Edukacja medialna w świetle debaty nad tożsamością nauki o mediach. Dotychczasowe paradygmaty a neuropoznawcza ścieżka metodologiczna
Media education in the debate on identity of media studies. Existing paradigms vs. methodology of neurostudies

Summary/Abstract: In perspective of the ongoing debate about the ranges of media studies, the paper proposes paying closer attention to the important field of research, which is the media education. The paper quotes Polish and international defi nitions of this concept, emphasizes its various aspects and shows the evolution of the term together with an indication of possible empirical analysis. Location of media education in McQuail’s three traditions of media analysis is accompanied by examples of recent research in this area. Methodological suggestions are also presented, namely stemming from cognitive science and developing brain research. As a sum up, the paper proposes an original definition of media neuroeducation. The trial to locate the proposed research field in the existing paradigms of media education was also taken, along with identifying the holistic approach to integrate physiological and social variables.

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