In the concept ‘Film-Bildung’ (Cf. Zahn 2012) I explore and analyse the formative implications and effects of audio-visual media on human beings while they are using, perceiving, interacting and communicating with them. Therefore I assume that there is a significant difference between processes of subjectivation and formation in/with media like speech, text on the one hand and image or film on the other. Accordingly to this distinction I would like to develop in my contribution a media-aesthetic perspective, which focuses on the complex relation between films and its viewers/users. Thereby my leading questions are: what are the educational implications of media as film, if one understands them as constitutional terms of individual relations to the world? Which attention, percipience, thinking and action offer films? In other words: which subjectivity generates the experience of films in the digital media culture? The digitalisation of the contemporary media culture gave rise to a dissemination of the moving image as we know it from cultural practices like cinema or television. We are now dealing with a state of audio-visual media culture, where moving images have evolved into something extraordinary manifold. In other words: we are living in a so called digital and post-cinematographic condition, which turned what we used to call ‘movies’ or ‘films’ into a wide spectrum of more or less equal technical and social shapes and forms of audio-visual digital information which appears on millions of different screens (Cf. Koch, Pantenburg, Rothöhler 2012). At the same time, one can argue, that this digital audio-visual ‘Dispositiv’ became a dominant form of human abilities like attention, perception, affection, experience, memorization, thinking and communication (Cf. Stiegler 2008). In this perspective my paper is focusing on the atentional forms und practices that digital audio-visual media constitute and allow. In relation to philosophical studies of technologic, collective and individual formation of attention (Cf. Stiegler 2008, Türcke 2012, Waldenfels 2004) I `m going to discuss the concept of dispersed attention (Löffler 2013) as an effect of the contemporary media culture on their consuming users und develop some consequences for a theory of school, learning and ‘Bildung’ in the broader sense.

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