Utjecaj Globalizacije Na Novinarstvo

UTJECAJ GLOBALIZACIJE NA NOVINARSTVO

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Izdava ICEJ Izvrni izdava Sveuilina knjiara

Izvrni urednik Igor Kaniaj

Lektura i redaktura Ivo ani

Priprema za tisak Stanislav Vidmar

CIP Nacionalna i sveuilina knjinica, Zagreb ISBN 953-7015-30-0 Zagreb, 2006. Ova knjiga je izala kao izdanje Tempus programa JETiC2

(Journalists Education and Training in Croatia) UTJECAJ GLOBALIZACIJE NA NOVINARSTVO

UTJECAJ GLOBALIZACIJE NA NOVINARSTVOUrednik Stjepan Malovi

Autori: Thomas A. Bauer, Mato Brautovi, Viktorija Car, Ante Gavranovi, Julije Katanevi, Stjepan Malovi, ore Obradovi, Lejla Panjeta, Tena Periin, Dervi Selhanovi, Majda Tafra-Vlahovi, Gordana Vilovi

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SADRAJ

Predgovor urednika . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 PRVI DIO Procesi i trendovi Thomas A. Bauer: Media Competence as a Cultural Dimension of Social Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Ante Gavranovi: Globalizacija i odgovornost novinara. . . . . . . . . . . . . . . . . . 33 Stjepan Malovi: Javno novinarstvo: anakronizam ili potreba . . . . . . . . . . . . .49 Viktorija Car: Televizija i globalizacija: uloga javnog servisa. . . . . . . . . . . . . . . 59 Gordana Vilovi: Medijska etika: preduvjet kvalitetnijem hrvatskom novinarstvu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Majda Tafra-Vlahovi: Modeli obrazovanja za odnose s javnostima . . . . . . 83 Lejla Panjeta: Javno i privatno oglaavanje u igranom dugometranom sadraju globalnih medija . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Dervi Selhanovi: Budunost odnosa s javnou (PR) u svjetlu savremene globalne komunikacije . . . . . . . . . . . . . . . . . .109 DRUGI DIO Kako to radimo Mato Brautovi: Content Analysis of Croatian Mainstream Online Media: Comercial Model of Communication . . . . . . . . . . . . . . . . . . 117 ore Obradovi: Novinska anketa kao mogunost manipuliranja javnostima. . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Julije Katanevi: Analiza izvora informacija u lokalnom novinarstvu . . . . 143 Tena Periin: Euromagazin na HTV-u: Europa na javnoj televiziji . . . . . . . . . 153 Kazalo & Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

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Mediji su nezaobilazni u suvremenom svijetu. Kau, nita se nije dogodilo ako to mediji nisu zabiljeili. No, biljee li mediji sve? Ba sve? Dakako, to je nemogue. Pa kakva je onda slika svijeta koju nam prezentiraju? Je li to prava slika? A to je prava slika svijeta? Jesu li mediji poput zrcala koji samo prenose odraz stvarnosti, jesu li urednici gate keeperi koji putaju samo ono to misle da je zanimljivo njihovoj publici? Ili, mediji su samo produena ruka nekih centara moi koji oblikuju javno mnijenje prema svojim potrebama? A kako se u to sve uklapa globalizacija. Ako je ita u ovom svijetu globalizirano, onda su to mediji. Mamutske globalne medijske korporacije umreile su svijet i saele informativne kanale. Medijske su tvrtke tako postale jedan od kljunih aktera u kreiranju dananjeg svijeta. Kako se to sve odraava na novinarstvo, na odnose s javnostima i najvanije kako obian ovjek doivljava dananjost? Jesu li mediji zadovoljili potrebe suvremenog ovjeanstva ili su pak ugrozili pluralizam miljenja, unicirali javno mnijenje i snano utjecali na pojednostavljeno razumijevanje svjetskih zbivanja? Sve su to pitanja koja su raspravljali istaknuti medijski strunjaci, profesori novinarstva, masovnog komuniciranja i odnosa s javnostima te novinari i javni djelatnici na meunarodnoj konferenciji Kako globalizacija utjee na novinarstvo odranoj u Opatiji od 16. do 18. lipnja 2006. godine. Organizator skupa bio je Meunarodni centar za obrazovanje novinara (ICEJ), kao nositelj znaajnog meunarodnog Tempus projekta Journalism Education and Training in Croatia (JETiC). Projekt je odobrila Europska Unija 2004. godine, a u konzorcijumu su, uz ICEJ, Sveuilite u Beu, kao ugovaratelj projekta, Visoka kola novinarstva iz Lille-a u Francuskoj, Fakultet politikih znanosti Sveuilita u Zagrebu, te Kaltenbrunner Institut iz Bea. U projektu su, uz ostale djelatnosti, predviene i dvije meunarodne konferencija na temu medija. Prva je bila na temu globalizacije. Uspjeh skupa potakao je organizatore da od sudionika narue tekstove kojima bi detaljnije i analitinije osvijetlili utjecaj globalizacije na novinarstvo.

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I, eto, pred vama je knjiga u kojoj su sabrani tekstovi koji su s raznih strana razmotrili aspekte globalizacije. Tekstovi su podijeljeni u dva dijela: teorijski i praktini. U teorijskom dijelu, pod naslovom Procesi i trendovi analiziraju se pojave u medijima, te kako mediji reagiraju na utjecaje iz drutva, pogotovo kako vlasnici i razni centri moi utjeu na novinarstvo. Obuhvaena je globalizacija kao opi trend (Gavranovi), ali i odgovornost i uloga medija (Bauer), javni mediji (Malovi, Car), uloga odnosa s javnostima (Tafra-Vlahovi, Selhanovi), lm kao izuzetno utjecajan medij kojeg u nas obino razvrstamo u umjetnost, zanemarujui njegov utjecaj na stvaranje javnog mnijenja (Panjeta). Dakako, etinost novinarstva, pa time i medija nije bila zanemarena (Vilovi). U drugom dijelu koji je naslovljen Kako to radimo objavljujemo nekoliko izuzetno vrijednih i aktualnih istraivanja medijske prakse. Teorijski aspekti se najbre i najtonije provjeravaju na onome to i kako mediji objavljuju. Bez takvih strunih analiza vrlo je teko razumjeti medije i novinarstvo. Prikazan je jedan nagraivan TV projekt (Periin), kako izvori vijesti utjeu na izvjetavanje (Katanevi), kako novine koriste ankete u predizbornom izvjetavanju te koliko to utjee na kreiranje stavova biraa (Obradovi) te analiza sadraja hrvatskih online izdanja (Brautovi). Tekstovi su objavljeni na jezicima na kojima piu autori. Nismo se uputali u prevoenje, elei da itatelji steknu pravi dojam o tekstovima. Vrijednost tekstova i njihov utjecaj na novinarstvo te medijske trendove pokazat e vrijeme. Namjera nakladnika je da se knjiga distribuira na veinu studija novinarstva u Hrvatskoj, ali i u susjednim zemljama gdje je slika medija i novinarstva slina naoj. No, oekujemo da e i medijski strunjaci, a pogotovo novinari, takoer uzeti knjigu u ruke te napisati svoje kritike primjedbe te time obogatiti vrijednost ovog izdanja. Inae, Tempus projekt JETiC ima i razvijenu nakladniku djelatnost. Predvieno je izdavanje 6 knjiga, od koji su prve dvije ve objavljene: Medijska obratnica Ante Gavranovia te Manjine izmeu javnosti i stvarnosti Igora Kaniaja. U pripremi su knjige dva istaknuta svjetska znanstvenika, Claude-Jeann Bertranda i Thomasa Bauera, te domaih autora Gordane Vilovi i Stjepana Malovia. Sva ova izdanja obogatit e suvremenu medijsku literaturu i utjecati na promiljanja o novinarstvu danas, te kakvo bi ono moglo i moralo biti u budunosti. Stjepan Malovi

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I. DIO PROCESI I TRENDOVI

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ME IA COMPETENCE AS A CULTURAL DIMENSION OF SOCIAL COMMUNICATION (In Search for a Theoretical Frame-Work)Thomas A. Bauer

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Thomas A. Bauer roen je 1945. u Diessenu/Ammersee, Njemaka. Diplomirao je lozoju 1971. a doktorirao 1973. na podruju komunikologije. Profesor je na Sveuilitu u Beu, Katedra za medije i komunikacijsku znanost, kao i medijsku pedagogiju i medijsku kulturu. Stalan je gost profesor na PUC-Univisersidade So Paulo u Brazilu, na City University New York u SAD-u i na Univerza v Maribor u Sloveniji. Takoer radi kao gost lektor na Sveuilitu u Dubrovniku (Hrvatska), te na Donau-Universitt Krems (Austrija). Dri i vodee pozicije u brojnim europskim kooperacijskim projektima (SOCRATES) sa raznim tematskim podrujima, ukljuujui: Future Studies (ECN), novinarstvo (TEMPUS-JETiC), obrazovni mediji i medijska izobrazba (GRUNDTVIG-EduMedia), Blended Learning (GRUNDTVIG-Qualimedia) i Euro-kulturna izobrazba (GRUNDTVIG-EuroMedia). Meunarodno relevantne funkcije: predsjednik Austrijsko-amerike lmske udruge, predsjednik Europske udruge za izobrazbu i komunikaciju (ESEC), predsjednik Austrijskog drutva za izobrazbu i komunikaciju (Oe:BK), glavni i odgovorni urednik deScripto magazina za medije u jugoistonoj Europi, predsjedatelj Izdavakog drutva Okto otvoreni Community TV (Be), znanstveni savjetnik pri vie akademskih programa na podruju medijske i komunikacijske znanosti. Teite rada: medijska kultura, interkulturna komunikacija, pedagogija medijske sposobnosti, znanstveno-komunikacijski teoretski diskursi, meunarodni studijski programi: urbana komunikacija, zdravstvena komunikacija, Future Studies, organizacijska komunikacija, meunarodne i interkulturne PR studije. Nedavne publikacije: Thomas A. Bauer/Gerhard E. Ortner (Izdava): Werte fr Europa (Vrijednosti za Europu Medijska kultura i etika izobrazba u i za Europu). Dsseldorf 2006.

