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.

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Einstein held that intuition is more important than rational inquiry as a source of discovery. Further, he explicitly and implicitly linked the heart, the sacred, devotion and intuitive knowledge. The raison d'être of universities is the advance of knowledge; however, they have primarily focused on developing student's skills in working with rational knowledge. Given the paucity of attention to virtue and our intuitive abilities this article briefly explores the philosophical meaning of intuition and the role intuition plays in scientific discovery. It then turns to the ancient Greeks and Daoists for a perspective on a relationship between intuitive knowledge and virtue. A discussion ensues on how virtue and intuitive knowledge are cultivated according to the ancients. The article concludes with questions for educators on how they might reintroduce the cultivation of virtue and knowledge in secular institutions.

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