This article analyzes why enlightenment-based media education systematically fails against extremist mobilization on social media. Drawing on Günther Anders’ “media philosophy” – the Promethean gap and the world as phantom and matrix – it shows this failure to be structurally conditioned by algorithmic public spheres that generate a threefold discrepancy: in understanding (algorithmic opacity), in feeling (affective manipulation), and in responsibility (diffuse attribution). Integrating platform studies, radicalization research, and affect theory, it develops a reflexive ideology critique that problematizes not only extremist content but the medial conditions of enlightenment itself – including its Eurocentric presuppositions. Drawing on Klafki’s educational theory, intercultural philosophy, and feminist epistemology, it outlines a post-enlightenment media education that works with affects rather than against them, reflects its performative paradox, and translates structural analysis into didactic practice.
Christian Filk (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: