|Publication type:||Book part|
|Type of review:||Editorial review|
|Title:||Wisdom in practice : phronesis and co-emergent learning in translator education|
|Published in:||Re-thinking translator education : in honour of Don Kiraly's social constructivist approach|
|Editors of the parent work:||Abels, Katja|
Schäffer, Moritz J.
|Series:||Sprachen lehren – Sprachen lernen|
|Publisher / Ed. Institution:||Frank & Timme|
|Publisher / Ed. Institution:||Berlin|
|Subjects:||Translator education; Translator competence; Social constructivism; Emergentism; Aristotle; Phronesis; Ethics; Professionalism; Experiential learning|
|Subject (DDC):||418.02: Translating and interpreting|
|Abstract:||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.|
|Fulltext version:||Published version|
|License (according to publishing contract):||Licence according to publishing contract|
|Organisational Unit:||Institute of Translation and Interpreting (IUED)|
|Appears in collections:||Publikationen Angewandte Linguistik|
Files in This Item:
There are no files associated with this item.
Show full item record
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, 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.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.