As we have learned by examining various contemporary issues, ethics are a mix of opinion and fact. Where you fall on a
topic is of course, up to you (opinion). Whether, for example, a belief is consistent depends on the definition of consistency
(fact or critical thinking element). When dealing with an ethical problem, the idea is to use both to arrive at the best
conclusion to determine the best course of action. Keeping this information in mind, please fully address parts I & II below to
UNIT III STUDY GUIDE
Euthanasia and Physician-Assisted Suicide:
Do I Get the Choice to Die?
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
1. Explain moral argument and theory.
2. Discuss contemporary moral issues.
2.1 Discuss the right to die and end-of-life medical practices, including euthanasia, physicianassisted suicide, and palliative care.
3. Compare and contrast opposing views on contemporary moral issues.
3.1 Compare and contrast the readings on euthanasia and physician-assisted suicide.
Required Unit Resources
Chapter 8: Euthanasia and Physician-Assisted Suicide, pp. 362–372, 378–400
Unit Lesson
We start Unit III with the right to die, and, specifically, the practices of euthanasia, palliative care, and
physician-assisted suicide. Ethical deliberations about euthanasia, physician-assisted suicide, and end-of-life
decisions fall under the general category of bioethics, a field of ethics which seeks to clarify moral issues
related to biological research and medicine. To consider this topic in full context, we must dedicate some
detail to clarifying medical practices associated with end-of-life choices, moving forward to consider such
practices in context of some of the moral theories we have learned and the readings assigned.
Euthanasia
An ethical issue can be debated for a patient who is on life support
equipment.
(Sudok1, n.d.)
PHI 2302, Contemporary Ethics
Euthanasia is the first medical
practice of note on our list.
Euthanasia is the term used to
describe the practice of ending a
personÂ’s life to relieve suffering,
generally, in cases of terminal
illness or severe injury. Inherent to
the topic of euthanasia is the
distinction between active
euthanasia and passive
euthanasia. This distinction bears
particular importance for legal
practices in certain countries, such
as the United States. Specifically,
active euthanasia results in
immediate death, with the intention
of causing death. Passive
euthanasia, on the other hand,
involves an indirect action resulting
in death, upon which natural
processes take over, resulting in
the termination of life.
1
LetÂ’s look at some examples to help further clarify. Injecting someone with an UNIT
exorbitant
amount
of morphine
x STUDY
GUIDE
to kill them with the intention is an example of active euthanasia. Turning off life
support, resulting in the endTitle
of-life, is a form of passive euthanasia. Only recently is passive euthanasia legal in the United States,
whereas active euthanasia, at least in name, is not. Much is made of the different types of euthanasia, a point
will we later return to with the topic of physician-assisted suicide.
Palliative Care
Palliative care is a medical
practice to relieve suffering
and can be used as part of
normative treatment for
conditions. It is also used as
part of hospice where focus is
placed on the final stages of
life. More specifically, palliative
care involves various
practices, principal among
which include administering
substances like morphine to
manage or relieve pain.
Palliative care can result in
death, but the most important
point of note with this practice
is death is not intended, the
intention being an important
factor for distinction with
several end-of-life practices.
Palliative care, then, does not
take as its principal goal
ending life, but rather, offering
relief in order to improve
overall quality of life.
Hospice and palliative care could be interrelated depending on the
normative treatment for conditions, and where focus is placed for the patient
on the final stages of life.
(Kneschke, n.d.)
Physician-assisted suicide or physician-assisted death is the next practice on our list. Physician-assisted
suicide merits separate attention given the role medical professionals play in the actions leading up to a
patientÂ’s death. With physician-assisted suicide, the patient in question is the one performing the actions or
following the steps recommended by a medical professional, resulting in death. With passive and active
euthanasia, death results from actions performed or withheld directly by medical professionals. Physicianassisted suicide is often characterized as a type of voluntary euthanasia, given the patient willingly takes part
in the actions directly resulting in death. In contrast to active euthanasia, physician-assisted suicide is legal in
some parts of the world, including certain states within the United States (Death with Dignity, n.d.).
