This thesis contends that the pastoral role is significant to the effective functioning and well-being of the church. Therefore, the initial selection of a pastor is a vital component and contributes to those desirable outcomes. The question being considered within this thesis is: What are the factors within a church hiring process which may play a role in successful or unsuccessful pastoral ministry? As there are many variables even within this process, the scope of this thesis is limited to the identification and selection of pastoral leadership from the perspective of the pastoral participants. This perspective is drawn from one denominational association in Ontario —the Fellowship of Evangelical Baptists (FEB hereafter) within the Central region of Canada. In examining this question, an empirical, mixed-methodology is used. The triangulation of a literature review, surveys, personal interviews and a biblical, theological treatment allowed for the most comprehensive perspective and treatment of the research question (Leedy, 2010, p. 99). There is a significant amount of inductive reasoning included, based upon personal interactions within cultural contexts and experiences. This is due to the inadequacy or lack of current theories and available literature relative to the question being studied. This motivates me towards the inclusion of a grounded theory methodology as a component of this study (Leedy, 2010, p. 142). Hiring the right pastor is a challenge at the best of times. As the church struggles to respond to a rapidly changing and diverse culture it presents greater challenges. Rates of pastoral turnover are high and the general duration of pastoral ministry is low. This, in turn, impacts ministry effectiveness. This study of hiring practices and pastoral experiences begins to identify elements as to why some pastors are successful and others are not. It allows for the reflection and consideration of whether the church is, what I have termed, “Equipping the Called, or Calling the Equipped”. There is cause for hope, as there always is within God’s church. This thesis identifies concerns, as well as some positive practices and experiences that can be helpful to inform practice and potential change. As Osmer acknowledges, “observing good practice in other congregations is a powerful source of normative guidance” (Osmer, 2008, p. 152). / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)

Este estudo tem como objeto oito escolas estaduais Polivalentes situadas nas cidades de Araguari, Araxá, Frutal, Ituiutaba, Monte Carmelo, Patos de Minas, Uberaba e Uberlândia, em Minas Gerais. O período pesquisado compreende os anos entre 1965 e 1976. O limite inferior refere-se ao ano em que foi assinado o acordo 512-11-610-042 entre o Ministério da Educação e Cultura (MEC) e a Agência Norte-Americana para o Desenvolvimento Internacional (USAID), que proporcionou o desencadeamento de uma série de outros acordos, convênios e ações culminando com a criação do Programa de Expansão e Melhoria do Ensino Médio (PREMEM) e, por meio deste, os Polivalentes. E o limite superior, 1976, ano em que se encerrou a vigência desses acordos, que ficaram conhecidos como Acordos MEC-USAID. Os Ginásios Polivalentes caracterizaram-se como escolas de sondagem vocacional, visando direcionar a formação profissional da população em geral que aconteceria a posteriori, de forma a torná-la mais curta e eficiente, pois o mercado de trabalho requeria, com urgência, profissionais habilitados para uma economia em expansão. O projeto das escolas Polivalentes teve abrangência nacional e vislumbrava, para seu desenrolar, a substituição completa das escolas estaduais pelo modelo do Polivalente, denominado “pluricurricular”. O tema das escolas Polivalentes foi objeto de nossa pesquisa no Mestrado, quando o foco recaiu sobre a Escola Estadual Guiomar de Freitas Costa, em Uberlândia. Tal estudo suscitou indagações e inquietações que resultaram no problema central da tese aqui apresentada: compreender em que medida tais escolas integraram o projeto de desenvolvimento do país — sobretudo na primeira metade do governo militar — e entender sua estrutura, operacionalidade e eficácia. Para desenvolver a pesquisa aqui descrita, recorremos a fontes variadas: 1) literatura especializada sobre os assuntos abordados, ou seja, a situação da educação nacional no recorte