Why Should Education Be Free For Everyone?


Why Should Education Be Free For Everyone
2. Widened Workforce – Along with technological progressions comes a shift in the workforce. Most automated jobs are replacing low-skill workers. Automation is spreading quickly across positions that require repetition, like back-office tasks. However, automation is not meant to replace the entire workforce.

  • Instead, the needs of most economies are shifting to require a more skilled workforce, with people who have good analytical skills and creative thinking abilities.
  • These skills are both taught and honed with a college education.
  • If more people could attend college for free, then the workforce will expand.

The workforce will also be more agile. In the case of an economic downturn when one industry falters, another generally rises to replace it. Then, workers need to be retrained and taught skills for the job. If more people could enter school and gear their studies towards booming industries, then the population will be more equipped to cope with economic changes.
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Why everyone needs to be free?

Why Is The Right To Freedom Important? – The right to liberty is important because it allows us to have power over our own lives and to strive for a better life. It’s one of the basic rights that we all deserve as human beings, regardless of where we live or what our circumstances are.

  1. Political freedom is a basic constitutional right in the United States, for example.
  2. Although there are many countries in the world where citizens don’t have the same freedoms that people have in the United States, the US government was founded on the idea of individual freedom and freedom of expression.

People like Martin Luther King Jr, Susan B. Anthony, and Malcolm X in the African American community were all champions of freedom and civil rights who worked tirelessly to ensure that more people in American society had access to freedom and civil liberties.
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Why education should be free in Nigeria?

TOP 5 REASONS WHY FEDERAL UNIVERSITY IN NIGERIA SHOULD BE FREE A college/ university degree is such a significant milestone in one’s life that it has evolved into a fundamental aspect of the “every man’s dream.” Attend college, obtain a job, purchase a house, and start a family.

It is not always that easy, although it all begins with getting a university degree in Nigeria to stand out different from a regular individual with just a formal level of education in the country. Obtaining a university degree focuses on expanding one’s life options. It prepares you mentally and morally for one’s career path and professional life.

A college degree offers employment prospects such as higher earnings and more skilled positions, yet research has posited that it often contributes to general satisfaction and stability. Universities are major players in teaching and learning, higher education, research, and technology.

  • Universities provide proper development for elevated jobs, along with knowledge for personal growth, through their teaching activities.
  • The function of universities is critical in all sectors, both socially and legally.
  • Graduates from all areas require knowledge of sustainability as well.
  • Universities can assist in providing the new information and skills required to face the difficulties of sustainable growth in a community, as well as in raising public awareness and creating essential requirements for informed decision-making, ethical guidelines, and consumer choice.

Universities are recognized as crucial entities in the processes of societal transformation and growth. University and college campuses should be open to the public. Obtaining pre-education nowadays is determined either by figures in our bank statement instead of the scores on one’s school report.

Colleges and universities ought to be open to everybody since everyone deserves an equal opportunity to learn because the number of debt people has after completing their education or degree is extremely large. Learning equality is non-existent in post-secondary education. Regardless of financial means, everyone regardless of financial means should have an equal opportunity to study just at the rate we deserve.

Obviously, a numerous number of people don’t really acquire the knowledge that they have earned due to financial constraints, which is unjust. Also, if indeed the school does not financially aid them, then really aren’t encouraging young teenagers to complete one‘s course of study and, in fact, are discouraging them by stating that even if someone does not have finances, therefore would not merit the education.

  • That kid may be intelligent and hardworking, but they cannot pay the tuition required for the kind of education they deserve.
  • University tuition fee costs are growing faster than inflation in Nigeria.
  • Countless students all over the globe face financial constraints whenever it relates to attending a university.

Seeing as schooling has become such a paramount component of life, there seem to be multiple reasons why the university should be free. The arguments for debt-free education include not only personal benefits but also how education helps to positively impact society as a whole.

Free university education entails greater accessibility for all students. As a result, education is made available to everyone so that everyone can attend for free, rather than only being accessible to some people based on their social status. Obtaining a university degree in Nigeria entitles you to additional work opportunities, more earning potential, and vastly greater career earnings.

However, attending college is also associated with expensive tuition rates, exorbitant student debt, and inaccessibility for many kids from low-income families. Fewer than one percent of all students receive full-ride scholarships, allowing them to attend college for free.

A comprehensive scholarship is the only sure method to get a university education for free. Generally said, an entire scholarship covers all university fees, including tuition, books, and room and board. In several cases, the awardee’s living expenses are also reimbursed. A merit-based free ride scholarship is available.

In any case, one thing is certain: freely accessible scholarships are highly competitive. The more exclusive the school that bestows it, the more difficult it is to obtain a free-ride scholarship. You must have a particular Grade and demonstrate specific skills and abilities among other things.

  1. Additionally, every student should be able to pursue and succeed in their career choice by receiving a free college education.
  2. A free university education would help to close the lacuna between wealthy and poor or average students.
  3. Because impoverished children might well have equivalent and increased learning opportunities, to fulfill today’s role in Nigerian society, a university degree is significantly more important than it was previously.

It would strengthen the economy and generate a more educated workforce for Nigerian economic growth while also increasing tax income. Furthermore, if more individuals find solid jobs, other forms of government support will be reduced. Students’ debts would be reduced by a free university education, which many people are concerned about.

  • Lastly, it is imperative to note that because it presupposes that a public benefit is also a private one, devaluing education is a mistake.
  • At every stage of our lives, we should promote education because it is a lifelong process.
  • We require more informed individuals and a stronger democracy as our society battles both the far right’s ascent and the devastating effects of climate change, and the notion that one person deserves a better education from birth to death is so 1800s dudes.

Many students today are expected to perform part-time jobs in order to attend school full-time or to make ends meet. Six (6) Reasons Why Universities in Nigeria Should Be Free Here, is a compiled thorough set of six (6) reasons in support of why universities in Nigeria should be free for low-income students.

Improved Educational Access

One of the most essential justifications for free university education is that it increases educational opportunities for low-income students. Tuition fees are a substantial barrier to the entrance to university education. Education is a crucial component of our lives, and improving public access to education seems to be the biggest excuse because universities should be free.

Thus, free education in the will help improve other sectors in the country which will help improve the literacy level in the country and also serves as a tool to reduce the poverty rate in the country which university education will provide job and other opportunities for people. Improved educational access also means that in the future, Nigeria will be faced with competent leaders to rule due to adequate education standards with some level of literacy.

