韩素音青年翻译奖赛20

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韩素音青翻译奖赛中文原文及参考译文和解析

韩素音青翻译奖赛中文原文及参考译文和解析

老来乐Delights in Growing Old六十整岁望七十岁如攀高山。

不料七十岁居然过了。

又想八十岁是难于上青天,可望不可即了。

岂知八十岁又过了。

老汉今年八十二矣。

这是照传统算法,务虚不务实。

现在不是提倡尊重传统吗?At the age of sixty I longed for a life span of seventy, a goal as difficult as a summit to be reached. Who would expect that I had reached it? Then I dreamed of living to be eighty, a target in sight but as inaccessible as Heaven. Out of my anticipation, I had hit it. As a matter of fact, I am now an old man of eighty-two. Such longevity is a grant bestowed by Nature; though nominal and not real, yet it conforms to our tradition. Is it not advocated to pay respect to nowadays?老年多半能悟道。

孔子说“天下有道”。

老子说“道可道”。

《圣经》说“太初有道”。

佛教说“邪魔外道”。

我老了,不免胡思乱想,胡说八道,自觉悟出一条真理: 老年是广阔天地,是可以大有作为的。

An old man is said to understand the Way most probably: the Way of good administration as put forth by Confucius, the Way that can be explained as suggested by Laotzu, the Word (Way) in the very beginning as written in the Bible and the Way of pagans as denounced by theBuddhists. As I am growing old, I can't help being given to flights of fancy and having my own Way of creating stories. However I have come to realize the truth: my old age serves as a vast world in which I can still have my talents employed fully and developed completely.七十岁开始可以诸事不做而拿退休金,不愁没有一碗饭吃,自由自在,自得其乐。

历届韩素音翻译大奖赛竞赛原文及译文

历届韩素音翻译大奖赛竞赛原文及译文

历届韩素音翻译大奖赛竞赛原文及译文历届韩素音翻译大奖赛竞赛原文及译文英译汉部分 (3)Hidden within Technology‘s Empire, a Republic of Letters (3)隐藏于技术帝国的文学界 (3)"Why Measure Life in Heartbeats?" (8)何必以心跳定生死? (9)美(节选) (11)The Literature of Knowledge and the Literature of Power byThomas De Quincey (16)知识文学与力量文学托马斯.昆西 (16)An Experience of Aesthetics by Robert Ginsberg (18)审美的体验罗伯特.金斯伯格 (18)A Person Who Apologizes Has the Moral Ball in His Court by Paul Johnson (21)谁给别人道歉,谁就在道义上掌握了主动保罗.约翰逊 (21)On Going Home by Joan Didion (25)回家琼.狄迪恩 (25)The Making of Ashenden (Excerpt) by Stanley Elkin (28)艾兴登其人(节选)斯坦利.埃尔金 (28)Beyond Life (34)超越生命[美] 卡贝尔著 (34)Envy by Samuel Johnson (39)论嫉妒[英]塞缪尔.约翰逊著 (39)《中国翻译》第一届“青年有奖翻译比赛”(1986)竞赛原文及参考译文(英译汉) (41)Sunday (41)星期天 (42)四川外语学院“语言桥杯”翻译大赛获奖译文选登 (44)第七届“语言桥杯”翻译大赛获奖译文选登 (44)The Woods: A Meditation (Excerpt) (46)林间心语(节选) (47)第六届“语言桥杯”翻译大赛获奖译文选登 (50)第五届“语言桥杯”翻译大赛原文及获奖译文选登 (52)第四届“语言桥杯”翻译大赛原文、参考译文及获奖译文选登 (54) When the Sun Stood Still (54)永恒夏日 (55)CASIO杯翻译竞赛原文及参考译文 (56)第三届竞赛原文及参考译文 (56)Here Is New York (excerpt) (56)这儿是纽约 (58)第四届翻译竞赛原文及参考译文 (61)Reservoir Frogs (Or Places Called Mama's) (61)水库青蛙(又题:妈妈餐馆) (62)中译英部分 (66)蜗居在巷陌的寻常幸福 (66)Simple Happiness of Dwelling in the Back Streets (66)在义与利之外 (69)Beyond Righteousness and Interests (69)读书苦乐杨绛 (72)The Bitter-Sweetness of Reading Yang Jiang (72)想起清华种种王佐良 (74)Reminiscences of Tsinghua Wang Zuoliang (74)歌德之人生启示宗白华 (76)What Goethe's Life Reveals by Zong Baihua (76)怀想那片青草地赵红波 (79)Yearning for That Piece of Green Meadow by Zhao Hongbo (79)可爱的南京 (82)Nanjing the Beloved City (82)霞冰心 (84)The Rosy Cloud byBingxin (84)黎明前的北平 (85)Predawn Peiping (85)老来乐金克木 (86)Delights in Growing Old by Jin Kemu (86)可贵的“他人意识” (89)Calling for an Awareness of Others (89)教孩子相信 (92)To Implant In Our Children‘s Young Hearts An Undying Faith In Humanity (92)心中有爱 (94)Love in Heart (94)英译汉部分Hidden within Technology’s Empire, a Republic of Le tters 隐藏于技术帝国的文学界索尔·贝娄(1)When I was a boy ―discovering literature‖, I used to think how wonderful it would be if every other person on the street were familiar with Proust and Joyce or T. E. Lawrence or Pasternak and Kafka. Later I learned how refractory to high culture the democratic masses were. Lincoln as a young frontiersman read Plutarch, Shakespeare and the Bible. But then he was Lincoln.我还是个“探索文学”的少年时,就经常在想:要是大街上人人都熟悉普鲁斯特和乔伊斯,熟悉T.E.劳伦斯,熟悉帕斯捷尔纳克和卡夫卡,该有多好啊!后来才知道,平民百姓对高雅文化有多排斥。

韩素音翻译大赛详解

韩素音翻译大赛详解

比赛介绍:韩素音青年翻译大赛详解韩素音其人:韩素音,是中国籍亚欧混血女作家伊丽莎白·柯默(Elisabeth Comber)的笔名,原名周光湖(Rosalie Elisabeth Kuanghu Chow)。

她的主要作品取材于20世纪中国生活和历史,主要用英语、法语进行写作,1952年,韩素音用英文写就的自传体小说《瑰宝》(A Many Splendoured Thing)一出版即在西方世界引起轰动,奠定了她在国际文坛上的地位。

1955年,美国20世纪福克斯公司把《瑰宝》搬上银幕,译名《生死恋》(Love Is A Many Splendoured Thing)。

韩素音女士现居瑞士。

韩素音青年翻译奖:《中国翻译》杂志从1986年开始举办青年“有奖翻译”活动,1989年韩素音女士访华,提供了一笔赞助基金,以此设立了“韩素音青年翻译奖”。

至2010年,“韩素音青年翻译奖”竞赛已经举办了二十二届,是目前中国翻译界组织时间最长、规模最大、影响最广的翻译大赛。

每年获奖人员来自社会各界,比赛并非是从所有译文中选出最好的就评为第一名,很多时候会出现第一名空缺的现象,因为评委组是按照严格的标准来筛选译文,没有最优秀的,第一名的位置就会空缺,由此可见韩素音翻译大赛的权威性和严谨性。

参与方式:韩素音青年翻译大赛由中国译协《中国翻译》编辑部主办(/),每届比赛设英译汉和汉译英两部分,每部分给出一篇要求翻译的文章,参赛者可以只选择一项,或者两项都参与。

注意,参赛者年龄为45岁以下——因为是青年翻译比赛。

参赛规则、竞赛原文和报名表会刊登在每年第一期,也即一月份的《中国翻译》杂志上,中国译协网站上也会有通知,大致规则如下:1. 参赛译文须独立完成。

参赛者在大赛截稿之日前需妥善保存参赛译文的著作权,不可在书报刊、网络等任何媒体公布自己的参赛译文,否则将被取消参赛资格并承担由此造成的一切后果。

2. 参赛译文请用空白A4纸打印(中文宋体、英文Times New Roman,小四,1.5倍行距)。

韩素音翻译大赛详解

韩素音翻译大赛详解

比赛介绍:韩素音青年翻译大赛详解韩素音其人:韩素音,是中国籍亚欧混血女作家伊丽莎白·柯默(Elisabeth Comber)的笔名,原名周光湖(Rosalie Elisabeth Kuanghu Chow)。

她的主要作品取材于20世纪中国生活和历史,主要用英语、法语进行写作,1952年,韩素音用英文写就的自传体小说《瑰宝》(A Many Splendoured Thing)一出版即在西方世界引起轰动,奠定了她在国际文坛上的地位。

1955年,美国20世纪福克斯公司把《瑰宝》搬上银幕,译名《生死恋》(Love Is A Many Splendoured Thing)。

韩素音女士现居瑞士。

韩素音青年翻译奖:《中国翻译》杂志从1986年开始举办青年“有奖翻译”活动,1989年韩素音女士访华,提供了一笔赞助基金,以此设立了“韩素音青年翻译奖”。

至2010年,“韩素音青年翻译奖”竞赛已经举办了二十二届,是目前中国翻译界组织时间最长、规模最大、影响最广的翻译大赛。

每年获奖人员来自社会各界,比赛并非是从所有译文中选出最好的就评为第一名,很多时候会出现第一名空缺的现象,因为评委组是按照严格的标准来筛选译文,没有最优秀的,第一名的位置就会空缺,由此可见韩素音翻译大赛的权威性和严谨性。

