Theories On The Move

Within translation studies books on translating conceptually dense texts, such as philosophical or theoretical writings, are remarkably few. Although the translation of literature has been a favourite topic for many decades, the translation of theories on literature has been neglected. The phrase 'theories of translation' is everywhere, but 'translation of theories' is a rare sight. On the other hand, the term 'translation' has become a commonplace in literary and cultural studies - yet usually as a rhetorical figure describing the fate of those who struggle between two worlds and two languages, such as migrants or women. Not much attention has been paid to the role of 'translation proper' in contemporary circulation of ideas. The book addresses these gaps in translation studies and in literary studies for the first time by examining two specific cases where translation strategies and patterns crucially influenced the reception of imported schools of thought. By examining the importation of structuralism and semiotics into Turkish and of French feminism into English, it invites the readers to think about the impact of translation on the transmission of ideas across linguistic-cultural borders and power differentials. It is, therefore, of particular interest to the scholars working in translation studies, in literary and cultural theory, and in gender studies.

This book builds on research in translation studies of change in organizations and demonstrates the implications and application of these findings for managing innovation and change. When implementing ideas into practice in order to carry out innovative change, translation is key. From strategic and leadership changes to policy and health management decisions, abstract ideas such as ‘LEAN’, ‘CSR’, ‘Sustainability’, ‘Public-Private Partnerships’, ‘Clinical Pathways’ and ‘AI’ are introduced to improve organizational processes. However, in any company and organization, miscommunication and misinterpretation can lead to these ideas being modified, added to and appropriated in ways that make them unsuccessful. This book presents a case for change ideas in organizations being translated rather than “implemented” and offers a profound understanding of the translation processes needed in order for this to succeed. This vital study is a must-read for researchers, students and practitioners including change agents, general and health care managers, public servants as well as strategic managers and policy decision-makers.

The Oxford Handbook of International Legal Theory provides an accessible and authoritative guide to the major thinkers, concepts, approaches, and debates that have shaped contemporary international legal theory. The Handbook features 48 original essays by leading international scholars from a wide range of traditions, nationalities, and perspectives, reflecting the richness and diversity of this dynamic field. The collection explores key questions and debates in international legal theory, offers new intellectual histories for the discipline, and provides fresh interpretations of significant historical figures, texts, and theoretical approaches. It provides a much-needed map of the field of international legal theory, and a guide to the main themes and debates that have driven theoretical work in international law. The Handbook will be an indispensable reference work for students, scholars, and practitioners seeking to gain an overview of current theoretical debates about the nature, function, foundations, and future role of international law.

This text articulates and defends the 'theory theory' of cognitive and semantic development, the idea that infants and young children, like scientists, learn about the world by forming and revising theories.

This contributed volume is the result of a July 2010 workshop at the University of Wuppertal Interdisciplinary Centre for Science and Technology Studies which brought together world-wide experts from physics, philosophy and history, in order to address a set of questions first posed in the 1950s: How do we compare spacetime theories? How do we judge, objectively, which is the “best” theory? Is there even a unique answer to this question? The goal of the workshop, and of this book, is to contribute to the development of a meta-theory of spacetime theories. Such a meta-theory would reveal insights about specific spacetime theories by distilling their essential similarities and differences, deliver a framework for a class of theories that could be helpful as a blueprint to build other meta-theories, and provide a higher level viewpoint for judging which theory most accurately describes nature. But rather than drawing a map in broad strokes, the focus is on particularly rich regions in the “space of spacetime theories.” This work will be of interest to physicists, as well as philosophers and historians of science working with or interested in General Relativity and/or Space, Time and Gravitation more generally.

Advances in Mathematics Education is a new and innovative book series published by Springer that builds on the success and the rich history of ZDM—The Inter- tional Journal on Mathematics Education (formerly known as Zentralblatt für - daktik der Mathematik). One characteristic of ZDM since its inception in 1969 has been the publication of themed issues that aim to bring the state-of-the-art on c- tral sub-domains within mathematics education. The published issues include a rich variety of topics and contributions that continue to be of relevance today. The newly established monograph series aims to integrate, synthesize and extend papers from previously published themed issues of importance today, by orienting these issues towards the future state of the art. The main idea is to move the ?eld forward with a book series that looks to the future by building on the past by carefully choosing viable ideas that can fruitfully mutate and inspire the next generations. Taking ins- ration from Henri Poincaré (1854–1912), who said “To create consists precisely in not making useless combinations and in making those which are useful and which are only a small minority.

This book explores new findings on the long-neglected topic of theory construction and discovery, and challenges the orthodox, current division of scientific development into discrete stages: the stage of generation of new hypotheses; the stage of collection of relevant data; the stage of justification of possible theories; and the final stage of selection from among equally confirmed theories. The chapters, written by leading researchers, offer an interdisciplinary perspective on various aspects of the processes by which theories rationally should, and descriptively are, built. They address issues such as the role of problem-solving and heuristic reasoning in theory-building; how inferences and models shape the pursuit of scientific knowledge; the relation between problem-solving and scientific discovery; the relative values of the syntactic, semantic, and pragmatic view of theories in understanding theory construction; and the relation between ampliative inferences, heuristic reasoning, and models as a means for building new theories and knowledge. Through detailed arguments and examinations, the volume collectively challenges the orthodox view’s main tenets by characterizing the ways in which the different “stages” are logically, temporally, and psychologically intertwined. As a group, the chapters provide several attempts to answer long-standing questions about the possibility of a unified conceptual framework for building theories and formulating hypotheses.