Threshold concepts are interesting to adaptive learning, in that they may help to shed light on “learning paradoxes” identified in other disciplines, such as environmental resource management for example. A learning paradox occurs when an increase in information or knowledge does not reflect a corresponding increase in learning (identified by changes in behaviours or attitudes). According to the punctuated model of conceptual change, this suggests that: (i) a period of stasis exists, where “raw materials” are being assembled but threshold concepts have not yet been crossed; or (ii) there is a breakdown in attempts to adequately integrate the appropriate knowledges necessary to reach threshold points. Caution is needed when extrapolating a theory developed for individual learning within a specific discipline, and attempting to apply this to collective learning in a multi-disciplinary domain. Nevertheless, it does provide insights that may be beneficial for analysis. There may, however, be a need for caution in regard to the theory itself. The supposition is that “macro level thresholds” must be crossed before the individual (or collective) can transition to a “higher education.” This begs the question as to who defines these thresholds, and how do established threshold concepts receive ongoing critical reflection (i.e. the possibility must exist that primary concepts themselves may limit learning). Threshold concepts also infer that particular knowledge is “mainstreamed” or viewed as more important, therefore deserving greater emphasis and focus than other knowledge or propositions. It may also encourage ‘specialists’ or ‘experts’ to become central to educational enquiry and discourse.