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Dignity-Infused and Trauma-Informed, Contemplative Pedagogy for Preventing Moral Injury and Promoting Wellbeing

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  • Sheldene Simola

    (Trent University School of Business)

Abstract

Although there is growing recognition that trauma can negatively impact students in business and management, discussions have focused primarily upon medically recognized conditions such as post-traumatic stress disorder (PTSD) involving serious forms of violence or harm. Notwithstanding the criticality of this focus, there has been limited consideration of moral injury (MI), which occurs when deeply held moral values are violated, resulting in profound relational, spiritual, and psychological suffering. To address the latter, this article focuses on four areas. First, the nature of teaching-related MI is clarified through its elaboration and distinction from PTSD. Second, the violations of moral values associated with MI are problematized within humanistic management education, in which the protection and promotion of dignity and its associated values are seen as foundational for wellbeing. Third, trauma-informed (TI) teaching and a prospective alternative, that of contemplative pedagogy (CP), are evaluated for their potential in the teaching-related prevention of MI and promotion of wellbeing. Despite its potential benefits, TI teaching is insufficient for these purposes. CP offers substantial advantages; however, is best implemented within the context of dignity-infused, TI teaching principles. Fourth, a holistic constellation comprising a dignity-infused, TI-CP for supporting humanistic assumptions in management education as well as a paradigmatic shift from economistic to humanistic management is described. Based on this constellation, and in contrast to an economistic metaphor of education as banking (Freire in Pedagogy of the oppressed. Penguin Books, London, 1970/1993), a humanistic metaphor of gardening for ecological (i.e., relational) vitalization, as well as co-creative humanistic innovation in the management classroom (and beyond) is offered.

Suggested Citation

  • Sheldene Simola, 2024. "Dignity-Infused and Trauma-Informed, Contemplative Pedagogy for Preventing Moral Injury and Promoting Wellbeing," Humanistic Management Journal, Springer, vol. 9(3), pages 373-395, December.
    • Handle: RePEc:spr:humman:v:9:y:2024:i:3:d:10.1007_s41463-024-00179-7
    DOI: 10.1007/s41463-024-00179-7
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    References listed on IDEAS

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    1. John G. Cullen, 2022. "Moral Recovery and Ethical Leadership," Journal of Business Ethics, Springer, vol. 175(3), pages 485-497, January.
    2. Michael Pirson, 2019. "A Humanistic Perspective for Management Theory: Protecting Dignity and Promoting Well-Being," Journal of Business Ethics, Springer, vol. 159(1), pages 39-57, September.
    3. Michael Pirson, 2020. "A Humanistic Narrative for Responsible Management Learning: An Ontological Perspective," Journal of Business Ethics, Springer, vol. 162(4), pages 775-793, April.
    4. Anne M. Greenhalgh & Douglas E. Allen & Jeffrey Nesteruk, 2020. "Preface to the Special Issue: Bringing the Humanities and Liberal Learning to the Study of Business," Humanistic Management Journal, Springer, vol. 5(2), pages 153-158, December.
    5. Devi Vijay & Vivek G. Nair, 2022. "In the Name of Merit: Ethical Violence and Inequality at a Business School," Journal of Business Ethics, Springer, vol. 179(2), pages 315-337, August.
    6. Pirson, Michael & Goodpaster, Kenneth & Dierksmeier, Claus, 2016. "Guest Editors’ Introduction: Human Dignity and Business," Business Ethics Quarterly, Cambridge University Press, vol. 26(4), pages 465-478, October.
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