Posthumane Handlungsorientierung
Algorithmische Akteure und verteilte Handlungsmacht in der Medienpädagogik
DOI:
https://doi.org/10.21243/mi-03-25-16Schlagworte:
Posthumane Pädagogik, algorithmische Handlungsmacht, verteilte Agency, Medienbildung, Akteur-Netzwerk-Theorie, Neuer Materialismus, handlungsorientiertes Lernen, Bildungstechnologie, kritische Medienkompetenz, Mensch-Maschine-SystemeAbstract
Dieser Artikel entwickelt ‘posthumane Handlungsorientierung’ als theoretischen Rahmen für das Verständnis der Medienerziehung in einer Zeit, in der algorithmische Systeme eher als aktive Bildungsakteure denn als passive Werkzeuge fungieren. Auf der Grundlage der posthumanen Kritischen Theorie (Rosi Braidotti), der Akteur-Netzwerk-Theorie (Bruno Latour) und des Neuen Materialismus (Karen Barad) zeigt diese Untersuchung, wie algorithmische Systeme die traditionelle handlungsorientierte Pädagogik grundlegend verändern. Die zentrale Erkenntnis ist, dass die Bildungsagentur nicht mehr ausschließlich bei menschlichen Subjekten liegt, sondern aus komplexen Zusammenschlüssen menschlicher und nicht-menschlicher Akteure entsteht. Anhand einer detaillierten Untersuchung von KI-Tutorsystemen, Lernanalysen und algorithmischer Governance im Bildungswesen zeigt der Artikel, dass traditionelle pädagogische Rahmenkonzepte – darunter John Deweys Erfahrungslernen, Paulo Freires kritische Pädagogik und die deutsche Reformpädagogik – einer grundlegenden Neukonzeption bedürfen. Die vorgeschlagene posthumane Handlungsorientierung erkennt pädagogisches Handeln als emergente Eigenschaft von Mensch-Maschine-Assemblagen an und fordert damit neue Ansätze für pädagogische Verantwortung, demokratische Bildung und kritische Medienkompetenz. In der Praxis bietet das Rahmenwerk konkrete Strategien, darunter Assemblage-Pädagogik, algorithmisches Co-Design und sympoietisches Lernen, und befasst sich gleichzeitig mit den ethischen Implikationen verteilter Handlungsfähigkeit im Bildungskontext. Die Abhandlung kommt zu dem Schluss, dass die posthumane Handlungsorientierung wesentliche Ressourcen für die Gestaltung einer Bildungszukunft bereitstellt, die algorithmische Beteiligung weder unkritisch begrüßt noch pauschal ablehnt, sondern stattdessen produktive Mensch-Maschine-Kooperationen fördert, die die Bildungsmöglichkeiten verbessern und gleichzeitig das Engagement für Gerechtigkeit und menschliche Entfaltung aufrechterhalten.
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