Anthropological perspectives on education present various cultural and sociolinguistic metaphysical ideas that are fundamental to understanding the nature of knowledge transmission. Whether philosophical ‘mystery’ can be a rather sophisticated construction that involves not an absence of knowledge but an experience of awe before a particular phenomenon or the questions of native consciousness for which one believes there can be no comprehensible final answers can be recognized; the cultural appropriation of education rooted in a contemplative pedagogy of reflexivity and critical thinking to develop one’s moral framework is one that needs revival today for moral and ethical values to be transmitted through knowledge. In Islam, this so-called pedagogy of ‘contemplation’ can be found within the very nature of the Qur’an’s student-centered approach to learning ethics. I present it here as an indispensable pedagogical tool that allows both teachers and students alike to develop a moral epistemology and utilize it to nurture their souls. This pedagogy challenges an over-reliance on other traditional methods, such as memorization, which results in the construction of disembodied knowledge. Considering this, I make a case in which the contemplative nature of the Qur’an—grounded in its moral imperative to ‘reflect’—challenges the common narrative of Qur’anic education being far removed from an episteme of rationality and instead propose that a morally serious education requires the necessity of contemplation. In a postcolonial world where indigenous forms of knowledge continue to be undermined and devalued, this chapter hopes to encourage teachers and educators alike to confront the value-based challenges in the business of education today by reviving the sacrality of education yesterday.