Contemplative Education Bibliography


W

e’re excited to share this new bibliography of research on contemplative practices in higher education, compiled for CMind by Seth Schoen, PhD. CMind’s last research review (Toward the Integration of Meditation into Higher Education) was completed in 2008 and focused on meditation and learning. A bibliography inclusive of multiple forms of contemplative practice and pedagogy in various areas and aspects of higher education has been long overdue.

While mindfulness predominates the published research on contemplative practices, the preceding 10 years of ACMHE conferences have demonstrated that many forms of contemplative inquiry are being practiced in academia today. Reflecting this broadening of practices and approaches, we understand this bibliography to be comprehensive, but not conclusive, in scope. It encompasses published material on the broad range of contemplative inquiry in the context of higher education. Omissions are not intentional, but a reflection of how the growing field cannot be fully captured in one limited-time project. Therefore, we welcome your suggestions for expanding this bibliography. Please feel free to send your suggestions to us at info@contemplativemind.org.

We hope that scholars and educators find this bibliography a useful resource and continue to learn from a diversity of traditions and forms of practice in the coming years.

Methodology

This bibliography was compiled by searching for published materials on the topic of contemplative education, practices, pedagogies, and approaches in higher education from 2008-2019. Several articles prior to 2008 have been included because of their influential impact or focus on under represented areas of research. In addition, conversations at the 2018 ACMHE conference revealed emerging concerns for the moral and ethical frameworks in which our contemplative inquiry operates. As a starting point, we understands this concern generally as a desire for spiritual rootedness and have included a small section in this bibliography on spirituality in higher education. It is not intended to be comprehensive on this topic.

Contents


Contemplative Practices in Higher Education by Discipline

Business/Management

Culham, T. E. (2013). Ethics education of business leaders: Emotional intelligence, virtues, and contemplative learning. Charlotte, NC: Information Age Publishing.

Sadler-Smith, E., & Shefy, E. (2007). Developing Intuitive Awareness in Management Education. Academy of Management Learning & Education, 6(2), 186-205. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/40214439

Counseling/Mental Health/Psychology

Augustine, T., & Zurmehly, D. (2013). Conversations about Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education. Counterpoints, 454, 10-31. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42982240

Boone, M., Fite, K., & Reardon, R. (2010). The Spiritual Dispositions of Emerging Teachers: A Preliminary Study. Journal of Thought, 45(3-4), 43-58. doi:10.2307/jthought.45.3-4.43

Buser, J., Buser, T., Perterson, C., & Seraydarian, D. (2012). Influence of mindfulness practice on counseling skills development. Journal of Counselor Preparation and Supervision, 4(1), 20-36.

Chrisman, J., Chambers Christopher, J., & Lichtenstein, S. J. (2008). Qigong as a mindfulness practice for counseling students: A qualitative study. Journal of Humanistic Psychology, 49(2), 236-257. doi:10.1177/0022167808327750

de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sørlie, T., & Bjørndal, A. (2013). Mindfulness training for stress management: A randomised controlled study of medical and psychology students. BMC Medical Education, 13, 107. doi:10.1186/1472-6920-13-107

Dobkin, P. L., & Hutchinson, T. A. (2013). Teaching mindfulness in medical school: Where are we now and where are we going? Medical Education, 47(8), 768-779. doi:10.1111/medu.12200

Dougherty, A. (2015). Counselor education and contemplative pedagogy: An exploration of mindfulness practices on the development of multicultural competencies, Journal of the Pennsylvania Counseling Association, 14, 62-70.

Duffy, J. T., Guiffrida, D., Araneda, M. E., Tetenov, S. M. R., & Fitzgibbons, S. C. (2017). Students who participate in mindfulness-based activities in a counseling theory and practice course. International Journal for the Advancement of Counselling, 39(1), 28–42. doi:10.1007/s10447-016-9280-9

Gockel, A., Cain, T., Malove, S., & James, S. (2013). Mindfulness as clinical training: Student perspectives on the utility of mindfulness training in fostering clinical intervention skills. Journal of Religion & Spirituality in Social Work: Social Thought, 32(1), 36–59. doi:10.1080/15426432.2013.749146

Hilert, A., & Tirado, C. (2018). Teaching multicultural counseling with mindfulness: A contemplative pedagogy approach. International Journal for the Advancement of Counselling. doi:10.1007/s10447-018-9363-x

McCollum, E. E., & Gehart, D. R. (2010). Using mindfulness meditation to teach beginning therapists therapeutic presence: A qualitative study. Journal of Marital and Family Therapy, 36(3), 347-360. https://doi.org/10.1111/j.1752-0606.2010.00214.x

McCown, D. (2013). The ethical space of mindfulness in clinical practice. London: Jessica Kingsley.

Schure, M. B., Christopher, J., & Christopher, S. (2008). Mind-body medicine and the art of self- care: Teaching mindfulness to counseling students through yoga, meditation, and qigong. Journal of Counseling and Development, 86(1), 47-56. doi:10.1002/j.1556-6678.2008.tb00625.x

Economics

Barbezat, D. P. (2016). Contemplative practices and teaching Scitovsky’s the joyless economy. The Journal of Contemplative Inquiry, 3(1), 51-66. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/112

Borker, D. R. (2013). Mindfulness practices and learning economics. American Journal of Business Education, 6(5), 495-504.

English/Writing

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390.

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Rotterdam, The Netherlands: SensePublishers.

Wenger, C. I. (2013). Writing yogis: Breathing our way to mindfulness and balance in embodied writing pedagogy. The Journal of the Assembly for Expanded Perspectives on Learning, 18(5), 24-39. Retrieved from http://trace.tennessee.edu/cgi/viewcontent.cgi?artic le=1220&context=jaepl

Wenger, C. (2015). Yoga minds, writing bodies: Contemplative writing pedagogy. Fort Collins, Colorado: WAC Clearinghouse.

Woodward, A. (2010). Contemplating Silence in a Basic Writing Classroom. Modern Language Studies, 40(1), 77-81. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/25701552

Health Professions

Barratt, C. (2016). Exploring the potential of contemplative pedagogy in health professional education. Focus on Health Professional Education: A Multi-Professional Journal, 17(2), 20-31. doi:http://dx.doi.org/10.11157/fohpe.v17i2.135

Batada, A. (2018). Using contemplative practices with undergraduate students in a community-engaged course on health disparities. Pedagogy in Health Promotion: The Scholarship of Teaching and Learning, 3, 71–76. doi: 10.1177/2F2373379917697992

Gura, S. (2010). Mindfulness in occupational therapy education. Occupational Therapy in Health Care, 24(3), 266-273. doi:10.3109/07380571003770336

Kinsella, E., Smith, K., Bhanji, S., Shepley, R., Modor, A., & Bertrim, A. (2018). Mindfulness in allied health and social care professional education: a scoping review. Disability and Rehabilitation, 1-13. doi: 10.1080/09638288.2018.1496150

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. Journal for Specialists in Group Work, 37(4), 297–311. doi:10.1080/01933922.2012.690832

Valgento, J., Mueller, K., Williams, P., Finch, A., & Denney, L. (2019). Self-compassion and compassion for others in physical therapy students, faculty and clinical instructors. Health Professions Education. Advance online publication. doi: 10.1016/j.hpe.2018.12.004

Law

Magee, R. V. (2011). Educating lawyers to meditate?, U.M.K.C. L. Rev., 79, 535-93.

Magee, R. V. (2013). Contemplative practices and the renewal of legal education. New Directions for Teaching and Learning, 134, 31-40.

Magee, R. V. (2016a). Legal education as contemplative inquiry: An integrative approach to legal education, law practice, and the substance of the law we make. The Journal of Contemplative Inquiry, 3(1), 7-20.

Magee, R.V. (2016b). The way of ColorInsight: Understanding race and law effectively through mindfulness-based ColorInsight practices. Georgetown Law Journal of Modern Critical Race Perspectives, January. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2638511

Reuben, R. (2012). Bringing Mindfulness into the Classroom: A Personal Journey. Journal of Legal Education, 61(4), 674-682. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894258

Riskin, L. (2012). Awareness and the Legal Profession: An Introduction to the Mindful Lawyer Symposium. Journal of Legal Education, 61(4), 634-640. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894253

Vines, P., & Morgan, P. (2016). Contemplative practice in the law school: Breaking barriers to learning and resilience. In R. Field, J. Duffy, & C. James (Eds.), Promoting Law Student and Lawyer Well-being in Australia and Beyond. Vermont, USA: Gower-Ashgate.

Zlotnick, D. (2012). Integrating Mindfulness Theory and Practice into Trial Advocacy. Journal of Legal Education, 61(4), 654-664. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894256

Leadership

Reams, J., & Gunnlaugson, O. (2014). Mindful leadership: Changing the way leaders develop their attentional skills. Concepts and Connections: A Publication for Leadership Educators, 20(3).

Media Studies

Healey, K. (2015). Contemplative media studies. Religions, 6(3), 948-968.

Music

Healey, K. (2017). From Cage to Coltrane: (Un)popular Music as Contemplative Practice. The Journal of Contemplative Inquiry, 4(1). Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/103

Rodriguez, A. (2015). Harmolodic Pedagogy and the Challenge of Omni-Musicality. Jazz Perspectives, 9(2), 173-192.

