We live in a time of intense change, often described as a new creation of the world or the emergence of a planetary “meme” - a global set of ideas, images and information that spread rapidly and change our perception of reality. In such an environment, there is a strong need for simplified, dichotomous views of the world, leading to an “either/or” way of thinking that, paradoxically, can threaten the very essence of media literacy.
This simplistic approach is ubiquitous in modern society, from political debates to commercial advertisements. Instead of encouraging critical thinking and reflection on the complexity of the world, the media often offers instant solutions and polarized narratives that are designed for easy consumption and dissemination. This loses sight of the essential purpose of media literacy: enabling individuals to independently analyze, evaluate, and interpret information, rather than uncritically accepting it. Traditionally, media literacy has been viewed as a set of skills necessary to navigate a complex media landscape, including the ability to analyze, evaluate, and create media content. However, if we focus only on combating “fake news” or promoting certain sources of information, we risk losing sight of the bigger picture: the importance of critical thinking and independent thinking. Time spent on polarized debates about what is “real” and what is “wrong” information takes away valuable time and energy from developing the skills that are truly necessary to navigate a complex world.
This tendency towards dichotomy is not a new phenomenon. Throughout history, societies have struggled with simplistic views of the world. Take the Middle Ages, for example, where the dichotomy between God and man, the sacred and the profane, was dominant. The world was viewed through the prism of religion, and anything that did not conform to church dogma was considered sinful and dangerous. However, with the Renaissance, a paradigm shift occurred. Renaissance thinkers and artists rediscovered the value of man and nature, introducing a new dichotomy - man and nature. As Protagoras concluded, man becomes the measure/measure of all things (those that are and those that are not), so art and science turned to exploring human potential and the natural world. Although the Renaissance brought liberation from medieval dogmatism, it also created new divisions and conflicts. In today's era of rapid technological progress, a reductionist view prevails that reduces everything to a dichotomy: human or ChatGPT, ignoring the broader spectrum of human abilities and the potential for cooperation with artificial intelligence.
This constant dichotomy, this imperative of choosing between two opposing sides, permeates every pore of our society. In politics, it manifests itself through polarized debates in which opponents are demonized and where there is no room for nuance and compromise. In the media, it is reflected in sensationalist headlines and polarized narratives that aim to evoke strong emotions and divide audiences. In everyday life, it manifests itself through simplistic worldviews that prevent us from understanding the complexity of human relationships and social problems.
This way of thinking is dangerous for several reasons: it stifles critical thinking, encourages polarization, limits creativity, and reduces tolerance. When we are forced to choose between two opposing sides, we lose the ability to analyze information, question assumptions, and form our own, nuanced views. Dichotomous narratives create divisions in society and hinder dialogue and cooperation. When people align themselves “for” or “against” a particular idea or group, space for understanding, empathy, and compromise is lost. When we are trapped in an “either/or” mindset, we lose the ability to think outside the box and find innovative solutions to problems. The “us” and “them” dichotomy fosters intolerance toward those who are “different” and makes it difficult to build an inclusive society.
To counter this trend, it is essential to develop critical thinking and media literacy skills that empower us to question dichotomous narratives, seek out different perspectives, and form our own opinions. Media literacy should help us understand that the world is not black and white, but consists of many shades of gray.
In such an environment, it is crucial to shift the focus from simply recognizing “fake news” to developing critical thinking and analysis skills. Media literacy must not be reduced to a technical skill, but must become an integral part of our education and culture, encouraging us to actively participate in public discourse, based on arguments, evidence and respect for different perspectives. Just as the agoras in ancient Greece were places where citizens gathered, exchanged ideas and made decisions of common interest, so too should contemporary media literacy enable the creation of digital agoras - spaces for inclusive and constructive dialogue. However, unlike traditional agoras, digital platforms are exposed to challenges such as disinformation, hate speech and polarization. Therefore, it is essential to develop a critical approach to information and to actively combat negative phenomena in the digital environment. In this sense, media literacy must not only be a set of skills, but also an ethical compass that guides us through the complex world of information. We need to develop awareness of our own prejudices and be willing to question our beliefs. Only in this way can we create a society that values critical thinking, respects diversity, and promotes dialogue as a means of solving problems.
In the modern digital age, quality education, focused on the development of critical thinking, is a key tool for navigating the complex world of information. Media literacy, as an integral part of this education, should enable both adults and children/youth to “read” the new digital world, to understand its mechanisms and to actively engage in creating its content. It is not only the skill of recognizing fake news, but also the ability to analyze sources of information, to question assumptions and to form one’s own positions. However, despite the undeniable importance of critical thinking, we must admit that we in the education system are still far from consistently applying this principle. Projects such as “Reading and Writing for Critical Thinking (RWCT)”, implemented by the Pedagogical Center of Montenegro since 2001, show that there is awareness of the importance of this topic and strong enthusiasm has been shown among training participants. However, when it comes to the actual application of methods, techniques and strategies for critical thinking in the classroom, optimism quickly disappears. This paradox points to a possibly deeper problem: the lack of political will to teach both teachers and children/youth how to think critically. Critical thinking involves questioning authority, asking questions and forming one’s own opinions, which may be contrary to the interests of those who want to control public opinion and manipulate society. It is obvious that it is easier to manage illiterate beings, those who uncritically accept information and who do not question the existing order. In such a situation, media literacy becomes not only an educational goal, but also a political act. By promoting critical thinking, we fight for the right to freedom of expression, access to information and active participation in a democratic society.
The author is a university professor.
The text was written for the website. medijskapismenost.me within the framework of the program of the Agency for Audiovisual Media Services
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