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Der Auftrag: Bildung Im Digitalen Zeitalter Public Value Jahresstudie 2016/17 Jahresstudie Public Value Inhalt

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Der Auftrag: Bildung Im Digitalen Zeitalter Public Value Jahresstudie 2016/17 Jahresstudie Public Value Inhalt STUDIE S DER AUFTRAG: BILDUNG IM DIGITALEN ZEITALTER PUBLIC VALUE JAHRESSTUDIE 2016/17 JAHRESSTUDIE PUBLIC VALUE INHALT 6 RESONANZSPHÄRE DER GESELLSCHAFT? PROF. DR. HARTMUT ROSA UNIVERSITÄT JENA 34 DIE NEUE MACHT DES PUBLIKUMS PROF. DR. BERNHARD PÖRKSEN UNIVERSITÄT TÜBINGEN 47 LABS FOR DEMOCRATIC EDUCATION AND CIVIC DISOBEDIENCE IN POST-TRUTH TIMES? UNIV.-PROF.IN DR.IN KATHARINE SARIKAKIS UNIVERSITÄT WIEN 63 BILDUNG ALS DEMOKRATISCHER AUFTRAG DR.IN MAREN BEAUFORT ÖSTERREICHISCHE AKADEMIE DER WISSENSCHAFTEN 81 SCHMACKL SCHMACKL BUNZ BUNZ KLAUDIA WICK DEUTSCHE KINEMATHEK BERLIN 91 DER BILDUNGSAUFTRAG ÖFFENTLICH-RECHTLICHER MEDIEN DR. VOLKER GRASSMUCK MEDIENWISSENSCHAFTLER PUBLIC VALUE 2017 DIE 5 QUALITÄTSDIMENSIONEN INDIVIDUELLER WERT GESELLSCHAFTSWERT ÖSTERREICHWERT VERTRAUEN VIELFALT IDENTITÄT SERVICE ORIENTIERUNG WERTSCHÖPFUNG UNTERHALTUNG INTEGRATION FÖDERALISMUS WISSEN BÜRGERNÄHE VERANTWORTUNG KULTUR INTERNATIONALER WERT UNTERNEHMENSWERT EUROPA-INTEGRATION INNOVATION GLOBALE PERSPEKTIVE TRANSPARENZ KOMPETENZ Public Value, die gemeinwohlorientierte Qualität der öffentlich-rechtlichen Medienleistung des ORF, wird in insgesamt 18 Kategorien beschrieben, die zu fünf Qualitätsdimensionen zusammengefasst sind. Mehr dazu auf zukunft.ORF.at. DESIGN-KONZEPT: DRUCK: ORF-Druckerei Rosebud, Inc. / www.rosebud-inc.com DESIGN: 1. Auflage, © ORF 2017 ORF Marketing & Creation GmbH & Co KG HERAUSGEBER UND HERSTELLER: Reaktionen, Hinweise Österreichischer Rundfunk, ORF FÜR DEN INHALT VERANTWORTLICH: und Kritik bitte an: Würzburggasse 30, 1136 Wien ORF-Generaldirektion Public Value, BR [email protected] 2 ZUR ZUKUNFT DES BILDUNGSAUFTRAGS DER AUFTRAG: BILDUNG IM DIGITALEN ZEITALTER Öffentlich-rechtliche Medien sind gefordert: Disruptive Entwicklungen in den Kommunikationstechnologien führen zu massiven Veränderun- gen in der Mediennutzung und zerstören über Jahrzehnte ausgebildete medienökonomische Strukturen. Gleichzeitig erodiert das Vertrauen der Menschen in Politik, Wirtschaft, Religion und Medien. ORF und BR bleiben von diesen Entwicklungen nicht unberührt und sehen sich zuse- hends dem Spannungsverhältnis von dynamischem Wandel und aufkei- mendem demokratiegefährdendem Populismus ausgesetzt. Der Funktionsauftrag der öffentlich-rechtlichen Medien verlangt daher auch von öffentlich-rechtlichen Medien wie dem BR und dem ORF eine besondere Aufmerksamkeit, die sich auf ihre vermittelnde Rolle, ihren Integrations- und Vielfaltsauftrag, insbesondere aber auf ihren Bildungs- auftrag bezieht. Die vorliegende Studie behandelt den Bildungsauftrag der öffentlich- rechtlichen Medien vor dem Hintergrund der aktuellen kommunika- tionstechnologischen Umbrüche und Veränderungen, aber auch der gesellschaftlichen Umbrüche und Krisen. Erkenntnisinteresse des Stu- dienprojektes ist es, Grundlagen für eine Neubewertung des bestehen- den Bildungsauftrags des ORF und des BR unter Berücksichtigung neuer Her ausforderungen zu liefern, diese im Kontext der digitalen Welt zeitge- recht zu