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 lstewar2@kennesaw.edu.  

See the “Tree of Contemplative Practices” at this link. 

• Resources
  • Yoga
    
    
  • Mindfulteachers
    
    
  • 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  
     
    
    
• Books
  Barbezat, 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 6(1), 55-66
    
    
  • 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 Education
    
    
  • 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. JAEPL. 18
    
    
  • Meditative Walking Practices The Benefits of Forest Bathing (shinrin-yoku)