Shippee, M. (2010). The sound of starting where you are: Contemplative practice and music pedagogy. New Directions for Community Colleges, 151, 77- 8. doi: 10.1002/cc.417

Nursing Education

Adam, D., & Taylor, R. (2014). Compassionate care: Empowering students through nurse education. Nurse Education Today, 34(9), 1242–1245. doi:10.1016/j. nedt.2013.07.011

Barratt, C. (2016). Exploring the potential of contemplative pedagogy in health professional education. Focus on Health Professional Education: A Multi-Professional Journal, 17(2), 20-31. doi:http://dx.doi.org/10.11157/fohpe.v17i2.135

Fiske, E. (2017). Contemplative activities in undergraduate nursing courses. The Journal of Nursing Education, 56(6), 378-382. doi:10.3928/01484834-20170518-12

Kelley, K. J., & Kelley, M. F. (2013). Teaching empathy and other compassion- based communication skills. Journal for Nurses in Professional Development, 29(6), 321–324. doi: 10.1097/01.NND.0000436794.24434.90

Shields, L. R. (2011). Teaching mindfulness techniques to nursing students for stress reduction and self-care. Retrieved from http://sophia.stkate.edu/dnp_projects/18

van der Riet, P., Rossiter, R., Kirby, D., Dluzewska, T. G., & Harmon, C. (2014). Piloting a stress management and mindfulness program for undergraduate nursing students: Student feedback and lessons learned. Nurse Education Today, 35(1), 44-49. doi: 10.1016/j.nedt.2014.05.003

van der Riet, P., Aquino-Russell, C., & Levett-Jones, T. (2018). The effectiveness of mindfulness meditation for nurses and nursing students: An integrated literature review. Nurse Education Today, 65, 201-211. doi: 10.1016/j.nedt.2018.03.018

Religious Studies

Ammerman, N. (2013). Spiritual but not religious? Beyond binary choices in the study of religion. Journal for the Scientific Study of Religion 52(2), 258–278.

Cassidy, L. (2012). Mindful Breathing: Creating Counterpublic Space in the Religious Studies Classroom. Journal of Feminist Studies in Religion, 28(1), 164-177. doi:10.2979/jfemistudreli.28.1.164

Keator, M., Savage, W., Foley, A., Furtado, M., Gray, J., Hussein, H., & Raikhman, M. (2017). Interfaith dialogue: The art of listening, The Journal of Contemplative Inquiry, 4(1), 27-46. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/128

Koppel, M. (2013). The contemplative bow in teaching and learning pastoral care. Teaching Theology & Religion, 16(1), 76-88. doi:10.1111/teth.12008

Simmer-Brown, J., & Grace, F. (Eds.). (2011). Meditation and the classroom: Contemplative pedagogy for religious studies. Albany, NY: State University of New York Press.

Sociology

Song, K. Y. & Muschert, G. W. (2014). Opening the contemplative mind in the sociology classroom. Humanity & Society, 38, 314-338.

Social Work

Gockel, A., Burton, D., James, S., & Bryer, E. (2013). Introducing mindfulness as a self-care and clinical training strategy for beginning social work students. Mindfulness. 4(4), 343-353. doi: 10.1007/s12671-012-0134-1.

Gockel, A. (2015). Teaching note-practicing presence: A curriculum for integrating mindfulness training into direct practice instruction. Journal of Social Work Education, 51(4), 682-690. doi: 10.1080/10437797.2015.1076275

Gocke, A. & Deng, X. (2016). Mindfulness training as social work pedagogy: Exploring benefits, challenges, and issues for consideration in integrating mindfulness into social work education. Journal of Religion and Spirituality in Social Work, 35(3):1-23. doi: 10.1080/15426432.2016.1187106

Gockel, A., Deng, X., Gleeson, S., & Leamon, A. (2019). The serene student: Evaluating a group-based mindfulness training program for MSW students. Social Work with Groups, 42(1), online publication. doi: 10.1080/01609513.2019.1571759

Hick, S. F. & Furlotte, C. (2009). Mindfulness and social justice approaches: Bridging the mind and society in social work practice. Canadian Social Work Review, 26(1), 5-24.

Lynn, R. (2010). Mindfulness in social work education. Social Work Education, 29(3), 289-304. doi: 10.1080/02615470902930351

Paulson, J. (2016). The psycheyana: Historical roots of contemporary mindfulness practices and future implications for social work education. International Research in Higher Education, 1. doi: 10.5430/irhe.v1n2p149.

Thomas, J. T. (2017). Brief mindfulness training in the social work practice classroom. Social Work Education, 36(1), 102-118.

Wong, Y.-L. (2013). Returning to silence, connecting to wholeness: Contemplative pedagogy for critical social work education. Journal of Religion & Spirituality in Social Work: Social Thought, 32(3), 269-285. doi: 10.1080/15426432.2013.801748

STEM fields

Britton, W. B., Brown, A.-C., Kaplan, C. T., Goldman, R. E., DeLuca, M., Rojiani, R., . . . Frank, T. (2013). Contemplative science: An insider prospectus. New Directions for Teaching and Learning, 2013(134), 13–29. doi:10.1002/tl.20051

Brunyé, T., Mahoney, C., Giles, G., Rapp, D., Taylor, H., & Kanarek, R. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.

Dobkin, P. L. & Hutchinson, T. A. (2013). Teaching mindfulness in medical school: Where are we now and where are we going? Medical Education, 47(8), 768-779. DOI: 10.1111/medu.12200

Francl, M. (2012). Zen and the art of molecules. Nature Chemistry, 4, 142-143. doi:10.1038/nchem.1279

Francl, M. (2016). Practically impractical: Contemplative practices in science. Journal of Contemplative Inquiry, 3(1), 21-34.

Krusberg, Z., & Ward, M. (2018). Classical physics and human embodiment: The role of contemplative practice in integrating formal theory and personal experience in the undergraduate physics curriculum. The Journal of Contemplative Inquiry, 5(1), 87-106. Retrieved from https://contemind.z2systems.com/np/clients/contemind/neonPage.jsp?pageId=8&

Morgan, P., & Abrahamson, D. (2016). Cultivating the ineffable: The role of contemplative practice in enactivist learning. For the Learning of Mathematics, 36(3), 31-37. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/44382721

Morgan, P., & Abrahamson, D. (2018). Applying contemplative practices to the educational design of mathematics content: Report from a pioneering workshop. The Journal of Contemplative Inquiry 5(1), 107-119. Retrieved from https://contemind.z2systems.com/np/clients/contemind/neonPage.jsp?pageId=8&

Sitzman, K., & Watson, J. (2014). Caring science, mindful practice: Implementing Watson’s human caring theory. New York, NY: Springer.

Wolcott, F. (2013). On contemplation in mathematics. Journal of Humanistic Mathematics, 3(1), 74–95.

Teaching/Education

Augustine, T., & Zurmehly, D. (2013). Conversations about Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education. Counterpoints, 454, 10-31. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42982240

Bai, H., Donald, B., & Scott, C. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55, 319-334.

Bai, H., & Scott, C. (2011). The primacy of consciousness in education: A role for contemplative practices in education. The Korean Journal of Philosophy of Education, 33, 129-145.

Cohan, A., & Honigsfeld, A. (Eds.). (2011). Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the twenty-first century. Lanham: R&L Education.

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. & Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7, 182–195. doi: 10.1111/ mbe.12026

Helmer, K. (2014). Disruptive practices: Enacting critical pedagogy through meditation, community building, and explorative spaces in a graduate course for pre-service teachers. The Journal of Classroom Interaction, 49(2), 33-40. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/44735702

Lucas, L., & Kerr, S. (2016). Remembering to Breathe: The Challenges and Rewards of Teaching Mindfulness Practices to Pre-Service Teachers. The Journal of Educational Thought (JET) / Revue De La Pensée Éducative, 49(3), 253-264. Retrieved from https://www-jstor-org.sandiego.idm.oclc.org/stable/26372377

Owen-Smith, P. (2017). The contemplative mind in the scholarship of teaching and learning. Bloomington, IN: Indiana University Press.

Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. Hoboken, NJ: John Wiley & Sons.

Scida, E. E., & Jones, J. N. (2017). Navigating stress: Graduate student experiences with contemplative practices in a foreign language teacher education course. The Journal of Contemplative Inquiry, 4(1), 207-227. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/107

Contemplative Practices and Academic Writing

Bach, D. & Alexander, J. (2015). Contemplative Approaches to Reading and Writing: Cultivating Choice, Connectedness, and Wholeheartedness in the Critical Humanities. The Journal of Contemplative Inquiry, 2(1), 17-36. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/41

Biagi, L. (2017). In paradise with contemplative pedagogy: A journey. The Journal of Contemplative Inquiry, 4(1), 129-142. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/99

McCown, D. & Billington, J. (2017). Correspondence: Sitting and reading as two routes to community. The Journal of Contemplative Inquiry, 4(1), 165-185. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/131

Simmer-Brown, J. (2016). Words and sense: Contemplative pedagogies in academic writing. The Journal of Contemplative Inquiry, 3(1). 97-111. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/115

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Rotterdam, The Netherlands: SensePublishers.

Wenger, C. I. (2013). Writing yogis: Breathing our way to mindfulness and balance in embodied writing pedagogy. The Journal of the Assembly for Expanded Perspectives on Learning, 18(5), 24-39. Retrieved from https://trace.tennessee.edu/jaepl/vol18/iss1/5/

Wenger, C. (2015). Yoga minds, writing bodies: Contemplative writing pedagogy. Fort Collins, Colorado: WAC Clearinghouse.

Woodward, A. (2010). Contemplating Silence in a Basic Writing Classroom. Modern Language Studies, 40(1), 77-81. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/25701552

Examining Effectiveness and Critiques of Contemplative Pedagogies/Practices

This category focuses on research evaluating the effectiveness of contemplative pedagogies and practices in higher education.

Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69.

Bagshaw, J. L. (2014). Contemplative pedagogy and student success: A mixed methods research study. Dissertation Abstracts International, 75.

Bamber, M. D. & Schneider, J. K. (2015). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Education Research Review, 18, 1-32.

