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Press Freedom and Alternative Facts

The Center for Media Engagement and Media Ethics Initiative Present:

Press Freedom in the Age of Alternative Facts

David McCraw
Senior VP & Deputy General Counsel
The New York Times

March 13, 2020 (Friday) ¦ 1:30PM-2:30PM ¦ Belo Center for New Media (BMC) 5.208

David McCraw.. Earl WilsonWhat is the role of journalism and the press in a time when the truth is malleable, fake news is on the rise, and journalistic freedom is being put into question? How can our democratic society find real and sustainable solutions to our problems of disinformation, political polarization, and new media technologies?  In this talk, David McCraw will draw on his experiences as a lawyer and as the Deputy General Counsel for The New York Times to explore the ethical challenges awaiting journalists and the American public that arise at the intersection of law, ethics, and technology.

David McCraw is Deputy General Counsel of The New York Times Company and serves as the company’s principal newsroom lawyer. He is the author of the recent book “Truth in Our Times: Inside the Fight for Press Freedom in the Age of Alternative Facts,” a first-person account of the legal battles that helped shape The New York Times’s coverage of Donald Trump, Harvey Weinstein, conflicts abroad, and Washington’s divisive politics. He has been at The Times since 2002. He is a visiting lecturer at Harvard Law School and an adjunct professor at the NYU Law School. He has done pro bono work in support of free expression in Yemen, Russia, Montenegro, Bahrain, and other countries around the world.

This talk is co-sponsored by the LBJ School of Public Affairs and the UT Ethics Project. The Media Ethics Initiative is part of the Center for Media Engagement at the University of Texas at Austin. Follow Media Ethics Initiative and Center for Media Engagement on Facebook for more information on future events. This presentation will be introduced by Rebecca Taylor (UT Austin Ethics Project).

This event is free and open to the public.

Parking Information (nearest garages: SAG and TSG) can be found at:


The Next Wave of Disinformation

The Center for Media Engagement and Media Ethics Initiative Present:

The Next Wave of Disinformation

Dr. Samuel Woolley
School of Journalism
University of Texas at Austin

February 27, 2020 (Thursday) ¦ 3:30PM-4:30PM ¦ CMA 5.136

hbg-title-9781913068127-30Online disinformation stormed our political process in 2016 and has only worsened since. Yet as Samuel Woolley shows in his new book The Reality Game, it may pale in comparison to what’s to come: humanlike automated voice systems, machine learning, “deepfake” AI-edited videos and images, interactive memes, virtual reality, and more. These technologies have the power not just to manipulate our politics, but to make us doubt our eyes and ears and even feelings. Woolley describes the profound impact these technologies will have on our lives with an eye towards how each new invention built without regard for its consequences edges us further into this digital authoritarianism. In response, Woolley argues for a new culture of innovation–one built around accountability and transparency.

Dr. Samuel Woolley is an Assistant Professor in the School of Journalism at the University of Texas at Austin. As the Program Director of Propaganda Research at the Center for Media Engagement, he studies how automated online tools such as bots and algorithms are used to enable both democracy and civic control. Woolley’s latest book, The Reality Game: How the Next Wave of Technology Will Break the Truth (PublicAffairs), came out in January 2020. His academic work has appeared in a number of peer-reviewed journals and edited volumes. He has published work on politics and social media in venues including Wired, Motherboard, TechCrunch, Slate, the Guardian, and the Atlantic.

The Media Ethics Initiative is part of the Center for Media Engagement at the University of Texas at Austin. Follow Media Ethics Initiative and Center for Media Engagement on Facebook for more information.

Media Ethics Initiative events are open and free to the public.


Overdoing Democracy

The Center for Media Engagement and Media Ethics Initiative Present:

Overdoing Democracy: The Problem of Political Polarization

Dr. Robert B. Talisse
W. Alton Jones Professor of Philosophy
Vanderbilt University

April 7, 2020 (Tuesday) ¦ 3:30PM-5:00PM ¦ BMC 5.208

9780190924195Partisan polarization is tearing the country apart. Although common analyses recommend that the way to address polarization is to encourage citizens and politicians to “reach across the aisle,” data show that this strategy frequently backfires, escalating rather than easing partisan hostility.  Offering an alternative prescription, Talisse argues that polarization is a result of the near total infiltration of political allegiances and identities into our social lives.  Today, our everyday activities are increasingly fused with our political profiles: commercial  spaces, workplaces, professions, schools, churches, sports teams, and even public parks now tend to embody a particular political valence.  When politics is permitted to saturate our social environments, we impair the capacities we need in order to enact democracy well.  In a slogan, when we overdo democracy in this way, we undermine it.  The solution is to build venues and activities where people can engage in cooperative activities together in which their political identities are neither bolstered nor suppressed, but simply beside the point.  If we want to do democracy well, we need to put politics in its right place.

talisseDr. Robert B. Talisse is the W. Alton Jones Professor of Philosophy at Vanderbilt University. An internationally recognized theorist of democracy, Talisse has lectured throughout the world about democracy, moral disagreement, political polarization, and the ethics of citizenship. Overdoing Democracy: Why We Must Put Politics in its Place is his tenth book. Among the books he has authored are Why We Argue (And How We  Should) (with Scott Aikin), Democracy and Moral Conflict, A Pragmatist Philosophy of Democracy, and Democracy After Liberalism.

Co-sponsored by the UT Austin Ethics Project. The Media Ethics Initiative is part of the Center for Media Engagement at the University of Texas at Austin. Follow Media Ethics Initiative and Center for Media Engagement on Facebook for more information.

Media Ethics Initiative events are open and free to the public.



