O‘zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi mirzo ulug`bek nomidagi

The Six Principles of Interpretation [4] 
1. Any interpretation that does not somehow relate what is being displayed or 
described to something within the personality or experience of the visitor will 
be sterile. 
2. Information, as such, is not interpretation. Interpretation is revelation based 
upon information. But they are entirely different things. However, all 
interpretation includes information. 
3. Interpretation is an art, which combines many arts, whether the materials 
presented are scientific, historical or architectural. Any art is in some degree 
teachable. 
4. The chief aim of interpretation is not instruction, but provocation. 
5. Interpretation should aim to present a whole rather than a part, and must 
address itself to the whole man rather than any phase. 
6. Interpretation addressed to children (say, up to the age of twelve) should not be 
a dilution of the presentation to adults, but should follow a fundamentally 
different approach. To be at its best it will require a separate program. 
The other students should listen carefully and make notes. Then they should 
name all the principles as precise as possible. During this part of the lesson, the 
teacher should observe the activity of the students and evaluate the degree of 
everybody’s participation.
In conclusion we may mention again that interpretational skills are not a gift or 
talent. They can be taught, though it is not very easy. The result, certainly, depends 
on teacher’s ability to evoke the interest as well as organize the process with 
distinct goals and objectives to achieve them in a restricted period of time. 
 
 
 

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REFERENCES: 
1. Risk P. Educating for interpreter excellence  
www.topas.mtnforum.org
 
2. Fundamentals of Court Interpretation: Theory, Policy and Practice – 
University of Arizona Agnese Haury Institute , 1991 
3. Thorsten L. Basic Interpretive Skills – Werleshausen, 2003 
4. Tilden F.
Interpreting Our Heritage – The University of North Carolina 
Press, Chapel Hill, 1977