On Concept of Media Education

Abstract

The article gives a critical point of view regarding media education and its capabilities in philosophical education. Media education is actively invading the life of universities and brings new forms of the educational process, such as online lectures and webinars. The author emphasizes that in the teaching of philosophy there are a number of features that inevitably conflict with new forms. When it comes to media education, then, as a rule, a superficial idea of the nature of education is used, an idea, inherent in ordinary rather than a scientific and philosophical consciousness. The article holds the idea that education is usually described as a communicative process, involving the transmission of knowledge from a specific source and passive acquisition. This communicative process is based on subject-object or object-object relations, and subject-subject relations are excluded from this process. Perhaps the movement in this direction is irreversible, and the final victory of the communicative model of education is inevitable. The author contrasts the above-mentioned model with a different concept of education, comprehensively developed in German philosophical classics. At the same time, the author clarifies that the criticism in the article does not apply
to media philosophy as an attempt to comprehend media reality with specific means of philosophy. This interpretation is fully justified, and the author suggests that philosophy has the necessary methodological and theoretical tools.