Human life a struggle for human freedom

1. Human Life: A
Struggle for
Human Freedom
Lesson 4

3. Activity: The Freer Person
Who is freer between the two persons? For
each item, put a check mark (/) in the box
corresponding to the person who is
understandably experiencing greater freedom
than the other person. Explain your choice.
(Do the activity in your book on pages 18-19.

4. Activity: The Freer Person
1
A hospital patient afflicted with acute cancer
A doctor studying the case of the cancer
patient
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5. Activity: The Freer Person
2
A 17-year-old boy in school
A 17-year-old boy in prison
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6. Activity: The Freer Person
3 A mother living in a war-torn country
A mother living in Metro Manila
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7. Activity: The Freer Person
4 A father who lost his job
A father working in a factory
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8. Activity: The Freer Person
5
A 17-year-old girl who had realized her
parents love her
A 17-year-old who just realized she is
pregnant
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9. Activity: The Freer Person
If you have answered the following as a freer
person:
• A doctor studying the case of the cancer patient
• A 17-year-old boy in school
• A mother living in Metro Manila
• A father working in a factory
• A 17-year-old girl who had realized her parents
love her

10. Being afflicted by a serious illness or
suffering from imprisonment, war,
unemployment, or an unexpected pregnancy
are difficult circumstances that lead to a
loss of one’s personal freedom.

11. What is
Freedom?

13. Freedom
It is the power rooted in
reason and will to act or
not to act, to do this or
that, and so to perform
deliberate actions.

14. Freedom
• Freedom is power.
• How do I use my
freedom?
• Is it for my good and of
those around me?

15. Freedom as
Context

16. What if each person whom
we considered free in the
activity had his or her own
unfortunate backstory?

17. Example:
That young boy in school
might actually feel
unhappier than the other
boy in prison.

18. Example:
The man who lost his job
might actually fulfill his
responsibilities as a father
more than someone who is
working.

19. Freedom as Context
This refers to our context or
circumstances in life, which
make us free or unfree.

20. Freedom as Context
External Threats to Freedom
Internal Threats to Freedom

21. External or Internal Threats

22. External or Internal Threats

23. External or Internal Threats

24. External or Internal Threats

25. External or Internal Threats

26. External Threats to Freedom
 Those conditions that limit and
hinder the full exercise of one’s
personal freedom on a physical
level.
 These threats are visible
and more obvious.

27. External Threats to Freedom
Imprisonment Sickness
Unexpected
Pregnancy

28. Internal Threats to Freedom
 Those conditions that limit and
hinder the full exercise of our
personal freedom from within.
 Invisible and not so
obvious

29. Internal Threats to Freedom

30. We must strive to set ourselves
apart from all that limits us and
hinders our personal freedom both
externally and internally.
Resist the wrong attitudes and
worldly beliefs of our time.
Freedom as Context
We become fully
ALIVE!!!!

31. Freedom as the Capacity to Choose
 Our freedom gives us the capacity to
choose.
 We use our freedom to render acts of
service.

32. Freedom as the Capacity to Choose
 Freedom is like a gift to human beings. It
entails a responsibility.
 It is the ability to respond to situations properly.

33. Freedom as the Capacity to Choose
 In our existence of freedom, we respond to the
Creator who loves us and call us to a loving
relationship with Him and others.
 Our acts of freedom may enable us to render
acts of love.

34. Freedom as the Choice Itself
A human Action
Act of man
Free Human Act

35. Act of Man Free Human Act
 What a person does outside the
context and capacity of his
freedom.
 These are a person’s involuntary
acts, like beating of his or her
heart, the digestion of his or her
food, the throbbing of his or her
pulse points, or the blinking of his
or her eyes.
 Our freedom to think and to choose is in
the context of free human acts or
choices.
 A free human act is born out of one’s
freedom.
 When one uses her capacity to think and
choose, one does human acts.

36. Human
Actions
Involuntary
(Acts of Man)
Moral Acts
Morally Good Acts
Wrong Acts

37. Freedom as the Choice Itself
 All free human acts, including our walking in
the morning, are moral acts.
 We call them moral acts because they are
choices that involve our mind, will,
discernment, and decision.

38. Being Moral is
being human.

40. Freedom as the Person Formed by One’s
Choices
 Through free human acts or moral acts, we
become either other-centered persons or
self-centered persons.

41. Freedom as the Person Formed by One’s
Choices
Example:
Waking up early every day and going to school or
work is not only for our sake but for the good of
others.

42. Freedom as the Person Formed by One’s
Choices
When we habitually choose what is morally
wrongful, we reject our nature and dignity as
human persons. Constantly staying in bed makes
us lazy.