temporal, o contexto político, econômico e social, metodologias de pesquisa, a teoria do capital humano, o ensino profissionalizante, tendências e práticas pedagógicas, acordos MEC-USAID e PREMEM; 2) legislação nacional, estadual e municipal atinentes à discussão: leis de diretrizes e bases da educação nacional, decretos e pareceres dispondo sobre o programa de cooperação técnica entre Brasil e Estados Unidos, o Programa de Expansão e Melhoria do Ensino (PREMEN), formação de professores, implantação das escolas Polivalentes e planejamento educacional; 3) documentação dos acervos escolares: livros de atas de colegiado e de pessoal docente e técnico-administrativo, livros de registro de resultado final, de matrícula, visitas do inspetor, livros caixa, de ponto, ocorrências de alunos, professores e administrativos, inventários, grade curricular, calendário escolar, regimento escolar, diários de classe, folhas de pagamento, notas fiscais, correspondências recebidas e expedidas, documentação pessoal dos profissionais, escrituras de terreno, planta arquitetônica, manuais do PREMEN, materiais/recursos didáticos utilizados nas aulas, livros disponibilizados nas bibliotecas escolares, avaliações estruturadas para acompanhamento dos processos escolares, fotos de eventos, textos elaborados em datas comemorativas e recortes do jornal oficial e, finalmente, 4) reportagens da imprensa nacional e local, com destaque para Folha de São Paulo, Correio de Araxá, Correio de Uberlândia e Lavoura e Comércio (Uberaba). A proposta dos Polivalentes ensejou conciliar a formação teórica com a prática mediante um ensino ativo e permeado de recursos tecnológicos. Em contato com saberes e atividades práticas diversos e sob orientação profissional, o educando identificaria a área do conhecimento em que teria mais interesse e aptidão. Essa formação em nível de primeiro grau subsidiaria a profissionalização no segundo grau, que se tornou compulsória após a publicação da lei 5.692/71, a qual reformou a educação escolar nos antigos níveis primário, ginasial e colegial. Entretanto, a proposta pluricurricular que se disseminaria para as demais escolas públicas nacionais acabou sucumbindo ao modelo já institucionalizado. Por sua efêmera existência, talvez os Polivalentes não tenham cumprindo seus objetivos mais gerais quanto aos aspectos políticos, econômicos e sociais, mas a pesquisa demonstrou que, para as pessoas que, direta ou indiretamente, tiveram contato com essas escolas, o legado de ensino polivalente e de qualidade foi deixado, tanto que, após quarenta anos de encerramento da proposta, elas assim são lembradas. / This study has as object eight state vocational schools located in Araguari, Araxá, Frutal, Ituiutaba, Monte Carmelo, Patos de Minas, Uberaba and Uberlândia, in Minas Gerais. The period analyzed comprises the years from 1965 to 1976, from the signature of the Agreement 512-11-610-042 beteween the Ministry of Education and Culture (MEC) and the American Agency for International Development (USAID), which started a series of other agreements, and actions ending up with the creation of the Expansion and Improvement of High Schools Program (Programa de Expansão e Melhoria do Ensino Médio - PREMEM) and, from this, the Vocational Schools. The upper limit of the study, 1976, was the year when these agreements, known as MEC/USAID agreements ceased. The Vocational Schools were characterized as vocation probing schools, directing the professional formation of the population in general, which would happen a posteriori, turning it shorter and more effective, since the labor market would demand, urgently, capable professionals for an expanding economy. The project of Vocational Schools had a national scope, and foresaw, for its unfolding, the complete substitution of State Schools for the new model, called “multi-curricula”. The theme Vocational schools was the object of my Master’s degree study, when I focused the State School Guiomar de Freitas Costa, in Uberlândia. That study raised questionings and concerns that resulted in the central problem of the thesis presented here: understanding the measure in which such schools integrated the country’s development project – mostly in the first half of the military rule – and to understand its structure, functionality and efficacyThe development of the study presented here, demanded the use of several