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Ono to generalno doivljavamo kao drutvo, u principu deniramo kao povezivu strukturu meusobne svjesnosti, veza, komunikacija i interakcija, koje su kulturno memorizirane u programima simbola i relacionalno strukturirane u socijalnim poredcima, te na taj nain distribuiramo i rangiramo kompetentnost razlikovanja i odluivanja u multiopcionalnom okruenju. Ovaj tekst bavi se medijskom sposobnou i pokuava je objasniti iz razliitih perspektiva, te pritom koristi razne interpretacije, kao to su antropoloka, psiholoka, profesionalna, obrazovna, te kulturna interpretacija. Medijska kompetentnost nije samo osobno ili individualno dobro, ve kulturno dobro unutar korespondencije medijske produkcije i medijske konzumacije, koje pojedinca orijentira prema racionalnom koritenju medija. Na toj osnovi je izgraen i JETiC projekt u Hrvatskoj, s ciljem da ljudima iz medija, ali i iroj javnosti poblie prikae te pojmove u teoriji i praksi.

The Overall Socio-Theoretical ContextWhat we experience as society in general, we dene as a connective structure of mutual awareness, of relations, of communications, and of interactions, culturally memorised in symbolic programmes and relationally structured in social orders, thus distributing and ranking the competence of distinction and decision in a multioptional environment. Since the world we live in always demands from us to make smaller or bigger decisions, there has to be some measure of reference that is taken by everyone as a last (and by that as a rst) sense focus. Since human being is willing to give some signication to personal and social life, it remains a life long question of sense that is only available in a social and cultural context. That context is built in the way of an auto-generative programme by sharing the meanings of everyday experience in stories and discourses (Schmidt: 2003) thus constructing a narrative knowledge of sense. That cultural knowledge is never a closed system, but an open source model of competence of a meaningful life. Competence in that context of course is a normative term. It is the key term of the normative theory, which assumes that there is a status of achievement where

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(and when) mankind has become independent from destiny, has arrived to the point of extinguishing uncertainty, and has come to an autonomous power of (self-)responsibility and rational(ised) decision. The philosophical challenge to the theory is to name the conditions of generating, developing and preserving that concept of power, as also to clarify the cognitive, social and cultural even transcendental - costs and to dene the borders in case that competence comes to its end or turns into ideology, or crosses the borderline from where the concept of competence chnages into a syndrome of overestimation. A theoretical communication concept of competence may protect us from such an overestimation, the same as communication itself theoretically represents the principle of observation, because of that communication theory - in scientic context - has to be done as a reective observation of (extemporised everyday-) observation, and has to be a system of reection and counter-reection (Schmidt 2203: 98). Because it disconnects the everyday observation and because it setts it as a conscious break, theory is able to balance the reection between reasonability and the borders of constructability. In another way, theory is, as everyday communication is in itself, a construction of reality. The theoretical architecture of competence is that of a multi-level building, since there are many disciplinary levels of constructing the notion of competence, which in itself holds the balance between two sources of energy; order and/or chaos, knowledge and/or assumption, information and/or fantasy. The resource of that source is communication as a means for construction of sense and reality. Decision can only be made within the context of communication. Communication makes the dierence, while decision makes the distinction. The concept of competence, referring to the principles of communication, says that awareness, perception, and attention are habitual measures of an active mind and not unavoidable reactions by chance or coincidence due to an extraordinariness of an object. The extraordinariness of an object is not a feature of an object itself, but one of the perception the same as the order of an object is also (just) one given to the object while perceiving it. This principle of active construction of meaning and sense through communication is the fundamental concept of any theory of competence. It pretends that competence is a construct qualied by communication and communication is a construct qualied by competence. One suers from the others insuciency (Bauer: 2006/a) . All that remarks concerning the notion of competence had to be done in order to argue the communicative construction of society and the societal construction of communication. The fact that society is constructed by its (non-media- and/or media-mediated) communication makes it worth to take a look at the quality of communication. The fact that communication (non-media- and/or media-mediated)

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in its cultural construction is preconditioned by societal structures makes it worth to take a look at the (civil and political) quality of society. The theoretical decision for society conceptualisation in a sense of an event of social communication and communication as a question of its societal conditions is to be taken as a precondition for reection of the relationship between society and media, or better said, the relationship between the quality of society and that one of its media. In that sense, the normative understanding of society, by which communication and/or media competence becomes arguable, should be kept in mind as a specication of societal and social competence and as a cultural resource of society building.

Social Change Media Change Competence ChangeAnyhow, media competence as a theoretical construct is a normative notion of coming along with and within a media-mediated public knowledge environment. That includes the necessity of getting educated and trained in soft skills, so to say, in individually dierent and dierentiable qualications. The content and the claim of soft skills changes with the structural change of media. The net-media open the system for so much more possibilities for realisation personal skills, needs, and interests, but set also so much more demands for coming along with multi-optionality, polysemy, uncertainty and open horizons. Particularly the net-media in their structure and in the social character of its usage represent the fact that an economically organised and globalised world stakes its interest - according to what is meant by an open society - on an expressive individualism (Taylor 2002:79). Obviously, there is a transactional circular process between media usage and media competence that would need much more media-educational awareness as it does in reality: The civilised usage of media sets upon media competence, as it also opens and develops the cultural level of competence of life styling. The cultural good of media competence opens the civil use of the media and by that way interprets an advancing view of the contemporary changes in moral order of the society what again forces (develops) the change of cultural usage of media. The social reality in the sum is the universe of discourses by which we try to give sense to our inner and outer experiences. In order to state the meaning of thoughts and experiences, we need an agreeable format of symbolic interaction, which is in almost all cultures that of a story. Telling stories turns a possibly open and casual agglomeration of news (information) into a rationally coherent connection. The events themselves are not dependant on time and do not have a time structure. It is the distinctive consideration that uses the measure of time as a model of knowledge in order to connect the one with the other, as well as to separate the one from the

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other, in the way in that our view of things gets conrmed. Giving a chronological connectivity to what ever we become aware of is an intellectual (cultural-cognitive) intervention and thus though it is a cultural enrichment - is the rst step in reducing complexity from the state of contingence and non-directivity to the one of relational certainty and certain relationality (Bauer: 2006/ c). Recalling the notion of media being a cultural agency of social practice makes clear that media is also a (in a media society: the) place of social change, where all the cultural alterations not just happen by coincidence, but as a reective image of communicative relations dierently delivered and built through symbolic interaction, both by interpersonal and by mediated communication. Social changes happen in a way of social and cultural practice that how system theory explains - controls, steers and rebuilds itself through social practice. In that sense, media have to be taken into responsibility of social change. And social change has to be taken as the frame for development of societal competence in using and understanding media, not only as a means, but also as a content of societal communication. That interfering relationship between change and media challenges the educational discourse (pedagogy). Competence always has been a goal of education and pedagogy, since educational and learning programmes aim to bring young people to the state of ability, capacity and responsibility in all socially relevant elds of behaviour (Wagner 2004). Education works theoretically and practically in the direction of an ideal typical assumption of an individual and tries to challenge the learning capacity of individuals according to a system of socialisation. Within the educational (practical) context, the term of competence includes: Ability (to know which operations and how to use them in case of something) Capacity (to have the cognitive, aective and active means and preparedness - skills) Responsibility (to be conscious of what something means for oneself and/ or for others - consequences and possible eects) Morality (to be aware of the implicated values when making personal decisions).

Contextual Media and Communication CompetenceSince media communication is a process between media production and media consumption within the societal context and under the conditions of sociability,

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media competence has to be structured as a contextual concept. Producers and consumers, journalist and the public, the media company and the market, the internal and external stake holders (Karmasin: 1998) need each other mutually as partners for developing or maintaining competence. This contextual view of competence is not just a pragmatic solution, it can also be argued at a theoretical level. There are theoretical concepts of media and communication competence, especially psychologically-oriented ones that rely very much on the notion of individual and personal assertion. They also operate with the notion that communication is a talent by which one could compensate personal weakness or disadvantage. Understanding communication as a tool for success and assertion logically leads to a technical notion of competence. No wonder then that educational programmes of competence development get caught in conditional programmes. As long as educators and teachers think their task was to complete an undeveloped individual (instead of completing the development as a resource of individuality), so long they will follow the dream image of a perfect individual and so long they will conceptualise learning as a technology of perfection. As soon as educators and teachers understand socialisation as a process of individuality development, which is again a personal answer against the social, cultural and symbolic environment, that soon they can count on communication as a resource of competence and on competence as a source of culture (education). Within the industrial societies, the pedagogical idea always was (is) to industrialise the personal resources of life-styling. If the educational organisations empower the learners with knowledge (on media and communication) by training their personal constitution, then they not only become immune against auto-immune diseases, but also become strong in a culturally homogeneous environment. But, as we said already, the intrinsic reasonability of communication is not to homogenise, but to diversify the meaning of world (Bauer: 2006/b). Following this option, competence of communication is not to get reduced just to promising strategies of success, but is the habit of interest in complexity, both: in complexity of content and in complexity of signication. So, if we consequently conceptualise communication as a social practice in developing a cultural and symbolic ambient of multi-meaningful life, the cultural meaning of communication cannot be reduced just to an instrument for asserting domination. If culture is an open and self-generating system of meanings and values, then communication is the cultural practice of society, as at the same time it is the social practice of (and for) culture. In that wide context culture and communication are not absolute, but heuristic measures in search for sense and meaning of life. That makes communication to be a social model between trial and error. As in that sense culture in principle is a fallible system,

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communication as well as a model of fallibility. The principle of fallible quality of communication is the only guarantee for the quality of freedom of communication as a construction of sense. Only the rationality is, so to say, the search for the most rational compromise among various denable options makes it reasonable to gure out communication as the best way to come so far. Following that argumentation, it is just a question of consequence to conceptualise competence - especially within the context of society - as a cultural reference measure for the social quality of individual life. The psychology-oriented interpretation, by which competence should be thought as a persoanl good of assertion or even domination and power, must be critically valued as an ideological theorem within the tradition of social-technological concepts of personality. Consequently, following the cultural theory of communication, which understands communication as a social practice of development and sharing of cultural meaning by the way of mediating information, experience and knowledge - thus constructing mutually committing and meaningful views of reality - competence is not just a socio-technological concept, it is a cultural model (or a normative option) of social agreement for reason and a reasonable model for a cultural programming of society. Such a re-denition implicates a theoretical turn from a technological paradigm to a culturological one. The technological interpretation of communication competence follows the ideal of success: communication is a means of personal success that is easier (and free of error) to be achieved knowing and practicing a technical system. In that tradition, communication competence is something that can be realised by personal cultural techniques. The culturological interpretation of communication admits communication to be a model of social agreement facing the fallibility of construction of sense.

