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Essay on Freedom in 100, 200 and 300 Words

• Updated on  
• Nov 15, 2023

Before starting to write an essay on freedom, you must understand what this multifaceted term means. Freedom is not just a term, but a concept holding several meanings. Freedom generally refers to being able to act, speak or think as one wants without any restrictions or hindrances. Freedom encompasses the ability to make independent decisions and express your thoughts without any fear so that one can achieve their goals and aspirations. Let’s check out some essays on freedom for more brief information.

Table of Contents

• 1 Essay on Freedom in 100 Words
• 2 Essay on Freedom in 200 Words
• 3 Essay on Freedom in 300 Words

Also Read: English Essay Topics

Also Read: How to Write an Essay in English

Also Read: Speech on Republic Day for Class 12th

Essay on Freedom in 100 Words

Freedom is considered the essence of human existence because it serves as the cornerstone on which societal developments and individual identities are shaped. Countries with democracy consider freedom as one of the fundamental rights for every individual to make choices and live life according to their free will, desires and aspirations. This free will to make decisions has been a driving force behind countless movements, revolutions and societal progress throughout history.

Political freedom entails the right to participate in governance, express dissent, and engage in public discourse without the threat of censorship or retribution. It is the bedrock of democratic societies, fostering an environment where diverse voices can be heard.

Also Read: In Pursuit of Freedom- India’s Journey to Independence From 1857 to 1947

Essay on Freedom in 200 Words

Freedom is considered the lifeblood of human progress and the foundation of a just and equitable society. It is a beacon of hope that inspires individuals to strive for a world where every person can live with dignity and pursue their dreams without fear or constraint. Some consider freedom as the catalyst for personal growth and the cultivation of one’s unique identity, enabling individuals to explore their full potential and contribute their talents to the world.

• On a personal level, freedom is synonymous with autonomy and self-determination . It grants individuals the liberty to choose their paths, make decisions in accordance with their values, and pursue their passions without the shackles of external influence.
• In the political sphere, it underpins the democratic process, allowing individuals to participate in governance and express their opinions without retribution.
• Socially, it ensures equality and respect for all, regardless of differences in race, gender, or beliefs.

However, freedom comes with the responsibility to exercise it within the bounds of respect for others and collective well-being. Balancing individual liberties with the greater good is crucial for maintaining societal harmony. Upholding freedom requires a commitment to fostering a world where everyone can live with dignity and pursue their aspirations without undue restrictions.

Also read: Essay on Isaac Newton

Essay on Freedom in 300 Words

Freedom is considered the inherent right that lies at the core of human existence. It encompasses the ability to think, act and speak without any restrictions or coercion, allowing individuals to pursue their aspirations and live their lives according to their own values and beliefs. Ranging from personal to political domains, freedom shapes the essence of human dignity and progress.

• In the political sphere, freedom is the bedrock of democratic societies, fostering an environment where citizens have the right to participate in the decision-making process, voice their concerns, and hold their leaders accountable.
• It serves as a safeguard against tyranny and authoritarian government , ensuring that governance remains transparent, inclusive, and responsive to the needs of the people.
• Social freedom is essential for fostering inclusivity and equality within communities. It demands the eradication of discrimination based on race, gender, religion, or any other characteristic, creating a space where every individual is treated with dignity and respect.
• Social freedom facilitates the celebration of diversity and the recognition of the intrinsic worth of every human being, promoting a society that thrives on mutual understanding and cooperation.
• On an individual or personal level, freedom signifies the autonomy to make choices, follow one’s passions, and cultivate a sense of self-worth. It encourages individuals to pursue their aspirations and fulfil their potential, fostering personal growth and fulfilment.
• The ability to express oneself freely and to pursue one’s ambitions without fear of reprisal or oppression is integral to the development of a healthy and vibrant society.

However, exercising freedom necessitates a responsible approach that respects the rights and freedoms of others. The delicate balance between individual liberty and collective well-being demands a conscientious understanding of the impact of one’s actions on the broader community. Upholding and protecting the principles of freedom requires a collective commitment to fostering an environment where everyone can thrive and contribute to the betterment of humanity.

Also Read: How to Prepare for UPSC in 6 Months?

Freedom generally refers to being able to act, speak or think as one wants without any restrictions or hindrances. Freedom encompasses the ability to make independent decisions and express your thoughts without any fear so that one can achieve their goals and aspirations.

Someone with free will to think, act and speak without any external restrictions is considered a free person. However, this is the bookish definition of this broader concept, where the ground reality can be far different than this.

Writing an essay on freedom in 100 words requires you to describe the definition of this term, and what it means at different levels, such as individual or personal, social and political. freedom comes with the responsibility to exercise it within the bounds of respect for others and collective well-being.

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Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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• Freedom Essay

What is Freedom?

If we ever wonder what freedom is, we can look around and see the birds flying high up in the sky. While we in the land work in order to get something, we are actually captivated by that invisible power of want. The former indicates what freedom is while the latter indicates slavery. Well, this is a philosophical justification of what we mean about the term ‘freedom’. The real meaning of freedom is the state of independence where one can do whatever one likes without any restriction by anyone. Moreover, freedom is defined as the state of mind where we have the right and are free to do what we can think of. The main emphasis of freedom is we need to feel freedom from within.

Freedom is a very common term everybody has heard of but if you ask for its exact definition or meaning then it will differ from person to person. For some Freedom may mean the Freedom of going anywhere in the world they would like, for some it means to speak up for themselves and stay independent and positive, and for some, it is the liberty of doing anything whatever they like.

Thus Freedom cannot be contained and given a specific meaning. It differs from every culture, city, and individual. But Freedom in any language or any form totally depends on how any particular person handles the situation and it largely shows the true character of someone.

Different Types of Freedom

Freedom differs from person to person and from every different situation one faces. Hence Freedom can be classified as

Freedom of association.

Freedom of belief.

Freedom of speech.

Freedom to express oneself.

Freedom of the press.

Freedom to choose one's state in life.

Freedom of religion.

Freedom from bondage and slavery.

The list can even continue because every individual's wish and perspective differ.

FAQs on Freedom Essay

1. What is democracy?

Democracy can be defined as - "a government by the people in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system". Also, in the words of Abraham Lincoln, democracy is a government that is "of the people, by the people, and for the people.

Democracy is such a form of government where the rulers are being elected by the people. The single chief factor that is common to all democracies is that the government is chosen by the people. The non-democratic government can be the example of Myanmar, where the rulers are not elected by the people.

2. Why is freedom important in our life?

Freedom is very important as this gives us the right to be ourselves, and this helps to work together after maintaining autonomy. Freedom is quite important as the opposite is detrimental to our own well-being and which is inconsistent with our nature.

Freedom is a necessary ingredient for the pursuit of happiness for an individual. Freedom also may be negative or positive – freedom from the constraints on our choices and actions, and the freedom to grow, in order to determine who and what we are.

3. What do you mean by ‘Right to Freedom of Religion’?

We all have the right to freedom of thought, conscience, and also religion. This right includes the freedom to change our religion or belief. We can change our religion either alone or in community with others in public or in private, to manifest this religion or the belief, in worship, in teaching also in practice and observance.

4. Why is Freedom essential in everyone's life?

Freedom is a space or condition in which people will have the sole opportunity to speak, act and pursue their own happiness without unnecessary or any external restrictions which may even involve their own parents, friends, or siblings. Literally no one has the right to get involved in someone else’s life and try to fit in their opinion. Freedom is really important in everyone's life because it leads to enhanced expressions of creativity and original thought, increased productivity in their own view, and overall high quality of life. 

