conclusion of civic responsibility essay

Conclusion: About Responsibility

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conclusion of civic responsibility essay

Kenneth A. Manaster

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T he preceding chapters explored whether the legal system can provide useful guidance to anyone who wishes to be a responsible citizen in dealing with public issues. The key word is “responsible,” and perhaps the best way to sum up the guidance offered in this book is to say that ultimately it is all about the exercise of responsibility. As was stated at the beginning, if democracy is to be more than a hollow word, we each have a civic responsibility to make up our mind about public issues and to express our conclusions. The point was well stated in a 2012 national report on civic learning: “To be an American means to take responsibility for democratic purposes, practices, vitality, and viability.” 1

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The National Task Force on Civic Learning and Democratic Engagement, A Crucible Moment: College Learning and Democracy’s Future (Washington, DC: Association of American Colleges and Universities, 2012), 69.

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Beaver County, Pennsylvania Court of Common Pleas, A Juror’s Guide to Jury Duty in Beaver County , 2, www.beavercountycourts.org /JurorsInstructions.htm (site discontinued); Michael J. Sandel, Justice: What’s the Right Thing To Do? (New York: Farrar, Straus and Giroux, 2009), 85;

and Administrative Office of the United States Courts, Handbook for Trial Jurors Serving in the United States District Courts , 13, accessed February 17, 2013, “ www.uscourts.gov /FederalCourts/JuryService.aspx”.

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Manaster, K.A. (2013). Conclusion: About Responsibility. In: The American Legal System and Civic Engagement. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137342331_8

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Voting as a Civic Responsibility, Essay Example

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Voting is a process whereby individuals, such as an electorate or gathering, come together to make a choice or convey an opinion, typically after debates, discussions, or election campaigns. Like paying taxes, jury duty, and obeying the law, voting is also considered a civic responsibility. Voting ensures that one actively participates in the wider life of the community in a knowledgeable, caring, and productive manner with an emphasis on the greater good by electing responsible leaders. Voting protects the democratic rights of every citizen as the leaders will be motivated to represent their interests. Moreover, voting enhances the economy, social agendas, environmental policies, foreign policies, accountability, and human rights through fair representation by elected leaders. Voting also enables the citizens to be part of the country’s decision-making on issues affecting them.

Failing to vote is a sign of giving up on an individual’s constitutional rights. The Constitution of the United States recommends voting as a fundamental human right to ensure accountability in representation. Failing to vote shall lead to incompetent leaders being elected, thus derailing the development of the community. Voter education will be critical to ensure high voter turnout during elections. The sanitization should entail providing non-partisan and unbiased information to convince the citizens to register as voters and learn about the ballot regulations and their candidates. Candidates should lead the education as they conduct their political campaigns.

Moreover, advertisements, stump speeches, and theme songs should be emphasized on all media platforms. Companies should take at least two hours weekly to educate their workers on the election procedures and the importance of participation in the general election. Lastly, the government should make the voting periods public holidays and even allow voting during weekends to ensure a high turnout.

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4: Rights and Responsibilities of Citizens

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Robert W. Maloy & Torrey Trust
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Supporting Question

What is the role of the individual in maintaining a healthy democracy?

"A citizen is a participatory member of a political community. Citizenship is gained by meeting the legal requirements of a national, state, or local government" (quoted from Center for the Study of Citizenship, Wayne State University, 2021).

In the United States, both citizens and non-citizens have rights and responsibilities in their civic, political, and private lives; that is, they enjoy the freedoms of a democratic society while having responsibilities they are expected to perform including obeying laws, voting in elections, working with elected leaders, engaging in peaceful protest, and affirming the fundamental principles of American political and civic life.

U.S. history has numerous examples of individuals who showed political courage and leadership in support of democratic values and freedoms, but it also includes multiple times when individuals and groups failed to live up to the ideals of the Declaration of Independence and the Constitution. In modern society, public and private interest groups, political action committees, and labor unions more than individual citizens play powerful roles in lobbying for social and economic change.

In the video below, Supreme Court Justices Sonia Sotomayor and Neil Gorsuch discuss the importance of citizenship and voting (Note: The YouTube version of the video does not provide closed captions. For the original video with closed captions, go to the CBS News page ).

Topic 4 explores the rights and responsibilities of citizens in our democracy. It consists of 13 modules ranging from how to become a citizen to the different ways that each of us can actively participate in political and civic life through voting, public service, political protest, and membership in public and private interest groups.

4.1: Becoming a Citizen The process for becoming a U.S. citizen. The question of what it means for Puerto Ricans to be citizens when Puerto Rico is not a state. Controversies over when someone should be granted asylum in the United States.
4.2: Rights and Responsibilities of Citizens and Non-Citizens The responsibilities of citizens, and the specific rights of citizens and non-citizens. The suspension of rights of Japanese Americans interned in camps by the U.S. government during World War II. The question of which individuals or groups deserve a national day of recognition for fighting to establish and preserve civil rights and civil liberties.
4.3: Civic, Political, and Private Life The distinctions between civic, political, and private life. The impact on these areas of life from COVID-19 policies, women's participation in politics, and proposed policies of guaranteed jobs or universal basic income.
4.4: Fundamental Principles and Values of American Political and Civic Life Exploration of four of the shared principles and values of American political and civic life: equality, rule of law, limited government, and representative government. How the 14th Amendment to the Constitution has extended these principles and values to African Americans and other marginalized groups. The protections and limits of students' rights at school.
4.5: Voting and Citizen Participation How who votes or doesn't vote is impacted by voter apathy and lack of access to votes. Limitations on the voting of African American and other minority groups through poll taxes, literacy tests, and voter restriction laws. Possible methods for increasing voter turnout, especially of young people.
4.6: Election Information The influence of persuasion, propaganda, and political language on elections. The history of presidential debates in U.S. elections. The issue of whether campaigns should be publicly financed.
4.7: Leadership and the Qualities of Political Leaders Examples of political leadership as an appointed official (Frances Perkins), an activist (Margaret Sanger), and an elected official (Harvey Milk). The contributions of Black inventors such as Benjamin Banneker and George Washington Carver to math, science, and politics. Who people today consider the most famous Americans.
4.8: Cooperation between Individuals and Leaders How ordinary people can effectively communicate their concerns to their political leaders. Includes examination of contacting members of Congress, the changes achieved by youth activists, and the effects of boycotts and buycotts.
4.9: Public Service as a Career Options for a career working for local, state, or federal governments, with an emphasis on education. Brief examination of the history of public education in America and the importance of teaching as a career.
4.10: Liberty in Conflict with Equality or Authority Attempts in the United States, both historically and in the modern day, for marginalized individuals and groups to gain the freedom they need to be full participants in a democratic society. Includes an overview of the civil rights movements for African Americans, Latinos, women, workers, and LGBTQ people; a case study of the U.S.'s annexation of Hawaii; and controversies over the rights of transgender students in K-12 schools.
4.11: Political Courage and Those Who Affirmed or Denied Democratic Ideals Case studies of individuals who displayed political courage and affirmed democratic ideals through their actions: Joseph Cinque and John Quincy Adams in the Amistad case; John Scopes; Cesar Chavez, Dolores Huerta, and Larry Itliong in the Delano Grape Strike; and Claudette Colvin. Cases in American history where democratic ideals were denied, including race massacres, the Indian Wars, and McCarthyism and the Red and Lavender Scares.
4.12: The Role of Political Protest Forms of political protest, including the civil disobedience practiced by Mohandas Gandhi and Martin Luther King, Jr.; the struggles against child labor, discrimination towards LGBTQ oppression, and environmental racism in the form of the March of the Mill Children, Stonewall Uprising, and Standing Rock Pipeline Protest; and the impact of anti-war literature and protest songs.
4.13: Public and Private Interest Groups How interest groups, political action committees, and labor unions can influence public policy. Case study of the impact made by the Pullman Strike of 1894, which affected railroads across the nation. The role of money in elections, and where it can be sourced.

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Civic Responsibility and Voting

Updated 13 November 2023

Subject Elections , Political Science , Politics

Downloads 42

Category Government

Topic Voting , Democracy

Civic responsibility refers to the duty of a citizen. It comprises of actions that are geared towards social participation and governance within a society. Depending on constitutional and social policies in a community, civic responsibility may entail responsibilities in government, churches, and voluntary groups (Dalton and Welzel 5). Furthermore, advocacy actions caused by factors such as political, social, and economic evils also amount to civic duty. Primarily, civic responsibility is important in society because it supports democratic and philanthropic success in a country. Voting is an example of civic responsibility. Be it in national elections or in various societal associations, all citizens have civic responsibility to vote leaders of their choice. Through voting, citizens also exercise their democratic rights to determine methods of governance.

Individual Case Study

Recently, I registered as a voter for the United States national elections. Taking part in elections is a civic responsibility in most countries. To attain the desired approaches to governance and democracy, all citizens should vote. As a registered voter for the U.S. national elections, I can vote for my preferred candidates to hold different offices. Starting from the President of the U.S. to state legislators, voting as a civic duty is the most essential tool for prosperity of America. That is, if all citizens turn up and vote without being influenced by political or discriminatory issues, individuals elected to office will portray the best interests of civilians. I believe that I have taken the first step by registering and subsequently, voting in the next elections will be a fulfilment of my civic responsibilities.

Although voting is considered as a civic responsibility, there is a debate on the exercise as a right too. In the United States, for example, voting is a right. Other developed democracies such as Britain and countries in the Middle East also consider voting as a human right (Dalton and Welzel 5). When assessed from a human rights perspective, voting supersedes civic responsibility. That is, electing leaders is then treated as an activity in which individuals have the right to choose whether to take part or not. However, when considered a civic responsibility, it appears like a mandatory call. According to Almond and Verba, activities that are identified as civic responsibility are often obligate in nature (12). Therefore, when voting is categorised as a civic duty, all citizens are entitled to take part in the exercise.

Voting also portrays civic responsibility from a political participation perspective. As a citizen of the U.S., it is my responsibility to ensure that political governance is right. Since I may not be actively involved in politics, the best I can do for my country is voting in the best leaders. All humans desire to live in an ideal world where they can realize their dreams. For this reason, the current generation must lay a proper foundation for future generations. Civic responsibility is a tool that can be used to improve the world and ensure that through effective governance, society is ready for the future. Voting is also considered as a moral civil responsibility because it is the leeway for establishment of an inclusive government with the interest of all stakeholders at heart.

Comparison with other Cultures

As a civic responsibility, voting is embraced in most cultures. In British Culture, for example, voting is considered as a civic responsibility because of the benefits to society. It is only through voting that society can come up with structural leadership and development. Although the British governance system is different from that of the United States, voting lies at the heart of the Constitution (Almond and Verba 13). Britain has also become a modern democracy through support of civic responsibilities particularly free and fair elections. Such a system is comparable to the U.S. and other developed democracies. Even in developing countries, voting is a civic responsibility and right for all citizens.