Intention plays a big role in distinguishing end-of-life practices from one another and is of important note in
particular context with the principle of double effect. If you recall from Unit I, the principle of double effect
asserts the morality of an action is based on good intentions. With the right to die, then, administering enough
morphine with the intention to relieve pain is not morally wrong if by doing so, the patient in question does
indeed perish. As long as the intention is to relieve pain rather than cause death, such an action is morally
justified. For example, palliative care is often ethically and legally distinguished from euthanasia squarely on
the basis of intention and justified by way of the principle of double effect.
Quality of life is another topic of some concern with end-of-life medical practices and in specific application of
several moral theories. Quality of life has a lot to do with comfort and the standard of living of the individual in
question, which serves as a measuring stick of sorts by which to gauge decisions made for treatment and
end-of-life decisions. For many, a morally correct end-of-life practice is one which maximizes quality of life.
For example, a patient diagnosed with terminal cancer might use quality of life as a guiding factor to reject
chemotherapy, seeking instead to live comfortably for as long possible until death. Quality of life speaks to
some part of the intrinsic value of life and whether the life in question is worth living, a sentiment echoed by
some deontologists. To others, quality of life is a basic right and justification for practices like physician-
PHI 2302, Contemporary Ethics
2
assisted suicide. For others still, like virtue ethicists, quality of life relates directly
to upholding
certain virtues
UNIT
x STUDY GUIDE
like dignity, a topic to which we now turn.
Title
Maintaining dignity is often the goal of many end-of-life medical practices, particularly in context of virtue
ethics and deontology. With euthanasia, physician-assisted suicide and palliative care, the best course of
action is often considered one which maximizes quality of life as well as dignity. Dignity is considered fairly
synonymous with respect and is viewed as a sort of standard of honor to uphold. Death with dignity, by
extension, is a phrase often discussed when it comes to end-of-life medical practices. Per Unit II and virtue
ethics, dignity is often characterized as a virtue itself, one a virtuous agent might seek to uphold when making
end-of-life decisions. Upholding dignity also relates to the notion of abiding by duty, which is an important
concept in specific application of deontology. Kant, for example, maintained that suicide robs an individual of
dignity (as cited in Timmons, 2020). Quality of life and dignity are both important concepts that factor into
many discussions and articles on the right to die.
Care is another subject of some focus with end-of-life medical practices, as emphasized in care ethics. Some
part of all patient treatment rests on the assumption and need for proper care. For some, end-of-life practices
emphasize the greater need for kindness, warmth, and compassion, considering the principal aim is not to
cure a patient, but to instead relieve suffering. As you might recall, care ethics deals squarely with maximizing
care, warmth, and compassion and the role relationships play in achieving such ends. For a care ethicist, the
most moral end-of-life decision is one which maximizes care, and the attributes associated with maximizing
care, like kindness and compassion.
Consequentialists take a different approach to the topic of the right to die and medical practices focusing on
actions maximizing positive over negative consequences. Consequentialists who object to euthanasia or
physician-assisted suicide often do so on the basis such that practices lead to abuse and mistakes, affording
no long-term benefits to society. While others still, like advocates of utilitarianism, argue euthanasia
maximizes happiness for the individual and society in whole. Whatever the case, keep in mind, subscribing to
one moral theory over another, as is demonstrated above with consequentialism, does not necessarily
commit you to being in favor of or against a contemporary issue, but more so provides a guide to help clarify
or consider the matter further.
Having considered some important points and terminology, we begin in earnest to understand specific
positions on physician-assisted suicide and euthanasia, starting with James Rachels’ piece, “Active and
Passive Euthanasia.” In his article, Rachels examines some of the differences between active and passive
euthanasia, claiming passive euthanasia might force some physicians to make the wrong choices and prolong
a patientÂ’s suffering (as cited in Timmons, 2020). Rachels considers some legalities concerning euthanasia,
but concludes active euthanasia is morally preferable because it does not prolong suffering, a sentiment
echoed by many bioethicists.
In “A Case Against Euthanasia”, Daniel Callahan asserts active euthanasia, including physician-assisted
suicide, is suicide and is thereby, morally wrong. Callahan defends this position by objecting to three
defenses in support of euthanasia; he moves on to consider the role and duty of doctors to patients,
maintaining the differences between passive and active euthanasia (as cited in Timmons, 2020). In so doing,
Callahan addresses common defenses associated with active euthanasia, including rights-based approaches,
care ethics, and even takes on the notion of duty, ultimately concluding euthanasia is a morally indefensible
act of suicide.
