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CHAPTER 4: THE CONSTITUENTS OF HUMAN ACTS

AND ITS VOLUNTARINESS
Marl Lechben O. Gaputan, MPA, LPT

Contents:
1. Learning Outcomes
2. Constituents of the Human Act
 Knowledge
 Freedom
 Voluntariness
3. Voluntariness of Human Acts
 Perfect Voluntariness
 Imperfect Voluntariness
 Simple Voluntariness
 Conditional Voluntariness
 Direct Voluntariness
 Indirect Voluntariness
 Positive Voluntariness
 Negative Voluntariness
 Actual Voluntariness
 Virtual Voluntariness
 Habitual Voluntariness
 Interpretative Voluntariness
4. Activity No. 10 and 11
5. References

Learning Outcomes:
In the process and at the end of the discussion, learners must be
able to:
1. Empower themselves to make educated, responsible, and
purposeful decisions, thereby contributing to personal
progress and promoting a more equitable and respectful
society.
2. Understand that the different types of voluntariness in
human acts increases self-awareness, fosters empathy and
respect for others, and encourages critical thinking and
reflection, empowering individuals to make more informed,
responsible, and ethical decisions that contribute to a
harmonious and compassionate community.
3. Develop knowledgeable, empathic, and be a responsible
decision-maker who value ethics, welcomes diversity, and
accept personal responsibility for their actions.
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“Understanding the interplay of human activities enables us to become aware

designers of our own fate, nurturing compassion and principled
living in the immense tapestry of life.”
-Marl Lechben O. Gaputan

Constituents of the Human Act

A human act must have three key characteristics: it must be

knowing, free, and voluntary. As a result, we list knowledge,
freedom, and voluntariness as essential components or
constituents of the human act.

Having knowledge before taking any action is crucial because it

helps us consider the potential consequences and make informed
choices. Knowledge empowers us to evaluate the risks and
benefits of our decisions, allowing us to make more thoughtful
and responsible choices. Without knowledge, we may act
impulsively, overlooking the long-term impact of our actions.

In an academic context, for example, having knowledge about a

subject before writing an essay or taking a test allows us to
present well-informed arguments and answers. Similarly, in real-
life situations, being informed about various options can help us
avoid making regrettable decisions and lead to better outcomes.

Freedom is the foundation of personal liberty and self-

determination. It enables us to mold our lives in accordance with
our beliefs, interests, and goals. When we have the freedom to
make decisions, we accept responsibility for our actions, which
can result in a feeling of empowerment and personal
advancement.

It’s vital to understand that freedom comes with responsibility.

While we have the freedom to make our own decisions, we must
also consider the consequences of our actions on others and
society as a whole. This notion is frequently summed up with the
saying, "With great freedom comes great responsibility."

Voluntariness highlights the necessity of behaving in accordance

with our own preferences and will. We are more likely to be
internally driven, engaged, and invested in what we do when we
engage in voluntary actions. This internal motivation has the
potential to lead to a more fulfilling and authentic life.

Voluntary actions are more likely to be in line with our beliefs and
personal goals, contributing to a stronger sense of purpose and
fulfilment. Being coerced or forced into actions, on the other side,
can lead to resentment, stress, and a sense of powerlessness.
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Understanding these three essential components or

constituents can assist us in leading more meaningful and
responsible lives. We become active agents in molding our destiny
when we have the information to make educated decisions, the
freedom to act according to our values, and the willingness to
pursue our goals. It also emphasizes the notion that each
individual has the ability to make decisions and accept
responsibility and accountability for their actions.

Additionally, recognizing the significance of these essential

components or constituents could motivate us to respect the
independence and authority of others. It prompts us to consider
the factors that might be affecting their choices as well as the
necessity of fostering an environment in which people can act
knowingly, freely, and voluntarily. By doing this, we encourage a
more just and courteous society where people can prosper and
positively impact the communities in which they live.

