What adults can learn from kids | Adora Svitak

Summary

In this impassioned speech, the young speaker challenges the frequent label of 'childish' attributed to children, arguing that it is adults who often exhibit irresponsible and irrational behavior. They highlight the positive contributions of children throughout history, such as Anne Frank and Ruby Bridges, and advocate for the abolition of age-discriminatory language. The speaker also emphasizes the importance of children's imagination and their ability to dream big, which can inspire innovation and progress. They call for a reciprocal learning relationship between adults and children, urging adults to trust and expect more from kids, as they are the future leaders who will shape the world.

Takeaways

• 😡 The speaker challenges the frequent label of 'childish' as age-discriminatory, arguing that irresponsible behavior is not exclusive to children.
• 🌟 Children have historically made significant contributions, such as Anne Frank's impact on Holocaust awareness and Ruby Bridges' role in ending segregation.
• 🚴‍♂️ Kids can inspire and lead, as demonstrated by Charlie Simpson's fundraising efforts for Haiti, showing age is not a barrier to making a difference.
• 🛑 The speaker calls for the abolition of the term 'childish' when criticizing irresponsible or irrational behavior, as these traits are common in adults too.
• 💭 The speech encourages embracing the 'irrational thinking' of children, as it can lead to innovation and pushing boundaries, unlike the cautious mindset often adopted by adults.
• 🌈 Children's dreams and aspirations are celebrated as a source of inspiration and a driving force for progress, contrasting with the practical limitations adults might impose.
• 🎓 The speaker advocates for a reciprocal learning relationship between adults and children, suggesting that the traditional teacher-student dynamic should be reconsidered.
• 🚫 The script highlights the issue of adults placing restrictions on children, which can be seen as a sign of distrust and can stifle potential.
• 🤔 The importance of high expectations is emphasized, as low expectations can lead to children underperforming, drawing from the speaker's personal experience.
• 📚 The story of the speaker's journey to get published illustrates the importance of support and trust from adults in nurturing children's ambitions.
• 💪 The speech concludes with a call to action for adults to listen, learn from, trust, and expect more from children, as they are the future leaders who will shape the world.

Q & A

What is the main argument presented by the speaker in the transcript?

The speaker argues against the frequent label of 'childish' applied to children, asserting that age has no bearing on capability or responsibility. They advocate for the abolition of age-discriminatory language and suggest that adults should learn from children, not just the other way around.

Why does the speaker feel that the term 'childish' is inappropriate?

The speaker believes the term 'childish' is inappropriate because it is often used to describe adults' irresponsible or irrational behavior, yet it is unfairly applied to children who are simply behaving as expected for their age.

Can you provide examples of children who have made significant contributions mentioned in the script?

The script mentions Anne Frank, who touched millions with her account of the Holocaust; Ruby Bridges, who helped end segregation in the United States; and Charlie Simpson, who raised £120,000 for Haiti through his bike ride.

What is the speaker's view on the potential of children's 'irrational thinking'?

The speaker suggests that children's 'irrational thinking' might be exactly what the world needs because it is not constrained by the limitations that adults often consider. This allows children to dream big and inspire new ideas.

How does the speaker describe the program 'Kids Design Glass' at the Museum of Glass in Tacoma, Washington?

The 'Kids Design Glass' program allows children to draw their own ideas for glass art. The resident artist at the Museum of Glass has mentioned that they have received some of their best ideas from this program because children do not think about the limitations of glassblowing and focus on creativity instead.

What is the analogy the speaker uses to describe the ideal educational relationship between teachers and students?

The speaker uses the analogy that it shouldn't just be a teacher at the head of the class directing students. Instead, the students should also teach their teachers, promoting a reciprocal learning relationship between adults and children.

What does the speaker suggest is the root cause of the restrictions placed on children by adults?

The speaker suggests that the root cause of restrictions on children is a lack of trust. Adults place restrictions when they are fearful of losing control, which parallels oppressive regimes in history.

Why does the speaker believe that adults often underestimate children's abilities?

The speaker believes that adults underestimate children's abilities due to low expectations. When adults do not expect much from children, children tend to meet those lowered expectations.

