"How to Teach Kanji" is both an old and a new issue in the field of teaching Japanese. On the other hand, "How Kanji are Processed" has been studied in cognitive science. While such cognitive studies are applicable to kanji teaching, cooperation between cognitive studies and kanji teaching is not yet sufficient. In this paper, "Kanji Teaching" is reframed as "Support for Kanji Learning", and the aims of the paper are: 1) to introduce cognitive studies of kanji processing of non-Japanese native speakers in educational psychology, 2) to point out problems connoted in the term "Kanji Teaching", and 3) to discuss how cognitive study of kanji processing can be applied to "Support for Kanji Learning". "Kanji Teaching" gives rise to confusion between teaching kanji to Japanese native speakers and Japanese non-native speakers because the purpose of teaching is implicit. Kanji cognitive studies in educational psychology can contribute to clarifying the purpose, syllabus design and activity design of "Support for Kanji Learning".