Abstract
The question of whether media education is better implemented as an independent subject or as an interdisciplinary subject is not a new one and is a recurring issue with varying degrees of relevance. There are many arguments in favour of both approaches, but they also pose different challenges. Both have been and are being implemented; experiences vary.
An approach to a possible answer first requires an examination of different pedagogical perspectives on media and media developments. In the next step, the interplay between technological, media and social change will be analysed from a social macro and meso perspective in order to draw conclusions for the positioning of schools, (media) education and media education. The next step is to look at the micro perspective, at the individuals - the children, young people and adults. This leads to an examination of media literacy as a cultural technique and as a human right. Finally, based on these various considerations from different perspectives, an attempt is made to answer the question at the beginning of these discussions.