Contemplative practice and Transformative Phenomenology: A methodology for engaging university students in praxis
Journal of Praxis in Higher Education November 26, 2025 Whitney Strohmayr, David T Jones
Teaching graduate students to connect theory with action (praxis) is both difficult and valuable. Combining praxis instruction with Transformative Phenomenology helps students achieve deeper self-reflection and changed thinking. This shift occurs when subconscious thought processes become conscious. Contemplative practices drive this change but require structured engagement. The goal is internal clarity that leads to mindful action and new understanding. The essay describes how Transformative Phenomenology raises consciousness and fosters intentional praxis. Techniques such as phenomenological reduction (bracketing), recognizing vantage points, and identifying motives and intentions support this process. A method for exploring experiences through protocol writing is outlined. Teaching praxis with Transformative Phenomenology cultivates self-reflective, conscious, and effective social science graduate students.