Jan M. Broekman> studied Philosophy, Law and Pedagogic in The Netherlands and in Germany, was Ordinary Professor at the Universities of Leuven (Belgium) and Amsterdam (The Netherlands) and is momentarily Distinguished Visiting Professor of Law at the Penn State Dickinson School of Law, and is Member of the Board of MIIL Corp., New York. He authored more than twenty books on Philosophy, Law, Education and Cultural Studies and numerous articles in scientific Journals in various languages. Michael H. Foox studied Social Sciences and Pedagogic in Tel Aviv, Leuven, Amsterdam and London. He is currently the CEO of MIIL Corp., New York, the Multimedia Institute for Interactive Learning. He is a profiled educator with a passion for 'interactivity' and the creator of the AIMT methodology, pursuing the Activating Interactivity of the Mind goals. He furthermore developed "E-educative project based learning" methodologies together with innovative teaching facilities. Dr Foox authored several books and articles on E-education and promotes this type of education beyond daily life in school. Broekman and Foox wrote the 2004-2006 Four Volume work "Principles of E-education" and the 2006 "E-education and the Web."

This book refers to the latest insights in Electronically Enhanced Education (E-education) and highlights the importance of interactivity as an overarching principle in citizenship and education practices. Interactivity has thus determined the title of this book, which introduces specific narratives, explains and analyzes them and describes the correlative practices of E-education. Depressions, worries, disturbing clinical pictures such as Parkinson or Autism, which threaten the coherence of the social web, are analyzed and related to the principles and practice of E-education under the umbrella of a changing citizenship with new insights in social sciences and neurology. As a result, the book presents an encyclopedic approach to recent E-education. It emphasizes how the word 'education is not solely a word, a concept or a political reality, but how it is primarily a form, which supports our interpretation and understanding of the facts of contemporary life. E-education provides a new framework for such interpretations and focuses their understanding by our future generation.

This Brochure on E-education, Nr. 1, focuses the Web in education, in particular E-education (Electronically Enhanced Education). The text accomplishes many thoughts and observations laid down in the four 2004-2006 Volumes on The Principles of E-education. E-education could not emerge without the Web as an icon for electronic communication and technique. Together with the Net, cyberspace's concepts shaped major domains of modern society, including norms as well as thought patterns and behaviors. E-education covers one of the most influential cultural complexities-intergenerational transference-and is by no means identical with the Web or the Internet. This is one of the interesting perspectives of the Brochure.

Students and teachers who experience 'being online', and develop a positive attitude in that regard, are not unbalanced involved in or even enslaved by the Web. E-education integrates Web elements, its data and its Internet provisions with non-electronic devices. Those form a specific Education Environment that sustains the acquiring of a variety of skills, insights and attitudes, which are ultimately the outset of a well-educated citizen. Their establishment of Intranet Sites is a special form of using the Web, with many guarantees not to become involved in the Internet mediated Web vices. The brochure explains how parental fears that their kids will via E-education automatically enter problematic sites, spend time in Internet-driven chat boxes or mail systems, or operate Internet-related handhelds with inappropriate films and texts, are misled in not appreciating the difference between an education Intranet and the Web-related Internet.

"What is truly important is that one be able to exercise autonomy in the basic issues of life, in one's most important commitments. Now, it is very dubious whether the developed capacity for this kind of autonomy can arise simply within the family. (...) Surely it is something, which only develops within an entire civilization. [To know] what it is to be an autonomous agent, to have one's own way of feeling, of acting, of expression is an identity, a way of understanding themselves, which men are not born with. They have to acquire it," the Canadian social philosopher Charles Taylor wrote in his 1992 essay "Atomism." One could speak of a philosophical turn in understanding the basics of communication and, as a consequence of this, of education, if one seriously considers those observations about citizens and society. That is the goal of this book, when it underlines the importance of "electronically enhanced education and communication" with its basic principle "interactivity" on which students, parents and teachers should build our twenty-first society.