The Journal of Contemplative Inquiry (ISSN: 2333-7281) is a 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 acmhe.org.
- Issue 3 Contents
- Issue 2 Contents
- Issue 1 Contents
- ACMHE Member Access
- Subscription Information
- Call for Submissions
- Publishing Schedule
Contents: Vol. 3, No. 1
Legal Education as Contemplative Inquiry: An Integrative Approach to Legal Education, Law Practice, and the Substance of the Law We Make
Practically Impractical: Contemplative Practices in Science
Michelle M. Francl
Mindful Tech: Developing a More Contemplative and Reflective Relationship With Our Digital Devices and Apps
Contemplative Practices and Teaching Scitovsky’s The Joyless Economy
Contemplative Environmental Studies: Pedagogy for Self and Planet
Meditation, Improvisation, and Paradigmatic Change: Integrity of Practice as Key to Individual and Collective Transformation
Words and Sense: Contemplative Pedagogies in Academic Writing
Classroom as Dojo: Contemplative Teaching and Learning as Martial Art
Heesoon Bai, Sean Park, Avraham Cohen
Contents: Vol. 2, No. 1
From Being Known in the Classroom to “Moments of Meeting”: What Intersubjectivity offers Contemplative Pedagogy
Dana A. Schneider, Elizabeth King Keenan
Contemplative Approaches to Reading and Writing: Cultivating Choice, Connectedness, and Wholeheartedness in the Critical Humanities
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
Megan M. Short, Dwight Mazmanian, Lana J. Ozen, Michel Bédard
On the Edge of a Bank: Contemplating Other Models by Which to Live
Michelle S. Hite
Holistic Ethnography: Embodiment, Emotion, Contemplation, and Dialogue in Ethnographic Fieldwork
Christine Salkin Davis, Deborah C. Breede
Dancing/Integration: Observations of a Teaching Artist
Jessica Renee Humphrey
Contents: Vol. 1, No. 1
Introduction to the First Issue
Daniel P. Barbezat, Carrie J. Bergman
Reason in the Service of the Heart: The Impacts of Contemplative Practices on Critical Thinking
A Contemplative Approach to Teaching Observation Skills
Peter G. Grossenbacher, Alexander J. Rossi
Responding to the Challenges of a Contemplative Curriculum
Contemplating the Effects of Oppression: Integrating Mindfulness into Diversity Classrooms
Mindfulness & Bodyfulness: A New Paradigm
Secular Ethics, Embodied Cognitive Logics, and Education
Brendan R. Ozawa-de Silva
A Pedagogical Heartbeat: The Integration of Critical and Contemplative Pedagogies for Transformative Education
Juan D. Mah y Busch
Honor the Negative Space
Renée A. Hill
Meditations on Contemplative Pedagogy as Sanctuary
Members of the Association for Contemplative Mind in Higher Education have quick, free access to the Journal’s contents through the ACMHE member portal. Membership dues are self-selected, starting at $35.00 per year. To learn more about the ACMHE and to join, please visit acmhe.org.
If members prefer to access the journal through the regular JOCI website instead of the member portal, a free subscription can be requested by contacting Carrie Bergman at email@example.com.
Individual subscriptions (for those who are not ACMHE members) are $45.00 per year. (ACMHE membership dues are self-selected, starting at $35.00 per year. To learn more about the ACMHE and to join, please visit acmhe.org.)
Institutional subscriptions are $90.00 per year.
Individual articles are also available for purchase for $8.00 each.
All subscriptions are for a 365 day term, and JOCI is scheduled to publish two issues per calendar year. Learn more about subscriptions.
Call for Papers
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 1, 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, Editorial Assistant, at firstname.lastname@example.org.
- 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.
- There are no fees assessed for publication.
- 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 3000-7500 words per article.
- 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.
TO SUBMIT YOUR MANUSCRIPT
- 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.
- Once you are enrolled as an author and logged in, you may begin the five-step submission process here.
- Vol. 1, No. 1: 2014. Published.
- Vol. 2, No. 1: 2015. Published.
- Vol. 2, No. 2: 2015. In process; not accepting submissions.
“Contemplative Practices Across the Disciplines”
This issue of The Journal of Contemplative Inquiry contains examples from leading practitioners of contemplative pedagogy, examining the specific ways in which these practices are used in their disciplines to improve basic skills, increase and deepen students’ understanding of course material, cultivate a richer connection to others and the world, and support creative thinking and insight. Each paper presents an exploration of the challenges and problems of these practices. Since these practices require a good deal of attention and subtlety, they should be adopted only with care and awareness of their limitations. We hope that these articles will be useful not only for those directly interested in contemplative practices, but also in the discipline-specific material each paper describes: each section discusses explicitly how a contemplative practice enhances teaching and learning goals.
- Vol. 3, No. 1: 2016. Submissions have closed.
“Intention, Method, and Evaluation”
- Vol. 3, No. 2: 2016. Now Accepting Submissions.