Can you explain the personal story the speaker shares about their parents' expectations and support?

The speaker shares a personal story about their parents reading to them about Aristotle and germ fighters instead of typical children's stories. When the speaker expressed a desire to get published at a young age, their parents supported them rather than dismissing the idea, which led to the publication of their first book, 'Flying Fingers'.

What is the speaker's ultimate goal for children in relation to adults?

The speaker's ultimate goal is not for children to become like the current adults, but rather to grow into better adults than the current generation has been, fostering progress and development.

What is the speaker's message to adults and fellow TEDsters about children's potential and future?

The speaker's message is that adults should listen to and learn from children, trust them, and expect more from them. They emphasize that children are the leaders of tomorrow and will be responsible for moving the world forward.

Outlines

00:00

🧒 Challenging Age-Discriminatory Labels

The speaker begins by questioning the frequent label of 'childish' applied to children like herself. She argues that such a term is unjust, as it overlooks the maturity and positive contributions of young individuals. The speaker contrasts the destructive actions of adults, such as imperialism and war, with the inspiring deeds of children like Anne Frank, Ruby Bridges, and Charlie Simpson. She advocates for the abolition of the term 'childish' when criticizing irresponsible behavior, suggesting that these traits are not exclusive to children. The speaker also challenges the audience to embrace the kind of 'irrational thinking' that children possess, which can lead to innovative ideas and aspirations. She emphasizes the importance of dreaming big and not being limited by past failures or practical concerns.

05:02

📚 Encouraging Mutual Learning and High Expectations

In this paragraph, the speaker shares her personal story of writing and publishing a book at a young age, highlighting the importance of support and trust from adults. She discusses the need for a reciprocal learning relationship between adults and children, where both parties can teach and learn from each other. The speaker criticizes the restrictive and controlling attitudes of adults towards children, drawing parallels to oppressive regimes. She emphasizes that children should have a say in the rules that govern them and that adults often underestimate children's abilities. The speaker urges adults to create opportunities for children to lead and succeed, suggesting that the next generation will be better than the current one. She concludes by reminding the audience that they too were once children and that the world needs new leaders and ideas, encouraging adults to listen to and trust children.

Keywords

💡Childish

The term 'childish' is used in the script to describe behavior that is seen as immature or irresponsible. It is often used to criticize children, but the speaker argues that such traits are also prevalent among adults. The speaker challenges the notion that age is a determinant of maturity, using examples of adults' destructive actions like imperialism and wars, and contrasts them with the positive contributions of young individuals like Anne Frank and Ruby Bridges.

💡Irrational thinking

Irrational thinking refers to thoughts or actions that are not based on reason or logic. In the script, the speaker suggests that children are often labeled as 'childish' for exhibiting such thinking. However, the speaker also posits that sometimes irrational thinking can be beneficial, as it allows children to dream big and envision possibilities that adults might dismiss due to practical constraints.

💡Responsibility

Responsibility is a central theme in the video, where the speaker discusses how it is often unfairly attributed to age. The speaker argues that being responsible is not exclusive to adults, as evidenced by the actions of children like Charlie Simpson who raised significant funds for Haiti. The term is used to challenge the stereotype that children are inherently irresponsible.

💡Age discrimination

Age discrimination is the unfair treatment of individuals based on their age. The script uses the term to describe the prejudice against children when they are labeled 'childish' for exhibiting behaviors that are also common in adults. The speaker calls for the abolition of this discriminatory word when criticizing irresponsible or irrational behavior.

💡Inspiration

Inspiration is the process of being mentally stimulated to do or feel something, especially to do something creative. The speaker mentions that children can be a source of inspiring aspirations and hopeful thinking, challenging the audience to consider whether they still dream and believe in possibilities as children do.

💡Utopian ideals

Utopian ideals refer to the concept of an ideal society where everything is perfect. The script uses this term to illustrate the dreams and aspirations of children, such as the wish for a world where no one goes hungry or where everything is free. The speaker suggests that while adults may see these dreams as impractical due to historical knowledge, children's dreams are valuable for pushing the boundaries of what is possible.

