Tag Archives: mindfulness

RIP Mike Grenby 1941-2019 – the parable of the kind professor

By MARK PEARSON

Australian journalism education lost one of its most dynamic and internationally regarded teachers this month – Bond University’s Emeritus Professor Mike Grenby.

The late Emeritus Professor Mike Grenby (left) and the author in March 2019

After employing him as a visiting journalist in 1998, Mike soon became a valued colleague and a treasured personal friend – a bond that continued to strengthen over the ensuing 21 years. He dined with us often as a regular guest at our family table and we had many adventures together in Australia and internationally. We already miss him greatly.

Bond University has published a worthy tribute to Mike, and his former employer, the Vancouver Sun, has run this obituary that focussed more on his earlier career as a reporter and personal finance columnist. Hundreds of former students, colleagues and acquaintances have commented on social media on the positive influences he had upon their lives.

I penned this piece of prose which his son Matthew read to Mike at a gathering of friends and family just a few days before he died on July 3.

Parable of the kind professor

It is said that many years ago a storytelling professor – a master of the written and oral arts – arrived with his wife from a foreign land where he was acclaimed nationally for his communication prowess. They soon forged many friendships and wide respect for their polite and caring inquiries into the lives and problems of those they met in their new community. Some colleagues even thought he was a Buddhist because of his outlook and demeanour, the Tibetan prayer flags he hung from his office door, and the chime of bells in the corridor each morning. But they soon learned the flags were souvenirs and the bells were simply the signal that the morning tea trolley had arrived.

In just a short time he lost his life partner and missed her greatly. After a period of deep mourning he began his search for a new love.  He travelled the world for almost half of every year, but he was never able to find a single love as deep and lasting as the first. Yet he offered his wisdom and his kindness in morsels to all those he encountered on his life’s journey.

Eventually, when this kind professor lay in a hospital bed – facing the inevitable end of all mortal beings – he realised that he had actually found the new love he had been seeking over all those miles and years. It lay not in a single individual (who could never be replaced) but it flowed from the thousands of kind and generous words and actions he had bestowed upon all he had met on his journey … students, colleagues, high officials, servants, fellow travellers and complete strangers. Their encounters with this kind professor – some fleeting, and many of a long duration – were life-changing. The sum of all these instances of the love and kindness he had given – and had in turn received – amounted to a greater love than any individual human could provide, and he realised that this had been the key to his life-long vitality, positive outlook and good fortune.

Some cultures believe the paths to enlightenment lie in acts of loving kindness and in the offering of wise counsel to others. This generous storytelling professor reached enlightenment in his final weeks and days as he was showered in the golden rays of all the love and kindness he had offered others throughout his almost four score years. The world was improved forever by the ripples of love he had bestowed upon it.

Thus, fellow travellers, pay heed to the lessons of this kind storytelling professor. Lend an ear to those in sorrow or distress, offer words of comfort and compassion, practice selfless generosity, and be a friend to all as you pass them in the corridor, on the beach or at the market. Our small gestures and courtesies ease suffering and cast light and warmth into the lives of those around us, and the life of this kind professor bears testimony to that universal truth.      

Rest in peace my good friend.

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Mindfulness strategies explained at Asian Media conference

By MARK PEARSON

Our work on mindfulness-based meditation in the journalism education pedagogy was presented to the Asian Media Information and Communication Centre (AMIC) conference in Bangkok last month to an enthusiastic audience.

Here is the abstract of our presentation for interested blog readers.

“Mindful journalism in action: applications for resilience, learning and ethics”, presented at AMIC Bangkok, June 17, 2019

Mark Pearson, Griffith University

Cait McMahon, Dart Centre Asia Pacific

Analise O’Donovan, Griffith University

The term ‘mindful journalism’ – coined in 2013 (Pearson, 2013) and theorised in 2014 and 2015 (Pearson, 2014; Gunaratne et. al, 2015) – shares some features with other modern ‘journalisms’ (‘solutions’ (Solutions Journalism Network, 2016), ‘peace’ (Lynch, 2010) and ‘inclusive’ (Rupar & Pesic, 2012)). However, it is distinguished by the fact that it includes elements of secular Buddhist approaches to mindfulness-based meditation and ethics (Pearson, 2014; Gunaratne et. al, 2015).

