ABSTRACTThe work environment is characterised by various situations that stimulate fear and anxiety which are common in many organisations, including schools. Thus, the aim of this study was to inv...

One of the most important changes in the environment of schooling during the last decade has been the establishment of educational markets and inter-institutional competition which, in turn, has led to the development of a new management culture in schools. In the light of these developments, this paper draws together the research on heads' responses to marketisation and suggests theoretical hypotheses on the impact of its underlying features on their psychological well-being. Our argument is that the major features of educational (...) marketisation may promote the emergence of both the determinants of professional growth and self-renewal and of occupational stress and job burnout among headteachers. These determinants, in turn, lead to the appearance of two types of well-being among school heads. To support our hypothesis we refer to the work of others and empirical findings from various fields of study. (shrink)

The purpose of this study is to trace junior high school teachers? perspectives regarding the strengths and weaknesses of their type of school, and to glean more information concerning their preferable type of grade configuration. To this end, 25 teachers filled out an open questionnaire and six of them were further interviewed to provide more insight into the teachers? responses. Surprisingly, most of the teachers tended to strongly support the 1?8 type elementary schools rather than the current situation of 1?6, (...) 7?9, 10?12 in which they have ever worked. Theoretical and practical implications are suggested. (shrink)

This narrative study explores the late-career issues among 15 senior teacher educators from Israeli Academic Colleges of Education (ACEs), in light of the growing conversation about pre-pension maintenance of senior faculty members employed in teacher education institutions. The data analysis of semi-structured interviews highlighted dedication to daily tasks (research activity, administration, teacher education and leading Professional Learning Communities), and a sense of mission during career experiences (leaving legacy to student teachers and colleagues). It was reflected in two parallel work patterns: (...) the ‘work pattern of sharing’, and the ‘work pattern of expertise’. The discussion raises similarities between the literature and the first work pattern, in line with the unique culture of teacher education systems in the world. However, the existence of the ‘work pattern of expertise’ in the literature remains vague and requires more in-depth thinking and research. (shrink)

This book systematically elaborates Scott Eacott's "relational" approach to organizational theory in education. Contributing to the relational trend in the social sciences, it first surveys relational scholarship across disciplines before providing a nuanced articulation of the relational research program and key concepts such as organizing activity, auctors, and spatio-temporal conditions. It also includes critical commentaries on the program from key figures such as Tony Bush, Megan Crawford, Fenwick English, Helen Gunter, Izhar Oplatka, Augusto Riveros, and Dawn Wallin. As such, (...) the text models an approach to, or social epistemology for building knowledge claims in relation rather than through parallel monologues. Eacott's relational approach provides a distinctive, post-Bourdieusian variant of the relational sociological project. Shifting the focus of inquiry from entities (e.g., leaders, organizations) to organizing activity and recognizing how auctors generate - simultaneously emerging from and constitutive of - spatio-temporal conditions unsettles the orthodoxy of organizational theory in educational administration and leadership. By presenting its claims in the context of other approaches, the book stimulates intellectual debate among both relational sociologists and opponents of relational approaches. Beyond Leadership provides significant insights into the organizing of education. As it does not fit neatly into any one field, but instead blends educational administration and leadership, organizational studies, and relational sociology, among others, it charts new territory and promotes important dialogue and debate. