This paper explores a countermovement that is emerging within an educational climate that highlights accountability, standardisation and performativity. This countermovement has become manifest in a rapid rise in the implementation and research of contemplative practices (e.g. mindfulness, yoga) across educational settings. The paper explores the unfolding of this curricular-pedagogical phenomenon, characterises its core elements and explains why and how it can be viewed as a 'contemplative turn in education'. Based on a conceptual review of academic publications in the field, the paper demonstrates a progression from a pre-contemplative era to the current contemplative turn. As part of the review three curricular domains within this turn are described: mindfulness-based interventions, contemplative pedagogies and contemplative inquiry. Each domain offers a different perspective on the contemplative turn and contributes to epistemological changes in curricular-pedagogical practice. The paper also presents a critical discourse that challenges the contemplative turn's ethics, implementations and curricular orientations.