In this article, Rafal Godon responds to Kai Horsthemke's article (this issue), "Inclusive Education and 'Barrierefreiheit': Some Social-Epistemological Considerations" (EJ1130978). The question raised by Kai Horsthemke, Godon says, draws readers' attention to a very specific aspect of the conference theme, "Philosophy as Translation and the Understanding of Other Cultures": the contemporary culture of education with a special emphasis on the problematic character of learning by people with different kinds of impediments. Godon states that from the outset, it is clear that the article is to reveal the complex character of learning: "What is involved, epistemologically, in inclusive, 'barrier-free' education?" In asking this Horsthemke suggests that he also reflects on the main obstacles that the learner meets on the way to understanding, obstacles of various types. It seems, then, that he interprets the idea of translation and crossing borders as possibilities to strengthen the students' ability to overcome difficulties in the context of searching for knowledge and understanding. Herein, Godon summarizes Horsthemke's argument and provides his own commentary and questions relating to that argument.