5. What does real Freedom actually look like?

Real Freedom is being able to do what you want and whenever you want without someone actually getting involved in your life, being duty and responsibility-free but that doesn't mean being unemployed and this means Freedom to choose your own career and working in your own space with full acknowledgment not really bothered by what other people think, being careless but not being irresponsible about whatever happens in your life by taking full control of your life in your hands, being Spiritually Free is definitely another form of Freedom from certain beliefs and superstitions and finally having enough money to enjoy your life in your taste is the most important form of Freedom.

6. Is Freedom a better option always in every situation?

It is definitely a no because we Indians are brought up in that way that we always tend to be dependent or rely on someone for at least one particular thing in our life. Because we tend to make mistakes and make wrong decisions when we are in an emotional state, hence it is good to have one soul you might go back to often when you are confused. Our parents have brought us up in a way where we are expected to meet certain family standards and social standards so we are bound to get tied under some family emotions most of the time. But it is necessary to decide what is good for you in the end.

7. What does the feeling of finally enjoying Freedom look like?

You will have an ample amount of energy for desiring and taking the required action, and you will finally move whole-heartedly towards your own decision. You feel happy with the Freedom of just existing on this earth itself. You think your individuality has value now among both family and society. It's important that you do not just have the right to do what you want but can also choose happiness over adjustments and don't do what you actually do not want.

8. Why is Freedom of Expression more important than anything else?

Freedom of Expression is the most important human right which is essential for a society to be democratic and equal in serving both men and women or anyone. It enables the free exchange of ideas, opinions, and information and thus allows members of society to form their own opinions on issues of public importance but not only public opinion but also regarding families or any relationship for that matter. Expressing what one feels or what they actually go through is absolutely their own right which no one can ever deny.

Essay on Freedom for Students

Freedom is a concept that holds immense importance in our lives. It is the cornerstone of democracy and a fundamental human right. In this essay, we will explore the significance of freedom, its historical struggles, and its profound impact on individuals and society.

Defining Freedom

Freedom can be defined as the state of being free from oppression, coercion, or constraints. It allows individuals to make choices, express their opinions, and pursue their dreams without fear of punishment. Freedom is at the heart of human dignity and personal fulfillment.

According to the Universal Declaration of Human Rights, adopted by the United Nations, freedom is a fundamental right. It includes freedom of speech, religion, and assembly. These freedoms are essential for creating a just and equitable society.

The Historical Struggles for Freedom

Throughout history, people have fought long and hard for their freedom. One of the most well-known examples is the American Revolution. In the late 18th century, American colonists fought for their independence from British rule, valuing the principles of freedom and self-governance.

Dr. Martin Luther King Jr., a prominent civil rights leader, played a crucial role in the fight for freedom and equality for African Americans. His famous “I Have a Dream” speech highlighted the importance of freedom from discrimination and segregation.

Freedom’s Role in Democracy

Freedom is the bedrock of democracy. In a democratic society, people have the freedom to vote, choose their leaders, and participate in the decision-making process. Democracy thrives on the principles of individual rights and freedoms.

According to Freedom House, a non-profit organization that assesses global freedom, democratic countries tend to have higher levels of political and civil liberties. This demonstrates the close relationship between freedom and democracy.

Freedom of Expression

Freedom of expression is a fundamental aspect of freedom. It allows individuals to voice their opinions, ideas, and concerns openly. Without this freedom, societies can become stagnant, and injustices can go unchallenged.

The Committee to Protect Journalists reports that in some countries, journalists face censorship and threats for reporting the truth. This highlights the ongoing struggle for freedom of expression in many parts of the world.

The Responsibility of Freedom

With freedom comes responsibility. It is crucial to use our freedom wisely and consider its impact on others. Responsible exercise of freedom means respecting the rights and freedoms of others and working towards a fair and just society.

Nelson Mandela, a revered leader in the fight against apartheid in South Africa, emphasized the importance of using freedom for the greater good. He said, “For to be free is not merely to cast off one’s chains, but to live in a way that respects and enhances the freedom of others.”

Conclusion of Essay on Freedom

In conclusion, freedom is a fundamental and precious concept that shapes our lives and society. It has been a driving force behind historical struggles for independence and justice. Freedom’s role in democracy cannot be overstated, as it ensures that people have the power to govern themselves.

As we enjoy the privileges of freedom, let us also remember our responsibility to use it wisely and responsibly. Freedom is not just a right; it is a force for positive change and progress. It is our duty to protect and preserve this invaluable gift for future generations, ensuring that the flame of freedom continues to burn bright in our world.

Also Check: The Essay on Essay: All you need to know

Essay on Freedom

The freedom essay portrays the meaning of freedom, the Indian freedom struggle and its importance. Freedom is one of the essential values in our society. It sets us apart from other countries, and it has been our main goal since we were born. For some, freedom means different things. It is the opportunity to voice your opinion without fear. For others, it can be obtaining a higher level of education and knowledge than what is available to the general public. There are many different definitions of freedom, and no two people will have the same interpretation or experience of this word. However, one common idea that unites them is that freedom means having unrestricted rights and privileges.

Freedom is something that humans desire to have. We want to do what we please without any restrictions because it gives us a sense of power. It makes us feel like we are in control. However, freedom can be very challenging. When people are forced to face their challenges due to a lack of choices, they often develop coping mechanisms. An essay on freedom helps the little ones understand the value of freedom and write a better essay.

Indian Freedom Movement

The Indian freedom movement was a mass movement that led to the end of British rule in India and the establishment of an independent nation. The campaign was started by Indian nationalists demanding independence from Britain. This short essay on freedom in English is an excellent way to help kids learn about Indian independence.

India had an active freedom movement that started in the late 19th century. The Indian freedom movement was a significant movement to gain independence from the colonial rule. It started in the early 1800s and led to the Independence of India in 1947. The freedom movement was led by Indian nationalist leaders who wanted to free the country from British rule . These leaders wanted to create an independent and democratic state.

Bhagat Singh, Uddham Singh, Tantia Tope, Mahatma Gandhi and others are the most popular Indian leaders. Among them, Mahatma Gandhi started a nationwide Civil Disobedience Movement against the British Empire.

Importance of Freedom

Freedom is a fundamental human right and an essential element of individual liberty. The value of freedom is the intangible worth of making decisions without outside interference. From the perspective of people who enjoy freedom, there may be no good reason why others should not be free from control or domination.

Freedom is one of the most valuable things people can have. It allows them to do what they want and how they want. This is more valuable than many might think. It also has many benefits for those who have it and those around them.

Teach kids to write the freedom essay by perusing BYJU’S essay on freedom. You can also find more essays, poems, short stories, worksheets, etc., on the website.

Frequently Asked Questions

Who are some of the renowned freedom fighters of india.

Bhagat Singh, Uddham Singh, Tantia Tope, Mahatma Gandhi and others are some of the most popular Indian freedom fighters.

When did the Indian freedom movement begin?

The Indian freedom movement began in the late 19th century.

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Home — Essay Samples — Social Issues — Discrimination — Patriot’s Pen Essay: What Freedom Means To Me

Patriot's Pen Essay: What Freedom Means to Me

• Categories: Discrimination Freedom

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Published: Mar 14, 2024

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Essay on Freedom Fighters for Students and Children

500+ words essay on freedom fighters.

Freedom fighters were people who sacrificed their lives selflessly for the freedom of their country. Every country has its fair share of freedom fighters . People look up to them in terms of patriotism and love for one’s country. They are considered the epitome of patriotic people.

Freedom fighters made sacrifices which one cannot even imagine of doing for their loved ones, leave alone the country. The amount of pain, hardships, and opposite they have endured cannot be put into words. The generations after them will always be indebted to them for their selfless sacrifices and hard work .

Importance of Freedom Fighters

One cannot emphasize enough on the importance of freedom fighters. After all, they are the ones because of whom we celebrate Independence Day . No matter how small a role they played, they are very much significant today as they were in those times. Moreover, they revolted against the colonizers so as to stand up for the country and its people.

