Norm Friesen’s The Place of the Classroom and the Space of the Screen is an excellent example of the practical value of phenomenology. Through careful analysis of the experience of online and real-world education, Friesen draws out the sometimes subtle and sometimes gaping differences between these two educational contexts. In what follows, I identify some of the central arguments he develops, revisit a debate that he and I have maintained over the topic of computer-simulated frog dissection, and consider the relevance of Friesen’s insights for emerging issues in education.