The assignment examines issues of philosophical and learning theoretical character, raised by the implementation of ICT in Swedish and Danish liberal adult education. While Sweden already has had a wide range of experiments and has ICT as an integrated part of their course delivery, the Danish liberal adult education has not even had their first real experiments. This difference is considered as a consequence of a more rationalistic and technology-friendly Swedish tradition, while Danish liberal adult education is highly influenced by the Danish romantic philosopher Grundtvig (1783-1872) and the later phenomenological-ethical thinker Løgstrup (1905-1981). Both Grundtvig og Løgstrup value the immediate human encounter as the core of liberal adult education, which turns computer mediated learning into a problematic phenomenon. The assignment establish a dialogue between the philosophical tradition of liberal adult education and the learning sciences of CSCL, asking to what extent and in what version CSCL could be a theoretical framework for the conception of ICT in liberal adult education. Finally the assignment suggests concrete ideas to the support of computer mediated learning processes based on the phenomenlogical-etical understanding, which characterizes the tradition of Danish liberal adult education.