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Previously inaccessible ways of thinking or practising come into view, without which they cannot progress, and which offer a transformed internal view of subject landscape, or even world view.\u003cbr\u003e \u003cbr\u003e These conceptual gateways are integrative, exposing the previously hidden interrelatedness of ideas, and are irreversible. However they frequently present troublesome knowledge and are often points at which students become stuck. Difficulty in understanding may leave the learner in a 'liminal'state of transition, a 'betwixt and between'space of knowing and not knowing, where understanding can approximate to a form of mimicry. Learners navigating such spaces report a sense of uncertainty, ambiguity, paradox, anxiety, even chaos. The liminal space may equally be one of awe and wonderment. Thresholds research identifies these spaces as key transformational points, crucial to the learner's development but where they can oscillate and remain for considerable periods. 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Threshold concepts provoke in the learner a state of 'liminality' in which transformation takes place, requiring the integration of new understanding and the letting go of previous learning stances. Insights gained by learners as they cross thresholds can be exhilarating but might also be unsettling, requiring an uncomfortable shift in identity, or, paradoxically, a sense of loss. The liminal space can be a suspended state of partial understanding, or'stuck place', in which understanding approximates to a kind of 'mimicry'. Threshold Concepts and Transformational Learning substantially increases the empirical evidence for threshold concepts across a large number of disciplinary contexts and from the higher education sectors of many countries. This new volume develops further theoretical perspectives and provides fresh pedagogical directions. 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In crossing the portal, transformation occurs, both in knowledge and subjectivity. Such transformation involves troublesome knowledge, a key concern for contributors to this book, who identify threshold concepts in their own fields and suggest how to deal with them.\u003cbr\u003e \u003cbr\u003e Part One extends and enhances the threshold concept framework, containing chapters that articulate its qualities, its links to other social theories of learning and other traditions in educational research.\u003cbr\u003e \u003cbr\u003e Part Two encompasses the disciplinary heart of the book with contributions from a diversity of areas including computing, engineering, biology, design, modern languages, education and economics. In the many empirical case studies educators show how they have used the threshold concept framework to inform and evaluate their teaching contexts. 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