Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsSome Aspects of Education and Trainingmedicine and law, and to a lesser conscious extent engineering, but theeffort had little actual effect on curriculum development. ’s2Journalism educators turned from the difficulties inherent in organizing auniversity discipline of specialization and turned to the professionalargument for the press as their own justification for acceptance andrecognition.Professor Birkhead described this as ’adopting a leadership role in theprofessional project as the rationale for its own academic existence. ’s3The Early Twentieth Century Schools of Journalism in AmericaThe Pulitzer-inspired debate sparked off a remarkable surge in thenumbers of journalism schools so that, by 1912, thirty were in existence,and their message was carried to England by Professor Walter Williams(1864-1935) of the University of Missouri School of Journalism, founded in190874 The journalism workshop, complete with time-cards and a punchclock at the University of Illinois s~, or laboratory, attempted to duplicatenewspaper offices, if not actually produce newspapers themselves. Butthere was a: ’relentless warfare against the imps of rumour, laziness,guessing and ignorance and students not up to the task were dismissed atthe end of the term. ’s6Parallel with this workshop concept was a campaign to use universityresources to provide journalism students with a broad liberal arts educationas a basis for the proper preparation of newsmen with backgroundknowledge. Allied with this campaign was the development of the theme ofprofessionalism, evidenced in the Journalism Bulletin, between 1924 and1927, and in the early volumes of its replacement, Journalism Quarterly.But they did not question the values reflected in their technical instructionwhich were that: ’News was essentially information to be handled in anaccurate, precise and timely manner. The reporter was a neutral observerguided and supervised by an editorial manager. Journalism consisted of aprocess accomplished through the news organisation with organizationalskills, routines, terminology and principles to be learned. Althoughjournalism educators criticised the moral tone of some newspapers andsaw themselves, indeed, as leaders in a moral uplifting of the standards ofthe press, they did not press a critical interpretation.., and theirprofessional defence of the press.., bordered on apology from a vestedinterest establishment. ’sTThe pragmatic concern of journalism educators became the productionof qualified professionals protecting society and government against the,88unfit, unscrupulous, journalist. The essential proof of professionallegitimacy for journalism education was in the employment of thejournalism graduate; that was the way, according to Professor Birkhead,that professionalisation was seen to have taken place, which he describesas ’the ideological captivity of professionalism.’This section has provided a background to the way British ideas onjournalism education developed which will be examined in depth later. Theideas and beliefs expressed on the other side of the Atlantic became part ofthe mental fabric of some of the British actors in the journalism education34MOD100051205