21 Apr Please use the book I have attached for the citaction and mark the page. You should write a 2 page deba about animals testing should be banded?CA1390AC-25BA
Please use the book I have attached for the citaction and mark the page. You should write a 2 page deba about animals testing should be banded
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Ethical Choices An Introduction to Moral Philosophy
with Cases
��
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Ethical Choices An Introduction to Moral Philosophy
with Cases
�� RICHARD BURNOR
Felician University
YVONNE RALEY
New York Oxford
O X F O R D U N I V E R S I T Y P R E S S
S E C O N D E D I T I O N
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Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries.
Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America.
© 2018 by Oxford University Press Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 http://www.oup.com
Oxford is a registered trademark of Oxford University Press.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above.
Library of Congress Cataloging-in-Publication Data
Names: Burnor, Richard, author. | Raley, Yvonne, author. Title: Ethical choices : an introduction to moral philosophy with cases / Richard Burnor, Felician College, Yvonne Raley, Felician College. Description: Second [edition]. | New York : Oxford University Press, 2017. Identifiers: LCCN 2016049781| ISBN 9780190464509 (student edition) | ISBN 9780190464516 (instructor's edition) | ISBN 9780190464530 (course website) | ISBN 9780190464547 (instructor's manual (arc)) Subjects: LCSH: Ethics—Textbooks. | Ethical problems—Textbooks. Classification: LCC BJ1012 .B755 2017 | DDC 170—dc23 LC record available at https://lccn.loc.gov/2016049781
9 8 7 6 5 4 3 2 1 Printed by LSC Communications Inc.
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To the reader, whose intrinsic moral worth has been and continues to be our most important reason for writing this book.
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vii
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B R I E F C O N T E N T S
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preface xv guidelines xxiii
part i INTRODUCTION: THEORY AND PRACTICE 1
Chapter One Ethics and Values 5 Chapter Two Moral Relativism 25 Chapter Three Personal Autonomy and Moral Agency 46 Chapter Four Making Moral Judgments 70 Chapter Five Moral Psychology and Egoism 87
part ii ETHICAL THEORIES AND PERSPECTIVES 107
Chapter Six Consequentialist Ethics: Act Utilitarianism 111 Chapter Seven Consequentialist Ethics: Rule Utilitarianism 134 Chapter Eight Deontological Ethics 150 Chapter Nine Natural Law Theory 178 Chapter Ten Social Contracts and Rights 198 Chapter Eleven Virtue Ethics 223 Chapter Twelve Feminism and Care Ethics 249 Chapter Thirteen Ethics and Religion 276
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part iii INTRODUCTION: ETHICAL PLURALISM 297
Chapter Fourteen Pluralism in Theoretical and Applied Ethics 301
glossary 337
index 348
viii B R I E F C O N T E N T S
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C O N T E N T S
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preface xv
guidelines xxiii
part i INTRODUCTION: THEORY AND PRACTICE 1
Chapter One Ethics and Values 5 I. Extraordinary and Ordinary Morals 5 II. The Nature of Values 8 III. Moral vs. Non-Moral Values 10 IV. Foundational and Instrumental Values 14 V. Explanation and Foundational Values 15
Chapter Assignment Questions 18 Case 1: Breastfeeding in Public 19 Case 2: The Real Price of Coffee 20 Case 3: Jurassic Kitty: Should I Clone My Cat? 22 Case 4: Sex Selection 23
Chapter Two Moral Relativism 25 I. Introduction 25 II. Three Views of Ethics 26 III. Evaluating Subjectivism 28 IV. Supporting Popular Relativism 30 V. Against Relativism 33 VI. A Matter of Tolerance 36
**
x C O N T E N T S
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VII. Can Relativism Supply What Objectivism Cannot? 38 Chapter Assignment Questions 39
Case 1: Arranged Marriage 40 Case 2: Female Genital Mutilation 40 Case 3: Religious Exemption and the
Death of Matthew Swan 42 Case 4: Women in the Middle East 43
