On The Responsibility Ethics Education Of Students

Responsibility Ethics has become an important topic in ethics since this concept was first proposed by the German sociologist Max Weber. Ethic of responsibility is not only the center of moral construction, the inner request of the harmonious society and the most important part of the socialist core value, but also the expression of human beings’ social attribute and mission of schooling. With the critical inspection into the ethic of responsibility education in the elementary and secondary education in China, we can find it terribly ineffective. Therefore it is imperative to strengthen the ethic of responsibility education.This paper reviews the different ideas of ethic of responsibility in the classical ethics theories. The ethic of responsibility in virtue ethics aims at happy life through lofty moral integrity, while in duty ethics it is not only accord with obligations but out of that. Meanwhile, this concept in benefit ethics means to realize the happiest lives of the most people and Confucianism holds the idea of "benefitting all the people in the world". Contemporary ethic of responsibility advocates the long-run responsibility for the nature and the future besides the human being and currency.Ethnic of responsibility emphasizes that people should make their choices seriously and be responsible for the consequences, which highlights identity of the human beings’ nature and rationality of value. It maintains that people cannot take others as medium but as goals therefore the relationship between the subject and object should be of intersubjectivity. With the citizen social responsibility as the core of its value, it also stands for the responsibility, which contains the mandatory and the selective, for the sustained development of individual, organization, society and the nature.The regularity can be identified in the adolescent students’ formation of the responsibility ethic. It is generated in the dynamic development of sensibility, motivation, decision and character in responsibility ethic, which manifests as internal formation revealing how to form the new cognition of responsibility through assimilation and accommodation, observation and imitation showing the development of the children in heteronomy in their responsible behavior formation, role-play in which different responsibility cognitions grow by emphasizing,incorporating others’ points of view and attitude, and social interaction,as an integrative social practice, where the individual responsibility ethic gradually improves.Adopting the questionnaire method, the paper investigated the practice and education in responsibility ethic in elementary and secondary schools in modern China.It finds out that the disunity of knowing and doing in self, family, others, organization, society, nature as well as the future is very common among the students in this period, which leads to the "alarming" responsibility character based on the behavior and will of responsibility. In the Chinese transforming society, students’ education for ethic of responsibility and development of that might be negatively affected by the social culture, family structure change, family education, schooling under the exam-oriented education.In accordance with the requirements of social development and moral education in schools, education for ethic of responsibility, as a planned, well-organized and good-directed activity, aims at educating students to take the responsibility for their behavior. Studying the education content of responsibility ethic in two levels, the paper proposed the class responsibility and the role responsibility (e.g. student responsibility). With the common requirements for human being in responsibility ethic, Type I (class responsibility) contains the phase-in ethic responsibility education content with four levels including self&family, organization&work, society&nation, and future&mature. Type II is the ethic of responsibility education content for the individual with the special identity of "students", and it concludes three aspects, that is, education activity, teachers and student. There are essential requirements and ideal requirements for both the four levels and three aspects. At last, the paper discussed how to conduct the education for ethics of responsibility. In China, there are significant problems with the exiting approaches such as permeating by teaching, class management, role playing, and habit formation,for example, they are superficially and practicing with little effects. Thus the paper proposed the some strategies to improve the education for ethic of responsibility in curriculum, class management, social practice, civic education, habit formation, social cooperation, policy support, assessment mechanism.