8521 H7 王辉
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TICH 8521
H7 王辉
Spring 2024
1.
如果一个人由于贫穷或其他因素，无法通过教育或其他条件获得能力及相应的社会位置，
他或她就不具备竞争的能力。因此，没有能力的平等，机会平等就等同于空洞的许诺；没
有相应的社会体制（包括再分配体制）的保障，机会平等也正是不平等的合法表述。
Questions:
i) 能力 can be “ability” or “capability.” What is the difference between these two words? And
what, in this context, is the best translation? Or should we rather translate this word as
“competence,” “skills” or something else?
ii) 合法 can be “legal” or “legitimate”. What is the best translation here? What is a 不平等的合
法表述?
iii) The source text uses the phrase “他或她”. Is it important to translate this into English as “he
or she”? Why or why not? Can we change it to “she or he”?
1a
If a person is not able to acquire competence and a corresponding social position through
education or other conditions because of poverty or other factors, he or she does not have the
ability to compete. Therefore, without equality of acquiring ability, equality of opportunity is just
an empty promise; and without the guarantee of the corresponding social institutions (including
redistributive institutions), equality of opportunity is merely a legitimate expression of inequality.
1b
One doesn’t have the ability to compete if they can’t acquire competence and corresponding
social position through education or other resources due to poverty or other factors. Therefore,
without leveling the playing field for one to build competence, equal opportunities for all is an
empty promise; without a supportive social system (including one that addresses redistribution),
equal chances for all is a justified cover for inequality.
1c
If an individual cannot gain capabilities and the corresponding social status through education or
other means due to poverty or other factors, then they lack the ability to compete. Thus, without
equality of capability, the promise of equal opportunity becomes empty. Without the safeguard
of a relevant social system, including a redistribution system, “equal opportunity” actually serves
as a legitimate facade for inequality.
1d
If a person cannot achieve corresponding social status via education or other conditions due to
poverty or other factors, he or she does not have the ability to compete with others. Therefore, if
equality has no ability, the equality of opportunity is equal to an empty promise; and if there is
no corresponding social system (including a redistribution system), the equality of opportunity is
an unequal legal expression.
1e
If a person, due to poverty or other factors, cannot acquire the abilities and corresponding social
status through education or other conditions, he or she becomes less competitive. Therefore,
equal opportunity is an empty promise when capabilities are biased; without a comprehensive
social system (including a redistributive system), equal opportunity is just a legitimate
expression in disguise.
1f
An individual lacks the ability to compete if they are unable to acquire the necessary skills and
corresponding social position through education or other means due to poverty or other factors.
Therefore, without equal capabilities, equal opportunity becomes an empty promise; without the
guarantee of suitable social systems (including redistribution systems), equal opportunity
essentially embodies inequality.
2.
能力的平等事实上也涉及（relates to/touches on）劳动者在社会中的地位问题，即他或她是从属者还是社会的主人
的问题。社会主义时期的许多问题，比如官僚制的问题，特权的萌芽，以及经济决策中的
一些失误，需要认真反思，改革是必要的。
劳动者：不是Labor，是Laborer/worker
Questions:
i) 问题: issue or problem?
ii) Is 改革 “reform” or “revolution”? What is the difference between these two terms?
2a
Equity of competence is actually also associated with the social status of laborers, that is whether he or she is a follower or leader in the society. Many issues in the socialist period such as bureaucracy, emergence of privileges and some mistakes in economic decisions require us to reflect. It’s essential to reform.
2b
In fact, equality of ability is related to the class problem for workers(复数，应该用the worker（a worker 也可以，但是the指一种ideal person）) in society, which is the problem of whether he or she is an accessory or the owner of the society. A lot of problems arose during socialist period require deep reflections, such as the problem of bureaucracy, the emergence of privilege, and some mistakes in economic decision-making. Revolution is necessary.
2c
In fact, equality of abilities is also related to workers’ status in society, whether they are subordinate(singular) or masters(plural) of society. Many issues in（of the） socialist period require to be deliberately reflected and must be reformed, such as the problems of bureaucracy, the arise (sprouding of)of privilege, and some mistakes in economic decision-making.
2d
The fact that)(后面需要跟结果，但是这句话后面没有结果，所以不能用the fact that。“事实上”应该用in fact) equality in capabilities also touches upon the issue of a worker’s position within society, that is whether he or she is the subordinate or master in the social environment. There are many issues in socialist era/period, for example, the bureaucratic problems, the emergence of exclusive right, and some mistakes in economic decision-making, require serious reflection and necessary reform.（reform is necessary）
2e
Indeed, equality of capability is also a matter of(relates to) the position that workers hold - followers(subs) or masters of the society. We need to reflect carefully on the problems in a socialist society, such as bureaucracy and the budding of privileges, and mistakes made in economic policies. Reforms are necessary. (改革是必要的：单数更好？Reforming and opening up/如果是一系列的改革，则附属)
3.
