FREEDOM OF THE HUMAN PERSON

5.3A REALIZE THAT CHOICES HAVE CONSEQUENCES

WHAT IS A CHOICE?
 Is an act of selecting or making a decision when faced with two or more
possibilities. Choice involves decision making. It can include judging the
merits of multiple options and selecting one or more of them. One can
make a choice between imagined options or between real options
followed by the corresponding action.

Types of Choices
1. A Dilemma
2. Hobson’s Choice
3. Sophie’s Choice
4. Morton’s Fork
A Dilemma
 It represents a choice where we have two outcomes but both of them are
equally unwelcome. Our task here is to then choose between one of these
unpleasant outcomes.
As an example, a dilemma would be where you need to drive home in exceptionally heavy
traffic, knowing that whatever choice of route you make, it's going to take a long time.

Hobson’s Choice
 A choice where we get a choice between one thing or nothing. This
terminology is typically applied where the thing we are offered is not what
we really wanted.
An example of a Hobson's Choice would be arriving home late and having a choice
between unappealing food or no food at all.

Sophie’s Choice
  Sophie's Choice is a moral choice. We have to make a choice between
two desirable things, knowing that once we had chosen, we can never
choose the other thing as well.
If two friends invited us to their weddings at the same time on the same day, that would be a
Sophie's Choice.
Morton’s Fork
 A Morton's Fork is really a logical fallacy. Even though it might appear that
you get a choice, either action that you take leads to the same bad
outcome.
For example, a student who procrastinates for too long before doing a major assignment
still ends up having the same amount of time do the assignment, no matter what they did to
procrastinate. The activities that they choose between to procrastinate are a Morton's Fork.

WHAT IS A CONSEQUENCE?
 A result or effect of an action or condition.
Types of Consequences
1. Positive Reinforcement
2. Negative Reinforcement
3. Positive Punishment
4. Negative Punishment
Positive Reinforcement
 Using positive reinforcement involves offering a reward for positive
behaviors to encourage your child to keep doing them.
"Positive reinforcement is probably the most effective method of shaping
behavior. Children who are praised and are acknowledged for their efforts are
more likely to continue to want to do those behaviors.” says Dr. Eichenstein.
Negative Reinforcement
 This method takes away something unpleasant to reinforce good
behavior. A child will clean his room to get his parents off his back about
the mess. His good behavior is reinforced by the removal of his parents'
constant reminders. In negative reinforcement, you're not actually doing
 anything negative -- the "negative" refers to removing something from the
equation.
Positive Punishment
 This form of punishment presents a negative consequence in response to
a negative behavior ("positive" refers to the fact that you're adding a
consequence). There are better types of positive punishment, however.
You can let a child experience the "natural consequence" of a negative
behavior -- getting a bad grade when she doesn't study, for example.
Negative Punishment
 Rather than introducing a consequence, negative punishment takes
something away in response to a negative behavior. Take away a toy
after your child fails to clean his room, or refuse to. In this case, a more
beneficial strategy, however, would be to use positive reinforcement of
increased screen time if their son behaves well, as rewards are generally
more effective than punishment in modifying future behaviors in children.
5.3B SOME THINGS ARE GIVEN UP WHILE OTHERS ARE OBTAINED
IN MAKING CHOICES

 We all face moments where we must choose between one thing and
another. We need to choose things everyday, but we don't seem to know
much about the different types of choices that we face. It would help us to
know more about the different types of choices; then we can see that
some choices are hardly choices at all.

 In win-win choices, everybody affected by the choice gains from the

outcome. In a win-lose choice, some win and others lose. We generally
see win-win choices as being more preferable than win-lose choices.
However, that's not always true when we don't want the other person to
win. At these times, we're more likely to actually want win-lose choices.
5.4 SHOW SITUATIONS THAT DEMONSTRATE FREEDOM OF CHOICE
AND THE CONSEQUENCES OF THEIR CHOICES
WHAT IS A FREEDOM?
 Freedom is traditionally understood as independence of the arbitrary will
of another. Freedom is not a value but is the ground of values because it
allows a person to create and appreciate values, to pursue the classical
values of beauty, truth and goodness. It enables people to use
their creativity so as to bring joy to God and to others, their family,
relatives, friends and wider community.
The Value of Freedom
 Mohandas K. Gandhi - “Freedom can be achieved through inner
sovereignty. Freedom is valuable for the individual and also for society.”
For the individual freedom is a pre-requisite for spiritual and moral growth. A
person who as they grow older is not given more and more responsibility and
the freedom that goes with it does not fully mature.
Freedom enables a person to make decisions that will affect their future. It gives
them the chance to take or not to take opportunities that occur instead of having
such decisions made by someone else.

