TED英語演講：壓榨學(xué)生的大學(xué)貸款
曾幾何時(shí)在美國上大學(xué)不需要背負(fù)債務(wù)，而現(xiàn)如今高等教育已然成為了消費(fèi)品，價(jià)格高昂，讓人無力承擔(dān)。但與此同時(shí)學(xué)校和發(fā)放貸款的銀行卻因?yàn)閷W(xué)生的貸款而獲得巨大的利潤。演講者Samuel提出了一個(gè)針對如此現(xiàn)象的解決方案，下面是小編為大家收集關(guān)于TED英語演講：壓榨學(xué)生的大學(xué)貸款，歡迎借鑒參考。
演說題目：How college loans exploit students for profit
演說者：Samuel
Today 40 million Americans are indebted fortheir passage to the new economy. Too poor to pay their way through college,they now owe lenders more than one trillion US dollars. They do find what jobsthey can get to pay off a debt that is secured on their person. In America,even a bankrupt gambler gets a second chance. But it is nearly impossible foran American to get discharged their student loan debts.
現(xiàn)在，四千萬美國人為了奔小康而背上債務(wù) 窮到無法支付自己的大學(xué)學(xué)費(fèi)，這些人的負(fù)債總額已超過一萬億美元。的確，他們能找到工作來償還以個(gè)人名義擔(dān)保的債務(wù)。在美國，即使是破產(chǎn)的賭徒也有重來的機(jī)會。但是一個(gè)美國人 想要還清其助學(xué)貸款卻幾乎是不可能的。
Once upon a time in America, going tocollege did not mean graduating with debt. My friend Paul's father graduatedfrom Colorado State University on the GI Bill. For his generation, highereducation was free or almost free, because it was thought of as a public good.Not anymore.
以前在美國，上大學(xué)不意味著要負(fù)債畢業(yè)。我的朋友保羅，他的父親 在退伍軍人法案的幫助下，從科羅拉多州立大學(xué)畢業(yè)了。他那個(gè)時(shí)代，高等教育基本上是免費(fèi)的，因?yàn)楫?dāng)時(shí)高等教育被認(rèn)為是一種公益事業(yè)?，F(xiàn)在不是了。
When Paul also graduated from Colorado State University, he paidfor his English degree by working part-time. 30 years ago, higher educationtuition was affordable, reasonable, and what debts you accumulated, you paidoff by graduation date. Not anymore. Paul's daughter followed in his footsteps,but with one difference: when she graduated five years ago, it was with awhopping debt.
當(dāng)保羅也從科羅拉多州立大學(xué)畢業(yè)時(shí)，他是通過兼職才拿到了他的英語學(xué)位。30年前，高等教育的學(xué)費(fèi)定價(jià)合理，大多數(shù)人都能支付得起，你欠下的債務(wù)在畢業(yè)的時(shí)候也能還清?，F(xiàn)在就不可能了。保羅的女兒遵循父輩的足跡(也去了科羅拉多大學(xué))，有一點(diǎn)不同的是，五年前，她畢業(yè)的時(shí)候 就背負(fù)了巨大的債務(wù)。
Students like Kate have to take on a loanbecause the cost of higher education has become unaffordable for many if notmost American families. But so what? Getting into debt to buy an expensiveeducation is not all bad if you could pay it off with the increased income thatyou earned from it. But that's where the rubber meets the road. Even a collegegrad earned 10 percent more in 2001 than she did in 2013.
像凱特那樣的孩子只能貸款 因?yàn)楦叩冉逃馁M(fèi)用 對于大多數(shù)家庭來說都難以承受。但那又怎樣呢?如果將來可以賺更多的錢來還債，現(xiàn)在借錢來讀書也是不錯(cuò)的。但是事實(shí)上，2001年的畢業(yè)生 都比2013年畢業(yè)的她收入多出10%。
So ... tuition costs up, public fundingdown, family incomes diminished, personal incomes weak. Is it any wonder thatmore than a quarter of those who must cannot make their student loan payments?The worst of times can be the best of times, because certain truths flash up inways that you can't ignore. I want to speak of three of them today.
所以，學(xué)費(fèi)越來越貴，公共資金支持越來越少，家庭存款越來越少，個(gè)人收入越來越低。所以這也難怪為什么有四分之一的學(xué)生 肯定沒有辦法還清他們的助學(xué)貸款了吧。最壞的時(shí)代也可能是最好的時(shí)代，因?yàn)槟銦o法忽視很多血淋淋的真相。我今天想說三點(diǎn)。
1.2 trillion dollars of debts for diplomasmake it abundantly obvious that higher education is a consumer product you canbuy. All of us talk about education just as the economists do now, as aninvestment that you make to improve the human stock by training them for work.As an investment you make to sort and classify people so that employers canhire them more easily.
