Information For Authors

The Journal of Contemplative Inquiry (JOCI) (ISSN 2333-7281) is an online, peer-reviewed, scholarly journal for all those who create, research, use, and assess contemplative and introspective methods and practices in college and university settings. Contemplative and introspective practices cultivate new ways for us to understand the connections between our inner worlds, those around us, and the broader systems in which we all interact. JOCI promotes the understanding, development, and application of these practices in order to serve a vision of higher education as an opportunity for cultivating personal and social awareness and an exploration of meaning, purpose, and values.

JOCI is published by the Center for Contemplative Mind in Society, a nonprofit organization which seeks to transform higher education by supporting and encouraging the use of contemplative practices and perspectives to create active learning and research environments that look deeply into experience and meaning for all in service of a more just and compassionate society.

The journal is available by subscription to individuals and institutions, and is freely available to members of the Association for Contemplative Mind in Higher Education, a multi-disciplinary professional academic association and initiative of The Center for Contemplative Mind in Society.

JOCI accepts manuscripts for review on a rolling basis. Issues are planned biannually (spring/summer and fall/winter issues), but the publishing schedule is subject to change depending on the pool of submissions and special issues. Prospective authors may submit papers at any time. For more information, please review our Submission Guidelines, below.

Submissions are always welcome. Although we are currently seeking papers for a special themed issue, we continue to encourage submissions for regular issues.

Call for Papers
Special Issue: “Building Just Communities”

Deadline for Submissions: May 15, 2017

The Journal of Contemplative Inquiry (JOCI) seeks manuscripts on contemplative approaches to creating and sustaining just communities through higher education to be published in our October 2017 issue of the journal.

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, the JOCI seeks 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. This is a call to examine how our intersecting social locations, including age, gender, sexual orientation, discipline, ability, religion, race, class, nationality, and contemplative tradition affect and are affected by differing levels of advantage or disadvantage.

Authors from any discipline, department, or office in academe are encouraged to submit their original, unpublished work by May 15, 2017.  We particularly encourage co-authored submissions that engage multiple voices, including papers based on faculty-student or staff-student partnerships. We encourage writing on any aspect of community building in higher education. For example, papers could address questions such as:

  • How can contemplative approaches support campus communities in surfacing and engaging conflicts in ways that further well-being, equity, and inclusion?

  • How can faculty and student affairs professionals build contemplative communities to further academic success and student resilience from an asset rather than a deficit perspective?

  • What kinds of contemplative practices can best support faculty learning communities in building a teaching commons that furthers collegiality, risk-taking, and transformative learning?

  • How can campus labor unions of faculty, staff, or graduate students engage contemplative approaches to creatively further justice initiatives in higher education and beyond?

  • How can contemplative practices support white students to better understand and transform white guilt and fragility into responsibility and resilience?

  • How are student groups integrating contemplative approaches into their activities to further inclusion and justice on their campuses?  How are students sustaining themselves in their struggles to create more inclusive and just learning environments?

Before submitting your manuscript, please carefully read the guidelines provided below. Please direct questions regarding submissions to Carrie Bergman at


  • All submissions must be original works not previously published and not currently under review by other publications.

  • Papers should be suitable for a broad, interdisciplinary audience.

  • JOCI operates a blind peer review process during which the identities of the author and the reviewers are concealed. Please be sure to remove your name (and the names of any co-authors) from your manuscript text and the file’s properties.

  • The suggested word count is 7500 words for articles and 3,000 words for reflections.

  • Follow our Author Guidelines for more detailed information on document formatting, punctuation, quotations, etc.

  • Please use APA format for your citations. All submissions must include references.



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 articles 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.


  1. Register with the journal. During registration, you must select the option to enroll as an author.

    If you are already registered but have not enrolled as an author, you must edit your profile and select this option before beginning the submission process.
  2. Once you are enrolled as an author and have logged in to the website, you may begin the five-step submission process here.

The Journal of Contemplative Inquiry (ISSN: 2333-7281) is an online, peer-reviewed journal which advances 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 they study, transforming their understanding of how their work, study, and actions 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 have quick, free access to the Journal’s contents through the ACMHE member portal. To learn more about the ACMHE and to join, please visit

If you have questions, contact Carrie Bergman, Editorial Assistant, at or (413) 582-0071.

The Editors, Dr. Trudy Sable and Dr. David Sable, may be reached at