The Journal of Contemplative Inquiry

An online, peer-reviewed, scholarly journal for all who design, use, research, and assess contemplative and introspective methods and practices in post-secondary education.

The Journal of Contemplative Inquiry (ISSN: 2333-7281) promotes the understanding, development, and application of contemplative and introspective methods in order to serve a vision of higher education as an opportunity for cultivating personal and social awareness and an exploration of meaning, values, and engaged action. The development of critical first-person perspectives and alternative ways of knowing allows everyone in higher education to examine their own experience in relationship to the material under study, transforming their understanding of how teaching, learning, scholarship and action affect the wider world.

JOCI is published by the Center for Contemplative Mind in Society. Members of the Association for Contemplative Mind in Higher Education receive free access to the Journal through the ACMHE member portal and may also request a free subscription through this website. Non-member individual and institutional annual subscriptions and single article purchases are also available.



Vol 2, No 1 (2015)

Open Access Open Access  Restricted Access Subscription or Fee Access

Full Issue

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Table of Contents

Articles

From Being Known in the Classroom to “Moments of Meeting”: What Intersubjectivity offers Contemplative Pedagogy PDF
Dana A. Schneider, Elizabeth King Keenan
Contemplative Approaches to Reading and Writing: Cultivating Choice, Connectedness, and Wholeheartedness in the Critical Humanities PDF
Dorothe J Bach, John Alexander
Four days of mindfulness meditation training for graduate students: A pilot study examining effects on mindfulness, self-regulation, and executive function PDF
Megan M Short, Dwight Mazmanian, Lana J Ozen, Michel Bédard

Reflections

On the Edge of a Bank: Contemplating Other Models by Which to Live PDF
Michelle S Hite
Holistic Ethnography: Embodiment, Emotion, Contemplation, and Dialogue in Ethnographic Fieldwork PDF
Christine Salkin Davis, Deborah C. Breede
Dancing/Integration: Observations of a Teaching Artist PDF
Jessica Renee Humphrey