Spiritual Practice and Management Education Pedagogy: Exploring the Philosophical Foundations of Three Spiritual Traditions

Autor/inn/en	Burton, Nicholas; Culham, Tom; Vu, Mai Chi
Titel	Spiritual Practice and Management Education Pedagogy: Exploring the Philosophical Foundations of Three Spiritual Traditions
Quelle	In: Journal of Management Education, 45 (2021) 2, S.206-242 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burton, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562920945739
Schlagwörter	Spiritual Development; Management Development; Ethics; Business Administration Education; Emotional Development; Religion; Buddhism; Metacognition; Religious Cultural Groups; Philosophy; Teaching Methods; Instructional Innovation; Cross Cultural Studies; Higher Education; Foreign Countries; Emotional Intelligence; Australia; Vietnam; Canada + Suchen Sie Ihr Suchwort? Ethik; Gefühlsbildung; Buddhismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kirchliche Gruppe; Religionszugehörigkeit; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Emotionale Intelligenz; Australien; Kanada
Abstract	Can the philosophical foundations of spiritual practices inform management education pedagogy and in the long-run support emotional development and more ethical and responsible business practice? In this article, we introduce the essential aspects of three different spiritual traditions--Daoist inner work, Buddhist mindful reflexivity, and Quaker discernment--and lay out some foundations between these essential aspects and management education pedagogy. We offer examples of utilizing these concepts in teaching business ethics in order to offer a foundational discussion for future elaboration. Our experiences also illuminate that instructor preparation is a key ingredient if the kinds of teaching we advance are to gain traction and contribute to the repeated calls for pedagogical innovations that challenge dominant paradigms. We offer some concluding remarks, pathways for future research and indicate a list of resources that can support potential instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01