“I no longer read for fun.” “I can’t enjoy movies anymore.” “Reading a menu at a restaurant, I start analyzing its rhetoric and can’t think about what to order.” These and similar comments from students across the humanities got me thinking: Students are—even unintentionally—applying critical-reading skills that we practice within courses to life beyond class. But are those skills enough? Are they helping students to flourish as humans? In order to complement critical thinking, about a decade ago, I started incorporating a different set of practices into my courses, drawn from contemplative traditions and the then-emerging field of contemplative pedagogy.