Some extra notes, part II

Lesson two: limitations to autonomy

Review: Recall the use of critical judgment and decision-making based on personal principles when thinking about the definition of autonomy. Note that autonomy entails self-governance: when we are free from dependence on other people to make behavioral decisions for us, it becomes our responsibility to develop a code of conduct designed to maximize potential for good. You should be able to offer examples of autonomy granted in their personal lives.

1.  Nuez asked an important question in the previous lesson: why did we include the term “democracy” on the list of possible components of autonomy, if a democracy is a system of government that involves laws that curb the autonomy of its citizens? 

This question demands that we examine two sets of distinctions: collective autonomy vs. individual autonomy; and freedom vs. autonomy. 

• Collective autonomy applies to a group of people operating under some degree of shared identity. For example, the ability of a school club to govern itself according to its own principles is a form of collective autonomy because everybody in the club governs themselves together, as a one. 
• Individual autonomy applies only to a single individual. To use the above example, while a school club uses collective autonomy to make decisions for its group goernance, the individuals within the club may still exercise individual autonomy for more personal decisions such as choosing the most strategic way of introducing new ideas to the group for review.     

The discussion of collective vs. individual relates to our understanding of personal identity: it is important that we develop a sense of our personal values and purpose so that we use our autonomy to achieve fullest potential. We may also use this personal understanding to monitor the areas in which our actions are politically, religiously, or economically manipulated by lack of autonomy. To frame it as a question: when is our personal autonomy to act on our values limited? Are our values determined by the extent of autonomy we’re granted? 

2.  In which cases is autonomy limited? (draw as an inverted pyramid)

A. Concrete limitations:

• International: government over another government- eg. colonial control over a different people
• National/provincial/municipal: government over institutions- eg. government establishes curricula in public schools; determines what passes for knowledge
• Institutional: eg. a school will establish rules of conduct, set of objectives, dress code, etc. 
• Religious: ritual laws- restrictions come from the community and from god. 
• Family-based: depending on the family, rules and expectations determined by commitments to relationships.
• f. Personal: decisions related to personal fulfillment, goal-achievement.

B. Abstract limitations:

• Social pressure – sexism/racism
• Emotional dependency
• Cultural/economic influence, insufficient perspective/knowledge

Let us recall the unit’s central question, in light of all of these limitations: Do I control my decisions? (More specifically, how do limitations on my autonomy affect the extent to which my identity can develop?)

3. Do you believe that autonomy is a good thing? Is this always the case?  Respond to the following questions: 

a. Why do you believe limitations to autonomy are necessary, if at all?
b. At what point do these limitations become oppressive?