，有點像烏托邦的理念。 你們當(dāng)中有多少人還會有這樣的夢想 并相信其可能性? 有時候?qū)v史 及對烏托邦的了解， 可能是一種負擔(dān)，因為你知道假如所有東西都是免費的， 食物儲備會被清空， 而缺失將會導(dǎo)致混亂。 另一方面， 我們小孩還對完美抱有希望。 這是件好事，因為要將任何事情變?yōu)楝F(xiàn)實， 你首先得心懷夢想。

在很多方面，我們的大膽想象 拓寬了可能性的疆界。 例如，華盛頓州塔可馬市的玻璃博物館， 我的家鄉(xiāng)華盛頓州——你好! (掌聲)這個博物館里有一個項目叫“兒童玻璃設(shè)計”， 小孩們自由創(chuàng)作自己的玻璃作品。 后來，駐館藝術(shù)家說他們所有的一些極佳靈感就來自這個項目， 因為小孩不去理會 吹出不同形狀玻璃的難度限制 他們只是構(gòu)思好的點子。 當(dāng)說到玻璃的時候，你們可能 想到的是奇胡利(chihuly)色彩豐富的玻璃設(shè)計 或意大利花瓶，但小孩子敢于挑戰(zhàn)玻璃藝術(shù)家，并超越他們 進入心碎蛇 和火腿男孩的領(lǐng)地——看到了嗎，火腿男孩有“肉視力”哦 (笑聲)

我們先天的智慧 堪比內(nèi)行人的知識。 小孩已經(jīng)從大人身上學(xué)到許多， 而我們也有很多東西可以和大人共享。 我認為大人應(yīng)該開始向小孩學(xué)習(xí)。 聽我演講的觀眾大都是教育圈子里的， 這其中有老師和學(xué)生。我喜歡這個類比。 不應(yīng)該只是老師站在教室講臺上 告訴學(xué)生做這個做那個。 學(xué)生亦應(yīng)教育他們的老師。 成人和兒童之間 應(yīng)該互相學(xué)習(xí)。 不幸的是，于現(xiàn)實里，情況是截然不同的。 這跟信任的關(guān)系很大，或者說是缺乏信任的結(jié)果。

如果你不信任某人，你就給他們設(shè)限，對吧。 如果我懷疑我姐姐沒有能力 償還我給她的上一筆貸款的 百分之十的利息時， 我將要限制她再向我借錢， 直到她還清借款為止。(笑聲) 順便提一下，這是個真實的例子。 大人呢，似乎普遍地 對小孩持限制性的態(tài)度， 從學(xué)校手冊里的 “不能做這個”、“不能做那個” 到學(xué)校互聯(lián)網(wǎng)使用的各種限制性規(guī)定。 歷史告訴我們，當(dāng)政體害怕統(tǒng)治失控時， 它就會變得暴虐。 雖然大人可能不會 像獨裁政權(quán)一樣心狠手辣， 但小孩在制定規(guī)則方面是幾乎沒有話語權(quán)的。 而正確的態(tài)度應(yīng)該是兩者相互尊重的， 也就是說成人群體應(yīng)該了解 并認真對待年幼群體的 愿望。

然而比限制更糟糕的是， 大人常常低估小孩的能力。 我們喜歡挑戰(zhàn)，但假如大人對我們期望很低的話， 說真的，我們就會不思進取。 我自己的父母對我和姐姐 抱很高的期望。 當(dāng)然，他們沒有讓我們立志成為醫(yī)生 或律師諸如此類的， 但我爸經(jīng)常讀 關(guān)于亞里斯多德 和先鋒細菌斗士的故事給我們聽，而其他小孩大多聽的是 《公車的輪子轉(zhuǎn)呀轉(zhuǎn)》。 其實我們也有聽這個，但《先鋒細菌斗士》實在是比那個強多了。 (笑聲)

四歲的時候我就喜歡上寫作， 六歲的時候， 我媽給我買了臺裝有微軟word軟件的個人手提電腦。 謝謝你比爾·蓋茨!也謝謝你，媽咪! 我用那個小手提電腦寫了300多篇短篇故事， 而且我想發(fā)表我的作品。一個小孩想發(fā)表作品 這簡直是天方夜譚，但我父母沒有嘲笑我， 也沒有說等你長大點兒再說， 他們非常支持我。 但是很多出版社的回應(yīng)讓人失望。 頗具諷刺意味的是，一個很大的兒童出版社說， 他們不跟兒童打交道。 兒童出版社不跟兒童打交道? 怎么說呢，你這是在怠慢一個大客戶嘛。 (笑聲) 有一個出版商，行動出版社 愿意給我一個機會，并傾聽我想說的話。 他們出版了我的第一本書《飛舞的手指》——就是這個—— 那以后，我到數(shù)百個學(xué)校去演講， 給數(shù)千個老師作主題演講，最后，在今天，給你們作演講。

我感謝你們今天聽我演講， 因為你們會傾聽我， 這證明你們真的在乎。 但小孩比大人強得多的這幅樂觀圖景 是存在一個問題的。 小孩會長大并變成像你們一樣的大人。 (笑聲) 跟你們一樣，真的嗎? 我們的目標不是讓小孩變成你們這樣的大人， 而是比你們強的大人?？紤]到你們都這么了不起， 這可能頗具挑戰(zhàn)性。 但進步 是因新的一代人和新的時期而發(fā)生， 不斷的進步和發(fā)展，并超越之前的年代。這就是為什么我們不再處于黑暗時代。 不管在生活中你的位置在哪里， 你必須給孩子創(chuàng)造機會。 這樣他們才能成長并讓你揚眉吐氣。 (笑聲)

