The Journal of Contemplative Inquiry

Call for Manuscripts


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

Questions? Contact the Editorial team, Dr. Trudy Sable and Dr. David Sable, at

ACMHE Member Access Non-Member Subscription Access

Contents: Vol. 7, No. 1

Trudy Sable, David Sable

Embodied Pedagogies for Transformation: Bringing Yoga Strategies into College Classrooms
Audrey Lundahl, AnaLouise Keating

Yoga for Social Justice: Developing Anti-Oppressive Tools for Change through Yoga
Valin S. Jordan

Reflections on Developing a Campus-Wide Workshop Series on Contemplative Practice and Social Justice
Jennifer Daubenmier, Christopher J. Koenig, Maiya Evans, Lisa Moore, Michele J. Eliason

World Café to Listening Café: Creating a Community of Listeners and Learners
Mary Keator

Contemplative Pedagogy in Times of Grief and Uncertainty: Teaching in a Global Pandemic
Laura M. Hill

Contemplative Practices as Rhetorical Action for Democracy
Michelle Iten

Effects of a Meditation and Contemplative Practice Course on College Students’ Mindfulness, Self-Compassion, and Mental Health
Miriam Liss, Mindy J. Erchull, Daniel A. Hirshberg, Angela L. Pitts, David Ambuel

Experiences of Mindful Education: Phenomenological Analysis of MBCT Exercises in a Graduate Class Context
Sevilla-Liu Anton, Honda Teruhiko, Mizokami Atsuko, Nakayama Hiroaki

Learning Mindful Leadership in Virtual Spaces
Wendy Griswold

Mindfulness Practices in Online Learning: Supporting Learner Self-Regulation
Agnieszka Palalas, Anastasia Mavraki, Kokkoni Drampala, Anna Krassa, Christina Karakanta


Sharing Breath: Embodied Learning and Decolonization, Edited by Sheila Batacharya and Yuk-Lin Renita Wong
Jacquelynne Boivin

Interview with Oren Ergas on his book Reconstructing ‘Education’ through Mindful Attention: Positioning the Mind at the Center of Curriculum and Pedagogy
Karlheinz Valtl, Dominik Weghaupt, Oren Ergas

Contents: Vol. 6, No. 1

Trudy Sable, David Sable


If the Beautiful See Themselves, They Will Love Themselves: Contemplative Practice and Cultural Healing
Veta Goler


Advancing Black Youth Justice and Healing through Contemplative Practices and African Spiritual Wisdom
Michelle C. Chatman

Teaching in Outrageous Times: Vipassana Practice and the Pedagogical Power of Anger
Cathryn Bailey

The Contemplative and Critical in Community
Caroline Barratt


Using Lectio Divina as an In-Class Contemplative Tool
Jake Wright

Mindful Practices to Interrupt White Supremacy in Service Learning Education
Jennifer F. Steinfeld, Melissa Jean

Mindful Assessment in Support of Student Learning
Eileen Kogl Camfield, Leslie Bayers

Construction of a Scale of Contemplative Practice in Higher Education: An Exploratory Study
Maryann Krikorian, R. T. Busse

Mindfulness for Teacher Candidates: A Pilot Study to Examine Teacher Self-Efficacy, Stress, and Awareness
Ernest Solar


The Compassion Project: A Community College Case Study on Cultivating Compassion and Understanding through Mindfulness
Linda Domenitz

Working Toward Beloved Community: Contemplative Practice and Social Justice In One Public University
Ranjeeta Basu, Jocelyn Ahlers, Jacky Thomas, Marie Thomas, Jill Weigt

Contents: Vol. 5, No. 1

Trudy Sable, David Sable

Soulfulness as an Orientation to Contemplative Practice: Culture, Liberation, and Mindful Awareness
Shelly P. Harrell

“Can You See Me?” Eye-Gazing: A Meditation Practice for Understanding
Valin S. Jordan

Many Rivers, One Ocean: An Initiative for Contemplative Study and Practice
Deborah Kipps-Vaughan, Jared Featherstone, Edward Brantmeier, Marsha Mays-Bernard, Kimberly DuVall, Shari Scofield

Sabbatical as Sacred Time: Contemplative Practice and Meaning in the Neoliberal Academy
LeeRay Costa

Classical physics and human embodiment: The role of contemplative practice in integrating formal theory and personal experience in the undergraduate physics curriculum
Zosia Krusberg, Meredith Ward

Educational Design of Mathematics Content: Report From a Pioneering Workshop
Dor Abrahamson, Patricia Fay Morgan

Mind and Muscle: Considering Weightlifting as a Contemplative Practice
Laura Vernon

Exploring Intentions and Outcomes in a Contemplative Classroom: A Qualitative Study
Aaron John Godlaski

Environmentalism and the Politics of Contemplative Inquiry
Paul Wapner

Book Review: The Contemplative Mind in the Scholarship of Teaching and Learning by Patricia Owen-Smith
Oren Ergas

