Findings "from" neuroscience and psychological research reveal that the mind's "default" state is "wandering" bearing directly on our well-being. These findings raise difficult questions as to the premises underlying the curriculum rendered as a "mind-altering device" (Eisner, 1993). This article analyzes the direction of causality between "thinking" and "mind" underlying educational theory and practice. The analysis yields two "complementary" curriculum strands: (1) The first concerns a common conception of the curriculum as training the student in "how to think." Its direction of causality thus works from "thinking to mind" as it handles the mind's deliberate thinking. (2) The second, reverses the first strand's direction of causality suggesting working from "mind to thinking" to handle the mind as wanderer. Its defining curriculum question shifts the axis from how to think to "whether to think." This curriculum applies "mind-altering pedagogies" grounded in "contemplative practice" (e.g., mindfulness, yoga, and tai chi).