A.   thinking systematically

B.   thinking simplistically

C.   thinking creatively

D.   thinking constructively

A.   avoiding bumper sticker simplicity

B.   keeping an open mind

C.   using categorical language when describing ethical issues

D.   avoiding name calling

A.   dogmatism

B.   sound ethical thinking

C.   relativism

D.   offhand self-justification

A.   dogmatism

B.   sound ethical thinking

C.   offhand self justification

D.   relativism

A.   let challenges stretch your mind

B.   aim to live more comfortably

C.   seek out challenges

D.   seek out people with whom you do not agree

A.   pursue the facts

B.   limit your experience to what you know is true

C.   welcome challenges

D.   welcome change

A.   rules replace the need to think

B.   rules make life simpler

C.   rules are rough guides and have exceptions

D.   rules may conflict

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

B.   lying to hide fugitive slaves

C.   lying to shelter fugitives from the Nazis

D.   Jean Valjean stealing to feed a starving child

A.   not eating shrimp and lobster

B.   not wearing garments made out of blended material

C.   all of these

D.   not eating bacon

A.   women were considered property of their fathers or husbands

B.   the main point of the story is not clear

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

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

A.   God listened to Abraham

B.   Abraham agrees that Sodom should be destroyed

C.   Abraham bargains with God,

D.   Abraham thinks for himself

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

B.   seeks the greatest good of the smallest number

C.   focuses on happiness

D.   originated with Jeremy Bentham and John Stuart Mill

A.   it is concerned with the well being of others

B.   it is essentially social

C.   it is short term

D.   it is a rational aim

A.   regards persons as supremely valuable

B.   advocated by Immanuel Kant

C.   advocated by Martin Buber

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

A.   Kant’s Categorical Imperative

B.   moral and legal rights of the individual

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

D.   reduction of social pain and suffering

A.   be a color that blends in with the surroundings

B.   be quiet

C.   not be frightened by loud noises

D.   like to hunt

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 makes the problem the problem

B.   it is legalistic and judgmental

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

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

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

B.   it is an overly simplistic and extreme approach

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

D.   it presents polarizing and irresolvable positions

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

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

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

A.   utilitarianism argues in favor of assisted suicide

B.   all of these are true

C.   virtue theory argues against assisted suicide

D.   Kant (Ethics of the person) argues against 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 finds a way of enthusiastically going forward together

B.   it is a positive and appealing longer term alternative

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

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

A.   all of these are true

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

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

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

A.   it seeks to limit the possibilities

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

C.   it is essential for practical problem solving

D.   it seeks to reframe the problem

A.   full steam ahead method

B.   reversal

C.   exaggeration

D.   random word 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.   ask if the problem can be prevented

B.   view problems as a growth opportunity to be welcomed

C.   revisit outlying parts of the problem

D.   none of these

A.   a problem with two sharply opposed options

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

C.   all of these

D.   thought to be impossible to solve

A.   Weston maintains that dilemmas are indeed unsolvable

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

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

D.   Weston uses Heinz’s dilemma as an example

A.   ethics and sex

B.   ethics and work

C.   ethics and money

D.   ethics and what we eat

A.   ethics and work

B.   ethics and what we eat

C.   ethics and money

D.   ethics and sex

A.   none of these

B.   attention

C.   patience

D.   explicitness

A.   patience

B.   none of these

C.   explicitness

D.   attention

A.   none of these

B.   attention

C.   explicitness

D.   patience

A.   Anita Roddick

B.   Mandela

C.   Gandhi

D.   Muhammed Yunus

A.   Anita Roddick

B.   Mandala

C.   Mohammed Yunus

D.   Gandhi

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

B.   a report

C.   a conditional statement

D.   an illustration

A.   thus

B.   if follows that

C.   consequently

D.   because

A.   for

B.   therefore

C.   since

D.   given that

A.   look who’s talking (tu quoque)

B.   attacking the motive

C.   two wrongs make a right

D.   a personal attack (ad hominem)

A.   bandwagon argument

B.   straw man

C.   scare tactics

D.   red herring

A.   slippery slope

B.   inconsistency

C.   hasty generalization

D.   weak analogy

A.   false alternatives

B.   appeal to ignorance

C.   in appropriate appeal to authority

D.   loaded question

A.   fill in missing premises or conclusions

B.   number the steps of the argument

C.   write in complete sentences

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 refute statements by citing counterexamples

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

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

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

A.   choose and broaden your topic

B.   write a sentence that expresses your claim

C.   know your audience

D.   know yourself

A.   limit your thesis statement to what you will defend

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

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

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

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

B.   edit your work for grammatical mistakes

C.   hand it in only once it is perfect

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

A.   government documents

B.   encyclopedias

C.   human sources

D.   dictionaries

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.   ascertain the author’s bias and purpose

B.   determine the author’s background

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

D.   evaluate the author’s sources