Furthermore, most of the freedom fighters even went to war to safeguard the freedom of their people. It did not matter that they had no training; they did it for the pure intention of making their country free. Most of the freedom fighters sacrificed their lives in the war for independence.

Most importantly, freedom fighters inspired and motivated others to fight injustice. They are the pillars behind the freedom movement. They made people aware of their rights and their power. It is all because of the freedom fighters that we prospered into a free country free from any kind of colonizers or injustice.

Get the huge list of more than 500 Essay Topics and Ideas

My Favourite Freedom Fighters

Secondly, Rani Lakshmi Bai was a great freedom fighter. I have learned so many things from this empowering woman. She fought for the country despite so many hardships. A mother never gave up her country because of her child, instead took him to the battlefield to fight against injustice. Moreover, she was so inspiring in numerous ways.

Next, Netaji Subhash Chandra Bose comes in my list. He led the Indian National Army to show the power of India to the British. His famous line remains to be ‘give me your blood and I will give you freedom.’

Finally, Pandit Jawaharlal Nehru was also one of the greatest leaders. Despite being from a rich family, he gave up the easy life and fought for India’s freedom. He was imprisoned a number of times but that did not stop him from fighting against injustice. He was a great inspiration to many.

In short, freedom fighters are what made our country what it is today. However, we see nowadays people are fighting for everything they stood against. We must come together to not let communal hatred come between and live up to the Indian dream of these freedom fighters. Only then will we honor their sacrifices and memory.

FAQ on Freedom Fighters

Q.1 Why were freedom fighters important?

A.1 Freedom fighters made our country independent. They gave up their lives so we could have a bright future free from colonization.

Q.2 Name some of the Indian freedom fighters.

A.2 Some of the famous India freedom fighters were Mahatma Gandhi, Rani Lakshmi Bai, Netaji Subhash Chandra Bose, and Jawaharlal Nehru.

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Essay on Responsibility

Students are often asked to write an essay on Responsibility in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Responsibility

Understanding responsibility.

Responsibility means being accountable for our actions. It involves making decisions and facing the consequences. It’s a vital life skill, crucial for personal growth.

Types of Responsibility

Importance of responsibility.

Being responsible helps in building trust and respect. It also aids in developing self-confidence and a sense of accomplishment.

In conclusion, responsibility shapes our character. It’s a key to success, making us reliable and respected individuals.

250 Words Essay on Responsibility

Responsibility is a multifaceted concept that encompasses moral, social, and personal dimensions. It is the obligation to carry out tasks and roles effectively and efficiently, and it is integral to the development of an individual’s character and societal structure.

Moral Responsibility

Moral responsibility refers to the duty one has towards oneself and others, encapsulating the principles of honesty, integrity, and fairness. It involves making conscientious decisions that respect the rights and welfare of others. For instance, a journalist has a moral responsibility to report news objectively, without bias or distortion.

Social Responsibility

On a broader scale, social responsibility concerns the obligations individuals or organizations have towards society. It includes actions that contribute to the welfare of the community, such as volunteering, environmental conservation, or philanthropy. Corporations, too, bear social responsibility, aiming to minimize their negative impact on society while maximizing their positive contributions.

Personal Responsibility

Personal responsibility, meanwhile, involves acknowledging and fulfilling personal commitments and obligations. It is about taking ownership of one’s actions and their consequences. For example, a student has a personal responsibility to complete their assignments on time and to the best of their ability.

The Importance of Responsibility

In conclusion, responsibility is a cornerstone of ethical conduct and social cohesion. It is an attribute that should be cultivated and cherished for the betterment of individuals and society at large.

500 Words Essay on Responsibility

Introduction.

Responsibility is a fundamental concept that permeates all aspects of life. It is a principle that guides our actions, decisions, and relationships, shaping our character and defining who we are as individuals and as members of society. Understanding responsibility and its implications is crucial to personal development and social cohesion.

Conceptualizing Responsibility

Responsibility is a multifaceted construct. It can be seen as a duty or obligation, an expectation to perform certain tasks or uphold specific standards. It can also be understood as accountability, the acceptance of the consequences of our actions. Responsibility implies a moral dimension, an ethical commitment to do what is right and fair.

Personal responsibility involves taking charge of one’s own actions, decisions, and their outcomes. It is about owning up to mistakes, learning from them, and striving to do better. Personal responsibility is a cornerstone of self-improvement and personal growth. It promotes self-efficacy, self-respect, and integrity.

Beyond the personal realm, responsibility also has a social dimension. Social responsibility refers to the duties and obligations we have towards others and society at large. It is about contributing to the common good, respecting the rights of others, and promoting social justice. Social responsibility fosters empathy, cooperation, and social harmony.

Responsibility and Freedom

Challenges and opportunities.

Responsibility, while fundamentally important, is not always easy to uphold. It requires self-discipline, moral courage, and a sense of duty. It can sometimes be burdensome and demanding. However, responsibility also presents opportunities. It empowers us to shape our destiny, to make a difference, and to lead a meaningful and fulfilling life.

In conclusion, responsibility is a powerful principle that governs our actions and shapes our character. It is a duty, an accountability, and a moral commitment. It is about taking charge of our actions, contributing to the common good, and respecting the rights of others. Responsibility is a challenge, but also an opportunity. It is a pathway to personal growth, social harmony, and a fulfilling life. Embracing responsibility is thus not only a personal choice but a societal imperative.

If you’re looking for more, here are essays on other interesting topics:

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Freedom Philosophy Essay Examples & Topics

What is freedom in philosophy? Is freedom real? The phenomena of freedom and free will have been discussed in philosophy for centuries. These concepts are not easily defined.

Freedom can mean the capacity to do something or be someone without restraints or limitations. It can also refer to independence from the influence of others. There are several types of human freedom: physical, political, natural, social, and many more.

Free will is defined as the ability to make an independent choice.

The problem of freedom has a long-standing history with multitudes of differing viewpoints. If you are writing a freedom philosophy essay, you have a long road ahead of you. Our experts have described some thinkers so that you know where to start your research. See their conflicting takes on freedom and responsibility explored on the page. Also, we have come up with exciting topics for what is freedom philosophy essay or research paper.

Besides, you will find essay samples written by other students. Reading them can get you inspired or help you develop your own paper.

Throughout humankind’s history, many had something to say about the concept of freedom. Philosophers have debated and continue to argue with one another over this complicated subject. Over here, we have looked at some of the points of view held by the most prominent thinkers. They will help you begin thinking about “what is freedom in philosophy” essays.

• René Descartes

In his philosophical theories, René Descartes insisted that freedom comes from the human mind. He divided the world into the material and the ideal world of thoughts. Descartes believed that our ideas were completely free and could influence the material world.

• Immanuel Kant

Immanuel Kant argued that a person could not be genuinely free while their wants and wishes govern them. He came up with the concept of autonomy, believing that the ideal way to live is through self-control. Once a human person stops being a slave to their desire, only then will they achieve true freedom.

• Arthur Schopenhauer

Drawing inspiration from Plato, Arthur Schopenhauer wrote essays on the questions of ethics and human freedom. He claimed that there was absolutely no such thing as free will and that people could not possess it. Schopenhauer insisted that a person could only react in response to external stimuli.

• Rudolf Steiner

Rudolph Steiner discussed what human freedom means in his work titled The Philosophy of Freedom . He argued that freedom lies in the relationship between a person’s ideals and the limitations of external reality. Understanding the gap between the two allows one’s actions to be inspired by moral imagination.

• Jean-Paul Sartre

Jean-Paul Sartre is famous for coming up with some of the most influential theories on existentialism. He didn’t believe that freedom and responsibility are separable. According to him, we give meaning to our lives through our decisions. Sartre debated that there was no God to provide us with a purpose. Therefore, freedom was a burden on humanity.

