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 1 Contents
- ACMHE Member Access
- Subscription Information
- Call for Submissions
- Publishing Schedule
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 firstname.lastname@example.org.
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: Special Issue on Intention, Method, and Evaluation
The Journal of Contemplative Inquiry seeks to further an investigation of the 2014 Association for Contemplative Mind in Higher Education conference theme, Intention, Method, and Evaluation, by soliciting papers which examine how varying intentions for using contemplative practices in higher education affect the design and implementation of methods for assessing their effectiveness. How can our efforts be guided by what has been discovered about the many ways we learn, the creation of meaning, and the development of meaningful assessment? How might contemplative practices inform new ways of evaluating effectiveness?
Faculty, staff, and administrators throughout higher education are employing contemplative practices with many intentions, such as developing focus and attention; enhancing well-being; addressing inclusion and supporting the vibrant diversity of our institutions; deepening engagement with subject matter; reflecting on and supporting meaning-making; and considering the impacts of our actions. Given the breadth and depth of these many intentions, the types of practices used may be extremely diverse, and their assessment must be approached with great sensitivity. Assessment of practices intended to develop attention, for example, will be different from assessment of those intended to increase conceptual understanding or develop compassion and creativity.
We invite authors from any discipline, department, or office in academe to submit original, unpublished writing on the development and evaluation of methods that emphasize awareness, experience, inquiry, and/or transformation. We are especially interested in papers that consider the differential effects of academic assessment on students of diverse racial, ethnic, and/or gender identities and socioeconomic backgrounds, as well as papers on evidence-based education research that informs and challenges the use of contemplative practices inside and outside the classroom.
The deadline for submissions is Wednesday, July 1, 2015.
- 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.
- The submission fee is $50.00. Current members of the ACMHE will have the submission fee waived. There are no other 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. In process; not accepting submissions.
- 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. Now accepting submissions.
“Intention, Method, and Evaluation”
We are currently accepting papers for Vol. 3, No. 1: “Intention, Method, and Evaluation.” The submission deadline is July 1, 2015. Papers which do not focus on the theme of assessment and evaluation may also be submitted and will be considered for publication in future issues.
Daniel Barbezat, General Editor
Professor of Economics, Amherst College
Carrie Bergman, Editorial Assistant
The Center for Contemplative Mind in Society
2015 Editorial Board
Professor, Philosophy of Education, Simon Fraser University
Professor, Experimental Psychology, Virginia State University
Renée A. Hill
Associate Professor, Philosophy, Virginia State University
Douglas K. Lindner
Associate Professor, Electrical and Computer Engineering, Virginia Tech
Lecturer, Religious Studies, Saint Mary’s University
Program Director & Senior Instructor, Woodring College of Education, Western Washington University
Professor and Dean Emerita, University of Massachusetts Amherst
2014 Editorial Board
Associate Professor and Associate Director, Teaching Resource Center, University of Virginia
Associate Professor of Visual and Performing Arts, Michigan Technological University
Professor of Chemistry, Bryn Mawr College
Professor of Psychology, Psychiatry, and Neurology, University of Arizona
Professor, The Information School, University of Washington
Senior Lecturer, English, Spelman College
2013 Editorial Board
Associate Professor of Sociology, University of Southern Maine
Professor of English, Saint Joseph’s University
Associate Professor of Dance, Spelman College
Professor of Earth Science, Vassar College