Abstract

The goals of a global liberal arts education, as conjoining both western and eastern sources, focus on ‘virtue first’, i.e. on pursuing human excellence . To determine whether such excellence can be taught online, I turn to contemporary research on Computer-Mediated Communication and online education. Among other factors, important cultural issues as well as the real costs of online education have moderated 1990s enthusiasm for online learning as ‘revolutionary’. I then take up Hubert Dreyfus’ pedagogical taxonomy as it emphasizes the role of embodiment in learning. Expanding on his analysis, I argue that the most important goals of a global liberal arts education–precisely the goals of becoming excellent human beings capable of Aristotelian phroneØsis, a key form of judgment crucial to not only professional success but also ethical and political life–require human teachers who incarnate the skills and judgment students need to acquire. These analyses, finally, support what is in fact a recent turn in online education towards blended classrooms that seek to exploit the distinctive advantages of both embodied and disembodied teaching