The Structural Concept of Media CompetenceIt does make sense to structure the notion of media competence according to a theoretical system, since that opens aspects of what to do, how to do, and where to place educational instruments in order to establish environmental conditions for competence development. The concept of media competence (media literacy) focuses on the relation between individual and media, but means more than just an instrumental capacity in the media usage; it refers also to the cognitive, esthetical, and ethical dimensions of media communication (media use). Through the enlargement of the horizon of awareness, through the rising of potential of processing complexity und due to ever changing relations of values in taking responsibility for one self and for others, the societal culture of communication is changing. The

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change of communication culture, caused by the severe inuence of media on the communication attitudes of people, demands a change on the cultures of learning, from accumulation of information to a critical selection of knowledge. Media is an important agency in that process of selective search of knowledge, as it is an agency of social and cultural practice. It is the reference system for anyone in order to get connected to societal discourses and to what people think or fear they must know about it. Exactly that makes media an ever-changing environment of organising ones everyday life. Being able to live with this is what is conceptualised with the term of media competence. The media environment is a complex environment: technical, cultural, political, social, behavioural and economic structures are mixed and organised into a system because of its own quality. Living with and in media environment challenges skills of distinction, dierentiation and decision of individuals, the same as the media system represents and mediates other environments: public spheres, politics, education, art, religion and church life, scenes of diverse communities, ction, faction, entertainment, conversation, discourse and discussion, advertisement, and models of personal life style. The theoretical concept assumes a graduation of competence developed in reference to the mode of personal or media communication, always in relation to the technical or functional dimensions (Baacke: 1973): Linguistic competence: The use of language (syntactic and semantic use of language and symbols) in order to understand others and/or to make oneself understandable to others. That concept of competence refers to Bernsteins decit hypothesis and takes competence development in a compensation programme in order to balance socio-linguistic discrimination (restricted code) (Basil Bernstein: 1971). Rhetorical competence refers to the pragmatic use of word-language and behavioural language in order to persuade with believes and to convince with arguments. Communicative competence (be aware of creating a symmetry of mutual participation exchanging meanings). It is the ability (skills), preparedness (motivation) and the responsibility of attracting and giving that amount of attention one needs in order to understand or to give the chance to others to be understood. Habermas, as we know, links communicative competence with an ethical interest in truth (Habermas 1981 and 1983). Media competence (be aware of and reect your own standards of ability, capacity, responsibility and morality using media as means of participation in public life). Reasonability is the cultural reference of media literacy.

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Societal Conditions of Competence DevelopmentIn order to verify educational implications of the concept of competence and in order to realise what makes competence a cultural measure of handling the challenge of change, the socio-ambient environment has to be conceptually specied. The most relevant factors are: New areas of cultural and civil knowledge (Wissenswelten) have emerged. That is the reason why general social intelligence and also specialised practical behavioural skills are needed. The traditional disciplines are in dire need of a selective evaluation and a new educational positioning within the architectures of knowledge and science in order to bridge the gaps between the state of the art in sciences and in educational knowledge. Meanwhile, the universe of knowledge has grown more complex. The organisational structures of educational knowledge management lay behind. Researches must develop a structural and cultural enrichment of educational systems. Cultures and national communication as well as media systems have been pulled into the eect of globalisation. The society has become a worldwide communicating self-organiszing system, which is increasingly deliminated in territorial and normative dimensions (Willke: 1995). The economical globalisation also aects the educational system. It is challenged to widen its spectrum, to dierentiate its content and to link it with other (national) systems of education. This cries out for the development of intercultural competence. Intercultural competence provides a framework for conict management in the personal, social, and cultural realms. There are enough crisesdriven spheres of public life (including social development, health, culture, environment and natural resources, religion and spiritual orientation, labour market, migration, education), which need educational and professional consultancy. This is precisely the challenge for new educational jobs. Communication has become the most important resource of developing, establishing and organising any kind of enterprise in any area. Communication competence in a complexly organised and mediated society is a qualication to be learned and intellectually understood. Personal intuition needs to be complemented by rationalorganisational skills of communication. It must become a principle and an integral part of learning and teaching in all areas of education. All production processes, including the intellectual, have both a material body and a performative signicance. Communication is the process, which provides signicance and meaning

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to the goods of knowledge. For example, mathematics is not only a scientic body to be intellectually added to other items of knowledge, but is also a knowledge bearing signicance for the organisation of life. Educators, who communicate math, do a much more purposefull and ecient job, than those who just teach it. The same is even more true in respect to cultural techniques of media use. Science and education are the agencies, which construct the understanding of reality and orientation, that is to say, how one approaches problems and nds solutions to ones personal/social existence by applying models of knowledge (math, language, history, geography etc. but alsocommunication). Since the problems and solutions of life organisation depend upon and, at the same time, drive social change, knowledge-communication is the new challenging factor for raising or upgrading the quality standards of learning and teaching. This factor has to be gured out in the interest of a meaningful education for the upcoming congurations of society, which are: Knowledge society - the term knowledge society designates the fact that on the one hand there is an abundance of information and on the other hand, the society is increasingly organising itself through knowledge. The sole authority, which enables proper selection, is communication. Communication society - communication is the driving factor in social change, it is also the stu the organisation of life is made of. This concerns personal life as well as social and organisational culture. Civil society - in many elds the society is becoming autonomous of state controlled organisation. In this formulation, the State is seen as loosing inuence and power, while the citizen learns to take care of his needs on his own, by establishing temporary communities. In this context, the sustainability of societal agglomerations depends more than ever on the quality of a participatory model of communication (sharing of responsibility).

Understanding Media in the Perspective of Making Use of itA concept of competence is necessary in order to measure the process of transition of a society in relation to critical categories of a reasonable model of communication society. According to that, a critical concept of media is necessary in order to measure the societal conversation in relation to reasonable concepts of human and social communication. That critical orientation demands re-thinking of the media concepts in relation to what is communication in media and what is media in com-

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munication. The rst step of dierentiation has to be done in setting a distinction between socialised and social use of media: Socialised use of media: Media is a source of experience more or less comparable to instances of experience as parents, family, peers, friends, or institutional groups. The use of those sources is culturally mediated and culturally learned, insofar in every process of accaptence of roles or patterns there is mixed in a learning process (socialization) of dealing with trust, credibility, closeness or distance. An issue of the socialised use of media also is to learn the use of media within and in connection to the general societal role usually as a recipient. The role of recipient can be composed by a set of learned competences (attitudes, skills), but also by one of general conditions of apathy, psychologically theorised as learned helplessness (Seligmann: 1975). Insofar (especially) media recipients (but also producers within an organisational framework), while faced with an mighty organisation, with specied and highly sophisticated technology and with special professional knowledge learn that they do not have any individual control over the organisation of programme, news and conversation. Taking that in account, they might decide unconsciously to behave passively and to forget about their active interests or needs for active participation. Obviously, within the system of mass media there is no space for interactivity, but maybe - only for a climate of interpassivity in the sense that (at least) the consumers nd themselves united and equal in accepting the minor position. Hans Magnus Enzensberger: (1987) interpret that usage of media as a repressive one. Social use of media: Media in a critical-theoretical interpretation is a dispositiv of social and cultural practice, an agency of participation. There is just a pragmatic and not a theoretical need for their usage,according to the tailoring of jobs and roles. All concepts of alternative media usage refer to that critical and emancipative potential, which understands media as means of dialogical and autonomous communication (Bert Brecht 1982, Enzensberger: 1987, Baudrillard: 1972) and not just as an apparatus for distribution. Doing that there is not only the technical obstacle, but also the technological one. There are some dierent approaches in theoretical interpretation of what the concept of media might mean. According to the question about competence, it does not make sense just to talk about media, because the subject to be dealt with is the use of media. Only the fact that it is being used makes media a relevant gure of

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societal communication. The structural question (what is media) has to be replaced by the culturological question: what usage makes media being media of social and societal communication? In that sense the theoretical approach of analysing the use of media can be characterised dierently: Normative-critical approach: Media are used as means and agency of cognitive, aective and active participation in public discourse and in societal conversation in order to get connected and synchronised with dierent and professionally based interpretations of events and decisions that are publicly supposed to be meaningful for personal and public management of life. Empirical approach: Media are used as a source of experience, of inspiration, of setting agenda and as a generalised frame of reference for public knowledge in order to get connected to the generalisation of behaviour. Pragmatic Approach: Media are used as a resource of information and what is publicly supposed to be news in order to gain a preferred position within the social structures of competition for (active or passive) public attention (market). Emancipative Approach: Media are used as an open source space of taking and giving contributions to the generalised interpretation of experience in order to multiply one owns and others views of the world - thus becoming ones own actor in constructing the reality. Cultural Approach: Media are used as reector of peoples endeavour in styling their life according to traditions, narrations, stories, and histories in order to get connected to trends, myths and conversational measures.