Batada, A. (2018). Using contemplative practices with undergraduate students in a community-engaged course on health disparities. Pedagogy in Health Promotion: The Scholarship of Teaching and Learning, 3, 71–76. doi:10.1177/2373379917697992

Beer, L. E., Rodriguez, K. Taylor, C., Martinez-Jones, N., Griffin, J., Smith, T. R., Lamar, M., & Anaya, R. (2015). Awareness, integration and interconnectedness: Contemplative practices of higher education professionals. Journal of Transformative Education, 13(2), 161-185. doi: 10.1177/1541344615572850

Bonnardel, V., Biddington, D., May, B., Jones, R., & Roffey, S. (2018). Toward the implementation of contemplative practices in higher education. Journal of Perspectives in Applied Academic Practice, 6(3), 3-13. doi: 10.14297/jpaap.v6i3.362

Brendel, W., & Cornett-Murtada, V. (2018). Professors practicing mindfulness: An action research study on transformed teaching, research, and service. Journal of Transformative Education, 17(1), 4-23. doi:10.1177/1541344618762535

Chrisman, J., Chambers Christopher, J., & Lichtenstein, S. J. (2008). Qigong as a mindfulness practice for counseling students: A qualitative study. Journal of Humanistic Psychology, 49(2), 236-257. https://doi.org/10.1177/0022167808327750

Craig, B.A. (2011). Contemplative practice in higher education: An assessment of the contemplative practice fellowship program, 1997–2009. Center for Contemplative Mind in Society: Northampton, MA. Retrieved from http://www.contemplativemind.org/admin/wp-content/uploads/2012/09/academic_fellowships_evaluation.pdf.

de Vibe, M., Solhaug, I., Tyssen, R., Friborg, O., Rosenvinge, J. H., Sørlie, T., & Bjørndal, A. (2013). Mindfulness training for stress management: A randomised controlled study of medical and psychology students. BMC Medical Education, 13, 107. doi:10.1186/1472-6920-13-107

Fisher, K. (2017). Look before you leap: Reconsidering contemplative pedagogy. Teaching Theology & Religion, 20(1), 4-21. doi:10.1111/teth.12361 [See as well “Response to Kathleen Fisher’s ‘Look Before You Leap,’” by Andrew O. Fort and Louis Komjathy, published in this issue of the journal.]

Fiske, E. (2017). Contemplative activities in undergraduate nursing courses. The Journal of Nursing Education, 56(6), 378-382. doi:10.3928/01484834-20170518-12

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. & Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7, 182–195. doi: 10.1111/ mbe.12026

Fort, A. O., & Komjathy, L. (2017). Response to Kathleen Fisher’s ‘Look Before You Leap.’ Teaching Theology and Religion, 20(1),22-27. doi: 10.1111/teth.12362

Gockel, A., Cain, T., Malove, S., & James, S. (2013). Mindfulness as clinical training: Student perspectives on the utility of mindfulness training in fostering clinical intervention skills. Journal of Religion & Spirituality in Social Work: Social Thought, 32(1), 36–59. doi:10.1080/15426432.2013.749146

Godlaski, A. J. (2018). Exploring intentions and outcomes in a contemplative classroom: A qualitative study. The Journal of Contemplative Inquiry, 5(1), 135-155. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/issue/view/8

Hanley, A., Abell, N., Osborn, D., Roehrig, A., & Canto, A. (2016). Mind the gaps: Are conclusions about mindfulness entirely conclusive? Journal of Counseling & Development, 94, 103-113.

Haynes, D., Irvine, K., & Bridges, M. (2013). The Blue Pearl: The Efficacy of Teaching Mindfulness Practices to College Students. Buddhist-Christian Studies, 33, 63-82. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185109

Holland, D. (2004). Integrating mindfulness meditation and somatic awareness into a public educational setting. Journal of Humanistic Psychology, 44(4), 468-484. doi: 10.1177/0022167804266100

Howell, A. J., & Buro, K. (2011). Relations among mindfulness, achievement-related self-regulation, and achievement emotions. Journal of Happiness Studies, 12, 1007-1022. doi:10.1007/s10902-010-9241-7

Hyland, T. (2015). McMindfulness in the workplace: Vocational learning and the commodification of the present moment. Journal of Vocational and Educational Training, 67(2), 219-234. doi: 10.1080/13636820.2015.1022871

Hyland, T. (2016a). The erosion of right livelihood: Counter-educational aspects of the commodification of mindfulness practice. Person-Centered & Experiential Psychotherapies, 15(3), 177-189. doi: 10.1080/14779757.2016.1179666

Hyland, T. (2016b). The limits of mindfulness: Emerging issues for education. British Journal of Educational Studies, 64(1), 97-117. doi: doi.org/10.1080/00071005.2015.1051946

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374-390.

Kipps-Vaughn, D., Featherstone, J., Brantmeier, E., Mays-Bernard, M., DuVall, K., Scofield, S. (2018). Many rivers, one ocean: An initiative for contemplative study and practice. Journal of Contemplative Inquiry, 5(1), 49-63. Retrieved from https://contemind.z2systems.com/np/publicaccess/neonPage.do?pageId=8&

Kumar, A. (2013). Curriculum as Meditative Inquiry. New York, NY: Palgrave, Macmillan.

Kuroda, A. (2014). Contemplative education approaches to teaching teacher preparation program. Procedia – Social and Behavioral Sciences, 116, 1400-1404. doi: 10.1016/j.sbspro.2014.01.405

Lee, M. T. (2015). North Central Sociological Association presidential address. The mindful society: Contemplative sociology, meta-mindfulness, and human flourishing. Sociological Focus, 48(4), 271-299. doi: 10.1080/00380237.2015.1072450

Litfin, K. T. (2018). The contemplative pause: Insights for teaching politics in turbulent times. Journal of Political Science Education. doi: 10.1080/15512169.2018.1512869

Lindahl, J.R., Fisher, N.E., Cooper, D.J., Rosen, R.K., & Britton, W.B. (2017). The varieties of contemplative experience: A mixed-methods study of meditation-related challenges in Western Buddhists. PLoS ONE, 12(5). Article ID e0176239. doi: https://doi.org/10.1371/journal.pone.0176239

Lomas, T., Cartwright, T., Edginton, T., & Ridge, D. (2015). A qualitative analysis of experiential challenges associated with meditation practice. Mindfulness, 6(4), 848-860. doi: 10.1007/s12671-014-0329-8

Lucas, L., & Kerr, S. (2016). Remembering to Breathe: The Challenges and Rewards of Teaching Mindfulness Practices to Pre-Service Teachers. The Journal of Educational Thought (JET) / Revue De La Pensée Éducative, 49(3), 253-264. Retrieved from https://www-jstor-org.sandiego.idm.oclc.org/stable/26372377

Mahalingham, R., & Caridad Rabelo, V. (2018). Teaching mindfulness to undergraduates: A survey and photovoice study. Journal of Transformative Education, 17(1), 51-70. doi:10.1177/1541344618771222

Mahfouz, J., Levitan, J., Schussler, D., Broderick, T., Argusti, M., & Greenberg, M. (2018). Ensuring college student success through mindfulness-based classes: Just breathe. College Student Affairs Journal, 36(1), 1-16. Retrieved from https://muse.jhu.edu/article/690581/pdf

McCollum, E. E., & Gehart, D. R. (2010). Using mindfulness meditation to teach beginning therapists therapeutic presence: A qualitative study. Journal of Marital and Family Therapy, 36(3), 347-360. https://doi.org/10.1111/j.1752-0606.2010.00214.x

Morrison, A. B., Goolsarran, M., Rogers, S. L., & Jha, A. P. (2014). Taming a wandering attention: Short-form mindfulness training in student cohorts. Frontiers in Human Neuroscience, 7, 1-12. https://doi.org/10.3389/fnhum.2013.00897

Morgan, P. (2012). Following contemplative education students’ transformation through their “ground-of-being” experiences. Journal of Transformative Education, 1(1), 23–42.

Purser, R., Forbes, D., & Burke, A. (Eds.). (2016). Handbook of mindfulness: Culture, context, and social engagement. Cham: Springer. doi:10.1007/978-3-319-44019-4

Ragoonaden, K. (2017). A pedagogy of well-being: Introducing mindfulness to first-year access students. The Journal of Contemplative Inquiry, 4(1), 71-86. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/95

Ramsburg, J. T. & Youmans, R. J. (2014). Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 5, 431-441.

Rodgers, L. (2013). I Didn’t Like It, but I Recommend It: An Undergraduate Reflects on Contemplation in the Classroom. Buddhist-Christian Studies, 33, 119-122. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185113

Rojiani, R., Santoyo, JF., Rahrig, H., Roth, HD., & Britton, W. B. (2017). Women benefit more than men in response to college-based meditation training. Frontiers in psychology, 8, 551. doi: 10.3389/fpsyg.2017.00551

Rushton, C. H., Sellers, D. E., Heller, K. S., Spring, B., Dossey, B. M., & Halifax, J. (2009). Impact of a contemplative end-of-life training program: Being with dying. Palliative & Supportive Care, 7(4), 405–414. doi:10.1017/S1478951509990411

Sable, D. (2012) The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses (Doctoral thesis). Retrieved http://dalspace.library.dal.ca/handle/10222/15464.

Sadler-Smith, E., & Shefy, E. (2007). Developing Intuitive Awareness in Management Education. Academy of Management Learning & Education, 6(2), 186-205. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/40214439

Scida, E. E., & Jones, J. N. (2017). Navigating stress: Graduate student experiences with contemplative practices in a foreign language teacher education course. The Journal of Contemplative Inquiry, 4(1), 207-227. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/107

Seney, R. W., & Mishou, M. A. (2017). The importance of mindfulness training for teachers. Gifted Education International, 32(2), 155-161. doi:10.1177/0261429417716349

Shapiro, S. L., Brown, K. W., & Astin, J. (2011). Toward the integration of meditation into higher education: A review of research evidence. Teachers College Record, 113(3), 493-528.