In an interview with a friend from Britain, he revealed that voting in the British culture is positively embraced as a civic responsibility. In fact, it is a fundamental right that is enshrined in the Constitution. He also noted that most people consider voting as an avenue through which they can express their concerns in matters governance and social development. Both as a right and civic duty, voting is fundamental and brings together people from diverse cultures to unite. In the interview, I gained more insights regarding cultural perceptions of civic duty and how such feelings influence social and economic outcomes in society.

Civic responsibility simply refers to the duties of a citizen. Often, such duties involve political participation and social organizations. Voting is a civic responsibility of all citizens. Regardless of political affiliation or ethnic origins, voting allows everyone to express their feelings through the ballot. Since civic responsibility should create effective societal systems like good governance, voting qualifies as a civic duty. Furthermore, not all citizens can become leaders concurrently, implying that voting gives people an opportunity to elect representatives. Having registered as a voter for the United States national election, I am fulfilling my civic responsibility.

Works Cited

Almond, Gabriel Abraham, and Sidney Verba. The Civic Culture: Political Attitudes and Democracy in Five Nations. Princeton university press, 2015.

Dalton, Russell J., and Christian Welzel, eds. The Civic Culture Transformed: From Allegiant to Assertive Citizens. Cambridge University Press, 2014.

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How To Write the Princeton Civic Engagement Essay

This article was written based on the information and opinions presented by Elias Miller in a CollegeVine livestream. You can watch the full livestream for more info.

What’s Covered:

Overview of the prompt, connecting your values and experiences to the prompt, how does service differ from civic engagement.

Princeton requires all applicants to complete multiple supplemental essays . The civic engagement prompt reads as follows:

“Princeton has a long-standing commitment to service and civic engagement. Tell us how your story intersects or will intersect with these ideals. (Recommended 250 words.)”

This prompt is meant to better illustrate your personal values as an applicant. The prompt gives you some background on one particular campus value and asks you to reflect on your own experiences and how they align with Princeton’s commitment to service. Keep in mind that the keyword in the prompt is story. This prompt is not an invitation to list all your achievements in community service like you would on your resume. With a 250-word limit, it’s important that you convey relevant details from your story as effectively and concisely as possible.

This question is twofold. The admissions committee wants to learn about a deeply held part of your identity from which you are motivated to perform civic engagement and service. The prompt also asks you to reflect on how your values intersect with Princeton’s values, so it is OK to devote some space in this essay to discussing specific programs that do align with your interests.

Don’t be afraid to call out different clubs, classes, programs, or initiatives on campus that connect with your particular interests and how they intersect with service. Do focus on one particular interest or concern if you can. With only 250 words to spare, less is more, and focusing on one key experience or aspect of your identity will demonstrate more thought and effort than just listing several experiences from your resume.

As you write, think deeply about what service means to you. It’s important not to fill up space by simply regurgitating the prompt or using buzzwords. Be specific in both your connection to Princeton’s values and your own unique experiences. Consider Princeton’s culture and opportunities unique to the university. Perhaps you’re planning to delve into research or create socially conscious art. Think about what you will bring to the campus and its broader community.

Be specific and authentic. Discussing broad issues like global poverty or homelessness are unlikely to set your essay apart and can potentially come off as impersonal, particularly if your extracurriculars and accomplishments don’t align with these service areas. Instead, pick a subset of a larger issue that seems manageable, such as providing essential services to homeless individuals in your area. Drilling down into a smaller issue that you can have a meaningful impact on will help you create a stronger, more personal response.

Once you’ve identified an issue or initiative that resonates with you, think about how studying at Princeton will enable you to reach your goal. Perhaps there are student organizations with similar missions or current student activism projects that you find interesting. Discuss how those opportunities would allow you to apply your skills in the best way.

The terms “service” and “civic engagement” are often used interchangeably. Service is often associated with volunteering or unpaid work. However, there is also “public service,” a term which is often used to describe the work that politicians or certain types of government workers perform. However, the blanket term “service” typically describes volunteer or community service projects aimed at providing important goods or services to the public.

Civic engagement is a little bit broader and is not limited to volunteer work. Civic engagement can describe almost anything you do to be an active part of your community. That could include voting, participating in a local town hall or community meeting, specialized internships, or working on an election campaign, to name a few examples.

Whether you’ve volunteered hundreds of hours or only two, writing a strong community service essay can be quite the feat. Check out this post for more tips on writing a standout community service essay.

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Civic Engagement Essay Sample: Academic Reflective Blog

Civic Engagement Essay Sample

Academic Reflective Blog

Introduction

This discussion features a number of blog entries on the topic of civic engagement to better understand the process and what it brings to those who take part in it. The first blog of the series considers what civic engagement is and what my volunteering effort was comprised of. The second post explores motivations for volunteering, by comparing and contrasting my own drivers with those that can be seen within the literature. The third blog post examines how I contributed to improving the service and my challenges and limitations in doing so. Finally, the last post will discuss the application of learning as a result of the process to my future nursing practice.

This blog post examines what civic engagement is, and my own civic engagement at a local organisation. It is helpful within this discussion to understand what is meant by the term “civic engagement”. Civic engagement does not have one single definition that everyone agrees with, but a definition that helps to encompass what it is might be: people coming together to take group action to address factors of concern for the public (Battistoni, 2017). It involves building skills and knowledge to create change and make a difference (Griffen, 2020). Civic engagement can take a variety of different forms, according to Bee and Guerrina (2017). For example, Bee and Guerrina (2017) argue that civic engagement includes everything from voting through to fundraising for good causes or undertaking types of community service. It includes volunteering at charities

For my civic engagement, I chose to volunteer at the charity organisation that is my local church. There are a number of different types of help that the church provides to the local community. These include operating a youth group, giving guidance to those in need and providing support to those that may need it – such as food, for example. The church also runs various community events with some regularity, to bring people together and also to raise awareness and funds.

I was assigned to work in the children’s department at my church. My activities included teaching children about God and about good behaviour in society. This required me to develop lessons and activities for the children. I needed to be organised and creative to undertake preparation for classes. I wanted to deliver classes that would be interesting and engaging as well as age appropriate for the children I was teaching. The ages that I worked with differed over the time period of my volunteering at the church. My activities also included assisting other teachers as needed.

I was somewhat nervous at the start of my activities volunteering with the church because I had not really taught children before, though I had experienced the teaching of other church teachers when I was a child. As Sagiv et al. (2022) point out, this can be the case at the start of the process. However, through being faced with new situations and different challenges, volunteers can draw on their creativity to deliver what is needed of them (Sagiv et al., 2022). Despite my anxieties, I was excited about getting started and I was hopeful and optimistic that I would be able to do a sufficient, or ideally, a good job. I hoped that this would help me to achieve new levels of personal potential through volunteering, as Brady et al. (2020) highlight can be possible.

This blog post will explore motivation for civic engagement, examining why people volunteer and why I volunteered. It will consider what I hoped to achieve through my civic engagement activities. There are different perspectives within the research on why people choose to volunteer. To some level, this depends on what they are volunteering on. For example, Silva et al. (2015, p. 48) argue that volunteers in disaster zones are motivated due to proximity and a “need to act”. While proximity was an advantage in my case, a drive to act was not, and neither motivator really explains my own civic engagement process effectively.

From considering the analysis of Loth et al. (2020) which suggests that altruism is one motivating factor for volunteering, I would say that this was an important driver in my situation. I wanted that whatever I did, it would be something good, and that I would be able to feel good about what I did. A research study by Johnson et al. (2018) on volunteer motivations with regard to tree monitoring in New York City identified that personal values were an important reason for volunteering, as is contributing to one’s own community. While my period of volunteering had nothing to do with tree monitoring, the motivations presented by Johnson et al. (2018) resonate clearly with me. I wanted to contribute to the community by helping to teach children the differences between right and wrong as the church sees them. Given that I am a committed Christian, this was closely linked to my own values of doing right and wrong and wanting to promote a better society as a result of my actions.

There are also other reasons that people tend to volunteer. For example, Loth et al. (2020) also argue that personal gain is one motivator for volunteers, particularly with regard to gaining new skills (Arnett, 2016). Research by Fernandes et al. (2021) also concurs on this point, suggesting that personal development is an important motivator for volunteering. These are commonly cited reasons for volunteering, but they were not particularly pertinent for me, except for on one specific point. What I did want to accomplish was to get to know potential service users in my local community and gain improved cultural competence with regard to understanding them and being more aware of differences between people. This was somewhat of a motivator but not the main one. Interestingly, as Guntert et al. (2021) argue, two people doing the same form of volunteering can have vastly different motivations. Therefore, someone working alongside me, volunteering in a similar role could for example, be motivated by learning how to teach, with a view to becoming a teacher in the future. However, in my case, my motivation was largely about helping others.

In this blog post I will examine lessons that I learned, what I contributed to improve the service, and my own limitations and challenges with civic engagement. Starting with contributions, I believe that an important contribution that I made was setting up a shared spreadsheet within which different teachers could log the subjects of classes taught on any given session. This was motivated by an issue I experienced early on in my teaching, when the children in a particular class said that I was teaching them a lesson that they covered very recently. There was no way that I could have known that as the teacher had moved away. I thought that such a spreadsheet would not only help avoid this problem but would also spark ideas for other teachers. Smith et al. (2021) argue that for organisations, this can be one of the advantages of having volunteers – that they may bring new ideas for improved ways of working. As Steden and Mehlbaum (2019) suggest, this can lead to more efficient work approaches. I was grateful to receive positive feedback for this effort.

One of the challenges of my volunteering experience was the fact that I knew by its very nature it would need to be a non-permanent experience because once I graduate I will have to work on shifts and will not be able to commit to regular teaching sessions. Rochester et al. (2016) argue that longer term commitment to volunteering is more often the case in more recent forms of volunteering, when compared with the past. This can create challenges for volunteers and volunteering organisations (Rochester et al., 2016). For example, I found it difficult to build bonds with children towards the end of the volunteering period, knowing that I would not be continuing to teach them in the future. I do not believe that this impacted on the quality of my efforts, but it did impact on my emotional involvement in some cases.

Another limitation that impacted on my volunteering is that while I knew it was improving my well-being (Wray-Lake et al., 2019), it did also add a certain element of stress into my life at the same time. Volunteering was one activity that I did among an array of other tasks and activities that I needed to juggle. For example, I was also studying and working, and I also have family commitments. I found it a bit challenging during my period of volunteering to manage time effectively to ensure that I was able to balance everything and do a decent job of my volunteering too. I believe I did achieve this, but I did notice that the retired volunteers did not appear to exhibit as much stress, as those of us that were working. This may be a factor for consideration for organisations seeking volunteers in regard to volunteer time commitments and limitations in this regard.

This final blog post will consider how I will apply what I learnt during my civic engagement to my nursing practice.

