The Research On College Students’ Public Welfare Education Under Humanistic Solicitude

College students’ public welfare education is the education of public welfare activities’ consciousness, spirit, knowledge, ability and taking part in the corresponding public practice activities. Our country’s public welfare activities started late, and the public welfare culture is not well developed. The development of public welfare falls relatively behind. College students’ awareness of public welfare education is not very mature. One of the notable features is the public welfare education is not popular. Many people put the public welfare and charity confused, thinking that the public welfare is about rich people, and it is the material from the rich to the poor. The material is not rich, so no public welfare needed. In fact, the modern public welfare view and the traditional concept of charity have the obvious difference. Charity is a humanitarian, mostly to solve the immediate difficulties parties, while public welfare is focused on solving social problems, focusing on the future. Charity is the traditional; public welfare is the modern. Charity is generally one-way, from the strong to the weak, from the rich to the poor. Public welfare stresses that everyone is equal, everyone can be, and in the public welfare, strengths and weaknesses can be converted from each other. The conversion’s point is the humanistic solicitude. Charity is part of public welfare, but charity is not a substitute for public welfare. Everybody may become the victims of social problems, so everyone should do his social obligation and responsibility to participate in the public welfare. Only when everyone from deep inside reach the growth of a socialist core value of civilization, harmony, honesty, friendly view, weak public welfare undertakings will gain new vitality and the vigor.Public welfare education does not advocate "help others at one’s own expense", "being harsh to his family while generous to others" values. This is because the charity is not sustainable and universally, there may be aborted public welfare undertakings. Public welfare education is not “moral kidnapping”, advocating to act according to one’s capability, and do everything in one’s power willingly; public welfare education do not advocate blindly charity, pain public welfare, advocating “limited social resources consumption” principle, dedicated to the aesthetic of life with joy.Humanities and public welfare go hand in hand, mutual support. They are both for life and life growing attention and concern. Without humanistic solicitude of the public service, it is not called public welfare. Public welfare must reflect the humanistic solicitude. Public welfare education is an important way to promote the humanistic solicitude, and humanistic solicitude is the ultimate goal of the public welfare education. Humanistic solicitude is the core of public welfare education, being a lovely person, and it is one kind mood, also an in-team, national feelings. When the sublimation of love-related emotion as love, will influence character by environment as a kind of public culture, this is the success of education, but also a social respectable attraction. The goal of public welfare education is to further expand the public’s camp, driving more people to undertake social obligations, providing more urgently needed aid and development opportunities for vulnerable groups and people around, making people feel concerned for the truth and value in the social life; one person also consciously devoted to the public welfare. Public welfare education helps to promote humanistic solicitude.This research is done through the way of questionnaire. It can be learnt that the public interest of contemporary college students are roughly represented as: they have high enthusiasm to participate in public welfare activities and they have gradually formed the habit of the public responsibility. However, their knowledge and attitude to the public welfare vary greatly and the types and ways of public welfare activities are relatively narrow. Thus, the capacity and efficiency need to be improved urgently. The research suggests that subjective factor, culture factor, mechanism factor and environmental factor. The four factors influence the development of college students’ public welfare view. How to resolve the unfavorable factors into favorable factors, so that our country public welfare undertakings to become a conscious and not show or minority affairs. In order to put forward implementation the meaning of college students’ public welfare education and enhance public welfare education under humanistic solicitude approaches are: increasing public welfare education content, popularization of new public welfare ideas; innovating public welfare education method, promoting the humanistic solicitude; creating a variety of ways of public welfare education and setting up scientific and orderly public welfare operation mechanism.