2.

Simple and Conditional

Simple Voluntariness - is present in human act performed whether the agent likes or dislikes
doing it. It pertains to an act of 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 example based on the definition of the term

The first example shows that Joel likes what he is doing and intended to do it. While in second
example, Reggie does not like what he is doing and the act considered undone.

Hence, the acts are simply voluntary.

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 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 _______________________________
Agents choice or wish to do something but doing it with repugnance or dislike. It is not intended
for the college president to mass layoffs but it is the only condition and therefore the act is
voluntary.

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?

Because the condition can be done or undone. Doing condtional act constitute voluntariness
because the agent knows and aware of the condition and what he is doing.

However, (state the main element of conditional voluntariness)

The disposition of the president is forced by circumstances to perform an act which he would not
do under normal condition.

Hence, the act is conditionally voluntary

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: The act is direct voluntariness because agent willed to do a certain act. She voluntary
does it inorder for the midshipmen to hear her and learn the lessons.

Hence, the act is directly voluntary

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 preceeding from the cause, which is
the directly willed act. The said effect is capable of being foreseen, though.

Example: Chef 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 neighboring classroom separated from them only by a wall made of
painted plywood.

Analyze: Chief Benitez act to disturb the neighboring classroom can be foreseen. The cause of
the act is just to make his students hear and learn, however the effect is no t directly intended
which is to disturb the other class.

Hence, the act is indirectly voluntary

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: Since Ms. Trinidad has knowledge in computer and she does her responsibility to
help student to learn.

Hence, the act is constitutes 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 Arthur unwillingness to do a certain act. It is his intention and voluntariness to

does not do an act even if it is his task to do it.

\ Hence, the act is constitutes negative voluntariness.

Actual, Virtual, Habitual, and Interpretative.

Actual Voluntariness - is present in a human act willed here and now.

Example: Since his lessons 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-teaches, 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: It doing an act voluntary based on what a peson sees at the certain moment. Since
Adrian notices the struggle oof his fellows, he helps them willingly and voluntarily.

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 act done by the teacher is a result by virtue of a formerly elicited actual intention.
The teacher’s will is really to give an additional points to her pupils and since the intention that
has been made previously has a power or virtue that endures even if forgotten, the intention is still
present. It is only right for the pupil to ask for it.

Hence, the act is constitute virtual voluntariness.

Habitual Volunatriness - is present in 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 enable
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 cannot reasonably be presumed to have
endured throughout a long period of neglect and failure.)

Analyze: Habitual voluntariness comes from a person’s habits and done it in harmony, therefore
Jimbo’s act done in habitual voluntariness for he does not neglect his intention to become a
teacher.

Hence, the act is constitute Habitual voluntariness.

Interpretative Voluntariness - is that volunatariness 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
preceeding 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 or intellectual development.

Analyze: The conditions of agent and certain circumstances should consider. The opportunity or
ability for it has been given and an intention interpreted had proper knowledge and freedom.

Hence, the act is constitute 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: The agent has full knowledge and know any option how to accomplish a certain act but
does not do so. She does not think any possible way to know something even she knows she can.

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 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 wants to escape the responsibility of him attending his class, therefore he exerts any
efforts to diverse his attention and create reasons to not attending class. He willfully establish an
excuse and refusal to do a certain act.

2. Concupiscence “is the rebellion of the passions against reason. . . (It) is the revolt of the sense
faculties of man against dominion of his higher faculty of reason. All men perceive this revolt within
themselves.”

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: This happend because of passion felt by a person toward another. Because of passion
against reason, man’s desire dictates his reason to experience an effect toward his body.

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: Grave fear may produce voluntariness of an act because of threats that could affect
the decision. It affects the mind and emotion that ride drive the act of the person.

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: Fear of the certain effects cause by an act. The fear that something will happened to
himself and doing something to avoid it for himself too.

* 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: Fear caused by someone and the agent is without control if other’s will do harm to
her. It depends on other person/s to do a certain act or cause danger to other.

* Moral Perfect Violence - is that in which the victim makes use of all powers of resistance that can be
employed. It entails judgement of reason about the kind of resistance which is due and necessary so
that no useless from 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 resist with all her powers at the command of her will. Later on, she realizes that
resistance is utterly useless at 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 judgement of her
reason, no amount of resistance can ever prevent the violence of snatching at that particular moment.

Analyze: Thinking if using resistance will prevent criminals of doing harm to the victim. In this
case, it right to not to resist to the snatcher because whatever force the victim may exert, the
snatcher will harm her and the worst is, may could lead to the end of her life.

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 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
snatcher.
Analyze: Not doing an act of exerting force or efforts because of knowledge and will that trigerrs
the victim that doing so won’t stop the violence. Hence, in doing so, could protect her for further
violence caused by the snatcher.

EVALUATION
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 her life while retaining her inner objection.

A. What degree of voluntariness is involves in the instaant case?Why?

This would belong in Imperfect voluntariness because of the defect in the knowledge of Ms.
Ballares. Miss Ballares knows the act but her intention is to protect herself from danger brought by
Mr. Enriquez.

B. Can Ms. Ballares be held morally and legally accountable for assisting on “dagdag-bawas” out of
fear? Why?
Yes, Ms. Ballares is morally and legally accountable because her doing is a product of her will and
decision making her to decide to do or resist the act. Ms. Ballares is aware of her doing but there is
defect that it is out of fear or threats why she does that certain act. It is imperfect but voluntariness
is present.
C. Is there any alternatives 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?
For me, I will resign in the COMELEC because the salary or the money cannot buy my integrity. The
respect I may gain from people, society and clean conscience is still very important. Doing an illegal act
for the sake of my life is very dangerous and if there is a way to escape it, that is to avoid it.