Caila Chin Dinoy ETHICS August 31,

2020

Simple Voluntariness- is present in a human act performed whether the agent likes or dislikes
doing it. It pertains to an act done for it is simply intended, or undone for it is simply not
intended.
Examples:
A. Joel takes up Bachelor of Secondary Education (B.S.E.) for he simply wants to take it up.
B. Reggie does not attend her class for she simply does not feel like attending.
Analyze the given examples based on the definition of the term:
A. Joel’s desire to take up Bachelor of Secondary Education constitutes simple
voluntariness because Joel willingly did the act and no one forced him in choosing his
course of action.
B. Notwithstanding the fact that Reggie had no desire to attend her class, simple
voluntariness is still present because she freely choose not to engage in an activity.
Nobody forced her not to attend her class, rather it is her own desire not to attend.
Hence, the actions are done or executed with simple voluntariness.

Conditional Voluntariness- is present in the agent’s wish to do something other than that
which he is actually doing, but doing it with repugnance or dislike. The existence of a certain
specific condition or situation is that which defines and necessitates the voluntariness of an act,
which, under normal or ordinary circumstances, is not intended to be performed.
Example: A private college is on the brink of economic and financial collapse. The
administration exhausts all the necessary means and time to make the school recover and
survive, but to no avail. The status of the institution gets worse, putting its president in a
situation where he has to make what is necessarily deemed the wisest decision to prevent the
institution from closure. He dislikes doing it, but he makes up his mind too cause the mass
layoffs among teaching and non-teaching personnel.
Analyze: The specific condition/situation in the cited case is the fact that despite all the efforts
the administration makes, the status of the school is still not recovering, and the circumstances
forces the president to make a decision he really dislike but he really needed to do so. The
condition in the cited case is that the president dislikes the chosen decision but he has no
choice but to execute it which means he is forced to do so.
Now, with this scenario, the act of removing many members of the teaching and non-teaching
personnel constitutes a certain degree of voluntariness on the part of the college president.
Why?
Although the decision was against the liking of the president, it still constitutes a minor degree
of voluntariness because he still decided to do the act. Since he dislikes doing it, he can choose
not to do it, however he still did for the sake of school’s reputation or status. He voluntarily
chose to do the act which gives rise to a minor degree of voluntariness.

However, (state the main element of conditional voluntariness)

The act of the president only constitutes conditional voluntariness because the act is
done under a condition which is to save the school from its closure. Conditional voluntariness
states that an action is not intended to be performed under normal operation. So, this case is a
conditional voluntariness because the president could not have done the mass layoffs among
teaching and non-teaching personnel if the school is not on the brink of economic and financial
collapse. The situation imposed a necessity to do so that’s why the president did his act even if
he dislikes it.
Hence, the act is conditional voluntariness.

Direct Voluntariness – is present in a human act willed in itself. Being willed in itself means that
the act is done as a means to achieve an end which is the goal or purpose for which the agent is
doing the act. In short, the act is directly willed to attain an end which is necessarily and directly
intended.
Example: Chief Mate Benetiz, a maritime instructor, does the act of discussing lessons in a loud
voice during navigation class to ensure that his students will listen and learn. Surely, the
midshipmen listen and learn.
Analyze: Given the fact that Chief Benetiz willingly discussed his lesson in a loud voice to his
students to ensure that his students will listen and learn from it, constitutes direct
voluntariness. The act of Chief Benetiz was done to achieve an end which is, his students will
listen and learn at his discussion, doing it willfully and directly intended.
Hence, the act is a direct voluntariness.

Indirect Voluntariness – is present in that human act which is the foreseen result (or a result
that could and should have been foreseen) of another directly willed act. The indirect voluntary
act is an act serving as an effect that is not directly intended, of an act serving as its cause which
is directly intended.
 In short, the unwilled effect is the act indirectly and voluntary proceeding from the
cause, which is the directly willed act. The said effect is capable of being foreseen, though.
Example: Chief Mate Benetiz, a maritime instructor, does the act of discussing lessons in a loud
voice during navigation class to ensure that his students will listen and learn. Nevertheless, this
loud discussion happens to disturb a neighboring classroom separated from them only by wall
made of painted plywood.
Analyze: Notwithstanding the fact that Chief Benetiz wants to ensure that his students will learn
from his lessons that’s why he willfully discussed in a loud voice, indirect voluntariness is
present because this directly willed act has an effect where a neighboring classroom was
disturbed by the said action. It is not his intention to disturb his neighboring classroom although
he could foresee that by doing such action this may happen.
Hence, the action are done with indirect voluntariness.

