FREEDOM OF THE HUMAN PERSON

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FREEDOM OF THE HUMAN PERSON

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Student Name: ________________________________________ Year & Section: _______

Date Answer Sheets were Submitted: _____________________ Teacher: Dr. Eric Agustin

Introduction to the Philosophy of the Human Person: An Examined Life is (Perhaps) Worthwhile

MODULES 9 & 10: FREEDOM OF THE HUMAN PERSON

2nd Quarter, 1st Semester, SY 2021-2022

MELC-based Weeks 9 & 10

Learning Objectives (What a student needs to know)

In this module 9 & 10’s content standards, the student (“YOU”) should understand the human person’s freedom. In addition, under this module 9 & 10’s performance standards, the learner should show situations that demonstrate freedom of choice and the consequences of choices. 

The most essential competencies are for you to: 

(5.1) Evaluate and exercise prudence in choices; 

(5.2) Realize that: a. Choices have consequences. b. Some things are given up while others are obtained in making choices; and, 

(5.3) Show situations that demonstrate freedom of choice.

A. Lesson Proper (What’s new?)

Introduction

Freedom is the unrestrained right of an individual to think, speak, and act (or not to do something) according to his or her will. Theoretically and practically – that is, in many cases – someone is free if he or she is not constrained by: excessive force or coercion in either/both choice-making or/and action-taking; another individual’s/groups’ undue power; inhumane onus/burden; and related non-freedom. Depending on various contextual uses, freedom has many related terms, such as: autonomy, carte blanche, independence, liberty, self-determination, self-government, self-management, self-rule, sovereignty, and so on. Further, basic individual and civil freedom include, but are not only these: constitutional freedom/rights; civil liberty; freedom of citizens, expression, religion/worship, speech; as well as, legal rights, natural rights, political freedom, unalienable rights, and so on. A detailed discussion about the different types of freedom is in a higher level course, such as during college if you will be majoring in Philosophy or Political Science, for instance.

Freedom of the Human Person and Its Importance 

Freedom of the human person, or simply stated as human freedom, is the quality, state, or condition to use humane emotion reasonably under a bonafide autonomy for the process and end-goal of achieving a good or beneficial life. Under the levels or degrees of human freedom a person has, he or she decides, acts, undoes or does not something advantageous not only to/for himself/herself, but also for other people as well. To be free has a consequent influence of not harming or being harmless to other individuals and other species under normal social interactions and typical circumstances.

So, why is human freedom important? Since free (virtuous) individuals can think, speak, emote, and act ‘unrestrictedly’ without any psychological maladjustment and/or undue external forces, it yields confidence, good-nature, original thinking, equity and equality, productive and quality life. If explained in detail, truly free people living in harmony together without treat to their good and happy life will have both short- and long-term effects – ideally speaking. With freedom exercised with utmost humane consideration, individuals and societies as a whole will have less of worries concerning human rights violations and related interlocal problems and global issues in the long run. 

In talking about the types of human freedom, we can take into account our ‘freedom as’ (‘as a free self’’) as an individual and a person per se. No matter ourselves, race, upbringing, education, etc. we are who we are as individual persons. There is also ‘freedom with’ (‘as a free social member’ or ‘a free socmem’) which our society, politics, and culture endow to us as part of the community and world as a whole. Likewise, ‘freedom like’ (‘as a free achiever’) what we do when we want it done or not, is akin to the full exercise of our autonomy as long as it does not harmfully hinder others from doing the same or such and such. Lastly, ‘freedom to be’ (‘as a free aspirant/dreamer’) encapsulates our desires, aspirations, and everything imaginable that we may or may not accomplish. All these types of human freedom typically co-exist in a single person under self-engagement and/or social interaction.

All Choices, Actions, and Inactions Have Consequences

Are all our thoughts, decisions, actions, and inactions have consequences? For most people, their definitive answer is an overwhelming, yes! As a proverbial cliché aptly stated: What you think, you are; if habitually, you become. Forceful it may have sounded to some people, it may or may not be true for some times given that it is ourselves that we carry all along. Likewise, when making small or big decisions in life, we may not be unfree of the consequences, whether directly, instantly, or inversely of all these outcomes in our decision-making and action-taking. In like manner, whether we act or not, do or undo something (though not everything can be undone), consequences ensue. The human person cannot disentangle himself/herself in the chain of ramifications that his/her acts or inactions endure or forbid.

