Teaching Notes

You must become the flame on the candle. - Thich Nhat Hanh

Wednesday, April 16, 2014

Empathy

Under "Links of Interest. . . " on this blog, you'll find a poem by W. H. Auden titled "Musee des Beaux Arts." Before midnight Monday, April 21, please post a comment as to how the poem relates to the problem of feeling empathy for others.

Also, please examine the news photos (not the feature ones) linked below. Do you consider them empathetic?

http://totallycoolpix.com/2013/02/world-press-photo-of-the-year-2012/

Tuesday, April 1, 2014

Courage

Did you ever fail to act courageously in a work-related situation? If so, why? Would you act differently today? If so, how? Do you believe possessing some degree of courage is a necessary part of behaving professionally?

Your response is due by midnight, Monday.

Tuesday, March 25, 2014

In the Absence of Answers

Is this ethical journalism? Why or why not? If not, what should journalists be doing instead? Your response is due by midnight, Monday.


http://www.npr.org/2014/03/19/291424805/in-the-absence-of-answers-we-return-repeatedly-to-the-questions?utm_medium=Email&utm_source=share&utm_campaign=storyshare

Monday, March 17, 2014

Midnight Ride



I've been asked to write a 1,000-word commentary for the Journal of Mass Media Ethics on the situation described in the links below. Please identify what you think the key ethical issues are and how you would approach them (that is, using what model or principle). Your response is due before midnight, Mon., March 24.

Wednesday, March 5, 2014

Projects

Examine the situations in the articles below. Find one you would be interested in exploring further. Identify the ethical dilemma in the situation. Explain why it is a dilemma. Discuss what model or principles you might use to help you evaluate the dilemma.

Your response is due by midnight this coming Monday.

http://www.nytimes.com/aponline/2014/03/07/us/ap-us-newsweek-bitcoin.html?hp

http://www.nytimes.com/2014/02/09/opinion/sunday/where-is-my-family-on-tv.html?hp&rref=opinion

http://www.npr.org/2014/03/01/283914061/haven-t-i-seen-you-before-why-news-reports-quote-the-same-people

http://www.nytimes.com/2014/02/17/sports/olympics/nbc-pushes-too-far-in-bringing-bode-miller-to-tears.html?hp&_r=0

http://dealbook.nytimes.com/2014/02/24/gselevator-tattletale-exposed-he-was-never-in-the-goldman-elevator/?_php=true&_type=blogs&hp&_r=0

http://www.nytimes.com/2014/02/09/public-editor/beyond-blank-slates-writers-under-fire.html?src=rechp


http://www.nytimes.com/2013/12/20/business/media/fans-criticize-move-to-suspend-duck-dynasty-star.html?_r=0

http://www.npr.org/blogs/itsallpolitics/2014/01/02/259119343/how-the-media-comes-to-consensus

http://www.nytimes.com/2013/12/23/business/media/when-60-minutes-checks-its-journalistic-skepticism-at-the-door.html?src=recg

http://www.nytimes.com/2014/01/05/business/media/banished-for-questioning-the-gospel-of-guns.html?hp&_r=0

http://www.nytimes.com/2013/12/10/business/media/if-a-story-is-viral-truth-may-be-taking-a-beating.html?pagewanted=2&_r=0&hp

http://www.nytimes.com/2013/12/05/business/media/for-news-media-a-mostly-cautious-approach-to-newtown-tapes.html

http://thelede.blogs.nytimes.com/2013/12/20/a-twitter-message-about-aids-africa-and-race/?hp


http://www.nytimes.com/2013/11/27/business/media/leave-of-absence-for-lara-logan-after-flawed-benghazi-report.html?src=recg


http://www.nytimes.com/2013/12/08/nyregion/as-a-school-shootings-first-anniversary-nears-newtown-asks-for-privacy.html?hp&_r=0


http://www.npr.org/blogs/monkeysee/2013/12/29/257364508/this-is-not-the-most-important-story-of-the-year


http://www.nytimes.com/2014/01/05/technology/pandora-mines-users-data-to-better-target-ads.html?hpw&rref=technology&_r=0

Tuesday, February 18, 2014

For What It's Worth

Below please find a number of articles that deal variously with definitions of success, making a living, an the value of a college degree. Relate the readings to ethics -- that is, how big a role does or should ethics play in your own definition of success, your professional aspirations, and your educational experiences and goals.

Your response is due by midnight, Monday, Feb. 24.


http://www.nytimes.com/2014/02/16/fashion/millennials-internships.html?emc=eta1

http://www.nytimes.com/2014/02/13/opinion/making-college-pay.html?emc=eta1

http://www.npr.org/blogs/13.7/2014/01/30/268866584/defining-success-beyond-the-dollar-sign?utm_medium=Email&utm_source=share&utm_campaign=

Is Media Ethics Education DOA?

It sounds like a joke Jay Leno would tell during his opening monologue on The Tonight Show. Hear about the graduate students at the prestigious journalism school? They got caught cheating on an ethics exam. Ha ha ha. Except that’s actually what happened at Columbia University in late 2006.

Students had been given 48 hours to sign onto a Columbia Web site to take the final exam in a required course called “Critical Issues in Journalism.” They then had 90 minutes to answer two essay questions.

The students were warned to not discuss the questions with each other, but apparently they did. As the headline over a story reporting the scandal put it, “Ivy J-Schoolers Fail Ethics, Ace Irony.”