In “A Moral Defense of Oregon’s Physician-Assisted Suicide Law”, Michael Gill defends the right and decision
to die, specifically in support of OregonÂ’s law legalizing physician-assisted suicide. Gill examines a libertarian
defense of physician-assisted suicide based on negative rights, moving on to discuss double effect criteria, as
used by proponents like Callahan who object to physician-assisted suicide (as cited in Timmons, 2020).
Principally, Gill supports legalizing physician-assisted suicide and maintains, overall, such practices are
defensible in that there is nothing essentially wrong with them, and they do not ultimately violate a physicianÂ’s
code or duty.
PHI 2302, Contemporary Ethics
3
Euthanasia and Ethics. The legal and medical dilemma of ending a
patient life.
(Bychykhin, n.d.)
We haveUNIT
dedicated
some
effort to
x STUDY
GUIDE
understanding
Title medical practices
associated with end-of-life decisions
and the right to die, as well as some
readings representing both sides of the
issue. How do you feel about end-of-life
decisions and, more to the point,
euthanasia or physician-assisted
suicide? When your time comes, do you
want the option of physician-assisted
suicide or, perhaps, active euthanasia?
Instead, do you perhaps feel morally
repulsed by the notion of suicide as a
solution? Be careful in answering all
such questions. After all, hotbed topics
such as the right to die tend to elicit
highly emotional responses, emotions
which can easily overpower thinking
and understanding an issue in full. Why
not?
Ultimately, the question of whether you have the right to choose to die is more than mere academics. It is,
instead, a question we must all answer or come to terms with at some point. Even so, as par for the course in
studying ethics, we must work hard to reflect on and minimize emotional barriers in hopes of achieving some
clarity, a desperately important factor with decisions involving the right to die. To the above end in this unit,
you get to work to master the first step of argument: defining the issue. We do not, after all, have much hope
of making the best choices if we do not. We must first have an accurate and full understanding of the topic in
question, including both sides of the issue.
References
Bychykhin, O. (n.d.). Euthanasia and ethics, the legal and medical dilemma of ending a patient life (ID
178581469) [Photograph]. Dreamstime. https://www.dreamstime.com/euthanasia-ethics-legalmedical-dilemma-ending-patient-life-image178581469
Death with Dignity. (n.d.). Death with dignity acts. https://www.deathwithdignity.org/learn/death-with-dignityacts/
Kneschke, R. (n.d.). Woman holds the hands of a senior citizen in the hospice (ID 152609968) [Photograph].
Dreamstime. https://www.dreamstime.com/woman-holds-hands-senior-citizen-hospice-givesconsolation-as-terminal-care-woman-holds-hands-image152609968
Sudok1. (n.d.). Medical ward with patient and life support equipment (ID 119347659) [Photograph].
Dreamstime. https://www.dreamstime.com/medical-ward-patient-life-support-equipment-medicalward-patient-life-support-equipment-image119347659
Timmons, M. (2020). Disputed moral issues: A reader (5th ed.). Oxford University Press.
PHI 2302, Contemporary Ethics
4
Suggested Unit Resources
In order to access the following resources, click the links below.
UNIT x STUDY GUIDE
Title
The following gives a greater in-depth look at euthanasia and physician-assisted suicide.
Andriessen, K., Krysinska, K., Castelli Dransart, D. A., Dargis, L., & Mishara, B. L. (2020). Grief after
euthanasia and physician-assisted suicide: A systematic review. Crisis: The Journal of Crisis
Intervention and Suicide Prevention, 41(4), 255–272.
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=pdh&AN=2019-65433-001&site=ehost-live&scope=site
View the Chapter 8 PowerPoint presentation to give more detail on the chapter and lesson content.
Chapter 8 PowerPoint Presentation
PDF of Chapter 8 PowerPoint Presentation
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.
Review these flashcards to master key terms from Chapter 8 and the unit lesson to gain further understanding
about the content.
Unit III Flashcards Activity
PDF of Unit III Flashcards Activity
PHI 2302, Contemporary Ethics
5
PHI 2302, Contemporary Ethics
Course Syllabus
Course Description
Examines ethical theory in application and consideration of contemporary issues.
Course Textbook(s)
Timmons, M. (2019). Disputed moral issues: A reader (5th ed.). Oxford University Press.
https://online.vitalsource.com/#/books/9780190930547R180
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain moral argument and theory.
