The most important thing this course instilled in me was the necessity to adequately examine situations and decisions before deciding on the next step. This class taught me to take all stakeholders into consideration and to make ethical decisions based on my duties not only as a journalist but as a citizen.
The most important ethical lesson I learned this semester dealt with the concept of conflict of interest. This ethical principle was reinforced through textbook reading, the case study I participated in, and the Foster Foreman Conference speaker I attended. Examining the concept from so many different angles and in such varying medium created a more valuable learning experience. Conflict of interest, or when two values are at odds with each other (such as the public and private role of journalists), creates a serious and common challenge for 21st century journalists.
This course provided awareness in recognizing when I may be stepping into a conflict of interest trap. According to Inga Saffron in my previous blog, “The City of Brotherly Love Can Pose Ethical Challenges for Journalists”, conflicts of interest can arise in forms as simple as a fundraisers or lunch-ins. Being able to detect when you may be overstepping the boundaries of your occupation was also reinforced through the examination of The Pentagon in regards to the Iraqi War. In my group’s case study, “The Pentagon’s Handmaidens” we learned how conflict of interest can skew public information and therefore opinion.
Learning about conflict of interest is important to me because it will allow me to avoid sticky situations in the future. When people are aware of conflict of interest and don’t cross the line, it gives off an air of professionalism. This professionalism may lead to more respect in the office or even a better story out in the field.
The second most important ethical lesson I learned in this class was about deception. Before this class I believed that you had to speak or do something to deceive. This class taught me that deception can be done in the form of standing back in silence. This topic of deception provided a valuable base for other chapters that followed in the course (such as undercover reporting). I liked this unit because it was one of the times where I felt like my ethical values were really being challenged. Many times I feel like the answer is right or wrong. In this chapter you found your self wondering, “Is it worth it? If you uncover something valuable?”
I believe this ethical struggle within the brain is what makes journalism students grow and benefit from ethics courses. I know this will benefit me in the future because I now know how to work through an ethical problem. No course could prepare you for the exact challenges you will face in the workplace, but if the course can expand your critical thinking I believe it is doing a great job.
I thought this course was very effective for a variety of reasons. For one the course used a variety of teaching methods: research, case study, movies, news clips, quizzes, Powerpoints, and statistics. All of these varying methods made the ethical conclusions come to life. My favorite part of the course was when we would examine a dilemma, vote, and then watch and see how different news sources covered it. An example of this would be the woman who died in Florida when her car was submerged in the canal on the side of the highway. Working through a real life scenario in this way fosters discussion and provides visuals for students.
The only way I would like the class more is if the final project was a presentation. For me, I get more value out of the explanation and interaction with peers then with writing the paper. The presentation would still call for research and citation. I believe that the discussion of these topics better simulates the newsroom banter we can expect later in life.