• Isaiah Berlin

Most famous for his concepts of positive and negative freedom, Isaiah Berlin talked about opposing philosophies of liberty. Positive liberty referred to the idea of self-government, similar to Kant’s autonomy. In contrast, negative liberty explores the notion of freedom as being unhindered by other forces.

You can write an incredible number of works about freedom in philosophy. So how does one choose the best idea? First of all, you can try using our title generator , which will automatically create it for you. Second, you can peruse our list of topics, specially prepared for freedom in philosophy essays.

• Examining Berlin’s two concepts of freedom in relation to political liberty.
• What is the concept of freedom according to Christian theology?
• Dissecting Descartes’ Cogito ergo sum regarding freedom of thought and free will.
• Is Kant’s idea of self-freedom tangibly achievable?
• The differences and similarities between Hegel’s and Steiner’s philosophies of freedom.
• Does the existence of charities undermine the social and economic freedom of individuals?
• Social media filtering and the constraints to social freedom imposed by censorship.
• The relationships between the concepts of freedom and responsibility.
• Can the concept of free will and faith co-exist?
• Examining the right to free speech from the point of view of the freedom philosophy.
• Is there any true importance of freedom for human beings, according to Sartre?
• The main differences in points of contention between 19 th and 20 th -century freedom philosophers.
• Analyzing the fundamental principles of utilitarian ethics concerning freedom.
• Exploring Theodore Adorno’s moral philosophy and the un-freedom of the individual.
• A reflection on Schopenhauer’s philosophy and the moral responsibility for one’s actions.
• How does the idea of determinism contradict the concept of free will?

In this article, we have only touched upon the topic of freedom. There are still hundreds of philosophers and hundreds of ideas left. To continue exploring these ideas, consider reading through our human freedom philosophy essay samples. We’re sure they will help you deepen your understanding of this topic!

Thank you for reading!

52 Freedom in Philosophy Essay Examples

Philosophy and relationship between freedom and responsibility essay.

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Perspectives on Free Will: A Comparison of Hobbes and Berkeley

Freedom and determinism.

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Boredom and Freedom: Different Views and Links

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Free Will: Towards Hume’s Compatibilist Approach

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Determinism Argument and Objection to It

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Jean-Paul Sartre’s Views on Freedom

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Are We Free or Determined?

• Words: 1445

Rousseau and Kant on their respective accounts of freedom and right

• Words: 2073

Freedom Definition Revision: Components of Freedom

Determinism & libertarian freedom, predetermination and freedom of choice, sartre’s argument ‘existence precedes essence’, democracy: the influence of freedom, moral responsibility, free will and determinism, saint augustine and the question of free will, free will: determinism and libertarianism, philosophers’ thoughts on liberty, free will vs. determinism as philosophical concepts, why is a man free: philosophical perspective, free will in human life: reality or fraud.

• Words: 1687

Free Will and Its Possible Extent

The concept of free will by susan wolf, against free will: determinism and prediction, is the good life found in freedom example of malala yousafzai, albert camus’s “the guest”: obedience to authority.

• Words: 1373

Freedom: Malcolm X’s vs. Anna Quindlen’s Views

Autonomy or independence by e. durkheim and t. adorno.

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Free Will and Willpower: Is Consciousness Necessary?

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Free Will and Argument Against Its Existence

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Master Zhuang’s Philosophical Theory of Freedom

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The Existence of Freedom

Van inwagen’s philosophical argument on free will, mill’s power over body vs. foucault’s freedom, rousseau’s vs. confucius’ freedom concept, hegel and marx on civil society and human freedom.

• Words: 2235

Human Free Will in Philosophical Theories

Nielsen’s free will and determinism: an analysis and critique.

• Words: 1166

Freedom and the Role of Civilization

• Words: 2291

Rivalry and Central Planning by Don Lavoie: Study Analysis

• Words: 1349

Human Freedom as Contextual Deliberation

• Words: 1999

Susan Wolf’s Philosophy

• Words: 1088

Inconsistency of the Compatibilist

• Words: 1101

Do Humans Have Free Will?

• Words: 1368

Satre human freedom

• Words: 1626

Concepts of Determinism, Compatibilism, and Libertarianism

• Words: 1664

Free Will of a Heroin Addict

What is the difference between compatibilsm and incompatibilist in relation to free will, “the behavior of atoms is governed entirely by physical law.” “humans have free will.” “are these statements incompatible”, freedom of the will, the issue of the free will, the meaning of freedom today.

• Words: 1564

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Home Essay Samples Life Freedom

What Does Freedom Mean to Me: a Privilege and a Responsibility

Table of contents, personal definition of freedom, dimensions of freedom, the impact of freedom.

• Mill, J. S. (1859). On Liberty. Longman, Roberts & Green.
• Arendt, H. (1969). On Violence. Houghton Mifflin Harcourt.
• Sen, A. (1999). Development as Freedom. Oxford University Press.
• Rawls, J. (1971). A Theory of Justice. Harvard University Press.
• Beauvoir, S. d. (1949). The Second Sex. Vintage Books.

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The responsibility that comes with freedom

"The time has come to accept in our hearts and minds that with freedom comes responsibility." Nelson Mandela said these words standing before Parliament in 1995 while giving his State of the Nation address as President.

At a time when our very ideas and practice of freedom seem to be under threat from a series of sinister acts and behaviours by those who would profess to care for this freedom, it is perhaps a most opportune time to reflect on the exact nature of freedom in the South African context.

As Mr Mandela’s words suggest, the health of freedom rests on the level of responsibility it is accompanied by. As we celebrate one of South Africa’s greatest milestones on our journey to emancipation, we must examine ourselves as society and ask the question: Are we being responsible?

Given certain advances and improvements that South Africa has experienced post 1994, it would be easy to respond positively to this question. To do so without a critical observation of the state of affairs on the ground poses the danger of abetting a continuing exclusion of the most marginalised people in our society.

It can be argued that some have never seen the freedom we pride ourselves on. As economist Thomas Piketty pointed out at the 13 th Nelson Mandela Annual Lecture, South Africa is home to the biggest inequality gap in the world. When 2.2-million South Africans are missing a meal a day and one in 15 children die before their fifth birthday due to malnutrition, we must ask where those conversations disappear to when we stand in fury at an injustice.

When an estimated 200 000 people have no homes to go to, we must reflect and ask ourselves what our individual actions against poverty are. Freedom cannot be considered as achieved before a consideration of all South Africans is made in relation to dignity and justice. In exercising freedom, too often we elevate obvious instances of injustice. While the level of outcry often seen in media and social discourse is commendable, we risk the danger of exercising freedom irresponsibly.

Twenty-three years into a democratic South Africa it can no longer be good enough that we don’t feel personally responsible for being part of the South African solution. Everyone has it in them to extend a hand and restore dignity in a neighbour’s life. And everyone has it in them to contribute to the combating of systemic exclusion.

Lesson 3: Rights and responsibilities

Related material.

• Student handout 5.4: Rights and responsibilities
• Student handout 5.2: List of human rights

How can rights exist without responsibilities?

The students form pairs. It is important that there is an equal number of pairs in the classroom.

Each pair is given a blank sheet of paper and a pen and is asked to write down three important rights that they think they should have at school and three important rights that they think they should have at home. Examples might be the right not to be overloaded with homework or the right to get some pocket money.

Once this has been completed, the teacher distributes a copy of student handout 5.4, Rights and responsibilities, and student handout 5.2, List of human rights to each pair. The students are then asked to examine the list of human rights and to discuss which rights best correspond to the six rights they have written on their sheet of paper.

Once they have decided, they write the six rights in the first column of student handout 5.4. At this point, the teacher can ask the students if they need any clarification on the rights they have listed.

