10. You are in the storage room and observe a student stealing a sharpening wheel. You tell the lead instructor because you know stealing is wrong. (CLO 3)

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BlackTom AI · Accepted Answer

Consider the question stem: you report a theft because you believe stealing is wrong. This centers on a rule or duty about right and wrong behavior rather than focusing on the best or worst outcomes of reporting. 
Option 1: Consequentialism. This view evaluates actions by their consequences. While reporting theft can lead to positive outcomes, consequentialism would require weighing all possible outcomes and justifying the action based on overall good or bad results. The question emphasizes the moral rule against stealing, not merely the consequences, so this is not the best fit.
Option 2: Conditional ethics. This term is not a standard, well-defined ethical theory in the typical philosophy of ethics frameworks. It sounds vague and does not coherently capture the duty-based justification given in the scenario. Therefore, it is not the correct label for the reasoning described.
Option 3: Nonconsequentialism. This category includes deontological approaches that stress duties, rights, and moral rules—doing what is morally required regardless of the outcomes. Reporting theft because stealing is wrong aligns with a rule-based duty to uphold integrity and justice, fitting nonconsequentialist reasoning.
Option 4: Virtue ethics. This framework emphasizes character and having virtuous traits (like honesty, integrity) over particular rules or outcomes. While reporting theft could reflect virtuous character, the prompt centers on the specific act of recognizing theft as wrong and choosing to report it, which is more directly explained by duty-based ethics rather than virtue per se. Hence, it’s not the clearest match to the described reasoning.
In summary, the action described is best explained by a duty-based, rule-governed approach to ethics, i.e., nonconsequentialism, rather than solely by outcomes (consequentialism), an unclear conditional framework, or primarily by character emphasis (virtue ethics).

10. You are in the storage room and observe a student stealing a sharpening wheel. You tell the lead instructor because you know stealing is wrong. (CLO 3)

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