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About 10 years ago, I took on the task to teach global development to Swedish undergraduate students.
大約在十年前，我擔當起給瑞典大學生講授全球發展的任務。
That was after having spent about 20 years together with African institutions studying hunger in Africa,
之前的20年，我一直在非洲研究饑餓問題，
so I was sort of expected to know a little about the world.
所以大家以為我對世界有些了解。
And I started in our medical university, Karolinska Institute, an undergraduate course called Global Health.
在我們的卡羅林斯卡醫學院，我開設了一門本科生課程，“全球健康”。
But when you get that opportunity, you get a little nervous.
剛開課的時候我還有些緊張。
I thought, these students coming to us actually have the highest grade you can get in Swedish college systems
因為來聽課的都是瑞典大學的優等生，
so I thought, maybe they know everything I'm going to teach them about. So I did a pre-test when they came.
他們或許早已了解我準備教的內容。于是在第一堂課里，我作了一個小測試。
And one of the questions from which I learned a lot was this one:
其中有一道題讓我受益匪淺。
"Which country has the highest child mortality of these five pairs?"
下列5對國家中，哪一個的兒童死亡率高于另一個？
I put them together, so that in each pair of country, one has twice the child mortality of the other.
我所選擇的配對國家，都是一個的兒童死亡率是另一個的兩倍。
And this means that it's much bigger a difference than the uncertainty of the data.
因為數據差距很大，因此數據本身的不確定性可以忽略不計。
I won't put you at a test here, but it's Turkey, which is highest there, Poland, Russia, Pakistan and South Africa.
今天我不會拿這來考大家，土耳其，波蘭，俄羅斯，巴基斯坦和南非。
And these were the results of the Swedish students.
這是瑞典學生的測驗結果。
I did it so I got the confidence interval, which is pretty narrow, and I got happy, of course: a 1.8 right answer out of five possible.
讓我高興的是，5題中平均答對的只有1.8題。
That means that there was a place for a professor of international health and for my course.
我這個教授還有這門課，因此都有了存在的必要。
But one late night, when I was compiling the report, I really realized my discovery.
但后來有天深夜，當我寫總結報告的時候，我突然有了新的發現。
I have shown that Swedish top students know statistically significantly less about the world than the chimpanzees.
瑞典大學的優等生們對世界的了解，竟然還不如黑猩猩。