Understanding Competence in the Perspective of Life InterestIt might help to evaluate the implications of the concept of competence concerning communication and culture, if it gets re-linked to the logical platforms, where it has its seat in life. The general and radical meaning of the term of competence is obvious. It refers to power of life, but in a dierent und distinguishable sense: Competence is used as a normative term: it is directed towards social agreements of social and individual values,

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Competence is used as a critical term: it is directed at distinguishing between system demands and Lebenswelt-consciousness, Competence is used as a pragmatic term: it is directed towards the possibility of learning and of development. Life is challenging for change, and at the same time it is challenged by change. That makes life being a frame concept of evolution. In that framework, the notion of competence was born as a cultural measure of success. Competence is not a natural quality, but is a category of the cultural interpretation of human attitude in relation to the natural, cultural, social, technical and symbolic environment. It says that mankind is able and capable of organising its position in relation to the environment in a cultural manner - thus forming personality and individuality in order to become an identiable part of it. That causes some dierent interpretations of competence: Anthropological interpretation: The competence term represents an anthropological interpretation of risks and chances of surviving by means that are only given to the mankind: making decisions by free will and by reection - using means of intelligence, notion, cognition and consciousness. Within that tradition, competence is a dimension of human performance of life that has to be supposed to be anyones own. In that frame competence values above all others are: privileges (Cassirer: 1923-1929). Psychological interpretation: Competence of personal life depends to a certain extent on dierent pre-conditions of socialisation: family structure, personality structure, and culture of relationship. Media competence is not a special competence, but more the reection of understanding ones personal life styling under socio-cultural frame conditions: the social climate. Values of competence within psychological interpretation are: authenticity, open mindedness, distinctiveness, reexivity, critical distance against yourself and critical closeness to others (Asendorp: 2004). Development of competence needs a hygienic climate in individual but also in societal dimensions. Non-hygienic climates lead to strategies of simulation and compensative staging of performing ones own life or the life of the society/community/organisation.

Media Competence in Professional PerspectiveThe professional use of media, which is interesting in our context of problematisation is the use of media in the interest of journalism or even in the interest of the societal

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conversation through media. So far, I hope, I could make clear the normative conception of communication and/or media competence. That is the reason why it makes sense to conceptualise media competence in two levels of social acting, both from the medias side and the media users side. Let us rst concentrate on the side of productive users in the framework of journalism. Media competence is, as already dened, a normative concept that can be analysed as: A systemic ability, capacity and culture of managing media companies or media institutions as cultural organisations, under the condition of economical accountability, On the other side as the ability, capacity and responsibility of reasonable use of media in a sense of critical awareness of media potentials and of communicative and democratic needs of the public. That is the media literacy, which is yet to be developed as an implicit dimension of educational journalism. Journalism in advanced societies is more or less an organised system of relations between professionally distinguished competences within amedia system. The logic of acting of the actor follows the logic of the system, which is determined by technology, economy, and organisation of internal and externalrelations. A journalist concentrates all those interests in his/her personal understanding of the profession. That is the reason why it is so necessary to educate journalists in a way that they understand their education as a complementary component of their profession and that they understand their work as a complementary component of (their) education. The journalistic media literacy is the competence of using media as a means and as a content of democratic communication and negotiation. Especially the (so called) political communication is within a democratically organised society, where media-mediation is the normality, media communication in its structure, which means that it is political content in the setting of media and it is media content (media experience) within a political setting. That view of an auto-constitutional relationship between media and politics (within a media society) challenges the professional (journalistic) competence quite a lot. Seriously working as a journalist with media literacy education (Scholl/Weischenberg: 1998:167) is not only a challenge for personality (vanity, VIP anity) and not just a challenge for professional know-how or disciplinary knowledge, but also a challenge for knowledge literacy. The ability of managing knowledge (knowledge goals, denition of knowledge, selection, evaluation, interpretation, distribution, re-generating new goals of knowledge (Nonaka: 1995) this ability always has to be

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combined with intellectual capacity for distinction and with personal preparedness to stay responsible for media-journalism quality.

Media Competence in Educational Perspectice: Media EducationMedia education is the educational programme of enhancing ability, capacity, responsibility and morality of media use from the position of a consumer. The most important aim is to make habitual and familiarise young and growing-up people with an attitude of media literacy Such literacy is not a technical and not a pro. fessional one, it means from the consumers position - to be aware of media and to take care for an advanced standard of an authentic and reasonable use of media, because of the educated consciousness. Education as a habit in that sense also does not mean that we have just achieved a position of knowledge (for example about the way how media work or how producers work with media), but relates to the competence of authentic and autonomous personal decision in a multi-optional context. In that socio-psychological perspective, education has to be dened according to the theorem of identity: Education is the process of endeavour for a relationship to oneself (I-identity concept) and ones own environment (Me-identity concept) under the condition of (critical) reection how to come by ones own (or supported by others) endeavour into relationship to one self and to ones environment (cf. Swertz: 2002), based on ethical, esthetical and social reasons. According to this concept of education, media education (Medienbildung) then means: the endeavour of reection on how to be in or maintain a conscious relationship to oneself and to the mediated environment, under the conditions of a reasonable use of media. Exactly that conceptual orientation of media education, referring to reasonability or intelligibility, is the one, which provokes dierent interpretations and has brought up media-educational curricula containing pragmatic solutions and advices: The conservative-normative interpretation therefore stands for a restricted use of media, for protection of traditions, narrations and societal agreements, The critical interpretation stands for a selective use of media, for distinction of media reality and eventual/factual reality, realisation of the economical, strategic and/or ideological criteria (owners interests), selection of formats and duration of keeping in public attention, The actional interpretation stands for a use of media by yourself, breaking the alienation of social communication and crossing the segregation of competences in those of production and consumption (programmes of semi-pro-

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fessional journalism, development of contra or alternative public spheres video movement), The politological interpretation stands for a use media as means of (active) participation with public opinion building. Media education as a dimension of political education, media literacy as a dimension of political competence, political interest and political participation. Behind all those educational-pragmatic solutions, I am afraid, a nave and more or less technically conceptualised notion of media is situated. They still construct media as means of communication and not (yet) also as a content of communication, what media after all, when it comes to that point, also is - just remember the M. McLuhans dictum: The media is the message. Insofar in any communication the media (as a means of) is an intrinsic setting of communication, it mediates itself as a presetting matter (content forming intervention) of construction of reality (media-made reality). As long as media are understood just as means of social communication, that long will media education content itself as a training programme for skills and habits of media usage in order to avoid (media-made) eects and in order to deliberate them for a, so to say, non-alienated communication. Understanding media as (the forming component of the) content of social and/or public communication brings media education to the state of being an educational agency for a critical observation (reection) of the general message, what media, as a content in societal (political and conversational) symbolic interaction, actually is. Reading the media (being literate) is not a one-dimensional work done by a person against an object, which by that eects the reader. These notions of a linear media effectiveness on consumers is really too nave. Reading media news is always somehow a process of re-reading (interpreting, repeating, changing) one owns cultural framing in relation (comparison) to so far unknown interpretations (framings) of life. Stuart Halls encoding decoding model (Hall: 1973), Jean Piagets concept of the adaptive (psychic/social) equilibration between assimilation and accommodation (Piaget: 1963) and the Cultural Studies concept of media as a space of social practice (Hepp/ Winter: 1997, Rssler/Krotz: 2005, Faler: 2005) should be taken as approvals of such an approach. There is still a point that has to be mentioned in that context of media education, since it is linked mostly to educational institutions such as schools. There is a structural dilemma of institution-driven education, which is: the educational circulation of schools does not reach (any more) the sphere of personal decision, schools have become a part and a factor of the market system (competition, money as means of valuation lack of intrinsic motivation), they do not (any more, not yet?) concentrate on the

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potential of guiding personal socialisation or social personalisation. As a subsystem in an overall system, these institutions full system-logical interests on the shoulders of growing up people who also replace their intrinsic needs with interests combined with the roles of pupils and students. In that situation, it is simply a pragmatic position to have the hope that now and then, here and there the educational message will overcome the lter of institutional distance, and reach the emotional and personal intelligence of learning people in order to provide them with social competence. Media competence is not just a personal or individual good, it is a cultural good within the correspondence of media production and media consumption, orienting the individual in a reasonable use of it. The competence development system in society usually is organised in and through a societal institution called education. It itself is an eminent factor in social and cultural change. Education is a corresponding system and also one of the social interaction, which can be considered a strategic discourse system that remains when faced with permanent social change, as a reference system of quality norms thus balancing the social change between tradition and fantasy. At the same time, education itself is an object of social change, always challenged by change.

JETiC a Programme for Competence DevelopmentSo far, I hope, it also becomes clear that theoretically and practically it makes sense just to analyse the status of the media landscape in Croatia, as in any other country, as a mutual challenge of quality of media communication on both sides - producers and consumers. Because of that mutual expectations of reasonable quality of social practice, media competence in overall is a cultural good and has to be taken as a cultural good, both in professional training and in media education. That should also make it clear that media competence should not be taken as a privilege of one against the other or one before the other, but should be taken as a common and reasonable sense of using media as a platform of social practice, where mutual trust in competence (interest, ability, responsibility) makes communication a cultural event. Since the TEMPUS project Journalism Education and Training in Croatia (JETiC) is a programme of: Development of professional quality of media professions, Establishing sustainable structures and professional relations in order to deepen function and eort of media for democracy building,

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Within the framework of democratisation and re-discovering the social identity, In context with European perspective and experience of a democratic system (highly economised). This project rstly focuses on training of journalists and on the enrichment of the public debate on journalism and media quality among key-personnel in all relevant sectors: politics, economy, civil society, education and science. The contemporary transformation going on in the media landscape in Croatia and in all new democracies in South East Europe (with its main problem issues: foreign involvement, high tabloidisation) (Gavranovi: 2006, Malovi/Vilovi: 2004) clearly shows that it cannot just be the professional side, which takes over the obligation to establish sustainable conditions for media quality. There is another partner, which is the audience, linked to its societal environment that has to come clear with its obligation for societal communication competence (media literacy). There is no sense in compensating the dilemma of the society on shoulders of individuals or the one of role carriers of only one side. Competence. That is the reason why we hope that the project will be continued as a work in progress and as a programme in media education