2. Discuss contemporary moral issues.
3. Compare and contrast opposing views on contemporary moral issues.
4. Apply ethical theories/framework to contemporary moral issues.
5. Apply critical thinking skills by developing moral arguments.
Prerequisite(s)
No prerequisite courses are required for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
CSU Online Library
The CSU Library contains resources chosen to support the programs of study at Columbia Southern University. Library
resources can be accessed at any time through the library website. You may be prompted to log in with your CSU account
information to access library content. The library includes databases, journals, e-books, and research guides, which are
always accessible through the library webpage.
The CSU Library is staffed by professional librarians ready to help during each step of the research process. The three main
PHI 2302, Contemporary Ethics
1
avenues of library support are chat, email [email protected], and phone (1.877.268.8046). Chat is available 24
hours a day, 7 days a week, including holidays. Email and phone assistance are available Central Standard Time (CST)
Monday – Thursday from 8 AM to 7 PM and Friday from 8 AM to 6 PM. Students can also request a virtual research
appointment. Live orientation sessions are held every Friday at 2 PM CST and can be requested on-demand. Live
instructional webinars are offered monthly on a variety of research topics. Our current webinar schedule is available so you
can plan to attend a future session.
LibGuides
Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such
as databases, e-books, and websites specific to your courses. If you have any questions, please reach out to your friendly
library staff.
Click here for the LibGuide for this course.
Unit Assignments
Unit III Scholarly Activity
Analysis of Unit Readings
Students will create a 3-page analysis of two opposing articles on euthanasia and physician-assisted suicide to define the
issue.
To effectively address an ethical problem, we have to fully understand it. After all, we don’t have much chance of making
good choices if we don’t understand the issue. Did you know defining an issue means describing both sides before sharing
your point of view about either side? Defining both sides can be tricky because it requires being objective even when you do
not agree. Can you do it? Can you define both sides without sharing how you feel about physician assisted suicide and
euthanasia? Physician assisted suicide and euthanasia are two highly emotionally charged subjects, which makes this
exercise all the more difficult.
Demonstrate your mastery of defining the issue by completing the Unit III Analysis of Unit Resources template.
Use the template to complete the assignment. Follow the directions in the template to complete the assignment. Be sure to
dedicate some detail to comparing and contrasting both articles. Take some time to reflect on the importance of doing so,
as well.
The completed assignment should be three pages in length. No sources will be required for this assignment.
Once you have completed your assignment upload it into Blackboard.
Unit IV Journal
Part I: Do you find it difficult to understand those who think differently from you about protecting the environment? Review the
following list of barriers:
bias
group influence
ego
emotion
What barriers make it difficult to consider the side you disagree with on this issue? Identify at least two barriers form the list.
Explain your choices and give examples to support your answer.
Part II: Did you know the first formal step in solving problems is defining both sides of the issue BEFORE drawing a
conclusion? Reflect on whether you do or do not always do this. Explain how considering both sides of an issue can help
you make better ethical decisions. Give an example to illustrate your explanation.
Your journal entry must be at least 400 words (200 for each part) in length. No references or citations are necessary.
PHI 2302, Contemporary Ethics
2
Unit VII Assignment
Hands-on Ethics Essay
Students will apply moral theories to write a 4-page essay that answers the question of whether we should help people who
are suffering from hunger and poverty in the world.
Demonstrate your mastery of the lessons covered in this course by completing a hands-on ethics essay. Make sure, when
discussing your position, to consider weaknesses carefully, as we have made a point to do throughout the course. Should
we help others in the world who are suffering from hunger and poverty? Complete this assignment to guide your answer.
Directions–Complete your essay by addressing the following:
1. In the first paragraph, briefly describe the problem of hunger and poverty in the world. In the same paragraph, answer
the following question: should we help others who are suffering from hunger and poverty? State your answer to the
question. This is the introduction for your paper. Note: your answer is the thesis statement for your paper and must
take a clear side.
2. In the second paragraph, identify and define the moral theories from Units I and II being used for your argument in at
least one, separate body paragraph before your reasons why or premises.
3. In at least three body paragraphs, provide at least three reasons why we should or should not help others suffering in
the world. Note: your reasons why should apply the ideas of the moral theories defined in point 2 (i.e. we should help
because it benefits the majority (result ethics or consequentialism), we should help because humans deserve help
and it is the right thing to do (deontology), we should help because we are a global community (care ethics), etc.)
