| Publikationstyp: | Buchbeitrag |
| Art der Begutachtung: | Editorial review |
| Titel: | Wisdom in practice : phronesis and co-emergent learning in translator education |
| Autor/-in: | Massey, Gary Ehrensberger-Dow, Maureen |
| et. al: | No |
| Erschienen in: | Re-thinking translator education : in honour of Don Kiraly's social constructivist approach |
| Herausgeber/-in des übergeordneten Werkes: | Abels, Katja Hansen-Schirra, Silvia Oster, Katharina Schäffer, Moritz J. Signer, Sarah Wiedmann, Markus |
| Seite(n): | 15 |
| Seiten bis: | 28 |
| Erscheinungsdatum: | 2022 |
| Reihe: | Sprachen lehren – Sprachen lernen |
| Reihenzählung: | 13 |
| Verlag / Hrsg. Institution: | Frank & Timme |
| Verlag / Hrsg. Institution: | Berlin |
| ISBN: | 978-3-7329-0827-1 978-3-7329-9133-4 |
| Sprache: | Englisch |
| Schlagwörter: | Translator education; Translator competence; Social constructivism; Emergentism; Aristotle; Phronesis; Ethics; Professionalism; Experiential learning |
| Fachgebiet (DDC): | 418.02: Translationswissenschaft |
| Zusammenfassung: | The present chapter considers how Aristotle’s concept of phronesis, in both its epistemic and ethical dimensions, can usefully inform current thinking about how future translators should be educated, and how their teachers can learn with them – experientially, collaboratively, ethically and co-emergently. We do not live in Aristotle’s world, so it is illusory to imagine we can directly apply his concept of practical wisdom to twenty-first century professional life and learning. However, it can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that, for want of being known or adequately categorized, has been largely neglected in the discourse on translator competence and didactics. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/25705 |
| Volltext Version: | Publizierte Version |
| Lizenz (gemäss Verlagsvertrag): | Lizenz gemäss Verlagsvertrag |
| Departement: | Angewandte Linguistik |
| Organisationseinheit: | Institut für Übersetzen und Dolmetschen (IUED) |
| Enthalten in den Sammlungen: | Publikationen Angewandte Linguistik |
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Massey, G., & Ehrensberger-Dow, M. (2022). Wisdom in practice : phronesis and co-emergent learning in translator education. In K. Abels, S. Hansen-Schirra, K. Oster, M. J. Schäffer, S. Signer, & M. Wiedmann (Eds.), Re-thinking translator education : in honour of Don Kiraly’s social constructivist approach (pp. 15–28). Frank & Timme.
Massey, G. and Ehrensberger-Dow, M. (2022) ‘Wisdom in practice : phronesis and co-emergent learning in translator education’, in K. Abels et al. (eds) Re-thinking translator education : in honour of Don Kiraly’s social constructivist approach. Berlin: Frank & Timme, pp. 15–28.
G. Massey and M. Ehrensberger-Dow, “Wisdom in practice : phronesis and co-emergent learning in translator education,” in Re-thinking translator education : in honour of Don Kiraly’s social constructivist approach, K. Abels, S. Hansen-Schirra, K. Oster, M. J. Schäffer, S. Signer, and M. Wiedmann, Eds. Berlin: Frank & Timme, 2022, pp. 15–28.
MASSEY, Gary und Maureen EHRENSBERGER-DOW, 2022. Wisdom in practice : phronesis and co-emergent learning in translator education. In: Katja ABELS, Silvia HANSEN-SCHIRRA, Katharina OSTER, Moritz J. SCHÄFFER, Sarah SIGNER und Markus WIEDMANN (Hrsg.), Re-thinking translator education : in honour of Don Kiraly’s social constructivist approach. Berlin: Frank & Timme. S. 15–28. ISBN 978-3-7329-0827-1
Massey, Gary, and Maureen Ehrensberger-Dow. 2022. “Wisdom in Practice : Phronesis and Co-Emergent Learning in Translator Education.” In Re-Thinking Translator Education : In Honour of Don Kiraly’s Social Constructivist Approach, edited by Katja Abels, Silvia Hansen-Schirra, Katharina Oster, Moritz J. Schäffer, Sarah Signer, and Markus Wiedmann, 15–28. Berlin: Frank & Timme.
Massey, Gary, and Maureen Ehrensberger-Dow. “Wisdom in Practice : Phronesis and Co-Emergent Learning in Translator Education.” Re-Thinking Translator Education : In Honour of Don Kiraly’s Social Constructivist Approach, edited by Katja Abels et al., Frank & Timme, 2022, pp. 15–28.
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