Growing a Project-Based Translation Pedagogy: A Fractal Perspective

• Autores: Don Kiraly
• Localización: Meta: Journal des traducteurs = translators' journal, ISSN 0026-0452, Vol. 57, Nº. 1, 2012 (Ejemplar dedicado a: CIUTI: LEADER IN ADVOCATING EMPLOYABILITY AND RESEARCH), págs. 82-95
• Idioma: inglés
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• Dialnet Métricas: 25 Citas
• Resumen

  • This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging "holistic-experiential" approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.

    
    
    Plan de l'article
    1.1. The Social-Constructivist Approach to Translator Education in a Nutshell
    2. On Pedagogical Networks: Synergies, Roots and Branches
    2.1. Translation as a Complex Process
    3. From the Complexities of Translation to an Enactivist View of Translator Education
    3.1. The Potential of a Fractal View of Translation Pedagogy
    3.2. Further Strands of a Holistic-Experiential Approach
    4. Growing a Curriculum
    5. Conclusion