A.   thinking creatively

B.   thinking systematically

C.   thinking constructively

D.   thinking simplistically

A.   keeping an open mind

B.   avoiding name calling

C.   using categorical language when describing ethical issues

D.   avoiding bumper sticker simplicity

A.   sound ethical thinking

B.   relativism

C.   offhand self-justification

D.   dogmatism

A.   sound ethical thinking

B.   offhand self justification

C.   dogmatism

D.   relativism

A.   seek out challenges

B.   aim to live more comfortably

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 replace the need to think

C.   rules make life simpler

D.   rules may conflict

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

B.   Jean Valjean stealing to feed a starving child

C.   lying to hide fugitive slaves

D.   lying to shelter fugitives from the Nazis

A.   all of these

B.   not eating bacon

C.   not wearing garments made out of blended material

D.   not eating shrimp and lobster

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

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

C.   women were considered property of their fathers or husbands

D.   the main point of the story is not clear

A.   Abraham agrees that Sodom should be destroyed

B.   God listened to Abraham

C.   Abraham thinks for himself

D.   Abraham bargains with God,

A.   include greed, lust, and gluttony

B.   include fairness, equality, responsibility, and respect

C.   describe the legitimate expectations of ourselves and others

D.   may be organized into ethical theories

A.   originated with Jeremy Bentham and John Stuart Mill

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

C.   seeks the greatest good of the smallest number

D.   focuses on happiness

A.   it is concerned with the well being of others

B.   it is essentially social

C.   it is a rational aim

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 Martin Buber

C.   regards persons as supremely valuable

D.   advocated by Immanuel Kant

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.   like to hunt

B.   be quiet

C.   not be frightened by loud noises

D.   be a color that blends in with the surroundings

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 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 presents polarizing and irresolvable positions

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

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

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

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

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

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

B.   virtue theory argues against assisted suicide

C.   utilitarianism argues in favor of assisted suicide

D.   all of these are true

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.   picking the side you personally like the best

D.   finding the best balance between values at stake

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

B.   it finds a way of enthusiastically going forward together

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

D.   it is a positive and appealing longer term alternative

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

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

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

D.   all of these are true

A.   it is essential for practical problem solving

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

C.   it seeks to reframe the problem

D.   it seeks to limit the possibilities

A.   exaggeration

B.   random word method

C.   reversal

D.   full steam ahead method

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.   revisit outlying parts of the problem

B.   none of these

C.   ask if the problem can be prevented

D.   view problems as a growth opportunity to be welcomed

A.   all of these

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

C.   thought to be impossible to solve

D.   a problem with two sharply opposed options

A.   Weston maintains that dilemmas are indeed unsolvable

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

C.   Weston uses Heinz’s dilemma as an example

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

A.   ethics and what we eat

B.   ethics and money

C.   ethics and sex

D.   ethics and work

A.   ethics and sex

B.   ethics and work

C.   ethics and money

D.   ethics and what we eat

A.   none of these

B.   patience

C.   attention

D.   explicitness

A.   patience

B.   explicitness

C.   none of these

D.   attention

A.   patience

B.   attention

C.   none of these

D.   explicitness

A.   Gandhi

B.   Mandela

C.   Muhammed Yunus

D.   Anita Roddick

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.   an illustration

D.   a conditional statement

A.   because

B.   consequently

C.   thus

D.   if follows that

A.   since

B.   for

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.   straw man

B.   red herring

C.   scare tactics

D.   bandwagon argument

A.   slippery slope

B.   hasty generalization

C.   inconsistency

D.   weak analogy

A.   appeal to ignorance

B.   loaded question

C.   false alternatives

D.   in appropriate appeal to authority

A.   put the conclusion first

B.   number the steps of the argument

C.   write in complete sentences

D.   fill in missing premises or conclusions

A.   be charitable

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

C.   take what is unclear and make it clear

D.   be accurate and don’t misrepresent

A.   it is well written or well spoken

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

C.   it is a persuasive argument

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 attack the motives of the opposition

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

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

A.   choose and broaden your topic

B.   write a sentence that expresses your claim

C.   know your audience

D.   know yourself

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.   show your work to someone else for their honest opinion

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

C.   edit your work for grammatical mistakes

D.   hand it in only once it is perfect

A.   government documents

B.   human sources

C.   dictionaries

D.   encyclopedias

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

B.   direct quotes requires 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.   ascertain the author’s bias and purpose

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

C.   determine the author’s background

D.   evaluate the author’s sources