Thesis advisor: Thomas H. Groome / No amount of curriculum drafting, standardized testing, or technological aids are sufficient to make a good school. A school is only as good as its participants – students, parents, auxiliary staff, leaders, and of course, teachers. Teachers teach for life – perhaps decreasingly the duration of a professional lifetime, but for the very life of the school and the lives of those who participate in it. So much depends on the spirit of the teacher and therefore on what is likely to sustain their spirits. Fostering the spiritual lives of teachers is crucial; healthy spirituality can be a sustaining force, helping teachers to thrive rather than simply survive in our schools today. In this dissertation I address the need for intentionally engaging and nurturing the spirituality of teachers. I see spirituality as central to every teacher (indeed, every person), no matter who they are, where they work, or who or what they teach. It does not assume any particular religious tradition or religious faith at all. But it does account for the search for what is meaningful in life, and places this search within a transcendent horizon. The issue is important both for the personal and vocational development of teachers themselves and because their spiritual lives dynamically affect the educational life and experience of the whole school community. The dissertation goes on to suggest a spiritually inspired pedagogy drawn primarily but not exclusively from the Ignatian tradition. Chapter 1 sets out to describe the lived reality for teachers today, and lifts up the desire to serve and relationality as two great motivators in the decisions to enter and stay in the teaching profession. Chapter 2 re-frames these motivators as age-old and honored spiritual themes. In order to help craft a spiritual pedagogy to sustain teachers, Chapter 3 turns to the rich tradition of Ignatian spirituality. I hold up the Ignatian tradition as just one example of how the spiritual potential of education can be appropriated by any school and the teachers therein. Chapter 4 proposes five dynamic and overlapping configurations of a spiritual pedagogy. The idea is that when certain spiritual commitments in the form of these five configurations become operative for educators, they cannot but become realized in their teaching. Chapter 5 names and describes some general practices that can support the five configurations of a spiritual pedagogy. It follows with some specific suggestions, first for the teacher, and finally for the leadership of the school community. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

Made available in DSpace on 2016-04-04T18:28:02Z (GMT). No. of bitstreams: 1 Luiz Ricardo Vieira Gonzaga.pdf: 1777802 bytes, checksum: 9b19f1f2f4dd543ff11f49d575263fd1 (MD5) Previous issue date: 2011-12-13 / Pontif?cia Universidade Cat?lica de Campinas / The career choice is a continuous decision making process that happens over many years of individuals lives in which they are supposed to find themselves in a given time. It may be taken into account that the choice is multifactorial, which confirms that the selection process is quite complex. Those factors take over adolescents concerns prior to decision making and it may result in stress symptoms. This research aimed at investigating the relationship between choice, vocation and stress in students who undergo career choice. In order to do that, it was recruited 37 adolescents, 14 males and 23 females, aged 15 to 18 years old. They answered the Self-Directed Search Questionnaire (SDS), Inventory of Stress Syndrom of Lipp (ISSL) and the career self-evaluation questionnaire. The results indicated that 72.97% of adolescents in the sample were stressed and the number of stressed females 70.37% was significantly higher than the one of stressed males 29.63%. Regarding the stress symptoms, it was pointed out a prevalence of psychological symptoms 42.24%. Concerning data related to students career type, there was prevalence of 46% of the artistic type whereas a lower prevalence was detected in the realistic one with 34%. In the analysis concerning the congruence between the professional type assessed by the Self-Directed Search and the students career choice, it was observed a percentage of 56.76% for congruence and 43.24% of incongruence. Relevant differences were found when comparing the congruence between the choice and vocation to the gender of the participants. Female students presented less congruence between the choice and vocational profiling when analyzed by chi-squared test (X ? = 4, df = 1, P = 0037). It was concluded that the uncounted variables that influence the socio-cognitive development of adolescents may become stressor agents for career choice. Further studies with larger samples and more geographically heterogeneous are suggested in order to obtain more evidence as to the validity variables. / A escolha profissional se constitui como um processo cont?nuo composto de decis?es tomadas ao longo da vida no qual o indiv?duo ir? encontrar-se em um dado momento. Deve-se considerar que a escolha ? multifatorial, confirmando que o processo de escolha ? algo bastante complexo. Esses fatores dominam as preocupa??es de adolescentes antes da tomada de decis?o sendo que o processo decisional com a proximidade da escolha da profiss?o pode acarretar nos sintomas de stress. O objetivo deste estudo foi verificar a rela??o entre a escolha, a voca??o e o stress em estudantes em fase de escolha profissional. Para isso foram selecionados 37 adolescentes, 14 do sexo masculino e 23 do sexo feminino, na faixa et?ria entre 15 e 18 anos, para responderem ao Question?rio de Busca Auto Dirigida (SDS), o Invent?rio de Sintomas de Stress (ISSL) e o question?rio de Auto- Avalia??o Profissional. Os resultados indicaram que 72,97%% dos adolescentes da amostra tinham stress e que o n?mero de mulheres com stress ( 70,37%) era significadamente maior do que o de homens com 29,63%. Com rela??o aos sintomas de stress foi apontado um predom?nio de sintomas psicol?gicos (42,24%). Com rela??o aos dados referentes ? tipologia profissional dos estudantes, houve uma preval?ncia do tipo Art?stico com 46% e a preval?ncia mais baixa foi do tipo Realista com 34%. Na an?lise, referente ? congru?ncia entre a tipologia profissional avaliada pelo Self- Directed Seach e a escolha profissional do candidato, foi apontada uma percentagem de 56,76% para congru?ncia e 43,24% para incongru?ncia. Foram encontradas diferen?as significativas ao se comparar a congru?ncia entre a escolha e voca??o com o g?nero dos participantes sendo que as mulheres apresentaram menor congru?ncia entre a escolha e perfil vocacional quando analisado pelo Teste Qui-Quadrado (X?= 4, GL=1, P=0.037). Pode-se concluir que as in?meras vari?veis que influenciam o desenvolvimento s?cio-cognitivo do jovem podem vir a se tornar agentes estressores para a escolha profissional. Novos estudos com amostras maiores e mais heterog?neas geograficamente s?o sugeridos a fim de obter mais evid?ncias de validade quanto ?s vari?veis estudadas.

