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Chang, D., Scott, C. & Bai, H. (2024, forthcoming). The role of critical research and authentic academic literacy to enact change in schools. In D. Peluso & K. Berynets (Eds.), Navigating the complexities of school counselling in Canadian contexts: A comprehensive guide for counsellors, administrators, and educators.

Bai, H., Williams, H., Cueto de Souza, R., Yee, A., Scott, C., & Cohen, A. (2024, forthcoming). Contemplative Inquiry as Research and Pedagogic Method. In K. Clough & B. Flanagan (Eds.), The Routledge Handbook of Research Methods in Spirituality & Contemplative Studies. Routledge.

Bai, H. & Rumjahn, A. (2024, forthcoming). Education for cultivating humanity: Towards democracy. In G. J. Defa Dei & M. J. Ellul (Eds.), Critical pedagogy and social justice: Major challenges and the way ahead. Peter Lang.

Scott, C., Bai, H. & Anderson, L. (2023). Hard-wired for presence in an online world: A contemplative perspective and practice guide for educators. In L. Jeffrey, A. Palalas, K. Robert & Y. R. Wong. Presence in the Online World: A Contemplative Perspective and Practice Guide for Educators (pp. 111-130). Rowman & Littlefield.

Broom, C. & Bai, H. (2021). A case-study exploration of Deweyan experiential service learning as citizenship development. In E. Aboagye and S. N. Dlamni, Global citizenship education: Challenges and successes (pp. 147-172). University of Toronto Press.

Bai, H., Bowering, S., Miyakawa, M., Cohen, A. & Scott, C. (2020). Unleashing the elephant out of the closet and into the wildness of inner work. In O. Ergas & J. K. Ritter (2021). Exploring self toward expanding teaching, teacher education and practitioner research (pp. 37-54). Emerald Publishing Ltd.

Chang, D. & Bai, H. (2020). Savouring the free lunch: Edible activism and the joy of foraging. In J. Pontius, M. P. Mueller & D. Greenwood (Eds.), Place-based Learning for the Plate. Environmental Discourses in Science Education, vol 6. (pp. 55-72). Springer.

Bai, H., Cohen, A. & Park, S. (2020). From fear and hostility to awakening and hospitality: Learning to encounter the strange with an open heart. In B. Zizek & H. Piepenbring (Eds.), Formen der Aneignung des Fremden (pp. 59-70), Heidelberg, GmbH: Universitatsverlag Winter GmbH Heidelberg.

Bai, H., Miyakawa, M., Tiryaki, T. & Mangat, M. (2019). Contemplating philosophy of education. In P. Trifonas (Ed.), Handbook of theory and research in cultural studies and education. (pp. 1-15). Springer, Cham.

Anderson, L., Miyakawa, M., Mangat, M., Scott, C. & Bai, H. (2019). Pedagogical infusion of the contemplative: ¶¡ÏãÔ°AV’s contemplative inquiry Master of Education program in Canada. In J. Lin, T. Culham, S. Edwards (Eds.), Contemplative pedagogies for transforming teaching, learning and being (pp. 45-67). Information Age Publishing.

Bai, H. & Cohen, A. (2019). Ma of education. In P. Sameshima, B. White & A. Sinner (Eds.), Ma: Materiality in teaching and learning (pp. 17-32). Peter Lang Publishing.

Bai, H., Cohen, A., Miyakawa, M. & Falkenberg, T. (2019). Mindfulness for adulting. In K. Tobin (Ed.), Mindfulness in education (pp. 12-28). Routledge.

Cohen, A., Tiryaki, T. & Bai, H. (2019).  A path from roots of corruption to fruits of transformation. In A. Stachowicz-Stanusch & W. Amann (Eds.), Anti-corruption in research, in practice and in the classroom (pp. 243 – 262). Information Age Publishing.

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.

Bai, H. (2017). Meditation on Wittgenstein and education. In J. Stickney & M. Peters (Eds.), A companion to Wittgenstein and education: Pedagogical investigations. New York: Springer. Chapter DOI 10.1007/978-981-10-3136-6_27

Bai, H., Beatch, M., Chang, D. & Cohen, A. (2017). Recaliberating mindfulness. In M. Powietrzynska & K. Tobin (Eds.), Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives. Rotterdam, Netherlands: Sense Publishers.

Walsh, S. & Bai, H. (2017). Writing the cauldron as intersubjective practice. In O. Gunnlaugson, E. Sarath, C. Scott & H. Bai (Eds.). The intersubjective turn in contemplative education: Shared approaches for contemplative learning and inquiry across disciplines. New York, NY: State University of New York Press.

Lee, B., Bai, H., & Romanycia, S. (2017). Ethical-ecological holism for sacralizing science pedagogy: In honour of sea urchins. In M. Muller, D. J. Tippins & A. J. Stewart. (Eds.), Animals and science education. London, UK: Springer Publisher.

Lee, B., Bai, H. (2017). Science education in the key of gentle empiricism In K. Tobin & Bryan, L. (Eds.). 13 Questions in science education (pp. 85-98). New York, NY: Peter Lang.

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. New York, NY: State University of New York Press.

Bai, H. & Scott, C. (2020). Humus and humility. In H. Bai & D. Chang (Eds.), Ecovirtues. Regina, SK: University of Regina 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, 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.

Cohen, A., & Bai, H. (2016). Ancient and Medieval Sources of Therapy. In H. Miller (Ed.), Encylopedia of Theory in Psychology (pp. 28-30). Thousand Oaks, CA: Sage.

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.

Bai, H. (2015). Buddhism at a system of education. T. McGinnity (Ed.), Lotus Petals in the Snow: Voices of Canadian Buddhist Women. Richmond, BC: The Sumeru Press.

Bai, H. (2015). Why is inquiry crucial for educational leadership? J. Portelli & D. Griffth (Eds.), Key Questions for Educational Leaders. Burlington, Ontario: Word & Deed Publishing.

Walsh, S. & Bai, H. (2014). Writing witness consciousness. In S. Walsh, B. Bickel, & C. Leggo (Eds.), Arts-based and contemplative practices in research and teaching: Honoring presence (pp. 22–44). New York: Routledge.

Cohen, A. & Bai, H. (2014). 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. & Rabi, S. (2014), 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.

Cohen, A., Bai, H., & Fiorini, K. The Self-Cultivation Model of ¶¡ÏãÔ°AV Learning: Toward Post-Egoic Development. In C. X. Wang (2014). Adult and Community Health Education: Tools, Trends and Methodologies (pp. 333–351). Hershey, PA: IGI Global.

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). Towards inclusive and generative citizenship education. In J. Laker, C. Naval & Mrnjaus, K. (Eds.), Citizenship, democracy, and higher education in Europe, Canada and the USA. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.

Broom, C. & Bai, H. (2014). Exploring Deweyan experiential learning pedagogy for citizenship development. In E. Aboagye (Ed.), Global citizenship and social justice education: Theory and practice in the field. Toronto: University of Toronto Press.

Cohen, A., Porath, M., Leggo, C., Bai, H. & Meyer, K. (2014). 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 (4^th 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.