Abstract
Time for reflective thought is constricted in busy academic lives, with available thinking time focused on urgent, analytical inquiry. Paradoxically, time spent in contemplative mindfulness, stepping back from insistent probing into a still, calm space, may allow increased clarity and focus on problems worthy of inquiry, once re-engaged. This paper highlights the dual dimension of reflection captured in the concept of ‘mindful inquiry’ as a dialectic interchange between active critical inquiry and receptive open mindfulness. In the focus on robust critique in contemporary higher education, the value of contemplation is lost. Insights from Western and Eastern philosophy, as well as evidence from empirical research, suggest an integrated approach may allow alternative, creative and intuitive ways of approaching problems to supplement rational, problem solving strategies. The practice of ‘mindful inquiry’ also offers a practical tool, to enhance academic wellbeing as well as help prepare students for participation in life beyond university.
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