ETHICS030

Villacampa, Arabelle P. BS-Pharmacy 04/25/2022

2. 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 (B.S.E.) for simple he 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:

Hence,

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
administrative 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

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?
 However, (state the main element of conditional voluntariness)

Hence,

3. 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:
Hence,

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 Benitez, a maritime instructor, does the act of discussing lessons in
a loud voice during navigation class to ensure that his student will listen and learn. Nevertheless,
his loud discussion happens to disturb a neighboring classroom separated from them only by a
wall made of painted plywood.
Analyze:

Hence,
4. 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:

Hence,

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:

Hence,

5. Actual, Virtual, Habitual and Interpretative

Actual Voluntariness - is present in 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 helps his fellows in clarifying desired procedures
right away.

Analyze:

Hence,
 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 elicited, the act is still done as its result. Thus, the
intention is virtually present, that is, it is present by a 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:

Hence,

Habitual Voluntariness- is present in a human act done in harmony with, but not as a
result of, a formerly elicited and unprovoked actual intention.

Example: Jimbo signifies his actual intention is 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. (Take note that the voluntary nature of Jimbo’s
act cannot be inferred as a result of or by virtue od his intention made in the for
the power of that intention cannot reasonably be presumed to have endured
throughout a long period of neglect and failure).

Analyze:

Hence,
 Interpretative Voluntariness- is that voluntariness which, in the judgement if 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,
 Kinds of Ignorance

As far as the agent is concerned, in whom it exists, ignorance is of two kinds. Ignorance
of the law and ignorance of fact may fall under either of them, namely;

1.1. Invincible Ignorance - is that kind of ignorance which cannot be dispelled because it is not
within the capacity of the agent to do so and obtain knowledge. It may proceed from either of the
two sources:

 The agent may not know that he does not know. He is ignorant that he is ignorant.

 The agent may know that he does not know and exerts a reasonably sufficient effort to
get rid of his ignorance but is unable to acquire knowledge and remains ignorant.

Ethical Principle: Invincible ignorance destroys the voluntariness of an act.

It has been learned that the voluntariness of an act proceeds from knowledge and
freedom. Without knowledge, there is no genuine exercise of freedom and voluntariness is not at
work. Now, invincible ignorance is an absence of knowledge that cannot be evaded. Thus, an act
which is done in the absence of knowledge requires no genuine exercise of freedom and it cannot
be considered a voluntary act. The agent is not responsible for an act performed out of this kind
of ignorance. He is also not accountable for such ignorance.

Example: A student-teacher encounters a certain term which he does not know. He exerts
all his efforts to know its exact meaning by asking his professor, going to the
library, researching on the Internet, and others but he obtains no accurate
answer. The entire class hour is consumed having no ways and means by which
the said student can dispel his ignorance and acquire knowledge of the meaning
of the term.

Analysis: The agent exerts a reasonably sufficient effort to dispel his ignorance and
obtain
knowledge of the meaning of a certain term. Yet, he is unable to do so and
remains ignorant. At the moment the agent makes all the necessary means to
get to know the meaning of the term but to no avail, his ignorance is invincible
and is not imputable to him. (Of course, when opportunities occur again for the
agent to obtain means to dispel his ignorance and gain knowledge, the scenario
may be morally different).

1.2. Vincible Ignorance - is that kind of ignorance which can be dispelled because it is within the
capacity of the agent to do so. Here, knowledge is obtainable if sufficient and diligent efforts are
exerted.
 Kinds of Vincible Ignorance

 Simple Vincible Ignorance - is that kind of vincible ignorance in which the agent exerts
certain but not sufficiently enough effort to dispel his ignorance and obtain knowledge.

Example: A college student encounters a certain term which he does not know. He asks
his
classmate about its meaning. But then, his classmate does not also know it and
provides no answer to his query. He can go to the library to scan pages of the
dictionary or encyclopedia or directly ask his professor about it but does not
anymore bother to do so.

Analysis: The agent, certainly, has the capacity to dispel his ignorance and obtain
knowledge about the term. This constitutes vincible ignorance.

He exerts a certain effort by asking his classmate about the meaning of the term
but not sufficiently enough to eliminate his ignorance and get knowledge. This
constitutes simple vincible ignorance.

 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:

 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:

"Obviously, an evil action performed in the heat of passion is different from an evil
action that is calculated. Civil law recognizes this fact in making distinction between first- and
second-degree murder. Judges often take concupiscence into consideration when they hear a
case, although they may not use the theological term for it. Such recognition of the fact of
concupiscence is well-founded, for it does have an influence upon the morality of human acts.
Sometimes it happens that an individual deliberately arouses his passions. In such a case, moral
culpability is increased rather than lessened. If, on the other hand, passion is spontaneous,
culpability is lessened."

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:
 1. Fear- "is an agitation of the mind brought about by the apprehension of an impending
evil."

Types of Fear

3.1. Light Fear - is that in which the evil threatening is present but slight, or serious but remote

Example: A teacher experiences agitation of her mind when she hears the news that
teachers are the current targets of a serial killer. However, the killing usually
takes place among teachers who are traveling at a distance, while her house is
just a meter away from her well-secured school of assignment.

Analysis: The fear of getting killed is a serious one. But the fact that the agent's residence
is just a meter away from her secured school of assignment and that the usual
victims are commuting teachers indicates a remote sense of fear. Thus, it is a
light fear which is serious but remote.

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:
 Types of Violence

4.1. Perfect Violence - is that in which the victim gives complete resistance to the application of
external force.

Two Types of Perfect Violence

 Physically Perfect Violence - is that in which the victim uses every possible means of
resisting at the command of his will.

Example: As a female instructor passes by an alley while going home, a snatcher attempt
to grab her shoulder bag. She resists with all her physical powers at the
command of her will manifested in her shouting for help, squarely wrestling
with the snatcher, etc.

Analysis: The teacher employs every possible means with all her physical prowess of
resisting at the command of her will. This constitutes the fact that she is a
victim of a physically perfect violence.

 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 attempt
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:

4.2. 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 attempt
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:
 EVALUATION

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 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?

2. Ryan, a college student, suspects that his professor inadvertently gives the entire class
wrong instructions as to the veracity of the lesson she is discussing. He knows for a fact
that the said lesson is so essential, having significant bearings not just upon the
intellectual, but also upon the professional and human formation of students. However,
Ryan does not bother to validate his doubt with his professor as he is afraid of being
scolded and branded as wiser than she is. He just consoles himself: “Anyway, she is my
professor. She has to know more than I do, for all I care!” In short, the lesson discussed
by the professor turns out to be adversarial to the true knowledge of the lesson, while
Ryan and his classmates remain to have no idea about the truth.

a. What kind of fear does Ryan have? Why?

b. Is Ryan justified for not telling his professor about his doubt out of fear? Why?

c. What kind of ignorance does Ryan have as to the true knowledge of the lesson?
Why?

d. Is the professor justified for inadvertently giving a doubtful body of knowledge?

Why?

e. What kind of ignorance does she have in reference to true knowledge of her
lesson? Is it a morally excusable ignorance? Why?

f. What implications do the doubtful discussion of lesson and the omission of the
necessary inquiry for knowledge acquisition have in the students’ practice of their
future profession?

g. Is any evil consequence that may happen out of inadvertently doubtful class
instruction directly willed or not? Why?

h. Is any evil consequence that may happen among the students in their professional
development imputable to the professor?

i. Is it also imputable to Ryan for his act of omission?

j. If you were Ryan, what would you do in the very first place?

k. In reference to the cited case, what do you think should a professor do before
entering the classroom?