Abstract
Those who study media education quickly realise that this discipline includes others or in turn - depending on the perspective - belongs to other disciplines, certainly touching on other areas and other disciplines. Among the close relatives of media education are education and communication studies. But just as, according to Dieter Spanhel, there is no such thing as educational science (Spanhel 2002: 59), we find, vice versa, no such thing as communication science, let alone media education. A central ingredient of media education has always been - understandably - the preoccupation with its location and, closely connected to this, the question of what constitutes media education, with which views. Theories and methods one has to deal with when determining its location.
