Jillian S.

Umbao ETHICS July 4, 2020

Simple and Conditional

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 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. Coupled with his real intent and desire to take up Bachelor of Secondary Education,
simple voluntariness is present because he willingly did the act. It does not matter
whether he did so because he likes, the main point here is that nobody and nothing
coerced him into choosing his course of action.
B. Notwithstanding the fact that she had no desire, Reggie still employed simple
voluntariness by freely choosing to not engage in an activity which is to not attend her
classes. Nobody forced her but it was her choice or decision to do so.
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 to cause the mass layoffs among
teaching and non-teaching personnel.
Analyze: The specific condition/ situation in the cited case is the fact that the status of the school
is not recovering despite all efforts and the circumstances are forcing the president to make a
heavy decision that he does not approve of but he needs to do so. The condition here is that the
president dislikes his chosen action but needs to execute it still because the situation is giving
him no other choice or alternative 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 president. Why?
-Although the act is done against the liking of the president, there is still a minor amount of
voluntariness because he still decided to do the act willingly. He can choose to not execute the
act since he dislikes it but for the sake of the school’s status, he voluntarily chose to do the act
which gives rise to a small degree of voluntariness.
However, (state the main element of conditional voluntariness)
-the action only constitutes conditional voluntariness because the act is done under a
condition which in this case is the need to save the school from its downfall. Conditional
voluntariness states that an action would not have been done under normal conditions. So
technically it could be applied in this scenario because the president would have not done the
mass layoffs of teachers and the other staffs if the school did not face a crisis. He only did his act
because the situation imposed a necessity to do so.

Direct and Indirect

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 Benitez, 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:
Chief Mate Benitez’s action is directly linked to his end goal of ensuring that the class
could listen and learn. The chief mate had the specific goal of letting the midshipmen to really
listen and learn which in turn made him purposefully conjure a plan of making his voice loud
during the discussion in navigation class. In simple terms, Chief Mate Benitez formulated a goal
and made a plan and executed the said plan to achieve the goal.
Hence:
-The action employed direct voluntariness on Chief Mate Benitez’s end.

Indirect Voluntariness – is present in that human act which is the foreseen result 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 directly willed act. The said
effect is capable of being foreseen, though.
Example: Chief Mate Benitez, 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, his
loud discussion happens to disturb a neighbouring classroom separated from them only by a wall
made of painted plywood
Analyze:
-Chief Mate Benitez’s main goal was to ensure that his students will listen and learn and
his action was directed to the achievement of that goal. However, as a secondary effect, his
action lead to the disturbance of a neighboring classroom. Although this effect was not primarily
intended by Chief Mate Benitez, he still had the capacity to foresee that it could happen.
Therefore in simple terms, Chief Mate Benitez’s never intended to cause disturbance of the
neighboring classroom but still it occurred as a secondary link of the main action.
Hence:
-The act that resulted to the secondary result of disturbing neighboring classrooms
constitutes indirect voluntariness.

Positive and Negative

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:
Ms. Trinidad did an action which is teaching her students about computer software. In the
doing of her responsibility alone, Ms. Trinidad is already employing positive voluntariness. It
does not matter that the action she did is her responsibility and is expected of her. It only matters
that there is an action done.
Hence:
-The action of teaching employs positive voluntariness.

Negative Voluntariness – is present in a human act of omitting, of not doing, or of 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:
Arthur did not execute the action which was expected of him which is the conducting of a
practice teaching. In not doing his responsibility, Arthur is already employing negative
voluntariness. It does not matter what his reason for not committing his expected responsibility
or the circumstances that governed it. It only matters that there is no action done.
Hence:
-The action of not conducting the practice teaching in an elementary school showcases
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-teacher, asking one another about certain procedures in
making an accurate lesson plan. Without being asked, Adrian helps his fellows in clarifying
desired procedures right away.
Analyze:
Adrian is not obliged to help his roommates and he could have chosen to rest already but
he willingly offered his help. He did not choose to offer his help at a later time but did so right
then and there. He was also not forced by his roommates which means his action was initiated by
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 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 asked her about how many points in their
class standing shall be added. Though, she has no more actual intention to give additional points,
the teacher gives corresponding points as a result of her intention made in the morning.
Analyze:
The teacher had made a commitment towards her students by declaring that additional
points will be given. However, due to her forgetting her own words, she also lost the intent of
giving additional points. Despite that she lacks the intention already, the teacher still gave
additional points just to keep her end of the bargain or to fulfil her words to her students. Thus,
the action of the teacher to give additional points is merely done as a fulfilment of a past
intention that was strengthened by a virtue.
Hence:
The action constitutes virtual voluntariness only.

