There are many reasons to internationalize the higher education curriculum: catering to more diverse instructor and student bodies or equipping students to flourish in an increasingly globalized world, for example. For many educators, though, a key reason for internationalization is ethical: it helps students to examine their implicit and explicit beliefs about whose well-being matters, and to develop a more globalized sense of responsibility and citizenship. Doing this pedagogical and curricular work, though, raises a set of questions about how those in the relatively privileged global north draw boundaries around their concern for others, what motivates their relative indifference to or dissociation from the suffering of distant strangers, and how these dynamics can be challenged and changed. Drawing on his own experience of teaching undergraduate philosophy, the author discusses the limits of both "pedagogies of reason" and "pedagogies of sentiment" in helping educators recognize and challenge their own privilege and overcome their dissociation from others' suffering. The author highlights instead the pivotal role that "contemplative pedagogies" such as meditation and free writing can play in connecting students more deeply with their own humanity and, by overcoming alienation from their internal worlds, foster a more globalized sense of responsibility and citizenship.