The author finds himself rereading an article he wrote several years ago, in which he questioned transformative learning. He recalls some of his reasons for writing the article, and considers his present position. He reflects on the understanding of consciousness that underlies much of the literature on transformative learning, and compares it…

The author identifies six flaws that commonly occur in explanations of transformative learning, and suggests that transformative learning may not exist as an identifiable phenomenon. He proposes that we abandon the term "transformative learning," and adopt the straightforward term "good learning." Good learning, he argues, has nine aspects.

A rationalist is prevailed upon to enroll in a program on meditation. During a day of silence, he begins to wonder about the concept of the self as implied in some forms of educational practice. Over the next few weeks, he identifies four doubts, which he calls a Marxian doubt, a dialectical doubt, an absurd doubt, and a moral doubt. He argues…