Thirty-five years ago the American adult educator Jack Mezirow, professor at Columbia University, launched the concept and issue of transformative learning (Mezirow, 1978, 1991), and it seems to be time for a careful check, not only because 35 years is a generation's time, but also because in the later years some serious problems have turned up, which must be addressed and solved if this important approach to learning shall continue to play a significant role in the future.