The prevailing conception and practice of education perpetuates a civilization saturated with a deep sense of ontological disconnect and axiological crisis in all dimensions of human life. We examine the disconnect from body, senses, and world in the practice of education. We explore the possibilities in the burgeoning contemplative education movement for reconnection offered by holistic, experiential approaches to learning, in particular, contemplative practices that manifest the arts of somatic, sensuous, relational, and contextual awareness. [ABSTRACT FROM AUTHOR]; La conception et la pratique dominantes en education perpetuent tine civilisation saturee d'un profond sentiment de detachement ontologique et tine crise axiologique dans toutes les dimensions de Ia vie humaine. Nous nous penchons sur la pratique pedagogique pour y examiner le detachenzent du corps, des sens et du monde. Nous etudions les possibilites offertes par le mouvement conteniplatifqui prend de l'ampleur dans le milieu de l'education et qui vise tine reconnexion par le biais d'approches holistiques et experimen tales a l'enseignement, notamment des pratiques contemplatives reposant stir les arts de la sensibilisation somatique, sensuelle, relationnelle et contextuelle. [ABSTRACT FROM AUTHOR]; Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)