参与方式:韩素音青年翻译大赛由中国译协《中国翻译》编辑部主办(/),每届比赛设英译汉和汉译英两部分,每部分给出一篇要求翻译的文章,参赛者可以只选择一项,或者两项都参与。

注意,参赛者年龄为45岁以下——因为是青年翻译比赛。

参赛规则、竞赛原文和报名表会刊登在每年第一期,也即一月份的《中国翻译》杂志上,中国译协网站上也会有通知,大致规则如下:1. 参赛译文须独立完成。

参赛者在大赛截稿之日前需妥善保存参赛译文的著作权,不可在书报刊、网络等任何媒体公布自己的参赛译文,否则将被取消参赛资格并承担由此造成的一切后果。

2. 参赛译文请用空白A4纸打印(中文宋体、英文Times New Roman,小四,1.5倍行距)。

2020年第三十二届韩素音国际翻译大赛汉译外竞赛原文

2020年第三十二届韩素音国际翻译大赛汉译外竞赛原文

注:根据大赛所设项目,本汉语原文可被译为英语、法语、俄语、西班牙语、阿拉伯语,参赛者可任选一项或多项。

春节,让世界感知中华文化在澳大利亚,当地知名巧克力制造商为庆祝中国农历新年,特地推出了小猪造型的巧克力;在阿根廷,“欢乐春节”庙会已经成为当地的“新节日”;在芬兰,人们观看舞龙舞狮表演,与中国同步庆贺新年……刚刚过去的春节假期,不仅中国涌动着浓浓的年味,全球也都遍布着中国元素,洋溢着中国年的气息。

春节文化在世界竞相绽放,为外国人带去不一样的生活烟火与文化意趣。

喝一碗腊八粥,体验“过了腊八就是年”;穿一身红衣,讨个红红火火的好彩头;逛一场庙会,感受中国春节热闹的氛围。

不断“走出去”的春节文化,为世界节日文化带去独特的风景;在“身临其境”中领略中国文化,也为各国人民观察和感知中国打开了一扇窗口。

世界对中国充满兴趣、对中华文化更加认同,这其中既有文明交往的需求,可能也不乏经济的联系、市场的驱动,但从根本上说,还是因为中国综合国力的不断增强、中华文化影响力的不断提升。

文化不只是生活方式,更是一种精神理念。

如今,越来越多外国人被中国的传统习俗所吸引,也为中华文化传递出来的价值理念和精神追求所触动。

春联、窗花、爆竹,年夜饭、守岁酒、拜年送福,这些带着强烈仪式感的习俗,寄寓着中国人对美好生活的希冀、对家庭价值的坚守、对团圆共享的追求。

而无论身在哪里、说着何种语言,这些朴素的情感,都是人们内心共同的祈愿。

所以,第一次写春联的英国小伙,会对着手机里保存的汉字一笔一画地写下“幸福”和“爱”;对中国书法充满新奇的摩洛哥姑娘,也坚持要为家里每个人都求个毛笔字。

春节文化能够跨越山海,正在于它串起了人们心中共同的情愫。

英国哲学家罗素说过,“中国至高无上的伦理品质中的一些东西,现代世界极为需要”。

中华优秀传统文化所蕴含的思想观念、人文精神、道德规范,不仅涵养了中国人的精神生活、架构起中华民族的心灵空间,也对解决人类共同面临的问题具有重要价值。

“韩素音青年翻译奖”竞赛汉译英之体感

“韩素音青年翻译奖”竞赛汉译英之体感

【 关键 词 】 “ 韩素音青年翻译 奖”竞赛 ;汉译英
自改革 开放以来 , 我 国和世界其他地 区间接触 日益频繁 , 作为沟通 、交 流桥梁的翻译工作者在其 中扮演 的角色越来越 重要 。为培养更 多 “ 高层次 、应用型 、专业性 口笔译 人才” 。 我 国也定期举办 各类 型的翻译大赛 ,鼓励更 多优 秀的人才投 身到翻译领域 中来 ,为社会主义现代化建设 服务 。“ 韩素音 ” 青年翻译奖竞赛 即为其 中的焦点赛 事之 一。笔者作为 M T I 专 业 的一名研究 生 ,参加了今年第二十五届 “ 韩 素音”翻译大 赛 。本文 回忆 了笔者 在参 加该项赛事 中 ,翻译 的全过程 ,并 由此得 出的一些 体会 ,旨在能够加深 自己对 翻译 的理解 ,升 华 、提高 自身 的翻泽能力 。 “ 韩素 音青年翻译奖”竞赛 由来 “ 韩 素音青年 翻译奖 ”竞赛前 身为 《 中国翻译 》编辑 部 1 9 8 6年 开始每年定期举办 的 “ 青 年有奖翻译 比赛 ” 。1 9 8 9年 3月 , 英籍华裔 , 韩 素音 女士前来 我国访 问期间 , 与 当时 《 中 国翻译 》杂 志主编叶君健会面 时 ,得 知了国 内正在举办这一 青年翻译赛事 。 作为一名非常支持 中国翻译事业 的爱 国人士 , 韩素影女 士当即表示 愿意 出资一笔赞助 基金来 使这项充满意 义 的活动更好 的开展 下去 。后 经商议 , 《中国翻译 》杂 志决 定用这笔基金设立 “ 韩素音青年翻译奖” , 此后每年举办的 “ 韩 素音青年翻译奖 ”竞赛 ,由此诞生 。


二 、 翻 译 过 程 回 顾
第二十五届 “ 韩素音青年 翻译 奖”竞赛 的汉译英原文名 为《 传 统百货 会否成 为 “ 消 失的行业 ” 》 ,全 文字数 9 1 9 字, 文章讲述 了传统 百货面临 的挑 战及未来 发展 的对策 ,是一个 典型 的应用 型文本。笔者在翻译过程 中 ,依 次经过了译前准 备一翻译—译 后检查 ,三个 阶段 。译前 准备 阶段 ,笔者在通 读全文 的基础上 , 首先找 出文 中专业词汇 , 如“ 传统百货 ” 、 “ 电 商营销 ” 、 “ 同业竞争 ” 、 “ 线上线下一体化 ” 、 “ 差异化竞争 ” 、 “ 商 业模式 ” 、“ 实体 店”等 ; 其次 ,把握整篇 文章的脉络 ,理清 句与句之 间 ,段 与段之间的 内在逻辑关 系 ; 再次 ,读完全文 后 ,通过 网络查 找相关的平行文本 ,熟悉其行 文 、用词等习 惯 ,参考相关 已有 的专业术语 翻译 ,并作好 记录。进 入到动 手翻译 阶段 , 有 了前 期的准备工作 , 为这一 阶段 的翻译做 了 很好的铺垫 。最后一个 阶段是译后检查 , 笔者在译完初稿后 , 首先抛开原 文 ,通读译文 ,修改不通顺 的地方 ,以求行文流 畅; 其次 ,对个人觉 得欠妥的用词 ,语句 ,与同学 、导师协 商之后进行 了修改 。 三、翻译体感 翻译— —仁者见仁 ,智者见智 。 笔 者最大的感触是对于翻译而言 , 仁者见仁 , 智者见智 。 译完文章后 ,笔者将译文发给湖南大学 、湖南师 范大学 、广 东外语外贸大学在读 翻译研究生批改 , 他们提 出的宝贵 意见 , 非常值得参考 。 但 同时也发现 了每个人 的修改 意见都不 一样 , 笔者试着将 每个 修改人的意见用不 同颜 色的笔标 出 ,惊奇 的 发现整片译 文接 近百分之六十左右都是修 改过的 ,其 中有着 短语搭配 的不 同意见 , 句子不 同次序 , 修饰性词语 , 如形容词 、 副词 的不 同用词 ,动名词 、过去分词 的用法 ,时态等 ,就连 同一处地方都 出现了好几种修改意见 。虽然 一篇 文章被修改

