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), founded by the Center for Contemplative Mind in Society, is a peer-reviewed 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 fields of contemplative pedagogy and contemplative learning and the wider Scholarship of Teaching and Learning (SoTL) focused on skillful course and programmatic design, creation of significant learning experiences, and creative forms of assessment.  Particularly welcomed are submissions that align with the mission of the Center, including papers on inclusive pedagogies and analyses of social justice work in higher education.



Articles should describe and analyze specific developments and applications of contemplative practice and inquiry relevant to higher education. We seek papers that consider the context of the scholarship and practices described (e.g., type of institution, class size, student demographics and identity, traditions of contemplative practice), and we support the representation of diverse contemplative approaches and methods.  Articles are evaluated against the following criteria:

  1. Clarity and extent of the description and analysis of the contemplative practice/inquiry used
  2. Suitability for a broad, interdisciplinary academic audience
  3. Potential impact on teaching, learning, and the broader cultures and social contexts of higher education
  4. Quality of the writing
  5. Consideration of relevant literature and research, including publications in earlier issues of JOCI
  6. Quality of the analysis or assessment.

Expected Length of artlcles is roughly 7,500 words.


Reflections may include personal essays, research notes, literature reviews, opinion pieces, and creative/artistic presentations of material, including controversial or challenging material. Reflections should engage substantive issues in the field and are evaluated with the same criteria used for Articles, as applicable to the piece. Expected length of Reflections is roughly 3,000 words.

Book Reviews

JOCI publishes book reviews. Authors and publishers can send publications to be considered for review to the editor. Materials received will not be returned. The editor will solicit book reviews from impartial reviewers. Unsolicited reviews may also be considered for publication, although decisions to publish reviews are made at the discretion of the editor. We seek to publish engaging, informative, and critical reviews of books related to contemplative education and contemplative learning broadly conceived. Book reviews should be addressed to the interdisciplinary and international readership of the journal. Reviews should describe the intended audience of the book, summarize its major themes, outline the theoretical framework and core assumptions of the work, and critically assess the argument of the book and its overall contribution to the field. Book reviews will be roughly 1,000-1,500 words, although longer reviews may be admissible in the case that several works are being reviewed.

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

View or download the full issue PDF

Table of Contents


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


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