Top of all the consequences of human undertakings are either positive (good karma) or negative repercussions (bad karmas). You cause something and in return, it brings about an effect – either in you, other people, and/or surroundings. For instance, if you keep on being anxious, it can drain out your energy inside you until you become unhealthy or sick. It is just like eating unhealthy foods and drinks and then resulting in psychosomatic and physiological toll. On the contrary and as another example, if you keep on performing regular exercise, eating healthy foods and drinks, habitually having normal sleeping patterns, and eschewing from vices, most likely than not, you may live a longer life. Whether that is the case, everything that we do or not has byproducts and domino effects. (Note: In the exercises sections that follow, you can provide your own true-to-life experiences.)

Evaluation of Choices with Prudence

When you evaluate or form an idea to assess the value of your choices using good judgment (prudence), you are more likely to act accordingly in a more advantageous or beneficial way – not only for yourself but for others as well. Here are a few suggested steps on the judicious evaluation of choices:

1. Identify your choice(s) by reflecting that you have to make a decision/indecision later on;
2. Approach your choices holistically by considering all/most of the factors. Note: As you approach your choices, you can also create more alternatives whenever necessary/possible;
3. Weigh with utmost discretion and critical-mindedness all/most choices/alternatives or even facts/evidences;
4. Decide which choice(s) to make;
5. Act prudently/judiciously for your best and other people’s interests.
6. Revisit/refine/re-evaluate your choices whenever feasible.

As you can see above, the steps involved in making prudent choice(s) is repeating or cyclic. However, that is not always the case given that some choice-making ends immediately after deciding; whereas, other choice-making lingers whenever applicable to the situation at hand.

To Choose or Not to Choose

An individual person is free to choose or not to choose. When choosing, in most cases, a person has to gain something from it. On the other hand, when a person decides not to choose something, he/she has given up on something beneficial or disadvantageous to himself/herself. Hence, to choose or not to choose involves consideration or weighing down the pros and cons of something. The paradox of choosing is that even when you decide not to choose, it is still a choice. By default, a person is always on the other hand of the extreme not to choose, but still has to face the resulting consequences for not choosing to do something at all. All things being equal, however, to choose or not to choose is the best option depending on context, consequences, and other accompanying factors.

Situations Demonstrating Freedom of Choice and their Consequences

Individually or collectively, there are myriad examples of situations that demonstrate human freedom of/to choose and their consequences. You can choose to do something or not and then comes the unfolding of eventual consequences. You can choose to remain in bed and sleep longer or wake up and then do your daily tasks. If you stick on your bed, chances are you become more restive especially when you really need one. On the other hand, you can accomplish most, if not all, your routines and activities all day long, and still find time to rest and then sleep when it is time to call it a day.

All freedoms include the freedom of choices and the consequences they behoove; in other words, we are the consequences of our action as much as they are within our bounds and controls. Whether our thoughts, actions, and inactions are self-initiated, self-made, influenced by others, and within the boundaries of human reasons and compassion, we are impacted by any of their consequences. Consequently, it pays to use one’s freedom of choice and reap its good consequences – and not the other way around. You can oftentimes turn the tides to your advantage.

B. Written Task (Quiz)

Multiple Choice: Instruction: Choose the correct or “best” answer by encircling your letter of choice. 

1. You chose to have a verbal or unwritten agreement with someone. Are you going to abide by the agreement or not when there comes a time you are at a disadvantageous position?

1. No, I don’t want to be at a disadvantageous position. b. No, I still have a choice not to honor my words.

c. Yes, it is okay to be at a disadvantageous position. d. Yes, as I am bound by the agreement in w/c I had complete knowledge of.

