Kääntäminen oppimisena

Authors

• Ritva Hartama-Heinonen

DOI:

https://doi.org/10.61200/mikael.145922

Abstract

This article explores the idea of approaching translation as learning from philosophical as well as learning- and teaching-theoretical vantage points, particularly with reference to the modern juxtaposition of realism and constructivism. The discussion focuses on the question whether (or in what way) these two notions and approaches to teaching and learning can, with respect to their diverging conceptions and distinctions concerning reality, truth, knowledge, information mining, knowledge building, and knowledge creating contribute to the enrichment of our views of both translation practice and translator training.