'Learning from' in Religious Education, as a mode of moving towards interdenominational and interfaith learning, has a long and fruitful history. However, It has been criticised for being overly subjective as it mainly encourages learning about oneself. Though this has value, it needs to address better the need to understand rather than simply use the religious tradition that is being studied. It raises the question of the objectivity of 'Learning from' religions. It is argued that interpreting the correctness of one's understanding of a text entails more than 'learning about' a religious tradition. It should also include a process of self-reflection to enable a judgement of one's accuracy in comprehending the text's grammar as well as its underlying more universal truth. This calls for a movement towards what the philosopher-theologian, Bernard Lonergan, named intellectual conversion, a personal appreciation of what true knowledge entails. It is thus contended that 'Learning from' religions needs not only awareness of one's 'signals of transcendence' but also of how they can be developed, in light of what is being presented, leading to an informed and wise choice of worldviews about how one is to live, which is an admirable goal of Religious Education.