4. Identify weaknesses in your argument in at least one body paragraph after your premises or reasons why. What are
the weaknesses of the moral theory or theories when applied to this topic? Has evidence for both sides been fully
considered?
5. In the final paragraph, review the points that support your answer. This is the conclusion for your paper.
Your completed essay must be a minimum of four pages. Title and reference pages do not count toward total page
requirement.
You must use and cite at least two sources; one source should come from the CSU Online Library. To locate an
appropriate CSU Online Library source, refer to this library research guide for Critical Thinking.
Additionally, this video tutorial on Developing Keywords for Database Searches can assist you in your library searches; as
well as Finding Articles: A Quick Start Guide.
Adhere to APA Style when constructing this assignment, including a title page, reference page, and in-text citations and
references for all sources that are used.
This Essay Writing Quick Tips document from the Success Center helps to explain setting up an essay.
Once you have completed your assignment, submit it to Blackboard.
Unit VIII Journal
As we have learned by examining various contemporary issues, ethics are a mix of opinion and fact. Where you fall on a
topic is of course, up to you (opinion). Whether, for example, a belief is consistent depends on the definition of consistency
(fact or critical thinking element). When dealing with an ethical problem, the idea is to use both to arrive at the best
conclusion to determine the best course of action. Keeping this information in mind, please fully address parts I & II below to
complete the final journal for this class.
Part I: As you know, humans can never be 100% unbiased. Does this mean criminals sentenced to death by a jury or judge
do not get a fair trial? Explain your answer.
Part II: Can you put a price on human life? Is it consistent to believe life is priceless and condone capital punishment at the
same time? Explain your answers.
Your journal entry must be at least 400 words (200 words for each part) in length. No references or citations are necessary.
APA Guidelines
PHI 2302, Contemporary Ethics
3
The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers
and projects. Students should always carefully read and follow assignment directions and review the associated grading
rubric when available. The CSU Citation Guide includes examples and sample papers and provides information on how to
contact the CSU Writing Center.
Grading Rubrics
This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to
meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing learning activities.
Rubric categories include (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have
Assessments).
The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.
Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics
are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”
Again, it is vitally important for you to become familiar with these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.
Schedule/Grading
The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you
will be assured that you will complete the course within the time allotted.
Unit I
What is a Moral Theory? Utilitarianism, Natural Law Theory, and Kantian Moral
Theory
Read/View:
Unit I Study Guide
Chapter 1: A Moral Theory Primer, pp. 1–18
Discuss:
Unit I Discussion Board
Unit II
What is a Moral Theory? Why Study Ethics?
Read/View:
Unit II Study Guide
Chapter 1: A Moral Theory Primer, pp. 19–34
Submit:
Unit II Live Lecture
PHI 2302, Contemporary Ethics
[ Weight: 10% ]
10%
[ Weight: 10% ]
10%
4
Unit III
Euthanasia and Physician-Assisted Suicide: Do I Get the Choice to Die?
Read/View:
Unit III Study Guide
Chapter 8: Euthanasia and Physician-Assisted Suicide, pp. 362–372, 378–400
Submit:
Unit III Scholarly Activity
Unit IV
Environmental Ethics: Consumption and Climate Change: Do I Have an Obligation to
the Planet?
Read/View:
Unit IV Study Guide
Chapter 15: The Environment, Consumption, and Climate Change, pp. 722–728, 754–783
Submit:
Unit IV Journal
Unit V
War, Terrorism, and Torture: Can Terrorism or Torture be Justified?
Read/View:
Unit V Study Guide
Chapter 12: War, Terrorism, and Torture, pp. 559–567, 579–586, 598–609
Discuss:
Unit V Discussion Board
Unit VI
Artificial Intelligence: A New Frontier or Ethical Obligation?
Read/View:
Unit VI Study Guide
Unit Resources (3 articles, 1 website): See Study Guide
Submit:
Unit VI Live Lecture
Unit VII
Economic Justice: Do I Have a Moral Obligation to Help Those Suffering Globally?
Read/View:
Unit VII Study Guide
Chapter 13: Economic Justice, pp. 624–655
Submit:
Unit VII Assignment
Unit VIII
Death Penalty: An Eye for an Eye?