大人和ted觀眾們， 你們需要傾聽并向小孩學(xué)習(xí)，信任我們和對我們懷有更高的期望。 今天你們需要聆聽， 因為我們是明天的領(lǐng)導(dǎo)， 這意味著當(dāng)你們年老體衰時， 我們會照顧你們。哈，只是開玩笑了。 確實，我們將成為推動世界前進 的下一代人。 而且，假如你認為這對你沒有意義的話， 不要忘了克隆是可能的，而這意味著童年可以重來， 這種情況下，像我們這一代人一樣， 你也會希望大人傾聽你們的心聲。 世界需要產(chǎn)生新的領(lǐng)導(dǎo)人 和新想法的機會。 小孩需要機會去領(lǐng)導(dǎo)和取得成功。 你準備好去促成這一切了嗎? 因為這個世界的問題， 不應(yīng)該是人類家庭的傳家寶。

謝謝你們! (掌聲) 謝謝!謝謝!

孩子英語演講稿 模板3

閱讀小貼士：模板3共計5644個字，預(yù)計閱讀時長15分鐘。朗讀需要29分鐘，中速朗讀38分鐘，在莊重嚴肅場合朗讀需要52分鐘，有247位用戶喜歡。

演說題目：如何在不過度管教的情況下，培養(yǎng)出成功的孩子!

演說者：julie lythcott-haims

you know, i didn"t set out to be a parenting e_pert. in fact, i"m not very interested in parenting, per se. it"s just that there"s a certain style of parenting these days that is kind of messing up kids, impending their chances to develop into themselves.

我并不打算成為育兒專家。事實上，我對育兒本身也不感興趣。只是這些天有某種育兒風(fēng)格的出現(xiàn)，是不利于孩子成長的，而且阻礙了他們發(fā)展自己的機會。

there’s a certain style of parenting these days that’s getting in the way. i guess what i’m saying is, we spend a lot of time being very concerned about parents who aren’t involved enough in the lives of their kids and their education or their upbringing, and rightly so.

某種育兒風(fēng)格的出現(xiàn)正阻礙著孩子的成長。各位我要說的是，我們把大量的時間花在關(guān)心哪些父母沒有足夠的參與孩子的生活中，他們的教育或者撫養(yǎng)中，理應(yīng)如此。

but at the other end of the spectrum, there’s a lot of harm going on there as well, where parents feel a kid can’t be successful unless the parent is protecting and preventing at every turn, and hovering over every happening, and micromanaging every moment, and steering their kid towards some small subset of colleges and careers.

但從另外一個極端來說，這樣做會有很多的壞處，父母認為他們的孩子不會成功，除非有父母事事的保護和阻止，對每件事的權(quán)衡，圍觀管理每個時刻并引導(dǎo)他們對大學(xué)和職業(yè)的選擇。

but not just the grades, the scores, but the accolades and the awards and the sports, the activities, the leadership. we tell our kids, don’t just join a club, start a club, because colleges want to see that. and check the bo_ for community service. i mean, show the colleges you care about others.

但不僅是成績和分數(shù)，更是獲得的表揚和獎項，還有運動活動上的，領(lǐng)導(dǎo)力上的榮譽。我們告訴他們， 別加入俱樂部，自己創(chuàng)建了一個，因為大學(xué)想看到這個，然后檢查信箱關(guān)于社區(qū)服務(wù)的信息。我的意思是，展示給大學(xué)看你是關(guān)心別的。

and all of this is done to some hoped-for degree of perfection. we e_pect our kids to perform at a level of perfection. we were never asked to perform at ourselves, and so because so much is required, we think, well then, of course we parents have to argue with every teacher and principle and coach and referee and act like our kid’s concierge and personal handler and secretary.

這樣做都是為了達到某種完美程度的期望值。我們期待小孩表現(xiàn)出一定程度的完美。卻沒有要求自己本身去做到，因為我們認為這樣做太多必要性了，我們曾與每一位老師，校長，教練，裁判員理論過表現(xiàn)的像是小孩的看門人，私人管家和秘書。

and then with our kids, our precious kids, we spend so much time nudging, cajoling, hinting, helping, haggling, nagging as the case may be, to be sure they’re not screwing up, not closing doors, not ruining their future, some hoped-for admission to a tiny handful of colleges that deny almost every applicant.

當(dāng)我們的孩子，最愛的孩子在一起時，我們根據(jù)情況花大量的時間催促，誘騙，暗示，幫助，爭論，嘮叨，來確保他們不搞破壞，不關(guān)門，不毀他們的前途，寄予希望他們能上幾乎否認每位申請人的為數(shù)不多的大學(xué)。

and they see in our faces that our approval, that our love, that their very worth, comes from a’s. and then we walk alongside them and offer clucking praise like a trainer at the westminster dog show-coa_ing them to just jump a little higher and soar a little farther, day after day after day.

他們從我們臉上看到我們的認可和愛，拿a時是非常有價值的。于是我們走在他們身邊，給予他們咯咯的表揚，像西敏市犬展里的訓(xùn)練員一樣，哄他們跳得更高和飛得更遠一樣，日復(fù)一日這么做。

and when they get to high school, they don’t say, ‘ well, what might i be interested in studying or doing as an activity?’ they go to counselors and they say,’ what do i need to do to get into the right college?’

好吧，要是我對學(xué)習(xí)或者某種活動感興趣呢?他們會找到顧問并說，"要上到好的大學(xué)，我需要做點什么?"

and then, when the grades start to roll in in high school, and they’re getting some b’s, or god forbid some c’s, they frantically te_t their friends and say, ‘has anyone ever gotten into the right college with these grades?’

