The art of choosing - Sheena Iyengar

00:24:08
https://www.youtube.com/watch?v=h3Tp_nscwjM

Resumen

TLDRIn a thought-provoking 18-minute talk, the speaker discusses cultural perceptions of choice, contrasting American individualism with different collectivist perspectives, particularly from Japanese culture. Through personal anecdotes and research studies, the speaker uncovers significant assumptions about choice, such as the belief that individuals must make choices for themselves to succeed, and that more options lead to better decisions. The talk emphasizes that these notions can lead to confusion and dissatisfaction, particularly for those unaccustomed to overwhelming choices. Additionally, the speaker shares insights on how parental roles influence decision-making in different cultures, and how an American narrative of limitless choice can impose unintended burdens on individuals, especially in personal crises. By highlighting these complexities, the speaker encourages openness to diverse perspectives on choice and the potential for transformative understanding that can accompany such engagement.

Para llevar

  • 🌏 Cultural perceptions of choice vary significantly among societies.
  • 🤔 Americans often equate choice with personal freedom and success.
  • 👶 In some cultures, choice is linked to familial and communal harmony.
  • 📊 Research shows too many options can lead to poorer decisions.
  • 🚨 The narrative of limitless choice can create anxiety and regret.
  • 💔 Personal tragedies can be affected by who bears the burden of choice.
  • 👁️ The speaker's blindness offers a unique insight into visual-based choices.
  • 📖 Translation of narratives can enrich our understanding of choice.

Cronología

  • 00:00:00 - 00:05:00

    The speaker begins their talk, sharing personal experiences of living in Japan and encountering cultural misunderstandings over tea. They emphasize a cultural clash in the perception of choices, highlighting the American perspective of individual choice versus the Japanese view of protecting individuals from poor choices.

  • 00:05:00 - 00:10:00

    The speaker presents a study comparing Anglo-American children with Asian-American children regarding decision-making. It reveals that Anglo-American children thrive on making their own choices, while Asian-American children perform better when choices reflect their parents' influence, highlighting differing cultural values about independence and community.

  • 00:10:00 - 00:15:00

    Examining Eastern Europe, the speaker discusses the overwhelming nature of choices for individuals transitioning from a lack of options to an abundance of them, reflecting on how too many choices can lead to confusion rather than empowerment. The cultural context influences how choice is perceived and affects decision-making.

  • 00:15:00 - 00:24:08

    The final part contrasts American and French decisions in times of tragedy, where American parents struggle with the burden of making choices regarding life support for their infants. The narrative of limitless choice creates pressure rather than relief, suggesting a need for cultural understanding in managing choices and the potential for learning from diverse perspectives.

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Mapa mental

Vídeo de preguntas y respuestas

  • What cultural differences are discussed in the video?

    The video highlights differences in how Americans and Japanese view choice, particularly in personal preferences and decision-making.

  • What is the main thesis of the talk?

    The main thesis is that perceptions of choice vary significantly across different cultures, and the American belief in the superiority of individual choice can overlook important collectivist values.

  • How do American and Asian-American children approach choices differently?

    American children perform better when they choose for themselves, while Asian-American children perform better when choices are made by their mothers, reflecting a collective approach.

  • What does the speaker say about the assumption that more choices lead to better decisions?

    The speaker argues that more choices can overwhelm individuals, leading to poorer decision-making rather than better outcomes.

  • What example does the speaker use to illustrate the burden of choice in personal tragedy?

    The speaker discusses the experience of American parents making end-of-life decisions for their child, contrasting it with how French parents handle the same situation.

  • What conclusions does the speaker draw regarding the American narrative of choice?

    The speaker suggests that the American narrative of limitless choice can lead to negative consequences and emphasizes the value of acknowledging different perspectives on choice.

  • What role does the speaker’s blindness play in their understanding of choice?

    The speaker discusses how being blind gives them a unique perspective on the choices others make, particularly in visual contexts.

  • What is suggested about the nature of choice in America?

    It is suggested that in America, the act of choosing is often viewed as a personal and autonomous right, which can sometimes create pressure and lead to guilt.

