The Ethical Media Sabha: Class Activity - IKS

 

The Ethical Media Sabha

Topic: Philosophical Foundations of Indian Thought Systems – Nyaya, Sankhya, Vedanta, Buddhism, Jainism, and the Concepts of Dharma, Satya, Ahimsa in Ethical Journalism and Responsible Media

Duration: 90–120 minutes
Class Type: Individual + Group Discussion

Activity Title: The Editors' Council: Wisdom from Ancient India

 

·       Students imagine they are the Editorial Board of a leading national news organisation.

·       A controversial news story has just broken.

·       Different editorial members believe the story should be handled according to different Indian philosophies.

·       Their challenge is to convince the Editorial Board why their philosophy offers the most ethical solution.

 

Step 1 – Form Editorial Councils (10 minutes)

Divide the class into five groups.

Assign one philosophy to each group.

Group 1- Nyaya

Group 2 - Sankhya

Group 3 - Vedanta

Group 4 - Buddhism

Group 5 - Jainism

Each group becomes the official "Editorial Ethics Committee" representing that philosophy.

 

Step 2 – Research and Understand (20 minutes)

Each group researches and prepares answers to the following:

1. Core Beliefs - What are the major ideas of your philosophy?

2. Truth: How does your philosophy define truth?

3. Decision Making: How are right and wrong decided?

4. Media Ethics: If your philosophy owned a newspaper or news channel...

·       How would it report news?

·       What would it avoid?

·       What values would guide reporting?

Students should prepare a 3-4 minute editorial presentation.

 

Step 3 – Breaking News Challenge (25 minutes)

Ethical media dilemma: A celebrity is involved in a major accident. Unverified videos are already viral on social media. Other news channels are broadcasting them without confirmation.

Each group (philosophy) must answer:

·       Should the news be aired immediately?

·       Should journalists verify first?

·       Should the videos be shown?

·       Is public curiosity more important than privacy?

·       What should be the headline?

 

Step 4 – Editorial Meeting (30 minutes)

Each group presents as if attending a national editorial meeting.

Presentation format:

·       Philosophy

·       Explain your philosophy briefly.

 

Editorial Decision

·       Should the story be published?

·       Why?

 

Ethical Justification

·       How does your philosophy support your decision?

 

Newsroom Rule: Create ONE newsroom rule inspired by your philosophy.

Example: "Truth before speed."

or

"No story should cause unnecessary harm."

 

Step 5 – Dharma, Satya and Ahimsa Challenge (20 minutes)

Now all philosophies are mixed.

Teacher writes three values on the board:

·       Dharma

·       Satya

·       Ahimsa

 

Students discuss:

Question 1: Which value is most difficult for modern journalism?

 

Question 2:

·       Can journalists always tell the truth?

·       What if truth harms someone?

 

Question 3: Can media be truthful without being harmful?

 

Question 4: Should ratings ever be more important than Dharma?

 

Each group must reach a common conclusion.

 

Final Twist

Question: Imagine you are the Editor-in-Chief. Which philosophy would you combine with another to create the ideal ethical newsroom?"

Students must justify their answer.

Examples:

·       Nyaya + Buddhism

·       Vedanta + Jainism

·       Sankhya + Dharma

·       Buddhism + Satya

There is no single correct answer.

 

Reflection (Individual)

Students write a short response (150–200 words):

Complete the sentence:

"If I were a journalist, the philosophy that would guide my work is __________ because __________."

 

 

 

FOR EDUCATORS:

Philosophy	Lesson for Journalists
Nyaya	Verify facts using logic and evidence before publishing.
Sankhya	Separate facts from opinions and emotions.
Vedanta	Recognize the interconnectedness of society and report responsibly.
Buddhism	Avoid sensationalism and reduce suffering through mindful reporting.
Jainism	Respect multiple viewpoints and practice non-violence in communication.

 

Suggested Assessment Rubric (20 Marks)

Criteria	Marks
Understanding of assigned philosophy	5
Application to media ethics	5
Participation in discussion	4
Ethical reasoning and justification	4
Reflection and originality	2

Total: 20 Marks

 

Learning Outcomes: By the end of the activity, students will be able to:

·       Explain the key principles of Nyaya, Sankhya, Vedanta, Buddhism, and Jainism.

·       Differentiate between the philosophies and their approaches to truth and ethics.

·       Apply the concepts of Dharma, Satya, and Ahimsa to contemporary media situations.

·       Evaluate journalistic decisions using Indian philosophical perspectives.

·       Develop ethical reasoning and communication skills.

 

Why This Activity Works

·       Connects ancient Indian philosophies with contemporary media practice.

·       Encourages critical thinking instead of memorization.

·       Develops ethical decision-making through realistic newsroom scenarios.

·       Requires no special materials or props.

