Members List

Heesoon Bai, Professor, Faculty of Education, SFU. Dr. Bai’s current research interests cluster around examining and deconstructing ontological and epistemological assumptions behind our cultural practices, including ethics and aesthetic. She calls for reanimation our selves in all spheres of our being in order to perceive and live the world ethically and aesthetically. Through contemplative inquiry and practices, such as Zen, she offers experimental ways to replenish our being and animate our senses. Bai is a past recipient of the Simon Fraser University Excellence in Teaching Award, the Roger Hamill's Environmental Educator’s Award, and the Canadian Society for the Studies in Education Mentorship Award. Her co-edited and co-authored books include: Fields of Green: Restorying Culture, Environment, Education (2009); Speaking of Teaching: Inclinations, Inspirations, and Innerworkings (2012); and Contemplative Learning and Inquiry Across Disciplines (2014, SUNY).

5.1.2. Books

5.1.2.1. Single authored or co-authored books

Cohen, A., Porath, M., A. Clarke, Bai, H., Leggo, C. & Meyer, K. (in press). Speaking of Learning: Recollections, Revelations, and Realizations. Rotterdam, Netherlands: Sense Publishers.
Cohen, A., Porath, M., A. Clarke, Bai, H., Leggo, C. & Meyer, K. (2012). Speaking of teaching: Inclinations, inspirations, and innerworkings. Rotterdam, Netherlands: Sense Publishers.

5.1.2.2. Edited books

Gunnlaugson, O., Sarath, E., Scott, C. & Bai, H. (in press). Contemplative approaches to learning and inquiry. New York: State University of New York Press.

MacKenzie, M., P. Hart, H. Bai & B. Jickling (2009). Fields of green: Restorying culture, environment, education. New Jersey: Hampton Press.

