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 field of contemplative education, broadly defined, and best practices in the wider Scholarship of Teaching and Learning (SoTL), student life, faculty development, leadership studies, and related areas.  Particularly welcomed are submissions that align with the mission of the Center for Contemplative Mind in Society to further compassion and social justice in all aspects of higher education and in our world more widely.

Submissions are always welcome. We are continually accepting submissions for regular issues.

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 4, No 1 (2017): Building Just Communities

Open Access Open Access  Restricted Access Subscription or Fee Access
Contemplative practices are often described as inwardly-focused forms of self-inquiry and reflection that foster intrapersonal development. Contemplative practices can also develop and sustain greater interpersonal connection and allow an increased understanding of the implications of the systems in which we interact. For this issue, JOCI sought papers that investigate these connections and explore how ethical, compassionate, and more socially just communities in higher education can be nurtured through contemplative approaches that recognize and honor difference, with a commitment to the common flourishing of all. 

Full Issue

View or download the full issue PDF

Table of Contents

Introduction

Building Just Communities PDF
Trudy Sable, David Sable

Articles

From Cage to Coltrane: (Un)popular Music as Contemplative Practice PDF
Kevin Healey
Interfaith Dialogue: The Art of Listening PDF
Mary Keator, Warren J. Savage, Alessa Foley, Matthew Furtado, Hibo Hussein, Meytal Raikhman, Jessica Gray
Assessing the Authentic Knower Through Contemplative Arts-Based Pedagogies In Qualitative Inquiry PDF
Kakali Bhattacharya, Meaghan Cochrane
A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students PDF
Karen Ragoonaden
Practicing contemplative gratitude in university classrooms: Student learning and happiness outcomes PDF
Carey Marie Noland, Cigdem Talgar, Jesica Speed-Wiley, Jacob Depue
Cultivating the Contemplative Mind in Cyberspace: Field notes from pedagogical experiments in fully online classes PDF
Jane Compson
In Paradise with Contemplative Pedagogy: A Journey PDF
Laura Biagi
“Learning How to See”: Faculty Members’ Use of Unnamed Contemplative Practices PDF
Ameena Batada, Keith Chichester, Melissa J Himelein, Richard Chess
Correspondence: Sitting and Reading as Two Routes to Community PDF
Donald McCown, Josie Billington
A Contemplative Look at Social Change: Awareness and Community as Foundations for Leading PDF
Lisa Napora
Navigating Stress: Graduate Student Experiences with Contemplative Practices in a Foreign Language Teacher Education Course PDF
Emily E. Scida, Jill N. Jones
The Mindful Campus: Organizational Structure and Culture PDF
Linda Coutant, Karen Caldwell