Neste trabalho faz-se o questionamento e a caracterização do executivo, buscando inicialmente observar como seu papel pode ser compreendido de uma perspectiva sociológica, tomando a Administração de Empresas como profissão e verificando a hipótese de se enquadrar o executivo como profissional. O cargo e a função do executivo são examinados sob o ângulo da burocracia, em sentido geral e no capitalismo, e são identificadas suas competências e condutas demandadas no atual estágio de racionalização das modernas organizações, mostrando que a atuação do executivo transcende o âmbito estritamente burocrático. A vocação do executivo, dimensão \"irracional\" como no sentido de paixão, é revelada em aparente contradição com seu lado racional de planejamento ou controle do negócio e da carreira - e também disso depende sua ascensão profissional. Por fim, revela-se o executivo como portador de um capitalismo, responsável pela continuidade de um sistema de dominação racionalmente legitimado e pela reprodução e expansão do capital, para o que não raro deve promover transformações em sua própria estrutura, a organização capitalista. Nesse sentido o executivo pode nos sinalizar um novo paradigma de profissional no capitalismo moderno. / This work questions and characterizes the executive, initially trying to understand his role under a sociological perspective and Business Administration as a profession to check the hypothesis of framing executive effectively as a professional. The executive function and position are examined by the viewpoint of burocracy, both in a general sense and in special in the capitalism. His competencies and conducts required in the modern organization present stage of rationalization, to reveal that he plays a role that is beyond the mere burocratic domain. The vocation of the executive, \"non rational\" dimension as in the sense of passion, is shown in apparent contradiction to his rational business and own career control and planning - this is also decisive in his professional progress. Finally, the executive is revealed as \"carrier\" of Capitalism, responsible for the continuity de a system of authority rationally legitimated and for the reproduction and growth of capital, for which sake he must eventually promote transformations in its own structure, the capitalist organization. In so far, the executive can point out to a new professional paradigm in contemporary Capitalism.

Neste trabalho faz-se o questionamento e a caracterização do executivo, buscando inicialmente observar como seu papel pode ser compreendido de uma perspectiva sociológica, tomando a Administração de Empresas como profissão e verificando a hipótese de se enquadrar o executivo como profissional. O cargo e a função do executivo são examinados sob o ângulo da burocracia, em sentido geral e no capitalismo, e são identificadas suas competências e condutas demandadas no atual estágio de racionalização das modernas organizações, mostrando que a atuação do executivo transcende o âmbito estritamente burocrático. A vocação do executivo, dimensão \"irracional\" como no sentido de paixão, é revelada em aparente contradição com seu lado racional de planejamento ou controle do negócio e da carreira - e também disso depende sua ascensão profissional. Por fim, revela-se o executivo como portador de um capitalismo, responsável pela continuidade de um sistema de dominação racionalmente legitimado e pela reprodução e expansão do capital, para o que não raro deve promover transformações em sua própria estrutura, a organização capitalista. Nesse sentido o executivo pode nos sinalizar um novo paradigma de profissional no capitalismo moderno. / This work questions and characterizes the executive, initially trying to understand his role under a sociological perspective and Business Administration as a profession to check the hypothesis of framing executive effectively as a professional. The executive function and position are examined by the viewpoint of burocracy, both in a general sense and in special in the capitalism. His competencies and conducts required in the modern organization present stage of rationalization, to reveal that he plays a role that is beyond the mere burocratic domain. The vocation of the executive, \"non rational\" dimension as in the sense of passion, is shown in apparent contradiction to his rational business and own career control and planning - this is also decisive in his professional progress. Finally, the executive is revealed as \"carrier\" of Capitalism, responsible for the continuity de a system of authority rationally legitimated and for the reproduction and growth of capital, for which sake he must eventually promote transformations in its own structure, the capitalist organization. In so far, the executive can point out to a new professional paradigm in contemporary Capitalism.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 123-141).

