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What might Web 3.0 mean for educationthat is, education seen as an intellectual and philosophical endeavour where we seek to critique the world and understand our place in it with others? In this paper, I argue that current emphases on the semantic functionality of Web 3.0 have the potential to concomitantly challenge and extend the humanist educational enterprise, both as practice and intellectual endeavour. I present a brief history and description of Web 3.0, before providing an analysis of the two dominant scenarios in the Web 3.0 educational literature: the adminstrative scenario and the pedagogical scenario. My main point is that the role of the teacher in the Web 3.0 landscape must be understood as one of discernmentthat is, the ability to judge and judge well on the part of both teacher and learnerfor it is discernment that underlies the uniquely human ability to create meaning and thus make sense of the world.

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