. This article reveals theoretical-praxiological considerations regarding the essence of the intention of the disorienting dilemma, which has the status of the first phase of transformative learning. The genesis of transformative learning is argued, as a type of learning descended from the constructivist paradigm. The content of the article proposes the interpretations of learning and teaching, respectively, offered by the representatives of the constructivist paradigm. However, the nominated elements of the education process have a specific interpretation and categorically change the mission of trainers and trainees compared to the approaches of the traditional system. Respectively, specific actions are hinted at, which obviously condition each other. Methodological justifications are presented with regard to the trainer’s interventions aimed at provoking the trainee and propelling them into situations of active learning, viewed through the lens of the epistemic subject role. Task models are provided to stimulate the learning activity, implicitly, of the students’ independent thinking operations at the beginning phase of transformative learning – the disorienting dilemma.