Debating Civil Rights

The Center for Media Engagement and Media Ethics Initiative Present:

Debating Civil Rights: James Baldwin, William F. Buckley Jr., and the Battle for the American Soul

Dr. Nicholas Buccola
Elizabeth and Morris Glicksman Chair in Political Science
Linfield College

November 21, 2019 (Thursday) ¦ 3:30PM-5:00PM ¦ BMC 5.208

Cover Image, The Fire is Upon UsIn February 1965, James Baldwin – the poet of the civil rights revolution – and William F. Buckley Jr. – the Saint Paul of the conservative movement – met for an epic debate in Cambridge, England. Baldwin took the opportunity to deliver a jeremiad against white supremacy and Buckley did his best to warn an international audience of Baldwin’s radical agenda. For the two decades prior to their clash at Cambridge, Baldwin and Buckley rose to fame as prolific authors and public intellectuals. Both men were – among other things – journalists. In the years prior to the debate, Baldwin and Buckley provide us with two very different visions of the vocation of the journalist as a witness and a storyteller. In this lecture, Professor Buccola will describe these visions and explore the implications they might have for our own time.

Buccola.1 (4)Dr. Nicholas Buccola is the Elizabeth and Morris Glicksman Chair in Political Science at Linfield College. He is the author of The Fire Is upon Us: James Baldwin, William F. Buckley Jr., and the Debate over Race in America (Princeton University Press), The Political Thought of Frederick Douglass (NYU Press), and the editor of The Essential Douglass and Abraham Lincoln and Liberal Democracy. His essays have appeared in numerous scholarly journals and popular outlets including The New York Times, Salon, Dissent, and the Claremont Review of Books.

The Media Ethics Initiative is part of the Center for Media Engagement at the University of Texas at Austin. Follow Media Ethics Initiative and Center for Media Engagement on Facebook for more information. Media Ethics Initiative events are open and free to the public.


How to Use Case Studies in Your Class

By Scott R. Stroud, Ph.D.

[PDF] Case studies are a common way of introducing or reinforcing themes in a range of classes, including those on communication and media. They also are an engaging way to build skills of respectful disagreement over important issues. They can serve as follow-ups to other materials on ethical theory or they can be used on their own to bring up overlooked ethical implications. They can be used in a course entirely focused on the ethics of media or communication, or they can be used to add a partial focus on ethics to a range of communication, journalism, or media courses. For instance, one may lecture on the ethics of trust in the news media, and then use a case study on sports blogging and trust. Alternatively, one might lecture on the various types of sports blogging and use a case study as a focus for discussion over the ethical issues concerning sports blogging. Either way, case studies are great ways to evoke discussion over difficult ethical issues.

What are case studies? Case studies are typically narrative accounts that involve characters (or parties) and at least one decision to be made that will significantly affect multiple parties. Typically, there are competing interests on each side of this decision—reasons for taking that action, and reasons against doing that action. If a case study is about forcibly revealing anonymous sources to safeguard national security, the interests are clearly oppositional: journalistic integrity (promises of confidentiality to one’s sources) and the interests of preserving our nation’s security (perhaps in times of war). The actions or decisions that serve as the focus of case studies are typically of two kinds: either they have already been made or they are yet to be made. The former type of cases will get students discussing the action a specified agent did in the case study, whereas the latter type ends with an unfinished situation—the students must then decide what an agent’s next move will be. Both types of case studies can be hypothetical or based on real occurrences.

How might one use case studies in their class? Some teachers use case studies to do two things. First, students can be tasked with identifying the ethical interests at conflict in the decision made or to be made in the case study at hand. What is the decision that is ethically problematic here? What reasons or interests do you immediately see for both sides of this controversy? Cultivating sensitivity to the various sides to an ethical issue develops the sort of charity and sympathy many see as vital features to an ethical decision-maker. And often, our first reaction is not our most justified or defendable reaction after we think about our reasons for a bit. Second, students can be asked to develop a position on the decision made or to be made—what should the agent do (or what should they have done)? More importantly, why is that the right action to take? This part goes deeper than merely noting interests on both sides of this controversy, as students are asked to argue for why one interest or value takes priority over another interest or value. Sometimes, there are creative solutions that can be envisioned to address all the concerns in the case study.

The fundamental point to the use of case studies in teaching ethics is to provoke discussion, questioning, and argument. They are not primarily used to solve problems, convey settled principles, prove certain theories, and so forth. Many instructors use them in the following way. Students are put into small groups and asked to read the case study. Each group talks over the case, directed by instructor prompts or the “discussion” questions listed at the end of many case studies. Following this, the instructor brings the entire class together and discusses what each group thought about each starting question. Students might then be encouraged to engage in reason-based discussion and debate about the case decisions in question. Disagreement, when it leads to the comparison and analysis of justifying reasons and values, is a welcome sign in using case studies to teach ethics. The instructor may conclude discussion with a summary of the interests and positions debated by students, but rarely is there one right answer (and set of reasons) that gains reasoned acceptance by all. Learning the process of critical ethical thinking and reasoned disagreement is one of the main ends of using case studies.

Lecture Over Revenge Porn

Photo: Gabby Lanza

Dr. Scott R. Stroud is the founding director of the Media Ethics Initiative. Dr. Stroud has training as a philosopher and as a communication scholar, and he researches a range of topics at the intersection of media and ethics. He is an associate professor of communication studies at the University of Texas at Austin. He is the author of the books John Dewey and the Artful Life (Pennsylvania State University Press, 2011) and Kant and the Promise of Rhetoric (Pennsylvania State University Press, 2014), as well as the co-author of A Practical Guide to Ethics: Living and Leading with Integrity (Westview, 2007). He has written extensively on many topics in communication and media ethics, rhetoric, and philosophy. His CV and his scholarly articles can be found at his page. You can contact Dr. Stroud and the Media Ethics Initiative here.

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