Vol. 63 No. 3 (2025): Handlungsorientierte Medienpädagogik

Since its inception, media education has been understood not only as a theoretical and reflective discipline, but also as a practical field involving the use and design of and with media. In particular, action-oriented media education has, since the 1970s—in the context of telephony, radio, television, and cinematography—advocated empowering people to use and design media critically, actively, creatively, and reflectively. The idea that education arises through action ties in with central concepts of progressive and constructivist didactics and also corresponds broadly with the major theoretical architectures of the humanities, social sciences, and media studies. Ultimately, no (media) theoretical modeling can do without recourse to actions and, therefore, always also practices.