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One of the objectives of the undergraduate physics curriculum is for students to become aware of the connections between formal physical principles and personal experience. However, research has shown that awareness of connections between the abstract and the experiential tends to deteriorate, sometimes significantly, following instruction in undergraduate physics courses. Although this phenomenon has been discussed extensively in the literature, few pedagogical interventions have been designed or implemented to address this particular weakness in undergraduate physics instruction. In this work, we show that a contemplative practice consisting of a somatic meditation and a contemplation deepens students' awareness of the connections between formal physical principles and personal experience by deliberately drawing their attention to electromagnetic phenomena in their surroundings. In this process, students also note interdisciplinary connections between electrodynamic principles and chemical and biological systems. We also find that the contemplative practice awakens an intrinsic motivation to understand electromagnetic theory, as well as an appreciation for the somatic, affective, and cognitive benefits of a contemplative practice.