Students can concentrate more effectively on their schoolwork when they are not concerned about money. Even while they receive credit and other financial aid, students may still find themselves preoccupied with concerns concerning how they’ll be able to repay them later.

One‘s attention during the period when they should be learning could be badly impacted by this additional stress. People are better at problem-solving when they have more education. This implies that society can advance more quickly. People with knowledge can also comprehend their society’s past and present economic problems better.

They might therefore be more motivated to engage in politics and advance their nation. Additionally, the number of persons who are employable for high-skilled occupations rises as more people get access to university education. The number of people entering the labor will increase as a result, which may help close the income gap between the top, middle, and bottom groups.

Education leads to increased earnings, more chances in life, and generally healthier people. Societies also gain from this. High levels of university completion are associated with less crime, better general health, and greater civic engagement. Also, it’s thought that the cause of poverty is a lack of educational opportunities.

Lack of education might result in a vicious cycle of poverty. Nevertheless, having access to education may mean breaking the cycle. More importantly, education leads to increased earnings, more chances in life, and generally healthier people. Societies also gain from this.

Broadened Employees/Labor Force

A change in the workforce results from advancements in technology. Low-skill people are being replaced by automation in most sectors. Back-office work and other jobs that require repetition are becoming rapidly automated. Automation, however, is not intended to completely replace labor.

Instead, most economies now demand much more skilled labor, including individuals with strong analytical and creative thinking skills. College education teaches and sharpens these abilities. The workforce would grow if more individuals could enter university for free. Additionally, the staff will be more agile.

When an industry struggles during a recession, another typically emerges to take its place. Workers must then receive new training and instruction in their job. The populace would be better prepared to handle economic shifts if only more students could enroll in school and focus their studies on expanding industries.

Furthermore, if students graduate with borrowing, they will probably keep accruing interest on it. As a result, it may take them many years to finally be able to escape their seemingly endless debt. This postpones spending on things like a house or car in the interim. On the contrary, hand, if someone were to graduate debt-free, it may hasten their ability to make money, put it away, and spend it.

This promotes economic growth. Last but not least, increasing demand for goods and services also correlates with much more job opportunities. This promotes a prosperous economic cycle. Furthermore, pupils may completely avoid going to school due to their dread of debt.

Decreases Violence/ Social Vices

Education not only exposes children and teenagers to the experiences of others but also teaches people the distinction between good and evil. Empathy and moral awareness lessen the likelihood of committing crimes. Literacy of nation lessens widespread arrests- only one year rise in the average educational status of a nation reduces regional arrests by a certain percentage.

Gender-based violence is less prevalent in areas where both genders are educated to high levels. People with higher levels of education are more inclined to advocate gender equality and to make efforts to cease and prevent domestic or gender-based violence. Terrorist assaults on girls’ schools are less likely to occur in communities that prioritize education for both genders.

More also, three times fewer teenage girls who attended peripheral or university education get married before they turn 18. Girls might be recognized as individuals who can pursue education and decide on their own rather than just as future wives and mothers when education is prioritized in a community.

In civilizations with high rates of education, maternal mortality rates drastically decline. Compared to female children with Twelve years of education, those with no education are 2.7 times more likely to die giving delivery. Maternal mortality is twice as likely to affect women who have between one and six years of education.

This is due to the fact that educated women, especially in low socioeconomic settings, are much more likely to use healthcare/ medical facilities.

Greater Employment Opportunities

More people are able to submit applications for jobs for which they would otherwise be unqualified if college were free. Since those with university degrees are far more inclined to be able to scale up the ranks than those without, this could be highly helpful for low-income students.

It goes without saying that offering free college would end both economic poverty and unemployment. Everyone is aware that having a college degree increases one’s earning potential. It is paramount to note that free education in the university will create job opportunities not just for the children of the rich but also for the children of the poor creating an equilibrium between the rich and the poor and also this will also help reduce the crime rate in Nigeria and boost the economic growth of the country by also reducing the poverty level in Nigeria.

Additionally, the playing field hasn’t always been leveled because the cost is such a big concern for so many individuals when it comes to going to college. Even if many of the world’s smartest people originate from low-income families, this shouldn’t prevent them from continuing their studies.

Encourages Fairness and Equity

When students enroll in college courses, equality and equity pose a significant challenge. Many low-income students must take a supplement through their household income, but for many students, taking out a loan appears like an option. However, the majority of gifted pupils are from low-income households.

Among the grounds, that universities should be free is to provide equality for all students, rich and poor. Also, with free university education, it also helps gender equity whereby women similarly have access to education and making them have a chance to get employed and also attain high position in the society and breaching the gap between male and female worker in the labor force not just men, likewise free university education can bring about nation unity through aiding female and male free education and this in return lead to achieving the sustainable developmental goals, also increasing the integrity of the nation and help in peacebuilding of the country.

In summary, the remainder of society gains from education. Leaving university education up to market forces could result in under-provision and a shortage of qualified graduates, which would be bad for the economy. Furthermore, university education could become the exclusive domain of rich backgrounds who could also manage to send their kids to university in a free market.

As a result, there is a compelling argument in favor of the government funding higher education directly. However, others contend that the benefits of university education are mostly internalized and that students who can command better salaries are the biggest winners of a university degree. Government money may be improperly directed if the external advantages of numerous degrees are few, as is the case with relatively pricey university education.

The remainder of society gains from education. Leaving university education up to market forces could result in under-provision and a shortage of qualified graduates, which would be bad for the economy. Furthermore, university education could become the exclusive domain of rich backgrounds who could also manage to send their kids to university in a free market.

As a result, there is a compelling argument in favor of the government funding higher education directly. However, others contend that the benefits of university education are mostly internalized and that students who can command better salaries are the biggest winners of a university degree. Government money may be improperly directed if the external advantages of numerous degrees are few, as is the case with relatively pricey university education.

Read more : Why Should Education Be Free For Everyone The management of the. This approval came after a recent Resource Assessment visit by a panel of experts from the Nigerian Universities Commission (NUC). The accreditation and approval of these programs from the institution further established the South-Western university as one of the credible and top tertiary institutions where students get the opportunity to gain an in-depth knowledge of their chosen subject, and also to develop transferable skills such as communication, presentation, and problem-solving skills, while enhancing their ability to work as part of a team. Approved Programs The B.Sc. Public Health; is top on the list of approved programs for Undergraduate studies.

