This article explores how philosophical pedagogical frameworks can inform the role of education in shaping media culture. It emphasizes that constructivism positions learners as active interpreters of media, critical pedagogy reveals power structures and biases, and pragmatism underscores experiential learning tied to real-world media production. Building on these philosophies, the paper argues that comprehensive media literacy transcends technical competence to foster critical analysis of social values and ideological forces. By integrating these approaches into curricula, education can develop students into discerning consumers and ethical creators of media content, contributing to a more democratic, reflective, and socially responsible media landscape.

Philosophical Pedagogical Approaches, Media Culture, Media Literacy

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