Once the first column is complete, the teacher explains to the students that every right carries corresponding responsibilities, giving the following example: “The freedom of speech is limited by the responsibility not to say untrue things that will degrade another person and abuse his/her right to dignity and good reputation.” The teacher can also explain that the balance of a person’s rights and his/her responsibilities to respect the rights of other people means that we have to exercise our rights within certain restraints. There are many situations in which the rights and responsibilities of different people conflict. For example, in the classroom, the right of education can conflict with the right to leisure, when some students want to learn while others prefer just to have fun. Moreover, school has the responsibility to teach and to educate the students and to ensure that teachers have the right of decent working conditions (such as not too much noise in their working environment).

The teacher now asks each pair of students to swap their list with another pair. The new pair now has to discuss examples of two levels of responsibility that correspond with each right listed by the other pair (see example below):

• First level: the responsibilities that individuals have to ensure so that others can enjoy the right (this should be written in the second column).
• Second level: the responsibilities (where these exist) for authorities (such as school or local authorities) to ensure this right. This should be written in the third column. For example, the responsibility of each individual to respect the privacy of the diary of other students; the responsibility of the school not to search an individual’s belongings when this is unnecessary (for example, not reading the diary while searching the classroom for a stolen calculator).

The teacher can then ask each pair to report to the rest of the class on one right and the corresponding responsibilities from their lists.

As the emphasis of this lesson is on responsibilities, the teacher can choose to draw two columns on the blackboard, one for individual responsibilities, the other for responsibilities of authorities, and as the students give examples, these can be written on the blackboard. The teacher can end the class with a review of the responsibilities and ask the students to comment on the lists.

Extension activity

If time allows, or if the teacher wishes to extend the lesson to include the idea of positive and negative rights and project work, he or she could carry out the following activities.

The teacher can begin by explaining that sometimes human rights are divided into “negative rights” and “positive rights”.

“Negative rights” are rights that ban or forbid something unpleasant (such as the ban on torture). “Positive rights” are rights that explicitly ask one to do something or to have something done (such as the right to food: everyone is entitled to have adequate food). Whereas “negative rights” expect people not to carry out specific actions, “positive rights” expect individuals and authorities to carry out certain activities in order to provide those rights.

The teacher also explains that most of the human rights have both negative and positive sides. For example, the right not to be tortured means that authorities must not mistreat people who have been detained, but also that the authorities need to give clear instructions about this to their police forces.

The students are invited to return to their lists of human rights and to choose three of them. They should then look for examples of positive or negative action in their lives to illustrate their own moral responsibility. They should then look for other examples, this time to show the responsibility of the school or the local/national authorities. For this purpose, they could add a plus or minus sign to the responsibilities chosen: see example below.

If teachers wish to use this activity as an introduction to project work, they could ask students to choose some of the human rights that will be treated more in depth over the next few weeks or months. Students then set up a plan in which they agree on the overall objective and the different steps to be taken. They also decide by when which task has to be completed and by whom.

During the course of the next few lessons, this plan has to be followed up and finally evaluated.

