Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsThe importance and meaning of the London University Diploma for Journalism courseargument, that a meaningful synthesis of debates both past and present ispossible, and serves to add structure and insight to ongoing discussions inthe field. ’94H Patterns for the FutureCertain aspects of the Diploma for Journalism experiment could wellsupport further development. Clarke’s idea that the reporter is the ’modernhistorian’ always adding ’a few lines explaining the historical significance’(when writing, for instance, about the abdication of Edward VIII) matchesWilbur Schramm’s assessment of the achievements of American Schoolsof Journalism (up to 1947) when he highlighted their demand for journalists’to contribute to the fact he observes. ’9~ The relationship is not so farfetchedas might at first appear: Arthur Marwick, in The Nature of Historydescribes some modern historians search for ’objective empiricism...(where) facts should be established as they really are. ’96 Lawrence Stonedescribes the ’new historians’ undertaking ’story-telling... based on theevidence of eyewitnesses and participants’ in an attempt to recapturesomething of the outward manifestations of the mentalit~ of the past. 97Contrasting that, with our examination of the evolution of the modernjournalist in Chapter Two, leads to the conclusion that this is a descriptionsome modern journalists might find it difficult to reject as a description ofhow they attempt to report contemporary events. Even more relevant isStone’s plea for those histodans’ efforts ’to speak to the popular audience[instead] of talking to themselves and no-one else. ’98If it is allowed for academic scholars to believe that they ’can capture the,99skills to investigate any question which arouses (their) curiosity it shouldbe possible to extend the approval to a system which allows journalists toacquire similar educational expertise. Just as Beveridge couldpropagandise for ’Economics as a Liberal Education’ in the first issue ofEconomica, in 1921, then American experiments of viewing ’Journalism asLiberal Education’ in which students have to: ’"organise knowledge from anumber of different fields, relate his own opinions and values to this, andproduce a well-thought-out statement.., is a kind of experience which...is... consonant with the aims of liberal education...,loo which could well beseen to demolish the British belief in 1938 that it is "fruitless to attempt tocreate good journalists by teaching journalism. ’1°~For the 21st Century professor of journalism at the University ofSheffield, Peter Cole, echoing Professor Stone’s ’story-telling’, modern’...journalists usually refer to what they write as stories...for their readers totell them what is going on, to inform them, to engage them, entertain them,shock them, amuse them, disturb them, uplift them. The subject matter willvary according to the nature of the publication and the intendedaudience...journalism is basically a simple game...finding things out andtelling other people about them...making comprehensible that whichauthority, by intent or verbal inadequacy, has left confused or incomplete orplain mendacious. ’~°2Let the last word on the subject be with E. Barbara Phillips writing in1975: ’Journalism may be the last of the liberal professions or trades,2OOMOD100051371