Teaching Notes

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

Saturday, September 29, 2007

Project X

Below are list of possible topics for the group projects. I've divided them by type. You might explore:

1. Ethical Cases of Note: Richard Jewell, Kevin Carter, Don Imus, Jayson Blair, Mike Gallagher.

2. PR Issues: "Sock puppets," Viral advertising ("Blair Witch," "Snakes on a Plane")

3. Decision-Making Models: Bok, Potter, TARES, Veil of Ignorance, etc.

4. Code of Ethics: SPJ, PRSA, RTNDA

5. Moral Principles/Philosophies: Kantian ethics, Utilitarianism, Ross's Theory of Prima Facie Duties, etc.

6. Your choice


Anonymous said...

i'm really interested in the ethical case study.

AramisG said...

My first choice is the ethical case study...but i am also willing to work with the decision making models.

Eric said...

I'm interested in the ethical case study or the PR issues

Adam Engel said...

Professor Good,
I would be all about the one of the PR cases :)

prgirl7 said...

Professor Good,

I am very much interested in any of the PR cases..


Natalka T. said...

ethical case study please!

michelle said...

I would like to work on the ethical case studies.

henzeg67 said...

I would really like to do the project on PR issues, specifically the Viral Advertising!

Eric said...

I think I would be pretty happy with one of the ethical case studies.

Will said...

My first choice would be Utilitarianism, followed by an ethical case study.

Emilah said...

My first choice is Utilitarianism, followed by the decision making models.

TylerT said...

I am interested in the PR issues.

esousa said...

i think ill do the eithcal case study

ryan said...

i'm interested in the PR issue case, especially the one on viral advertising.

danielle said...

i would loked to do the PR cases also

Jfriedman said...

Im a PR major and am very intrested in viral advertising.

Natalie said...

Anything related to PR

jlandy said...

I would really like to do the ethical case studies.

Lynn.S. said...

the decision making models topic seems interesting.

prgirl7 said...

i already posted something but it was general i am interested in Sock puppets that would be a good topic for me on the final project ..

danielle said...

I would like to do the sock puppet topic :)

Meghan said...

I'd like to do a case study.

Jessica Krollage said...

Hello, sorry i havent written on the blog about my project!...my wireless has been down and it just slip my mind...anyway, any of the PR cases is good for me thanks!

AramisG said...

Ethical cases...Don Imus

Melissa said...

sorry this has taken me forever. Ethical Case studies, preferably Richard Jewell

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.