1.2 萬億的助學(xué)貸款債務(wù) 非常明顯地證明了 高等學(xué)位已經(jīng)變成了 可以購買的消費(fèi)品。與經(jīng)濟(jì)學(xué)家一樣，我們把教育看成是一種通過培訓(xùn) 來提升人類的投資。是一種將人排序分類從而 幫助雇主挑選人才的投資。
The U.S. News & World Report ranks colleges justas the consumer report rates washing machines. The language is peppered withbarbarisms. Teachers are called "service providers," students arecalled "consumers." Sociology and Shakespeare and soccer and science,all of these are "content."
美國新聞與世界報(bào)道對大學(xué)進(jìn)行排名，就像顧客為洗衣機(jī)排名一樣。往往措辭犀利教師們被稱為“提供服務(wù)者”，學(xué)生們則是“消費(fèi)者”。社會學(xué)、莎士比亞、足球和科學(xué) 所有這些都是“(商品的)內(nèi)容”。
Student debt is profitable. Only not onyou. Your debt fattens the profit of the student loan industry. The two800-pound gorillas of which -- Sallie Mae and Navient -- posted last year acombined profit of 1.2 billion dollars. And just like home mortgages, studentloans can be bundled and packaged and sliced and diced, and sold on WallStreet. And colleges and universities that invest in these securitized loansprofit twice. Once from your tuition, and then again from the interest on debt.
學(xué)生貸款是有利可圖的，但不是通過學(xué)生來實(shí)現(xiàn)利潤 你的債務(wù)則增加了學(xué)生貸款市場的利潤。兩大學(xué)生貸款供應(yīng)商 Sallie Mae and Navient 去年一共賺取12億美元。就像房貸一樣，學(xué)生貸款也可以捆綁或分割并在華爾街出售。那些投資于證券化貸款的 大學(xué)和學(xué)院便可從中獲利兩次，首先是從你繳納的學(xué)費(fèi) 然后再從債務(wù)利息中獲利。
With all that money to be made, are wesurprised that some in the higher education business have begun to engage infalse advertising, in bait and switch ... in exploiting the very ignorance thatthey pretend to educate?
有如此可觀的利潤，那么一些高等教育企業(yè) 開始打虛假廣告，通過引誘或偷換概念 來剝削那些毫不知情的，這些企業(yè)假裝去“培養(yǎng)”的學(xué)生，就毫不稀奇了
Third: diplomas are a brand. Many years agomy teacher wrote, "When students are treated as consumers, they're madeprisoners of addiction and envy." Just as consumers can be sold and resoldupgraded versions of an iPhone, so also people can be sold more and moreeducation. College is the new high school, we already say that. But why stopthere? People can be upsold on certifications and recertifications, master'sdegrees, doctoral degrees.
第三，學(xué)位是一種品牌。許多年前我的老師寫到 “當(dāng)學(xué)生被當(dāng)成消費(fèi)者，上癮和嫉妒就會應(yīng)運(yùn)而生。商家可以不斷將最新款的iPhone賣給消費(fèi)者，學(xué)校也可以向人們兜售教育。大學(xué)是新的高中。我們早已深知這點(diǎn)。但是我們就此停止嗎?人們想考取證書、認(rèn)證新的證書取得碩士、甚至博士學(xué)位。
Higher education is also marketed as astatus object. Buy a degree, much like you do a Lexus of a Louis Vuitton bag,to distinguish yourself from others. So you can be the object of envy ofothers. Diplomas are a brand.
高等教育是一種地位象征。購買一個(gè)學(xué)位，與買一輛雷克薩斯轎車或一個(gè)路易威登包一樣，都能彰顯你的與眾不同。這樣你就可以成為別人羨慕妒忌的對象。文憑是一種品牌。
But these truths are often times hidden bya very noisy sales pitch. There is not a day that goes by without some policyguy on television telling us, "A college degree is absolutely essential toget on that up escalator to a middle-class life." And the usual evidenceoffered is the college premium: a college grad who makes on average 56 percentmore than a high school grad.
