Academic literature on the topic 'Fidelity to the mission and values of solidarity'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Fidelity to the mission and values of solidarity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Fidelity to the mission and values of solidarity"
1
Ruman, Natialia Maria. "Solidarity as a virtue: Attitudes and principles of human life in the thoughts of John Paul II from the pedagogical perspective." Forum Pedagogiczne 4, no. 1 (November 13, 2016): 209–28. http://dx.doi.org/10.21697/fp.2014.1.13.
Full textAbstract:
For the proper functioning of society and the peaceful coexistence of different groups of people, communities and the state, it is essential to educate young people towards the readiness for mutual solidarity. In the absence of willingness to show mutual solidarity, a society can neither function properly nor live, however small this willingness may be. The common objectives of a nation, cultural heritage and tradition build awareness of solidarity within the particular society or nation. Therefore, the functionally conditioned consciousness of solidarity should be rooted and ultimately motivated by the universal solidarity of all men. In his teaching, John Paul II deepened the motivation for solidarity as a human and Christian virtue, emphasising its social dimension. The pope drew attention to the theological understanding of solidarity, developing the theme of solidarity on the deep background of social issue and its global dimension. Young people should be educated to participate in social and cultural life in the spirit of solidarity. They should be led to realization that the welfare of the nation depends on their moral attitude, the will to survive, the fidelity to values which have shaped the history and culture of the community over the centuries. Solidarity is motivated by a natural openness of human beings to other persons with whom there is a need to cooperate in pursuit of the common good. Hence, there is a need for constant readiness to accept and complete the tasks which result from the participation of the individual in social life.
2
Perez, Angel B. "Mission Alignment and Operationalization: The Case of the United World Colleges." International Research in Higher Education 3, no. 4 (November 7, 2018): 55. http://dx.doi.org/10.5430/irhe.v3n4p55.
Full textAbstract:
This research study explored how a large, complex global educational organization operationalizes its mission and socializes its constituents to support its mission and values. The study’s unit of analysis was the United World Colleges (UWC), a group of complex international schools whose multi-campus and multinational structure shares a values-driven and activist-oriented mission. With an interest in exploring causation, the researcher employed case study methods to understand how this large organization brings its mission to life on a daily basis.Extensive interviews, observations and document analysis at five units of the organization led to eight themes consistent across all data collected. The research study revealed that the following factors play a significant role in mission operationalization and alignment: (1) The entrance and exit strategy for members of the organization; (2) selection of the organization’s members; (3) curricular choice and teaching methods; (4) use and structure of the physical space; (5) programming; (6) residential life; (7) reflection; and (8) simplicity and tangibility of the mission statement.The study has implications for international schools and organizations keen to create strategic alignment between their mission and daily operations. The findings in the study are generalizable and could inform international organizations in their attempt to implement best practices and make resource allocation decisions to maintain mission fidelity.
3
Belekova, A. T. "Growing Importance of Russia in Relations with UNESCO at Present Time." Bulletin of Irkutsk State University. Series Political Science and Religion Studies 35 (2021): 77–84. http://dx.doi.org/10.26516/2073-3380.2021.35.77.
Full textAbstract:
The article focuses on certain fundamental UNESCO concepts of maintaining its mission in strengthening peace and security as a credible humanitarian support for global ar-chitecture, a universally recognized forum in the sphere of safeguarding spiritual and cultural heritage and promoting moral values. In the face of common threats and challenges of the XXI century, in the precarious conditions of the COVID 19 pandemic, the UNESCO mission of strengthening the active solidarity of the international community is as relevant as ever. The pandemic has clearly demonstrated the importance of research activities and collaboration. The article seeks to identify the most important challenges and goals of the cooperation strategy between this organization and the Russian Federation in order to provide UNESCO with an opportunity to use its unique capacity within the framework of its mandate.
4
Bieber, Kenneth, and Jaco Beyers. "The Allegiance of White American Evangelicals to Donald Trump." Exchange 49, no. 2 (May 28, 2020): 145–63. http://dx.doi.org/10.1163/1572543x-12341559.
Full textAbstract:
Abstract This article discusses why American evangelical Christians, particularly white evangelicals, have granted overwhelming support to Donald Trump, first as a presidential candidate in 2016, and then as president since his inauguration in January 2017. The loyalty afforded to him by this voting bloc results in an abandonment of the values and priorities of the greater Christian mission, exchanging faithful discipleship for political expediency. While this demographic of voters does not explicitly renounce the Christian faith or their belief in the authority of Scripture, the concerns exhibited in their fidelity to President Trump as a monarchical figure stand in contrast to both biblically-based evangelicalism and historic American political values.
