TED英语演讲稿范本

ted英语演讲稿范文4篇thank you very much.i moved to america 12 years ago with my wife terry and our two kids. actually, truthfully, we moved to los angel es -- (laughter) -- thinking we were moving to america, but anyway, it's a short plane ride from los angeles to america.i got here 12 years ago, and when i got here, i was told various things, like, "americans don't get irony." have y ou come across this idea? it's not true. i've traveled the wh ole length and breadth of this country. i have found no evi dence that americans don't get irony. it's one of those cultu ral myths, like, "the british are reserved." i don't know why people think this. we've invaded every country we've encoun tered. (laughter) but it's not true americans don't get irony, but i just want you to know that that's what people are say ing about you behind your back. you know, so when you le ave living rooms in europe, people say, thankfully, nobody was ironic in your presence.but i knew that americans get irony when i came acr oss that legislation no child left behind. because whoever th ought of that title gets irony, don't they, because -- (laught er) (applause) —because it's leaving millions of children be hind. now i can see that's not a very attractive name for leg islation: millions of children left behind. i can see that. what' s the plan? well, we propose to leave millions of children b ehind, and here's how it's going to work.and it's working beautifully. in some parts of the cou ntry, 60 percent of kids drop out of high school. in the nati ve american communities, it's 80 percent of kids. if we halve d that number, one estimate is it would create a net gain t o the u.s. economy over 10 years of nearly a trillion dollars. from an economic point of view, this is good math, isn't it, that we should do this? it actually costs an enormous amo unt to mop up the damage from the dropout crisis.but the dropout crisis is just the tip of an iceberg. w hat it doesn't count are all the kids who are in school but being disengaged from it, who don't enjoy it, who don't get any real benefit from it.and the reason is not that we're not spending enoug h money. america spends more money on education than m ost other countries. class sizes are smaller than in many cou ntries. and there are hundreds of initiatives every year to try and improve education. the trouble is, it's all going in the wrong direction. there are three principles on which human life flourishes, and they are contradicted by the culture of e ducation under which most teachers have to labor and most students have to endure.the first is this, that human beings are naturally diffe rent and diverse.can i ask you, how many of you have got children of your own? okay. or grandchildren. how about two children or more? right. and the rest of you have seen such children. (laughter) small people wandering about. i will make you a bet, and i am confident that i will win the bet. if you've g ot two children or more, i bet you they are completely diffe rent from each other. aren't they? aren't they? (applause) yo u would never confuse them, would you? like, "which one a re you? remind me. your mother and i are going to introdu ce some color-coding system, so we don't get confused."education under no child left behind is based on not diversity but conformity. what schools are encouraged to d o is to find out what kids can do across a very narrow spec trum of achievement. one of the effects of no child left beh ind has been to narrow the focus onto the so-called stem d isciplines. they're very important. i'm not here to argue agai nst science and math. on the contrary, they're necessary but they're not sufficient. a real education has to give equal we ight to the arts, the humanities, to physical education. an a wful lot of kids, sorry, thank you —(applause) —one estim ate in america currently is that something like 10 percent of kids, getting on that way, are being diagnosed with various conditions under the broad title of attention deficit disorde r. adhd. i'm not saying there's no such thing. i just don't be lieve it's an epidemic like this. if you sit kids down, hour aft er hour, doing low-grade clerical work, don't be surprised if they start to fidget, you know? (laughter) (applause) childre n are not, for the most part, suffering from a psychological condition. they're suffering from childhood. (laughter) and i know this because i spent my early life as a child. i went th rough the whole thing. kids prosper best with a broad curri culum that celebrates their various talents, not just a small range of them. and by the way, the arts aren't just importan t because they improve math scores. they're important beca use they speak to parts of children's being which are other wise untouched.the second, thank you —(applause)the second principle that drives human life flourishin g is curiosity. if you can light the spark of curiosity in a chil d, they will learn without any further assistance, very often. children are natural learners. it's a real achievement to put t hat particular ability out, or to stifle it. curiosity is the engin e of achievement. now the reason i say this is because one of the effects of the current culture here, if i can say so, ha s been to de-professionalize teachers. there is no system in the world or any school in the country that is better than it s teachers. teachers are the lifeblood of the success of scho ols. but teaching is a creative profession. teaching, properly conceived, is not a delivery system. you know, you're not th ere just to pass on received information. great teachers do t hat, but what great teachers also do is mentor, stimulate, pr ovoke, engage. you see, in the end, education is about lear ning. if there's no learning going on, there's no education going on. and people can spend an awful lot of time discussi ng education without ever discussing learning. the whole po int of education is to get people to learn.a friend of mine, an old friend -- actually very old, h e's dead. (laughter) that's as old as it gets, i'm afraid. but a wonderful guy he was, wonderful philosopher. he used to t alk about the difference between the task and achievement senses of verbs. you know, you can be engaged in the activ ity of something, but not really be achieving it, like dieting. it's a very good example, you know. there he is. he's dietin g. is he losing any weight? not really. teaching is a word lik e that. you can say, "there's deborah, she's in room 34, she' s teaching." but if nobody's learning anything, she may be e ngaged in the task of teaching but not actually fulfilling it.the role of a teacher is to facilitate learning. that's it. and part of the problem is, i think, that the dominant cultu re of education has come to focus on not teaching and lear ning, but testing. now, testing is important. standardized tes ts have a place. but they should not be the dominant cultur e of education. they should be diagnostic. they should help. (applause) if i go for a medical examination, i want some standardized tests. i do. you know, i want to know what my cholesterol level is compared to everybody else's on a stand ard scale. i don't want to be told on some scale my doctor invented in the car."your cholesterol is what i call level orange.""really? is that good?""we don't know."but all that should support learning. it shouldn't obst ruct it, which of course it often does. so in place of curiosit y, what we have is a culture of compliance. our children an d teachers are encouraged to follow routine algorithms rath er than to excite that power of imagination and curiosity. a nd the third principle is this: that human life is inherently cr eative. it's why we all have different résumés. we create our lives, and we can recreate them as we go through them. it' s the common currency of being a human being. it's why h uman culture is so interesting and diverse and dynamic. i m ean, other animals may well have imaginations and creativity, but it's not so much in evidence, is it, as ours? i mean, yo u may have a dog. and your dog may get depressed. you k now, but it doesn't listen to radiohead, does it? (laughter) and sit staring out the window with a bottle of jack daniels. (laughter)and you say, "would you like to come for a walk?"he says, "no, i'm fine. you go. i'll wait. but take pictu res."we all create our own lives through this restless proc ess of imagining alternatives and possibilities, and what one of the roles of education is to awaken and develop these powers of creativity. instead, what we have is a culture of st andardization.now, it doesn't have to be that way. it really doesn't. finland regularly comes out on top in math, science and re ading. now, we only know that's what they do well at becau se that's all that's being tested currently. that's one of the p roblems of the test. they don't look for other things that m atter just as much. the thing about work in finland is this: t hey don't obsess about those disciplines. they have a very b road approach to education which includes humanities, physi cal education, the arts.second, there is no standardized testing in finland. i mean, there's a bit, but it's not what gets people up in the morning. it's not what keeps them at their desks.and the third thing, and i was at a meeting recently with some people from finland, actual finnish people, and s omebody from the american system was saying to the peop le in finland, "what do you do about the dropout rate in fin land?"and they all looked a bit bemused, and said, "well, w e don't have one. why would you drop out? if people are i n trouble, we get to them quite quickly and help them and we support them."now people always say, "well, you know, you can't co mpare finland to america."no. i think there's a population of around five million in finland. but you can compare it to a state in america. m any states in america have fewer people in them than that.i mean, i've been to some states in america and i was the only person there. (laughter) really. really. i was asked to loc k up when i left. (laughter)but what all the high-performing systems in the worl d do is currently what is not evident, sadly, across the syste ms in america -- i mean, as a whole. one is this: they indivi dualize teaching and learning. they recognize that it's stude nts who are learning and the system has to engage them, t heir curiosity, their individuality, and their creativity. that's h ow you get them to learn.the second is that they attribute a very high status t o the teaching profession. they recognize that you can't imp rove education if you don't pick great people to teach and if you don't keep giving them constant support and professi onal development. investing in professional development is not a cost. it's an investment, and every other country that's succeeding well knows that, whether it's australia, canada, s outh korea, singapore, hong kong or shanghai. they know t hat to be the case.and the third is, they devolve responsibility to the sc hool level for getting the job done. you see, there's a big d ifference here between going into a mode of command and control in education -- that's what happens in some syste ms. you know, central governments decide or state governments decide they know best and they're going to tell you w hat to do. the trouble is that education doesn't go on in th e committee rooms of our legislative buildings. it happens i n classrooms and schools, and the people who do it are the teachers and the students, and if you remove their discreti on, it stops working. you have to put it back to the people. (applause)there is wonderful work happening in this country. b ut i have to say it's happening in spite of the dominant cult ure of education, not because of it. it's like people are sailin g into a headwind all the time. and the reason i think is thi s: that many of the current policies are based on mechanisti c conceptions of education. it's like education is an industria l process that can be improved just by having better data, a nd somewhere in, i think, the back of the mind of some pol icy makers is this idea that if we fine-tune it well enough, if we just get it right, it will all hum along perfectly into the future. it won't, and it never did.the point is that education is not a mechanical syste m. it's a human system. it's about people, people who eithe r do want to learn or don't want to learn. every student who drops out of school has a reason for it which is rooted in their own biography. they may find it boring. they may fin d it irrelevant. they may find that it's at odds with the life t hey're living outside of school. there are trends, but the stor ies are always unique. i was at a meeting recently in los an geles of -- they're called alternative education programs. the se are programs designed to get kids back into education. t hey have certain common features. they're very personalized. they have strong support for the teachers, close links with the community and a broad and diverse curriculum, and oft en programs which involve students outside school as well a s inside school. and they work. what's interesting to me is, t hese are called "alternative education." you know? and all th e evidence from around the world is, if we all did that, ther e'd be no need for the alternative. (applause)so i think we have to embrace a different metaphor. we have to recognize that it's a human system, and there a re