  • For the Master’s degree, programs like Accounting, Mass communication, Peace, Conflict, and Strategic Studies, Computer Science, Business Administration, International Relations, and Microbiology were all accredited and approved for our institution.
  • Read also:
  • Programs approved for the doctorate degree include Accounting, Mass Communication, Peace, Conflict, and Strategic Studies, Computer Science, Business Administration, International Relations, and Microbiology.
  • Other graduate programs approved by the NUC for the South-Western University include MBA in Business Administration and MIR in International Relations.
  • B.Sc. Public Health
  • PGD., M.Sc. & Ph.D., Accounting
  • PGD., M.Sc. & Ph.D., Mass Communication
  • M.Sc. Peace, Conflict, and Strategic Studies
  • PGD., M.Sc. & Ph.D., Computer Science
  • PGD., MBA, M.Sc. & Ph.D., Business Administration
  • PGD., MIR, M.Sc. & Ph.D., International Relations
  • PGD., M.Sc. & Ph.D., Microbiology
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The approval of these new programs couldn’t have come at a better time and further establishes the institution’s drive to become a pace-setter in the Nigerian educational system. It provides students with a broader option of programs to choose from and major in.

The Vice-Chancellor of Southwestern University, Nigeria Engineer Babatunde Odufuwa noted that the approval to commence these new programs would contribute to the institution’s and the drive to increase the development of human capacity. He also noted how these programs would offer a premium opportunity for Nigerians to enjoy world-class education in these fields and improve the quality and skill set of the workforce generated by the institution.

Are you a prospective student considering studying any of these programs at the University? Home to thousands of students across the country, Southwestern University, Nigeria provides a wide variety of courses to Nigerian students, and there are many reasons to take that next big step in your life and study in our Institution.

  1. Learn more about why you should consider studying your choice of program at the Southwestern university by visiting us at today. Or better still, contact:
  2. Southwestern University Nigeria
  3. KM 20 Sagamu-Benin Expressway, Okun-Owa,
  4. Ogun State Nigeria.
  5. Lagos Liaison Office
  6. 4 Olaide Tomori Street, Off Simbiat Abiola Way, Ikeja, Lagos State.
  7. Phone no: 08020860298, 08055477000

Email: [email protected] Fully funded scholarships for International students in Europe. Students from other nations are often offered the chance to pursue their education in a location outside of their native country while having all associated expenses paid for by the host institution.

These types of financing packages are referred described as being “completely financed.” We have collected a list of the top scholarship programs that are completely supported for foreign students to study in some of the best study locations in the world so that you may realize your goals of attending the school of your dreams.

Scholarships based on merit that are made available to students from other countries are always extremely competitive. As a result, individuals who are interested in applying for scholarships to study abroad on the international level generally need to gather sufficient and accurate information before submitting their applications to such programs.
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Is education in the US free?

K–12 education – The U.S. is governed by local, state, and federal education policy. Education is compulsory for all children, but the age at which one can discontinue schooling varies by state and is from 14 to 18 years old. Free public education is typically provided from Kindergarten (ages 5 and 6) to 12th Grade (ages 17 and 18).
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What are the advantages of free education in Zambia?

Current Trends in Free Education – Despite the challenges, there has been a growing trend towards free education in recent years, particularly in Europe and South America. In countries such as Germany, Finland, and Slovenia, free education is seen as a fundamental right and is provided to all individuals, regardless of their socio-economic background.

In other countries, such as Sweden and Norway, free education is limited to the primary and secondary levels, while university education is subject to tuition fees. This system has been successful in providing access to education for a wider range of students, while also encouraging them to make the most of their education and achieve their full potential.

In the United States, there has been a recent trend towards offering free college education to students from low-income families. This has been achieved through programs such as the Tennessee Promise, which provides two years of free college education to students from families with low-income, and the New York State Excelsior Scholarship, which provides free college education to students from families with incomes up to $125,000.
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What do think makes us free?

How Are We Free? Why Should Education Be Free For Everyone

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To be completely free, or to do something of your own free will, it is essential that you could have acted otherwise. If you cannot avoid acting in a particular way, then your action is not free. While it is generally understood that human beings have the ability to think and act freely as rational and moral agents, the common causal laws by which all human activities and responses are governed are incontestable.

  • It is this conflict that provides the real problem of how we are free.
  • It is hard to refute determinism in a world where almost all scientific disciplines depend on physical cause and effect.
  • Scientific and philosophical views seem to object to the idea of indeterminism, and Hume’s compatibilism (we’re simultaneously both determined and free) does not seem to work either.

Original agent causation through the power of the will is also no solution, offering only the even more difficult problem of mind and body dualism. With no clear answer, and only garrulous analytical disputation in sight, it is easy to see why the mainstream media redefines ‘freedom’.

  1. Actually, freedom consists of three main principles:
  2. 1) The absence of human coercion or restraint preventing one from choosing the alternatives one would wish.
  3. 2) The absence of physical constraints in natural conditions which prevent one from achieving one’s chosen objectives.
  4. 3) The possession of the means or the power to achieve the objective one chooses of one’s own volition.

We don’t live on individual islands. If I were Robinson Crusoe, I could do all the things that are physically possible for me. But we live in society. In society we are (or ought to be considered?) free to the extent that our actions do not harm others.

  • Rashan John, Pathanamthitta, Kerala, India
  • The moment I consider freedom, I think of myself as trapped in an elaborately locked cell:
  • I have a job I cannot leave
  • I have children I love
  • I have a wife I love even more
  • I have a mortgage
  • I have an injured knee
  • I am scared of change
  • I am ignorant of many things
  • I believe in God
  • I have friends, family, and an elderly neighbour

Each of these is a lock I have placed on my cell. There are hundreds more I have not mentioned. Given this, how am I free at all? In fact, have I not spent my whole life choosing to not be free? Is life just a path into a more and more restrictive cell, until I am unable to make any choice and am trapped forever? In its purest form freedom is having the largest amount of potential experiences, and having the greatest physical and mental mobility to be able to choose from those experiences,

Before I decided on all the things that locked me up, and decided on who I was going to be, I had this freedom. At the point where I reached adulthood I was able to look at the world and decide how I wanted to be a part of it. I could go anywhere, do anything, and be accompanied by anyone. The moment I thought about this critically, as to what I wanted or not, the keys began to turn in the locks – but before that, when I looked at the world to consider my choices, I was free.