Positive Voluntariness – is present in a human act of committing, of doing, or of performing. In

a way, it is referred to as an “act of commission.”
Example: Ms. Trinidad, a college computer instructor, performs her responsibility of teaching
her students in computer software.
Analyze: Coupled with her passion and responsibility as a teacher to teach her students,
positive voluntariness is employed because she performs her obligation as a teacher. Even if it
is not her responsibility to teach students in a computer software, as long as there is an action
done, committed or performed, it still constitutes positive voluntariness.
Hence, the action of teaching students employs positive voluntariness.

Negative Voluntariness - is present in a human act of omitting, of not doing, or of refraining

from performing. In a way, it is referred to as an “act of omission.”
Example: Arthur, a fourth year student-teacher, knows that he has been assigned to conduct
practice teaching in an elementary school today. Yet, he does not go to his school of
assignment.
Analyze: It is expected from Arthur that he will conduct practice teaching in an elementary
school however he did not go to his school of assignment. Arthur, not doing his assignment
employs negative voluntariness. It does not matter what is his reasons for not doing his
responsibility to be termed as negative voluntariness, what matters is that there is no action
performed.
Hence, not performing an action constitutes a negative voluntariness.
Actual, Virtual, Habitual, and Interpretative
Actual Voluntariness – is present in a human act willed here and now.
Example: Since his lesson plan preparation for tomorrow’s practice teaching is over, Adrian, a
student teacher decides to take a rest. However, he notices some of his roommates at the
boarding house who are fellow student-teachers, asking one another about certain procedures
in making an accurate lesson plan. Without being asked, Adrian helped his fellows in clarifying
desired procedures right away.
Analyze: It is not the obligation of Adrian to help his roommates in giving answers in making an
accurate plan however he willingly offered a hand to help. He can just take a rest because he
was not forced by his roommates to answer their questions. This only shows that he did the act
with it is his own intent and free will.
Hence, the action employs actual voluntariness.

Virtual Voluntariness – is present in a human act done as a result of or by virtue of a formerly

elicited actual intention, even if that intention is forgotten here and now. In other words, the
intention that has been made previously has a power or virtue that endures even if forgotten.
So that, though the said intention is no longer actually elicited, the act is still done as its result.
Thus, the intention is virtually present, that is, it is present by virtue of the intention made in
the past.
Example: An elementary grade six teacher tells her pupils at the first hour of the morning that
she intends to give, those who will participate actively in the discussion, additional points in
their class standing. As classes go on, the teacher forgets what she intends to give. She teaches,
facilitates, observes, and does her responsibility the whole day. When class hours are over, the
pupils who have been actively participating in class ask about how many points in their class
standing shall be added. Though, she has no more actual intention to give additional points (for
she forgets it), the teacher gives corresponding points as a result of her intention made in the
morning.
Analyze: The teacher already made a commitment that, whoever participates actively in her
class, will receive an additional points. However, as time pass by, she forget what she really
intends to give. Even if she already forget her own words, when the students approach her, she
still gives an additional points. Thus, the act done was a fulfillment of her past intention to give
an additional points.
Hence, the action constitutes virtual voluntariness.
Habitual Voluntariness – is present in a human act done in harmony with, but not as a result of,
a formerly elicited and unrevoked actual intention.
Example: Jimbo signifies his actual intention to finish his studies and become a teacher
someday. Years pass by and he neither carries out is intention nor revokes it. After so many
years of neglect and doing nothing. Jimbo accepts a scholarship program offered by a
philanthropist. It eventually enables him to finish his studies and become a teacher. (Take note
that the voluntary nature of Jimbo’s act cannot be inferred as a result of or by virtue of his
intention made in the power of that intention cannot reasonably be presumed to have endured
throughout a long period of neglect and failure.)
Analyze: Jimbo’s actual intention was to finish his studies and become a teacher someday,
however, he did nothing to achieve his intention. When someone offered him a scholarship, it
was only the time when he attained his main intention. If the philanthropist did not offer Jimbo
a scholarship, he would not be able to achieve his intention. The act of Jimbo to fulfill his
intention was done in harmony of accepting the scholarship offered to him. However, this
paved way for Jimbo to achieve his actual intention.
Hence, the act done by Jimbo is a habitual voluntariness.