Short, M. M., Mazmanian, D., Ozen, L. J., & Bédard, M. (2015). Four days of mindfulness meditation training for graduate students: A pilot study examining effects on mindfulness, self-regulation, and executive function. The Journal of Contemplative Inquiry, 2(1), 37-48. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/13

Thomas, H. K. (2011). Student responses to contemplative practice in a communication course. Communication Teacher, 25(2), 115-126. doi: 10.1080/17404622.2010.527296

Thomas, J. T. (2017). Brief mindfulness training in the social work practice classroom. Social Work Education, 36(1), 102-118.

Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., … Meyer, D. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36-61.

Van Gordon, W., Shonin, E., Sumich, A., Sundin, E. C., & Griffiths, M. D. (2014). Meditation awareness training (MAT) for psychological well-being in a sub-clinical sample of university students: A controlled pilot study. Mindfulness, 5(4), 381-391. https://doi.org/10.1007/s12671-012-0191-5

Warnecke, E., Quinn, S., Ogden, K., Towle, N., & Nelson, M. R. (2011). A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education, 45(4), 381–388. doi:10.1111/j.1365- 2923.2010.03877.x

Waters, L., Barsky, A., Ridd, A., & Allen, K. (2015). Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools. Educational Psychology Review, 27(1), 103-134. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43548453

Yamada, K., & Victor, T. L. (2012). The impact of mindful awareness practices on college student health, well-being, and capacity for learning: A pilot study. Psychology Learning & Teaching, 11(2), 139. Retrieved from http://www.wwwords.co.uk/rss/abstract.asp?j=plat&aid=5177&doi=1

Zlotnick, D. (2012). Integrating Mindfulness Theory and Practice into Trial Advocacy. Journal of Legal Education, 61(4), 654-664. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894256

Spirituality and Higher Education

Alexander W. Astin, A. W., Helen S. Astin, H. S., & and Jennifer A. Lindholm, J. A. (2011). Cultivating the spirit: How college can enhance students’ inner lives. San Francisco: Jossey-Bass.

Ammerman, N. (2013). Spiritual but not religious? Beyond binary choices in the study of religion. Journal for the Scientific Study of Religion, 52(2), 258–278.

Augustine, T., & Zurmehly, D. (2013). Conversations about Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education. Counterpoints, 454, 10-31. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42982240

Boone, M., Fite, K., & Reardon, R. (2010). The Spiritual Dispositions of Emerging Teachers: A Preliminary Study. Journal of Thought, 45(3-4), 43-58. doi:10.2307/jthought.45.3-4.43

Cohen, A. (2009). Gateway to the Dao-field: Essays for the awakening educator. Vancouver, BC: Writeroom.

Dillard, C., & Okpalaoka, C. (Eds.). (2013). Engaging culture, race, and spirituality: New visions. New York: Peter Lang.

Durant, T. J. (2017). “Can I talk about that?” Factors influencing spiritual and religious identity exploration in public higher education. Journal of College and Character, 18(2), 136-141. doi: 10.1080/2194587X.2017.1300094

Gehrke, S., & Cole, D. (2017). A multi-level examination of the relationship between student-centered faculty teaching culture and spiritual development in college. Journal of College and Character, 18(4), 225-245. doi: 10.1080/2194587X.2017.1371039

Higher Education Research Institute. (2005). The spiritual life of college students: A national study of college students’ search for meaning and purpose. Los Angeles, CA: University of California. Retrieved from http://spirituality.ucla.edu/docs/reports/Spiritual_Life_College_Students_Full_Report.pdf

Militz-Frielink, Sarah. (2014). Toward a Liberatory Pedagogy: A Genealogy of Black Feminist Spirituality. Black History Bulletin,77(2), 16-21. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/10.5323/blachistbull.77.2.0016

Hyland, T. (2017). McDonaldizing spirituality: Mindfulness, education and consumerism. Journal of Transformative Education, 15(4), 334–356. doi:10.1177/1541344617696972

Lin, J., Oxford, R., & Brantmeier, E. (Eds.). (2013). Re-envisioning higher education: Embodied pathways to wisdom and social transformation. Charlotte, NC: Information Age Publishing.

Lindholm, J. A. & Astin, H. S. (2008). Spirituality and pedagogy: Faculty’s spirituality and use of student-centered approaches to undergraduate teaching. The Review of Higher Education, 31(2), 185-207.

Musial, J. (2011). Engaged pedagogy in the feminist classroom and yoga studio. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 21(3), 212-228.

Shahjahan, R., Wagner, A., & Wane, N. (2009). Rekindling the Sacred: Toward a Decolonizing Pedagogy in Higher Education. Journal of Thought, 44(1-2), 59-75. doi:10.2307/jthought.44.1-2.59

Waggoner, M. D. (2016). Spirituality and contemporary higher education. Journal of College and Character, 17(3), 147-156. doi: 10.1080/2194587X.2016.1195752

Walsh, S., Bickel, B., & Leggo, C. (2015). Arts-based and contemplative practices in research and teaching: Honouring presence. New York, NY: Routledge.

Webb, J., Toussaint, L., & Dula, C. (2014). Ritualistic, Theistic, and Existential Spirituality: Initial Psychometric Qualities of the RTE Measure of Spirituality. Journal of Religion and Health,53(4), 972-985. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/24485152

Contemplative Practices and Social Justice

Berila, B. (2014). Contemplating the effects of oppression: Integrating mindfulness into diversity classrooms. The Journal of Contemplative Inquiry, 1(1), 55-68. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/5

Berila, B. (2016). Integrating mindfulness into anti-oppression pedagogy: Social justice in higher education. New York, NY: Routledge.

Bhattacharya, K., & Cochrane, M. (2017). Assessing the authentic knower through contemplative arts-based pedagogies in qualitative inquiry. The Journal of Contemplative Inquiry, 4(1), 47-70. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/76

Bhattacharya, K., & Payne, R. (2016). Mixing mediums, mixing selves: Arts-based contemplative approaches to border crossings. International Journal of Qualitative Studies in Education 29(9), 1100-1117. doi: 10.1080/09518398.2016.1201163

Coutant, L., & Caldwell, K. (2017). The mindful campus: Organizational structure and culture. The Journal of Contemplative Inquiry 4(1). 229-249. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/124

Decety, J., & Yoder, K. J. (2016). Empathy and motivation for justice: Cognitive empathy and concern, but not emotional empathy, predict sensitivity to injustice for others. Social Neuroscience, 11(1), 1-14.

Dillard, C., & Okpalaoka, C. (Eds.). (2013). Engaging culture, race, and spirituality: New visions. New York: Peter Lang.

Eppert, C. (2013). Awakening education: Toward a rich tapestry of mindful and contemplative engagement for social/environmental transformation. In J. Ling, E. Brantmeier, & R. Oxford (Eds.), Embodied pathways to wisdom and transformation. Charlotte, NC: Information Age.

Godbee, B., Ozias, M., & Tang, J. (2015). Body Power Justice: Movement-Based Workshops for Critical Tutor Education. The Writing Center Journal, 34(2), 61-112. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43442806

Gorski, P. (2015). Relieving burnout and the “martyr syndrome” among social justice education activists: The implications and effects of mindfulness. The Urban Review, 47, 696–
716, doi:10.1007/s11256-015-0330-0

Helmer, K. (2014). Disruptive practices: Enacting critical pedagogy through meditation, community building, and explorative spaces in a graduate course for pre-service teachers. The Journal of Classroom Interaction, 49(2), 33-40. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/44735702

Hick, S. F. & Furlotte, C. (2009). Mindfulness and social justice approaches: Bridging the mind and society in social work practice. Canadian Social Work Review, 26(1), 5-24.

Kahane, D. (2009). Learning about obligation, compassion, and global justice: The place of contemplative pedagogy. New Directions for Teaching and Learning, 118, 49-60.

Kwah, H. (2018). Buddhist and arts-based practices for addressing racial oppression: Building upon Cleveland and Tobin’s mindfulness in education. Cultural Studies of Science Education, 12. doi: 10.1007/s11422-018-9898-5

Napora, L. (2017). A contemplative look at social change: Awareness and community as foundations for leading. The Journal of Contemplative Inquiry, 4(1), 187-205. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/132

Wapner, P. (2018). Environmentalism and the politics of contemplative inquiry. The Journal of Contemplative Inquiry, 5(1), 159-170. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/178

Yang, F., Lin, J., & Culham, T. (2019). From intimidation to love: Taoist philosophy and love-based environmental education. Educational Philosophy and Theory. Advance Online Publication. doi: 10.1080/00131857.2018.1564659

Contemplative Practices and Environmentalism

Eaton, M., Davies, K. Gillespie, M., Harding, K., & Daloz Parks, S. (2013). Living the questions: Contemplative and reflective practices in sustainability education. In P. F. Barlett, & G. W. Chase (Eds.), Sustainability in higher education: Stories and strategies for transformation (pp. 261-278). Cambridge, MA: The MIT Press.

Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183-201.

Eppert, C. (2013). Awakening education: Toward a rich tapestry of mindful and contemplative engagement for social/environmental transformation. In J. Ling, E. Brantmeier, & R. Oxford (Eds.), Embodied pathways to wisdom and transformation. Charlotte, NC: Information Age.

Litfin, K. (2016). Person/Planet politics: Contemplative pedagogies for a new earth. In S. Nicholson & S. Jinnah (Eds.), New earth politics: Essays from the Anthropocene (pp. 115-134). Cambridge, MA: The MIT Press.

Pfattheicher, S., Sassenrath, C., & Schindler, S. (2016). Feelings for the suffering of others and the environment: Compassion fosters proenvironmental tendencies. Environment and Behavior, 48(7), 929-945.

Pulkki, J., Dahlin, B., & Värri, V. (2017). Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective. Journal of Philosophy of Education, 51(1), 214-229.