Chapter Three Personal Autonomy and Moral Agency 46
I. Introduction 46 II. Personal Autonomy 47 III. Implications of Autonomy 51 IV. Moral Agents 52 V. Other Conceptions of Autonomy 56 VI. Relational Autonomy 59
Chapter Assignment Questions 61 Case 1: The Drunk Driver 62 Case 2: Elizabeth Bouvia 62 Case 3: Should the Drinking Age Be Eighteen? 64 Case 4: The Living Will 66 Case 5: Buy Now, Pay Later:
Student Credit Card Debt 68
Chapter Four Making Moral Judgments 70 I. Introduction 70 II. Conflicts 71 III. Characterizing Moral Claims 73 IV. Moral Reasoning 74 V. Moral Reflection 78
Chapter Assignment Questions 80 Case 1: Mr. Research 81 Case 2: Who’s Not Coming to Dinner? 82 Case 3: Who’s Responsible for Obesity? 84
Chapter Five Moral Psychology and Egoism 87 I. Introduction 87 II. Moral Character 89 III. Social and Cultural Influences 93 IV. Ethical and Psychological Egoism 96 V. Egoism and Moral Psychology 99
Chapter Assignment Questions 102 Case 1: Declaring Wages 103
**
**
Contents xi
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Case 2: The Scratched Bumper 104 Case 3: Job Competition 104 Case 4: Human Trafficking 105
part ii ETHICAL THEORIES AND PERSPECTIVES 107
Chapter Six Consequentialist Ethics: Act Utilitarianism 111
I. Introduction 111 II. Utility and Consequentialism 112 III. Utility and Mill’s Account 114 IV. Act Utilitarianism 116 V. Attractions and Problems 119 VI. Beyond Classical Utilitarianism 124
Chapter Assignment Questions 126 Case 1: Charity vs. iPad 127 Case 2: Sponsoring a Child 128 Case 3: Should Your Next Car Be a Hybrid? 129 Case 4: Factory Farming and Animal Suffering 130 Case 5: Torture Lite 132
Chapter Seven Consequentialist Ethics: Rule Utilitarianism 134
I. Introduction 134 II. Rule Utilitarianism 135 III. Rule vs. Act Utilitarianism 137 IV. Problems with Rule Utilitarianism 139 V. Justice and Rights Again 143
Chapter Assignment Questions 144 Case 1: Transgender Students at College 145 Case 2: Curbing Grade Inflation 146 Case 3: Universal Healthcare 148
Chapter Eight Deontological Ethics 150 I. Introduction 150 II. Ross’s Ethics 152 III. Kant’s Good Will 155 IV. Kant’s Principle of Ends 157 V. Kant’s Principle of Universal Law 160 VI. The Principle of Autonomy 164 VII. Attractions and Problems 166
**
**
**
**
**
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Chapter Assignment Questions 169 Case 1: A Demanding Honor Code 169 Case 2: The Ayala Case 171 Case 3: Internet Bride—Straight from Asia 172 Case 4: A Personal Decision 174 Case 5: Beefy Burgers and a Lean Future 175 Case 6: Suicide 177
Chapter Nine Natural Law Theory 178 I. Introduction 178 II. Natural Law Theory 179 III. Forfeiture 181 IV. Double Effect 183 V. Problems For Natural Law Theory 186
Chapter Assignment Questions 189 Case 1: Relieving Pain in a Dying Patient 190 Case 2: Birth Control 191 Case 3: Just War Theory and the
Killing of Noncombatants 193 Case 4: Permanent Vegetative State:
The Case of Terri Schiavo 195
Chapter Ten Social Contracts and Rights 198 I. Introduction 198 II. Locke 200 III. Hobbes 202 IV. Rawls 205 V. Assessing Social Contract Theory 208 VI. Assessing Rights 212 VII. Kinds of Rights 215
Chapter Assignment Questions 217 Case 1: Socrates’s Imprisonment 218 Case 2: Lord of the Flies 219 Case 3: Locke and Load: Lockean
Rights and Gun Control 220
Chapter Eleven Virtue Ethics 223 I. Introduction 223 II. The Heart of Virtue Ethics 224 III. Aristotle’s Virtue Ethics 226 IV. Critiquing Principle-Based Ethics 230 V. Classifying the Virtues 233 VI. Problems With Virtue Ethics 235
**
**
Contents xiii
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Chapter Assignment Questions 239 Case 1: The Unlikely Rescue 240 Case 2: Video Games 241 Case 3: Compulsive Gambling and the Internet 243 Case 4: Moral Luck 245 Case 5: Democracy in Switzerland 247
Chapter Twelve Feminism and Care Ethics 249 I. Introduction 249 II. Feminist Ethics 251 III. The Care Perspective 253 IV. Foundations of an Ethics of Care 257 V. Care and Virtue 261 VI. A Blueprint for Reform 263 VII. Problems 264 VIII. A Concluding Reflection 269
