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The Next Generation of the Web – ‘Web 3.0’as it is generally known these days – will be here in a few years’ time. But what will it mean for education, and especially for education as an intellectual and philosophical endeavour where we seek to critique the world and understand our place in it? This paper I argue that current notions of the Next G Web have the potential to profoundly disrupt the educational enterprise (both as practice and intellectual endeavour) if those notions are sustained, and I suggest that we must start reflecting more closely on what it means to teach and to think, and on how those things relate to each other. I present a brief history and description of the Next G Web, before providing an analysis of the two dominant scenarios in the Next G Web educational literature: the ‘Adminstrative Scenario,’ and the ‘Pedagogical Scenario.’ My main point is that the role of the teacher must remain (or more obviously become) one of discernment – on the part of both teacher and student – for it is discernment that underlies the uniquely human ability to create meaning and thus make sense of the world. Finally, I present an alternative scenario, the ‘Education Scenario,’ before asserting the need for education to take a political stance on the issues raised earlier in the paper.