In this chapter I raise critical questions about the idea of ‘learning’ and the more general ‘learnification’ of educational discourse and practice. I show that ‘learning’ is too open and too empty as a concept in order to provide direction for education. I also show that the way in which learning conceives of the ways in which human beings exist ‘in’ and ‘with’ the world is only one in which the relationship between human beings and the world in which they live can be understood. In addition to the gesture of learning, which goes from the learner to the world, there is the gesture of teaching which comes from ‘elsewhere’ to the human being as an appeal and encouragement to exist as subject of one’s own life, not as object of external forces or internal dynamics. It is through the encounter with what transcends us and comes to us as a call, an appeal or an imperative, that our existence as human beings is ‘opened up.’ It is precisely here that the educational question and the religious question converge, which is an important reason for religious education to go ‘beyond learning.’