Chapter Assignment Questions 269 Case 1: The International Gemstone Trade 270 Case 2: Parent Responsibility Toward
Their In Utero Child 271 Case 3: The Nestlé Boycott 273 Case 4: Absolute Poverty 274
Chapter Thirteen Ethics and Religion 276 I. Introduction 276 II. Kant on Autonomy and Religion 278 III. Divine Command Theory 281 IV. An Alternate Dependency Account 282 V. Objections and Elaborations 285 VI. Completeness 289
Chapter Assignment Questions 290 Case 1: By Divine Command? 291 Case 2: Religious Symbols and Public Schools 292 Case 3: A Question of Authority 294
part iii ETHICAL PLURALISM 297
Chapter Fourteen Pluralism in Theoretical and Applied Ethics 301
I. Kinds of Ethical Pluralism 301 II. Medical Ethics: Futility 303 III. Environmental Ethics: Anthropocentrism
and Ecocentrism 310
**
**
**
**
xiv C O N T E N T S
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IV. Business Ethics: Whistle-Blowing 317 V. The Personal Dimension: How Can I
Make Morally Right Choices? 323 Chapter Assignment Questions 326
Case 1: Infant Medical Futility 328 Case 2: Climate Change and Oil 328 Case 3: National Parks 331 Case 4: Surfer, Sailor, Whistle-Blower 332 Case 5: The Diesel Dupe 334 Case 6: The Snowden Leak 334
Glossary 337
Index 348
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P R E FA C E
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TO THE READER
We are pleased to be able to offer the second edition of Ethical Choices to both students and the general reader. In preparing this new edition, we have worked to preserve and improve upon what many reviewers have considered to be the special strengths of the book.
Many parts of ethics are not exactly easy to understand, but we haven’t wanted to add to your difficulties by poor writing. By adopting a deliberately informal style and conversational tone, we have sought to make this book clear, readable, and accessible regardless of whether or not you’ve previously studied ethics or phi- losophy. Since we don’t want you to feel that ethics is tedious, we have shortened unduly long sentences, removed jargon, and reduced the number of technical terms. Ideally, our hope is that when you read this book, your experience will be something like having a pleasant conversation with an especially intriguing friend.
This book differs from most ethics introductions in several useful and ap- pealing ways. Most of all, we intend this book to make ethics engaging for you. Not surprisingly, we find ethics captivating; we’d very much like you to find it so as well. Achieving this, it seems to us, requires that we relate ethical topics to your own life, experiences, and interests. For instance, each chapter includes at least one opening narrative or scenario meant to grab your attention, boost your interest in what follows, and illustrate what the chapter is about. Some of these stories are true; others are at least true to life; they often portray quite ordinary and everyday experiences. To further engage you in your ethics reading, each chapter is also followed by a number of practical cases. Again, many of these portray actual situ- ations; all of them invite you to discover how ethical theory can apply directly to moral problems. Most of these cases are not about global or national policy issues; instead, they describe problems and issues that you can probably relate to in your own life. It’s gratifying to us that, after examining a particular case, students have sometimes told us that they’ve just gone through a similar experience themselves.
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To aid you further in your study of ethics, we have included a number of helps:
• Immediately following this Preface are the Guidelines for a Case Study Anal- ysis. These propose a set of steps to follow as you analyze a case or even work through a personal moral problem. These are also discussed more informally in the last section of the book.
• Important terms appear throughout the book in boldface where they are first presented and explained. These “technical” terms will often be used again. Master these, as they are essential to your “internalizing” concepts and ideas you need to fully understand ethics.
