المسؤولية الاجتماعية بين الإلزام و الالتزام ضرورة لتنمية الضمير الأخلاقي : دراسة حالة لطلاب كلية التربية بجامعة المنيا

الملخص EN

This study aimed at identifying the ethical structure of the social Responsibility of the students of Faculty of education in Minia university.

In order to achieve this aim the researcher depended on the philosophical method in analyzing the ethical dimensions of the social Responsibility for identifying the philosophical perceptions which support and explain the origin of the ethical conscience.

The research used the Descriptive approach as well as the case study.

The researcher designed a scale for the ethical structure of the social Responsibility.

The scale consisted of 20 Situations for measuring four levels; Commitment of the value, Preference of value, Acceptance of value, and Nonexistence of the value.

The scale was administered to 568 faculty of education students, Minia university.

The study revealed the following results: - Social Responsibility consists of three integrated factors; understanding, interest and participation which work as a whole unity since lack or absence of anyone of them distorts the whole social responsibility of the individual.

- Most of the ethical perceptions assert the importance of obligation in all ethical rules.

- All literature and social and philosophical studies support the saying that the individual commitment with the standards and rules common in a society according to one's conscience is better than forcing him or her using external pressure.

- The ethical conscience is considered one of the main sources of obligation.

Religious, social, and philosophical considerations differ as regards the origin of the ethical conscience.

- The level of commitment of the faculty of education students with the values of social responsibility was low; the average of their responses was 2.169 with a proportional weight of 54.225% which means low commitment.

- Responses of the sample of the study varied as regards their commitment to the four dimensions of the scale.

Commitment of the religious responsibility came first, followed by self-responsibility, then national values responsibility, then group responsibility values.

- There is a statistically significant difference in the means of scores of the fourth year students and the scores of the first year students in all dimensions of the scale and in the scale as a whole as regards the reality of the structures of the ethical conscience of the scale responsibility.

These differences came in favor of the mean scores of the students at the fourth year.

The volume of these differences was medium.

The research concluded with presenting some Suggestions and Recommendations for developing the ethical conscience of the university students as an approach for developing social responsibility.