高中成績出現(xiàn)波動的時候，他們拿到的是b或者c，他們火急火燎地發(fā)短信給他們的朋友并說道,"有人以這種成績上到好的大學(xué)嗎?"

and our kids, regardless of where they end up at the end of high school, they’re breathless. they’re a little burned out. they’re a little old before their time, wishing the grow-ups in their lives had said,’what you’ve done in enough, this effort you’ve put forth in childhood is enough.’

我們的孩子，不管他們是從哪所高中畢業(yè)，他們喘不過氣來，他們?nèi)菀咨鷼?，他們有點精疲力盡了。他們年長了一些，并希望大人們說你所做的已經(jīng)足夠了，你童年所付出的努力已經(jīng)足夠了。

but if you llok at what we’ve done, if you have the courage to really look at it, you’ll see that not only do our kids think their worth comes from grades and scores, but that when we live right up inside their precious developing minds all the time, like our own version of the movie ‘being john malkovich,’ we send our children the message: ‘hey kid, i don’t think you can actually achieve any of this without me.’

但假如你看看你所做的，如果你真的有勇氣看的話，你會發(fā)現(xiàn)孩子認為，他們的價值不僅僅來源于成績和分數(shù)，并且我們很多時候存在于他們珍貴，正在形成的思想中。就想電影約翰.馬爾科維奇的自己版本，我們向孩子傳遞這樣的信息：我認為你要有我時你才能完成這些。

so simply put, if our children are to develop self-efficacy, and they must, then they hav to do a whole lot more of the thinking, planning, deciding, doing, hoping, coping, trial and error, dreaming, and e_periencing of life for themselves。

所以簡單地來說，如果我們的孩子建立了自我效能感，那么他們必須做出更多人生的思考，計劃，決定，活動，希望，應(yīng)對，試錯，夢想，和自己的經(jīng)歷。

now, am i saying every kid is hard-working and motivated and doesn’t need a parent’s involvement or interest in their lives, and we should just back off and let go? hell no. that is not what i’m saying. what i’m saying is, when we treat grades and scores and accolades and awards as the purpose of childhood, all in furtherance of some hoped-for admission to a tiny number of colleges or entrance to a small number of careers, that ’s too narrow a definition of success for our kids.

現(xiàn)在，我說的是每位孩子都很用功和有上進心，不需要父母的參與或?qū)λ麄兊娜松信d趣。我們只需要退后和放手?顯然不是。這不是我說的。我要說的是，當(dāng)我們把成績和分數(shù)，榮譽和獎項作為孩子童年的目的時，寄予希望他們能進入為數(shù)不多的大學(xué)和某個職位時，那么以這種定義孩子的成敗太狹義了。

and even though we might help them achieve some short-term wins by overhelping like they get a better grade if we help them do their homework, they might end up with a longer childhood resume when we help-what i’m saying is that all of this comes at a long-term cost to their sense of self. what i’m saying is , we should be less concerned with the specific set of colleges they might be able to apply to or might get into and far more concerned that they have the habits, the mindset, the skill set, the wellness, to be successful wherever they go.

盡管我們通過過度幫忙實現(xiàn)了他們的短期勝利，就像我們協(xié)助他們做作業(yè)可能拿到更高分，在我們的協(xié)助下他們可能會以更長的童年履歷結(jié)束，我想說的是所有這些長期的代價，需基于自我意識。我想說的是，我們需要給予更少的關(guān)注，對于他們具體可能會申請哪所大學(xué)，參與給予更多的關(guān)注在他們形成的習(xí)慣，心態(tài)，技能，健康，無論他們?nèi)ツ膬憾寄艹晒Φ哪芰Α?/p>

what i’m saying is, our kids need us to be a little less obsessed with grades and scores and a whole lot more interested in childhood providing a foundation for their success built on things like love and chores.

我想說的是，我們的孩子需要我們對他們的成績和分數(shù)少一點關(guān)注，對他們的童年多一份關(guān)心。為他們的成功提供基礎(chǔ)，比如在愛和家務(wù)活。

did i just say chores? did i just say chores? i really did. but really, here’s why. the longest longitudinal study of humans ever conducted is called the harvard grant study. it found that professional success in life, which is what we want for our kids, that professional success in life comes from having dong chores as a kid, and the earlier you started, the better, that a roll-up-your-sleeves.

我說家務(wù)活了嗎?我說家務(wù)活了嗎?我的確說了。原因如下，有史以來最長的縱向人類學(xué)研究是哈佛格蘭特研究。研究發(fā)現(xiàn)生活中的職業(yè)成功，是我們想讓孩子得到的。生活中的職業(yè)成功來自于孩子從小做家務(wù)活，越早開始越好，卷起衣袖。

and pitch in mindest, a mindset that says, there’s some unpleasant work, someone’s got to do it, it might as well be me, a mindset that says, i will contribute my effort to the betterment of the whole, that’s what gets you ahead in the workplace.

一種出一份力的心態(tài)，有些不盡人意的活，不得不去做的，這個人可能是我，我將貢獻我的努力去改善，這點會使你在職場中遙遙領(lǐng)先。

now, we all know this. you know this. we all know this, and yet, in the checklisted childhood, we absolve our kids of doing the work of chores around the house, and then they end up as young adults in the workplace still waiting for a checklist, but it doesn’t e_ist, and more importantly, lacking the impulse, the instinct to roll up their sleeves, and pitch in and look around and wonder, how can i be useful to my colleagues?how can i anticipate a few steps ahead to what my boss might need?

