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Qualities of a Good Citizen: Characteristics and Examples

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Introduction, responsibility: a pillar of good citizenship, respect: fostering harmony and unity, active participation: the engine of change, examples of good citizenship.

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essay about good citizenship

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Good Citizenship for the Next Generation pp 13–32 Cite as

What Is a “Good Citizen”? a Systematic Literature Review

  • Cristóbal Villalobos 23 ,
  • María Jesús Morel 23 &
  • Ernesto Treviño 24  
  • Open Access
  • First Online: 01 September 2021

10k Accesses

3 Citations

Part of the IEA Research for Education book series (IEAR,volume 12)

The concept of “good citizenship” has long been part of discussions in various academic fields. Good citizenship involves multiple components, including values, norms, ethical ideals, behaviors, and expectations of participation. This chapter seeks to discuss the idea of good citizenship by surveying the academic literature on the subject. To map the scientific discussion on the notion of good citizenship, a systematic review of 120 academic articles published between 1950 and 2019 is carried out. The review of the literature shows that good citizenship is broadly defined, incorporating notions from multiple fields, although these are mainly produced in Western countries with comparatively higher income levels. Additionally, although there is no single definition of good citizenship, the academic literature focuses on three components: the normative, active, and personal dimensions. This systematic review informs the estimation of citizenship profiles of Chap. 3 using the IEA International Civic and Citizenship Education Study (ICCS) 2016.

  • Citizenship norms
  • Good citizenship
  • Systematic review
  • International Civic and Citizenship Education Study (ICCS)

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1 Introduction

The concept of “good citizenship” is part of a long-standing discussion in various academic fields, such as political science, education, sociology, anthropology, evolution, and history, among others. In addition, good citizenship involves various components, including values, norms, ethical ideals, behaviors, and expectations of participation. Finally, the idea of good citizenship is related to diverse contemporary issues, such as patterns of political participation, the meaning of democracy and human rights, the notion of civic culture, equal rights, and the role of technology in the digital era (Bolzendahl and Coffé 2009 ; Dalton 2008 ; Hung 2012 ; Noula 2019 ).

In this regard, the notion of good citizenship can be considered as a concept with three basic characteristics: multidisciplinary, multidimensional, and polysemic. Therefore, the definition of good citizenship is a topic of constant debate and academic discussion. This chapter seeks to discuss the idea of good citizenship, with the aim of contributing to the understanding of this phenomenon and its social, political, and educational implications. In this way, this chapter aims to map the academic discussion and literature regarding the notion of good citizenship, presenting the key debates about the limits and possibilities of this concept in the framework of the International Association for the Evaluation of Educational Achievement (IEA) International Civic and Citizenship Education Study (ICCS) 2016.

In order to organize this complex debate, we start from the premise that any notion of good citizenship is composed of the interaction of two definitions. On the one hand, it involves a certain notion of membership, that is, of belonging to a community. As Stokke ( 2017 ) shows, the definition of who is (and who is not) a citizen is, in itself, a subject of debate, since the definition of citizenship implies political, social, cultural, and legal components. On the other hand, the definition of good citizenship always implies a conceptual position regarding how citizens are expected to act and what they are expected to believe (the “public good” component). In this sense, the debate focuses on the types of behaviors that should be promoted and their ethical-political basis, which is highly dynamic depending on the cultural and historical context (Park and Shin 2006 ). Finally, in order to answer the question about the meaning of good citizenship, it is necessary to first decide who qualifies as a citizen, and how they are expected to behave.

Considering these objectives, the chapter is structured into five sections, including this introduction. The second section describes the systematic review methodology used to select the literature and analyze the discussion regarding the concept of good citizenship. The third and fourth sections describe the results of the analysis, mapping the main trends and characteristics of the academic discussion on good citizenship and exploring its different meanings. Finally, the fifth section presents the conclusions, focusing on the conceptual challenges and methodological limitations to be considered in future research.

2 Methodology

2.1 the systematic review.

We conducted a systematic review to map the academic discussion on good citizenship. This review seeks to identify, evaluate, and analyze the publications in relevant fields of study, in order to determine what has already been written on this topic, what works and what does not, and where new studies are needed (Petticrew and Roberts 2006 ). Through the definition of eligibility criteria, the systematic review is an explicit and reproducible methodology that allows for both an evaluation of the validity of the results of the selected studies (Higgins and Green 2011 ) and the objective valuation of evidence by summarizing and systematically describing the characteristics and results of scientific research (Egger 1997 ). In this regard, the systematic review, unlike other forms of literature review, allows for recognizing “gray” spaces in the literature, describing trends in academic research, and analyzing conceptual and methodological aspects of studies.

2.2 Procedure

The systematic review was conducted using five academic databases, including the main journals in the fields of education, social science, and the humanities. These databases are: (i) Journal Storage, JSTOR ( https://www.jstor.org ); (ii) Educational Resource Information Center, ERIC ( https://eric.ed.gov ); (iii) Springerlink ( https://link.springer.com ); (iv) WorldWideScience ( https://worldwidescience.org ); and (v) Taylor & Francis Group ( https://www.tandfonline.com ). For each search engine, the keywords used were: “good citizen” and “good citizenship.” Additionally, each search engine was tested with other related concepts, such as “citizenship norms,” “citizenship identities,” or “citizen norms.” The results showed that articles containing these latter concepts represented no more than 10% of new articles. For this reason, we decided to concentrate on the two keywords described above.

Considering the importance of these key concepts, the search was limited to those articles that contain these terms in the title, abstract, and/or full text. Of the five search engines, only two had the full-text option in the advanced search and only one allowed searching by keywords, then all results were filtered manually. The search was conducted from May to July 2019, obtaining 693 academic articles.

The search was restricted to those academic articles written in English and published between 1950 and 2019, as a way to study contemporary conceptualizations of good citizenship. We discarded letters to the editor, responses to articles, and book reviews. As a result, we obtained 693 articles to which, based on a full-text review, we applied an additional criterion, excluding those articles about other subjects or from other disciplines. Included in the first search exclusively for having the word “citizenship” in the abstract, there is a wide range of articles including studies on biology, entomology, and film studies. Similarly, with this search strategy we retrieved articles on a related topic but not specifically about citizenship (e.g., leadership, public participation, social values, and immigration), articles on the concept of corporate or organizational citizenship, and articles on social studies in the school curriculum and its contribution to the education of citizens.

After applying the abovementioned selection criteria, we analyzed the abstracts of the articles to verify that they were related to the general objective of the study. As a result, all articles were selected that sought (directly or indirectly) to answer the question, “what is a good citizen?” Specifically, this involved incorporating studies that: (i) study or analyze citizen norms in conceptual, historical, political, educational, or social terms; (ii) generate models or analytic frameworks that define variables or dimensions that should make up the concept of a good citizen; (iii) explore factors on how good citizenship occurs, studying the educational, institutional, and cultural factors that would explain this phenomenon; (iv) relate the expectations (or definitions) of a good citizen with other dimensions or aspects of the political or social behavior of the subjects. The research team, which was comprised of two reviewers, held a weekly discussion (six sessions in total) during which the selection criteria were discussed and refined. This analysis resulted in the selection of a total of 120 articles (see list in Appendix A ).

