"Study" is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates "study" and "learning" as two hermeneutic principles and correlates them with "seeing," "hearing," and "observing" as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some Chinese educational "wind" texts, exposing our naturalized reasoning of learning along a representational enclosure. Second, turning to Susan Handelman's writing, I trace this learning-as-representation enclosure as being conditioned upon the Greco-Christian exegetical mode of "seeing," meanwhile correlating "study" back with the Rabbinic "hearing" hermeneutic. Third, I move on to explicate an onto-cosmological "Yijing observing," proffering a "study" hermeneutic as a movement of observing, following, and attuning to "wendao," literally put, "a crisscrossing pattern that (re-)turns with 'dao.'" Finally, I re-"observe" and "study" the crisscrossing Chinese educational "wind" texts, evoking a Chinese "wind-teaching" sensibility so far rarely discerned through representational thinking and learning.