5
Tribolet, José. "Educating the educators to innovate: the need to reinvent academia's mission and to reengineer their basic tool: the Educator." Journal of Innovation Management 1, no. 1 (September 3, 2013): 7–10. http://dx.doi.org/10.24840/2183-0606_001.001_0002.
Full textAbstract:
Innovating is an attitude towards the world.For humanity to improve its capabilities to innovate, then innovation, as an individual capability with social value, must be nurtured since birth, in every human being, along with the full toolset of values, such as liberty, responsibility, solidarity, compassion, honesty, among others. A foundation for the acquisition and maturation of the innovation attitudes in an individual lay on its basic drive to question the world, to understand, i.e. model it, and in such process, to identify perplexities that confront him as problems to be solved or opportunities to be addressed. I consider the development and maturation of these capabilities in each individual an essential responsibility of academic institutions. To adopt encompassing processes for providing learning environments, for the students to acquire and develop innovation capabilities, Academic Institutions need to refurbish their production tool set, so that it acquires inherent innovation capabilities in all the dimensions of the academic activities. This is perhaps the biggest challenge today for these Institutions, because it requires massive reprogramming of the Professors mindsets and practices.
6
Ikeotuonye, Maureen. "‘Mary Amaka’ Feminism: Exploring the underside of pop-cultured ‘global women empowerment’." Current Sociology 64, no. 2 (December 4, 2015): 293–310. http://dx.doi.org/10.1177/0011392115614790.
Full textAbstract:
Until recently, conventional discourses on global inequality and justice have been inundated with what can be called the narrative of the ‘global women’s rights issues’ industry. Interpersonal themes dominate the global social mission in an almost exclusive focus on alleged remnants of colonized cultures’ ‘bad cultural practices’ – e.g. ‘rape’, ‘forced marriages’, ‘domestic violence’, ‘FGM’, ‘honour killing’. Moreover, these widely accepted cultural judgements are deployed mainly on the basis of the ‘universal values’ of ‘solidarity’, ‘egalitarianism’ and ‘liberty’ – all slogans of Western ‘Enlightenment’ philosophy. There is a genealogy of geohistorical forces (that mirror key trends in the modern/colonial matrix of power) that must be considered if we are to understand the ascendancy of the ‘global womanhood’ discourses and the institutional frameworks of reasoning upon which they rely. This article traces this genealogy, presenting an onto-epistemological critique of humanitarian imperialism that proceeds under the guise of ‘global women’s human rights issues’.
7
Umam, Fawaizul. "IDEOLOGICAL INVOLUTION OF THE ISLAMISTS." ULUL ALBAB Jurnal Studi Islam 20, no. 1 (June 25, 2019): 25–45. http://dx.doi.org/10.18860/ua.v20i1.5714.
Full textAbstract:
Islamism as one of transnational political Islam ideologies continues to spread throughout the world. Many researchers read the phenomenon of strengthening Islamism solely as part of the Islamic social movements. This article looks at it further as a threat to the social cohesiveness of contemporary society. It intends to describe the Islamism from (1) its genealogy to ideological ideas about the unification of dîn (religion) and dawlah (state) and (2) measuring how relevant that idea is realized in a global and national context and (3) proposing a counter-ideology as a solution. Genealogically, Islamism ideology shows the tendency of revivalism and even fundamentalism, which tries to set Islam as a single system in society life. For contemporary Indonesia concept, the ideology is not only realistic, but is also potentially destructive to the unity, the country-nation awareness, the democracy, and Islam’s mission as raḥmat li al-‘âlamîn. Its deployment can be forestalled by revitalizing an alternative strategic discourse containing Islamic values into every dimension of life in this country. Based on the documentary review, its research findings are expected to enrich the discourse as well as an early warning system for national solidity and religious solidarity, especially in Indonesia.
8
Abramowicz, Maciej. "L’amitié chevaleresque dans le miroir de la littérature médiévale française." Romanica Wratislaviensia 64 (October 27, 2017): 11–21. http://dx.doi.org/10.19195/0557-2665.64.2.
