In our contribution we will shed new light on the theory of transformative learning by reframing it through the lens of articulation theory. Transformative learning theory does not model classroom learning, but rather longer-term learning processes that extend far beyond classroom interactions. We therefore challenge the assumption that transformative learning theory can guide transformative teaching. We use Brookfield’s already existing approach to transformative teaching as an example of transformative teaching practices and propose to conceptualize transformative teaching in terms of the theory of Operative Pedagogy as a form of articulated pointing. We present a possible form of articulating transformative teaching – that is a phase model of articulated teaching – and propose to reconsider the constructivist epistemological basis of transformative learning theory.