Concerning The Cultivation Of The College Students' Social Responsibility

Undergraduates’sense of social responsibility refers to their realization of and faithin the responsibility to the country, the society, others and themselves, and refers to theirattitude towards abiding by laws, conforming to social conventions and shoulderingresponsibilities. Commonly acknowledged as the future and hope for the state and thewhole nation, if the contemporary undergraduates truly bear a strong and firm sense ofsocial responsibility in mind, this will be of great benefit and significance to not only therealization of individual dream and ideal, but also to the prosperous future of the wholenation. Therefore, in the implementation of scientific outlook on development and thebuilding of a harmonious socialist society, the cultivation of undergraduates’sense ofsocial responsibility should be uplifted to a strategic level, collaborating the efforts fromfamily, school and society and integrating diversified cultivating methods andapproaches.Accordingly, this thesis is divided into five parts:Part one: Preface. In this part, a generalization is given on the significance andcurrent situation of undergraduates’sense of social responsibility, which is followed byan explanation on the theoretical and practical significance for the justification of thistopic. To specify, the cultivation of undergraduates’sense of social responsibility servesas not only an essential component of ideological and political education, but also theenrichment to its methods and approaches, while making great contribution to theelimination of negative phenomena among the contemporary undergraduates. The motiveand approach of this thesis are based on the analysis of existing research findings in thefield of the cultivation of undergraduates’sense of social responsibility. A combination oftheory and practice are employed in the study and research on the basis of several yearsof experience in student affair administration and also on the organization and analysis offragments and piecemeals of existing research findings.Part two: Contents and significance of undergraduates’sense of social responsibility.In this part, the implication of undergraduates’sense of social responsibility iscrystallized upon an illustration of the relationship between“responsibilities”and“senseof responsibility”. Hence a conclusion that undergraduates’sense of social responsibilityis inclusive of five components: to the society, to the country, to the family, to others andto themselves. To specify, to themselves, they should uphold reasonable aims and goals,value their lives and fulfill their duty as students; to family, they should show care andrespect to parents; to others, they should be nice and honest; to the country, they shouldbe patriotic to the state and the party; to the society, they should abide by socialconventions and protect the environment. Naturally enough, the cultivation ofundergraduates’sense of social responsibility is positively conducive to national andsocial development, enrichment to the approaches of ideological and political education,and undergraduates’own growth and development.Part three: Current situation and the reasons in terms of undergraduates’sense ofsocial responsibility. Following a description of the positive side, a detailed illustration ismade on the negative side of the status quo, namely, bad ability in self-discipline, loss ofsense of honesty, lack of sense of gratitude, self-centeredness, inferior sense of publicmoral, etc. After this, an analysis is made on the reasons for the missing of the sense ofsocial responsibility on the part of undergraduates from seven aspects: politics, economy, and social environment, influence of the internet, undergraduates’cognition levelf andamily.Part four: Current situation of the cultivation of undergraduates’sense of socialresponsibility. Colleges of higher learning in our country attach great attention toideological and political education, but the case in the cultivation of undergraduates’sense of social responsibility is far from enough. To specify, innovation is missing in themethods and means adopted; contents and aims are detached from the reality; educationalchannels are not integrated into one.Part five: Cultivating approaches of undergraduates’sense of social responsibility.An integrated educational system should be formed combining the efforts as from society,family and school. School should fulfill its part as the main power in cultivatingundergraduates’sense of social responsibility, attaching great importance to theideological and political courses and reforming the employed methods and contents;uplifting undergraduates’ability in moral cognition and deepening undergraduates’understanding of the contents of sense of social responsibility, through the teaching onthe sense of“honor”and“disgrace”, through the publicity and education of Program forImproving Civic Morality, through thanksgiving education and education on currentpolicies and events; perfecting a educating system in the whole society throughenhancing the construction of the teaching staff and faculty, improving rules andregulations in college, transforming the idea in running the college, and reformingundergraduates’reviewing system; enriching the carriers of cultivating undergraduates’sense of social responsibility. In the course, students should deepen their knowledgeabout sense of social responsibility. Starting form trivial events, they should hold thoseadvanced figures as moral bacon and further their theoretical study in politics. In family,parents should behave well themselves while lecturing the students, casting away thetraditional educational ideas and methods. In terms of education in society, the guidanceand security as from government, the supervision as of social consensus and the influenceof the internet should be put into full play, creating a sound outer environment for thecultivation of undergraduates’sense of social responsibility.