This paper focuses on online education and generic competences such as criticism and creativity. It brings to the fore theories that address processes of meaning making (i.e., a psychological constructionist account of the brain basis of emotion-the conceptual act model (Lindquist et al., 2012; Barrett et al., 2014) and reflect on various patterns of meaning making comprising those that lead to criticism and creativity (i.e., the Deleuzian and Guattarian (1987; 2009) philosophical accounts of affect, concept and stratum) to inspire pedagogical practices that aim to create critically-creative abilities among students. Concomitantly, it seeks to reflect on how such pedagogical undertakings can be actualized in online education and on the possibilities online environment offers to promote criticism and creativity among graduates. By posing questions related to teaching methods, learning activities, software and hardware, and their combinations in online education, and by addressing and problematizing concepts and phenomena of immersion and DFI-digital facial image, I will make an effort to not only highlight, what I call, the promises of cyberspace, but also ponder on how the aforementioned pedagogical practices can be actualized online.
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