Perhaps the hallmark of the distinctive forms of teaching developed at Brown and deemed “Integrative Contemplative Pedagogy” is a method of classroom study of meditation practices called the “Critical First-Person Perspective.” In this method, students try out specific contemplative practices that are linked to a Third-Person study of texts and contexts. In other words, they learn the practices and their cognitive frameworks without being asked to believe in the veridicality of these frameworks. This is a key distinguishing characteristic that differentiates classroom study from practice in a spiritual or religious center and is a necessary component of Contemplative Studies pedagogy in a secular university. This is an important component of the training of both humanistic and scientific researchers in the twenty-first century. This lecture will be illustrated with examples from the variety of “Meditation Lab” (“Medlab”) courses developed at Brown University.