This paper presents innovative concepts and approaches on human transformative education and learning. The author relies on the works of well-known scholars such as Dewey (2009), Boud and Walker (1998), and Mezirow (1990; 1991; 1997), among others. The overarching views throughout this paper are that learning is not universal and that transformative education and learning require a conscious effort from both educators and learners to foster transformation. The author argues that education and learning should encompass the practice of mitigating or authenticating previously learned constructs (e.g. knowledge, beliefs, values, ideas, perception, etc.) through reflection. To that end, the author focuses his on four key elements of analysis: 1) our early template; 2) how we understand our experiences; 3) two domains of learning; and 4) the role of reflection in the transformative learning. The author concludes that an important aspect of learning comprises the practice of mitigating or authenticating previously learned knowledge or thoughts to fashion current and future behaviors.