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We are in the book Media Ethics. In chapter 2, there are cases at the end of the

by | Mar 6, 2022 | Philosophy

 

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We are in the book Media Ethics. In chapter 2, there are cases at the end of the chapter.
Read Case 2-D that starts on p. 51. There are eight questions after it. Pick one of those questions and tell us how you would answer it.
Philip Patterson et al. Media Ethics: Issues and Cases, 9th edn. Rowman and Littlefield, 2019. ISBN 9781538112588 (weeks 5, 6, and 7).
Week 5
Feb 7
Who is a Friend Online?
Digital Media Ethics, chap. 4, 5
Week 6
Feb 14
Information Ethics–We are all Journalists Now
Media Ethics, chap. 1, 2
Week 7
no class
No class on Monday Feb 21 – President’s Day
Course Descriiption
Ethical standards for valuable communications are needed more than ever. Internet ethics is for everyone, as we have become information generators and broadcasters too. Disinformation, propaganda, and ideology are disseminated by the people more effectively than any government. How can the value of free speech be preserved in our “post truth” world, without resorting to censorship? The media ethics of journalism upholds high standards of accuracy and honesty despite social and political pressures. Fake news and faked images are proliferating, requiring digital media ethics. A new global media ethics brings spotlights upon the causes of freedom, security, and justice for all peoples.
This new course meets either a Philosophy or Humanities Core Area requirement OR a Professional Media and Communications concentration elective.
Course Objectives
Students will examine ethical questions at the intersections of communications, media, internet, society, and politics, and study interdisciplinary approaches and answers to those questions.
Communication Ethics. We are all communicators, generating and repeating perspectives on what we observe and judge about other people and the world. Communication’s human function is to strengthen social community. This principle exposes how any of us can mis-use communication methods, media, and technology to instead serve selfish aims, partisan advantages, or anti-social agendas. Ethics must be built into all communication.
Internet Ethics. In this internet age when people can easily reach and influence the minds of others, motivations and agendas behind social media behavior must be scrutinized. Disinformation, propaganda, and ideology are easily and quickly spread to millions of people by the same people themselves, more effectively than any government’s own broadcasting. Can social media apply its own restraints, to filter itself better before governments impose censorship? Free speech isn’t what it used to be during a by-gone era of newspapers and podiums. What is the value of free speech in our “post truth” world, while the internet is leaving many minds less free?
Media Ethics. The role of a journalist is provide information about matters of public importance to the public in timely and understandable ways. Duties to the Public: Social Importance, Accuracy, Non-Bias, Honesty, Civility. Duties to the Profession: Treatment of Sources, Information Gathering, Conflicts of Interest.
Digital Media Ethics. On the internet, anyone can report and spread “news”, including AI and bots. Genuine journalism in the cybersphere of social media must figure out what is authentic and significant, filter out deception, fakery, and propaganda, and reach the online public with information that people can access and use.
Global Media Ethics. Traditional media objectives include (a) making government more transparent and accountable, (b) shining spotlights on suffering and injustice, and (c) covering issues important to minority and disadvantaged groups. Global objectives now add (d) reporting information needed on international and global scales, (e) exposing criminal and dangerous activities of countries that affect their citizens or their neighbors, and (f) supporting the causes of freedom, security, and justice for all peoples.
Students will additionally achieve individualized learning objectives while completing their assignments, with opportunities to:
explore how controversies over journalistic integrity have many more dimensions in our times, complicating efforts to maintain journalism as a true profession;
take multiple perspectives on the public’s engagement with media, asking whether “consumers” of media content should receive what they want to hear, or what they need to hear;
imagine how entertainment goals of social media could be more compatible with the public service aims of journalism; and
join their own voices to ongoing debates about ethical and political controversies surrounding journalism and social media by contributing their well-informed assessments for academic consideration.

 

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