constructing pathways to translation - Higher Education Commission

A theory/pedagogy is an explanation of a phenomenon, the perception of the system and
order of something observed. It exists in the mind. It has no tangible manifestation. It is
an idea which constitutes the internal representation of phenomenon.
A model is, in contrast, an external manifestation, rather than an internal representation
of the explanation; a realization of the theory/pedagogy. It exists as a tangible object or
form which ‘stands’ for the idea embodied in the theory/pedagogy.
A model must, therefore, possess a number of characteristics, if it is to be useful. They
are:
1. It must faithfully represent the theory that it stands for, i.e., indicate what that
phenomenon really is, rather than what it appears to be.
2. It must do this by revealing significant characteristics of the phenomenon
explained by the theory. No model can present one with the full complexity of the
original, and no model is required to do that: because a model is only a reflective
representation of reality, and not the reality per se.
3. It must have heuristic function; making it easier to grasp the explanation, and
doing that is a way which makes further study easier and leads to a deeper
understanding. This is achieved by means of analogy. A model proposes that
phenomenon to be viewed, as if it were other than it appears. The model does no
more than specify the components involved, and the relationships they have with
each other.
Essentially, a theory is judged to the extent to which it is internally and externally
adequate. It must correspond to the data, and also conform to particular design features.
Ideally, a theory/pedagogy must reflect FIVE particular characteristics:
1. Realisim: It must be based in reality, to reflect and explain it.
2. Empricism: it must be tested.
3. Determinisim: it must be able to predict.
4. Parsimony: it must be simple and succinct.
5. Generality: it must be comprehensive in its referential outreach and explanatory
coverage (Bell,1991).
The theory/pedagogy of Translation would then be required to conform, as far as
possible, to these criteria, and the greater the conformity, the more powerful the theory.
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