Resources

Selected Works by CENCE Members

Heesoon Bai, Simon Fraser University

• Bai, H., Williams, H., Cueto de Souza, R., Yee, A., Scott, C., & Cohen, A. (2024). Contemplative Inquiry as Research and Pedagogic Method. In K. Clough & B. Flanagan (Eds.), The Routledge handbook of research methods in spirituality & contemplative studies (pp. 141–148). Routledge. 
• Bai, H., Anderson, L., Scott, C. (2023). Contemplation as a quintessential educational project for our times. Holistic Education Review 3(2). Retrieved from https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2978/2654  
• Gunnlaugson, O., Cueto de Souza, R., Zhao, S., Yee, A., Scott, C., & Bai, H. (2022). Revisiting the Nature of Transformative Learning Experiences in Contemplative Higher Education. Journal of Transformative Education, 21(1), 84–101.  https://doi.org/10.1177/15413446211067285 
• Bai, H., Morgan, P., Scott, C. & Cohen, A. (2018). Holistic-contemplative pedagogy for 21^st century teacher education: Education as healing. In J. Miller & M. Binder (Eds.), The international handbook for holistic education (pp. 108-117). Routledge. https://doi.org/10.4324/9781315112398 
• Bai, H., Donald, B. & Scott, C. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55(3), 319–334.

Claudia Eppert, University of Alberta

• Eppert, C. (2024). Questions of witnessing: Historical, contemplative/nondual, and ecological. In A.M. Phelan & W.F. Pinar (Eds.), Curriculum studies in Canada: Present preoccupations (pp. 90–118). University of Toronto Press. 
• Eppert, C., Vokey, D., Nguyen, T. & Bai, H. (2016). Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education. In O. Ergas & S. Todd (Eds.), Philosophy East/West: Exploring intersections between educational and contemplative practices. Wiley-Blackwell.  
• Eppert, C., Vokey, D., Nguyen, T. T. A., & Bai, H. (2015). Intercultural philosophy and the nondual wisdom of ‘basic goodness’: Implications for contemplative and transformative education.  Journal of Philosophy of Education, 49(2), 274–293. 
• Eppert, C., & Wang, H. (Eds.). (2008). Cross-cultural studies in curriculum: Eastern thought, educational insights. Routledge. 
• Eppert, C. (2008). Fear, (educational) fictions of character and Buddhist insights for an arts-based witnessing curriculum. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (pp. 55–108). Routledge.  
• Eppert, C. (2009). Rememberingour (re) source. In M. McKenzie, P. Hart, H. Bai, & B. Jickling (Eds.), Fields of green: Re-storying culture, environment and education (pp. 191–210). Hampton Press. 

Thomas Falkenberg, University of Manitoba

• Falkenberg, T. (2024, forthcoming). Contemplative pedagogies for well-being in higher education and beyond. In M. Drinkwater, & Y. Waghid (Eds.), The Bloomsbury handbook of ethics of care in transformative leadership in higher education. Bloomsbury.
• Falkenberg, T. (2023). Contemplative Practices and the Concern for Well-Being in Schools: A Well-Being Pedagogy. Holistic Education Review, 3(2).
• Falkenberg, T. (Ed.). (2023). Well-being and well-becoming in schools. University of Toronto Press.
• Falkenberg, T., & Link, M. (2019). A disciplined practice of collaboratively working on teaching as contemplative professional practice. In O. Gunnlaugson, C. Scott, H. Bai, & E. W. Sarath (Eds.), Catalyzing the Field: Second-Person Approaches to Contemplative Learning and Inquiry (pp. 73–86). State University of New York Press.
• Bai, H., Cohen, A., Miyakawa, M. & Falkenberg, T. (2019). Mindfulness for adulting. Learning: Research and Practice, 4(1), 14-28. https://doi.org/10.1007/978-3-030-01426-1_56-1
• Falkenberg, T. (2016). Inner wisdom: A foundation for being a teacher. In K. Ragoonaden, & S. Bullock (Eds.), Mindfulness and critical friendship: A new perspective on professional development for educators, (pp. 1–12). Lexington Books.
• Falkenberg, T. (2012). Teaching as contemplative professional practice. Paideusis, 20(2), 25–35. https://journals.sfu.ca/pie/index.php/pie/article/view/283

