Abstract
This article examines the extent to which discrepancies relevant to media education can be traced between the discourse of the knowledge society and young people's media activities. To this end, some aspects of the construct of the knowledge society are outlined, which in its currently popular form has fallen into the waters of forms of thinking oriented towards economic exploitation calculations. This is discussed in relation to the associated programme of competence, which conjures up the "homo oeconomicus" and is thus contrary to classical categories of educational theory. These considerations are continued with the problematisation of the media competence theorem, which is still struggling today to free itself from the appropriation by purposive and restrictive tendencies. It is argued that media literacy does not do enough justice to milieu-specific differentiation, which is an important premise for media education that takes social inequalities seriously. As an alternative, we discuss the extent to which praxeological perspectives are available for understanding young people's actions. The contribution leads to some ideas that are fruitful in terms of media education, at the centre of which is a more reflexive practice that is more strongly oriented towards the habitus of young people.