💡Opportunities

Opportunities are chances for advancement or progress. The speaker emphasizes the importance of providing opportunities for children to lead and succeed. The script argues that the world needs opportunities for new leaders and ideas, and that children must be given the chance to grow into the leaders of tomorrow.

💡Reciprocal learning

Reciprocal learning is the concept of mutual exchange of knowledge or skills. The speaker uses this term to argue that the learning process between adults and children should not be one-sided, with teachers instructing students, but rather a reciprocal relationship where both parties learn from each other.

💡Trust

Trust is the confidence in the reliability, truth, or ability of someone or something. In the script, trust is highlighted as a crucial factor in the relationship between adults and children. The speaker points out that a lack of trust often leads to restrictions on children, which can hinder their growth and potential.

💡Expectations

Expectations refer to the belief that something will happen or will be the case in the future. The script discusses how low expectations can negatively affect children, causing them to underperform. The speaker shares a personal story about how high expectations from their parents led to their success as a writer and speaker.

💡Leaders of tomorrow

Leaders of tomorrow is a term used to describe the younger generation who will take on leadership roles in the future. The speaker uses this term to emphasize the importance of listening to and learning from children, as they will be the ones to address the world's problems and drive progress.

Highlights

The speaker challenges the frequent label of 'childish' applied to children, arguing it is often unjustified.

The speaker points out that adults are responsible for many negative historical events, while children have made significant positive impacts.

Examples given include Anne Frank's impact on Holocaust awareness, Ruby Bridges' role in ending segregation, and Charlie Simpson's fundraising for Haiti.

The argument that age is not a determinant of capability or maturity is presented.

A call to abolish the age-discriminatory word 'childish' when criticizing irresponsible or irrational behavior is made.

The speaker suggests that certain types of irrational thinking might be beneficial for the world.

Children's dreams and aspirations are highlighted as a source of inspiration and hope.

The speaker contrasts the burden of historical knowledge with children's uninhibited dreaming of perfection.

The importance of dreaming as a precursor to making anything a reality is emphasized.

The 'Kids Design Glass' program at the Museum of Glass in Tacoma is cited as an example of children's creativity.

Children's ideas are shown to challenge and inspire artists to think beyond traditional glass art.

The speaker advocates for a reciprocal learning relationship between adults and children.

A critique of the current educational system, which positions teachers as the sole knowledge providers, is presented.

The issue of trust and its impact on restrictions placed on children by adults is discussed.

The speaker shares a personal story about the importance of parental support and high expectations.

The speaker's own experience with publishing her book 'Flying Fingers' is used to illustrate the importance of trust and opportunity.

The speaker calls for adults to create opportunities for children to lead and succeed.

A humorous reminder that adults will one day rely on the younger generation for care is shared.

The final call to action is for adults to listen, learn, trust, and expect more from children as the leaders of tomorrow.

Transcripts

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.

Now, what have kids done?

Well, Anne Frank touched millions

with her powerful account of the Holocaust.

Ruby Bridges helped to 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)

Thank you.

Then again, who's to say that certain types of irrational thinking

aren't exactly what the world needs?

Maybe you've had grand plans before,

but stopped yourself, thinking,

"That's impossible," or "That costs too much,"

or "That won't benefit me."

For better or worse, we kids aren't hampered as much

when it comes to thinking about reasons why not to do things.

Kids can be full of inspiring aspirations and hopeful thinking,

like my wish that no one went hungry,

or that everything were free, a kind of utopia.

How many of you still dream like that, and believe in the possibilities?

Sometimes a knowledge of history and the past failures of Utopian ideals

can be a burden,

because you know that if everything were free,

then the food stocks would become depleted and scarce and lead to chaos.

On the other hand, we kids still dream about perfection.

And that's a good thing, because in order to make anything a reality,

you have to dream about it first.

In many ways, our audacity to imagine

helps push the boundaries of possibility.

For instance, the Museum of Glass in Tacoma, Washington,

my home state -- yoohoo, Washington!

(Applause)

has a program called Kids Design Glass,

and kids draw their own ideas for glass art.

The resident artist said they got some of their best ideas

from the program, because kids don't think about the limitations

of how hard it can be to blow glass into certain shapes,

they just think of good ideas.

