Reviving pedagogical translation

Barnes, Katrina

doi:10.1075/ttmc.00012.bar

Cited by 5 publications

(16 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Again, the principles of demonstrations are definitions, and it has been proved earlier that there will not be demonstrations of principleseither the principles will be demonstrable and there will be principles of principles, and this will continue ad infinitum, or else the primitives will be indemonstrable definitions [APo II 3, 90 b 24-7; Barnes 1993].…”

Section: [T2]mentioning

confidence: 99%

“…Or Why is the moon eclipsed? Because the light leaves it when the earth screens it [APo II 2, 90 a 14-18; Barnes 1993].…”

Section: [T7]mentioning

confidence: 99%

“…Just as we seek the reason why when we grasp the fact […], in the same way we plainly cannot grasp what it is to be something without grasping that it exists; for we cannot know what something is when we do not know whether it exists [APo II 8, 93 a 16-20; Barnes 1993].…”

Section: -Interdependence Between Defining and Explainingmentioning

confidence: 99%

“…But as to whether it exists, sometimes we grasp this incidentally, and sometimes by grasping something of the object itselfe.g. of thunder, that it is a sort of noise in the clouds; of an eclipse, that it is a sort of privation of light; of man, that he is a sort of animal; of soul, that it is something which moves itself [APo II 8, 93 a 21-24; Barnes 1993]. Therefore, inquiring whether the lunar eclipse 'exists' is not just a matter of investigating whether or not it happens to the moon, but of realizing that it occurs frequently and regularly enough to 71 'How will you look for it, Socrates, when you do not know at all what it is?…”

Section: -Interdependence Between Defining and Explainingmentioning

confidence: 99%

“…And this is the account of the one extreme, i.e. in this case of A; for an eclipse is a screening by the earth [APo II 8, 93 b 3-7; Barnes 1993].…”

Section: Syllogism VIImentioning

confidence: 99%

See 4 more Smart Citations

Ontological underpinnings of Aristotle's philosophy of science

Zuppolini¹

View full text Add to dashboard Cite

horses and mules. Eventually, an inductive procedure will indicate that all animals of a certain kind are long-lived whenever their bodies do not contain a significant quantity of bile: Syllogism I: 43 Longevity holds of humans, horses etc., Being a K holds of humans, horses etc.Longevity holds of all Ks Syllogism II:Absence of bile holds of humans, horses etc., Being a K holds of humans, horses etc. Absence of bile holds of all KsRelying on this result, the inquirer proceeds to an inference that could be described as an 'inverted demonstration', where the explanatory term is not the middle, but the major extreme: 44 Syllogism III:Longevity holds of all Ks, Being bileless holds of all Ks Longevity holds of all bileless animalsIn fact, the co-occurrence of longevity and absence of bile made Aristotle believe that, in certain animals, the latter is the explanation of the former. 45 Thus, in Syllogism III, the explanans appears in the conclusion while the explanandum occurs in the major premisean inference a modern reader could classify as abductive. However, while the so-called 'inferences to the best explanation' are non-deductive, Aristotle believes that, if the induction that precedes it is sufficiently comprehensive, we can obtain a deduction to the best explanation. Lines 68 b 24-27 refer back to APr II 22, 68 a 21-25, where Aristotle has shown that if two terms A and B hold of all C, and C also holds of all B, then A necessarily holds of all B. Therefore, if the induction shows us that all and only the members of the relevant kind are bilelessand perhaps this is what Aristotle means by the enigmatic phrase 'the entire universal' in APo II 19 ( , 100 a 6-7) -, we are warranted to convert the previous minor premise and obtain 'a deduction from induction'concluding that all bileless animals are long-lived: Syllogism IV:Longevity holds of all Ks, Being a K holds of all bileless animals Longevity holds of all bileless animals 43 I am calling Syllogism I, II, and III 'syllogisms' just for the sake of exposition. Technically speaking, these arguments are not Aristotelian syllogisms, since Aristotle uses the term ' ' only for valid arguments in syllogistic form. 44 The terms called 'middle' and 'extreme' in T4 do not match the roles they play in the argument discussed in the passage, which means that these expressions are used as rigid designators of the middle term and the extremes of a demonstrative syllogism. See Ross (1949, pp. 484-485). 45 PA IV 2, 676 a 30-677 b 10.'learning by demonstration'? Let me suggest the following solution. The term 'demonstration' is ambiguous: in one sense of the term, 'demonstration' is the name of a reasoning (a proof-search procedure, one could say) in which a scientist tries to identify propositions (already known to be the same thing-x as explained by y. As a result of her learning, she now has scientific knowledge of x, which she previously knew only non-scientifically' (Bronstein 2014, p. 14). 56 Lesher (2010, pp. 148-156). 57 '[...] akribeiam, quae non solam certitudinem...

