In the lecture, the theses is put forward that designing an infrastructure for scientific work should be based on linking epistemology and practice. Epistemologically, every science is based on the idea of incompleteness. In this respect, science is a closed structure. Within this closed structure, sciences are radically open - particularly to the idea that the current state of knowledge could be wrong. Openness can thus be defined as the connection between true knowledge and false knowledge, in which true knowledge can always be false. Education can take place through knowledge and through activities - by doing research. To do research, tools are used. This turns research tools into means of education. These means of education need to be designed openly if science is to be taught. Input devices, processing devices, algorithms and output devices must be designed freely, without restrictions due to private property, political interests or other forms of censorship to correspond to the concept of science. Currently, there is a strong economical force to consider most outcomes of scientific practices as saleable information. This means that scientists are educated as merchants. Compared to these forces, educating scientist as scientists by open tools is truly revolutionary.

Swertz, Christian (2023): Die Öffentlichkeit der Medienpädagogik. Eine realistische Utopie aus dualistischer Perspektive. In: Medienimpulse 61 (1), https://doi.org/10.21243/mi-01-23-08