The intensive development of communication technologies and the development of humanities, led to the establishment of a range of scientific disciplines which developed different approaches to mass and new media. However, these disciplines don’t set beauty in their focus, which open space to aesthetics of media as a separate discipline that would deal with this issue. To place such a defined subject in the focus of the research it is necessary to answer the question whether one can speak of the existence of a such separate subject of research, and what are the adequate methodological approaches? In the article will be considered a necessary conditions for establishing aesthetics of media as a separate cognitive discipline.


The title of the paper suggests several dimensions of questioning the meaning of the philosophy of media. The first level includes the text which questions the reasons for the existence of philosophy itself (Adorno, Habermas, Heidegger …). The second level initiates the question: What is the point of philosophy if it isn’t philosophy, is the level of questioning philosophy in relation to dimensions outside of the realm of philosophy that have influenced it throughout history. The third level examines the importance and necessity of precisely those methods and approaches developed by the great achievements of thinkers, who we consider (some more, some less) essential to the philosophy of media.


Common to all formats of reality shows broadcasted in Serbia (Farm, Palace, Survivor, Big Brother VIP …) is their identification of public and private discourse in the real-time of the “story” (dijegetic time, in contrast to film time). The paper analyzes the corpus of the third season of Farm on TV PINK. Material is consisted of 7 day reviews: Sunday 28, Monday 29, Tuesday 30, November and Wendesday 1, Thursday 2, Friday 3, and Saturday 4 of December 2010; or the 76th, the 77th, the 78th, the 79th, the 80th, 81st and the 82nd day of the third broadcast cycle of the Farm on TV Pink. The aim was to observe the discourse strategies which in television broadcast void the boundary between private and public discourse, delivering the public content of reality shows to the viewers’ private domain. The audience is thus placed in the position of consumer of a mass media content bereft of any public interest element, which is not meant to be a media spectacle. Its aim is to deconstruct the implicit message this discourse delivers to its numerous audience, and put themselves into the context of professional ethical code of journalists.


When Alvin Toffler published his book “Future Shock” in 1970s, it was hard to believe his claims that our society is entering an era of change that will completely change the picture of the world. However, technological and information revolution, as the main drivers of development today, not only changed the way we work and create, but the overall picture of social and private life of man from the beginning of the 21st century. Personal computers at work, at home and in the form of phone, iPod, iPhone, iBook, Internet, Skype, IM (chat), online shopping and learning, online friendship and dating, are just some of the elements of modern life that only a few decades ago were unacceptable, while life today would be unimaginable without them. It is interesting that although these changes are reflected in a number of (or all) aspects of modern life, it seems that  (formal) education is not among them. Education systems around the world still reflect the social, historical and economic period in which they occurred – the period of industrial revolution. Understanding of school as a factory is not unknown in the theory and practice of modern education. The paper is intended to refer to the directions of possible changes in educational systems around the world, and the role of modern media in conceptualizing education correspondent to the needs of the 21st century. We want to explore potential and likely scenarios of development of education, which will by using the advantages and opportunities of contemporary media and technology meet the needs of development in the 21st century.


Whether such a rating is a due to the fact that the Croatian Radio Television (HRT) programme in general, and its cultural segment (herein culture is taken in a rather “broad“ sense as will be understood later) in particular is actually so good, or that the Serbian programmes with national frequency are so bad, goodness knows. Still, some recent serious sociological research do support our thesis on the high HRT rating in Serbia. So, a poll made on a ransom sample of passers-by in Beograd, Novi Sad or Niš also proves that the thesis on the high HRT rating in Serbia is by no means a personal and biased opinion of a long-time Radio Beograd critic, but (so to say) a general view of Serbian citizens.


