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　　一丹獎創辦人陳一丹博士于當地時間4月17日,參加了于美國圣迭戈舉辦的ASU+GSV全球教育科技峰會，并在峰會上發表以"從知識到智慧：教育為未來"為主題的主旨演講。以下為演講的中文及英文內容。

　　尊敬的各位(wei)嘉賓(bin)、女士們、先(xian)生們：

　　今天很(hen)高興來到圣迭戈，參加 ASU+GSV 全球教(jiao)育科(ke)技峰會。在這個(ge)充滿機遇和挑戰的時(shi)刻，與各位共同探索教(jiao)育創(chuang)變，探索教(jiao)育將如何面向未來，深刻思考“從(cong)知識到智慧”的演(yan)進。

　　我們的(de)世界(jie)瞬(shun)息萬變(bian)。21世紀20年代初的(de)歲月，將(jiang)因波瀾(lan)動蕩而(er)永被(bei)銘記(ji)：極端天(tian)氣頻發，令(ling)全球變(bian)暖日益凸顯；新冠疫情肆(si)虐(nve)，令(ling)世界(jie)累(lei)累(lei)傷痕；全球供(gong)應鏈(lian)搖(yao)搖(yao)欲墜；而(er)機器(qi)則開(kai)始(shi)自我思(si)考。

　　教育系統本應(ying)是破局的關鍵所(suo)在，卻在挑(tiao)戰面前難以振作應(ying)對。

　　顛覆(fu)性(xing)的技術(shu)變(bian)化(hua)總讓人措(cuo)手不及(ji)。雖然(ran)我們(men)已經為人工智能的突破進展(zhan)做了很多準備，但當 ChatGPT 和剛出現的 GPT-4 迅速(su)改變(bian)教學互(hu)動時，我們(men)還是(shi)難以適應。因此，人們(men)對(dui)于將先進 AI 引入學校存在嚴重分歧(qi)，有(you)人贊成，有(you)人反對(dui)。

　　許多領先的教育系統出于本(ben)能(neng)反應，排斥可能(neng)帶來(lai)不確定性的新技術。

　　然(ran)而(er)，也(ye)有(you)人擁抱技(ji)術的(de)(de)最(zui)新進(jin)展(zhan)。薩勒(le)曼·可汗(Sal Khan)先生不久前(qian)宣布(bu)了由 GPT-4 驅(qu)動的(de)(de) Khanmigo，并向一定(ding)數量的(de)(de)教(jiao)育工(gong)作者和(he)學(xue)生開放，充分發揮 AI 助手(shou)的(de)(de)作用(yong)，同時確保道德(de)風險可控。 OpenAI 創始人山姆·阿爾特曼(Sam Altman)先生今(jin)晚將(jiang)在(zai)線上參會，也(ye)期待聽到他對 GPT 教(jiao)育應用(yong)的(de)(de)看法。

　　封禁(jin)是(shi)面對新(xin)技術(shu)的膝跳反射，抵制先進技術(shu)在教育中的應用是(shi)徒(tu)勞的，我(wo)們應該可以做得更(geng)好。

　　未(wei)來(lai)(lai)已來(lai)(lai)，不管你喜不喜歡。否認未(wei)來(lai)(lai)并非謹慎之舉，只能暴露(lu)兩點(dian)：首先是前喻時代(dai)(dai)教育體系(xi)的尷(gan)尬——面對(dui) ChatGPT ，年輕一代(dai)(dai)比我們適應得更好(hao)。其次，人類害怕來(lai)(lai)自智能機器(qi)的競爭。

　　說到這兒，我問這個風頭正勁(jing)的聊(liao)天(tian)機(ji)器人，它如何看待當今的教育體(ti)系(xi)，對(dui)改(gai)進這一體(ti)系(xi)有何建議(yi)。以下是(shi)我們的聊(liao)天(tian)記(ji)錄。

　　我(wo)向(xiang) GPT4 提出了同樣的問題，它的回答內容(rong)更豐(feng)富，增加了三個觀點，即課程相關(guan)性、幼兒教育和高等教育/工作準(zhun)備。