• Educating for democracy (I)  
• Introduction  
• Part 1 - Understanding democracy and human rights  
• Unit 1 – What the concepts mean  
• 1. Politics, democracy & democratic governance of schools  
• 1.1 Politics  
• 1.2 Democracy  
• 1.3 Democratic governance of schools  
• 9 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-1/chapter-2/" class="text-dark">2. Childrens Rights & the Right to Education 9  
• 11 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-2/" class="text-dark">Unit 2 – The key to a dynamic concept of citizenship 11  
• 1. Challenges to the traditional model of citizenship  
• 1.1 A new kind of citizenship requires a new kind of education  
• 2. Political culture  
• 2.1 Democracy comes to life through its citizens  
• 2.2 The cultural dimension of human rights  
• 2.3 Teaching through democracy and human rights – democratic culture in school  
• Unit 3 - Educating for democracy and human rights  
• 1. The three dimensions of EDC/HRE  
• 1.1 The cognitive dimension of EDC/HRE: learning “about” democracy and human rights  
• 1.2 The participative dimension of EDC/HRE: learning “for” democracy and human rights  
• 1.3 The cultural dimension of EDC/HRE: learning “through” democracy and human rights  
• 13 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-2/" class="text-dark">2. HRE and its connection with EDC 13  
• 3. Competences in EDC/HRE  
• 3.1 “I would like my students to be able to …”  
• 3.2 Competences – a general definition  
• 3.3 How can teachers find out what competences students have? Competence and performance  
• 3.4 A model of student competences in EDC/HRE  
• 3.5 Teacher competences in EDC/HRE  
• 16 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-4/" class="text-dark">4. “We create the world in our minds”: constructivist learning in EDC/HRE 16  
• 4.1 Learners “construct” meaning – they discover and create something new  
• 4.2 Learners “reconstruct” what they have learnt – they apply it and put it to the test  
• 4.3 Learners “deconstruct”, or criticise, their own results or each other’s  
• 5. Professional ethics of EDC/HRE teachers: three principles  
• 5.1 Principle of non-indoctrination  
• 5.2 Principle of controversial discussion  
• 5.3 Empowering students to promote their interests  
• 6. Key concepts in EDC/HRE  
• 6.1 Why do we need key concepts in EDC/HRE?  
• 6.2 The essence of the key concepts  
• 7. The method carries the message: task-based learning in EDC/HRE  
• 7.1 The shortcomings of traditional citizenship education  
• 7.2 Teaching though and for democracy and human rights requires active learning  
• 7.3 Tasks – the teacher’s tool to support active learning  
• 7.4 Task-based learning is problem-based learning  
• 7.5 The teacher’s roles in task-based learning sequences  
• 7.6 Active learning requires a follow-up  
• 23 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-3/chapter-8/" class="text-dark">8. A human rights-based approach to schooling 23  
• 26 " href="https://www.living-democracy.com/textbooks/volume-1/part-1/unit-4/" class="text-dark">Unit 4 - Education for Democratic Citizenship and Human Rights Education – A short history of the Council of Europe approach 26  
• 1. Background  
• 2. Outcomes of the EDC/HRE project  
• 3. Practical instruments  
• 3.1 The EDC/HRE pack  
• 3.2 Six volumes on EDC/HRE in school projects, teaching sequences, concepts, methods and models  
• Part 2 - Teaching democracy and human rights  
• Unit 1 - Conditions of teaching and learning  
• 1. Introduction  
• 2. Task and key questions for conditions of teaching and learning  
• 2 - Work file 1: How to take students’ skills and knowledge into account  
• 2 - Work file 2: How to take my teaching skills and knowledge into account  
• 2 - Work file 3: Considering general teaching and learning conditions  
• 2 - Work file 4: What are my basic attitudes towards students?  
• 2 - Work file 5: Rethinking discipline and order from a democratic point of view  
• 2 - Work file 6: Rethinking the teacher’s role from a democratic point of view  
• 2 - Work file 7: How to develop a democratic atmosphere in the classroom  
• 2 - Work file 8: How to develop school as a democratic community  
• Unit 2 - Setting objectives and selecting materials  
• 2. Task and key questions for setting objectives and selecting materials  
• 2.1 Task  
• 2.2 Key questions  
• 2 - Work file 1: Students’ competences for EDC/HRE  
• 2 - Work file 2: Two categories of materials in EDC/HRE  
• 2 - Work file 3: Selecting and using materials in EDC/HRE  
• Unit 3 - Understanding politics  
• 1. Introduction: what must students learn?  
• 2. Task and key questions to understand politics  
• 2.1 Task for teachers in EDC/HRE  
• 2 - Work file 1: How can I address politics in my EDC/HRE classes?  
• 2 - Work file 2: How can I support my students in judging political issues?  
• Unit 4 - Guiding processes of learning and choosing forms of teaching  
• 2. Task and key questions for guiding processes of learning and choosing forms of teaching  
• 2 - Work file 1: Three stages in a learning process  
• 2 - Work file 2: Why chalk and talk is not enough, or “taught ≠ learned” and “learned ≠ applied in real life”  
• 2 - Work file 3: Selecting adequate forms of teaching and learning  
• 2 - Work file 4: Five basic forms of teaching and learning  
• Unit 5 - Assessment of students, teachers and schools  
• 2. Task and key questions for assessment of students, teachers and schools  
• 2 - Work file 1: Different dimensions of assessment  
• 2 - Work file 2: Perspectives of assessment  
• 2 - Work file 3: Perspectives and forms of assessment  
• 2 - Work file 4: Standards of reference  
• 2 - Work file 5: Assessment of students – the influence of assessment on self-concepts  
• 2 - Work file 6: Checklist “How do I assess my students?”  
• 2 - Work file 7: Assessment of teachers  
• 2 - Work file 8: Self-assessment of teachers  
• 37 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-9/" class="text-dark">2 - Work file 9: Working with journals, logbooks, portfolios 37  
• 2 - Work file 10: Co-operative teaching and peer feedback  
• 2 - Work file 11: Assessment of EDC/HRE in schools  
• 2 - Work file 12: Quality indicators of EDC/HRE in a school  
• 2 - Work file 13: General principles for evaluating EDC/HRE  
• 2 - Work file 14: Guidelines for self-evaluation of schools  
• 2 - Work file 15: Involving the different stakeholders in evaluating EDC/HRE in a school  
• 46 " href="https://www.living-democracy.com/textbooks/volume-1/part-2/unit-5/chapter-2/lesson-16/" class="text-dark">2 - Work file 16: Governance and management in a school 46  
• 2 - Work file 17: Focus on democratic school governance  
• 2 - Work file 18: How to analyse and interpret EDC/HRE evaluation results  
• Part 3 - Tools for teaching and learning democracy and human rights  
• Unit 1 - Toolbox for teachers  
• Tool 1: Task-based learning  
• Tool 2: Co-operative learning  
• Tool 3: Chairing plenary sessions (discussion and critical thinking) in EDC/HRE classes  
• Tool 4: Interviewing an expert – how to collect information  
• 47 " href="https://www.living-democracy.com/textbooks/volume-1/part-3/unit-1/tool-5/" class="text-dark">Tool 5. Defining competence-based teaching objectives 47  
• Unit 2 - Toolbox for students  
• Tool 1: Worksheet for students to plan their learning schedules  
• Tool 2: Worksheet for students to reflect on their learning  
• Tool 3: Worksheet for students to reflect on their achievement  
• Tool 4: Researching in libraries  
• Tool 5: Researching on the Internet  
• Tool 6: Carrying out interviews and surveys  
• Tool 7: Interpreting images  
• Tool 8: Mind maps  
• Tool 9: Creating posters  
• Tool 10: Holding exhibitions  
• Tool 11: Planning and giving presentations  
• Tool 12: Preparing overhead transparencies or a PowerPoint presentation  
• Tool 13: Writing newspaper articles  
• Tool 14: Putting on performances  
• Tool 15: Holding debates  
• Growing up in democracy (II)  
• The conceptual framework of this manual  
• Unit 1: Identity – Me in my community  
• Lesson 1: This is what I like  
• Lesson 2: My personal symbols (coat of arms part I)  
• Lesson 3 - This is our coat of arms (coat of arms part II)  
• Lesson 4 - Individuals and groups  
• UNIT 2: Diversity and pluralism – At home in Europe  
• Lesson 1: What is Europe?  
• Lesson 2: I am at home in Europe (building a physical map I)  
• Lesson 3: I am at home in Europe (building a physical map II)  
• Lesson 4: Europeans are different and equal  
• UNIT 3: Equality – Minorities and majorities  
• Lesson 1: All different, all equal  
• Lesson 2: Is it fair? (research)  
• Lesson 3: Is it fair? (follow-up)  
• Lesson 4: A matrix of power  
• UNIT 4: Conflict – Rules help to solve conflicts  
• Lesson 1: Everything’s okay! Really?  
• Lesson 2: This is how we do it  
• Lesson 3: A list of ideas  
• Lesson 4: Our contract of rules  
• UNIT 5: Rules and law – The basis of living together  
• Lesson 1: Why do we need rules and laws?  
• Lesson 2: What happens if …?  
• Lesson 3: Our new school rules  
• Lesson 4: A campaign for our new school rules  
• UNIT 6: Power and authority – I am the boss! Am I?  
