A.   thinking creatively

B.   thinking systematically

C.   thinking simplistically

D.   thinking constructively

A.   avoiding bumper sticker simplicity

B.   avoiding name calling

C.   keeping an open mind

D.   using categorical language when describing ethical issues

A.   sound ethical thinking

B.   dogmatism

C.   offhand self-justification

D.   relativism

A.   offhand self justification

B.   sound ethical thinking

C.   relativism

D.   dogmatism

A.   seek out people with whom you do not agree

B.   let challenges stretch your mind

C.   seek out challenges

D.   aim to live more comfortably

A.   welcome change

B.   welcome challenges

C.   limit your experience to what you know is true

D.   pursue the facts

A.   rules may conflict

B.   rules are rough guides and have exceptions

C.   rules make life simpler

D.   rules replace the need to think

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 shelter fugitives from the Nazis

D.   lying to hide fugitive slaves

A.   all of these

B.   not eating shrimp and lobster

C.   not eating bacon

D.   not wearing garments made out of blended material

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

B.   women were considered property of their fathers or husbands

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

D.   the main point of the story is not clear

A.   Abraham bargains with God,

B.   Abraham thinks for himself

C.   God listened to Abraham

D.   Abraham agrees that Sodom should be destroyed

A.   may be organized into ethical theories

B.   describe the legitimate expectations of ourselves and others

C.   include greed, lust, and gluttony

D.   include fairness, equality, responsibility, and respect

A.   seeks the greatest good of the smallest number

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

C.   focuses on happiness

D.   originated with Jeremy Bentham and John Stuart Mill

A.   it is essentially social

B.   it is a rational aim

C.   it is concerned with the well being of others

D.   it is short term

A.   advocated by Immanuel Kant

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

C.   advocated by Martin Buber

D.   regards persons as supremely valuable

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

B.   moral and legal rights of the individual

C.   reduction of social pain and suffering

D.   Kant’s Categorical Imperative

A.   not be frightened by loud noises

B.   like to hunt

C.   be a color that blends in with the surroundings

D.   be quiet

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

B.   all of these are true

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

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

A.   it is legalistic and judgmental

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

C.   it makes the problem the problem

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

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

B.   it presents polarizing and irresolvable positions

C.   it is an overly simplistic and extreme approach

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

A.   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

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

A.   utilitarianism argues in favor of assisted suicide

B.   virtue theory argues against assisted suicide

C.   all of these are true

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

A.   finding the best balance between values at stake

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

C.   picking the side you personally like the best

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

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 was an improvisation and not planned in his original speech

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

A.   it seeks to reframe the problem

B.   it is essential for practical problem solving

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

D.   it seeks to limit the possibilities

A.   exaggeration

B.   random word method

C.   full steam ahead method

D.   reversal

A.   abortion and animal research in Japan

B.   homelessness in other cultures

C.   seven generation decision making of the American Indians

D.   carefully administered hallucinogenic drugs

A.   none of these

B.   view problems as a growth opportunity to be welcomed

C.   ask if the problem can be prevented

D.   revisit outlying parts of the problem

A.   all of these

B.   a problem with two sharply opposed options

C.   thought to be impossible to solve

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

A.   Weston maintains that dilemmas are indeed unsolvable

B.   Weston uses Heinz’s dilemma as an example

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

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

A.   ethics and sex

B.   ethics and money

C.   ethics and what we eat

D.   ethics and work

A.   ethics and money

B.   ethics and sex

C.   ethics and work

D.   ethics and what we eat

A.   explicitness

B.   attention

C.   patience

D.   none of these

A.   explicitness

B.   none of these

C.   patience

D.   attention

A.   none of these

B.   patience

C.   attention

D.   explicitness

A.   Gandhi

B.   Muhammed Yunus

C.   Anita Roddick

D.   Mandela

A.   Anita Roddick

B.   Mohammed Yunus

C.   Mandala

D.   Gandhi

A.   a conditional statement

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

C.   an illustration

D.   a report

A.   because

B.   thus

C.   if follows that

D.   consequently

A.   for

B.   given that

C.   therefore

D.   since

A.   look who’s talking (tu quoque)

B.   two wrongs make a right

C.   a personal attack (ad hominem)

D.   attacking the motive

A.   bandwagon argument

B.   red herring

C.   scare tactics

D.   straw man

A.   slippery slope

B.   weak analogy

C.   hasty generalization

D.   inconsistency

A.   in appropriate appeal to authority

B.   false alternatives

C.   appeal to ignorance

D.   loaded question

A.   fill in missing premises or conclusions

B.   number the steps of the argument

C.   put the conclusion first

D.   write in complete sentences

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 is a persuasive argument

B.   it is well written or well spoken

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

D.   it agrees with my views

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

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

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

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

A.   choose and broaden your topic

B.   know your audience

C.   know yourself

D.   write a sentence that expresses your claim

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.   show your work to someone else for their honest opinion

B.   edit your work for grammatical mistakes

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

D.   hand it in only once it is perfect

A.   dictionaries

B.   encyclopedias

C.   government documents

D.   human sources

A.   direct quotes requires a citation

B.   well known facts and quotes do not need citation

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

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

A.   determine the author’s background

B.   evaluate the author’s sources

C.   ascertain the author’s bias and purpose

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