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After reflecting on the scenario below and thinking it through, write an essay of no more than 1350 words [~3 pages] in which you do the following: EXPLAIN and then APPLY deontological principles to this situation and determine what ought to be done (i.e., what would be Kant’s advice to you about what is the right thing to do?). What are the attractions of this advice? What is unattractive about this advice? EXPLAIN and then APPLY utilitarian reasoning to this situation and determine what ought to be done (i.e., what would be Mill’s advice to you be about what is the right thing to do?). What are the attractions of this advice? What is unattractive about this advice? DECIDE: what would you do and why? What objections might you encounter to your solution? How would you respond to those potential objections? Be clear. Be precise. Be complete. Don’t assume the reader will know what you mean – say clearly what you mean. Do not spend time recounting the life stories of Mill or Kant — no filler! THINK!NOTE: I will be looking for arguments. That is, I will check to see that you have given what you think Kant’s argument would be about what you should do, and about Mill’s argument about what you should do, and, finally, your argument(s) for what you decided to do. You can review the lessons found in the Module #1 about good arguments. You and a number of your fellow classmates are preparing for a “senior final exam” [“SFE”] (defined as an exam that all students in your major must pass in order to graduate with a degree and qualify for a job in your field; failure means repeating at least a semester’s worth of classes and a delay in getting a job; passing makes getting a job almost a certainty). Your chosen field is in the medical profession. Your degree will mean you will be qualified and able to assist in healing many sick and injured people. You and many of your classmates (because you have gone to school at Saint Joseph’s University and have taken “Moral Foundations”!) are planning to use your healing skills in poor neighborhoods where access to health care has been scarce. You have been doing well throughout your college career, and this last year has been no exception. Although the SFE has a reputation for being a very difficult exam with a relatively low passing rate, you feel confident that you have studied sufficiently and are sure (well, pretty sure, anyway…) you will pass the exam. But most of your friends are not quite as confident as you are. In particular, one friend, who shares your major, has just barely been making it through. Her life story is not a happy one. She is an orphan who must care for a younger brother, even though they live with an aunt (who is herself in financial difficulties and working two jobs just to keep things together). Your friend works hard at school, but must also work nearly full-time at several part-time jobs to help her aunt keep a roof over their heads and food on the table. It’s been very hard. You suspect that there have been times when she has done some other things – things you can’t talk about, things she is not proud of – to avoid being homeless. She probably is not as educationally prepared as you – one reason is that she comes from that poor community she wants to serve, a community in which schools are neglected and the streets can be dangerous. And it may be that she is not as academically gifted as you are. Your friend desperately wants to pass this test so she can get a job that will certainly lighten the financial burdens of her family. Also, she really wants to help others by providing much needed medical care to the poor of her community. She would be one of the first from her own community to gain this certification (and one of few women) if she successfully passes the SFE. A couple of days before the SFE is to be administered, you get an unusual-looking envelope delivered to you. You open the envelope and find all the answers to this year’s SFE! Clearly, this envelope was not meant for you, but for the administrators of the SFE. As you are staring in disbelief at all the answers, your friend comes in, nearly in tears with worry over the SFE. She simply has to pass this test, she tells you. But she is now just so tense with worry that she feels she cannot even study properly. If she fails the test, she will not be able to afford to take another semester’s worth of classes in remediation. She asks you if you have any way at all of helping her. Assume the following to be additional facts: 1. It is extremely unlikely (but perhaps not absolutely impossible) that the testing center will learn you personally have received the test answers, unless you tell them — or someone you tell tells them. 2. If administrators realize before the test has been administered that the SFE has been compromised, they will postpone the test for all students until they can be sure that no one else has gotten the answers in error. 3. If the test is postponed, certification for all students will be delayed, which will have an adverse effect on you and your fellow students in getting post-graduation jobs. 4. If the administrators discover that the test has been compromised after it has been administered, they will invalidate the entire exam and the certifications. 5. Anyone caught cheating will be expelled from school. No degree. No job. No refunds. 6. Anyone aware of cheating but who does not report it to the school authorities is subject to the following penalty: If the student passes the SFE, that student’s certification will be delayed by one year. +++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ IN YOUR RESPONSE, [1] sufficiently explain Kant’s deontological views and apply them to the scenario (to determine Kant’s “advice” in this situation); [2] sufficiently explain Mill’s utilitarian views and apply them to the scenario (to determine Mill’s “advice” in this situation); [3] say what you would do and explain why, making sure you consider possible objections to your proposed course of action.


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