進入 21 世紀,互聯網、大數據、人工智能等技術迅速崛起;其發展為傳媒業帶來巨變,對應為傳媒教育也帶來了質的變化。以人文教育為本的新聞傳媒教育,與科技快速擴張本身存在與生俱來的張力與矛盾,在洶湧的傳媒科技革命浪潮下,傳媒教育是否應讓科技知識作範式主導?本文以香港浸會大學傳理學院為案例,從知識社會學角度分析新聞與傳播教育在新的社會環境和媒體生態下的情境和發展,著重探討科技對傳媒教育知識和課程的影響與挑戰,並以範式轉移的視角審視該領域的變革。

In the 21st century, the fast-growing development of the Internet, big data, artificial intelligence (AI) and other technologies have brought about tremendous changes in the media industry, and correspondingly brought qualitative changes to education in journalism and communication. Inevitably, the humanistic nature of journalism education has inherent tensions and contradictions with the rapid expansion of science and technology. Under such circumstances, should science and technology dominate the paradigm in the area of education in journalism and communication in the digital age? Drawing on theoretical contributions from the theory of sociology of knowledge, this article assesses the current situation and development of education in journalism and communication in Hong Kong based on a case study of the School of Communication of Hong Kong Baptist University by analyzing its history and approaches in dealing with the ever-changing social environment and media ecology. Some noteworthy findings have been drawn from the analysis. The changes in the curriculum, in particular, have revealed the paradigm shift in education in journalism and communication.

知識社會學；案例分析；新聞及傳播教育

sociology of knowledge; case study; education in journalism and communication