This article presents the author's response to Michael Newman's "Calling Transformative Learning into Question: Some Mutinous Thoughts". Transformative learning has arguably become one of the most generative and provocative ideas in adult learning. More than 30 years ago, Mezirow (1978) introduced this idea to the field of adult education. During this time, he has demonstrated remarkable theoretical consistency. The idea, however, has stimulated a diverse body of theoretical, empirical, and practical work. In his article, however, Michael Newman (2012) challenges the very essence of the phenomenon and argues that "transformative learning only exists in the realm of theory", with "little or no basis in everyday practice". He asserts that "all acts of learning share basic characteristics" and what many are calling "transformative learning" is essentially "good learning." In this response, the author argues that Newman's analysis rests on a largely sociological understanding of self-formation that minimizes important psychological dynamics associated with consciousness development. Developing a conscious relationship with one's unconscious represents a central hallmark of a critical theory of self and of transformative learning.