Calls for digital technology in education to embrace forms of pedagogy appropriate for hypertext, challenging western metaphysics and relying on the philosophy of John Dewey to propose an alternative. The paper reviews dominant models of curriculum, especially Ralph Tyler's, revealing their concealed metaphysical assumptions; shows that the "philosophical screen" is largely comprised of a concealed metaphysics; and explains how hypertext and hypermedia, freed of dogmatic metaphysics, may yield hyperpedagogy. (SM)