但以此否定这一时代的平等成就则是完全不同的事情。即便在欧洲社会民主模式中，分配的正义(distributive justice)也是与结果的平等(is closely related to quality outcome)密切相关的——税制与再分配、社会福利和保障体制等都是分配的正义在制度上的体现。
Questions:
i) Many translators this week ignored “以此.” What does this mean and how do we incorporate it into our translation?
However, to use this to achieve the equality, is..
ii) Should “欧洲社会民主模式” be understood as “欧洲的社会民主模式” (the The European model of social democracy) or as “欧洲社会的民主模式” (the democratic model of European societies)
3a
(But to use this t)o ignore the achievements for equality that were accomplished during this era would be a whole other issue. (even) In the European social democracy model, an equal distribution(distributive justice) of resources is strongly tied to ensuring equal outcomes. This means that things like taxation and redistribution, as well as social welfare and security systems, are all ways that society ensures fairness in how resources are shared among its members.
3b
However, the progress made in equality this generation(时期->era) is a completely different matter. In the European form of social democracy, redistribution and equaloutcomes are closely related to the tax system and redistribution; social benefits and barriers were manifestations of the redistribution system.
3c
However, it does not mean that the achievements in equality achieved in this era should be totally denied. Even in European societies where the democratic model is applied, equitable distribution is closely related with the equality of results. Taxation and redistribution systems, social welfare and guarantee systems are all manifestation of equitable distribution in the system.
3d
However, denying the achievement of equality in this era based on that is a completely different thing. Even if in the European social democracy, the justice of distribution is closely related to equal outcomes, the tax system and redistribution, the social welfare and security system, all reflect the justice of distribution institutionally.
3e
However, on the other hand, denying the achievement of today’s equality is totally different. Even under(in) the European model of social democracy, distributive equality is closely tied with equality of outcome ---- taxation, redistribution, social welfare, and security system are all displays of distributive equality in institutions.
3f
Even though, to deny what we have achieved in striving for equality of the era is totally a
different matter. Even in the European democratic models, just distribution and fair outcomes
always tie to each other. The justice of distribution can be manifested in the institutional system,
such as taxation and redistribution, social welfare and social insurance, and so on.
3g
However, dismissing the era's achievements in equality based on these issues is an entirely
different argument. Even within the framework of European social democracy, the justice of
distribution is intimately linked to outcome equality — aspects such as the taxation
and redistribution system, social welfare, and security schemes are institutional representations of
distributive justice.
4.
更为重要的是：中国社会主义时期形成的义务教育体制，以及农民夜校或其他平民教育形式，为普通劳动者和不同背景的人提供了教育的机会，从而也为能力的培养提供了前提。那个时期的大学生中来自工农家庭背景的学生比例也很高。
Questions:
i) 农民: peasants or farmers? What’s the difference between these two classifications?
Farmers没有从属关系，但是peasants有社会地位
4a
More importantly, the compulsory education system formed during China's socialist period, as
well as farmer's night schools or other forms of popular education, provided educational
opportunities for ordinary workers and people from different backgrounds, thus laying the
premise for the cultivation of abilities. The proportion of students from worker and peasant
family backgrounds was also high among university students during that period.
4b
It is worth mentioning that, the compulsory education system established during the socialist
period in China, the night school system for peasants and other forms of educational systems for
civilians have provided access to education for normal workers and people from different
backgrounds, which lays the base for the development of their competences. During that time,
the proportion of undergraduates from working-class and peasant families was very high.
4c
More importantly, through the compulsory education system developed during China’s socialism
period, along with farmers’ evening school and other common education, laborers and people of
different backgrounds gained access to education and were able to meet the prerequisites for
cultivation of skills. There was a high percentage of university students that came from families
of workers and farmers.
4d
More importantly, the compulsory education system formed in the Chinese socialist era, as well
as night schools for peasants and other forms of education for common people, provided
opportunities for ordinary workers and people with different backgrounds to be educated, and
thus preparing preconditions for developing abilities. During that time, the proportion of students
from a worker or peasant’s family was also high among college students.
4e
More importantly: the compulsory education system that was developed during the socialist
period in China, and the peasant night schools or other forms of civilian education, provided
opportunities for education for common workers and people from different backgrounds, and
thus also provided the prerequisites for the development of competence. During that period, the
proportion of university students coming from working and peasant family backgrounds was also
high.
4f
More importantly, establishment of compulsory education, farmer night schools, and other forms
of public education during the period of Chinese socialism have provided opportunities for
ordinary laborers and people with different backgrounds, which set up the groundwork for the
cultivation of capabilities. The proportion of college students with a working-class family
background was high at that time.
4g
What is more important is that the compulsory education system formed during the socialist
period in China, as well as farmer night schools or other forms of popular education, provided
opportunities for education to ordinary workers and people from different backgrounds, thereby
providing prerequisites for the development of capabilities. The proportion of students from
working-class and peasant families among university students during that period was also quite
high.
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