Center for Contemplative Mind in Society

Contemplative practices for learning, belonging, transformation, and justice.

Florence, MA   |  www.contemplativemind.org

Mission

The Center for Contemplative Mind in Society transforms higher education by supporting and encouraging the use of contemplative/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.

Ruling year info

1998

Executive Director

Lila Shane

Main address

296 Nonotuck St, Suite 5

Florence, MA 01062 USA

Show more contact info

EIN

31-1579912

NTEE code info

Alliance/Advocacy Organizations (B01)

Professional Societies & Associations (B03)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

The view on which contemporary higher education is constructed is too limited. Its impoverished and largely reductive understanding of the world inevitably leads to partial solutions to the problems we face in such areas as education, health care, agriculture and economics. We need an education that embraces and develops an enlarged view, one that has room in it for the exploration of meaning, purpose and values and how to serve our common future.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Association for Contemplative Mind in Higher Education

The Association for Contemplative Mind in Higher Education(http://www.acmhe.org/)  (ACMHE) is a multidisciplinary professional academic association with a membership of educators, scholars, and administrators in higher education. The ACMHE is an initiative of the Center for Contemplative Mind in Society, which since the mid-1990′s has advanced research and established the credibility of the benefits of contemplative higher education. The Center has identified leading academics in the field, reached a broad constituency, and become the defining voice for contemplative practices as they specifically apply to higher education settings and pedagogical developments.
The ACMHE promotes the emergence of a broad culture of contemplation in the academy by connecting a network of leading institutions and academics committed to the recovery and development of the contemplative dimension of teaching, learning and knowing. The Association serves members by:
Stimulating scholarship and research concerning contemplative pedagogy, methodology and epistemology within and across disciplines at the annual conference(http://www.acmheconference.org/) ;
Distributing news of members’ scholarly work and general information relating to the field of contemplative education through a quarterly e-newsletter(http://www.acmhe.org/enewsletters) ;
Providing resources and an online community(http://www.acmhe.org/)  for members to participate in discussion forums and share profiles, publications, papers, and syllabi.
The ACMHE is funded by a combination of membership dues, event fees and individual and foundation support. Dues are self-selected starting from $35. Learn more about membership at www.acmhe.org.

Population(s) Served

Our retreats for educators are an opportunity to cultivate awareness and inquire deeply into our professional lives. At the core of contemplative methods is a practice of one’s own. Much of the time on retreat will be spent in focused, guided inquiry and in silence, including some silent meals. Participants will examine their work deeply, enabling them to reenter their professional lives from a place of greater skillfulness and insight. The final day of the retreat will include discussion of contemplative pedagogical methods and the relationship of the contemplative perspective to teaching, learning, and knowing. These practices cultivate capacities central to all of higher education—focused attention, deepened understanding of course material, greater kindness and compassion, and enhanced contemplative inquiry and insight.
Our retreats are designed to appeal to participants with a wide range of experience in contemplative practice, from beginners to seasoned practitioners. Registration is open to college and secondary school educators, administrators and staff.

Population(s) Served

The Summer Session on Contemplative Pedagogy is an annual week-long intensive workshop which prepares participants to return to their institutions with a deeper understanding of the practice of contemplative pedagogy and methods adapted for classroom and co-curricular use. Summer Session participants devote their week to rigorous investigation, reflection, writing, and discussion, guided by distinguished scholars and experienced contemplative educators.
We invite educators from all disciplinary and inter-disciplinary perspectives in arts, humanities, sciences, humanities-related sciences, and social sciences, and higher education professionals in mental health, counseling and administrative offices to apply.
The Summer Session offers presentations on the design principles of contemplative pedagogy; the relation between course content and contemplative practice; and the benefits of stabilized attention and other qualities of mind fostered by meditative exercises. We will explore the rationale for contemplative approaches and how to communicate with students and colleagues about their inclusion. Practical issues such as evaluation and grading will also be considered. There will be a presentation of recent research on the effects of meditation and discussions on how contemplative practices affect teaching, learning and campus culture. Each day will also include contemplative practice time, and will introduce participants to a variety of practices that have been adapted successfully for secular educational settings.

Population(s) Served

CMind's initiative, the Association for Contemplative Mind in Higher Education (ACMHE), a multidisciplinary professional academic association of academic scholars and administrators, has convened conferences annually since 2009. These gatherings explore the many ways that contemplative practices serve teaching, learning and knowing in higher education.

Population(s) Served

The Journal of Contemplative Inquiry (ISSN: 2333-7281) promotes the understanding, development, and application of contemplative and introspective methods 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. The development of critical first-person perspectives and alternative ways of knowing allows everyone in higher education to examine their own experience in relationship to the material they study, transforming their understanding of how their work, study, and actions affect the wider world.

Population(s) Served

Where we work

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Our goal is to support the transformation of higher education through contemplative practices.

We offer training, community-building, publication opportunities, and professional development to foster contemplative practices and perspectives for thoughtful teaching, learning, and community engagement, Our primary initiative is the Association for Contemplative Mind in Higher Education (ACMHE), the professional academic membership association at the heart of CMind. Through ACMHE, we provide resources, networking, and events for an international community of compassionate educators.

In short, our greatest strength is our community. With an active, engaged Board of Directors, a diverse international network of 800 members, and a small, experienced, and dedicated staff, CMind is an agile and responsive organization that prioritizes constituent involvement and feedback. We are able to offer resources, events, webinars, publication opportunities, and grants to serve our constituents' variety of needs. Our partnerships with our visionary funders are vital to our capabilities; together, we form a community with a shared goal of creating a more just and peaceful world.

For the past two decades, the Center for Contemplative Mind in Society (CMind) has been dedicated to supporting transformation and engaged action for all through contemplative practices.

Since 2010, we have focused our efforts on post-secondary education. Our early efforts in this area, particularly the Contemplative Practice Fellowship Program (1997-2009), fostered the development and integration of contemplative approaches in higher education teaching and learning.

Our current initiatives further our mission and vision by means such as supporting a network of scholars and academic professionals through the Association for Contemplative Mind in Higher Education, hosting events including the Summer Session on Contemplative Pedagogy, and creating resources and publications such as the Journal of Contemplative Inquiry.

The ACMHE was founded in 2008 and has grown to 800 members. We celebrated our 11th annual ACMHE conference at UMass Amherst in 2019; between the 2014 conference and the 2019 conference, attendance increased 26%. Our online peer-reviewed journal has published its sixth issue, and 2020 will bring the (now online) 16th annual Summer Session on Contemplative Practices in Education. We now offer monthly contemplative education webinars and contemplative practice webinars, and well as online retreats and workshops, featuring scholars from the field.

Financials

Center for Contemplative Mind in Society
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Operations

The people, governance practices, and partners that make the organization tick.

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Center for Contemplative Mind in Society

Board of directors
as of 6/17/2020
SOURCE: Self-reported by organization
Board chair

Joseph Belluck

Belluck & Fox

Oliver Hill

Virginia State University

David Levy

University of Washington

Michelle Chatman

University of the District of Columbia

Joe Belluck

Belluck & Fox

Mirabai Bush

CMind (ex-officio member)

Lenwood Hayman, Jr

Morgan State University

Lisa Napora

Mindfulness Alliance

Stephanie Briggs

Be.Still.Move.

Richard Chess

University of North Carolina Asheville

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? No
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? No
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No