show abstract

Section: [T2]mentioning

confidence: 99%

“…Or Why is the moon eclipsed? Because the light leaves it when the earth screens it [APo II 2, 90 a 14-18; Barnes 1993].…”

Section: [T7]mentioning

confidence: 99%

Section: -Interdependence Between Defining and Explainingmentioning

confidence: 99%

Section: -Interdependence Between Defining and Explainingmentioning

confidence: 99%

“…And this is the account of the one extreme, i.e. in this case of A; for an eclipse is a screening by the earth [APo II 8, 93 b 3-7; Barnes 1993].…”

Section: Syllogism VIImentioning

confidence: 99%

See 3 more Smart Citations

Ontological underpinnings of Aristotle's philosophy of science

Zuppolini¹

View full text Add to dashboard Cite

show abstract

Translation in the UK language classroom

Barnes

2021

TTMC

View full text Add to dashboard Cite

Pedagogical translation in UK secondary school language classrooms appears to have returned to favour after years of demonisation brought about by Grammar Translation pedagogy and the rise of L2-only approaches. This renewed interest is reflected in the recent inclusion of translation in the reading and writing sections of GCSE exams (taken by students in all countries within the UK except Scotland). However, there is still some uncertainty around how translation is perceived and utilised in the language classroom. What function has translation been thus far ascribed within language education? What could it be used to achieve? This article presents an overview of where translation currently sits within the secondary Modern Foreign Languages (MFL) landscape in the UK. It then examines how translation may be redefined as ‘dynamic’ and used as a communicative, creative activity to aid students with various aspects of their language learning. Examples of such activities are provided and explained. Finally, recommendations are made as to how to make Dynamic Translation accessible to students in future, namely through task-based translation projects and new forms of pedagogical translation assessment.

show abstract

‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom

Beauvais

Ryland

2020

Language, Culture and Curriculum

View full text Add to dashboard Cite

This paper presents findings from observations of literary translation workshops with secondary school MFL pupils, revolving around a literary translation from L2 to L1 which does not require pre-existing language skills in the L2. Our research questions were: what skills do pupils mobilise when they work in groups on a literary translation? What can we say of the pupils' engagement and motivation? The data shows that pupils mobilise three categories of skills: metalinguistic, linguistic, and literary. Our first contention is that metalinguistic reflection feeds into both linguistic and literary aspects of the exercise and contributes to binding them together. The pupils displayed engagement most intensely when finding a translational 'solution' with expressive potential (that 'sounds good'). Their motivation was maintained through oral performance: pupils engage in vast amounts of vocalisation. We suggest that the spontaneous performative aspects of literary translation workshops help pupils process text, negotiate the linguistic territory across source and target language, and evaluate the aesthetic potential of their writing. Our second contention, therefore,

show abstract

Reviving pedagogical translation

Cited by 5 publications

References 20 publications

Ontological underpinnings of Aristotle's philosophy of science

Ontological underpinnings of Aristotle's philosophy of science

Translation in the UK language classroom

‘We actually created a good mood!’: metalinguistic and literary engagement through collaborative translation in the secondary classroom

Contact Info

Product

Resources

About