This paper examines the relationship between computerized higher education and democracy. Such reflection is especially relevant giyen the approaching 150th anniversary of public land-grant universities Lhat made higher education broadly available to those of modest means. We .firlit review rhe historic role land grant universities in American democracy and their aligrune.nt with John Dewey's influential writings about participative democracy. We oonsider how participative democracy is challenged by omnipresent information technology and the passive "society of spectacle" (De Bord 1967) that it creates. We examine how computers can reinforce or undermine student passivity. We demonstrate our own computer-enhanced inquiry into political represcntarion designed to force students outof a spectator role and encourage active inquiry and experimentation with participative democracy that is consistent with the landgrant ethos.