5.1.3. Book chapters (* current student involvement)

Walsh, S. & Bai, H. (in press). Writing witness consciousness. In Walsh, S., Bickel, B., & Leggo, C. (Eds.), Arts-based and contemplative practices in research and teaching: Honoring presence. New York: Routledge.
Cohen, A. & Bai, H. (in press). Suffering needs and loves company: Daoist and Zen perspectives on the counselor as companion. In D. Jardine, G. McCaffrey, & C. Gilham (Eds.). On the pedagogy of suffering: Hermeneutic and Buddhist Meditations. New York: Peter Lange.
Bai, H., Cohen, A. & Park, S. (in press). Classroom as dojo: Contemplative teaching and learning as martial art. In A. Zajonc & D. Barbezat (Eds.), Cultivating attention, understanding and insight: Contemplative practices in higher education, New York: Routledge.
Bai, H., Cohen, A. & Rabi, S. (in press), Post-individualist pedagogy: Relationship as teaching. In Deer, F., Falkenberg, T., McMillan, B., & Sims. L. (Eds.). Education for sustainable well-being: Concepts, issues, perspectives, and practices. Winnipeg, MB: Education for Sustainable Well-being Research Group.
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. New York: State University of New York Press.
Nilson, M., Broom, C., Provençal, J. & Bai, H. (2014). Making knowledge, doing good: Citizenship education in a Canadian higher education context. In J. Laker, C. Naval & Mrnjaus, K. (Eds.), Citizenship, democracy, and higher education in Europe, Canada and the USA. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.
Cohen, A., Porath, M., Leggo, C., Bai, H. & Meyer, K. (in press). Speaking of learning: Recollections, revelations, and realizations. Rotterdam, Netherlands: Sense Publishers.
Cohen, A., Bai, H. & Fiorini, K. (2014). The self-cultivation model of lifelong learning: Towards authentic life. In V. Wang (Ed.), Adult and community health education: Tools, trends, and methodologies. Hershey, PENN: IGI Global.
Cohen, A., *Fiorini, K., Culham, T., & Bai, H. (2013). The Circle of Leadership Integrity
Within Business Organizations, in Stachowicz, A., & Amann, W. (Eds.), Integrity in
organizations - Building the foundations for humanistic management. Palgrave Macmillan, a division of Macmillan Publishers.
Bai, H., Cohen, A. & Scott, C. (2013). Re-visioning higher education: The three-fold relationality framework. In J. Lin, R. Oxford & E. Brantmeier (Eds.), Re-envisioning higher education: Embodied paths to wisdom and social transformation, Charlotte: Information Age Publishing.
Bai, H. (2013). Philosophy for education: Cultivating human agency. In W. Hare & J. Portelli (Eds.), Philosophy of Education: Introductory readings (4th edition), Calgary: Brush Education Inc.
Bai, H & Romanycia, S. (2013). Learning from hermit crabs, mycelia and banyan: Education, ethics, and ecology. In M. Brody, J. Dillon, R. B. Stevenson & A. E. J. Wals (Eds.), International handbook on research in environmental education (pp. 101-107). London: Routledge.
Cohen, A. & Bai, H. (2012). Minding what really matters: Relationship as teacher. In Chambers, C. Hasebe-Ludt, E. Sinner, A. & Leggo, C. (Eds.), A heart of wisdom: Life writing as empathic inquiry (pp. 257-266). New York, NY: Peter Lang.
Bai, H. (2012). Entering the field of being. In A. Cohen, et al., Speaking of teaching: Inclinations, inspirations, and innerworkings. Rotterdam, Netherlands:Sense Publishers.
Bai, H. (2009). Re-animating the universe: Environmental education and philosophical animism. In M. McKenzie, H. Bai, P. Hart & B. Jickling (Eds.), Fields of green: Restorying culture, environment, education (pp. 135–151). New Jersey: Hampton Press.
Cohen, A. & Bai, H. (2008). Suffering loves and needs company: Daoist and Zen perspectives on the counselor as companion. In D. Jardine, G. McCaffrey, & C. Gilham (Eds.), On the Pedagogy of
Suffering: Hermeneutic and Buddhist Meditations. New York: Peter Lang Publishers.
Chinnery, A. & Bai, H. (2008). Levinas and responsibility. In D. Egea-Kuehne (Ed.), Levinas and education (pp. 228–241). London: Routledge.
Bai, H. & Cohen, A. (2007). Breathing qi, following dao: Transforming this violence-ridden world. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought and educational insights (pp. 35–54). Mahweh, N.J: Lawrence Earlbaum.
Bai, H. (2005). What is inquiry? In W. Hare & J. Portelli (Eds.), Key questions for educators (pp. 45–47). Halifax: EdPhil Books.
Bai, H. (2001). Cultivating democratic citizenship: Towards intersubjectivity. In W. Hare & J. P. Portelli (Eds.), Philosophy of education: Introductory readings (3rd ed.) (pp. 307–320). Calgary, AB: Detselig Enterprises Ltd.
Bai, H. (2001). Beyond educated mind: Towards a pedagogy of mindfulness. In: B. Hockings, J. Haskell & W. Linds (Eds.), Unfolding bodymind: Exploring possibilities through education (pp. 86-99). Brandon, VT: The Foundation for Educational Renewal.
Chinnery, A. & Bai, H. (2000). Altering conceptions of subjectivity: A prelude to the more generous effluence of empathy. In M. Leicester (Ed.), Values and education in a pluralist society (pp. 86–94). London: Falmer Press.