• Each section of each chapter is usually followed by a set of questions For Discussion. Whether instructors select any of these as class discussion topics, you can consider how you would answer them for yourself. This will help you think more deeply about that section’s material; it may also reveal how that material relates to other issues that interest you.
• Each section is also followed by a brief Summary; whenever the section introduces important terms, there is a list of Key Terms together with their definitions as well. Both can help you reinforce your understanding of what you’ve just read; they can also be very useful for doing a quick review of that section and of essential terms and concepts.
• At the end of each chapter, you will find another set of questions labeled Chapter Assignment Questions. These are more comprehensive than the questions For Discussion but can serve several of the same purposes.
• Every chapter includes a collection of Additional Resources. Some of these are links to short YouTube-type presentations on parts of that chapter. Others take you to an interesting video clip or trailer relating to that chapter’s topics. A number are links to original works referred to in the chapter.
• Be sure to refer often to the book’s detailed Table of Contents and its Index; both can help you find material you need to look at or want to review.
• There is a glossary near the end of the book. This can serve as your first resource for reviewing and further clarifying the meanings of important terms.
• A website has been set up specifically for this book. The site provides sev- eral additional tools: (a) outlines of each chapter, (b) flashcards for learning key terms, (c) practice quiz questions, (d) PowerPoint presentations of each chapter’s material, and so on.
Do check out these helps for yourself. Also, thumb through the book to see how it’s laid out, where you can find help, and how you can best use everything it makes available to you. We think that many of these things can benefit you greatly.
Our best wishes are with you as you start your discovery of what the ancient, fascinating, urgent, and dynamic field of ethics is about!
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TO THE INSTRUCTOR
This book is primarily intended to serve as an introduction to ethics for college students who don’t have much familiarity with ethics or philosophy. (It can also serve as a handy review text for more advanced students and even for graduate stu- dents.) It provides a survey of major ethical theories and perspectives that we think is highly accessible even as it remains philosophically accurate and also attempts to stay up to date. The book’s underlying theme is that of choices. It invites readers to rationally evaluate a wide range of ethical perspectives, theories, and insights and to decide which they find to be the most compelling. It also encourages readers to apply what ethics has to offer to a variety of moral problems as well as to their own moral predicaments. What particularly sets this book apart from other ethics texts is its large number of student-relevant “real-life” cases, which can be used to help students make the transition from theory to application. In addition, each chapter includes at least one illustrative story or scenario (usually in its opening section) to pique the reader’s interest and set the stage for what follows.
This book takes the approach that has worked best with our students. We particularly aim at presenting ethics so that it will resonate with the experiences, beliefs, and thinking of today’s post-modern-minded students. For instance, it has become increasingly clear that teaching can be more effective when supplemented or even largely replaced by relevant stories and narratives that have affective as well as cognitive force.1 To use the text to best promote the reader’s engagement and understanding, therefore, we urge you to make systematic use of the book’s case studies. We also suggest that you draw upon the many narratives appear- ing in most chapters—along with the accompanying For Discussion questions—to jump-start class discussions. These will not only engage your students but also provide valuable opportunities for you to interject comments and even “mini- lectures” about the material. If you feel even bolder, you might try teaching pri- marily through class discussions that afford you plenty of opportunities to correct, reinforce, and extend what students have previously read in the text. We have pro- vided the For Discussion questions as suggestive starting points for leading such discussions.
There are several things to mention about the book’s cases. First, a few case discussions introduce material not presented in the main text (e.g., “Just War Theory,” “Locke and Load”). These allow you to take your students to a deeper level in thinking about issues raised by those particular cases. Second, cases have been deliberately matched to particular theories, chapter by chapter. Nevertheless, this does not preclude using one chapter’s cases with another chapter’s material.
1Joanna Szurmak and Mindy Thuna, “Tell Me a Story: The Use of Narrative as a Tool for Instruc- tion,” paper presented at the annual conference of the Association of College and Research Libraries in Indianapolis, Indiana, April 10, 2013, accessed October 2, 2016, http://www.ala.org/acrl/sites/ala. org.acrl/files/content/conferences/confsandpreconfs/2013/papers/SzurmakThuna_TellMe.pdf. Philo- sophical pioneers in the instructional use of stories include Kieran Egan and Gareth Matthews, among many others. Several other relevant resources are available online.
