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Kreativität im Translationsunterricht

Kreativität im Translationsunterricht Abstract This paper deals with the question how to use the creative resources of students in translation classes. It starts from the basic premise that every explicit concscious action, like formulating a translation, has its basis in implicit knowledge (cf. Joachim Renn, Übersetzungsverhältnisse). The explicitation of implicit knowledge always is an individual creative act which potentially differs (similar to Derrida’s differance) from every other act of translating the same item. By inducing the students to accept the fact of the creativity of human action the question of right and wrong in translation is relativized without abandoning a pragmatic grounding for the ensuing differing translations. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Lebende Sprachen de Gruyter

Kreativität im Translationsunterricht

Lebende Sprachen , Volume 58 (2) – Nov 1, 2013

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Publisher
de Gruyter
Copyright
Copyright © 2013 by the
ISSN
0023-9909
eISSN
1868-0267
DOI
10.1515/les-2013-0019
Publisher site
See Article on Publisher Site

Abstract

Abstract This paper deals with the question how to use the creative resources of students in translation classes. It starts from the basic premise that every explicit concscious action, like formulating a translation, has its basis in implicit knowledge (cf. Joachim Renn, Übersetzungsverhältnisse). The explicitation of implicit knowledge always is an individual creative act which potentially differs (similar to Derrida’s differance) from every other act of translating the same item. By inducing the students to accept the fact of the creativity of human action the question of right and wrong in translation is relativized without abandoning a pragmatic grounding for the ensuing differing translations.

Journal

Lebende Sprachende Gruyter

Published: Nov 1, 2013

References