The chapter "Rethinking Transfer: A Simple Proposal With Multiple Implications" by John D. Bransford and Daniel L. Schwartz discusses the concept of transfer in education, emphasizing its importance and the need for a reevaluation of traditional approaches. The authors argue that current theories and methods of measuring transfer are limited and propose an alternative perspective that focuses on "preparation for future learning" (PFL). This approach shifts the emphasis from direct application of learned skills to the ability to learn in new contexts and environments. The chapter begins by reviewing past research on transfer, highlighting both successes and disappointments. It critiques traditional views of transfer, which often fail to find evidence of transfer due to the sequestered problem-solving (SPS) paradigm and the Direct Application (DA) theory. The authors propose an alternative view that includes "knowing with," which involves using previously acquired knowledge and experiences to perceive, interpret, and judge situations. This perspective is illustrated through examples from perceptual learning and chess mastery. The chapter also explores the implications of the PFL perspective for educational practice, emphasizing the importance of activities that enhance learning in knowledge-rich environments. It discusses how PFL can reveal the value of learning experiences that are difficult to measure using SPS assessments, such as pattern-finding activities and conceptual understanding. The authors argue that PFL can help educators evaluate the quality of learning experiences and prepare students for future learning, even if they do not immediately show transfer in specific tasks. Finally, the chapter addresses the importance of "letting go" of old ideas and behaviors to facilitate transfer, and how PFL can encourage critical thinking and resistance to assimilation. The authors conclude by suggesting that a PFL approach can provide a more dynamic and effective framework for understanding and enhancing learning.The chapter "Rethinking Transfer: A Simple Proposal With Multiple Implications" by John D. Bransford and Daniel L. Schwartz discusses the concept of transfer in education, emphasizing its importance and the need for a reevaluation of traditional approaches. The authors argue that current theories and methods of measuring transfer are limited and propose an alternative perspective that focuses on "preparation for future learning" (PFL). This approach shifts the emphasis from direct application of learned skills to the ability to learn in new contexts and environments. The chapter begins by reviewing past research on transfer, highlighting both successes and disappointments. It critiques traditional views of transfer, which often fail to find evidence of transfer due to the sequestered problem-solving (SPS) paradigm and the Direct Application (DA) theory. The authors propose an alternative view that includes "knowing with," which involves using previously acquired knowledge and experiences to perceive, interpret, and judge situations. This perspective is illustrated through examples from perceptual learning and chess mastery. The chapter also explores the implications of the PFL perspective for educational practice, emphasizing the importance of activities that enhance learning in knowledge-rich environments. It discusses how PFL can reveal the value of learning experiences that are difficult to measure using SPS assessments, such as pattern-finding activities and conceptual understanding. The authors argue that PFL can help educators evaluate the quality of learning experiences and prepare students for future learning, even if they do not immediately show transfer in specific tasks. Finally, the chapter addresses the importance of "letting go" of old ideas and behaviors to facilitate transfer, and how PFL can encourage critical thinking and resistance to assimilation. The authors conclude by suggesting that a PFL approach can provide a more dynamic and effective framework for understanding and enhancing learning.