Editor's Afterword‪.‬

Early in this report authors were cited who called for a broader and more meaningful approach to journalism education in the United States. One (Stephens, 2000, pp. 63-64) wanted journalism courses to teach not only "the basics," but also to consider "what journalism could and should be." Another (Adam, 2001, p. 318) asked that journalism courses "educate the journalist as a whole," rather than as "an apprentice." Others insisted that technique alone is not enough and that journalism schools should be integrated with other parts of the university so students can develop expertise in other disciplines and greater critical reflection on the profession of journalism itself (Cunningham, 2002, p. 23--interviewing Bollinger). Journalism schools in some European countries have long emphasized that their graduates require more than techniques but also should have strong, in fact, professional or nearly professional backgrounds in one or more other disciplines, such as law, history, or one of the physical sciences. Such a background would give them a vantage point from which to evaluate their own journalistic practices as they pertain to other aspects of life, the matrix into which their journalism must fit. It also would help them guard against oversimplification when writing about topics unfamiliar to them.