The foundational concepts of media education have undergone several revisions and editions since their first publication in 1981. When one examines the various volumes, it becomes clear how much our life worlds have changed under the conditions of advancing mediatization. As a form of reflection on pedagogy, whose subject matter is constituted by these contradictory conditions, the perspectives of media education are continually redefined. Keywords such as mediatization, media appropriation, or media education indicate that media education theoretically elaborates and pedagogically makes tangible the equally dynamic and challenging interplay between the subject and media. The objective of the foundational concepts has not changed. Their intention lies less in the transmission of canonized bodies of knowledge. Much.