The article gives a critical point of view regarding media education and its capabilities in philosophical education. Media education is actively invading the life of universities and brings new forms of the educational process, such as online lectures and webinars. The author emphasizes that in the teaching of philosophy there are a number of features that inevitably conflict with new forms. When it comes to media education, then, as a rule, a superficial idea of the nature of education is used, an idea, inherent in ordinary rather than a scientific and philosophical consciousness. The article holds the idea that education is usually described as a communicative process, involving the transmission of knowledge from a specific source and passive acquisition. This communicative process is based on subject-object or object-object relations, and subject-subject relations are excluded from this process. Perhaps the movement in this direction is irreversible, and the final victory of the communicative model of edu