The Center for Contemplative Mind in Society’s programs and initiatives reflect our vision of post-secondary education as an integrative, transformative, and communal enterprise that is open and inclusive of all backgrounds, cultivating each person in the fullest possible way.
By supporting and encouraging the use of contemplative/introspective practices and perspectives, we seek to create active learning and research environments that look deeply into experience and meaning for all in service of a more just and compassionate society.
Our current initiatives:
- The Association for Contemplative Mind in Higher Education (ACMHE)
- ACMHE Conferences
- Contemplative Retreats for Educators
- Contemplative Pedagogy Summer Sessions
- Teaching and Learning Center Grants
- The Journal of Contemplative Inquiry
A professional membership association for educators and academic professionals committed to the recovery and development of contemplation in the academy. A valuable resource for the growing contemplative education movement, the ACMHE connects hundreds of members. Learn more.
The use of contemplative and introspective practices in any context in higher education requires a deep, personal knowledge of the practices. Our retreats are designed to cultivate capacities central to teaching and learning–focused attention, kindness and compassion, and contemplative inquiry–balancing silence and discussion of contemplative pedagogy. Learn more.
The Summer Session prepares higher education professionals to return to their institutions with a deeper understanding of the integration of contemplative practices in academic settings. Participants, representing a full range of disciplinary, inter-disciplinary, and administrative perspectives, devote an intensive week to investigation, reflection, writing, and discussion. Learn more.
A new initiative to support faculty and staff development through seed grants to selected Teaching and Learning Centers. Teaching and Learning Centers effectively reach across the curriculum and are ideally placed to collect and assess the outcomes of the implementation of contemplative pedagogies, an area that is currently underdeveloped. Learn more.
The Journal of Contemplative Inquiry (ISSN: 2333-7281) promotes the understanding, development, and application of contemplative methods, serving a vision of higher education as an opportunity for cultivating personal and social awareness and an exploration of meaning, values, and engaged action. We invite authors from any discipline or office in academe to submit original, unpublished writing. Learn more.