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This paper addresses the problem of “the insufficiency of now” that stems from the entanglement of education with time. Namely, the embodied-lived present is always inferior compared to the hypothetical ideal future. Education and its promise hence carry the seed of inevitable disenchantment. This problem is examined based on two contrasting perspectives: Plato’s cave allegory and its application to contemporary schooling on the one hand and the Yogacara Buddhist “mind-moments” model on the other hand. The insufficiency of now emerges from both models in different ways; however, the latter model accentuates the mind’s role in its formation. The paper then describes mindfulness practice in light of the latter model, and suggests that it may be a necessary pedagogy for addressing a problem that is inherent in the concept of education and in the mind. However, the teaching of mindfulness itself has …