Contemplative Education Bibliography

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 .

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 . 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
Contemplative Practices and Academic Writing
Examining Effectiveness and Critiques of Contemplative Pedagogies/Practices
Spirituality and Higher Education
Contemplative Practices and Social Justice
Contemplative Practices and Environmentalism
Christian Contemplative Pedagogies
Mindfulness Based Contemplative Pedagogies
Dialogue and Contemplative Practices
Online Learning and Contemplative Practices
Developing and Expanding Contemplative Education/Pedagogies (our catch-all category)
Teaching Practices
Helpful Edited Volumes
Contemplative Research Methodologies
Contemplative Practices and Emotional Literacy
Making the Case for Contemplative Practices in Higher Education
Contemplative Practices and Mental Health in Higher Education
Contemplative Practices and Garnering Institutional Support

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

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

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:

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:

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:

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:

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:

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.

Hilert, A., & Tirado, C. (2018). Teaching multicultural counseling with mindfulness: A contemplative pedagogy approach. International Journal for the Advancement of Counselling. doi:

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.

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:

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

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

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

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:

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:

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

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:

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/

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:

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.

Reuben, R. (2012). Bringing Mindfulness into the Classroom: A Personal Journey. Journal of Legal Education, 61(4), 674-682. Retrieved from

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

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

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

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:

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.

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:

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

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..

Shields, L. R. (2011). Teaching mindfulness techniques to nursing students for stress reduction and self-care. Retrieved from

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:

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:

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.

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

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

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: .

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:

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:

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:

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:

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: .

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:

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, ), 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

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

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

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

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:

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

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

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

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

Biagi, L. (2017). In paradise with contemplative pedagogy: A journey. The Journal of Contemplative Inquiry, 4(1), 129-142. Retrieved from

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

Simmer-Brown, J. (2016). Words and sense: Contemplative pedagogies in academic writing. The Journal of Contemplative Inquiry, 3(1). 97-111. Retrieved from

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

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

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.

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:

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:

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:

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.

Fisher, K. (2017). Look before you leap: Reconsidering contemplative pedagogy. Teaching Theology & Religion, 20(1), 4-21. doi: [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:

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

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

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

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

Howell, A. J., & Buro, K. (2011). Relations among mindfulness, achievement-related self-regulation, and achievement emotions. Journal of Happiness Studies, 12, . doi:

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:

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:

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

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

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, . doi:

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:

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

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:

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:

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

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

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.

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.

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:

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

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/

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:

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:

Sable, D. (2012) The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses (Doctoral thesis). Retrieved .

Sadler-Smith, E., & Shefy, E. (2007). Developing Intuitive Awareness in Management Education. Academy of Management Learning & Education, 6(2), 186-205. Retrieved from

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

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

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

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). . 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.

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:

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

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

Zlotnick, D. (2012). Integrating Mindfulness Theory and Practice into Trial Advocacy. Journal of Legal Education, 61(4), 654-664. Retrieved from

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

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:

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:

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:

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

Militz-Frielink, Sarah. (2014). Toward a Liberatory Pedagogy: A Genealogy of Black Feminist Spirituality. Black History Bulletin,77(2), 16-21. Retrieved from

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

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.

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

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

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

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

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), . doi:

Coutant, L., & Caldwell, K. (2017). The mindful campus: Organizational structure and culture. The Journal of Contemplative Inquiry 4(1). 229-249. Retrieved from

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

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-

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:

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

Wapner, P. (2018). Environmentalism and the politics of contemplative inquiry. The Journal of Contemplative Inquiry, 5(1), 159-170. Retrieved from

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:

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.

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:

Wapner, P. (2016). Contemplative environmental studies: Pedagogy for self and planet. The Journal of Contemplative Inquiry, 3(1), 67-83. Retrieved from

Wapner, P. (2018). Environmentalism and the Politics of Contemplative Inquiry. The Journal of Contemplative Inquiry, 5(1), 159-170. Retrieved from

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:

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/

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

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.

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), . doi:

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), . DOI 10.1007/s12671-

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:

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:

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

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:

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

Lindahl, J.R. (2014). Why Right Mindfulness Might Not Be Right for Mindfulness. Mindfulness, 6(1), 57-62.

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

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.

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

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:

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.

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

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..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:

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). . 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-

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

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

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

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

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:

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

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

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:

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), . doi:

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.

Copenhaver, J. (2013). Reflections on Academic Reflection. Buddhist-Christian Studies, 33, 41-52. Retrieved from

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:

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:

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

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..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

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/

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.

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

Johannes, J. (2012). Contemplative education: How contemplative practices can support and improve education (master’s thesis). Retrieved from

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

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..

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

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

Morgan, P. (2013). Learning feelings: Foundations of contemplative education (Doctoral thesis).University of New South Wales, Sydney, Australia. Retrieved from

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

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

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:

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

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

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

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

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/

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/

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

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

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.

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

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), . doi:10.1007/s12671-.

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.

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

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:

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

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

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

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

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

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

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.

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.

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

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-

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

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), . doi:

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

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.

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:

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

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

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

Winans, A. (2012). Cultivating Critical Emotional Literacy: Cognitive and Contemplative Approaches to Engaging Difference. College English, 75(2), 150-170. Retrieved from

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:

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

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

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:

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:

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:

Fort, A. (2013). Contemplative Studies and the Liberal Arts. Buddhist-Christian Studies, 33, 23-32. Retrieved from .

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

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

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

Zajonc, A. (2013). Contemplative pedagogy: A quiet revolution in higher education. New Directions for Teaching and Learning, 134, 83-94.

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.

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.

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-

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, . doi: 10.1007/s10755-

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(. Retrieved from

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

Contemplative Practices in Higher Education by Discipline

Business/Management

Counseling/Mental Health/Psychology

Economics

English/Writing

Health Professions

Law

Leadership

Media Studies

Music

Nursing Education

Religious Studies

Sociology

Social Work

STEM fields

Teaching/Education

Contemplative Practices and Academic Writing

Examining Effectiveness and Critiques of Contemplative Pedagogies/Practices

Spirituality and Higher Education

Contemplative Practices and Social Justice

Contemplative Practices and Environmentalism

Christian Contemplative Pedagogies

Mindfulness Based Contemplative Pedagogies

Dialogue and Contemplative Practices

Online Learning and Contemplative Practices

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

Teaching Practices

Helpful Edited Volumes

Contemplative Research Methodologies

Contemplative Practices and Emotional Literacy

Making the Case for Contemplative Practices in Higher Education

Contemplative Practices and Mental Health in Higher Education

Contemplative Practices and Garnering Institutional Support

Bilbao

Kandy

Mossel Bay

Cape Cod

Hollywood

Orebic

Puerto Vallarta

Paris

Johannesburg

Anuradhapura

Unawatuna

Medan

Turangi

Methven

Balapitiya

Parys

Tzaneen

Randfontein

Ulundi

San Francisco

Sanctuary Point

Matale

Badulla

Negombo

Male

Dickwella

Galle

Mooliabeenee

Kirn

Sydney

Tokyo

Guatemala City

Balatonakarattya

Kissimmee

Greystone Heights

Monopoli

Markham

Miami Beach

Lagundo

Panama City

Sarasota

Whistler

Noale

Athens

Cartagena (Valparaiso)

Puk Tian