I would thus suggest that we are free in as much as we able to reject our own egos and preconceptions to give us the widest available potential options in our lives. If we can do this then we are free to choose anything and can amend our lives accordingly to achieve what we choose, which could then be anything our human capabilities allow.

  1. Feel free to disagree.
  2. Ben Evans, Guildford, Surrey “Stone walls do not a prison make nor iron bars a cage” ( To Althea, from prison, Richard Lovelace 1618-58) This question may be seen from at least three perspectives: In what ways are we free? In what does free will consist? How come we have free will, if we do? All other freedoms pre-suppose, are subordinate to, and are irrelevant without free will.

Consider one of the ways in which we may see ourselves as free: free as a bird, or as a wild animal. But do these have any power of choice? Are they not on auto-pilot, constrained by instincts, hunger, thirst, social pressures and fear? So are we also on auto-pilot, yet with a greater degree of choice and a stronger range of constraints: prison, blackmail, death threats? Humans clearly have the power of self-restraint, good manners, tact, enlightened self-interest; the ability to think through and carry out a plan of action which may or may not be benign, taking into account how others will react.

  • But even in the most perfect world, there will be constraints.
  • Where in all this constrained freedom is free will? Free will requires total autonomy in thought, or at least the power to establish for oneself one’s principles of action.
  • Even then, one’s behaviour will not necessarily accord with those principles.

My mind, and I suppose others’, has been influenced from birth by what others communicate. Every neuron that has fired has been a response to some stimulus. So every thought has to follow from some signal. In simple animals there’s no room for free will.

A man-eating tiger must be shot, clearly, even though it surely has done nothing but followed its nature and instincts? Free will is autonomy, the unconstrained freedom to choose values and beliefs. But where does it come from? From nothing? From mass and energy? From a power beyond all science? So, if I have free will, how come? Is there something deep within me – self, id, soul, spirit that operates independently of instincts? There cannot be any explanation of free will from science.

Yet to abjure free will is to abjure all responsibility, and all credit for any so-called achievements. The only possible explanation for free will speaks of a God who gives us choice even with considerable limitations on the freedom to act. James Malcolm, West Molesey, Surrey We are free in so far as we experience choice.

  • Some choices are extremely important because we know that possibility A will lead to a very different outcome from that produced by possibility B.
  • These lead to lengthy and repeated deliberation.
  • The freedom we experience when deliberating and considering possibilities must have been acquired in a social context that has led to the emergence of language together with interests, selves, agency, and second-order knowledge.

Interests consist in basic needs and long-term goals or concerns. The self has its origin in bodily recognition with the subsequent establishment of the episodic memories that provide us with a personal identity. Self-control arises because we are able to refrain from actions inconsistent with other, more-highly-valued concerns.

A sense of agency occurs in the course of the action that follows deliberation, and this sense of agency has sometimes been misleadingly attributed to an entity’s performing an ‘act of will’ – an idea which may have arisen as a result of the mistaken belief that our thoughts are the exclusive cause of our behaviour.

Second-order ability enables us to categorise our experience, including those interests that we describe as the reasons for our actions. The pursuit of individual possibilities may be constrained by both natural inheritance and exposure to specific social environments.

Liberal values and freedoms probably originated in the tolerant attitudes and willingness to negotiate established in predominantly commercial communities, and the desirability of such freedoms has been strongly espoused in Western democracies, especially by those with unfettered capitalist economies.

These, however have produced considerable inequalities of wealth between social classes with the inescapable result that the more affluent are able to pursue interests and enjoy freedoms unavailable to the less affluent. Maurice J. Fryatt, Scarborough, Ontario We are free to the extent that we are knowingly and intentionally able to make choices.

To do so depends upon a), our choice-making capacities, and b), our awareness of the possible options. Both are inevitably limited. Our choice-making capacities may be impaired and can malfunction, but even in optimum condition our capacities are influenced by, if not the result of, our individual histories and environments – biological, social and cultural.

These also affect our awareness of possible alternatives, and predispose us to veer toward some in preference to others. Of course we can reflect, attempt to compensate for limitations, but we cannot step outside of ourselves. Thus, how we are free will fundamentally be affected by the equipment on which consciousness depends: our physical being, including crucially, our brains.

Evidence from neuroscience supports the notion that apparently conscious choice is preceded by neural activity. So rather than bringing about choice, our consciousness registers and monitors events of ‘apparent choosing’, which actually involves neural activity selecting from alternative pathways. This activity typically leads us to believe that we have conscious free will, although Blackmore, in her Conversations on Consciousness, “concluded long ago that free will must be an illusion” For her “the feeling of making free conscious decisions simply melts away.” (p.8) It seems clear that we do not possess free will in any dualist sense; that is, through a mental facility independent of the physical, yet somehow controlling the physical.

Any freedom exists rather at the physical level, and only in the sense that the physical organism continually selects from available options in response to a hierarchy of changing needs, ranging from those of basic evolutionary survival through to more involved and complex needs, wants and aspirations engendered in societies and cultures, from the benevolent to the malevolent.

Colin Brookes, Woodhouse Eaves, Leicestershire Many philosophers, including Thomas Hobbes, have claimed that man cannot be the original source of his actions. All desires and inclinations proceed from some cause. For Hobbes, universal causation is a brute fact, therefore we do not have the power of creating new causal chains by free choice: we do not have the power of origination, which means that ‘freedom of will’ is beyond us.

The very fact that I was created is beyond my origination. A new series of consequences (that is my life) was originated by something outside of me, utterly disconnected from my ‘self’. Hobbes argues that despite the absence of ultimate freedom, man is still free, if we mean has a power of acting or not acting according to the determinations of the will.

We are free (what we may call the freedom of action) insofar as we follow our own desires and inclinations, and implement our own decisions. A free action is where there is an absence of external impediments, and in the plainest sense it must be voluntary or willing. This may be described as a compatibilist definition of freedom.

It seems that a great deal of our value and dignity is based on a notion that compatibilists refute: that we are the original source of a causal connection leading to decisions and actions. In a debate with Hobbes, the Bishop of Derry, John Bramhall, said of Hobbes’ and his fellow compatibilists’ conception of freedom, “Is not this is a childish liberty, and such a liberty as in brute beasts, as bees and spiders? Is not this a ridiculous liberty?” Maybe so; but perhaps it’s the only liberty we possess.

