The dissertation research is devoted for the search of an answer what does it means to rethink learning. The search takes place in a personally lived and experienced learning reality by employing theoretical and practical principles of a phenomenology, namely, the reflective lifeworld research approach. Phenomenological concept of learning is characterized as existential, authentic, and humanistic, context based phenomena. Findings of the research prove that rethinking of learning is experienced in the concrete academic context and under an important contextual factor, named a provocation. To rethink learning means to discover inner powers, the path to understanding, the academic community, the path to a professional identity, and the meaning of learning. The research findings actualize phenomenological concept of learning to think. They reveal that students learn to think when refuse habitual modes of thinking and open for new ideas. The research proves that new thinking has to be awaked and encouraged by purposeful pedagogical provocations. The research actualizes perception of learning as the process of personal growth and formation, which happens in a concrete subjective experience. The research participants find learning as unique experience that does not fit into uniformed definitions, standard assessment modes. Such approach echoes phenomenological concept of objective reality – learning is not what is thought by others, but what is lived through personally in daily practise, learning is authentic and context based phenomena.