2.3 Analytical Strategy

The data collected in a systematic review may allow for a wide variety of studies, but the analysis depends on the purpose and nature of the data. Given that the review included quantitative and qualitative studies, as well as both theoretical and demonstrative essays, such heterogeneous literature does not allow for statistical analysis. As a result, the recommended methodology is to carry out a narrative synthesis and an analysis that focuses on relationships between different characteristics and the identification of gaps (Grant and Booth 2009 ; Petticrew and Roberts 2006 ).

The narrative synthesis is a process that allows for extracting and grouping the characteristics and results of each article included in the review (Popay et al. 2006 ), and can be divided into three steps: (i) categorization of articles; (ii) analysis of the findings within each category; and (iii) synthesis of the findings in the selected studies (Petticrew and Roberts 2006 ). The first step towards the narrative synthesis consisted of reading, coding, and tabulating the selected documents in order to describe their main characteristics. A set of categories was designed to classify documents according to four dimensions: general characteristics, purpose, methodology, and results.

To analyze these categories, we transformed data into a common numeric rubric and organized it for thematic analysis, using the techniques proposed by Popay et al. ( 2006 ). The first category was used to summarize the quantity and characteristics of the published studies, while the thematic analysis focused on systematically identifying the main, recurrent, and/or most important concepts of good citizenship.

3 The Concept of Good Citizenship in Academia

Despite being a topic of interest for several decades, academic production on good citizenship tends to be concentrated in the second decade of the 21st century. Since 2009, there has been an explosive increase in the number of scientific papers published on this topic (Fig.  1 ). Although an important part of this growth may be due to the global pressures of academic capitalism to publish in academic journals (Slaughter and Rhoades 2009 ), it could also be the case that academic communities have cultivated a growing interest in studying this issue.

figure 1

Academic papers by year of publication

Although few in number, the earliest articles published represent a landmark for the discussion. Thus, for example, the text of Almond and Verba ( 1963 ), which analyzes through interviews the perceptions of individuals in communities in five countries (United States, United Kingdom, Italy, Germany, and Mexico) and highlights their different participation profiles, has been repeatedly cited in the discussion with 263 references (as of August 2019), according to Google Scholar. Another classic text is Ichilov and Nave ( 1981 ), which aims at understanding the different dimensions of citizenship by surveying young Israelis. To this end, it generates the following five criteria, which have been widely used in academic discussions: (i) citizenship orientation (affective, cognitive, or evaluative); (ii) nature of citizenship (passive or active); (iii) object of citizenship (political or non-political); (iv) source of demand (mandatory or voluntary); and (v) type of guidance (support principles or behavior).

The selected articles are geographically concentrated in two aspects: by institutional affiliation and by the location of their studies. Considering the institutional affiliation of the authors, 32.77% of the articles were produced in the United States, a figure that rises to more than 60% when the countries of Western Europe and Australia are included. This bias is maintained, although to a lesser extent, when analyzing the countries where the studies were carried out. Moreover, more than 50% of the studies were carried out in the United States, England, and the democracies of Western Europe. Africa (4.24%) and Latin America (2.54%) were the regions least represented in the studies. These characteristics, which tend to be representative of global academic production in the social sciences (Connell 2007 ), may encourage certain notions of good citizenship that are anchored in Anglo-Saxon traditions, such as the liberal conception of citizenship studied by Peled ( 1992 ), or more recently, the conception of active citizenship (Ke and Starkey 2014 ), both of which have had an important influence on academic discussion about good citizenship.

Finally, the third characteristic of academic production is related to the multiple research fields and diverse purposes of the studies that deal with the concept of good citizenship. Research on good citizenship is published in multiple disciplines. Of the articles included in the review, 82.29% are concentrated in three disciplines: education, political science, and sociology. However, there are also articles associated with journals of history, philosophy, anthropology, and law. Additionally, we identified six main objectives from the articles reviewed (Table  1 ). The most common objectives are related to bottom-up research, which seeks to gather information on how diverse populations understand good citizenship, and top-down research, which seeks to conceptualize and/or define the idea of good citizens based on conceptual, historical, or political analysis. In addition, there are a wide variety of studies that seek to explain good citizenship, as well as studies that use the idea of a good citizen to explain other behaviors, skills, or knowledge. In other words, in addition to being multidisciplinary, research on good citizenship has multiple purposes.

In sum, although the academic discussion on good citizenship has been mainly developed during the last two decades in the most industrialized Western countries, the academic research is a field of ongoing and open debate.

4 Understanding the Meaning of “Good Citizenship”

As an academic field with a lively ongoing discussion, the notion of good citizenship is associated with different sets of ideas or concepts. Some keywords were repeated at least three times in the articles reviewed (Table  2 ). Only those articles that used a keyword format were included. The most frequent concepts are related to education, norms, social studies, political participation, and democracy.

This indicates that, first, studies tend to associate good citizenship with civic norms and citizen learning, highlighting the formative nature of the concept. Second, studies that associate good citizenship with other dimensions of citizenship (such as knowledge or civic attitudes) or contemporary global problems (such as migration) are comparatively scarcer.

Another way to approach the concept of good citizenship is by analyzing the definitions proposed by the authors in the articles studied. Most of the articles propose characteristics or aspects of good citizenship (in 43.8% of the cases) that, instead of creating new definitions, are often based on existing political, non-political, liberal, or philosophical concepts. In this regard, many papers define good citizenship based on specific behaviors. In contrast, other authors (18.6%) refer to citizenship rules when it comes to voting or participating in politics, thereby seeking to relate the concept of the good citizen with a specific civic attitude—participation in elections. Finally, a large group of studies define good citizenship in terms of the values, virtues, or qualities of a good citizen (22.6%). Within the group of studies that propose new definitions, it is possible to identify two main categories: studies that propose types of citizenship, such as Dalton ( 2008 ), distinguishing between “duty” and “engaged” citizenship, and works, such as Westheimer and Kahne ( 2004 ), which differentiate between “personal responsible citizenship,” “justice-oriented citizenship,” and “participatory citizenship.”

Finally, the meaning of good citizenship can be analyzed by studying the variables used in the studies. Among the quantitative studies included in the review, only 28.3% use international surveys such as ICCS, the Center for Democracy and Civil Society (CDACS), the International Social Survey Programme (ISSP), the United Citizenship, Involvement, Democracy (CID) Survey, and the European Social Survey (ESS). Each of these surveys contained a slightly different definition of good citizenship and the variables used to measure the concept (Table  3 ).

In general, the indicators used to measure citizenship in the different surveys share certain similarities. Variables associated with rules (such as obeying the law or paying taxes) are present in all surveys. Additionally, variables related to participation also have an important presence, especially (although not only) related to voting in national elections. To a lesser extent, surveys include variables related to solidarity (supporting people who are worse off than yourself) as well as attitudes related to critical thinking and civic culture (knowing the history of the country, thinking critically).

5 Discussion and Conclusions

The concept of good citizenship can be considered an umbrella term, which includes ethical, political, sociological, and educational aspects and discussions about who qualifies as a citizen and how they should act. The systematic review has shown that good citizenship is broadly defined, although these notions are mainly valued in Western countries with comparatively higher income levels.

For this reason, the definition of good citizenship used is, in large part, highly dependent on the research objective of the academic endeavor. In our case, the analysis is based on ICCS 2016, which defines good citizenship in relation to notions such as conventional citizenship, social movement citizenship, and personal responsibility citizenship (Köhler et al. 2018 ). The variables included in ICCS 2016 are related to the three main dimensions of good citizenship: normative, active, and personal. These three components of good citizenship have been essential in the academic discussion in the last seven decades, constituting the central corpus of the concept, although this definition does not incorporate current discussions on good citizenship, which focus, for example, on the notion of global citizenship (Altikulaç 2016 ) or the idea of digital citizenship (Bennett et al. 2009 ). These latter concepts are part of the ongoing debate on good citizenship, although it seems that more work is needed to better understand how these notions of citizenship are related to the ways in which individuals or groups in society relate to power and exercise it to shape the public sphere.

