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On Media Education-more Learning than Teaching


That is one of the most commonly held belief from knowledge seekers in the field of media. In physical and life sciences or abstract sciences such as that deal with crunching figures using standard formulae, the process of imparting knowledge at undergraduate level is based on proving same set of equations and processes, as the case may be, that are a mere extension of already established body of work. There is literally very miniscule scope for argument, debate and dialogue at an academic level, leave alone uncertainty. But the same does not hold true for the media and culture studies.

This is one unique stream of knowledge that incorporates everything conceivable under the sun, from psychology to physiology and more. The progress done in understanding media and its effects on society and culture and vice versa, though nascent in relation to other disciplines yet which is all-inclusive, constitutes a ground to base its various theories and develop paradigms that shape our understanding of the modern-day media and its relation to our society.


Full of possibilities and with a potential to challenge existing norms, the language of media criticism is constantly evolving. And with it are developing sensibilities and sensitivities of those who make an attempt to delve into its depth. For rest of the population, media studies continue to remain the realm of a few wayward seekers, carrying a mystic aura.

In such a context, discussing the nuances of media and culture for those few crusaders of a new world order is simply a delight. In this scenario, teaching turns into a cause that effects observing everyday occurrences across the globe with a sense of complete detachment. Only then could one fully be able to comprehend the dynamic patterns that hold the key to an effective mass communication process.

So, in light of the above argument, how does a teacher stimulate learning within the four walls of a classroom? It can occur only through vetting and discarding appropriate examples from the world around. This can happen only when the taught is as alert as the teacher and mind you, there cannot be any excuses for not being so.


Media Convergence in all its spheres viz. Social, global, cultural and technological has ensured no one is left behind when it comes to keeping an eye on everything that matters. Then where does media education come in? It comes in where you need to impart a different outlook, an interpretation and an analysis unlike any other discipline that still believes in a hegemonic pedagogy.


As a result, the interactivity between the teacher and the taught assumes a very friendly relation that more often than not transgresses into a role play. This is the occasion for the teacher to groom the learner for a rewarding career in media while gaining newer perspectives about already accepted facts and re-check the applicability of some popular axioms to suit events around.

Thus, the learning curve never stops in the domain of media studies and the practioners of media always stand to benefit as they step ahead to impart knowledge in today’s information society.




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