In this article I elucidate a conception of small worlds, or "ontological" contexts, within the curriculum that stand out and beyond the horizon of technological-scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's "Enframing" effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later writings of the 1930s, or the "turn."