Vargas-Madrazo, E. (2018). Contemplative dialogue as the basis for a transdisciplinary attitude: Ecoliteracy toward an education for human sustainability. World Futures: The Journal of New Paradigm Research, 74(4), 224-245. doi: 10.1080/02604027.2018.1444833

Wapner, P. (2016). Contemplative environmental studies: Pedagogy for self and planet. The Journal of Contemplative Inquiry, 3(1), 67-83. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/113

Wapner, P. (2018). Environmentalism and the Politics of Contemplative Inquiry. The Journal of Contemplative Inquiry, 5(1), 159-170. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/178

Yang, F., Lin, J., & Culham, T. (2019). From intimidation to love: Taoist philosophy and love-based environmental education. Educational Philosophy and Theory. Advance Online Publication. doi: 10.1080/00131857.2018.1564659

Christian Contemplative Pedagogies

Anderson, E., PhD. (2013). Stop, look, listen: Contemplative teaching and learning. Christian Education Journal: Research on Educational Ministry,10(2), 392-406. doi:10.1177/073989131301000210

Koppel, M. (2013). The contemplative bow in teaching and learning pastoral care. Teaching Theology & Religion, 16(1), 76-88. doi:10.1111/teth.12008

Utterback, K. (2013). Teaching Medieval Christian Contemplation: An Ethical Dilemma? Buddhist-Christian Studies, 33, 53-61. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185108

Mindfulness Based Contemplative Pedagogies

Binder, M. J., Martin, J., & Schwind, J. (2018). Exploring mindfulness in teaching–learning scholarship through a reflective conversation: Practices and perspectives from scholars. In N., Lemon, & S., McDonough (Eds.), Mindfulness in the Academy (pp. 83-96). Singapore: Springer.

Borker, D. R. (2013). Mindfulness practices and learning economics. American Journal of Business Education, 6(5), 495-504.

Brendel, W., & Cornett-Murtada, V. (2018). Professors practicing mindfulness: An action research study on transformed teaching, research, and service. Journal of Transformative Education, 17(1), 4-23. doi:10.1177/1541344618762535

Buser, J., Buser, T., Perterson, C., & Seraydarian, D. (2012). Influence of mindfulness practice on counseling skills development. Journal of Counselor Preparation and Supervision, 4(1), 20- 36.

Bush, M. (2011). Mindfulness in higher education. Contemporary Buddhism, 12(1), 183- 197. doi: 10.1080/14639947.2011.564838

de Bruin, E., Meppelink, R. & Bögels, S. (2014). Mindfulness in higher education: Awareness and attention in university students increase during and after participation in a mindfulness curriculum course. Mindfulness, 6(5), 1137-1142. DOI 10.1007/s12671-014-0364-5

Dorman, E. (2015). Building teachers’ social-emotional competence through mindfulness practices. Curriculum and Teaching Dialogue, 17(1-2), 103-119.

DuFon, M. A., & Christian, J. (2013). The formation and development of the mindful campus. New Directions for Teaching and Learning, 134, 65-72.

Ergas, O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55(1), 58-72. doi: 10.1080/17508487.2014.858643

Ergas, O. (2017a). Reclaiming “self” in teachers’ images of “education” through mindfulness as contemplative inquiry. Journal of Curriculum and Pedagogy, 14(3), 218-235. doi: 10.1080/15505170.2017.1398698

Ergas, O. (2017b.) Reclaiming ethics through “self”: A conceptual model of teaching practice. Teaching and Teacher Education, 68(Nov.), 252-261. doi: https://doi.org/10.1016/j.tate.2017.09.013

Gockel, A., Deng, X., Gleeson, S., & Leamon, A. (2019). The serene student: Evaluating a group-based mindfulness training program for MSW students. Social Work with Groups, 42(1), online publication. DOI: 10.1080/01609513.2019.1571759

Hassed, C., & Chambers, R. (2014). Mindful learning: Reduce stress and improve brain performance for effective learning. Wollombi, Australia: Exisle.

Hick, S. F. & Furlotte, C. (2009). Mindfulness and social justice approaches: Bridging the mind and society in social work practice. Canadian Social Work Review, 26(1), 5-24.

Holland, D. (2004). Integrating mindfulness meditation and somatic awareness into a public educational setting. Journal of Humanistic Psychology, 44(4), 468-484. doi: 10.1177/0022167804266100

Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291. doi: 10.1080/03055698.2014.889596

Lindahl, J.R. (2014). Why Right Mindfulness Might Not Be Right for Mindfulness. Mindfulness, 6(1), 57-62. https://doi.org/10.1007/s12671-014-0380-5

Lynn, R. (2010). Mindfulness in social work education. Social Work Education, 29(3), 289-304. doi: 10.1080/02615470902930351

Magee, R.V. (2016). The way of ColorInsight: Understanding race and law effectively through mindfulness-based ColorInsight practices. Georgetown Law Journal of Modern Critical Race Perspectives, January. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2638511

Mahalingham, R., & Caridad Rabelo, V. (2018). Teaching mindfulness to undergraduates: A survey and photovoice study. Journal of Transformative Education, 17(1), 51-70. doi:10.1177/1541344618771222

Mahani, S. (2012). Promoting mindfulness through contemplative education. Journal of International Education Research, 8(3), 215-222.

Martin, M. (2018). Mindfulness and transformation in a college classroom. Adult Learning, 29(1), 5-10. doi:10.1177/1045159517744752

McCown, D., Reibel, D., & Micozzi, M. (2010). Teaching mindfulness: A practical guide for clinicians and educators. New York: Springer.

McCown, D., Reibel, D. & Micozzi, M. (Eds.). (2016). Resources for teaching mindfulness: An international handbook. New York: Springer.

Newsome, S., Waldo, M., & Gruszka, C. (2012). Mindfulness group work: Preventing stress and increasing self-compassion among helping professionals in training. Journal for Specialists in Group Work, 37(4), 297–311. doi:10.1080/0193 3922.2012.690832

Purser, R., Forbes, D., & Burke, A. (Eds.). (2016). Handbook of mindfulness: Culture, context, and social engagement. Cham: Springer. doi:10.1007/978-3-319-44019-4

Ramsburg, J. T. & Youmans, R. J. (2014). Meditation in the higher-education classroom: Meditation training improves student knowledge retention during lectures. Mindfulness, 5, 431-441.

Reams, J., & Gunnlaugson, O. (2014). Mindful leadership: Changing the way leaders develop their attentional skills. Concepts and Connections: A Publication for Leadership Educators, 20(3).

Roeser, R. W., Skinner, E., Beers, J. & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167–173. doi: 10.1111/j.1750- 8606.2012.00238.x

Schoeberlein, D., & Sheth, S. (2009). Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything. Somerville, MA: Wisdom Publications.

Schoenert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in education: Integrating theory into practice. New York, NY: Springer.

Seney, R. W., & Mishou, M. A. (2017). The importance of mindfulness training for teachers.
Gifted Education International, 32(2), 155-161. doi:10.1177/0261429417716349

Thomas, J. T. (2017). Brief mindfulness training in the social work practice classroom. Social Work Education,36(1), 102-118.

Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., … Meyer, D. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36-61.

Wall, J. M. (2014). Finding an inner voice through silence: Mindfulness goes to college. Journal of College and Character, 15(2), 133-140. doi: 10.1515/jcc-2014- 0017

Warnecke, E., Quinn, S., Ogden, K., Towle, N., & Nelson, M. R. (2011). A randomised controlled trial of the effects of mindfulness practice on medical student stress levels. Medical Education, 45(4), 381–388. doi:10.1111/j.1365- 2923.2010.03877.x

Williams, J.M.G. & Kabat-Zinn, J. (2013). Mindfulness: Diverse perspectives on its meaning, origins and applications. New York: Routledge.

Dialogue and Contemplative Practices

Augustine, T., & Zurmehly, D. (2013). Conversations about Race: How Embracing Spirituality Opens Space for Dialogues in Teacher Education. Counterpoints, 454, 10-31. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42982240

Hickey, W., & Yarbrough, C. (2013). Deepening the Heart of Wisdom: A Course in Buddhist and Christian Contemplative Practices and Dialogue. Buddhist-Christian Studies, 33, 83-99. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185110

Keator, M., Savage, W., Foley, A., Furtado, M., Gray, J., Hussein, H., & Raikhman, M. (2017). Interfaith dialogue: The art of listening, The Journal of Contemplative Inquiry, 4(1), 27-46. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/128

McCown, D., Reibel, D. & Micozzi, M. (Eds.). (2016). Resources for teaching mindfulness: An international handbook. New York: Springer.

Simmer-Brown, J. (2013). “Listening Dangerously”: Dialogue Training as Contemplative Pedagogy. Buddhist-Christian Studies,33, 33-40. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185106

Vargas-Madrazo, E. (2018). Contemplative dialogue as the basis for a transdisciplinary attitude: Ecoliteracy toward an education for human sustainability. World Futures: The Journal of New Paradigm Research, 74(4), 224-245. doi: 10.1080/02604027.2018.1444833

Online Learning and Contemplative Practices

Compson, J. (2017). Cultivating the contemplative mind in cyberspace: Field notes from pedagogical experiments in fully online classes. The Journal of Contemplative Inquiry, 4(1), 107-127. Retrieve from https://journal.contemplativeinquiry.org/index.php/joci/article/view/53

Majeski, R. A. (2018). Contemplative pedagogy in hybrid and asynchronous online undergraduate aging services/gerontology courses. Gerontology and Geriatrics Education, 39(1), 75-84. doi: 10.1080/02701960.2016.1164150

Steel, S. (2013). Contemplation as a Corrective to Technological Education. Canadian Journal of Education / Revue Canadienne De L’éducation, 36(3), 458-480. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/canajeducrevucan.36.3.458

Developing and Expanding Contemplative Education/Pedagogies (our catch-all category)

Albrecht, N., Albrecht, P., & Cohen, M. (2012). Mindfully teaching in the classroom: A literature review. Australian Journal of Teacher Education, 37(12), 1-14.

