In this paper, the author argues that the quantity, superabundance of information, easy availability, and quick access to information in cyberspace may engender critical thinking and the optimization of reasonableness. This point is different from, but presupposes, the commonplace view that critical thinking abilities, criteria, processes, and dispositions are necessary to make sense of information in cyberspace. The author's point is that cyberspace, as a context and process, has a heuristic epistemic value, which renders it important for education, critical thinking, and pedagogy. This value has to do with the idea that cyberspace, given its features, may put pressure on people to be moderately skeptical, critical, and tentative about information. This value, which is "relatively" lacking in other media, will engender the attitude and disposition to critically examine and rigorously reflect on beliefs before accepting them as reasonable.