Full textAbstract:
CHIVALRIC FRIENDSHIP IN FRENCH MEDIEVAL LITERATUREThe emergence in the Middle Ages of literature in the vernacular paralleled the emergence of the new, lay social elite — the chivalry. The new literature did not so much reflect as it shaped the attitudes and the axiological system embraced by medieval knights. This fact has been recognized by historians, however they seem to take atoo homogenic view of various narrative forms of vernacular literature. Thus, the article is an attempt to identify some crucial differences between how the two key literary genres of the times — chanson de geste and romance — represent the values crucial to the medieval knight. Chanson de geste praises communal values, and the tale’s hero, rather than an individual knight, is ablood-related family of which he is an integral member. His world is founded on values such as family solidarity and asense of responsibility for the family’s well-being. The romance, on the other hand, champions an individualistic hero, seen in isolation from his ancestral context. In the romance it is friendship, born of asense of shared social mission, that represents human relationships. Admittedly, friendship does play acertain role in the world of chanson de geste, and so do the ancestral ties in the romance. However, their role in either case is disproportionately smaller and, occasionally, both are represented unfavorably. Unlike chanson de geste and the romance, 13th century mystical roman in prose questions the value of both friendship and ancestral ties, unless they are founded on exemplary religiosity.
9
Klimova, Svetlana G., and Ivan A. Klimov. "Collectivist Practices in Social Innovation: Functions of Cooperation." Sociologicheskaja nauka i social naja praktika 7, no. 1 (2019): 55–71. http://dx.doi.org/10.19181/snsp.2019.7.1.6269.
Full textAbstract:
This articles analyzes the business strategy of social innovators. We call the heads and employees of non-profit organizations, social enterprises, and the initiators of volunteer projects “social innovators”, as they not only use organizational novelties in their activities, but also change routine rules and practices, which alters the life of a society connected in any way with the activities of those organizations. It is demonstrated that the standard expectations of ideologues and officials, in respect to the activity of social innovators, contradict their values and visions of proper behavior. They consistently show orientation towards cooperation with each other and the social environment. Solidarity, the development of communities around non-profit organizations or social enterprises, is not only a resource, but also an independent effect of their activity. The functions of cooperation in the activity of social innovators are described. Cooperation is required not only to implement the mission accepted by innovators, but also to solve practical production problems. These are: the increase of knowledge and exchange of experience; cooperation for solving difficult problems; the joint elaboration of standards of professional ethics and business ethics; a way to gain reputation among colleagues and service consumers; the promotion of new values; and the preservation, re-creation, or restoration of the local community. It is concluded that the competition ideologeme promoted in the community of social innovators should be replaced with the cooperation ideologeme and relevant training programs.
10
Kaittani, Despina, Olga Kouli, Vassiliki Derri, and Efthymios Kioumourtzoglou. "Interdisciplinary Teaching in Physical Education." Arab Journal of Nutrition and Exercise (AJNE) 2, no. 2 (November 16, 2017): 91. http://dx.doi.org/10.18502/ajne.v2i2.1248.
Full textAbstract:
The interdisciplinary approach has risen in the modern curricula as it is considered an important and challenging technique. Physical education is a prime content area for interdisciplinary learning. In order to integrate different subject areas into Physical Education lessons, the specialist needs to learn more about the academic curriculum. Integrating core subjects with physical activity can easily be done and can be very beneficial to student learners in all levels of Education. A great effort is done in addition to be integrated with other subjects. Over the last twenty years there have been frequent internal changes at international level, which also affect pre-school curricula. This trend has been intensified in recent years, with unprecedented mobility being observed, to the point of demanding a fundamental reform of the educational mission of the kindergarten. An interdisciplinary approach has been at the core of attention in primary and secondary school education recently.In this approach, teachers collaborate to invent and apply more effective means of teaching by associating the subjects and activities of a school subject in the curriculum with other subjects. The basic aim and purpose is to cultivate skills and values such as cooperatives, flexibility, adaptability, solidarity, but above all to provide basic knowledge, exploration, classification, selection, evaluation, resolution, and observation.
Dissertations / Theses on the topic "Fidelity to the mission and values of solidarity"
1
Dimitre, Maria Cláudia Sousa Dias Mendes da Silva. "Sustentabilidade económica das organizações de economia social : estudo de caso da Misericórdia de S. Bento de Arnoia : Celorico de Basto." Master's thesis, 2014. http://hdl.handle.net/10400.14/19408.
Full textAbstract:
Este trabalho final de mestrado tem como objetivo analisar fatores que possam contribuir para a sustentabilidade de uma organização de economia social, tendo por referencial teórico o trabalho de Mendes (2011) e por objeto do trabalho empírico a Misericórdia de São Bento de Arnoia – Celorico de Basto. Neste estudo empírico, foi adotada a metodologia da análise histórica e do estudo de caso, com enfoque nos momentos mais críticos em que esteve em causa a sustentabilidade económica daquela organização.
