Up to this point in our social and individual evolution, human beings have managed rapid change in a reactive mode, coping as best as possible, and returning to a point of comfort with earlier, entrenched, meaning perspectives, and the meaning schemes that are supported by them.People enter this state more and more often now, not so much because of the adrenaline rush, but because it is a mode of self-making. Not to escape the pressures of everyday life, but to meet them and surpass them by being in a proactive mode. The transformation process is elusive, and painful, and more often than not, people do revert back to previous worldviews. However, others find themselves fully alive in the liminal state, or the state of becoming, partly because of the associated emotional exuberance (especially if prepared for in advance), and partly because of the anticipated payoff. Transformations can potentially shift from being accidental to being intentional. EduBlogging can aid in the self-actualizing process. The changes brought about by perspective transformations in adulthood are not always a result of distortions and past defensive strategies, as would be the case in the majority of perspective transformations occurring during childhood, adolescence, or early adulthood. They are intentional, deliberate, and require a process of reflection-in-action and emancipatory learning, involving a line of action that draws an individual forward towards autonomous self-actualization.Reflecting on how we learn often influences - and is influenced by - our emotional states. Whereas imagination is trying on of various scenarios, some of which might be rehearsals leading to learning, critical self-reflection on how we learn, how we interpret, how we make meaning, is part of metacognition. Interpretation, meaning-making, and learning are blurry, imprecise terms. There is, however, a vital difference between imagination and reflection: in the case of imagination, the line of action is weaker than with reflection. Reflection has a stronger line of action, with more direct focus on the external world, involving a stronger drive to set goals, and with more emphasis on intention.Consider imagination as a little brother of reflection :) where the stakes are not so high, the identity of the imaginer is not threatened, and the purpose is for mind-play rather than solving problems or reaching goals. Much of the same skills involved in the active imagining or rehearsing are used during critical self-reflection. Metacognition (reflecting on how we learn) is a goal of self-reflection. Blogging takes a lot of work. It is a venue for readers to engage in self-talk through writing which they can re-visit and reintegrate at a later time. Blogging in an educational setting promotes learner transformation if there is an ample opportunity for self-talk, for self-making, without the limits of strict assessment methods that tend to itemize and objectify learners' works. Edu-Blogging enables an encounter, a dialogue, an invitiation to learners to engage in conversation. By writing ideas down, they shift, flow, are both a part of you, and not a part of you. The written text explains a person's ideas at a specific point in time - text captures the ideas of the moment - to be re-examined ten minutes, ten hours, days, weeks, years, or decades into the future. Examined by oneself moments or years into the future, or by future generations curious about one's ideas.By shifting the roles we play, away from the more individualistic blogger-learner to the embedded blogger, our reasons for blogging shift from the courses, and the short-term goals, to lifelong goals of maintaining a personal lifestream or legacy for one's family years or decades into the future. I think that educational blogging empowers individuals to play out our intended roles and define ourselves through living metaphors. The most compelling shift in perspective that edubloggers face is the issue surrounding meaning of self-making through blogging - why should I blog for the educators or peers when I derive no value or meaning from it? We perceive writing in a purely utilitarian sense - costs versus benefits - limitd to the immeduate short-term. Our motives for participation are tied to the immediate learning context. In a limited solipsistic perspective, reluctant learners are resistant to confronting their personal critic, and withdraw and restrict their efforts. Or there is hesitation for fear of being judged wanting by others, or being shamed or ridiculed or invalidated if their true thoughts be known. Student bloggers are immersed in a tension between learning to become open, authentic, creative, and courageous on one hand, and holding back, fearful of shame and making mistakes, and allowing the tentative self out, on the other hand. I would guess many learners are afraid of the tentative self, the self-in-becoming, the bursts in blog posts revealing possible selves. Once out, you cannot take them back. It is as if one's sharing of possibilities lets them out in the glaring bright light of reason and reflection - blogging releases these potential, tentative selves. In the process of writing about ourselves, then, we are both creating and destroying our identities.