A model for applying contemplative pedagogy in higher education emphasizes rich contextualization and interdisciplinarity. The framework places embodied contemplative practices within concentric layers of context, drawing from multiple disciplinary perspectives. It addresses challenges educators face in contemporary universities, using cosmopolitanism to navigate epistemological, cultural, and practical diversity. The course 'The Art and Science of Meditation' illustrates this approach.
A conceptual framework is presented for applying contemplative pedagogy in higher education, emphasizing rich contextualization and interdisciplinarity. The model places embodied contemplative activities within concentric layers of socio-cultural, political, religious, ethical, and material context. Cosmopolitanism is introduced to address epistemological, cultural, and practical diversity encountered by educators and students. The framework is illustrated through a case study of an undergraduate subject, The Art and Science of Meditation, designed by the authors.