Contents: Vol. 4, No. 1: Building Just Communities

Preface: Building Just Communities
Trudy Sable, David Sable

From Cage to Coltrane: (Un)popular Music as Contemplative Practice
Kevin Healey

Interfaith Dialogue: The Art of Listening
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
Kakali Bhattacharya, Meaghan Cochrane

A Pedagogy of Well-Being: Introducing Mindfulness to First Year Access Students
Karen Ragoonaden

Practicing contemplative gratitude in university classrooms: Student learning and happiness outcomes
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
Jane Compson

In Paradise with Contemplative Pedagogy: A Journey
Laura Biagi

“Learning How to See”: Faculty Members’ Use of Unnamed Contemplative Practices
Ameena Batada, Keith Chichester, Melissa J. Himelein, Richard Chess

Correspondence: Sitting and Reading as Two Routes to Community
Donald McCown, Josie Billington

A Contemplative Look at Social Change: Awareness and Community as Foundations for Leading
Lisa Napora

Navigating Stress: Graduate Student Experiences with Contemplative Practices in a Foreign Language Teacher Education Course
Emily E. Scida, Jill N. Jones

The Mindful Campus: Organizational Structure and Culture
Linda Coutant, Karen Caldwell

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
Rhonda Magee

Practically Impractical: Contemplative Practices in Science
Michelle M. Francl

Mindful Tech: Developing a More Contemplative and Reflective Relationship With Our Digital Devices and Apps
David Levy

Contemplative Practices and Teaching Scitovsky’s The Joyless Economy
Daniel Barbezat

Contemplative Environmental Studies: Pedagogy for Self and Planet
Paul Wapner

Meditation, Improvisation, and Paradigmatic Change: Integrity of Practice as Key to Individual and Collective Transformation
Ed Sarath

Words and Sense: Contemplative Pedagogies in Academic Writing
Judith Simmer-Brown

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
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


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 Member Access

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

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

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

The Journal of Contemplative Inquiry (ISSN: 2333-7281), founded by the Center for Contemplative Mind in Society, is a peer-reviewed, interdisciplinary journal publishing articles, reflections, and book reviews to support the critical 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 related 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. We welcome submissions that introduce, explore, and evaluate contemplative practices from different cultural traditions that deepen and support interactions across cultural boundaries and identities. This includes work that may draw on paradigms for conducting research that are different from or in addition to conventional academic methodologies.

Submissions are always welcome, but please note that we publish one issue per yearTo be considered for publication in Vol. 8, No. 1 (2021), please submit your manuscript by May 1, 2021. Submissions received after May 1 will be considered for publication in future issues. Questions? Please contact us at


  • To be considered for publication in Vol. 8, No. 1 (2021), please submit your manuscript by May 1, 2021. Submissions received after May 1 may be considered for publication in 2022.
  • All submissions must be original works not previously published and not currently under review by other publications.
  • All papers should be suitable for a broad, interdisciplinary audience.
  • We do not accept outlines or drafts for review. Submissions should be prepared as if they are ready for publication.
  • Files should be in .doc, .docx, or .rtf format. Please do not submit .pdfs.
  • 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 your file properties. If you are citing your own previously published work we ask that you keep your name in the citations and reference pages as though you were any other cited author.
  • The suggested word count is 7,500 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 Articles should describe and analyze specific theoretical developments and practical applications of contemplative practice and inquiry relevant to higher education. We seek papers that consider the context and source of the scholarship and practices and we support the representation of diverse contemplative theories, approaches, and methods. Expected length of articles is roughly 7,500 words.

Reflections Reflections may include personal narratives, research notes, literature reviews, opinion pieces, and creative/artistic presentations of material, including controversial or challenging material. Reflections should engage substantive issues in contemplative education and are evaluated with the same criteria used for articles, as applicable to the piece. Expected length of Reflections is roughly 3,000 words.

Book Reviews JOCI is interested in publishing book reviews. Authors and publishers can send publications to be considered for review to the editor. Materials received will not be returned. The editor will solicit book reviews from impartial reviewers. Unsolicited reviews may also be considered for publication, although decisions to publish reviews are made at the discretion of the editor. We seek to publish engaging, informative, and critical reviews of books related to contemplative education and contemplative learning broadly conceived. Book reviews should be addressed to the interdisciplinary and international readership of the journal. Reviews should describe the intended audience of the book, summarize its major themes, outline the theoretical framework and core assumptions of the work, and critically assess the argument of the book and its overall contribution to the field. Book reviews will be roughly 1,000-1,500 words, although longer reviews may be admissible in the case that several works are being reviewed.



  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. 3, No. 1: 2016. Published.
  • Vol. 4, No. 1: 2017. Published.
  • Vol. 5, No. 1: 2018. Published.
  • Vol. 6, No. 1: 2019. Published.
  • Vol. 7, No. 1: 2020. Published.
  • Vol. 8, No. 1: 2021. Now accepting submissions. Submission deadline: May 1, 2021.