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Dr. Heesoon Bai is an educational philosopher and a psychotherapist with a deepening interest in holistic-contemplative education. Following Raimon Panikkar’s (1918-2010) lead, she understands philosophy’s task for today’s troubled world to be “to know, to love, and to heal.” She brings this three-fold task of philosophy into her teaching and research.
Her research calls for the reanimation of our selves within all spheres of human beingness in the service of living ethically and in beauty. Through contemplative inquiry and practices, she offers ways to experiment with replenishing, nourishing, and animating our being.
school PhD Supervision Status: Not Accepting New Students
Supervisory Experience
Doctoral Supervision
- Cueto de Souza, Renata (PhD, 2025), The affective domain of education: phenomenological and contemplative perspectives
- Findlay, Denise (PhD, 2025), Cultivating Sḵwx̱wú7mesh wisdom and inner power in a world of precarity
- Sylliboy, Michelle (PhD, 2025), Aqnutmaqn - we talk
- Bhattacharjee, Monica (PhD, 2024), Wisdom-based inner inquiry and practice-realization: towards intersubjective wellbeing in diverse intercultural settings of education and health
- Miyakawa, Muga (PhD, 2024), Critique of modern instrumental mindfulness as neoliberal narcissism
See more
- Rasmussen, Derek (PhD, 2024), On appreciative joy and how the Buddha taught the Four Immeasurables
- Tiryaki, Timothy Timur (PhD, 2024), Wise leadership for the business world: awareness development and contemplative education for organizational leaders
- Zhao, Steven Dong Fan (PhD, 2024), A treatise on meaning: the phenomenology and systems theory of adaptivity and reflexivity
- Bowering, Scott (PhD, 2023), Dimensions of practice: The skandhas as a gestalt-Informed framework for holistic approaches to post-secondary contemporary arts education
- Pearl, Tamara (PhD, 2022), Responding to evil as a fragmenting force through an ethic of love and boundaries: Inspiration from a healing prison
- Beavington, Lee (PhD, 2021), Ecocentric science education: More-than-human ethics, Goethean science, and poetic pedagogy
- Chang, David (PhD, 2021), The Raven knows my name: Contemplation and practice on an off-grid island
- Henne, Steven (PhD, 2020), A study of mindfulness-informed group process: Towards burnout prevention and treatment
- St. Pierre, Louise (PhD, 2020), Baskets of offerings: Design, nature, animism, and pedagogy
- Watson, Cameron (PhD, 2020), Alienation and consciousness: Towards a dual-aspect approach to issues of social justice
- Kanna, Olivia (PhD, 2019), Hope for the embattled language classroom: Pedagogies for wellbeing and trauma healing
- Kinman, Christopher (PhD, 2019), The river carries that which the mountains cannot hold: A series of geophilosophical experiments with the Fraser River
- Gordon, Michael (PhD, 2018), Practicing love: embodied attunement through the lens of Aikido (Co-supervisor)
- Hui, Lian (PhD, 2017), On the limitations of Singapore's conception of education and the question of the ideally educated citizen (Co-supervisor)
- Lalancette, Helene (PhD, 2017), On the Neuro-Turn in Education: From Inside Out
- Roomy, Amy Juliette (PhD, 2017), Self-Compassion: Integrating Buddhist philosophy and practices with Western psychotherapy and a group counselling curriculum
- Rabi, Shahar (PhD, 2016), Taking an integral and eco-contemplative perspective on the phenomenon of addiction in dislocated societies: Beyond “acceptance” and towards soul-making in non-dual awareness
- Smith, Gillian D. (PhD, 2015), Deep Education: A school counsellor's narrative voyage into schooling in times of climate change
- Brown, Thomas Frederic (EdD, 2014), Feeling my way: teaching business ethics in a liminal age
- Park, Sean Roswell (PhD, 2014), Embodied inner work - an educator's journey of mind-body-heart integration
- Carter, John David (PhD, 2012), Lords of misrule: embodied masculinities within vernacular arts practices
- Culham, Thomas Elwood (PhD, 2012), Ethics education of business leaders
- Young, Allan Buddy (PhD, 2012), Exploring a new narrative inquiry approach: "narrative as research (nar)"
- Elza, Daniela Bouneva (PhD, 2011), Pedagogy of the imagination: philo-poesis, non.verifiable truths, and other existent.ial celebrations
- Tyers, Owen Frank (PhD, 2011), Aiming for intelligence: A new conception of education based on the Pentad Model
- Henriksen, Rosemary (EdD, 2010), An exploration of peer administered academic departments: Towards an intersubjectively mindful leadership paradigm.
- Lyall, Donald Nelson (PhD, 2010), Emotion, reason, and awareness
- Tamburro, Andrea Grayson (EdD, 2010), A framework and tool for assessing Indigenous content in Canadian social work curricula (Co-supervisor)
- Montabello, Susan (PhD, 2008), Journeying into the heart of schools: Dwelling in time, place and intimacy
Master's Supervision
- Vojnovic, Ana (MA, 2025), Interior landscape in broken ink
- Voulgaris, Mel (MA, 2022), Beyond mindfulness Mondays in high schools: An emergent mindfulness practice towards embodied wisdom
- Grunbaum, Cameron (MA, 2020), Development of an integrated heuristic model of shame-rage cycle: A narrative review with implications to case formulation
- Chadha, Alicia (MA, 2018), Building a contemplative classroom for students with anxiety
- Santillan, Fanny Rita (MA, 2018), The discovery of the “Transcendental Man”: An introduction to the Age of Knowledge by S. Raynaud de la Ferrière and its application in Education
Upcoming Courses
This instructor is currently not teaching any courses.
Last Updated: 07/08/26