·       Promotes collaboration, respectful debate, and reflective learning while helping students see how concepts such as Dharma, Satya, and Ahimsa can inform responsible journalism in today's digital media environment.

·       Philosophical foundations of Indian thought systems Nyaya, Sankhya, Vedanta, Buddhism, Jainism. Concepts of Dharma, Satya, Ahimsa and their relevance to ethical journalism and responsible media.

Instructions for Sharing Photos, Reels & Collaborating with the Department Instagram Account

Instructions for Sharing Photos, Reels & Collaborating with the Department Instagram Account

Capture Good Quality Content

·       Use clear, high-resolution photos and videos.

·       Ensure proper lighting and stable footage.

Share Your Content

Send all photos and videos to the department's designated Google Drive folder and Instagram handle within 48 hours of the event.

Create Reels

·       Ensure the content is relevant to the event or activity.

·       Use trending but appropriate music (if required).

·       Collaborate on Instagram

·       Upload the post or reel

·       Tap Tag People → Invite Collaborator - Select the official department Instagram account. The post will appear on both accounts once the department accepts the collaboration request.

Tag the Department

·       If not using the collaboration feature, tag the department's Instagram account in your post and story.

·       Write a Creative Caption

·       Include the event name and a brief description.

·       Add relevant hashtags

·       Ensure everyone featured in the photos or videos has consented to being photographed or recorded.

Maintain Professionalism

·       Do not post inappropriate, offensive, or misleading content.

·       Represent the department and college positively.

Submission Deadline: Please share all content within 48 hours of the event to ensure timely posting on the department's social media platforms.

 

CLASS ACTIVITY: RISE OF VERNACULAR PRESS

BREAKING NEWS FROM THE PAST!

Topic: Rise of the Vernacular Press with Special Reference to the Marathi Press

 

Activity:

Imagine it is the year 1897. Newspapers are the only source of information, and the Marathi press is becoming the voice of social reform, education, and India's freedom struggle.

Today, you are a journalist, editor, illustrator, and publisher working for one of Maharashtra's pioneering newspapers. Your mission is to create a Special Historical Newspaper Edition that captures the spirit of the time.

 

Each student selects ONE newspaper: Newspapers to Choose From (Any One)

·       Darpan – Balshastri Jambhekar

·       Kesari – Bal Gangadhar Tilak

·       Sudharak – Gopal Ganesh Agarkar

·       Din Bandhu – Krishnarao Bhalekar

·       Mooknayak – Dr. B. R. Ambedkar

·       Bahishkrit Bharat – Dr. B. R. Ambedkar

·       Prabhakar

·       Any other Marathi newspaper approved by the teacher.

 

THE CHALLENGE: Create a SPECIAL EDITION of your chosen newspaper as if it has just been published.

Your newspaper should include the following sections:

 

PART 1 – Newspaper Masthead (5 minutes)

Design the front page header.

Include:

·       Newspaper name

·       Date (historical)

·       Price

·       Editor's name

·       Place of publication

·       Motto (create one if unavailable)

 

PART 2 – Lead News Story (25 minutes)

Research and write a 250–300 word front-page news article based on one real issue of the period. Write in the style of an 1800s newspaper. Include:

·       Headline

·       Subheading

·       Dateline

·       Body of the article

 

Choose ONE:

·       Women's education

·       Widow remarriage

·       Child marriage

·       British taxation

·       Swadeshi Movement

·       Plague in Pune

·       Freedom movement

·       Farmer issues

·       Untouchability

·       Social reform

 

PART 3 – Editorial Corner (15 minutes)

Write a 150-word editorial expressing the newspaper's opinion. Write from the perspective of your newspaper's editor.

Examples:

·       "Education is India's Future"

·       "Why Swaraj Matters"

·       "The Need for Social Equality"

·       "The Voice of the Common Man"

 

PART 4 – Historical Advertisement (15 minutes)

Create ONE illustrated advertisement suitable for that era. Make it period-appropriate (relevant to the time).

 

Ideas:

·       Indigenous cloth (Swadeshi)

·       Marathi school

·       Printing press

·       Library

·       Ayurvedic medicine

·       Books

·       Women's education classes

 

PART 5 – Editorial Cartoon (15 minutes)

Draw a political or social cartoon highlighting one issue discussed by the newspaper.

Possible themes:

·       British censorship

·       Heavy taxes

·       Illiteracy

·       Social discrimination

·       Women's rights

·       National awakening

Add a caption explaining the message.

 

PART 6 – "Editor's Desk" Reflection (15 minutes)

Write a 100-word reflection answering:

"If I were the editor of this newspaper, what change would I want to bring to society and why?"

 

PART 7 – Fast Fact Box (10 minutes)

Create an information box containing:

·       Founder

·       Year established

·       City

·       Target audience

·       Major contribution

·       Interesting fact

 

Extension Challenge (If Finished Early)

Add a "Letters to the Editor" section with two fictional letters:

·       One supporting the newspaper's views.