This paper uses a recently released conceptual map (Pearson et. al., 2019) to explain the potentialities of mindful journalism to strengthen journalism students’ resilience, deepen their learning, and shore up their moral compasses as they enter occupations where their work can expose them to trauma (Drevo, 2016) and industry disruption can subject them to stress, burnout and other mental health challenges (O’Donnell, 2017). It details some key ways mindful journalism (and mindfulness-based meditation) have been introduced to the curriculum and pedagogy in a media law course, with a strong emphasis upon emotional and situational analysis of media law dilemmas, as an alternative to a black-letter style of teaching media law cases, legislation and topics (Pearson et. al, 2018). The approach offers a useful extension to problem-based learning and provides the tools by which educators can encourage their students to engage in ‘reflective practice’ or ‘reflection in action’ by which they can purposively reflect upon their learning when confronted with new ethical or technological dilemmas  (Schön, 1987).

Students and journalists are equipped with a toolkit of techniques for inward reflection which they can use to assess their thought processes, emotional state, situation, ethics and learning. The approach is in accord with the research on metacognition in psychology and education (Flavell, 1976; Tarricone, 2011) which has found that reflection upon one’s thinking, knowledge and experiences can deepen learning and – we argue – in a mindful journalism context can help engage in professional conduct with both wisdom and compassion. It also builds on the research in a range of occupations showing the potential for mindfulness-based meditation in improving resilience which can help minimise the risks of post-traumatic stress disorder, stress and burnout (Chaukos et al., 2017; Hölzel et al., 2011; Keng et al., 2011; Trammel (2015)).

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Building mindfulness into the online media law curriculum

By MARK PEARSON

Our Arts Education and Law group at Griffith University held a learning and teaching symposium on the Gold Coast this week.

I was invited to speak on my incorporation of mindfulness into the curriculum and pedagogy, and to explain how I have been using a single course site to service on-campus and online students in a single cohort.

Here is a PDF file of my presentation for educators and students who might be interested in the approach.

 

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Vale Shelton Gunaratne

By MARK PEARSON

Esteemed journalism education colleague Emeritus Professor Dhavalasri Shelton Abeywickreme Gunaratne died in Minnesota on March 8.

Emeritus Professor Shelton Gunaratne

Many journalism educators knew Shelton through his active membership of the (then) Journalism Education Association during and after his term at Central Queensland University from 1976-1985, where he had been the founding lecturer in journalism at what was then known as the Capricornia Institute of Advanced Education (CIAE). He was later appointed professor of mass communications at Minnesota State University Moorhead.

Shelton was an active member of numerous international journalism and communication organisations, including the AEJMC, ICA, IAMCR and AMIC – which in 2016 awarded him the AMIC Asia Communication Award for 2016 in recognition of his “ground-breaking scholarship and intellectual contribution to Asian media and communication research.”

I am particularly indebted to Shelton for his mentorship on the relationship between journalism and Buddhist ethics and phenomenology, which he introduced to the literature with The Dao of the Press : A Humanocentric Theory (Hampton Press, 2005) – a deeply theoretical and cerebral exploration of the inter-connectedness of all things, modelling the media’s role in that process.

He kindly invited me to co-edit (with his former PhD student Sugath Senarath) our book Mindful Journalism and News Ethics in the Digital Era: A Buddhist Approach (Routledge, 2015). That project continues, and I acknowledge his input into my work as my mentor and friend.

The author (right) with his mentor, Emeritus Professor Shelton Gunaratne, at the AEJMC convention in Minneapolis in 2016

I spoke on the phone with his widow Yoke-Sim who had loyally nursed him through the final stages of Parkinson’s Disease. She reported that Shelton was sharp to the very end.

Shelton believed strongly in the ripple effect of one’s actions upon others, and I know his intellectual outputs will have a lasting impact upon journalism and mass communication scholarship, educators and students.

For the information of US colleagues, a memorial service has been organized for March 15 (Friday) at Minnesota State University Moorhead, Comstock Memorial Union 205 between 6-8 p.m. An almsgiving (dania) will be held at the Gunaratne residence (3215 Village Green Drive, Moorhead, MN 56560) on March 16.

RIP Shelton, and thanks for your legacy.

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Building journalists’ resilience through mindfulness strategies: article published in ‘Journalism’

By MARK PEARSON

Our article on the potential applications for mindfulness-based meditation in journalism has now been published in the top-ranked international academic journal Journalism.

The publication is the fruit of more than two years of project collaboration with my colleagues from Griffith University (Professor Analise O’Donovan) and the Dart Centre Asia Pacific (Dr Cait McMahon OAM). Co-author Dustin O’Shannessy provided valuable research assistance and co-authorship.