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文.pdf

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文.pdf

Aesthetic Education and National Progress[1] The diminution of emphasis on the arts and the humanities and the corresponding increased emphasis on business and STEM disciplines (Science, Technology, Engineering, and Math) has resulted in a normative conception of national progress that excludes aesthetic education. In this essay, I argue that aesthetic educators should challenge the normative understanding of national progress. (In the humanities, aesthetic educators typically are educators of English, foreign languages and literature, philosophy, art history and film studies.) To this end, I call attention to the writings of the French philosopher Germaine de Staël (1766-1817) because in the adaptation of her notion of progress lies possible hope for the future of the humanities and the arts.[2] In contemporary American society, national progress is more often than not equated with job creation, and job creation is linked to advancement in business and the STEM disciplines. For example, in his 2012 acceptance speech after the national election, President Obama called for the United States to remain the leader in science and technology, and then he exclaimed, “America, I believe we can build on the progress we've made and continue to fight for new jobs and new opportunities and new security for the middle class.”[3] Lip service is paid to civic responsibility and its role in national progress, while federal and state governments, as well as institutions of higher education, drastically cut budgets and/or entire programs in the humanities and the arts. Aesthetic educators know that these cuts will, in the long term, be devastating to civil society because the humanities and the arts are precisely the programs that convey cultural capital. More precisely, they cultivate in students the critical judgment and the independence of thought needed to be able to make informed decisions about their place in civil society. Given the number of indicators that point to a decline in public and institutional support for the humanities and the arts, however, it has become easy for aesthetic educators to become demoralized, feel irrelevant, and even believe that we, in fact, have little or no role in national progress.[4] As examples of indicators that point to the increasing irrelevance of the humanities, in FY 2014, the appropriations to both the National Endowment for the Humanities (NEH) and the National Endowment for the Arts(NEA) were cut by 13 percent from their peak 2010 numbers, while the National Science Foundation (NSF) appropriations increased by almost 4 percent from 2010. Perhaps the 13 percent cut would not have been so shocking if the NEH and NEA allocations did not represent a mere 2 percent of the total NSF allocation. The pill is even harder to swallow when one considers that, in 1979, the NEH and the NEA, respectively, received funding equivalent to approximately 16 percent of the NSF.[5] Salaries represent a second measure of the diminishing consideration for the humanities and the arts within university structures. The Oklahoma Faculty Survey by Discipline, a study that surveys the salaries of professors at 114 “Research University/Very High Research Activity”institutions, lists average salaries for all ranks of tenure-track faculty in a number of disciplines. According to the 2013-14 study, the average salary of a faculty member in the arts was $71,463; in English, $76,627; in philosophy and religious studies, $81,971; in physical sciences, $102,636; in engineering, $114,827; and in business management, $139,093. While salaries in 2013-14 increased from 2011-12 in the physical science, engineering, and business management, they decreased in the fine arts, English, and philosophy. If markets drive salaries, the arts and the humanities are clearly not high in market demand. This lack of demand for the humanities and the arts is further underscored in Governor Rick Scott's proposal that tuition rates for Florida state universities be frozen for students who major in “strategic areas”. Lizette Alvarez from the New York Times states of Scott’s proposal, “The message from Tallahassee could not be blunter: Give us engineers, scientists, health care specialists and technology experts. Do not worry so much about historians, philosophers, anthropologists and English majors.”From multiple perspectives, then, we see an explicit shift to STEM disciplines and a discouragement of humanities and arts education, whether in program development, faculty salaries, or student tuitions. Faced with what seems to be such overwhelming confirmation of aesthetic educators’ irrelevance to today’s understanding of national progress—namely, advancement in business, science and technology—aesthetic educators in the humanities and the arts are struggling to communicate to others outside our field, and to the public at large, our vital role.[6] As demoralizing as the perceived irrelevance of arts and humanities education may be and as disappointing as our attempts to articulate our relevance have been, we may be able to begin to find hope and purpose in renewed debate around how we think about “progress”and, more precisely, the role of aesthetic education in “progress”. The writings of Germaine de Staël are particularly illuminating because they situate aesthetic education squarely in the progress of the nation and have bearing on the dilemma facing the humanities and the arts today. Her prescient philosophy turns the definition of progress on its head and could give aesthetic educators a powerful tool to fight for the increased relevance and vitality of the humanities and the arts in the broader notion of progress.[7] Germaine de Staël’s notion of progress—namely, the alignment of the perfectibility of the human mind (accretion of knowledge) with the perfectibility of the human species (interplay between individual morality and public morality) —has direct bearing on the difficulties that we as aesthetic educators are having today in articulating our essential role in national progress. Obviously, both types of progress (perfectibility of the human mind and perfectibility of the human species) are essential to the progress of the nation, but Germaine de Staël argues convincingly that they must align. Aesthetic educators might thus remind the public that business and the STEM disciplines neither have as their mandate the watchful alignment of individual and public morality (the vector that guarantees freedom and the continual perfectingof the nation) nor do they have as their directive resistance against dogma. Furthermore, investment in STEM at the expense of the arts and the humanities parallels the Enlightenment’s obsession with progress as defined as the conservation and accretion of empirical knowledge and material gain. This obsession, at least in Germaine de Staël’s view, contributed to the neglect of the interior moral life of the individual. It, furthermore, diminished emphasis on moral responsibility and independence of judgment, which consequently led to increased partisanship, culminating in the fanaticism of the Reign of Terror. While it is hard to imagine the advent of a Reign of Terror in the United States, it can be argued that obsession with unbridled advancement in science and business at the expense of aesthetic education could lead to the weakening of individual morality—defined by Staël as the devotion to freedom, human rights, and the possibility of collective happiness for all.[8] If Germaine de Staël were alive today, she might argue that the solution to our current humanities and arts crisis is a relatively simple one. First, argue for national progress to be understood as the alignment of the perfectibility of the human mind with the perfectibility of the human species. Scientific advancement at the expense of the watchful alignment of individual and public morality poses a threat to the stability of our nation. Consequently, any call for national progress must include sufficient support of and funding for precisely the disciplines (the humanities and the arts) that have this alignment as their mandate. Secondly, encourage educational models that allow for the combination of a “useful”subject that contributes to a knowledge-based economy and a subject in which they will receive an aesthetic education.。

韩素音青年翻译奖竞赛CATTI杯

韩素音青年翻译奖竞赛CATTI杯

“CATTI杯”第二十七届韩素音青年翻译奖竞赛英译汉、汉译英竞赛原文来源:中国译协网“CATTI杯”第二十七届韩素音青年翻译奖竞赛英译汉竞赛原文:The Posteverything GenerationI never expected to gain any new insight into the nature of my generation, or the changing landscape of American colleges, in Lit Theory. Lit Theory is supposed to be the class where you sit at the back of the room with every other jaded sophomore wearing skinny jeans, thick-framed glasses, an ironic tee-shirt and over-sized retro headphones, just waiting for lecture to be over so you can light up a Turkish Gold and walk to lunch while listening to Wilco. That’s pretty much the way I spent the course, too: through structuralism, formalism, gender theory, and post-colonialism, I was far too busy shuffling through my Ipod to see what the patriarchal world order of capitalist oppression had to do with Ethan Frome. But when we began to study postmodernism, something struck a chord with me and made me sit up and look anew at the seemingly blasé college-aged literati of which I was so self-consciously one.According to my textbook, the problem with defining postmodernism is that it’s impossible. The difficulty is that it is so...post. It defines itself so negatively against what came before it –naturalism, romanticism and the wild revolution of modernism – that it’s sometimes hard to see what it actually is. It denies that anything can be explained neatly or even at all. It is parodic, detached, strange, and sometimes menacing to traditionalists who do not understand it. Although it arose in the post-war west (the term was coined in 1949), the generation that has witnessed its ascendance has yet to come up with an explanation of what postmodern attitudes mean for the future of culture or society. The subject intrigued me because, in a class otherwise consumed by dead-letter theories, postmodernism remained an open book, tempting to the young and curious. But it also intrigued me because the question of what postmodernism – what a movement so post-everything, so reticent to define itself – is spoke to a larger question about the political and popular culture of today, of the other jaded sophomores sitting around me who had grown up in a postmodern world.In many ways, as a college-aged generation, we are also extremely post: post-Cold War,post-industrial, post-baby boom, post-9/11...at one point in his famous essay, “Postmodernism, or the Cultural Logic of Late Capitalism,” literary critic Frederic Jameson even calls us “post-literate.”We are a generation that is riding on the tail-end of a century of war and revolution that toppled civilizations, overturned repressive social orders, and left us with more privilege and opportunitythan any other society in history. Ours could be an era to accomplish anything.And yet do we take to the streets and the airwaves and say “here we are, and this is what we demand”? Do we plant our flag of youthful rebellion on the mall in Washington and say “we are not leaving until we see change! Our eyes have been opened by our education and our conception of what is possible has been expanded by our privilege and we demand a better world because it is our right”? It would seem we do the opposite. We go to war without so much as questioning the rationale, we sign away our civil liberties, we say nothing when the Supreme Court uses Brown v. Board of Education to outlaw desegregation, and we sit back to watch the carnage on the evening news.On campus, we sign petitions, join organizations, put our names on mailing lists, make small-money contributions, volunteer a spare hour to tutor, and sport an entire wardrobe’s worth of Live Strong bracelets advertising our moderately priced opposition to everything from breast cancer to global warming. But what do we really stand for? Like a true postmodern generation we refuse to weave together an overarching narrative to our own political consciousness, to present a cast of inspirational or revolutionary characters on our public stage, or to define a specific philosophy. We are a story seemingly without direction or theme, structure or meaning – a generation defined negatively against what came before us. When Al Gore once said “It’s the combination of narcissism and nihilism that really defines postmodernism,” he might as well have been echoing his entire generation’s critique of our own. We are a generation for whom even revolution seems trite, and therefore as fair a target for bland imitation as anything else. We are the generation of the Che Geuvera tee-shirt.Jameson calls it “Pastiche”–“the wearing of a linguistic mask, speech in a dead language.”In literature, this means an author speaking in a style that is not his own – borrowing a voice and continuing to use it until the words lose all meaning and the chaos that is real life sets in. It is an imitation of an imitation, something that has been re-envisioned so many times the original model is no longer relevant or recognizable. It is mass-produced individualism, anticipated revolution. It is why postmodernism lacks cohesion, why it seems to lack purpose or direction. For us, thepost-everything generation, pastiche is the use and reuse of the old clichés of social change and moral outrage – a perfunctory rebelliousness that has culminated in the age of rapidly multiplyingnon-profits and relief funds. We live our lives in masks and speak our minds in a dead language –the language of a society that expects us to agitate because that’s what young people do. But how do we rebel against a generation that is expecting, anticipating, nostalgic for revolution?How do we rebel against parents that sometimes seem to want revolution more than we do? We don’t. We rebel by not rebelling. We wear the defunct masks of protest and moral outrage, but the real energy in campus activism is on the internet, with websites like . It is in the rapidly developing ability to communicate ideas and frustration in chatrooms instead of on the streets, and channel them into nationwide projects striving earnestly for moderate and peaceful change: we are thegeneration of Students Taking Action Now Darfur; we are the Rock the Vote generation; the generation of letter-writing campaigns and public interest lobbies; the alternative energy generation.College as America once knew it – as an incubator of radical social change – is coming to an end. To our generation the word “radicalism” evokes images of al Qaeda, not the Weathermen. “Campus takeover” sounds more like Virginia Tech in 2007 than Columbia University in 1968. Such phrases are a dead language to us. They are vocabulary from another era that does not reflect the realities of today. However, the technological revolution, the revolution, the revolution of the organization kid, is just as real and just as profound as the revolution of the 1960’s – it is just not as visible. It is a work in progress, but it is there. Perhaps when our parents finally stop pointing out the things that we are not, the stories that we do not write, they will see the threads of our narrative begin to come together; they will see that behind our pastiche, the post generation speaks in a language that does make sense. We are writing a revolution. We are just putting it in our own words.汉译英竞赛原文:保护古村落就是保护“根性文化”传统村落是指拥有物质形态和非物质形态文化遗产,具有较高的历史、文化、科学、艺术、社会、经济价值的村落。