LiteratureAsendorp, Jens (2004): Psychologie der Persnlichkeit. Berlin Baacke, Dieter (1973): Kommunikation und Kompetenz. Grundlegung einer Didaktik der Kommunikation und ihrer Medien. Mnchen Baudrillard, Jean (1978): Requiem fr die Medien. In: Baudrillard: Kool Killer oder der Aufstand der Zeichen. Berlin Bauer, Thomas A. (2006/a): Media Ethics- A Question of Media Culture. In: Zgrablji Rotar, Nada (Ed.): Media Literacy and Civil Society. Sarajevo Bauer, Thomas A. (2006/b): Geschichte verstehen eine kommunikationstheoretische Intervention. In medien & zeit. Kommunikation in Vergangenheit und Gegenwart. 2006/1:26 - 39 Bauer, Thomas A. (2006/c): Culture of Diversity. A Theoretical Orientation for the Cultural Practice of Social Cooperation. In: Bauer, Thomas A. / Ortner, Gerhard E. (eds.): Werte fr Europa.. Medienkultur und ethische Bildung in und fr Europa. Dsseldorf

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Bernstein, Basil (1971): Class, codes and control: Vol. 1, Theoretical studies toward a sociology of education. London Brecht, Bertold (1982) : der Rundfunk als Kommunikationsapparat. In Gesammelte Werke, Bd 18, Frankfurt: 127- 134. Cassirer, Ernst (1923 1929): Theorie der symbolischen Formen, 3 Bde. Berlin. Enzensberger, Hans Magnus (1987): Baukasten zu einer Theorie der Medien. In: Engell, Lorenz u.a. (Hg.) (2000): Kursbuch Medienkultur. Die mageblichen Theorien von Brecht bis Baudrillard. Stuttgart. Faler, Manfred (2005): Erdachte Welten. Die mediale Evolution globaler Kulturen. Wien. Gavranovi, Ante (2006): Medijska obratnica: novi itatelji traze drugaije novine, Sveuilina knjizara. Zagreb. Habermas, Jrgen: Theorie des kommunikativen Handelns, Vol 1: Handlungsrationalitt und gesellschaftliche Rationalisierung. Frankfurt. Habermas, Jrgen (1983): Diskursetheik Notizen zu einem Begrndungsprogramm. In: Hambermas, Jrgen: Moralbewusstsein und kommunikatives Handeln. Frankfurt: 53 125. Hall, Stuart (1973): Encoding/Decoding, In: Hall, Stuart et al (eds.) (1980): Culture, media language. Working papers in Cultural Studies (1972 1979). London:128 - 138. Karmasin, Matthias (1998): Medienkonomie als Theorie (massen-)medialer Kommunikation. Kommunikationskonomie und Stakeholder Theorie. Graz-Wien. Rssler, Patrick / Krotz, Friedrich (2005): Mythen der Mediengesellschaft The Media Society and its Myths. Konstanz. Malovi, Stjepan / Vilovi, Gordana (2003): Tabloidization Conquers Quality P. In: Quality Press in South East Europe. Soa 2004. Nonaka, Tacheuki I. (1995): The Knowledge-Creating Company. Hob Japanesse Companies Create the Dynamics of Innovation. Oxford. Piaget, Jean (1936): Das Erwachen der Intelligenz beim Kinde. Stuttgart (5.):2003. Schmidt, Siegfried J.(2003): Geschichten & Diskurse. Abschied vom Konstruktivismus. Reinbeck bei Hamburg. Scholl, Armin / Weischenberg, Siegfried (1998): Journalismus in der Gesellschaft. Theorie, Methodologie und Empirie. Wiesbaden.

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Seligmann, Martin E. P. (1975): Helplessness: On Depression, Development, and Daeth. San Francisco. Swertz, Christian (2002): Computer und Bildung. Eine medienanalytische Untersuchung der Computertechnologie in bildungstheoretischer Perspektive. Bielefeld. Taylor, Charles (2002): Die Formen des Religisen in der Gegenwart. Frankfurt. Wagner, Wolf-Rdiger (2004): Medienkompetenz revisited. Medienkompetenz als Werkzeuge der Weltaneignung: ein pdagogisches Programm. Mnchen. Willke, Helmut (1995): Transformation der Demokratie als Steuerungsmodell hochkomplexer Gesellschaften. In: Soziale Systeme 1995/2: 283 300.

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GLOBALIZACIJA I ODGOVORNOST NOVINARAAnte Gavranovi

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Ante Gavranovi (1933) studirao je na Pravnom fakultetu Sveuilita u Zagrebu. Radni vijek zapoeo je i zavrio u Privrednom vjesniku od 1954. do rujna 1991. Bio je novinar, urednik, glavni urednik i direktor novinsko izdavake kue. Od 15. studenog 1991 do kraja 1994. lan Upravnog odbora KONAR- ELEKTROINDUSTRIJA d.d. zaduen za Public Relations, marketing i sajmove; kasnije do kraja 1998. savjetnik predsjednika Uprave; jo uvijek glavni urednik asopisa KONAREVAC. Od 1992. predsjednik Uprave HORIZONT PRESS-a, izdavaa prirunika HRVATSKA HANDBOOK CROATIA. Od 1. sijenja 2006., nakon preuzimanja Privrednog vjesnika sa strane Hrvatske gospodarske komore, direktor Binoza Pressa. Predsjednik Hrvatskog novinarskog drutva - od 10. sijenja 1991. do 20. listopada 1995. godine; potpredsjednik HND do 1997; prvi predsjednik Udruge novinskih izdavaa u HUP-u (od 2002. do 2006.); predsjedavajui Udruge novinara srednje Europe u okviru Europske udruge novinara (2001/2002); dugogodinji lan Sredinjeg odbora i potpredsjednik Skuptine Hrvatskog pokreta za Europu . Odlikovan je Kriem za zasluge I. reda SR Njemake (1988), Ordenom rada sa zlatnim vijencem (1990), Velikim kriem za zasluge Vlade Pokrajine tajerska (2003), Redom Danice Hrvatske s likom Blaa Lorkovia (2004), Kriem za zasluge Republike Austrije (2005). Nosilac je najvieg hrvatskog priznanja za novinarski rad nagrade Otokar Kerovani (1984) i CROMA nagrada za ivotno djelo (2003). Autorska djela: Reformama do napretka, 1976, Jugoslavija u suvremenom svijetu, 1977, Vademekuum za menedere, 1991, Medijska obratnica, 2006.

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The author in the text talks about the inuence of globalization on journalists responsibility. Globalization brings major changes regarding how society measures values, and sets new relations and standards. The factors which have crucial inuence on these processes are: technical improvements, competition, consumer mentality, loss of sense of living, changes in sexual behaviour, search for universal solidarity, dignity of individuals and of all people, human rights ght, crimes against humanity, environmental responsibility, sustainibility of development and future of mankind. Along with the globalization of the media market and information- communication systems, the responsibility of every journalist keeps increasing and expanding, because now the whole planet is becoming his or her potential reader, listener or viewer. With regards to that fact and all the characteristics of globalization, the entire system of future informing should in fact be about giving citizents the knowledge of events and processes and providing them with enough arguments and facts so they could think about those events, make decisions, control the current administration, and eventually, through their function of voters, vote for the best programmes.

UvodRazdoblje globalizacije obiljeeno je razantnim promjenama. Dovoljno je pogledati pokazatelje svjetske trgovine ili ulaganja stranoga kapitala irom svijeta, razvoj prometnih i komunikacijskih kretanja ili brojke meunarodnih koncerna koji danas prerastaju u tzv. global players, globalne igrae. Te promjene prate, meutim, i nepovoljne tendencije: jaz izmeu siromanih i bogatih stalno se produbljuje, a biosfera unitava. Globalizacija donosi i vane promjene u pogledu drutvenih mjerila vrijednosti i uspostavlja nove odnose i standarde. Tako u podruju medija raste utjecaj medijskih giganata, posebno amerikih, to bitno utjee na sadraje, programe i stil ponaanja medija i novinara. Upravo gospodarski trini odnosi u transnacionalnim kompanijama nameu bespotednu konkurentsku borbu za nacionalne i internacionalne medijske prostore, to - pokazalo se - pogubno utjee na karakter i znaenje, a posebno na strukturu medijskih usmjerenja i programa.

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Pet teza globalizacijeKada je rije o globalizaciji i njenim irim aspektima, valja upozoriti na pet bitnih teza koje nam pomau razumjeti te procese. 1. Globalizacija oznaava jaanje meunarodne povezanosti i ovisnosti o svijetu, ali i dominaciju velikih nacija i novih ekonomskih i politikih elita. Svijet je suoen s nekoliko usporednih procesa: internacionalizacijom, liberalizacijom, univerzalizacijom, vesternizacijom i deteritorijalizacijom. 2. Dok su nancijska trita ve postala globalna, trite robe i rada, naroito potonje, jo su selektivno transnacionalna; veliki dijelovi nacionalnih ekonomija nisu ukljueni u transnacionalna trita, dok su s druge strane veliki dijelovi transnacionalnih trita regionalizirani, a ne globalizirani. Na primjer, u EU se vie od 80 posto transnacionalne trgovine drava lanica odvija unutar njih samih. 3. Posljedice globalizacije postaju sudbonosne za sve vei broj ljudi i zemalja. Vodei menadment informacijskih korporacija u SAD tvrdi da e u 21. stoljeu za odravanje pogona svjetske ekonomije biti dovoljno samo 20 posto radno sposobna stanovnitva, no - to s preostale etiri petine? Golema vojska nezaposlenih oito e morati potraiti druge naine za preivljavanje. 4. U dravama izvan zapadnoga civilizacijskoga kruga ali sve vie i u onima unutar toga kruga istodobno se javlja masovni osjeaj ugroenosti vlastite kulturne tradicije i gubitka identiteta, emu se uzrok vidi u gospodarskoj, tehnolokoj, ali i institucionalnoj ekspanziji Zapada. 5. Razdoblje nove ekonomije kao temeljne postavke procesa globalizacije ima etiri bitne znaajke: prvo, brzinu promjena i te sve vee znaenje znanja, inovacija i kreativnosti; drugo, jaanje spoznaje o tome kako razvoj treba da bude odriv; tree, smanjivanje geografskih (i drugih) udaljenosti, te, etvrto, sve vee znaenje corporate social responsibility, korporacijske drutvene odgovornosti.

