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The Alternate Life(别样生活)

(2013-07-21 08:10:21)
标签:

第四届

英语世界杯翻译大赛

thealternatelife

别样生活

译文

分类: 咬文嚼字

请先阅读本博“访客必读”中的全部内容,然后再阅读下文。

 

参加翻译大赛,讨论翻译技巧。下面是我的“第四届‘《英语世界》杯’翻译大赛”参赛译文,欢迎同仁批评指正。

 

英文

中文

注释

The Alternate Life

别样生活

我觉得“alternate”不宜译成“另类”,因为“另类”的含义是“与众不同”(在线词典中没有“另类”的释义,请参见http://baike.baidu.cn/view/27684.htm)。本文中的生活方式只有两种,是一对一的关系,不是“少对众”的关系,因此应该将“alternate”译成“另一种”,“别样”有“另一种”的意思(请参见http://www.zdic.net/c/b/6a/101340.htm)。

The alternate life is the consequence of the communications revolution of the last 30 years or so.

这种别样生活因大约30年来的通信革命而生。

 

There is another, highly competitive educational system, opposed in almost every essential way to traditional schooling, that operates on the child and youth from the age of 2.

其中另有一种竞争力很强的教育体系,其基本方面几乎都与传统学校教育势不两立,对儿童青少年的影响从2岁就已开始。

 

It takes up as much of his time as the school does, and it works on him with far greater effectiveness.

这种体系与学校占用儿童青少年的时间一样多,但对儿童青少年的影响却有效得多。

 

That system is the linked structure of which television is the heart and which numbers among its constituents film, radio, comic books, pop music, sports—and the life styles (including the drug culture, permissive sex, and systematized antisocial conduct) which this structure either automatically or deliberately produces.

这种体系是这种别样生活的互联结构,电视是这种结构的核心,构成这种别样生活的电影、无线电广播节目、漫画书、流行音乐、体育运动也包括在内,还包括由这种结构有意无意产生出来的生活方式(包括沉迷毒品文化,纵欲和从事有组织的反社会行为)。

the linked structure”有所指,我觉得是指“别样生活”的结构。后面的“its”也应该是指“别样生活”的内容。括号中的内容,翻译起来容易出错。括号前面是“生活方式”,所以翻译括号里面的内容时,要加动词,变成三种行为,这样才能是“生活方式”,否则你说文化是生活方式,既不合文法,也不合逻辑。英文太罗嗦,老外不堪其苦,说话时句子成分经常是残缺不全的,也经常不合逻辑。

This alternative life is a life; it is not a diversion, a hobby, an amusement.

这种别样生活是一种生活,而不是闲情逸致、业余爱好、娱乐活动。

 

It offers its own disciplines, its own curriculum, its own ethical and cultural values, its own style and language.

其中有独特的学科,有独特的课程,有独特的道德和文化价值观,有独特的作风和语言。

 

It works on children and youths every day, year after year, teaching them, forming them, conditioning them.

这种生活每天都在影响儿童青少年,年复一年地教导他们,塑造他们,影响他们。

 

And it is profoundly opposed to traditional education.

但这种生活与传统教育势同水火。

 

There is no way of reconciling the values of literature or science with the values of the TV commercial.

文学或科学的价值观与电视广告的价值观无法相容。

 

There is no way of reconciling the vision offered by Shakespeare or Newton with the vision of life offered by the “Gong Show”.

莎士比亚或牛顿描绘出来的远景,无法与《铜锣秀》(Gong Show)中展现出来的生活远景相容。

 

Two systems of thought and feeling stand opposed to each other.

一种是思想体系,另一种是感觉体系,两者格格不入。

 

This has never before been the case.

这种情况前所未有。

 

The idea of education was never before opposed by a competitor.

人们以前从未提出过与传统教育理念相左的教育理念。

 

It was taken for granted because no alternative appeared on the horizon.

人们认为传统教育理念理当如此,是因为无人提出另一种教育理念。

 

But today there is a complete alternative life to which children submit themselves.