然而這些真相通常都被嘈雜的商業(yè)宣傳所掩蓋。每一天都有一些講政策的人 在電視上說：”擁有大學(xué)學(xué)位是過上中產(chǎn)階級的生活的必需品“ 通常此言論的證據(jù)是大學(xué)溢價(jià)：大學(xué)畢業(yè)生的收入平均 比高中畢業(yè)生的收入高出56%
Let's look at that number more carefully,because on the face of it, it seems to belie the stories we all hear aboutcollege grads working as baristas and cashiers. Of 100 people who enroll in anyform of post-secondary education, 45 do not complete it in a timely fashion,for a number of reasons, including financial. Of the 55 that do graduate, twowill remain unemployed, and another 18 are underemployed. So, college gradsearn more than high school grads, but does it pay for the exorbitant tuitionand the lost wages while at college?
讓我們更仔細(xì)地看一下統(tǒng)計(jì)數(shù)據(jù)。因?yàn)檫@和我們平時(shí)聽到的版本不太一樣 我們通常聽到的是大學(xué)畢業(yè)生 在咖啡店打工或是做收銀員 每一百名受過中學(xué)后教育的人中，有45名學(xué)生未能及時(shí)畢業(yè)，原因各一，也包括經(jīng)濟(jì)因素 而在55位順利畢業(yè)的人當(dāng)中，2位將找不到工作、 18位的才華得不到充分施展。大學(xué)畢業(yè)生的確比高中畢業(yè)生掙得更多，但這真的能支付高昂的學(xué)費(fèi)、抵消大學(xué)時(shí)期本可用來工作的收入嗎?
Now even economists admit going to collegepays off for only those who complete it. But that's only because high schoolwages have been cut to the bone, for decades now. For decades, workers with ahigh school degree have been denied a fair share of what they have produced.And had they received as they should have, then going to college would havebeen a bad investment for many. College premium? I think it's a high school discount.
現(xiàn)在經(jīng)濟(jì)學(xué)家甚至都承認(rèn) 只有對能完成學(xué)業(yè)的來說，大學(xué)才是值得的。但這僅僅是因?yàn)閹资陙?，高中畢業(yè)生的工資少的可憐。幾十年來，擁有高中學(xué)歷的人們無法按勞取酬。如果他們得到了自己應(yīng)有的報(bào)酬，那么對許多人來說，上大學(xué)不是個(gè)劃算的事兒。我想，大學(xué)溢價(jià)其實(shí)是高中折價(jià)。
Two out of three people who enroll are notgoing to find an adequate job. And the future, for them, doesn't lookparticularly promising -- in fact, it's downright bleak. And it is they who aregoing to suffer the most punishing forms of student debt. And it is they,curiously and sadly, who are marketed most loudly about this college premiumthing. That's not just cynical marketing, that's cruel.
三分之二的大學(xué)生并不能找到適合的工作。前景也并不光明，甚至是徹底的灰暗。而正是這些大學(xué)生們，他們將承擔(dān)助學(xué)貸款的重?fù)?dān)。正是這些大學(xué)生們，好奇又有些可悲地，大肆宣揚(yáng)大學(xué)溢價(jià)。這樣的市場營銷不僅是諷刺的，更是殘酷的。
So what do we do? What if students andparents treated higher education as a consumer product? Everybody else seemsto. Then, like any other consumer product, you would demand to know what you'repaying for. When you buy medicines, you get a list of side effects. When youbuy a higher educational product, you should have a warning label that allowsconsumers to choose, make informed choices. When you buy a car, it tells youhow many miles per gallon to expect. Who knows what to expect from a degreesay, in Canadian Studies. There is such a thing, by the way.
那么我們應(yīng)該怎么做呢?如果學(xué)生和家長把高等教育看成消費(fèi)品怎么樣?其他人都是這樣看待的 然后，就像其他的消費(fèi)產(chǎn)品一樣，你會想要知道你到底購買了什么產(chǎn)品。當(dāng)你購買藥物的時(shí)候，商家會標(biāo)出一系列的副作用。當(dāng)你購買高等教育這個(gè)產(chǎn)品時(shí)，學(xué)校也應(yīng)該設(shè)置提示標(biāo)語，以供消費(fèi)者選擇，從而理性購物。當(dāng)你買汽車時(shí)，汽車經(jīng)銷商會告訴你每加侖油可以行進(jìn)的英里數(shù)。比如，就學(xué)位來說，誰都不知道“加拿大研究”能帶來什么呢。這僅只是一個(gè)例子而已。
What if there was an app for that? One thatlinked up the cost of a major to the expected income. Let's call itIncome-Based Tuition or IBT. One of you make this.
如果有一個(gè)專門的應(yīng)用呢?應(yīng)用將專業(yè)的花費(fèi)和估計(jì)的收入聯(lián)系起來，取名為收入基準(zhǔn)學(xué)費(fèi)或IBT。在座的就做過類似app。
Discover your reality.
