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Free Responsibility Essays and Papers - 123helpme

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

Conversely, with every constitutional freedom there comes a corresponding responsibility.

A proactive, high-visibility initiative designed to take these goals seriously, to connect them to a vision of educational excellence for all students and for the larger society, and to provide evidence and assessment tools that demonstrate whether they are being met could make a powerful difference on campus values and practices. Moreover, in an era when fully 93 percent of high school students plan to enroll in college, such an initiative could, over time, produce an enormous ripple effect on what Americans consider the important aims of college education. In the coming months, AAC&U will be exploring the possibilities for just such an initiative.

759 Words Essay on Corporate Social Responsibility

Following that, the importance and functions of corporate social responsibility (CSR) and social marketing will be demonstrated.

TWENTY-YEARS AGO, Dwight Macdonald published a series of articles in on the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt. He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history. To an undergraduate in 1945-46—to anyone whose political and moral consciousness had been formed by the horrors of the 1930s, by the war in Ethiopia, the Russian purge, the “China Incident,” the Spanish Civil War, the Nazi atrocities, the Western reaction to these events and, in part, complicity in them—these questions had particular significance and poignancy.

With respect to the responsibility of intellectuals, there are still other, equally disturbing questions. Intellectuals are in a position to expose the lies of governments, to analyze actions according to their causes and motives and often hidden intentions. In the Western world, at least, they have the power that comes from political liberty, from access to information and freedom of expression. For a privileged minority, Western democracy provides the leisure, the facilities, and the training to seek the truth lying hidden behind the veil of distortion and misrepresentation, ideology and class interest, through which the events of current history are presented to us. The responsibilities of intellectuals, then, are much deeper than what Macdonald calls the “responsibility of people,” given the unique privileges that intellectuals enjoy.

Responsibility Essay | Bartleby

Ethics and social responsibility have to be present and coincide with one another for a business to be ethically sound.

Understandably, students come to campuses today in a state of bewilderment about all of this--a mood that matches their transitional time of life and their innate curiosity, awakening, and questioning. Although campuses import much from the larger culture, they also have special problems of their own that contribute to the exigency of the moment. Campuses face the significant problems of cheating, alcohol and other drug abuse, violence, and a sharp rise in diagnosed depression and in self-destructive behaviors such as anorexia, bulimia, and suicide attempts. For institutions that seek to educate the "whole person," the challenge of educating for personal and social responsibility has taken on new urgency.

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

Free Essays from Bartleby | I will take personal responsibility to the next level in my studies
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Essay on the responsibility to teach ethics | Inside Higher Ed

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

Personal Responsibility For College Success Free Essays

In November 2004, AAC&U joined with the Templeton Foundation to convene a national panel of leading education researchers in the fields of character and moral development. The purpose was to assess the efficacy of undergraduate education's contribution to student ethical and moral development. The panel reached two related conclusions: first, higher education must be far more explicit and expansive in emphasizing the development of personal and social responsibility as core outcomes of liberal education; second, robust assessments of these outcomes can and should be developed.

Essay On Respect And Responsibility | College Essay …

On most campuses, ethics, values, and social responsibility have become, at best, tacit concerns in the explicit college curriculum. Faculty members receive no preparation to address such issues in their teaching, and they often shy away from helping students connect the values implications of their course topics and themes with students' own lives. Recent data collected on nearly twenty thousand faculty indicate that fully half of them see students' development of a code of ethics or values as a low or nonexistent priority for their own teaching, while 87 percent view students' development of a deepened sense of "spirituality" as a low or nonexistent priority (Faculty Survey 2004).

homeworkerhelper com Social Responsibility Essay ..

We know we can teach students organic chemistry; we know we can teach them Keynesian economics and the history of the Italian Renaissance. But if that is all we do, then we have failed them. If, in the process, we don't also teach students about passion and the relationship between passion and responsible action, then we leave them dulled. Our students will have all the knowledge and skills they need to act, but they will lack the focus or the motivation or the profound caring to direct the use of their skills. For that, our students will need passion with a conscience, passion imbued with a keen sense of responsibility.

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