Over the years, three common theoretical perspectives dominated the practices of learner-centered pedagogy (LCP) across the world. These perspectives include constructivism, humanism, and transformative theoretical traditions. This article critically examines the contributions and weaknesses of these theoretical traditions as ways of conceptualizing how learning occurs. Then, the researcher revisited the idea of "learner-centered pedagogy" in a new theoretical strand that strives to engage learners in discerning critical aspects of the object of learning. Therefore, it is argued that the new theoretical strand, the variation theory, makes a powerful contribution to LCP practices in bringing about student learning.