University teaching is part of a larger mission to make my experiential and scientific knowledge about meditation useful to a larger audience. I am convinced that science should make an impact in the world through direct communication with the public in a way that is both accessible and not overly simplified. Teaching and designing courses at universities enabled me to bring some basic order into the vast ocean of practices by offering a systematic overview of six main categories of meditation. After having taught and refined this course several times, something unexpected happened with one particular group of students. Although this seminar—like all the previous ones—was primarily geared towards gaining an outsider’s perspective on these various practices, my students spontaneously started to apply them to their lives. Rather than reining them in, I decided to welcome their initiative by giving our course a more practical component. After all, what better time to experiment with new ways of teaching than during a global pandemic? Overwhelmed by what was happening around us, disoriented considering contradictory information released by agencies on an almost daily basis, and deeply troubled by the increasing division in the society surrounding us, we used the various techniques to navigate the relentless waves of change hitting us. I was stunned to see what effect this course had on my all of us. We could not only better comprehend what was happening around us, but we could also find ways to connect with people with different opinions or take more confident and self-assured decisions regarding our own actions.