A 21st Century Ethical Toolbox [Paperback]

Most introductory ethics textbooks focus on the usual suspects: relativism, egoism, and the major competing ethical theories. In most, a discussion of ethical reasoning is limited to the first chapter of the book. In this expanded version of his previously published *A Practical Companion to Ethics*, Weston provides us with an introduction to ethics that places ethical *reasoning* at the forefront. The traditional material is also given some air time, but always in line with Weston's goal of teaching his readers how to *think* ethically.
Weston's book is a treasure for anyone coming to ethics in a formal manner for the first time. Much of what we see concerning "ethics" is, at best, intellectually sloppy. Weston's book provides us with a set of skills that can be adopted to make ethical reasoning a lot less sloppy, to the sure advantage of everyone. Some of the topic areas include: use of loaded language, how to reframe ethical problems, how to reconclie conflicting values, how to keep ethical debate from bogging down in the mire, how to use theories to make ethical decisions, and how to form novel solutions to ethical problems. His pedagogy is strengthened by his focus, in the last section of the book, on several current ethical issues, which are analyzed using the skills Weston provides in the earlier sections.
Some say skills can't be taught by reading, but Weston's book comes awfully close to putting the lie to this old saw. The activities at the end of each chapter provide both students, teachers, and laypersons with much meat on which to chew, making this an ideal textbook on ethical reasoning. Anyone interested in thinking better about ethics, which should be everyone, can profit greatly from this book, whatever their experience. But for those coming to the field for the first time, Weston's book is indispensible.

I am a Community College professor. I teach many Critical Thinking classes in the English Department. In those classes, I cover Ethical Theories by introducting my students to the concepts of Egoism, Kantian Theories, Utilitarianism and Care Ethics (I know there are others, but we focus on those four). Knowledge of these theories help my students to think critically about situations in their lives, the world, and how other people behave. The theories compliment many of my other assignments. However, I teach these theories on my own without any book as reference. But Weston's book might change all of that.

I have used other books by Anthony Weston in other classes, so when I came across this book, I bought it immediately. I have read through Chapter 8, and I knew I found a book that I could use in my class room. Yes, I am writing a review without finishing the book. It is that good.

First, Weston's approach to organization is different than most ethics text books. He really wants to help the reader (usually the student) become active in their approach to ethics. It is more than just a bunch of theories--it is possible to put these theories into practice. Although Weston discusses the theories I mentioned above, there are no dedicated chapters just for them. Instead, the book is about how to think about ethics in the real world. He breaks the traditional classifications into a more "student friendly" approach. Instead of a chapter on just Egoism, he offers a chapter called "The Ethics of Happiness," which covers Hedonism and Utilitarianism. This will really help connect the core ideas, the foundations of the theories, together for my students.

Each chapter offers readings (sometimes from the philosopher in question and other times by various professional writers). I think the best part of the chapter comes at the end of each chapter. He really challenges the student in terms of understanding the concepts within the chapter. It also helps stimulate class discussion and helps to create written assignments.

In fact, one question he offered in chapter 1 was so good, I modified it and used it in my English class. At its core, the question was about John Rawls and the "Veil of Ignorance." But my students did not have to know that to apply their skills learned in my class. It ended up creating a fantastic discussion.

The connections made between critical thinking and the study of ethics becomes very clear early in Weston's book. I am convinced he is right, and I plan on adopting many of his ideas and techniques into my class room. This is definitely a different approach to the traditional modes of ethical study. I could continue to rave about this book--it has the potential to connect philosophical ideas and topics taught in English classes. I try to teach my students the connections to being critical thinkers and understanding ethical theories on many different levels. This book reinforces that idea.

From the standpoint of a college professor and from someone who studied ethics in the past, I think this is a wonderful and important book. I hope it is adopted in the classroom--not just philosophy, but in English Critical Thinking classes as well.

From the standpoint of someone alive in the world today, his section on Making a Difference should prove to be very influential, and again, important. I hope more people, not just students, read this book.

Having read Weston's books on arguments and creative thinking, I had hope that this book would as good as they were.
I was wrong, I realize that this book has gotten good reviews from other readers, but this book is just terrible.

The tone of the writing is almost self-hating. If you are a white male (like I am) you are basically shamed for the acts of others.

When it comes to politics, I am a moderate. I like it when teachers/authors respect both sides. Weston seemed to be more respectful of the views on both sides in his other books, but in this one, it is very clear that he has major issues with people who are conservatives. Weston takes a HARD left stance on ethical issues, and I find it hard to read this, since it is very partial. He phrases discussions to make one side look obviously wrong, and that's irritating.

I get as irritated with dogmatic conservatives (not all are) as the next guy, but this is just irresponsible. I had the impression that schools tried to stay in the middle of arguments/issues/discussions, but it is clear to me that this book goes off the deep end.