Kreativität im Translationsunterricht

AbstractThis paper deals with the question how to use the creative resources of students in translation classes. It starts from the basic premise that every explicit concscious action, like formulating a translation, has its basis in implicit knowledge (cf. Joachim Renn, Übersetzungsverhältnisse). The explicitation of implicit knowledge always is an individual creative act which potentially differs (similar to Derrida’s differance) from every other act of translating the same item. By inducing the students to accept the fact of the creativity of human action the question of right and wrong in translation is relativized without abandoning a pragmatic grounding for the ensuing differing translations.