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Desplazamiento automático:
  • 00:00:02
    [Music]
  • 00:00:10
    [Music]
  • 00:00:12
    [Applause]
  • 00:00:22
    today I'm going to take you around the
  • 00:00:24
    world in 18 minutes my base of
  • 00:00:27
    operations is in the US but let start at
  • 00:00:30
    the other end of the map in Koto Japan
  • 00:00:33
    where I was living with a Japanese
  • 00:00:35
    family while I was doing part of my
  • 00:00:37
    dissertational research 15 years
  • 00:00:40
    ago I knew even then that I would
  • 00:00:42
    encounter cultural differences and
  • 00:00:44
    misunderstandings but they popped up
  • 00:00:46
    when I least expected it on my first day
  • 00:00:50
    I went to a restaurant and I ordered a
  • 00:00:51
    cup of green tea with sugar after a
  • 00:00:54
    pause the waiter said one does not put
  • 00:00:57
    sugar in green tea
  • 00:01:01
    I know I said I'm aware of this custom
  • 00:01:02
    but I really like my tea
  • 00:01:04
    site in response he gave me an even more
  • 00:01:07
    courteous version of the same
  • 00:01:09
    explanation one does not put sugar in
  • 00:01:12
    green
  • 00:01:14
    tea I understand I said that the
  • 00:01:16
    Japanese do not put sugar in their green
  • 00:01:19
    tea but I'd like to put some sugar in my
  • 00:01:22
    green
  • 00:01:24
    tea surprised by my insistence the
  • 00:01:26
    waiter had to took up the issue with the
  • 00:01:28
    manager pretty soon
  • 00:01:31
    a lengthy discussion ensued and finally
  • 00:01:33
    the manager came over to me and said I
  • 00:01:36
    am very sorry we do not have
  • 00:01:39
    [Applause]
  • 00:01:41
    sugar well since I couldn't have my tea
  • 00:01:43
    the way I wanted it I ordered a cup of
  • 00:01:45
    coffee which the waiter brought brought
  • 00:01:47
    over
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    promptly resting on the saucer were two
  • 00:01:51
    packets of
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    sugar my failure to procure myself a cup
  • 00:01:56
    of sweet green tea was not due to a
  • 00:01:59
    simple misunder understanding this was
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    due to a fundamental difference in our
  • 00:02:04
    ideas about Choice from my American
  • 00:02:07
    perspective when a paying customer makes
  • 00:02:09
    a reasonable request based on her
  • 00:02:11
    preferences she has every right to have
  • 00:02:13
    that request met the American way to
  • 00:02:17
    quote Burger King is to have it your way
  • 00:02:19
    because as Starbucks says happiness is
  • 00:02:21
    in your
  • 00:02:23
    [Applause]
  • 00:02:24
    choices but from the Japanese
  • 00:02:27
    perspective it's their duty to protect
  • 00:02:29
    those who don't know any
  • 00:02:32
    better in this case the ignorant gin for
  • 00:02:36
    making the wrong
  • 00:02:38
    choice let's face it the way I wanted my
  • 00:02:40
    tea was inappropriate according to
  • 00:02:42
    cultural standards and they were doing
  • 00:02:43
    their best to help me say
  • 00:02:45
    face Americans tend to believe that
  • 00:02:48
    they've reached some sort of Pinnacle in
  • 00:02:50
    the way they practice choice they think
  • 00:02:52
    that choice is seen through the American
  • 00:02:54
    lens best fulfills an innate and
  • 00:02:57
    Universal desire for choice in all human
  • 00:03:00
    humans unfortunately these beliefs are
  • 00:03:03
    based on assumptions that don't always
  • 00:03:05
    hold true in many countries in many
  • 00:03:08
    cultures at times they don't even hold
  • 00:03:10
    true at America's own
  • 00:03:12
    borders I'd like to discuss some of
  • 00:03:14
    these assumptions and the problems
  • 00:03:16
    associated with them as I do so I hope
  • 00:03:19
    you'll start thinking about some of your
