A.   thinking creatively

B.   thinking simplistically

C.   thinking constructively

D.   thinking systematically

A.   using categorical language when describing ethical issues

B.   avoiding bumper sticker simplicity

C.   avoiding name calling

D.   keeping an open mind

A.   sound ethical thinking

B.   offhand self-justification

C.   relativism

D.   dogmatism

A.   dogmatism

B.   relativism

C.   offhand self justification

D.   sound ethical thinking

A.   aim to live more comfortably

B.   seek out challenges

C.   seek out people with whom you do not agree

D.   let challenges stretch your mind

A.   welcome change

B.   limit your experience to what you know is true

C.   pursue the facts

D.   welcome challenges

A.   rules are rough guides and have exceptions

B.   rules may conflict

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.   not eating shrimp and lobster

B.   not eating bacon

C.   not wearing garments made out of blended material

D.   all of these

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

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

C.   the main point of the story is not clear

D.   women were considered property of their fathers or husbands

A.   Abraham bargains with God,

B.   Abraham agrees that Sodom should be destroyed

C.   Abraham thinks for himself

D.   God listened to Abraham

A.   describe the legitimate expectations of ourselves and others

B.   include fairness, equality, responsibility, and respect

C.   may be organized into ethical theories

D.   include greed, lust, and gluttony

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 concerned with the well being of others

B.   it is a rational aim

C.   it is short term

D.   it is essentially social

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

B.   advocated by Martin Buber

C.   regards persons as supremely valuable

D.   advocated by Immanuel Kant

A.   moral and legal rights of the individual

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

C.   reduction of social pain and suffering

D.   Kant’s Categorical Imperative

A.   be a color that blends in with the surroundings

B.   be quiet

C.   like to hunt

D.   not be frightened by loud noises

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

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

C.   all of these are true

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

A.   it makes the problem the problem

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

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

D.   it is legalistic and judgmental

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

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

C.   it presents polarizing and irresolvable positions

D.   it is an overly simplistic and extreme approach

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

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

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.   trying to take into account the values on all sides

B.   picking the side you personally like the best

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

D.   finding the best balance between values at stake

A.   it finds a way of enthusiastically going forward together

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

C.   it is a positive and appealing longer term alternative

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

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

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

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

D.   all of these are true

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

B.   it seeks to limit the possibilities

C.   it is essential for practical problem solving

D.   it seeks to reframe the problem

A.   full steam ahead method

B.   exaggeration

C.   random word method

D.   reversal

A.   seven generation decision making of the American Indians

B.   homelessness in other cultures

C.   carefully administered hallucinogenic drugs

D.   abortion and animal research in Japan

A.   view problems as a growth opportunity to be welcomed

B.   ask if the problem can be prevented

C.   none of these

D.   revisit outlying parts of the problem

A.   thought to be impossible to solve

B.   a problem with two sharply opposed options

C.   all of these

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

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

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

C.   Weston uses Heinz’s dilemma as an example

D.   Weston maintains that dilemmas are indeed unsolvable

A.   ethics and money

B.   ethics and what we eat

C.   ethics and sex

D.   ethics and work

A.   ethics and work

B.   ethics and sex

C.   ethics and money

D.   ethics and what we eat

A.   patience

B.   explicitness

C.   attention

D.   none of these

A.   attention

B.   explicitness

C.   patience

D.   none of these

A.   attention

B.   explicitness

C.   patience

D.   none of these

A.   Gandhi

B.   Muhammed Yunus

C.   Mandela

D.   Anita Roddick

A.   Mandala

B.   Gandhi

C.   Mohammed Yunus

D.   Anita Roddick

A.   an illustration

B.   a report

C.   a conditional statement

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

A.   thus

B.   because

C.   if follows that

D.   consequently

A.   for

B.   since

C.   given that

D.   therefore

A.   look who’s talking (tu quoque)

B.   attacking the motive

C.   a personal attack (ad hominem)

D.   two wrongs make a right

A.   bandwagon argument

B.   straw man

C.   scare tactics

D.   red herring

A.   slippery slope

B.   inconsistency

C.   hasty generalization

D.   weak analogy

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.   try to use as many words as the original argument

B.   be charitable

C.   be accurate and don’t misrepresent

D.   take what is unclear and make it clear

A.   it is a persuasive argument

B.   it agrees with my views

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

D.   it is well written or well spoken

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

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

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.   know your audience

B.   know yourself

C.   choose and broaden your topic

D.   write a sentence that expresses your claim

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

B.   limit your thesis statement to what you will defend

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

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

A.   edit your work for grammatical mistakes

B.   hand it in only once it is perfect

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

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

A.   dictionaries

B.   government documents

C.   human sources

D.   encyclopedias

A.   direct quotes requires a citation

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

C.   well known facts and quotes do not need citation

D.   a paraphrase of another’s work does not need a 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