The Journal of Contemplative Inquiry

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.

Members: Read Issue No. 1   Non-Members: Subscribe Here
Questions? Please contact Carrie Bergman at carrie@contemplativemind.org or (413) 582-0071.

Contents: Vol. 2, No. 1

ARTICLES

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

REFLECTIONS

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

ARTICLES

Reason in the Service of the Heart: The Impacts of Contemplative Practices on Critical Thinking
David Sable

A Contemplative Approach to Teaching Observation Skills
Peter G. Grossenbacher, Alexander J. Rossi

Responding to the Challenges of a Contemplative Curriculum
Charles Burack

Contemplating the Effects of Oppression: Integrating Mindfulness into Diversity Classrooms
Beth Berila

Mindfulness & Bodyfulness: A New Paradigm
Christine Caldwell

Secular Ethics, Embodied Cognitive Logics, and Education
Brendan R. Ozawa-de Silva

REFLECTIONS

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
Jackie Seidel

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.

Read Issue No. 1

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 carrie@contemplativemind.org.

Individual and institutional subscriptions are available through the JOCI website.

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. Subscribe to JOCI

Call for Papers

We invite authors from any discipline, department, or office in academe whose work concerns our mission to submit original writing on all aspects of contemplative practices and perspectives in higher education: methods that emphasize awareness, experience, inquiry, and/or transformation. Before submitting your manuscript, please ensure you carefully read the guidelines provided below. Manuscripts not conforming to these guidelines may be returned.

 

SUBMISSION GUIDELINES

  • 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

  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 logged in, you may begin the five-step submission process here.

Submit Your Manuscript

Publishing Schedule

  • 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.

Daniel Barbezat, General Editor
Professor of Economics, Amherst College

Carrie Bergman, Editorial Assistant
The Center for Contemplative Mind in Society

2015 Editorial Board

Heesoon Bai
Professor, Philosophy of Education, Simon Fraser University

Oliver Hill
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

David Sable
Lecturer, Religious Studies, Saint Mary’s University

Genét Simone
Program Director & Senior Instructor, Woodring College of Education, Western Washington University

Linda Slakey
Professor and Dean Emerita, University of Massachusetts Amherst

2014 Editorial Board

Dorothe Bach
Associate Professor and Associate Director, Teaching Resource Center, University of Virginia

Anne Beffel
Associate Professor of Visual and Performing Arts, Michigan Technological University

Michelle Francl
Professor of Chemistry, Bryn Mawr College

Alfred Kaszniak
Professor of Psychology, Psychiatry, and Neurology, University of Arizona

David Levy
Professor, The Information School, University of Washington

Sharan Strange
Senior Lecturer, English, Spelman College

2013 Editorial Board

John Baugher
Associate Professor of Sociology, University of Southern Maine

Melissa Goldthwaite
Professor of English, Saint Joseph’s University

Veta Goler
Associate Professor of Dance, Spelman College

Jill Schneiderman
Professor of Earth Science, Vassar College