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Benjamin Rochelle, By Email The source of our freedom is language. Language enables us to depict alternatives and to understand our choices. Physical processes are inevitable and predictable: chemical A plus chemical B causes reaction C. Instead of being driven by such relentless causal sequences, thanks to language we can see alternative possibilities and choose one path of action from among them.

Some will object to that libertarian view. They will say that language, choices etc are brain processes, and since brains are physical objects, the same causality applies to human behaviour as to any other physical process. I disagree. The fact that there are brain processes involved does not entail that action is solely the product of physical causes.

It is over-reaching to insist that everything must be explicable in physical terms, particularly when human action is the product of decisions, not causes. Consider this thought experiment: Y has to choose A, B or C. Scientist X has total knowledge of Y (chemical composition, brain structure, behavioural history, etc), including total knowledge of the physical processes involved.

Having done all the calculations, X states what the outcome will be: for example, A. Y is told this prediction, and chooses B. Thwarting such physical predictions is a way both to exercise and demonstrate freedom. Critics will say that the experiment was compromised once Y heard what X’s prediction was.

They say that giving Y that information changes the brain state and so ruins the experiment. But X would treat the physical results of his revealing his prediction as part of the initial conditions. If Y’s behaviour really is physically causally determined like a chemical reaction, then it should be predictable even when Y knows what the prediction is.

The critics have therefore conceded the point that I as a libertarian wanted to make: that human action is not the product of relentless physical causal sequences, but is instead freely chosen on the basis of our understanding and intentions. Conclusion: you can choose whether to agree or disagree! Les Reid, Belfast I am a determinist, so in my eyes life isn’t free-roaming, it’s more of a complex roller-coaster.

As such, we aren’t free to make choices; but we are free to experience what goes on around us. We don’t have freedom to act, but perhaps we have the experience of freedom. Is this really freedom? So as long as determinism is largely true, we may as well be stuck to a roller-coaster with our eyes taped open.

We have no choice at any point in our lives. But, if you live your life in ignorance or in disbelief of determinism, you can ‘experience freedom’, even if you don’t actually have it. I certainly meet enough people who believe themselves free. It seems that is the closest we can get.

  1. Edwin Howard, Wanstead, London.
  2. We may ask if there is any purpose in knowing how we are free.
  3. The point of freedom is making good use of it, regardless of how we may analyse it.
  4. Indeed a portion of us may feel that we must take freedom of some kind for granted or go crazy thinking we are some kind of machine.

However I do believe I am free. My freedom is the inherent ability to transcend my existence in a material world where causal determinism rules, in my physical body and in the behaviour of my psyche. Therefore I am free only as a spirit. The history of much of the world centers around the quest for the common person to get free from the many forms of tyranny man creates.

  1. But what if we were to ask “Mr Revolutionary, could you please tell us exactly what freedom would mean when applied to a politically-liberated human race?” I’m sceptical he could answer.
  2. And of the creators of culture, I could ask “Mr Enlightened, can you tell me how those countless of books, systems of thoughts and form of arts can make me free?” Well, he could add one more book to the collection.

It is my belief that political and personal freedom come about together. We are not truly free until all people are free (with the proper respect for animals). And to find freedom as a race we must know what freedom means within ourselves. Jai Wax, Toronto Philosophers have contested the question of whether or not we have freedom since the dawn of materialist science.

  • Like many problems, the disagreement exists between the levels within which you look at it.
  • Consider asking: “Is matter really full of empty space?” In a normal human context we might say, “Of course not, otherwise we’d fall through stuff.” Due to the way our brain presents visual sensory data, it is usually useful to think of space in the ‘normal’ way.

However, in the scientific context, we know that atoms are mostly empty space. But to suggest that we should double the thickness of pavements in case we fall through the gaps is rightly seen as a wild misunderstanding of the science. So why do we not employ such considerations with free will and determinism? Thus, free will exists within a human context: we perceive ourselves and others as making unpredictable decisions.

  • It’s often useful to evaluate actions according to this framework.
  • By contrast, if you look at it on a physical level, free will doesn’t exist.
  • Actions are determined by continuous physical causality: there is no law which says these so contingent units of brain cells are allowed to elude the physical laws of causality when arranged specifically in neural networks.

Contrary to some suppositions, not even quantum physics gives us free will. Neither of these facts undermines the other, because they exist on different planes of truth, or different meanings of free will: they do not necessarily even interact. Just because we have no free will in a scientific (physical) context, doesn’t mean we should go around acting as though humans did not consider options and choose according to preferences, or that we should accept any of the wide range of the perceived implications of determinism.

I suggest that we have difficulties in applying this logic because it seemingly affects our status as free people. Of course, we must translate between levels with care, and be wary of hasty conclusions. Oliver Beatson, Eastbourne Nietzsche saw that this question is a psychological one, not a philosophical one.

I do not think that we are ‘free’, at least not as this word is generally understood. We are certainly not autonomous, unconditioned agents separate from the world. Yet the clear inner perception of the thinking ‘I’ or ego is self-evident and needs no justification (at least not for me).

The problem is in reconciling these truths. The connecting concept is the idea of levels of description. Both aspects are true, yet neither is strictly relevant to the other. This idea can be expressed in different ways; from a mechanistic view such as that of Douglas Hofstadter, to Hannah Arendt’s interpretation of Kant as delineating truth (intellect) from meaning (reason).

The point though is that we are as free as we perceive ourselves to be, The Existential concept of self-creation, or at least self-choosing, provided some excesses are disregarded, seems to most adequately describe a pragmatic approach to the problem of human freedom.

It seems to be the case that it is possible for a person to detach or deobjectify themselves by refusing to identify with phenomena: to draw back from direct engagement in existence and to conduct oneself as if we are free, and thereby remain surprisingly resistant to many of the situations arising out of biology and culture.

Unfortunately, very few desire even this level of relative freedom, and are in general uncritical, being subject to material and cultural forces that they do not understand, rendering them essentially unfree – not merely conditioned as we all are, but actually determined,

  • John Smith, By Email I would argue that freedom can be based upon a scale that can easily be reviewed, namely Maslow’s Hierarchy of Needs.
  • The least free in the world locate themselves around the base of the pyramid.
  • This can be represented as the need for food, shelter and personal security.
  • They want to be free from war and persecution, and to have a stable family environment where they can relax and have a meal with loved ones.