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In fact, many cases may be effectively used with several different theories. The book’s online website (see more in the following discussion) offers additional sug- gestions for pairing cases to chapters and theories. Third, the cases following each chapter proceed (more or less) from shorter and simpler cases to more challeng- ing and multi-faceted ones. Next, each case is followed by a collection of Thought Questions. Many of these provide opportunities for applying the concepts and theory introduced in the chapter to that case. Others extend or even challenge the theories. To encourage the comparison of different accounts, some allude to previous theories as well. All of these questions are designed to inspire students to think beyond their initial or “gut” reactions and to develop more carefully con- sidered and defensible viewpoints of their own. We have made no attempt to limit case problems to the easy or uncontroversial. As in real life, many of the prob- lems raised by the cases pose challenging moral dilemmas that admit to having no straightforward moral answer.
The Guidelines for a Case Study Analysis immediately follows this preface; you may want your students to follow these guidelines in doing their case analy- ses. If you’d rather they not take such a formal approach, you might assign just selected parts of the guidelines to ensure some structure to student analyses, or you might use them simply as a source of ideas when you create your own assignments. We have found the guidelines to be helpful to our students; never- theless, they may also be completely ignored. None of the book’s cases explicitly requires their use.
If you have used the first edition of this book, you will find that we have preserved and even added to its pedagogical tools. Many of these have just been mentioned or are discussed in the part of this preface directed to the reader. In addition, note that you can refer to each section’s Summary and Key Terms to de- termine or remind yourself what that section covers. Further, you should know that each section’s For Discussion questions tend to be informal and personal; the more substantive Chapter Assignment Questions, meanwhile, can be used for as- signments or to suggest assignment ideas. Further, you may find that some of the Additional Resources include videos and other types of presentations that might usefully supplement your classes.
Depending on the chapter, these might include videos or movie trailers re- lated to the chapter’s material, short presentations of portions of that chapter’s ma- terial, other texts that also cover the chapter’s material particularly well, or, when available, links to relevant online primary sources in ethics (e.g., Plato’s Republic or Hobbes’s Leviathan). You might want to use some of the primary source links to have students do readings in the original works (without having them buy a supplementary text). All of these resources enable readers to pursue many topics more fully as they wish.
As many reviewers approved of the text’s organization, we have largely pre- served that while adding some additional flexibility. On the most local level, each chapter still divides into clearly delineated sections. You may thus assign readings
Preface xix
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by section, or you might assign students to read only certain sections rather than an entire chapter. Sections that go beyond essential material or that are more spe- cialized or advanced are also still marked (by ** in their headings). These may be excluded from a course without jeopardizing student understanding of later sec- tions or chapters.
On a more global level, the book discusses more theories and cases than most courses can accommodate. It thus allows considerable leeway in what topics you want to include in a course. Most chapters are fairly self-contained, though some unavoidably must refer to preceding material. When such references are made, the relevant chapter and section is identified. This not only helps in reviewing earlier material but also allows you to entirely skip an earlier chapter and then assign one of that chapter’s sections as background for a topic introduced in a later chapter. Several chapters may simply be skipped entirely. Chapters that seem more dis- cretionary include Chapter Five: Moral Psychology and Egoism; Chapter Seven: Consequentialist Ethics: Rule Utilitarianism; Chapter Nine: Natural Law Theory; Ten: Social Contracts and Rights; Twelve: Feminism and Care Ethics; and Chapter Thirteen: Ethics and Religion. Another chapter you might elect to skip is Chapter Three: Personal Autonomy and Moral Agency, although some of this must be cov- ered if you wish to include Chapter Fourteen’s §II: Medical Ethics: Futility, since the latter relies heavily on concepts of autonomy and agency. A knowledgeable instructor can also present many of the chapters in different orders with relatively little inconvenience.
