Current research project focuses on the problem of rethinking learning experience that leads to transformation of a personal approach towards learning and its application in practice.  Research participants are graduates of universities. Their age range is between 22 and 29. They have been asked to recall and tell any remarkable and meaningful learning situation or moment that has served as a positive provocation or stimulus to rethink their learning.

The research question -what it means to experience provocation to rethink learning during university studies - has been formulated seeking to find out true lived experiences of Lithuanian students.  Research question comes from personal and professional interests of the researcher, from pedagogical and general educational policy discourse, and scientific literature. Research question also reflects common European concern how to educate mindful and reflective persons, capable to live meaningful lives, to react adequately to challenges of contemporary world and contribute to the well-being of wider society.

Looking at the research question from psychological point of view, it is important to mention, that thinking and rethinking is hard, effortful, uncertain, sometimes dangerous, invisible, difficult to grasp.  It is the reason why people not always eagerly involve in such type of activities (Willingham, 2009). Regardless this fact, children and young people are full of ideas, thoughts, wonder, questions, and like to think, express themselves and share. Unfortunately, too often they are caught by fear to be misunderstood, soon meet with conformism and thinking cliché (Lipmann, 2003; bell hooks, 2010).

Thinking about learning is even more difficult task, because learning, not always and not for all is considered a joyful, attractive and meaningful activity.  And if it is, we know comparatively little what happens in students heads, as “ teachers do not often consider what their students think they are learning  and why they think it might , or might not , make sense to learn it“ ( Kuhn, 2008, p.16).  Real world is full of provocative opportunities for thought, wonder, but students not so often experience such possibilities in classrooms (Mills, 1998; Robertson, 2011).  Learning as individually and socially constructed action lacks evidence about its transformative character – impact, change, improvement, as meaningful aspect in students’ lives ( Biesta, 2014).

Current research reveals, what has changed in the process of university studies and how this change happened. Also how it has been and is shared, used, applied in lives of former students.

    The research is inspired by the ideas of Dewey J. (1900); Lipmann M. (2003) about role of education, school, thinking, and students active position in constructing personal understanding and meaning. Also by critical pedagogues - Freire P. (2000); Apple P. (1995); McLarren M.W.( 2007); Brookfield S., ( 2005, 2011), authors that highlight importance of independent personal position formation, critical thinking, social context and environment, reflective skepticism, questioning prejudices, exploring alternatives.  Heidegger’s (1976) ideas about call for thinking and thought provoking thinking helped to understand the phenomenon of deep thinking.   Arendt’s (1978) description of the life of the mind revealed secrecy of   thinking and consciousness, knowledge and truth, power of reflection.

    The research is based on transformative learning theory which emphasizes importance of autonomous, independent thinking (Mezirow, 1985, 1990, 2000,2006 ), role of formal education context that helps to construct and reconstruct meanings and understandings. (Dirkx, 2000, 2006).  The research findings support Daloz L. (1986) and Arnett J.J (2000) ideas, that students, as emerging adults, find themselves in “in-between” situations, experience developmental transition towards new ideas, understandings, concepts and values.

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