Abstract
Learning is work with media. However, working with media has to be learned, because it does not take place in a vacuum or in information-processing heads, but is based on the fact that we have mastered certain cultural techniques and that we can effortlessly put these cultural techniques into action and practise them without thinking about them. Today, these skills are usually referred to as media competence and require competence in dealing with new media. Philosophy is in many ways a neighbouring science of education. Unlike pedagogy, however, it seeks a perspective that is, on the one hand, phenomenologically less presuppositional and, on the other hand, historically and conceptually more generally comparative. Thus, as a philosophical contribution, my paper automatically distances itself from both the psychological concept of competence and the impression of the radical new in media issues. Distance is the professional reflex of philosophy - and also its starting point in media issues. Hence a first preliminary remark.
