Every instructor who teaches media ethics faces the challenge of balancing theory and practice i n the classroom. A typical approach involves training students i n theories of ethical deliberation applied to moral dilemmas presented i n case studies and decision-making exercises. This article callsfor more philosophical inquiry into the basic assumptions of media ethics. Based on a writing assignment that asked students to ponder a philosophical paradox, this article not only tackles the paradox involving ethical competence, but discusses how (...) such speculations can lead tofundamental understanding of what it means to be a professional journalist. (shrink)