　　回答得很全面，是(shi)不是(shi)？所以我就往(wang)深(shen)處繼續挖。

　　GPT-4 的回答更長，但觀(guan)點基本類似。沒(mei)關系，第三輪(lun)來(lai)了。

　　這個回答比(bi)較常規(gui)，但還是有亮(liang)點的。

　　你(ni)們(men)覺(jue)得這些回答怎(zen)么樣(yang)？我(wo)問了身邊的朋(peng)友，他們(men)的看法正反(fan)都有(you)。有(you)的驚嘆于機器的思路(lu)和表達能如此井井有(you)條，也有(you)的說覺(jue)得回答得可以更有(you)原創性一些、不夠深刻。

　　回想我(wo)自(zi)己和(he)我(wo)的朋友與 ChatGPT 的對話，除了驚艷于(yu)其與人類水平(ping)接近的表(biao)現(xian)之外，我(wo)有(you)兩(liang)個思(si)考。

　　首先(xian)，知易行(xing)難(nan)。對(dui)于(yu)當前教育體系(xi)中的(de)缺點(dian)，識(shi)別固然容易，如何糾正卻難(nan)。AI的(de)回(hui)答內容廣泛且深入。它給(gei)出的(de)建議也很(hen)中肯，顯然都(dou)是(shi)正確的(de)。

　　但這些難題依然(ran)存在(zai)。不是因(yin)為我們不知道如何解決，而是因(yin)為所(suo)提出的解決方案(an)通常很(hen)難在(zai)現實世界中實施。

　　數字世界(jie)的(de)進步，如果不被(bei)我們接受(shou)、不被(bei)現實世界(jie)中教育系統的(de)利益相關者全(quan)(quan)心(xin)全(quan)(quan)意地接受(shou)，將不會產生(sheng)任(ren)何結(jie)果。

　　其次，知難行(xing)易。反(fan)過來看(kan)，為什么(me)這些困難仍(reng)然(ran)(ran)存在，是因為我們仍(reng)然(ran)(ran)沒有意識到根(gen)本原因，基于(yu)認(ren)知的(de)不同，一些學校禁止了 ChatGPT ，而另(ling)一些學校則欣(xin)然(ran)(ran)接受。

　　解決(jue)意見(jian)分歧的(de)(de)更(geng)好(hao)方法，是在現實生活(huo)中(zhong)實踐(jian)看(kan)(kan)看(kan)(kan)。面向(xiang)未(wei)來(lai)的(de)(de)教育(yu)，應該將 ChatGPT 和(he)(he)其(qi)他重(zhong)大技術(shu)(shu)進步(bu)，與(yu)我們的(de)(de)日常生活(huo)和(he)(he)工(gong)作聯系起來(lai)。適應這(zhe)些(xie)技術(shu)(shu)，不僅(jin)對仍在學(xue)校的(de)(de)學(xue)生來(lai)說(shuo)是緊迫的(de)(de)，而且也是終身學(xue)習中(zhong)越來(lai)越重(zhong)要的(de)(de)因(yin)素。

　　從上(shang)面的(de)思考可(ke)以得出(chu)，無論技(ji)術進步到(dao)哪里，教育的(de)本(ben)質是(shi)(shi)人性、是(shi)(shi)美德。

　　東西方先哲們的智(zhi)慧(hui)是一致的。儒學(xue)(xue)(xue)經典《大學(xue)(xue)(xue)》開篇即言“大學(xue)(xue)(xue)之道，在(zai)明明德(de)，在(zai)親民，在(zai)止于至善”。蘇格拉(la)底主張首先要培養(yang)人(ren)(ren)(ren)的美德(de)，教(jiao)人(ren)(ren)(ren)學(xue)(xue)(xue)會做人(ren)(ren)(ren)，成為有(you)德(de)行的人(ren)(ren)(ren)。

　　在這個瞬息(xi)萬變的(de)時代(dai)，一些(xie)人(ren)類(lei)獨有(you)的(de)能力和(he)(he)美德從未如此(ci)重(zhong)要。創造(zao)力、領(ling)導力和(he)(he)毅力，這些(xie)當今教育十分(fen)關注(zhu)的(de)核心特征和(he)(he)能力，在未來只會更加(jia)重(zhong)要。

