Why are Journalists an endangered species?

When at Syracuse University more than half a century ago, I wanted to be in Radio as a broadcaster.  One of the prerequisites for such a profession was the ability to write good news stories.  Syracuse at that time had, and perhaps still has, a Journalism School that was considered one of the best in the country...as well as a reputation for turning out folks ready to perform well in both Radio and Television.

At that time, "reporters" were looked up to by most (as long as they were not targeting you); they worked at being objective, thorough and factual.  At that time opinions and judgement was confined to the "Editorial" pages of a newspaper.  Even Radio and Television stations clearly announced and labeled "editorial commentary" as such before and often even upon the completion of that.  News anchors such as Walter Cronkite would finish the news portion of the broadcast, pause, and then offer some version of, "We'd like to offer this editorial (or opinion) about ...." indicating what the subject of the comment would be about, and closing with the clear statement that what you had just heard was an editorial offered by the news department (of whatever station or network the program appeared on).

You could pick up competing newspapers with different political or social agendas and get the same news with the only difference being if you read a morning or an afternoon paper, and that was just because there were more details in the afternoon papers on the morning "breaking" news.

Those professional journalist reporters would give you all the facts of a given story but leave it to each reader to decide for themselves whether the story was about "good" or "bad."  It was both the readers' right AND their obligation to decide on the worth, value and labeling about each and every story on the "news" pages.

I spent two semesters being shown and learning how to write a story about anything and everything by supplying the "5 'W's & the 'H' " ( Who, What, Where, Why, When, and How).  I've been asked why it would take two semesters, a whole year of classes and assignments, to learn to do that.  The answer is that you had to do this quickly and accurately without the use of adjectives.  Thank about doing that in your own life!  Most things we see happen around us we automatically "adjectivise" (my own made up word).  We see things as "funny" or "sad," or "good" or "bad."  Rarely do we say to another, "something happened to me today"...usually we say, a funny thing happened to me today."  And we rarely tell anyone anything with ALL the facts as I listed above.  So the time is spent developing the discipline to get the entire litiney of an event, and getting them accurately so the person hearing or reading your recital ends up with a Full, Accurate, and Complete understanding and stands ready to make their own individual judgment about what happened.

In the 1950's and 1960's a reporter who did not keep his or her stories objective and accurate became known as unreliable, and disrespected by his or her peers and, for as long as they remained employed, his or her editors...and usually assigned to unimportant stories where mistakes or missing information didn't hurt the newspaper very much.

Today I challenge anyone to pick up a newspaper, listen to a radio news program, or watch a television hard news program and not notice: 1. missing facts; 2. inaccurate assertions; 3. adjectives; and 4. even judgments thrown at you as a done deal.  You have been told in advance by the person providing the "story" what to think about it and what to feel and do as a response.  You are being indoctrinated; the value(s) have already been assigned and communicated to you.  If you are a busy person just checking in on what is going on, you may not even be aware of this "directive as to what to think and how to value" what you have just heard.

Aside from the natural annoyance and, perhaps, anger arising from this discovery of how you are being "talked down to," you may start to ask yourselves..."how did things change from what used to be...and why?"

May I suggest that there are two major (and I am certain there are other contributing elements) factors:

1. The Educational System as it exists today in America; and
2. The ubiquitous presence of the Internet.

Mass education in the United States has always been based on the Prussian model which taught basic arithmetic, reading and writing as well as teaching them group discipline so as to make children useful and governable employees and citizens when they reached their majority. Until the 1960's, this tendency toward indoctrination was offset and even defeated by the moderating effect of parents who would discuss what their children learned in school, adding the element of questioning what was taught and solving problems in a manner once described as "thinking outside the box,"  that is...looking at what was taught not for itself, but asking oneself, if not the teacher, why is this being taught.

After World War II this changed for two basic reasons: First, the "keep up with the Jones-es" attitude led to more mothers entering the work force for a second salary to pay for more and better "stuff" and also to pay for higher education for the children, eliminating much of the time and directing parents away from questioning their children about what they were learning.  Falsely, parents turned to presuming that the schools were teaching their children rather than indoctrinating them to accept commands, suggestions and governance instead of questioning and delving in the purposes of those commands, suggestions and governance; second, Progressives in the era of Teddy Roosevelt continuing from that period had slowly but inexorably taken virtual control of our entire educational system(s).

Formulated in Alinsky's "Rules for Radicals," they had taken advantage of parental concern for earnings rather that their children's education to first shade their teaching and then to bring in texts that emphasized a preference for governmental and authoritarian direction as being in the interest of the entire country.  The largely unstated trade-off was individual freedom and thinking not aligned with what was taught (alternative label: indoctrinated).  This is now evident not only in grades 1 through 12, but in University and College settings, as non-progressive thinking, speaking and attitudes are virtually silenced if not expelled from campuses.

The second major factor for the disappearance of professional journalism is the Internet.  Combined with the laziness of the general public and their willingness to accept and not question what is presented, the competition for readership, ratings and/or viewership has resulted in speed at the expense of accuracy, and shear volume of noise over truth.

The editors who once looked at accuracy, depth, absence of adjectives and completeness as the qualifiers, and never considered putting out anything else are no more...replaced with those who hold the same title but value profit, speed and their own personal and business agenda(s) of political and societal nature, and see no fault in turning what we once looked upon as organizations that informed us to organizations dedicated to Public Relations and Propaganda.

