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.

那是在我与非洲机构合作了约二十年、研究非洲饥荒问题之后。

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，人们大概期望我了解一些世界概况，于是我在我们的医科大学——卡罗林斯卡学院——开设了一门名为‘全球健康’的本科课程。

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

但当获得这样的机会时，你难免会有些紧张。

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

我想这些来到我们这里的学生，在瑞典的大学评分体系中已经取得了最高分，

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

所以我心想他们或许已经掌握了我要教给他们的一切知识，于是他们在入学时我做了一次预测试。

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?'

其中有一个问题让我受益匪浅：‘在这五组国家中，哪一组的儿童死亡率最高？’

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

我是这样配对的：每一对国家中，一个国家的儿童死亡率是另一个的两倍。

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

这意味着这种差异非常大，远超数据的不确定性。

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

我就不在这里考大家了，但答案是土耳其（数值较高），以及波兰、俄罗斯、巴基斯坦和南非。

And these were the results of the Swedish students.

这就是瑞典学生的测试结果。

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.

我计算出了置信区间，范围相当窄，这让我很高兴；当然，在某个时刻我也很得意：五道题竟然答对了八道（注：此处原文逻辑似有夸张或口误，意指全对或表现极佳）。

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

这说明国际健康教授这一职位以及我的课程确实有其存在的必要。

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

但在某个深夜，当我整理报告时，我真的意识到了我的发现：

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

事实证明，瑞典顶尖学生在统计学意义上对世界的了解甚至不如黑猩猩，

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.

因为如果我用斯里兰卡和土耳其做选项给黑猩猩两根香蕉作为奖励，它也能猜对一半的情况。

But the students are not there.

但这些学生却达不到这个水平。

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

对我来说，问题不在于无知，而在于先入为主的观念。

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.

我还进行了一项不公平且不道德的研究，对象是颁发诺贝尔医学奖的卡罗林斯卡学院的教授们，他们的表现与黑猩猩不相上下。

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，我意识到非常有必要就数据或世界上发生的事——尤其是儿童健康——进行沟通。

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

每个国家都对此非常清楚，所以我们开发了这款软件，显示效果如下：这里的每一个气泡代表一个国家。

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

这边的这个国家是中国，那边的是印度。

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

气泡的大小代表人口数量，而在这一轴线上，

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

我放置了生育率，因为我的学生们——当他们审视世界时所说的话——

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.'

我问他们：‘你们对世界真正的看法是什么？’首先我发现，教科书主要是《丁丁历险记》，他们说：‘世界仍然是我们和他们。’

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

这里的‘我们’指的是西方世界，而‘他们’指的是第三世界。

And what do you mean with 'Western world'?

你所说的‘西方世界’具体指什么？

I said.

我说了。

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

简而言之，就是西方家庭寿命长、规模小，而第三世界家庭寿命短、规模大。

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.

所以我在这里展示了这些数据：生育率，即每位女性的子女数量，从1到8个不等。