A.   thinking creatively

B.   thinking simplistically

C.   thinking constructively

D.   thinking systematically

A.   keeping an open mind

B.   avoiding name calling

C.   avoiding bumper sticker simplicity

D.   using categorical language when describing ethical issues

A.   offhand self-justification

B.   relativism

C.   dogmatism

D.   sound ethical thinking

A.   dogmatism

B.   offhand self justification

C.   relativism

D.   sound ethical thinking

A.   let challenges stretch your mind

B.   seek out people with whom you do not agree

C.   aim to live more comfortably

D.   seek out challenges

A.   limit your experience to what you know is true

B.   pursue the facts

C.   welcome change

D.   welcome challenges

A.   rules make life simpler

B.   rules are rough guides and have exceptions

C.   rules may conflict

D.   rules replace the need to think

A.   lying to hide fugitive slaves

B.   lying to shelter fugitives from the Nazis

C.   lying to get out of trouble for something you’ve done wrong

D.   Jean Valjean stealing to feed a starving child

A.   all of these

B.   not wearing garments made out of blended material

C.   not eating bacon

D.   not eating shrimp and lobster

A.   women were considered property of their fathers or husbands

B.   the biblical prophet Ezekial says Sodom was destroyed because of their homosexuality

C.   some of the values were different then than they are now

D.   the main point of the story is not clear

A.   God listened to Abraham

B.   Abraham thinks for himself

C.   Abraham agrees that Sodom should be destroyed

D.   Abraham bargains with God,

A.   include greed, lust, and gluttony

B.   may be organized into ethical theories

C.   describe the legitimate expectations of ourselves and others

D.   include fairness, equality, responsibility, and respect

A.   seeks the greatest good of the smallest number

B.   originated with Jeremy Bentham and John Stuart Mill

C.   aims for the greatest balance of happiness over pain of suffering as a whole in the long run

D.   focuses on happiness

A.   it is short term

B.   it is essentially social

C.   it is a rational aim

D.   it is concerned with the well being of others

A.   advocated by Immanuel Kant

B.   advocated by Martin Buber

C.   believes individuals should be viewed as a “means to an end” and not “ends in themselves”

D.   regards persons as supremely valuable

A.   moral and legal rights of the individual

B.   reduction of social pain and suffering

C.   equality for individuals regardless of gender, race or class

D.   Kant’s Categorical Imperative

A.   be a color that blends in with the surroundings

B.   not be frightened by loud noises

C.   like to hunt

D.   be quiet

A.   virtues are traits that express and fulfill our rational nature

B.   by growing in these virtues we achieve our potential as humans

C.   moral virtues are character traits that fulfill our essence as human beings

D.   all of these are true

A.   it strives to get all sides as much as possible of what they want

B.   it focuses on shared interests rather than hard-line positions

C.   it is legalistic and judgmental

D.   it makes the problem the problem

A.   it is an overly simplistic and extreme approach

B.   the media tends to minimize “either/or” thinking

C.   it presents polarizing and irresolvable positions

D.   it is an adversarial “winner take all” approach

A.   all of us are both pro-life and pro-choice in a general sense

B.   many pro-choice advocates are conflicted about abortion and although they would not choose it for themselves think it is a necessary option for others

