知识翻译学视域下英汉教育学术语译介分析——以liberal education与general education为例  

An Analysis of E-C Translations and Communication of Liberal Education and General Education from the Perspective of Transknowletology

作　　者：宋晓舟 孙湉[2] 林大津[2] SONG Xiaozhou;SUN Tian;LIN Dajin

机构地区：[1]福建理工大学 [2]福建师范大学

出　　处：《中国外语》2023年第6期95-100,共6页Foreign Languages in China

基　　金：教育部首批新文科研究与改革实践项目(编号:2021140078)的部分研究成果。

摘　　要：知识翻译学的本体论意义在于翻译是跨语言的知识再生产和传播。如果这一翻译新理论成立,我们就不能简单地认为翻译的原文内容都是“完成式”的实在知识内容,而应该着眼于译介在人类知识演化过程中所起的桥梁作用。从国内对教育学英语术语liberal education和general education的翻译与诠释看,知识翻译学的启示价值在于对这两个术语来龙去脉的历史知识梳理。相对于liberal education的“博雅教育”与相对于generaleducation的“通识教育”是知识传播的典型案例,前者传播范围有限,后者得到了全国教育界的接受,广为流行,这说明术语及其所指的世界性知识传播需要适应地方“水土”。Theontological essence of transknowletology lies in the reproduction and communication of knowledge across different languages.If this new emerging translation theory comes to be rational,then what has been translated around the world throughout human history should not be regarded as the reproduction of“completed”given knowledge but rather as a bridge facilitating the evolution of knowledge.A full understanding of the translations and interpretations in China of the English educational terms—liberal education and general education can be obtained by applying the implications of transknowletology to the historical tracing of the two terms.A case in point of knowledge communication through the Chinese translations of the two English terms for the present discussion has proved that the Chinese translation of liberal education in China has not received as much attention as general education that has been very well received in the educational circles throughout China,attesting the principle that translated terms and their connotations,if only to be well received as knowledge communication around the world,depend very much on a full understanding of local conditions.

关 键 词：知识翻译学 “知识”定位 知识演化 教育学术语 英汉译介与传播 

分 类 号：H059[语言文字—语言学]