PHL 250        Review Guide for Exam #3       Summer 2004      Dr Stephens

Strike & Moss, Ethics and College Student Life: A Case Study Approach

Ch. 4: Privacy and Dialogue (66–91)
1. Consider Case 4.1: Quiet, studious, Mozart-loving Yusif and his big, loud, dorm-room-into-a-nightclub roommate Fred.  Apply the relevant ethical principles to adjudicate the responsibilities each roommate has to the other.
2. Identify the FIVE types of rights that constitute S&M's conception of privacy as self-ownership.
3. Consider Case 4.4.  On ethical grounds, what redress does Maggie deserve?  Did she act imprudently?  What vices were displayed by the raiders?  Should Jackson Hall students be punished, and if so, how?  Defend your ethical judgments.
4. Consider Case 4.6: Rita and Anna caught smooching in the residence hall lounge by the violent homophobe Paul.  What ethical principles did Rita and Anna violate?  What ethical principles did Paul violate?  Explain your judgments.
5. Consider Case 4.8: Apartment 3-GIRLS.  What obligations do Tameka, Glenn, and Tracy have to Juanita and to each other?  What is each roommate entitled to and why?  What is Glenn entitled to?  What is the fairest way to resolve their problems?  Explain.
6. Consider Case 4.11.  What vices is Porno Peter (the "not-obviously-a-pervert" guy) displaying?  What ethical rules is he violating?  What is the virtuous way for Emily to respond to the situation?  Explain your judgments.

Ch. 5: Loyalty, Friendship, and Community (92–115)
1. Consider Case 5.4: Scott sharing a painful secret with his buddies about his girlfriend Maya.  How do issues of loyalty bear on the ethical evaluation of this case?
2. Consider Case 5.5: Ruth getting caught buying a term paper, her roommate Smita forced to resign for not turning Ruth in.  Evaluate the behavior of both Ruth and Smita using appropriate ethical principles and theories we’ve studied.
3. Consider Case 5.3: Hazing at the Univ. of Eastern West Texas.  Which moral principles are especially relevant to evaluating the benefits and harms of fraternities that subject their pledges to various "tests" during the rush period?  Explain.
4. In Case 5.6, what should Maureen and Chong-Ae do about seeing Matt hit Leah in Matt's car?  What should the women of PAL do and why?  Explain by using the appropriate ethical principles and normative theories.

Ch. 6: Sex, Relationships, and Power (116–146)
1. Consider Case 6.1 and what happened with Peter Andretti and Jennifer Black.  Was it rape, seduction, or something else?  Present a good definition of seduction.  Present a good definition of rape.  Use the appropriate ethical concepts, principles, and theories we’ve studied to evaluate both Peter AND Jen's behavior.  Who is responsible for what that night?  Be SPECIFIC.
2. Contrast the Bonder and the Aesthete in their views of sex.  Are they gender stereotypes (S&M p.127)?  Evaluate each view and identify their strengths and weaknesses.
3. Consider Case 6.4.  What sort of duty does Nick have to Katie and to Olivia?  Should Omar and Linda tell Katie what they know?  Defend your answer.
4. Consider Case 6.8.  If Professor Woolf weren’t married, would there be any harm in Patsy's having an affair with him?  Explain.  Would it make a difference if Patsy were a graduate student (and thus older)?  Explain.  What ethical considerations bear on students have sexual relationships with professors?  Are such relationships ever ethically acceptable?  Explain.
5. Evaluate the case of the female students at Brown University putting a list of alleged rapists on the bathroom walls on campus (S&M p.145).  Is their behavior permissible, commendable, wrong, or of mixed ethical value?  Explain your judgment.

Ch. 7: Drinking and Living the Good Life (147–172)
1. Discuss the benefits and the harms of drinking.  What virtues especially apply to drinking?
2. How do S&M connect issues of drinking to character formation, freedom, and addiction? (152)
3. Contrast Plato’s story with Freud’s story (154–155).
4. Explain S&M’s comparison of chess with tic-tac-toe, and a good wine with a sweet soft drink (158).  What is their point?
5. Consider Case 7.2: Alcohol and the Real Me.  Is it okay for Seema to use alcohol to lose her inhibitions and party better?  Explain.
6. Consider Case 7.5: Stoned Sex.  Is Matundu’s complaint justified?  Is Matundu trying to constrain Kathy’s autonomy?  Evaluate this situation and defend your judgment about this issue in their relationship.
7. Explain the difference between a hedonist and an epicurean.  (Draw on Aristotle's theory of eudaimonism.)

Ch. 8: On Getting a Life (173–194)
1. Explain S&M’s view of occupations, character-building, and the development of particular virtues and vices (p.178).
2. Consider Case 8.3: Authenticity.  Did Stephanie respond appropriately (or wisely) to the prejudices she encountered?  Is her makeover ethically dubious, and if so, how?  How does her transformation affect her character?  Explain your answers in evaluating this case.
3. Consider Case 8.7: A Good Job.  Evaluate the exchange between Kayali and Caitlin using the appropriate ethical concepts.  Defend your judgments.
4. Consider Case 8.8: Working Woman.  Evaluate Cynthia’s situation with Rafael, their baby Danielle, and the Jamaican nanny using the appropriate ethical concepts.  Who has which responsibilities to whom?  What is the best way, from an ethical perspective, for them to improve their situation?  Defend your judgments.
5. Write a long essay on this claim: 'You are what you do.'
6. List the four different types of activities ('doings') we discussed in class.  Use them to analyze Cases 8.1 and 8.2.
7. Contrast the marketability model with the good life model of the purpose of college.  Which normative theories support which of the two models?  Explain in a long essay.
8. What do S&M stay about the relation between decisions and other decisions?
9. What do S&M say about the relation between occupations and the development of virtues and vices?