CHANGES IN THE SEC OND EDITION
The book has been completely overhauled stylistically in an effort to simplify and streamline the presentation, to reduce the number of “key terms” and other tech- nical jargon, to standardize terminology, and to achieve a friendlier conversational tone. Occasional corrections have also been made (e.g., the discussion of Kant and absolutism has been corrected and further elaborated). Besides these, a number of other quite substantial changes have been made:
• Changes in organization: º Material from the previous Chapters One, Two, and Five has been re-
arranged, simplified, and consolidated into Chapters One and Four. Chapter One now begins with values, which we think provides a more intuitive route to understanding morality and ethics; our characteriza- tion of moral claims and an expanded discussion of moral thinking then appears in Chapter Four.
º The chapter on Moral Relativism (Chapter Two) now precedes the chap- ter on Personal Autonomy and Moral Agency (Chapter Three).
º The previous Chapter Six on egoism has been removed, though some material from that chapter has been incorporated in the new Chapters
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Five and Six. This change connects egoism to related topics in moral psy- chology rather than to consequentialist theories in general.
º The previous edition’s chapter on natural law and natural rights has been divided into separate chapters. The new Chapter Nine is devoted exclu- sively to natural law theory; the new Chapter Ten treats rights more com- prehensively as part of its exposition of social contract theory.
• Additional content: º Added to the generalist, principle-based pattern of “moral reasoning” of
the previous edition is a contrasting particularist pattern of “moral re- flection.” See the new Chapter Four, which now presents both patterns of moral thinking.
º A largely new Chapter Five explores major themes in moral psychology, some of which is related to ethical and psychological egoism.
º The largely new Chapter Ten, Social Contracts and Rights, presents the social contract theories of Locke, Hobbes, and Rawls while also expand- ing the previous edition’s presentation of rights.
º A synopsis of feminist ethics and its development has been added to Chapter Twelve, Feminism and Care Ethics.
º A largely new final Chapter Fourteen, Pluralism in Theoretical and Ap- plied Ethics, has been added. This chapter revises the previous edition’s presentation of ethical pluralism and adds three major new sections in applied ethics: §II Medical Ethics: Futility, §III Environmental Ethics: Anthropocentrism and Ecocentrism, §IV Business Ethics: Whistle- Blowing. The chapter closes with a revised section that discusses the ap- plication of ethics to one’s personal life.
• Added pedagogical tools: º Sixteen new cases have been written for this edition, making for fifty-
seven cases total. Most of the previous cases have also been updated to re- flect more recent developments; a few have been dropped, and a few have been altered significantly (e.g., “Guess Who’s Not Coming for Dinner,” “Climate Change and Oil”).
º Each chapter section is now accompanied by a set of For Discussion questions.
º A glossary of terms is now included at the end of the book.
A Companion Website at www.oup.com/us/burnor is available. This provides several resources for both students and instructors. Besides what is previously mentioned in “To the Reader”, instructors will also find sets of quiz questions, suggestions for alternate uses of the cases, and an additional applied ethics chap- ter on moral responsibilities toward future generations. More cases may be added from time to time.
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ACKNOWLED GMENT S
Our special thanks go to Robert Miller, Donald Casey, Irfan Khawaja, George Abaunza, and Vicky Burnor as well as to the many students, colleagues, and review- ers who provided suggestions, corrections, and criticisms of the many drafts that have ultimately culminated in this book. For their invaluable reviews, we would es- pecially like to thank Mark Alfano, Australian Catholic University; Luke Amentas, Kingsborough Community College, CUNY; Christopher Baker, Armstrong State University; Kate Bednar, University of Kansas; Jason Borenstein, Georgia Institute of Technology; Julien M. Farland, Anna Maria College; Bob Fischer, Texas State University; Dana R. Flint, The Lincoln University; Lisa Jorgensen, Vanier College; Shawn McKinney, Hillsborough Community College; Christian Perring, St. John’s University; Peter Simpson, The Graduate Center, CUNY; Daniel Star, Boston Uni- versity; Peter B. Trumbull, Madison College; Bas van der Vossen, University of North Carolina, Greensboro; Andrea Veltman, James Madison University; and Julius L. Wynn, St. Petersburg College. Finally, we thank Felician University for its funding and support of this project over many years and in many ways.
bur64
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