ABSTRACT
□Every instructor who teaches media ethics faces the challenge of balancing theory and practice in the classroom. A typical approach involves training students in theories of ethical deliberation applied to moral dilemmas presented in case studies and decision-making exercises. This article calls for more philosophical inquiry into the basic assumptions of media ethics. Based on a writing assignment that asked students to ponder a philosophical paradox, this article not only tackles the paradox itself, involving ethical competence, but discusses how such speculations can lead to fundamental understanding of what it means to be a professional journalist.
