This work presents a journey of four scholars, instructors, and artists, with their engineering students, into the world of contemplative practice and embodiment through a required physics foundation course, Contemplative Science: Educational Context & Ethics. In creating this learning environment, we sought to develop learners’ capacity for self-awareness and reflection as well as engagement in (1) interdisciplinary discourses that transcend science-engineering-mathematics-liberal arts-humanities boundaries; (2) the process of discernment of science relevance to human experience; (3) sense-making of human experiences, including students’ understanding of their selfhoods in relation to their professional aspirations. We use many contemplative practices and movement exercises to engage students in co-creating science with us through embodied ways of knowing. Together, we also co-create a narrative of our own and our students’ growth through this profoundly different course experience for engineers.
