Source: http://www.contemplativemind.org/resources/bibliography
Timestamp: 2019-04-23 14:08:26+00:00

Document:
e’re excited to share this new bibliography of research on contemplative practices in higher education, compiled for CMind by Seth Schoen, PhD. CMind’s last research review (Toward the Integration of Meditation into Higher Education) was completed in 2008 and focused on meditation and learning. A bibliography inclusive of multiple forms of contemplative practice and pedagogy in various areas and aspects of higher education has been long overdue.
While mindfulness predominates the published research on contemplative practices, the preceding 10 years of ACMHE conferences have demonstrated that many forms of contemplative inquiry are being practiced in academia today. Reflecting this broadening of practices and approaches, we understand this bibliography to be comprehensive, but not conclusive, in scope. It encompasses published material on the broad range of contemplative inquiry in the context of higher education. Omissions are not intentional, but a reflection of how the growing field cannot be fully captured in one limited-time project. Therefore, we welcome your suggestions for expanding this bibliography. Please feel free to send your suggestions to us at info@contemplativemind.org.
We hope that scholars and educators find this bibliography a useful resource and continue to learn from a diversity of traditions and forms of practice in the coming years.
This bibliography was compiled by searching for published materials on the topic of contemplative education, practices, pedagogies, and approaches in higher education from 2008-2019. Several articles prior to 2008 have been included because of their influential impact or focus on under represented areas of research. In addition, conversations at the 2018 ACMHE conference revealed emerging concerns for the moral and ethical frameworks in which our contemplative inquiry operates. As a starting point, we understands this concern generally as a desire for spiritual rootedness and have included a small section in this bibliography on spirituality in higher education. It is not intended to be comprehensive on this topic.
Culham, T. E. (2013). Ethics education of business leaders: Emotional intelligence, virtues, and contemplative learning. Charlotte, NC: Information Age Publishing.
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.
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.
McCown, D. (2013). The ethical space of mindfulness in clinical practice. London: Jessica Kingsley.
Borker, D. R. (2013). Mindfulness practices and learning economics. American Journal of Business Education, 6(5), 495-504.
Snowber, C. (2016). Embodied inquiry: Writing, living and being through the body. Rotterdam, The Netherlands: SensePublishers.
Wenger, C. (2015). Yoga minds, writing bodies: Contemplative writing pedagogy. Fort Collins, Colorado: WAC Clearinghouse.
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.
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.
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.
Rodriguez, A. (2015). Harmolodic Pedagogy and the Challenge of Omni-Musicality. Jazz Perspectives, 9(2), 173-192.
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.
Simmer-Brown, J., & Grace, F. (Eds.). (2011). Meditation and the classroom: Contemplative pedagogy for religious studies. Albany, NY: State University of New York Press.
Song, K. Y. & Muschert, G. W. (2014). Opening the contemplative mind in the sociology classroom. Humanity & Society, 38, 314-338.
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.
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.
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.
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.
Francl, M. (2016). Practically impractical: Contemplative practices in science. Journal of Contemplative Inquiry, 3(1), 21-34.
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.
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.
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.
This category focuses on research evaluating the effectiveness of contemplative pedagogies and practices in higher education.
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.
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.
Kumar, A. (2013). Curriculum as Meditative Inquiry. New York, NY: Palgrave, Macmillan.
Morgan, P. (2012). Following contemplative education students’ transformation through their “ground-of-being” experiences. Journal of Transformative Education, 1(1), 23–42.
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.
Sable, D. (2012) The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses (Doctoral thesis). Retrieved http://dalspace.library.dal.ca/handle/10222/15464.
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.
Van Dam, N. T., van Vugt, M. K., Vago, D. R., Schmalzl, L., Saron, C. D., Olendzki, A., … Meyer, D. (2018). Mind the hype: A critical evaluation and prescriptive agenda for research on mindfulness and meditation. Perspectives on Psychological Science, 13(1), 36-61.
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.
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.
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.
Walsh, S., Bickel, B., & Leggo, C. (2015). Arts-based and contemplative practices in research and teaching: Honouring presence. New York, NY: Routledge.