In this light we are free. Most of us do not worry that the present day shall be our last, or that a group of marauders shall come and lay waste to all we know. Instead we struggle with issues not located on the base of the hierarchy, where we suffer far less dangerous opposition.

  • Here we struggle to fit in and keep up with the Jones’s and try to figure out where we fit into this world.
  • We struggle against mass advertising and the insatiable pressure to buy buy buy! Social pressure causes us to worry, not where our next meal will come from, but how our lives compare to others in our society.

However, in our neediness, is dignity and self-respect not like safety and stability? Once we move up the pyramid, is there not another step, and another step? Who’s to say if each step becomes easier? Fighting our way up Maslow’s ladder is physically challenging for the first few steps; but then, aren’t the mental challenges just as difficult a fight? Samantha Jenkyn, Ottawa, Ontario Freedom is the absence of constraint.

The kind of constraint that intrudes on our freedom is exercised by outside factors. Self -constraint does not diminish free will; it augments it. Starting from this standpoint, here are some thoughts about how to make outside contingencies l essen their grip on our freedoms. We are free if we attach value to our ideals and tackle them relentlessly.

We have to be able to identify who we are, what we stand for and what compels us to do something. We are free if we lose our programming and start afresh. We must question everything inside us that seems to have been put there by our upbringing or by our environment and replace it if necessary, with values we’ve established by our own reasoning.

Without deep and constant introspection we can’t hope to be much more than automatons doing what our tribe’s customs declare fit for a person to do. To quote Aristotle: “I have gained this by philosophy: I’m doing what needs to be done not out of fear of the law but because I think it right.” We’re free if we strive for knowledge every day.

The constraints of the world manifest themselves mostly on the uneducated. Freedom is a path not a destination. It is more often than not the most difficult path we can choose. It is a constant battle with conventional wisdom, with society and its huge inertia, and most importantly, it is a fight against our own nature.

We want to conform and fit in with our tribe, and we feel inclined to give up our freedom for a sense of security and comfort. To be free is to be constantly on the alert against your own impulses, therefore; and reason is the tool for freedom. Sebastian Fisher, Wien, Austria Although we commonly believe that we have chosen our attitudes, desires, and beliefs, and that we are hence ‘self-created’, if we reflect on the causes of our character, we ‘discover’ we are the product of forces totally beyond our control.

From our evolutionary heritage, through the culture we are born into, and finally to the circumstances of our family and social life, we are molded by forces that make us who we are: we seem to be no more than living robots, manufactured by history and culture to act in a certain way.

Is there any way, then, that we can create an authentic self that is free from the power of these controlling influences? Though our physical bodies, our emotional drives, and our place within the world all seem to be determined, there is a way in which we can be free. Although our minds will be shaped our whole lives by ideas from others, we may be lucky enough along the way to develop a critical facility.

Criticism is the function of understanding ideas, comparing them, working out their implications, seeking experiences against which we can test their claims, and constantly winnowing out the contradictory and the unverifiable. Freedom is not a just a lack of physical constraint; nor is it a mind independent of history and culture.

  1. Rather, freedom lies in our willingness to engage and criticize the conventional and to seek the truth.
  2. How can this critical facility be developed? In the beginning it starts with luck – a good teacher, a book we read, a challenging conversation, a cross-cultural experience – each of these may begin to erode the grip of convention and authority.

With care, the critical facility can be nurtured, and the dogmatisms which lurk in every fascinating new experience and idea can be challenged and tested. There will never be an end to the play of new ideas upon the mind. Since no overall reliable criterion of truth is available to us, we can only seek our freedom in trying and testing the whirlwind of ideas that comes at us each day.

  • Greg Studen, Novelty, Ohio There are degrees of freedom, and to demonstrate some of these I am going to take us to a golf course.
  • Any other fairly ample land area, like a farm, would serve just as well.
  • Golfers are bound by the Rules of Golf.
  • To play in a safe, controlled way, Ruleplayer submits to a set of regulations.

Trudge carries Ruleplayer’s golf bag, full of clubs: he needs the job. Some time later, owing to the world food and water crisis, a group of people arrive on the golf course with a view to grazing animals or planting crops. The Hungrymasses have come because they need to: they have no other suitable land.

  1. How is all this likely to play out? The first person affected is Trudge.
  2. He can’t get any more work carrying golf bags, so he joins up with the Hungrymasses.
  3. Ruleplayer is both furious, and afraid of the wider implications.
  4. His financial security and sense of well-being depend on structures that he has helped to put in place to ensure that his various ‘rights’ and ‘freedoms’ flourish and remain intact – especially on the golf course.

So both Ruleplayer and Trudge are both feeling substantially less free. But how about the Hungrymasses? How free are they? Remember they are each in this for individual survival, any way they can. But they still have freedom of choice on the method for this – banding together being one of them.

  1. Some 40,000 years ago the Neanderthals became extinct.
  2. We may have helped.
  3. They remind us that you can’t be free if you cease to exist.
  4. So that is one limit on freedom.
  5. Some nine years ago I was scratching around with a stick in a midden (or waste heap) below a cave in a sandstone cliff at Knysna on the Cape in South Africa.

The cave had been inhabited a long, long time ago. I found some shards of flint, which I now have on the table beside me. Were they produced by the hand of Homo sapiens, or by some species that went before? From this I am persuaded to expand Descartes’ dictum into ‘I am thinking, therefore I exist, and am free to become extinct’.

  • John Crosthwaite, Bramley, Surrey Although we can do what we want, we are not free to choose what we want.
  • Our wants are dictated by what we like or dislike, and our likes are programmed into us by nature and nurture.
  • Just like the birds, which are programmed to like and therefore want certain foods and habitats, we too are programmed to like and want what our genes and our cultures deem acceptable.

Furthermore, it is impossible to want to do anything other than what we want to do. There is no way to turn it off. Our wants are a constant driving force, as persistent as gravity, compelling us to do what we do day after day. So we are all slaves serving the force – the force of our own free will.
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What is the need of everyone?