Concluiu-se desta análise que contribuíram para ultrapassar esses momentos críticos vários fatores propostos no referencial teórico adotado para este estudo, nomeadamente os seguintes: identidade e fidelidade à missão de prestar serviços preferencialmente a utentes que, de outro modo, não poderiam ter acesso a eles, qualidade dos recursos humanos e dos serviços prestados, combatividade, gratuitidade, racionalidade instrumental, democraticidade no modo de governo, afetividade, criatividade e proatividade.
Estas conclusões são um indício da relevância que estes fatores podem ter para a sustentabilidade das organizações de economia social e para a adequação do referencial teórico aqui adotado para o estudo desta questão, mas são precisos mais trabalhos para se poderem tirar conclusões mais seguras nesta matéria.This final Master´s thesis aims to analyze factors that may contribute to the sustainability of a social economy organization, based on the theoretical approach of Mendes (2011) and taking as the object of its empirical work the Holy House of Mercy of São Bento de Arnoia - Celorico of Basto. In this empirical study, was adopted the methodology of historical analysis and case study, focusing on the most critical moments in which the economic sustainability of this organization was at risk. We concluded from this analysis that several factors which are proposed in the theoretical framework adopted for this study helped to overcome those critical moments, namely the following: identity and fidelity to the mission of providing services primarily to persons who otherwise could not have access to them, quality of human resources and of the services provided, combativeness, gratuity, instrumental rationality, democratic mode of government, affectivity, creativity and proactivity. These findings are an indication of the relevance that these factors may have on the sustainability of social economy organizations and the adequacy of the theoretical framework adopted here to study this issue, but further work is needed to sustain any firm conclusions on this matter.
Books on the topic "Fidelity to the mission and values of solidarity"
1
Bickford, Tyler. Tinkering and Tethering. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0004.
Full textAbstract:
This chapter considers children’s MP3 players from a “material culture” perspective. This approach reveals that children emphasized the tangibility of their MP3 players as objects more than as devices for communication or data storage. Children’s MP3 players were thoroughly domesticated within an intimate and childish material culture already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close, and in a culture of embodied participation that emphasizes touch, physical closeness, and movement. Children’s interest in the materiality of their devices has implications for understanding their conceptions of sound, music, and circulation. It decenters adult values of fidelity in sound recordings. It also provides an important link for understanding how MP3 players are incorporated as authentic elements into existing cultures of childhood and thus inflected with the peer cultural solidarity that characterizes children’s expressive culture in schools.
2
Melber, Henning. Dag Hammarskjöld, the United Nations and the Decolonisation of Africa. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190087562.001.0001.
Full textAbstract:
In 1953 Dag Hammarskjöld became the second Secretary-General of the United Nations—the highest international civil servant. Before his mission was cut short by a 1961 plane crash in then Northern Rhodesia (today Zambia), he used his office to act on the basis of anti-hegemonic values, including solidarity and recognition of otherness. The dubious circumstances of Hammarskjöld’s death have received much attention, including a new official investigation (which is summarized in a chapter), but have perhaps overshadowed his diplomatic legacy—one that has often been hotly contested. This book summarizes Hammarskjöld’s personal background and the normative frameworks of the United Nations. He then explores the years of African decolonization during which Hammarskjöld was in office, investigating the scope and limits of his influence within the context of global governance during the Cold War. It paints a picture of a man with strong guiding principles, but limited room for maneuver, colliding with the essential interests of the big powers as the ‘wind of change’ blew over the African continent. The book is a critical contribution to the study of international politics and the role of the UN in the African decolonization processes during the Cold War. It is also exploring the role of individuals in leadership positions of the international civil service and by doing so is a tribute to the achievements of a cosmopolitan Swede.
3
Beyer, Gerald J. Just Universities. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.001.0001.
Full textAbstract:
Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices, which hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of CST such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely impacted efforts on Catholic campuses to promote worker justice on campus, equitable admissions, financial aid, and retention policies, diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members, just investment, and stewardship of resources and the environment. Just Universities represents a unique contribution to the discussion of mission and identity in Catholic higher education, which almost exclusively focuses on issues such as curriculum, philosophy of education, and religious rituals on campus, while overlooking the obligation to promote justice and human dignity both beyond and within the institution’s walls. By critiquing failures to embody Catholic social teaching on campuses, commending already existent promising practices, and proposing ways in which Catholic colleges can foster stronger commitment to CST, Just Universities illustrates how Catholic social teaching can undergird a just model of higher education in the age of the corporatized university.
4
Belvadi, Anilkumar. Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.001.0001.
