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Flusser's Take on Media Pedagogy

There is no non-medial perception. However, the apparatus producing techno-images tends to make us believe in something like an immediate perception. It suggests that we do not have to learn to decipher the programs behind those images. There is no possible revolution against this mechanism within the world it has created. We need to learn how to analyze these programs and to use them ourselves. Therefore, we need a pedagogy that is also - but not only - media pedagogy and exceeds the conventional realm of media literacy. Can any kind of pedagogy afford to exclude an aspect of the world as central as mediality? Media pedagogy should not be an addition to pedagogy but rather one of its integral parts. It has to teach a critique of images. We have to learn to distrust our own eyes. And we have to realize the slumbering potential for dialogue in the communication structures. We all have to become programmers. Otherwise society will decompose into factions of producers and recipients. And all of this will have to take place in our schools that otherwise will become obsolete and leave our children without the tools of understanding, criticizing and changing the world. Then, democracy would be no longer tenable.

Media Pedagogy (PDF 192.95 KB)

McLuhan’s Pedagogical Art

This essay argues that Marshall McLuhan’s most important ideas on the media are to be found in the early writings of the 1940s and 1950s. McLuhan’s work did not provide policy makers with concrete recommendations, nor did he leave communication scholars with a theory of the media; but he developed new methodological ‘probes’ for thinking through the effects of a variety of media on environments and bodies in the newly mediated context of North America in the post-WWII period. His approach to media technology was aesthetic, interdisciplinary, transnational, phenomenological and driven by a commitment to pedagogy. His work was prophetic in terms of recognizing that electronic media would transform experiences of space and time, and the interrelation between global and local cultures.

Pedagogical Art (PDF 123.92 KB)