22 of 23 people found the following review helpful:
5.0 out of 5 stars
Superb introduction to ethical reasoning, September 4, 2001
This review is from: 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.
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5 of 5 people found the following review helpful:
5.0 out of 5 stars
Excellent book, for Philosophy and for English, August 9, 2008
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.
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2 of 2 people found the following review helpful:
5.0 out of 5 stars
Weston Book Review, December 14, 2006
This review is from: A 21st Century Ethical Toolbox (Paperback)
I submitted the following review for a class I was in, but thought it might be helpful to people here as well. I cut and pasted from word and not everything transfered, though I think you can get the main idea.
Anthony Weston is a professor of philosophy, environmental studies, and global studies at Elon University in North Carolina . Weston received his BA from Macalester College and his MA and PhD from the University of Michigan . He has authored several books including, A 21st Century Ethical Toolbox, A Rulebook for Arguments, A Practical Companion to Ethics, Toward Better Problems, Back to Earth, and An Invitation to Environmental Philosophy .
A 21st Century Ethical Toolbox, the focus of this review, is a clear and comprehensive introduction to ethical reasoning and application. Weston states the following concerning his aim in this work.
"The aim of this book is therefore to offer you the skills--the tools--to make more creative and constructive thinking possible in ethics as well. You should leave this book better able to understand what is at stake with moral issues, quicker to seek out the factual or conceptual or imaginative resources you need to make progress on them, and better able to contribute constructively, in both word and deed, to the ongoing debate about them. In a word, this book is meant as a contribution to your ethical intelligence--recognizing, as psychologists are now telling us, that "intelligence" takes many forms besides the mere recall of facts. A well-rounded person needs them all."
In other words, A 21st Century Ethical Toolbox is concerned with ethical reasoning (much more than ethical theory), along with application of ethical reasoning skills in real-life situations and on real-life controversial issues without seeking the all too common "pro" and "con" scapegoats often used in philosophical and ethical debates and conversations.
Weston accomplishes his aims in this work through providing sections on "Getting Started," "Values," "Tools for Critical Thinking in Ethics," "Tools for Creativity in Ethics," "Putting Ethics Into Action," "Contemporary Issues," and "Expanding the Circle." Each of these sections contains two or more chapters written in easy to understand language that address issues in a detailed way using bold headings, explanations of key terms, presentation of varying questions, helpful real life examples and excerpts from other works, along with "Exercises and Notes" which help in practical application of material mentioned in the chapter. Of particular note, is the way in which the entire first half of the book focuses on ethical reasoning before action and major issues are addressed.
There are several things mentioned in this book that I agree with Weston on. The first major point is in the very first paragraph on page one and reads, "Abortion, capital punishment, animal rights--on issue after issue we hear only the extremes." The truth of this statement is profound. Ask somebody what their thoughts on abortion are and you get, "I'm pro life," or "I'm pro choice," instead of any kind of real and thoughtful answer. Ask somebody what they think about vegetarianism and you get, "Those vegetarians are a bunch of whackos," or "Those meat eaters are murderers." It is true that on most major issues today there seems to be more polarization than bridge building and conversation. Weston has hit this point spot on.
Along with this point, I agree with Weston's assertion in the first chapter that, "surely, most of the time at least, we need to listen, to keep at least a somewhat open mind. Otherwise doggedness is likely to blind us, to make us insensitive and unresponsive." The best way to begin counteracting the polarization on major issues is to take the time to actually listen to others and to try to understand where they are coming from with an open mind.
Weston continues to reinforce his position that an open mind is essential throughout the remaining chapters of the book with assertions such as, "To understand moral issues [...] we therefore need to begin by looking at those values," "as theories contend with each other we might even begin to glimpse a way to resolve the conflicts between them," and, "Thus, when moral values conflict [...] use your theoretical tools with caution. Try out other theories--see what they can offer--but don't assume that you will or must arrive at a definitive answer." Statements like these resound throughout Weston's work and make clear his conviction regarding the need for listening to others and keeping an open mind in doing ethics.