 The Anglo-Saxon king Alfred the Great (c. 849 – 26 October 899), who
was the first known person to have written the word 'freedom' in English,
suggested that to be governed by righteousness is to be "on tham
hehstan freodome," that is, in the highest freedom. The Christian idea of
freedom includes the expectation that a truly free person will live following
their conscience. As Saint Augustine said, "Love God and do what you
want."

 The laws of the Magna Carta issued in 1215 advanced the freedom of
Englishmen Freedom allows people to pursue their interests within the
 framework of law. It means that people are not controlled and not part of
someone else's plans and purposes.
 In short the freedom to follow their conscience. Such a person would
naturally live within the moral law. Each person and institution freely
makes make their own plans and self-coordinates them with others. It has
been called a cataplexy by F.A. Hayek.
Two Concepts of Freedom
1. Positive Liberty
2. Negative Liberty
Positive Liberty
 The idea of self-mastery, or the capacity to determine oneself, to be in
control of one's destiny. Positive liberty should be exercised within the
constraints of negative liberty. Concepts of liberty represent valid human
ideals, as a matter of history the positive concept of liberty has proven
particularly susceptible to political abuse. Advocates of positive liberty
claim that a person who cannot achieve his ambitions because he doesn't
have enough resources is not free.
Negative Liberty
 Absence of constraints on, or interference with, an agent's possible action.
Greater "negative freedom" meant fewer restrictions on possible action.
This negative liberty is central to the claim for toleration due to
incommensurability.
Inner Autonomy
 Freedom can also signify inner autonomy, or mastery over one's inner
condition. This has several possible significances according to Susan
Wolf: 1. The ability to act in accordance with the dictates of reason;
2. The ability to act in accordance with one's own true self or values;
3. The ability to act in accordance with universal values (such as the True and
the Good)
4. The ability to act independently of both the dictates of reason and the
urges of desires, i.e., arbitrarily (autonomously).
Freedom and Determinism
 Determinists argue that in a law governed universe the future is contained
within the past. Everything that will happen tomorrow could be predicted
by a being that knows all facts about the past and the present and knows
all natural laws that govern the universe. In other words things cannot be
other than they are. So if everything including the behavior of human
beings is determined by the immutable laws of cause and effect, free will
and hence freedom is an illusion. People do not really make free choices
as what they decide to do has already been determined by the laws of
physics and chemical interactions.
Consequence
 Logical consequence (also entailment) is a fundamental concept in logic,
which describes the relationship between statements that hold true when
one statement logically follows from one or more statements. A valid
logical argument is one in which the conclusion is entailed by
the premises, because the conclusion is the consequence of the
premises.
Logical consequence is necessary and formal, by way of examples that explain
with formal proof and models of interpretation.
Three Types of Logical Consequences
1. “You break it, you fix it”
This type of logical consequence is used in situations when something has been
broken or a mess has been made—whether accidentally or intentionally. The
consequence is that those responsible for the problem take responsibility for
fixing it. Teachers use this type of logical consequence when they see an
opportunity for a child to solve a problem he or she has caused.
Examples:
Adam jiggles the table and causes water to spill. The teacher directs Adam to clean it
up.
Jana accidentally knocks Pedro down on the playing field. The teacher prompts Jana to
help Pedro up, ask if he’s OK, and go with him to get first aid if needed.
2. Loss of Privilege
This type of logical consequence is used when children’s behavior does not
meet pre-established expectations. The consequence is that the child loses the
privilege of participating in an activity or using materials for a brief time, usually a
class period or a day.
What’s taken away must be directly related to the misbehavior, and the teacher
must make sure that the child truly understands and can live up to expectations.
Teachers use this type of logical consequence when children defy, test, or
simply forget the rules.
Examples:
Dana insists on using the watercolor brush in a way that damages its bristles. The
teacher tells Dana that she cannot use watercolors during choice time until she’s
reviewed correct use of the brush and shown the teacher that she knows how to use it
without damaging it.
Garth’s class job for the week is line leader, but as he leads the class to lunch, he leans
into a classroom to wave hello to a friend. The teacher tells Garth that he has lost the
privilege of being line leader for the day and temporarily gives that responsibility to
another child. Later, she checks in with Garth to make sure he remembers and
understands the expectations for walking in line.
3. Positive Time-Out
This type of logical consequence is used when a teacher believes that a child
needs a way to calm down and recover self-control. The consequence is that the
child moves to a pre-established place in the classroom, takes time to regroup,
and then rejoins the class once he or she has calmed down.
Example:
Mark disrupts a math lesson by calling out answers without raising his hand. The teacher
sends him to the time-out place. In the minute or two he spends there, Mark calms down
using self-calming techniques the class has learned, and then returns to his regular seat.