Berila, B. (2016). Integrating mindfulness into anti-oppression pedagogy: Social justice in higher education. New York, NY: Routledge.
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.
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.
Kahane, D. (2009). Learning about obligation, compassion, and global justice: The place of contemplative pedagogy. New Directions for Teaching and Learning, 118, 49-60.
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.
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.
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.
DuFon, M. A., & Christian, J. (2013). The formation and development of the mindful campus. New Directions for Teaching and Learning, 134, 65-72.
Hassed, C., & Chambers, R. (2014). Mindful learning: Reduce stress and improve brain performance for effective learning. Wollombi, Australia: Exisle.
Mahani, S. (2012). Promoting mindfulness through contemplative education. Journal of International Education Research, 8(3), 215-222.
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.
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.
Thomas, J. T. (2017). Brief mindfulness training in the social work practice classroom. Social Work Education,36(1), 102-118.
Williams, J.M.G. & Kabat-Zinn, J. (2013). Mindfulness: Diverse perspectives on its meaning, origins and applications. New York: Routledge.
Albrecht, N., Albrecht, P., & Cohen, M. (2012). Mindfully teaching in the classroom: A literature review. Australian Journal of Teacher Education, 37(12), 1-14.
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.
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.
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.
Caranfa, A. (2010). Contemplative instruction and the gifts of beauty, love, and silence. Educational Theory, 60(5), 561-585.
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. (2016). Philosophy east-west: Exploring intersections between educational and contemplative practices (Journal of philosophy of education book series). Malden, MA: Wiley-Blackwell.
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., 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. (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.
Komjathy, L. (2018). Introducing Contemplative Studies. Oxford, UK: John Wiley & Sons.
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.
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.
Roth, H. (2006). Contemplative studies: Prospects for a new field. The Teachers College Record, 108(9), 1787-1815.
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.
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.
Sprague, D. (2013). Reclaiming the Integration of Body and Mind. Buddhist-Christian Studies, 33, 101-113.
Zajonc, A. (2009). Meditation as contemplative inquiry. When knowing becomes love. Great Barrington, MA: Lindisfarne Books.
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.
Cohen. A., & Bai, H. (2008). Dao and Zen of teaching: Classroom as enlightenment field.
Crane, R. S., Stanley, S., Rooney, M., Bartley, T., Cooper, L., & Mardula, J. (2014). Disciplined improvisation: Characteristics of inquiry in mindfulness-based teaching. Mindfulness, 6(5), 1104-1114. doi:10.1007/s12671-014-0361-8.
Davis, C. S., & Breede, D. C. (2015). Holistic ethnography: Embodiment, emotion, contemplation, and dialogue in ethnographic fieldwork. The Journal of Contemplative Inquiry, 2(1), 77-100.
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.
Magee, R. (2011). Educating lawyers to meditate?, U.M.K.C. L. Rev., 79, 535-93.
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.
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.
Thompson, B. (2017). Teaching with tenderness: Toward an embodied practice. Urbana, IL: University of Illinois Press.
Eaton, M., Hughes, H. J., & MacGregor, J. (2017). Contemplative approaches to sustainability in higher education: Theory and practice. New York: Routledge.
Taylor, E. W., Cranton, P., & Associates (Eds.). (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco: Jossey-Bass.
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.
Matias, C. (2016). Feeling white: Whiteness, emotionality, and education. The Netherlands: Sense Publishers.
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.
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.
Coutant, L., & Caldwell, K. (2017). The mindful campus: Organizational structure and culture. The Journal of Contemplative Inquiry, 4(1), 229-250.
Fort, A. (2013). Contemplative Studies and the Liberal Arts. Buddhist-Christian Studies, 33, 23-32. Retrieved from http://www.jstor.org.sandiego.idm.oclc.org/stable/43185105.
Kaufman, P. (2017). Critical Contemplative Pedagogy. Radical Pedagogy, 14(1), 1-20.
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.
practice. The Journal of Aesthetic Education, 52(3), 56-71.
This category includes research on how students and educators in higher education can avoid burnout and cultivate well-being.
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.

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