This article explores the concept of interiority as it relates to education and
contemplation. Primarily, four general dimensions of consciousness that are related to
learning are examined: presence, clarity, detachment, and resilience. The direct
experience of these states and processes are described and explored in light of
contemporary research on the neurophysiologic correlates of various contemplative
practices. This neuro-phenomenological approach considers the evidence and argument
for considering the value of contemplation in education.