Many educational philosophers have criticized the shift from lifelong education to lifelong learning. Gert Biesta, in particular, claims that learning individualistically promotes 'learnification', that is, a pernicious politics at the expense of relational educational experiences. While I endorse many of his critical points, I have argued that his theorization of learning overlooks conceptual nuance and semantic tensions. Ingerid Straume has also illustrated some such tensions by referring to Cornelius Castoriadis' notion of politics. But, in this article, I wish to develop this critical discussion by examining Castoriadis' conception of learning alongside Biesta's. Pointing out ambiguities of learning, I conclude with a conception of learning as diversified and inclusive of anamorphic (transformative) possibilities throughout a person's life, in tensed company with others and in a complex engagement with the cultural and socio-political milieu.