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 his 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.
Analyze:
Jimbo’s intention was to finish his studies and become a teacher however, he did not
execute any course of action to achieve or attain his intention. Eventually, he was able to achieve
his intention but the action that lead to it was the acceptance of a scholarship program. If the
philanthropist did not offer the scholarship, Jimbo would have not finished his studies which
consequently would mean that he won’t become a teacher. The act done was under the intent of
accepting the offer of a scholarship and not really to attain his original intentions. However, the
acceptance paved the way of fulfilling his original intent. Therefore, the recent act which was the
acceptance simply harmonized with the original intention of Jimbo.
Hence:
The act is a sample of habitual voluntariness.

Interpretative Voluntariness – is that voluntariness which, in the judgement 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:
The mentally retarded adolescent had to attend special education through his mother’s
consent. Normally, this would seem as an involuntary act because the one who decided to set the
action in motion is a different person and not the main subject himself. However, because of his
mental state, this action is interpreted as something that the adolescent would have consented to
if only he was mentally sane. Had he not suffer mentally, he would have possibly intended to
take classes. His mother’s action is an act grounded on common sense that her child is in need of
special education.
Hence:
The action employs interpretative voluntariness.

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:
Trina had the capacity and means to cure her ignorance by gathering the necessary
information. However, she remained ignorant because she did not commit the necessary actions
to gain the knowledge or information. Thus, her ignorance is not considered as an excuse to bail
her out of her situation and she could be held responsible and liable to the consequences her
actions will bring.

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 from 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:
Martin had the capacity and means to get rid of his ignorance but he did not do the
necessary actions to do so. Worse, Martin deliberately did an action that would foster his
ignorance so that he can avoid being held responsible by his actions. He is using the excuse of
not knowing the date to escape his responsibility to attend his English class. Furthermore, he had
the intent of using this excuse so he may be absolved with the consequences.
Concupiscence
Example: A male education student escapes Teaching Strategy class for a date. He first
convinces his girlfriend to watch a pornographic movie before he finally persuades her to go
with him to a motel.
Analysis: The 'student increases the degree of culpability of whatever happens inside the motel
because he deliberately fosters a passion for sex by first watching a pornographic movie.
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 human body.
Analyze:
The male science teacher’s arousal to the female human body manifested beyond his
reason and will. It was a natural response of his body which stemmed from something deeper or
beyond the control of the teacher. The degree of culpability is mitigated because the act was
done as part of his responsibility as a science teacher and not to awaken sexual feelings within
himself.

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:
The threat of murder is an extreme disturbance to the peace of mind of a person. The
teacher who is being eyed by the serial killer is experiencing grave fear which means she may do
actions driven by this fear. Such actions may be reckless and unreasonable as grave fear has the
ability to dull a person’s judgment and lessens the capacity of a person to think rationally.

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:
The man’s fear is not being caused by any external factors. There is no person threatening
him or a situation that imposes fear on him. His fear solely radiates from within him because he
is worried of being diagnosed with high blood pressure.
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 it 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:
The elementary school teacher’s fear stems from the intention of the thief. Hence, the
school teacher fears the course of action that the thief will execute. After all, if the thief decides
to steal her things or harm her, it will result to an unfavourable situation for the teacher.

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:
 This situation exhibits morally perfect violence because the female instructor did struggle
and fight with every possible ways within her capacity. She only conceded when it was apparent
that no amount of resistance could stop the snatcher and she may even be harmed.
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:
Contrary to the prior example, in this situation resistance could have been enough to stop
the snatcher from taking her belongings. She however, did not try to resist which means that
imperfect violence happened instead of a morally perfect violence.

EVALUATE
Read and resolve the following cases:
1. 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 will be 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?
The degree of voluntariness is conditional voluntariness.
Why?
The degree of voluntariness is only conditional because she personally does not like the
action she is doing. She is doing the action against her own liking and she would have not done
the said action if Mr. Enriquez did not threaten him. She only chose to cooperate because the
situation forced her to do so.

b. Can Ms. Ballares be held morally or legally accountable for assisting in "dagdag-bawas" out
of fear? Why?
Yes, she could be held morally or legally accountable for her assistance because the fear
is not grave. The fear is not life threatening and resistance was still possible but she simply
withheld herself. However, the degree of responsibility could be mitigated because threat was
present which forced Ms. Ballares to commit an action which she would otherwise have not done
should Mr. Enriquez did not employ threat to her job.
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?
I believe there is another alternative in dealing with Ms. Ballares situation. Ms. Ballares
could have recorded proof that such an activity is happening and report it to higher
administration. This way, she would not be forced to take part in the illegal activity and she
could safeguard her job as well because the higher administration (provided that higher
administration is just) will definitely protect her well-being.