Critical Studies, the Liberal Arts, and Journalism Education

Parisi, Peter

doi:10.1177/107769589104600401

Cited by 14 publications

(6 citation statements)

References 38 publications

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“…BQler-Eastman (1987) notes that students, to achieve a traditional liberal arts and sciences education, must learn these skills: '' ... (1) writing and speaking effectively; (2) understanding aesthetics and disciplining the creative imagination: (3) applying evaluative methods and recognizing ethical and cultural imperatives: (4) interpreting numerical and statistical information; and (5) thinking critically and analytically" [p. 21). 'See, for example, Blanchard and Christ (1985), Dennis and DeFleur (1991), Jansen (1993), McCall (1987, Parisi [1992), Raudsepp (1989), and Stark and Lowther (1988).…”

Section: Future Studymentioning

confidence: 99%

Balancing Arts and Sciences, Skills, and Conceptual Content

Ryan

Switzer

2001

Journalism & Mass Communication Educator

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Journalism and mass communication is not one of those ancient disciplines that has had centuries to evolve into a mature, respected part of the modern university. Some disciplines were hundreds of years old when a "rather meager course of journalism instruction'' was established in 1869 at Washington and Lee University (O'Dell, 1935, p. 2); when the first newspaper printing class was offered in 1873 at Kansas State University (Wilcox, 1959, p. 5); and when the first school of journalism was established in 1908 at the University of Missouri (Dickson, 2000, Journalism and mass communication education, which endured substantial growing pains as it evolved during the l g t h and 2Oth centuries, clearly has an ongoing identity crisis. More than 80 years ago, Harrington (1919) felt justified in writing, "Of all subjects that have recently found a p. 12). place in the college curriculum, probably none is more intensely concerned in working out a pedagogical method than journalism" (p. 197).More recently, Rakow (1993) says journalism and mass communication education is " ... (a) gridlocked by real and imaginary obligations to students and employers, (b) fragmented and overly specialized, (c) partial and incomplete, and (d) passive in response to the pressing need for global change" (p. 155).' This study attempted to determine the status of two aspects of journalism and mass communication education that have been widely debated: (a) The relative weight of skills development and conceptual content, and (b) the extent to which students study the liberal arts and sciences, in courses outside communication and in communication courses.2

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Section: Future Studymentioning

confidence: 99%

Balancing Arts and Sciences, Skills, and Conceptual Content

Ryan

Switzer

2001

Journalism & Mass Communication Educator

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“…The resulting buffet course selection tends to produce a graduate with superficial knowledge, often devoid of critical abilities (Parisi, 1992). In a 1993 book, Blanchard and Christ recommend that ITS.…”

Section: Us Journalism Educationmentioning

confidence: 99%

“…(Vocate, 1997) U.S. educators might question content of journalism courses. Critical approaches to the teaching of journalism in the United States are not common (Parisi, 1992) and most journalism educators rarely question the commercially-based, privately-owned, profit-driven, U S . mass media system, which is very different from that of Western and Eastern Europe.…”

Section: Us Journalism Educationmentioning

confidence: 99%

The Changing Model of Russian Media and Journalism Education

Morrison¹

1997

Journalism & Mass Communication Educator

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“…The professional advertising curriculum has been influenced by many factors including the economy (Ross, 1991), government officials (Hebert & Thorn, 1993), industry representatives (Marra, 1989), university administrators, the faculty and the public (Ganahl & Ganahl, 1992) and the ACEJMC accreditation standards. These various stakeholders' contributions to the advertising curriculum have been well documented in the advertising and journalism education literature (Blanchard & Christ, 1993;Crook, 1995;Dickson & Sellmeyer, 1992;Drechsel, 1993;Durham, 1992;Haley & Jackson, 1995;Hebert & Thorn, 1993;Iorio & Williamson, 1995;James, 1995;Oukrop & Parsons, 1991;Parisi, 1992;Ross, 1991, Barnes & Lloyd, 2000.…”

mentioning

confidence: 98%

Evaluating a Professional Advertising/PR Curriculum: Aligning the Liberal Arts Curriculum with Professional Expectations

Ganahl

2003

Journal of Advertising Education

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Critical Studies, the Liberal Arts, and Journalism Education

Cited by 14 publications

References 38 publications

Balancing Arts and Sciences, Skills, and Conceptual Content

Balancing Arts and Sciences, Skills, and Conceptual Content

The Changing Model of Russian Media and Journalism Education

Evaluating a Professional Advertising/PR Curriculum: Aligning the Liberal Arts Curriculum with Professional Expectations

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