Different ways to analyze ethical behaviors and dilemmas exist, and many of them will help direct you to the correct or “best” solution to a problem.

As we have discussed since Week 1, sometimes right vs. right or wrong vs. wrong decisions have to be made.

In the lesson this week, you are given three ethical dilemma resolution models to try out on a dilemma provided there. Please review that interactive before posting to the discussion this week. 

The dilemma in the Week 6 Lecture interactive (in the middle of the page) is where we will focus our attention. You MUST read the lecture and run the interactive in order to participate in the discussion this week!

1. Review the sample solution to the Laura Nash method. Do you agree with that analysis? If so, what parts do you think really helped you work through the dilemma? If not, which parts do you not agree with?
2. Review the sample solution to the Front Page of the Newspaper method. Do you think this is one of those types of dilemmas for which this model works? If not, why not? If so, why? How did using this method help you work through the dilemma?
3. Review the sample solution to the Blanchard and Peale method. Do you agree with the analysis? If not, why not? If so, in what way did this help you analyze this dilemma?
4. How can Ayn Rand’s four epistemological principles of objectivism be applied to this case?  How might Rand’s solution differ from other methods? 

Pick ONE of the above 4 questions and let’s get started. Feel free to kindly debate with each other. Do not take things personally if someone disagrees. Be sure to show that you have viewed the lecture and interactive and that you attempted an analysis for “high quality” posts this week.  

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Frankenstein Chapter 2, Excerpt 2
By Mary Shelley

Victor Frankenstein continues recounting the influences that lead to his great experiment:

An accident again changed the current of my ideas. When I was about fifteen years old we had retired to our house near Belrive, when we witnessed a most violent and terrible thunderstorm. It advanced from behind the mountains of Jura, and the thunder burst at once with frightful loudness from various quarters of the heavens. I remained, while the storm lasted, watching its progress with curiosity and delight. As I stood at the door, on a sudden I beheld a stream of fire issue from an old and beautiful oak which stood about twenty yards from our house; and so soon as the dazzling light vanished, the oak had disappeared, and nothing remained but a blasted stump. When we visited it the next morning, we found the tree shattered in a singular manner. It was not splintered by the shock, but entirely reduced to thin ribbons of wood. I never beheld anything so utterly destroyed.

Before this I was not unacquainted with the more obvious laws of electricity. On this occasion a man of great research in natural philosophy was with us, and excited by this catastrophe, he entered on the explanation of a theory which he had formed on the subject of electricity and galvanism, which was at once new and astonishing to me. All that he said threw greatly into the shade Cornelius Agrippa, Albertus Magnus, and Paracelsus, the lords of my imagination; but by some fatality the overthrow of these men disinclined me to pursue my accustomed studies. It seemed to me as if nothing would or could ever be known. All that had so long engaged my attention suddenly grew despicable. By one of those caprices of the mind which we are perhaps most subject to in early youth, I at once gave up my former occupations, set down natural history and all its progeny as a deformed and abortive creation, and entertained the greatest disdain for a would-be science which could never even step within the threshold of real knowledge. In this mood of mind I betook myself to the mathematics and the branches of study appertaining to that science as being built upon secure foundations, and so worthy of my consideration.

Which of the following topics could be used to write a narrative using supporting details from this excerpt?