The best stats you've ever seen | Hans Rosling

That was after having spent about 20 years together with African institutions studying hunger in Africa.

那是在我與非洲機構合作了約二十年、研究非洲饑荒問題之後。

So I was sort of expected to know a little about the world, and I started, at our medical university—Karolinska Institute—an undergraduate course called Global Health.

因此，人們大概期望我瞭解一些世界概況，於是我在我們的醫科大學——卡羅林斯卡學院——開設了一門名為‘全球健康’的本科課程。

But when you get that opportunity, you get a little nervous.

但當獲得這樣的機會時，你難免會有些緊張。

I thought these students coming to us actually have the highest grade you can get in the Swedish college system,

我想這些來到我們這裡的學生，在瑞典的大學評分體系中已經取得了最高分，

so I thought maybe they know everything I'm going to teach them about, so I did a pretest when they came.

所以我心想他們或許已經掌握了我要教給他們的一切知識，於是他們在入學時我做了一次預測試。

One of the questions—from which I learned a lot—was this one: 'Which country' has the highest child mortality死亡率 of these five pairs?'

其中有一個問題讓我受益匪淺：‘在這五組國家中，哪一組的兒童死亡率最高？’

And I put them together so that in each pair of countries, one has twice the child mortality of the other.

我是這樣配對的：每一對國家中，一個國家的兒童死亡率是另一個的兩倍。

And this means that it's much bigger—the difference—than the uncertainty不確定性 of the data.

這意味著這種差異非常大，遠超資料的不確定性。

I won't put you to the test here, but it's Turkey, which is high, as there: Poland, Russia, Pakistan, and South Africa.

我就不在這裡考大家了，但答案是土耳其（數值較高），以及波蘭、俄羅斯、巴基斯坦和南非。

And these were the results of the Swedish students.

這就是瑞典學生的測試結果。

I did that so I got the confidence interval, which was pretty narrow, and I got happy, of course, at one point: eight right answers out of five possible.

我計算出了置信區間，範圍相當窄，這讓我很高興；當然，在某個時刻我也很得意：五道題竟然答對了八道（注：此處原文邏輯似有誇張或口誤，意指全對或表現極佳）。

That means that there was a place for a professor of international health and for my course.

這說明國際健康教授這一職位以及我的課程確實有其存在的必要。

But one late night, when I was compiling the report, I really realized my discovery:

但在某個深夜，當我整理報告時，我真的意識到了我的發現：

I have shown that Swedish top students know statistically significantly less about the world than the chimpanzees,

事實證明，瑞典頂尖學生在統計學意義上對世界的瞭解甚至不如黑猩猩，

because the chimpanzee would score half right if I gave him two bananas—with Sri Lanka and Turkey—they would be right half of the cases.

因為如果我用斯里蘭卡和土耳其做選項給黑猩猩兩根香蕉作為獎勵，它也能猜對一半的情況。

But the students are not there.

但這些學生卻達不到這個水平。

The problem for me was not ignorance; it was preconceived ideas.

對我來說，問題不在於無知，而在於先入為主的觀念。

I did also an unfair, unethical不道德的 study of the professors of the Karolinska Institute—that hands out the Nobel Prize in Medicine—and they are on par with the chimpanzee there.

我還進行了一項不公平且不道德的研究，物件是頒發諾貝爾醫學獎的卡羅林斯卡學院的教授們，他們的表現與黑猩猩不相上下。

So this is where I realized that there was really a need to communicate about the data—or what's happening in the world—and child health, obviously.

因此，我意識到非常有必要就資料或世界上發生的事——尤其是兒童健康——進行溝通。

Every country is very well aware, so we did this software, which displays it like this: every bubble here is a country.

每個國家都對此非常清楚，所以我們開發了這款軟體，顯示效果如下：這裡的每一個氣泡代表一個國家。

This country over here is China, and this is India.

這邊的這個國家是中國，那邊的是印度。

The size of the bubble is the population, and on this axis here,

氣泡的大小代表人口數量，而在這一軸線上，

I put fertility rate, because my students—what they said when they looked upon the world—

我放置了生育率，因為我的學生們——當他們審視世界時所說的話——

and I asked them, 'What do you really think about the world?'—well, I first discovered that the textbook was Tintin, mainly, and they said, 'The world is still we and them.'

我問他們：‘你們對世界真正的看法是什麼？’首先我發現，教科書主要是《丁丁歷險記》，他們說：‘世界仍然是我們和他們。’

And 'we' is the Western world, and 'them' is the Third World.

這裡的‘我們’指的是西方世界，而‘他們’指的是第三世界。

And what do you mean with 'Western world'?

你所說的‘西方世界’具體指什麼？

I said.

我說了。

Well, that's long life in small family, and 'Third World' is short life in large family.

簡而言之，就是西方家庭壽命長、規模小，而第三世界家庭壽命短、規模大。

So this is what I could display here: I put fertility rate here—number of children per woman: 1, 2, 3, 4—up to about eight children per woman.

所以我在這裡展示了這些資料：生育率，即每位女性的子女數量，從1到8個不等。