I feel that during my period of volunteering, I became more self-aware of my personal values, These include being responsible and accountable, innovating, being self-motivated and empowering others, as well as having a passion for what I do. These values directly correlate with nursing practice, from my perspective. For example, the Nursing and Midwifery Council (NMC) (2018) Code of practice requires that nurses empower patients to help them to make decisions. I felt that during my time volunteering, this was something that I gained experience with, especially in my work with young people (rather than the very young children). Another example of this is my noticing areas for improvement and introducing innovative ideas. Finkelman (2020) describes how nurses are expected to introduce quality improvements to ensure that the standard of care can be enhanced for service users. The NMC (2018) Code supports this in the sense that it requires nurses continually work to improve their practice and that of their team. My experience of doing this at the church led me to better understand how to go about this and to avoid resistance in introducing change, which I can apply to my future role as a nurse.

During my volunteering experience, I regularly had to engage with a diverse range of people, both children and their parents, about their time at the church lessons. Through this, I believe I did gain a certain level of capability in understanding people of diverse backgrounds that I had not come across before in other realms of my life. Kersey-Matusiak (2018) argues that being able to work with a diverse range of people is a key skill for nurses, in understanding others and providing care that is respectful and fair to people of different backgrounds. While everyone I interacted with did share common Christian values, the range of people I worked with was all very different, so I can bring improved care to my nursing practice as a result. Nies and McEwen (2022) highlight that nurses that better understand diversity are more equipped to relate to different kinds of patients.

In short, I have learnt a lot from my volunteering experience, and have gained directly transferable skills as well, such as improved time management. I anticipate that in the future, I will want to volunteer again.

Civic engagement is a process through which people come together to act to improve communities and society. My own volunteering to achieve this was at my local church, where I supported the team as a teacher of children. My motivation was largely altruistic, and despite the fact that I did not set out motivated by a desire to gain new skills, I did anyway – and many of these will benefit me in my future nursing career. I have gained greater self-awareness during the volunteering process and have developed an understanding of how personal values and organisational values may benefit from being aligned. I believe this will be the case when I am a nurse in the future too, for the reasons highlighted within this series of blogs.

Arnett, J.J. (2016) The Oxford Handbook of Emerging Adulthood , Oxford: OUP

Battistoni, R.M. (2017) Civic Engagement Across the Curriculum , Boston: Campus Compact

Bee, C. and Guerrina, R. (2017) Framing Civic Engagement, Political Participation and Active Citizenship in Europe, London: Taylor & Francis

Brady, B., Chaskin, R.J. and McGregor, C. (2020) Promoting civic and political engagement among marginalized urban youth in three cities: Strategies and challenges, Children and Youth Services Review , 116, DOI: https://doi.org/10.1016/j.childyouth.2020.105184

Fernandes, A., Proenca, T., Ferreira, M.R. and Paco, A. (2021) Does youth civic engagement enhance social and academic performance ? International Review on Public and Nonprofit Marketing , 18 (1) 273-293

Griffen, A.J. (2020) Challenges to Integrating Diversity, Equity, and Inclusion Programs in Organizations, Hersey: IGI Global

Guntert, S.T., Wehner, T. and Mieg, H.A. (2021) Organisational, Motivational and Cultural Contexts of Volunteering – The European View , New York: Springer Publishing

Johnson, M.J., Campbell, L.K., Svendsen, E.S. and Silva, P. (2018) Why Count Trees? Volunteer Motivations and Experiences with Tree Monitoring in New York City, Arboriculture & Urban Forestry , 44 (2) 59-72

Kersey-Matusiak, G. (2018) Delivering Culturally Competent Nursing Care , New York: Springer Publishing Company

Loth, C.C., Namisango, E., Powell, R., Pabst, K., Leng, M., Hamada, M. and Radbruch, L. (2020) “From good hearted community members we get volunteers” – an exploratory study of palliative care volunteers across Africa, BMC Palliative Care , 19 (48) DOI: https://doi.org/10.1186/s12904-020-00545-w

Nies, M.A. and McEwen, M. (2022) Community / Public Health Nursing , London: Elsevier Health Sciences

NMC (2018) The Code, London: NMC

Rochester, C., Paine, A., Howlett, S. and Zimmeck, M. (2016) Volunteering and Society in the 21 st Century, London: Palgrave Macmilla

Sagiv, I.B., Goldner, L. and Carmel, Y. (2022) The civic engagement community participation thriving model: A multi-faceted thriving model to promote socially excluded young adult women, Frontiers in Psychology, 13 (1) DOI: https://doi.org/10.3389%2Ffpsyg.2022.955777

Silva, C.N. (2015) Emerging Issues, Challenges and Opportunities in Urban E-Planning, Hersey: IGI Global

Smith, K.A., Holmes, K., Lockstone-Binney, L. and Shipway, R. (2021) The Routledge Handbook of Volunteering in Events, Sport and Tourism, London: Taylor & Francis

Steden, R. and Mehlbaum, S.M. (2019) Police volunteers in the Netherlands: a study on policy and practice, Policing and Society , 29 (4) 420-433

Wray-Lake, L., DeHaan, C.R., Shubert, J. and Ryan, R.M. (2018) Examining links from civic engagement to daily well-being from a self-determination theory perspective, The Journal of Positive Psychology , 14 (2) 166-177

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Instilling Civic Responsibility in the Classroom

Rebecca Bates | Dec 1, 2011

Editor’s Note: Readers would have noticed references in the three Teaching column essays (by Moynagh and Weintrob, Bates, and Shifrin) to Project Pericles. Project Pericles is a nonprofit organization founded by philanthropist Eugene Lang to facilitate and encourage the integration of participatory citizenship into the educational programs of institutions that become members of the project. For further details, visit the web site of the project at www.projectpericles.org.

Since the early 1990s, there have been calls inside and outside the academy for a reform of higher education. Reformers advocate teaching methods that include engaged learning and ethical training for citizenship, rather than mere knowledge acquisition and abstract speculation. In response, many teachers of American history have experimented widely with service learning, although those of us who specialize in other historical fields have generally not embraced this trend. Instead, we have responded to the call for engaged learning with the old claim that our discipline uniquely prepares students to gain citizenship skills by cultivating critical thinking skills, objectivity, cultural sensitivity, and an awareness of the complexity of our world.

Committed to helping students become independent learners (rather than regurgitators of rote answers), I must confess to being a bit skeptical of service-learning courses which appear to me to have the singular objective of helping "the other." Consequently, I responded to a funding opportunity offered by Project Pericles to design a course that encouraged social responsibility and participatory citizenship. Much to my delight, Project Pericles endorsed my proposal to design a non-service learning course. As this brief discussion of the course design and implementation illustrates, I hope, history classes can be excellent models of a civil society.

Interested in focusing on a topic with a rich historiographical tradition, I proposed to teach a class on English responses to poverty from the 17th through the 20th centuries. Entitled "Social Responses to Poverty," this upper-division history course was open to students of junior and senior standing, regardless of their major. Enrollment was limited to 10 students. Topics included institutional responses to vagrancy; the criminalization of poverty; definitions of the family; the socialist critiques of capitalism; the rise of voluntary associations; and the relationship between philanthropic organizations and the state.

Given my concerns and goals, I chose not to focus on a singular historical interpretation of the causes of poverty. Instead, my efforts turned to incorporating elements of civic virtue into the classroom experience. Four elements of civic virtue, identified by Nannerl Keohane in her address, "Moral Education in the Modern University," became essential to the course. First, the class was designed to increase "an understanding of the interconnectedness of human beings, in the sense of our dependence on others to provide many of the goods and services." Second, students were required to consider, appreciate, as well as put into practice, "the need to subordinate some of our selfish impulses to the needs and aspirations of others in order to create a more secure and fruitful society." Third, readings and class experiences were selected to develop a "tolerance for individuals whose ways of doing things are different from one's own." And, fourth, the students were evaluated on their ability to collaborate to achieve a desirable goal that they could not achieve alone. 1

To introduce the historical content of the course, a combination of primary and secondary texts were assigned: indeed, one-third of our class time was devoted to unpacking the readings together. Given the students' varying levels of knowledge, active discussion was occasioned by impromptu mini-lectures that were intended to clarify or to deepen their understanding of the social, economic, cultural and political changes that underpinned English understanding of poverty and shaped policies for its alleviation. In this way, one-third of the course functioned as a standard seminar. I assigned the texts, students discussed the ideas, and then through continued dialogue we worked to a deeper understanding of the themes of the course and to develop historical skills. Verbal responses to sources suggested that the students were moving beyond thinking about poverty from their own context and beginning to look more critically at how responses to poverty were historically contingent. Through traditional academic study, the students had achieved one of my four goals: they were understanding, or at least exploring and considering, our dependency upon each other as human beings.

In pursuing the goal of subordinating personal achievement to achieve a more secure and fruitful society, I used a two-pronged approach. First, the selected readings, particularly those on the New Poor Law and workhouses, encouraged students to think critically about the complicated ways that people have tried to achieve a "secure" and "fruitful" society. We discussed how assumptions about the poor in the 19th century, in particular that the poor were latent criminals, meant that simply acting for the greater good did not assure that the greater good was achieved.

The course also stressed working collaboratively by a unique pedagogy. Rather than being assigned a research paper, on the first day of class the students were asked to decide collectively how they would share their historical findings with a wider audience. Their choice was to design a web site containing essays on the subject and drawing attention to parallels in contemporary society. Given their collective interest in writing "public essays," and their desire to use the web, the weekly structure of the class emerged. Two of the four hours a week were devoted to the students working together on their web site. While I attended some of these meetings, most of the time the students worked without my oversight. It was their responsibility to identify when and where they needed help and to ask for it. For example, it was not until the students asked for help in web design that I contacted the instructional technology department and arranged to have a web consultant work with them.

The additional two hours a week were discussion time. However, given their interest in writing public essays, each tutorial was framed around a student sharing a draft of his or her essay written on the subject for the day. In order to develop expertise and bring an element of coherence to the web site, the students elected to each follow a subtheme through the course. As a result, by the end of the term each student had written a series of essays on the subject of poverty through a specific lens. One student, for example, focused on Christianity, while another looked at the role of the family. Each class began with a student reading his or her short essay, while the other students were responsible for written and verbal feedback. Collectively, we practiced subordinating individual achievement for the collective goal of creating a web site. The great bonus was that it resulted in excellent peer review.

Tolerance for diversity also developed through the innovative class structure. Students had to work with each other closely, setting deadlines for web site development, determining which themes were significant, and reviewing each other's essays. Ethical issues were faced by students as they worked collectively. What do you do about a classmate who fails to turn in her essay on time? How do you fairly critique a fellow student's essay on poverty when you fundamentally disagree with his understanding of the relationship between personal responsibility and poverty? Rather than providing the answer as the teacher, my role became that of a mediator. In the example of the students' disagreement regarding personal responsibility and poverty, for example, we discussed the fundamental differences between Gareth Stedman Jones and Gertrude Himmelfarb. And, rather than coming to a consensus regarding which historical interpretation was valid, the class turned to discussing the strengths and weaknesses of Stedman Jones and Himmelfarb, as historians.

