This article addresses transformative learning as a valuable resource for practicing the type of independent thinking of trainees in academia. In this context, a series of arguments are presented that denote the value and impact of transformative learning on the development of independent thinking. The epistemological basis of the concept of independent thinking is determined and illustrated, with a brief indication of the contribution of different researchers regarding the studied phenomenon. The significance of basic cognitive operations and, implicitly, of metacognition in the manifestation of independent thinking and obtaining progress in the process of going through the phases of transformative learning is highlighted
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