ABSTRACT
In a lot of countries, ‘authoritarian’ teaching models are still dominant—in ‘real school life’ as well as in media-based education (Abdazi, 2003). A possible reason for this could be the predominant status of Claude Shannon and Warren Weaver's (1949) communication model among pedagogues, even though current media and social realities seem to point at the superior effectiveness and adequacy of other models. The communication theories of Shannon and Weaver were developed with the aim to standardize the flow of communication in order to find an answer for various (technical) problems in mass communication with the specific character of point to multipoint— which of course contains numerous analogies to traditional teaching. Consequently, all too often, unintended transferences of the theories of Shannon and Weaver take place, without verification of their validity for this specific context.