This systematic review has mapped the academic discussion to date on good citizenship. However, despite its usefulness, this review has a number of limitations. Firstly, it summarizes and analyzes the academic discussion, ignoring the gap between the scientific debate on good citizenship and the social discussion related to this subject. Secondly, it focuses on English-language literature, which may result in a bias towards publications produced in Western countries. In spite of these limitations, the review allows us to study the process of defining the concept of good citizenship, and to identify the main debates related to this notion, which is the central focus of this book.

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The authors would like to thank their research sponsors, the Center for Educational Justice ANID PIA CIE160007, as well as the Chilean National Agency of Research and Development through the grants ANID/FONDECYT N° 1180667, and ANID/FONDECYT N° 11190198.

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Centro de Estudios de Políticas y Prácticas en Educación (CEPPE-UC), Pontificia Universidad Católica de Chile, Santiago, Chile

Cristóbal Villalobos & María Jesús Morel

Center UC for Educational Transformation, Pontificia Universidad Católica de Chile, Santiago, Chile

Ernesto Treviño

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Correspondence to Cristóbal Villalobos .

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Center for Educational Justice, Pontificia Universidad Católica de Chile, Santiago, Chile

Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile, Santiago, Chile

Diego Carrasco

Centre for Political Research, KU Leuven, Leuven, Belgium

Ellen Claes

University of Johannesburg, Johannesburg, South Africa

Kerry J. Kennedy

The following list of publications is the reviewed references for the systematic review conducted in this chapter.

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Villalobos, C., Morel, M.J., Treviño, E. (2021). What Is a “Good Citizen”? a Systematic Literature Review. In: Treviño, E., Carrasco, D., Claes, E., Kennedy, K.J. (eds) Good Citizenship for the Next Generation . IEA Research for Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-030-75746-5_2

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Education Articles & More

How to inspire students to become better citizens, educators can help boost civic engagement among young people..

The political turmoil of the last few years has many of us worried about the future of our country and our planet.

But here’s the good news: Thanks to new trends in education, the next generation may be more engaged, thoughtful, respectful, and compassionate citizens.

Research suggests that the growing emphasis on social-emotional learning (SEL) in schools can lay the foundation for more active civic engagement among our youth. In a 2018 study of almost 2,500 students, researchers found that those with greater emotional and socio-cognitive skills—such as empathy, emotion regulation, and moral reasoning—reported higher civic engagement.

essay about good citizenship

Among this group of eight to 20 year olds, being more empathic (more upset when others are treated unfairly) and more “future-oriented” (more aware of how decisions impact their future) predicted a host of important civic behaviors and attitudes: volunteering; helping friends, family, and neighbors; valuing political involvement (e.g., keeping up with current events and taking part in rallies); engaging in environmentally conscious behaviors; demonstrating social responsibility values; and prioritizing other civic skills like listening and summarizing conflicting views. In other words, students with certain SEL skills also seemed to be more oriented toward social, community, and political issues.

And when students help others and practice civic behaviors, they may feel better, too. In a recent one-week study of 276 college students, participants experienced greater well-being on days when they engaged in certain types of civic activities, like helping friends or strangers and caring for their environment by recycling and conserving resources. According to the researchers, these kind and helpful behaviors also seemed to be meeting young adults’ basic needs for autonomy, connectedness, and competence—to feel free, close to others, and capable.

By its nature, social-emotional learning can support the democratic structures and processes that raise up all voices in our schools, empowering students to be more engaged in their world. So how can we thoughtfully apply these skills in our own classrooms? Here are several research-based ideas and resources to consider.

1. Re-examine your disciplinary practices

Researcher Robert Jagers and his colleagues found that Black and Latino middle school students who perceived more democratic homeroom, classroom, and disciplinary practices had higher civic engagement, particularly when students perceived an equitable school climate.

Similarly, researcher Peter Levine argues that teachers who truly want to educate students about democracy face massive barriers if the school environment is “unjust or alienating.” Harsh, authoritarian, and less-inclusive climates can ultimately weaken their community engagement, turnout in elections, and trust in government .

More and more research suggests that exclusionary discipline (e.g., suspensions and expulsions) can be alienating and counterproductive, and restorative practices (strategies that focus on learning from mistakes and repairing relationships rather than punishing students) may offer a more humanizing, equitable, and respectful alternative. In this context, students come together to learn to navigate conflicts, process their feelings, and collaboratively problem-solve a way forward.

When reviewing disciplinary practices at your school, also consider the following: Who is being disciplined? How often, and why? (If your school is like many others in the U.S., your students of color are disproportionately disciplined for the same or similar infractions when compared to white students. How is your school addressing that difference?) Are preventive strategies your number-one priority (e.g., relationship and community building)? How do you model and practice communication strategies for resolving conflicts ?

2. Facilitate meaningful dialogue among diverse learners

Research suggests that students in an “open classroom climate,” one that grows out of respectful dialogue and exposure to varying opinions, tend to have greater civic knowledge, commitment to voting, and awareness of the role of conflict in a democracy.

But perhaps you don’t feel prepared to teach students how to discuss and resolve tensions—especially around charged topics like racism. You may want your classroom to feel like a “safe space,” but how, exactly, do you foster and sustain one?

Start by preparing yourself. We all have different comfort levels with conversations about race, and being uncomfortable doesn’t necessarily mean that we are unsafe (or shouldn’t venture into that territory). Teaching Tolerance, a project of the Southern Poverty Law Center, has created the free online Let’s Talk handbook that can help you outline some of the vulnerabilities that make you feel less effective as a facilitator (along with your strengths!), and discover specific strategies for addressing strong emotions in your classroom.

More Resources

Not Light, But Fire , a new book by educator Matthew Kay, encourages teachers to be more focused and deliberate when discussing race in high school classrooms. Kay shares personal anecdotes coupled with practical strategies for facilitating meaningful classroom dialogue.

The Let’s Talk! handbook can help you navigate and understand your own uncomfortable emotions during heated conversations. It also features practical steps for leading reflective classroom discussions.

Learn the elements of compassionate listening , and seven ways to teach listening skills to elementary students . You can also adapt our Greater Good in Action Active Listening pair practice for children or teens in your classroom.

For example, when you sense confusion or denial of racism, this Teaching Tolerance tool recommends that you “ask questions anchored in class content or introduce accurate or objective facts for consideration.” Or, if students respond that they feel blamed, remind them that “racism is like a smog; we all breathe it in and are harmed by it. We may not have created the system, but we can do something about it.”

3. Use advisory time to encourage group cohesion and connectedness

If you value opportunities for meaningful dialogue, but think there isn’t time in your schedule for yet another priority, consider advisory or homeroom time in secondary schools (and classroom meetings in elementary schools). This time in the day or week can be thoughtfully structured for relationship and skill building. In this setting, students can learn how to actively participate in supportive dialogue with their peers over a sustained period of time.

