This article offers a comparative self-reflection on two seemingly disparate teaching practices: hatha yoga and critical social theories of education. As some have already discovered, the two enacted fields share many core principles and practices; deal with strikingly similar content; and are primarily self-reflective. As an instructor/facilitator of each, I find myself teaching "practices" and enacting "teaching" practices that are critical transformative. In this article, I explain how I use contemplative practices in my teaching about contentious issues. In particular, I recognize how the "adjustments" that I make and the "home practice" that I assign in teaching philosophy of education, for example, parallels those I use in teaching hatha yoga. Finally, I describe how my teaching enacts a yogic philosophy, making it a specific ethical practice.