  • 00:03:21
    own assumptions and how they were shaped
  • 00:03:23
    by your
  • 00:03:24
    backgrounds first assumption if a choice
  • 00:03:28
    affects you then you you should be the
  • 00:03:30
    one to make it this is the only way to
  • 00:03:33
    ensure that your preferences and
  • 00:03:35
    interests will be most fully accounted
  • 00:03:37
    for it is essential for
  • 00:03:40
    success in America the primary locus of
  • 00:03:43
    choice is the individual people must
  • 00:03:46
    choose for themselves sometimes sticking
  • 00:03:48
    to their guns regardless of what other
  • 00:03:50
    people want or recommend it's called
  • 00:03:52
    being true to
  • 00:03:54
    yourself but do all individuals benefit
  • 00:03:57
    from taking such an approach to choice
  • 00:04:00
    Mark Lipper and I did a series of
  • 00:04:02
    studies in which we sought the answer to
  • 00:04:04
    this very question in one study which we
  • 00:04:07
    ran in Japan Town San Francisco we
  • 00:04:10
    brought 7 to nine-year-old Anglo and
  • 00:04:12
    Asian-American children into the
  • 00:04:14
    laboratory and we divided them up into
  • 00:04:16
    three groups the first group came in and
  • 00:04:19
    they were greeted by Miss Smith who
  • 00:04:20
    showed them six big piles of anagram
  • 00:04:23
    puzzles the kids got to choose which
  • 00:04:25
    pile of anagrams they would like to do
  • 00:04:27
    and they even got to choose which marker
  • 00:04:29
    they would write their answers with when
  • 00:04:31
    the second group of children came in
  • 00:04:33
    they were brought to the same room shown
  • 00:04:35
    the same anagrams but this time Miss
  • 00:04:37
    Smith told them which anagrams to do and
  • 00:04:40
    which markers to write their answers
  • 00:04:42
    with now when the third group came in
  • 00:04:46
    they were told that their anagrams and
  • 00:04:48
    their markers had been chosen by their
  • 00:04:53
    mothers in reality the kids who were
  • 00:04:56
    told what to do whether by Miss Smith or
  • 00:04:58
    their mothers were actually given the
  • 00:05:00
    very same activity which their
  • 00:05:02
    counterparts in the first group had
  • 00:05:03
    freely chosen with this procedure we
  • 00:05:06
    were able to ensure that the kids across
  • 00:05:08
    the three groups all did the same
  • 00:05:10
    activity making it easier for us to
  • 00:05:12
    compare
  • 00:05:13
    performance such small differences in
  • 00:05:15
    the way we administered the activity
  • 00:05:17
    yielded striking differences in how well
  • 00:05:20
    they
  • 00:05:21
    performed anglo-americans they did two
  • 00:05:24
    and a half times more anagrams when they
  • 00:05:27
    got to choose them as compared to when
  • 00:05:29
    it was chosen for them by Miss Smith or
  • 00:05:32
    their mothers it didn't matter who did
  • 00:05:35
    the choosing if the task was dictated by
  • 00:05:38
    another their performance
  • 00:05:40
    suffered in fact some of the kids were
  • 00:05:42
    visibly embarrassed when they were told
  • 00:05:44
    that their mothers had been
  • 00:05:47
    consulted one girl named Mary said you
  • 00:05:51
    asked my
  • 00:05:54
    mother in contrast Asian-American
  • 00:05:58
    children perform per best when they
  • 00:06:00
    believe their mothers had made the
  • 00:06:03
    choice second best when they chose for
  • 00:06:06
    themselves and least well when it had
  • 00:06:08
    been chosen by Miss Smith a girl named
  • 00:06:11
    natsumi even approached Miss Smith as
  • 00:06:13
    she was leaving the room and tugged on
  • 00:06:15
    her skirt and asked could you please
  • 00:06:17
    tell my Mommy I did it just like she
  • 00:06:21
    said the first generation children were
  • 00:06:24
    strongly influenced by their immigrant
  • 00:06:26
    parents' approach to choice for them
