n this essay, Kevin Pugh, Dylan Kriescher, Simon Cropp, and Maaly Younis revisit the philosophical roots of transformative experience (TE) theory by explaining how the theory emerged from John Dewey's philosophies of aesthetic experience, intellectual experience, and educative experience. In doing so, the authors clarify the linkage between defining qualities of transformative experience and core Deweyan constructs such as "an" experience, "ideas," and "educative experience." They then share some of the empirical findings from research conducted using a TE theory framework, with an emphasis on research dedicated to developing a pedagogy of teaching for transformative experiences. Finally, the authors address the limitations of TE theory as a representation of Dewey's philosophy of aesthetic and educative experience, and they consider how contributions of other theoretical perspectives including the scientific sublime, Romantic science, and critical theory might help to address those shortcomings.