About the Journal

The Journal of Contemplative Inquiry (JOCI) is the online, peer-reviewed, scholarly journal for all who design, use, research, and assess contemplative and introspective methods and practices in post-secondary education.

JOCI is in the process of moving from its founding publisher (CMind, The Center for Contemplative Mind in Society) to its new publisher: a partnership between the University of Northern Colorado Libraries and the University of Northern Colorado Center for Applied Contemplative Studies. This transfer is pending the necessary institutional approvals and final approval from the State of Massachusetts Office of the Attorney General.

Due to this transfer process, JOCI plans to resume production of the next issue with a new editorial team by March 2023. New submissions are currently paused due to this anticipated delay in our publishing schedule.

Current Issue

Vol. 9 No. 2 (2022)
JOCI Vol. 9, No. 2. Cover image: a photo of fog moving across a mountain lake

The Summer 2022 edition explores new opportunities and approaches to deep-seated problems in academia that predate the pandemic, but became acutely highlighted in the past two years. Across eight new articles and essays, the authors discuss contemplative practices and learning which emerged in classrooms, online, and in relationships that extend beyond the academy.

Published: 2022-08-25
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The Journal of Contemplative Inquiry (online ISSN: 2333-7281) is a peer-reviewed, interdisciplinary journal publishing articles, reflections, and book reviews to support the scholarly exchange of ideas regarding the understanding, development, and application of contemplative and introspective methods in all aspects of higher education. Our intention is to share knowledge that is theoretically grounded and practically useful for teachers, students, staff, and leadership in higher education and related contexts.  

We seek to publish work that builds bridges between the emerging field of contemplative education, broadly defined, and related practices in the wider Scholarship of Teaching and Learning (SoTL), student life, faculty development, leadership studies, and related areas.  Particularly welcomed are submissions that further compassion and social justice in all aspects of higher education and in our world more widely. We welcome submissions that introduce, explore, and evaluate contemplative practices from different cultural traditions that deepen and support interactions across cultural boundaries and identities. This includes work that may draw on paradigms for conducting research that are different from or in addition to conventional academic methodologies.

Update: As of 9/28/22, new submissions have been temporarily disabled. We are very grateful for your patience over the past months as JOCI began the process of moving to our new publisher, the University of Northern Colorado (UNC) Libraries, under the aegis of UNC’s Center for Applied Contemplative Studies.

As you may know, this transfer is occurring in response to the closing of JOCI's founding publisher, the Center for Contemplative Mind in Society (CMind). The legal process of dissolving the CMind 501c3 and transferring its assets, including JOCI, now requires us to await a decision from the Massachusetts Office of the Attorney General before the formal transfer to UNC can be finalized.

This process may take some months, and we are planning to resume production of the next issue with a new editorial team by March 2023. Hence, new submissions are currently paused due to this anticipated delay in our publishing schedule.