The topic of the ever more accelerated pace of life and laments over the destructive effects of this phenomenon, is not new. It has already appeared in the nineteenth century with the invention of railways and telegraphs. Since the age of industrialization modern man has begun to experience a radical change in his relationship to time. With the globalization, which came on the wave of new information technologies, the imperative of speed, urgency, instantism, simultaneity, short termism, established as new units for measuring time. At the source of time acceleration are modern technologies, but Internet brought this process to a climax. Accordingly, it can be argued that speed is not just a secondary feature, but one of the determinants of modern civilization. There is a constant pressure of the acceleration and fragmentation of time which, overflowing from economic and technological spheres tends to colonize the entire psychological and social space. In this paper we do not deal with value judgements on technological speed per se, nor express nostalgic sadness for the good old slower times. We are interested in the way speed, as value-neutral, or even positively connoted term, refracts through psychological prism, specifically the perception of time, so establishing haste (urgency) as dominant mode of individual and social existence. In order to better understand and analyze the relationship between speed and haste, and its effects on psychosocial health, we distinguish between three kinds of temporality: physio-psychological, socio-psychological and techno-psychological. According to the results of a research carried out with regular Internet users, we try to show how they come to suffer a stressful conflict between these temporal modes and develop the so-called “pathology of present”.


The post-modern society often pulsates to the beat of dynamic transformation of political, economic crisis, technological revolution, climate changes, terrorist attacks, media appearances and global spectacles. The concept of public space adapts to the character and philosophy of new media, creating abundance of information that are getting more and more important social role. Bad news, disinformation, data conversion and ideologically driven interpretation are a part of the current media discourse, which favors fear as merchandise in demand on the information market. Staging of communication leads to the abolition of sense, homeopathic grafting of the moral panic that is oversized compared to the facts of the subject basis. (Re) construction of reality is based on the creation of meaning that comes from the social environment, ideas, symbols and images that dominate in a particular place and time. The reality is more and more a product of media meanings we are giving it. The authors examine the phenomenon of fear, especially the symbiosis of political actors and the mass media, using market uniformity to feed the hunger of the already anxious audience.


Mass media are an integral part of the life context in which children grow up. As an integral part of the process of socialization and education, the mass media teach children the facts, behavior norms, values, how the world works, partaking in formation of their world view. Most of their free time children spend in the family and kindergarten in close touch with different types of media, so it is quite justified to speak of media education. The fundamental objective of media education is to acquire media competences. Media upbringing in preschool institutions is based on the experiences of preschool pedagogy, where in the educational work the active and creative attitude towards the media is being emphasized. A significant factor in media education is to acquire knowledge and skills related to media, concerning the acquisition and development of media literacy. Media literacy has become topical and important task in education from the youngest age to adulthood, due to the increasing influence of media on everyday life of people.


The main problem in the proposed work is determined by the detection of major changes in the relationship between orality and literacy in the modern information society and the enormous influence of the transformation these changes brought about in the globalizing social movements. Relation orality/literacy is treated as a current and lively question of today’s world, modern science and modern thought. By orality and literacy in a broader sense we understand such complex phenomena literary and linguistic, and cultural, especially in modern times when language, communication and information obtained decisive importance in social dynamics. It is important not to establish a sharp boundary between oral and written texts, for they differ only in their degree of oral / literariness aspects. Approach to this issue is in the interdisciplinary emphasis. In fact, this topic once a subject of study primarily of literature, linguistics and folklore is becoming now a major area of interest of anthropology, culturology, philosophy, sociology, media theory, psychology, economics and political science. The opposition of oral and written interferes with a number of other conceptual oppositions: anonymous/collective – individual, traditional – modern, rural – urban, mass – elite, popular/folk – scholarly, popular – artistic/artificial; sound – visually. The topic you are considering, or the relation of orality and literacy as part of a problem is the relationship of unfixed and fixed forms of human creative activity. Of course, orality is not only related to the unfixed and fixed forms of literacy. It is the very relationship of language change. For example, in electronic communication intertext works are a new form of orality. The boundaries between orality and literacy are increasingly deleted. New computer literacy re-introduced a richer, nonlinear forms of communication. Computer novel allows the reader to participate in its formation (in which consciousness is perceived oral). Literature has also returned to the ancient storytelling and oral tradition. The oral literature is by some of its features a hypertext.


Scientific research in the area of (mass)media no matter how rare is also focused on almost exclusively those segments of (mass)media participation in the shaping of reality that puts almost nothing into question. It often reaches the level of conscious non research of themes relevant to the philosophy of media as such. The question of scientific (non) research in the area of (mass)media is closely related to the impact the advertisery and politics have on the media. Most of the research is associated with the ordered studies of individual corporations who by producing for the market must investigate the market expectations that is, follow the relationships on the market as well as the realization.