conditions under which people thrive, and conditions und er which they don't. we are after all organic creatures, and t he culture of the school is absolutely essential. culture is an organic term, isn't it?not far from where i live is a place called death valle y. death valley is the hottest, driest place in america, and n othing grows there. nothing grows there because it doesn't rain. hence, death valley. in the winter of XX, it rained in de ath valley. seven inches of rain fell over a very short period. and in the spring of XX, there was a phenomenon. the wh ole floor of death valley was carpeted in flowers for a while. what it proved is this: that death valley isn't dead. it's dor mant. right beneath the surface are these seeds of possibilit y waiting for the right conditions to come about, and with organic systems, if the conditions are right, life is inevitable. it happens all the time. you take an area, a school, a distri ct, you change the conditions, give people a different sense of possibility, a different set of expectations, a broader ran ge of opportunities, you cherish and value the relationships between teachers and learners, you offer people the discreti on to be creative and to innovate in what they do, and sch ools that were once bereft spring to life.great leaders know that. the real role of leadership in education -- and i think it's true at the national level, the s tate level, at the school level -- is not and should not be command and control. the real role of leadership is climate c ontrol, creating a climate of possibility. and if you do that, people will rise to it and achieve things that you completely did not anticipate and couldn't have expected.there's a wonderful quote from benjamin franklin. "th ere are three sorts of people in the world: those who are i mmovable, people who don't get, they don't want to get it, they're going to do anything about it. there are people wh o are movable, people who see the need for change and ar e prepared to listen to it. and there are people who move, people who make things happen." and if we can encourage more people, that will be a movement. and if the movemen t is strong enough, that's, in the best sense of the word, a revolution. and that's what we need.thank you very much. (applause) thank you very muc h. (applause)TED英语演讲稿：二十几岁不可挥霍的光阴（附翻译）ted英语演讲稿范文（2）| 返回目录when i was in my 20s, i saw my very first psychother apy client. i was a ph.d. student in clinical psychology at berkeley. she was a 26-year-old woman named alex. now alex walked into her first session wearing jeans and a big slouch y top, and she dropped onto the couch in my office and ki cked off her flats and told me she was there to talk about guy problems. now when i heard this, i was so relieved. my classmate got an arsonist for her first client. (laughter) and i got a twentysomething who wanted to talk about boys. t his i thought i could handle.but i didn't handle it. with the funny stories that alex would bring to session, it was easy for me just to nod my head while we kicked the can down the road. "thirty's the n ew 20," alex would say, and as far as i could tell, she was ri ght. work happened later, marriage happened later, kids hap pened later, even death happened later. twentysomethings li ke alex and i had nothing but time.but before long, my supervisor pushed me to push a lex about her love life. i pushed back.i said, "sure, she's dating down, she's sleeping with a knucklehead, but it's not like she's going to marry the guy. "and then my supervisor said, "not yet, but she might marry the next one. besides, the best time to work on alex 's marriage is before she has one."that's what psychologists call an "aha!" moment. that was the moment i realized, 30 is not the new 20. yes, peo ple settle down later than they used to, but that didn't mak e alex's 20s a developmental downtime. that made alex's 20 s a developmental sweet spot, and we were sitting there bl owing it. that was when i realized that this sort of benign n eglect was a real problem, and it had real consequences, no t just for alex and her love life but for the careers and the families and the futures of twentysomethings everywhere.there are 50 million twentysomethings in the united states right now. we're talking about 15 percent of the pop ulation, or 100 percent if you consider that no one's getting through adulthood without going through their 20s first.raise your hand if you're in your 20s. i really want to see some twentysomethings here. oh, yay! y'all's awesome. if you work with twentysomethings, you love a twentysomething, you're losing sleep over twentysomethings, i want to s ee —okay. awesome, twentysomethings really matter.so i specialize in twentysomethings because i believe that every single one of those 50 million twentysomethings deserves to know what psychologists, sociologists, neurolog ists and fertility specialists already know: that claiming your 20s is one of the simplest, yet most transformative, things y ou can do for work, for love, for your happiness, maybe eve n for the world.this is not my opinion. these are the facts. we know that 80 percent of life's most defining moments take place by age 35. that means that eight out of 10 of the decisions and experiences and "aha!" moments that make your life w hat it is will have happened by your mid-30s. people who a re over 40, don't panic. this crowd is going to be fine, i thi nk. we know that the first 10 years of a career has an expo nential impact on how much money you're going to earn. w e know that more than half of americans are married or are living with or dating their future partner by 30. we know t hat the brain caps off its second and last growth spurt in y our 20s as it rewires itself for adulthood, which means thatwhatever it is you want to change about yourself, now is th e time to change it. we know that personality changes more during your 20s than at any other time in life, and we kno w that female fertility peaks at age 28, and things get tricky after age 35. so your 20s are the time to educate yourself about your body and your options.so when we think about child development, we all k now that the first five years are a critical period for languag e and attachment in the brain. it's a time when your ordinar y, day-to-day life has an inordinate impact on who you will become. but what we hear less about is that there's such a thing as adult development, and our 20s are that critical per iod of adult development.but this isn't what twentysomethings are hearing. ne wspapers talk about the changing timetable of adulthood. re searchers call the 20s an extended adolescence. journalists c oin silly nicknames for twentysomethings like "twixters" and "kidults." it's true. as a culture, we have trivialized what is a ctually the defining decade of adulthood.leonard bernstein said that to achieve great things, y ou need a plan and not quite enough time. isn't that true? so what do you think happens when you pat a twentysomet hing on the head and you say, "you have 10 extra years to start your life"? nothing happens. you have robbed that per son of his urgency and ambition, and absolutely nothing ha ppens.and then every day, smart, interesting twentysomethi ngs like you or like your sons and daughters come into my office and say things like this: "i know my boyfriend's no g ood for me, but this relationship doesn't count. i'm just killi ng time." or they say, "everybody says as long as i get start ed on a career by the time i'm 30, i'll be fine."but then it starts to sound like this: "my 20s are alm ost over, and i have nothing to show for myself. i had a be tter résuméthe day after i graduated from college."and then it starts to sound like this: "dating in my 2 0s was like musical chairs. everybody was running around a nd having fun, but then sometime around 30 it was like the music turned off and everybody started sitting down. i didn't want to be the only one left standing up, so sometimes i think i married my husband because he was the closest ch air to me at 30."where are the twentysomethings here? do not do tha t.okay, now that sounds a little flip, but make no mist ake, the stakes are very high. when a lot has been pushed t o your 30s, there is enormous thirtysomething pressure to j ump-start a career, pick a city, partner up, and have two or three kids in a much shorter period of time. many of these things are incompatible, and as research is just starting to show, simply harder and more stressful to do all at once in our 30s.the post-millennial midlife crisis isn't buying a red sp orts car. it's realizing you can't have that career you now w ant. it's realizing you can't have that child you now want, or you can't give your child a sibling. too many thirtysomethi ngs and fortysomethings look at themselves, and at me, sitti ng across the room, and say about their 20s, "what was i d oing? what was i thinking?"i want to change what twentysomethings are doing a nd thinking.here's a story about how that can go. it's a story ab out a woman named emma. at 25, emma came to my offic e because she was, in her words, having an identity crisis. s he said she thought she might like to work in art or enterta inment, but she hadn't decided yet, so she'd spent the last few years waiting tables instead. because it was cheaper, sh e lived with a boyfriend who displayed his temper more tha n his ambition. and as hard as her 20s were, her early life h ad been even harder. she often cried in our sessions, but th en would collect herself by saying, "you can't pick your fami ly, but you can pick your friends."well one day, emma comes in and she hangs her he ad in her lap, and she sobbed for most of the hour. she'd j ust bought a new address book, and she'd spent the morni ng filling in her many contacts, but then she'd been left sta ring at that empty blank that comes after the words "in cas e of emergency, please call ... ." she was nearly hysterical w hen she looked at me and said, "who's going to be there for me if i get in a car wreck? who's going to take care of me if i have cancer?"now in that moment, it took everything i had not to say, "i will." but what emma needed wasn't some therapist who really, really cared. emma needed a better life, and i kn ew this was her chance. i had learned too much since i first worked with alex to just sit there while emma's defining de cade went parading by.so over the next weeks and months, i told emma thr ee things that every twentysomething, male or female, deser ves to hear.first, i told emma to forget about having an identity crisis and get some identity capital. by get identity capital, i mean do something that adds value to who you are. do so mething that's an investment in who you might want to be next. i didn't know the future of emma's career, and no one knows the future of work, but i do know this: identity capit al begets identity capital. so now is the time for that cross-country job, that internship, that startup you want to try. i' m not discounting twentysomething exploration here, but iam discounting exploration that's not supposed to count, w hich, by the way, is not exploration. that's procrastination. i told emma to explore work and make it count.second, i told emma that the urban tribe is overrated. best friends are great for giving rides to the airport, but t wentysomethings who huddle together with like-minded pee rs limit who they know, what they know, how they think, ho w they speak, and where they work. that new piece of capit al, that new person to date almost always comes from outsi de the inner circle. new things come from what are called o ur weak ties, our friends of friends of friends. so yes, half of twentysomethings are un- or under-employed. but half are n't, and weak ties are how you get yourself into that group. half of new jobs are never posted, so reaching out to your neighbor's boss is how you get that un-posted job. it's not cheating. it's the science of how information spreads.last but not least, emma believed that you can't pick your family, but you can pick your friends. now this was tr ue for her growing up, but as a twentysomething, soon em ma would pick her family when she partnered with someon e and created a family of her own. i told emma the time tostart picking your family is now. now you may be thinking that 30 is actually a better time to settle down than 20, or even 25, and i agree with you. but grabbing whoever you're living with or sleeping with when everyone on facebook sta rts walking down the aisle is not progress. the best time to work on your marriage is before you have one, and that me ans being as intentional with love as you are with work. pic king your family is about consciously choosing who and wh at you want rather than just making it work or killing time with whoever happens to be choosing you.so what happened to emma? well, we went through that address book, and she found an old roommate's cousin who worked at an art museum in another state. that weak tie helped her get a job there. that job offer gave her the r eason to leave that live-in boyfriend. now, five years later, s he's a special events planner for museums. she's married to a man she mindfully chose. she loves her new career, she l oves her new family, and she sent me a card that said, "no w the emergency contact blanks don't seem big enough."now emma's story made that sound easy, but that's what i love about working with twentysomethings. they are。

