РІЗНІ ПІДХОДИ ТА ОДНАКОВІ ПРОБЛЕМИ В ЖУРНАЛІСТСЬКІЙ ОСВІТІ

Abstract

The work scrutinizes higher journalism education as a dynamic practice developing and constantly renewing in accordance with innovation processes in the social communicative sphere. The analysis of scientific publications shows the views of educators and stakeholders who show their understanding of the solution for the issue considering objective reasons such as the development of information technologies, converging of means of mass communication, arrival of new business models and content promotion channels, shifts in psychological attitudes to the content perception by the audience. Some insist that the professional training is to combine both deep humanitarian knowledge and technological practices of the studio work and editing processes. The others prefer technological practices, media marketing both in producing the content and its promotion at different media platforms. The former urge that university training, apart from technological and instrumental skills, should provide for fundamental knowledge of the subject area, understanding of the terminology apparatus, patterns of functioning, ability to analyze various communicative processes. According to this view, teaching journalism is to be started from the university level of the bachelor introducing, along with technologically oriented disciplines, theoretical educational components of social and psychological, moral and ethical, law directions together with research work: writing abstracts, term and qualification papers, scientific articles, participation in scientific contests. The latter think that learning journalism can be sufficiently accomplished at the technological and instrumental, trade level, for instance, at journalism schools. At the same time, we should abandon the traditional view of journalism as a creative profession. The bachelor’s degree can be obtained outside the major of journalism. The theoretical and research components, given all their obviousness for higher education, are shown as the most disputable element of the professional training. Despite the discrepancy in the approaches to teaching journalism, the usefulness of the discussion lies in the search of ways of optimal balance between research and technically practical educational components, classroom and on-the-job training, and the fruitful collaboration between educators and employers.