What Do People Need? – People need air, water, food, shelter, and other bare necessities. A need enables people to live stable and healthy lives. This differs from a want — a deficiency in a need causes a clear adverse outcome. Without water, you dehydrate. Why Should Education Be Free For Everyone His model explains that people have basic needs that must be prioritized before seeking out other needs. For example, one would seek out food and water (physiological needs) before worrying about what their neighbors think of them (love and belonging). The pyramid include the following levels:
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Why should education be free in the UK?

Arguments for free university education –

  1. Positive externalities of higher education, Generally, university education does offer some external benefits to society. Higher education leads to a more educated and productive workforce. Countries with high rates of university education generally have higher levels of innovation and productivity growth. Therefore, there is a justification for the government subsidising higher education.
  2. Equality, There is also a powerful argument that university education should be free to ensure equality of opportunity. If students have to pay for university education, this may dissuade them. In theory, students could take out loans or work part-time, but this may be sufficient to discourage students from studying and instead may enter the job market earlier.
  3. Increased specialisation of work, The global economy has forced countries, such as the UK to specialise in higher-tech and higher value-added products and services. The UK’s biggest export industries include pharmaceuticals, organic chemicals, optical and surgical instruments, and nuclear technology (see: what does the UK produce? ). Therefore, there is a greater need for skilled graduates who can contribute to these high-tech industries.
  4. Education is a merit good, One characteristic of a merit good is that people may underestimate the benefits of studying and undervalue higher education. Government provision can encourage people to study.
  5. Young people facing rising costs, In recent years, we have seen a rise in the cost of living. House prices and rents have risen faster than inflation. This means young people are struggling to meet living costs – even in work. The thought of student debt on top of high living costs, may dissuade people from studying. Free tuition fees is a way to restore the income inequality across generations.
  6. Non-economic benefits of education, It is tempting to think of university education in purely monetary terms. But graduates can also gain skills and awareness of civic institutions which offer intangible benefits to society.

Why Should Education Be Free For Everyone Source: Times Higher Education Higher Learning, Greater Good: The Private and Social Benefits of Higher Education (2009) Professor McMahon examined the “private non-market benefits” for individuals of having degrees. This includes better personal health and improved cognitive development in their children, alongside the “social non-market benefits”, such as lower spending on prisons and greater political stability.

If you wished to evaluate this point, we could ask – is it university education which causes these civic virtues or is it because university education is dominated by middle classes who are more likely to have better health e.t.c. already?

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Why is education free in UK?

What is a free school? – Free schools are a type of academy – schools that are run by charities rather than the local authority (council) and cannot be run for financial profit. More information on academies is available here: What is an academy and what are the benefits? – The Education Hub (blog.gov.uk) ).

They are funded by central government and have a range of freedoms including the freedom to teach in an innovative way, whether that is focusing on STEM subjects or taking a different approach to learning. Over 600 free schools are open across England. They include primary, secondary, all-through, and standalone sixth forms, as well as schools specifically for children with special educational needs or disabilities (SEND) or pupils who, because of illness of otherwise, would not receive a suitable education in mainstream settings (alternative provision).

The free school programme has delivered hundreds of new schools and provided thousands of good school places across the country.86% of all free schools with inspection reports published by the end of April 2022 are rated ‘Good’ or ‘Outstanding’.
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Why free education is good for South Africa?

Free education in South Africa is a goal worth pursuing, especially for students who are poor and want access to tertiary institutions and those who correctly see it as a right and developmental imperative for the country. Germany has attained it, The huge challenge is to make the slogan of “free education” a reality.

There is not enough money from any source. And government, as the biggest subsidy provider, is not doing well. South Africa is lowish in world terms for tertiary funding. A task team established by the country’s ministry of higher education and training to investigate funding in the sector reported that the budget for universities as a percentage of GDP was just 0.75%.

The Africa-wide proportion is 0.78% and the global proportion is 0.84%. For countries that belong to the Organisation for Economic Co-operation and Development – among them Germany, Australia, Finland, Mexico and Turkey – the proportion is 1.21%. South Africa’s main sources of university funding are fees – which have sparked the current dispute – government subsidies and third-stream endowment and convocation or alumni input.
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Is education in China free?

Nine-Year Compulsory Education in China – Nine-year compulsory education policy in China enables students over six years old nationwide to have free education at both primary schools (grade 1 to 6) and junior secondary schools (grade 7 to 9). The policy is funded by government, tuition is free.
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Which country has free and the best education?

Finland. Full of lush forests, mountains, and crystal-clear waters. Finland is renowned for its high education standards. Students can benefit from its tuition-free education and world-class teaching.
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What is free education in the Philippines?

Requirements and benefits – To continuously benefit from the law, students must meet all the admission and retention requirements. That is, they need to pass the admission and retention requirements of the universities, which includes finishing their degree on time and enrolling in the required number of units per year.

  • All (eligible) Filipino students enrolled in courses leading to a bachelor’s degree in state universities and colleges (SUCs), local universities and colleges (LUCs) and technical-vocational schools will be exempted from paying tuition and other school fees. They are also exempted from admission fees and fees for the use of library, laboratory and computers. For those enrolled in technical-vocational schools, further fees are exempted, including the cost of utilities, facilities, equipment and tools maintenance, as well as the honoraria of trainers. Other school fees that are covered are specified under Sections 4 and 5 of RA 10931 and are further detailed in the Implementing Rules and Regulations.
  • For those enrolled in private higher education institutions, a subsidy for tuition and other school fees is available.

The law also includes provisions for student loans. According to the IRR, students with financial capacity may opt out of the benefits prescribed by the law.
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What is free education in Nigeria?

1.1 Background to the Study – Education as they say the best legacy one can get. It has been simply described as a dynamic agent of social change that brings about rapid development of nation (Obasanjo, 1999). Thus the need for free educational system to ensure acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills solid foundation for lifelong learning (Tijani, 2004).

The Universal Basic Education (UBE) is an ambitious educational programme, which was initiated and launched by the government and the people of Federal Republic of Nigeria to eradicate illiteracy, ignorance and poverty as well as stimulate and accelerate national development, political consciousness and national integration.

President Olusegun Obasanjo flagged off the Universal Basic Education (UBE) programme on the 29th of September 1999 in the historic city of Sokoto in Sokoto state. Universal Basic Education is a programme initiated by the Federal government to rectify the existing distortions in the Basic Education sub-sector of the educational system.