ted演讲稿（通用10篇）ted 篇1简介：残奥会短跑冠军aimeemullins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 whilewriting an article for italian wired. i always keep my thesaurus handy wheneveri'm writing anything, but i'd already finished editing the piece, and i realizedthat i had never once in my life looked up the word "disabled" to see what i'dfind.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 alsohurt, useless and weak. antonyms, healthy, strong, capable." i was reading thislist out loud to a friend and at first was laughing, it was so ludicrous, buti'd just gotten past "mangled," and my voice broke, and i had to stop andcollect myself from the emotional shock and impact that the assault from thesewords unleashed.you know, of course, this is my raggedy old thesaurus so i'm thinking thismust be an ancient print date, right? but, in fact, the print date was the early1980s, when i would have been starting primary school and forming anunderstanding of myself outside the family unit and as related to the other kidsand the world around me. and, needless to say, thank god i wasn't using athesaurus back then. i mean, from this entry, it would seem thati was born intoa world that perceived someone like me to have nothing positive whatsoever goingfor them, when in fact, today i'm celebrated for the opportunities andadventures my life has procured.so, i immediately went to look up the __ online edition, e_pecting to finda revision worth noting. here's the updated version of this entry.unfortunately, it's not much better. i find the last two words under "nearantonyms," particularly unsettling: "whole" and "wholesome."so, it's not just about the words. it's what we believe about people whenwe name them with these words. it's about the values behind the words, and howwe construct those values. our language affects our thinking and how we view theworld and how we view other people. in fact, many ancient societies, includingthe greeks and the romans, believed that to utter a curse verbally was sopowerful, because to say the thing out loud brought it into e_istence. so, whatreality do we want to call into e_istence: a person who is limited, or a personwho's empowered? by casually doing something as simple as naming a person, achild, we might be putting lids and casting shadows on their power. wouldn't wewant 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, anitalian american, whose name, apparently, was too difficult for most americansto pronounce, so he went by dr. p. and dr. p always wore really colorful bowties and had the very perfect disposition to work with children.i loved almost everything about my time spent at this hospital, with thee_ception of my physical therapy sessions. i hadto do what seemed likeinnumerable repetitions of e_ercises with these thick, elastic bands --different colors, you know -- to help build up my leg muscles, and i hated thesebands 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 tryto get out of doing these e_ercises, unsuccessfully, of course. and, one day, hecame in to my session -- e_haustive and unforgiving, these sessions -- and hesaid to me, "wow. aimee, you are such a strong and powerful little girl, i thinkyou're going to break one of those bands. when you do break it, i'm going togive you a hundred bucks."now, of course, this was a simple ploy on dr. p's part to get me to do thee_ercises i didn't want to do before the prospect of being the richestfive-year-old in the second floor ward, but what he effectively did for me wasreshape 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 meas a strong and powerful little girl shaped my own view of myself as aninherently strong, powerful and athletic person well into the future.this is an e_ample of how adults in positions of power can ignite the powerof a child. but, in the previous instances of those thesaurus entries, ourlanguage 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 languagehasn't caught up with the changes in our society, many of which have beenbrought about by technology. certainly, from a medical standpoint, my legs,laser surgery for vision impairment, titanium knees and hip replacements foraging bodies that are allowing people to more fully engage with their abilities,and move beyond the limits thatnature has imposed on them -- not to mentionsocial networking platforms allow people to self-identify, to claim their owndescriptions of themselves, so they can go align with global groups of their ownchoosing. so, perhaps technology is revealing more clearly to us now what hasalways been a truth: that everyone has something rare and powerful to offer oursociety, and that the human ability to adapt is our greatest asset.the human ability to adapt, it's an interesting thing, because people havecontinually wanted to talk to me about overcoming adversity, and i'm going tomake an admission: this phrase never sat right with me, and i always felt uneasytrying to answer people's questions about it, and i think i'm starting to figureout why. implicit in this phrase of "overcoming adversity" is the idea thatsuccess, or happiness, is about emerging on the other side of a challenginge_perience unscathed or unmarked by the e_perience, as if my successes in lifehave come about from an ability to sidestep or circumnavigate the presumedpitfalls of a life with prosthetics, or what other people perceive as mydisability. but, in fact, we are changed. we are marked, of course, by achallenge, whether physically, emotionally or both. and i'm going to suggestthat this is a good thing. adversity isn't an obstacle that we need to getaround in order to resume living our life. it's part of our life. and i tend tothink of it like my shadow. sometimes i see a lot of it, sometimes there's verylittle, but it's always with me. and, certainly, i'm not trying to diminish theimpact, the weight, of a person's struggle.there is adversity and challenge in life, and it's all very real andrelative to every single person, but the question isn't whether or not you'regoing to meet adversity, but how you're going to meet it. so, our responsibilityis not simply shielding those we carefor from adversity, but preparing them tomeet it well. and we do a disservice to our kids when we make them feel thatthey're not equipped to adapt. there's an important difference and distinctionbetween the objective medical fact of my being an amputee and the subjectivesocietal opinion of whether or not i'm disabled. and, truthfully, the only realand consistent disability i've had to confront is the world ever thinking that icould be described by those definitions.in our desire to protect those we care about by giving them the cold, hardtruth about their medical prognosis, or, indeed, a prognosis on the e_pectedquality of their life, we have to make sure that we don't put the first brick ina wall that will actually disable someone. perhaps the e_isting model of onlylooking at what is broken in you and how do we fi_ it, serves to be moredisabling to the individual than the pathology itself.by not treating the wholeness of a person, by not acknowledging theirpotency, we are creating another ill on top of whatever natural struggle theymight have. we are effectively grading someone's worth to our community. so weneed to see through the pathology and into the range of human capability. and,most importantly, there's a partnership between those perceived deficiencies andour greatest creative ability. so it's not about devaluing, or negating, thesemore trying times as something we want to avoid or sweep under the rug, butinstead to find those opportunities wrapped in the adversity. so maybe the ideai want to put out there is not so much overcoming adversity as it is openingourselves 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 150years ago, when writing about evolution, that darwin illustrated, i think, atruth about the human character. to paraphrase: it's not the strongest of thespecies that survives, nor is it the most intelligent that survives; it is theone that is most adaptable to change. conflict is the genesis of creation. fromdarwin's work, amongst others, we can recognize that the human ability tosurvive and flourish is driven by the struggle of the human spirit throughconflict into transformation. so, again, transformation, adaptation, is ourgreatest human skill. and, perhaps, until we're tested, we don't know what we'remade of. maybe that's what adversity gives us: a sense of self, a sense of ourown power. so, we can give ourselves a gift. we can re-imagine adversity assomething more than just tough times. maybe we can see it as change. adversityis just change that we haven't adapted ourselves to yet.i think the greatest adversity that we've created for ourselves is thisidea of normalcy. now, who's normal? there's no normal. there's common, there'stypical. there's no normal, and would you want to meet that poor, beige personif they e_isted? (laughter) i don't think so. if we can change this paradigmfrom one of achieving normalcy to one of possibility -- or potency, to be even alittle bit more dangerous -- we can release the power of so many more children,and invite them to engage their rare and valuable abilities with thecommunity.anthropologists tell us that the one thing we as humans have alwaysrequired 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 andthose with serious physical injury, and perhaps it's because the life e_perienceof survival ofthese people proved of value to the community. they didn't viewthese 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 thatred zone in northeastern pennsylvania, and i was standing over a bushel oftomatoes. it was summertime: i had shorts on. i hear this guy, his voice behindme say, "well, if it isn't aimee mullins." and i turn around, and it's thisolder man. i have no idea who he is.and i said, "i'm sorry, sir, have we met? i don't remember meetingyou."he said, "well, you wouldn't remember meeting me. i mean, when we met i wasdelivering you from your mother's womb." (laughter) oh, that guy. and, but ofcourse, actually, it did click.this man was dr. kean, a man that i had only known about through mymother's stories of that day, because, of course, typical fashion, i arrivedlate for my birthday by two weeks. and so my mother's prenatal physician hadgone on vacation, so the man who delivered me was a complete stranger to myparents. and, because i was born without the fibula bones, and had feet turnedin, 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 wouldnever walk, and you would never have the kind of mobility that other kids haveor any kind of life of independence, and you've been making liar out of me eversince." (laughter) (applause)the e_traordinary thing is that he said he had saved newspaper clippingsthroughout my whole childhood, whetherwinning a second grade spelling bee,marching with the girl scouts, you know, the halloween parade, winning mycollege scholarship, or any of my sports victories, and he was using it, andintegrating it into teaching resident students, med students from hahnemannmedical school and hershey medical school. and he called this part of the coursethe _ factor, the potential of the human will. no prognosis can account for howpowerful this could be as a determinant in the quality of someone's life. anddr. kean went on to tell me, he said, "in my e_perience, unless repeatedly toldotherwise, 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 adifference between the medical condition and what someone might do with it. andthere's been a shift in my thinking over time, in that, if you had asked me at15 years old, if i would have traded prosthetics for flesh-and-bone legs, iwouldn't have hesitated for a second. i aspired to that kind of normalcy backthen. but if you ask me today, i'm not so sure. and it's because of thee_periences i've had with them, not in spite of the e_periences i've had withthem. and perhaps this shift in me has happened because i've been e_posed tomore people who have opened doors for me than those who have put lids and castshadows on me.see, all you really need is one person to show you the epiphany of your ownpower, 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 forsomeone at a crucial moment, you are educating them in the best sense. you'reteaching them to open doors for themselves. in fact, the e_act meaning of theword "educate" comes from the root word"educe." it means "to bring forth whatis within, to bring out potential." so again, which potential do we want tobring out?there was a case study done in 1960s britain, when they were moving fromgrammar schools to comprehensive schools. it's called the streaming trials. wecall it "tracking" here in the states. it's separating students from a, b, c, dand 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 thema's, told them they were "a's," told them they were bright, and at the end ofthis three-month period, they were performing at a-level.and, of course, the heartbreaking, flip side of this study, is that theytook the "a students" and told them they were "d's." and that's what happened atthe 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 