Some people believe that unpaid community service should be a compulsory part of high school programs (for example working for a charity, improving the neighborhood or teaching sports to younger children). To what extent do you agree or disagree?

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In Thailand, some elders believe that doing charity
work
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while
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studying in secondary
school
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could help children to develop a devoted mindset. They are trying to make the service compulsory for a student,
for instance
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: applying for university requires a portfolio which contains a content of charitable works; there is an ethical subject in high
school
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in which community service is necessary.
However
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, I would say that I am very offended by
this
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nonsense compulsory.
Firstly
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, doing any community service is not a high
school
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kid’s job. Their primary roles are to study and cope with their changes in many aspects. Every single
work
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is already owned by some other occupation. There is no need for unpaid duty if there are enough positions for all works that are in need.
For example
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, it is not the older child’s job to teach the younger a sport, it should be taught by a sport teacher!
Secondly
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, people used to believe that forcing a child to devote him/herself to society would lead to the idealistic personality of a child. Though, it is totally untrue. A number of children that have been forced to do charity do not realize the purpose and importance of charity. They just do it for grades. Briefly, I would say that I totally disagree with the statement above. Unpaid community
work
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should not be a compulsory part of high
school
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.
Nevertheless
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, I think that it should be available for kids who are interested in doing fund
work
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and every institution must support them.
Submitted by jiajiapemika on

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Topic Vocabulary:
  • compulsory
  • unpaid community service
  • charity
  • neighborhood improvement
  • teaching sports
  • empathy
  • social justice
  • transferable skills
  • teamwork
  • leadership
  • problem-solving
  • civic duty
  • civic engagement
  • educational enhancement
  • practical experiences
  • academic learning
  • real-world applications
  • social cohesion
  • mutual support
  • time management
  • balancing priorities
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