  • 00:06:30
    Choice was not just a way of defining
  • 00:06:32
    and asserting their individuality but a
  • 00:06:35
    way to create community and Harmony by
  • 00:06:38
    deferring to the choices of people whom
  • 00:06:40
    they trusted and respected if they had a
  • 00:06:43
    concept of being true to oneself then
  • 00:06:46
    that self most likely composed not of an
  • 00:06:48
    individual but of a
  • 00:06:50
    collective success was just as much
  • 00:06:52
    about pleasing key figures as it was
  • 00:06:55
    about satisfying one's own
  • 00:06:57
    preferences or you could say that the
  • 00:07:00
    individual's preferences were shaped by
  • 00:07:02
    the preferences of specific
  • 00:07:05
    others the Assumption then that we do
  • 00:07:08
    best when the individual self chooses
  • 00:07:10
    only holds when that self is clearly
  • 00:07:15
    divided from others when in contrast two
  • 00:07:19
    or more individuals see their choices
  • 00:07:22
    and their outcomes as intimately
  • 00:07:24
    connected then they may amplify one
  • 00:07:27
    another's success by turning choosing
  • 00:07:29
    into a collective
  • 00:07:31
    act to insist that they choose
  • 00:07:34
    independently might actually compromise
  • 00:07:37
    both their performance and their
  • 00:07:40
    relationships yet that is exactly what
  • 00:07:43
    the American Paradigm demands it leaves
  • 00:07:46
    little room for interdependence or an
  • 00:07:48
    acknowledgment of individual fallibility
  • 00:07:51
    it requires that everyone treat Choice
  • 00:07:54
    as a private and self-defining act
  • 00:07:58
    people that have grown up in such a
  • 00:08:00
    paradigm might find it motivating but it
  • 00:08:02
    is a mistake to assume that everyone
  • 00:08:05
    thrives under the pressure of choosing
  • 00:08:08
    alone the second assumption which
  • 00:08:10
    informs the American view of choice goes
  • 00:08:13
    something like this the more choices you
  • 00:08:16
    have the more likely you are to make the
  • 00:08:18
    best choice so bring it on Walmart with
  • 00:08:21
    100,000 different products and Amazon
  • 00:08:23
    with 27 million bucks and match.com with
  • 00:08:27
    what is it 15 million date possibilities
  • 00:08:31
    now you will surely find the perfect
  • 00:08:34
    match Let's test this assumption by
  • 00:08:37
    heading over to Eastern Europe here I
  • 00:08:40
    interviewed people who were residents of
  • 00:08:42
    formerly communist countries who had all
  • 00:08:45
    face the challenge of transitioning to a
  • 00:08:47
    more democratic and capitalistic
  • 00:08:50
    Society one of the most interesting
  • 00:08:52
    Revelations came not from an answer to a
  • 00:08:55
    question but from a simple gesture of
  • 00:08:58
    hospitality when the participants
  • 00:09:00
    arrived for their interview I offered
  • 00:09:02
    them a set of drinks Coke Diet Coke
  • 00:09:04
    Sprite seven to be exact during the very
  • 00:09:08
    first session which was run in Russia
  • 00:09:11
    one of the participants made a comment
  • 00:09:13
    that really caught me off
  • 00:09:15
    guard oh but it doesn't matter it's all
  • 00:09:18
    just soda that's just one
  • 00:09:22
    choice I was so struck by this comment
  • 00:09:24
    that from then on I started to offer all
  • 00:09:27
    the participants those seven sodas and I
  • 00:09:29
    asked them how many choices are these
  • 00:09:33
    again and again they perceived these
  • 00:09:35
    seven different sodas not as seven
  • 00:09:38
    choices but as one choice soda or no
  • 00:09:41
    soda when I put out juice and water in
  • 00:09:45
    addition to these seven sodas now they
  • 00:09:46
    perceived it is only three choices juice
  • 00:09:49
    water and
  • 00:09:51
    soda compare this to the diard devotion
  • 00:09:54