Above all, however, the major project of the course achieved the goal of setting aside individual achievement for a collective good. The students, with only minutes to spare before the project was due, constructed a fully functional web site on the subject of poverty. It contained essays and images that had been collectively vetted and appropriately linked. Hyperlinks in the essays on motherhood, for instance, brought an interested reader over to essays on the role of the Charity Organization Society in constructing notions of proper motherhood. Collectively they had produced a web site, while individually the students learned a great deal about Britain, poverty and a new form of communication.

This isn't to say that it all worked as I planned. Connections to the contemporary world never appeared on the web site. Furthermore, the essays were more academic than a public audience would be interested in reading. In the future, I may ask students to focus on historical figures, setting the figures in their historical context, and using historical voices to appeal to the public.

However, even when I consider these drawbacks, the achievements were many. The students walked away from the course having clearly learned about the changing nature of British society. They understood that poverty has a history; it is not a timeless phenomenon. The creation of workhouses, the propaganda of philanthropic organizations, and the demise of the welfare state tell the tale of changing understandings of poverty, but reflecting on these details from the past also offers an opportunity for students to shape their own ethics. And through the use of politically divergent historical scholarship I avoided promoting a single ethical interpretation and believe that I offered venue in which students could develop the tools to become free-thinking citizens.

Rebecca Bates is associate professor of history at Berea College.

1. Nannerl O. Keohane, "Moral Education in the Modern University," Proceedings of the American Philosophical Society , Vol. 142, No. 2 (Jun., 1998), p. 246.

Tags: Teaching Resources and Strategies

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Social Responsibility to Others Essay

Introduction.

Social responsibilities are vital and play an enormous role in every aspect of human life. Consequently, individuals must live in a wealthy and expanding society, and they must be mindful of both domestic and international responsibilities (“Roles and Actions”). “Millions” by Sonja Larsen, “Cranes Fly South” by Edward McCourt and “How to live in history” by Yvonne Blomer describes the various ways in which individuals should be responsible to others. Social responsibility allows a person to understand the interconnectedness of causes and effects that form the fabric of life.

The Power and Responsibility of the Adults’ Influence on Children

The interest of adults in children’s lives is significant in developing a child’s social skills. For instance, in “Millions” by Sonja Larsen, the child is obsessed by thoughts of buying guns (Larsen). However, upon being engaged by the school counselor, the child turns his attention to catapults and medieval weapons because they less harmful as the guns.

Parents face challenges in understanding children’s problems. For instance, despite being asked about the million-dollar question, the child’s interests comprised the anti-social activities (Larsen). As a result, the adult school counselor is forced to institute an assessment program to help the child change his thought processes.

Teaching children morality and sensitivity is one of the key responsibilities of parents. For example, through the school counselor’s continuous interest of the child, the narrator states, “sometime I’m a hero, and sometimes I’m the first victim” (Larsen). In this case, the narrator is capable of understanding the consequences of the adults influence on children by instilling social skills.

From the above analysis, responsibility and understanding of the consequences of the adults influence on children. Therefore, through adult’s social responsibility, children are able to understand the interconnectedness of causes and effects of certain life mistakes. The result is a change of behavior to the better.

Intergenerational Communication for Enriching Human Life Experiences

Through social responsibility, the conditionality of children’s love for the older generation improves. For instance, in “Cranes Fly South” by Edward McCourt, Lee’s love for his grandfather makes him take him to witness the flight of the crane because he knows it would be exciting to his grandfather. Lee does this despite the day being cold and bleak.

The probable extinction of the whooping crane, which is stated at the beginning of the narrative, links to the notion of mutual respect as the most important prerequisite for intergenerational communication. Grandfather is aware that his time on earth is limited and that he must see the majestic grandeur of the crane one more time before dying. This is realized through the help of his grandchild, Lee.

The story uses the symbolism of the whooping crane to mean a change of life. For example, his grandfather’s health begins to improve, which makes Lee pleased, as seen by his last words, “He’s gone south.” Grandfather will finally have a chance to see the sea (McCourt 143). It points towards the distinctive abilities and skills of children in adult’s life.

It is important to equal value the contributions of both parties through intergenerational communication. For instance, when the grandfather finally dies, Lee’s parents blame it on him. This makes Lee so depressed and anguished over his grandfather’s death. Therefore, grandfather’s delirious raving and the parent’s reactions demonstrate that children have insight into life and death, hence, the need for equal value contributions.

Listening As the Main Way of Knowing the World by a Child

Communication is one method of passing on a parent’s worldview to a child. According to Lee and Sandra, children develop self-concepts and beliefs depending on how their parents interact with them (48). Lack of communication between the child and the mother is clear when the narrator say, “he begrudgingly helps out his mom” (Larsen). Therefore, communication should be used to transfer the worldview of parents to a child.

Listening is also a way for a child to learn about the world by hearing both expressed and unspoken feelings and thoughts. For instance, according to Blomer, language is “the way your mother may have told you—her forehead pressed to yours, saying: Listen, dear, listen .” (Blomer. para. 3) As such, despite not loudly speaking, the child understands the mother’s communication through pressing of the foreheads alone.

Communication forms a new fabric of reality due to the perception of a child. In “How to live in history” Blomer relates language as both being a family and having the feeling of a child (Blomer). Furthermore, Blomer states that, “They forget that part of language is listening “(Blomer, para. 4). Therefore, language, which is communication, can be understood by children by visualizing the world through listening.

Listening is one of the primary ways a child learns about the world because it connects generations as well as the past and the future. For instance, in “Cranes Fly South,” Lee listens to his grandfather’s story about never having seen a whopping crane before (McCourt 143). The narrative points towards the child’s capacity to link the two generations using the symbolism of the whooping crane.

The Importance of the History of Intergenerational Relations

The importance of responsibility to others as a foundation of nation history is significant for intergenerational relations. Lee, a child, is closely related with his grandfather because of the social responsibility he feels for the old man (McCourt 143). This indicates the importance of history in relating the two diverse generations.

As a society and as a community, individuals should embrace the historical perspective of social aspects of life in order to establish social responsibilities within a society. Lee embraces the generational past aspects of the grandfather (McCourt 143). The effect is the unlocking of his grandfather’s happiness because throughout his life, he has been envying seeing whooping cranes go south.

Importance of the history of intergenerational relations is established by the interconnectedness of causes and effects in life. For instance, in Larsen’s narrative, the effect of obsession of guns by the child has a familial cause, and the effect could be life damaging to the child. Therefore, the narrative uses the interconnectedness of causes and effects in life in helping the child understand other important life perspectives.

Social responsibility is a key to comprehending the fabric of life. In Larsen’s story, without the school counselor and Lee, intergenerational relations are challenging. Therefore, social responsibility makes both the child and the narrator to establish the prerequisite of all the fabrics of life: the child’s viewpoint of life and the narrator’s perspective.

In conclusion, as indicated in “Millions” by Sonja Larsen, “Cranes Fly South” by Edward McCourt and “How to live in history” by Yvonne Blomer, Social responsibility enables an individual to comprehend the interdependence of causes and consequences that comprise the fabric of life. As such, listening facilitates connection with others and a sense of responsibility.

Works Cited

Blomer, Yvonne. “How to Live in History.” Create Victoria-Cultural Plan , Web.

“ Importance of Parents in Life: Roles and Actions .” Cuemath , Web.

Larsen, Sonja. “ Millions .” Little Fiction Big Truths , Web.

Lee, Glona, and Sandra D. Simpkins. “ Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers .” Journal of Adolescence , vol. 88, no. 1, 2021, pp. 48-57. Web.

McCourt, Edward. “ Cranes Fly South .” Web.

Pertussis Outbreak and Vaccination Against It
Journey to Self in "Quicksand" by Nella Larsen
Domains of Knowledge about Human Nature by Larsen and Buss
Swift's and Conrad's Critiques of Imperialism
Giftedness and Socio-Emotional Issues
Public Service Announcement and Distracted Driving
Interviewing a Culturally Different Person
Impact of Free Childcare on Working Parents
Chicago (A-D)
Chicago (N-B)

IvyPanda. (2024, January 28). Social Responsibility to Others. https://ivypanda.com/essays/social-responsibility-to-others/

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1. IvyPanda . "Social Responsibility to Others." January 28, 2024. https://ivypanda.com/essays/social-responsibility-to-others/.

Bibliography

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Why Civic Engagement Matters: Unlocking the Benefits of Participation

May 16, 2023

Civic engagement is an essential aspect of democracy. It encourages individuals to take part in public life and actively contribute to society—from voting and volunteering to protesting and advocating for change.

But why does it matter?

Continue reading to discover why civic engagement is important and how you can use your voice to make an impact in your community. Plus, get tips for participating in local and national events, learn how to use social media to effect change and find out about kid-friendly civic engagement ideas.

What is Civic Engagement and Why Does it Matter?

The term “ civic engagement ” is often used interchangeably with expressions like “community involvement,” “civic responsibility” and “public participation.” But civic engagement is much more than the general collective concept of community involvement.

Civic engagement represents the opportunity for individuals to take part in a democratic society and work together to address social issues through collective action . It empowers people to use their rights and responsibilities as citizens to use their voice for good and help make things better for everyone.

Four Types of Civic Engagement

There are four types of civic engagement: civic action, civic commitment, civic skills and civic cohesion, all of which are all necessary for a healthy, thriving democracy. These types of civic engagement include a wide range of actions that individuals can take to effect change and promote the public good, ranging from direct actions like volunteering and protesting to more subtle but equally important efforts like fostering community connections and developing civic skills.

Civic Action

Civic action involves individuals taking direct action to address a social issue or problem. For example: marching in protests, writing letters to elected officials or signing petitions.

Civic Commitment

Civic commitment refers to the personal investment individuals make in their communities or society as a whole. This can involve volunteering, donating to charity or simply being an active member of the community.

Civic Skills

This type of civic engagement refers to the knowledge and abilities individuals need to effectively participate in civic life, including critical thinking, problem-solving, communication and leadership skills.

Civic Cohesion

Civic cohesion focuses on nurturing relationships between individuals and groups in order to strengthen cooperation and collaboration. This includes community-building activities like neighborhood clean-ups or local events.

Civic Engagement Examples

Anyone can participate in civic engagement, regardless of their level of experience or knowledge. Some easy ways to get involved include:

Voting – The Most Well-Known Form of Civic Engagement

Voting in local and national elections is one of the most basic forms of civic engagement. It gives citizens a voice in the political process and allows them to elect leaders who share their values and priorities.

