Education and learning are central concepts in educational science, yet they are rarely related to each other in a theoretical and systematic way, let alone empirically examined in their interplay. This volume connects the concept of transformative education with sophisticated learning theory and develops its own perspective on education and learning based on praxeological sociology of knowledge, Dewey's pragmatism, and Bourdieu's theory of practice. This perspective is reflexively related to the empirical reconstruction of educational phases and resources as well as learning processes, which were gathered through approximately fifty narrative interviews.