This paper is meant to explore the relativity and importance of the college students' cognition development, spirituality development and citizenship development as well as to make some suggestions for teaching conduct. This article is divided into five sections. The foreword is about how the subject of "Citizenship and Society" has been gradually given the attention it rightly deserves in senior high school. The Department of Education has made it one of the subjects of the college entrance examination; the students of higher education will definitely become the main body of the intellectuals of the civil society; citizenship is interrelated with the cognition development and spirituality development of college students. For the second section, we introduce Perry's theory of cognition development, Parks's theory about spirituality development, and Dynneson & Gross's theory of citizenship development. The third section is to demonstrate the theories of the three scholars and the pluralistic development of postmodern citizenship. And the fourth section is to conclude that teaching conduct of higher education should play an aggressive role in the advocacy of citizenship education, contributing to the citizenship development of college students. In this paper, we declare that cognition development and spirituality development should be integrated and applied in the citizenship education and then become the real content of the life education. Finally, as conclusion and suggestion, it is pointed out: if the theory about college students' cognition development and spirituality development could be combined with the theory of citizenship, integrated with the theory of citizenship development, applied in the content and instructional methods of citizenship education as well as in the specific programs of advancing the life education, we can prevent the general courses relevant to "Citizenship and Society" from becoming a Mickey Mouse class or insubstantial subject. By that means, we can create a practical and forward-looking perspective of not only the citizenship education of college students but also the global citizenship education after these students graduate from college.