This paper represents a call for the rehabilitation and liberalizing of the term learning. The demise of the term in developmental psychology, together with the lack of attention to transition mechanisms of growth and change, are discussed. Overreliance on the dominant theories of adult cognition is implicated in this demise, and a return to a consideration of developmental issues within a framework of comparative psychology advocated. Preliminary steps for a revived theory of development and learning are described. These include a consideration of such topics as compatibility or naturalness, accessibility and flexibility of learning, and processes of induction. A three-pronged attack on the investigation of learning is suggested that includes: (a) detailed specification of developmental progressions and trajectories within a domain, (b) microgenetic considerations of learning within a subject over time, and (c) engineering change via the intervention of supportive others.