Publications
Doctoral Dissertation
Scott, C. (2011). Unpublished doctoral dissertation, 丁香园AV, Burnaby, BC.
Edited Books
Bai, H., Chang, D, and Scott, C. (Eds.). (2020). A book of ecological virtues: Living well in the Anthropocene. University of Regina Press.
Gunnlaugson, O., Scott, C., Bai, H., and Sarath, E. (Eds.). (2019). Catalyzing the field: Second-person approaches to contemplative learning. Albany, NY: State University of New York Press.
Gunnlaugson, O., Sarath, E., Scott, C., & Bai, H. (Eds.). (2017). The intersubjective turn: Theoretical approaches to contemplative learning and inquiry across disciplines. Albany, NY: State University of New York Press.
Gunnlaugson, O., Sarath, E. Scott, C., & Bai, H. (Eds.) (2014). Contemplative learning and inquiry across disciplines. Albany, NY: State University of New York Press.
Edited Book Chapters
Scott, C. (2021). Contemplative being, becoming, and knowing: The 鈥渨ork鈥� at the bottom of the U in a graduate program in contemplative inquiry. In O. Gunnlaugson, and W. Brendel, (Eds.), Advances in presencing (Vol. 3; pp. 215鈥�240). Trifoss Press.
Bai, H., Chang, D., & Scott, C. (2020). The call for an ecological virtue ethics. In A book of ecological virtues: Living well in the Anthropocene (pp. xi鈥搙vi). University of Regina Press.
Anderson, L., Miyagawa, M., Mangat, M., Scott, C., and Bai, H. (in press, 2019). Pedagogical infusion of the contemplative: 丁香园AV鈥檚 contemplative inquiry Master of Education program in Canada. In J. Lin, T. Culham, & S. Edwards (Eds.), Contemplative pedagogies for transforming teaching, learning and being. Charlotte, NC: Information Age Publishing.
Bai, H., Morgan, P., Scott, C., & Cohen, A. (2018). Holistic-contemplative pedagogy for 21st century teacher education: Education as healing. In J. Miller, M. Binder, S. Crowell, K. Nigh, & B. Novak (Eds.), The international handbook in holistic education (pp. 108鈥�117). Toronto, Canada: University of Toronto Press.
Scott, C. & Bai, H. (2017). Bhakti yoga as intersubjective contemplative practice. In O. Gunnlaugson, C. Scott, E. Sarath, & H. Bai (Eds.). Intersubjective approaches to contemplative learning (pp. 199鈥�234). Albany, NY: 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.), Toward a spiritual research paradigm: Exploring new ways of knowing, researching and being. (pp. 77鈥�96). Charlotte, NC: Information Age Publishing.
Bai, H., Morgan, P., Scott, C., & Cohen, A. (in press). Prolegomena to spiritual research paradigm: Importance of attending to the embodied and the subtle. In J. Lin, O. Qargha, R. Oxford & T. Culham. (Eds.), Developing a spiritual research paradigm: Incorporating spirituality in research in the social sciences and education. Charlotte, NC: Information Age Publishing.
Scott, C. (2014). Dialogue as an intersubjective contemplative praxis. In O. Gunnlaugson, H. Bai, E. Sarath, and C. Scott (Eds.), Contemplative approaches to learning and inquiry (pp. 199鈥�234). Albany, NY: State University of New York Press.
Bai, H., Cohen, A., Culham, T., Park, S., Rabi, S., Scott, C., Tait, S. (2014). A call for wisdom in higher education: Contemplative voices from the Dao-field. In O. Gunnlaugson, H. Bai, E. Sarath, and C. Scott (Eds.), Contemplative approaches to learning and inquiry (pp. 199鈥�234). Albany, NY: State University of New York Press.
Bai, H., Cohen, A., & Scott, C. (2013). Re-visioning higher education: The three-fold relationality framework. In J. Ling, R. Oxford, & E. Brantmeier (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (pp. 3鈥�22). Charlotte, NC: Information Age Publishing.
Scott, C. (2010). Entries for 鈥淒ialogue鈥� and 鈥淢artin Buber.鈥� In J. Collins & N. O鈥橞rien (Eds.), The Greenwood dictionary of education (2nd ed.). Santa Barbara, CA: ABC-CLIO and Greenwood Press.
Journal Articles
Gunnlaugson, O., de Souza, R. C., Zhang, S., Yee, A., Scott, C., & Bai, H. (2022). Revisiting the nature of transformative learning experiences in contemplative higher education. Journal of Transformative Education, 20(1).
Scott, C., Behrisch, T., Bhattacharjee, M., Grass, S., and Bai, H. (2021). Re/turning to soil: Becoming one-bodied with the Earth. Cultural Studies of Science Education, 16.
Chang, D., Scott, C., Banack, H., Beavington, L., Culham, T., Falkenberg, T., ... & Zhao, S. (2021). From hermit crabs to humus: Heesoon Bai鈥檚 contributions to cultural studies in science education. Cultural Studies of Science Education, 1-14.
Lin, J., Culham, T., and Scott, C. (2020). Virtue as emergence from contemplative practices. Journal of Character Education, 16(1), 39鈥�54.
Blenkinsop, S. & Scott, C. (2018). Becoming Teacher/Tree and bringing the natural world to students: An educational examination of the influence of the other-than-human world and the great actor on Martin Buber鈥檚 concept of the I/Thou. Educational Theory, 67(4), 453-469.
Bai, H., Eppert, C., Scott, C, Tait, S. & Nguyen, T. (2014). . Studies in Philosophy of Education, 34(6), 635鈥�649.
Bai, H. and Scott, C. (2012). The primacy of consciousness in philosophy of education: Implications for philosophy of education. Korean Journal of Philosophy of Education, 33(4), 129鈥�145.
Scott, C. (2010). Ecological identity through dialogue. Canadian Journal of Environmental Education, 15, 135鈥�149.
Scott, C. (2010). Epistemological multilingualism: A tool for conviviality. Paideusis鈥擨nternational Journal in Philosophy of Education, 18(2), 43鈥�54.
Bai, H., Scott, C. & Donald, B. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55(3), 319鈥�334.
Scott, C. (2009). Hanging out as one of the high arts of dialogue. 丁香园AV Educational Review, 1, 2鈥�21.
Scott, C. (2006). The blowback on Heesoon Bai. Paideusis, 16(1), 81鈥�83.