
- •Lecture 1. Ethics and translation
- •1. Ethics as a Science
- •2. Ethics in Translation
- •2.1. Who are translators?
- •Reliability and Speed in Translation
- •2.3.Moral Issues in Translation Business
- •The Ancient Chinese Schools
- •2. The Academy of Jundishapur
- •The Passage to India
- •The House of Wisdom
- •The School of Toledo
- •6. The International Translation Day
- •Lecture 3. Learning to be a translator
- •1. The Translator's Charter (approved by the Congress at Dubrovnik in 1963, and amended in Oslo on July 9, 1994)
- •1.1. General Obligations of the Translator
- •1.2. Rights of the Translator
- •2. Translators’ Societies and Unions
- •3. National Organizations and the International Federation of Translators
- •4. Language Interpreter and Translator Code of Professional Conduct
- •5. The Translator’s Responsibilities
- •1. Ethics Is a Professional Concern
- •2. The Notion of ‘Ours’ and ‘Theirs’ in the Work of a Translator
- •3. Translation Is Always an Improvement
- •4. The Sources of the Translation Improvement
- •5. Professional Detachment Is Attachment to a Profession
- •Lecture 5. Ethics and professionalism in translation
- •1. Accuracy in Translation
- •2. The True Professional
- •3. Access to Private Information
- •Handling Clients and After Service
- •Lecture 6. Translation and technology
- •The Role of Technology in the Profession of a Translator
- •2. Translation Memory Programs
- •Lecture 7. The translator’s intelligence
- •1. The Translator's Memory
- •2. The Representational and Procedural Memory
- •3. The Translators' Learning Styles
- •3.1. The Varieties of Learning Styles
- •Independent, Dependent and Interdependent Translators
- •Visual Translators
- •4. The Processing of Information by Different Learners
- •5. The Response
- •Lecture 8. The theoretical components in interpreter and translator training
- •1. The Role of Training in Interpretation and Translation
- •2. The Components of Translation Expertise
- •1) Interpreters and translators must have good passive knowledge of their passive working languages.
- •2) Interpreters and translators must have good command of their active working languages.
- •3) Interpreters and translators must have enough knowledge of the subjects of the texts or speeches they process.
- •4) Translators must know how to translate.
- •3. The Variability of Training Requirements
- •3.1. The Initial Training for Newcomers to Translation
- •3.2. Further Training for Practicing Interpreters and Translators
- •Lecture 9. Different types of translation and interpreting
- •1. Comprehension in Translation
- •2. Translation and Comprehension of Specialized Texts
- •2.1. The Importance of Terminology Knowledge
- •3. Legal and Court Interpreting
- •4. Other Types of Interpreting
- •Lecture 10. The development of english and englishness
- •1. The Persistence of English
- •2. The Emergence of the English Language
- •3. Dictionaries and Rules
- •4. The Diffusion of English
- •5. English and Englishness
- •6. The Features of “Standard English"
- •7. The Continuity of English
The House of Wisdom
For the history of Western civilization, the demise of Rome was a turning point. Having reached a high level of classical culture and learning, the fall of Rome was seen as a great decline. In Europe, the time of tumult and so-called barbarian invasions turned a sparkling civilization into forgotten ruins. Learning and culture retreated into fortress-like monasteries, where it mouldered for centuries with little improvement. It was in Baghdad that the Muslims founded their great school of translation known as the House of Wisdom. Their formidable ambition was to translate as much as they could find of mathematics, astronomy, astrology, ethics, geography, mechanics, music, medicine, physics, philosophy and the construction of scientific instruments . The first Arabic translations used the literal style of the Syriac translators. Syriac had evolved as a written language through translations of the New Testament, where it was thought to be essential to get as close to the original meaning of the Greek as possible. This led to a style that was virtually word-for-word translation. The Arabs later abandoned the tradition of literal translation and concentrated on making the sense of the Greek writers comprehensible to the reader. They went back to the original Greek texts and translated them directly into Arabic, revising earlier translations into Syriac and Aramaic.
The House of Wisdom (Bayt al-Hikmah) was started by Caliph al-Mamun in 830 AD. It was the center of Islamic learning, where great translation projects took place to convert the great works of different cultures into Arabic. During Baghdad's golden age there was no censorship or religious bigotry and the Arab elite welcomed influences equally from Indians, Chinese, Christians, Jews and Pagans. The Baghdad school employed a diverse team of Christian and Muslim translators to help translate books from around the world.
One of the House of Wisdom's most famous scholars was Hunayn ibn Ishaq, who eventually translated the entire canon of Greek medical works into Arabic, including the Hippocratic Oath. The book was translated into Latin and for centuries was the authoritative treatment of the subject in both Western and Eastern universities.
Some translators were paid an equal weight of gold to their translated manuscripts. It meant sometimes traveling as far as India to look for original manuscripts and study the mathematics and philosophy of those who had written in classical Sanskrit centuries earlier.
The first great advance on the inherited mathematical tradition was the introduction of Arabic numerals, which actually originated in India and which simplified calculation of all sorts and made possible the development of algebra.
This translation of knowledge is considered to be one of the main events of the Middle Ages. The House of Wisdom's main concern was foreign knowledge, and around it the Baghdad School evolved. Great libraries and schools thrived on the works that the translators contributed. The House of Wisdom restored the continuity of human knowledge by learning and translating from the older cultures. Without the ancient knowledge that was preserved and translated through the dark ages of medieval Europe, the Renaissance would not have been possible.