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Translation -- Art or Science?
One of the most interesting examples generated by the debate over the philosophy of the North American Translation Workshop is an anecdote that chronicles the practice of an experiment of Harvard students, all of whom had to translate a passage to contextually render its meaning to individuals of their own historical place in time. It is noted that this practice, of "actual translation" or enacted translation "opened up fixed ways of seeing" these received documents of their particular culture. (15) In other words even translation of the familiar is not a literal process, where a set of words takes upon the meaning of another set of words, in a language other than the original document and other than the language of the writer. Translation is a holistic interaction of language, culture, and the individual translator's artistic sensibility.
Thus, the philosophy of the North American Translation Workshop, first and foremost explores why there was a boom or a noted increase in desire to translate the works of other cultures, customs and languages during the 1960's, yet there was no corresponding increase...
Inherent to this assumption is that translation is a less creative process than original writing process itself. However, a translator must grapple with the fact that the act of translation is itself a creative act, a negotiation between alternative creative modalities of expression in two different cultures -- the translator's and the writer's -- rather than a simple, linear mechanical work of making one word stand for another word.
This idea seems to fly in the face of the philosophy of the "Science" of Translation, which hopes to render a document as perfectly as possible into another language. The North American Translation Workshop would state that such an ideal is impossible. For instance, to read Homer as a Greek individual of so many centuries ago as a contemporary is an entirely different cultural as well as linguistic experience no human being today can attain. To render the Greek literally causes the Greek to sound stiff and archaic in a way that would never be experienced by a contemporary of the poet, for instance -- or even…
Linguistics Russian Formalism to Translation Studies Scholars This report will focus on two translation methodologies, Russian Formalism and the Translation Studies Scholars. The paper is designed to be a contrast study of the two translation theories and will focus on their fundamental theoretical assumptions in regard to translations. The contrast will also include a critical analysis of the translation theories as opposed to only providing a simple literature review. In regard to
Deconstructionism and Translation Theory Deconstructionists and translation. Deconstructionalist believes that the possibility of knowing an authors meaning in a particular work is slim to none. The author who wrote an original piece did so within a particular social construct. The author has individual meanings and experiences in his or her life that were not included in his work. Therefore the authors 'original intent' cannot be fully understood by the present day translator Deconstructionists,
Yet conference interpreter Anne Pearce emphatically disagrees. Pearce claims that there is nothing glamorous about conference interpretation, which is viewed as being the work of a "multilingual secretary." The dichotomies between translation and interpretation, between literary translation and literary interpretation, cannot be denied, though. Even if they become political arguments related to power, hierarchy, and social class status, these arguments reveal the complexities inherent in translating works of literature. Poetry
English for academic purposes approach focuses on the reader, too, not as a specific individual but as the representative of a discourse community, for example, a specific discipline or academia in general. The reader is an initiated expert who represents a faculty audience. This reader, particularly omniscient and all-powerful, is likely to be an abstract representation, a generalized construct, one reified from an examination of academic assignments and texts
EDSE 600: History and Philosophy of Education / / 3.0 credits The class entitled, History and Philosophy of Education, focused on the origin of education and the "philosophical influences of modern educational theory and practice. Study of: philosophical developments in the Renaissance, Reformation, and revolutionary periods; social, cultural and ideological forces which have shaped educational policies in the United States; current debates on meeting the wide range of educational and social-emotional
Hence, this was considered an important obstacle to providing a true translation of a source text. Nida, on the other hand, acknowledged these differences not so much as an obstacle to true translation, but rather as challenges to overcome in translating texts. In his work on Bible translation, for example, he acknowledges element such as context and culture that could influence the meanings of words. This led to his distinction