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Publication type:	Conference other
Type of review:	No review
Title:	Teaching wisdom : phronesis, translator education and the learning organization
Authors:	Massey, Gary
et. al:	No
Conference details:	3rd CTER Congress "(Re-)Profiling Translation Pedagogy: Translators, Interpreters and Educators", Krakow (online), 17-18 March 2022
Issue Date:	Mar-2022
Language:	English
Subjects:	Translator education; Phronesis; Practical wisdom; Emergentism; Translation training; Teacher training
Subject (DDC):	418.02: Translating and interpreting
Abstract:	Aristotle’s (2020) concept of phronesis, often translated into English as “practical wisdom”, has been variously interpreted and applied in other professionally oriented disciplines and their pedagogies (e.g. Banks 2018; Kinsella & Pitman 2012), but it has been at best only touched on in translation studies and translator education (e.g. Kiraly & Hofmann 2019, Haro-Soler & Kiraly 2019). Although our world is plainly not Aristotle’s, this talk will argue that his concept can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that until now has been largely neglected in the discourse on translator competence and didactics. After briefly exploring how Aristotle himself describes – and various disciplines currently apply – phronesis, the paper goes on to discuss how the concept interfaces with translator education in three important areas: student learning, teacher-researcher and organizational development, and upholding the added epistemic and ethical value(s) of professionalism in today’s increasingly technologized language industry. References Aristotle. The Nicomachean Ethics. Trans. Adam Beresford. London: Penguin Books, 2020. Print. Banks, Sarah. “Practising Professional Ethical Wisdom: The Role of 'Ethics Work' in the Social Welfare Field.” Cultivating Moral Character and Virtue in Professional Practice. Ed. David Carr. London: Routledge, 2018. 55-69. Print. Haro-Soler, María del Mar, and Don Kiraly. “Exploring Self-Efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project”. The Interpreter and Translator Trainer 13.3 (2019): 255-270. Print. Kinsella, Elizabeth Anne, and Allan Pitman. “Engaging Phronesis: Professional Practice and Education.” Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Ed. Elizabeth Anne Kinsella and Allan Pitman. Rotterdam: Sense, 2012. 1-12. Print. Kiraly, Don, and Sascha Hofmann. “Towards an Emergentist Curriculum Development Model for Translator Education”. Towards Authentic Experiential Learning in Translator Education. Ed. Don Kiraly and Gary Massey. 2nd ed. Newcastle: Cambridge Scholars, 2019. 59-81. Print.
Further description:	Keynote address
URI:	https://digitalcollection.zhaw.ch/handle/11475/24700
Fulltext version:	Published version
License (according to publishing contract):	Licence according to publishing contract
Departement:	Applied Linguistics
Organisational Unit:	Institute of Translation and Interpreting (IUED)
Appears in collections:	Publikationen Angewandte Linguistik

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