constructing pathways to translation - Higher Education Commission

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Translation Pedagogy and Process exit. Secondly, Urdu translation theorists, have drawn
the translation process and pedagogy of Urdu language from the Western tradition of
translations, developed by Ezra Pound and Earnest Fenolose, who created their poetic
works on the basis of ancient Eastern poetry. General guidelines and principles for Urdu
Translation exist. That is also the case with the Urdu Translation process (Baig,1988).
While translating initially, the translator loses all his identity and autonomy, and lets the
original author speak of his age and time. But invisibly during this process, the
translator’s voice of his own time and age enters the writing. The paradoxical and
ironical role of the translator becomes more visible when the work is being done by more
than one translator. Urdu theorists quote Western work to support their points of view,
and defend the Urdu Process and Pedagogy with Western work models.
From the artistic (tajreedi) point of view, both the translator and the original writer
transform the aesthetic creative (Jamaliati) material. Looking at the language from the
fixed, static and solid point of view, it becomes clear that the translator presents such
linguistic and literary material that may be contrastive to the main content. But from the
epistemological point of view it becomes, evident that the form and content, both
constitute the same subject (Nafs-e-mazmoon), and thus translation (Baig,1988).
The task of the translator is to create and embellish. S/he possess two appreciable
qualities. On the one hand, he is a writer, and on the other hand, he exhibits great honesty
and dedication in the performance of such tasks. Thus complete liberty, and restrained
honesty enables him to earn the recognition of a true writer.
The importance of the creative art needs to be recognized. But there is no denying the
fact that behind the highly finished form of creative art is the light that shines of
knowledge derived from translations. Very few people are conscious of the fact that the
great treasure of classical Urdu prose is derived from translation (Baig,1988).
4.8 LIMITS AND PROBLEMS OF TRANSLATABILITY
Simply by following the above rules, it is not certain for a translator to be able to
produce the best translation. Various obstacles are encountered, which actually account