Teaching Ethics and Examining Interpreters in Film
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In Chapter 125 of the Book of the Dead, ancient Egyptians had to announce their innocence by a form of a negative confession: that they did not commit any of the 42 offences listed as major wrong deeds. These sins varied from murder to being deceitful, stealing, causing people to suffer, committing adultery, blasphemy or blocking the waters of the Nile. This is the earliest code of ethics as we know it today. However, ethics take different forms and shapes and tend to be guided, and indeed influenced, by the level of sophistication societies have reached. In this paper, the task of teaching professional ethics to interpreting students will be examined. It will focus on the experience of teaching interpreting ethics at a technical college within the context of community interpreting in Australia. Essentially, it will present the experience of being expected to teach ethics to students who have had no practical experience in community interpreting and without the opportunity to get out to the real world and see how ethics are not only observed but also challenged. The paper will then examine the attempt to make up for the lack of practicum by creating contexts through the use of film in the interpreting classroom. Finally, the stakeholders’ evaluation of the entire experience will be assessed.
Abstract
In Chapter 125 of the Book of the Dead, ancient Egyptians had to announce their innocence by a form of a negative confession: that they did not commit any of the 42 offences listed as major wrong deeds. These sins varied from murder to being deceitful, stealing, causing people to suffer, committing adultery, blasphemy or blocking the waters of the Nile. This is the earliest code of ethics as we know it today. However, ethics take different forms and shapes and tend to be guided, and indeed influenced, by the level of sophistication societies have reached. In this paper, the task of teaching professional ethics to interpreting students will be examined. It will focus on the experience of teaching interpreting ethics at a technical college within the context of community interpreting in Australia. Essentially, it will present the experience of being expected to teach ethics to students who have had no practical experience in community interpreting and without the opportunity to get out to the real world and see how ethics are not only observed but also challenged. The paper will then examine the attempt to make up for the lack of practicum by creating contexts through the use of film in the interpreting classroom. Finally, the stakeholders’ evaluation of the entire experience will be assessed.
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