wasthat the teachers were duped too. the teachers didn't know a switch had beenmade. they were simply told, "these are the 'a-students,' these are the'd-students.'" and that's how they went about teaching them and treatingthem.so, i think that the only true disability is a crushed spirit, a spiritthat's been crushed doesn't have hope, it doesn't see beauty, it no longer hasour 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 andothers, 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 newways of being.i'd like to leave you with a poem by a fourteenth-century persian poetnamed hafiz that my friend, jacques dembois toldme about, and the poem iscalled "the god who only knows four words": "every child has known god, not thegod of names, not the god of don'ts, but the god who only knows four words andkeeps repeating them, saying, 'come dance with me. come, dance with me. come,dance with me.'"thank you. (applause)ted演讲稿篇2when i was seven years old and my sister was just five years old, we wereplaying on top of a bunk bed. i was two years older than my sister at the time-- i mean, i'm two years older than her now -- but at the time it meant she hadto do everything that i wanted to do, and i wanted to play war. so we were up ontop of our bunk beds. and on one side of the bunk bed, i had put out all of myg.i. joe soldiers and weaponry. and on the other side were all my sister's mylittle ponies ready for a cavalry charge.there are differing accounts of what actually happened that afternoon, butsince my sister is not here with us today, let me tell you the true story --(laughter) -- which is my sister's a little bit on the clumsy side. somehow,without any help or push from her older brother at all, suddenly amy disappearedoff of the top of the bunk bed and landed with this crash on the floor. now inervously peered over the side of the bed to see what had befallen my fallensister and saw that she had landed painfully on her hands and knees on all fourson the ground.i was nervous because my parents had charged me with making sure that mysister and i played as safely and as quietly as possible. and seeing as how ihad accidentally broken amy's arm just one week before ... (laughter) ...heroically pushing her out of the way of an oncoming imaginary sniper bullet,(laughter) for which i have yet to be thanked, i was trying as hard as i could--she didn't even see it coming -- i was trying as hard as i could to be on mybest behavior.and i saw my sister's face, this wail of pain and suffering and surprisethreatening to erupt from her mouth and threatening to wake my parents from thelong winter's nap for which they had settled. so i did the only thing my littlefrantic seven year-old brain could think to do to avert this tragedy. and if youhave children, you've seen this hundreds of times before. i said, "amy, amy,wait. don't cry. don't cry. did you see how you landed? no human lands on allfours like that. amy, i think this means you're a unicorn."(laughter)now that was cheating, because there was nothing in the world my sisterwould want more than not to be amy the hurt five year-old little sister, but amythe special unicorn. of course, this was an option that was open to her brain atno point in the past. and you could see how my poor, manipulated sister facedconflict, as her little brain attempted to devote resources to feeling the painand suffering and surprise she just e_perienced, or contemplating her new-foundidentity as a unicorn. and the latter won out. instead of crying, instead ofceasing our play, instead of waking my parents, with all the negativeconsequences that would have ensued for me, instead a smile spread across herface and she scrambled right back up onto the bunk bed with all the grace of ababy unicorn ... (laughter) ... with one broken leg.what we stumbled across at this tender age of just five and seven -- we hadno idea at the time -- was something that was going be at the vanguard of ascientific revolution occurring two decades later in the way that we look at thehuman brain. what we had stumbled across is something called positivepsychology, which is the reason that i'm here today and the reason that iwakeup every morning.when i first started talking about this research outside of academia, outwith companies and schools, the very first thing they said to never do is tostart your talk with a graph. the very first thing i want to do is start my talkwith a graph. this graph looks boring, but this graph is the reason i gete_cited and wake up every morning. and this graph doesn't even mean anything;it's fake data. what we found is --(laughter)if i got this data back studying you here in the room, i would be thrilled,because there's very clearly a trend that's going on there, and that means thati can get published, which is all that really matters. the fact that there's oneweird red dot that's up above the curve, there's one weirdo in the room -- iknow who you are, i saw you earlier -- that's no problem. that's no problem, asmost of you know, because i can just delete that dot. i can delete that dotbecause that's clearly a measurement error. and we know that's a measurementerror because it's messing up my data.so one of the very first things we teach people in economics and statisticsand business and psychology courses is how, in a statistically valid way, do weeliminate the weirdos. how do we eliminate the outliers so we can find the lineof best fit? which is fantastic if i'm trying to find out how many advil theaverage person should be taking -- two. but if i'm interested in potential, ifi'm interested in your potential, or for happiness or productivity or energy orcreativity, what we're doing is we're creating the cult of the average withscience.if i asked a question like, "how fast can a child learn how to read in aclassroom?" scientists change the answer to "how fastdoes the average childlearn how to read in that classroom?" and then we tailor the class right towardsthe average. now if you fall below the average on this curve, then psychologistsget thrilled, because that means you're either depressed or you have a disorder,or hopefully both. we're hoping for both because our business model is, if youcome into a therapy session with one problem, we want to make sure you leaveknowing you have 10, so you keep coming back over and over again. we'll go backinto your childhood if necessary, but eventually what we want to do is make younormal again. but normal is merely average.and what i posit and what positive psychology posits is that if we studywhat is merely average, we will remain merely average. then instead of deletingthose positive outliers, what i intentionally do is come into a population likethis one and say, why? why is it that some of you are so high above the curve interms of your intellectual ability, athletic ability, musical ability,creativity, energy levels, your resiliency in the face of challenge, your senseof humor? whatever it is, instead of deleting you, what i want to do is studyyou. because maybe we can glean information -- not just how to move people up tothe average, but how we can move the entire average up in our companies andschools worldwide.the reason this graph is important to me is, when i turn on the news, itseems like the majority of the information is not positive, in fact it'snegative. most of it's about murder, corruption, diseases, natural disasters.and very quickly, my brain starts to think that's the accurate ratio of negativeto positive in the world. what that's doing is creating something called themedical school syndrome -- which, if you know people who've been to medicalschool, during the first year of medical training, as youread through a list ofall the symptoms and diseases that could happen, suddenly you realize you haveall of them.i have a brother in-law named bobo -- which is a whole other story. bobomarried amy the unicorn. bobo called me on the phone from yale medical school,and bobo said, "shawn, i have leprosy." (laughter) which, even at yale, ise_traordinarily rare. but i had no idea how to console poor bobo because he hadjust gotten over an entire week of menopause.(laughter)see what we're finding is it's not necessarily the reality that shapes us,but the lens through which your brain views the world that shapes your reality.and if we can change the lens, not only can we change your happiness, we canchange every single educational and business outcome at the same time.when i applied to harvard, i applied on a dare. i didn't e_pect to get in,and my family had no money for college. when i got a military scholarship twoweeks later, they allowed me to go. suddenly, something that wasn't even apossibility became a reality. when i went there, i assumed everyone else wouldsee it as a privilege as well, that they'd be e_cited to be there. even ifyou're in a classroom full of people smarter than you, you'd be happy just to bein that classroom, which is what i felt. but what i found there is, while somepeople e_perience that, when i graduated after my four years and then spent thene_t eight years living in the dorms with the students -- harvard asked me to; iwasn't that guy. (laughter) i was an officer of harvard to counsel studentsthrough the difficult four years. and what i found in my research and myteaching is that these students, no matter how happy they were with theiroriginal success of getting into the school, two weeks later their brains werefocused, not on theprivilege of being there, nor on their philosophy or theirphysics. their brain was focused on the competition, the workload, the hassles,the stresses, the complaints.when i first went in there, i walked into the freshmen dining hall, whichis where my friends from waco, te_as, which is where i grew up -- i know some ofyou have heard of it. when they'd come to visit me, they'd look around, they'dsay, "this freshman dining hall looks like something out of hogwart's from themovie "harry potter," which it does. this is hogwart's from the movie "harrypotter" and that's harvard. and when they see this, they say, "shawn, why do youwaste your time studying happiness at harvard? seriously, what does a harvardstudent possibly have to be unhappy about?"embedded within that question is the key to understanding the science ofhappiness. because what that question assumes is that our e_ternal world ispredictive of our happiness levels, when in reality, if i know everything aboutyour e_ternal world, i can only predict 10 percent of your long-term happiness.90 percent of your long-term happiness is predicted not by the e_ternal world,but by the way your brain processes the world. and if we change it, if we changeour formula for happiness and success, what we can do is change the way that wecan then affect reality. what we found is that only 25 percent of job successesare predicted by i.q. 75 percent of job successes are predicted by your optimismlevels, your social support and your ability to see stress as a challengeinstead of as a threat.i talked to a boarding school up in new england, probably the mostprestigious boarding school, and they said, "we already know that. so everyyear, instead of just teaching our students, we also have a wellness week. andwe're so e_cited. monday night wehave the world's leading e_pert coming in tospeak about adolescent depression. tuesday night it's school violence andbullying. wednesday night is eating disorders. thursday night is elicit druguse. and friday night we're trying to decide between risky se_ or happiness."(laughter) i said, "that's most people's friday nights." (laughter) (applause)which i'm glad you liked, but they did not like that at all. silence on thephone. and into the silence, i said, "i'd be happy to speak at your school, butjust so you know, that's not a wellness week, that's a sickness week. whatyou've done is you've outlined all the negative things that can happen, but nottalked about the positive."the absence of disease is not health. here's how we get to health: we needto reverse the formula for happiness and success. in the last three years, i'vetraveled to 45 different countries, working with schools and companies in themidst of an economic downturn. and what i found is that most companies andschools follow a formula for success, which is this: if i work harder, i'll bemore successful. and if i'm more successful, then i'll be happier. thatundergirds most of our parenting styles, our managing styles, the way that wemotivate our behavior.and the problem is it's scientifically broken and backwards for tworeasons. first, every time your brain has a success, you just changed thegoalpost of what success looked like. you got good grades, now you have to getbetter grades, you got into a good school and after you get into a betterschool, you got a good job, now you have to get a better job, you hit your salestarget, we're going to change your sales target. and if happiness is on theopposite side of success, your brain never gets there. what we've done is we'vepushed happiness over the cognitive horizon as a society. and that's because wethink we have to be successful,。

