In this essay, I take the concept of “threshold concepts” to articulate how debate pedagogy goes beyond teaching critical thinking and other commonly known benefits to, instead, offer a fundamentally new way of thinking that is applicable to all academic disciplines and, indeed, all facets of life. Coined by Meyer and Land, the notion of a threshold concept is similar to what Kuhn calls a “paradigm shift,” because it is a new way of thinking that alters perspectives and prioritizes certain principles more than others. However, unlike a paradigm shift that attends to macro-level learning adjustments akin to a “top-down” approach, a threshold concept can exist at any point where knowledge occurs, but probably has its most utility when conceiving it as a “bottom-up” approach. In other words, a threshold concept can happen for any (contentious) issue, during any circumstance, such that any learner can co-create and learn from emerging new perspectives during the teaching process. Along these lines, I contend that debate pedagogy creates a method and a space for transformative learning along the lines of a threshold concept. As such, we should champion the call for significantly more debate teaching in various contexts and formats to resuscitate the meaning, value, and passion for learning that is necessary for societies to grow and evolve.