Growing a Project-Based Translation Pedagogy: A Fractal Perspective

Abstract

This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging "holistic-experiential" approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.

<br><br>Plan de l'article<br><br1. Beyond Social-Constructivism<br>1.1. The Social-Constructivist Approach to Translator Education in a Nutshell<br>2. On Pedagogical Networks: Synergies, Roots and Branches<br>2.1. Translation as a Complex Process<br>3. From the Complexities of Translation to an Enactivist View of Translator Education<br>3.1. The Potential of a Fractal View of Translation Pedagogy<br>3.2. Further Strands of a Holistic-Experiential Approach<br>4. Growing a Curriculum<br>5. Conclusion<br><br>