Journalism and constructive learning: Trusting the good sense of our students

Constructive learning is described by some scholars as active, cumulative, goal-directed, diagnostic and reflective behaviour. This article claims that all of these behaviours are present in current journalistic education. Because there is little place in journalism practice for the learner who indulges in surface (rote) strategies, which are chosen to pass a test in many different disciplines, the journalism curriculum is unique in a sense that it rests on best pedagogical practice. These ideas are put in a philosophical context of teaching journalism as a liberal art. The introduction of the internet and online investigations are discussed as significant enhancements for the profession of journalism education.