Despite the ascendancy of constructivism, it seems that many, if not most, educationists in higher education and elsewhere still assume there is some transference of information to the learner from the social or physical environment, and that any process of interpretation and construction takes place after this basic information has been passively received. Drawing on Karl Popper's evolutionary epistemology, the author of this article challenges that assumption. A key implication for educational practice is outlined. (Contains 4 notes.)