Contemplative Education Bibliography
This bibliography of research on contemplative practices in higher education was compiled for CMind in 2019 by Seth Schoen, PhD. Previously, CMind’s last research review (Toward the Integration of Meditation into Higher Education) was completed in 2008 and focused on meditation and learning. Thus, 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 underrepresented 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 understand 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.
Download the .pdf
Uh oh! We're having some trouble with this webpage: not all of the bibliography categories are showing up. Until we can fix this issue, you can access the bibliography as a .pdf.
Contemplative Practices in Higher Education by Discipline
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
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
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.
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
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
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).
Healey, K. (2015). Contemplative media studies. Religions, 6(3), 948-968.
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
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
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
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. https://journal.contemplativeinquiry.org/index.php/joci/article/view/110
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. https://journal.contemplativeinquiry.org/index.php/joci/article/view/152.
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. 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. https://journal.contemplativeinquiry.org/index.php/joci/article/view/158
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.
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
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
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
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.
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. 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