Journal of Mass Media Ethics 12 (4):211 – 220 (1997)
Every instructor who teaches media ethics faces the challenge of balancing theory and practice i n the classroom. A typical approach involves training students i n theories of ethical deliberation applied to moral dilemmas presented i n case studies and decision-making exercises. This article callsfor more philosophical inquiry into the basic assumptions of media ethics. Based on a writing assignment that asked students to ponder a philosophical paradox, this article not only tackles the paradox involving ethical competence, but discusses how such speculations can lead tofundamental understanding of what it means to be a professional journalist.
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"Journals" as Dialogue Assignments in Ethics Courses.Ralph D. Barney - 1997 - Journal of Mass Media Ethics 12 (4):243 – 245.
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