    of many Americans not just to a
  • 00:09:55
    particular flavor of soda but to a
  • 00:09:57
    particular brand
  • 00:09:59
    you know research shows repeatedly that
  • 00:10:02
    we can't actually tell the difference
  • 00:10:04
    between Coke and
  • 00:10:05
    Pepsi of course you and I know that coke
  • 00:10:09
    is the better
  • 00:10:15
    choice for modern Americans who are
  • 00:10:17
    exposed to more options and more ads
  • 00:10:20
    associated with options than anyone else
  • 00:10:22
    in the world choice is just as much
  • 00:10:24
    about who they are as it is about what
  • 00:10:26
    the product is combine this with the
  • 00:10:29
    assump asson that more choices are
  • 00:10:30
    always better and you have a group of
  • 00:10:32
    people for whom every little difference
  • 00:10:34
    matters and so every choice matters but
  • 00:10:36
    for Eastern Europeans the sudden
  • 00:10:40
    availability of all these consumer
  • 00:10:41
    products on the marketplace was a deluge
  • 00:10:44
    they were flooded with Choice before
  • 00:10:46
    they could protest that they didn't know
  • 00:10:48
    how to
  • 00:10:49
    swim when asked what words and images do
  • 00:10:52
    you associate with with Choice Gregor
  • 00:10:55
    from Warsaw said ah for me it is fear
  • 00:10:59
    there are some dilemmas you see I am
  • 00:11:01
    used to no choice Bowden from Kiev said
  • 00:11:05
    in response to how he felt about the new
  • 00:11:07
    consumer Marketplace it is too much we
  • 00:11:10
    do not need everything that is there a
  • 00:11:14
    sociologist from the Warsaw survey
  • 00:11:16
    agency explained the older generation
  • 00:11:19
    jumped from nothing to Choice all around
  • 00:11:22
    them they were never given a chance to
  • 00:11:24
    learn how to
  • 00:11:26
    react and thas a young polish man said I
  • 00:11:30
    do not need 20 kinds of chewing gum I
  • 00:11:33
    don't mean to say that I want no choice
  • 00:11:36
    but many of these choices are quite
  • 00:11:39
    artificial in reality many choices are
  • 00:11:43
    between things that are not that much
  • 00:11:46
    different the value of choice depends on
  • 00:11:50
    our ability to perceive differences
  • 00:11:53
    between the
  • 00:11:54
    options Americans train their whole
  • 00:11:57
    lives to play Spot the Difference
  • 00:12:00
    they practice this from such an early
  • 00:12:02
    age that they've come to believe that
  • 00:12:03
    everyone must be born with this ability
  • 00:12:06
    in fact though all humans share a basic
  • 00:12:09
    need and desire for choice we don't all
  • 00:12:12
    see choice in the same places or to the
  • 00:12:14
    same
  • 00:12:15
    extent when someone can't see how one
  • 00:12:18
    choice is unlike another or when there
  • 00:12:21
    are too many choices to compare and
  • 00:12:22
    contrast the process of choosing can be
  • 00:12:25
    confusing and frustrating instead of
  • 00:12:28
    making better choices we become
  • 00:12:30
    overwhelmed by choice sometimes even
  • 00:12:33
    afraid of it choice no longer offers
  • 00:12:36
    opportunities but imposes constraints
  • 00:12:39
    it's not a marker of Liberation but of
  • 00:12:42
    Suffocation by meaningless
  • 00:12:45
    minutia in other words Choice can
  • 00:12:48
    develop into the very opposite of
  • 00:12:50
    everything it represents in America when
  • 00:12:53
    it is thrust upon those who are
  • 00:12:55
    insufficiently prepared for it but it is
  • 00:12:58
    not only other people in other places
  • 00:13:02
    that are feeling the pressure of ever
  • 00:13:04
    increasing Choice Americans themselves
  • 00:13:07
    are discovering that unlimited Choice
  • 00:13:10
    seems more attractive in theory than in
  • 00:13:13
    practice we all have physical mental and
  • 00:13:17
    emotional and emotional limitations that