現(xiàn)在，我們都知道這點，你也知道。我們都知道這些，然而在清單式童年中，我們不要孩子來做家務(wù)，他們最終成為職場中的年輕人，仍舊等待著不存在的清單，更重要的是他們?nèi)狈_動，卷起衣袖的本能，貢獻一份力量并環(huán)顧四周想知道，怎樣我才能有所作為?我怎么能提前預(yù)測幾步知道老板需要什么?

a second very important finding from the harvard grand study said that happiness in life comes from love, not love of work, love of humans: our spouse, our partner, our friends, our family.

哈佛格蘭特研究中第二個非常重要的發(fā)現(xiàn)是生活中的快樂來源于愛，不是對工作的愛，而是人與人之間的愛：我們的愛人，伙伴，朋友，假如。

so childhood needs to teach our kids how to love, and the they can’t love others if they don’t first love themselves, and they won’t themselves if we can’t offer them unconditional love.

因此從小需要教孩子如何去愛，如果不首先愛上自己，就不能愛別人，如果我們沒有提供無條件的愛，他們就無法愛自己。

right. and so, instead of being obsessed with grades and scores, when our precious offspring come home from school, or we come home from work, we need to close our technology, put away our phones, and look them in the eye, and let them see the joy that fills our faces, when we see our child for the first time in a few hours.

因此與其沉迷于成績和分數(shù)，當(dāng)我們最愛的孩子放學(xué)回家時，或者我們下班回家，我們需要關(guān)閉設(shè)備，放下手機，看著他們的眼睛，讓他們看到我們滿臉的快樂。

and then we have to say,’ how was your day? what did you like about today?’ and when your teenage daughter says,’lunch,’ like mine did, and i want to hear about the math test, not lunch, you have to still take an interest in lunch. you gotta say, ‘what was great about lunch today?’

我們應(yīng)該說，你今天怎么樣啦?今天你喜歡的事情是什么?當(dāng)你女兒說，"午餐，" 和我一樣，我想聽的是數(shù)學(xué)測驗而不是午餐，你應(yīng)該仍然把注意力放在午餐上。你要說"今天的午餐好在哪里啊?"

they need to know they matter to us as humans, not because of their gpa. all right, so you’re thinking, chores and love, that sounds all well and good, but give me a break. the colleges want to see top scores and grades and accolades and awards, and i’m going to tell you, sort of.

他們需要知道他們對我們來說很重要，這并不是因為他們的平均成績?，F(xiàn)在你正在想著家務(wù)活和愛。這聽起來不錯，但讓我休息一下。大學(xué)想要看到高分數(shù)好成績和榮譽獎項，我想說的是，在一定程度上是。

the very biggest brand-name schools are asking that of our young adults, but here’s the good news. contrary to what the college rankings racket would have us believe-you don’t have to go to one of the biggest brand name schools to be happy and successful in life.

最有名的名牌大學(xué)會問年輕人，但這里有好消息。相反美國大學(xué)排行榜讓我們相信-你不一定非要去最有名的一所大學(xué)才算得上快樂和成功。

happy and successful people went to state school, went to a small college no one has heard of, went to community college, went to a college over here and flunked out.

快樂和成功的人們?nèi)スW(xué)校，去一些沒人聽過的大學(xué)，或者社區(qū)大學(xué)，來到大學(xué)，考試不及格。

the evidence is in this room, is in our communities, that this is the truth. and if we could widen our blinders and be willing to look at a few more colleges, maybe remove our own egos from the equation, we could accept and embrace this truth and then realize, it is hardly the end of the world, if our kids don’t go to one of those big brand-name schools.

證據(jù)就在我們這里，在我們的社區(qū)，這是事實。如果我們可以拓寬眼界，并樂意多看幾所大學(xué)，也許能從這種情況中消除自我，我們接受這個事實并意識到，如果我們的孩子不能上名牌大學(xué)，這不是世界末日。

and more importantly, if their childhood has not been lived, according to tyrannical checklist then when they get to college, whichever one it is, well, they’ll have gone there on their own volition, fueled by their own desire, capable and ready to thrive there.

更重要的是，如果他們的童年不是遵循殘暴的清單，那么當(dāng)他們上了大學(xué)，無論哪一所大學(xué)，他們是憑著意志力取得的，由他們自己的渴望促成，有能力茁壯成長。

i have to admit something to you. i’ve got two kids i mentioned, sawyer and avery. they’re teenagers. and once upon a time, i think i was treating my sawyer and avery like little bonsai trees-that i was going to carefully clip and prune and shape into some perfect form of a human one of the most highly selective colleges.

我不得不向你們承認，之前提到的那兩個孩子索耶和艾佛利。他們是青少年，曾經(jīng)幾何，我認為我對待索耶和艾佛利像小盆景，我要仔細修剪形成某些人類的完美形式，其中一所名牌大學(xué)。

but i’ve come to realize, after working with thousands of other people’s kids-and raising two kids of my own, my kids aren’t bonsai trees. they’re wildflowers of an unknown genus and species-and it’s my job to provide a nourishing environment, to strengthen them through chores and to love them so they can love others and receive love and the college, the major, the career, that’s up to them.

但我已經(jīng)意識到，在與成千上萬個孩子一起工作后，并自己培育兩個小孩，我的小孩不是盆景數(shù)。他們是未知物種的野花，我的工作是提供營養(yǎng)豐富的環(huán)境，從家務(wù)活和愛他們中讓他們變的更加堅強，因此他們能愛別人并接受到愛，對于大學(xué)，專業(yè)，職業(yè)，這取決于他們。

my job is not to make them become what i would have them become, but to support them in becoming their glorious selves.thank you!

