A.   thinking systematically

B.   thinking simplistically

C.   thinking constructively

D.   thinking creatively

A.   avoiding name calling

B.   keeping an open mind

C.   using categorical language when describing ethical issues

D.   avoiding bumper sticker simplicity

A.   dogmatism

B.   relativism

C.   sound ethical thinking

D.   offhand self-justification

A.   sound ethical thinking

B.   offhand self justification

C.   relativism

D.   dogmatism

A.   let challenges stretch your mind

B.   aim to live more comfortably

C.   seek out people with whom you do not agree

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 may conflict

B.   rules replace the need to think

C.   rules make life simpler

D.   rules are rough guides and have exceptions

A.   Jean Valjean stealing to feed a starving child

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

C.   lying to hide fugitive slaves

D.   lying to shelter fugitives from the Nazis

A.   not eating shrimp and lobster

B.   all of these

C.   not eating bacon

D.   not wearing garments made out of blended material

A.   women were considered property of their fathers or husbands

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

C.   the main point of the story is not clear

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

A.   Abraham agrees that Sodom should be destroyed

B.   Abraham bargains with God,

C.   Abraham thinks for himself

D.   God listened to Abraham

A.   include fairness, equality, responsibility, and respect

B.   may be organized into ethical theories

C.   describe the legitimate expectations of ourselves and others

D.   include greed, lust, and gluttony

A.   focuses on happiness

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

C.   seeks the greatest good of the smallest number

D.   originated with Jeremy Bentham and John Stuart Mill

A.   it is essentially social

B.   it is concerned with the well being of others

C.   it is a rational aim

D.   it is short term

A.   regards persons as supremely valuable

B.   advocated by Martin Buber

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

D.   advocated by Immanuel Kant

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.   not be frightened by loud noises

B.   be quiet

C.   like to hunt

D.   be a color that blends in with the surroundings

A.   all of these are true

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

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

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

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

B.   it makes the problem the problem

C.   it is legalistic and judgmental

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

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

B.   it presents polarizing and irresolvable positions

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

D.   it is an overly simplistic and extreme approach

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

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

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

D.   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

A.   utilitarianism argues in favor of assisted suicide

B.   all of these are true

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

D.   virtue theory argues against assisted suicide

A.   finding the best balance between values at stake

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

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

D.   picking the side you personally like the best

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

B.   it finds a way of enthusiastically going forward together

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

D.   it is a positive and appealing longer term alternative

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

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

C.   all of these are true

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

A.   it seeks to limit the possibilities

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

C.   it seeks to reframe the problem

D.   it is essential for practical problem solving

A.   reversal

B.   random word method

C.   full steam ahead method

D.   exaggeration

A.   abortion and animal research in Japan

B.   seven generation decision making of the American Indians

C.   carefully administered hallucinogenic drugs

D.   homelessness in other cultures

A.   revisit outlying parts of the problem

B.   view problems as a growth opportunity to be welcomed

C.   none of these

D.   ask if the problem can be prevented

A.   a problem with two sharply opposed options

B.   thought to be impossible to solve

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

D.   all of these

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

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

C.   Weston maintains that dilemmas are indeed unsolvable

D.   Weston uses Heinz’s dilemma as an example

A.   ethics and money

B.   ethics and work

C.   ethics and sex

D.   ethics and what we eat

A.   ethics and sex

B.   ethics and work

C.   ethics and money

D.   ethics and what we eat

A.   patience

B.   explicitness

C.   none of these

D.   attention

A.   attention

B.   none of these

C.   patience

D.   explicitness

A.   none of these

B.   patience

C.   attention

D.   explicitness

A.   Anita Roddick

B.   Mandela

C.   Gandhi

D.   Muhammed Yunus

A.   Mohammed Yunus

B.   Anita Roddick

C.   Mandala

D.   Gandhi

A.   a report

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

C.   a conditional statement

D.   an illustration

A.   because

B.   consequently

C.   thus

D.   if follows that

A.   given that

B.   for

C.   since

D.   therefore

A.   two wrongs make a right

B.   a personal attack (ad hominem)

C.   attacking the motive

D.   look who’s talking (tu quoque)

A.   straw man

B.   bandwagon argument

C.   red herring

D.   scare tactics

A.   weak analogy

B.   hasty generalization

C.   slippery slope

D.   inconsistency

A.   loaded question

B.   appeal to ignorance

C.   in appropriate appeal to authority

D.   false alternatives

A.   write in complete sentences

B.   put the conclusion first

C.   fill in missing premises or conclusions

D.   number the steps of the argument

A.   be charitable

B.   be accurate and don’t misrepresent

C.   take what is unclear and make it clear

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

A.   it agrees with my views

B.   it is well written or well spoken

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 statements by citing counterexamples

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

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

A.   choose and broaden your topic

B.   know yourself

C.   write a sentence that expresses your claim

D.   know your audience

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

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

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

D.   limit your thesis statement to what you will defend

A.   hand it in only once it is perfect

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

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

D.   edit your work for grammatical mistakes

A.   encyclopedias

B.   human sources

C.   dictionaries

D.   government documents

A.   direct quotes requires a citation

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

C.   statistics, surveys, obscure facts, and unique descriptions or examples need 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.   determine the author’s background

C.   ascertain the author’s bias and purpose

D.   evaluate the author’s sources