La profusion de conférences et d'articles " pour un ministère qui dure " montre que l'exercice du pastorat s'est complexifié, et la publication de statistiques attestant l'ampleur du phénomène de l'abandon du ministère invite à une analyse de ce taux d'attrition : pour quels motifs décide-t-on de quitter le pastorat ? Quels sont les facteurs déterminants dans ce processus décisionnel ? Comment assurer une meilleure prise en charge des " ressources humaines " du clergé ? Après une analyse d'études effectuées à ce sujet, pour la plupart à l'étranger (ch. 1), une enquête de type exploratoire et descriptive, par voie de questionnaire et d'interviews, a été réalisée en France parmi les ex-pasteurs et les pasteurs en fonction. Les données recueillies confirment les éléments décisifs répertoriés dans l'analyse et permettent de dégager trois prérequis pour un ministère durable : la professionnalisation, la forte conviction de la vocation du pasteur et la bonne gestion de sa vie familiale (ch. 2). Plusieurs difficultés s'opposent à la réalisation de conditions optimales propices à la durée du travail pastoral : les paradoxes du ministère (les contradictions et les ambiguïtés inhérentes au rôle et à la vie du pasteur), la tension entre la vocation et la professionnalisation, et la diversité des définitions du métier de pasteur. Elles feront l'objet d'une étude (ch. 3) dont le choix méthodologique s'est porté sur une analyse d'écrits contemporains, permettant de recenser les opinions et les prises de position actuelles plutôt que de faire une étude historique ou systématique. Ce parcours de recherche présentera des moyens d'action favorisant la longévité dans le ministère et qui se situent dans le domaine de la formation initiale et continue ; de la gestion des évènements de la vie personnelle, conjugale et familiale ; de l'accompagnement spirituel et professionnel.

La vocation est un concept omniprésent dans la pensée de Max Weber. De son ouvrage phare sur l'Éthique protestante à ses deux célèbres conférences sur le savant et le politique, Weber analyse cette conduite de vie méthodique comme un modèle de personnalité éthique en s'inspirant de l'exemple archétypal du protestant ascétique. Comme diagnostic de la modernité et comme idéal normatif, l'étude de la vocation permet d'interpréter le travail comparatif wébérien tout en dégageant les fondements d'une éthique individuelle et politique. Ethos typique de la doctrine protestante, la vocation recouvre une transformation de la considération éthique du monde dont les effets se sont rationalisés dans l'exercice de la profession quotidienne. À la suite des transformations apportées par l'histoire, le désenchantement du monde et son intellectualisation, la conduite de vie méthodique propre à la vocation doit être recomposée selon ses nouvelles conditions historiques de possibilité. Éthique d'un métier spécialisé et ascétique, porteur d'un engagement normatif et responsable dans le monde, Weber édifie un modèle de personnalité à même de répondre aux défis politiques et intellectuels de son temps. Face à la lutte et à la sélection inéluctable des qualités et des types d'hommes, la défense pugnace de la vocation contient en elle la volonté de préserver le potentiel de transformation immanent d'une telle conduite menacé par les processus endémiques de différenciation et de dépersonnalisation des ordres de vie tels que la bureaucratisation. Modeler les conditions historiques nécessaires à l'engagement vocationnel pour le constituer comme un modèle dominant d'ethos, voilà ce qui guide la préoccupation anthropologique de Weber. À cette fin, le charisme et la virtuosité sont indispensables pour apprécier les ressorts et la portée de la définition de ce type d'homme d'élite adéquat pour prendre en main son histoire. Constamment préoccupé par la qualité des hommes du futur, Weber offre à travers la vocation une incitation aux hommes d'aujourd'hui à ne pas renoncer à agir décisivement pour déployer leur conception du monde différenciée. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Max Weber, vocation, éthique, conduite de vie, type d'homme.