我的工作不是使他們成為我所想的模樣，而是支持他們成為最好的自己。謝謝。

孩子英語演講稿 模板4

閱讀小貼士：模板4共計3550個字，預(yù)計閱讀時長9分鐘。朗讀需要18分鐘，中速朗讀24分鐘，在莊重嚴肅場合朗讀需要33分鐘，有181位用戶喜歡。

how to inspire every child to be a lifelong reader

演講者：alvin irby

中英對照翻譯

as an elementary school teacher, my mom did everything she could to ensure i had good reading skills. this usually consisted of weekend reading lessons at our kitchen table while my friends played outside. my reading ability improved, but these forced reading lessons didn"t e_actly inspire a love of reading.

作為一名小學(xué)教師，我母親竭盡所能以確保我有良好的閱讀能力。她通常在周末時在餐桌前教我閱讀，而此時我的朋友們在外玩耍。我的閱讀能力提高了，但這種強迫式的閱讀教學(xué)并沒有激發(fā)我對閱讀的熱愛。

high school changed everything. in 10th grade, my regular english class read short stories and did spelling tests. out of sheer boredom, i asked to be switched into another class. the ne_t semester,i joined advanced english.

到高中時，這一切改變了。在十年級時，我的常規(guī)英文課要求閱讀短篇故事和測試拼寫。因為感覺實在無聊，我要求轉(zhuǎn)去另一門課。在下一個學(xué)期，我加入了高階英語課。

we read two novels and wrote two book reports that semester. the drastic difference and rigor between these two english classes angered me and spurred questions like, "where did all these white people come from?"

那學(xué)期，我們要讀兩本小說并寫兩篇讀書報告。這兩門英語課之間的巨大差異和嚴格程度讓我很生氣也引發(fā)了像這樣的問題，"這些白人是從哪來的?"

my high school was over 70 percent black and latino, but this advanced english class had white students everywhere. this personal encounter with institutionalized racism altered my relationship with reading forever. i learned that i couldn"t depend on a school, a teacher or curriculum to teach me what i needed to know. and more out of like, rebellion, than being in tell ectual, i decided i would no longer allow other people to dictate when and what i read. and without realizing it, i had stumbled upon a key to helping children read. identity.

黑裔和拉丁美洲裔學(xué)生在我的高中占學(xué)生總數(shù)的70%，但這門高階英語課上遍布著白人學(xué)生這樣的制度化種族主義的個人遭遇永久地改變了我與閱讀的關(guān)系。我發(fā)現(xiàn)我不能依賴于一個學(xué)校，一位老師或課程來教我那些我需要知道的。主要因為叛逆，而非理智，我決定我再也不會讓其他人來決定我應(yīng)該在何時閱讀以及閱讀什么。我已偶然發(fā)現(xiàn)了一把幫助孩子閱讀的鑰匙，雖然我當(dāng)時并沒有意識到這一點。那就是認同。

instead of fi_ating on skills and moving students from one reading level to another, or forcing struggling readers to memorize lists of unfamiliar words, we should be asking ourselves this question: how can we inspire children to identify as readers?

不應(yīng)只專注于技能和將學(xué)生從一個閱讀級別升到下一級，或逼迫閱讀有困難的學(xué)生去記憶不熟悉的字列，我們應(yīng)當(dāng)問我們自己這個問題：我們?nèi)绾螁l(fā)孩子們認同自己是閱讀者?

desean, a brilliant first-grader i taught in the bron_, he helped me understand how identity shapes learning. one day during math, i walk up to desean, and i say, "desean, you"re a great mathematician." he looks at me and responds, "i"m not a mathematician, i"m a math genius!"

迪翔，一位我在布朗克斯區(qū)教過的聰明的一年級學(xué)生，他幫助我懂得了認同感如何塑造學(xué)習(xí)行為。有一天在數(shù)學(xué)課上，我走向迪翔，說，"迪翔，你是個很棒的數(shù)學(xué)家。"他看著我回答說，"我不是個數(shù)學(xué)家，我是個數(shù)學(xué)天才!"

ok desean, right? reading? completely different story. "mr. irby, i can"t read. i"m never going to learn toread," he would say. i taught desean to read, but there are count less black boys who remain trapped in illiteracy. according to the us department of education, more than 85 percent of black male fourth graders are not proficientin reading.

好吧，迪翔，是吧?閱讀呢?情形完全不同。他說："爾比先生，我不會閱讀。我永遠也學(xué)不會閱讀。"我教會了迪翔去閱讀，但有無數(shù)黑人男孩們?nèi)匀皇俏拿?。根?jù)美國教育部統(tǒng)計，超過85%的四年級黑人學(xué)生不擅長閱讀。

85 percent! the more challenges to reading children face, the more culturally competent educators need to be. moonlighting as a stand-up comedianfor the past eight years, i understand the importance of cultural competency,which i define as the ability to translate what you want someone else to knowor be able to do into communication or e_periences that they find relevant andengaging.

85%!孩子們面對的閱讀挑戰(zhàn)越多，教育者們所需要的文化能力越高。在過去八年兼職做喜劇演員時，我了解到文化能力的重要性，我認為這種能力可以把你想要別人知道或能夠做到的，翻譯成他們認為與之有關(guān)且愿意參與的交流或體驗。

before going on stage, i assess an audience. are they white, are they latino? are they old, young, professional, conservative? then i curate and modify my jokes based on what i think would generate the most laughter. whileperforming in a church, i could tell bar jokes. but that might not result inlaughter.

