Editor's Preface (and front matter)
AbstractIn this issue of the Journal of Contemplative Inquiry we highlight many ways that contemplative practices are deeply affecting awareness and attitudes toward social justice, grief during the pandemic, ideas about democracy, and even the whole purpose of higher education. We explore contemplative practices that engage embodied learning and trauma-informed instruction that focus on grief, democratic values, equality, mental health and self-compassion. We look outside the classroom, inside the classroom, into intergroup dialogue, online learning and virtual communities, leadership development, and sustaining practice over the long term. Extraordinary times call for extraordinary measures and our authors have clearly been responding with insight, creativity, and compassion.
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