While the first half of the book consists of constructing Weston's "ethical toolbox," the second half of the book consists of learning to put ethics into action and to address complicated issues. In this section of the book I also agree with Weston on several points. One point of agreement is that, "ethics is not only or even mainly about holding the `right' opinions about controversial issues. Much more important is how we engage such issues." Weston has hit the nail on the head. After all, how many times have we seen an ethical `discussion' turn into a yelling match? It is ironic since I am sure that most people would agree that yelling and screaming is no way to treat others. In debating ethical issues it is important to enter the dialogue ethically, being respectful of those engaging in the discussion and taking the time to actually listen to what they are saying.
Hand in hand with the idea that approaching others ethically in conversation is important, is the idea that, "ethics is also about helping out," or about service. Being of service to others is key in showing that we care and in going about our everyday lives in ethical ways.
In addition to the points of agreement I hold with Weston, I also hold methodological agreements in the way that the issues of sexuality, abortion, business and professional ethics, poverty and welfare, animal rights, and environmental ethics are addressed in the final sections of his book. He presents each issue from both sides of the coin and encourages readers to find middle ground, though they will not be able to solve the ethical questions in one sitting (if ever). Though his own biases are evident in each chapter, he presents a fair starting point on each issue for ethical discussions and debates which do not polarize people but encourage them to listen and respond to each other's views.
While I agree with Weston on many points in A 21st Century Ethical Toolbox, I also disagree with him in a few ways. The first way that I disagree with Weston has to do with his hermeneutical approach to writing this book. Though his biases are evident throughout the book he does not say that they are his biases or that his biases may come from his social location as a white middle (or upper-middle) class male in the United States. Sure, you can read his biographical information and find out for yourself, but what that biographical information will not tell you is that his approach and views stem a great deal from his social location and that his social location is going to greatly influence which issues he presents as well as how he tackles those issues.
Along with my concerns regarding the silence about Weston's social location come my points of disagreement with him. In his chapter on Ethics and Religion, in talking about the book of Exodus, Weston seems to assume that the writers of Exodus composed rules that, "promised at least some small improvement over slavery as it had been practiced." While it is true that Exodus has been used as a liberating text for many liberation theologians, I do not agree that it is liberating, and neither does Weston. So, we agree on that level. But, what I disagree with Weston on is his assertion that the writers of Exodus promised improvements in how slavery was practiced.
I believe that when we start getting into dividing slavery into degrees of severity, we enter dangerous territory. Slavery, is slavery, is slavery, is slavery. In all cases of slavery humanity is denied, no matter what the slaveholder says. To break slavery down into categories of severity is to make some forms of slavery more acceptable than other forms of slavery. To me, this is unthinkable. Admittedly, in taking this stance on the book of Exodus and in disagreeing with Weston's assertion regarding improved slavery, I am working from a set of experiences that most people have not had, including Hebrew Bible and exegetical courses on Exodus, taught by Randall Bailey at the Interdenominational Theological Center, a biblical studies professor known for speaking truth without regard for consequences. And, admittedly, the time I spent in his courses forever changed the way that I think about many things and altered the course of my future life plans.
The other major disagreement I have with Weston is in his use of the term, colorblind, and his assumption that "the ideal of a truly `colorblind' society is shared by both sides--indeed it is the deepest ideal of both sides." Here, Weston is arguing that both sides of the affirmative action debate want a colorblind society. He is way off base on this assumption. While it is true that both sides may seek an even playing field (albeit in very different ways with different results), I do not believe that colorblindness is what we are going for.
This term has always been disturbing to me. In a society so rich with diversity, the last thing we want to do is pretend that we do not see the diversity. Diversity is important and instead of being "colorblind," I think the goal ought to be to grow to see diversity as beautiful and enriching, to value one another enough to acknowledge and take interest in the ways that we are similar and different and...
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