Bai, H., Donald, B., & Scott, C. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55, 319-334.

Bai, H., Park, S., & Cohen, A. (2016). Classroom as dojo: Contemplative teaching and learning as martial art. The Journal of Contemplative Inquiry, 3(1), 113-131. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/116

Barbezat, D. & Pingree, A. (2012). Contemplative pedagogy: The special role of teaching and learning centers. In J. E. Groccia, & L. Cruz (Eds.). To improve the academy (pp. 177-191). San Francisco, CA: Jossey-Bass.

Berkovich-Ohana, A., Jennings, P. A., & Lavy, S. (2019). Contemplative neuroscience, self-awareness, and education. In V. Walsh (Series Ed.), Progress in Brain Research: Vol. 244. Meditation (pp. 355-385). doi: 10.1016/bs.pbr.2018.10.015

Bhattacharya, K., & Payne, R. (2016). Mixing mediums, mixing selves: Arts-based contemplative approaches to border crossings. International Journal of Qualitative Studies in Education 29(9), 1100-1117. doi: 10.1080/09518398.2016.1201163

Blinne, K. (2014). Awakening to lifelong learning: Contemplative pedagogy as compassionate engagement. Radical Pedagogy, 11(2), 1524–6345.

Brady, R. (2007). Learning to stop, stopping to learn: Discovering the contemplative dimension in education. Journal of Transformative Education 5(4), 372-394.

Broderick, P. C. (2013). Learning to BREATHE: A mindfulness curriculum for adolescents. Oakland, CA: New Harbinger.

Burack, C. (2014). Responding to the challenges of a contemplative curriculum. Journal of Contemplative Inquiry, 1(1), 35-53.

Burggraf, S. A., & Grossenbacher, P. G. (2007). “Contemplative modes of inquiry in liberal arts education.” LiberalArtsOnline 7(4), 1-9.

Burggraf, S. (2011). Contemplative higher education: A case study of Naropa University. In Contemplation nation: How ancient practices are changing the way we live: Papers from the state of contemplative practice in America (pp. 237-245). Kalamazoo, MI: Fetzer Institute.

Coburn, T., Fran, G., Klein, A. C., Komjathy, L., Roth, H., & Simmer‐Brown, J. (2011). Contemplative pedagogy: Frequently asked questions. Teaching Theology & Religion, 14 (2), 167-174.

Compson, J. (2017). Cultivating the contemplative mind in cyberspace: Field notes from pedagogical experiments in fully online classes. The Journal of Contemplative Inquiry, 4(1), 107-127. Retrieve from https://journal.contemplativeinquiry.org/index.php/joci/article/view/53

Copenhaver, J. (2013). Reflections on Academic Reflection. Buddhist-Christian Studies, 33, 41-52. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185107

Caranfa, A. (2010). Contemplative instruction and the gifts of beauty, love, and silence. Educational Theory, 60(5), 561-585.

Dorman, E. (2015). Building teachers’ social-emotional competence through mindfulness practices. Curriculum and Teaching Dialogue, 17(1-2), 103-119.

Dorman, E., Byrnes, K., & Dalton, J. E. (Eds.). (2017). Impacting Teaching and Learning: Contemplative Practices, Pedagogy, and Research in Education. Maryland: Rowman & Littlefield Publishers.

Ergas, O. (2014). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55(1), 58-72. doi: 10.1080/17508487.2014.858643

Ergas, O. (2016). Philosophy east-west: Exploring intersections between educational and contemplative practices (Journal of philosophy of education book series). Malden, MA: Wiley-Blackwell.

Ergas, O. (2017a). Reconstructing ‘education’ through mindful attention: Positioning the mind at the center of curriculum and pedagogy. London: Palgrave Macmillan

Ergas, O. (2017b). Reclaiming “self” in teachers’ images of “education” through mindfulness as contemplative inquiry. Journal of Curriculum and Pedagogy, 14(3), 218-235. doi: 10.1080/15505170.2017.1398698

Ergas, O. (2018). A contemplative turn in education: charting a curricular-pedagogical Countermovement. Pedagogy, Culture, and Society, 1(1), 1-20. DOI: 10.1080/14681366.2018.1465111

Grace, F. (2011). Learning as a path, not a goal: contemplative pedagogy – its principles and Practices. Teaching Theology and Religion, 14(2), 99-123. doi:10.1111/j.1467- 9647.2011.00689.x

Grossenbacher, P. G., Rossi, A. J. (2014). A contemplative approach to teaching observation skills. The Journal of Contemplative Inquiry, 1, 23-34. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/3

Gunnlaugson, O. (2009). Establishing second-person forms of contemplative education: An inquiry into four conceptions of intersubjectivity. Integral Review, 5(1), 25-50.

Gunnlaugson, O. (2011). Advancing a second-person contemplative approach for collective wisdom and leadership development. Journal of Transformative Education, 9(1), 3-20. doi: 10.1177/1541344610397034

Gunnlaugson, O., Sarath, E. W., Scott, C., & Bai, H. (Eds.). (2014). Contemplative learning and inquiry across disciplines. Albany, NY: SUNY Press.

Gunnlaugson, O., Sarath, E. W., Bai, H., & Scott, C. (Eds.). (2017). The intersubjective turn: Theoretical approaches to contemplative learning & inquiry across disciplines. Albany, NY: SUNY Press.

Hammerle, M. (2015). Conceptualizing contemplative practice as pedagogy: Approaches to mindful inquiry in higher education (Doctoral dissertation). Retrieved from Graduate College Dissertations and Theses. Paper 517.

Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46. https://doi.org/10.1177/1541344603259311

Hart, T. (2008). Interiority and education: Exploring the neurophenomenology of contemplation and its potential role in learning. Journal of Transformative Education 6(4), 235-250.

Healey, K. (2015). Contemplative media studies. Religions, 6, 948-968.

Healey, K. (2017). From Cage to Coltrane: (Un)popular music as contemplative practice. The Journal of Contemplative Inquiry, 4(1), 7-25. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/103

Johannes, J. (2012). Contemplative education: How contemplative practices can support and improve education (master’s thesis). Retrieved from https://scholarworks.umass.edu/cie_capstones/17

Jordan, V. S. (2018). “Can you see me?” Eye gazing: A meditation practice for understanding. Journal of Contemplative Inquiry, 5(1), 41-47. Retrieved from https://contemind.z2systems.com/np/publicaccess/neonPage.do?pageId=8&

Kelley, K. J., & Kelley, M. F. (2013). Teaching empathy and other compassion- based communication skills. Journal for Nurses in Professional Development, 29(6), 321–324. DOI: 10.1097/01.NND.0000436794.24434.90

Komjathy, L. (2018). Introducing Contemplative Studies. Oxford, UK: John Wiley & Sons.

Levy, D. M. (2016). Mindful tech: Developing a more contemplative and reflective relationship with our digital devices and apps. The Journal of Contemplative Inquiry, 3(1), 36-49. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/111

Magee, R. (2013). Contemplative practices and the renewal of legal education. New Directions for Teaching and Learning, 134, 31-40.

Magee, R. V. (2016). Legal education as contemplative inquiry: An integrative approach to legal education, law practice, and the substance of the law we make. The Journal of Contemplative Inquiry, 3(1), 7-20.

Mah y Busch, J. D. (2012). A pedagogical heartbeat: The integration of critical and contemplative pedagogies for transformative education. The Journal of Contemplative Inquiry, 1(1), 113-134. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/8

Morgan, P. (2013). Learning feelings: Foundations of contemplative education (Doctoral thesis).University of New South Wales, Sydney, Australia. Retrieved from http://www.unsworks.unsw.edu.au/primo_library/libweb/action/dlDisplay.do?docId=unsworks_11740&vid=UNSWORKS

Morgan, P. (2015). A brief history of the current reemergence of contemplative education. Journal of Transformative Education, 13(3), 197-218. DOI: 10.1177/1541344614564875

Musial, J. (2011). Engaged pedagogy in the feminist classroom and yoga studio. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 21(3), 212-228.

Owen-Smith, P. (2017). The contemplative mind in the scholarship of teaching and learning. Bloomington, IN: Indiana University Press.

Ozawa-de Silva, B. R. (2014). Secular ethics, embodied cognitive logics, and education. The Journal of Contemplative Inquiry, 1(1), 89-110. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/7

Palmer, P., & Zajonc, A. (2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.

Pizzuto, D. (2018). Contemplative practices in higher education: Examining faculty perspectives (Doctoral dissertation). Retrieved from Seton Hall University Dissertations and Theses (ETDs). 2492.

Ragoonaden, K. (Ed.). (2015). Mindful teaching and learning: Developing a pedagogy of well-being. Lanham, MD: Lexington Books. An Imprint of Rowman Littlefield.

Repetti, R. (2010). The case for a contemplative philosophy of education. New directions for Community Colleges, 151, 5-15. doi: 10.1002/cc.411

Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44(2), 119-136. doi: 10.1080/00461520902832376

Roth, H. (2006). Contemplative studies: Prospects for a new field. The Teachers College Record, 108(9), 1787-1815.

Laura, R. (2012). Place and contemplative pedagogy. Abo : Interactive Journal for Women in the Arts 1640-1830, 2(1), article 12. doi:10.5038/2157-7129.2.1.11

Sanders, L. A. (Ed.). (2013). Contemplative studies in higher education: New directions for teaching and learning. Hoboken: Wiley.

Sarath, E. (2013). Improvisation, creativity, and consciousness: jazz as integral template for music, education, and society. Albany: State University of New York Press.

