This paper discusses theories of learning put forward by Gilles Deleuze and John Dewey, who separate learning and teaching from short-term outcomes and attempt to restructure the experience. First, we will show that Deleuze presents a type of learning which rejects the model of recognition supported by common sense. Such learning is open to new thinking that moves beyond clichés and routines. However, within the framework of Deleuze's learning theory that is opposed to knowledge, it is difficult to discuss the acquisition of basic knowledge. Therefore, we will next turn to Dewey's argument, which not only emphasizes the reorganization of experience but also the accumulation of systematic knowledge as a habit. This can be understood as a preparatory stage for the type of learning that Deleuze proposes, and thus both theories of learning can be synthesized. In the end, we will examine the images of learner and teacher that Dewey and Deleuze envisioned and show that the education and learning consist in the learner's activity of thinking for himself/herself. The teacher does not dominate but rather inspires the learner, furthering his or her development. It is in this way that the learner becomes better.