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

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

Members: Read Issue No. 1   Non-Members: Subscribe Here

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

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

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

We seek to publish work that builds bridges between the emerging field of contemplative education, broadly defined, and best 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.

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.  


  • 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.



  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. Now Accepting Submissions.