ted英语演讲稿：拥抱他人,拥抱自己（共五则范文）第一篇：ted英语演讲稿：拥抱他人,拥抱自己TED英语演讲稿：拥抱他人，拥抱自己thandienewtonembracingotherness,embracingmyself拥抱他人，拥抱自己embracingotherness.whenifirstheardthistheme,ithought,well ,embracingothernessisembracingmyself.andthejourneytothatpla ceofunderstandingandacceptancehasbeenaninterestingoneform e,andit’sgivenmeaninsightintothewholenotionofself,whichithin kisworthsharingwithyoutoday.拥抱他类。

当我第一次听说这个主题时，我心想，拥抱他类不就是拥抱自己吗。

我个人懂得理解和接受他类的经历很有趣，让我对于“自己”这个词也有了新的认识，我想今天在这里和你们分享下我的心得体会。

weeachhaveaself,butidon’tthinkthatwe’rebornwithone.yo uknowhownewbornbabiesbelievethey’repartofeverything;they ’renotseparate?wellthatfundamentalsenseofoneness islostonus veryquickly.it’slikethatinitialstageisover--oneness:infancy,unformed,primitive.it’snolongervalidorreal.wh atisrealisseparateness,andatsomepointinearlybabyhood,theidea ofselfstartstoform.ourlittleportionofonenessisgivenaname,istold allkindsofthingsaboutitself,andthesedetails,opinionsandideasbec omefacts,whichgotowardsbuildingourselves,ouridentity.andthat selfbecomesthevehiclefornavigatingoursocialworld.buttheselfisa projectionbasedonotherpeople’sprojections.isitwhowereallyare orwhowereallywanttobe,orshouldbe我们每个人都有个自我，但并不是生来就如此的。

