Bai, H., Cohen, A., Miyakawa, M. & Falkenberg, T. (2018). Mindfulness for adulting. Learning: Research and Practice, 4(1), 14-28.

Long, T., Bazin, D. & Bai, H. (2017). Environmental ethics as applied to outdoor physical practices: An analysis through the lens of Hans Jonas. Sports, Ethics, and Philosophy, DOI: 10.1080/17511321.2017.1341949

Bai, H., Cohen, A. & Park, S. (2016). Classroom as dojo: Contemplative teaching and learning as martial art. The Journal of Contemplative Inquiry, 3(1), 113-131.

Bai, H., Chang, D. & Cohen, A. (2016). When the immeasurable leads: A pedagogical dialogue. Challenging Organisations and Society: Reflective Hybrids, 5(2), 988-999.

Chang, D., & Bai, H. (2016). Self-with-other in teacher practice: A case study through care, Aristotelian virtue, and Buddhist ethics. Ethics and Education, 0(0), 1-12. http://doi.org/10.1080/17449642.2016.1145491

Eppert, C., Vokey, D., Nguyen, T. & Bai, H. (2015). Intercultural philosophy and the nondual wisdom of ‘basic goodness’: Implications for contemplative and transformative education, Journal of Philosophy of Education, 49(2), 274–293.

Bai, H., Eppert, C., Scott, C, *Tait, S. & *Nguyen, T. (2014). Towards intercultural philosophy of education. Studies in Philosophy of Education. 

Bai, H. & Cohen, A. (2014). Zen and the art of storytelling. Studies in Philosophy and Education, 33, 3. doi: 10.1007/s11217-014-9413-8

Bai, H. (Ed.) (2014). Working Compassion, 2-4 [Special Issue]. Paideusis: The Journal of the Canadian Philosophy of Education Society, 21(2).

Bai, H. (2013). Peace with the Earth: Animism and contemplative ways. Cultural Studies of Science Education, CSSE, 2, 8. doi: 10.1007/s11422-013-9501-z. (M. P. Mueller & D. A. Greenwood (Eds.), Special Issue of CSSE on Ecological mindfulness and cross-hybrid learning.

Bai, H. (2012). Reclaiming our moral agency through healing: A call to moral, social, environmental activists. Journal of Moral Education, 41(3), 311–328.

Broom, C. & Bai, H. (2011). Exploring service learning pedagogy as citizenship development. Journal of Global Citizenship and Equity Education, 1(1), 44–59.

Bai, H. & Scott, C. (2011). The primacy of consciousness in education: A role for contemplative practices in education. The Korean Journal of Philosophy of Education, 33(4), 129–145.

Culham, T. & Bai, H. (2011). Emotional intelligence meets virtue ethics: Implications for educators. Journal of Thought.

McEwan, H. & H. Bai. (Eds.) (2010). Dialogue and difference, 1-4 [Special issue]. Paideusis: The Journal of Canadian Philosophy of Education, 19(1).

Cohen, A., Porath, M. & Bai, H. (2010). Exceptional educators: Investigating Dimensions of their practice. Transformative Dialogues: Teaching and Learning Journal, 4(2). Retrieved from http://www.kpu.ca/td/past-issues/4-2

Bai, H., Elza, D., Kovacs, P. & Romanycia, S. (2010). Re-searching and re-storying the complex and complicated relationship of biophilia and bibliophilia. Environmental Education Research, 16(3), 351–365.

Bai, H., Donald, B. & Scott, C. (2009). Contemplative pedagogy and revitalization of teacher education. Alberta Journal of Educational Research, 55(3), 319–334.

Bai, H. & Scutt, G. (2009). Touching the earth with the heart of enlightened mind: A Buddhist practice of mindfulness for environmental education. Canadian Journal of Environmental Education, 14, 92–106.

Bigdeli, S. & Bai, H. (2009). Triunal model of anxiety and its application to anxiety reduction in learning and teaching environments. TESL Canada Journal, 27(1), 103–114.

Bai, H. (2008). Out beyond the ideas of wrongdoing and right doing . . . Complicity. An International Journal of Complexity and Education, 5(1), 109–114. Retrieved from http://ejournals.library.ualberta.ca/index.php/complicity/issue/view/563

Cohen, A., Bai, H. & Green L. (2008). An experiment in radical pedagogy: Enactment of deep democracy in a philosopher's cafe. Radical Pedagogy, 9(2).

Cohen, A. & Bai, H. (2007). Dao and Zen of teaching: Classroom as enlightenment field. Educational Insights, 11(3). Retrieved from http://einsights.ogpr.educ.ubc.ca/v11n03/articles/bai/bai.html

Cohen, A. & Bai, H. (2008). Suffering loves and needs company: Daoist and Zen perspectives on the counselor as companion. Canadian Journal of Counselling, 42(1), 45–56.

Bai, H. & Banack, H. (2006). To see a world in a grain of sand: Complexity and moral education. Complicity: An international Journal of Complexity and Education, 3(1), 5–20. Retrieved from http://www.complexityandeducation.ualberta.ca/journal.htm

Bai, H. (2006). Philosophy for education: Cultivating human agency, Paideusis, 15(1), 7–19. Retrieved from
http://journals.sfu.ca/paideusis/index.php/paideusis/article/view/47/9

Bai, H. (2004). The three I’s for ethics as an everyday activity: Integration, intrinsic valuing, and intersubjectivity. Canadian Journal of Environmental Education, 9, 51–64.

Bai, H. (2003). Learning from Zen arts: A lesson in intrinsic valuation. Journal of the Canadian Association for Curriculum Studies, 1(2), 1–14. Retrieved from http://www.csse.ca/CACS/JCACS/V1N2/essays.html

Bai, H. (2003). The stop: The practice of reanimating the universe within and without. Educational Insights, 8(2). Retrieved from
http://ccfi.educ.ubc.ca/publication/insights/v08n01/contextualexplorations/bai/bai.html

Bai, H. (2002). Zen and the art of intrinsic perception: A case of haiku. Canadian Review of Art Education, 28(1), 1–24.

Bai, H. (2001). Challenge for education: Learning to value the world intrinsically. Encounter, 14(1), 4–16.