This paper is a reflection of the preparation of the Psychology of Mathematics Education Panel (PME26) that discuss the issue of "learning from learners." What it implies to be a learner is formulated in order to reflect upon the way teachers and/or researchers learn from learners. The idea of conceptualizing the notion of "learning from learners" contains a rethinking of learning in terms of framing it by context, communication, and socially abandoning traditional views that focus upon isolated and individual subjects in confrontation with a cognitive or learning task. This implies the abandonment of the universalistic idea that learners are the same in all times and places. The paper reflects these notions in different ways. (KHR)