Now, when you think of glass, you might think of colorful Chihuly designs,

or maybe Italian vases,

but kids challenge glass artists to go beyond that,

into the realm of brokenhearted snakes

and bacon boys, who you can see has meat vision.

(Laughter)

Now, our inherent wisdom doesn't have to be insider's knowledge.

Kids already do a lot of learning from adults,

and we have a lot to share.

I think that adults should start learning from kids.

Now, I do most of my speaking

in front of an education crowd -- teachers and students,

and I like this analogy:

It shouldn't be a teacher at the head of the class,

telling students, "Do this, do that."

The students should teach their teachers.

Learning between grown-ups and kids should be reciprocal.

The reality, unfortunately, is a little different,

and it has a lot to do with trust, or a lack of it.

Now, if you don't trust someone, you place restrictions on them, right?

If I doubt my older sister's ability to pay back the 10 percent interest

I established on her last loan,

I'm going to withhold her ability to get more money from me,

until she pays it back.

(Laughter)

True story, by the way.

Now, adults seem to have

a prevalently restrictive attitude towards kids,

from every "Don't do that, don't do this" in the school handbook,

to restrictions on school Internet use.

As history points out, regimes become oppressive

when they're fearful about keeping control.

And although adults may not be quite at the level

of totalitarian regimes,

kids have no or very little say in making the rules,

when really, the attitude should be reciprocal,

meaning that the adult population should learn

and take into account the wishes of the younger population.

Now, what's even worse than restriction,

is that adults often underestimate kids' abilities.

We love challenges, but when expectations are low,

trust me, we will sink to them.

My own parents had anything but low expectations

for me and my sister.

Okay, so they didn't tell us to become doctors or lawyers or anything like that,

but my dad did read to us about Aristotle and pioneer germ-fighters,

when lots of other kids were hearing

"The Wheels on the Bus Go Round and Round."

Well, we heard that one too, but "Pioneer Germ Fighters" totally rules.

(Laughter)

I loved to write from the age of four, and when I was six,

my mom bought me my own laptop equipped with Microsoft Word.

Thank you, Bill Gates, and thank you, Ma.

I wrote over 300 short stories on that little laptop,

and I wanted to get published.

Instead of just scoffing at this heresy that a kid wanted to get published,

or saying wait until you're older,

my parents were really supportive.

Many publishers were not quite so encouraging.

One large children's publisher ironically said

that they didn't work with children.

Children's publisher not working with children?

I don't know, you're kind of alienating a large client there.

(Laughter)

One publisher, Action Publishing, was willing to take that leap and trust me,

and to listen to what I had to say.

They published my first book, "Flying Fingers," you see it here.

And from there on, it's gone to speaking at hundreds of schools,

keynoting to thousands of educators,

and finally, today, speaking to you.

I appreciate your attention today,

because to show that you truly care, you listen.

But there's a problem with this rosy picture

of kids being so much better than adults.

Kids grow up and become adults just like you.

(Laughter)

Or just like you? Really?

The goal is not to turn kids into your kind of adult,

but rather, better adults than you have been,

which may be a little challenging, considering your guys' credentials.

(Laughter)

But the way progress happens,

is because new generations and new eras

grow and develop and become better than the previous ones.

It's the reason we're not in the Dark Ages anymore.

No matter your position or place in life,

it is imperative to create opportunities for children,

so that we can grow up to blow you away.

(Laughter)

Adults and fellow TEDsters,

you need to listen and learn from kids,

and trust us and expect more from us.

You must lend an ear today,

because we are the leaders of tomorrow, which means

we're going to take care of you when you're old and senile.

No, just kidding.

(Laughter)

No, really, we are going to be the next generation,

the ones who will bring this world forward.

And in case you don't think that this really has meaning for you,

remember that cloning is possible,

and that involves going through childhood again,

in which case you'll want to be heard, just like my generation.

Now, the world needs opportunities for new leaders and new ideas.

Kids need opportunities to lead and succeed.

Are you ready to make the match?

Because the world's problems shouldn't be the human family's heirloom.

Thank you.

(Applause)

Thank you. Thank you.