Bransford and Schwartz argue that current theories and methods of measuring transfer are limited and propose an alternative approach that emphasizes the ability to learn during transfer. They discuss research on transfer from both a retrospective and prospective perspective, highlighting the importance of understanding how learning experiences affect transfer. They emphasize the need to rethink our ideas of what it means to learn and how we evaluate educational experiences. They argue that transfer is not rare, but that prevailing theories and methods are too blunt for studying the smaller changes in learning that lead to expertise. They propose a new perspective that focuses on "preparation for future learning" (PFL), which emphasizes the ability to learn in knowledge-rich environments. This perspective helps counter the tendency of traditional methods to focus primarily on deficiencies in problem solving when novice learners are compared to experts. They also argue that transfer is not just about applying knowledge to a new situation, but about the ability to learn from previous experiences. They discuss the importance of "knowing with," which refers to the ability to think, perceive, and judge based on previous experiences. They argue that this concept is compatible with Plato's analogy between knowledge and the sun, where learning illuminates a situation without reproducing it. They also discuss the importance of contrasting cases in learning, which help set the stage for future learning. They argue that the PFL perspective provides a framework for evaluating the quality of learning experiences and that it is important to consider the long-term efficiency of learning rather than just short-term task performance. They also discuss the importance of "letting go" of previously held ideas and behaviors when adapting to new situations. They argue that transfer is not just about repeating a behavior in a new situation, but about the ability to change one's beliefs and assumptions. They conclude that the PFL perspective is important for educational research and practice because it provides a more comprehensive understanding of transfer and learning.Bransford and Schwartz argue that current theories and methods of measuring transfer are limited and propose an alternative approach that emphasizes the ability to learn during transfer. They discuss research on transfer from both a retrospective and prospective perspective, highlighting the importance of understanding how learning experiences affect transfer. They emphasize the need to rethink our ideas of what it means to learn and how we evaluate educational experiences. They argue that transfer is not rare, but that prevailing theories and methods are too blunt for studying the smaller changes in learning that lead to expertise. They propose a new perspective that focuses on "preparation for future learning" (PFL), which emphasizes the ability to learn in knowledge-rich environments. This perspective helps counter the tendency of traditional methods to focus primarily on deficiencies in problem solving when novice learners are compared to experts. They also argue that transfer is not just about applying knowledge to a new situation, but about the ability to learn from previous experiences. They discuss the importance of "knowing with," which refers to the ability to think, perceive, and judge based on previous experiences. They argue that this concept is compatible with Plato's analogy between knowledge and the sun, where learning illuminates a situation without reproducing it. They also discuss the importance of contrasting cases in learning, which help set the stage for future learning. They argue that the PFL perspective provides a framework for evaluating the quality of learning experiences and that it is important to consider the long-term efficiency of learning rather than just short-term task performance. They also discuss the importance of "letting go" of previously held ideas and behaviors when adapting to new situations. They argue that transfer is not just about repeating a behavior in a new situation, but about the ability to change one's beliefs and assumptions. They conclude that the PFL perspective is important for educational research and practice because it provides a more comprehensive understanding of transfer and learning.