ted演讲稿中英文本站小编为你整理了多篇相关的《ted演讲稿中英文》，但愿对你工作学习有帮助，当然你在本站还可以找到更多《ted演讲稿中英文》。

第一篇：ted中英文演讲稿AS you slowly open you eyes look around notice where the light comes into you room.Listen carefully see if there are new sounds you can recognize.Fell with your body and sprit and see if you can sense the freshness in the air.Yes!Yes!Yes!It's a new day,it's a different day and it's a brigth day!And most importantly it is a new beginning for you life,a beginning where you are going to make new friends and take you life to totally unprecedented leve!In your minds eye you can see clearly the things you want to have the places,you intend to go the relationships you desire to develop and the positions you aspire to reach.You can hear you laughters of joy and happiness on the day ,when everything happens as you dream.You can see the smiles on the people around you,when the magic moment strikes.You can feel you face is getting red your heart is beating fast and your blood is rushing all over your bady to every single corner of your being!You know all this is real as long as you are confident passionate and committed!And you are confident you are passionate and you are committed!You will no long fear making new sounds showing new facial expressions,using your body in new ways,appreaching new people and asking new questions.You will live every sigle day of your life with ahsolute passion and you will show your passion throungh the words you speak and the actions you take .You will focus all your mend effort on the most important goals of ypur life.You will neverwaver in your pursuit of excellence.After all,you deserve the best!As your couch and friend I can assure you the door to all the door to all the best thing in the world will open to you,but the key to that door is in your hand.You must do you part;you must faithfully follow the planes,you make and take the actions you plan,you must never quit,you must never fear .I know you do it ,you can do it ,you will do it and you will succeed!Now stand firm and tall make a fist get excited and yell it out.I must do it!I can do it!I will do it!I will do it!I will succeed!I must do it!I can do it!I will do it!I will succeed!I must do it!Ican do it!I will do it!I will succeed!第二篇：ted中英文演讲稿Everyone has their own dreams 。

经典TED英语演讲稿范文五篇在英语学习的过程，大家想要尽可能的提高英语水平的话，进行英语演讲不仅是对自己水平的测验，同时也是对自己英语水平提高的做法，下面是小编给大家整理的经典TED英语演讲稿范文五篇，欢迎大家借鉴与参考，希望对大家有所帮助。

TED英文演讲稿3篇ted演讲稿5篇精选TED英文演讲稿3篇(5)TED英语演讲:真正的强大TED英文演讲稿3篇(3)TED英语演讲稿1I think the cause is more complicated. I think, as a society, we put more pressure on our boys to succeedthan we do on our girls.I know men that stay home and work in the home to support wives with careers,and it's hard. When I go to the Mommy-and-Me stuff and I see the father there, I notice that the other mommies don't play with him. And that's a problem, because we have to make it as important a job,because it's the hardest job in the world to work inside the home, for people of both genders, if we're going to even things out and let women stay in the workforce. Studies show that households with equal earning and equal responsibility also have half the divorce rate.And if that wasn't good enough motivation for everyone out there, they also have more — how shall I say this on this stage?TED英语演讲稿2They know each other more in the biblical sense as well. Message number three: Don't leave before you leave. I think there's a really deep irony to the fact that actions women are taking —and I see this all the time —with the objective ofstaying in the workforceactually lead to their eventually leaving. Here's what happens: We're all busy. Everyone's busy. A woman's busy. And she starts thinking about having a child, and from the moment she starts thinking about having a child, she starts thinking about making room for that child. "How am I going to fit this into everything else I'm doing?" And literally from that moment, she doesn't raise her hand anymore, she doesn't look for a promotion, she doesn't take on the new project, she doesn't say, "Me. I want to do that." She starts leaning back.TED英语演讲稿3The problem is that — let's say she got pregnant that day, that day — nine months of pregnancy, three months of maternity leave, six months to catch your breath — Fast-forward two years, more often — and as I've seen it — women start thinking about this way earlier — when they get engaged, or married, when they start thinking about having a child, which can take a long time. One woman came to see me about this. She looked a little young. And I said, "So are you and your husband thinking about having a baby?" And she said, "Oh no, I'm not married." She didn't even have a boyfriend.TED英语演讲稿4I said, "You're thinking about this just way too early." But the point is that what happens once you start kind of quietly leaning back? Everyone who's been through this — and I'm here to tell you, once you have a child at home, your job better be really good to go back, because it's hard to leave that kid at home. Your job needs to be challenging. It needs to be rewarding. You need to feel like you're making a difference. And if two years ago you didn't take a promotion and some guy next to you did, if three years ago you stopped looking for new opportunities,you'regoing to be bored because you should have kept your foot on the gas pedal. Don't leave before you leave. Stay in. Keep your foot on the gas pedal, until the very day you need to leave to take a break for a child — and then make your decisions. Don't make decisions too far in advance, particularly ones you're not even conscious you're making.TED英语演讲稿5My generation really, sadly, is not going to change the numbers at the top. They're just not moving. We are not going to get to where 50 percent of the population — in my generation, there will not be 50 percent of [women] at the top of any industry. But I'm hopeful that future generations can. I think a world where half of our countries and our companies were run by women, would be a better world. It's not just because people would know where the women's bathrooms are, even though that would be very helpful.I think it would be a better world. I have two children.I have a five-year-old son and a two-year-old daughter. I want my son to have a choice to contribute fully in the workforce or at home, and I want my daughter to have the choice to not just succeed, but to be liked for her accomplishments.。

ted演讲稿范文4篇_演讲稿ted演讲稿范文4篇i was one of the only kids in college who had a reason to go to the p.o. box at the end of the day, and that was mainly because my mother has never believed in email, in facebook, in texting or cell phones in general. and so while other kids were bbm-ing their parents, i was literally waiting by the mailbox 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 inbox 1 / 42 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 mailbox.well, today i fuel a global organization that is fueled by those trips to the mailbox, fueled by the ways in which we can harness social media like never before to write and mail strangers letterswhen 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 2 / 42 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 next 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 decidesthat he is going to take his life, uses facebook as a way to say goodbye to friends and family. well, tonight he sleeps safely witha stack of letters just like this one tucked beneath his pillow, 3 /42scripted 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 six 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)TED英语演讲稿：让我们来谈谈死亡ted演讲稿范文（2） | 简介：我们无法控制死亡的到来，但也许我们可以选择用何种态度来面对它。

五篇优秀TED英语演讲稿范文在英语学习的过程，大家想要尽可能的提高英语水平的话，进行英语演讲不仅是对自己的一种气场胆量的锻炼，同时也是对自己英语水平提高的好办法，所以今天小编给大家带来五篇优秀TED英语，请大家欣赏!英语演讲稿1The problem with these stories is that they show what the data shows: women systematically underestimate their own abilities. If you test men and women, and you ask them questions on totally objective criteria like GPAs, men get it wrong slightly high, and women get it wrong slightly low. Women do not negotiate for themselves in the workforce. A study in the last two years of people entering the workforce out of college showed that 57 percent of boys entering, or men, I guess, are negotiating their first salary, and only seven percent of women. And most importantly, men attribute their success to themselves, and women attribute it to other external factors. If you ask men why they did a good job,they'll say, "I'm awesome. Obviously. Why are you even asking?" If you ask women why they did a good job, what they'll say is someone helped them, they got lucky, they worked really hard.英语演讲稿2Why does this matter? Boy, it matters a lot. Because no one gets to the corner office by sitting on the side, not at the table, and no one gets the promotion if they don't think they deserve their success, or they don't even understand their own success.I wish the answer were easy. I wish I could go tell all the young women I work for, these fabulous women,"Believe in yourself and negotiate for yourself. Own your own success." I wish I could tellthat to my daughter. But it's not that simple. Because what the data shows, above all else, is one thing, which is that success and likeability are positively correlated for men and negatively correlated for women. And everyone's nodding, because we all know this to be true.There's a really good study that shows this really well. There's a famous Harvard Business School studyon a woman named Heidi Roizen. And she's an operator in a company in Silicon Valley, and she uses her contacts to become a very successful venture capitalist.英语演讲稿3In 20xx — not so long ago — a professor who was then at Columbia University took that case and made it [Howard] Roizen. And he gave the case out, both of them, to two groups of students. He changed exactly one word: "Heidi" to "Howard." But that one word made a really big difference. He then surveyed the students, and the good news was the students, both men and women, thought Heidi and Howard were equally competent, and that's good.The bad news was that everyone liked Howard. He's a great guy. You want to work for him. You want to spend the day fishing with him. But Heidi? Not so sure. She's a little out for herself. She's a little political.You're not sure you'd want to work for her. This is the complication. We have to tell our daughters and our colleagues, we have to tell ourselves to believe we got the A, to reach for the promotion, to sit at the table, and we have to do it in a world where, for them, there are sacrifices they will make for that, even though for their brothers, there are not. The saddest thing about all of this is that it's really hard to remember this. And I'm about to tell a story which is truly embarrassing for me, but I think important.英语演讲稿4I gave this talk at Facebook not so long ago to about 100 employees, and a couple hours later, there was a young woman who works there sitting outside my little desk, and she wanted to talk to me. I said, okay, and she sat down, and we talked. And she said, "I learned something today. I learned that I need to keep my hand up." "What do you mean?"She said, "You're giving this talk, and you said you would take two more questions. I had my hand up with many other people, and you took two more questions. I put my hand down, and I noticed all the women did the same, and then you took more questions, only from the men." And I thought to myself,"Wow, if it's me —who cares about this, obviously — giving this talk — and during this talk.英语演讲稿5I can't even notice that the men's hands are still raised, and the women's hands are still raised, how good are we as managers of our companies and our organizations at seeing that the men are reaching for opportunitiesmore than women?" We've got to get women to sit at the table.Message number two: Make your partner a real partner. I've become convinced that we've made more progress in the workforce than we have in the home. The data shows this very clearly. If a woman and a man work full-time and have a child, the woman does twice the amount of housework the man does, and the woman does three times the amount of childcare the man does. So she's got three jobs or two jobs, and he's got one. Who do you think drops out when someone needs to be home more? The causes of this are really complicated, and I don't have time to go into them. And I don't think Sunday football-watching and general laziness is the cause.。

