A.   thinking systematically

B.   thinking constructively

C.   thinking simplistically

D.   thinking creatively

A.   avoiding name calling

B.   avoiding bumper sticker simplicity

C.   keeping an open mind

D.   using categorical language when describing ethical issues

A.   relativism

B.   dogmatism

C.   sound ethical thinking

D.   offhand self-justification

A.   offhand self justification

B.   sound ethical thinking

C.   relativism

D.   dogmatism

A.   seek out people with whom you do not agree

B.   aim to live more comfortably

C.   seek out challenges

D.   let challenges stretch your mind

A.   limit your experience to what you know is true

B.   pursue the facts

C.   welcome change

D.   welcome challenges

A.   rules replace the need to think

B.   rules are rough guides and have exceptions

C.   rules may conflict

D.   rules make life simpler

A.   Jean Valjean stealing to feed a starving child

B.   lying to hide fugitive slaves

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

D.   lying to shelter fugitives from the Nazis

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.   the main point of the story is not clear

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

A.   Abraham thinks for himself

B.   God listened to Abraham

C.   Abraham bargains with God,

D.   Abraham agrees that Sodom should be destroyed

A.   include greed, lust, and gluttony

B.   include fairness, equality, responsibility, and respect

C.   may be organized into ethical theories

D.   describe the legitimate expectations of ourselves and others

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

B.   focuses on happiness

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 a rational aim

C.   it is short term

D.   it is concerned with the well being of others

A.   regards persons as supremely valuable

B.   advocated by Martin Buber

C.   advocated by Immanuel Kant

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

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

B.   moral and legal rights of the individual

C.   Kant’s Categorical Imperative

D.   reduction of social pain and suffering

A.   not be frightened by loud noises

B.   like to hunt

C.   be quiet

D.   be a color that blends in with the surroundings

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

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

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

D.   all of these are true

A.   it is legalistic and judgmental

B.   it makes the problem the problem

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

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

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

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

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

A.   all of these are true

B.   virtue theory argues against assisted suicide

C.   utilitarianism argues in favor of assisted suicide

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

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

B.   picking the side you personally like the best

C.   finding the best balance between values at stake

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

A.   it finds a way of enthusiastically going forward together

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

C.   it is a positive and appealing longer term alternative

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

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

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

C.   all of these are true

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

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

B.   it seeks to reframe the problem

C.   it is essential for practical problem solving

D.   it seeks to limit the possibilities

A.   reversal

B.   full steam ahead method

C.   random word method

D.   exaggeration

A.   abortion and animal research in Japan

B.   carefully administered hallucinogenic drugs

C.   seven generation decision making of the American Indians

D.   homelessness in other cultures

A.   view problems as a growth opportunity to be welcomed

B.   ask if the problem can be prevented

C.   revisit outlying parts of the problem

D.   none of these

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

B.   thought to be impossible to solve

C.   all of these

D.   a problem with two sharply opposed options

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

B.   Weston uses Heinz’s dilemma as an example

C.   Weston maintains that dilemmas are indeed unsolvable

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 what we eat

B.   ethics and money

C.   ethics and work

D.   ethics and sex

A.   patience

B.   attention

C.   explicitness

D.   none of these

A.   explicitness

B.   none of these

C.   patience

D.   attention

A.   explicitness

B.   attention

C.   patience

D.   none of these

A.   Mandela

B.   Muhammed Yunus

C.   Anita Roddick

D.   Gandhi

A.   Mandala

B.   Mohammed Yunus

C.   Gandhi

D.   Anita Roddick

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

B.   a report

C.   an illustration

D.   a conditional statement

A.   consequently

B.   because

C.   if follows that

D.   thus

A.   since

B.   given that

C.   for

D.   therefore

A.   a personal attack (ad hominem)

B.   two wrongs make a right

C.   attacking the motive

D.   look who’s talking (tu quoque)

A.   bandwagon argument

B.   scare tactics

C.   red herring

D.   straw man

A.   inconsistency

B.   weak analogy

C.   hasty generalization

D.   slippery slope

A.   in appropriate appeal to authority

B.   loaded question

C.   false alternatives

D.   appeal to ignorance

A.   fill in missing premises or conclusions

B.   write in complete sentences

C.   number the steps of the argument

D.   put the conclusion first

A.   be charitable

B.   be accurate and don’t misrepresent

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

D.   take what is unclear and make it clear

A.   it is well written or well spoken

B.   it is a persuasive argument

C.   it agrees with my views

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

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

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

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.   know your audience

C.   know yourself

D.   write a sentence that expresses your claim

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

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

C.   limit your thesis statement to what you will defend

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

A.   edit your work for grammatical mistakes

B.   hand it in only once it is perfect

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

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

A.   human sources

B.   encyclopedias

C.   government documents

D.   dictionaries

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

A.   determine the author’s background

B.   ascertain the author’s bias and purpose

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

D.   evaluate the author’s sources