Here is the abstract for the article, with the full text available via the Sage site (best accessed via your library if you are a student or academic):

Pearson, M., McMahon, C., O’Donovan, A., & O’Shannessy, D. (2019). Building journalists’ resilience through mindfulness strategies. Journalismhttps://doi.org/10.1177/1464884919833253

Mindfulness-based meditation has earned its place in a variety of settings after studies reporting the benefits of mindfulness-based interventions for the treatment of a range of psychological and health disorders and for building resilience and well-being in a variety of occupational groups. In the field of journalism, the realities of journalists’ exposure to trauma while reporting have been well documented. This article is the first to link those areas of research – suggesting that mindfulness-based meditation offers promise to help journalists build resilience to post-traumatic stress. It also presents a conceptual map to theorise the broader potential benefits of journalists using mindfulness-based meditation, including help with industry-related stresses such as job insecurity, coping with emotions and battling potential ‘moral injury’ in reporting. It explains that pedagogical approaches for equipping journalists with mechanisms for working with their emotions, thoughts and professional values have been lacking. Some media organisations and universities have experimented with meditation practice for a range of reported reasons, but evidence-based research into the efficacy of such programmes for journalists is overdue. This article bridges the knowledge gap that brings together mindfulness-based meditation practice, journalists’ resilience and well-being, and the potential for enhanced work practice.

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Introducing a mindful approach to media law education

By MARK PEARSON

I spoke last week at the Professional Futures Conference at the Queensland Conservatorium, Griffith University, on my approach to using mindfulness in media law classes.

The abstract for the presentation explained the topic:

Mindfulness can be defined and adopted in many ways in the teaching of media law. This paper outlines the basic principles and explains the likely benefits for participants in learning, teaching and research, detailing some of the key research underpinning the field and offering some examples of its application in media law. The author explains his applications of mindful reflective practice in both his leading media law textbook and in his media law course, which offers the potential to strengthen graduates’ resilience, deepen their learning, and shore up their moral compasses as they enter occupations where their work can expose them to trauma and the industry disruption can subject them to stress, burnout and other mental health challenges.

For those interested, I reproduce the slides from the presentation here:

 

 

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2019 – the moral right of the author has been asserted.

 

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Why study media law? #MLGriff

By MARK PEARSON

More than 200 new media law students embark on our seven week summer intensive course next week, so I thought it timely to reflect upon what might be gained from studying media law.

About two thirds will be attending classes in person, while the balance will be undertaking the course online. The cohort is almost evenly divided between journalism, law and communication students, with a few others taking it as an elective.

Here are 10 key benefits of media law study:

  1. Identifying and assessing risks in publishing is the new digital literacy. Traditionally only journalists and some lawyers really needed to know about media law, but now every citizen must know the risks of publishing because we are all now publishers as we post to social media, send emails and release our blogs, videos, films, games, software and images.
  2. Many areas of the law coalesce in ‘media law’, making it an excellent introduction to the legal system for journalists and public relations practitioners and a fertile field of revision and practice for law students.
  3. Media law presents a wonderful opportunity to explore the many competing rights and interests in society as the rights to free expression, information, and a free media compete with other important rights including reputation, a fair trial, privacy, confidentiality, intellectual property and national security, along with the right to be free from discrimination in all its forms.
  4. It affords us a superb showcase of the role of the news media in the varied political systems internationally as governments select different points where free expression should be curtailed. You learn that free expression is a continuum, with fewer restrictions in some nations and alarming censorship in others. International students get to compare Australia’s media laws with those in their home countries.
  5. Just as truth might be shackled by some governments and individuals, media law offers insights into so-called ‘fake news’ and ‘false news’ by demonstrating how fair and accurate reporting and publications can earn special protections and how ethical research and reporting can be rewarded by the courts.
  6. Media law cases are often fascinating portrayals of human foibles, egos and temptations and sometimes have elements of the Shakespearean tragedy where good reporting exposes the abuse of power.
  7. The laws and examples encourage the exercise of mindfulness in communication practice. A few moments spent reflecting upon risk and harm before publication might save you many dollars in fines or damages and perhaps even time in jail. Also, many a media law case could have been avoided by a simple utterance of the word ‘sorry’ and a heart-felt offer of amends (both on legal advice!).
  8. Problem-based media law learning offers a vivid insight into how a prickly legal situation might arise, and helps you navigate a course of action after assessing the legal risks. Robust and truthful journalism can still be produced within the bounds of the law, in some countries at least.
  9. Media law cases and reforms are in the news on a regular basis, adding relevance and topicality to your studies as you watch cases involving real people contested in the courts and covered in the news media.
  10. Finally, you learn that all laws can be improved, so you engage with the continuous process of media law reform. You learn about the reform process, access historical reform recommendations in your research, and have the opportunity to recommend your own reforms in areas of your interest. You are even encouraged to make submissions to current law reform commission and parliamentary inquiries.

Disclaimer: While I write about media law and ethics, nothing here should be construed as legal advice. I am an academic, not a lawyer. My only advice is that you consult a lawyer before taking any legal risks.

© Mark Pearson 2018

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