Translation and Its Discontents II: A German Perspective

Autor/in	Körber, Andreas
Titel	Translation and Its Discontents II: A German Perspective
Quelle	In: Journal of Curriculum Studies, 48 (2016) 4, S.440-456 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1171401
Schlagwörter	Foreign Countries; Translation; History Instruction; International Cooperation; Vocabulary; Primary Sources; Definitions; Epistemology; Historiography; Figurative Language; Germany + Suchen Sie Ihr Suchwort? Ausland; History lessons; Geschichtsunterricht; Internationale Kooperation; Internationale Zusammenarbeit; Wortschatz; Primärquelle; Begriffsbestimmung; Erkenntnistheorie; Geschichtsschreibung; Deutschland
Abstract	International cooperation in history teaching and related teacher education requires clarification of terminology as well as of underlying concepts and theoretical foundations, since these levels are fundamentally intertwining. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. Three complexes of theory and terminology are addressed: "Geschichtsbewusstsein" ("historical consciousness") with special regard to the concept of "Sinnbildung" in Jörn Rüsen's theory, the German focus on the concepts of "source" ("Quelle") compared to the Anglosaxon concept of "evidence" and the challenges posed by translating Jörn Rüsen's concept of "Triftigkeiten" (plausibility) as a criterion for assessing the quality of historical statements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01