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文.pdf

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文.pdf

Aesthetic Education and National Progress[1] The diminution of emphasis on the arts and the humanities and the corresponding increased emphasis on business and STEM disciplines (Science, Technology, Engineering, and Math) has resulted in a normative conception of national progress that excludes aesthetic education. In this essay, I argue that aesthetic educators should challenge the normative understanding of national progress. (In the humanities, aesthetic educators typically are educators of English, foreign languages and literature, philosophy, art history and film studies.) To this end, I call attention to the writings of the French philosopher Germaine de Staël (1766-1817) because in the adaptation of her notion of progress lies possible hope for the future of the humanities and the arts.[2] In contemporary American society, national progress is more often than not equated with job creation, and job creation is linked to advancement in business and the STEM disciplines. For example, in his 2012 acceptance speech after the national election, President Obama called for the United States to remain the leader in science and technology, and then he exclaimed, “America, I believe we can build on the progress we've made and continue to fight for new jobs and new opportunities and new security for the middle class.”[3] Lip service is paid to civic responsibility and its role in national progress, while federal and state governments, as well as institutions of higher education, drastically cut budgets and/or entire programs in the humanities and the arts. Aesthetic educators know that these cuts will, in the long term, be devastating to civil society because the humanities and the arts are precisely the programs that convey cultural capital. More precisely, they cultivate in students the critical judgment and the independence of thought needed to be able to make informed decisions about their place in civil society. Given the number of indicators that point to a decline in public and institutional support for the humanities and the arts, however, it has become easy for aesthetic educators to become demoralized, feel irrelevant, and even believe that we, in fact, have little or no role in national progress.[4] As examples of indicators that point to the increasing irrelevance of the humanities, in FY 2014, the appropriations to both the National Endowment for the Humanities (NEH) and the National Endowment for the Arts(NEA) were cut by 13 percent from their peak 2010 numbers, while the National Science Foundation (NSF) appropriations increased by almost 4 percent from 2010. Perhaps the 13 percent cut would not have been so shocking if the NEH and NEA allocations did not represent a mere 2 percent of the total NSF allocation. The pill is even harder to swallow when one considers that, in 1979, the NEH and the NEA, respectively, received funding equivalent to approximately 16 percent of the NSF.[5] Salaries represent a second measure of the diminishing consideration for the humanities and the arts within university structures. The Oklahoma Faculty Survey by Discipline, a study that surveys the salaries of professors at 114 “Research University/Very High Research Activity”institutions, lists average salaries for all ranks of tenure-track faculty in a number of disciplines. According to the 2013-14 study, the average salary of a faculty member in the arts was $71,463; in English, $76,627; in philosophy and religious studies, $81,971; in physical sciences, $102,636; in engineering, $114,827; and in business management, $139,093. While salaries in 2013-14 increased from 2011-12 in the physical science, engineering, and business management, they decreased in the fine arts, English, and philosophy. If markets drive salaries, the arts and the humanities are clearly not high in market demand. This lack of demand for the humanities and the arts is further underscored in Governor Rick Scott's proposal that tuition rates for Florida state universities be frozen for students who major in “strategic areas”. Lizette Alvarez from the New York Times states of Scott’s proposal, “The message from Tallahassee could not be blunter: Give us engineers, scientists, health care specialists and technology experts. Do not worry so much about historians, philosophers, anthropologists and English majors.”From multiple perspectives, then, we see an explicit shift to STEM disciplines and a discouragement of humanities and arts education, whether in program development, faculty salaries, or student tuitions. Faced with what seems to be such overwhelming confirmation of aesthetic educators’ irrelevance to today’s understanding of national progress—namely, advancement in business, science and technology—aesthetic educators in the humanities and the arts are struggling to communicate to others outside our field, and to the public at large, our vital role.[6] As demoralizing as the perceived irrelevance of arts and humanities education may be and as disappointing as our attempts to articulate our relevance have been, we may be able to begin to find hope and purpose in renewed debate around how we think about “progress”and, more precisely, the role of aesthetic education in “progress”. The writings of Germaine de Staël are particularly illuminating because they situate aesthetic education squarely in the progress of the nation and have bearing on the dilemma facing the humanities and the arts today. Her prescient philosophy turns the definition of progress on its head and could give aesthetic educators a powerful tool to fight for the increased relevance and vitality of the humanities and the arts in the broader notion of progress.[7] Germaine de Staël’s notion of progress—namely, the alignment of the perfectibility of the human mind (accretion of knowledge) with the perfectibility of the human species (interplay between individual morality and public morality) —has direct bearing on the difficulties that we as aesthetic educators are having today in articulating our essential role in national progress. Obviously, both types of progress (perfectibility of the human mind and perfectibility of the human species) are essential to the progress of the nation, but Germaine de Staël argues convincingly that they must align. Aesthetic educators might thus remind the public that business and the STEM disciplines neither have as their mandate the watchful alignment of individual and public morality (the vector that guarantees freedom and the continual perfectingof the nation) nor do they have as their directive resistance against dogma. Furthermore, investment in STEM at the expense of the arts and the humanities parallels the Enlightenment’s obsession with progress as defined as the conservation and accretion of empirical knowledge and material gain. This obsession, at least in Germaine de Staël’s view, contributed to the neglect of the interior moral life of the individual. It, furthermore, diminished emphasis on moral responsibility and independence of judgment, which consequently led to increased partisanship, culminating in the fanaticism of the Reign of Terror. While it is hard to imagine the advent of a Reign of Terror in the United States, it can be argued that obsession with unbridled advancement in science and business at the expense of aesthetic education could lead to the weakening of individual morality—defined by Staël as the devotion to freedom, human rights, and the possibility of collective happiness for all.[8] If Germaine de Staël were alive today, she might argue that the solution to our current humanities and arts crisis is a relatively simple one. First, argue for national progress to be understood as the alignment of the perfectibility of the human mind with the perfectibility of the human species. Scientific advancement at the expense of the watchful alignment of individual and public morality poses a threat to the stability of our nation. Consequently, any call for national progress must include sufficient support of and funding for precisely the disciplines (the humanities and the arts) that have this alignment as their mandate. Secondly, encourage educational models that allow for the combination of a “useful”subject that contributes to a knowledge-based economy and a subject in which they will receive an aesthetic education.。

