Persons can exercise genuine freedom in their choices, that is to choose according to their greatest inclinations, but even when doing so there are still
causal conditions (e.g., character, experiences, circumstances, etc.) which
decisively incline the will (
will here is
the mind choosing) to respond a certain way without indeed
constraining it. The
causal conditions are sufficiently strong to get the person to choose a certain option such that there are now some guarantees how the individual will freely respond, yet the person was acting according to their own wishes or desires, i.e. without constraint.
Perhaps an example will make this more clear.
Suppose I decide (
decree) a given student in my class is to leave the room. There are three ways I could accomplish this.
First, I could literally grab the student and carry the student out of the room. In this scenario, the constraint in operation on the student involves a
force (me) exerted on the student that involves bodily movement, but not bodily movement that the student’s will in any sense made happen.
Clearly the student did not leave the room freely.
Or,
second, I could threaten the student with a failing grade unless he left the room immediately. In this case, while the student does not really want to leave, yet on the other hand the student does not want a failing grade, so he decides to reluctantly leave the classroom. The constraint operating here is a
force (me) that
does not entirely remove willing by the student so constrained, although what is “chosen” by the student is contrary to what the student wished to choose. Again,
the student did not leave the room freely.
Third, and finally, I could perhaps point out the various factors that make it advantageous for the student to leave the room, though nothing I say threatens the student in any way. The student may not initially want to leave, for after all, I am a fantastic lecturer.
Eventually though, I convince the student by reason and argument—without threats or warnings of danger if he refuses to go—to leave the classroom. In this situation, while the student did not initially want to leave, after careful consideration of all the pros and cons of staying or leaving, the student's inclinations to stay changed to a inclinations to leave, and the student acted on these new inclinations.
In this scenario, while the act of leaving the classroom was causally determined (see causal conditions discussion above), the student was not constrained to leave but did so voluntarily, in accord with his own nature, according to his own wishes.
To summarize, for every decision a person makes there are
causal conditions playing upon that individual’s
will so as to incline it decisively and sufficiently in one direction rather than another such that the person could not have done otherwise, given the prevailing causal influences.
AMR