ABSTRACT
Objectivism can be seen as the foundation for traditional educational practice, including translator education. An objectivist perspective leads to transmissionist approaches to education, based primarily on the transfer of knowledge; while a constructivist epistemology leads to transformation, with the goal of empowering the learner to act responsibly, autonomously and competently. Studies on expertise suggest that reflective action within a community of knowledge builders can provide a solid basis for educational design. Social constructivism provides not only an epistemological basis for the development of knowledge-building communities, but also a variety of tools that can be used to promote and pursue learning in such communities. The chapter also outlines a heretofore neglected, yet critical implication of expertise studies for translator education: the need for collaborative knowledge building within a community of learners and teachers.
