During the late 1980s, beginning of the 1990s “learning” was promoted as a central concept for education in Sweden foremost by traditions based in educational psychology. Its fast spread through teacher education programs can partly be understood as a consequence of the rise of didactics both within education and teacher education more generally, but also within the promotion of educational sciences at the national level. The latter promoted the idea that any discipline could do research on educational issues, among them the learning of particular subject content, regardless of whether or not that research has any base in educational theory or traditions. This new and widespread interest in “learning”, through educational sciences, has lead to: a) the field of educational research becoming increasingly dispersed; and b) the discipline “pedagogik”, traditionally being the discipline for the study of educational relations, is increasingly losing ground in universities. In our contribution we will explore some consequences of this shift from education to learning, its limited connection with educational theory, and how “learning” influences the formation of what settings, practices and relations end up counting as educational. What is explored then is the alteration of a particular context for understanding education itself.