In business and much of life, ethics is a conversational process of practically working out a way forward that reflexively reconciles established norms, ideas and practices with personal and organisational values. It is a dialectical process that shapes and forms. To my mind teaching ethics and corporate responsibility to final year undergraduate (Level 6) business students should reflect this. The context of my teaching is working in a small university with small number of about 20 students. It is a module that I have taught for about eight years during which time my frustration of traditional forms of teaching has only grown. The established pedagogical performance of lecturer (send mode) with passive students (receive mode) is problematic if we are to develop knowledge and practice of pragmatic contextual ethical work. Instead, we are all in it together in a process of discovery, sensemaking and debate. Clearly, as a lecturer, it is important to offer insight of the traditions, established knowledge and orthodoxies, but these are at the service of our ‘real world’. I use the metaphor of foraging with students to explore how we search, ‘feel our way’, communicate and understand context and patterns of time (for example seasons.) This sets the scene for how we work as an academic learning community of exploration and respect, curiosity, reflexive practice and creativity.