  • 00:13:20
    make it impossible for us to process
  • 00:13:22
    every single choice we encounter even in
  • 00:13:25
    the grocery store let alone over the
  • 00:13:27
    course of our entire lives
  • 00:13:30
    a number of my Studies have shown that
  • 00:13:32
    when you give people 10 or more options
  • 00:13:34
    when they're making a choice they make
  • 00:13:36
    poorer decisions whether it be Health
  • 00:13:38
    Care investment other critical areas yet
  • 00:13:42
    still many of us believe that we should
  • 00:13:44
    make all our own choices and seek out
  • 00:13:47
    even more of them this brings me to the
  • 00:13:51
    third and perhaps most problematic
  • 00:13:54
    assumption you must never say no to
  • 00:13:58
    choice
  • 00:14:00
    to examine this let's go back to the US
  • 00:14:02
    and then hop across the pond to
  • 00:14:05
    France right outside Chicago a young
  • 00:14:08
    couple Susan and Daniel Mitchell were
  • 00:14:11
    about to have their first baby they'd
  • 00:14:14
    already picked out a name for her
  • 00:14:16
    Barbara after her
  • 00:14:18
    grandmother one night when Susan was
  • 00:14:20
    seven months pregnant she started to
  • 00:14:22
    experience contractions and was rushed
  • 00:14:24
    to the emergency room the baby was
  • 00:14:26
    delivered through a C-section but
  • 00:14:29
    Barbara suffered cerebral anoxia a loss
  • 00:14:32
    of oxygen to the brain unable to breathe
  • 00:14:35
    on her own she was put on a
  • 00:14:37
    ventilator two days later the doctors
  • 00:14:40
    gave the Mitchells a
  • 00:14:43
    choice they could either remove Barbara
  • 00:14:46
    off the life support in which case she
  • 00:14:48
    would die within a matter of hours or
  • 00:14:52
    they could keep her on life support in
  • 00:14:55
    which case she might still die within a
  • 00:14:56
    matter of days if she surv survived she
  • 00:15:00
    would remain in a permanent vegetative
  • 00:15:02
    state never able to walk talk or
  • 00:15:06
    interact with
  • 00:15:08
    others what do they
  • 00:15:10
    do what do any parent
  • 00:15:16
    do in a study I conducted with Simona
  • 00:15:19
    bti and Christina orali American and
  • 00:15:22
    French parents were interviewed they had
  • 00:15:25
    all suffered the same tragedy in all
  • 00:15:29
    cases the life support was removed and
  • 00:15:32
    the infants had died but there was a big
  • 00:15:35
    difference in France the doctors decided
  • 00:15:39
    whether and when the life support would
  • 00:15:40
    be removed while in the United States
  • 00:15:44
    the final decision rested with the
  • 00:15:47
    parents we
  • 00:15:48
    wondered does this have an effect on how
  • 00:15:51
    the parents cope with the loss of their
  • 00:15:54
    loved
  • 00:15:54
    one we found that it
  • 00:15:57
    did even up to a year later American
  • 00:16:01
    parents were more likely to express
  • 00:16:03
    negative emotions as compared to their
  • 00:16:05
    French
  • 00:16:06
    counterparts French parents were more
  • 00:16:08
    likely to say things like Noah was here
  • 00:16:11
    for so little time but he taught us so
  • 00:16:14
    much he gave us a new perspective on
  • 00:16:18
    life American parents were more likely
  • 00:16:20
    to say things like what if what
  • 00:16:24
    if another parent complained I feel as
  • 00:16:28
    if they purposely tortured me how did
  • 00:16:31
    they get me to do
  • 00:16:32
    that and another parent said I feel as
  • 00:16:36
    if I've played a role in an
  • 00:16:39
    execution but when the American parents
  • 00:16:42
    were asked if they would rather have had
  • 00:16:44
    the doctors make the decision they all
  • 00:16:47
    said
  • 00:16:48
    no they could not imagine turning that
  • 00:16:52
    choice over to another even though
  • 00:16:54
