Documents found
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822.More information
AbstractThis article elaborates the concept of the crossing of the self as a methodological tool for the interpretation of recent francophone autobiographical writing. As a concept which overthrows the notion of a quest for identity, the crossing of the self underlines the open plurality of the subject outlined in the autobiographical texts of Assia Djebar, Ken Bugul and Patrick Chamoiseau.
Keywords: écritures autobiographiques francophones, concept de la traversée du moi, relation du collectif et de l'individu, Assia Djebar, Ken Bugul, Patrick Chamoiseau, francophone autobiographical writing, concept of a crossing of the self, relation between the collective and the individual, Assia Djebar, Ken Bugul, Patrick Chamoiseau
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823.
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824.
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826.
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827.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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828.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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830.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