Journal of Contemplative and Holistic Education
January 1, 2026
Anna Rumjahn
Teacher burnout and attrition in K-12 schools are rising, prompting a search for sustainable ways to reduce exhaustion and emotional strain. Building on Christopher McCaw's work about contemplative practices shaping teacher identity, this paper reconsiders definitions of mindfulness for teacher professional becoming by introducing less-explored Greco-Roman philosophical perspectives. It specifically examines prosochê (attention) and the Stoic exercise of praemeditatio malorum to expand the conceptual framework of the contemplative practitioner. Drawing on personal reflections as a beginning teacher during the COVID-19 pandemic, the author explores the implications and limitations of using philosophical premeditation as a contemplative practice for educators.
Journal of Contemplative and Holistic Education
January 1, 2025
D. Smith, Thomas Falkenberg, R. Low et al.
In response to rising polarization, violence, ecological disasters, and student mental health crises, the fields of contemplative inquiry and somatic studies offer holistic educational approaches that cultivate presence of mind, promote healing, and integrate physical, intellectual, emotional, social, spiritual, and ecological dimensions of wellness.
Journal of Contemplative and Holistic Education
January 1, 2025
Lauren Brown
Contemplative practices such as mindfulness, presence, deep listening, and loving kindness can guide a researcher's ethical decisions and deepen understanding of study participants. Drawing on personal experience as both a novice researcher and experienced practitioner, the author argues that contemplative practice is not merely an enrichment for narrative inquiry but is central to it, making narrative inquiry a methodology that is contemplative at its core.
Journal of Contemplative and Holistic Education
January 1, 2025
Ciara Hoyne, Jing Lin
Contemplative practices such as meditation and mindfulness can enhance self-understanding, reduce stress, deepen connection to host communities and cultures, and promote healing during short-term study abroad. Drawing on personal experiences and integrating relevant literature, the essay argues that intentionally incorporating these practices into study abroad programs fosters individual and collective growth, connection, and healing.