Interpretative Voluntariness – is that voluntariness which, in the judgment of prudence and

common sense, would actually be present had the opportunity or ability for it been given. The
act is done proceeding from an intention interpreted not as present but would be present had
proper knowledge and freedom been available to consent and wish for the performance of
such an act.
Example: Upon his mother’s consent, a mentally retarded adolescent is given special education
program suited to his intelligence level for intellectual development.
Analyze:

Hence,
Supine Vincible Ignorance – is that kind of vincible ignorance in which the agent has the
capacity but does not exert any effort at all to dispel his ignorance and obtain knowledge.
Example: Trina, a fourth year education student, does not know about the schedule of practice
teaching she is required to perform. She can easily ask any one of her classmates or check the
bulletin board where the schedule of practice teaching is posted. Yet, she does not bother to do
so.
Analyze: The agent has the capacity to dispel her ignorance and to obtain knowledge about the
schedule of practice. She can ask her classmates or go to the bulletin board for some
information. However, she does not exert any effort at all. This constitutes supine vincible
ignorance.

Affected Vincible Ignorance – is that kind of vincible ignorance in which the agent exerts
positive effort to deliberately foster his ignorance in order to escape responsibility that
knowledge may require. This is the worst type of vincible ignorance because it is willfully
established by the agent himself as an immediate excuse for any violation stemming for it.
Example: Martin, a freshman student wonders if today is Wednesday as he has a 10:00 a.m.
class in English every Wednesday. So as not to know what day is today that may, otherwise,
oblige him to attend class, Martin turns the calendar around and goes somewhere else.
Analyze:
Example: A male science teacher reviews the physiology of the male and female human body in
preparation for his discussion the following morning. He is surprised by an unexpected
temptation of arousal as he looks at the female body.
Analyze:
3.2 Grave Fear – is that in which the evil threatening is serious and severe.
Example: A teacher is overwhelmed with fear as she is being eyed to be the next victim of a
serial killer.
Analyze:
3.3 Intrinsic Fear – is that in which the evil threatening proceeds from within oneself.
Example: A man usually observing proper and balanced diet fears getting sick with high blood
pressure.
Analyze:
3.4 Extrinsic Fear – is that in which the evil threatening proceeds from outside of the self. It is
of two kinds:

 Necessary Extrinsic Fear – is that agitation brought about by the outside forces of nature
Example: Teachers and students are beset with fear because of an earthquake that shakes their
school.
Analysis: It is obvious that the sense of fear arises from the outside, demonstrative of its being
extrinsic. The earthquake which causes fear is an external natural force. Thus, it is a necessary
extrinsic fear.

 Free Extrinsic Fear – is the agitation that proceeds from the freewill of another. The
other’s choice of action is that which is feared by one experiencing free extrinsic fear.
Example: An elementary school teacher prepares her lesson plan for tomorrow’s classes at her
classroom after school hours. She goes home at twilight and fears the thief sighted at the
school.
Analyze:
Morally Perfect Violence – is that in which the victim makes use of all powers of resistance that
can be employed. It entails judgment of reason about the kind of resistance which is due and
necessary so that no useless form of resistance may be applied.
Example: AS a female instructor passes by an alley while going home, a snatcher attempts to
grab her shoulder bag. She resists with all her powers at the command of her will. Later on, she
realizes that resistance is utterly useless as it can result in her being hurt or even being killed.
She eventually withholds resistance not because she wants her bag to be snatched, but because
in the judgment of her reason, no amount of resistance can ever prevent the violence of
snatching at that particular moment.
Analyze:

Imperfect Violence – is that in which sufficient resistance is not exerted despite the available
opportunity and capacity to terminate the violence.
Example: As a female instructor passes by an alley while going home, a snatcher attempts to
grab her shoulder bag. At first, she resists and realizes that further resistance can stop the
violence. Yet, she does not exert the necessary resistance, paving the way for the snatcher to
consummate the violence of snatching.
Analyze:
Read and resolve the following cases:
Ms. Ballares, a teacher, assisting as COMELEC member in facilitating national and local
elections, is asked by the chairman, Mr. Enriquez, to help him in “dagdag-bawas” activity in
favor of some influential political candidates. Knowing it is illegal and morally obnoxious, Ms.
Ballares expresses her objection. However, Mr. Enriquez warns her that if she does not
cooperate, her life is in danger as she might be liquidated by the said political candidates. Thus,
she chooses to do the act of assisting out of fear for her life while retaining her inner objection.
a. What degree of voluntariness is involved in the instant case? Why?
b. Can Ms. Ballares be held morally or legally accountable for assisting in “dagdag-bawas”
out of fear? Why?
c. Is there any alternative you can offer which can be done if one is told to assist in such an
illegal and immoral act in the midst of serious threats? What is it?