Demonstrating Your Values Through Local Actions

Attending town halls, supporting charity events and volunteering in schools are all valuable ways to take part in civic engagement. Other ways to demonstrate civic engagement include:

Volunteering at a local food bank or shelter
Donating to a local charity or nonprofit organization
Participating in a neighborhood watch program
Joining a community organization or club

Getting Creative – Using Social Media to Make a Difference

Individuals can leverage technology to spread awareness about important causes and brainstorm creative ways to make their voices heard and have an impact on their community. By sharing informative posts, creating online petitions and joining online communities dedicated to a cause, individuals can use social media to mobilize support and effect change.

Leading by Example

Voting, donating and often volunteering all require participants to be of a certain age, but that doesn’t mean children can’t get involved. Lead by example and show children the value of civic engagement by getting them involved too !

Community service. Children can join in community service activities, like cleaning up parks, planting trees and assisting at local food banks or homeless shelters.
Fundraising. Children can participate in fundraising activities, such as bake sales, car washes, to raise money for a cause.
Voting in mock elections. Children can use mock elections held by their schools as an engaging and fun way to learn about the election process and the importance of voting.

Why is Civic Engagement Important?

Not only does civic engagement give people a seat at the table when it comes to the decisions that affect their lives—everything from local zoning laws to national healthcare policy—but individuals can make a larger impact in their community and beyond.

Additionally, civic engagement fosters a sense of shared responsibility and collaborative action, which helps to develop stronger, more resilient communities. When people work together, leveraging their collective voices and actions, they can bring about meaningful change and work towards creating a better future for themselves, their families and future generations. Civic engagement can lead to increased social cohesion, stronger networks and a deeper sense of community.

Lastly, civic engagement can have several personal benefits for individuals as well. It can help build skills and knowledge that are useful in both personal and professional contexts, leading to increased self-esteem and provide a sense of purpose.

Civic engagement empowers individuals to contribute to the public good and effect change on a larger scale. By understanding the importance of civic engagement and participating in it in our daily lives, we can build stronger communities. Whether through voting, volunteering or just being an active member of one’s community, everyone has the ability to make a difference and unlock the many benefits of civic engagement.

Join in the conversation and participate in civic engagement with Policy vs Politics.

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Essays About Responsibility: Top 12 Examples and Prompts

We can’t take on the challenge of life without responsibility; If you are writing essays about responsibility, discover our guide below.

The word responsibility describes the state of being accountable for our actions and is one of the main elements that make us human. We are not born with it; instead, it is something to be exercised and improved on over time.

It has often been said that with power or freedom comes responsibility, which could not be more truthful. Each of us is gifted with the ability to make choices, and we are considered superior to all other living things on this planet. However, we have to make informed choices and be responsible for our actions, whether to ourselves, the people around us, and our environment.

5 Top Essay Examples

1. the value of responsibility by simon baker, 2. freedom is not the lack of constraint, but the exercise of responsibility by beulah west, 3. why responsibility is so important by steve rose.

4. The Beneifts of Being Responsible by Frank Terzo
5. What It’s like to Feel Responsible for Everything by Duncan Riach

1. The Importance of Responsibility

2. dealing with false responsibility, 3. freedom and responsibility, 4. what is social responsibility, 5. what are your responsibilities, 6. responsibility as a component of success, 7. a time you acted responsibly.

“It’s easy for us to become blinkered or out-of-touch when we’re constantly working with our heads down. Although meeting our commitments is hugely important we bear another responsibility, that is to invest in ourselves and in each other. When we can free our imagination and refresh our minds, we restore perspective and reduce stress. We find time and space to explore new ways to collaborate, be creative and enjoy ourselves to the benefit of our mission.”

Baker writes about why he thinks responsibility is important and discusses factors related to responsibility, namely trust, personal choice, and freedom. A feeling of trust allows you to be more comfortable accepting responsibility, while responsibility allows us to maximize personal choice and freedom. Most importantly, bearing responsibility means freeing our minds, enjoying life, and coming up with great ideas.

“A lack of constraint means that you can not do everything that you want. In a perfect world this would be fine, but we don’t live in a perfect world. However everyone’s view of a perfect world is different, if this coincides with the law and you are happy, then you can be free still living under laws and legislations. If you believe that freedom is making your own choices then the only way that we can be “free” is if society does not exist.”

West discusses how just as personal freedom is vital to a healthy society, so is accountability for our actions. Freedom also has a negative side; it can be described as a lack of constraint in our choices. Without constraint, our actions may hurt others or even ourselves. Therefore, it must come with the responsibility to make these choices from a more thoughtful, educated perspective.

You might also be interested in our list of essays about effective leadership . You can also check out these articles and essays about attitude .

“Taking responsibility creates long term resilience and a sense of purpose. This sense of purpose can be fostered by taking responsibility for one’s self by engaging in self-care. Responsibility can also be developed on a familial and societal level, offering a sense of purpose proportional to your ability to contribute your unique abilities.”

Rose explores the importance of being responsible for one’s health. It gives us a sense of purpose and helps us build resilience; however, we must first be responsible for ourselves by practicing self-care. This includes resting, exercising, taking breaks, and going to the doctor if something is bothering us. This makes us more responsible for the people around us, allowing us to perform different societal roles. You might be inspired by these essays about success and essays about overcoming challenges .

4. The Beneifts of Being Responsible by Frank Terzo

“If we take care of our commitments, even if it something we might like to ignore, we feel better about ourselves. Each step we take towards being responsible and productive helps to raise our self-esteem and our relationships with friends, family and co-workers improve ten-fold. Being responsible pays big dividends – we have much less stress and chaos in our lives and we gain the respect of others.”

In this short essay, Terzo provides insight into the many benefits responsibility can provide you with. We must always be responsible, even if we might not feel like it, because it can improve our productivity, self-esteem, relationships with others, and overall peace. Though it might not always be easy, responsibility is key to achieving a happy life.

5. What It’s like to Feel Responsible for Everything by Duncan Riach

“I hold responsibility when others are not taking responsibility. I was holding all of the responsibility, guilt, and shame that Billy McFarland was disowning. It’s a survival mechanism that I developed when I was a child. I had a step-father who was some form of psychopath or malignant narcissist, a person who was completely out of control and completely irresponsible. The only way that I could feel safe in that environment was to try to hold the responsibility myself.”

Riach reflects on a habit by which he constantly felt responsible for things out of his control, things as minor as events he saw on television. He developed this habit due to his upbringing- his childhood and family life were less than ideal. He is fully aware of his problem but still struggles with it. His case is an excellent example of false responsibility.

6 Writing Prompts on Essays About Responsibility

Responsibility is, without a doubt, essential, but how important is it really? Reflect on the meaning of responsibility and explain its importance. Discuss this from a practical and personal standpoint; combine personal experience and research as the basis for your points.

False responsibility is an attitude by which one feels responsible for things they are not. This is a widespread issue that encompasses everyone, from humble workers to some of the most influential people in the world. For your essay, research this phenomenon, then define it and explain why it occurs. Give suggestions on how one can identify false responsibility and work to stop feeling that way.

The topics of freedom and personal responsibility are deeply intertwined; for freedom to work correctly, there must be a certain level of responsibility instilled in people so society can function correctly. In your essay, discuss these two concepts and their connection. Do proper research on this topic, then conclude this issue: are we responsible enough to be given total freedom? You may also link this to topics such as the law and regulations. You might be inspired by these essays about goals .

Social Responsibility seems straightforward and self-defining, but it is broad, especially with society putting a higher value on awareness, community, and social justice. Research this term and its history and discuss it in your essay; define and explain it, then describe what it means.

Whether in your studies or at work, as a family member, friend, or even a member of society, we have a unique set of responsibilities that vary depending on the person. Reflect on the different roles you play in life and decide what your responsibilities are. Briefly describe each one and explain how you fulfill these responsibilities. You can also check out these essays about conflict .

Responsibility as a component of success

This value is important because it is present in all successful individuals. Based on your opinions and research, discuss the relationship between responsibility, success, and some other factors or traits that influence success. Give examples of successful people who have shown responsibility, such as government officials, celebrities, and business leaders.

When we are responsible, we are pretty proud of ourselves most of the time. Think of an experience you are most proud of in which you acted responsibly. Retell the story, reflect on how you felt, and explain why it is important- be as detailed as possible. Or, you may opt to do the opposite, telling the story of a time you did not show responsibility and thinking of what you would do if given a chance to repeat it.

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Home — Essay Samples — Life — Emotions & Feelings — Responsibility

Essays on Responsibility

Responsibility is more than a word; it's a virtue that shapes our character and influences our actions. Writing an essay on responsibility isn't just an academic exercise; it's an opportunity to delve into the core of human ethics and the power of accountability. So, why should you write an essay about responsibility? 📜

Responsibility Essay Topics 📝

Choosing the right essay topic is essential for a compelling narrative. Here's how to select one:

Responsibility Argumentative Essay 🤨

Argumentative essays on responsibility require you to defend a viewpoint or argument. Here are ten intriguing topics:

1. Argue for or against the idea that individuals should be held legally responsible for their actions, regardless of circumstances.
2. Defend your perspective on whether society should prioritize personal responsibility over government intervention in social welfare programs.
3. Debate the role of personal responsibility in shaping one's success, happiness, and overall well-being.
4. Argue for the importance of personal responsibility in addressing environmental issues and climate change.
5. Defend the idea that schools should focus on teaching students about moral and ethical responsibility as part of their curriculum.
6. Debate the ethical implications of holding corporations accountable for their environmental and social impact.
7. Argue for or against the responsibility of individuals to actively engage in volunteer work and community service.
8. Defend your perspective on the role of personal responsibility in addressing global poverty and inequality.
9. Debate the influence of personal responsibility on financial decisions, debt management, and savings habits.
10. Argue for the responsibility of governments to provide accessible healthcare and education as a fundamental right for all citizens.

Responsibility Cause and Effect Essay 🤯

Cause and effect essays on responsibility explore the reasons behind actions and their consequences. Here are ten topics to consider:

1. Analyze the causes and effects of personal responsibility on an individual's sense of self-worth and confidence.
2. Examine how taking responsibility for one's actions can lead to personal growth, resilience, and a stronger character.
3. Investigate the effects of corporate responsibility on brand reputation and consumer trust.
4. Analyze the causes and consequences of holding public figures accountable for their actions and decisions.
5. Examine how personal responsibility influences the success and effectiveness of leadership in various fields.
6. Investigate the impact of a sense of responsibility on the quality of relationships and trust among individuals and communities.
7. Analyze the causes of ethical responsibility in business and its effects on long-term sustainability.
8. Examine how personal responsibility for one's health and wellness can lead to improved physical and mental well-being.
9. Investigate the effects of government responsibility in providing social safety nets and addressing poverty rates.
10. Analyze the causes and consequences of personal responsibility in making environmentally sustainable choices.