TED演讲稿（含5篇）第一篇：TED演讲稿TED 演讲稿Good morning, everyone.My name is weitao, Before my speech, I want to share an experience at five years ago, At 2014.7.7 on the way to the work with my sister, I saw a bus for blood donation on the left, after I passed the bus, I realized that I had already 18 years old, and then, I ran home leaving my sister alone, about 10 minutes later, we began our first blood donation with our ID cards.In my heart I became a hero at the moment getting the Blood Donation Card.So today My topic is Donation blood.1998 is a special year for China's voluntary blood donation, this year, ‘Blood Donation Law’ took effect, it specifies that all the blood for clinical must come from Voluntary blood donation.During the 20 years, the number of voluntary blood donors nationwide rose from 328,000 in 1988 to 14.59 million in 2017, luckily, I am one of them.I believe there are many students had donated their blood.Now you can put your hands if you had donated blood or you want to donate your blood.Thanks for your love.I have a question, under what circumstances do we need blood transfusion?Traffic accident, leukemia, Parturient hemorrhage, surgery and so on.The patients need blood, and the blood must come from the healthy people.I can’t imagine that a mother suffering from Parturient Hemorrhage ,but there are not have the blood to save her life.And I also can’t imagine that a girl suffering from leukemia, when she gets the blood to save her life but unlucky affected by the AIDS in the blood.survival, death, and living death.And then I will talk a story about it.Are there anyclassmates from Henan? Do you know the wenlou village? Wenlou Village, located three kilometers from Shangcai County, Zhumadian City, Henan Province, used to be the main vegetable producing area in Shangcai County, however it is not famous for the vegetables but a nickname “AIDS village”.Before 1995, About 1310 peoples donated their blood, most villagers donate blood for money because of family poverty.Driven by economic interests, some blood products companies set up a single plasma collection site in Henan, illegally operating, collecting and purchasing raw material blood in large quantities, resulting in HIV spreads among the paid blood donors.According to the government reported, 43.48% paid blood donors infected with HIV before 1999.However, there are about 38 villages like Wenlou in Henan Province.This story was made into a movie which name is < Life Is A Miracle>, the main actors are Zhangziyi and Guofucheng.Someone says that it is difficult to live in china, yes, it is right, salted eggs with Sudan red, milk with melamine, seafood with formalin, blood with virus.However, the blood is different from others, because Artificial blood can't replace blood.Sometimes we must agree that some Chinese people are cute, they can always find the way to get money, blood, essentials of life, can also make money.The social give them a name “Blood head”.“No business, no harm.” In China, we must cut the link between the blood and money.So, in 1998, the law specifies the blood for clinical must come from the voluntary blood donation and the mutual blood donation was used to promote the voluntary blood donation.In 2018.3, the mutual blood was abandoned all over the China, which means that the blood would only come from the strangers’ love.This speech, just express my sincerely respect to the ”Blood Donation Law” and gratitude tothe blood donors.“Be there for someone else.Give blood, share life”.第二篇：TED演讲稿So I'm here to tell you that we have a problem with boys, and it's a serious problem with boys.Their culture isn't working in schools, and I'm going to share with you ways that we can think about overcoming that problem.First, I want to start by saying, this is a boy, and this is a girl, and this is probably stereotypically what you think of as a boy and a girl.If I essentialize gender for you today, then you can dismiss what I have to say.So I'm not going to do that.I'm not interested in doing that.This is a different kind of boy and a different kind of girl.So the point here is that not all boys exist within these rigid boundaries of what we think of as boys and girls, and not all girls exist within those rigid boundaries of what we think of as girls.But, in fact, most boys tend to be a certain way, and most girls tend to be a certain way.And the point is that, for boys, the way that they exist and the culture that they embrace isn't working well in schools now.1:08How do we know that? The Hundred Girls Project tells us some really nice statistics.For example, for every 100 girls that are suspended from school, there are 250 boys that are suspended from school.For every 100 girls who are expelled from school, there are 335 boys who are expelled from school.For every 100 girls in special education, there are 217 boys.For every 100 girls with a learning disability,there are 276 boys.For every 100 girls with an emotional disturbance diagnosed, we have 324 boys.And by the way, all of these numbers are significantly higher if you happen to be black, if you happen to be poor, if you happen to exist in an overcrowded school.And if you are a boy, you're four times as likely to be diagnosed with ADHD--AttentionDeficit Hyperactivity Disorder.2:02Now there is another side to this.And it is important that we recognize that women still need help in school, that salaries are still significantly lower, even when controlled for job types, and that girls have continued to struggle in math and science for years.That's all true.Nothing about that prevents us from paying attention to the literacy needs of our boys between ages three and 13.And so we should.In fact, what we ought to do is take a page from their playbook, because the initiatives and programs that have been set in place for women in science and engineering and mathematics are fantastic.They've done a lot of good for girls in these situations, and we ought to be thinking about how we can make that happen for boys too in their younger years.2:50Even in their older years, what we find is that there's still a problem.When we look at the universities,60 percent of baccalaureate degrees are going to women now, which isa significant shift.And in fact, university administrators are a little uncomfortable about the idea that we may be getting close to 70 percent female population in universities.This makes university administrators very nervous, because girls don't want to go to schools that don't have boys.And so we're starting to see the establishment of men centers and men studies to think about how do we engage men in their experiences in the university.If you talk to faculty, they may say, “Ugh.Yeah, well, they're playing video games, and they're gambling online all night long, and they're playing World of Warcraft, and that's affecting their academic achievement.” Guess what? Video games are not the cause.Video games are a symptom.They were turned off a long time before they got here.3:52So let's talk about why they got turned off when they were between the ages of three and13.There are three reasons that I believe that boys are out of sync with the culture of schools today.The first is zero tolerance.A kindergarten teacher I know, her son donated all of his toys to her, and when he did, she had to go through and pull out all the little plastic guns.You can't have plastic knives and swords and axes and all that kind of thing in a kindergarten classroom.What is it that we're afraid that this young man is going to do with this gun? I mean, really.But here he stands as testament to the fact that you can't roughhouse on the playground today.Now I'm not advocating for bullies.I'm not suggesting that we need to be allowing guns and knives into school.But when we say that an Eagle Scout in a high school classroom who has a locked parked car in the parking lot and a penknife in it has to be suspended from school, I think we may have gone a little too far with zero tolerance.4:55Another way that zero tolerance lives itself out is in the writing of boys.In a lot of classrooms todayyou're not allowed to write about anything that's violent.You're not allowed to write about anything that has to do with video games--these topics are banned.Boy comes home from school, and he says, “I hate writing.” “Why do you hate wri ting, son? What's wrong with writing?” “Now I have to write what she tells me to write.” “Okay, what is she telling you to write?” “Poems.I have to write poems.And little moments in my life.I don't want to write that stuff.” “All right.Well, what do you wa nt to write? What do you want to write about?” “I want to write about video games.I want to write about leveling-up.I want to write about this really interesting world.I want to write about a tornado that comes into our houseand blows all the windows out and ruins all the furniture and kills everybody.” “All right.Okay.” You tell a teacher that, and they'll ask you, in all seriousness, “Should wesend this child to the psychologist?”And the answer is no, he's just a boy.He's just a little boy.It's not okay to write these kinds of things in classrooms today.6:00So that's the first reason: zero tolerance policies and the way they're lived out.The next reason that boys' cultures are out of sync with school cultures: there are fewer male teachers.Anybody who's over 15 doesn't know what this means, because in the last 10 years, the number of elementary school classroom teachers has been cut in half.We went from 14 percent to seven percent.That means that 93 percent of the teachers that our young men get in elementary classrooms are women.Now what's the problem with this? Women are great.Yep, absolutely.But male role models for boys that say it's all right to be smart--they've got dads, they've got pastors, they've got Cub Scout leaders, but ultimately, six hours a day, five days a week they're spending in a classroom, and most of those classrooms are not places where men exist.And so they say, I guess this really isn't a place for boys.This is a place for girls.And I'm not very good at this, so I guess I'd better go play video games or get into sports, or something like that, because I obviously don't belong here.Men don't belong here, that's pretty obvious.7:06So that may be a very direct way that we see it happen.But less directly, the lack of male presence in the culture--you've got a teachers' lounge, and they're having a conversation about Joey and Johnny who beat each other up on the playground.“What are we going to do with these boys?” The answer to that question changes depending on who's sitting around that table.Are there men around that table?Are there moms who've raised boys around that table? You'll see, the conversation changes depending upon who's sitting around the table.7:36Third reason that boys are out of sync with schooltoday: kindergarten is the old second grade, folks.We have a serious compression of the curriculum happening out there.When you're three, you better be able to write your name legibly, or else we'll consider it a developmental delay.By the time you're in first grade, you should be able to read paragraphs of text with maybe a picture, maybe not, in a book of maybe 25 to 30 pages.If you don't, we're probably going to be putting you into a Title 1 special reading program.And if you ask Title 1 teachers, they'll tell you they've got about four or five boys for every girl that's in their program, in the elementary grades.8:11The reason that this is a problem is because the message that boys are getting is “you need to do what the teacher asks you to do all the time.” The teacher's salary de pends on “No Child Left Behind” and “Race to the Top” and accountability and testing and all of this.So she has to figure out a way to get all these boys through this curriculum--and girls.This compressed curriculum is bad for all active kids.And what happ ens is, she says, “Please, sit down, be quiet, do what you're told, follow the rules,manage your time, focus, be a girl.” That's what she tells them.Indirectly, that's what she tells them.And so this is a very serious problem.Where is it coming from? It's coming from us.(Laughter)We want our babies to read when they are six months old.Have you seen the ads? We want to live in Lake Wobegon where every child is above average, but what this does to our children is really not healthy.It's not developmentally appropriate, and it's particularly bad for boys.9:24So what do we do? We need to meet them where they are.We need to put ourselves into boy culture.We need to change the mindset of acceptance in boys in elementary schools.More specifically, we can do some very specific things.We can designbetter games.Most of the educational games that are out there today are really flashcards.They're glorified drill and practice.They don't have the depth, the rich narrative that really engaging video games have, that the boys are really interested in.So we need to design better games.We need to talk to teachers and parents and school board members and politicians.We need to make sure that people see that we need more men in the classroom.We need to look carefully at our zero tolerance policies.Do they make sense? We need to think about how to uncompress this curriculum if we can, trying to bring boys back into a space that is comfortable for them.All of those conversations need to be happening.10:20There are some great examples out there of schools--the New York Times just talked about a school recently.A game designer from the New School put together a wonderful video gaming school.But it only treats a few kids, and so this isn't very scalable.We have to change the culture and the feelingsthat politicians and school board members and parents have about the way we accept and what we accept in our schools today.We need to find more money for game design.Because good games, really good games, cost money, and World of Warcraft has quite a budget.Most of the educational games do not.Where we started: my colleagues--Mike Petner, Shawn Vashaw, myself--we started by trying to look at the teachers' attitudes and find out how do they really feel about gaming, what do they say about it.And we discovered that they talk about the kids in their school, who talk about gaming, in pretty demeaning ways.They say, “Oh, yeah.They're always talking about that stuff.They're talking about their little action figures and their little achievements or merit badges, or whatever it is that they get.And they're always talking about this stuff.” And they say thesethings as if it's okay.But if it were your culture, think of how that might feel.It's very uncomfortable to be on the receiving end of that kind of language.They're nervous about anything that has anything to do with violence because of the zero tolerance policies.They are sure that parents and administrators will never accept anything.11:45So we really need to think about looking at teacher attitudes and finding ways to change the attitudes so that teachers are much more open and accepting of boy cultures in their classrooms.Because, ultimately, if we don't, then we're going to have boys who leave elementary school saying, “Well I guess that was just a place for girls.It wasn't for me.So I've got to do gaming, or I've got to do sports.” If we change these things, if we pay attention to these things, and we re-engage boys in their learning, they will leave the elementary schools saying, “I'm smart.”第三篇：TED演讲稿TED精彩演讲：坠机让我学到的三件事Imagine a big explosion as you climb through 3,000 ft.Imagine a plane full of smoke.Imagine an engine going clack, clack, clack, clack, clack，clack, clack.It sounds scary.想像一个大爆炸，当你在三千多英尺的高空；想像机舱内布满黑烟，想像引擎发出喀啦、喀啦、喀啦、喀啦、喀啦的声响，听起来很可怕。