5.1.4. Journal articles & editorials

Bai, H. & Cohen, A. (2014). Zen and the art of storytelling. Studies in Philosophy and Education. Springer, 33(3). DOI: 10.1007/s11217-014-9413-8
Bai, H. (Ed.) (2014). Working Compassion, 2-4 [Special Issue]. Paideusis: The Journal of the Canadian Philosophy of Education Society, 21(2).
Bai, H. (2013). Peace with the Earth: Animism and contemplative ways. Cultural Studies of Science Education, CSSE, 2 (8), DOI 10.1007/s11422-013-9501-z. (M. P. Mueller & D. A. Greenwood (Eds.), Special Issue of CSSE on Ecological mindfulness and cross-hybrid learning.)
Bai, H. (2012). Reclaiming our moral agency through healing: A call to moral, social, environmental activists. Journal of Moral Education, 41 (3), 311-328.
Broom, C. & Bai, H. (2011). Exploring service learning pedagogy as citizenship development. Journal of Global Citizenship and Equity Education, 1(1), 44-59.
Bai, H. & Scott, C. (2011). The primacy of consciousness in education: A role for contemplative practices in education. The Korean Journal of Philosophy of Education, 33(4), 129-145.
Culham, T. & Bai, H. (2011). Emotional intelligence meets virtue ethics: Implications for educators. Journal of Thought.
McEwan, H. & H. Bai. (Eds.) (2010). Dialogue and difference, 1-4 [Special issue]. Paideusis: The Journal of Canadian Philosophy of Education, 19(1).
Cohen, A., Porath, M. & Bai, H. (2010). Exceptional educators: Investigating Dimensions of their practice. Transformative Dialogues: Teaching and Learning Journal, 4(2). http://www.kpu.ca/td/past-issues/4-2
Bai, H., Elza, D., Kovacs, P. & Romanycia, S. (2010). Re-searching and re-storying the complex and complicated relationship of biophilia and bibliophilia. Environmental Education Research, 16(3), 351-365.
Bai, H., *Donald, B. & Scott, C. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55(3), 319-334.
Bai, H. & *Scutt, G. (2009). Touching the earth with the heart of enlightened mind: A Buddhist practice of mindfulness for environmental education. Canadian Journal of Environmental Education, 14, 92–106.
Bigdeli, S. & Bai, H. (2009). Triunal model of anxiety and its application to anxiety reduction in learning and teaching environments. TESL Canada Journal, 27(1), 103–114.
Bai, H. (2008). Out beyond the ideas of wrongdoing and right doing . . . Complicity. An International Journal of Complexity and Education, 5(1), 109–114. Available online at
http://ejournals.library.ualberta.ca/index.php/complicity/issue/view/563
Cohen, A., Bai, H. & Green L. (2008). An experiment in radical pedagogy: Enactment of deep democracy in a philosopher's cafe. Radical Pedagogy, 9(2).
Cohen, A. & Bai, H. (2007). Dao and Zen of teaching: Classroom as enlightenment field. Educational Insights, 11(3). Available online at: http://einsights.ogpr.educ.ubc.ca/v11n03/articles/bai/bai.html
Cohen, A. & Bai, H. (2008). Suffering loves and needs company: Daoist and Zen perspectives on the counselor as companion. Canadian Journal of Counselling, 42(1), 45–56.
Bai, H. & Banack, H. (2006). To see a world in a grain of sand: Complexity and moral education. Complicity: An international Journal of Complexity and Education, 3(1), 5–20. Available online at
http://www.complexityandeducation.ualberta.ca/journal.htm
Bai, H. (2006). Philosophy for education: Cultivating human agency, Paideusis, 15(1), 7–19. Available online at
http://journals.sfu.ca/paideusis/index.php/paideusis/article/view/47/9
Bai, H. (2004). The three I’s for ethics as an everyday activity: Integration, intrinsic valuing, and intersubjectivity. Canadian Journal of Environmental Education, 9, 51–64.
Bai, H. (2003). Learning from Zen arts: A lesson in intrinsic valuation. Journal of the Canadian Association for Curriculum Studies, 1(2), 1–14. Available online at http://www.csse.ca/CACS/JCACS/V1N2/essays.html
Bai, H. (2003). The stop: The practice of reanimating the universe within and without. Educational Insights, 8(2). Available online at http://ccfi.educ.ubc.ca/publication/insights/v08n01/contextualexplorations/bai/bai.html
Bai, H. (2002). Zen and the art of intrinsic perception: A case of haiku. Canadian Review of Art Education, 28(1), 1–24.
Bai, H. (2001). Challenge for education: Learning to value the world intrinsically. Encounter, 14(1), 4–16.
Bai, H. (1999). Decentering the ego-self and releasing of the care-consciousness. Paideusis, 12(2), 5-18.
Bai, H. (1998). Autonomy reconsidered. In S. Tozer (Ed.), Philosophy of Education 1998, 95–101. Urbana, IL: Philosophy of Education Society. (This article was also presented as a plenary session at the 1998 Philosophy of Education Society’s Annual Meeting.)
Bai, H. (1998). Philosophy of holistic education. Journal of Practical Research in Holistic Education, 2(1), 145-149. (Note: this is a Korean journal, and my article is in Korean.)
Bai, H. (1997). Ethics and aesthetics are one: The case of Zen aesthetics. Canadian Review of Art Education, 24(2), 37-52.