Description: Our notion of learning is inextricably linked to the idea of "making something out of our experience", of acquiring knowledge. Regarding, e.g. a future professional activity in the area of education, learning means to acquire knowledge with respect to possible aims, methods, theories etc. of education and their significance for educational practice. This includes, however, getting to know the difficulties related to the concepts of education and educational practice, e.g. the impossibility of arriving at a complete body of knowledge regarding educational issues: The concepts of education as well as educational practice cannot be covered by one general theoretical horizon and are dependent on multiple factors (situational, social, cultural etc.). Consequently, the acquisition of educational knowledge is very complex, and considerable efforts have been undertaken in educational research to meet the challenges of this complexity, i.e. studies regarding the relationship of educational theory and practice, the role of educational science for educational practice, and the question of how to become a professional. However, while there has been extensive research concerning the specific relationship of educational knowledge and competence, a conclusive conceptual analysis regarding the relationship of learning and knowledge has yet to be carried out. Relevant issues include: How does knowledge become knowledge (from a theoretical and from a practical point of view)? What is the role of uncertainty and not-knowing within knowledge? What role does knowledge play in a person's system of beliefs (regarding education)? In the first part of my paper, I want to offer a general philosophical investigation into the relationship of learning and knowledge by going back to the Western roots of education in Ancient thought. Utilizing the concept of experience, I hope to convey two important traits regarding the general relationship of learning and knowledge: First, the concept of experience presents a personal dimension concerning learning processes and their outcomes: Knowledge exceeds mere information in that it is linked to my determinate relationship to the objects of knowledge. I will lay out this idea by analyzing the specific dialogue situation that Socrates provokes in the (early) Platonic dialogues. Secondly, the concept of experience reveals an ambivalent relationship of knowing and not knowing that I hope to make transparent by turning toward the aporetic structure of the early Platonic dialogues: Even though the dialogues do not have an outcome regarding the questions surrounding areté, they remain significant for (the limits of) our knowledge. In the second part of my paper, I want to outline the consequences of these two traits for educational studies. Here, I will argue for the relevance of uncertainty and the limits of knowledge for our understanding of educational issues and for educational practice. Methodology: -- Conceptual analysis -- Hermeneutical reference to the history of philosophy of education (Plato) Conclusions: -- Importance of a personal dimension in the relationship of learning and knowledge -- Relevance of the relationship of knowing and not-knowing for learning and its consequence for education and educational studies