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“‘每月一题’翻译之星”获奖译文(2016年11月)

二等奖译文:

 

翻译学院2014级翻译专业陈亭宏

论个人参与

 [1]柏拉图坚信,如果每个人都能从事他所擅长的事,那么每个人都会是幸福的,社会也能组织有序。同时他也坚信,教育最重要的职责,就是挖掘出每个人所擅长的东西,并加以锻炼,开发潜能,让其能有效利用。这是对个人参与的最好阐述。

[2]但是随着知识的进步,我们认识到柏拉图只看到了表象,就把个体以及他们的原始力量勉强地归并为一些标记明显的阶层。我们也认识到,个人原始的能力是无限而多变的。

[3]这只不过是事实的另一面,也就是说,在一定程度上,当社会变得民主平等,社会组织就是意味着利用个体所具备的多变才能,而不是让社会形成阶层。

 

翻译学院2014级翻译专业范文澜

Individual Engagement

个人的职业选择

 [1] We cannot better Plato’s conviction that an individual is happy and society well organized when each individual engages in those activities for which he has a natural equipment, nor his conviction that it is the primary office of education to discover this equipment to its possessor and train him for hits effective use.

[1]柏拉图坚信,社会繁荣安定、人民安居乐业,建立在人人都能从事可以施展才华的职业上;教育的第一要务,便是发现人们的天分,培养人们的天分,使之得以有效利用。他的观点今人无出其右。

[2] But progress in knowledge has made us aware of the superficiality of Plato’s lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable.

[2]但随着知识进步,我们发觉,人天资多种多样,而且后天可变,柏拉图给个人与其天分进行严格阶级分层的做法就显示出其表面性。

[3] It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, nor stratification by classes. 

[3]不过这另一方面也说明,社会越民主,意味着社会组织就越能有效利用个人的天分(包括人具体的某种能力,和可变的资质),而不是将人才阶级分化。

                                       (John Dewey)

                                      (约翰·杜威)

 

注:本文选自约翰·杜威的《民主与教育:教育哲学导论》 Democracy and Education: an introduction to the philosophy of education)第七章,教育中的民主概念 The Democratic Conception in Education)。

 

 

翻译学院2014级翻译专业余舒梓

Individual Engagement

个人契约

    [1] We cannot better Plato’s conviction that an individual is happy and society well organized when each individual engages in those activities for which he has a natural equipment, nor his conviction that it is the primary office of education to discover this equipment to its possessor and train him for hits effective use.

    [1]我们无法超越柏拉图的主张:当每个有天赋的个体参与相关的活动时,个体得到快乐,社会变得有序;教育的主要职能是帮助拥有天赋的人发现他的这种天赋,并对他进行训练以创造有效价值。

    [2] But progress in knowledge has made us aware of the superficiality of Plato’s lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable.

    [2]但知识的进步使我们意识到柏拉图的浅薄,他把个人和他们的原始力量归并成几个明确划分的阶级;知识的进步告诉我们,原始才能无限无尽、变化多样。

    [3] It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, nor stratification by classes.

    [3]事实上,从另一方面来说,在这样的民主社会,社会组织意味着对个体特别又多变的素质进行利用,而非阶级分层。

 (John Dewey)

(约翰·杜威)

 

 

三等奖译文:

翻译学院2015级翻译专业林蓉蓉 

Individual Engagement

个体参与

[1] We cannot better Plato’s conviction that an individual is happy and society well organized when each individual engages in those activities for which he has a natural equipment, nor his conviction that it is the primary office of education to discover this equipment to its possessor and train him for hits effective use.

[1] 柏拉图坚信,只有每个个体都参与那些能发挥他才能的社会活动,个人才会快乐,社会才能安定有序;柏拉图还深信教育的根本任务就是发掘每个人的潜能并让个体学会有效运用自己的潜能。柏拉图的这些理论,后人是难以超越的。

[2] But progress in knowledge has made us aware of the superficiality of Plato’s lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable.

[2] 不过,知识的进步让我们开始意识到到,柏拉图将个体以及其潜能固化地划分成几个区别明显的等级,这存在着一定的肤浅之处,同时我们也懂得了,个人的潜能是无限的,是多样化的。

[3] It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, nor stratification by classes. 

[3] 也正是通过这个事实的另一面,我们可以看到,一个社会越是民主,就越意味着在社会结构中,多样化的个人潜能得以充分利用,而非社会阶级的固化分层。

                                                      (John Dewey)

                                                      约翰 杜威

 

翻译学院2014级翻译专业梁国颖

Individual Engagement

论个体参与

[1] We cannot better Plato’s conviction that an individual is happy and society well organized when each individual engages in those activities for which he has a natural equipment, nor his conviction that it is the primary office of education to discover this equipment to its possessor and train him for hits effective use.

[1]我们无法超越柏拉图的哲学思想:第一,柏拉图认为只有当每一个个体都参与到那些个体天生擅长的活动中,个体才会感到幸福,社会才会井然有序。第二,他也认为教育的首要任务是发掘个体所具备的天赋,并且对其加以训练,使天赋得到有效利用。

[2] But progress in knowledge has made us aware of the superficiality of Plato’s lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable.

[2]但是知识的进步已经使我们意识到柏拉图强调个体重要性和根据天赋严格划分等级这一信条是浮于表面的。知识的进步让我们明白,与生俱来的能力是数不胜数、变化无穷的。

[3] It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, nor stratification by classes. 

[3]但事实的另一面却是:在社会民主化的程度上,社会组织意味着个体各种特定的品质得到充分利用,而不是社会的阶层分化。

                                                      (John Dewey)

                                     (约翰·杜威,美国哲学家、教育家)

 

翻译学院2014级翻译专业万兴睿 

个人参与

 [1]柏拉图坚信,如果每个个体都能在他天赋异禀的领域发挥所长,不仅个人会幸福快乐,社会也会井然有序。他还坚信,教育的最主要职能是发现这些天赋异禀之人,并培养他们有效地利用这些天赋。柏拉图的这些思想让人难以超越。

 [2]但是随着知识的进步,我们意识到这是很肤浅的,因为柏拉图把个体和个体的原始力量清楚地划分成一些带标记的类别,这告诉我们原始能力无限巨大且多种多样。

    [3]事实的另一面刚好表明,在民主社会的条件下,,社会组织应该利用每个个体的特殊多变的素质,而非按阶级分层。

(约翰·杜威)

 

 

 

 
 
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