Universität Wien
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190108 SE Theory of Educational Science I: Education and Change (2024W)

Sozialwissenschaftliche Grundlagen der Medienpädagogik

5.00 ECTS (2.00 SWS), SPL 19 - Bildungswissenschaft
Continuous assessment of course work
Moodle
Mo 20.01. 16:45-18:15 Seminarraum 1 Sensengasse 3a 1.OG

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

  • Monday 07.10. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 14.10. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 21.10. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 28.10. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 04.11. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 11.11. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 18.11. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 25.11. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 02.12. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 09.12. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 16.12. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 13.01. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG
  • Monday 27.01. 16:45 - 18:15 Seminarraum 1 Sensengasse 3a 1.OG

Information

Aims, contents and method of the course

Since its introduction by Baacke (1976), the concept of media literacy has been based on a social science concept of emancipation. Through the explicit reference to Habermas, media education was thus founded and orientated both in terms of social science and social philosophy. In the course of this, it was also modelled on Niklas Luhmann's sociological systems theory, for example through Spanhel's concept of media education (see also the Luhmann reception in Kommer 2010).

Against the system dependency of the subject or the actor, which Luhmann promoted with the autopoiesis of systems as communicating communications and with recourse to Talcott-Parson's structural-functional concept of control media, Jürgen Habermas set the concept of the (individual and subject-emphasised) 'lifeworld', against the control and monitoring of which he also argued emphatically for political reasons. At the same time, two poles of argumentation crystallised in media education, with the emphasis on the (single) individual and the (collective) society. Media education and the social sciences moved equally between micrological quality and macrological quantity (think, for example, of the concept of the 'normal exceptional'), which is also of immense importance when we speak of a 'medial habitus' with regard to Pierre Bourdieu's sociology of education (cf. Barberi/Swertz 2013)

This is only a cursory reference to an area of overlap between the social sciences and media education that will be addressed in this seminar. In terms of research practice, we will use key primary texts to work out which social science methods, theories, concepts and studies have played a role and had an impact in educational science and media education since the 1970s. In particular, the foundations of Dieter Baacke's media pedagogy, Niklas Luhmann's systems theory, Jürgen Habermas' theory of communicative action and Pierre Bourdieu's sociology of education will be presented and developed from a (media) pedagogical perspective.

Assessment and permitted materials

The seminar is organised in the sense of close reading using around 12 primary texts, which are provided as readers and photocopies. The participants will prepare a 15-minute keynote speech on media education within the assigned subject areas or working groups, taking into account further literature, which will then be discussed in detail using the primary texts. Joint presentations are also possible. The preparation of around 10 primary texts is an essential prerequisite for the positive completion of the seminar. At the end of the seminar, a seminar paper of around 15 to 20 pages will be written, which, in combination with attendance, participation and presentation, forms the basis of the grade.

Minimum requirements and assessment criteria

The seminar is organised in the sense of close reading using around 12 primary texts, which are provided as readers and photocopies. The participants will prepare a 15-minute keynote speech on media education within the assigned subject areas or working groups, taking into account further literature, which will then be discussed in detail using the primary texts. Joint presentations are also possible. The preparation of around 10 primary texts is an essential prerequisite for the positive completion of the seminar. At the end of the seminar, a seminar paper of around 1520 pages will be written, which, in combination with attendance, participation and presentation, forms the basis of the grade.

Examination topics

Alle in der Lehrveranstaltung durchgenommenen Inhalte, insbesondere auch die fachlichen und fachdidaktischen Inhalte und Überlegungen der eigenen und der im Seminar präsentierten Planungen. Unterstützendes Lernmaterial befindet sich auf Moodle.

Reading list

Auswahlbibliographie

Baacke, Dieter (1973): Kommunikation und Kompetenz. Grundlegung einer Didaktik der Kommunikation und ihrer Medien, Juventa: München.

Baacke, Dieter (1997): Medienpädagogik, Tübingen: Niemeyer.

Barberi, Alessandro/Swertz, Christian (2013): Medialer Habitus, Schwerpunktausgabe MEDIENIMPULSE 4/2013, Erscheinungsdatum: 21.12.2013, online unter: http://www.medienimpulse.at/ausgaben/ausgabe-4-2013 (letzter Zugriff: 21.04.2014).

Bourdieu, Pierre (1987): Die feinen Unterschiede. Kritik der gesellschaftlichen Urteilskraft, Frankfurt/M.: Suhrkamp.

Bourdieu, Pierre/Wacquant, Loïc J.D. (2006): Reflexive Anthropologie, Suhrkamp, Frankfurt/ M.

Habermas, Jürgen (1995): Theorie des kommunikativen Handelns. 2 Bände, Suhrkamp, Frankfurt/M.

Kommer, Sven (2010): Kompetenter Medienumgang? Eine qualitative Untersuchung zum medialen Habitus und zur Medienkompetenz von SchülerInnen und Lehramtsstudierenden, Budrich, Opladen.

Meder, Norbert (2011): Von der Theorie der Medienpädagogik zu einer Theorie der Medienbildung. In: Fromme, Johannes/Iske, Stefan/Marotzki, Winfried (Hg.): Medialität und Realität, Wiesbaden: VS-Verlag für Sozialwissenschaften, 6781.

Spanhel, Dieter (2006): Medienerziehung. Erziehungs- und Bildungsaufgaben in der Mediengesellschaft. (Handbuch Medienpädagogik, Band 3), Stuttgart: Klett-Cotta.

Swertz, Christian (2007): Überlegungen zur theoretischen Grundlage der Medienpädagogik, in: Hartwich, Dietmar David/Swertz, Christian/Witsch, Monika: Mit-Spieler, Würzburg: Königshausen und Neumann, 213222.

Parsons, Talcott (1977): Social Systems and the Evolution of Action Theory. New York: The Free Press.

Luhmann, Niklas (1997): Die Gesellschaft der Gesellschaft. 2 Bände, Suhrkamp, Frankfurt/M.

Association in the course directory

M3a

Last modified: Su 22.09.2024 18:26