A.   thinking simplistically

B.   thinking systematically

C.   thinking constructively

D.   thinking creatively

A.   avoiding name calling

B.   avoiding bumper sticker simplicity

C.   using categorical language when describing ethical issues

D.   keeping an open mind

A.   sound ethical thinking

B.   dogmatism

C.   offhand self-justification

D.   relativism

A.   offhand self justification

B.   sound ethical thinking

C.   relativism

D.   dogmatism

A.   seek out people with whom you do not agree

B.   let challenges stretch your mind

C.   aim to live more comfortably

D.   seek out challenges

A.   pursue the facts

B.   limit your experience to what you know is true

C.   welcome change

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.   Jean Valjean stealing to feed a starving child

B.   lying to hide fugitive slaves

C.   lying to shelter fugitives from the Nazis

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

A.   not eating shrimp and lobster

B.   not wearing garments made out of blended material

C.   not eating bacon

D.   all of these

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.   God listened to Abraham

B.   Abraham agrees that Sodom should be destroyed

C.   Abraham thinks for himself

D.   Abraham bargains with God,

A.   describe the legitimate expectations of ourselves and others

B.   include greed, lust, and gluttony

C.   may be organized into ethical theories

D.   include fairness, equality, responsibility, and respect

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.   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 short term

C.   it is a rational aim

D.   it is essentially social

A.   advocated by Martin Buber

B.   advocated by Immanuel Kant

C.   regards persons as supremely valuable

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

A.   moral and legal rights of the individual

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

C.   Kant’s Categorical Imperative

D.   reduction of social pain and suffering

A.   be a color that blends in with the surroundings

B.   like to hunt

C.   be quiet

D.   not be frightened by loud noises

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

B.   all of these are true

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

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

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

B.   it is legalistic and judgmental

C.   it makes the problem the problem

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

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

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

C.   it presents polarizing and irresolvable positions

D.   it is an overly simplistic and extreme approach

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

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

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

D.   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

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

B.   all of these are true

C.   virtue theory argues against assisted suicide

D.   utilitarianism argues in favor of assisted suicide

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

B.   picking the side you personally like the best

C.   finding the best balance between values at stake

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

A.   it is a positive and appealing longer term alternative

B.   it finds a way of enthusiastically going forward together

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

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

A.   all of these are true

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

A.   it seeks to reframe the problem

B.   it is essential for practical problem solving

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

D.   it seeks to limit the possibilities

A.   exaggeration

B.   random word method

C.   full steam ahead method

D.   reversal

A.   carefully administered hallucinogenic drugs

B.   seven generation decision making of the American Indians

C.   abortion and animal research in Japan

D.   homelessness in other cultures

A.   revisit outlying parts of the problem

B.   ask if the problem can be prevented

C.   view problems as a growth opportunity to be welcomed

D.   none of these

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

B.   a problem with two sharply opposed options

C.   all of these

D.   thought to be impossible to solve

A.   Weston uses Heinz’s dilemma as an example

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

C.   Weston maintains that dilemmas are indeed unsolvable

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

A.   ethics and what we eat

B.   ethics and money

C.   ethics and sex

D.   ethics and work

A.   ethics and money

B.   ethics and work

C.   ethics and what we eat

D.   ethics and sex

A.   explicitness

B.   none of these

C.   patience

D.   attention

A.   patience

B.   attention

C.   explicitness

D.   none of these

A.   none of these

B.   patience

C.   attention

D.   explicitness

A.   Muhammed Yunus

B.   Anita Roddick

C.   Mandela

D.   Gandhi

A.   Mohammed Yunus

B.   Gandhi

C.   Anita Roddick

D.   Mandala

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

B.   a conditional statement

C.   an illustration

D.   a report

A.   if follows that

B.   thus

C.   consequently

D.   because

A.   for

B.   since

C.   therefore

D.   given that

A.   a personal attack (ad hominem)

B.   look who’s talking (tu quoque)

C.   attacking the motive

D.   two wrongs make a right

A.   bandwagon argument

B.   red herring

C.   scare tactics

D.   straw man

A.   inconsistency

B.   slippery slope

C.   weak analogy

D.   hasty generalization

A.   in appropriate appeal to authority

B.   loaded question

C.   appeal to ignorance

D.   false alternatives

A.   put the conclusion first

B.   fill in missing premises or conclusions

C.   number the steps of the argument

D.   write in complete sentences

A.   be accurate and don’t misrepresent

B.   take what is unclear and make it clear

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

D.   it is a persuasive argument

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

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 refute statements by citing counterexamples

A.   write a sentence that expresses your claim

B.   choose and broaden your topic

C.   know yourself

D.   know your audience

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.   hand it in only once it is perfect

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

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

D.   edit your work for grammatical mistakes

A.   government documents

B.   dictionaries

C.   human sources

D.   encyclopedias

A.   well known facts and quotes do not need citation

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

C.   direct quotes requires a citation

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

A.   evaluate the author’s sources

B.   determine the author’s background

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

D.   ascertain the author’s bias and purpose