Responsibility Opinion Essay 😌

Opinion essays on responsibility allow you to express your subjective viewpoints. Here are ten topics to consider:

1. Share your opinion on the importance of teaching children about personal responsibility from an early age.
2. Discuss your perspective on whether individuals have a moral obligation to take responsibility for their actions, even when consequences are unintended.
3. Express your thoughts on the role of personal responsibility in shaping one's sense of purpose and fulfillment in life.
4. Debate the significance of corporate social responsibility in building trust and loyalty among consumers.
5. Share your views on the ethical responsibilities of media outlets and social platforms in curating content and information.
6. Discuss the impact of personal responsibility in driving positive social change and activism.
7. Express your opinion on the responsibility of individuals to actively engage in civic duties, such as voting and community involvement.
8. Debate the merits of holding governments responsible for addressing environmental crises and climate change.
9. Share your perspective on the importance of personal responsibility in achieving a work-life balance and overall well-being.
10. Discuss your favorite book or movie character who embodies the values of responsibility and its impact on your life.

Responsibility Informative Essay 🧐

Informative essays on responsibility aim to educate readers. Here are ten informative topics to explore:

1. Provide an in-depth analysis of the historical development of personal responsibility as a cultural and ethical concept.
2. Explore the psychological and behavioral aspects of taking personal responsibility for one's actions and decisions.
3. Investigate the role of corporate social responsibility in improving business sustainability and ethical practices.
4. Analyze the impact of personal responsibility on time management and productivity in personal and professional life.
5. Examine the effects of media responsibility in shaping public opinion, values, and societal norms.
6. Investigate the responsibilities of individuals in promoting diversity, equity, and inclusion in workplaces and communities.
7. Provide insights into the role of government responsibility in addressing social inequalities and providing equal opportunities.
8. Analyze the connection between personal responsibility and mental health, stress management, and overall well-being.
9. Examine how personal responsibility contributes to the preservation of natural resources and the environment.
10. Investigate the therapeutic benefits of accountability and taking responsibility for one's actions in rehabilitation and addiction recovery programs.

Responsibility Essay Example 📄

Responsibility thesis statement examples 📜.

Here are five examples of strong thesis statements for your responsibility essay:

1. "In a world where choices define our paths, the essence of responsibility emerges as the guiding force that shapes our character, decisions, and impact on the world."
2. "Responsibility is not a burden but a beacon that illuminates our ethical journey, highlighting the power of accountability in personal growth and societal progress."
3. "The interconnectedness of personal and collective responsibility underscores our shared obligation to foster a world where accountability is the cornerstone of positive change."
4. "Our actions ripple through the fabric of society, and embracing responsibility empowers us to be architects of positive change, leaving a legacy of ethical influence."
5. "In exploring the multifaceted dimensions of responsibility, we embark on a quest to unravel the threads of character, ethics, and the profound impact of our choices on ourselves and the world."

Responsibility Essay Introduction Examples 🚀

Here are three captivating introduction paragraphs to kickstart your essay:

1. "In a world where choices define our destiny, responsibility emerges as our compass, guiding us through the maze of life's ethical dilemmas. As we embark on this essay journey into the heart of accountability, we unveil the layers of a virtue that shapes individuals and societies alike."
2. "Imagine a world where every action has a consequence, and every decision leaves a mark. Responsibility is the thread that weaves this intricate tapestry of cause and effect. Join us as we delve into the fabric of human ethics and unveil the power of taking ownership."
3. "Amid the chaos of a fast-paced world, responsibility stands as a lighthouse, offering guidance in the tumultuous seas of choices and consequences. As we venture into this essay's exploration, we are reminded that embracing responsibility is a transformative journey within and beyond ourselves."

Responsibility Conclusion Examples 🌟

Conclude your essay with impact using these examples:

1. "As we draw the curtains on this exploration of responsibility, we recognize that our choices are the brushstrokes on the canvas of our lives. The responsibility we embrace is not just an obligation; it is the palette with which we paint a world of integrity, accountability, and positive change."
2. "In the closing chapter of our responsibility essay, we stand at the intersection of choice and consequence. The journey continues, and each step we take holds the potential to shape a brighter, more responsible future for ourselves and generations to come."
3. "As the echoes of responsibility resonate, we find ourselves at the crossroads of individual and collective ethics. The conclusion of this essay marks the beginning of a commitment—a commitment to a world where accountability is the driving force behind progress and harmony."

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My Personal Responsibility: to Know Who I Am

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Critical Reasoning and Civil Responsibility

Under lexical definitions, valid refers to an argument or idea with a solid logical foundation. Meanwhile, warranted refers to something that looks needed or suitable for a situation. A deductive argument says a conclusion is accurate after offering at least two assertions leading to the conclusion’s truth. The argument could be that since F and G are correct, H has to be correct, too. An inductive argument explains a proclamation using particular statements or presuppositions for making wider generalizations. For instance, it could be said that considering Ann saw many cats at school and all of them were black, then all cats are black. So, a valid inference aligns with deductive arguments as the latter will guarantee the actuality of a conclusion based on the actuality of the presuppositions. Valid inferences say that if presuppositions are correct, then the conclusion has to be correct. That makes one able to examine the validity of a deductive argument by examining if presuppositions give the conclusion in the end (“Deductive reasoning vs. inductive reasoning,” 2023). When it is hard for the conclusion to be incorrect when presuppositions are viewed as correct, the argument’s validity is proved. Then, a warranted inference aligns with an inductive argument as the latter offers only a possible actual conclusion by looking ahead of the information relayed by the presuppositions. The inductive argument simply generalizes a conclusion based on the presuppositions as long as the conclusion suits the argument, even when the presuppositions’ truth fails to guarantee the conclusion’s truth.

I will pair the fallacy of denying the antecedent with the valid argument of denying the consequent (Peter & Gittens, 2015). The argument of denying the consequent is valid as an individual concludes that if a particular provisional assertion, the antecedent must be incorrect when the consequence is incorrect. The antecedent could be: If you go home, the consequent will be: you will see your parents. So the valid argument is you did not see your parents, so you did not go home. That is a valid argument as the antecedent of ‘you not going home’ is true since the consequence of ‘you not seeing your parents’ is true. You could only have seen your parents if you went home, and since you did not see them you could not have seen them. Under the fallacy of denying the antecedent, an individual who denies the antecedent will conclude from the provisional assertion that if you did not go home, you did not see your parents. If an individual rejects the antecedent, the consequence can also be rejected. However, that is wrong since that conclusion does not lie in the initial provision. Not going home does not necessitate you not seeing your parents since the original provision did not discuss that.

Civic responsibility

Finishing the task of researching and assessing the 2009 debate concerning the public healthcare option will be time well spent on my part. That is because it will enable me to be well-informed about what America has decided regarding the public healthcare option (“Public debate over ‘public option’ for healthcare,” 2009). I will know that the government refused to implement a public option, a government-insured healthcare plan, to rival private insurance. I can know what health insurance scheme I should use and how to acquire it. As an American, I should not ignore the current matters surrounding me and my community, as these matters affect my life significantly. Knowing about the 2009 debate will inform me how past events have led America to how it is now. It informs me about my country’s history to appreciate how past activities have led to its current developments. In this case, I know the political groups that promoted the decisions made during the debate. Knowing my view regarding the public option, I can choose the group that shares in my views so I can be on its side during upcoming debates. My analysis can also inform me how to approach public debates so I can engage in a vital one in the future. Engaging in public affairs will enable me to promote American decisions and implementation in America that will improve the quality of my worthy life and my society.

Putting great effort into analyzing the issue of the debate regarding the vaccination of school children entering elementary and middle school measles is essential to me. Americans are debating on whether the government should mandate parents to vaccinate their children. Knowing about the issue well enables me to engage in the debate effectively. I can take part in polls to influence the decision on whether to mandate vaccinations or not. Personally, I agree with people who say that vaccines should be mandated as they promote public health efforts. They enable the vaccinated children to receive immunity against getting measles infection. Measles is a deadly disease and vaccinating children against it is very effective. If almost all children in society are vaccinated against it, there will be no risk of the unvaccinated infecting the vaccinated due to herd immunity. I will be able to unite with fellow Americans who support mandating vaccines to strongly influence the government to mandate them and promote public health through herd immunity. Uniting as many as possible will likely make us win the debate due to majority votes.

I believe that citizens have a responsibility to be informed about subjects of present interests. Citizens will have solid and adequate information about issues affecting their lives in the general society. Citizens have to live harmoniously and safely in their general society, and so matters affecting their society are essential to them. They can influence how the government implements and controls those matters so they live quality lives. Citizens need to have full data on subjects of current interests to convince the government and citizens who oppose them to make effective decisions regarding mutual interests. They can convince their government and critics with solid evidence and facts to promote proper decision-making regarding societal matters. That promotes a democratic society, where citizens’ appropriate views are heard during decision-making.

Deductive reasoning vs. inductive reasoning . (2023, January 30). livescience.com. https://www.livescience.com/21569-deduction-vs-induction.html

Peter, F., & Gittens, C. A. (2015). Think Critically.

Public debate over ‘public option’ for healthcare . (2009, May 10). Los Angeles Times. https://www.latimes.com/archives/la-xpm-2009-may-10-na-healthcare10-story.html

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Essay on Responsibility

Essay generator.

Responsibility, an essential virtue, plays a pivotal role in shaping an individual’s character and contributing to societal progress. It encompasses a wide range of actions and attitudes, from personal accountability to civic duty. This essay delves into the multifaceted nature of responsibility, its importance in various aspects of life, and ways to foster it.

Responsibility

At its core, responsibility is the moral obligation to act correctly and make decisions that positively impact oneself and others. It involves recognizing and accepting the consequences of one’s actions. Responsibility is not just about fulfilling duties; it is about being reliable, trustworthy, and making decisions that are considerate of others.

Personal Responsibility

Personal responsibility is fundamental in shaping one’s life. It involves self-discipline, time management, and the ability to make thoughtful decisions. For instance, students demonstrate personal responsibility by completing their assignments on time and preparing for exams. Adults show it by managing their finances wisely and fulfilling their professional obligations.

Social Responsibility

Beyond personal spheres, responsibility extends to social contexts. Social responsibility involves contributing to the welfare of society and the environment. It includes actions like volunteering, recycling, and being informed about social issues. Companies exhibit social responsibility through ethical business practices and community engagement.

Responsibility in Relationships

Responsibility is crucial in building and maintaining healthy relationships. It requires honesty, respect, and the ability to listen and respond to the needs of others. In friendships, it might mean being there for someone in difficult times. In family dynamics, it involves contributing to household chores and supporting family members.

Academic Responsibility

In academic settings, responsibility is key to success. It involves attending classes regularly, engaging in learning activities, and respecting teachers and peers. Academic responsibility also includes academic integrity – avoiding plagiarism and cheating, which are detrimental to one’s learning process.

