Essay on responsibility of students and schools in …

The panel was especially concerned about the inadequate attention colleges and universities give to the purposeful development of students' personal and social responsibility at a time in their lives when their identities are undergoing formative development. George Kuh (2005), for example, reports a decrease over the past decade in the percentage of students at all types of colleges and universities who say they have made significant progress in developing their values and ethical standards while at college. "A silent tragedy may be in the making in American higher education," Kuh concludes. "Faculty support for educating the whole student has declined and so have student gains in areas related to character development."

Responsibility essay for students - …

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Self responsibility essay for students

The cultivation of virtues associated with what we label here as "personal and social responsibility" was a guiding principle for the original American liberal arts colleges. Following the framing of the U.S. Constitution, the colleges immediately owned a role in fostering the virtues required to sustain a self-governing republic. Drawing on this tradition, American colleges and universities continue to proclaim their role in fostering high ethical and moral standards. The mission of Duke University, for example, is "to provide a superior liberal education to undergraduate students, attending not only to their intellectual growth but also to their development as adults committed to high ethical standards and full participation as leaders in their communities." Similarly, the mission of Swarthmore College recognizes that "a liberal education is concerned with the development of moral, spiritual, and aesthetic values as well as analytical abilities." A recent study of 331 mission statements from top-ranked colleges and universities suggests that one-third of the campuses currently address values, character, ethical challenges, and/or social justice in their mission statements (Meacham and Gaff forthcoming).


Over the course of the twentieth century, however, the academy became increasingly uncomfortable with the enactment of this role. Notwithstanding the evidence of a vestigial commitment found in mission statements, many educators are reluctant to address moral issues with students. Some fear imposing their own values on students; others believe that morality is an inherently personal issue, or that teaching and learning should be restricted to subject matter and analytical skills. Although research shows that dimensions of personal and social responsibility do continue to develop in college (see Lynn Swaner's article in this issue), the question of whether institutions of higher education should educate for such development is often raised. The view that educating for personal and social responsibility may be "none of our business" is not at all uncommon.

With power comes great responsibility essay for students

Moral responsibility essay for students ..

Of course, it is one thing to articulate such aims or to say that we in higher education commit ourselves to purposefully enriching our teaching and curricula to achieve them. It is quite another thing to actually measure students' moral and ethical development or their acquisition of personal and social responsibility. Thus far, most assessment efforts have been focused primarily on the cognitive dimensions. In this case, however, the life of the mind is hardly sufficient.

For students Responsibility essay

As many leaders from residential campuses concede, the so-called "hidden curriculum" taught by campus culture works directly against the academy's espoused goal of preparing students for personal and social responsibility. Certainly there are many students on any campus who exhibit all the qualities of personal integrity and social responsibility one might wish--and many programs that support them. Nonetheless, the evidence is abundant that students typically spend only a small fraction of their campus time on actual study; cheating is common; the party culture is at cross-purposes with both ethical and academic values; the de facto disconnect between student learning and student life tacitly invites students to keep their studies scrupulously separate from the personal exploration that inevitably occurs in college; and because of this disconnect, students frequently are left to their own devices in addressing the spiritual, ethical, and interpersonal challenges they encounter in college.

Rights and Responsibilities of Students

In an essay entitled "A Moral for an Age of Plenty," the scientist-philosopher Jacob Bronowski (1978) tells the story of Louis Slotin, a tale that reveals in dramatic form the moral anatomy of the necessary interplay between personal and social responsibility. Slotin was a nuclear physicist who worked in the laboratories at Los Alamos to help develop the atomic bomb. In 1946 he was conducting an experiment in the lab that required assembling pieces of plutonium. He was nudging one piece toward another, by tiny movements, in order to ensure that their total mass would be large enough to make a chain reaction, and he was doing it, as experts are prone to do such things, with a screwdriver. The screwdriver stopped, and the pieces of plutonium came a fraction too close together. Immediately, the instruments everyone was watching registered a great upsurge of neutrons, which was the sign that a chain reaction had begun. Radioactivity was filling the room.