ABSTRACT
This chapter begins with some comments concerning the legitimacy of constructivism, which kai Horsthemke takes issue with. Horsthemke decided to focus on disability, both mental and physical. The approach that Horsthemke takes is described as ‘context-sensitive realism’. This may be understood as a standpoint that strives to understand what inclusive educational experience requires from learners and teachers. Horsthemke apparently takes for granted that the concept of truth is a matter of intellectual cognition. This is not really the place to begin an in-depth and lengthy discussion on the history of ideas. The key concern of Horsthemke’s article is one that is hidden among different thoughts and utterances in the style of linguistic questions. Actually, the whole article is a constant attempt to reveal this concern.
