Contemplative Principles and Practices: A Resource List
In higher education contemplative practices are intentional and inclusive, promoting relationship-building through journaling, storytelling, deep listening, coaching, and collaboration. Contemplative practices include movement, stillness, creativity, reflection, activism, and more. Further, contemplative practices promote well-being and reduce stress through yoga, walking meditations, mindfulness practices, martial arts, and dance.
To discuss how contemplative practices apply to teaching, learning, and instructor or student well-being, please contact Linda Stewart at firstname.lastname@example.org.
See the “Tree of Contemplative Practices” at this link.
- The Tree of Contemplative Practices at the Center for Contemplative Mind in Society
(images and webinar by M. Duarr)
- The Center for Contemplative Mind in Society Recommended Reading List
- Mindfulness Definitions
- Tara Brach Guided Meditations
- Take Ten Minutes to do Nothing: Andy Puddicombe, “Mindfulness Expert” TED Talk
- Six Minutes: The Science Behind Mindfulness Meditation
BooksBarbezat, D. P. & & Bush, M. (2014). Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning. San Francisco: Jossey-Bass.
Berg, M. & Seeber, B. K. (2016). The Slow Professor: Challenging the Culture of Speed in the Academy. Toronto: University of Toronto Press.
Berila, B. (2016). Integrating Mindfulness Into Anti-Oppression Pedagogy: Social Justice in Higher Education. New York: Routledge.
Nelson, G. L. (2004). Writing and Being: Embracing Your Life Through Creative Journaling. Novato: New World Library.
Rendon, L. I. (2009). Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation. Sterling: Stylus Publishing.
Wenger, C. I. (2015). Yoga Minds, Writing Bodies: Contemplative Writing Pedagogy. Anderson: Parlor Press.
Articles and Websites
- Bettinger, E. P., B. T. Long, E. S. Taylor (2016). When Inputs are Outputs: The Case
of Graduate Student Instructors. Economics of Education Review.
- Bodovsky, K. (2018). Why I Collapsed on the Job. The Chronicle of Higher Education.
- Cassuto, L. (2013). Ph.D. Attrition: How Much is Too Much? Chronicle of Higher Education
- El-Ghoroury, N.H., Galper, D.I., Sawaqdeh, A., & Bufka, L.F. (2012). Stress, Coping,
and Barriers to Wellness Among Psychology Graduate Students. Training and Education
in Professional Psychology, 6(2), 122–134. doi:10.1037/a0028768
- King, B. J. (2018). Would College Students Retain More if Professors Dialed Back the
Pace? National Public Radio
- Myers, S. B., et al. (2012). Self-Care Practices and Perceived Stress Levels Among
Psychology Graduate Students. Training and Education in Professional Psychology, Vol
- National Writing Project, New Orleans Writing Marathon
- Paul, A. M. (2013). You’ll Never Learn: Students Can’t Resist Multitasking and it’s
Impairing Learning. Slate
- Shorr, A. (2017). Graduate school is Hard on Mental Health. Chronicle of Higher Education
- Sutton, R. E. (2004). Emotional Regulation Goals and Strategies of Teachers. Social
Psychology of Education. 7, 379-398.
- Taylor, B. (2013). Ph.D. Attrition: How Much is Too Much? The Chronicle of Higher
- Wenger, C. I. (2013). Writing Yogis: Breathing Our Way to Mindfulness and Balance
in Embodied Writing Pedagogy. The Journal for the Assembly of Expanded Perspectives.
- Meditative Walking Practices The Benefits of Forest Bathing (shinrin-yoku)
- Bettinger, E. P., B. T. Long, E. S. Taylor (2016). When Inputs are Outputs: The Case of Graduate Student Instructors. Economics of Education Review.