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TEST BANK
Doing Ethics
FIFTH EDITION
Scott Clifton
ROCHESTER INSTITUTE OF TECHNOLOGY
Luke Manning
AUBURN UNIVERSITY
Rory Kraft
YORK COLLEGE OF PENNSYLVANIA
W • W • NORTON & COMPANY • NEW YORK • LONDON
W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D.
Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s
Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from
America and abroad. By midcentury, the two major pillars of Norton’s publishing program—trade books and college texts—
were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and to-
day—with a staff of four hundred and a comparable number of trade, college, and professional titles published each
year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees.
CONTENTS
Chapter 1 | Ethics and the Examined Life 1
Chapter 2 | Subjectivism, Relativism, and Emotivism 7
Chapter 3 | Evaluating Moral Arguments 13
Chapter 4 | The Power of Moral Theories 20
Chapter 5 | Consequentialist Theories: Maximize the Good 27
Chapter 6 | Nonconsequentialist Theories: Do Your Duty 34
Chapter 7 | Virtue Ethics: Be a Good Person 40
Chapter 8 | Feminist Ethics and the Ethics of Care 46
Chapter 9 | Abortion 52
Chapter 10 | Euthanasia and Physician-Assisted Suicide 58
Chapter 11 | Delivering Health Care 64
Chapter 12 | Animal Welfare 70
Chapter 13 | Environmental Ethics 76
Chapter 14 | Racism, Equality, and Discrimination 82
Chapter 15 | Sexual Morality 90
Chapter 16 | Free Speech on Campus 96
Chapter 17 | Drugs, Guns, and Personal Liberty102
Chapter 18 | Capital Punishment 109
Chapter 19 | Political Violence: War, Terrorism, and Torture 115
Chapter 20 | The Ethics of Immigration 121
Chapter 21 | Global Economic Justice 127
PREFACE
The Test Bank is designed to help instructors create their ideal mix of questions for quizzes or exams. Each question as-
sesses a specific chapter topic and is written with clear and concise language that matches the difficulty level of the ques-
tion. Chapter topics are assessed with questions across the appropriate levels of Bloom’s taxonomy. By asking students
questions that vary in both taxonomy and level of difficulty, instructors can evaluate how well students understand specific
concepts and how skilled they are at applying these concepts to hypothetical and real-world scenarios.
ASSESSMENT INFORMATION
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“Bloom’s taxonomy” in the following sections.
BLOOM’S TAXONOMY
We have focused on the levels of Bloom’s taxonomy that are most relevant to philosophy and are most reliably assessed
through the types of questions included in this test bank. As a result, we have included five levels of the taxonomy in the
metadata.
1. Remembering questions test declarative knowledge, including textbook definitions and the relationships between two or
more pieces of information. Can students recall or remember the information in the same form it was learned?
2. Understanding questions pose problems in a context different from the one in which the material was learned, requir-
ing students to draw from their declarative and/or procedural understanding of important concepts. Can students ex-
plain ideas or concepts?
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the real world. Can students use learned information in new situations?
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tween valid and invalid claims?
DIFFICULTY LEVELS
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and exams, so we have tried to be as objective as possible by using the following criteria to decide the level of difficulty for
each question.
1. Easy questions require students to demonstrate a basic understanding of the concepts, definitions, and examples presented
in the textbook.
2. Moderate questions direct students to use critical thinking skills and to demonstrate a strong understanding of core concepts
independent of specific textbook examples or definitions.
3. Difficult questions ask students to synthesize textbook concepts to make analytical inferences or to evaluate claims.
CHAPTER 1 Ethics and the Examined Life
CHAPTER OUTLINE
I. Introduction
A. Ethics and Morality
B. The Value of Doing Ethics
II. The Ethical Landscape
A. Descriptive Ethics
B. Divisions of Ethics
1. Normative Ethics
2. Metaethics
3. Applied Ethics
C. Values and Obligations
III. The Elements of Ethics
A. The Preeminence of Reason
B. The Universal Perspective
C. The Principle of Impartiality
D. The Dominance of Moral Norms
IV. Religion and Morality
A. The Relationship between Religion and Ethics
1. Believers Need Moral Reasoning
2. When Conflicts Arise, Ethics Steps In
3. Moral Philosophy Enables Productive Discourse
B. The Relationship between Religion and Morality
1. Divine Command Theory
2. The Euthyphro Dilemma
MULTIPLE CHOICE
1. Not thinking too deeply or too systematically about ethical concerns
a. isolates you from other people. c. ensures that no moral dilemmas arise.
b. undermines your personal freedom. d. helps guide you to moral truth.
2. Which of the following is the overall point of the author’s discussion of “doing ethics”?
a. Doing ethics is difficult, but not doing it is foolish.
b. Doing ethics requires many years of careful study.
c. Most people should rely on wiser authorities to do ethics for them.
d. Doing ethics is unavoidable for everyone.
3. Which field or topic would include tasks such as accurately describing the moral codes and
ethical standards of colonial America?
a. normative ethics c. descriptive ethics
b. applied ethics d. instrumental ethics
4. What is a major difference between descriptive ethics and normative ethics?
a. Normative ethics concerns moral beliefs, whereas descriptive ethics concerns moral behaviors.
b. Normative ethics implies that some people’s moral beliefs are incorrect, whereas descriptive ethics does not.
c. Descriptive ethics cannot be done properly before doing normative ethics.
d. Descriptive ethics is not a scientific topic of study, whereas normative ethics is.