韩素音青年翻译奖竞赛原文

韩素音青年翻译奖竞赛原文

韩素音青年翻译奖竞赛原文第二十六届“韩素音青年翻译奖”竞赛原文英译汉竞赛原文:How the News Got Less MeanThe most read article of all time on BuzzFeed contains no photographs of celebrity nip slips and no inflammatory ranting. It’s a series of photos called “21 pictures that will restore your faith in humanity,”which has pulled in nearly 14 million visits so far. At Upworthy too, hope is the major draw. “This kid just died. What he left behind is wondtacular,”an Upworthy post about a terminally ill teen singer, earned 15 million views this summer and has raised more than $300,000 for cancer research.The recipe for attracting visitors to stories online is changing. Bloggers have traditionally turned to sarcasm and snark to draw attention. But the success of sites like BuzzFeed and Upworthy, whose philosophies embrace the viral nature of upbeat stories, hints that the Web craves positivity.The reason: social media. Researchers are discovering that people want to create positive images of themselves online by sharing upbeat stories. And with more people turning to Facebook and Twitter to find out what’s happening in the world, news stories may need to cheer up inorder to court an audience. If social is the future of media, then optimistic stories might be media’s future.“When we started, the prevailing wisdom was that snark ruled the Internet,”says Eli Pariser, a co-founder of Upworthy. “And we just had a really different sense of what works.”“You don’t want to be that guy at the party who’s crazy and angry and ranting in the corner —it’s the same for Twitteror Facebook,”he says. “Part of what we’re trying to d o with Upworthy is give people the tools to express a conscientious, thoughtful and positive identity in social media.”And the science appears to support Pariser’s philosophy. In a recent study from the Massachusetts Institute of Technology, researchers f ound that “up votes,”showing that a visitor liked a comment or story, begat more up votes on comments on the site, but “down votes”did not do the same. In fact, a single up vote increased the likelihood that someone else would like a comment by 32%, wherea s a down vote had no effect. People don’t want to support the cranky commenter, the critic or the troll. Nor do they want to be that negative personality online.In another study published in 2012, Jonah Berger, author of Contagious: Why Things Catch On and professor of marketing at the Wharton School of the University of Pennsylvania, monitored the most e-mailed stories produced by the New York Times for six months andfound that positive stories were more likely to make the list than negative ones.“What we share [or like] is almost like the car we drive or the clothes we wear,”he says. “It says something about us to other people. So people would much rather be seen as a Positive Polly than a Debbie Downer.”It’s not always that simple: Berger says that th ough positive pieces drew more traffic than negative ones, within the categories of positive and negative stories, those articles that elicited more emotion always led to more shares.“Take two negative emotions, for example: anger and sadness,”Berger says. “Both of those emotions would make the reader feel bad. But anger, a high arousal emotion, leads to moresharing, whereas sadness, a low arousal emotion, doesn’t. The same is true of the positive side: excitement and humor increase sharing, whereas conte ntment decreases sharing.”And while some popular BuzzFeed posts —like the recent “Is this the most embarrassing interview Fox News has ever done?”—might do their best to elicit shares through anger, both BuzzFeed and Upworthy recognize that their main success lies in creating positive viral material.“It’s not that people don’t share negative stories,”says Jack Shepherd, editorial director at BuzzFeed. “It just means that there’s ahigher potential for positive stories to do well.”Upworthy’s mission is to highlight serious issues but in a hopeful way, encouraging readers to donate money, join organizations and take action. The strategy seems to be working: barely two years after its launch date (in March 2012), the site now boasts 30 million unique visitors per month, according to Upworthy. The site’s average monthly unique visitors grew to 14 million people over its first six quarters —to put that in perspective, the Huffington Post had only about 2 million visitors in its first six quarters online.But Upworthy measures the success of a story not just by hits. The creators of the site only consider a post a success if it’s also shared frequently on social media. “We are interested in content that people want to share partly for pragmatic reasons,”Pariser s ays. “If you don’t have a good theory about how to appear in Facebook and Twitter, then you may disappear.”Nobody has mastered the ability to make a story go viral like BuzzFeed. The site, which began in 2006 as a lab to figure out what people share onlin e, has used what it’s learned to draw 60million monthly unique visitors, according to BuzzFeed. (Most of that traffic comes from social-networking sites, driving readers toward BuzzFeed’s mix of cute animal photos and hard news.) By comparison the New York Times website, one of the most popular newspaper sites on the Web,courts only 29 million unique visitors each month, according to the Times.BuzzFeed editors have found that people do still read negative or critical stories, they just aren’t the posts t hey share with their friends. And those shareable posts are the ones that newsrooms increasingly prize.“Anecdotally, I can tell you people are just as likely to click on negative stories as they are to click on positive ones,”says Shepherd. “But they’re m ore likely to share positive stories. What you’re interested in is different from what you want your friends to see what you’re interested in.”So as newsrooms re-evaluate how they can draw readers and elicit more shares on Twitter and Facebook, they may look to BuzzFeed’s and Upworthy’s happiness model for direction.“I think that the Web is only becoming more social,”Shepherd says. “We’re at a point where readers are your publishers. If news sites aren’t thinking about what it would mean for someone to share a story on social media, that could be detrimental.”汉译英竞赛原文:城市的迷失沿着瑗珲—腾冲线,这条1935年由胡焕庸先生发现并命名的中国人口、自然和历史地理的分界线,我们看到,从远距离贸易发展开始的那天起,利益和权力的渗透与分散,已经从根本结构上改变了城市的状态:城市在膨胀,人在疏离。

韩素音国际翻译大赛

韩素音国际翻译大赛

韩素音国际翻译大赛
韩素音国际翻译大赛是一个为全球的翻译爱好者提供展
示自己才华的舞台的盛会。

每年举办一次的翻译大赛吸引了来自世界各地的参赛者。

本次比赛的主题是全球文化交流与理解,旨在促进不同语言和文化之间的沟通和相互理解。

参赛者们通过翻译文本来展示他们的语言水平和跨文化交流能力。

为了确保公平而严谨的比赛环境,本次翻译大赛的评委
团队由多位翻译专家和语言学者组成。

他们严格按照翻译准确性、语言流畅性和表达准确性等标准进行评判,并在评选出优秀翻译作品时兼顾对源文本的理解和对目标语言文化的传达。

通过这样的评判标准,能够确保最终评选出的优胜者在翻译的准确性和质量上都能够得到充分的体现。

对于参赛者而言,韩素音国际翻译大赛既是展示自己翻
译技巧的机会,也是一个学习和交流的平台。

通过与其他参赛者的互动,他们可以了解到来自不同文化背景下的翻译方法和技巧,拓宽自己的视野并提升自己的翻译能力。

同时,参赛者们也能够从评委和其他专业人士的评语和建议中获益,不断完善自己的翻译技巧和知识储备。

此外,韩素音国际翻译大赛还设立了多个奖项,包括最
佳译文奖、最佳口译奖、最佳创意翻译奖等。

这些奖项的设立既是对参赛者们努力和才华的肯定,也是对他们继续学习和进步的鼓励。

获奖者将有机会得到一系列奖品和奖金,并在翻译界获得更多的认可和机会。

韩素音国际翻译大赛的举办不仅有助于促进不同语言和
文化之间的交流和理解,也为翻译专业人士和翻译爱好者提供了一个展示自己才华的平台。

通过这个比赛,我们相信翻译能力和跨文化交流能力将得到更大的关注和重视,为全球文化交流和发展做出更积极的贡献。

历届韩素音翻译大奖赛竞赛原文及译文详解

历届韩素音翻译大奖赛竞赛原文及译文详解

历届韩素音翻译大奖赛竞赛原文及译文英译汉部分 (2)Beauty (excerpt) (2)美(节选) (2)The Literature of Knowledge and the Literature of Power byThomas De Quincey (5)知识文学与力量文学托马斯.昆西 (5)An Experience of Aesthetics by Robert Ginsberg (6)审美的体验罗伯特.金斯伯格 (6)A Person Who Apologizes Has the Moral Ball in His Court by Paul Johnson (8)谁给别人道歉,谁就在道义上掌握了主动保罗.约翰逊 (8)On Going Home by Joan Didion (11)回家琼.狄迪恩 (11)The Making of Ashenden (Excerpt) by Stanley Elkin (13)艾兴登其人(节选)斯坦利.埃尔金 (13)Beyond Life (17)超越生命[美] 卡贝尔著 (17)Envy by Samuel Johnson (20)论嫉妒[英]塞缪尔.约翰逊著 (20)中译英部分 (23)在义与利之外 (23)Beyond Righteousness and Interests (23)读书苦乐杨绛 (25)The Bitter-Sweetness of Reading Yang Jiang (25)想起清华种种王佐良 (26)Reminiscences of Tsinghua Wang Zuoliang (26)歌德之人生启示宗白华 (28)What Goethe's Life Reveals by Zong Baihua (28)怀想那片青草地赵红波 (30)Yearning for That Piece of Green Meadow by Zhao Hongbo (30)可爱的南京 (32)Nanjing the Beloved City (32)霞冰心 (33)The Rosy Cloud byBingxin (33)黎明前的北平 (33)Predawn Peiping (33)老来乐金克木 (34)Delights in Growing Old by Jin Kemu (34)可贵的“他人意识” (36)Calling for an Awareness of Others (36)教孩子相信 (38)To Implant In Our Children’s Young Hearts An Undying Faith In Humanity (38)英译汉部分Beauty (excerpt)美(节选)Judging from the scientists I know, including Eva and Ruth, and those whom I've read about, you can't pursue the laws of nature very long without bumping撞倒; 冲撞into beauty. “I don't know if it's the same beauty you see in the sunset,”a friend tells me, “but it feels the same.”This friend is a physicist, who has spent a long career deciphering破译(密码), 辨认(潦草字迹) what must be happening in the interior of stars. He recalls for me this thrill on grasping for the first time Dirac's⑴equations describing quantum mechanics, or those o f Einstein describing relativity. “They're so beautiful,” he says, “you can see immediately they have to be true. Or at least on the way toward truth.” I ask him what makes a theory beautiful, and he replies, “Simplicity, symmetry .对称(性); 匀称, 整齐, elegance, and power.”我结识一些科学家(包括伊娃和露丝),也拜读过不少科学家的著作,从中我作出推断:人们在探求自然规律的旅途中,须臾便会与美不期而遇。

第28届韩素音翻译比赛汉译英原文和参考译文(下)

第28届韩素音翻译比赛汉译英原文和参考译文(下)

韩素音青年翻译奖竞赛 | 译文评析(下) 原创: 中国译协 中国翻译协会 2017-01-10第28届韩素音青年翻译奖竞赛参考译文及评析—(下)汉译英汉译英竞赛原文屠呦呦秉持的,不是好事者争论的随着诺贝尔奖颁奖典礼的临近,持续2个月的“屠呦呦热”正在渐入高潮。

当地时间7日下午,屠呦呦在瑞典卡罗林斯卡学院发表题为“青蒿素——中医药给世界的一份礼物”的演讲,详细回顾了青蒿素的发现过程,并援引毛泽东的话称,中医药学“是一个伟大的宝库”。

