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The commitment to justice as a vocat...

Byrd, Herman J.

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The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize)./
作者:	Byrd, Herman J.
面頁冊數:	220 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3296.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3149001
ISBN:	049608481X

The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize).
Byrd, Herman J.

The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize). - 220 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3296.

Thesis (Ph.D.)--Gonzaga University, 2004.

A reaffirmation of the mission of Jesuit education as the promotion of a faith that does justice by Fr. Peter-Hans Kolvenbach, S. J., the current head of the Jesuits, inspired a recent president of St. John's College, a Jesuit secondary and tertiary institution in Belize, to launch a series of activities to enhance education for justice. This study was borne out of the researcher's desire to enrich this effort and explore the relationship between theory and practice in education for justice. The purpose of this study was to determine how graduates of St. John's College, who advocate for social justice, perceive how their Jesuit education influenced their commitment to justice. Ten graduates of St. John's College who had become publicly recognized as leading advocates of social justice participated in the study. The principal means of data collection was a sixty to ninety minutes, in-depth semi-structured interview with each participant. The data were analyzed using the techniques of hermeneutic phenomenology described by van Manen (1990).

ISBN: 049608481XSubjects--Topical Terms:

543175
Education, Higher.

The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize).
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245 1 4 $a The commitment to justice as a vocation: A hermeneutic phenomenological study of St. John's College graduates who advocate for social justice (Belize).
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520 $a A reaffirmation of the mission of Jesuit education as the promotion of a faith that does justice by Fr. Peter-Hans Kolvenbach, S. J., the current head of the Jesuits, inspired a recent president of St. John's College, a Jesuit secondary and tertiary institution in Belize, to launch a series of activities to enhance education for justice. This study was borne out of the researcher's desire to enrich this effort and explore the relationship between theory and practice in education for justice. The purpose of this study was to determine how graduates of St. John's College, who advocate for social justice, perceive how their Jesuit education influenced their commitment to justice. Ten graduates of St. John's College who had become publicly recognized as leading advocates of social justice participated in the study. The principal means of data collection was a sixty to ninety minutes, in-depth semi-structured interview with each participant. The data were analyzed using the techniques of hermeneutic phenomenology described by van Manen (1990).
520 $a The participants' stories were interpreted through the lens of one overarching theme: a commitment to justice as a vocation. Their vocation was nurtured in a process identified as finding voice and taking action which involved their study of the humanities, critical thinking and dialogue, participation in community service, and encounters with influential teachers. The study calls for further research in the following areas: (a) the relationship between a student's faith or religious belief and developing a commitment to justice; (b) how community service may embed caring and compassion in students; and (c) teachers' use of the classroom as a dialogical space to educate for justice. Finally, studies of Jesuit alumni in other professions could be explored with the paradigm of vocation.
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