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One of the objectives of the undergraduate physics curriculum is for studentsto become aware of the connections between the fundamental principles ofclassical physics and their personal experience. Nonetheless, numerous studieshave shown that students' awareness of such connections tends to deteriorate,sometimes substantially, following instruction. In this work, which constitutesthe first analysis of the effects of contemplative practices on the learningexperience in undergraduate physics courses, we present two practices aimed atintegrating formal theory with students' personal, embodied experience: asensory meditation and a contemplative videography. In written reflections ontheir experiences with the practices, the students expressed suddenly becomingaware of countless manifestations of formal physics principles in theirsurroundings, in an important step toward establishing firm connections betweenthe abstract and the experiential. Furthermore, the students reportedexperiencing a sense of physical embodiment, heightened sensory awareness,somatic relaxation, and mental stillness, in significant contrast to theirtypical experience. Students also described experiencing insight about theessential role of observation in the scientific endeavor, a reawakened sense ofcuriosity, an intrinsic motivation to understand the observed physicalphenomena, and a deepened awareness of their cognitive and emotional processes.

Classical physics and human embodiment: The role of contemplative  practice in integrating formal theory and personal experience in the  undergraduate physics curriculum