The Labyrinth of Learning: Epistemic Authority, Ethical Responsibility and Informal Learning in a Digitally Regulated World through Dark (2017–2020)

Abstract

This research looks at Netflix series Dark (172-184) as an example of an educational learning processes, epistemic authority and ethical responsibility in digitally mediated context. This study explores the emerging issues in educational theory from how learning happens in informal, networked situations categorized by epistemic inequality to fractured authority and limited possibilities in ethical decision making. The study situates the series within educational research, theorising Dark (172-184) as an informal learning system in which individuals acquire, analyse and act on information through archives, digital infrastructures and irregular power structures. Methodologically, the research adopts an interpretative qualitative analysis, considering the series as an educational case study to investigate learning patterns, educational authority and epistemic mediation. Drawing on critical pedagogy, philosophy of education and social theory particularly the work of Freire, Foucault, Giroux, Biesta and Castells, the study shows that Dark (172-184) depicts learning as cyclical, unequally distributed and morally limited. The study argues that learning in Dark (172-184) unfolds as a labyrinthine process characterized by recurrent routes, fragmented information and ethical uncertainty rather than straight advancement toward knowledge. Rather than taking students straight to the truth, each endeavour to gather information creates new corridors of uncertainty, making navigation a crucial exercise.