This article addresses an application performed in tertiary education—a department of pedagogical and educational sciences—of a contemporary method, Transformative Learning through Aesthetic Experience. The method is based on the use of art and aims to reinforce and promote the development of critical thinking within educational settings. Furthermore, the article focuses on exploring possible changes in the learners’ assumptions that are connected to the application of the method, especially regarding the duration and amplitude of these changes. Through a qualitative elaboration of the research findings, we found that the application of the specific method is effective within the training of teachers’ framework.
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