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:2005 International Lotus Sutra ConferenceLeo D. LefebureIn May 2005 Rissho Kosei-kai sponsored its annual conference on the Lotus Sutra for the first time in China, at the new conference center of Beijing Normal University. Chinese Buddhist scholars Zhang Fenglei and Wei Dedong of Renmin University participated, offering discussions of "Earthly Orientation of Tiantai Buddhist Doctrine" and "Zhanran's Doctrine about the Nature of Insentient Beings and Its Ecological Implications," respectively. (...) While the main focus of the discussions at the conference was on Buddhist interpretations of the Lotus Sutra in the T'ien T'ai and Tendai traditions, the organizers invited two Christian theologians, Ruben Habito and Leo Lefebure, to participate, thereby adding an interreligious dimension. An illness in his family prevented Habito from attending, but the paper he had prepared, "Ultimate Reality and Religious Praxis: The Lotus Sutra, T'ien T'ai, and Nichiren," was presented and discussed. On the morning of the first full day, Lefebure presented the paper "Wisdom, Compassion, and Charity: The Lotus Sutra and Augustine." In it he compared the rhetorical strategies of the Lotus Sutra and Augustine. The Lotus Sutra and Augustine articulate a dilemma of communication: the Sutra notes that only another Buddha can understand the wisdom of Shakyamuni Buddha, and Augustine warns that no human understanding is adequate to comprehend the mystery of God. According to the Lotus Sutra, the resolution of this difficulty comes through the use of upaya or, more specifically, upaya-kausalya, variously translated as "expedient" or "skillful" or "appropriate" means, including similes and parables. The wisdom of the Buddha that cannot be captured conceptually through pondering or analysis may nonetheless be conveyed in nonliteral form through concrete narratives, and the Lotus Sutra presents a number of celebrated examples. These narratives promise to transform human existence decisively, freeing humans from attachments and awakening them to wisdom (prajna) and compassion (karuna). Through [End Page 195] wisdom and compassion the Buddha establishes skillful means in order heal the suffering of human beings and to lead them into these virtues.During the same time that Kumarajiva and his companions were translating the Lotus Sutra into Chinese, Augustine of Hippo proclaimed that the gospel of Jesus Christ offered humans the possibility of victory over ignorance, sin, and death and supreme bliss in union with God in heaven. But he also insisted that God is strictly incomprehensible and the divine reality cannot be captured in any concept or image. Pondering and analysis cannot grasp the meaning of God, and so Augustine warned his congregation, "If you have comprehended, what you have comprehended is not God." Despite the inadequacy of all human thought and language to comprehend God, Augustine trusted that God has used finite signs, like the narratives of the Bible, to communicate the saving knowledge of God's love. Signs point to realities; even though the signs posited by God never express the divine reality adequately and literally, they can nonetheless reorient human life away from untrammeled, self-destructive desire (cupiditas) and toward the self-giving love that Augustine calls charity (caritas). The wisdom and charity of God are the origin and content of the salvific signs, whose goal is to lead humans into the wisdom and charity of God.Other papers explored the journey of the Lotus Sutra on the Silk Road (Mariko Walter), Mind/Nature in Zhanran and Zhili (Brook Ziporyn), relative and absolute subtlety in Zhiyi and Jizang (Kanno Hiroshi), interpretations of the theory of Buddha-nature (Linda Penkower and Sandra Wawrytko), later Japanese Tendai interpretations (Paul Groner and Jacqueline Stone), and the making of vows in the Lotus Sutra (Shinozaki Michio). While Lefebure's paper was the only explicitly Buddhist-Christian discussion, comparisons between the traditions ran throughout many of the conversations.On the morning of the last day of the conference, Lefebure responded to Shinozaki's paper and to many of the themes that had been circulating throughout the week. He agreed strongly with Shinozaki's insistence that "how we read the sutra, where we read it, when we read it, and for whom we read it are quite important." There is no view from nowhere or from everywhere. Our contemporary horizon increasingly includes the situation... (shrink)

