Historical Roots and Future Trajectories: Rethinking Translation Curriculum Development from the Perspective of Translation Values

Abstract

As a carrier of knowledge within the social field, the translation curriculum must clearly define its value orientation to appropriately express its inherent worth and realize its full potential. The curriculum’s value system—comprising student-centered, disciplinary, and social values—is closely tied to its identity as a practice-oriented humanities discipline. Historically, from the late Qing Dynasty (1840-1912) to the establishment of professional translation programs, the curriculum’s value orientation has evolved in response to changing practical demands, shifting from limited, instrumental purposes toward a more diversified and integrated framework. Future development should follow this trajectory by fostering inter-subjective value awareness, aiming to achieve a cohesive consensus among individual, disciplinary, and societal values within the curriculum.