在上臺之前，我會評估觀眾。他們是白人?拉丁美洲人?他們年長、年輕、專業(yè)、還是保守?然后我會策劃和修改我的笑話依據(jù)我對怎樣能引發(fā)更多笑聲的考量。我在教堂表演時可以說個酒吧笑話。但可能根本沒人會笑。

as a society, we"re creating reading e_periences for children that are the equivalent of telling bar jokes in achurch. and then we wonder why so many children don"t read. educator and philosopher paulo freire believed that teaching and learning should be two-way.students shouldn"t be viewed as empty buckets to be filled with facts but as cocreators of knowledge.

在社會環(huán)境中，我們?yōu)楹⒆觽儎?chuàng)造閱讀體驗就像是在教堂里講酒吧笑話。然后我們納悶為什么這么多孩子不閱讀。教育家兼哲學(xué)家保羅·弗萊雷相信教和學(xué)應(yīng)該是雙向的。學(xué)生們不應(yīng)被看作是需要被填滿事實的空桶，而應(yīng)是知識的共同創(chuàng)作者。

cookie-cutter curriculums and school policies that require students to sit statue-still or to work in complete silence -- these environments often e_clude the individual learning needs, theinterest and e_pertise of children. especially black boys.

一刀切的課程和學(xué)校政策要求學(xué)生端坐或保持安靜——這些環(huán)境通常抑制了孩子們的個體學(xué)習(xí)需求、興趣和專長。尤其是黑人男孩們。

many of the children"s books promoted to black boys focus on serious topics, like slavery, civil rights and biographies.less than two percent of teachers in the united states are black males. and a majority of black boys are raised by single mothers. there are literally young black boys who have never seen a black man reading. or never had a black manencourage him to read. what cultural factors, what social cues are present thatwould lead a young black boy to conclude that reading is even something he should do?

很多給黑人男孩的兒童書籍都聚焦在諸如奴隸制、公民權(quán)利和傳記這樣的嚴肅主題。黑人男性在美國教師中占比不到2%。大多數(shù)黑人男孩由單親母親撫養(yǎng)。甚至還有黑人男孩從來沒見過一個黑人男性閱讀?；驈膩頉]有被一個黑人男性去鼓勵閱讀。有什么文化因素、社會誘因來使得一個黑人男孩覺得閱讀是一件他應(yīng)該做的事?

this is why i created barbershop books.it"s a literacy non profit that creates child-friendly reading spaces in barbershops. the mission is simple: to help young black boys identify as readers.lots of black boys go to the barber shop once or twice a month.

這是為什么我創(chuàng)立了理發(fā)店書籍(barbershopbooks)。這是一個掃盲的非營利組織旨在理發(fā)店里創(chuàng)造對孩子們友好的閱讀空間。使命很簡單：就是幫助年少的黑人男孩認同自己是閱讀者。很多黑人男孩每月去理發(fā)店一兩次。

some see their barbers more than they see their fathers. barbershop books connects reading toa male-centered space and involves black men and boys" early reading e_periences. this identity-based reading program uses a curated list ofchildren"s books recommended by black boys. these are the books that they actually want to read.

有些孩子見到理發(fā)師的次數(shù)比見到他們父親的次數(shù)還多。理發(fā)店連接著閱讀和以男性為主導(dǎo)的空間并讓黑人男性參與到男孩早期閱讀體驗中。這個基于認同的閱讀計劃使用由黑人男孩推薦的兒童書籍清單。這些是他們想要去讀的書。

scholastic"s 20__ kids and family report found that the number one thing children look for when choosing a book is abook that will make them laugh. so if we"re serious about helping black boysand other children to read when it"s not required, we need to incorporate relevant male reading models into early literacy and e_change some of thechildren"s books that adults love so much for funny, silly or even gross books,like "gross greg".

學(xué)者出版社(scholastic)20__年的兒童與家庭報告發(fā)現(xiàn)孩子們在選書時首先會找讓他們發(fā)笑的書。所以如果我們真要幫助黑人男孩和其他孩子去主動閱讀，而不是強迫閱讀時，我們需要將相關(guān)的男性閱讀模型融入到早期識字學(xué)習(xí)中。有些兒童書籍成人們也非常喜歡那些有趣、愚蠢、甚至惡心的書，像《惡心的格雷》(grossgreg)(笑聲)

"you call them boogers. greg callsthem delicious little sugars."

"你稱它為鼻屎。格雷稱它為美味的小糖。"

that laugh, that positive reaction or grossreaction some of you just had,black boys deserve and desperately needmore of that.

那些笑聲、正面的反應(yīng)或你們有些人覺得惡心的反應(yīng)，(笑聲)

dismantling the savage inequalities thatplague american education requires us to create reading e_periences thatinspire all children to say three words: i"m a reader.

黑人男孩應(yīng)該有，并迫切需要更多。消除困擾著美國教育的野蠻不平等。需要我們創(chuàng)造閱讀體驗來激發(fā)所有孩子們說出這些詞：我是閱讀者。

thank you.(applause)

謝謝。(掌聲)

孩子英語演講稿 模板5

閱讀小貼士：模板5共計4282個字，預(yù)計閱讀時長11分鐘。朗讀需要22分鐘，中速朗讀29分鐘，在莊重嚴肅場合朗讀需要39分鐘，有269位用戶喜歡。

中英對照演講稿

i remember my aunt brushing my hair when i was a child. i felt this tingling in my stomach, this swelling in my belly. all her attention on me, just me. my beautiful aunt bea, stroking my hair with a fine-bristled brush. do you have a memory like that that you can feel in your body right now?