Dans une perpétuelle quête de bonheur, la société moderne commande de réussir sa vie en y trouvant un sens, notamment par le biais du travail. En étant habité par une vocation, le futur psychologue croit pouvoir y parvenir. Mais le parcours vers le titre protégé présente de nombreuses embûches, en particulier l'accès aux programmes d'études supérieures en psychologie. Le taux d'admission, 20% en moyenne au Québec, laisse 80% des candidatures de côté. Que se passe-t-il pour celui qui, habité par une véritable vocation, voit sa candidature refusée? Cette étude a pour objectif principal d'explorer et de décrire le processus de la construction et de la perte du projet vocationnel en psychologie, notamment des étapes qui jalonnent ce processus et du vécu subjectif à travers ces étapes. Quatorze entrevues semi-dirigées d'une heure et demie en moyenne ont été réalisées auprès de bacheliers en psychologie. Les participants devaient avoir déposé un dossier de candidature aux cycles supérieurs dans ce domaine et avoir été refusé. De plus, l'exploration et la description du processus au complet étaient visées par le recrutement de participants qui, après un premier refus, avaient choisi de persévérer ou pas dans le domaine. L'analyse des données est basée d'une part, sur la méthode phénoménologique scientifique en sciences humaines de Giorgi et d'autre part, sur l'analyse à l'aide des catégories conceptualisantes de Paillé & Mucchielli, ce second modèle permettant un degré d'inférence bien plus élevé au plan de l'interprétation des données. Au final, le processus de la construction et de la perte du projet vocationnel en psychologie est modélisé selon dix catégories conceptuelles, réparties en trois grandes sections. La première section, Le projet vocationnel, porte sur la période précédant le refus aux études supérieures en psychologie et se penche sur le développement du projet vocationnel. Elle est composée de trois catégories conceptuelles, à savoir l'Esquisse du projet vocationnel, la Construction de l'édifice vocationnel et la Candidature aux études supérieures en psychologie. La seconde section, La crise vocationnelle, porte sur la crise singulière qui suit le refus, en s'articulant autour des six catégories suivantes: le Refus, le Refus et les figures significatives, le Deuil du refus, la Reconstruction en psychologie, la Relance de la candidature et la Répétition du refus. Enfin, la troisième section, Le deuil du projet vocationnel en psychologie, est composée de la dixième catégorie nommée la Reconstruction. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : vocation, devenir psychologue, projet vocationnel, perte du projet vocationnel, analyse qualitative, catégories conceptualisantes.

This report is a summary and a discussion of several studies, that havebeen carried out within the SYO-project (syo=educational and vocationalguidance). The SYO-project, financed by the National Board of Education,has two major sources of information concerning the description andanalyses of (1) the content of syo and (2) different persons' conceptionsand notions of education, work, and choice of education and profession.The aim of this work is to investigate pupils in grade 7-9 regardingtheir actual choices and the particular conditions, that could influencethose choices e.g. the importance of the family and the syo. In theframework for conducting this study, some assumptions are made aboutthe role of school and syo. The pupils' choices and the conditions underwhich they occur, are examined from a societal, educational andindividual perspective. Furthermore, a model is developed to illustratehow pupils' conceptions and notions are formed. Both extensive andintensive studies have been executed, using parents, pupils, teachers andcounsellors. The data have been collected primarily from individualinterviews and questionnaires. The results have been published in sevenreports, nos. 4-10 in Pedagogiska rapporter/Educational reports.Department of Education, University of Umeå (in Swedish). The resultsdemonstrate, that the pupils choices of education and profession arestrongly related to sex and social class. Only their choices of educationseem to be stable. However, when they change, the differences betweensex and social class tend to be even larger. The influences from parentsand school coincides so as to support the pupils* conceptions and notionsof education, work, and educational and vocational choices, which arebased on an individual perspective. In contrast, there can also be a breakin the ideological transmission, such that, for example, the pupils1conceptions of work may reflect more of the parents' influences thanthe schools1. Different conditions of importance for the work of syo, inaccordance with official goals, are not fulfilled. Thus, the integrationof syo does not exist. For example, the number of pupils seems too largeand the expectations of teachers and other persons in the school,concerning syo, are quite different from those of the counsellors. Finally,a few limitations and the principal results of the work are discussedalong with suggestions for further research. The results concern, interalia, the socially based differences in knowledge between parents andpupils. These differences mean, in essence, that a basic condition forrational choice is not fulfilled. Furthermore, the role of syo as a sortingmechanism in the process of social reproduction is deemphasized. Instead,its legitimizing function appears as more important. / digitalisering@umu

Mémoire d'étude (DCB) : Ecole nationale supérieure des sciences de l'information et des bibliothèques : Villeurbanne (France) : 2001. / Notes bibliogr.