    having made that choice made them feel
  • 00:16:57
    trapped guilt y angry in a number of
  • 00:17:01
    cases they were even clinically
  • 00:17:04
    depressed these parents could not
  • 00:17:06
    contemplate giving up the choice because
  • 00:17:09
    to do so would have gone contrary to
  • 00:17:12
    everything they had been taught and
  • 00:17:15
    everything they had come to believe
  • 00:17:17
    about the power and purpose of
  • 00:17:20
    choice in her essay The White Album Joan
  • 00:17:25
    didan
  • 00:17:26
    writes we tell ourselves stories in
  • 00:17:29
    order to live we interpret what we see
  • 00:17:33
    select the most workable of the multiple
  • 00:17:36
    choices we live entirely by the
  • 00:17:39
    imposition of a narrative line upon
  • 00:17:41
    disperate images by the idea with which
  • 00:17:44
    we learn to freeze the shifting
  • 00:17:47
    fantasmagoria which is our actual
  • 00:17:52
    experience the story Americans tell the
  • 00:17:56
    story upon which the American dream
  • 00:17:58
    depend pends is the story of Limitless
  • 00:18:02
    choice this narrative promises so much
  • 00:18:06
    Freedom happiness
  • 00:18:09
    success it lays the world at your feet
  • 00:18:12
    and says You Can Have Anything
  • 00:18:16
    everything it's a great story and it's
  • 00:18:19
    understandable why they would be
  • 00:18:21
    reluctant to revise
  • 00:18:23
    it but when you take a close look you
  • 00:18:26
    start to see the holes and you start to
  • 00:18:29
    see that the story can be told in many
  • 00:18:31
    other
  • 00:18:32
    ways Americans have so often tried to
  • 00:18:35
    disseminate their ideas of choice
  • 00:18:38
    believing that they will be or ought to
  • 00:18:40
    be welcomed with Open Hearts and
  • 00:18:43
    minds but the history books and the
  • 00:18:46
    Daily News tell us it doesn't always
  • 00:18:48
    work out that way the
  • 00:18:50
    fantasmagoria the actual experience that
  • 00:18:53
    we try to understand and organize
  • 00:18:55
    through narrative varies from place to
  • 00:18:58
    place
  • 00:19:00
    no single narrative serves the needs of
  • 00:19:03
    everyone
  • 00:19:05
    everywhere moreover Americans themselves
  • 00:19:10
    could benefit from incorporating New
  • 00:19:12
    Perspectives into their own narrative
  • 00:19:15
    which has been driving their choices for
  • 00:19:18
    so
  • 00:19:19
    long Robert Frost once said that it is
  • 00:19:23
    poetry that is Lost in
  • 00:19:26
    Translation this suggests that when
  • 00:19:28
    whatever is beautiful and moving
  • 00:19:31
    whatever gives us a new way to see
  • 00:19:34
    cannot be communicated to those who
  • 00:19:36
    speak a different
  • 00:19:38
    language but Joseph broadsky said that
  • 00:19:41
    it is poetry that is gained in
  • 00:19:44
    Translation suggesting that translation
  • 00:19:47
    can be a creative transformative
  • 00:19:51
    act when it comes to choice we have far
  • 00:19:55
    more to gain than to lose by by engaging
  • 00:19:59
    in the many translations of the
  • 00:20:02
    narratives instead of replacing one
  • 00:20:05
    story with another we can learn from and
  • 00:20:09
    revel in the many versions that exist
  • 00:20:12
    and the many that have yet to be
  • 00:20:14
    written no matter where we're from and
  • 00:20:18
    what your narrative is we all have a
  • 00:20:21
    responsibility to open ourselves up to a
  • 00:20:24
    wider array of what choice can do and
  • 00:20:27
    what it can represent
  • 00:20:30
    and this does not lead to a paralyzing
  • 00:20:33
    moral
  • 00:20:34
    relativism rather it teaches us when and
  • 00:20:38
    how to act it brings us that much closer
  • 00:20:41
    to realizing the full potential of
  • 00:20:44
    choice to inspiring the hope and
  • 00:20:47
    achieving the freedom that choice
