I draw upon a number of these resources for my own educational research. I must apologise now by informing you that not all of the literature listed below are accessible freely online. If you have access to a university library and online library searches, you will have less difficulty in locating a number of these resources listed below. Academic research is the area linking meditative/contemplative practices to higher education pedagogy and practices is rising in interest, I have certainly noticed the continued and increased interest over the past few years. This list is slightly broader in that it also includes some literature I draw upon on social theory, qualitative educational research and finally higher education as idea, possibility and institution.

Given the nature of academic research, this list will be updated frequently. In the meantime, If you feel I have missed anything from this list that is worth adding to this list and indeed reading, please do get in touch.


Barbezat, D. & Bush, M. (2013) Contemplative Practices in Higher Education: Powerful Methods to Transform Teaching and Learning. San Francisco:  Jossey-Bass.

Berila, B. (2016) Integrating mindfulness into Anti-oppression Pedagogy: Social Justice in Higher Education. New York: Routledge.

Langer, E. J. (1998) The Power of Mindful Learning. Da Capo Press.

Siegel, D. J. (2007) The Mindful Brain: Reflection and Attunement in the Cultivation of Well-Being. W. W. Norton & Company.

Thomson, B. (2017) Teaching with Tenderness: Towards an Embodied Practice. University of Illinois Press.

Zajonc, A. (2008) Meditation As Contemplative Inquiry: When Knowing Becomes Love. Lindisfarne Press.

Zajonc, A. & Parker, P. (2010) The Heart of Higher Education: A Call to Renewal. San Francisco: Jossey-Bass.


The Arrow
This peer-reviewed journal of wakeful society, culture and politics.

Published six times a year, the magazine of higher learning deals with contemporary issues in higher education which are intended to stimulate and inform reflective practitioners in colleges, universities, foundations, government and other education contexts.

Journal of Contemplative Inquiry
This is a peer-reviewed journal which aims to advance understanding, development and application of contemplation and introspection in order to serve a vision of higher education as an opportunity for cultivating personal and social awareness and an exploration of meaning, values, and engaged action.


Bush, Mirabai. (2013). “Mindfulness in Higher Education,” in Mindfulness: Diverse Perspectives on its Meaning, Origins and Applications.  London: Routledge.

Simmer-Brown, Judith & Fran Grace (Eds) (2011) Meditation and the Classroom: Contemplative Pedagogy for Religious Studies (SUNY Series, Religious Studies). Albany: SUNY Press.


Barbezat, Daniel & Allison Pingree. (2012). Contemplative Pedagogy: The Special Role of Teaching and Learning Centers.  In James E. Groccia and Laura Cruz (Eds.), To Improve the Academy, 31, 177-191. San Francisco, CA: Jossey-Bass.

Burggraf, Susan & Peter Grossenbacher. Contemplative Modes of Inquiry in Liberal Arts EducationLiberalArtsOnline, June 2007.

Bush, Mirabai. (2010). Contemplative Higher Education in Contemporary America. See also Mirabai Bush, “Contemplative Higher Education in Contemporary Life,” Contemplation Nation: How Ancient Practices Are Changing the Way We Live, pp. 221-36. 2011.

Coburn, Thomas; Fran Grace; Anne Carolyn Klein; Louis Komjathy; Harold Roth & Judith Simmer-Brown. (2011). Contemplative Pedagogy: Frequently Asked Questions. Teaching Theology and Religion, Vol. 14, No. 2, April 2011, 167-174.

Craig, Barbara A. (2011). Contemplative Practice in Higher Education: An Assessment of the Contemplative Practice Fellowship Program. Northampton, MA: The Center for Contemplative Mind in Society.

Gunnlaugson, O., Sarath, E., Scott, C., & Bai, H., Eds. (2014). Contemplative Learning and Inquiry Across Disciplines. Albany, NY: SUNY Press.

Kroll, Keith. (Ed.). (2010). Contemplative Teaching and Learning: New Directions for Community Colleges, 151. San Francisco, CA: Jossey-Bass.

Miller, John. (1994). The Contemplative Practitioner: Meditation in Education and the Professions. Westport, CT: Bergin and Garvey. (revised edition to be published in 2014 by University of Toronto Press)

O’Reilley, Mary Rose. (1998). Radical Presence: Teaching as Contemplative Practice. Heinemann.

Rendon, Laura I. (2009). Sentipensante (Sensing/Thinking) Pedagogy: Educating for Wholeness, Social Justice and Liberation. Sterling, VA: Stylus Publishing.

Rockefeller, Steven C. (1994). Meditation, Social Change, and Undergraduate Education. Northampton, MA: The Center for Contemplative Mind in Society.

Sanders, Linda A., Ed. (2013) Contemplative Studies in Higher Education: New Directions for Teaching and Learning, No. 134, Summer 2013.

Shapiro, Shauna, Kirk Warren Brown and John A. Austin, “Toward the Integration of Meditation into Higher Education: A Review of Research Evidence,” Teachers College Record, 113:3 (2011), p. 493-528.

Stock, Brian. (1994). The Contemplative Life and the Teaching of the Humanities. Northampton, MA: The Center for Contemplative Mind in Society.

Thurman, Robert. (1994). Meditation and Education: Buddhist India, Tibet and Modern America. Northampton, MA: The Center for Contemplative Mind in Society.


Beth Berila
Author of the 2016 book for Higher Education educators on mindful approaches to anti-oppression pedagogy, Director of the Women’s Studies Program and also Professor in the Ethnic and Women’s Studies Department at St. Cloud State University in St. Cloud in Minnesota, USA.

Centre for Contemplative Mind in Society (CCMS)
Also known as the Association for Contemplative Mind in Higher Education (ACMHE). This centre’s mission is to transform higher education by supporting and encouraging the use of contemplative and/or introspective practices and perspectives to create active learning and research environments that look deeply into experience and meaning for all in service of a more just and compassionate society.

Off The Mat, Into The World
Famous yogi Sean Korn, alongside other academics and yogis, established this non-profit organization dedicated to bridging yoga and activism. Founded in 2007 and using the tools of yoga, meditation and self-inquiry to inspire leaders to create conscious, sustainable change, this organisation defines activism as an act of standing for solidarity, equality, justice, and freedom for all.

Yoga & Body Image Coalition
Initiated by academics on a mission to create a body positive movement that promotes diversity and inclusion in the yoga classroom.

The Oxford Mindfulness Centre
This is the centre for scientific research into mindfulness within the Department of Psychiatry at the University of Oxford. It has been at the forefront of mindfulness research and training since 2008 with a mission to reduce suffering, promote resilience, and realise human potential across the lifespan.


The famed Times Higher Education site.

Social Theory Applied
Mark Murphy’s corresponding website to his recent edited book Social Theory in Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida, it offers insights into applying the critical ideas of social theorists to real-world educational settings and phenomena. Much of my work in both International Communications and my educational research in integrating meditative practices in Higher Education Pedagogy (HEP) relate to this invaluable resource site.

The Conversation
A modern and polemical site that draws upon academics as contributors to real-world issues in society and culture.