The aim of this article is to develop a more nuanced understanding of the complex nature of learning as it relates to both the educational and social aims of education as manifested in contemporary European education policy. The article explores tensions in education policy and practice by exploring the evolution of the global brand Lego. The development of Lego is considered to be emblematic of attempts to renegotiate the relation between playing and studying; process and mastery; cognition and embodiment. Drawing on the example of Lego, the author re-examines dichotomies between different conceptualisations of learning, namely learning as social performance and as the expression of individual agency; and constructions of creativity that emphasise process rather than product. Lego serves as an analogy for the progressive realignment of linear and teleological views of knowledge and the coming into presence of the individual in community that is central to education in relation to contemporary European educational policy.