Schneider, D. A., & King-Keenan, E. (2015). From being known in the classroom to “moments of meeting”: What intersubjectivity offers contemplative pedagogy. Journal of Contemplative Inquiry, 2(1), 1-16. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/28

Schoenert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in education: Integrating theory into practice. New York, NY: Springer.

Seidel, J. (2012). Meditations on contemplative pedagogy as sanctuary. The Journal of Contemplative Inquiry, 1(1), 141-147. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/10

Sellers, J., Moss, B. (2016). Learning with the labyrinth: Creating reflective space in higher education. London, UK: Palgrave.

Shin, H. (2018). The east Asian literati painting theories of sisŏhwa as a contemplative practice. The Journal of Aesthetic Education, 52(3), 56-71.

Simmer-Brown, J. (2009). The question is the answer: Naropa University’s contemplative education. Religion & Education, 36(2), 88-101. doi: 10.1080/15507394.2009.10012445

Simmer-Brown, J., & Grace, F. (Eds.). (2011). Meditation and the classroom: Contemplative pedagogy for religious studies. Albany, NY: State University of New York Press.

Sprague, D. (2013). Reclaiming the Integration of Body and Mind. Buddhist-Christian Studies, 33, 101-113.

Walsh, S., Bickel, B., & Leggo, C. (2015). Arts-based and contemplative practices in research and teaching: Honouring presence. New York, NY: Routledge.

Zajonc, A. (2009). Meditation as contemplative inquiry. When knowing becomes love. Great Barrington, MA: Lindisfarne Books.

Teaching Practices

Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The Protective effects of mindfulness against burnout among educators. The Psychology of Education Review, 37(2), 57-69.

Anderson, E., PhD. (2013). Stop, look, listen: Contemplative teaching and learning. Christian Education Journal: Research on Educational Ministry,10(2), 392-406. doi:10.1177/073989131301000210

Bai, H., Park, S., & Cohen, A. (2016). Classroom as dojo: Contemplative teaching and learning as martial art. The Journal of Contemplative Inquiry, 3(1), 113-131.

Barbezat, D. P. (2016). Contemplative practices and teaching Scitovsky’s the joyless economy. The Journal of Contemplative Inquiry, 3(1), 51-66. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/112

Batada, A., Chichester, K., Himelein, M. J., & Chess, R. (2017). “Learning how to see”: Faculty members’ use of unnamed contemplative practices. The Journal of Contemplative Inquiry, 4(1), 143-163. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/106

Binder, M. J., Martin, J., & Schwind, J. (2018). Exploring mindfulness in teaching–learning scholarship through a reflective conversation: Practices and perspectives from scholars. In N., Lemon, & S., McDonough (Eds.), Mindfulness in the Academy (pp. 83-96). Singapore: Springer.

Cassidy, L. (2012). Mindful Breathing: Creating Counterpublic Space in the Religious Studies Classroom. Journal of Feminist Studies in Religion, 28(1), 164-177. doi:10.2979/jfemistudreli.28.1.164

Chess, R. (2013). To make the rest participate in it: The use of contemplative pedagogy in the holocaust and the arts. Honors in Practice, 9, 39-45. Online Archive. 171. http://digitalcommons.unl.edu/nchchip/171

Cohan, A., & Honigsfeld, A. (Eds.). (2011). Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the twenty-first century. Lanham: R&L Education.

Cohen. A., & Bai, H. (2008). Dao and Zen of teaching: Classroom as enlightenment field.
Educational Insights,11(3).

Crane, R. S., Stanley, S., Rooney, M., Bartley, T., Cooper, L., & Mardula, J. (2014). Disciplined improvisation: Characteristics of inquiry in mindfulness-based teaching. Mindfulness, 6(5), 1104-1114. doi:10.1007/s12671-014-0361-8.

Davis, C. S., & Breede, D. C. (2015). Holistic ethnography: Embodiment, emotion, contemplation, and dialogue in ethnographic fieldwork. The Journal of Contemplative Inquiry, 2(1), 77-100.

Francl, M. (2016). Practically impractical: Contemplative practices in science. Journal of Contemplative Inquiry, 3(1), 21-34.

Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46. https://doi.org/10.1177/1541344603259311

Healey, K. (2017). From Cage to Coltrane: (Un)popular music as contemplative pedagogy. Journal of Contemplative Inquiry, 4(1), 7-26. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/103

Helmer, K. (2014). Disruptive Practices: Enacting Critical Pedagogy through Meditation, Community Building, and Explorative Spaces in a Graduate Course for Pre-Service Teachers. The Journal of Classroom Interaction, 49(2), 33-40. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/44735702

Humphrey, J. R. (2015). Dancing/Integration: Observations of a teaching artist. The Journal of Contemplative Inquiry, 2(1), 101-123.

Hyde, A. (2013). The Yoga of Critical Discourse. Journal of Transformative Education. 11(2), 114-126.

Karr, A., & Wood, M. (2011). The practice of contemplative photography: Seeing the world with fresh eyes. Boston, MA: Shambhala Publications.

Kitchen, S. E. (2013). Restoring the professor and the students: a circle process and contemplative practices in a restorative justice seminar. Contemporary Justice Review, 16(1), 28-42. doi: 10.1080/10282580.2013.769307

Lessing, A. (2013). On Intimacy in the Classroom. Schools: Studies in Education, 10(2), 192-209. doi:10.1086/673330r

Magee, R. (2011). Educating lawyers to meditate?, U.M.K.C. L. Rev., 79, 535-93.

McCown, D. & Billington, J. (2017). Correspondence: Sitting and reading as two routes to community. The Journal of Contemplative Inquiry, 4(1), 165-185. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/131

Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life. Hoboken, NJ: John Wiley & Sons.

Park, S. R. (2014). Embodied inner work: An educator’s journey of mind-body-heart integration (Doctoral dissertation). Retrieved from http://summit.sfu.ca/item/14288. Simon Fraser University, Burnaby, Canada.

Pulkki, J., Dahlin, B., & Värri, V. (2017). Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective. Journal of Philosophy of Education, 51(1), 214-229.

Reuben, R. (2012). Bringing Mindfulness into the Classroom: A Personal Journey. Journal of Legal Education, 61(4), 674-682. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894258

Roca, M. (2011). Using the earth charter and contemplative practice to develop narratives that promote intergenerational care. ETC: A Review of General Semantics, 68(3), 264-274. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42579125

Riskin, L. (2012). Awareness and the Legal Profession: An Introduction to the Mindful Lawyer Symposium. Journal of Legal Education, 61(4), 634-640. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/42894253

Sable, D. (2014). Reason in the service of the heart: The impacts of contemplative practices on critical thinking. The Journal of Contemplative Inquiry, 1(1), 1-22. Retrieved from http://journal.contemplativeinquiry.org/index.php/joci/article/view/2

Sarath, E. (2016). Meditation, improvisation, and paradigmatic change: Integrity of practice as key to individual and collective transformation. The Journal of Contemplative Inquiry, 3(1), 85-96. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/114

Schoeberlein, D., & Sheth, S. (2009). Mindful Teaching and Teaching Mindfulness: A Guide for Anyone Who Teaches Anything. Somerville, MA: Wisdom Publications.

Schure, M. B., Christopher, J., & Christopher, S. (2008). Mind-body medicine and the art of self-care: Teaching mindfulness to counseling students through yoga, meditation, and qigong. Journal of Counseling and Development, 86(1), 47-56. https://doi.org/10.1002/j.1556-6678.2008.tb00625.x

Schwind, J., McCay, E., Beanlands, H., Martin, L. Martin, J., & Binder, M. (2017). Mindfulness as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, 50, 92-96.

Seidel, J. (2014). Meditations on contemplative pedagogy as sanctuary. The Journal of Contemplative Inquiry, 1(1), 141-147. https://journal.contemplativeinquiry.org/index.php/joci/article/view/10

Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Rotterdam, The Netherlands: SensePublishers.

Song, K. Y. & Muschert, G. W. (2014). Opening the contemplative mind in the sociology classroom. Humanity & Society, 38, 314-338.

Thompson, B. (2017). Teaching with tenderness: Toward an embodied practice. Urbana, IL: University of Illinois Press.

Utterback, K. (2013). Teaching Medieval Christian Contemplation: An Ethical Dilemma? Buddhist-Christian Studies, 33, 53-61. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185108

Wall, J. M. (2014). Finding an inner voice through silence: Mindfulness goes to college. Journal of College and Character, 15(2), 133-140. doi: 10.1515/jcc-2014- 0017

Walsh, S., Bickel, B., & Leggo, C. (2015). Arts-based and contemplative practices in research and teaching: Honouring presence. New York, NY: Routledge.

Helpful Edited Volumes

Cohan, A., & Honigsfeld, A. (Eds.). (2011). Breaking the mold of pre-service and in-service teacher education: Innovative and successful practices for the twenty-first century. Lanham: R&L Education.

Eaton, M., Hughes, H. J., & MacGregor, J. (2017). Contemplative approaches to sustainability in higher education: Theory and practice. New York: Routledge.

Gunnlaugson, O., Sarath, E. W., Scott, C., & Bai, H. (Eds.). (2014). Contemplative learning and inquiry across disciplines. Albany, NY: SUNY Press.

Lin, J., Oxford, R., & Brantmeier, E. (Eds.). (2013). Re-envisioning higher education: Embodied pathways to wisdom and social transformation. Charlotte, NC: Information Age Publishing.

Owen-Smith, P. (2017). The contemplative mind in the scholarship of teaching and learning. Bloomington, IN: Indiana University Press.

Schoenert-Reichl, K. A., & Roeser, R. W. (Eds.). (2016). Handbook of mindfulness in education: Integrating theory into practice. New York, NY: Springer.

Taylor, E. W., Cranton, P., & Associates (Eds.). (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass.

