During the last fifteen years a quiet pedagogical revolution has taken place in colleges, universities, and community colleges across the United States and increasingly around the world. Often flying under the name "contemplative pedagogy," it offers to its practitioners a wide range of educational methods that support the development of student attention, emotional balance, empathetic connection, compassion, and altruistic behavior, while also providing new pedagogical techniques that support creativity and the learning of course content. This movement is being advanced by thousands of professors, academic administrators, and student life professionals, many of whom are part of the new Association for Contemplative Mind in Higher Education (www.acmhe.edu), which itself is part of the Center for Contemplative Mind in Society (www.contemplativemind.org). Contemplative pedagogy serves several educational goals. Research shows that contemplative practice, even if performed for short periods, improves attention (Jha 2007; Tang et al. 2007), cognition (Zeidan 2010), and cognitive flexibility (Moore 2009). At Stanford University James Doty (2012) has established the Center for Compassion and Altruism Research and education, whose research shows that compassion can be strengthened. In the pages that follow, the author gives a brief overview of the kinds of practices being used as part of classroom instruction. (Contains 1 figure.)