对中医药而言,无论是自然科学“圣殿”中的这次演讲,还是即将颁发到屠呦呦手中的诺奖,自然都提供了极好的“正名”。

置于世界科学前沿的平台上,中医药学不仅真正被世界“看见”,更能因这种“看见”获得同世界对话的机会。

拨开层层迷雾之后,对话是促成发展的动力。

将迷雾拨开、使对话变成可能,是屠呦呦及其团队的莫大功劳。

但如果像部分舆论那样,将屠呦呦的告白简单视作其对中医的“背书”,乃至将其成就视作中医向西医下的“战书”,这样的心愿固然可嘉,却可能完全背离科学家的本意。

听过屠呦呦的报告,或是对其研究略作了解就知道,青蒿素的发现既来自于中医药“宝库”提供的积淀和灵感,也来自于西医严格的实验方法。

缺了其中任意一项,历史很可能转向截然不同的方向。

换言之,在“诺奖级”平台上促成中西医对话之前,屠呦呦及其团队的成果,正是长期“对话”的成果。

而此前绵延不绝的“中西医”之争,多多少少都游离了对话的本意,而陷于一种单向化的“争短长”。

持中医论者,不屑于西医的“按部就班”;持西医论者,不屑于中医的“随心所欲”。

双方都没有看到,“按部就班”背后本是实证依据,“随心所欲”背后则有文化内涵,两者完全可以兼容互补,何必非得二元对立?屠呦呦在演讲中坦言,“通过抗疟药青蒿素的研究历程,我深深地感到中西医药各有所长,两者有机结合,优势互补,当具有更大的开发潜力和良好的发展前景”。

这既是站在中医药立场上对西方科学界的一次告白,反过来也可理解为西医立场上对中医拥趸们的提醒。

韩素音 汉译英

韩素音   汉译英

汉译英竞赛原文:屠呦呦秉持的,不是好事者争论的随着诺贝尔奖颁奖典礼的临近,持续2个月的“屠呦呦热”正在渐入高潮。

当地时间7日下午,屠呦呦在瑞典卡罗林斯卡学院发表题为“青蒿素——中医药给世界的一份礼物”的演讲,详细回顾了青蒿素的发现过程,并援引毛泽东的话称,中医药学“是一个伟大的宝库”。

对中医药而言,无论是自然科学“圣殿”中的这次演讲,还是即将颁发到屠呦呦手中的诺奖,自然都提供了极好的“正名”。

置于世界科学前沿的平台上,中医药学不仅真正被世界“看见”,更能因这种“看见”获得同世界对话的机会。

拨开层层迷雾之后,对话是促成发展的动力。

将迷雾拨开、使对话变成可能,是屠呦呦及其团队的莫大功劳。

但如果像部分舆论那样,将屠呦呦的告白简单视作其对中医的“背书”,乃至将其成就视作中医向西医下的“战书”,这样的心愿固然可嘉,却可能完全背离科学家的本意。

听过屠呦呦的报告,或是对其研究略作了解就知道,青蒿素的发现既来自于中医药“宝库”提供的积淀和灵感,也来自于西医严格的实验方法。

缺了其中任意一项,历史很可能转向截然不同的方向。

换言之,在“诺奖级”平台上促成中西医对话之前,屠呦呦及其团队的成果,正是长期“对话”的成果。

而此前绵延不绝的“中西医”之争,多多少少都游离了对话的本意,而陷于一种单向化的“争短长”。

持中医论者,不屑于西医的“按部就班”;持西医论者,不屑于中医的“随心所欲”。

双方都没有看到,“按部就班”背后本是实证依据,“随心所欲”背后则有文化内涵,两者完全可以兼容互补,何必非得二元对立?屠呦呦在演讲中坦言,“通过抗疟药青蒿素的研究历程,我深深地感到中西医药各有所长,两者有机结合,优势互补,当具有更大的开发潜力和良好的发展前景”。

这既是站在中医药立场上对西方科学界的一次告白,反过来也可理解为西医立场上对中医拥趸们的提醒。

毋宁说,这是一个科学家对科学研究实质的某种揭示。

科学研究之艰深莫测,科学家多有体认,作为旁观者的我们也屡屡耳闻。

第十二届“韩素音青年翻译奖”竞赛原文及参考译文(汉译英)

第十二届“韩素音青年翻译奖”竞赛原文及参考译文(汉译英)

第十二届“韩素音青年翻译奖”竞赛原文及参考译文(汉译英)霞冰心四十年代初期,我在重庆郊外歌乐山闲居的时候,曾看到英文《读者文摘》上,有个很使我惊心的句子,是:May there be enough clouds in your life to make a beautiful sunset.我在一篇短文里曾把它译成:“愿你的生命中有够多的云翳,来造成一个美丽的黄昏。

”其实,这个sunset 应当译成“落照”或“落霞”。

霞,是我的老朋友了!我童年在海边、在山上,她都是我的最熟悉最美丽的小伙伴。

她每早每晚都在光明中和我说“早上好”或“明天见”。

但我直到几十年以后,才体会到云彩更多,霞光才愈美丽。

从云翳中外露的霞光,才是璀璨多彩的。

生命中不是只有快乐,也不是只有痛苦,快乐和痛苦是相生相成,互相衬托的。

快乐是一抹微云,痛苦是压城的乌云,这不同的云彩,在你生命的天边重叠着,在“夕阳无限好”的时候,就给你造成一个美丽的黄昏。

一个生命会到了“只是近黄昏”的时节,落霞也许会使人留恋、惆怅。

但人类的生命是永不止息的。

地球不停地绕着太阳自转。

东方不亮西方亮,我床前的晚霞,正向美国东岸的慰冰湖上走去……The Rosy CloudBingxinDuring the early 1940s I was living a retired life in the Gele Mountains in the suburbs of Chongqing (Chungking). One day, while reading the English language magazine Reader's Digest I found a sentence that touched me greatly. It read: "May there be enough clouds in your life to make a beautiful sunset."In a short article of mine, I quoted this sentence and translated it as "Yuan ni de shengming zhong you guo duo de yunyi, lai zaocheng yige meili de huanghun. " (literally: May there be enough clouds in your life to make a beautiful sunset.) *As I see it now, the word "sunset" in the English sentence should have been translated as luozhao (the glow at sunset) or luoxia (the rosy cloud at sunset), instead of dusk.She has been my dear old friend, the Rosy Cloud! She was my closest and most beautiful little companion when, in my childhood, I played on the beach or in the hills. Bathed in the brilliant sunshine, she would say to me "Good morning!" at dawn and "See you tomorrow!" at dusk. But not until several decades later did I come to realize that the more clouds there are the more beautiful the rays of sunlight will be, and the glow of the sun breaking through the clouds becomes most resplendent and colorful.Life contains neither unalloyed happiness nor mere misery. Happiness and misery beget, complement and set off each other.Happiness is a wisp of fleecy cloud; misery a mass of threatening dark cloud. These different clouds overlap on the horizon of your life to create a beautiful dusk for you when "the setting sun is most lovely indeed."**An individual's life must inevitably reach the point when "dusk is so near,"*** and the rosy sunset cloud may make one nostalgic and melancholy. But human life goes on and on. The Earth ceaselessly rotates on its axis around the sun. When it is dark in the east, it is light in the west. The rosy sunset cloud is now sailing past my window towards Lake Waban on the east coast of America ...*This sentence appears in Chinese and English in the article "For Young Readers Again, Newsletter No.4", written by Bing Xin in the Gele Mountains, on December 1, 1944.** and *** These two poetic lines are taken from a poem "On the Plain of Tombs" by Li Shangyin (813-858), a well-known poet of the Tang Dynasty (618-907). The two lines read like this: "The setting sun appears sublime, / But O! 'Tis near its dying time." (Tr. Xu Yuanchong) They imply that the setting sun has infinite beauty, but it is a pity that it is near the dusk, and the beautiful scene cannot last long. The two lines are often used to deplore the ephemeral nature of things, and to express the feelings at the loss of past glory and at the advent of old age.。