我還記得小時候，阿姨給我梳頭發(fā)的情景。我感到肚子有些麻痛，胃有點漲。她所有的注意力都在我身上，只在我身上。我那漂亮的bea阿姨，正在用一把上好的梳子幫我梳頭。你們有過這樣的回憶嗎?現(xiàn)在還能夠感覺到的。

before language, we"re all sensation. as children, that"s how we learn to differentiate ourselves in the world --through touch. everything goes in the mouth, the hands, on the skin. sensation-- it is the way that we first e_perience love. it"s the basis of human connection.

在學(xué)習(xí)語言之前，我們都是靠感覺的。作為孩子，那就是我們學(xué)習(xí)的途徑通過觸摸來區(qū)分自己和世界。通過嘴巴，雙手和肌膚來接觸一切。感覺是我們首次體驗愛的方式。這也是人類連接的基礎(chǔ)。

we want our children to grow up to have healthy intimate relationships. so as parents, one of the things that we do is we teach our children about se_. we have books to help us, we have se_ ed at school for the basics. there"s porn to fill in the gaps -- and it will fill in the gaps.

我們想讓孩子們長大后能擁有健康親密的關(guān)系。所以為人父母，其中一件事情就是教孩子性知識。我們有書本來幫助我們，我們有學(xué)校里面的性教育基礎(chǔ)課，還有小黃片來查漏補缺。它確實可以查漏補缺。

we teach our children "the talk" about biology and mechanics, about pregnancy and safe se_, and that"s what our kids grow up thinking that se_ is pretty much all about. but we can do better than that.

我們跟孩子說教生物機制的知識，懷孕與安全性行為的知識，這就是孩子們長大后會把性聯(lián)系在一起的東西。但我們可以做得更好。

we can teach our sons and daughters about pleasure and desire, about consent and boundaries, about what it feels like to be present in their body and to know when they"re not. and we do that in the ways that we model touch, play, make eye contact -- all the ways that we engage their senses. we can teach our children not just about se_, but about sensuality.

我們可以教會兒女們什么是歡愉和欲望，什么是同意和界限，以及身體的感受，并分清是與否。我們可以通過模擬觸碰，玩耍，做眼神交流，等等所有可以調(diào)動他們感覺的方式來教育他們。我們不僅能教孩子們性，還能教他們感受。

this is the kind of talk that i needed as a girl. i was e_tremely sensitive, but by the time i was an adolescent, i had numbed out. the shame of boys mocking my changing body and then girls e_iling me for, ironically, my interest in boys, it was so much. i didn"t have any language for what i was e_periencing;

我還是小女孩時就很需要這種對話。我當(dāng)時極度敏感，但當(dāng)我步入青春期時，我已經(jīng)變得遲鈍了。男孩們嘲笑身體變化帶來的羞恥感，女孩們也孤立我，諷刺的是，我對于男生的興趣是如此強烈。我甚至找不出言語來形容當(dāng)時的體驗。

i didn"t know it was going to pass. so i did the best thing i could at the time and i checked out. and you can"t isolate just the difficult feelings, so i lost access to the joy, the pleasure, the play, and i spent decades like that, with this his low-grade depression, thinking that this is what it meant to be a grown-up.

我不知道這一階段會經(jīng)歷過去。所以我做了當(dāng)時能做到的最好的事，我退縮走開。但你無法隔離那艱難的感受，所以我失去了那個年紀的愉悅，開心，玩耍的機會。我十多年的時間就這樣子度過，與這種抑郁低落的心情作伴。

for the past year, i"ve been interviewing men and women about their relationship to se_ and i"ve heard my story again and again. girls who were told they were too sensitive, too much. boys who were taught to man up -- "don"t be so emotional." i learned i was not alone in checking out. it was my daughter who reminded me of how much i used to feel.

以為這就是成長需要經(jīng)歷的東西。在過去一年里，我曾采訪過一些男性和女性關(guān)于他們和性的關(guān)系，然后也不止一次聽到了和自己類似的故事。女孩子被說教稱她們過于敏感，男孩則被教導(dǎo)需要有男子氣概，"不要這么情緒化。"于是我知道并不只我一個人退縮離開。是我女兒提醒了我過去的感受。

we were at the beach. it was this rare day. i turned off my cell phone, put in the calendar, "day at the beach with the girls." i laid our towels down just out of reach of the surf and fell asleep. and when i woke up, i saw my daughter drizzling sand on her arm like this, and i could feel that light tickle of sand on her skin and i remembered my aunt brushing my hair.

我們當(dāng)時躺在沙灘上，那是一個難得的天氣，我關(guān)掉了我的手機，在日歷本上寫下"和女兒在沙灘的日子"。在海水漫延不到的地方，我躺在我們的毛巾上，然后沉睡了下去。當(dāng)我起來的時候，我看見女兒把沙子灑在她的胳膊上，就像這樣。我可以感到癢癢的沙子摩擦皮膚的感覺，然后我又回想起阿姨輕梳我頭發(fā)的情景。

so i curled up ne_t to her and i drizzled sand on her other arm and then her legs. and then i said, "hey, you want me to bury you?" and her eyes got really big and she was like, "yeah!" so we dug a hole and i covered her in sand and shells and drew this little mermaid tail. and then i took her home and lathered her up in the shower and massaged her scalp and i dried her off in a towel.

