The Journal of Contemplative Inquiry
The Journal of Contemplative Inquiry (ISSN: 2333-7281) is an online, open access, 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 relation to the material they study, transforming their understanding of how their work, study, and actions affect the wider world.
- For questions about publication, review, and submissions for regular issues, contact the Editorial team, Dr. Trudy Sable and Dr. David Sable, at email@example.com.
- For any other questions or technical issues, contact Carrie Bergman, JOCI Editorial and Technical Assistant, at firstname.lastname@example.org.
Issues & Contents
JOCI Vol. 9, No. 1 (2022 Special Issue)
Dialogue as Black Contemplative Practice
Gullah Geechee Visuality as Protest Art, Contemplative Practice, and Anti-Racist Pedagogy
Kathy J. Brown
Teaching About Race, Racism, and Social Justice with Mindfulness: A Pedagogical Tool That Keeps Us All Engaged
Marisela B. Gomez
Sacred Basket: Reflections on Facilitating Black Women’s Self-Love Retreats
Rhythms and Archetypes of Contemplation: An Afro-Boricua Experience
Anthony Cruz Pantojas
When Grandma Comes to Visit: Exploring How Communion with Our Ancestors & Nature Deepens Our Capacity for Healing, Restoration, Resilience, and Resistance
Echoing: A Practice of Liberation through Transformative Education
Monika L. Son, Virginia Diaz-Mendoza, Schevaletta Alford, Erica King-Toler, Gabrielle Cuesta, Lenwood W. Hayman, Jr.
Swim Lessons: Black Motherhood, Embodied Meditation, and Healing
Zen, Contemplative Practice, and the Emergence of Black Queer Joy
Steven Thurston Oliver
R.E.S.T.: A Practice for the Tired & Weary
Heeding the Signs: Using Contemplative Practice for Sustainability as Black Racial Equity Facilitators
Ericka M. Echavarria, Ovita F. Williams
I’m the Only One Who Can Do It: Healing My Very Own Black Body through Contemplative Practice
Rising Up Rooted: Black Wisdom as Emancipatory Contemplative Practice for Resilience, Healing, and Liberation
Shelly P. Harrell
Buddhism Through the Looking Glass: How the Practice Helped Me Discover My True Self and Raise Self-Reflective Kids in Pursuit of Their Dreams
Tricia Elam Walker
The “Science of Social Justice”: An Interdisciplinary Theoretical Framework Grounded in Neuroscience, Education, and Anthropology towards Healing Intergenerational Trauma
Ode to Woman on the Train and My Sistahs: Healing and Reimagining Loving Relationships with Black, Indigenous, and Women of Color (BIWOC)
On African Ascendance, Body Acceptance, and Somatic Experience
Dominique M. Brown
Infusing Black Music in Breathwork and Meditation
A Vision of What Might Be: The Pandemic, Protests, and Possibilities
Journeying Home through the Body: An Introduction to Resource, Resilience, and Resistance in Relationship (R4)
Dominique A. Malebranche
Reclaiming De-Natured Blackness through Kigandan Epistemological Nature Journaling
Teaching Note: Bridging Contemplative Social Work Education and Emerging Technologies
Touching the Earth: A Black Buddhist Perspective on Connecting with and Healing Ourselves and our Ancestors
Kaira Jewel Lingo
Call for Manuscripts
The Journal of Contemplative Inquiry (ISSN: 2333-7281), founded by the Center for Contemplative Mind in Society, is a peer-reviewed, interdisciplinary journal publishing articles, reflections, and book reviews to support the critical scholarly exchange of ideas regarding the understanding, development, and application of contemplative and introspective methods in all aspects of higher education. Our intention is to share knowledge that is theoretically grounded and practically useful for teachers, students, staff, and leadership in higher education and related contexts.
We seek to publish work that builds bridges between the emerging field of contemplative education, broadly defined, and related practices in the wider Scholarship of Teaching and Learning (SoTL), student life, faculty development, leadership studies, and related areas. Particularly welcomed are submissions that align with the mission of the Center for Contemplative Mind in Society to further compassion and social justice in all aspects of higher education and in our world more widely. We welcome submissions that introduce, explore, and evaluate contemplative practices from different cultural traditions that deepen and support interactions across cultural boundaries and identities. This includes work that may draw on paradigms for conducting research that are different from or in addition to conventional academic methodologies.
Questions? Please contact us at email@example.com.
- All submissions must be original works not previously published and not currently under review by other publications.
- All papers should be suitable for a broad, interdisciplinary audience.
- We do not accept outlines or drafts for review. Submissions should be prepared as if they are ready for publication.
- Files should be in .doc, .docx, or .rtf format. Please do not submit .pdfs.
- JOCI operates a blind peer review process during which the identities of the author and the reviewers are concealed. Please be sure to remove your name (and the names of any co-authors) from your manuscript text and your file properties. If you are citing your own previously published work we ask that you keep your name in the citations and reference pages as though you were any other cited author.
- The suggested word count is 7,500 words for articles and 3,000 words for reflections.
- Follow our Author Guidelines for more detailed information on document formatting, punctuation, quotations, etc.
- Please use APA format for your citations. All submissions must include references.
Articles should describe and analyze specific theoretical developments and practical applications of contemplative practice and inquiry relevant to higher education. We seek papers that consider the context and source of the scholarship and practices and we support the representation of diverse contemplative theories, approaches, and methods. Expected length of articles is roughly 7,500 words.
Reflections may include personal narratives, research notes, literature reviews, opinion pieces, and creative/artistic presentations of material, including controversial or challenging material. Reflections should engage substantive issues in contemplative education and are evaluated with the same criteria used for articles, as applicable to the piece. Expected length of Reflections is roughly 3,000 words.
JOCI is interested in publishing book reviews. Authors and publishers can send publications to be considered for review to the editor. Materials received will not be returned. The editor will solicit book reviews from impartial reviewers. Unsolicited reviews may also be considered for publication, although decisions to publish reviews are made at the discretion of the editor. We seek to publish engaging, informative, and critical reviews of books related to contemplative education and contemplative learning broadly conceived. Book reviews should be addressed to the interdisciplinary and international readership of the journal. Reviews should describe the intended audience of the book, summarize its major themes, outline the theoretical framework and core assumptions of the work, and critically assess the argument of the book and its overall contribution to the field. Book reviews will be roughly 1,000-1,500 words, although longer reviews may be admissible in the case that several works are being reviewed.
To Submit Your Manuscript
- 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.
- Once you are enrolled as an author and logged in, you may begin the five-step submission process here.