The major goals of Universal Basic Education is to bring about positive changes by making the programme implementation responsive to the needs of the people and ensuring that the individuals and communities become actively involved in the provision of Basic Education just like the slogan “education for all is the responsibility of all”.

Globally, the Universal Basic Education is conceived to embrace formal Education up to the age of 15 years as well as adult and non-formal Education including Education of the marginalized groups within the society. The organization of African Unity (OAU), now African Unity (AU) Decade of Education for Africa (1997 – 2006), which required African nations to sum up access to quality basic education as an background for feasible economic development (Nigerian Federal Ministry of Education, 2000).

The specific objectives of the Universal Basic Education Programme, as outlined in the implementation guidelines of the Federal Ministry of Education, (2000), are as follows: creating in the whole populace a solid consciousness and a solid promise to its vigorous advancement, the provision of free Universal Basic Education for each Nigerian child of school age, diminishing radically the rate of drop outs from the formal school system through improved significance, equality and effectiveness, providing for the adapting needs of youthful people who for some explanation have needed to interfere with their learning through appropriate types of reciprocal ways to deal with the promotion and provision of ebasic education and guaranteeing the acquisition of the suitable levels of literacy, education and moral, good and community values required for establishing strong foundation for lifelong learning.

A Universal Basic Education Commission was established by Act of the National Assembly as a way of ensuring the proper implementation of the objectives of the Universal Basic Education Programme. It is the responsibility of this commission to coordinate the activities of the programme throughout its first nine years ‘gestation period’, from 2001 to 2009 and beyond (Nigerian Federal Ministry of Education, 2000).

It is expected that the compulsory nature of the Universal Basic Education Programme will ensure that more girls are enrolled in the primary and junior secondary schools being the stages that lay the foundation for the educational attainment of children. The Universal Basic Education guidelines also aim to correct the gender disparity in education by ensuring that all children of school age including girls are to enroll in schools.

The UBE programme is intended to be Universal, free and compulsory, thereby emphasizing that the parents have obligations to send their children to school. Furthermore, sanctions will be imposed on persons, societies or institutions that prevent children, adolescents and youth from benefiting from the programme (Nigerian Federal Ministry of Education, 2000).
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What is being free?

Freedom is defined by Merriam Webster as the quality or state of being free, such as: the absence of necessity, coercion, or constraint in choice or action. liberation from slavery or from the power of another.
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What makes you free?

3. You make your own decisions – If you feel restricted from making the decisions you want, it’s especially difficult to feel free. A free person will ignore negative judgement from others because they know what’s best for themselves. They also avoid handing too much power over to people with overbearing and forceful personalities.Free people don’t give in to peer pressure and meaningless obligations that don’t benefit them.
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What humans need to survive?

We must have food, water, air, and shelter to survive. If any one of these basic needs is not met, then humans cannot survive.
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What are the 7 human needs?

From Survive to Thrive: 5 Levels of Human Needs By Natalie Conway What do people need to reach their full potential and thrive? In the case of someone experiencing homelessness, they first need to have their most basic human needs met reliably every day.
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Could everything in the world be free?

When it gets close to your birthday, your mind probably starts to wander toward thoughts of gifts. What will you get this year? Will it be that bicycle you’ve been wanting? Or that video game all your friends are playing? Maybe it’ll be your very first smartphone? Wouldn’t it be awesome if you got ALL of the things you’ve been dreaming of? Of course, that’s not very likely, because our wants always seem to be greater than our resources,

  • After all, those cool things certainly aren’t free,
  • In fact, many of them probably cost a lot of money,
  • But why is that? Why isn’t everything free ? Wouldn’t that be perfect? Actually, economists would tell you that a world in which everything was free would not be perfect.
  • Our society functions because people use their time and talents to produce a wide variety of goods and services that are bought, sold, and traded.

If everything was suddenly free, you would quickly discover that many of the things you want — and many of the things you need, such as food — might no longer be available! For example, farmers produce food for you to eat, because they receive income when you purchase that food.

  1. If the food didn’t cost anything, farmers would have no incentive to produce the food you want and need.
  2. If you want to investigate this idea on your own, ask your friends and family members who have jobs what they would do if they were no longer paid for doing their jobs.
  3. Would they continue to go to their jobs and work without pay? Even though most things aren’t free, you can get some things for free every once in a while.

If you think about it, there are probably all sorts of free things available every day all around you. Have you ever used the free wi-fi service provided by a store or a restaurant? If you have a laptop or a smartphone, you probably know that free wireless Internet service can be found in many different places.

  1. When’s the last time you visited your local library ? A quick visit to browse the shelves will reveal a host of entertaining resources you can borrow and enjoy for free,
  2. In addition to books, you’ll also likely find magazines, newspapers, computers, and movies.
  3. If you ever go grocery shopping, you’ve probably noticed that many stores often offer free samples of various products.

They give away samples free to get you to try their products, which they hope you’ll choose to purchase one day. If you think about it, there are probably many other free things that you run across from time to time. But are these things really free ? Economists will tell you no! In fact, an economist would probably reply with a well-known saying: “There’s no such thing as a free lunch.” This saying originates from an old practice in which taverns would offer customers a ” free lunch” in order to get them to purchase more expensive drinks to go with them.

Even if you buy a drink, the sandwich is still free, right? Economists say no, because one of the foundational principles of modern economics is that you can’t get something for nothing. Economist Milton Friedman popularized the saying in 1975, when he wrote a book that used the phrase as an illustration of the economic principle of opportunity cost,

According to Friedman, the true cost of anything ” free ” is the next-best alternative that was given up ( foregone opportunity ) in order to take advantage of the ” free ” item. In other words, we are forced every single day to make economic decisions.
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What makes people free?

10. You are independent – Just as freedom involves asking for help when you need it, independence is another significant component. Free people don’t feel needy or unstable when they’re alone. They also don’t depend on others for their basic needs, like food and clean clothes.
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What makes people feel free?

8. Be true to yourself – We feel free when we follow what is right for us. Let go of the expectations of others and learn to honour yourself and your goals. Stay centred, remember your values and engage in activities that are in line with your most important values. Whether that’s adventure, nature, family, being fit – get stuck in.
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What will happen to us if there is unlimited freedom?

If a person attains absolute freedom society would be affected in such way that they would be hindered from human growth and their own freedom. more so if that person is part of the government, then there would be a neglect in duties and society would experience anarchy.
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