　　創造力(li)，想象(xiang)不可想象(xiang)的(de)(de)；相信難以置信的(de)(de)；思(si)(si)(si)考不可思(si)(si)(si)議的(de)(de)。自由(you)意志的(de)(de)本質(zhi)就(jiu)是跳出思(si)(si)(si)維的(de)(de)束縛，預期(qi)那些(xie)超越(yue)常(chang)規的(de)(de)場景(jing)。而統計模型(xing)難以處理的(de)(de)這些(xie)超常(chang)規場景(jing)，正是人類思(si)(si)(si)維有優勢的(de)(de)地方。

　　領導(dao)力，將人們(men)團結在(zai)(zai)對于(yu)未(wei)來的(de)(de)(de)積極(ji)愿(yuan)景之下。當今(jin)世界日益兩(liang)極(ji)分化(hua)，這種品質(zhi)尤(you)為珍貴。在(zai)(zai)這方面(mian)，機器無法替代人類的(de)(de)(de)角色(se)。有(you)了強大的(de)(de)(de)領導(dao)力，我們(men)可以仔(zi)細(xi)監(jian)督人工智(zhi)能(neng)在(zai)(zai)學(xue)校的(de)(de)(de)應用，確保以合乎倫理、負責(ze)任和(he)有(you)效的(de)(de)(de)方式(shi)使(shi)用人工智(zhi)能(neng)。

　　毅力，作為一種(zhong)獨特的(de)人(ren)類品質，是在(zai)追求長期目標時毫不動搖的(de)決(jue)心和熱情。堅毅源自人(ren)的(de)精(jing)神力量，不同(tong)于機器不知疲(pi)倦的(de)重復和演算。當(dang)生成(cheng)式AI不斷發展迎合用(yong)戶(hu)時，人(ren)類堅毅的(de)重要性愈發彰顯。

　　這三者是(shi)培養出來的，而(er)不是(shi)學來的。知識不能簡單等同(tong)于智慧(hui)。教(jiao)育如(ru)果只注重(zhong)傳授知識，就無(wu)法啟迪受教(jiao)者。

　　創造力、領導(dao)力和毅力不僅是教育的目標，也是發展教育體系(xi)本身所急(ji)需的品質。

　　發(fa)(fa)展教育(yu)是如此(ci)之重(zhong)要，我們的(de)路徑是設立一丹獎，以表彰為教育(yu)研究和發(fa)(fa)展做出卓越貢獻的(de)個人(ren)或團隊。

　　這么(me)多年(nian)很多人問起，你關注的(de)(de)為什么(me)是(shi)教(jiao)育？我在(zai)一丹獎發布的(de)(de)時候曾經分享(xiang)過：我的(de)(de)祖母雖然(ran)不(bu)識(shi)字(zi)，講(jiang)不(bu)出什么(me)大道理，但(dan)認定(ding)讀書很重要。她(ta)把我的(de)(de)父親撫(fu)養成人，讀了(le)大學，過上(shang)了(le)相當美好的(de)(de)生活。

　　每當我(wo)想到她，總(zong)是充滿力量(liang)。

　　我(wo)相信(xin)(xin)教(jiao)育(yu)的(de)力量超越(yue)了個人層面。一(yi)丹獎(jiang)即將迎來七周年(nian)。七年(nian)歷程，緊張(zhang)而(er)富有成果(guo)，也更讓我(wo)堅信(xin)(xin)，這是一(yi)條正(zheng)確的(de)道路。社會進步，歸根結底(di)靠教(jiao)育(yu)。

　　一丹獎頌揚教育領域中創造力的典范

　　今(jin)天，一丹獎(jiang)獲(huo)得者阿(a)(a)南特·阿(a)(a)格瓦(wa)爾(Anant Agarwal)教(jiao)授(shou)也在(zai)現場。他的(de)(de) edX 成為在(zai)線教(jiao)育的(de)(de)典范，使(shi)數(shu)百(bai)萬(wan)學(xue)生(sheng)享受到了便捷、實惠的(de)(de)在(zai)線學(xue)習機會。

