Critical reflection, contemplation, and inner transformation are vitally important for Canadian communication studies, particularly with regard to issues of pedagogy. To address this concern, this article brings the field of contemplative education into conversation with communication studies. Contemplative education is a small but growing field within the academy that deals with issues of inner meaning and purpose. The article provides examples of how these two fields can have meaningful interactions and is a call for more scholars and instructors in communication studies to explore contemplative education's potentially transformative applications. Ultimately, contemplative education can be seen as a form of educational activism within Canadian communication studies, linking the robust critical tradition of the field with a much-needed focus on inner transformation and deeply personal forms of learning. [ABSTRACT FROM AUTHOR]; La reflexion critique, la contemplation et la transformation interieure sont d'une importance vitale pour les etudes en communication au Canada, particulierement en ce qui a trait a la pedagogie. Cet article souligne cette importance en rapprochant le champ de l'education contemplative a celui des etudes en communication. L'education contemplative est un champ academique restreint mais en croissance continue qui traite de sens et de motivation intimes. Cet article montre comment les deux champs peuvent interagir de maniere positive et encourage les chercheurs et enseignants en communication a explorer les applications potentiellement transformationnelles de l'education contemplative. En fin de compte, l'education contemplative a le potentiel d'encourager une forme d'activisme dans les etudes en communication au Canada qui consisterait a associer la tradition critique robuste de la communication a une focalisation indispensable sur la transformation interieure et des formes d'apprentissage tres personnelles. [ABSTRACT FROM AUTHOR]; Copyright of Canadian Journal of Communication is the property of Canadian Journal of Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)