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I shall translate Kierkegaard‘s account of the dangers and opportunitiesof what he called the Press into a critique of the Internet so as toraise the question: what contribution -- for good or ill -- can theWorld Wide Web, with its ability to deliver vast amounts of informationto users all over the world, make to educators trying to pass onknowledge and to develop skills and wisdom in their students? I willthen use Kierkegaard‘s three-stage answer to the problem of lack ofinvolvement posed by the Press -- his claim that to have a meaningfullife the learner must pass through the aesthetic, the ethical and thereligious spheres of existence -- to suggest that only the first twostages -- the aesthetic and the ethical -- can be implemented withInformation Technology, while the final stage, which alone makesmeaningful learning possible, is undermined rather than supported by thetendencies of the desituated and anonymous Net.