| The dialectic of translators as persons and interpretations implicit in their practical work is explored. This leads to conceptualizations of translation practice, personal practical knowledge, and the pedagogical significance of translation practice.; A case study of instructionally oriented translation work by the researcher and one advanced, university-level German student was undertaken. Narrative research methodology was used. Data consisted of a series of translation workshop sessions based on prior independently completed translation assignments, and subsequent written correspondence via which emergent interpretations were developed mutually by researcher and participant.; Translation is conceptualized as artistic-esthetic experience. Translation experiences are seen as forming part of the continuum of the individual's life, and as unified through emotionality.; Emotionality is seen as a link between the two central constructs in personal practical knowledge, image and narrative unity. It emerges as a triple-faceted construct which incorporates emotions, morality, and aesthetics, and is shown to play a role in the visibility of images, and thus of personal practical knowledge. It is also seen teleologically as the driving force which pulls a person's past forward into present experiences, and projects onward into his/her future.; The emergent conceptualizations of translation and personal practical knowledge are seen to link with pedagogy through narrative translation discussion. This is taken to be a purposive activity which moves individuals toward understanding, and thus holds potential for fostering their personal growth, sensitivity to art, and meaningful learning of a foreign language. |
