In the research in the field of inclusiveness it is often neglected how inclusiveness is constructed differently within the so-called Anglo-American and continental educational contexts. In Slovenia, the field of educational studies has historically developed within the continental, particularly German tradition, as a discipline called Pedagogy at the Faculty of Arts. Since Pedagogy is fundamentally theorising the processes of becoming a free human being and does not take a particular interest in the issues of vulnerable social groups, a complementary area of tertiary study emerged in today's Faculty of Education (e.g. Special needs Pedagogy). However, recently we can identify a trend of emerging new study programmes, the so-called inclusive education. Because of this separation between scientific fields, this paper is dealing with a question of which of the disciplines is offering a more convincing answers to the question of how to conceptualise and implement the inclusiveness. Using qualitative analyses of the concept of inclusiveness and content analyses of Slovenian study programmes and courses related to inclusive education, we attempt to show that discipline of Pedagogy provides a conceptualising of inclusiveness that is more complex through successfully interweaving the humanistic and social paradigm.