Full textAbstract:
Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussing the Christian pedagogical encounter with a non-Christian learning environment. It tells of lavish missionary lifestyles in a land frequently stricken by famine, and of missionary solidarity with British colonial authorities, accompanied though by Christian caritative commitment for the plight of the colonized. Missionaries resolved these contradictions by telling their audiences that becoming Christian would lead them to prosperity, while telling themselves that they needed to work out a plan for civilizational correction. Sunday schools began to be seen as at once the instrument of evangelization as of reschooling India. American missionaries brought with them Sunday school curricula and organizational methods from back home, and tried to customize them to Indian conditions. But this meant having to compromise with hiring heathen teachers, allowing heathen students to wear their caste-marks, commissioning a heathen-style hymnody, and paying money to key people to fill the classrooms with heathens. Could such a hybrid institution be Christian? And whom could it serve? Here is an East Indian tale.
Book chapters on the topic "Fidelity to the mission and values of solidarity"
1
Gacel-Ávila, Jocelyne. "The Importance of Internationalization Today and the Leadership Role of IAU." In The Promise of Higher Education, 89–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_14.
Full textAbstract:
AbstractSince its creation back in the fifties, the International Association of Universities (IAU) has been consistently fostering a set of academic values and principles to frame higher education institutions’ mission and institutional practices, such as academic freedom, institutional autonomy, social responsibility, cooperation, solidarity, tolerance, equity in access, open access to knowledge, scientific integrity, ethical behaviour, and quality in learning, research and outreach. These principles are most valuable in a world where globalization and the global economy paradigm have triggered fierce competition among universities for prestige, talent and financial resources at the global level. This is encouraged by global rankings, provoking tensions with universities’ national missions and putting at risk the values of inclusion, solidarity and local social commitments. Besides causing increased inequality and tensions in social cohesion, as well as the rise of new trends of nationalism and populism within countries, globalization has provoked geopolitical tensions and boosted a wider division between the Global North and the Global South.
2
Beyer, Gerald J. "The Mission of Catholic Higher Education in the Age of the Corporatized University." In Just Universities, 11–46. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.003.0002.
Full textAbstract:
This chapter problematizes the contemporary context in which Catholic colleges and universities operate in the United States, namely, that of corporatized higher education. It describes the corporatization of the modern University and its negative consequences, locating this phenomenon within the ascendancy of neoliberalism. The author argues that the corporatization of the university has infected higher education with hyperindividualistic practices and models imported from the business world, essentially creating a clash of values with the Catholic social tradition. This phenomenon hinders the ability of Catholic institutions to fulfil their mission, which includes creating an environment imbued with values and principles of CST such as respect for human rights, solidarity, and justice. This final section of this chapter introduces the reader to the values and principles of CST, which should inform the policies and practices of Catholic institutions and counteract the values of corporatized education.
3
Schwartz, Linda, and Christina Belcher. "Scholarly Praxis at the Edges." In Handbook of Research on Administration, Policy, and Leadership in Higher Education, 46–62. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0672-0.ch003.
Full textAbstract:
This philosophical, comparative content inquiry explores how academic leadership might facilitate an opening for the convergence of scholarly inquiry with a fidelity to concerns that shape the values and experiences of faculty. Three components are explored: academic tradition in higher education (ideological world); the regulatory formation of institution (system world); and the integration of scholarship with personal values in life and work (life world). Tensions emerge at critical moments between what constitutes appropriate scholarly inquiry in a discipline field and the belief systems that form and inform the scholar's worldview. Reflective exploration considers the place of academic leadership in fostering views of tradition, conversation, and scholarship. Issues that seldom arise emerge, providing fresh insight into the practices of academic culture. In conclusion, it is suggested that further research on the need for administrators to provoke grand conversations around their mission and the scholarly tradition is warranted.
4
Beyer, Gerald J. "Introduction." In Just Universities, 1–10. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823289967.003.0001.
Full textAbstract:
The introduction describes the author’s purpose, aims, and methodology of the book and why it should matter to all who care about Catholic higher education. The author discusses his own indebtedness to Catholic higher education and acknowledges that Catholic colleges and universities in the United States serve students and society in laudable ways. However, the introduction presents the thesis of the book: many Catholic institutions of higher education have failed to embody the values of the Gospel and the principles of Catholic social teaching (CST) in some important institutional policies and practices. Just Universities argues that the corporatization of the university undermines the fidelity of Catholic higher education to its mission by hindering efforts to promote worker justice on campus, equitable admissions, financial aid, and retention policies, just diversity and inclusion policies, and socially responsible investment and stewardship of resources. The author acknowledges the argument of the book represents one perspective and is intended to generate more sustained conversation about ways that Catholic social teaching should shape the life of Catholic institutions of higher learning.