Anonymity is a form of nonidentifiability which I define as noncoordinatability of traits in a given respect. This definition broadens the concept, freeing it from its primary association with naming. I analyze different ways anonymity can be realized. I also discuss some ethical issues, such as privacy, accountability and other values which anonymity may serve or undermine. My theory can also conceptualize anonymity in information systems where, for example, privacy and accountability are at issue.

This paper details the author’s experience of developing and teaching an online course in social/political philosophy for the SUNY Learning Network. The author’s intention was to design an online philosophy course as similar to a traditional philosophy classroom experience as possible. Accordingly, students were required to buy and read the texts, to answer weekly reading comprehension questions, to participate in an online discussion, and to complete a final essay exam of two questions. After covering course design in great detail, including (...) standards for student assessment and course requirements, the author offers a brief qualitative assessment of the course (the type of student who excelled, the time taken to teach the course, and students’ experience of the course). The author concludes with some “cautionary reflections” on online education, arguing that it is merely a surrogate for face-to-face class time. Whereas the latter is a context-rich environment that allows for the practice of critical inquiry in all its nuance, the former is context-poor and reduces all inquiry to the level of propositions. Given the importance of meaning in philosophical inquiry and given the importance of context for meaning, the author argues that unacceptable sacrifices may attend online education. (shrink)

I shall translate Kierkegaard's account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard's three-stage answer to (...) the problem of lack of involvement posed by the Press -- his claim that to have a meaningful life the learner must pass through the aesthetic, the ethical and the religious spheres of existence -- to suggest that only the first two stages -- the aesthetic and the ethical -- can be implemented with Information Technology, while the final stage, which alone makes meaningful learning possible, is undermined rather than supported by the tendencies of the desituated and anonymous Net. (shrink)

I shall translate Kierkegaard's account of the dangers and opportunities of what he called the Press into a critique of the Internet so as to raise the question: what contribution -- for good or ill -- can the World Wide Web, with its ability to deliver vast amounts of information to users all over the world, make to educators trying to pass on knowledge and to develop skills and wisdom in their students? I will then use Kierkegaard's three-stage answer to (...) the problem of lack of involvement posed by the Press -- his claim that to have a meaningful life the learner must pass through the aesthetic, the ethical and the religious spheres of existence -- to suggest that only the first two stages -- the aesthetic and the ethical -- can be implemented with Information Technology, while the final stage, which alone makes meaningful learning possible, is undermined rather than supported by the tendencies of the desituated and anonymous Net. (shrink)