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Journal of Contemplative Inquiry
The online, peer-reviewed journal for contemplative higher education
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Who We Are
The Association of the Contemplative Mind in Higher Education (ACMHE) is the component of CMind that focuses on increasing contemplative insight and action in the realm of education. This includes undergraduate and graduate education; education for the professions; and informal and K-12 education as they relate to higher education.
The ACMHE Mission
We believe that education is, in fact, an embodied experience. We strive to augment humans' capacity to experience emotional, spiritual, somatic, cognitive, and intellectual learning as we engage with one another and with the natural environment.
The ACMHE Vision
We recognize all beings as somatic learners and teachers in this embodied envisioning of education. We recognize that racism, especially anti-Black racism, has compromised every field of human endeavor and contributed to the degradation of the environment itself, to the peril of the planet and all of its inhabitants. Through the work of the Association of the Contemplative Mind in Higher Education (ACMHE), we work to raise awareness about and address the ways that each and every aspect of education, as well as every discipline and realm of work, is impacted by racism and other oppressive paradigms.
The ACMHE Goals
By shining the light of a contemplative lens on the harm that has been done, we endeavor to be a force for healing and growth in and amongst individuals, communities, and institutions. We recognize that much of human education is informal and that the wisdom of our ancestors, grandmothers, and parents is invaluable and equal in importance to any formal education.
We recognize the lessons from the natural environment as well. We value the guidance of the sea, land, air, and all living creatures in our environment and consider ourselves to be in creative co-learning with all things around us.
We strive to stimulate inquiry into what is most meaningful to all as interconnected beings, part of an interdependent planetary and universal ecology. We seek to recast the traditional foundations for education into a truly integrative, transformative, and communal enterprise that is wholly open and inclusive of all backgrounds and which cultivates each person in the fullest possible way.
Though valuable to a point, conventional methods of scientific research, pedagogy, and scholarship need to be broadened, deepened, and divested of their oppressive legacies. The experiential methods developed within the contemplative traditions offer a rich set of tools for exploring the mind, body, spirit, heart, and relationship to the world.
Contemplative practices augment and transform conventional educational and scientific practices towards enriched research methodologies and pedagogic models which can lead to lasting solutions to global challenges. None of the CMind or ACMHE approaches require adherence to a single ideology or creed and the diverse array of contemplative practices we welcome and engage make contemplative development accessible to all.