In times that are increasingly taken over by forms of technocratic rationality that miss the art and humanity of education, philosophy of education helps us to be critical of our aims for education and encourages us to think about and act on the necessity for education to be a work of flourishing relationships. Like other social critics and philosophers, my aim is to put the relationality afforded by new technologies of learning front and center in our conversations about technology-based education. Where tools or enclosures may seem to just be the stuff of survival, centering philosophy in the discussion of technology brings out the complexity of forms of being and relating that are reflected in the meanings in the design, use, and eventual disposal of technological goods.