Promjene u pogledu drutvenih mjerila vrijednostiGlobalizacija donosi i vane promjene u pogledu drutvenih mjerila vrijednosti, uspostavljajui nove odnose i standarde. Spomenut u samo neke faktore koji utjeu na promjene tih mjerila: tehniki napredak, konkurentska borba, potroaki mentalitet, gubitak smisla ivljenja, obrat u seksualnom ponaanju, traenje etike univerzalne solidarnosti, dostojanstvo pojedinca i svih ljudi, borba za ljudska prava, zloini protiv ovjenosti, te odgovornost za okoli, odrivi razvoj i budunost ovjeanstva. Neosporno je da svi ti procesi, koji teku usporedo, djeluju interaktivno i bitno mijenjaju sliku svijeta. Isto se dogaa i na podruju medija, gdje 10 velikih koncerna dri glav-

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ninu ukupne svjetske medijske produkcije. Na djelu je proces komercijalizacije i globalizacije medijskog trita, pri emu se uoava dominacija velikih drava i monih transnacionalnih kompanija. Autori knjige Trendovska globalizacija medija i novo novinarstvo, ameriki sveuilini profesori Edward S. Herman i Robert W. McChesney1, govorei o centralizaciji i komercijalizaciji medija, podsjeaju da globalni mediji ve dugo ine nunu komponentu kapitalizma, te ih nazivaju misionarima korporativnoga kapitalizma . 2 Profesor Reinhold Wagnleitner sa Sveuilita u Salzburgu ide i dalje, pa kae: Pojam globalizacije novijeg je datuma, te u biti odgovara karakteru ideoloki slobodne estetike visokog sjaja moderne public relations-strategije turbokapitalizma. Pomnija analiza strukturnih proturjeja koje izaziva, a koja se odraavaju u karama izmeu siromanih masa i bogatog vrha, pokazuje da se fenomen globalizacije u gospodarstvu i kulturi javlja kao proces neokolonijalizma, odnosno neoimperijalizma. Pojam slobodnog trita, perjanica takva pristupa, jo ni izdaleka ne oznaava stvarno stanje na tritima. Ba onako kako sve prisutniji pojam deregulacije zapravo oznaava prikrivenu, ali sve veu i legaliziranu socijalnu neodgovornost velikih koncerna . Nesumnjivo, ti procesi na svjetskoj medijskoj pozornici utjeu na opu komercijalizaciju medija i time, sasvim sigurno, na demokraciju i kao ideju, i kao dravni sustav. injenica je da danas svijetom medija a time i ire - vlada tridesetak monih transnacionalnih kompanija koje ne kriju svoj temeljni cilj: preuzimanje ekonomske kontrole nad medijima. - Mo je u dananjoj Americi utjelovljena u kontroli nad sredstvima komunikacije istie Theodore White.3 Ekonomske oligopole u tom smislu svesrdno pomau politike strukture velikih zemalja, koje na taj nain nadziru informativnu i ideoloku orijentaciju unutar nacije, ali sve vie i u regijama, odnosno na kontinentima. Globalni su igrai u tom pogledu nesumnjivo kompanije poput Time Warnera, Disneyja, Bertelsmanna, Viacoma, News Corporationa...

Infotainment okosnica medijskih preusmjerenjaUpravo gospodarski trini odnosi u transnacionalnim kompanijama nameu bespotednu konkurentsku borbu za nacionalne i internacionalne medijske prostore, to,1

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Herman je profesor emeritus za podruje nancija na Wharton School, Sveuilite Pennsylvania, ekonomist i analitiar medija, a McChesney profesor na Sveuiitu Illinois, veliki borac za slobodu medija i utemeljitelj medijske mree Free Press za uspostavu novih odnosa u medijima. Reinhold Wagnleitner je izvanredni profesor suvremene ope povijesti na Sveuilitu u Salzburgu, autor knjige Coca-Cola Colonisation und kalter Krieg. Verlag der Gesellschaftskritik, Be 1991. Ameriki politiki novinar i povjesniar, dobitnik Pulitzerove nagrade za 1962; navod je iz knjige America in Search of Itself Making of the President 1956-1980, objavljene 1982.

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kako se pokazalo, pogubno utjee na karakter i znaenje, a posebno na strukturu medijskih usmjerenja i programa. Prevladava opi trend inzistiranja medija na zabavnim i lakim sadrajima, koji je i okosnica njihove potpune komercijalizacije. Bitan je utjecaj na stvaranje elitistike potroake kulture u okviru irega drutva, to se posebno nepovoljno odraava na siromane i manje razvijene informacijsko-komunikacijske prostore; domai kulturni prostor tih zemalja pod snanim je djelovanjem politikog i medijskog sustava bogatih drava, prije svega SAD. Praksa pokazuje da globalni mediji prelaze granice, sklapaju saveze s lokalnim tvrtkama, izgrauju impresivnu politiku snagu i uspostavljaju rastue komercijalne sektore; irom globalnog sustava funkcionira vrsta sprega u trokutu: marketing - mediji - transnacionalne kompanije. U to se, misle spomenuti autori, sve vie ukljuuje i Meunarodni monetarni fond (MMF) koji svojim programima olakava medijski prodor velikih sila na prostore nerazvijenih ili nedovoljno razvijenih zemalja. Uloga je MMF-a u tome da potie primjenu neoliberalnih pravila, utemeljenih na prodoru privatnih ulaganja i smanjenju socijalnih davanja. I to se onda dogaa? Standardizacija medija kroz strukturu i sadraj programa svih vrsta medija bitno utjee na posebnost i odrivost autentinosti nacionalnih kultura, koje sve vie podlijeu potroakom duhu medijsko-industrijskog konglomerata. Za naa je razmatranja bitna jo jedna pojava: navedeni procesi utjeu na nestajanje istraivakoga novinarstva i potrebne armativne kritinosti novinara. Prevladava tzv. neutralno novinarstvo: umjesto profesionalna pristupa novinarstvu, na pozornici je novi urnalizam s proizvodima koji su roba, s novinarima koji balansiraju izmeu neutralnosti, zatakavanja i istine, s medijskim aparatom neosjetljivim za lokalno i originalno. Komunikacija je, meutim, danas ne samo temeljna pretpostavka meusobnog razumijevanja nego i nasuna potreba u uspostavljanju kvalitete ivljenja. Upravo zbog navedenih procesa danas je nastala gotovo paradoksalna situacija: jo nikad nije bilo toliko javnih informacija, i jo nikad se toliki ljudi nisu osjeali nedostatno ili loe informiranima. Otkud taj i toliki raskorak? ivimo zapravo u dobu u kojem informacije dominantno utjeu na nain ivota, na proizvodne uinke. Informacija je, uz resurse poput rada i kapitala, postala vaan proizvodni faktor, ali ona moe biti uspjena i plodonosna kao temeljni resurs proizvodnje i drutvenog razvoja samo ako je - i kada je - slobodna od raznih ogranienja i sputavanja, kada je slobodna od dirigiranja. Parole pod kojima su nastajali prvi mediji sloboda izraavanja, sloboda pisanja, postulati istinitosti, tonosti, objektivnosti ili korektna i fair izvjetavanja - dovedeni su, naalost, u pitanje. Komercijalizacija uzima sve vie maha i pred njom padaju novinarski standardi, novinarska etika i novinarski profesionalizam.

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Naruena uloga medijaPravo je pitanje zato mediji uglavnom ne obavjetavaju iru javnost o nemilim pojavama u svjetskim kretanjima kroz procese globalizacije i svih popratnih pojava koje sam naveo u uvodnim tezama? Odgovor, mada pojednostavnjen, lei u injenici da su koncerni infotainmenta, dominantni na svjetskoj medijskoj pozornici, upravo glasnogovornici onih transnacionalnih kompanija koje najvie protiraju od globalizacije. Valja dakako spomenuti da su jo potkraj osamdesetih godina 20. stoljea komunikacije bile regulirane na nacionalnoj razini. Nije sporno da su najnovije tehnoloke inovacije izazvale promjene na meunarodnoj medijskoj pozornici, ali ipak ulogu glavnog otponca strunjaci pripisuju reganomici i taerizmu, programskim rodonaelnicima neoliberalne politike. Postupno razaranje nacionalnih medijskih prostora zapoelo je u devedesetima, kada je ranije uspostavljeni demokratski potencijal javnog radija i televizije ustupio prostor amerikom modelu privatne televizije, dakle institucionalnim okvirima slobodnog trita. Reganomika i taerizam imali su nevjerojatno velik utjecaj na dereguliranje trita, to je u meuvremenu preraslo u standarde transnacionalnoga multinacionalnoga gospodarskoga ponaanja koncern. Svjedoci smo bespotedne borbe i stalnog rata oko kontrole na podrujima elektronskog, televizijskog i kablovskog trita, na podruju digitalnih i satelitskih tehnologija... Rat se vodi na svim frontama, bilo da je rije o video ili kino-tehnici, CDRomu ili DVD-u, a u posljednje se vrijeme posebno zahuktava sukob zainteresiranih na podruju interneta. Koncerni nastoje preuzeti kontrolu nad svim mreama podataka, a time i kontrolu nad protokom svih informacija u 21. stoljeu, bez obzira na to je li rije o politikim informacijama, novanim transakcijama, kretanju robe ili kulturnim dobrima. Totalna globalna erozija medijskog trita i javnoga medijskog prostora pogoduje vodeim medijskim gigantima. Sinergijski efekti nastaju kroz horizontalne i vertikalne integracije u kojima su umreeni svi zanimljivi dijelovi: od lmskih studija do globalnih televizijskih mrea; od internetskih posluitelja do informacijskih satelita, od kontrole nad novinama, asopisima i izdavakom djelatnou do tvrtki koje se bave odnosima s javnou, ustanova za ispitivanje javnosti i oglasnih agencija, od tematskih okupljanja do organizatora velikih sportskih dogaanja, od proizvoaa djejih igraaka do onih koji proizvode predmet za darivanje. Ta je sinergija zaista globalna i ne predstavlja samo politiku nego i dominaciju koja se iri na podruje kulture, tehnologije i to je za nas vano - medijske prisutnosti, od sadraja do stila. To sa sobom nosi i sve jau dominaciju engleskog jezika kao sredstva meunarodne komunikacije. Strunjaci tvrde da se na taj nain stvara The Empire of the Fun, Carstvo zabave u kojemu sunce zaista nikad ne zalazi.