Voluntariness of Human Acts

The concept of voluntariness is critical in understanding human

behavior and decision-making. The degree to which an activity is
conducted with deliberate intention and conscious choice is
referred to as voluntariness. The degree of voluntariness of
human activities varies, ranging from entirely free actions to
those impacted by external forces beyond an individual's control.
This distinction aids in analyzing individuals' moral
responsibility for their actions and serves as the foundation for
discussions on free will and determinism. We gain insight into
the complexities of human agency and the ethical consequences
that follow by exploring the various types or degrees of
voluntariness. Let us investigate these types or degrees in further
depth to have a better understanding of the complex nature of
human decision-making and responsibility.

 Perfect Voluntariness

Perfect voluntariness refers to activities that we completely

control and are motivated by conscious choice and free will.
These are decisions made without the influence of any
external force or compulsion. In other words, when we choose
to do something willingly and consciously, completely
knowing of the implications, we are acting in perfect
voluntariness.

Consider a college student who volunteers to attend a charity

event planned by a campus club. They make the decision
without being pressured by friends, family, or the college
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administration. Their participation is fully self-motivated, and

they actively participate in the event, aware that their
activities are solely motivated by their personal decision and
desire to contribute to a worthy cause.

 Imperfect Voluntariness

Imperfect voluntariness refers to behaviors that are impacted

or constrained by outside influences but still retaining some
degree of choice. External variables can include coercion,
manipulation, ignorance, and other constraints that limit our
ability to make completely independent decisions.

Consider a college student who must work part-time during

the semester because of financial restrictions. Although they
would prefer to concentrate completely on their studies, their
financial circumstances require them to work in order to
afford tuition and living expenses. While individuals do have
some say in job selection, the decision to work is influenced
by the external issue of financial need, resulting in an
example of imperfect voluntariness.

 Simple Voluntariness

Simple voluntariness refers to activities taken with complete

freedom and conscious choice, free of extraneous restraints
or pressures. Individuals act in these situations based on
their own interests, motivations, and decisions, fully aware of
the effects of their actions.

Consider a college student who chooses an extracurricular

activity based only on personal interest and passion. They are
not under any pressure and their decision to participate in
the activity is entirely their own. This student performs with
pure voluntariness since they opted to participate in the
activity without any outside influences.

 Conditional Voluntariness

Conditional voluntariness refers to activities that are

influenced or determined by external variables or specific
situations. While individuals retain some degree of autonomy,
their decision to act is influenced by unique circumstances or
external factors.

Consider a college student who has been assigned a group

project by their instructor. While the student has some say in
who they choose for their group, they are constrained by the
instructor's requirements and the availability of their peers.
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As a result, their decision to establish a group is influenced

by project needs as well as the availability of possible group-
mates.

 Direct Voluntariness

Direct voluntariness refers to activities made on purpose and

consciously by persons with no intervening effects.
Individuals engage in such situations with full awareness of
their choices and the expected repercussions, accepting direct
responsibility for their actions.

Consider a college student who decides to attend a free guest

lecture on a personal area of interest. They opt to attend the
lecture because it is relevant to their academic and
professional goals. Nobody influences their choices, and they
attend the lecture of their own free will, accepting full
responsibility for their choice.

 Indirect Voluntariness

Indirect voluntariness refers to behaviors in which individuals

are compelled or affected by external causes, causing them to
act in a manner that they would not have chosen freely. These
external influences can be social, economic, or psychological
in nature, and they influence decision-making indirectly.

Consider a college student who decides to attend a school

event not because they are genuinely interested, but because
their close buddies convinced them to do so. The student's
decision is impacted indirectly by the opinions of their peers,
and they participate to maintain social harmony rather than
out of personal desire.

 Positive Voluntariness

Positive voluntariness refers to behaviors that people actively

choose and embrace. In such circumstances, people choose
to engage in a certain activity or behavior because they want
to and find it personally rewarding. Internal motivations and
deliberate intent drive these acts.