In the Jagers study mentioned above, the featured homeroom routines included establishing social norms and contracts, group problem solving, and fun group activities to build connection and trust. For example, many teachers support their students in jointly creating a group “constitution” or agreement that highlights 1) the group’s values (e.g., responsibility, respect, fairness, and honesty) and 2) the concrete behaviors demonstrating those values. Further, students might lead or assist the teacher in proposing activities, like fostering a small class pet, developing solutions to pressing problems at school (e.g., creating a recycling program), or simply enjoying social time together (yoga in the gym or a “get to know you” game).

Of course, students can also share greetings, personal interests, and feelings with one another. My daughter’s high school “mentor” group (designed to include multiple ethnicities and viewpoints) meets daily and sticks together for four years. Every Wednesday morning, they check in with each other, share how they are feeling, and receive “support” and “resonance” from their peers and teacher-mentor, as needed—a wonderful opportunity for fostering empathy and a sense of belonging.

During advisory or circle time, many students across the country also plan to participate in service activities in their schools and communities, which is a great way to promote volunteerism and civic responsibility.

4. Feature engaging civics lessons, activities, and projects in your curriculum

Of course, there are plenty of opportunities for further civics education in social studies and history classes.

Teaching Tolerance’s website includes quizzes, videos, stories, and lessons for helping children to understand and value the voting process even though they aren’t active voters yet.

Facing History and Ourselves offers a plethora of ready-made lessons and resources for secondary teachers for discussion within the following units: Standing Up for Democracy , Identity and Community: An Intro to Sixth Grade Social Studies , and Universal Declaration of Human Rights . You may also be interested in exploring civic dilemmas .

The Morningside Center for Social Responsibility regularly features lessons on current issues, such as Overcoming Hate: A Circle on the Pittsburgh Synagogue Massacre or Caravan: Why Are People Leaving Their Homes? .

In the Action Civics program, for example, students “ learn politics by doing politics .” They identify an issue they care about (e.g., homelessness, teacher pay, the opioid crisis), research it, and design a plan of action to advocate for that issue at a local level. Project-based learning like this—that is experiential, situated in the real world, and powerfully linked to students’ interests—makes politics come alive for them.

There are a number of different teaching strategies and activities (debates, Socratic seminars , and mock trials, as well as the National Model United Nations ) that give students the opportunity to actively practice civic behaviors, attitudes, and values while learning more about social studies, history, and political science. Many of these approaches help students learn how to paraphrase main ideas, develop an evidence-based argument, and anticipate counter-arguments while they practice conducting themselves respectfully and professionally in a group context.

With these ideas and resources in mind, it’s time to revitalize civic learning in our schools, and SEL skills can help serve as the building blocks. When students actively practice these skills in their schools, they are likely to feel a stronger sense of personal agency in their communities and in the larger world. There may be no more meaningful work right now than supporting a thriving democracy and more informed, responsible, and caring student citizens.

About the Author

Amy L. Eva, Ph.D. , is the associate education director at the Greater Good Science Center. As an educational psychologist and teacher educator with over 25 years in classrooms, she currently writes, presents, and leads online courses focused on student and educator well-being, mindfulness, and courage. Her new book, Surviving Teacher Burnout: A Weekly Guide To Build Resilience, Deal with Emotional Exhaustion, and Stay Inspired in the Classroom, features 52 simple, low-lift strategies for enhancing educators’ social and emotional well-being.

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Good Citizenship and Global Citizenship Essay

Introduction, good citizen needed to make a global citizen, global citizenship needed to make a good citizen, works cited.

The 21st Century has witnessed integration and increased cultural interaction among people on a previously unprecedented scale. This frequent interaction between people from varied countries and cultures has risen mostly as a result of the advances that have been made in transport and communication technologies.

As a result of this interaction, there has been the major integration of economies and cultures in a process known as globalization. As a result of globalization, governments are increasingly being required to link together different levels of their activities: national and global. This has resulted in the building of a global citizenry which sees the world as their “country”.

However, the global citizen continues to be heavily influenced by the traditional notion of citizen, a term that is “wrapped up in rights and obligations and in owing allegiance to a sovereign state” (Lagos 1). This paper shall argue that it is hugely necessary for one to be a good citizen so as to become a global citizen. To reinforce this claim, this paper shall analyze the extent to which it is necessary to be a “good citizen” in order to be a “global citizen”, and vice versa.

The world is full of social injustices mostly perpetrated by the stronger members of the society against the weaker ones. A defining characteristic of a good national citizen in such an environment is his/her concern about the injustices that occur within their boundaries.

This concern normally manifests itself in protests and public demonstrations calling for action by the government in place to counter the perceived injustices. A report by the World Bank demonstrates that the global citizen shows the same concern for the welfare of the globe and is moved to free their fellow men from dehumanizing conditions (1). As such, it takes a good citizen to make the global citizen who will be keen to decry social injustices against other human beings.

Core to the agendas of the good citizen is the preservation of peace in his country. A good citizen will strive to preserve peace especially within the boundaries of his/her country. This is mostly because the citizen recognizes the destruction and loss that war culminates in. For this reason, the good citizen seeks to mobilize against all wars through peaceful demonstrations and advocacy against wars.

The United Nations declares that peace is a precondition of global citizenship. The global citizen views war and strife as being contrary to his/her agenda. A good citizen who is committed to preserving peace is therefore needed to make a global citizen.

One of the attribute that a good citizen in any democratic society should possess is an understanding of public policies in his/her country. An understanding of this policies will result in enlightenment on one’s country position on issues such as energy, free trade, agriculture and the environment to name but a few.

It is only by understanding the public policies adopted by one’s country that a person can act so as to shape certain conditions such as protection of natural habitat. A global citizen is also concerned with the protection of the environment and establishment of free trade. It would therefore take a good citizen who is well versed with public policies to make a global citizen.

A good citizen is concerned about the impact that his individual actions and daily personal choices have on the country. This is an ideal that is also desirable in the global citizen since as a global citizen should make his/her decisions bases on an awareness of the impact that the decisions will have on the planet. A good citizen who is aware and conscious of the impact that his actions have on a larger scale is therefore needed to make a global citizen.

The international community is characterized by a rich diversity of cultures among its people. The global citizen is therefore prepared to operate amicably in this intercultural environment. The global citizen realizes that there should be unity in diversity and nobody has the right to impose their ideology on anybody or any group of persons.

An ideal citizen should also demonstrate this values and pay respect to people from different cultures and strives to live harmoniously with them. The good citizen should recognize that differences may exist within members of the country and this should not be a cause of strive. By acting as a global citizen who operates in a multicultural sphere, a person can be a good citizen and exist harmoniously with other citizens of varied backgrounds.

Lagos documents that while globalization is acclaimed for having opened up the world and led to the emergence of a “global village”, the same force has paradoxically resulted in localization and local communities have taken greater and greater importance (9). In such an environment, it is the global citizen who holds the separate entities together and seeks to iron out the differences that the various local communities seek to advance.

For a citizen to pass for a good citizen in such an environment (the environment where local communities have taken great importance), he must have the global perspective of the global citizen. It is only by taking the global perspective that a citizen can give fair consideration to ideas with which they disagree.

Global citizenship is increasingly working towards making the planet sustainable for all people. The efforts directed to this end are mostly in the form of advocacy for conservation of the environment, reduction of pollution and the reliance on renewable sources of power. A good citizen is supposed to work towards the preservation of the country’s resources for future resources. As such, the good citizen has to be a global citizen who is concerned with making the planet sustainable.