Contemplative Research Methodologies

Bhattacharya, K., & Payne, R. (2016). Mixing mediums, mixing selves: Arts-based contemplative approaches to border crossings. International Journal of Qualitative Studies in Education 29(9), 1100-1117. doi: 10.1080/09518398.2016.1201163

Davis, C. S., & Breede, D. C. (2015). Holistic ethnography: Embodiment, emotion, contemplation, and dialogue in ethnographic fieldwork. The Journal of Contemplative Inquiry, 2(1), 77-100.

Janesick, V. J. (2015). Contemplative qualitative inquiry: Practicing the Zen of research. Walnut Creek, CA: Left Coast Press.

Magnat, V. (2011). Conducting embodied research at the intersection of performance studies, experimental ethnography, and indigenous methodologies. Anthropologica, 2, 213.

Roth, W. (2012). First–person methods: Toward an empirical phenomenology of experience (Vol. 3). Rotterdam, The Netherlands: Sense Publishers.

Contemplative Practices and Emotional Literacy

Brunyé, T., Mahoney, C., Giles, G., Rapp, D., Taylor, H., & Kanarek, R. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.

Carmi, N., Arnon, S., & Orion, N. (2015). Transforming environmental knowledge into behavior: The mediating role of environmental emotions. The Journal of Environmental Education, 46(3), 183-201.

Decety, J., & Yoder, K. J. (2016). Empathy and motivation for justice: Cognitive empathy and concern, but not emotional empathy, predict sensitivity to injustice for others. Social Neuroscience, 11(1), 1-14.

Dorman, E. (2015). Building teachers’ social-emotional competence through mindfulness practices. Curriculum and Teaching Dialogue, 17(1-2), 103-119.

Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: Integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, 29(5), 517-532. doi: 10.1080/02601370.2010.512792

Hyland, T. (2014). Mindfulness-based interventions and the affective domain of education. Educational Studies, 40(3), 277-291. doi: 10.1080/03055698.2014.889596

Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and inservice teacher education: Innovative and successful practices for the 21st century (pp. 133-143). Lanham, MD: Rowman & Littlefield Education.

Lucas, L., & KERR, S. (2016). Remembering to Breathe: The Challenges and Rewards of Teaching Mindfulness Practices to Pre-Service Teachers. The Journal of Educational Thought (JET) / Revue De La Pensée Éducative, 49(3), 253-264. Retrieved from https://www-jstor-org.sandiego.idm.oclc.org/stable/26372377

Matias, C. (2016). Feeling white: Whiteness, emotionality, and education. The Netherlands: Sense Publishers.

Morgan, P. (2013). Learning feelings: Foundations of contemplative education (Doctoral thesis). University of New South Wales, Sydney, Australia. Retrieved from http://www.unsworks.unsw.edu.au/primo_library/libweb/action/dlDisplay.do?docId=unsworks_11740&vid=UNSWORKS

Pfattheicher, S., Sassenrath, C., & Schindler, S. (2016). Feelings for the suffering of others and the environment: Compassion fosters proenvironmental tendencies. Environment and Behavior, 48(7), 929-945.

Scida, E. E., & Jones, J. N. (2017). Navigating stress: Graduate student experiences with contemplative practices in a foreign language teacher education course. The Journal of Contemplative Inquiry, 4(1), 207-227. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/107

Winans, A. (2012). Cultivating Critical Emotional Literacy: Cognitive and Contemplative Approaches to Engaging Difference. College English, 75(2), 150-170. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/24238137

Making the Case for Contemplative Practices in Higher Education

Bai, H., & Scott, C. (2011). The primacy of consciousness in education: A role for contemplative practices in education. The Korean Journal of Philosophy of Education, 33, 129-145.

Barbezat, D. P., & Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco, CA: Jossey-Bass.

Barbezat, D., & Pingree, A. (2012). Contemplative pedagogy: The special role of teaching and learning centers. In J. E. Groccia, & L. Cruz (Eds.). To improve the academy (pp. 177-191). San Francisco, CA: Jossey-Bass.

Barratt, C. (2016). Exploring the potential of contemplative pedagogy in health professional education. Focus on Health Professional Education: A Multi-Professional Journal, 17(2), 20-31. DOI: http://dx.doi.org/10.11157/fohpe.v17i2.135

Bonnardel, V., Biddington, D., May, B., Jones, R., & Roffey, S. (2018). Toward the implementation of contemplative practices in higher education. Journal of Perspectives in Applied Academic Practice, 6(3), 3-13. doi: 10.14297/jpaap.v6i3.362

Bush, M. (2011a). Mindfulness in higher education. Contemporary Buddhism, 12(1), 183-197. doi: 10.1080/14639947.2011.564838

Bush, M. (Ed.). (2011b). Contemplation nation: How ancient practices are changing the way we live: Papers from the state of contemplative practice in America. Kalamzoo, MI: Fetzer Institute.

Christie, D. (2013). The Eternal Present: Slow Knowledge and the Renewal of Time. Buddhist-Christian Studies, 33, 13-21. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185104

Coutant, L., & Caldwell, K. (2017). The mindful campus: Organizational structure and culture. The Journal of Contemplative Inquiry, 4(1), 229-250.

DuFon, M. A., & Christian, J. (2013). The formation and development of the mindful campus. New Directions for Teaching and Learning, 134, 65-72.

Ergas, O. (2014a). Mindfulness in education at the intersection of science, religion, and healing. Critical Studies in Education, 55(1), 58-72. doi: 10.1080/17508487.2014.858643

Ergas, O. (2014b). Two mind-altering curriculums: Contemplation, mindfulness, and the educational question whether “to think or not to think?” Journal of Transformative Education, 11(4), 275-296. doi:10.1177/1541344614540334

Ergas, O. (2015). Educating the wandering mind: Pedagogical mechanisms of mindfulness for a curricular blind spot. Journal of Transformative Education, 14(2), 98-119. doi: 10.1177/1541344615611258

Fort, A. (2013). Contemplative Studies and the Liberal Arts. Buddhist-Christian Studies, 33, 23-32. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185105.

Hite, M. S. (2015). On the edge of a bank: Contemplating other models by which to live. The Journal of Contemplative Inquiry, 2(1), 49-78. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/21

Hyland, T. (2010). Mindfulness, adult learning and therapeutic education: Integrating the cognitive and affective domains of learning. International Journal of Lifelong Education, 29(5), 517-532. doi: 10.1080/02601370.2010.512792

Kaufman, P. (2017). Critical Contemplative Pedagogy. Radical Pedagogy, 14(1), 1-20.

Mahani, S. (2012). Promoting mindfulness through contemplative education. Journal of International Education Research, 8(3), 215-222.

Miller, J. P. (2013). The Contemplative practitioner: Meditation in education and the workplace. Toronto, ON: University of Toronto Press.

Rechtschaffen, D. (2014). The way of mindful education: Cultivating well-being in teachers and students. New York, NY: W. W. Norton and Company.

Robinson, P. (2004). Meditation: Its role in transformative learning and in the fostering of an integrative vision for higher education. Journal of Transformative Education, 2, 107-119.

Shin, H. (2018). The east asian literati painting theories of sisŏhwa as a contemplative
practice. The Journal of Aesthetic Education, 52(3), 56-71.

Steel, S. (2013). Contemplation as a Corrective to Technological Education. Canadian Journal of Education / Revue Canadienne De L’éducation, 36(3), 458-480. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/canajeducrevucan.36.3.458

Zajonc, A. (2006b). Love and knowledge: Recovering the heart of learning through contemplation. Teachers College Record, 108(9), 1742-1759

Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 83-94. https://doi.org/10.1002/tl.20057

Contemplative Practices and Mental Health in Higher Education

This category includes research on how students and educators in higher education can avoid burnout and cultivate well-being.

Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57-69.

Bamber, M. D. & Schneider, J. K. (2015). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Education Research Review, 18, 1-32.

Flook, L., Goldberg, S. B., Pinger, L., Bonus, K. & Davidson, R. J. (2013). Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy. Mind, Brain, and Education, 7, 182–195. doi: 10.1111/ mbe.12026

Frank, J. L., Reibel, D., Broderick, P., Cantrell, T., & Metz, S. (2013). The effectiveness of mindfulness-based stress reduction on educator stress and well-being: Results from a pilot study. Mindfulness, 6(2), 208-216.

Gorski, P. (2015). Relieving burnout and the “martyr syndrome” among social justice education activists: The implications and effects of mindfulness. The Urban Review, 47, 696–716. doi:10.1007/s11256-015-0330-0

Jennings, P. A. (2011). Promoting teachers’ social and emotional competencies to support performance and reduce burnout. In A. Cohan & A. Honigsfeld (Eds.), Breaking the mold of pre-service and inservice teacher education: Innovative and successful practices for the 21st century (pp. 133-143). Lanham, MD: Rowman & Littlefield Education.

Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167-173.

Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … & Harrison, (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787-804.

Schussler, D. L., Jennings, P. A., Sharp, J. E., & Frank, J. L. (2016). Improving teacher awareness and well-being through CARE: a qualitative analysis of the underlying mechanisms. Mindfulness, 7(1), 130-142.

Contemplative Practices and Garnering Institutional Support

Beer, L. (2010). Contemplative administration: Transforming the workplace culture of higher education. Innovative Higher Education, 35, 217- 231. doi: 10.1007/s10755-010-9146-8

Burack, C. (2014). Responding to the challenges of a contemplative curriculum. Journal of Contemplative Inquiry, 1(1), 35-53.

Coutant, L., & Caldwell, K. (2017). The mindful campus: Organizational structure and culture. The Journal of Contemplative Inquiry 4(1). 229-249. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/124

Napora, L. (2017). A contemplative look at social change: Awareness and community as foundations for leading. The Journal of Contemplative Inquiry, 4(1), 187-205. Retrieved from https://journal.contemplativeinquiry.org/index.php/joci/article/view/132