• Lesson 1: Superhero?  
• Lesson 2: Good guys, bad guys?  
• Lesson 3: One person does everything, the rest do nothing?  
• Lesson 4: Sharing the power  
• UNIT 7: Responsibility – I go eco … my school takes part!  
• Lesson 1: Responsibility  
• Lesson 2: School is life: living ecology?  
• Lesson 3: How can I start to be responsible?  
• Lesson 4: How did we do – what’s the plan?  
• UNIT 8: Rights and freedom – My rights – your rights  
• Lesson 1: Wants and needs: what is important to me?  
• Lesson 2: Human rights: what do they say?  
• Lesson 3: Survey: what people around us think and know  
• Lesson 4: Human rights alive!  
• UNIT 9: Media - Media in use: I would if I could  
• Lesson 1: We prepare an exhibition  
• Lesson 2: The power of knowledge and skills!  
• Lesson 3: Presentation time!  
• Lesson 4: We plan a media product  
• Unit 9 - Teachers’ handout 1: media in democracies  
• Unit 9 - Teachers’ handout 2: working with television  
• Manual for students  
• I. Handouts for students - Introduction  
• Student handout for Unit 1, lesson 1: “I like and don’t like” table  
• Student handout for Unit 1, lessons 2 and 3: Coat of arms template  
• Student handout for Unit 1, lesson 4: 3-step discussion  
• Student handout for Unit 2, lesson 1: Map of Europe (enlarge it to A3)  
• Student handout for Unit 2, lesson 1: The countries and capitals of Europe  
• Student handout for Unit 2, lesson 1: The flags of Europe  
• Student handout for Unit 2, lesson 1: Rivers in Europe  
• Student handout for Unit 2, lesson 1: Mountains and landforms in Europe  
• Student handout for Unit 2, lessons 2 and 3: Country portrait  
• Student handout for Unit 3, lesson 2: Table for notes  
• Student handout for Unit 3, lesson 3: Statistics sheet  
• Student handout for Unit 3, lesson 4: Word and power cards  
• Student handout for Unit 4, lesson 1: Our problem – my problem  
• Student handout for Unit 4, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 1: Rights, responsibilities and rules in our school  
• Student handout for Unit 5, lesson 3: Voting cards  
• Student handout for Unit 5, lesson 4: Criteria for good rules  
• Student handout for Unit 6, lesson 1: Superhero?  
• Student handout for Unit 6, lesson 2: Schema of political representation  
• Student handout for Unit 6, lesson 3: Election information  
• Student handout for Unit 7, lesson 1: Responsibility for what?  
• Student handout for Unit 7, lesson 4: Who has what kind of responsibility?  
• Student handout for Unit 8, lesson 1: Task to decide between “WANTS” and “NEEDS”  
• Student handout for Unit 8, lesson 2: Human rights: a list for comparing rights and needs  
• Student handout for Unit 8, lesson 3: Survey on human rights  
• Student handout for Unit 9, lesson 1: Presentation cards giving a short description of the media devices  
• II. Toolbox for students - Introduction  
• 1. Researching in libraries  
• 2. Researching on the Internet  
• 3. Carrying out interviews and surveys  
• 4. Interpreting images  
• 5. Mind maps  
• 6. Creating posters  
• 7. Holding exhibitions  
• 8. Planning and giving presentations  
• 9. Preparing overhead transparencies or a PowerPoint presentation  
• 10. Writing newspaper articles  
• 11. Putting on performances  
• 12. Holding debates  
• Living in democracy (III)  
• The conceptual framework of the manual: key concepts  
• Part 1: Individual and community  
• UNIT 1: Stereotypes and prejudices  
• Lesson 1: How others see a person  
• Lesson 2: How differently a person can be described...  
• Lesson 3: Stereotypes and prejudices  
• Lesson 4: Identity - Stereotypes about me!  
• Student handout 1.1: (Group 1) Role play  
• Student handout 1.1: (Group 2) Role play  
• Student handout 1.1: (Group 3) Role play  
• Background material for teachers: Stereotypes and prejudices  
• Student handout 1.2: Self-perception – perception by others  
• UNIT 2: Equality - Are you more equal than me?  
• Lesson 1: Differences and similarities  
• Lesson 2: Vesna’s story  
• Lesson 3: Equality between men and women  
• Lesson 4: Social justice  
• Student handout 2.1: Vesna's story  
• Student handout 2.2: Men and women: the story  
• Student handout 2.3: The shipwreck  
• UNIT 3: Diversity and pluralism - How can people live together peacefully?  
• Lesson 1: How can people live together?  
• Lesson 2: Why do people disagree?  
• Lesson 3: In what ways are people different?  
• Lesson 4: Why are human rights important?  
• Student handout 3.1: The school on the edge of the forest  
• Student handout 3.2: Hope is for everyone  
• Student handout 3.3: Help for Hope College  
• Student handout 3.4 - The islanders and the settlers (role cards)  
• Student handout 3.5: Situation cards: the islanders  
• 15 " href="https://www.living-democracy.com/textbooks/volume-3/part-1/unit-3/student-handout-10/" class="text-dark">Student handout 3.6: Key elements of human rights 15  
• UNIT 4: Conflict  
• Lesson 1: Conflict resolution  
• Lesson 2: Applying the six-step approach  
• Lesson 3: Conflicting human rights  
• Lesson 4: Using violence  
• Teacher’s resource sheet: International humanitarian law  
• Student handout 4.1: A six-step approach to conflict resolution  
• Student handout 4.2: Conflict scenarios  
• Student handout 4.3: Five cases of conflicting human rights  
• Student handout 4.4: Is violence acceptable in some cases?  
• Part 2: Taking responsibility  
• UNIT 5: Rights, liberties and responsibilities  
• Lesson 1: Wishes, basic needs, human dignity and human rights  
• Lesson 2: Detecting human rights violations  
• Lesson 3: Rights and responsibilities  
• Lesson 4: Human rights quiz  
• Student handout 5.1: Wishes, needs and rights  
• Student handout 5.2: List of human rights  
• Student handout 5.3: Cases of human rights violations  
• Student handout 5.4: Rights and responsibilities  
• Student handout 5.5: Human rights quiz (training cards)  
• Teacher’s resource sheet  
• UNIT 6: Responsibility  
• Lesson 1: Responsibilities at home  
• Lesson 2: Why should people obey the law?  
• Lesson 3: Whose problem is it?  
• Lesson 4: Why do people become active citizens?  
• Student handout 6.1: Milan makes a choice  
• Student handout 6.2: Schmitt’s dilemma  
• Student handout 6.3: Things are getting out of control!  
• Student handout 6.4: Card sort: the life of Jelena Santic  
• Part 3: Participation  
• UNIT 7: A class newspaper  
• Lesson 1: The newspapers around us  
• Lesson 2: Our newspaper is the best... don't you agree?  
• Lesson 3: We produce our wall newspaper  
• Lesson 4: Our first issue!  
• Background material for teachers  
• Student handout 7.1: How to write an article  
• Part 4: Power and authority  
• UNIT 8: Rules and Law  
• Lesson 1: Good law – bad law  
• Lesson 2: At what age?  
• Lesson 3: You make the law  
• Lesson 4: Rules of evidence  
• Student handout 8.1: A questionnaire: at what age?  
• Student handout 8.2: Discussion cards  
• 8.1 Background information for teachers: Integration, not criminalisation  
• 8.2 Background information for teachers: Convention on the Rights of the Child  
• UNIT 9: Government and politics  
• Lesson 1: Who is in charge?  
• Lesson 2: If you were the president  
• Lesson 3: Me and my role  
• Lesson 4: Student parliament  
• Student handout 9.1: The Kingdom of Sikkal  
• Student handout 9.2: Discussion cards  
• Student Handout 9.3: Questionnaire  
• Taking part in democracy (IV)  
• Interactive constructivist learning in EDC/HRE  
• Part 1: Taking part in the community  
• UNIT 1: IDENTITY  
• Lesson 1: Views on choices and identity  
• Lesson 2: Looking back: what choices made me the person I am?  
• Lesson 3: Looking forward: three choices that shape our future lives  
• Lesson 4: Which job suits me?  
• Materials for teachers 1.1: Quotes on choices and identity  
• Materials for teachers 1.2: Job cards  
• Unit 1.3: Background information for teachers  
• UNIT 2: RESPONSIBILITY  
• Lesson 1: Risk losing a friend – or break a rule?  
• Lessons 2 and 3: What would you do?  
• Lesson 4: What values must we share?  
• Materials for teachers 2.1: How to use the tool for dilemma analysis  
• Materials for teachers 2.2: Flipchart layout for the comparison of dilemma solutions (lesson 4)  
• Materials for teachers 2.3: Liberty and responsibility - three lecture modules  
• UNIT 3: DIVERSITY AND PLURALISM  
• Lesson 1: If I were president …  
• Lesson 2: What goals do we want to promote?  
• Lesson 3: What is the common good?  
• Lesson 4: Taking part in pluralist democracy  
• Materials for teachers 3A: Four basic political standpoints  
• Materials for teachers 3B: Lecture: what is the common good?  
• Materials for teachers 3C: Suggestions for extensions and follow-ups  
• Part 2 - Taking part in politics: settling conflict, solving problems  
• UNIT 4: CONFLICT  
• Lesson 1: The fishing game (1)  
• Lesson 2: The fishing game (2)  
• Lesson 3: How do we catch "as many fish as possible"?  
• Lesson 4: How can we achieve sustainability?  
• Materials for teachers 4.1: Fishing game: record sheet for players  
• Materials for teachers (game managers) 4.2: Reproduction chart: recovery of the fish population (in tons of fish)  
