Theoretical analysis conceptualizes coaching as an embodied reflective praxis across pragmatic and existential traditions, highlighting structured models for ethical practitioner development.
This article conceives Coaching as praxis—philosophy, reflection, and ethics in action. Drawing on Dewey, Merleau-Ponty, and Freire, the article frames coaching as relational, embodied, and context-sensitive. Existential, phenomenological, constructivist, and pragmatic traditions inform a being–thinking–doing model linking ontological presence, reflective inquiry, and ethical action through recursive feedback. Critical, somatic, and creative reflection are delineated, with supervision articulated as a mechanism for sustaining ethical involvement. Implications for coach education include developmental learning, arts-based pedagogy, reflective portfolios, and ethically grounded supervision, supporting the formation of practitioners who are wise, relational, and responsive within complex settings.
No takes yet. Share an insight, caveat, or question.
Vishwajeet Agarwal (2026) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: