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Resumen: The notion of systems has helped revolutionize translation studies since the 1970s. As a key part of many descriptive approaches, it has broken with the prescriptive focus on what translation should be, encouraging researchers to ask what translation does in specific cultural settings. From his privileged position as a direct participant in these developments, Theo Hermans explains how contemporary descriptive approaches came about, what the basic ideas were, and how those ideas have evolved over time. His discussion addresses the fundamental problems of translation norms, equivalence, polysystems and social systems, covering not only the work of Levý, Holmes, Even-Zohar, Toury, Lefevere, Lambert, Van Leuven-Zwart, Dhulst and others, but also giving special attention to recent contributions derived from Pierre Bourdieu and Niklas Luhmann. An added focus on practical questions of how to investigate translation (problems of definition, description, assessment of readerships, etc.)

Resumen: In previous discussions relating both research and translation/interpreting to each other (e.g. Andrew Chesterman & Wagner 2002; Klaudy 2006; Pöchhacker 1992), the main focus was either on the extent to which research findings improve translation/interpreting processes and competences or on different paradigms within translation research (Gile 2008). This article heuristically investigates any links between translation/interpreting competences, on the one hand, and competences required for research, on the other hand.pTo establish a research competence taxonomy that is related to translation studies, four different sources of information have been relied on: two public authorities, one scholarly organization and one translation and interpreting training institution. This conceptual study points out that many competences required for research within translation studies are closely related to translation and interpreting competences (Vandepitte 2007), so that an integrated view of research competences and translation competences is called for. Such a view will reduce the translation and interpreting institutions' task of teaching research competences to a set of ten major academic competences.

Resumen: Section I. Some general issues: Paper 1. On the idea of a theory, Paper 2. Shared ground in Translation Studies, Paper 3. What constitutes "progress" in Translation Studies?, Paper 4. Towards consilience?. Section II. Descriptive and prescriptive: Paper 5. The empirical status of prescriptivism, Paper 6. Skopos theory: A retrospective assessment, Paper 7. Catford revisited, Paper 8. The descriptive paradox, or how theory can affect practice. Section III. Causality and explanation: Paper 9. Causes, translations, effects, Paper 10. A causal model for Translation Studies, Paper 11. Semiotic modalities in translation causality, Paper 12. On explanation. Section IV. Norms: Paper 13. From 'is' to 'ought': Laws, norms and strategies in Translation Studies, Paper 14. A note on norms and evidence. Section V. Similarities and differences: Paper 15. On similarity, Paper 16. Problems with strategies, Paper 17. The unbearable lightness of English words. Section VI. Hypotheses: Paper 18. The status of interpretive hypotheses, Paper 19. Reflections on the literal translation hypothesis. Section VII. "Universals": Paper 20. Beyond the particular, Paper 21. What is a unique item?, Paper 22. Kundera's sentence, Paper 23. Universalism in Translation Studies. Section VIII. The sociological turn: Paper 24. Questions in the sociology of translation, Paper 25. The name and nature of Translator Studies, Paper 26. Models of what processes?. Section IX. Translation ethics: Paper 27. Proposal for a Hieronymic Oath, Paper 28. An ethical decision.