In early 1988, the U.S. Supreme Court, in "Hazelwood School District v. Kuhlmeier," held that school administrators may exercise "editorial control over the style and content of student speech in school-sponsored expressive activities so long as their actions are reasonably related to legitimate pedagogical concerns." A positive outcome from this decision would be a renewed interest in the teachings of ethics in the high school journalism curriculum. Although there is a plethora of literature dealing with student-press law, little scholarly attention has been paid to the teaching of media ethics within the public academy. There is a growing feeling that teaching First Amendment rights is necessary, but teaching students to think analytically and to act with moral conviction is just as essential. Since many practicing journalists receive their first formal training on the high school newspaper, it is imperative that their education be well-grounded in the ethical standards of the profession. This pedagogical objective necessitates a "values oriented" rather than a "values free" approach to journalism education. The teaching of journalistic values, whereby students are the passive receptors of knowledge, is a necessary but insufficient condition for ethics training. Students need to be more actively involved in this values-oriented education, and the pedagogical tool through which this can be accomplished is the "case study simulation" method based upon sound principles of moral reasoning. (Seventy-two notes are included.) (Author/MS)