The worst enemies of advocates for the thoughtful and critically reflective adoption of information and communication technologies in education are the exaggerated claims made on behalf of computers and the Internet by other advocates. In "On the Internet," Hubert Dreyfus debunks many of these hyperbolic claims. Dreyfus properly cautions that online interactions cannot and should not replace other, more familiar human activities and relationships-particularly in the contexts of teaching, learning, and interpersonal communication. In this argument Dreyfus serves an invaluable purpose. His concluding recommendations on how these new technologies can appropriately support teaching, learning and interpersonal communication are sensible and balanced. Dreyfus' chapter on distance education begins with the typical hyperbolic claims about how computers and the Internet will transform schooling and solve all of its problems. He rightly shows how naive such claims are. However, Dreyfus tends to over-romanticise a familiar status quo as a way of contrasting the dangers of excessive reliance on the Internet, without acknowledging the extent to which the romantic ideal is already a myth in many settings. Indeed, it is arguable that the Internet can foster and support modes of pedagogy that are "more" engaging, "more" intellectually stimulating, and foster "more" teacher-student interaction than the actual experience in many existing educational institution. (Contains 15 notes.)