Contemplative practices, which engage the subjective or "first-person" perspective, are being incorporated into systems of higher education that have traditionally relied on didactic or "third-person" approaches (Dederer 2007; Kroll 2010; Repetti 2010; Roth 2006; Shapiro, Brown, and Astin 2011; Smith 2006; Zajonc 2006). The students who are learning these new first-person methodologies will eventually become the scientists, doctors, and professors who make up the fields of science and medicine. What might be some of the long-term consequences of contemplative pedagogies on academia in general and on science and medicine in particular? The content of this chapter is not merely speculation but rather is a collective consensus from university-level students who have received this new first-person training. First-person training includes mind-training technologies drawn from both ancient contemplative traditions such as Buddhism, Hinduism, and Taoism, as well as modern mind sciences like psychology and neuroscience. For the current purposes in reference to contemplative education, common elements of different forms of mental training or meditation often include the investigation of and familiarity with one's own mental patterns and the intentional cultivation of specific mental qualities, most notably sustained attention and awareness, as well as affective qualities like patience, openness, and equanimity. This chapter consists of three parts. In Part 1, the authors describe how the traditional deemphasis of subjective first-person experience in both science and medicine has led to some unexpected negative consequences. In Part 2, they explore how the reemphasis of first-person experience through contemplative training may help ameliorate these problems. In Part 3, they describe the consequences of integrating contemplative practices into other institutions and how new first-person-informed paradigms in business and economics may inspire science to follow suit.