Civic Responsibility

Civic responsibility entails participation in the democratic process, adherence to laws, and involvement in community affairs. It includes voting, being aware of current events, and possibly engaging in activism or community service. Civic responsibility is the bedrock of a functioning democracy.

Professional Responsibility

In the workplace, responsibility is synonymous with dependability and professionalism. It involves meeting deadlines, collaborating with colleagues, and adhering to ethical standards. Professional responsibility also includes continual self-improvement and contributing positively to the work environment.

The Consequences of Irresponsibility

Irresponsibility can have far-reaching consequences. Neglecting personal health, for example, can lead to chronic diseases. Academic irresponsibility can result in poor grades and lost opportunities. Social irresponsibility can contribute to environmental degradation and societal problems.

Fostering Responsibility

Responsibility can be developed through practice and reflection. Setting personal goals, managing time effectively, and reflecting on one’s actions are ways to cultivate personal responsibility. Participating in community service and staying informed about social issues can enhance social responsibility.

Responsibility is not just a moral obligation; it is a necessary component for personal growth and societal well-being. It manifests in various forms, from personal to professional, and its absence can have detrimental effects. By embracing responsibility in all its forms, individuals can lead more fulfilling lives, and societies can thrive. As we navigate the complexities of the modern world, the value of responsibility becomes even more pronounced, making it an indispensable virtue for the future.

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Essay on Responsibility

Students are often asked to write an essay on Responsibility in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Responsibility

Understanding responsibility.

Responsibility means being accountable for our actions. It involves making decisions and facing the consequences. It’s a vital life skill, crucial for personal growth.

Types of Responsibility

Responsibility can be personal or social. Personal responsibility involves self-care, while social responsibility involves caring for others and the environment.

Importance of Responsibility

Being responsible helps in building trust and respect. It also aids in developing self-confidence and a sense of accomplishment.

In conclusion, responsibility shapes our character. It’s a key to success, making us reliable and respected individuals.

Also check:

10 Lines on Responsibility
Speech on Responsibility

250 Words Essay on Responsibility

Responsibility is a multifaceted concept that encompasses moral, social, and personal dimensions. It is the obligation to carry out tasks and roles effectively and efficiently, and it is integral to the development of an individual’s character and societal structure.

Moral Responsibility

Moral responsibility refers to the duty one has towards oneself and others, encapsulating the principles of honesty, integrity, and fairness. It involves making conscientious decisions that respect the rights and welfare of others. For instance, a journalist has a moral responsibility to report news objectively, without bias or distortion.

Social Responsibility

On a broader scale, social responsibility concerns the obligations individuals or organizations have towards society. It includes actions that contribute to the welfare of the community, such as volunteering, environmental conservation, or philanthropy. Corporations, too, bear social responsibility, aiming to minimize their negative impact on society while maximizing their positive contributions.

Personal Responsibility

Personal responsibility, meanwhile, involves acknowledging and fulfilling personal commitments and obligations. It is about taking ownership of one’s actions and their consequences. For example, a student has a personal responsibility to complete their assignments on time and to the best of their ability.

The Importance of Responsibility

Responsibility is pivotal in shaping a just and harmonious society. It fosters trust, cooperation, and respect among individuals and groups. Moreover, it promotes personal growth, self-discipline, and resilience. Embracing responsibility, therefore, is a stepping stone towards personal success and societal progress.

In conclusion, responsibility is a cornerstone of ethical conduct and social cohesion. It is an attribute that should be cultivated and cherished for the betterment of individuals and society at large.

500 Words Essay on Responsibility

Introduction.

Responsibility is a fundamental concept that permeates all aspects of life. It is a principle that guides our actions, decisions, and relationships, shaping our character and defining who we are as individuals and as members of society. Understanding responsibility and its implications is crucial to personal development and social cohesion.

Conceptualizing Responsibility

Responsibility is a multifaceted construct. It can be seen as a duty or obligation, an expectation to perform certain tasks or uphold specific standards. It can also be understood as accountability, the acceptance of the consequences of our actions. Responsibility implies a moral dimension, an ethical commitment to do what is right and fair.

Personal responsibility involves taking charge of one’s own actions, decisions, and their outcomes. It is about owning up to mistakes, learning from them, and striving to do better. Personal responsibility is a cornerstone of self-improvement and personal growth. It promotes self-efficacy, self-respect, and integrity.

Beyond the personal realm, responsibility also has a social dimension. Social responsibility refers to the duties and obligations we have towards others and society at large. It is about contributing to the common good, respecting the rights of others, and promoting social justice. Social responsibility fosters empathy, cooperation, and social harmony.

Responsibility and Freedom

Responsibility is intrinsically linked to freedom. With freedom comes responsibility. The more freedom we have, the more responsibility we bear for our actions. Conversely, the more responsible we are, the more freedom we are likely to enjoy. Responsibility and freedom are thus two sides of the same coin, mutually reinforcing and interdependent.

Challenges and Opportunities

Responsibility, while fundamentally important, is not always easy to uphold. It requires self-discipline, moral courage, and a sense of duty. It can sometimes be burdensome and demanding. However, responsibility also presents opportunities. It empowers us to shape our destiny, to make a difference, and to lead a meaningful and fulfilling life.

In conclusion, responsibility is a powerful principle that governs our actions and shapes our character. It is a duty, an accountability, and a moral commitment. It is about taking charge of our actions, contributing to the common good, and respecting the rights of others. Responsibility is a challenge, but also an opportunity. It is a pathway to personal growth, social harmony, and a fulfilling life. Embracing responsibility is thus not only a personal choice but a societal imperative.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

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The Purpose Behind the Creation of the Federalist Papers

This essay is about the Federalist Papers, written by Alexander Hamilton, James Madison, and John Jay, which advocated for the ratification of the U.S. Constitution. It explores the historical context of late 18th-century America, highlighting the need for a stronger federal government to replace the weak Articles of Confederation. The Federalist Papers emphasized federalism, balanced powers, and the prevention of tyranny, promoting unity and a shared national identity to secure the nation’s future.

How it works

In the chronicles of American history, the Federalist Papers emerge as a beacon of political wisdom, guiding the way towards a more perfect union. Penned by the insightful minds of Alexander Hamilton, James Madison, and John Jay, these essays serve not merely as a defense of the Constitution but as a profound proclamation of the principles upon which the nation would be constructed. Yet, within the labyrinth of historical context, what singular purpose ignited the creation of these pivotal works?

To uncover the impetus behind the Federalist Papers, one must navigate the tumultuous currents of late 18th-century America.

It was an era characterized by the upheaval of revolution and the formation of a new national identity. Following independence, the nascent nation found itself struggling under the Articles of Confederation, a fragile structure ill-equipped to handle the demands of governance. The call for a more robust framework reverberated across the land, setting the stage for the constitutional debates to come.

In this backdrop of uncertainty and fervor, the Federalist Papers emerged as a clarion call for unity and progress. Their primary aim was to garner support for the ratification of the Constitution, a document designed to anchor the aspirations of a young republic. Hamilton, Madison, and Jay employed their writing skills to persuade, crafting arguments that sought to convince the populace of the need for a stronger federal government.

At the heart of the Federalist Papers was the advocacy for federalism, a concept seen as the foundation of the new political order. By championing a balanced division of powers between the federal and state governments, the authors aimed to alleviate fears of tyranny while promoting liberty. They envisioned a government guided by democratic principles, where individual rights were protected from the overreach of centralized power.

However, the path to ratification was strewn with challenges, most notably the fear of tyranny that loomed large in the public consciousness. The authors confronted this concern directly, outlining a system of checks and balances designed to prevent any single branch of government from amassing too much power. Through reasoned arguments and historical examples, they sought to allay fears of despotism, instead presenting a vision of a government accountable to its citizens.

Furthermore, the Federalist Papers acted as a shield against the forces of discord and division that threatened to fracture the young nation. Amid sectional rivalries and conflicting interests, Hamilton, Madison, and Jay articulated a narrative of shared destiny and common purpose. Their writings resonated not only in the corridors of power but also in the hearts of ordinary citizens, fostering a sense of civic responsibility and national identity.

Thus, the Federalist Papers transcend mere political treatises; they are a testament to the power of ideas in shaping history. They stand as a tribute to the enduring legacy of the Founding Fathers, whose visionary leadership laid the groundwork for the American experiment in self-governance. Through their eloquence, they paved the way towards a more perfect union, inspiring future generations to uphold the values of freedom, democracy, and justice.

In summary, the purpose behind the Federalist Papers was revolutionary: to rally support for the ratification of the Constitution and to articulate a vision of American democracy founded on federalism, liberty, and the rule of law. In achieving this, Hamilton, Madison, and Jay not only solidified the foundations of the republic but also set in motion a legacy that continues to influence the nation’s destiny to this day.

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'Universities play a substantial role in fostering the civic responsibility of students'

5/17/2024 A&S Communications

Elizabeth Rene

Government & American Studies Los Angeles, Calif.

Why did you choose Cornell?

Having grown up in Los Angeles, though I never experienced the Rodney King riots firsthand, I’ve always been fascinated by social movements. The Willard Straight Hall takeover in 1969, for instance, has also always been of much interest to me, where students were able to get their demands met by faculty who had largely defaulted on their role in terms of supporting minority students. Given Cornell has had a history of students advocating for political change through demonstration, I took particular interest in applying here. I believe that universities play a substantial role in fostering the civic responsibility of students, however, this can only be truly achieved by empowering students to actively contribute for social change.

What was your favorite class and why?

My favorite class was definitely Civil Disobedience, which is taught by Professor Alexander Livingston, who I was lucky to have advise my thesis. In high school, my understanding of government did not necessarily go further than what material was published in outdated textbooks. A lot of the material in high school portrayed our government as a flawless beacon of democracy. Of course, you don't even have to look that far back in history to find that this is far from the case. The summer prior to starting Cornell, I had to leave work early as the nation rightfully erupted in demonstrations following the killing of George Floyd. This instance of protest, I felt, spoke to the profound gap this country has between the democratic principles it preaches and the practices of discrimination it nevertheless continues to permit. My reason for finding Civil Disobedience so engaging was that it did not shy away from acknowledging this gap. Instead, it focused on the ways the narrative of the Civil Rights movement gets sanitized, while nonviolent protestors continue to face repression from authorities.

What are the most valuable skills you gained from your Arts & Sciences education?

Cornell instilled in me the notion that everything is done on the basis of your own intuition. At first, this can seem quite daunting. However, I quickly learned that this skill is beneficial for making the most of the resources you have around you — whether it's establishing relationships with professors, joining clubs or simply going to a dining hall with your friend. I also learned that it is completely normal to change paths or interests throughout your undergraduate experience. Prior to Cornell, I was completely immersed in track & field and was pretty set on running under a Division 1 program. However, as I picked up different interests during freshman year and wanted to commit more time to law school preparation, I made the tough decision of quitting the team at Cornell. By no means have I stopped running, as I love running with friends through Ithaca trails. I simply decided I wanted to shift my energy elsewhere.

