The translation of self-spirituality into organizations
Cette étude fournit une riche analyse de données de terrain sur la traduction de self-spirituality (« spiritualité de soi ») dans les écoles publiques israéliennes. L’étude s’inspire également de recherches menées dans d’autres organisations occidentales à vocation lucrative et dans le domaine de la...
Authors: | ; |
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Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
Sage
2021
|
In: |
Social compass
Year: 2021, Volume: 68, Issue: 1, Pages: 130-147 |
Further subjects: | B
Spiritualité
B Spirituality B Translation B instrumentalisme B Organisations B Instrumentalism B Traduction B Organizations B Yoga |
Online Access: |
Volltext (lizenzpflichtig) |
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520 | |a Cette étude fournit une riche analyse de données de terrain sur la traduction de self-spirituality (« spiritualité de soi ») dans les écoles publiques israéliennes. L’étude s’inspire également de recherches menées dans d’autres organisations occidentales à vocation lucrative et dans le domaine de la santé. Alors que l’analyse rejoint les thèses actuelles de la recherche concernant l’orientation croissante de la culture de la self-spirituality vers le marché, elle identifie également les méthodes spécifiques utilisées par les médiateurs pour traduire les concepts de self-spirituality dans le système scolaire, et distingue les approches éthiques et non éthiques de cette traduction. Elle met également en lumière les interactions dynamiques qui expliquent l’émergence d’une orientation instrumentale de la traduction de la self-spirituality. | ||
520 | |a This study provides an analysis of rich field-based data regarding the translation of self-spirituality into Israeli public schools. The study also draws from research conducted in other Western for-profit and health organizations. While the analysis supports existing assertions from research regarding the increasing market orientation of the culture of self-spirituality, it also identifies the specific methods used by brokers to translate self-spirituality concepts into the school system and distinguishes between ethical and unethical approaches to translation. It further illuminates the interactional dynamics that explain the emergence of an instrumental orientation to the translation of self-spirituality. | ||
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