This article first reviews the central assumptions of the classical perspective of David Ausubel’s theory of meaningful learning. Secondly, it puts forward some more recent proposals in the field of Cognitive Psychology, Pedagogy and Epistemology to deepen and update the theoretical analysis: Joseph Novak’s humanist perspective, Bob Gowin’s social interaccionism, Johnson Laird’s mental models, Gérard Vergnaud’s conceptual camps, the concept of banking education postulated by Paulo Freire and Humberto Maturana’s autopoitics. Finally, it distinguishes different aspects of computational mediation and disputes a renewed view by the author, from a critical, subversive and anthropological perspective of meaningful learning.