Documents found
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822.
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823.More information
A review of recent decades concerning the relationships between ethics and education or training reveals and illustrates three major tensions: between heteronomy and autonomy, between social cohesion and a live-and-let-live approach that is inclusive of otherness and thus of diversity, between the individualism of every-man-for-himself and the solidarity required to exercise responsibility. These three tensions have implications for ethics and politics, schools, and education or training.
Keywords: hétéronomie, autonomie, cohésion sociale, vivre-ensemble, altérité, heteronomy, autonomy, social cohesion, living together, otherness
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824.More information
Source text (ST), although a central concept in translation studies, has remained vaguely defined. This complicates the identification of a translation's ST, which in turn creates problems for research. Associating translations with the incorrect ST(s) leads to questionable conclusions and categorizations, especially when dealing with the types of translation that are defined and theorized with reference to their relationship with their ST(s), such as retranslation, indirect translation, pseudotranslation and self-translation. Our case study of five Finnish translations of Jules Verne's Vingt mille lieues sous les mer demonstrates that these assumed retranslations have different STs. We adopt the notions of work and text to establish the relationships among the translations and STs involved: texts are representations of a work, and a work, in turn, is a literary creation implied by its various texts. Although the five Finnish translations have different source texts, they are all – as are their STs – texts of the same work. In other words, if source text is understood to be a text, the five translations are not, strictly speaking, retranslations; however, if source text is understood to be a work, then they are all retranslations of the same work. Therefore, the categorization of these translations – and thus also the points of view from which they can be studied – depends on whether source text is defined as a text or as a work.
Keywords: source text, text and work, retranslation, indirect translation, compilative translation, texte source, texte et oeuvre, retraduction, traduction indirecte, traduction compilative, texto fuente, texto y obra, retraducción, traducción indirecta, traducción compilativa
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826.More information
The authoress focuses her attention on three major issues. She starts her deliberations by referring to the roots of philosophical and pedagogical ides of Europeanism. Then, she describes contemporary Europe from the perspective: of the world (external) and Europe itself (internal) creating a perspective for further analyses. Assuming that education is a screen of culture, the authoress points out interpretative bridges aimed at portraying education holistically understood as: being in the world, in Europe, “at home”. Ultimately, she shows the challenging areas for education, which should integrate three modi of contemporary man's existence: cosmopolitan, European, ethnic.
Keywords: éducation européenne, racines philosophico-pédagogiques de l'idée d'européanité, dialogue malgré les différences, indépendance-innovation-coopération, intégration-intention-interprétation-imagination-intuition, european education, philosophical and pedagogical roots of the Europeanness idea, dialog despite differences, independence-innovation-cooperation, integration-interpretation-imagination-intuition
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827.More information
Ap. J.-C., the second most recent novel by the Greek Francophone writer Vassilis Alexakis, is an important example of the issue of self-translation. Unlike Francophone writers for whom the French language was imposed during colonization, Alexakis was not predisposed to write in French. What led him to use a language other than his mother tongue in his career? Why does he write in two languages? This is not the first time that Alexakis' work has been analyzed through the lens of what is known as self-translation. However, we are currently witnessing Alexakis' return to Greek, as the novel Ap. J-C. was also written in Greek and self-translated into French. What are the operational choices made by the author in such a remote context as Mount Athos, also known as the Holy Mountain, in Ap. J-C., in order to create such different imaginaries? After an overview of the novel's characters and theme, we will first try to answer this question through a thematic analysis of his work. Secondly, we will address socio-linguistic and cultural issues that arise from passing from one language to another, specifically through self-translation.
Keywords: traduction, autotraduction, francophonie, sémantique, lexicologie, translation, self-translation, Francophonie, semantics, lexicology
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828.
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830.More information
Keywords: Fatou Diome, Marianne, Marianne porte plainte