ESSENTIALS OF GERMAN MEDIAEDUCATION DISCOURSE

Abstract

To date, media education in Russia has a strong place in the system of scientific knowledge. However terminological apparatus in this area is still inconclusive established, so we refer to a system of similar concepts in countries where media education was formed earlier and developed more actively. Oneof such countries is Germany. This article presents the attempts to systematize the key concepts of the German media educational discourse. Based on the scientific writings of German researchers in the field of media education, the author gives a definition of the basic terms to media. So, in theory, media education in Germany decided to allocate the following concepts: media education, mediawork, mediaupbringing, mediadydactics, mediadeystviya, integrated media education, media education, media competence. In our opinion, the German media education provides the international community broad theoretical framework that can be useful for Russian scientists and practitioners. Comparing Russian and German media education discourses, we can see that Russian scientists are actively developing a small fraction of the above categories (“media education”, in recent years - “media competence”), while others are widely used in Germany, or rarely used (“mediadydactics”, “mediaupbringing”), or not in our science in general (“mediawork”).