Read/View:
Unit VIII Study Guide
Chapter 11: The Death Penalty, pp. 527–543, 548–556
Unit Resource (1 article): See Study Guide
Submit:
Unit VIII Journal
PHI 2302, Contemporary Ethics
[ Weight: 20% ]
20%
[ Weight: 10% ]
10%
[ Weight: 10% ]
10%
[ Weight: 10% ]
10%
[ Weight: 20% ]
20%
[ Weight: 10% ]
10%
5
PHI 2302, Contemporary Ethics
Course Syllabus
Course Description
Examines ethical theory in application and consideration of contemporary issues.
Course Textbook(s)
Timmons, M. (2019). Disputed moral issues: A reader (5th ed.). Oxford University Press.
https://online.vitalsource.com/#/books/9780190930547R180
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Explain moral argument and theory.
2. Discuss contemporary moral issues.
3. Compare and contrast opposing views on contemporary moral issues.
4. Apply ethical theories/framework to contemporary moral issues.
5. Apply critical thinking skills by developing moral arguments.
Prerequisite(s)
No prerequisite courses are required for enrollment in this course.
Credits
Upon completion of this course, the students will earn 3.00 hours of college credit.
CSU Online Library
The CSU Library contains resources chosen to support the programs of study at Columbia Southern University. Library
resources can be accessed at any time through the library website. You may be prompted to log in with your CSU account
information to access library content. The library includes databases, journals, e-books, and research guides, which are
always accessible through the library webpage.
The CSU Library is staffed by professional librarians ready to help during each step of the research process. The three main
PHI 2302, Contemporary Ethics
1
avenues of library support are chat, email [email protected], and phone (1.877.268.8046). Chat is available 24
hours a day, 7 days a week, including holidays. Email and phone assistance are available Central Standard Time (CST)
Monday – Thursday from 8 AM to 7 PM and Friday from 8 AM to 6 PM. Students can also request a virtual research
appointment. Live orientation sessions are held every Friday at 2 PM CST and can be requested on-demand. Live
instructional webinars are offered monthly on a variety of research topics. Our current webinar schedule is available so you
can plan to attend a future session.
LibGuides
Think of a LibGuide (a Library Guide) as a mini-website to help you with your assignments. It has relevant information such
as databases, e-books, and websites specific to your courses. If you have any questions, please reach out to your friendly
library staff.
Click here for the LibGuide for this course.
Unit Assignments
Unit III Scholarly Activity
Analysis of Unit Readings
Students will create a 3-page analysis of two opposing articles on euthanasia and physician-assisted suicide to define the
issue.
To effectively address an ethical problem, we have to fully understand it. After all, we don’t have much chance of making
good choices if we don’t understand the issue. Did you know defining an issue means describing both sides before sharing
your point of view about either side? Defining both sides can be tricky because it requires being objective even when you do
not agree. Can you do it? Can you define both sides without sharing how you feel about physician assisted suicide and
euthanasia? Physician assisted suicide and euthanasia are two highly emotionally charged subjects, which makes this
exercise all the more difficult.
Demonstrate your mastery of defining the issue by completing the Unit III Analysis of Unit Resources template.
Use the template to complete the assignment. Follow the directions in the template to complete the assignment. Be sure to
dedicate some detail to comparing and contrasting both articles. Take some time to reflect on the importance of doing so,
as well.
The completed assignment should be three pages in length. No sources will be required for this assignment.
Once you have completed your assignment upload it into Blackboard.
Unit IV Journal
Part I: Do you find it difficult to understand those who think differently from you about protecting the environment? Review the
following list of barriers:
bias
group influence
ego
emotion
What barriers make it difficult to consider the side you disagree with on this issue? Identify at least two barriers form the list.
Explain your choices and give examples to support your answer.
Part II: Did you know the first formal step in solving problems is defining both sides of the issue BEFORE drawing a
conclusion? Reflect on whether you do or do not always do this. Explain how considering both sides of an issue can help
you make better ethical decisions. Give an example to illustrate your explanation.
Your journal entry must be at least 400 words (200 for each part) in length. No references or citations are necessary.
PHI 2302, Contemporary Ethics
2
Unit VII Assignment
Hands-on Ethics Essay
Students will apply moral theories to write a 4-page essay that answers the question of whether we should help people who
