8. On Liberty:Without freedom, what is the meaning of being human?

Every person is born free, yet there are always those who seek to establish their own freedom at the expense of others'. This mindset—where I am free while you are not—is fundamentally a social hierarchy. For in hierarchical societies, rulers secure greater liberty for themselves by restricting the freedom of those they govern. Authoritarian states inevitably sacrifice the freedom of their people to satisfy the freedom of their rulers; democratic nations absolutely forbid building one's freedom upon another's lack thereof. Democracy is precisely about guaranteeing freedom for every citizen. What is freedom? For an individual, freedom can be concretely divided into four aspects.

First: Freedom of thought.

Humans seem to possess an innate capacity for freedom of thought. What we think in our minds cannot be controlled by anyone, for everyone possesses the ability to say one thing and mean another. Precisely because thought cannot be fully controlled, humanity has the opportunity to transition from autocracy to democracy. Otherwise, once plunged into the darkness of autocratic rule, humanity would never see the light of day. Though thought cannot be completely controlled, this does not mean it cannot be influenced. Religion and Confucianism have both served as tools for rulers to control thought, and the ideologies prevalent in nations today are similarly means of thought control. When we calm down and engage in self-reflection, we realize that every concept, argument, and piece of knowledge in our minds originates from societal indoctrination. For the vast majority, a lifetime passes without a single independent thought. What does this reveal? It reveals that thought can be molded. It reveals that we have not achieved true freedom of thought. In society, those who break through intellectual constraints and possess independent thought are as rare as a phoenix feather or a qilin's horn—one in ten thousand. Yet it is precisely these individuals who propel humanity forward.

Who deprives us of our freedom of thought? It must be the ruling class seeking greater liberty for themselves by stripping others of theirs. To date, both democratic and authoritarian nations grapple with the issue of restricted thought. The difference lies only in degree: democratic societies experience milder suppression, while authoritarian regimes impose heavier restrictions.

Why must citizens fight for freedom of thought? Because it is the wellspring of all freedoms. Blocking and suppressing citizens' freedom of thought plunges humanity into endless darkness; liberating and encouraging it leads humanity toward boundless light. Therefore, a truly democratic nation must safeguard its citizens' freedom of thought—otherwise, it cannot be called democratic.

How can citizens achieve freedom of thought? The key lies in education. Education profoundly shapes our thinking. During adolescence, our minds are like molten steel, malleable to any mold. But as we enter young adulthood, our thoughts begin to solidify. Once crystallized, these ideas become as unbreakable as hardened steel. For most people, they cling to the beliefs formed in their youth for the rest of their lives. Those capable of shattering these solidified ideas and forging new ones are exceedingly rare.

Therefore, to grant citizens intellectual freedom, we must prevent education from solidifying their thoughts. Throughout their educational journey, citizens should be continually reminded to maintain the capacity for critical reflection. Human nature dictates that when encountering a completely unfamiliar field, we instinctively trust the first explanation we encounter. Once we believe this explanation, it becomes exceedingly difficult to alter our perspective. Rulers exploit this weakness in human nature to achieve their goal of controlling public thought. Therefore, for democratic nations to achieve intellectual freedom among their citizens, they must constantly remind them that the knowledge, viewpoints, and ideas they acquire are not eternal truths—everything is relative.

Regarding knowledge, educational content can be categorized into three types: tool-based knowledge (such as language, writing, and logic); natural knowledge (such as physics and chemistry); and social knowledge (such as religion, history, philosophy, law, and economics). Instrumental knowledge inherently does not restrict citizens' thoughts. At humanity's current stage, natural knowledge also rarely constrains thought, as its objectivity eludes rulers' control. Social knowledge, however, can be freely shaped by those in power. Nearly all thought-controlling education begins with imparting social knowledge. Thus, to ensure education does not limit citizens' intellectual freedom, the transmission of social knowledge must be minimized during schooling. Social knowledge should be acquired through self-directed learning by citizens. Even when teaching social knowledge is necessary—such as ethics or law—students must be encouraged to develop critical thinking skills.

Second: Freedom of Speech.

Freedom of speech extends from freedom of thought, yet while thought can be absolutely free, speech cannot achieve absolute freedom. The boundary of free speech lies in not infringing upon others' rights through its exercise.

Third: Freedom of Property.

Without property, nothing else exists. Citizens possess the freedom to pursue property, use property, and dispose of property. Since citizens' pursuit, use, and disposal of property often involve others, they must not infringe upon others' rights while exercising these freedoms.

Fourth, personal liberty.

No citizen shall be deprived of personal liberty except for reasons prescribed by law and through strict legal procedures. This is one of the fundamental principles of a democratic state.

What makes a person human is the possession of freedom. Without freedom, how can one be human?