A first of its kind, this book maps out current academic approaches in higher education to second-person contemplative education, which addresses contemplative experience from an intersubjective perspective. Until recently, contemplative studies has emphasized a predominantly first-person standpoint, but the expansion and embrace of second-person methods provides a distinctive learning context in which collective wisdom and shared learning can begin to emerge from dialogue among students and groups in the classroom. The contributors to this volume, leading researchers and practitioners from a variety of institutions and departments, examine the theoretical and philosophical foundations of second-person contemplative approaches to instruction, pedagogy, and curricula across various scholarly disciplines. Following the introduction, Opening the Field: Second-Person Approaches to Contemplative Learning (Olen Gunnlaugson, Charles Scott, Heesoon Bai, and Edward W. Sarath), this book contains the following chapters: (1) A Conversation on Intersubjective Approaches to Contemplative Inquiry (Mirabai Bush and Olen Gunnlaugson in Conversation); (2) A Radical Approach to Second-Person Contemplative Education (Jorge N. Ferrer and Olga R. Sohmer); (3) Critical Integral Education: School Counseling (David Forbes); (4) Intersubjectivity and Blended-Learning: Turning Learning Spaces to Wisdom's Place? (Joanne Gozawa); (5) Intersubjective Insights from Teaching Contemplative Leadership (Lyn Hartley); (6) From Me to We: An Experiment in Critical Second-Person Contemplative Pedagogy (Peter Kaufman and Terry Murray); (7) Teaching (and) Being We (and) Not Me: Making Room for Multiple Subjectivities in Teaching Education (David Lee Keiser); (8) Per-(Me-Thou)-ability: Foundations of Intersubjective Experience in Contemplative Education (Patricia Morgan); (9) Nature, Human Nature, Human-as-Nature: For Cecil (Deborah Orr); (10) On Earth as It Is in Heaven: Toward a Nondual, Integral Understanding of Intersubjectivity as Primordial in Cosmos (Edward W. Sarath); (11) Bhakti Yoga as Intersubjective Contemplative Practice (Charles Scott and Heesoon Bai); (12) "Listening Dangerously": The Inner Dimensions of Dialogue Training (Judith Simmer-Brown); and (13) Writing the Cauldron as Intersubjective Practice (Susan Walsh and Heesoon Bai).