·       One disagreeing with them.

 

Presentation (Last 15 Minutes)

Students display their newspapers around the classroom for a "Press Gallery Walk."

Each student makes a note of two classmates' newspapers, writing:

·       One fact they learned.

·       One feature they found most creative.

 

For Educators:

Evaluation Rubric (20 Marks)

Criteria	Marks
Historical Accuracy	5
Research & Content	4
Creativity & Visual Appeal	4
Journalistic Writing	4
Overall Presentation	3

 

Learning Outcomes: By the end of the activity, students will be able to:

·       Understand the evolution of the Marathi vernacular press.

·       Recognize the contribution of early Marathi newspapers to social reform and nationalism.

·       Interpret historical events from a journalist's perspective.

·       Develop research, critical thinking, creative writing, and newspaper design skills.

 

Why This Activity: In just two hours, each student experiences the multiple roles of an early Marathi journalist—researcher, reporter, editor, illustrator, and publisher. Instead of simply memorizing facts about the rise of the vernacular press, students actively recreate the atmosphere of nineteenth-century journalism and gain a deeper appreciation of how newspapers became powerful agents of social reform, public awareness, and the Indian freedom movement.

 

ETHNOGRAPHY OF COMMUNICATION - CLASSROOM ACTIVITY

 Communication Detectives – Decode the Culture!

 

Topic: Ethnography of Communication

Duration: 60 minutes
Group Size: 5–6 students

Learning Objective: Students will understand the Ethnography of Communication by observing, researching, and analyzing how different communities communicate in different cultural contexts using Dell Hymes' SPEAKING Model.

 

Activity Theme: ‘Every Conversation Has a Culture’

Students become Communication Detectives who investigate how people communicate in different social and cultural settings.

 

Step 1: Pick a Communication Setting (5 minutes)

(Each group randomly picks one communication setting from a bowl.)

Example Settings

·       A Mumbai local train

·       A village panchayat meeting

·       A wedding ceremony

·       A college classroom

·       A fish market

·       A hospital

·       A courtroom

·       A religious place of worship

·       A political rally

·       A cricket match

·       A family dinner

·       A corporate office

·       A social media influencer's livestream

·       A café

·       A school parent-teacher meeting

 

 

 

Step 2: Research & Observe (20 minutes)

Groups research (or use their own experiences) to answer the following questions using the SPEAKING Model.

Element	What to Find
S – Setting	Where does the communication happen?
P – Participants	Who is communicating?
E – Ends	What is the purpose of the communication?
A – Act Sequence	How does the conversation usually unfold?
K – Key	What is the tone (formal, emotional, humorous, serious)?
I – Instrumentalities	Which language, dialect, gestures, or digital tools are used?
N – Norms	What communication rules or etiquette are followed?
G – Genre	Is it a debate, negotiation, storytelling, prayer, announcement, argument, etc.?

 

 

Step 3:

Option A: Acting Challenge: Each group acts out the scenario bringing out the communication in their particular scenario using the research that they have done in Step 2.

Option B: Freeze Frame Challenge (15 minutes)

Instead of acting out the whole scene, each group creates three Freeze Frames (Tableaux) representing different moments in the communication.

For example, if the setting is Mumbai Local Train:

·       People boarding the train

·       A vendor selling products

·       Passengers asking for directions

The audience observes each freeze frame and identifies the SPEAKING elements.

 

Step 4: Communication Detective Report (15 minutes)

Each group presents a 2-minute report explaining:

·       What makes this communication unique?

·       Which cultural values are reflected?

·       How would communication change if the setting were different?

Example:

"Communication in a courtroom is highly formal and rule-bound, whereas communication in a fish market is fast, informal, multilingual, and relies heavily on gestures."

 

 

Bonus Challenge: "Culture Switch!" (10 minutes)

After presenting, the teacher changes one element.

Examples:

·       The wedding is now held online.

·       The village panchayat becomes a corporate board meeting.

·       The fish market conversation happens in a luxury mall.

·       The classroom discussion becomes an Instagram Live session.

Groups explain:

·       How would communication change?

·       Which SPEAKING elements would remain the same?

·       Which elements would change the most?

 

 

 

FOR EDUCATORS

Assessment Rubric

Criteria	Marks
Research & Understanding	10
Correct Use of SPEAKING Model	10
Play / Creativity of Freeze Frames	5
Analysis & Explanation	10
Teamwork	5
Total	40

 

Why This Activity Works

·       Students observe communication instead of memorizing definitions.

·       They learn that communication is shaped by culture, context, roles, and social norms.

·       The Freeze Frame approach is simple, engaging, and suitable even for students who are shy about acting.

·       It helps students apply Dell Hymes' Ethnography of Communication to real-life situations, making the theory memorable and relevant.