It is known that the science of recitation is one of the important branches of Islamic sciences in terms of its subject. It is stated that the science of recitation is intertwined with the Qurʾān and has an important place in terms of tafsīr, ḥadīth and law sciences. In this respect, it is understood that the recitation of Yaʿqūbis one of the ten sound recitations accepted as authentic and mutawātir (Consecutive). Although there are comparative works in whichYaʿqūb's recitation is mentioned (...) together with other recitations, it is striking that there is no study in whichYaʿqūb's recitation is handled separately. In this study, it is aimed to clarify the issues in Yaʿqūb’s recitation, even though they are not in other recitations. It is understood that Yaʿqūb’s recitation has some differences compared to other recitations and contains some unique features. In this respect, these issues specific to Yaʿqūb reading are frequently encountered in dictionaries and tafsīr sources. In this article, it is planned to evaluate the recitation of Yaʿqūb in two parts. In the first chapter, the procedural rules of Yaʿqūb recitation are given and the subjects are explained with the sampling method. In the second part, attention is drawn to the points where Yaʿqūb recitation differs from other recitations. What is meant by the rules of procedure in the science of recitation is the set of general rules that take place when conditions such as madd, qasr, izhār, idghām and iqlāb are met. Farsh, recitation on the other hand, is the different reading of certain words independent of these rules. There are different views on the reading of the pronoun hā, which is evaluated within the framework of the rules of procedure. Recitation imams state that it is controversial whether the pronoun hā in the dual and plural pronouns which comes after the silent letter, can be read with damma (u sound) or kasrah (i sound). When the recitation of Ya'qūb is examined, it is understood that all pronouns of this type are read with damma and this view is preferred. It is stated that there is no consensus on the use of the letter mīm, which is a sign of plurality with kasrah or damma. In this regard, Ya'qūb subordinates the letter mīm to the letter hā, Where the letter hā is pronounced damma, it reads the letter mīm as damma, and where the letter hā is pronounced as damma, it reads the letter mīm with kasrah and does not go beyond this limit. Idghām, which is used as a concept in the science of recitation, is the combination of two letters that are mutamasil, mutaqārib or mutajānis, transforming them into a single letter and forming it. It is stated that Abu 'Amr was the imam of the recitation, who practiced İdghām-ı kabir, which is one of the important subjects of the science of recitation and tajwīd (the rules of recitation), and that Ya'kūb came later. It is seen that some recitation imams on the subject of waqf (stopping) did not make any changes regarding the words dedicated on it, by complying with the way it was written in the musḥaf (the Qur’ān). However, it is striking that there are some changes in the recitation of Ya'qūb. As a concept used in the science of recitation, farsh is the reading of the words in the Qur'ān in different ways by the recitation imams and attributing each recitation to its owner. Therefore, these differences take place in all recitations and this subject is also known as Farshu'l-Khurūf or al-Furū'. When we look at the difference between farsh and usūl in the science of recitation, it is seen that the usūl is realized within the framework of certain rules, while the farsh is formed independently of these rules. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:2005 International Lotus Sutra ConferenceLeo D. LefebureIn May 2005 Rissho Kosei-kai sponsored its annual conference on the Lotus Sutra for the first time in China, at the new conference center of Beijing Normal University. Chinese Buddhist scholars Zhang Fenglei and Wei Dedong of Renmin University participated, offering discussions of "Earthly Orientation of Tiantai Buddhist Doctrine" and "Zhanran's Doctrine about the Nature of Insentient Beings and Its Ecological Implications," respectively. (...) While the main focus of the discussions at the conference was on Buddhist interpretations of the Lotus Sutra in the T'ien T'ai and Tendai traditions, the organizers invited two Christian theologians, Ruben Habito and Leo Lefebure, to participate, thereby adding an interreligious dimension. An illness in his family prevented Habito from attending, but the paper he had prepared, "Ultimate Reality and Religious Praxis: The Lotus Sutra, T'ien T'ai, and Nichiren," was presented and discussed. On the morning of the first full day, Lefebure presented the paper "Wisdom, Compassion, and Charity: The Lotus Sutra and Augustine." In it he compared the rhetorical strategies of the Lotus Sutra and Augustine. The Lotus Sutra and Augustine articulate a dilemma of communication: the Sutra notes that only another Buddha can understand the wisdom of Shakyamuni Buddha, and Augustine warns that no human understanding is adequate to comprehend the mystery of God. According to the Lotus Sutra, the resolution of this difficulty comes through the use of upaya or, more specifically, upaya-kausalya, variously translated as "expedient" or "skillful" or "appropriate" means, including similes and parables. The wisdom of the Buddha that cannot be captured conceptually through pondering or analysis may nonetheless be conveyed in nonliteral form through concrete narratives, and the Lotus Sutra presents a number of celebrated examples. These narratives promise to transform human existence decisively, freeing humans from attachments and awakening them to wisdom (prajna) and compassion (karuna). Through [End Page 195] wisdom and compassion the Buddha establishes skillful means in order heal the suffering of human beings and to lead them into these virtues.During the same time that Kumarajiva and his companions were translating the Lotus Sutra into Chinese, Augustine of Hippo proclaimed that the gospel of Jesus Christ offered humans the possibility of victory over ignorance, sin, and death and supreme bliss in union with God in heaven. But he also insisted that God is strictly incomprehensible and the divine reality cannot be captured in any concept or image. Pondering and analysis cannot grasp the meaning of God, and so Augustine warned his congregation, "If you have comprehended, what you have comprehended is not God." Despite the inadequacy of all human thought and language to comprehend God, Augustine trusted that God has used finite signs, like the narratives of the Bible, to communicate the saving knowledge of God's love. Signs point to realities; even though the signs posited by God never express the divine reality adequately and literally, they can nonetheless reorient human life away from untrammeled, self-destructive desire (cupiditas) and toward the self-giving love that Augustine calls charity (caritas). The wisdom and charity of God are the origin and content of the salvific signs, whose goal is to lead humans into the wisdom and charity of God.Other papers explored the journey of the Lotus Sutra on the Silk Road (Mariko Walter), Mind/Nature in Zhanran and Zhili (Brook Ziporyn), relative and absolute subtlety in Zhiyi and Jizang (Kanno Hiroshi), interpretations of the theory of Buddha-nature (Linda Penkower and Sandra Wawrytko), later Japanese Tendai interpretations (Paul Groner and Jacqueline Stone), and the making of vows in the Lotus Sutra (Shinozaki Michio). While Lefebure's paper was the only explicitly Buddhist-Christian discussion, comparisons between the traditions ran throughout many of the conversations.On the morning of the last day of the conference, Lefebure responded to Shinozaki's paper and to many of the themes that had been circulating throughout the week. He agreed strongly with Shinozaki's insistence that "how we read the sutra, where we read it, when we read it, and for whom we read it are quite important." There is no view from nowhere or from everywhere. Our contemporary horizon increasingly includes the situation... (shrink)