  • 00:20:49
    promises but doesn't always
  • 00:20:51
    deliver if we learn to speak to one
  • 00:20:54
    another albeit through
  • 00:20:57
    translation then we can begin to see
  • 00:20:59
    choice in all its strangeness
  • 00:21:04
    complexity and compelling
  • 00:21:06
    Beauty thank
  • 00:21:09
    [Applause]
  • 00:21:13
    [Music]
  • 00:21:19
    you thank
  • 00:21:20
    [Music]
  • 00:21:22
    you Shea there is a a detail that about
  • 00:21:25
    your biography that we have not written
  • 00:21:27
    in the program book but by now it's
  • 00:21:29
    evident to everyone in this room you're
  • 00:21:30
    blind and uh I guess one of the
  • 00:21:33
    questions in everybody's mind is how
  • 00:21:35
    does that influence your study of
  • 00:21:37
    choosing because that's an activity that
  • 00:21:39
    for most people is associated with
  • 00:21:41
    visual inputs like Aesthetics and color
  • 00:21:44
    and uh and so on well it's funny that
  • 00:21:47
    you should ask that because one of the
  • 00:21:49
    things that's interesting about being
  • 00:21:51
    blind is you actually get a different
  • 00:21:53
    vantage point when you observe other the
  • 00:21:55
    way cited people make choices and as you
  • 00:21:57
    just mentioned there's lots of choices
  • 00:21:58
    out there that are very visual these
  • 00:22:00
    days you know I like you know as you
  • 00:22:02
    would expect get pretty frustrated by
  • 00:22:04
    choices like what nail polish color to
  • 00:22:06
    put on because I have to rely on what
  • 00:22:07
    other people suggest right and I can't
  • 00:22:10
    decide and so one time I was in a beauty
  • 00:22:12
    salon and I was trying to decide between
  • 00:22:14
    two very light shades of pink and one
  • 00:22:17
    was called ballet slippers and the other
  • 00:22:19
    one was called
  • 00:22:22
    adorable B and so I asked these two
  • 00:22:24
    ladies and the one lady told me well you
  • 00:22:26
    should definitely wear ballet slippers
  • 00:22:28
    so what is does it look like well it's a
  • 00:22:30
    very elegant shade of pink okay great
  • 00:22:33
    the other lady tells me to wear adorable
  • 00:22:36
    what does it look like it's a glamorous
  • 00:22:38
    shade of
  • 00:22:40
    pink and so I asked them well how how do
  • 00:22:42
    I tell them AP part what's different
  • 00:22:44
    about them and they said well one is
  • 00:22:46
    elegant the other one's glamorous okay
  • 00:22:48
    we got that and the only thing they had
  • 00:22:50
    consensus on well if I could see them I
  • 00:22:52
    would clearly be able to tell them
  • 00:22:56
    apart and what I wondered was whether
  • 00:22:58
    they were being affected by the name or
  • 00:23:01
    the content of the color so I I decided
  • 00:23:03
    to do a little experiment so I brought
  • 00:23:05
    these little these two bottles of nail
  • 00:23:07
    polish into the laboratory and I
  • 00:23:09
    stripped the labels off and I brought
  • 00:23:11
    women into the laboratory and I asked
  • 00:23:12
    them which one would you pick 50% of the
  • 00:23:15
    women accused me of playing a trick of
  • 00:23:17
    putting the same color nail polish in
  • 00:23:19
    both those
  • 00:23:23
    [Applause]
  • 00:23:26
    bottles you at which point you start to
  • 00:23:28
    wonder who the tricks really played on
  • 00:23:30
    now of the of the women that could tell
  • 00:23:33
    them apart when the labels were off they
  • 00:23:35
    picked adorable and when the nabs when
  • 00:23:37
    the labels were on they picked ballet
  • 00:23:40
    slippers so as far as I can tell A Rose
  • 00:23:44
    by Any Other Name probably does look
  • 00:23:47
    different and maybe even smells
  • 00:23:49
    different thank
  • 00:23:51
    you thank you
  • 00:23:58
    [Music]
Etiquetas
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