評估你的現(xiàn)實(shí)條件。
There are three advantages, three benefitsto Income-Based Tuition. Any user can figure out how much money he or she willmake from a given college and major. Such informed users are unlikely to fallvictim to the huckster's ploy, to the sales pitch. But also to choose wisely.Why would anybody pay more for college than let's say, 15 percent of theadditional income they earn?
根據(jù)收入決定學(xué)費(fèi)有三個(gè)好處。任何人都可以判斷出 大學(xué)學(xué)位或?qū)I(yè)能夠帶來多少收入。這樣，人們充分了解后，就不會陷于過度的宣傳和推銷中，做出更加明智的選擇。如果大學(xué)的學(xué)費(fèi)比將來收入要高出15% 那何苦還要上大學(xué)呢?
There's a second benefit to Income-BasedTuition. By tying the cost to the income, college administrators would beforced to manage costs better, to find innovative ways to do so. For instance,all of you students here pay roughly the same tuition for every major. That ismanifestly unfair, and should change. An engineering student uses moreresources and facilities and labs and faculty than a philosophy student.
第二個(gè)好處是，將花費(fèi)與收入相連 也能迫使大學(xué)管理者們更好地 想出更多新辦法來控制費(fèi)用。例如，不同專業(yè)的學(xué)生學(xué)費(fèi)大概相同 這很明顯是不公平的，需要進(jìn)行調(diào)整。學(xué)工程的比學(xué)哲學(xué)的運(yùn)用更多資源和設(shè)施、 需要更多實(shí)驗(yàn)室和教職工。結(jié)果就是哲學(xué)專業(yè)的學(xué)生在補(bǔ)貼著工程專業(yè)的學(xué)生。
But the philosophy student, as a consequence, is subsidizing the engineeringstudent. Who then, by the way, goes on and earns more money. Why should twopeople buy the same product, pay the same, but one person receive half or athird of the service. In fact, college grads, some majors, pay 25 percent oftheir income servicing their student debt, while others pay five percent. Thatkind if inequity would end when majors are priced more correctly.
但是，誰又掙得更多呢?為什么兩個(gè)人付相同的費(fèi)用、 買相同的產(chǎn)品，卻有一個(gè)人只能獲得一半或三分之一的服務(wù)呢?實(shí)際上，一些專業(yè)的畢業(yè)生要拿出25%的工資付學(xué)生貸款，而其他專業(yè)的學(xué)生只需拿出5%。只有將不同專業(yè)更適當(dāng)?shù)囟▋r(jià)才能結(jié)束這種不平等現(xiàn)象。
Now of course, all this data -- and one ofyou is going to do this, right? All this data has to be well designed, maybeaudited by public accounting firms to avoid statistical lies. We know aboutstatistics, right?
當(dāng)然，定價(jià)的數(shù)據(jù)，在座的會有人做這個(gè)，對吧?定價(jià)需要合理設(shè)計(jì)，也許需要公共會計(jì)師事務(wù)所來審計(jì) 避免統(tǒng)計(jì)失誤。我們都對統(tǒng)計(jì)略知一二。
But be that as it may, the third andbiggest benefit of Income-Based Tuition, is it would free Americans from thefear and the fact of financial ruin because they bought a defective product.
盡管如此 收入基準(zhǔn)學(xué)費(fèi)的第三個(gè)，也是最大的好處是，即便人們買了有缺陷的產(chǎn)品 也不會產(chǎn)生消費(fèi)恐懼或者巨大的經(jīng)濟(jì)負(fù)擔(dān)。
Perhaps, in time, young and old Americansmay rediscover, as the gentleman said earlier, their curiosity, their love oflearning -- begin to study what they love, love what they study, follow theirpassion ... getting stimulated by their intelligence, follow paths of inquirythat they really want to.
也許，最后 美國人會重新發(fā)掘，就如人們之前所說，自己的好奇心和對知識的渴望，會開始學(xué)習(xí)自己熱愛的，熱愛自己學(xué)到的，追隨自己的熱情，用他們的才智，去探索他們真正想了解的。
After all, it was Eric and Kevin, two yearsago, just exactly these kinds of young men, who prompted me and worked with me,and still do, in the study of indebted students in America.
畢竟，兩年前正是Eric和Kevin，這樣的年輕人，給我鼓勵(lì)、與我并肩作戰(zhàn)直至今日，研究美國負(fù)債學(xué)生的情況。
Thank you for your attention.(Applause)
感謝您的傾聽。(掌聲)
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