43. Freedom as the Person Formed by One’s
Choices
Therefore, a person who practices virtues
becomes a virtuous person, and a person who
develops vices becomes a vicious and morally
corrupt person.

44. Freedom as the Person Formed by One’s
Choices
Through our free human act or moral acts, we
form our core decision or fundamental option
that tells the kind of person we are or the quality
of freedom we have.

45. Activity:
Answer Act Letters A. and B on pp. 25-26 in your
book.

46. Authentic Human Freedom:
Doing What is Morally
Good
Lesson 5

47. Activity: The View of
Advertisement
Just Do It

48. Activity: The View of
Advertisement
We find ways

49. Activity: The View of
Advertisement
Snickers

50. Activity: The View of
Advertisement
Have it your way!

51. Activity: The View of
Advertisement
I’m lovin’ it

53. Freedom should go beyond
our common notion of
“doing what I want”

54. Being truly free is doing
what is morally good.

55. Authentic
Freedom

56. Authentic Freedom
It is doing what is good.
It is in doing what is good
and promoting the well-
being of others that one
becomes truly free.

57. Authentic Freedom
Evil enslaves: it damages and
destroys. It appears to be good,
but it is not.
“Doing whatever one wants”
makes one feel free but one is not
truly free.

58. Authentic Freedom

59. Authentic Freedom
In what ways does the father
demonstrate his authentic
freedom?
Does the daughter express true
freedom in the video?

60. Authentic Freedom
Activity: Analyze the situation of Julia.

61. Authentic Freedom
Julia has always wanted to become a
teacher, but her parents insist she
should pursue medicine because “it’s
more profitable.” She feels torn
between pleasing her family and
following her own passion.

62. Authentic Freedom
How does Julia exercise Authentic
Freedom?

63. Authentic Freedom
Chooses Medicine False Freedom
Chooses Education
Choice is influenced by external pressure
Authentic
Freedom
choosing what is good for herself and true to her goals

64. Authentic Freedom
If Julia reflects on her passion for teaching
and the fulfillment it brings. She decides to
pursue education, explaining her reasons
respectfully to her parents. She’s choosing
what is good for herself and true to her goals,
then, Julia exercises authentic freedom,
balancing responsibility, respect, and personal
growth.

65. The Irony of Moral
Good and Wrongful Acts

66. Authentic Freedom

67. The Irony of Moral
Good and Wrongful Acts
•As we mature as loving person, we
realize that doing what is good is
not as easy as doing what is bad.
•What seems to draw us persistently
are those desires that lead to
wrongful acts.

68. The Irony of Moral
Good and Wrongful Acts
Wrongful
Anything that enslaves, causes
suffering, and destroys the human
person.

69. The Irony of Moral
Good and Wrongful Acts
The limitation of the natural world,
which in itself is not wrongful, can
result in wrongful consequences for
human persons and communities.
Cosmic Wrongful Acts
Example: Sickness, Flooding, Tsunamis,
Earthquakes, and other natural hazards

70. The Irony of Moral
Good and Wrongful Acts
• Moral wrongful acts is perpetuated by our
wrongful free acts.
• Therefore, moral wrongful acts ultimately result in
human destruction.

71. The Irony of Moral
Good and Wrongful Acts
Moral Evil
• Do good acts- one experiences difficulty.
• Do evil acts- one experiences initial comforts or
rewards.
So why still do what is
good?

72. Activity:
• Read the story of Shine Romeo’s classmate
who chooses to cheat by copying someone
else’s homework on pages 31-32, the answer
the guide questions.

73. Activity:
• What is the wrongful act of Shine’s classmate?
What makes it wrongful? Why?
• Not having been caught, what will it ultimately
bring to Shine’s classmate? Why?
• In the end, what will the honesty and diligence
of Shine bring out? Why?

74. What is TRUE Human
Freedom?
• True Freedom is doing good.
• True freedom involves choices and
decisions.
• Our choices and decisions are
guided by universal moral values.

75. The Purpose of Human
Freedom
• Promote Personal Growth
• Respect for Others
• Responsible Decision-Making
• True Happiness and Fulfillment

76. The Importance of Laws and
Conscience
• Our Freedom is guided by
universal moral values that
are upheld and promoted by
laws and conscience.

77. The Importance of Laws and
Conscience
• Institutions of authority play a vital
role in upholding the rule of law,
promoting the common good,
maintaining order, fostering peace
in society, and ensuring fair and
equal decisions for all people.

78. The Importance of Laws and
Conscience
• Human freedom is relational. It
cannot be separated from our
relationships with other people in
our families, communities, society,
and the world.

79. The Importance of Laws and
Conscience
• The exercise of human freedom
should always be guided by the
principles of law and the voice of
conscience.
• Laws and conscience help us know
what is good with respect to the
universal moral values.