• Materials for teachers 4.3: Fishing game: record chart  
• Materials for teachers 4.4: Fishing game: diagram of fish Stocks and total catches  
• Materials for teachers 4.5: Homework Instructions (mini-handout for students)  
• Unit 4.5: Background information for teachers: Reading list on the fishing game  
• Unit 5: RULES AND LAW  
• Lessons 1 and 2: Why does a community need rules?  
• Lesson 3: What rules serve us best?  
• Lesson 4: The conference  
• Unit 6: Government and politics  
• Lesson 1: “Our most urgent problem is …”  
• Lesson 2: Politics - how a democratic community solves its problems  
• Lesson 3: Applying the policy cycle model  
• Lesson 4: How can we take part?  
• Lesson 5: Feedback session (optional)  
• Materials for teachers 6.1: Illustration of the policy cycle model - how can we reduce the number of car accidents?  
• Materials for teachers 6.2: Key statements on the policy cycle model  
• UNIT 7: EQUALITY  
• Lesson 1: The majority always rules?  
• Lesson 2: How can we balance majority and minority interests?  
• Lesson 3: Draft statutes  
• Lesson 4: What is a good way to govern a democratic community?  
• Part 3 - Taking part in politics: participation through communication  
• Unit 8: LIBERTY  
• Lesson 1: What issues are interesting for us?  
• Lesson 2: Preparing for the debate  
• Lesson 3: We debate – we decide – we report  
• Lesson 4: One debate – different perspectives  
• Materials for teachers 8.1: Why freedom depends on framing by rules and laws  
• UNIT 9: The media  
• Lesson 1: We are the gatekeepers!  
• Lessons 2 and 3: We are the gatekeepers!  
• Lesson 4: Do we control the media – or do the media control us?  
• Materials for teachers 9A: Skills and strategies for media education  
• Student handout 1.1: What choices have made me the person I am today - and who made them?  
• Student handout 1.2: Three options that shape our futures  
• Student handout 1.3: My criteria for choosing a job  
• Student handout 1.4: Questionnaire: job shadowing  
• Student handout 2.1: The dilemma concept  
• Student handout 2.2: A tool to analyse and solve dilemmas  
• Student handout 2.3: How would you decide? Dilemma case stories  
• Student handout 2.4: Record sheet on dilemma discussions (Based on student handout 2.3)  
• Student handout 2.5: The Universal Declaration of Human Rights (10 December 1948)  
• Student handout 2.6: Convention for the Protection of Human Rights and Fundamental Freedoms (The European Convention on Human Rights), as amended by Protocol No. 11 with Protocol Nos. 1, 4, 6 (excerpts)  
• Student handout 3.1: Schedule for unit 3 “Diversity and pluralism”  
• Student handout 3.2: Taking part in democracy – basic rules and principles  
• Student handout 3.3: Establishing a political party  
• Student handout 3.4: How does a democratic political system handle diversity and pluralism?  
• Student handout 3.5: The concept of the common good: the hallmark of democracy and dictatorship  
• Student handout 3.6: Map of social cleavages and political parties  
• Student handout 4.1: Case story: the conflict in the fishing community  
• Student handout 4.2: A model of sustainability goals  
• Student handout 4.3: Applying the sustainability model to the fishing game: how do we “catch as many fish as possible”?  
• Student handout 4.4: What is the optimum balance between fish reproduction and harvest?  
• Student handout 5.1: Preparations for the conference on a framework of rules  
• Student handout 5.2: Basic questions to consider in institutional design  
• Student handout 5.3: Comparing frameworks of rules  
• Student handout 5.4: Procedural rules for the conference – draft version  
• Student handout 5.5: Summary: what can we learn through these games?  
• Student handout 5.6: Feedback on units 4 and 5  
• Student handout 6.1: The policy cycle model: politics as a process of solving problems in a community  
• Student handout 6.2: The policy cycle – a tool to observe and understand political decision-making processes  
• Student handout 6.3: Feedback on the unit “Government and politics”  
• Student handout 7.1: Is majority rule unfair to the minority? A case story  
• Student handout 7.2: How do democracies care for the protection of minorities?  
• Student handout 7.3: Task: drafting a statute for the sports club  
• Student handout 7.4: Record of group presentations: draft statutes for a micro-community  
• Student handout 8.1: Suggestions for a debating issue  
• Student handout 8.2: Rules for debating  
• Student handout 8.3: Planning sheet for the debating teams  
• Student handout 8.4: Planning sheet for the chairpersons  
• Student handout 8.5: Record sheet for the audience  
• Student handout 8.6: Worksheet for news story writers  
• Student handout 9.1: Creating a wall newspaper - making choices  
• Student handout 9.2: Tips for producing a wall newspaper  
• Student handout 9.3: Tips for writing a good news story  
• Exploring Children’s Rights (V)  
• Introduction: What the nine units have to offer (Class 1– 9)  
• Part 1: Lesson plans  
• Unit 1 (Primary school, Class 1) - I have a name – we have a school  
• Unit 2 (Primary school, Class 2) - Names are more than just letters!  
• Unit 3 (Primary school, class 3) - We are wizards!  
• Unit 4 (Primary school, Class 4) - Our rights - our treasure  
• Unit 5 (Primary school, Class 5) - We make rules for our classroom  
• Unit 6 (Primary school, Class 6) - Children's rights: a work of art!  
• Unit 7 (Primary school, Class 7) - Is what I want also what I need?  
• Unit 8 (Primary school, Class 8) - Children's rights - thoroughly researched  
• Unit 9 (Primary school, Class 9) - Why must we obey rules?  
• Part 2: Background information  
• 1. Frequently asked questions about the children's rights convention  
• 2. Children's rights - part of the human rights process  
• 3. How children's rights were created  
• 4. Children's rights: experiencing, getting to know and implementing them  
• 5. Pedagogical approach: learning by example  
• 6. Task-based learning: accompanying learning  
• 7. Teaching children's rights: key questions to guide the choice of teaching methods  
• 8. "But that means that I have the right to have a break, doesn't it?" - Children's rights in the classroom  
• Part 3: Documents and Teaching Materials  
• 1. Pupil's version of the Convention on the Rights of the Child  
• 2. Grouping children's rights into four dimensions  
• 3. The UN Convention on the Rights of the Child (20 November 1989)  
• 4. The illustrated Children's Rights (Children's Rights cards)  
• Teaching Democracy (VI)  
• Chapter 1 - Building up classroom atmosphere  
• Exercise 1.1. - Matching cards  
• Exercise 1.2. - Rights, responsibilities and rules in the classroom  
• Exercise 1.3. - Identity coat of arms  
• Exercise 1.4. - A bouquet of flowers  
• Exercise 1.5. - Chinese sticks  
• Chapter 2 - Clarifying values  
• Exercise 2.1. - The raft game  
• Exercise 2.2. - Value Systems  
• Exercise 2.3. - Philosophy of life  
• Chapter 3 - Getting to know human rights  
• Exercise 3.1. - The human rights poster  
• Exercise 3.2. - The strings  
• Exercise 3.3. - The human rights tree  
• Exercise 3.4. - The balloon ride  
• Exercise 3.5. - Wants and needs  
• Exercise 3.6. - The treasure box  
• Chapter 4 - Perceiving others  
• Exercise 4.1. - All different, all equal  
• Exercise 4.2. - Difference  
• Exercise 4.3. - True and false  
• Exercise 4.4. - First impressions  
• Exercise 4.5. - We all have prejudices  
• Exercise 4.6. - We are all equal, but some are more equal than others  
• Exercise 4.7. - The tourists  
• Exercise 4.8. - Globingo: "A human being is part of the whole world".  
• Chapter 5 - Making justice work  
• Exercise 5.1. - It's not fair  
• Exercise 5.2. - The exception  
• Exercise 5.3. - The jigsaw puzzle  
• Exercise 5.4. - The role of law  
• Exercise 5.5. - Perspectives on justice  
• Chapter 6 - Understanding political philosophy  
• Exercise 6.1. - Basic concepts of political thought  
• 5 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-6/exercise-2/" class="text-dark">Exercise 6.2. - Attitudes to power 5  
• Exercise 6.3. - If I were a magician  
• Chapter 7 - Taking part in politics  
• Exercise 7.1. - The wall of silence  
• Exercise 7.2. - My feelings about dictatorship  
• Exercise 7.3. - Questionnaire on attitudes to change  
• 6 " href="https://www.living-democracy.com/textbooks/volume-6/chapter-7/exercise-4/" class="text-dark">Exercise 7.4. - The planning project 6  
• Exercise 7.5. - We and the world  
• Exercise 7.6. - Should we take part in politics?  
• Exercise 7.7. - How does government affect your life?  
• Exercise 7.8. - Ways of participating in democracy  
• Exercise 7.9. - The policy cycle  
• Chapter 8 - Dealing with conflict  
• Exercise 8.1. - Win-win solutions  
• Exercise 8.2. - A structured approach to conflict resolution  
• Exercise 8.3. - Family and peer conflict  
• Exercise 8.4. - Brainstorming session on conflict and peace  
• Exercise 8.5. - The statues  
• Exercise 8.6. - Punishment versus positive conflict resolution  
• Exercise 8.7. - Minorities  
• Exercise 8.8. - Images of war and peace  
• Illustrations