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.

JOCI was founded and published by CMind, the Center for Contemplative Mind in Society, beginning in 2013. In May 2022, after over 25 years of operation, the CMind Board of Directors voted to begin the process of sunsetting the organization.

We are very pleased to announce that, going forward (and pending the necessary approval from the MA Office of the Attorney General), JOCI will be published through a partnership between the University of Northern Colorado Library and the University of Northern Colorado Center for Applied Contemplative Studies. JOCI is currently on an indefinite pause as we continue to explore the possibilities for relaunching the publication.

Issues & Contents

JOCI Vol 9 No 2Contents:
JOCI Vol. 9, No. 2

David Sable, Trudy Sable (Editors)

Transition in the Era of a Pandemic: An Exercise in Mindfulness
Ana Fonseca Conboy

Poetry as a Contemplative Pedagogical Practice
Neill Korobov

Transformative Nonattachment: Unraveling the Prison of Perfection in the Neoliberal Academy
Charles T. Lee

Slow Looking: Powerful Tool of Mindfulness to Facilitate Transfer
Young Kyung Min

Dialogic Reciprocity and Contemplative Mentorship
Beth Connors-Manke

Lessons from the Blurring of the Frontstage and Backstage: Community College Personnel’s Experiences and Use of Contemplative Practices During the Pandemic
Amy Pucino

Teaching Mindfulness Across Generations: A Case Study
Mary Ann Erickson

Transformation Literacy to Transformative Unity: A Noble Experiment from Me to We
Lisa Napora, Rosa D’Abate, Layla Providente, Angeline Cooper