Intervento e competenze per le professioni educative nella condizione postmediale

The concept of post-media condition refers to the theoretical work of Rosalind Krauss, particularly her interpretation of contemporary art in recent decades. Krauss, a scholar at MIT in Boston, challenges Clement Greenberg's classical perspective, which defines the specificity of an artistic medium in terms of the materiality of the tools it employs. Instead, Krauss, studying the work of Belgian artist Marcel Broodthaers, rejects this reductionist view of the aesthetic medium in favor of the idea that it is a complex device, incorporating aesthetic conventions, technological tools, and the materiality of the medium itself. This perspective leads to the notion of "post-media art," suggesting that artistic work extends beyond the tools and materials used in its creation. This insight can be applied to all media, especially in the age of platforms and data, where media can be considered internal elements of an ecosystem, tending to blend within it. This is the essence of the post-media condition. The Communication Ecosystem: From Tools to Connective Tissue The evolution of contemporary media conceptualization can be traced through three metaphors. Firstly, media as tools—channels of communication like radio, television, the web, and digital platforms. However, viewing media solely as instruments neglects their role in shaping contexts and disregards their affordances. Secondly, media as environments, akin to ecological systems where behaviors and sustainability matter. However, this metaphor overlooks the seamless integration of media into daily life in the post-media condition. Thus, a third metaphor emerges—media as connective tissue. Like skin, media are our primary interface with the external world while also holding us together. They extend our cognitive functions and mediate major activities, eventually becoming ingrained in consumption practices, defining a post-media society. Platforms, Data, AI: Emerging Educational Needs In the post-media condition, new educational needs arise. Platformization, characterized by centralized content access and user profiling, raises concerns about individual freedom amid data tracking and profiling. Datification, fueled by big data and AI, offers opportunities for analysis but also raises privacy concerns. AI advancements, particularly in deep learning and generative AI, present both creative and ethical implications, demanding transparency and critical thinking. These developments call for updated educational competencies, especially in media literacy and digital pedagogy. Intervention Areas and Competencies Educators must adapt to these changes across various domains. In early childhood education, embracing digital tools fosters creativity and critical thinking. In schools, balancing tradition with digital innovation requires new competencies in new literacies and blended learning. In socio-sanitary services, peer and media education can address community needs through digital technologies, necessitating skills in social work, communication, and media literacy. Overall, addressing the educational implications of the post-media condition requires a comprehensive reevaluation of training goals and methodologies.