所以我在她身邊蜷縮著，把沙子灑在她另一條胳膊上，再之后腿上。然后我說"嘿，你想要我用沙子埋了你嗎?"她的眼睛瞬間睜得很大，然后興奮地說"好啊!"所以我們挖了一個大洞，然后我用沙子和貝殼把她埋住，然后畫了條小美人魚尾巴。之后我?guī)е丶?，在洗澡時給她全身打滿泡泡，按摩她的頭發(fā)，然后用毛巾把她擦干。

and i thought, "ah. how many times had i done that --bathed her and dried her off -- but had i ever stopped and paid attention to the sensations that i was creating for her?" i"d been treating her like she was on some assembly line of children needing to be fed and put to bed.

然后我想："啊，我做這件事多少次了"幫她揉泡泡，然后把她擦干。但我有停下來觀察她對我做的這些事情的感覺嗎?"一直以來，我對待她就像她在流水線上一樣，就如同孩子被喂飽之后再被帶到床上。

and i realized that when i dry my daughter off in a towel tenderly the way a lover would, i"m teaching her to e_pect that kind of touch. i"m teaching her in that moment about intimacy. about how to love her body and respect her body. i realized there are parts of the talk that can"t be conveyed in words.

然后我意識到當(dāng)我用毛巾以一種愛人的溫柔擦干她身體時，實際上我當(dāng)時正在教導(dǎo)她對這種溫柔的觸摸抱以期待。我在教導(dǎo)她一種親昵行為。以及怎樣愛護她的身體并尊重她的身體。我意識到這是一場無法用言語來交流的談話。

in her book, "girls and se_," writer peggy orenstein finds that young women are focusing on their partner"s pleasure, not their own. this is something i"m going to talk about with my girls when they"re older, but for now, i look for ways to help them identify what gives them pleasure and to practice articulating that.

在一本名為"女孩和性愛"的書中，作者peggyorenstein發(fā)現(xiàn)，年輕的女孩子更注重她們伴侶的歡愉，而不是她們自己的。這就是我要與我的女兒，當(dāng)她們長大后，所要討論的。但是目前，我在尋找讓她們識別能夠帶來歡愉的方法，并練習(xí)如何表達愉悅。

"rub my back," my daughter says when i tuck her in. and i say, "ok, how do you want me to rub your back?" "i don"t know," she says. so i pause, waiting for her directions. finally she says, "ok, up and to the right, like you"re tickling me." i run my fingertips up her spine. "what else?" i ask. "over to the left, a little harder now."

"擦我后背。"在我用毛巾包裹住女兒時，她說然后我說"好的，你希望我怎樣擦你后背呢?""我不知道，"她說。所以我停了下來，等待著她指示。最后她說"好吧，向上然后到右邊就像你撓我癢癢一樣。"然后我的手指就向上滑動到她的脊柱。"還要別的嗎?"我問，"再左邊，稍微用力一點。"

we need to teach our children how to articulate their sensations so they"re familiar with them. i look for ways to play games with my girls at home to do this. i scratch my fingernails on my daughter"s arm and say, "give me one word to describe this."

我們需要教會孩子們怎樣準確表達他們的感受，這樣他們才可以更熟悉自己。我尋找和女兒們通過在家里玩游戲來達到這個目的的方法。我用指甲刮著女兒的胳膊然后說："給個詞語來形容下這個。"

"violent," she says. i embrace her, hold her tight. "protected," she tells me. i find opportunities to tell them how i"m feeling, what i"m e_periencing, so we have common language. like right now, this tingling in my scalp down my spine means i"m nervous and i"m e_cited.

"粗暴"她說。之后我擁抱了她，緊緊地抱住她。"受保護，"她說。我找到了機會告訴她們我的感受，我的經(jīng)歷是什么，所以我們有了共同語言。就像現(xiàn)在這樣，像這樣頭皮發(fā)麻，脊背發(fā)涼意味著我很不安，很激動。

you are likely e_periencing sensations in response to me. the language i"m using, the ideas i"m sharing. and our tendency is to judge these reactions and sort them into a hierarchy: better or worse, and then seek or avoid them. and that"s because we live in this binary culture and we"re taught from a very young age to sort the world into good and bad.

你們可能因為我的描述而有了一種感官感受。我正在使用的語言，我正在分享的想法。我們趨向于評判這些反應(yīng)，然后把它們劃分階級：好的還是壞的。然后尋找解決辦法或者避免它。因為我們居住在這個二元社會我們很小的時候就被教導(dǎo)把世界分成好的和壞的一面。

"did you like that book?" "did you have a good day?" how about, "what did you notice about that story?" "tell me a moment about your day. what did you learn?" let"s teach our children to stay open and curious about their e_periences, like a traveler in a foreign land. and that way they can stay with sensation without checking out -- even the heightened and challenging ones -- the way i did, the way so many of us have.

"你喜歡那本書嗎?""你今天過得好嗎?"為什么不換成，"書上什么吸引了你?""說說今天有啥精彩的。""你學(xué)到了什么?"讓我們教會孩子對于他們的經(jīng)歷保持開放和好奇的態(tài)度，就像一個到陌生島嶼的旅行者。這樣他們就可以與感受相處，而不是想要逃避。即便在最具有挑戰(zhàn)的環(huán)境中。而非像我以及我們很多人那樣去逃避。

this sense education, this is education i want for my daughters. sense education is what i needed as girl. it"s what i hope for all of our children. this awareness of sensation, it"s where we began as children. it"s what we can learn from our children and it"s what we can in turn remind our children as they come of age.

這種感覺的教育，是我想要為我女兒們帶來的教育，也是我在作為一個女孩時需要得到的教育，是我希望普及給所有孩子的教育。這種感覺意識，是我們作為兒童的開始，是我們可以從孩子身上學(xué)到的東西，也是我們可以反過來在孩子們逐漸長大時提醒他們的東西。

thank you.(applause)

謝謝大家(掌聲)