When I signed up for 4470, I thought “oh boy, here we go, another boring ethics class” (I had previously taken ethics in science, and man was it bland). Not only did I expect to not be all that stimulated by the course, I didn’t realize how much I would value the content within.
The course did start off with the “typical” foundational subjects. The theories of Kantianism, utilitarianism, etc. The application of these theories could be useful, but when working in this field, does the public really look at and analyze issues this way? Not really. People have a way of knowing what they believe is right and wrong, and will rarely consciously apply philosophical theories to issues they encounter in their everyday life. I found the precedents and other case study stuff to be a lot more relevant and interesting.
Although our 4470 course was informative and insightful, I noticed that our professor steered clear of really guiding us with what was truly right and wrong, although it was pretty obvious most of the time. I appreciate that. We were able to have various ethical dilemmas explained, but ultimately we still were allowed to decide for ourselves what was right and wrong. My ethics in science class was not really like that. The teacher made his opinion known, which is fine, but I kept getting the feeling like I was actually “wrong” when I dissented from the popular opinion. One example (from the science ethics course) was the difference between universal and relative morals. I, along with one other student, am a relativist, while everyone else including the professor were universalists. I didn’t feel stifled or oppressed, but I couldn’t help but doubt my own opinion. Frankly, that’s fine. Maybe I’m wrong. But I appreciated the very neutral tone our 4470 course took. Good job Bufkins!
But ethical issues weren’t the only topics the course looked at. It seems like I spent just as much time learning about legal precedents as I did ethical dilemmas. This was the most interesting part of the class for me. As the philosopher George Santayana said “Those who cannot remember the past are condemned to repeat it.” That statement is so true, and captures the essence of what this class was all about. Learning about these landmark court cases is very important for students, and the best way of avoiding legal traps down the road. It’s one thing for a journalist or PR rep to do something unethical, that could cost them their job; but doing something downright illegal can result in hefty lawsuits and maybe even land them in prison.
The fields of journalism and strategic communications can be chocked full of ethical issues and dilemmas (I supposed most fields can, really). I have come to realize how important it is that students learn about these ethical and legal problems. Something I’ve been wondering about throughout taking this course was do most (non-journalism) college students take similar ethics courses in their own curriculums? Have colleges historically required ethics courses, or is this a new thing? Either way, I’m glad we have this ethics course as a capstone in the Mayborn school. It shows the school’s dedication to ethical standards. This is a very good way to finish up a degree and send graduates out into the industry.
