The historical view of linear progression of science was challenged by Thomas Kuhn’s concept of paradigm shifts. Kuhn drew a sharp contrast between the relatively stable periods of normal science and the revolutionary phases, where unresolved conflicts undermine an established paradigm, followed by an epistemological crisis that results in a transformational rearrangement of knowledge and a shift toward a new paradigm. Several elements of Kuhn’s framework resonate with critical dimensions of Meyer and Land’s threshold concepts, as well as Mezirow’s transformative learning theory. Transformation is the central feature of all three frameworks, facilitating the crossing of conceptual boundaries and the reshaping of knowledge structures. In this work, I explore the conceptual intersections between the epistemic shifts seen in scientific revolutions and the learning processes in transformative learning theory and threshold concepts. The unified model integrates the hypothetico-deductive and revolutionary stages of scientific discovery with pre-liminal and liminal phases of learning, resulting in deconstruction and reconfiguration of one’s knowledge, perception, and identity. This process also utilizes encounters with anomalies, that mirror troublesome knowledge and disorienting dilemmas to facilitate epistemic shifts that enable learners to transcend conceptual barriers and develop a more integrated and deeper disciplinary understanding.