Mindful reflexivity: Unpacking the process of transformative learning in mindfulness and discernment

Abstract

Can spiritual practice encourage transformative learning? In this article, we unpack how spiritual practices from the Buddhist tradition—mindfulness—and the Quaker tradition—discernment—encourage the attainment of moral reflexivity and the capacity to transform self in individual and relational organizational contexts, respectively. We also show how moral reflexivity and self-transformation are mutually reinforcing and promote a transformational cycle of management learning. We propose that “mindful reflexivity”, a foundational model of spiritually informed moral reflexivity, can contribute to new ways of management learning through its context sensitivity and ethical orientation to foster the kinds of reflexivity needed for responsible management. Our article concludes with implications for management learning theory and practice, and we offer pathways for future research.

Quaker Business Ethics as MacIntyrean Tradition

“…Quaker discernment, therefore, recognizes that members of a group have "different experience, different kinds of knowledge" (Ambler 2013, p. 69) that help shape individual knowledge and belief into a collective unity that reflects the 'sense of the meeting' (Allen 2017). The continuous and evolving cycle of discernment and social action to which Muers refers shows how Quakers eschew epistemic closure and engage in morally reflexive cycles of discernment and social action that come to reflect a constantly evolving tradition (Vu and Burton 2020).…”

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

“…Through collectively seeking unity, each person is a constituent of the collectivized sense-making of the group. Through this process of sharing individual knowledge, members of the group expose individual knowledge to 'collective testing' (Vu & Burton, 2020) in order to give primacy to an emergent group wisdom. Allen (2017) argued that collective testing requires Quakers to be open to a practice of individual 'unknowing', which then informs a wider group-wisdom (p.134-5).…”

“…It also encourages ethicality, and the consideration of relational others in thoughts and actions. The practice of “right mindfulness” can also foster mindful reflexivity (Vu & Burton, 2020) that can encourage transformational learning, instilling an ability to question who we are in the world, acknowledging that our interactions are contextually embedded, and how we can act responsibly and ethically to bring people together for the common good (Purser, 2015). Mindful reflexivity is attained through the Buddhist philosophical notions of dependent arising (the interdependence of all phenomena), and through the exchange of feedback, experiences, and dialogues from different perspectives.…”

“…Understanding dependent arising facilitates collective mindfulness, allowing students to appreciate the multidimensional aspects of the learning experience as a way to encourage both self- and critical reflexivity (Cunliffe, 2009, 2016; Vu & Burton, 2020). Impermanence, on the other hand, refers to the temporal and changing nature of all phenomenon.…”

“…Through sharing individual knowledge and beliefs toward an issue or problem, and by having an open mind, students can reflexively adjust or change their position in relation to others in a trusting and supportive environment, which can facilitate new understandings and learning. As Vu and Burton (2020) noted, Quaker discernment is “an active and continuous negotiation between individual knowledge and the ‘sense of the meeting,’ as individual knowledge, belief, and opinions are adjusted in contextually embedded ways” (p. 219). My review of students’ reflective statements strongly suggests that Quaker discernment may offer opportunities for groups to contribute to an ethical discussion, problem or issue in a respectful and nonjudgmental way that encourages a qualitative change in individual beliefs and knowledge (see also Anderson, 2006) and that can transform student learning about business ethics and managerial responsibility.…”