What have you accomplished as a Cornell student that you are most proud of?

I just submitted my thesis on the originalism of Clarence Thomas and Antonin Scalia. I was definitely daunted by the amount of work at first, but with the support and guidance of my thesis advisor, I not only improved my writing but also was able to further explore areas of constitutional law that I am passionate about.

Who or what influenced your Cornell education the most?

The vibrant community surrounding me, within both clubs and classes, probably had the greatest influence on my Cornell education. Interacting with students from diverse majors and backgrounds exposed me to many different perspectives and passions. I've consistently found inspiration not only in professors but also in the student body. In tandem, both foster an environment of intellectual collaboration and growth.

Every year, our faculty nominate graduating Arts & Sciences students to be featured as part of our Extraordinary Journeys series. Read more about the Class of 202 4.

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Guest Essay

Higher Education Needs More Socrates and Plato

An illustration of a student looking in a book and seeing himself.

By Ezekiel J. Emanuel and Harun Küçük

Dr. Emanuel and Dr. Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The right attacks colleges and universities as leftist and woke. Progressives castigate them as perpetuating patriarchy and white privilege. The burdens of these culture war assaults are compounded by parents worried that the exorbitant costs of higher education aren’t worth it.

No wonder Americans’ faith in universities is at a low. Only 36 percent of Americans have confidence in higher education, according to a survey by Gallup last year, a significant drop from eight years ago. And this was before colleges and universities across the country were swept up in a wave of protests and counter-protests over the war in Gaza.

But the problems facing American higher education are not just the protests and culture war attacks on diversity, course content, speech and speakers. The problem is that higher education is fundamentally misunderstood. In response, colleges and universities must reassert the liberal arts ideals that have made them great but that have been slipping away.

By liberal arts, we mean a broad-based education that aspires to send out into society an educated citizenry prepared to make its way responsibly in an ever-more complex and divided world. We worry that at many schools, students can fulfill all or most of their general education requirements and take any number of electives without having had a single meaningful discussion that is relevant to one’s political life as a citizen.

Over the past century, what made American higher education the best in the world is not its superiority in career training, but educating students for democratic citizenship, cultivating critical thinking and contributing to the personal growth of its students through self-creation. To revive American higher education, we need to reinvigorate these roots.

In Europe and many countries elsewhere, colleges and universities have undergraduates specialize from Day 1, focusing on developing area-specific skills and knowledge. College students are trained to become doctors, lawyers or experts in international relations, English literature or computer science.

In the United States, European-style specialization for medical, legal, business or public policy careers is the purpose of post-collegiate professional schools. Traditionally, the American college has been about imparting a liberal arts education, emphasizing reasoning and problem solving. Those enduring skills are the critical ingredients for flourishing companies and countries.

Historically, students arriving on American college campuses spent a majority of their first two years taking classes outside their projected majors. This exposed them to a common curriculum that had them engage with thoughtful writings of the past to develop the skills and capacity to form sound, independent judgments.

Over the past half century, American colleges and universities have moved away from this ideal , becoming less confident in their ability to educate students for democratic citizenship. This has led to a decline in their commitment to the liberal arts, a trend underscored in the results last year of a survey of chief academic officers at American colleges and universities by Inside Higher Ed. Nearly two-thirds agreed that liberal arts education was in decline, and well over half felt that politicians, college presidents and university boards were increasingly unsympathetic to the liberal arts.

Today, there is almost no emphasis on shared courses among majors that explore and debate big questions about the meaning of equality, justice, patriotism, personal obligations, civic responsibility and the purpose of a human life. Majors that once required only eight or 10 courses now require 14 or more, and students are increasingly double majoring — all of which crowds out a liberal arts education. Ambitious students eager to land a prestigious consulting, finance or tech job will find it too easy to brush aside courses in the arts, humanities and social and natural sciences — the core of a liberal education.

The devaluing of the first two years of a shared liberal arts education has shortchanged our students and our nation. Educating young adults to be citizens is why the first two years of college still matter.

To that end, the so-called Great Books have long been the preferred way to foster citizenship. This approach is not, contrary to critics on the left and right, about sanctifying specific texts for veneration or a mechanism for heritage transmission.

Books by Plato, Aristotle, Hobbes, Locke, Kant, Emerson, Thoreau, Whitman as well as Wollstonecraft, Austen, Woolf, Baldwin, Hurston and Orwell are worthy of introductory collegiate courses for students of all majors. These writers address the fundamental questions of human life. They explore the ideas of self-determination, friendship, virtue, equality, democracy and religious toleration and race that we have all been shaped by.

As students address those big questions, the Great Books authors provide a road map as they challenge and criticize one another and the conventional wisdom of the past. The Socrates of Plato’s dialogues is the exemplar — asking about beliefs and then subjecting them to respectful but critical analysis and skepticism.

These books are best studied in small seminar discussions, which model and inculcate in students democratic behavior. This discourse is an antidote to the grandstanding in today’s media and social media.

The teacher is less an expert in specific writers and more a role model for intellectual curiosity, asking probing questions, offering critical analyses and seeking deeper understanding. In an idealized Socratic fashion, these discussions require listening at length and speaking briefly and, most important, being willing to go where the argument leads.

Parents who are paying for college might question the value of spending $80,000 a year so that their son or daughter can read Plato, Hobbes and Thoreau instead of studying molecular biology or machine learning. But discussing life’s big value questions in seminars gives students personal engagement with professors that can never be reproduced in large lecture halls. Discussions among students on their deepest thoughts cultivates curiosity and empathy, and forges bonds of friendship important for citizenship and fulfilling lives.

Although we like to set ourselves apart from the past by appeals to modernity, the fundamental questions that we find ourselves asking are not always modern, and the latest answer is not always right. But how would you know how to think beyond the readily presented check boxes if you haven’t done the work of laying things out and putting them back together for yourself?

War was no less a concern for Thucydides, Tacitus and Thoreau than it is today. Discussing Great Books allows students to gain distance from the daily noise and allows their reason to roam free among principles and foundations rather than becoming absorbed in contemporary events. Our biggest problems are often best addressed not by leaning in but by stepping away to reflect on enduring perspectives.

Liberal arts education is not value neutral. That is why it is indispensable today. Freedom of thought, critical reasoning, empathy for others and respectful disagreement are paramount for a flourishing democratic society. Without them, we get the unreasoned condemnations so pervasive in today’s malignant public discourse. With them, we have a hope of furthering the shared governance that is vital to America’s pluralistic society.

Ezekiel Emanuel and Harun Küçük are on the faculty of the University of Pennsylvania, where Dr. Emanuel is a professor and the vice provost for global initiatives and Dr. Küçük is an associate professor of the history and sociology of science.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

Supreme Court won't hear landowners' eminent domain case related to Mountain Valley Pipeline

The Supreme Court has declined to take up another appeal from a group of landowners challenging the use of eminent domain by developers of the Mountain Valley Pipeline. The decision comes as many await a decision by the Federal Energy Regulatory Commission on whether the pipeline can begin service by May 23rd. Developers have asked to begin running gas in the pipeline by June.

Cletus Bohon is pictured standing on his property near Poor Mountain, Virginia.

The Supreme Court's rejection of the Bohon case brings to a close the years-long effort by the six landowners in Montgomery, Franklin and Roanoke Counties. They had argued the use of eminent domain on the for-profit pipeline project was unconstitutional.

“That’s our home,” said Cletus Bohon, one of the landowners who filed the case. “It just shouldn’t be legal for them to come in and take our property like that if we’re not willing to settle with them.” Bohon spoke with Radio IQ last year.

In a statement issued May 20th, after the Supreme Court’s decision, Yugo wrote , “I think what’s important for the public to know is that no court anywhere has ever held that we are wrong on the merits. Nor has the Supreme Court today said that we are wrong.” She added that she expects to see cases with similar issues emerge again. “It is only a matter of time before the merits issue resurfaces again at the high court. As eminent domain abuse in America continues to run rampant, we predict that day is likely to come sooner rather than later,” Yugo said.

Last year, the Supreme Court sent the case back to a lower court for reconsideration, which dismissed it. The nation’s highest bench has now declined to take it up again.

The Bohon case is one of numerous lawsuits environmental groups and landowners have filed against MVP.

Last year, Senator Manchin of West Virginia inserted a section into the Fiscal Responsibility Act mandating the federal government to issue MVP authorization to finish the pipeline. That order also directed any pending cases before the U.S. Fourth Circuit Court of Appeals to be vacated. The Bohon case’s appeal before the Supreme Court was active since it was appealed to the higher court.

The company building the MVP, EQT, says the cost of the pipeline is $7.85 billion. The pipeline was originally estimated to cost $3.5 billion, and the company initially planned to have an in-service date in 2018.

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Conclusion: About Responsibility
As was stated at the beginning, if democracy is to be more than a hollow word, we each have a civic responsibility to make up our mind about public issues and to express our conclusions. The point was well stated in a 2012 national report on civic learning: "To be an American means to take responsibility for democratic purposes, practices ...
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Like paying taxes, jury duty, and obeying the law, voting is also considered a civic responsibility. Voting ensures that one actively participates in the wider life of the community in a knowledgeable, caring, and productive manner with an emphasis on the greater good by electing responsible leaders. Voting protects the democratic rights of ...
The Concept of Civil Responsibilities
The importance of civic responsibilities is allowing everyone to have basic human rights. The right to vote is a civil responsibility, which is most cases in countries that is free to vote, it is taken for granted. Forget that many people around the world do not have that freedom of voting because their government is dictatorship e. g in China.
Civic Responsibility
Jennifer Self. Definition. Civic Responsibility is defined as the "responsibility of a citizen" (Dictionary.com). It is comprised of actions and attitudes associated with democratic governance and social participation. Civic responsibility can include participation in government, church, volunteers and memberships of voluntary associations.
4: Rights and Responsibilities of Citizens
Topic 4 explores the rights and responsibilities of citizens in our democracy. It consists of 13 modules ranging from how to become a citizen to the different ways that each of us can actively participate in political and civic life through voting, public service, political protest, and membership in public and private interest groups.
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Conclusion Civic responsibility simply refers to the duties of a citizen. Often, such duties involve political participation and social organizations. Voting is a civic responsibility of all citizens. Regardless of political affiliation or ethnic origins, voting allows everyone to express their feelings through the ballot.
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'Universities play a substantial role in fostering the civic
I believe that universities play a substantial role in fostering the civic responsibility of students, however, this can only be truly achieved by empowering students to actively contribute for social change.
Opinion
This has led to a decline in their commitment to the liberal arts, a trend underscored in the results last year of a survey of chief academic officers at American colleges and universities by ...
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