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Gotovo nema dana da se neki svjetski novinski izdava ne oglasi ponekom inovacijom, bilo promjenom formata praenom novim izgledom, bilo novom komercijalnom ili ureivakom strategijom. Kako svjedoe i najnovija kretanja na hrvatskoj medijskoj pozornici, novine i ostali mediji prolaze i sloen proces diversikacije, proiruju opseg usluga i proizvoda, sve u potrazi za pribliavanjem itateljima i oglaivaima, voeni idejom poveavanja prota. Prema analizama Svjetske udruge novinskih izdavaa, u posljednja 24 mjeseca realizirano je vie inovacijskih zahvata i projekata u novinama nego u prethodnih 30 godina. Stoga ne udi to su sredinja tema ovogodinjega Kongresa novinskih izdavaa bile upravo promjene u redakcijama, vezane prije svega za diversikaciju i proirenje na druge oblike komuniciranja s itateljstvom.4 Posebnu uznemirenost unosi djelovanje interneta koje se postupno oblikuje kao presudan medijski imbenik na kojem gospodarska, kulturna, politika i vojna konkurencija dolazi potpuno do izraaja. Jo je Bill Clinton internet oznaio kao bojno polje svjetskoga gospodarskog rata U meuvremenu je snaga toga medija porasla do . enormnih granica, no ona nije samo u dostupnosti informacija nego i u tome to je internet postao iroko manipulativno podruje za dezinformacije. Tako kao da se postupno ostvaruje ideja Orwellovih antiutopijskih romana ivotinjska farma i 19845, gdje svijet postaje totalno kontrolirano drutvo, Big Brother u najirem smislu rijei. Ujedinjeni narodi upozorili su u srpnju 1999. svjetsku javnost na dalje ubrzano zaotravanje neravnomjernosti u utrci za najvanijim resursima 21. stoljea - obrazovanjem i znanjem. Razvoj umjetne inteligencije i softvera, te razjanjavanje genetskih kodova postupno su preuzimali mjesto ranijih smjerova utjecaja velikih i razvijenih na stvaranje svjetske gospodarske moi. Ve je sada potpuno jasno da e se veliki ekonomski konikti 21. stoljea koncentrirati upravo na tim podrujima. Veliki koncerni infotainmenta oekuju upravo na tim tritima - pod inaicom distance learning, uenje na daljinu, ili digital education, digitalno obrazovanje ve u sljedeih deset godina 30 do 40 posto poveanja dobiti.

Razlike se produbljujuObrazovanje i znanje tako postaju svjetske hit-teme, te u svjetskom gospodarstvu, osim izvoza oruja i prometa drogom, nema podruja gdje su mogue vee zarade. U vezi s tim naglaeno raste uloga interneta, jer je posrijedi najbre rastue komunikacijsko sredstvo u ukupnoj povijesti ovjeanstva. No, internet nije samo sredstvo4

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59th Congres of the World Association of Newspaper, Moskva 2006, uvodno izlaganje generalnoga direktora Timothyja Baldinga. Eric Arthur Blair, poznatiji pod pseudonomimom George Orwell, autor antiutopijskih romana ivotinjska farma (1949).

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spajanja - The World Wide Web jo je nedostupna golemu dijelu ovjeanstva, napose onima kojima su obrazovanje i znanje najpotrebniji. Razlika i jaz izmeu razvijenih i nerazvijenih, bogatih i siromanih, znatno se i trajno produbljuje. Dok je, na primjer, 1820. odnos siromanih i bogatih bio 3:1, godine 1950. ve je iznosio 35 prema jedan, do 1995. porastao je na golemih 82 prema jedan, a u posljednjih deset godina dodatno se pogorao. Ili, ak 74,48 posto od ukupno 665,910 milijuna internetskih prikljuaka u 2002. godini bilo je u samo 15 zemalja: SAD su same imale udio od 24,13 posto, a u pet zemalja SAD, Japanu, Kini, Njemakoj i Velikoj Britaniji - broj prikljuaka obuhvaa vie od 52,5 posto njihova ukupnoga broja u svijetu. Ili, od 395 milijuna prodanih primjeraka dnevnih novina, u Europi ih se proda 97 milijuna, u SAD i Kanadi 61,3 milijuna, u Aziji - zahvaljujui prije svega Kini, Japanu, Indiji, Tajvanu i Tajlandu - 219,5 milijuna, dok se u Africi prodaje samo 2,3 milijuna primjeraka. Zato u Aziji? Zato to meu stotinu dnevnika s najveom nakladom ak 71 izlazi u spomenutim zemljama. Ili, meu 50 specijaliziranih asopisa na svijetu prvih 12 mjesta zauzimaju izdanja iz SAD, a njihovu dominaciju dodatno potvruje podatak da ih meu prvih 20 na ljestvici ima ak 17. Na ljestvicama najveih svjetskih enskih asopisa prvih devet mjesta zauzimaju ameriki, koji dre i prva tri mjesta meu najveim mukim magazinima. Jednako je i s nancijsko-poslovnim asopisima i news-magazinima, dok je apsolutnu svjetsku dominaciju amerikih televizijskih kua nepotrebno posebno isticati.

Kakva je uloga novinara u svim tim kretanjima?S globalizacijom medijskog trita i informacijsko-komunikacijskih sredstava, stalno raste i proiruje se odgovornost svakog novinara, jer sada cijeli planet postaje njegov potencijalni itatelj, sluatelj ili gledatelj. Postavlja se, meutim, pitanje to da (u)radi novinar, intelektualac, u uvjetima kada 35 milijardera ima vee prihode od zajednikih prihoda gotovo polovice svjetskog puanstva. to uiniti kada, na primjer, u Mozambiku 25 posto djece umire uslijed zaraznih bolesti prije nego to navri pet godina, a istodobno zemlja za kamate na inozemne dugove plaa dvaput vie nego to troi za zdravstvo i obrazovanje? to moe novinar u uvjetima kada visoki predstavnik UN tvrdi da se trend ekonomskih dispariteta izmeu industrijskih i nerazvijenih zemalja ne samo nastavlja nego i razvija od neiskorjenjiva prema nehumanu? Sada se u praksi ozbiljno suprotstavljaju dvije teze. Jedna istie kako bez informacije nema javne odgovornosti. Informacije su mo i to vie ljudi posjeduje informacije, to je i ta istinska mo bolje rasporeena, pa je slobodan pristup informacijama od strane javnosti osnova sustava drutvenog integriteta. Naime, ako pristup informaci-

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jama ne postoji ili ne funkcionira, organizacije demokratske vlasti nee djelovati kako treba, ljudi nee moi ostvariti svoja prava, a ponekad nee ni znati da su im naruena. Glavno sredstvo kojim se informacije prenose javnosti upravo su nezavisni i slobodni mediji. Pored nezavisnog sudstva, upravo su slobodni mediji jedna od dvije vlasti koje ne bi smjele biti pod kontrolom politike i politiara i koje mogu sluiti kao snana protutea korupciji, nepotizmu i drugim zlima suvremenih drutava. Druga teza ne ide u prilog takvu poimanju novinarstva i uloge medija nego tei za dominacijom politike nad medijima. Suvremene tehnologije to i omoguavaju, a gospodarsko-politika dominacija jednostavno namee takav odnos medija i politike, bez obzira na oskule o slobodi izraavanja i slobodnim medijima. Jednostavno, mediji prodaju ono to trae i ele njihovi vlasnici. Odnos novinara i informacije prema procesu globalizacije velikim je dijelom odreen samom injenicom da je najvanija uloga medija biti budno oko javnosti, upozoravati na devijacije u drutvenim i gospodarskim kretanjima, biti svojevrsna javna savjest i kontrola svih drutveno-gospodarskih zbivanja u korist te javnosti. Mediji svoju otricu posebno moraju usmjeravati prema neeljenim ali prisutnim drutvenim zlima: korupciji, centrima nekontrolirane moi, nedoputenim povlasticama, poltronstvu, krenju prava i pravnih okvira, nepotizmu, da nabrojimo samo neke takve pojave kakvih ima u svakom drutvu i koje uvijek nose klicu drutvenoga karcinoma. Zauzimam se, dakle, za pravo na kritian odnos prema pojavama i ljudima, ali i za potpunu odgovornost u koritenju te slobode. Odluno sam protiv toga da se pod stijegom novinarske slobode koristi njena suprotnost: zloupotreba demokracije i slobode. Naalost, globalna komercijalizacija medijskog prostora upravo na tom podruju donosi najvie promjena i ponajvie krenja etikih normi i pravila profesionalnog pristupa koritenju i rasprostiranju infomracija.