2. Which of the following is not among the features of freedom? 

1. It is coercive in nature b. It comes in many forms, such as freedom of expression, speech, religion, etc.

c. It is self-governing d. There is autonomy

3. Which one of the following scenarios shows the exercise of human freedom?

1. All choices (b, c & d)
2. Being kind or not to animals
3. Cheating or not cheating in an exam as part of your desperate scheme
4. Disposing your garbage anywhere you like when nobody’s looking at you or disposing it properly

4. You are not aware of the whole consequences of your decision and action? What would you do?

1. By default, you will do nothing and still face the negative consequences.
2. You will only decide and act if you already all the consequences of your decisions/actions.
3. You will ask another person to do the choosing for you even if it is not the right thing to do.
4. You will use wisely your freedom to choose as you employ every means possible within your control.

5. Why is human freedom a good thing?

1. A human person can think, decide, and act for his/her best interest.
2. Human freedom results in equity more than just equality.
3. Individually and collectively, positive human freedom brings forth originality and novelty.
4. All of the above.

6. The types of human freedom in this lesson consist of the following, EXCEPT:

1. ‘freedom to be’ (‘as a free daydreamer’)
2.  ‘freedom as’ (‘as a free self’’)
3. ‘freedom with’ (‘as a free social member’ or ‘a free socmem’)
4. ‘freedom like’ (‘as a free achiever’)

7. Which of the following is a demonstration of freedom of choice WITHOUT a consequence?

1. None of the choices (b, c & d)
2. You end up a senior high school graduate, became a successful entrepreneur and a business tycoon in your mid-40s.
3. You married after being successfully employed, happily married and with children.
4. You studied smartly from Kindergarten to Senior High School and qualified and maintained being a 100% or full scholar during your university years.

8. The steps in evaluating choices with prudence include the following, excluding one of these:

1. Act prudently based on the initial steps
2. Do not re-evaluate any decisions made
3. Identify and then approach holistically your choices
4. Weigh the pros and cons of your choice prior to making a decision

9. (a) The freedom to choose (or not to choose) is a right with accompanying consequences

    (b) Choosing is better than not choosing at all

1. Statement (a) is true
2. Statement (b) is false
3. Statements (a) and (b) are neutral statements
4. Statement (a) is true and Statement (b) is false

10. Which one of the following situations manifests a person’s use of freedom of choice? 

1. You are forced to do something against your will.
2. A person was tortured until he/she divulged a top secret to another foreign government.
3. Children worked as child laborers in an underdevelopment, impoverished community. 
4. You cheated in an exam for the first time even when you know it is unethical to do so.

C. Performance Task

Performance Task: Interviewing Your Parent/Guardian

(minimum of 250 words)

Interview your parent/guardian and how his/her wise decision helped him/her to become a better person in exercising your freedom as a human person. (Note: Prepare your interview question(s) in advance.)

Note: Before your interview proper, please refer to the Rubric below:

Scoring Rubric for a Philosophical Interview

Score/Points	Philosophical Thought Fluency/Articulation(including word choice)	Depth of Idea	Organization(intro, body, generalization)	Conventions (e.g., word limit, grammar, spelling, punctuation)
100-90 (4-5)	Philosophically fluent/articulated thoughts (with excellent word choice)	All philosophical ideas were deeply elucidated in excellent details	Well-organized, with good transitions, and interesting to read	Correct word limit, grammar, spelling, punctuation
89-80 (3)	Good articulated thoughts (with good word choice)	Most ideas deeply explained in good details	Very organized, with some smooth transitions, and interesting to look at	Few errors as to word limit, grammar, spelling, punctuation
79-70 (2)	Thoughts nearing accuracy (with enough words to convey mostly basic ideas)	Some ideas aren’t explained deeply	Somewhat organized, no sufficient transitions, and interesting at the beginning	Piecemeal errors throughout the text, many grammar, spelling, punctuation mistakes
69-60 (0-1)	Haphazardly thought out ideas (many misuses of words); plagiarized	Fuzzy, shallow ideas and off points; plagiarized	No beginning and no end; extremely challenging to read/understand; plagiarized	Highly perceptible errors throughout the paper; plagiarized

The blank spaces provided for below is just a sample writing pad. Write the key ideas shared by your interviewer concerning “prudence in decision making’ using a separate sheet.

Student Interviewer:_________________________________________________________________________________

Parent Interviewee:__________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

Parent Interviewee:__________________________________________________________________________________

Student Interviewer:_________________________________________________________________________________

(Please use additional sheet, whenever necessary)

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.