One critical learning theory that has survived is once again being acclaimed. Subject-scientific theory requires learners to be taken seriously. Their reasons and resistance need to be brought into the open. This requirement was too radical for schools since it does not allow a fixed syllabus. It has borne fruit, however, in continuing education. Some of the core concepts are outlined, namely expansive and defensive learning, together with the underlying discourse. Well-known criticism is then reviewed, such as the use of Foucault's analysis of power and the complete absence of informal learning. Links with constructivism, habitus theory and gouvernementalite, which have been discussed at conferences, are used to examine the scope of the theory. Critical psychology was long ignored. During the Cold War it had adopted too radical a position to be accepted by that generation. A second generation of educational researchers is today using the insights offered by its concepts in empirical studies, while adopting a discriminating approach to the theory. It is increasingly being applied in practice, although translation for use abroad is still in its infancy. (Contains 4 footnotes.)