Spirituality and the Management Teacher

Abstract

Despite the growing importance of spirituality in management, the management education literature says little concerning the teacher's self and even less concerning a teacher's spiritual self. This article addresses the issue of integrating spiritual values and teaching by reflecting on the experiences of three management teachers. To explore individual aspects of their Buddhist practices, one author examines how the spiritual value of compassion has changed the experience of teaching, a second discusses mindfulness, and a third the no-self. They then reflect collectively on those experiences, indicate opportunities for research, and call for further discussion with management professors from diverse spiritual traditions. Their experience suggests that integrating spiritual values into the teaching workplace is highly rewarding and also less problematic than might be expected.

Mindfully Teaching in the Classroom: a Literature Review

“…When faced with a hostile student this teacher learnt how to watch emotions such as anger, fear, or irritation as they arise, view them with equanimity (Kernochan et al, 2007) and to respond with openness rather than defensiveness. This enabled the teacher to appreciate the student's comments and use them as a springboard to engineer lively whole class discussions.…”

“…Teachers need to embody the core characteristics of mindfulness (Crane, Kuyken, Hastings, Rothwell, & Williams, 2010). The practice enables the individual to have greater awareness of one's emotions and actions (Whitehead, 2011) and this presence brings a new dimension to student-centered teaching (Kernochan et al, 2007). It allows the teacher to pick up on non-verbal expressions and subtle changes in the tone of voice of students and thus allows a deeper level of connection and enhanced engagement in the learning process (Kernochan et al, 2007).…”

The Art of Dealing with Religious and Cultural Diversity in the Classroom

“…It is hoped that future researchers can develop this conceptual model further by collecting more comprehensive empirical data both quantitatively and qualitatively for a more robust model to be developed. Kernochan et al (2007) claim that they have personally benefited from efforts to become more compassionate, mindful, and selfless in the classroom. Yet they warn us that these values are not cure-alls.…”

“…Table 3. Guidelines for the educator from a religiously and culturally diverse perspective: A Five-Point Plan (adapted from Simon, 1979;Kriger, 1989;Neal, 1997;Kriger & Hanson, 1999;Kernochan et al, 2007;Warner-Søderholm, 2010a) 5 steps Self-directed questions: Personal goals: Practical guidelines:…”

“…Our spiritual practice in the classroom is often largely invisible because our actions do not come with explicit religious labels. A compassionate act is a compassionate act, whether it springs from cultural values based on Buddhism, Christianity, Hinduism, Islam or Judaism (Schmidt-Wilk et al, 2000;Pielstick, 2005;Kernochan et al, 2007).…”