　　以及卡爾·威曼(Carl Wieman)教(jiao)授，他在過去二(er)十年中致力于(yu)在 STEM 領域里推動(dong)新的教(jiao)學方(fang)法。

　　還(huan)有新學校基金(jin)會(Fundación Escuela Nueva)的(de)創始人兼董事薇奇(qi)·科爾波特(Vicky Colbert)女士，她是(shi)首(shou)位一丹教育發展獎得主。她敢于跳出(chu)原本的(de)框(kuang)框(kuang)，以(yi)創新的(de)組(zu)織和教學方式，為資源最匱乏(fa)地區(qu)的(de)學生(sheng)裝備上(shang) 21 世紀所需的(de)技能。

　　一丹獎贊賞教育領域中領導力的典范

　　在領導教(jiao)(jiao)育政策研究(jiu)方面(mian)，我們有(you)埃里(li)克(ke)·哈努謝(xie)克(ke)(Eric A. Hanushek)教(jiao)(jiao)授，他的研究(jiu)對(dui)發(fa)達國家(jia)和發(fa)展中國家(jia)的教(jiao)(jiao)育政策都產(chan)生了深遠影響。

　　還有學習政(zheng)策研究所的(de)創(chuang)始主席(xi)琳(lin)達(da)·達(da)林哈(ha)蒙德(Linda Darling-Hammond)博士，她致力于通過高質量的(de)政(zheng)策研究為每(mei)個孩子提供公(gong)平、富有成(cheng)效的(de)教育。

　　在相同(tong)使命的鼓舞之下，法茲勒(le)·哈桑·阿貝德爵(jue)士(Sir Fazle Hasan Abed KCMG)創(chuang)立(li)了跨社區資源建設組織(zhi)(BRAC)。在過去(qu)的半個世紀(ji)里， BRAC 幫助(zhu)亞洲和(he)非洲 11 個國(guo)家減輕貧困、為貧困人口爭(zheng)取更(geng)多權益。

　　卡羅(luo)爾·德韋克(ke)(Carol S. Dweck)教(jiao)授對成長型思維(wei)的研究，不僅揭示(shi)了(le)自信的力量，還(huan)啟發了(le)無(wu)數教(jiao)育領域的研究者(zhe)與實踐者(zhe)，其中包括一丹獎得主(zhu)烏莎·戈(ge)斯瓦(wa)米(Usha Goswami)教(jiao)授，她將成長思維(wei)理論與認(ren)知發展神經科學(xue)緊密聯系在一起。

　　一丹獎致敬教育領域中毅力的典范

　　新(xin)教育(yu)實驗(yan)發起人朱永(yong)新(xin)教授孜(zi)孜(zi)不倦，倡導隨時隨地(di)學習的理念。

　　女性教育活動組織(zhi)(CAMFED)的執(zhi)行主席露西·萊克(Lucy Lake)及首席執(zhi)行官(guan)安吉·穆(mu)里(li)米(mi)爾(er)瓦(Angeline Murimirwa)，始終致(zhi)力于為(wei)撒哈拉(la)以南(nan)非洲地區的女孩(hai)和婦女創造公(gong)平競爭的環境。

　　魯克米(mi)尼·班納吉(Rukmini Banerji)博士及其 Pratham 團隊與政策(ce)制定者(zhe)緊密合作，堅定不移地確保印度兒童(tong)從受教育的最初階段就開始(shi)培養基(ji)本技(ji)能(neng)。

　　拉里·赫奇(qi)斯(Larry Hedges)教授(shou)，從成長(chang)于一個小村莊，到取得如今的斐(fei)然成就，這一歷程體(ti)現了毅力和教育帶來的無限(xian)可能。

　　除了一丹獎(jiang)的獲獎(jiang)者，我們明師堂的一些(xie)成員也出席了今(jin)天的活動，其中包括全(quan)球(qiu)社會企(qi)業家網絡美麗世(shi)界(jie)(Teach For All) 的首席執(zhi)行官兼聯合創始人(ren)(ren)溫迪·科普(Wendy Kopp)女士、以及(ji)托馬斯·凱恩(Thomas Kane)教授(shou)。在(zai)創造力(li)、領(ling)導力(li)或毅(yi)力(li)等美德(de)方面(mian)，這些(xie)杰出人(ren)(ren)士往(wang)(wang)往(wang)(wang)是(shi)三者兼而(er)有之(zhi)。他們都(dou)是(shi)未(wei)來(lai)教育的代表，不單影響現(xian)在(zai)，更(geng)是(shi)面(mian)向未(wei)來(lai)。

