The coercive requirement part in this policy compels me to denounce the absurdity of the claim, since the nurture of altruistic mentality may play a part among juveniles in their early years of schooling, but the “compulsory” regulation of these activities only becomes the duress of their mind out of their freedom.
Unpaid community services are certainly considered an efficient way of building up to higher morals among younger generations in their daily behaviors. Sense of altruism and charity, as well as the moral obligations, if with the possibility of being rooted in the early years of an adult via providing them chances of undertaking jobs beneficial to others but without material feedback, certainly contributes to preparing lofty spirits, by means of which one shall, somewhat, be willing to devote himself in their jobs without being too utilitarian, and to give out beneficent aids to his surroundings. Besides, those experiences in terms of charity or community services also gestate profitable outcomes and concrete advantages, since they may be written on the resume and are sometimes cherished well by the enrollment of universities as well as the enterprises, which prove their sense of community and spirit of devotion.
Notwithstanding the contributive properties the occupations of beneficent services are endued, to “compulsorily” regulate high-school students to fulfill them as their needs for the study requirements or the credits may sound relatively absolute. Students typically do not care sharing a bit of their hands to others, but this doesn’t mean to force anyone to become beneficent the same as others. Personalities vary among individuals with their own rationalities, and altruism simply is not the only correct value people should present in their lives. On the other hand, the services provided by students should never be with the characteristics to be written on the coercive rules and laws. Policies set up for the students virtually include the regulations to establish bottom lines, together with encouragements to reinforce excellent behaviors. That is to say, experiences, or willingness with positive purposes or optimistic results are only entitled to be categorized in the “encouraging” part, but not the “compulsory” criterion.
In conclusion, students can be cultivated with the virtues of sharing kindness and volunteer aid to their surroundings, but they should never be forced to do benignities in any situations.