5. Morality refers to beliefs about
a. praise and punishment. c. legal and moral standards.
b. right and wrong, good and bad. d. typical behavior in one’s society.
6. Believing that you can establish all your moral beliefs by consulting your feelings is an example of
a. subjectivism. c. reliabilism.
b. objectivism. d. critical scrutiny.
7. What does normative ethics study?
a. theories that explain why people behave as they do
b. normative standards in different disciplines
c. the meaning and logical structure of moral beliefs
d. principles, rules, or theories that guide our actions and judgments
8. Which of these questions belongs to metaethics?
a. What moral beliefs do cultures embody?
b. What does it mean for an action to be right?
c. What theories of ethics do individuals endorse?
d. What is the meaning of life from a moral perspective?
9. Applied ethics is the
a. application of normative ethics to metaethics.
b. application of society’s rules to one’s own life.
c. study of the principles and rules that everyone accepts.
d. application of moral norms to specific moral issues or cases.
10. Which field concerns questions such as “Was this abortion permissible?” or “Was this
instance of mercy killing immoral?”
a. applied ethics c. normative ethics
b. metaethics d. descriptive ethics
11. The preeminence of reason refers to the
a. times when our emotions overwhelm our reason.
b. gap between our feelings and our reason.
c. overriding importance of critical reasoning in ethics.
d. guidance that conscience gives to our reason.
12. Which of the following is a consequence of the principle of universalizability?
a. If harming someone is wrong in a particular situation, then harming someone would be wrong for anyone in a relevantly similar
situation.
b. If harming someone is wrong in a particular situation, then harming someone would be wrong in all situations.
c. The moral rules implied by your behavior apply to everyone, even in dissimilar situations.
d. A person’s morality is dictated by his or her culture-wide morality.
13. Which statement would the author most likely agree with, based on what he states in this chapter?
a. If your moral beliefs depend on your religious views, it is important to be able to convince others of your religious views before
presenting your moral beliefs.
b. Because we live with people who have different religious views, we need standards for moral reasoning that do not depend on any
particular religious views.
c. Religious believers tend not to think about morality as much as nonbelievers do.
d. Religious believers tend to have more detailed moral beliefs than nonbelievers do.
14. Which of the following correctly applies the principle of impartiality?
a. A mass murderer deserves the same treatment as a heart surgeon.
b. You cannot fairly punish one member of a group unless you punish all of them.
c. All moral judgments must be made on a case-by-case basis, setting aside all personal biases.
d. Everyone deserves the same treatment, unless there is a morally relevant reason to
favor someone.
15. The dominance of moral norms suggests that if a speed limit on a highway conflicts with a
person’s moral duty to rush a dying man to the hospital, then
a. the moral duty would be as weighty as the legal duty.
b. neither the legal duty nor the moral duty would apply.
c. the moral duty would take precedence over the legal duty.
d. the moral duty would sanction any method whatsoever of getting the dying man to the hospital.
16. Which of these illustrates the need for moral reasoning when applying religious moral codes?
a. My religious moral code includes a general rule not to kill, but sometimes killing might be the only way to defend myself.
b. My religious moral code includes a general rule not to lie, but some people lie frequently.
c. My religious moral code has many rules that are not relevant to me.
d. My religious moral code is difficult to follow because it is very strict and demanding.
17. When religious adherents claim that murder is wrong because God says that it is, they are
implicitly espousing the
a. legal theory of divine justice. c. religious demand theory.
b. greatest happiness principle. d. divine command theory.
18. In arguing against the divine command theory, many critics insist that
a. God has the power to will actions to be morally permissible.
b. if an action is right only because God wills it, then all actions are right.
c. if an action is right only because God wills it, then many evil actions would be right
if God willed them.
d. if an action is right only because God wills it, then many evil actions would be right for believers but wrong for nonbelievers.
19. Why does Leibniz, the great theistic philosopher, reject the divine command theory?
a. because it implies God is beyond our understanding
b. because it implies God is unworthy of worship
c. because it implies a utilitarian conception of morality
d. because it implies God plays no role in morality
20. Which of these best describes the purpose of the book’s discussion of ethics and religion?
a. to convince religious believers of the value of doing ethics
b. to convince the reader that religious moral codes and theories are unacceptable
c. to convince the reader to question everything about morality
d. to convince religious believers that ethics is a replacement for religious beliefs
TRUE/FALSE
1. When you strictly follow the moral rules passed down to you from others, you are doing ethics.
2. An example of moral reasoning is avoiding actions whenever you feel disgusted by them.
3. All divisions of ethics concern both values and obligations. These two topics are similar in that
they both concern things that we care about—things that we can favor or oppose.
4. If money is instrumentally valuable, then having a paying job is also instrumentally valuable.
5. According to the author, if one’s religious moral code gives conflicting advice on whether
it is permissible to drink alcohol, then moral philosophy cannot provide any guidance because
the conflict can only be resolved by interpreting religious texts.