Consider a college student who wishes to participate in a

community service project because he or she genuinely wants
to help others and contribute to society. They actively seek
out opportunities to give their time and abilities, finding
satisfaction in making a positive difference in their
community.
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 Negative Voluntariness

Negative voluntariness, on the other hand, refers to behaviors

taken reluctantly or unwillingly as a result of outside
influences or constraints. Individuals may feel compelled to
act against their desires in certain situations, typically
because they lack alternatives or suffer undesirable
consequences for not complying.

Consider a college student who takes on an enormous

academic schedule not because they are passionate about the
subjects, but because their academic advisor urged on the
classes. They feel forced to accept the advisor's advice in order
to avoid academic issues, although having no actual interest
in those specific disciplines or subjects.

 Actual Voluntariness

Actual voluntariness refers to actions individuals choose

knowingly and intentionally and carry out in the physical
world. These activities are based on real-world decisions
made with full awareness of the implications, and individuals
accept direct responsibility for the results of their choices.

Consider a college student who wishes to engage in a study

abroad program. They actively investigate available programs,
assess their academic aspirations, and decide to enrol for a
semester at a foreign university. The student's decision is
motivated by a genuine desire to learn about new cultures
and extend their perspectives. They actively participate in the
required paperwork and preparations, making their
participation in the study abroad program really voluntary.

 Virtual Voluntariness

Virtual voluntariness refers to activities made in virtual or

digital settings in which people interact with computer-
generated scenarios or simulations. While people continue to
make decisions in these situations, the results may not have
the same real-world impact as true voluntariness.

Consider a college student learning about historical events

through an educational simulation game. They make
decisions in the game that impact the outcome of historical
occurrences. While the student's decisions in the virtual
environment are voluntary, they do not have the same real-
life consequences as genuine occurrences. The student's
actions and decisions are part of a virtual voluntariness that
is limited to the simulation's limits.
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 Habitual Voluntariness

Habitual voluntariness refers to activities that are the

outcome of established habits or routines. These activities are
carried out almost automatically, with no cognitive thinking
or explicit decision-making. Habits are formed through
repeated activities over time, and individuals may not
consciously think about these actions while repeating them.

Consider a college student who checks their phone for

notifications first thing in the morning, even before getting out
of bed. This becomes a part of their everyday habit, and they
do it almost intuitively. While the student may not have
chosen to check their phone at that precise moment, the
activity is the effect of habitual voluntariness.

 Interpretative Voluntariness

Interpretative voluntariness refers to acts that are impacted

by individual interpretations or subjective impressions of a
circumstance. Individuals in these situations may perceive a
scenario in a specific manner and respond based on their
understanding of the facts, even if their perception is not
totally accurate.

Consider a college student who obtains a lower-than-expected

grade on an exam. They may take this as a personal failure,
leading to feelings of demotivation and discouragement over
their academic achievement. As a result of this unfavorable
interpretation, their subsequent efforts and approach to
studying may be altered, influencing their future academic
achievement.

In conclusion, understanding the various kinds of voluntariness

in human acts gives us significant insights into the complexities
of human decision-making and the elements that impact our
behaviors. We observe the subtle interplay of personal agency and
external circumstances from perfect and simple voluntariness,
where actions are motivated by conscious choice and free will, to
imperfect and conditional voluntariness, where external
influences and restrictions play a role. Similarly, distinguishing
between direct and indirect voluntariness sheds light on the
extent to which external forces influence our choices.
Furthermore, the notions of positive and negative voluntariness
highlight the importance of personal motives and wants in
influencing our behaviors. Additionally, being aware of actual
voluntariness versus virtual voluntariness allows us to
distinguish between activities with real-world effects and those
confined to virtual worlds. Finally, investigating habitual
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voluntariness and interpretative voluntariness highlights the

influence of existing habits and subjective impressions on our
decisions. Understanding the various kinds of voluntariness
enables us as college students to make better informed decisions,
accept responsibility for our acts, and negotiate moral dilemmas
with greater mindfulness and awareness.