但现在有了儿童无力抗拒的,一应俱全的别样生活。

submit”的含义不太好表达,但查了词典之后就知道怎么说了(请参见http://www.iciba.com/submit)。

This alternative life offers them heroes, slogans, images, forms of conduct, and content of a sort—and all run counter to the message given in the classroom.

这种别样生活中有英雄、口号、形象、各种行为,还有不伦不类的内容,但都与课堂上所传授的观念背道而驰。

of a sort”的含义是“having some but not all of the characteristics of something”(请参见http://idioms.thefreedictionary.com/of+a+sort)——有某种事物的特点,但不是全都有,那当然“不伦不类”了。

For the first time in history, the child is required to be a citizen of two cultures: the tradition and the alternate life.

自此儿童必须是两种文化(传统生活和这种别样生活)的公民。

 

Is it any wonder that such a division of loyalties should result in the chaos we observe?

难怪如此骑墙会生出我们所看到的乱象。

 

In a deep sense, all our children (and, to a degree, our teachers, our parents, and ourselves) are schizophrenics.

我们的孩子(某种程度上也包括我们的教师、我们的父母和我们自己)都已深深陷入精神分裂的状态中。

 

On the one hand is the reality-system expounded in a book, the idea, the cultural past; on the other hand is the far more vivid and comprehensible reality-system expounded by television, the rock star, the religion of instantaneous sensation, gratification and consumption.

一方面是书、传统教育理念、旧文化中阐述的现实体系;另一方面是电视中、摇滚歌星和即时寻求刺激,谋求满足,贪求享受的原则中阐述的,生动易懂得多的现实体系。

 

Good teachers, when you question them inexorably, almost always finally admit that their difficulties stem from the competition of the alternate life.

如果对优秀教师刨根问底,他们几乎总是会最终承认,所遇到的困难是这种别样生活的竞争造成的。

 

And this competition they are not trained to meet.

他们未针对这种竞争得到培养,不能应对。

 

The alternate life has one special psychological effect that handicaps the teacher—any teacher, whether of writing or any other basic subject.

这种别样生活有一种有碍于教师的特殊心理作用,无论写作教师还是其他基础学科的教师,无一不受影响。

 

That effect is a decline in the faculty of attention, and therefore a decline in the capacity to learn—not the innate capacity, but the capacity as it is conditioned by the media.

受影响后注意力会下降,学习能力(不是天生的能力,而是已然受到媒体影响的能力)也会随之下降。

 

This conception of the alternate life is probably debatable, and it certainly will not be accepted by everyone.

这种别样生活的概念很可能有待商榷,当然不是谁都会接受。

 

Its claim to the interest of others, if not their agreement, lies in the fact that it goes beyond the present educational system and tries to locate the ultimate source of our troubles in the changes now agitating our entire Western culture.

这种概念可以引起旁人的兴趣(如果未得到旁人的认同),在于这种概念确实不局限于当前教育体系,而是在现已动摇我们整个西方文化的变化中,努力找寻我们遇到的困难的根源。

 

 

原文和译文如下:

 

The Alternate Life

 

The alternate life is the consequence of the communications revolution of the last 30 years or so. There is another, highly competitive educational system, opposed in almost every essential way to traditional schooling, that operates on the child and youth from the age of 2. It takes up as much of his time as the school does, and it works on him with far greater effectiveness.

 

That system is the linked structure of which television is the heart and which numbers among its constituents film, radio, comic books, pop music, sports—and the life styles (including the drug culture, permissive sex, and systematized antisocial conduct) which this structure either automatically or deliberately produces.

 

This alternative life is a life; it is not a diversion, a hobby, an amusement. It offers its own disciplines, its own curriculum, its own ethical and cultural values, its own style and language. It works on children and youths every day, year after year, teaching them, forming them, conditioning them. And it is profoundly opposed to traditional education. There is no way of reconciling the values of literature or science with the values of the TV commercial. There is no way of reconciling the vision offered by Shakespeare or Newton with the vision of life offered by the “Gong Show”. Two systems of thought and feeling stand opposed to each other.