Poremeeni odnosi teorije i prakseelim samo upozoriti na neke okosnice, kljune za buduu raspravu. Prvo, dignitet profesije i profesionalaca, to naalost ni u jednoj struci nije dominantna preokupacija iako upravo na tome poivaju etika i moral, pa time i profesionalni moral. U politici i novinarstvu to bi moralo biti posebno naglaeno. Drugo, Kodeks novinarske asti koji, to se premalo zna, obvezuje podjednako sve sudionike, a ne samo novinara. Tree, odnos etike i prakse, koje su poesto u veliku raskoraku. Zato napominjem te okosnice? U svakom demokratskom drutvu postoji neprijeporna potreba za istinitom, potpunom, razlonom i pravodobnom informacijom i

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komunikacijom bez obzira na to o kojem se dijelu ljudske aktivnosti radilo. Logino, to se podjednako odnosi na politiku, ali i na sva bitna drutveno-gospodarska kretanja. To je, rekao bih, temeljna sloboda svakoga pojedinca, ali ta sloboda pripada i ukupnoj javnosti, jer sloboda misli, sloboda izraavanja i sloboda kritike pripadaju svakome i bitni su sastojci ukupne slobode ovjeka. Uloga novinara tu je potpuno jasna: on zaista ubrzava protok tih informacija, ali ih i dozira, odabire, moe bitno utjecati na njihovu rasprostranjenost, pa je samim time i njegova uloga naglaenija i odgovornost izraenija. No, usko povezano s tom ulogom novinara, posebno se zaotrava pitanje moralne i pravne odgovornosti, pa konano i pravnih sankcija za ulogu novinara u informiranju. No, novinari imaju i jo jednu vrlo delikatnu i nadasve osjetljivu zadau: moraju voditi rauna o kulturi dijaloga koja se uspostavlja u medijima i drutvu u cijelosti. Sve ozbiljnije analize stanja u naim medijima, tiskanima i elektronikima, pokazuju eroziju profesije i profesionalnosti, te zapostavljanje ili ak potpun gubitak etike dimenzije. Tome uvelike pridonosi i orijentacija naih dnevnih listova kojima su na naslovnicama uglavnom senzacija, skandal, zamagljene injenice ili izmiljeni dogaaji. Sloboda izraavanja pretvorena je u zloupotrebu medija - otvorena je Pandorina kutija iz koje su izili zli duhovi, bez realne mogunosti da se uspostavi normalna kontrola. Zli duhovi izrodili su se u opaki senzacionalizam, utilo najveega dijela novinstva, koji se u konanici obija o glavu zaetnicima i pokretaima takva medijskog pristupa. Meutim, novinarstvu i novinarima nanesene su velike tete koje emo teko popraviti. Nama su stoga danas, moda vie no ikad, potrebni dijalog i angairanje svih intelektualnih potencijala, a da bismo u tome donekle uspjeli, potrebno je njegovati kulturu dijaloga. U naem drutvu, koje prolazi stadij posvemanje tranzicije, neki su sustavi vrijednosti razoreni, a nisu nadomjeteni novima, te je u toj duhovnoj praznini dijalog neto za im drutvo vapi na svim razinama. Meutim, trai se civiliziran dijalog s deniranim pretpostavkama i jasnim okvirima, to prije svega podrazumijeva uvaavanje sugovornika, dijalog bez uvreda, podmetanja, omalovaavanja ili netolerancije. To mora biti govor protiv sijanja mrnje i ljudske, profesionalne i znanstvene netrpeljivosti, to mora biti dijalog u kojem prevladava snaga argumenta i injenice, a ne argument snage i politikoga, ideolokoga, kulturnoga ili bilo kojega drugoga nasilja nad sugovornikom. Civiliziran pristup dijalogu pokazuje da zapravo i nema tako nasilna stanja koje se ne bi moglo rijeiti ili pokuati rijeiti - dijalogom. U multietnikoj i multikulturalnoj sredini a to jest hrvatska zbilja takav je odnos prema dijalogu i nuan i jedini odriv.

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Uspostava standarda prava i odgovornostiLogiki, na osnovi ovako postavljenih odnosa prema dijalogu, njegovoj kulturi i svrhovitosti, s osobitostima etosa samog novinarskog poziva, proizlazi da se zauzimam za visoke standarde prava i odgovornosti u poslu koji obavljamo. Praksa, meutim, pokazuje da naela i ivot nisu jednoznani i da se mediji, kada je rije o kulturi dijaloga, kreu u razliitim smjerovima. Novinar neosporno ima pravo - ali i obavezu - pomno pratiti i iitavati sva drutvena kretanja i pojave, ukazivati na tekoe i slabosti, armirati prave vrijednosti, kritizirati i hvaliti, ali uvijek samo u mjeri koja je omeena pravilima Novinarskoga kodeksa. Svaki iskorak iz tih okvira ponaanja poguban je za samu profesiju, ali i za uspostavu realne ravnotee u informiranju. Budui da je naa sredinja tema Globalizacija i odgovornost novinara, bitno je naglasiti i ulogu medija u tom procesu stvaranja novih sustava vrijednosti. Nova medijska strategija, i to ne samo u Hrvatskoj, trebala bi poivati na naelima uspostave informirane, budne i aktivne javnosti. U toj strategiji najveu vanost i odgovornu ulogu imaju nevladine organizacije koje promiu ljudska prava i dostojanstvo ovjeka, te slobodu medija i izraavanja kao bitan dio tih prava; civiliziran dijalog neizostavan je dio takvih nastojanja. Upozorio bih da je upravo zbog bitnih promjena, ali esto i nesnalaenja novinara u uvjetima globalizacije nedavno prireen poseban prirunik Covering Globalization,6 namijenjen novinarima koji pokrivaju podruje nancija i gospodarstva u zemljama u razvoju i tranzicijskim zemljama, najvie pogoenima medijskom ekspanzijom transnacionalnih kompanija. Autori prirunika predstavnici su Azijske razvojne banke i Meunarodnog monetarnog fonda, ali i novinari Dow Jonesa, Financial Timesa, New York Timesa, Fortunea i Reutersa, dok je uvodnik napisao nobelovac, veliki protivnik i kritiar globalizacije Joseph E. Stiglitz.7 Prirunik ukazuje kako se usmjeriti na glavne teme sadanjice, pa pokazuje primjere kako pisati i izvjetavati o bankarstvu i bankarskim krizama, reformi mirovina, privatizaciji, trgovakim sporazumima, korporacijskom upravljanju, programu iskorjenjivanja siromatva, koritenju svjetskih prirodnih resursa... Svjetski forum o odrivom razvoju u Johannesburgu 2002, usmjeravajui ulogu medija u tom pogledu, naveo je glavne tematske okvire u kojima e se odvijati globalizacija u prvoj polovici 21. stoljea. Jedno je sigurno: mijenja se i ukupna percepcija uloge i mjesta medija u suvremenom drutvu. Mediji imaju sredinju ulogu u funkcioniranju suvremenoga demokratskoga drutva. Bez slobodna protoka informacija6 7

Razni autori: A Handbook for Reporters. Columbia University Press, New York 1998. Joseph E. Stiglitz, nobelovac iz 2001, profesor ekonomije na Sveuilitu Columbia, predsjednik Vijea ekonomista predsjednika Clintona (1993-1997) i glavni ekonomist Svjetske banke.

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ta drutva nisu sposobna funkcionirati. Audiovizualnim medijima pripada i fundamentalna uloga u razvoju i posredovanju socijalnih vrijednosti, ne samo zbog toga jer odluuju koje e injenice o svijetu i koje slike iz svijeta objavljivati nego i zato to politiki, socijalno, etniki, geografski i drugaije jednostavno uspostavljaju pojmove i kategorije koje trebamo da bi te injenice i slike postale prihvatljivima za iroke mase korisnika. Oni, dakle, ne odluuju samo o tome to emo iz svijeta vidjeti nego i o tome kako emo ih vidjeti istie dr. Vivien Rieding (povjerenica za informa, cijsko drutvo i medije u drugom mandatu) najodgovornija za informiranje i medije u Europskoj komisiji. Mediji koji se sve vie okreu komercijalizaciji i koji sve vei dio prihoda ostvaruje iz oglaavanja moraju voditi rauna o tome da im prot ne uniti sam proizvod. U kojoj mjeri u tom pogledu odluuju vlasniki odnosi, a koliko na to mogu utjecati sami novinari ostaje otvoreno pitanje bez univerzalna odgovora. S druge strane, pojam korporativne drutvene odgovornosti i odgovorna ponaanja postaje stalni pratilac svih gospodarskih i drugih drutvenih zbivanja i aktivnosti, postaje zapravo jednim od presudnih elemenata kvalitete ivljenja i rada bez kojega je teko zamisliti sutranji ivot. I tu je uloga medija izuzetno vana. Medijsko podruje moe postati dominantnom industrijom 21. stoljea istie se u izvjeu sa Svjetskog samita o odrivom razvoju 2002. u Johannesburgu. Naime, ni jedna druga industrija nee tako snano utjecati na razmiljanja ljudi i politiara o drutvenoj odgovornosti i prioritetima odrivoga razvoja. Mediji su, zapravo, meu najutjecajnijim institucijama u svijetu i tom bi se svojom moi morali vie koristiti upravo za stalno promicanje tih ideja. Izvjee kojem je sponzor bio UNEP zavrava s 10 preporuka za industriju medija koje se odnose se na upravljanje, odgovornost, transparentnost i povjerenje, to su etiri bitna, stoerna uporita u podrci pojmu odrivoga razvoja i njegovoj armaciji. Temeljni je motiv svih tih preporuka da bi upravo mediji morali biti javni straari u odnosu na vlade i gospodarske subjekte kako bi se pojam odrivog razvoja i korporacijske drutvene odgovornosti pretvorio u mono oruje u korist blagostanja i drugaije raspodjele gospodarske i nancijske moi u svakom, pa i hrvatskom drutvu.

Preporuke za medije1. Upravljanje. Medijske kompanije trebale bi ustanoviti odbore koji bi ouvali ravnoteu izmeu javnih interesa i poslovnih imperativa, to bi davalo strategijske odrednice cijelom ovom poslu. Drati se naela, zadaa i ciljeva utvrenih u UN Global Compact, The Sullivan Principles and SA 8000, te kriterij drutveno odgovornih ulaganja.

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2. Odgovornost. Bitno je da vlasnici medija i vodstva medijskih kompanija - dajui medijima enorman utjecaj na javno mnijenje, javne interese i u konanici na javno ponaanje - steknu najviu razinu odgovornosti i povjerenja. 3. Sklad zakonskih okvira, etikih normi i samoregulacije gospodarstva moraju biti stalan postulat djelovanja medija koji nastupaju i kao odgovorni imbenici javnosti. 4. Transparentnost. Za industriju iji je najvaniji zadatak otkrivanje zloporaba i nesavjesna obavljanja drutvenih dunosti, odnosno korupcije na svim drutvenim razinama, koja ima snagu pozivati vladu i cijeli poslovni sektor na polaganje rauna, najvaniji je zadatak biti potpuno jasna u ciljevima i programima, te u djelovanju potpuno transparentna prema javnosti. 5. Bitno je da se mediji u djelovanju ne vode posebnim vlastitim interesima kao to je odnos prema najveim oglaivaima

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