6.1 REALIZE THAT INTERSUBJECTIVITY REQUIRES ACCEPTING

DIFFERENCES AND NOT TO IMPOSING ON OTHERS
What is Intersubjectivity?
 Intersubjectivity is a term coined by social scientists as a short-hand
description form variety of human interactions. For example, social
psychologist Alex Gillespe and Flora Cornish list at least six definitions of
intersubjectivity (and other desciplines have additional definitions).

6.2 APPRECIATE THE TALENTS OF PERSONS WITH DISABILITIES

AND THOSE FROM THE UNDERPRIVILEGED
WHAT IS A DISABILITY?
 A disability is defined as a condition or function judged to be significantly
impaired relative to the usual standard of an individual or group. The term
is used to refer to individual functioning, including physical impairment,
sensory impairment, cognitive impairment, intellectual impairment mental
illness, and various types of chronic disease. Disability is conceptualized
as being a multidimensional experience for the person involved.
 Correspondingly, three dimensions of disability are recognized in ICF:
body structure and function (and impairment thereof), activity (and activity
restrictions) and participation (and participation restrictions).
Disabilities can affect people in different ways, even when one person has the
same type of disability as another person. Some disabilities may be hidden,
known as invisible disability.
There are many types of disabilities, such as those that affect a
person's:
1. Vision Hearing
2. Thinking Learning
3. Movement
4. Mental health
5. Remembering
6. Communicating
7. Social relationships
What is The International Classification of Functioning, Disability and
Health (ICF)?
 The International Classification of Functioning, Disability and Health, also
known as ICF, is a classification of the health components of functioning
and disability. The ICF is structured around: Body functions and structure.
Additional information on severity and environmental factors. Disability
can be broken down into a number of broad sub-categories, which include
the following 8 main types of disability.
Mobility and Physical Impairments
Spinal Cord Disability
Head Injuries (TBI) - Brain Disability
Vision Disability
Hearing Disability
Cognitive or Learning Disabilities
Psychological Disorders
Invisible Disabilities
Mobility and Physical Impairments
 This category of disability includes people with varying types of physical
disabilities including: Upper limb(s) disability Lower limb(s) disability
Manual dexterity Disability in co-ordination with different organs of the
body Disability in mobility can be either an in-born or acquired with age
 problem. It could also be the effect of a disease. People who have a
broken bone also fall into this category of disability.
Spinal Cord Disability
 Spinal cord injury (SCI) can sometimes lead to lifelong disabilities. This
kind of injury mostly occurs due to severe accidents. The injury can be
either complete or incomplete. In an incomplete injury, the messages
conveyed by the spinal cord is not completely lost. Whereas a complete
injury results in a total dis-functioning of the sensory organs. In some
cases spinal cord disability can be a birth defect.
Head Injuries - Brain Disability
 A disability in the brain occurs due to a brain injury. The magnitude of the
brain injury can range from mild, moderate and severe. There are two
types of brain injuries: Acquired Brain Injury (ABI) Traumatic Brain Injury
(TBI) ABI is not a hereditary type defect but is the degeneration that
occurs after birth. The causes of such cases of injury are many and are
mainly because of external forces applied to the body parts. TBI results in
emotional dysfunctioning and behavioral disturbance.
Vision Disability
 There are hundreds of thousands of people that have minor to various
serious vision disability or impairments. These injuries can also result into
some serious problems or diseases like blindness and ocular trauma, to
name a few. Some of the common vision impairment includes scratched
cornea, scratches on the sclera, diabetes related eye conditions, dry eyes
and corneal graft.
Hearing Disability
 Hearing disabilities includes people that are completely or partially deaf,
(Deaf is the politically correct term for a person with hearing impairment).
People who are partially deaf can often use hearing aids to assist their
hearing. Deafness can be evident at birth or occur later in life from several
biologic causes, for example Meningitis can damage the auditory nerve or
the cochlea.
Cognitive or Learning Disabilities
  Cognitive Disabilities are kind of impairment present in people who are
suffering from dyslexia and various other learning difficulties and includes
speech disorders.
Psychological Disorders Affective Disorders
 Disorders of mood or feeling states either short or long term. Mental
Health Impairment is the term used to describe people who have
experienced psychiatric problems or illness such as: Personality Disorders
- Defined as deeply inadequate patterns of behavior and thought of
sufficient severity to cause significant impairment to day-to-day activities.
Invisible Disabilities are disabilities that are not immediately apparent to others.
It is estimated that 10% of people in the U.S. have a medical condition
considered a type of invisible disability.