Abstract
The goal of media education is quickly named "media competence". If one goes through the history of media education and media didactics, then a lot has already been achieved with this definition of the goal. It is a success of media education as a discipline that a goal accepted by politics, business and schools has crystallised. But is this general acceptance sufficient to define media as an educational task? If one wants to face the educational task theoretically as well as practically, then it is about nothing less than the question of how media intervene in the relationship of people to themselves, to others, to culture, to things and events, perhaps even developing formative power. The relationship of people to themselves, to the social, material and cultural environment was and is always in motion. In this relationship, typical forms of subjectivity emerged and continue to emerge, and socialisation takes place. Subjectivity is always constituted in an unsteady field of subjective inside and objective outside, of individual experience and institutional determination, of given culture and unique appropriation. At the moment, we experience this field as particularly discontinuous. Hence the question of what is currently changing in order to discover the constellation in the media field that is decisive for the constitution of subjectivity, in other words, for education and socialisation. Perhaps this will allow us to accentuate the topics of media education in a new way. Therefore, by way of introduction, a few key words on cultural and social development.
