Business Ethics Chapter 3 Homework Various ways to understand the impact that government structure has on mass media—and, the extent to which mass media can influence the government

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Chapter 3

Media Traditions and the Paradox of

Professionalism

hapter 3 requires students to appreciate the sum of its two parts. One part offers a short

history of mass communication as seen through the “Four Theories of the Press”

approach, and the other discusses the definitions, and pros and cons, of

professionalism. To students who see the content as disparate, the key is understanding

how:

Society/government affects mass media (and vice versa), and

The second question–“Why not follow the rules?”—ties together the seeming

Learning Objectives

A successful discussion of Chapter 3 will lead students to understand:

An abbreviated history of mass media, from the days of the Gutenberg press to

the present.

Doing Ethics in Media: Instructor’s Resource Manual

Teaching Suggestions

We suggest these activities:

1. If you required students to write their own codes of ethics as part of Chapter 2

activities, take time to evaluate the codes at the start of this class. Ask students to spot

2. Work through the chapter’s key points in a lecture/discussion. If using the

accompanying PowerPoint, they include:

b. A discussion of Freedom House rankings for your nation’s news media. (The

PowerPoint includes a discussion of the 2007 visit by Iranian President Mahmoud

Ahmadinejad to Columbia University, in which he made outrageously false statements.

But the U.S. tradition of free speech gave him the right to speak here—a right that

would not be extended in his nation.)

e. Introducing theories not included in the original four: revolutionary,

developmental, democratic-socialist (whose nations tend to rank highest in the Freedom

House press freedom surveys), and Asian approaches.

g. Making the transition into professionalism, the second part of Chapter 3. A

short debate (“Resolved: Mass media have no obligation to anyone other than

themselves”) can help students find the pros and cons of feeling an obligation to others,

which is one facet of most definitions of “professionalism.”

i. Introducing occupational sociologists’ definitions of professionalism.

j. Showing how, by those definitions, media practitioners are not professionals.

(There’s no systematic body of knowledge, no barriers to entry, little to no authority,

and limited autonomy when compared to more traditional professions.)

k. Recasting the discussion of professionalism under Karen Lebancqz’s

philosophic definition of professionalism: “What we expect of professionals is not

l. Seeing how some who would be professionals seek that status as a quest for

power, privilege, and prestige. Note James Carey, who said media ought not seek

“professional” status because professions “set themselves up as a special class,” which

is not in the interest of serving others.

m. Following the money: Introduce the idea that media’s reliance on advertising

means less autonomy, and therefore they are not professions. Also, remember that

3. As time allows, work through a case study from Chapter 3 or find your own.

Case Study Notes

Case 3.1) Journalism: Can You Show Readers What the Fuss Is About?

obligation to be respectful. (Notice that we did not link to the cartoons. Did we do the

right thing?

This case also may be useful in Chapter 5, as an exercise in considering diversity.

Case 3.2) New Media: When in Sylvania, Do You Do as the Sylvanians?

The relationships between the blogger and the decision maker are the focus of Question

2. Later in the semester, after Chapter 4 on moral development and Chapter 5 on

loyalties, revisit the case with students.

Case 3.3) Public Relations: Pay for Play in Another Country?

This case study also may be useful in Chapter 5’s discussion of diversity. It was placed

in this chapter because traditional Western media do not seek payments from PR

their ethics on another culture—or whether there should be universal standards in

media. But in deciding not to pay, the PR practitioner runs the risk of hurting

him/herself with both the Sylvanian journalist and with your client. This is quite thorny.

Case 3.4) Advertising: Selling Tobacco Abroad

Doing Media Ethics co-author Chris Roberts made two trips to Senegal during 2007 and

was surprised to see the Marlboro Man still in use after the U.S. government banned

outdoor ads for cigarettes.

Case 3.5) Entertainment: A Pitch Too Good To Turn Down?

This case has two considerations:

2. Stereotypes. It’s easy for moviemakers to lapse into stereotyping, especially in war

movies and other action films in which it’s important to separate good guys from bad

guys. Note that Question 3 suggests that questions of ethics can become questions of

economics.

This case also would work in Chapter 5’s discussion of diversity.