It seems rather difficult to organize the training of translators in the perspective of purpose(s)-oriented didactics (‘pédagogie par objectifs’), for it would imply that translation activity can be analysed as if it were a synergy of different partial competences. It might be assumed, though, that translation competence is a global, holistic, practice; and that we should therefore assert a polyvalent and generative ‘formation fondamentale.’ Anyway, it will be necessary to list the different training modules that help define the curriculum aimed at training professional translators. Paradoxically, it is to be assumed that philosophical translation can contribute specifically to their training.