TED英语演讲稿大全演讲稿一: The Power of VulnerabilityThank you. Thank you very much. It is such an honor to be here today and to have the opportunity to share with you a topic that I am deeply passionate about: the power of vulnerability.In our society, vulnerability is often seen as a weakness. We are taught to be strong, to be tough, to never show our true emotions. But what if I told you that vulnerability is actually a source of great strength?Through my work as a researcher and social scientist, I have had the privilege of studying vulnerability and its impact on the human experience. What I have found is that when we allow ourselves to be vulnerable, we open ourselves up to deeper connections, to more fulfilling relationships, and to a greater sense of meaning and purpose in our lives.So, how do we embrace vulnerability? It starts with letting go of our need for perfection. We live in a culture that values success and achievement above all else. We are constantly striving to be the best, to have it all together. But the truth is, none of us are perfect. We all have our struggles and our flaws. And when we open ourselves up to others and share our imperfections, we give others permission to do the same.Another way to embrace vulnerability is by practicing empathy. When we truly listen and try to understand another's perspective, we create a space where they feel safe to be vulnerable. We let them know that we see them and that their feelings and experiences are valid. And in doing so, we create a deeper connection with that person.In conclusion, vulnerability is not a weakness, but a source of great strength. It is through vulnerability that we create deep connections, find meaning in our lives, and experience true joy. So, I encourage each and every one of you to embrace your vulnerability, to let go of the need for perfection, to practice empathy, and to take risks. Be brave. Be vulnerable. And see what amazing things can happen.演讲稿二: The Power of ConnectionGood morning everyone. Thank you for having me today. My name is [Name] and I am here to talk to you about the power of connection.In order to truly connect with others, we need to be willing to be vulnerable. We need to let go of our masks and allow ourselves to be seen, flaws and all. It is through this vulnerability that we create authentic connections with others. When we are willing to show our true selves, we give others permission to do the same. And it is through these authentic connections that we find a sense of belonging and fulfillment.In conclusion, the power of connection is immense. It has the power to heal, to inspire, to ignite change. It is through genuine, authentic connections with others that we find a sense of belonging and purpose. So, I encourage each and every one of you to embrace vulnerability, to let go of superficial connections, and to foster genuine connections in your lives. Because, in the end, it is through these connections that we truly thrive. Thank you.Note: The above speeches are fictional and provided for illustrative purposes.。

TED演讲稿（5篇范文）第一篇：TED演讲稿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, exhibit 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.首先我要问大家一个问题：上一回别人说你幼稚是什么时候？像我这样的小孩，可能经常会被人说成是幼稚。

每一次我们提出不合理的要求，做出不负责任的行为，或者展现出有别于普通美国公民的惯常行为之时，我们就被说成是幼稚。

这让我很不服气。

首先，让我们来回顾下这些事件：帝国主义和殖民主义，世界大战，小布什。

请你们扪心自问下：这些该归咎于谁？是大人。

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 examples, 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)而小孩呢，做了些什么？安妮·弗兰克(Anne Frank)对大屠杀强有力的叙述打动了数百万人的心。