Contemporary geography education is mostly based on rational linear thinking skills, such as observation, explanation, interpretation, calculation and analysis. Even field trips--according to many the "heart" of geography--are often organized in a logical, rational manner, in which learners step-by-step improve their understanding of the functioning of the world. Yet there are other, different ways to gain geographic knowledge and understanding that are as old as human existence. Contemplative thinking exercises offer an alternative approach that changes the habitual rational way of studying geographical topics to a state of deeper awareness, concentration and insight. By activating a set of neural structures involved in attention and relaxation, contemplative thinking exercises promote creativity and "deep" knowledge instead of "surface" knowledge. This paper explores the value of contemplative thinking exercises for geography education, both during geographic field trips and in the classroom.