As a global citizen, one is expected to be non judgmental and overlook the religious differences that divide humanity. The UN states that the global citizen should have values such as “rights to freedom of thought, conscience and religion”. A good citizen should also have these values enshrined in them. A good citizen should avoid engaging in religious discrimination since this threatens unity among the citizens of the nation.

This paper has demonstrated that being a global citizen is intrinsically connected to being a good citizen. As such, being a global citizenship implies a responsibility to be a good citizen. However, there are instances where being a global citizen may cause one to be a “bad citizen”.

For example, a global citizen is not expected to advocate for war or side with any party during war. Good citizenship calls for one to back their country when it is involved in a war. Acting as a global citizen in such instances can therefore prevent one from being an ideal citizen.

Lagos indicates that a citizen obtains a certain amount of protection from his/her country in return for abiding to some restrictions that the government may impose on him/her (3). A good citizen is therefore required to abide by some laws and allow some bureaucratic control from his/her nation.

A global citizen on the other hand does not have any kind of protection and has some amount of degree from bureaucratic control. Lagos states that the hallmark of global citizen is the lack of allegiance to any body of laws to control the individual. In this light, being a global citizen goes contrary to what being a good citizen entails.

This paper set out to argue that to a large extent, it is necessary to be a “good citizen” in order to be a “global citizen” and vice versa. The paper performed a detailed analysis of how a person may be obligated to be a good citizen so as to qualify as a global citizen and vise versa.

This paper has shown that global citizens borrow most of their rights and obligations from the traditional “citizen” who is defined by a civic engagement to a nation existing in a particular geography. In particular, the paper demonstrates that values such as tolerance, civic education are innate in both the good citizen and the global citizen. However, the paper has also shown that global citizen differs significantly from the citizen and in some instances, being a global citizen may cause one not to fulfill his role as a good citizen.

Lagos, Taso. Global Citizenship- Towards a Definition . 2002. Web.

The World Bank. “Global Citizenship- Ethical Challenges Ahead”. Conference on Leadership and Core Values . 2002. Web.

UN. The Universal Declaration of Human Rights. 2010. Web.

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Citizenship Essay: Fundamentals Towards the Future

  • Citizenship Essay: Fundamentals Towards the…

“Citizens are made not born” [1] . This statement is the basis on which citizenship is defied because it takes into account that citizenship is more than just being born into a country, it encompasses the notion that citizenship can be changed, is active and can be taught. In order for a democratic society to function properly, citizens must be actively involved in a multitude of areas.

If citizens are not willing to convey their ideas socially, politically, and economically then the government, whose founding principle, is rule by the people that are effectively governing blindly. The state depends on the actions of its citizens. An example of this is the state could not provide free healthcare if its citizens did not agree to taxation that enables Canada’s highly coveted healthcare system [2] .

I feel in a libertarian society, a citizen is best defined as an individual who is invested in society and contributes to its stability by performing civic duties. In order for society to be made up of these invested citizens, the individuals of a nation-state need to be sculpted in accordance with the fundamental principles that would best serve society.

These principles; open-mindedness, critical thinking, and political knowledge should be taught in schools to form the individual that can definitively be called a citizen.

I will examine each principle and why it is fundamental in creating the type of citizen as defined above. Within each fundamental principle, I will present counterarguments opposing the teaching of set principles in schools as well as ways of implementing these principles in classrooms.

A society is built upon basic institutions. The accessibility of these institutions depends on the willingness and accommodation of others’ differences by the citizens of set society. [3] In order for citizens to learn how to accommodate each other’s differences, education in schools is needed.

One of the first fundamental things that individuals need to be taught is to enable the possession of an open mind and the value of it. The possession of an open mind is becoming more important in Canada’s libertarian society due to multiculturalism. Individuals need to be aware of the differences of opinions, religious views, morals, and values that other individuals possess.

The teaching of possessing an open mind will help individuals understand each other, and help instill the value of tolerance and ideally, the ultimate goal; acceptance. [4]

This goal of acceptance is achieved through obtaining personal autonomy. Personal autonomy is defined as “the skills and inclination to choose on the basis of critical thought about the right and the good.” [5] By possessing personal autonomy, individuals are able to become aware of the diverse ways of life that the other individuals in their society possess. [6]

The role of education in this is imperative. According to Callan, “civic education can no longer be understood as wedded to the idea of the culturally homogenous nation-state.” [7]

On account of the fact that Canada is multicultural, its education of citizenship cannot just encompass homogenous values. This means that if Canadian citizenship is to be constructed in accordance to our multicultural society that the conceptions of citizenship and the educational training that supports it need to be revised. [8]

Some may argue that the teaching of toleration and cultural diversity is another form of western ethnocentrism. [9] However, what civic education on open-mindedness and new civic ideals would teach is not ethnocentrism but would help individuals be better equipped to deal with global diversity and help to battle hate and violence. [10]

This civil education of broader thinking could make sure that events like the Holocaust could not happen because of teaching intrinsic values of citizenship and with it the value of being anti-racist and anti-discriminatory. [11]

Acting out the democratic duties of a citizen through an open mind or with personal autonomy would ensure that laws passed would aid the greater good, ensure equal rights and not infringe on minorities.

This will enable the advancement of a multicultural society because according to Kymlicka, the “ health and stability of society depend on the attitudes of citizens.” [12] It is only with an attitudinal change that the government can enact laws, implement values and dictate the direction of society with the support and help of its citizens.

Once individuals have learnt in schools how to view others and differences with an open mind, or at best obtain personal autonomy, a second instrumental attribute is needed to be taught.  This attribute is critical thinking and it enables individuals to examine political, moral, economical, and overall societal issues while looking at both sides of an issue and weighing the solutions or opinions carefully and reasonably.

The ability to think critically and effectively is needed in order for citizens to dutifully enact and obey Guttman’s and Thompson’s norm of reciprocity. The norm of reciprocity should be one of the sub-fundamental principles of good citizenship that must be taught to children in schools.

The norm of reciprocity is a guideline for public debates and acting politically based on moral beliefs. [13] In short, citizens in order to obey the norm must respect others and their beliefs and must not “impose a requirement on other citizens to adopt one’s sectarian way of life” in order to understand another’s moral views or claims. [14]

The teaching of critical thinking and with it the norm of reciprocity helps to make sure that children will not be educated just to advance their own moral interests. This will create adult citizens that will be able to examine the norm and in turn, be able to recognize the value of public debates as well as being able to scrutinize and deliberate on public views. [15]

Furthermore, the ability to deliberate and scrutinize public opinions effectively ensures that laws will not be passed due to political leaders or groups lobbying out of their own personal moral convictions. Ways of implementing this in schools are through open public debates on controversial issues with no right or wrong answers as well as critically examining issues in society. This can be done through teaching how to analyze, interpret and present issues of societal concern in a classroom setting.

The ability to teach critical thinking and the norm of reciprocity may seem to some problems. Some argue that finding unbiased teachers that will have the ability to teach children how to reason about emotional and controversial issues will be extremely tough. [16] Another argument against the teaching of critical analysis and thought is that some parents may think that their child is being indoctrinated or that prejudices could be taught. [17]

Moreover, some parents may feel that it is unfit for their children to critically examine issues that may go against their personal religious beliefs. The argument that civic education could be biased can apply to any institution or person that occupies an authoritative position in society.

The fact is that institutions like the family can teach children values that go against or come into conflict with libertarian principles and values of society. [18] I feel that even though teaching citizenship may not be possible without bias, creating more enlightened, critical-thinking individuals while giving them the ability to interpret for themselves will create a more well-rounded citizen, without having coerced them into believing anything.