definieren sowie neue Perspektiven und Zielorientierungen zu entwickeln. Damit wird ein zentraler Bestandteil der unterscheidbaren Medienqualität des BR und des ORF behandelt, die nicht nur retrospek- tiv zu kontrollieren, sondern vor allem zukunftsorientiert weiterzuentwi- ckeln ist. Ziel ist es, eine seriöse, wissenschaftliche Basis dafür zu erstel- len und sinnstiftende Argumente zu sammeln, die dem BR und dem ORF helfen, sich im Sinn der Erfüllung ihres öffentlich-rechtlichen Auftrages zukunftsfähig zu positionieren und zugleich geeignete Argumente im Le- gitimationsdiskurs herzustellen. Die zentralen Fragestellungen dafür lauten: – Welche Bedeutung hat der Bildungsauftrag bei der Produktion von unterscheidbarer öffentlich-rechtlicher Medienqualität? 3 PUBLIC VALUE 2017 – Welche Herausforderungen ergeben sich für den Bildungsauftrag der öffentlich-rechtlichen Medien (insbesondere des BR und des ORF) aufgrund der kommunikationstechnologischen Umbrüche und Veränderungen sowie der gesellschaftlichen Umbrüche und Krisen? – Wie verändert sich die Rolle der öffentlich-rechtlichen Medien? – Welche neuen Formen der Zusammenarbeit und Allianzen (mit Bildungseinrichtungen, Kreativwirtschaft, Qualitätsmedien, inter- nationalen Partnern,…) sind dafür anzudenken? – Welche Rahmenbedingungen sind zur Erfüllung eines zukunftsfä- higen Bildungsauftrages (etwa im Rechtsrahmen und der zur Ver- fügung stehenden finanziellen Ressourcen) notwendig? – Welche neuen Perspektiven, Zielorientierungen und Aufgaben er- geben sich dadurch? Um eine interdisziplinäre und diskursive Vielfalt bei der Beantwortung dieser Fragen zu ermöglichen, wurden – in Kooperation mit dem Baye- rischen Rundfunk – insgesamt sechs Wissenschaftler/innen beauftragt. Sie wurden gebeten – jeweils aus ihrem wissenschaftlichen Zugang he- raus – sachdienliche Analysen und Perspektiven einzubringen, wie der BR und der ORF zukünftige Herausforderungen im Spannungsverhältnis Bildung/ Demokratie/Medien erfolgreich bewältigen könne. Maren Beaufort (Österreichische Akademie der Wissenschaften) bezieht sich in ihrer Arbeit darauf, wie es gelingen kann, die „Konsu- mentenmentalität“ der Mediennutzer/innen zu durchbrechen und den Erwerb (staatsbürgerlicher) Kompetenzen durch Wissensvermittlung in öffentlich-rechtlichen Medien zu fördern.Volker Grassmuck liefert eine umfassende Analyse der Grundlagen des Bildungsauftrages, die sich insbesondere drei Ländern widmet: Deutschland, Großbritannien und Österreich. Dabei bezieht er sich vor allem auf Parameter des Bildungs- auftrages im digitalen Zeitalter und thematisiert Fragen der Medienkom- petenz, der Wissensvermittlung insbesondere für junge Publikumsgrup- pen. Bernhard Pörksen (Universität Tübingen) entwickelt vor dem Hintergrund einer Analyse der „fünften Gewalt“ des digitalen Zeitalters, der Online-Welt, konkrete Vorschläge dafür, wie öffentlich-rechtliche Medien zur wirkungsvollen Wissensvermittlung und Bildung der Öffent- lichkeit beitragen können. Hartmut Rosa (Universität Jena) entwickelt auf der Grundlage seiner allgemein beachteten Resonanztheorie eine 4 DER AUFTRAG: BILDUNG IM DIGITALEN ZEITALTER Perspektive, wie „Resonanzsphären“ von öffentlich-rechtlichen Medien entwickelt werden könnten, die einer effektiven Erfüllung des Bildungs- auftrages dienlich wären.Katharine Sarikakis (Universität Wien) erörtert den Bildungsauftrag hinsichtlich seiner besonderen Rolle für Demokratie, politische Bildung, Gemeinwohlorientierung und das En- gagement der Bürger/innen. Dabei bezieht sie sich auf die Herausforde- rung neuer Allianzen mit dem Bildungssektor und der Kreativwirtschaft sowie auf rechtliche Rahmenbedingungen, die Qualitätsmedienproduk- tion im digitalen Zeitalter nicht nur definieren, sondern vor allem ermög- lichen sollen. Klaudia Wick (Deutsche Kinemathek Berlin) analysiert, wie gebührenfinanzierte Systeme bei der Vermittlung von Inhalten neue, dem Anliegen des Public Value angemessene Wege entwickeln können und bezieht sich dabei nicht nur auf klassische Informationsprogram- me, sondern auch auf fiktionale Inhalte der Unterhaltungsproduktion. Weitere Informationen und Studien zur Zukunft öffentlich-rechtlicher Medien finden Sie auf zukunft.ORF.at. • ANDREAS BÖNTE KLAUS UNTERBERGER STELLVERTRETENDER FERNSEHDIREKTOR ORF GENERALDIREKTION PUBLIC VALUE BAYERISCHER RUNDFUNK 5 PUBLIC VALUE 2017 RESONANZSPHÄRE DER GESELLSCHAFT? PROF. DR. HARTMUT ROSA UNIVERSITÄT JENA Moderne demokratische Gemeinwesen in bevölkerungsreichen Flächen- staaten sind ohne funktionsfähige und politisch und ökonomisch un- abhängige Medien im Grunde nicht denkbar. Dabei kann als unstrittig gelten, dass das Hauptgewicht der ›Leistung‹ öffentlicher und politischer Medien nicht, oder nicht nur, auf der Beschaffung und Bereitstellung von Informationen, sondern mindestens ebenso sehr (und vermutlich weit mehr) in der Erfüllung eines (politischen und kulturellen) Bildungsauf- trages und in der Bereitstellung einer Plattform für die kommunikative, durchaus auch konfliktive Herausbildung einer ›öffentlichen Meinung‹ liegt. Ich werde im Folgenden diese letztere Funktion der (öffentlich- rechtlichen) Medien als ›Demokratieauftrag‹ bezeichnen. Hier liegt der wesentliche Grund dafür, wieso sich im deutschsprachigen Raum (und darüber hinaus) öffentlich-rechtliche Rundfunk- und Medienanstalten gebildet haben und wieso sie staatlich verankert und garantiert sind (vgl. etwa den Rundfunkstaatsvertrag der BRD von 1987 oder das Bundes- verfassungsgesetz über die Sicherung der Unabhängigkeit des Rundfunks (BVG Rundfunk) in Österreich von 1974). Insbesondere im Zuge der Ent- wicklung interaktiver, asynchroner und digitaler Medienangebote und -formate hat sich jedoch die Art und Weise, wie der Bildungs- und der Demokratieauftrag erfüllt werden (können) verändert, und mehr noch: Der Charakter dieser Aufträge selbst hat sich verändert. Ziel dieser Studie ist es, eine Rekonzeptionierung des Bildungs- und des Demokratieauftrags öffentlich-rechtlicher Medien auf der Basis der so- ziologischen Resonanztheorie (Rosa 2016) vorzuschlagen. Die Grundlage hierfür bilden die bildungs- und demokratietheoretischen Überlegun- gen, die ich im Kontext der Soziologie der Weltbeziehung (ebd., siehe auch Rosa/Endres 2016 und Peters/Schulz 2017) entwickelt habe. Im Folgenden werde ich in vier Schritten vorgehen: Nach einer kurzen zeitdiagnostischen Einleitung über den aktuellen Strukturwandel der Öffentlichkeit(en) und die damit einhergehenden sozialstrukturellen 6 DER AUFTRAG: BILDUNG IM DIGITALEN ZEITALTER Entwicklungen (1) werde ich zunächst eine resonanztheoretische
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