sources: 1) specialized literature about the topics presented, i.e., the situation of national education in a temporal analysis, the political, economical and social context, research methodologies, the theory of human capital, vocational teaching, pedagogical trends and practices, agreements MEC-USAID and PREMEM; 2) national, state and county laws related to the discussion: laws of national education directives and basis, decrees and reports stating about the program of technical cooperation between Brazil and the United States of America, the Program of Expansion and Improvement of Teaching (PREMEM), formation of professors, establishment of Vocational Schools and educational planning; 3) documentation of school archives: books of minutes of Collegiate and of faculty and staff, registrar books with final scores, enrolment, visits of inspector, accounting books, punch clock records, student, professor and staff occurrences, inventory, class schedules, school year calendar, school rules, class reports, payment rolls, bills of sales, exchanged mail, personal documentation of professional personnel, documents of land acquisition, blueprints, manuals of PREMEM, didactic materials/resources used in classes, books available in the school library, structured evaluations for follow-up of school processes, pictures of events, texts prepared for special dates, and news from the official newspaper and, finally, 4) national and local press reports, especially from Folha de São Paulo, Correio de Araxá, Correio de Uberlândia and Lavoura e Comércio (Uberaba). The proposition of Vocational schools was conciliate theoretical and practical formation through an active education permeated by technological resources. The contact with knowledge and several practical activities under professional supervision, the student would identify the knowledge area that would interest him the most and his aptitude. This formation in primary school would make way for the vocation studies in high school, which became mandatory by the law 5.692/71, that reformed school education from the previous levels of elementary, middle high and high school. However, the multi-curricula proposal that would be spread to the other public schools in the country ended up succumbing to the model already established. From its ephemeral existence, maybe the Vocational Schools have not reached the more general goals in political, economic and social aspects; however, this study demonstrated that, for the people that, directly or indirectly, had contact with such schools, a legacy of vocational and quality teaching was made, so much so, that forty years after the end of that proposal, they are still remembered. / Tese (Doutorado)

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Ce mémoire se penche sur la co-construction du rapport au travail et au syndicalisme des enseignant·e·s du secteur scolaire québécois membres d’un syndicat local affilié à la Fédération autonome de l’enseignement (FAE). D’une part, il pose le problème de « l’impasse » du syndicalisme nord-américain (MacDonald 2014) dans l’optique d’une métamorphose de « l’esprit du syndicalisme » (Goldthorpe et al 1972). D’autre part, il opère un dialogue entre les conceptions de la citoyenneté de Christopher McAll (1999, 2009) et la thèse de Rolande Pinard (2000, 2008 ; 2018) quant à la mutation du sens social-politique (ouvrier ou syndical) au profit de l’invention managériale de la catégorie de l’emploi. En mobilisant le concept de rapport au travail et l’approche compréhensive de la perspective des parcours de vie et professionnels (Côté 2013 ; Demazière 2019), il (re)construit les expériences de travail et syndicales de trois des neuf enseignant·e·s rencontré·e·s afin de dégager les significations que ces personnes octroient à leur travail ainsi qu’au syndicalisme. L’analyse des matériaux de recherche confirme partiellement la thèse de Pinard. Elle démontre que la catégorie de l’emploi occupe une place déterminante dans l’appréhension du syndicalisme chez les participant·e·s. Par ailleurs, en se saisissant exclusivement du regard « d’en bas », c’est-à-dire des expériences des membres non-élu·e·s (MNE) et des personnes déléguées (PD), l’analyse déployée dans ce mémoire permet également de saisir la transversalité et la singularité des événements, activités et rencontres interpersonnelles qui façonnent, dans