(一丹獎明師堂成員(yuan))

　　創造力、領導力和毅力組成的(de)(de)力量三(san)角，構筑了教育的(de)(de)內核。讓我們(men)有(you)能力擁(yong)抱不可知的(de)(de)未來。

　　不(bu)久的(de)未(wei)來(lai)世代(dai)，人們(men)的(de)行動和思考，可(ke)能會習慣(guan)于聽(ting)一個更加(jia)了解自(zi)己的(de)“它(ta)”。這樣(yang)的(de)時代(dai)不(bu)可(ke)避免地來(lai)了，而且(qie)“它(ta)”進步(bu)驚人。

　　拒之門外是不現(xian)實的(de)。

　　只能積(ji)極(ji)與“它”共舞。“它”有(you)腦的(de)(de)(de)能力，這腦力可能將遠(yuan)超人類(lei)的(de)(de)(de)臨界值。但“它”沒有(you)心(xin)的(de)(de)(de)智(zhi)慧。這就(jiu)需要人們(men)心(xin)智(zhi)不斷提高。現(xian)在的(de)(de)(de)社(she)(she)會(hui)，是(shi)基于每周工(gong)(gong)作(zuo)五(wu)天的(de)(de)(de)穩定制度。當(dang)某一天“它”迅速提升生(sheng)產力，人們(men)一個(ge)星期(qi)只要工(gong)(gong)作(zuo)兩個(ge)小時，余下的(de)(de)(de)時間用來(lai)干什么呢？同時，“它”還(huan)會(hui)將社(she)(she)會(hui)上(shang)所(suo)有(you)的(de)(de)(de)善惡、美丑、真(zhen)偽、是(shi)非都悉數放(fang)大(da)。所(suo)以長期(qi)來(lai)看，人類(lei)要有(you)一個(ge)適應“它”的(de)(de)(de)社(she)(she)會(hui)制度。

　　因此，教育在于培養腦力的提升，更在于培養美德和愛己及人的心靈。未來的教育之路，就是知識到智慧之路。

　　這就是(shi)我的思考。

　　教育的未來是(shi)什(shen)么？教育的終點指(zhi)向何處？演講的結(jie)尾(wei)，我又回(hui)到 ChatGPT 尋求一些火花。

　　它(ta)列了(le)三個(ge)(ge)視角(jiao)來回答這一題，一個(ge)(ge)是個(ge)(ge)人視角(jiao)、一個(ge)(ge)是社會視角(jiao)、一個(ge)(ge)是哲學視角(jiao)。

　　但真(zhen)正吸引我的(de)，是它寫(xie)的(de)最后一段。

　　這一次，我(wo)完(wan)全同(tong)意。

　　謝謝!

　　Knowledge to wisdom: Educate for the future

　　Distinguished guests, ladies and gentlemen,

　　It is my great pleasure to be here in San Diego at the ASU+GSV Summit. In this time of great opportunities and challenges, as we explore together how to navigate the changing landscape of education, it is essential to explore how to educate for the future and contemplate the evolution from knowledge to wisdom.

　　The world around us is constantly changing. And the first few years of early 2020s will be remembered as extraordinarily turbulent. Extreme weather is now the hallmark of climate change; a pandemic has scarred the world; the global supply chain is unraveling; and machines start to think.

　　Education system, while supposedly to be part of the solutions, is largely unable to pull itself together to meet these challenges.

　　Some of the disruptive changes are meant to caught us off guard. No matter how long we have prepared for the potential breakthroughs of artificial intelligence, few of us had expected that ChatGPT and GPT-4 lately, could change the dynamic of in-class teaching so much so fast. As a result, we are deeply divided on applying advanced AI in schools, with some in favor of it while others against it.

　　Many of the leading education systems yield to their instincts and reject technology that may bring uncertainty.

