Abstract

The rapid development of the internet and the growth of the cyberspace is the most significant phenomenon of our times. The cyberspace puts pressure on all of us to adapt to its constraints. Its influence is also palpable in philosophy, and on the teaching of philosophy in particular, and there is increasing pressure to adapt philosophical education to the internet format. This paper argues that such pressure is not necessarily conducive to better education in philosophy, which requires more discursive and abstract reasoning.