In 2003 the author received a research grant from the Institute of Transactional Analysis in the United Kingdom focusing on the application of the cycle of development (Levin, 1982) within the field of education. This article provides an account of that process and introduces a new application of the cycle of development model. The article also introduces a radical interpretation of the concept of praxis as a process of cocreative, meaning-making reflection. The concept is offered as having future potential for researching transactional analysis.
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