　　Others embrace the new development of technology. Mr Sal Khan recently announced the GPT-4 powered Khanmigo and opened to a selected number of educators and students, to make the full of AI assistant while assure the ethical risks would be minimized. Mr Sam Altman, founder of OpenAI will join us virtually tonight. It would be good to know his take on educational application on GPT.

　　Banning is a knee-jerking reaction. Holding back the applications of technological advances in education is futile. We should do better than this.

　　The future is here, whether we like it or not. Denying it is not a precaution but reveals only two things. The first is the awkwardness of teaching in the prefigurative era: the younger generation may have an upper hand in dealing with bots like ChatGPT. The second is how much we fear of competition from a smart machine.

　　That said, I asked the sensational chat bot about how it views today’s education system, and how to improve it accordingly. The following is our little conversation.

　　I raised the same question to GPT-4, which provided a richer answer, adding three more points, namely curriculum relevance, early childhood education, and higher education/work preparation.

　　Quite comprehensive, isn’t it? So I dig a little bit deeper.

　　The answer from GPT-4 is longer, but points are quite similar. Never mind, here comes the third round.

　　This one is a bit loose, although not without some flair.

　　How would you like those answers? I asked some of my friends, their feeling is mixed, some were amazed by its well-organized ideas and expressions, others said they expected something more original and with more depth.

　　Pondering upon my own small encounters with ChatGPT and those of my friends, aside from the awe of its humanoid performance, I have two thoughts in mind.

　　First, it is easy to say but hard to do. For flaws in current education system, it is easy to identify but hard to fix. What the bot told me is quite extensive and deep. Its suggestions are also genuine and apparently right.

　　Yet, these hardships remain. Not because we don’t know how to solve them, but because the proposed solutions are often quite hard to implement in the real world.

　　Advances in the digital world, if not full-heartedly embraced by us, by stakeholders of education systems in the real world, will lead us nowhere.

　　Second, it is easy to do but hard to understand. The flip side of the first point, is that these difficulties remain because we are still unaware of the underlying causes. Based on this lack of understanding, some schools banned ChatGPT, while others embraced it.

　　A better way to resolve divide of opinion, is practicing in real life. Education for the future, should bridge ChatGPT and other major advances in technologies, with our everyday life and work. Adapting to these technologies is not only urgent for those still in school, but also an increasingly important element for lifelong learning.

　　The essence of the two thoughts, is that no matter how far technology takes us, the core of education is humanity and virtue.

　　The wisdoms of Eastern and Western sages align harmoniously. The Confucian classic, The Great Learning, begins with, “the way of great learning consists in manifesting one's bright virtue, loving the people, and stopping in perfect goodness.” Similarly, Socrates advocated for cultivating virtues first, teaching, and guiding people to be individuals of moral character.

　　In this era of rapid change, some virtues that are uniquely human have never been so vitally significant. Creativity, leadership, and grit, the characteristics and capabilities that are at the center of today’s education, are much desired in the future.

　　Creativity is to imagine the unimaginable, believe in the unbelievable, and think the unthinkable. The essence of free will is to expect the outliers, thinking out of the box. Outliers, which are hard to catch by statistical models, are where human is superior.

　　Leadership is to unite people under a common positive vision of future. This is the much-needed virtue in today’s increasingly polarized world. We can’t rely on machine to do our job in this prospect. With the right leadership, we can carefully monitor the application of AI in schools to make sure it is used ethically, responsibly, as well as effectively.

　　Grit, a distinct human quality, embodies unwavering dedication and passion in pursuing long-term aspirations. Unlike machines that tirelessly perform repetition and calculation, grit stems from the human spirit. When the evolving landscape of generative AI catering to users, the significance of human grit shines through with great value.

　　These three qualities are nurtured rather than learned. Knowledge cannot simply be equated to wisdom. Education if only focuses on knowledge delivery, will fail to enlighten their recipients.

　　Creativity, leadership, and grit are not only the goal of education, but the much-needed qualities for education itself.

　　Developing education is so important, and our approach is to establish the Yidan Prize, which recognizes individuals and teams who have contributed significantly to education research and development.