 

This has never before been the case. The idea of education was never before opposed by a competitor. It was taken for granted because no alternative appeared on the horizon. But today there is a complete alternative life to which children submit themselves. This alternative life offers them heroes, slogans, images, forms of conduct, and content of a sort—and all run counter to the message given in the classroom.

 

For the first time in history, the child is required to be a citizen of two cultures: the tradition and the alternate life. Is it any wonder that such a division of loyalties should result in the chaos we observe? In a deep sense, all our children (and, to a degree, our teachers, our parents, and ourselves) are schizophrenics. On the one hand is the reality-system expounded in a book, the idea, the cultural past; on the other hand is the far more vivid and comprehensible reality-system expounded by television, the rock star, the religion of instantaneous sensation, gratification and consumption.

 

Good teachers, when you question them inexorably, almost always finally admit that their difficulties stem from the competition of the alternate life. And this competition they are not trained to meet. The alternate life has one special psychological effect that handicaps the teacher—any teacher, whether of writing or any other basic subject. That effect is a decline in the faculty of attention, and therefore a decline in the capacity to learn—not the innate capacity, but the capacity as it is conditioned by the media.

 

This conception of the alternate life is probably debatable, and it certainly will not be accepted by everyone. Its claim to the interest of others, if not their agreement, lies in the fact that it goes beyond the present educational system and tries to locate the ultimate source of our troubles in the changes now agitating our entire Western culture.

 

别样生活

 

这种别样生活因大约30年来的通信革命而生。其中另有一种竞争力很强的教育体系,其基本方面几乎都与传统学校教育势不两立,对儿童青少年的影响从2岁就已开始。这种体系与学校占用儿童青少年的时间一样多,但对儿童青少年的影响却有效得多。

这种体系是这种别样生活的互联结构,电视是这种结构的核心,构成这种别样生活的电影、无线电广播节目、漫画书、流行音乐、体育运动也包括在内,还包括由这种结构有意无意产生出来的生活方式(包括沉迷毒品文化,纵欲和从事有组织的反社会行为)。

这种别样生活一种生活,而不是闲情逸致、业余爱好、娱乐活动。其中有独特的学科,有独特的课程,有独特的道德和文化价值观,有独特的作风和语言。这种生活每天都在影响儿童青少年,年复一年地教导他们,塑造他们,影响他们。但这种生活与传统教育势同水火。文学或科学的价值观与电视广告的价值观无法相容。莎士比亚或牛顿描绘出来的远景,无法与《铜锣秀》(Gong Show)中展现出来的生活远景相容。一种是思想体系,另一种是感觉体系,两者格格不入。

这种情况前所未有。人们以前从未提出过与传统教育理念相左的教育理念。人们认为传统教育理念理当如此,是因为无人提出另一种教育理念。但现在有了儿童无力抗拒的,一应俱全的别样生活。这种别样生活中有英雄、口号、形象、各种行为,还有不伦不类的内容,但都与课堂上所传授的观念背道而驰。

自此儿童必须是两种文化(传统生活和这种别样生活)的公民。难怪如此骑墙会生出我们所看到的乱象。我们的孩子(某种程度上也包括我们的教师、我们的父母和我们自己)都已深深陷入精神分裂的状态中。一方面是书、传统教育理念、旧文化中阐述的现实体系;另一方面是电视中、摇滚歌星和即时寻求刺激,谋求满足,贪求享受的原则中阐述的,生动易懂得多的现实体系。

如果对优秀教师刨根问底,他们几乎总是会最终承认,所遇到的困难是这种别样生活的竞争造成的。他们未针对这种竞争得到培养,不能应对。这种别样生活有一种有碍于教师的特殊心理作用,无论写作教师还是其他基础学科的教师,无一不受影响。受影响后注意力会下降,学习能力(不是天生的能力,而是已然受到媒体影响的能力)也会随之下降。

这种别样生活的概念很可能有待商榷,当然不是谁都会接受。这种概念可以引起旁人的兴趣(如果未得到旁人的认同),在于这种概念确实不局限于当前教育体系,而是在现已动摇我们整个西方文化的变化中,努力找寻我们遇到的困难的根源。

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