Rhonda V. Magee, M.A., J.D., is Emeritus Professor of Law and the founding Director of the Center for Contemplative Law and Ethics, at the University of San Francisco, and Founder of the Mount Iris Meditation Community (2025). She is the author of The Inner Work of Racial Justice: Healing Ourselves and Transforming Our Communities Through Mindfulness (Penguin RandomHouse TarcherPerigee: 2019), an innovative approach to the integration of mindfulness principles and practices into the work of addressing identity in diverse settings and communities, and helping us heal from the trauma that the legacies of oppression. Having received authorization as a spiritual guide and teacher in the Zen lineage, Hoshi Myozen Magee also draws on training as a teacher of Mindfulness-Based Stress Reduction, and her study and co-teaching with Bhikkhu Analayo, a Scholar-Monk in the Theravadan tradition. Hoshi Magee is a founding advisor of the Mindfulness in Law Society, and a member of the Board of Advisors of the Contemplative Sciences Center at the University of Virginia. Her current work explores how culturally-specific practices – including Black Social Gospel and the quality she calls “soulheartedness” -- intersect with and strengthen flourishing at the personal, interpersonal and collective levels in changing times.

Toward the “Contemplative Pluriversity”?: Mindfulness-Based Practices as the Foundation for Teaching, Learning and Flourishing Together in Changing Times

Building on an understanding of the ethical underpinnings of contemplative practices, Professor Magee will describe how contemplative teaching and learning approaches to higher education provide a foundation for personal, interpersonal and collective conflict resolution and healing. Reflecting on her 25+ year career as a law professor, and experience as a long-time leader among the contemplative educator community in the United States, Professor Magee will propose the integration of a variety of contemplative practices across the disciplines and throughout all of the various constituents of educational communities for what might be called a  "Contemplative Pluriversity" approach.