Contemplative practice and Transformative Phenomenology: A methodology for engaging university students in praxis

Abstract

Educating graduate students about praxis represents a challenge and an opportunity. This essay explores an experience of learning praxis along with Transformative Phenomenology, the combination of which indicates a promising means for scaffolding graduate students to deeper self-reflection and changed thinking. The emergence of changed thinking is reasoned as a shift from subconscious thought processes to conscious ones. Contemplative practices drive the shift but require structured practice or engagement to achieve. The objective of such practice is internal clarity that manifests in mindful action that generates new understanding. The lived experience and examples outlined in this essay demonstrate how Transformative Phenomenology suits consciousness-raising and fosters more intentional praxis. Several techniques from phenomenology contribute to consciousness and warrant a brief discussion, including phenomenological reduction or bracketing, recognizing vantage points, and identifying motives and intentions. Additionally, we outline a process for exploring experiences intentionally through protocol writing. Teaching praxis along with Transformative Phenomenology contributes to the cultivation of aware social science graduate students who are self-reflective, conscious, and effective in their actions.