l’espace et dans le temps, le rapport au travail et au syndicalisme des personnes enquêtées, lesquels sont traversés par des rapports de pouvoir (intra et inter syndicaux) ainsi que trois univers sociosémantiques : 1) celui de la famille ; 2) celui de la gestion/pensée experte et 3) de la religion. Trois figures ont été pensées pour illustrer les situations et réalités sociales qui modulent le rapport au syndicalisme des enseignant·e·s interrogé·e·s : 1) celle du syndicat presque-fantôme et la notion d’illusion syndicale ; 2) celle du syndicat-manager et 3) celle du syndicat-taylorisé. / This dissertation examines the co-construction of the relationship to work and unionism among teachers in the Quebec school sector who are members of a local union affiliated with the Fédération autonome de l'enseignement (FAE). On the one hand, it poses the problem of the "impasse" of North American unionism (MacDonald 2014) from the perspective of a metamorphosis of the "spirit of unionism" (Goldthorpe et al 1972). On the other hand, it operates a dialogue between Christopher McAll's (1999, 2009) conceptions of citizenship and Rolande Pinard's (2000, 2008; 2018) thesis on the mutation of the social-political meaning (worker or trade union) in favour of the managerial invention of the employment category. By mobilizing the concept of relationship to work and the comprehensive approach of the life-course and career perspective (Côté 2013; Demazière 2019), it (re)constructs the work and union experiences of the teachers met in order to identify the meanings that they attribute to their work and to unionism. The analysis of the research materials partially confirms Pinard's thesis. It shows that the employment category plays a decisive role in the participants understanding of unionism. Moreover, by looking exclusively from "below", i.e. from the experiences of non-elected members (MNEs) and delegates (PDs), the analysis in this dissertation also makes it possible to grasp the transversality and singularity of the events, activities and interpersonal encounters that shape, in space and time, the relationship to work and trade unionism of the persons surveyed, which are traversed by power relationships (inside and between trade union) as well as three socio-semantic universes: 1) related to family; 2) management/expert thought and 3) religion. Three figures have been thought to illustrate the social situations and realities that modulate the relationship to unionism of the teachers interviewed: 1) that of the near-ghost union and the notion of union illusion ; 2) that of the union-manager and 3) that of the taylorized union.

À trop vouloir poser la loi étrangère en parfait symbole de la résolution des conflits de lois, les auteurs dressent une présentation manichéenne du droit international privé où la lex fori (loi du juge saisi) incarne l'indésirable. C'est oublier qu'elle est davantage utilisée que la loi étrangère en matière de litiges internationaux puisque de nombreux procédés lui octroient pleinement ou subsidiairement une position privilégiée.<br />Prenant acte de ce constat, qu'il fonde sur des considérations sociologiques (ethnocentrisme) et pragmatiques (bonne administration de la justice), l'auteur entend réhabiliter la loi du for. Sans aller jusqu'à un legeforismo, dont la traduction pratique serait l'application systématique de la lex fori, un équilibre réaliste est proposé à partir d'un rapprochement des critères de rattachement et des chefs de compétence. Le vade-mecum de ce rapprochement offre alors les clés de la complémentarité qui doit exister entre la lex fori et la loi étrangère.

本論文はイギリス20世紀のカトリック作家イーヴリン・ウォー(Evelyn Waugh)(1903-66)の後期作品、主に1940-1960年代に書かれた小説について論じるものであり、とりわけ、彼の最後の作品である『名誉の剣』三部作(the Sword of Honour trilogy)を中心に考察する。本論の考察の目的は、作品が書かれた時代のイギリス社会とウォーの作品との関連性、そして彼が希求した、キリスト教徒としての召命のテーマを探ることである。 / This dissertation is on Evelyn Waugh's (1903-66) later novels, written from 1942, through the Second World War, to 1965, especially on his last ones, the Sword of Honour trilogy. With discussions focusing on the relationship of Waugh's works with British society of the same period, this thesis clarifies the theme of vocation, which is observed in most of his novels. / 博士(英文学) / Doctor of Philosophy in English Literature / 同志社大学 / Doshisha University

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.