A.   thinking constructively

B.   thinking systematically

C.   thinking simplistically

D.   thinking creatively

A.   keeping an open mind

B.   avoiding bumper sticker simplicity

C.   using categorical language when describing ethical issues

D.   avoiding name calling

A.   relativism

B.   dogmatism

C.   offhand self-justification

D.   sound ethical thinking

A.   dogmatism

B.   sound ethical thinking

C.   relativism

D.   offhand self justification

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.   pursue the facts

B.   welcome change

C.   limit your experience to what you know is true

D.   welcome challenges

A.   rules may conflict

B.   rules make life simpler

C.   rules replace the need to think

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 bacon

B.   not eating shrimp and lobster

C.   all of these

D.   not wearing garments made out of blended material

A.   the main point of the story is not clear

B.   women were considered property of their fathers or husbands

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

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

A.   Abraham thinks for himself

B.   God listened to Abraham

C.   Abraham agrees that Sodom should be destroyed

D.   Abraham bargains with God,

A.   include greed, lust, and gluttony

B.   may be organized into ethical theories

C.   describe the legitimate expectations of ourselves and others

D.   include fairness, equality, responsibility, and respect

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

B.   originated with Jeremy Bentham and John Stuart Mill

C.   focuses on happiness

D.   seeks the greatest good of the smallest number

A.   it is concerned with the well being of others

B.   it is a rational aim

C.   it is essentially social

D.   it is short term

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

B.   advocated by Immanuel Kant

C.   advocated by Martin Buber

D.   regards persons as supremely valuable

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

B.   Kant’s Categorical Imperative

C.   reduction of social pain and suffering

D.   moral and legal rights of the individual

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.   virtues are traits that express and fulfill our rational nature

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

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

D.   all of these are true

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

B.   it is legalistic and judgmental

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

D.   it makes the problem the problem

A.   it is an overly simplistic and extreme approach

B.   it presents polarizing and irresolvable positions

C.   it is an adversarial “winner take all” 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 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.   utilitarianism argues in favor of assisted suicide

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

C.   all of these are true

D.   virtue theory argues against assisted suicide

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

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

C.   finding the best balance between values at stake

D.   picking the side you personally like the best

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 finds a way of enthusiastically going forward together

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

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

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

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

D.   all of these are true

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.   full steam ahead method

B.   random word method

C.   exaggeration

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.   revisit outlying parts of the problem

C.   none of these

D.   ask if the problem can be prevented

A.   all of these

B.   thought to be impossible to solve

C.   a problem with two sharply opposed options

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

A.   Weston maintains that dilemmas are indeed unsolvable

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

C.   Weston uses Heinz’s dilemma as an example

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

A.   ethics and money

B.   ethics and sex

C.   ethics and work

D.   ethics and what we eat

A.   ethics and money

B.   ethics and sex

C.   ethics and work

D.   ethics and what we eat

A.   explicitness

B.   attention

C.   none of these

D.   patience

A.   patience

B.   attention

C.   none of these

D.   explicitness

A.   none of these

B.   attention

C.   patience

D.   explicitness

A.   Muhammed Yunus

B.   Mandela

C.   Gandhi

D.   Anita Roddick

A.   Mohammed Yunus

B.   Gandhi

C.   Mandala

D.   Anita Roddick

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.   consequently

B.   if follows that

C.   thus

D.   because

A.   for

B.   therefore

C.   since

D.   given that

A.   look who’s talking (tu quoque)

B.   two wrongs make a right

C.   attacking the motive

D.   a personal attack (ad hominem)

A.   scare tactics

B.   red herring

C.   straw man

D.   bandwagon argument

A.   inconsistency

B.   weak analogy

C.   slippery slope

D.   hasty generalization

A.   loaded question

B.   appeal to ignorance

C.   in appropriate appeal to authority

D.   false alternatives

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.   take what is unclear and make it clear

C.   be accurate and don’t misrepresent

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

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

B.   it is a persuasive argument

C.   it agrees with my views

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

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

C.   limit your thesis statement to what you will defend

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

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

B.   hand it in only once it is perfect

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

D.   edit your work for grammatical mistakes

A.   government documents

B.   human sources

C.   dictionaries

D.   encyclopedias

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

B.   direct quotes requires a citation

C.   well known facts and quotes do not need citation

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

A.   ascertain the author’s bias and purpose

B.   evaluate the author’s sources

C.   determine the author’s background

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