Do Bystanders Have a Responsibility to Intervene When There is Trouble?

I write a paper to discuss whether or not the bystanders are responsible for witnessing bullying behavior, whether verbal or physical. After careful consideration of this topic, I stumbled into the article in the New York Times - https://via.hypothes.is/https://www.nytimes.com/roomfordebate/2013/04/21/the-bystanders - A person who can be a hero / bystander - responsible for what you can do - the author has a very strong approach to this problem. The author says that we are part of a larger community and we say that our social freedom depends on the bystander 's actions when it seems to be problematic, so we interfere with others He said he was responsible for assistance. This line stands out for me very much. Because I always think that the theme of a spectator is not social freedom, but all morality and goodness.

But I also found this view that social freedom depends on the behavior we personally take and is highly convincing. This is obviously a big sentence, so I would like to know if it is a general sentence.

Are onlookers responsible for intervention when in trouble? Under the Creative Commons display by Mason - 0 the same way to share an international license agreement

After all, I am convinced that onlookers are responsible for intervening when they have problems, and they play an important role in deciding how this will end. If someone does not help you finish it seriously, if someone is involved in doing the right thing, everyone is happy to return home. I believe that some people are involved as they believe they have the same benefits in the future if they have problems. If you are not involved in helping people in trouble, you will not help. The right thing is a good Samaritan.

Bystander intervention studies They show that bystanders intervene when someone is in trouble in a very limited situation contrary to expectations. For example, if they think that other people may be involved, bystanders tend to move away from this situation. Ratan and Dali showed that students who are about to speak about the "good Samaritan" allegory are superior to other bystanders to help victims who need "good Samaritans". Based in part on their bystanders intervention model, I built a model of ethical behavior that seems to fit various ethical issues. This model prescribes specific skills necessary for student rationality and then acts in an ethical way. These skills are taught through active learning - by enabling students to solve moral reasoning problems and apply the skills they need. The basic premise of the model is that moral behavior is much more difficult.