Making the Twain Meet

A t too many J-schools, students hurrying between classes still cross invisible skirmish lines. The so-called “greeneye shade vs. Chi square” controversy has centered attention for several years on the cross-fire between behavioralists and more tradition-oriented educators. In some journalism classrooms, however, less strident attempts have been made to combine the advantages of both viewpoints. One example of this activity is the introduction of theory and research methodology in reporting and editing courses. A survey presented at the 1971 AEJ Convention reported 20 schools were using elements of behavioral science in undergraduate reporting and writing courses, and seven schools were including behavioral aspects in teaching editing.’ Some schools, meanwhile, have introduced theory and research courses encouraging students to apply concept and method to practical problems in communication.* Students accomplish assignments in “real world” communications situations, using as their tools theory, research findings and