No one admitted cheating despite pressure from the school’s administrators and pleas from classmates, who feared the scandal would damage the market value of their degrees. Meanwhile, the teacher of the course, New York Times columnist Samuel G. Freedman, refused to comment. But if the disgruntled posts on RateMyProfessors.com are any indication, his students hadn’t exactly been soaking up knowledge. “Maybe he could e-mail his ‘speeches’ to the students instead of making everyone suffer through the most wasted class in j-school. . . ,” one read.

There’s an old cowboy saying that goes, “When your horse dies, get off.” Journalism ethics education is a dead horse. Or else those aren’t vultures circling in the sky.

A Question for Socrates


The question of how ethics is learned, or even if it can be, is as old as Western philosophy. In Plato’s dialog Meno the title character asks, “Can you tell me, Socrates, whether virtue is acquired by teaching or by practice; or if neither by teaching nor practice, then whether it comes to man by nature, or in what other way?” Of course, Socrates, being Socrates, resists giving a definite answer. But we can’t. The sad fact is, students had better get an effective ethics education now or they may never.


Last summer I conducted an ethics workshop for some reporters and editors at the Poughkeepsie Journal, a small daily in upstate
New York owned by Gannett Co., Inc. The woman in charge of organizing the workshop had supplied us with several case studies to examine. I remember one dealt with a classic conflict of interest, a copy editor who moonlighted at a local radio station.

But what I remember most is the air of defeat that clung to the staff as we sat on hard plastic chairs in the break room discussing the cases. I could hear in their voices the bitterness and cynicism of employees forced to follow corporate policies they despised. Recently, for example, the paper had started running display ads on the front page and section fronts, a much more grievous ethical lapse, their mumbled asides suggested, than anything the case studies might have to offer.

I don’t want my students to ever wear the gray, defeated expression I saw that day on the faces at the Journal. But given the downward direction in which the media are moving, and fast, how in the world can I prevent it from happening?

Teaching Media Ethics by Telling Stories

A friend of mine who teaches at a big Midwestern university recounts in class the events of her first week as a reporter for the Minneapolis Tribune. She was sent to Duluth to cover Democratic presidential candidate Hubert Humphrey on the campaign trail. When they were introduced, Humphrey vigorously shook her hand. “Oh yes, Susan,” he said, “I read your stuff all the time.” He couldn’t have read her stuff, though; she hadn’t written anything yet. “Just a few words,” she explains to her students, “but words that taught this fledging reporter a great lesson about pols and the little lies they tell.”

I usually find occasion during the semester to quote I. F. Stone’s dictum, “Every government is run by liars and thieves, and nothing they say should be believed,” to make the same point. But Susan’s story makes the point better. That’s because it has existential force. Her story vividly captures in a way a secondhand quote can’t the realities of a reporter’s life.

Some might think telling “war stories” is a waste of precious class time. I’ve a colleague who didn’t want to fall into the “trap” of regaling students with stories ad nauseam (“which, let’s face it, is easier than teaching or grading,” he said). So one semester he kept track. When he toted it all up at the end, he was surprised that he’d used less than an hour - out of 45 – talking about his newspaper experiences. And yet, he admitted, it was his stories that students seemed to remember most.

“Stories teach us how to live,” Daniel Taylor said in his essay, “The Ethical Implications of Storytelling.” What he meant was that stories preserve our experience for contemplation and evaluation. Although not all stories carry a heavy message, there’s an entire category of stories, so-called “exemplary tales,” that are told to convey a moral.

Our war stories are potentially just such tales. They can provide evidence, in ethicist John Barton’s words, of “how real human beings live through various crises and trials and remain human.” My colleague who kept tabs on his storytelling has described his stories as cautionary. Most, he said, deal with “screwups I learned from.”

But sometimes the storyteller and the audience can’t agree on what exactly the moral of a story is.

When Susan was a cub reporter on the Tribune, she interviewed the Beatles, who were on their second tour of the States. She got into their hotel room by dressing up as a waitress in an ugly, mustard-colored uniform and accompanying an actual room service waiter upstairs. Ringo took one look at her little plastic name tag – it read “Donna Brown” – and snorted, “What kind of name is that?” The waiter nudged her in the side. “Tell them what you real name is,” he urged. She did, as well as her reason for being there. Rather than throw her out, the Beatles politely answered her questions. They even let her phone for a photographer. The next day her story ran on the front page, with a photo of John sitting at a table and looking up at her and laughing as she poured coffee in his cup. She still has a glossy print of that photo somewhere.

Many of Susan’s students think she’s nuts for not having the photo hanging up in her office. They also think she’s nuts for saying she’d never participate in the same kind of stunt today. To her celebrity-struck students, disguising herself as a hotel waitress to get an interview with the Beatles seems soooo cool. They lose all sight of the fact that it wasn’t a story of vital public interest that demanded undercover methods.

Susan intends one lesson when she talks about her hard day’s night, but her students, living in a paparazzi-saturated culture, draw another. “It may be a lost cause,” she remarked to me.

Or maybe not. Negotiations over what the point of a story is can be part of the point of the story. In the process of negotiating, we test different interpretations, try out different themes. This is helpful. This is educational. Lawrence Kohlberg, the Harvard psychologist famous for his research on the stages of moral development, contended that “the teaching of virtue is the asking of questions. . . not the giving of answers.” Stories don’t necessarily have to yield clear moral rules to be of value. It’s enough sometimes if they just give us something to think about.