In the last Canadian election, the percentage of citizens that enacted their duty to vote was the lowest ever recorded. This apathetic mindset in Canadian citizens reflects political ignorance as well as ignorance of the duties of citizens. The classroom is where this political ignorance needs to end. 

The attitudes, morals, and values of society have drastically changed, yet the education on citizenship and politics has remained stagnant. I believe that in order for citizens to become more knowledgeable in the political spectrum, they must first be taught the basic democratic duties that come with being a citizen.

A curriculum should be created that specifically discusses and outlines the duties and rights of a citizen. The duties that should be taught are but not limited to, the duty to vote, the duty to maintain a just society and tolerate others. [19] Specific duties, such as voting, have been neglected on account that many citizens are unaware that voting is a duty, not just a right of a citizen.

Furthermore, it is imperative that individuals, specifically those aged 14-17 receive knowledge about political issues in society in order for them to make informed decisions when they are the age of majority. This will help make sure that these informed citizens will continually exercise their civil, political, and social duties that define a citizen.

If individuals are taught that voting is a duty then they are more likely to make sure that they maintain a basic knowledge of politics in order to vote and be active in the political arena. Being active in the political arena also draws on the two other fundamental principles discussed above.

If citizens use an open mind, think critically and are knowledgeable about issues, specifically political issues, then these enlightened individuals are more likely to be involved politically and act for the common good. They are also more likely to form educated opinions that have a factual basis rather than just moral beliefs.

Another argument against this is that in order for a state to be justified legitimate consent must be earned and that education on citizenship, specifically civic duties, is gaining consent in an illegitimate way. [20] Although, if through education you give individuals the tools to think critically then by teaching them about the duties of citizenship, they will be critically examining them and may choose to consent or not, which would be legitimate.

Another possibility is that only those that accept the fundamental principles and will keep up with their duties of a citizen should be granted the status of a citizen.  Maybe to some, being a citizen is too much work and people may not want to have to exercise their duties and would rather be ignorant and apathetic. 

Perhaps through education of the duties of a citizen, ability to think critically and with an open mind individuals before they enter the age of majority, should be allowed to choose whether or not they want to become a citizen. Possibly only those that are able to attain these fundamental attributes promise to enact their duties and want to, should be granted the duty to vote. This would ensure that those that are defined as a citizen, are indeed a contributing member of a society dedicated to ensuring that they fulfill their duties, think critically and act for the common good.

This would also solve the problem of educating individuals in order to coerce them into accepting the state because in order to become a citizen it would require explicit consent.

Regardless, education on the duties of citizenship will help create political awareness and with the teaching of the other two fundamental principles described above, collectively citizens may want to create laws distributive justice and property rights that benefit the collective good and whole and not necessarily strictly benefit themselves.

This would also cause them to critically look at the systems we have in place in society and either collectively come together and ask for a reform, or stand behind the policies already enacted.

In order to keep up with societal values the concept of what a citizen needs to be redefined. This definition may depend on the society an individual inhabits, but the idea that citizenship needs to be taught in school should not be up for debate. Many societies have realized this and have altered their definitions of citizens and created a curriculum to complement it.

An example of this is in France where children are expected to know how political institutions work, understand fundamental rules of political and societal conduct and be capable of effective communication in a formal debate among other things. [21] This ensures that the youth of the nation will be knowledgeable about their civic roles in society.

As the world becomes smaller with globalization and technology it is crucial that citizenship encompass more than just living in a sovereign state. The citizens within a sovereign state must not only be aware of the values and norms of that society but they must be open and tolerant of new cultures.

Perhaps in the near future, citizenship to nation-states will be obsolete and citizenship and its definition will pertain to a global context where personal autonomy, critical thinking and political knowledge are a must in order to be a functioning member of the globe.

Works Cited

Brighouse, Harry., and ed. McKinnon, Catriona. “Citizenship”: Issues in Political Theory , New

York: Oxford University Press, 2008

Callan, Eamonn., “Citizenship and Education” Annual Review of Political Science 7 (2004) : 71-90.

Kymlicka, Will., Contemporary Political Philosophy; An introduction , 2 nd Ed. Oxford

University Press: 285-326

[1] .  Harry Brighouse, “Citizenship”: Issues in Political Theory , ed. Catriona McKinnon (New York: Oxford University Press, 2008) 254.

[2] .  Will Kymlicka, Contemporary Political Philosophy; An introduction , 2 nd Ed. (Oxford University Press): 285

[3] .   Eamonn Callan, “Citizenship and Education” Annual Review of Political Science 7 (2004) : 74.

[4] .   Callan, 75.

[5] .  Callan, 75.

[6] .   Callan, 75.

[7] .   Callan, 72.

[8] .  Callan, 72.

[9] .   Callan, 77.

[10] .  Callan, 77.

[11] .  Callan, 75.

[12] .   Kymlicka, 285

[13] .  Harry Brighouse, “Citizenship”: Issues in Political Theory , ed. Catriona McKinnon (New York: Oxford University Press, 2008) 247.

[14] .  Brighouse, 244.

[15] .  Brighouse, 247.

[16] .  Brighouse, 255.

[17] .  Brighouse, 256.

[18] . Callan, 87

[19] .Brighouse, 243.

[20] .  Brighouse, 257.

[21] .  Brighouse, 257.

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Good Citizenship Essay: How To Be A Good Citizen

Everyone is a part of some community, society, city, and country . Most people live for themselves. They consider their desires and goals the major issue. So, such people take care about their happiness and fortune. Citizenship means the position or status of being a citizen of a particular country . Don’t you think that such a status requires from a person to follow some rules? Many people ignore this notion. However, it does not mean that they do right. Indeed, people have to obey particular rules that have been set in a country that they live. If he/she wants to be a useful member of a city, he/she has to perform qualities of a good citizen essay well as much as the best essay writing service does its job.

Good citizenship definition . We will talk about them in Essay On Citizenship. It is a huge field of spheres where a person can be useful . In the Bible it is said that people have to pray for rulers. Actually, it is a bright act of good citizenship. A person must be interested in what is going on in his country. If he does not agree with the acts of a ruler or if a ruler is very cruel or unfaithful, he has to pray for him. So, if the Scripture calls us to be active members of society, we have to be them. Read essay on Christianity on this page: https://findwritingservice.com/blog/christianity-essay-christian-beliefs

Definition of good citizenship not only means to follow rules. It means to perform duties and regulations. Most of them are based on a simple system of what is right and wrong. It is a policy of our conscience. To what extent we can sacrifice our time and ourselves in the name of social benefit. It was not a mistake that in a previous paragraph we have mentioned that most people take care about their lives. They do not think about a neighbor which is the main condition of a good citizenship .

It is also mentioned in the Bible that a person has to love the one who is near as much as he loves himself. Is there anything wrong with it? These words are just wonderful. While doing this, people may improve their living. They could live in a perfect world. Ironically but truly is a notion – read the Bible and be happy. By the way, check our excellent Essay On Religion .

Good citizenship is a wide spectrum of interesting and useful things which will make your life in a society better and a country where you live in prosperous.

Please, make a pause and pay attention to a small list of articles.

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Citizenship E ssay And How To Be A Good Citizen

We have already told you that it concerns many questions and deeds. For this reason, the list would be rather big.

