Introduction

Journal of Philosophy of Education 34 (1):1–16 (2000)
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Abstract

The Internet has recently enjoyed its thirtieth birthday. In 1969, a computer at the University of California sent a message down a wire to another in a research centre at Stanford. The message was just two letters, *LO’.1 Since then the development of the Internet—of the physical infrastructure of computers and the material or broadcast links between them, along with the digital protocols that enable it to function—has been largely an academic achievement. Up until six years ago, the world’s richest entrepreneur, Bill Gates himself, was still unconvinced of its immense importance and economic potential.2 For the World Wide Web (WWW), the most popular and elaborate application on the Net, is itself only about six years old. It is its stunning exponential growth that makes it seem to some of us as if it has been with us forever.

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Paul Standish
University College London

Citations of this work

Radicalising philosophy of education—The case of Jean-Francois Lyotard.Jones Irwin - 2018 - Educational Philosophy and Theory 50 (6-7):692-701.
The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2014 - Studies in Philosophy and Education 34 (2):205-216.
Optimizing reasonableness, critical thinking, and cyberspace.Polycarp Ikuenobe - 2003 - Educational Philosophy and Theory 35 (4):407–424.
Optimizing Reasonableness, Critical Thinking, and Cyberspace.Polycarp Ikuenobe - 2003 - Educational Philosophy and Theory 35 (4):407-424.

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