We get the government that we deserve.  It doesn't matter is we knew what we were doing or choosing; consequences aren't voided because of stupidity, carelessness, or even saying, "I'm sorry."  That same reasoning applies to the media that still (falsely) claim to serve us; that we, like a drunk at a bar, demand more and more simply insure that the consequences are certain.

Declining Education in America should not be a surprise

No one disagrees that America's educational system is losing ground to the rest of the world at an increasing rate.  But there seems to be little agreement on why...or what to do to reverse this.

Like everyone else, I have some ideas that might bear consideration and discussion.

Let's start with some presumptions:
-the purpose of education is a function of a societies view, which is not a constant;
-the importance of education is determined by both the home and society;
-how effective education reaches defined goals is NOT defined by students.

Today, our society had become so sensitive and delicate that our history is being "sanitized" and revised so as to not "offend" anyone's sensibilities.  Discussion of the cause as well as the proofs of climate change is seen as no longer legitimate, despite many instances that cast doubt on both data and reasoning.  Can a country where facts can be distorted, history be re-written and challenge disallowed ever successfully "educate?"  Do we WANT to educate?  Define that term...

Our K-12 educational system was based on the Prussian model which had two goals: 1. indoctrinating youth to act in concert as commanded, and 2., providing reading, writing and mathematical skills sufficient to make the graduate employable and to be a worthwhile citizen of the country.  For many years, it accomplished this, but with reduced indoctrination results due to American family values and demands that insisted on independent problems solving skills, and questioning of authority due to the lessons carried over from the War for Independence and needs for survival.

As the Industrial Age developed, increased skills were needed, yet problem solving became an even more important skill.  With time,  and increased security, family interest in History lessened but continuing knowledge of History continued in schools as a "habit."  Also increased security allowed the luxury of also lessening the need to be productive in order to survive, as government began to promote a need to "support" those who could not support themselves.

Today, advancement through the grades does NOT require successfully acquiring proficiency in reading or math, and many schools are now eliminating the need to know how to write (I have no idea how these individuals will be able to record anything or communicate over any distance should our power distribution system be disabled for an extended period).  Now "social" promotion is the norm and a High School Diploma is virtually useless as a qualification for a reasonably well-paying job.

K-12 Schools no longer are places where discipline is instilled, education to facts, or the art of problem solving is the norm.  The inmates are running the institution.  Immature children are not being trained, they are being coddled.  Learning is no longer being demanded.  Those interfering with the learning process are no longer being removed from classrooms or the schools, resulting in students who wish to learn being deprived of the right to accomplish that goal.

Money is not the answer; legislation is needed to provide the authority to control our youth in schools so that they can be taught the basics needed to survive in a real world.  The "individual rights" concepts focuses on single trees as all around our forests are dying by our own hand.

Universities and Colleges are no better.  They used to be places where an aspiring individual went to develop their ability to compete, argue, convince even as they learned more about the world around them, both present and past.  They acquired advanced ability to communicate, question, and solve problems...often in intense disagreement with both classmates and Professors.  Such disagreements were valued as "teaching" exercises...to be able to argue and defend a position or point even as you learned some often very valuable things from your opposition...and you respected your opponent and the opposition, knowing that it broadened your understanding of your own point of view even as it was amended in light of newly learned strengths and weaknesses.  There used to be competition to be admitted to such place.  And, of course, you needed to pay for it.  Some graduated from High School and worked for years to put away enough money so they could take college courses and ultimately gain greater security for their family...it was a privilege to be able to achieve this, demanding dedication purpose, and hard work.

Today, attendance at a University and/or college is touted as a "right" instead of a "privilege."  But today's University is not the one that I enjoyed more than a half century ago.  Why?  While there are probably many answers, one can be sure that with the failure of High Schools to graduate youth with the skills needed to hold ordinary jobs, the Universities and Colleges now serve to do that.  However careful examination proves that such is not the case; math, writing and problem solving are no longer of any obvious interest today.  Today Universities are also, like K-12, run by the inmates; "safe spaces", "nonaggression" and "being offended" are the focus of today.  Administrators are dedicated to making their students "comfortable" and Professors are (apparently willingly) advised to not offend their students or require them to do anything with which those students disagree.  How disgustingly plebeian are the majority of today's College and University graduates.  One strongly suspects that the reason that the government makes student loans so easy to acquire is that these institutions of "learning" are great for parking a lot of our youth so they don't appear on unemployment rolls for at least 4 years...  The government apparently cares little for the low probability that a majority of recipients of these loans will get an "education" that qualifies them for a job that will enable them to live and pay off those loans...

Do we want Universities that train, rather than coddle and indoctrinate?  If so, restore competition in admittance, in grading, in performance, including a guarantee of open and challenging dialog between both students and faculty, and require students to come with a life plan, knowing why they are in a college setting (other than to please their parents).  The least desirable element should be comfort.  Learning, advancement, challenge are uncomfortable.  They require ongoing effort of a lifetime, and University should be where one learns the habits that make success possible...not an artificial comfort zone that increases the likelihood of failure in a real world.

Maybe...just maybe...if we consider honoring what used to work, once again our educational "systems" can revert to successfully preparing our putative students to not only survive but achieve success in the real world.