1. Be a good student . To be useful for society you have to gain an excellent education. Learn smart at school. It will give you a proper basement for choosing another step which is a college or university. Learning is vital. You have to make proper decisions in future. Education will help you to be informed and to be armed with necessary knowledge. It will give you the understanding of everything which is going on around. If you need an article on high school or college life, we can make it quickly and very professionally. If you say this, “I want pay someone to do my essay for fee”, our writers will do it.

2. Always be a hard worker . Education is only the beginning of the further process which is called working. While working hard, you contribute to the well-being of society . It does not matter whether you are a lawyer or a teacher, a baker or a bus driver. All this is a part of everyday life of your country. Your duty is to perform your function well. Check essay on hard work here: https://findwritingservice.com/blog/hard-work-essay-examples-and-tips

3. Stay informed . Watch news, check news channels on YouTube. Read newspapers and magazines which reflect the life of people that surround you. Usually such issues inform people about significant changes, movements, and events. It is important to know what people in your country think , how they react, what makes them angry or happy.

If you would like to order a paper about the best American newspapers, chat with our support agents. They will find college essay writer for pay online .

4. Help community, if you have spare time. It is extremely good idea to spend it on helping others. Nowadays one can do it in many ways. Do you have homeless people whom you see every day? They do not have money, home, or even clothes. Help them. Come and share your food with them. Buy a warm coat, if it is winter. Prepare hot tea and sandwiches or buy presents for them. There are many organizations which need money or other materials. You can donate books to a local library, for instance. Our company also serves as a good example. We help students who always need written papers. Often we here such words as, “ Do my assignment for me in an extra hurry .”

5. Make a gift of your blood . Blood transfusion is a vital process. A huge amount of people need this help. It is a real charity, more real than money donating. You can literally save the life of someone if give your blood. By the way, it is very good for your health.

6. Be trained . It means that you may help people in case of emergency. There are some basic trainings which a good citizen must know . Nobody expects to face danger but it is better to be aware of necessary emergency trainings.

7. Give a job . You can do it, if hire someone to clean your house. Do it at least once in a month. You will help people. It is a huge contribution to economy of a country. There are shelters where people seek job. Call them and find someone who will trim your lawn. You can easily give additional job to one of our writers, if say, “ Take my online class for me online .”

8. Take care of yourself . You must be healthy, if you want stay a good citizen. It is impossible to perform all the duties without staying healthy. Check the doctor, consume good food and necessary supplements . Have a good sleep and enough rest. Find out what is traditional American food in Popular American Foods Paper .

9. Take part in voting . It is an integral part of being a good citizen. This is a must thing to do. While staying neutral, you remain useless . Your voice is necessary. Let it be heard.

10. Do cleaning . We are talking about cleaning which you can do outdoors. If you see litter, you can pick it up and throw in a proper place. Use gloves to protect yourself. It is a nice example and contribution.

11. Save water . Water scarcity is one of the main problems nowadays. Conserve it and do not overuse water like most people do. It is a vital resource.

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12. Be polite . It is a very simple duty and highly necessary. People often get depressed and a light which you can reflect may improve their mood and productivity. Smile and laugh, be open and sincere.

We thank you for reading this article. We hope that it is very useful. Read our blog and make orders on our site.

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Essay on Responsibilities of a Good Citizen for Students [500+ Words]

December 10, 2020 by Sandeep

Essay on Responsibilities of a Good Citizen: Responsibility of a good citizen is to sacrifice everything for the motherland. Respecting the culture & heritage of their own country is one of the duties of a citizen. He or She must always keep in mind to raise the future of his country. Unity & prosperity must be the priorities of a good citizen.

Essay on Good Citizen 500 Words in English

Below we have provided the responsibilities of a good citizen essay, written in easy and simple words for class 5, 6, 7, 8, 9 and 10 school students.

We are born and raised in a single country, sometimes different countries., regardless of location, we incorporate the values of our respective cultures in the way we act and treat other people. Being a citizen of a country, however, is much more than some words and a stamp on endless paperwork. Along with it, one bears an ideology that connects them to other citizens of that country, regardless of their race, religion, or gender. Being a citizen gives a person all the rights to which the constitution says they are entitled.

This is why the process of citizenship of any country is a long and complicated one since it means that the person will legally have a voice in matters of the country. It also means that they will have to abide by the laws of that country, out of respect for the nation as a whole, as well as to uphold law and order. To be a responsible citizen, the person must educate themselves about their country and culture. This begins by conversing with people and understanding their way of life. It also involves an awareness of the country’s history and heritage.

This would mean reading about important figures in the country’s history, crucial events that led the country to where it currently stands, and other aspects such as the history of art and literature. It is also crucial that people who want to be responsible citizens know the diversity of different socioeconomic groups in the country. They must learn about the situation in the country in regard to equality in terms of race, religion, gender, and several other factors. One must learn about how minority groups are treated in the country, and if they are discriminated against, then the person must be an advocate to protect their rights.

A responsible citizen must always stay updated with the news. This does not mean simply reading the headlines on the front page of a newspaper- it means reading the articles thoroughly to understand the state of the nation. In an age where fake news is rampant, one must also not limit themselves to a single news source. They should try understanding an issue by learning about it from different news channels and articles by different newspapers. They will always provide different perspectives on the same issue, and this knowledge will allow the person to gain a better understanding of what their stance ought to be.

One must also learn about their own purchases- in an age of globalization, the products we use can be made in one country with materials from another. As a responsible citizen, one must not completely boycott products from other countries but should try to use local goods and services as much as possible. By doing so, the person is helping the economy of the country as well as financing local households. Volunteering and contributing to community development efforts is an important step in helping the country progress. One does not have to have widespread connections with major NGOs to volunteer- simply helping a disabled neighbour with their groceries also counts.

One can volunteer in local homeless shelters, orphanages, animal shelters, retirement homes, as well as other educational institutions like struggling schools and nurseries. If one does not have the time in their schedule to volunteer physically, they can instead choose to donate to charity. However, one must always donate wisely, because some charities are dishonest and lack transparency in terms of what actually happens with the funds from the donation. Therefore, always research the charity before donating to it.

However, supporting the community isn’t limited merely to volunteering with organizations or donating- it also involves supporting art, music, and cultural activities. One should support local artists by promoting their work and also stay on the lookout for shows, exhibitions, and other cultural events. By attending and promoting them, the person will not only develop a healthy sense of what truly constitutes entertainment but also allow the culture of the country to flourish in all areas truly. Being a good citizen involves being cooperative, friendly, considerate, and dedicated to fostering a positive environment in the community.

English Summary

Qualities of a Good Citizen Essay

A citizen belongs to the state. Citizenship does not indicate a mere residence in a particular state. As a member of the state, he or she has certain rights and duties. Only good citizens can make a state great. He enjoys rights and privileges and he or she is expected to contribute his or her bit in making the society as well as the country progress on healthy lines.

A citizen enjoys liberty in a democratic state. He or she is free to take up any job or profession. He or she has the right to vote. The citizens can elect a government of their choice. The citizens have a right to property, right to worship, right to seek justice, right to write or express thoughts, etc.

In the near future, they may also get the right to information and right to work. But all these rights may prove useless or even harmful if these are not exercised judiciously. After all, liberty cannot be converted into license .

One is supposed to enjoy liberty or freedom in such a way that one’s actions or utterances do not interfere with the liberty of others. While making use of one’s rights and liberty, one must be conscious of one’s duties and responsibilities.

The prime duty of a citizen is to become a good, conscious, dutiful and responsible citizen. A person must have certain qualities in order to good citizen. Only good citizens can ensure a bright future for their country.