第23届韩素音青年翻译奖竞赛参考译文

第23届韩素音青年翻译奖竞赛参考译文

英译汉原文:Are We There Yet?America’s recovery will be much slower than that from most recessions; but the government can help a bit.“WHITHER goest thou, America?” That question, posed by Jack Kerouac on behalf of the Beat generation half a century ago, is the biggest uncertainty hanging over the world economy. And it reflects the foremost worry for American voters, who go to the polls for the congressional mid-term elections on November 2nd with the country’s unemployment rate stubbornly stuck at nearly one in ten. They should prepare themselves for a long, hard ride.The most wrenching recession since the 1930s ended a year ago. But the recovery—none too powerful to begin with—slowed sharply earlier this year. GDP grew by a feeble 1.6% at an annual pace in the second quarter, and seems to have been stuck somewhere similar since. The housing market slumped after temporary tax incentives to buy a home expired. So few private jobs were being created that unemployment looked more likely to rise than fall. Fears grew over the summer that if this deceleration continued, America’s economy would slip back into recession.Fortunately, those worries now seem exaggerated. Part of the weakness of second-quarter GDP was probably because of a temporary surge in imports from China. The latest statistics, from reasonably good retail sales in August to falling claims for unemployment benefits, point to an economy that, though still weak, is not slumping further. And history suggests that although nascent recoveries often wobble for a quarter or two, they rarely relapse into recession. For now, it is most likely that America’s economy will crawl along with growth at perhaps 2.5%: above stall speed, but far too slow to make much difference to the jobless rate.Why, given that America usually rebounds from recession, are the prospects so bleak? That’s because most past recessions have been caused by tight monetary policy. When policy is loosened, demand rebounds. This recession was the result of a financial crisis. Recoveries after financial crises are normally weak and slow as banking systems are repaired and balance-sheets rebuilt. Typically, this period of debt reduction lasts around seven years, which means America would emerge from it in 2014. By some measures, households are reducing their debt burdens unusually fast, but even optimistic seers do not think the process is much more than half over.Battling on the busAmerica’s biggest problem is that its poli ticians have yet to acknowledge that the economy is in for such a long, slow haul, let alone prepare for the consequences.A few brave officials are beginning to sound warnings that the jobless rate is likely to “stay high”. But the political debate is mor e about assigning blame for the recession than about suggesting imaginative ways to give more oomph to the recovery. Republicans argue that Barack Obama’s shift towards “big government” explainsthe economy’s weakness, and that high unemployment is proof t hat fiscal stimulus was a bad idea. In fact, most of the growth in government to date has been temporary and unavoidable; the longer-run growth in government is more modest, and reflects the policies of both Mr Obama and his predecessor. And the notion that high joblessness “proves” that stimulus failed is simply wrong. The mechanics of a financial bust suggest that without a fiscal boost the recession would have been much worse.Democrats have their own class-warfare version of the blame game, in which Wall Street’s excesses caused the problem and higher taxes on high-earners are part of the solution. That is why Mr. Obama’s legislative priority before the mid-terms is to ensure that the Bush tax cuts expire at the end of this year for households earning more than $250,000 but are extended for everyone else.This takes an unnecessary risk with the short-term recovery. America’s experience in 1937 and Japan’s in 1997 are powerful evidence that ill-timed tax rises can tip weak economies back into recession. Higher taxes at the top, along with the waning of fiscal stimulus and belt-tightening by the states, will make a weak growth rate weaker still. Less noticed is that Mr. Obama’s fiscal plan will also worsen the medium-term budget mess, by making tax cuts for the middle class permanent.Ways to overhaul the engineIn an ideal world America would commit itself now to the medium-term tax reforms and spending cuts needed to get a grip on the budget, while leaving room to keep fiscal policy loose for the moment. But in febrile, partisan Washington that is a pipe-dream. Today’s goals can only be more modest: to nurture the weak economy, minimize uncertainty and prepare the ground for tomorrow’s fiscal debate. To that end, Congress ought to extend all the Bush tax cuts until 2013. Then they should all expire—prompting a serious fiscal overhaul, at a time when the economy is stronger.A broader set of policies could help to work off the hangover faster. One priority is to encourage more write-downs of mortgage debt. Almost a quarter of all Americans with mortgages owe more than their houses are worth. Until that changes the vicious cycle of rising foreclosures and falling prices will continue. There are plenty of ideas on offer, from changing the bankruptcy law so that judges can restructure mortgage debt to empowering special trustees to write down loans. They all have drawbacks, but a fetid pool of underwater mortgages will, much like Japan’s loans to zombie firms, corrode the financial system and harm the recovery.C leaning up the housing market would help cut America’s unemployment rate, by making it easier for people to move to where jobs are. But more must be done to stop high joblessness becoming entrenched. Payroll-tax cuts and credits to reduce the cost of hiring would help. (The health-care reform, alas, does the opposite, at least for small businesses.) Politicians will also have to think harder about training schemes, because some workers lack the skills that new jobs require.Americans are used to great distances. The sooner they, and their politicians, acceptthat the road to recovery will be a long one, the faster they will get there.译文:我们到达目的地了吗?与大多数衰退之后的复苏相比,这次美国经济的复苏会慢得多。

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文

2020年第三十二届韩素音国际翻译大赛英译汉竞赛原文

Aesthetic Education and National Progress[1] The diminution of emphasis on the arts and the humanities and the corresponding increased emphasis on business and STEM disciplines (Science, Technology, Engineering, and Math) has resulted in a normative conception of national progress that excludes aesthetic education. In this essay, I argue that aesthetic educators should challenge the normative understanding of national progress. (In the humanities, aesthetic educators typically are educators of English, foreign languages and literature, philosophy, art history and film studies.) To this end, I call attention to the writings of the French philosopher Germaine de Staël (1766-1817) because in the adaptation of her notion of progress lies possible hope for the future of the humanities and the arts.[2] In contemporary American society, national progress is more often than not equated with job creation, and job creation is linked to advancement in business and the STEM disciplines. For example, in his 2012 acceptance speech after the national election, President Obama called for the United States to remain the leader in science and technology, and then he exclaimed, “America, I believe we can build on the progress we've made and continue to fight for new jobs and new opportunities and new security for the middle class.”[3] Lip service is paid to civic responsibility and its role in national progress, while federal and state governments, as well as institutions of higher education, drastically cut budgets and/or entire programs in the humanities and the arts. Aesthetic educators know that these cuts will, in the long term, be devastating to civil society because the humanities and the arts are precisely the programs that convey cultural capital. More precisely, they cultivate in students the critical judgment and the independence of thought needed to be able to make informed decisions about their place in civil society. Given the number of indicators that point to a decline in public and institutional support for the humanities and the arts, however, it has become easy for aesthetic educators to become demoralized, feel irrelevant, and even believe that we, in fact, have little or no role in national progress.[4] As examples of indicators that point to the increasing irrelevance of the humanities, in FY 2014, the appropriations to both the National Endowment for the Humanities (NEH) and the National Endowment for the Arts(NEA) were cut by 13 percent from their peak 2010 numbers, while the National Science Foundation (NSF) appropriations increased by almost 4 percent from 2010. Perhaps the 13 percent cut would not have been so shocking if the NEH and NEA allocations did not represent a mere 2 percent of the total NSF allocation. The pill is even harder to swallow when one considers that, in 1979, the NEH and the NEA, respectively, received funding equivalent to approximately 16 percent of the NSF.[5] Salaries represent a second measure of the diminishing consideration for the humanities and the arts within university structures. The Oklahoma Faculty Survey by Discipline, a study that surveys the salaries of professors at 114 “Research University/Very High Research Activity”institutions, lists average salaries for all ranks of tenure-track faculty in a number of disciplines. According to the 2013-14 study, the average salary of a faculty member in the arts was $71,463; in English, $76,627; in philosophy and religious studies, $81,971; in physical sciences, $102,636; in engineering, $114,827; and in business management, $139,093. While salaries in 2013-14 increased from 2011-12 in the physical science, engineering, and business management, they decreased in the fine arts, English, and philosophy. If markets drive salaries, the arts and the humanities are clearly not high in market demand. This lack of demand for the humanities and the arts is further underscored in Governor Rick Scott's proposal that tuition rates for Florida state universities be frozen for students who major in “strategic areas”. Lizette Alvarez from the New York Times states of Scott’s proposal, “The message from Tallahassee could not be blunter: Give us engineers, scientists, health care specialists and technology experts. Do not worry so much about historians, philosophers, anthropologists and English majors.”From multiple perspectives, then, we see an explicit shift to STEM disciplines and a discouragement of humanities and arts education, whether in program development, faculty salaries, or student tuitions. Faced with what seems to be such overwhelming confirmation of aesthetic educators’ irrelevance to today’s understanding of national progress—namely, advancement in business, science and technology—aesthetic educators in the humanities and the arts are struggling to communicate to others outside our field, and to the public at large, our vital role.[6] As demoralizing as the perceived irrelevance of arts and humanities education may be and as disappointing as our attempts to articulate our relevance have been, we may be able to begin to find hope and purpose in renewed debate around how we think about “progress”and, more precisely, the role of aesthetic education in “progress”. The writings of Germaine de Staël are particularly illuminating because they situate aesthetic education squarely in the progress of the nation and have bearing on the dilemma facing the humanities and the arts today. Her prescient philosophy turns the definition of progress on its head and could give aesthetic educators a powerful tool to fight for the increased relevance and vitality of the humanities and the arts in the broader notion of progress.[7] Germaine de Staël’s notion of progress—namely, the alignment of the perfectibility of the human mind (accretion of knowledge) with the perfectibility of the human species (interplay between individual morality and public morality) —has direct bearing on the difficulties that we as aesthetic educators are having today in articulating our essential role in national progress. Obviously, both types of progress (perfectibility of the human mind and perfectibility of the human species) are essential to the progress of the nation, but Germaine de Staël argues convincingly that they must align. Aesthetic educators might thus remind the public that business and the STEM disciplines neither have as their mandate the watchful alignment of individual and public morality (the vector that guarantees freedom and the continual perfectingof the nation) nor do they have as their directive resistance against dogma. Furthermore, investment in STEM at the expense of the arts and the humanities parallels the Enlightenment’s obsession with progress as defined as the conservation and accretion of empirical knowledge and material gain. This obsession, at least in Germaine de Staël’s view, contributed to the neglect of the interior moral life of the individual. It, furthermore, diminished emphasis on moral responsibility and independence of judgment, which consequently led to increased partisanship, culminating in the fanaticism of the Reign of Terror. While it is hard to imagine the advent of a Reign of Terror in the United States, it can be argued that obsession with unbridled advancement in science and business at the expense of aesthetic education could lead to the weakening of individual morality—defined by Staël as the devotion to freedom, human rights, and the possibility of collective happiness for all.[8] If Germaine de Staël were alive today, she might argue that the solution to our current humanities and arts crisis is a relatively simple one. First, argue for national progress to be understood as the alignment of the perfectibility of the human mind with the perfectibility of the human species. Scientific advancement at the expense of the watchful alignment of individual and public morality poses a threat to the stability of our nation. Consequently, any call for national progress must include sufficient support of and funding for precisely the disciplines (the humanities and the arts) that have this alignment as their mandate. Secondly, encourage educational models that allow for the combination of a “useful”subject that contributes to a knowledge-based economy and a subject in which they will receive an aesthetic education.。