C.   all pro-life advocates oppose abortion in all cases, even rape, incest, and when the life of the mother is at risk

D.   both pro-life and pro-choice share many essential values, although they may prioritize these values differently

A.   virtue theory argues against assisted suicide

B.   Kant (Ethics of the person) argues against assisted suicide

C.   all of these are true

D.   utilitarianism argues in favor of assisted suicide

A.   picking the side you personally like the best

B.   finding ways the underlying values and interests of both sides can be co-achieved

C.   trying to take into account the values on all sides

D.   finding the best balance between values at stake

A.   it is a positive and appealing longer term alternative

B.   it “pushes” us towards a moral minimum by nagging us to do something

C.   it looks forward to a future and more complete resolution

D.   it finds a way of enthusiastically going forward together

A.   it occurs at the end of his speech in the lasts only five minutes

B.   all of these are true

C.   it is an excellent example of proclaiming a moral vision

D.   it was an improvisation and not planned in his original speech

A.   it is essential for practical problem solving

B.   it seeks to reframe the problem

C.   it seeks to limit the possibilities

D.   it helps solve ethical problems by going beyond the norm

A.   reversal

B.   exaggeration

C.   random word method

D.   full steam ahead method

A.   homelessness in other cultures

B.   abortion and animal research in Japan

C.   carefully administered hallucinogenic drugs

D.   seven generation decision making of the American Indians

A.   revisit outlying parts of the problem

B.   none of these

C.   view problems as a growth opportunity to be welcomed

D.   ask if the problem can be prevented

A.   a problem with two sharply opposed options

B.   all of these

C.   each side’s “solution” is unacceptable to the other side

D.   thought to be impossible to solve

A.   Weston maintains that dilemmas are indeed unsolvable

B.   Weston suggests we assume problems, even “dilemmas,” are solvable

C.   Weston uses Sartre’s young friend as an example

D.   Weston uses Heinz’s dilemma as an example

A.   ethics and sex

B.   ethics and money

C.   ethics and work

D.   ethics and what we eat

A.   ethics and money

B.   ethics and what we eat

C.   ethics and work

D.   ethics and sex

A.   attention

B.   explicitness

C.   patience

D.   none of these

A.   explicitness

B.   attention

C.   none of these

D.   patience

A.   attention

B.   explicitness

C.   none of these

D.   patience

A.   Muhammed Yunus

B.   Anita Roddick

C.   Gandhi

D.   Mandela

A.   Gandhi

B.   Anita Roddick

C.   Mohammed Yunus

D.   Mandala

A.   a report

B.   one or more premises which are intended to prove or support a conclusion

C.   an illustration

D.   a conditional statement

A.   consequently

B.   if follows that

C.   thus

D.   because

A.   for

B.   therefore

C.   since

D.   given that

A.   look who’s talking (tu quoque)

B.   attacking the motive

C.   a personal attack (ad hominem)

D.   two wrongs make a right

A.   straw man

B.   red herring

C.   bandwagon argument

D.   scare tactics

A.   hasty generalization

B.   slippery slope

C.   weak analogy

D.   inconsistency

A.   appeal to ignorance

B.   loaded question

C.   false alternatives

D.   in appropriate appeal to authority

A.   write in complete sentences

B.   fill in missing premises or conclusions

C.   number the steps of the argument

D.   put the conclusion first

A.   take what is unclear and make it clear

B.   be accurate and don’t misrepresent

C.   be charitable

D.   try to use as many words as the original argument

A.   it is well written or well spoken

B.   it agrees with my views

C.   it is a persuasive argument

D.   it is logically correct, i.e. either deductively sound or inductively cogent

A.   determine if it is possible to attack the motives of the opposition

B.   determine if it is possible to refute a weak claim by reducing it to absurdity

C.   determine if it is possible to refute or weaken arguments with countervailing evidence

D.   determine if it is possible to refute statements by citing counterexamples

A.   choose and broaden your topic

B.   write a sentence that expresses your claim

C.   know your audience

D.   know yourself

A.   the more clearly, precisely, and up front you state your thesis the better

B.   include some detail on how you will defend your thesis

C.   the thesis statement is the most important premise defending your conclusion

D.   limit your thesis statement to what you will defend

A.   edit your work for grammatical mistakes

B.   consider what you have not written, i.e. what you have left out of your paper

C.   hand it in only once it is perfect

D.   show your work to someone else for their honest opinion

A.   dictionaries

B.   human sources

C.   government documents

D.   encyclopedias

A.   statistics, surveys, obscure facts, and unique descriptions or examples need a citation

B.   a paraphrase of another’s work does not need a citation

C.   direct quotes requires a citation

D.   well known facts and quotes do not need citation

A.   assume if it has been written and published that it is true

B.   ascertain the author’s bias and purpose

C.   determine the author’s background

D.   evaluate the author’s sources