Web-accessible conferencing softwareand ``conversational ethics'' drawn from Habermas andRawls have successfully brought together on-lineparticipants separated by geography and viewpoint, andoccasionally resulted in consensus regarding otherwisedivisive issues such as abortion. The author describessuccesses, limitations, and costs of incorporatingthese technologies and discourse ethics in a religiousstudies class. Results are striking, but thepedagogical benefits involve technical risks and highlabor and time costs. This experience, coupled withrecent research, suggests that electronic pedagogies,like other teaching strategies, work for some, but notall students: this argues that we take up electronicteaching as one approach among many.