Jeannie Kerr, Simon Fraser University

• Kerr, J. (2024). Well-being and well-becoming in inner-city schools: Supporting students’ wholistic flourishing in inner-city communities. In T. Falkenberg (Ed.), Well-being and well-becoming in schools. University of Toronto Press.
• Kerr, J. (2023). Transformational Opportunities through New (er) Stories: Research Addressing Educational Inequalities. Canadian Journal of Education/Revue canadienne de l’éducation, 46(1).
• Kerr, J. (2020). Ethics, relationality, and global citizenship education: Decolonial gestures within complexity. In L. Kornelesen, G. Balzer, & K. Magro (Eds.), Teaching global citizenship: A Canadian perspective (pp. 176–189). Canadian Scholars Press.
• Kerr, J. (2016). Intuition and professional wisdom: Can we teach moral discernment? In L. Bondi, D. Carr, C. Clark, & C. Clegg (Eds.), Towards professional wisdom: Practical deliberation in the people professions. Routledge.
• Kerr, J. (n.d.). Challenging technocratic logics in teacher education: Seeking guidance from Indigenous and Aristotelian traditions. https://www.academia.edu/attachments/55436565/download_file?s=portfolio

Mike Link, University of Winnipeg

• Link, M. (2023). Connecting children to nature through scientific inquiry: The impact on children’s well-being. In C.D. Tippett & T.M. Milford (Eds.) Exploring elementary science teaching and learning in Canada. Contemporary trends and issues in science education (Vol. 53, pp. 167–186). Springer. https://doi.org/10.1007/978-3-031-23936-6_10 
• Link, M., & Falkenberg, T. (2021). Teacher leadership in education for sustainable well-being and well-becoming. In K. D. Walker, B. Kutsyuruba, & S. Cherkowski (Eds.), Positive leadership for flourishing schools (pp. 341–353). Information Age Publishers.
• Falkenberg, T., & Link, M. (2019). A disciplined practice of collaboratively working on teaching as contemplative professional practice. In O. Gunnlaugson, C. Scott, H. Bai, & E. W. Sarath (Eds.), Catalyzing the Field: Second-Person Approaches to Contemplative Learning and Inquiry (pp. 73–86). State University of New York Press.

Charles Scott, Simon Fraser University

• Cueto de Souza, R., & Scott, C. (2024). Cultivating stillness through yoga: Considerations for a deepening of presencing mastery at the bottom of the U. International Journal of Presencing Leadership & Coaching, 1(1), 82–95. https://doi.org/10.69470/eh0wg012
• Scott, C. (2023). The farther reaches of contemplative inquiry. Holistic Education Review, 3(2). https://her.journals.publicknowledgeproject.org/index.php/her/article/view/2986/2650  
• Cueto de Souza, R., and Scott C. (2022). From mental health crisis to existential human suffering: The role of self-transcendence in contemporary mindfulness. Religions, 13(8), 681. https://doi.org/10.3390/rel13080681 
• Scott, C. (2021). Contemplative being, becoming, and knowing: The “work” at the bottom of the U in a graduate program in contemplative inquiry. In O. Gunnlaugson, & W. Brendel, (Eds.), Advances in presencing (Vol. 3; pp. 215–240). Trifoss Press. 
• Scott, C. (2019). What is contemplation? The opening of a dialogue. SFU Educational Review, 12(2), 121–136. https://doi.org/10.21810/sfuer.v12i2.936  
• Scott, C. & Bai, H. (2017). Bhakti yoga as intersubjective contemporary practice. The intersubjective turn in contemplative education: Shared approaches for contemplative learning and inquiry across disciplines. State University of New York Press. 
• Bai, H., Morgan, P. Scott, C. & Cohen, A. (2016). Prolegomena to spiritual research paradigm: Importance of attending to the embodied and the subtle. In J. Lin, , R. Oxford & T. Culham (Eds.), Developing a spiritual research paradigm: Incorporating spirituality in research in the social sciences and education (pp. 77-96). Information Age Publishing. 
• Bai, H. Cohen, A., Culham, T., Park, S., Rabi, S., Scott, C. & Tait, S. (2014). A call for wisdom in higher education: Voices of contemplative inquiry. In Gunnlaugson, O., Sarath, E., Bai, H. & Scott, C. (Eds.) Contemplative approaches to learning and inquiry. State University of New York Press.