　　I was often asked why I chose education as the focus. I had shared some personal experiences at the Launch Ceremony of the Yidan Prize. My grandmother was illiterate, but she believed strongly in education even though she didn’t articulate that in words. She managed to raise a son, my father, who made it to university and then went on to live a fairly pleasant life.

　　She was an inspiration to me.

　　Still, I believe that the power of education extends beyond an individual level. Soon will be the seventh anniversary of the Yidan Prize. The seven-year journey has been intense and fruitful. This the right path to take. And the conviction that education is the ultimate driving force for social progress, is so true to me.

　　In the Yidan Prize, we celebrate creativity in the education sector.

　　We’re joined today by the Yidan Prize laureate Professor Anant Agarwal, his edX has set the bar for accessible, affordable online education benefited millions of students.

　　And by Professor Carl Wieman, an accomplished physicist who spent the past two decades pioneering new pedagogies in STEM education.

　　And Ms Vicky Colbert, founder and director of New School Foundation (Fundación Escuela Nueva), the very first laureate for Education Development. Thinking outside the box, her way of organizing and teaching equips students from the most resource-constrained regions with 21st century skills.

　　In the Yidan Prize, we applaud leadership in the education sector.

　　In leading the education policy research, we have Professor Eric Hanushek, whose research has influenced education policies in both developed and developing countries.

　　And Dr Linda Darling-Hammond, the founding president of the Learning Policy Institute, strives to enable equitable and empowering education for each and every child through high-quality policy research.

　　Sir Fazle Hasan Abed KCMG, inspired by the same mission, founded BRAC, a network helped alleviate poverty and empower the poor across 11 countries in Africa and Asia for the past half century.

　　And Professor Carol Dweck, whose research on growth mindset not only revealed the power of believing in oneself, but also inspired numerous fellow researchers and practitioners in the education sector, including another Yidan Prize laureate Professor Usha Goswami, who linked the growth mindset theory to cognitive developmental neuroscience.

　　In the Yidan Prize, we salute educators with grit.

　　Professor Zhu Yongxin, founder of New Education Initiative, tirelessly promoted the idea of learning anywhere and everywhere.

　　Ms Lucy Lake and Ms Angeline Murimirwa, the Chair of the Executive and CEO of the Campaign for Female Education, or CAMFED, relentlessly working on leveling the playing field for girls and women across sub-Saharan Africa.

　　Dr Rukmini Banerji and her Pratham collaborates with policymakers to unswervingly ensure children in India develop foundational skills from the earliest days of their education.

　　Professor Larry Hedges—his personal journey from a small village to a highly accomplished career exemplifies the power of grit and the potential of education.

　　In addition to the Yidan Prize laureates, some members of our Council of Luminaries also attended today’s event, among them, Ms Wendy Kopp, CEO and Co-founder of Teach For All. And Professor Thomas Kane. Each and every one of those leading figures mentioned above excels in more than one category of creativity, leadership, or grit, often a combination of all three. They are the representatives of educate for future. Their influence is not only present, but into the times to come.

　　Creativity, leadership, grit, the triangle of strength forms the essence of education, empowering us to embrace the unknown future.

　　In the near future, we may increasingly turn to an “it” that understands us better than ourselves for guidance in our actions and thoughts. The arrival of such an era is inevitable, and its progress is astonishing.

　　Denial would be futile.

　　Instead, we must dance with it. While it possesses brain power that may far surpass human limits, it lacks the wisdom of the heart. This calls for the continuous development of human wisdom. Our current society operates on a stable system of a five-day work week. If the day comes when “it” rapidly boosts productivity, reducing our work hours to just two per week, how will we spend the remaining time? Meanwhile, “it” will magnify all the virtues and vices, beauty and ugliness, truth and falsehood, and right and wrong present in society. In the long run, humanity needs a social system that can adapt to “it”.

　　Therefore, education is not only about fostering brain power but more about nurturing virtues, self-love, and love for others. The future path of education is a journey from knowledge to wisdom.

　　What is the future of education? Is there an endpoint? To conclude this speech, I went back to ChatGPT for some ideas.

　　The bot outlined three perspectives, one personal, one societal, one philosophical.

　　But it was the concluding paragraph that truly captured my attention.

　　This time, I totally agree.

　　Thank you!