The changes in learning research and in society at large require us to reflect on why we should speak more about learning instead of teaching. Or should we? This presentation explores the changes that have been visible over the last decades. It also illustrates how multidisciplinary learning research and education can support each other. The lecture describes the major results of the Finnish national research programme entitled Life as Learning, and new initiatives to promote learning research through the multidisciplinary CICERO Learning Network. The concept of learning has gone through a large process of redefinition in recent years. Learning is seen more and more as an active individual process, where learners construct their own knowledge base. Learning is also increasingly seen as a process based on sharing and participation with different partners in a community, and is being viewed as a holistic constructing process which is interconnected with learners’ social and cultural premises. The research programme Life as Learning offers good examples of these processes. The concept of knowledge has also changed from one of static transmitted contents, to knowledge that is ever renewable and often construed jointly with other learners. Knowledge creation is socially shared, and emerges from participation in socio-cultural activities. The contents and processes are intermediating. No longer does any one institution or group have a monopoly on knowledge. While knowledge continues to be available in educational institutions such as schools and universities, it is increasingly located in workplaces as well as in everyday life, accessible through various media- and technology-based environments. Open access to knowledge creates new requirements for learners and learning research. Learning has become a concept that is situated in the context of different disciplines. In addition to education and psychology, it is an important concept in sociology, economics, technology, architecture, and neuroscience, among other disciplines (examples of these will be given in Life as Learning and CICERO Learning contexts). Learning research has become very multidisciplinary and the interfaces of different disciplines have opened up a new understanding of how learning can be monitored. Although teaching still plays an important role in learning, many other determinants have an impact as well Learning environments have changed radically. Along with schools and educational institutions, they now also cover a large range of different kinds of learning spaces including virtual environments. Working life and organisations as well as the media and leisure time are breaking traditional concepts of where and how people are learning. People can learn even if there is no teaching provided and it is well known that some people do not learn when teaching is available. Learning has also become a societal and political concept. Knowledge-based societies want to base their future on people’s capacities to learn. We know that learning experiences shape learners’ own learning identity, and that learning has many connections with quality of life, even with health and personal well-being. Learning can be seen as empowerment. It means that people acquire the tools to shape and control their lives and that through learning they create new knowledge and competencies. Does the expansion of the concept of learning mean that we no longer need teachers and teaching? We can see that the concept of teaching is also changing. The core is still an interaction of teachers and students but increasingly the teacher’s role is that of a facilitator or scaffolder. Learners need many tools to manage their own learning. They need cognitive skills as well as emotional and motivational strategies. In all these tasks teachers play an important role. The teacher’s professional role has expanded into preventing exclusion and increasingly has the features of social care, even with adults. This also means that teachers must be very aware of the knowledge construction of their subject matter; it requires deep understanding of their subjects. They also need knowledge of multidisciplinary research on learning, and this should be integrated with teaching. Learning empowers, and teachers are important mediators in this enabling process.