Good citizens are intelligent and hard-working. They are bold daring. They are always prepared to lay down their lives to protect the interests and honour of their country.

A good citizen is honest in word and deed. He is always truthful and hence, never avoids paying taxes. He is selfless and does not live for himself or his family but also for others. He seeks his good in the good of all. he helps those who need help. encourages those who need encouragement and Protects those who need protection.

A good citizen is never a fanatic and narrow-minded. He or she never allows himself or herself to be dominated by emotion and petty consider tion . Religious tolerance and communal harmony are the articles of faith to an ideal citizen.

Such a person never loses temper whatever the provocation may be. good citizen always understands and uses the language of reason and follows the dictate of conscience.

A good citizen is every inch a patriot. Being loyal to the country, he or is prepared to sacrifice anything and everything for the motherland. Being broad-minded, such a citizen loves not only his own country but also other countries.

A good citizen is law-abiding and obeys the laws of the country sincerely. He or she never takes law in his or her hands. Rather people of kind extend their full co-operation to the government in maintaining law and order in the country. They are ever ready to put down crime and help the police in arresting criminals.

Ours is a democratic state. No country can ever function successfully if its citizen are not aware of their rights and responsibilities. Rights and duties always go together. They always exercise them intelligently.

Above all, a good citizen has the welfare of his country and his fellow citizens at heart. He or she does his best to further their interests. Such people render voluntary service to the city or the country in various capacities.

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Essay on Who is a Good Citizen

Students are often asked to write an essay on Who is a Good Citizen 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 Who is a Good Citizen

Understanding a good citizen.

A good citizen is someone who respects others and their property. They are friendly, helpful, and considerate. They understand their rights and responsibilities as a member of a community. They always try to make their surroundings a better place for everyone.

Responsibilities of a Good Citizen

A good citizen always follows the rules and laws of their country. They pay their taxes on time and vote in elections to support democracy. They respect the rights of others and do not harm or disturb anyone. They help others in need and participate in community activities.

Qualities of a Good Citizen

A good citizen is honest, brave, and responsible. They always tell the truth and stand up for what is right. They take responsibility for their actions and do not blame others for their mistakes. They respect diversity and treat everyone equally.

Role of a Good Citizen in Society

A good citizen plays an important role in society. They contribute to the well-being of their community by volunteering, cleaning up the environment, and helping the less fortunate. They promote peace and harmony by treating others with kindness and respect.

250 Words Essay on Who is a Good Citizen

Who is a good citizen.

A good citizen is a person who does their best to make their country a better place. They respect the laws, rights, and freedoms of their country. They also care about the well-being of others in their community.

Respecting Laws

A good citizen follows all the rules and laws of their country. They know that rules are made to keep everyone safe and to make sure things are fair. They do not break laws, even if they think no one is watching.

Caring for Others

A good citizen cares about other people. They help those who need it. They might give food to a person who is hungry, help a neighbor with their work, or just be kind to someone who is having a bad day. They think about how their actions affect others.

Being Active in the Community

A good citizen is active in their community. They might vote in elections, attend town meetings, or join a local club or group. They want to be involved in making decisions that affect their community.

Protecting the Environment

A good citizen also cares about the environment. They do things like recycle, pick up litter, and use less water and electricity. They know that taking care of the environment is important for the future.

In conclusion, a good citizen is someone who respects laws, cares for others, is active in their community, and protects the environment. By doing these things, they help make their country a better place for everyone.

500 Words Essay on Who is a Good Citizen

A good citizen is someone who understands, respects, and follows the rules and laws of their country. They are a key part of any society and help in its smooth functioning. They know their rights but are equally aware of their responsibilities.

Respect for Rules and Laws

A good citizen always follows the rules and laws of their country. They understand that these rules are made for everyone’s safety and well-being. They also know that breaking these rules can lead to problems for them and others around them. For example, they follow traffic rules, pay taxes on time, and respect public property.

Active Participation

Good citizens are actively involved in their community. They vote in elections, attend local meetings, and voice their opinions on matters that impact their community. They understand that their opinion matters and that they can contribute to positive changes in their society.

Respect for Others

A good citizen respects other people, regardless of their race, religion, gender, or age. They treat everyone equally and do not discriminate. They understand that everyone is different and that these differences make their community diverse and vibrant. They also help others in need and are always ready to lend a helping hand.

Responsible Behavior

Good citizens display responsible behavior. They take care of their environment by not littering, recycling waste, and using resources wisely. They also take care of public property and do not damage it. They understand that the resources and facilities they enjoy are shared with others, and they need to use them responsibly.

Education and Awareness

A good citizen is educated and informed. They keep themselves updated about what is happening in their country and the world. They also understand the importance of education and encourage others to get educated. They know that an educated society is a progressive society.

In conclusion, a good citizen is a valuable asset to any country. They follow rules, respect others, participate actively in their community, behave responsibly, and promote education. They contribute positively to their society and inspire others to do the same. Being a good citizen is not just about enjoying rights but also about fulfilling responsibilities.

Remember, every small action counts. Even simple acts like throwing trash in the bin, helping an elderly person cross the road, or voting in elections can make you a good citizen. So, let’s strive to be good citizens and make our society a better place to live in.

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What Does It Mean to Be a Citizen? A Comparative Essay Between Ancient Greek Polis and Modern Post-Revolutionary Citizens

Thomas Red


The concept of citizenship has undergone significant transformations throughout history. While the term "citizen" may appear straightforward, its meaning and associated responsibilities have varied across different societies and time periods. This essay will explore the question of "what it means to be a citizen" by comparing and contrasting the concept of citizenship in ancient Greek polis and modern societies following revolutions that transformed conceptions of citizenship.

Citizenship in Ancient Greek Polis

In ancient Greece, citizenship was primarily defined by participation in the political life of the polis, the city-state. Citizens were expected to actively participate in government assemblies, serve in the military, and contribute to the public good. This notion of citizenship was inherently exclusive, limited to adult male landowners. Women, slaves, and foreigners were excluded from formal political participation and thus considered non-citizens.

Citizenship in Modern Post-Revolutionary Societies

The concept of citizenship underwent a significant transformation in the wake of modern revolutions, such as the French and American Revolutions. These revolutions emphasized the ideals of equality, liberty, and fraternity, which translated into a broader definition of citizenship. Citizenship was no longer solely tied to land ownership or gender, but rather to individual rights and responsibilities. This shift led to the expansion of suffrage, the inclusion of women and minorities as citizens, and the recognition of civil liberties.

Comparison and Contrast

One key difference between ancient Greek and modern citizenship lies in the emphasis on political participation. In ancient Greece, citizenship was directly linked to active political engagement. In contrast, modern citizenship emphasizes individual rights and responsibilities, with political participation being just one aspect of being a citizen.

Another significant difference is the inclusivity of citizenship. While ancient Greek citizenship was exclusive, modern citizenship is more inclusive, encompassing all individuals within a nation-state regardless of gender, race, or social status.

The concept of citizenship has evolved considerably over time. While there are differences between ancient Greek and modern citizenship, both share a common core: the idea that citizens are active participants in a community who share certain rights and responsibilities. In both cases, citizenship entails more than simply legal status; it also involves a sense of civic duty and engagement in the betterment of society.



Note: This essay provides a brief overview of the topic. Further research and analysis are encouraged to explore the complexities of citizenship in different contexts.

  • #citizenship



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