韩素音翻译大赛英译汉原文解读与译赏(2020年7月整理).pdf

韩素音翻译大赛英译汉原文解读与译赏(2020年7月整理).pdf

Globalization全球化颜林海【标题解读】写作分析:何谓全球化?回答这个问题的过程就是就是人类对客观事物的认识过程,即“定义”的过程,换句话说,“定义”就是界定一种事物的本质(即意义)的说明。

“定义”有许多方式,最常见的有:列举法(illustration),分类法(classification),过程分析法(process analysis),因果法(cause and effect),比对法(comparison and contrast);除了以上方法外,还有特征枚举法(enumerating characteristics),词源法(etymology),类比法(analogy),排除法(exclusion)(M.S. Spangler & R.Werner,1990:131—135)。

从写作或其他媒介的角度,作为一篇文章的标题,作者必然要围绕标题来展开,而要展开这个话题,就必须对该字词加以界定,即定义。

篇体分析:从上下文看,这是一篇由一档电视谈话节目转写而成的书面文档;电视访谈类节目虽然重在访谈,但并非人与人之间的私下闲聊,因此,节目主持人也往往会提前大致拟定一个围绕某一话题而展开的提纲,这就与文章写作大同而小异了。

理解与翻译时,注意访谈中人物对话的转换,还要注意书写文本在断句上与访谈情景有时并不一致,如(25)句。

翻译分析:在翻译之前,译者也应对标题中涉及到的概念加以认识和理解。

译者在分析某一核心字词时必须注意该字词的音形义的分析。

此篇文章中globalization与音没有多大关系,主要分析该字词的“形”和“义”。

而字“形”的分析涉及到该词的词源和构词方式。

词源分析:Globalization一词逆推词源关系如下:globalization。

构词分析:globalization不过是globalize的名词拼写形式,核心意义在globalize;而此词的构形属于英语中“形容词+动词后缀ize”构词法,其表达的意义为“使...‘形容词’化”或“使...变成‘形容词’”。

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第二十届韩素音青年翻译奖竞赛参赛原文1楼2008-05-14 15:00回复查看(800) 回复(2) 1楼cathyhello cathy积分2008等级6入室弟子英译汉部分:Philosophy vs. Emerson (Excerpt)“HE is,” said Matthew Arnold of Emerson, “the friend and aider of those who would live in the spirit.” These well-known words are perhaps the best expression of the somewhat vague yet powerful and inspiring effect of Emerson,s courageous but disjointed philosophy. Descended from a long line of New England ministers, Emerson, finding himself fettered by even the most liberal ministry of his day, gently yet audaciously stepped down from the pulpit and, wi t h little or no modification in his interests or utterances, became the greatest lay preacher of his time. From the days of his undergraduate essay upon “The Present State of Ethical Philosophy” he continued to be preoccupied wi t h matters of conduct: whatever the object of his attention—an ancient poet, a fact in science, or an event in the morning newspaper—he contrives to extract from it a lesson which in his ringing, glistening style he drives home as an exhortation to a higher and more independent life. Historically, Emerson marks one of the largest reactions against the Calvinism of his ancestors. That stern creed had taught the depravity of man, the impossibility of a natural, unaided growth toward perfection, and the necessity of constant and anxious effort to win the unmerited reward of being numbered among the elect. Emerson starts with the assumption that the individual, if he can only come into possession of his natural excellence, is the most godlike of creatures. Instead of believing with the Calvinist that as a man grows better he becomes more unlike his natural self (and therefore can become better only by an act of divine mercy), Emerson believes that as a man grows in excellence he becomes more like his natural self. It is common to hear the expression, when one is deeply stirred, as by sublime music or a moving discourse: “That fairly lifted me out of myself.” Emerson would have said that such influences lift us into ourselves. For one of Emerson’s most fundamental and frequently recurring ideas is that of a “great nature in which we rest as the earth lies in the soft arms of the atmosphere,” an “Over-Soul, within which every man’s particular being is contained and made one wi t h all other,”which “evermore tends to pass into our thought and hand and become wisdom and virtue and power and beauty.”This is the incentive—the sublime incentive of approaching the perfection which is ours by nature and by divine intention—that Emerson holds out when he asks us to submit us to ourselves and to all instructive influences. Natur e, which he says“is loved by what is best in us,”is all about us, inviting our perception of its remotest and most cosmic principles by surrounding us with its simpler manifestations.“A man does not tie his shoe without recognizing laws which bind the fart hest regions of nature.”Thus man “carries the world in his head.” Whether he be a great scientist, proving by his discovery of a sweeping physical law that he has some such constructive sense as that which guides the universe, or whether he be a poet behol ding trees as“imperfect men,”who“seem to bemoan their imprisonment, rooted in the ground,”he is being brought into his own by perceiving “the virtue and pungency of the influence on the mind of material objects, whether inorganic or organized.”Ranging over time and space with astonishing rapidity and binding names and things together that no ordinary vision could connect, Emerson calls the Past also to witness the need of self-reliance and a steadfast obedience to intuition.The need of such independence, he thought, was particularly great for thestudent, who so easily becomes overawed by the great names of the Past and reads “to believe and take for granted.”This should not be, nor can i t be if we remember what we are. When we sincerely find, therefore, that we cannot agree with the Past, then, says Emerson, we must break with it, no matter how great the prestige of its messengers. But often the Past does not disappoint us; often it assists us in our quest to become our highest selves. For in the Past there have been many men of genius; and, inasmuch as the man of genius has come nearer to being continually conscious of his relation to the Over-Soul, it follows that the genius is actually more ourselves than we are. So we often have to fall back upon more gifted souls to interpret for us what we mean but cannot say. Any supreme triumph of expression, therefore, should arouse in us not humility, still less discouragement, but renewed consciousness that “one nature wrote and the same reads.”So i t is in travel or in any other form of contact with the Past: we cannot derive any profit or see any new thing except we remember that “the world is nothing, the man is all.”Similar are the uses of Society. More clearly than in Nature or in the Past, we see in certain other people such likeness to ourselves, and receive from the perception of that likeness such inspiration, that a real friend “may well be reckoned the masterpiece of nature.”Yet elsewhere Emerson has more than once urged us not to be “too much acquainted”: a ll our participation in the life of our fellows, though rich wi t h courtesy and sympathy, must be free from bending and copying. We must use the fellowship of Society to freshen, and never to obscure,“the recollection of the grandeur of our destiny.”Such, i n some attempt at an organization, are a few of Emerson, s favorite ideas, which occur over and over again, no matter what may be the subject of the essay. Though Emerson was to some degree identified, in his own time, with various movements which have had little or no permanent effect, yet as we read him now we find extraordinarily little that suggests the limitations of his time and locality. Often there are whole paragraphs which if we had read them in Greek would have seemed Greek. The good sense which kept him clear of Brook Farm because he thought Fourier “had skipped no fact but one, namely life,”kept him clear from many similar departures into matters which the twenty-first century will probably not remember. This is as it should be in the essay, whi ch by custom draws the subject for its “dispersed medi t ations”from the permanent things of this world, such as Friendship, Truth, Superstition, and Honor. One of Emerson, s sources of strength, therefore, is his universality. Another source of Emerson, s strength is his extraordinary compactness of style and his range and unexpectedness of illustration. His gift for epigram is, indeed, such as to make us long for an occasional stretch of leisurely commonplace. But Emerson always keeps us up—not less by his memorable terseness than by his startling habit of illustration. He loves to dart from the present to the remotest past, to join names not usually associated, to link pagan with Christian, or human wi t h divine, in single rapid sentences, such as that about“Scipio, and the Cid, and Sir Philip Sidney, and Washington, and every pure and valiant heart, who worshiped Beauty by word or by deed.”If, in spite of all these admirable qualities, Emerson, s ideas seem too vague and unsystematic to satisfy those who feel that they could perhaps become Emersonians if there were only some definite articles to sign, it must be remembered that Emerson wishes to develop independence rather than apostleship, and that when men revolt from a system because they believe it to be too definite and oppressive, they are likely to go to the other extreme. That Emerson did go so far toward this extreme identifies him with a period notable for its enthusiastic expansion of thought. That he did not systematize or restrict means that he was obedient to the idea that what really matters is not that by exact terminology, clever tactics and all the niceties of reasoning a system of philosophy shall be made tight and impregnable for others to adopt, but rather that each of us may be persuaded to hitch his own particular wagon to whatever star for him shines brightest. 汉译英部分:父爱的尺度(节选)1924年,美国总统卡尔文·柯立芝建议把父亲节作为一个全国性的节日,以便“在父亲和子女间建立更亲密的关系,并且使父亲铭记自己应尽的全部责任”。

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