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Deborah S. Mower [12]Deborah Mower [10]
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Deborah Mower
University of Mississippi
  1. Situationism and Confucian Virtue Ethics.Deborah S. Mower - 2013 - Ethical Theory and Moral Practice 16 (1):113-137.
    Situationist research in social psychology focuses on the situational factors that influence behavior. Doris and Harman argue that this research has powerful implications for ethics, and virtue ethics in particular. First, they claim that situationist research presents an empirical challenge to the moral psychology presumed within virtue ethics. Second, they argue that situationist research supports a theoretical challenge to virtue ethics as a foundation for ethical behavior and moral development. I offer a response from moral psychology using an interpretation of (...)
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  2.  13
    Ethics Across the Curriculum—Pedagogical Perspectives.Elaine E. Englehardt, Michael S. Pritchard, Robert Baker, Michael D. Burroughs, José A. Cruz-Cruz, Randall Curren, Michael Davis, Aine Donovan, Deni Elliott, Karin D. Ellison, Challie Facemire, William J. Frey, Joseph R. Herkert, Karlana June, Robert F. Ladenson, Christopher Meyers, Glen Miller, Deborah S. Mower, Lisa H. Newton, David T. Ozar, Alan A. Preti, Wade L. Robison, Brian Schrag, Alan Tomhave, Phyllis Vandenberg, Mark Vopat, Sandy Woodson, Daniel E. Wueste & Qin Zhu - 2018 - Springer Verlag.
    Late in 1990, the Center for the Study of Ethics in the Professions at Illinois Institute of Technology (lIT) received a grant of more than $200,000 from the National Science Foundation to try a campus-wide approach to integrating professional ethics into its technical curriculum.! Enough has now been accomplished to draw some tentative conclusions. I am the grant's principal investigator. In this paper, I shall describe what we at lIT did, what we learned, and what others, especially philosophers, can learn (...)
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  3.  89
    Scripting Situations in Moral Education.Deborah S. Mower - 2010 - Teaching Ethics 11 (1):93-106.
    Situationist research highlights the fact that situational features often influence our behavior in unexpected ways. Virtue ethicists tend to think they can explain away such results, and prescribe cultivating virtue to ward against such moral failings. Situationists argue that studies like these uncover deep flaws within the moral psychology presumed by virtue ethicists, and hold that virtues may be an inadequate grounding for moral behavior and moral education. Using the concept of cognitive scripts from psychology, I describe a new approach (...)
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  4.  38
    Teaching Ethics Via Sympathy.Deborah Mower - 2009 - International Journal of Applied Philosophy 23 (1):51-60.
    Given the specific educational, psychological, and sociological factors of juvenile inmates, I developed a course to teach such students moral concepts and reasoning without high level theorizing. I combined Hume’s account of sympathy with current philosophical and psychological research to develop the students’ natural sympathy as an aid in developing emotional, contextual, and moral literacy. In this paper, I explain (1) how the course developed the students’ natural sympathy, (2) how sympathy can provide a simple and familiar process of moral (...)
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  5.  11
    Reflections On... Shifting the Educational Narrative.Deborah S. Mower - 2019 - Teaching Ethics 19 (2):91-111.
    I describe four different approaches to ethics education that are commonly implemented in Ethics Across the Curriculum programs: the Case-based, Internalist, Supplementation, and Responsibilist. This typology is useful to categorize the range of institutional practices. As our Society moves into its next twenty years, I consider what we have learned about ethics education and whether we should promote a particular approach. I use a literary resource to shift our perspective and a philosophical resource to introduce a new structure. Using insights (...)
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  6. Book Review. [REVIEW]Deborah Mower - 2010 - Dao: A Journal of Comparative Philosophy 9:121-124.
     
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  7. Civility in Politics and Education.Deborah Mower & Wade L. Robison (eds.) - 2011 - Routledge.
    This book examines the concept of civility and the conditions of civil disagreement in politics and education. Although many assume that civility is merely polite behavior, it functions to aid rational discourse. Building on this basic assumption, the book offers multiple accounts of civility and its contribution to citizenship, deliberative democracy, and education from Eastern and Western as well as classic and modern perspectives. Given that civility is essential to all aspects of public life, it is important to address how (...)
     
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  8.  1
    Developing Moral Sensitivity.Deborah Mower, Wade L. Robison & Phyllis Vandenberg (eds.) - 2015 - Routledge.
    Moral sensitivity affects whether and how we see others, note moral concerns, respond with delicacy, and navigate complex social interactions. Scholars from a variety of fields explore the concept of moral sensitivity and how it develops, beginning with a natural moral capacity for sensitivity towards others that is shaped in a variety of ways through relationships, forms of teaching, and social institutions. Each of these influences alters the capacity as well as one’s responses in complex ways. The concept of moral (...)
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  9.  55
    Lai, Karyn, Learning From Chinese Philosophies: Ethics of Interdependence and Contextualized Self.Deborah Mower - 2010 - Dao: A Journal of Comparative Philosophy 9 (1):121-124.
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  10.  28
    Reflections On... A ‘Group’ Culture.Deborah S. Mower - 2015 - Teaching Ethics 15 (2):227-244.
  11.  17
    Reflections On... Nudges Across the Curriculum.Deborah S. Mower - 2017 - Teaching Ethics 17 (2):133-149.
    The primary problem we face when educating for social justice involves making problems and issues ‘real’ in ways that enable deep comprehension of the nature of injustice, the effects of systemic and dynamic causes, and the interaction of structures and policies on the lives of individuals. To address this problem, I examine work from behavioral economics and moral psychology as theoretical resources. I argue that we can glean insights from the notions of behavioral nudges and virtue labeling and propose a (...)
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  12.  29
    Teaching Sympathetic Moral Reasoning.Deborah Mower - 2008 - Teaching Ethics 8 (2):1-14.
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  13.  11
    Reflections On... Leading X Nudging in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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  14.  25
    Reflections On... A Culture of Sensitivity in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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  15.  22
    Reflections On... A Culture of Sensitivity.Deborah S. Mower - 2015 - Teaching Ethics 15 (1):1-18.
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  16.  14
    Reflections On... Nudges Across the Curriculum in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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  17.  8
    Reflections On... Leading X Nudging.Deborah S. Mower - 2018 - Teaching Ethics 18 (2):107-126.
    I develop a taxonomy of various approaches to leadership which I label the ethical decision-making, managerial obligation, role typology, and creativity conceptions of leadership. Each approach makes distinctive assumptions about the task and educational responsibilities in educating for ethical leadership. Although each of these approaches are extremely valuable, I find them limited in that they all rely on what I call an agentic model. Using the concepts of choice architects and choice architecture from nudge theory, I argue for a new (...)
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  18.  31
    Ethics In Action.Deborah Mower - 2009 - Teaching Ethics 9 (2):135-139.
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  19.  14
    Reflections On... The “Borders” of Identity and Intuition.Deborah S. Mower - 2016 - Teaching Ethics 16 (2):147-160.
    Because we automatically categorize individuals into members of in- or outgroups based on their perceived similarity to us, our social identity creates limitations and bias in our thinking. I examine the ways in which banal nationalism, cultural identifications, and group membership influence our thinking, the assumptions we hold, and the intuitions we form. If our goal is to engage in ethics without borders—a laudable goal—then we must uncover the ways in which our thinking is limited and consider strategies to escape (...)
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  20.  20
    Sex Differences in Moral Interests: The Role of Kinship and the Nature of Reciprocity.Deborah Mower - 2009 - Journal for the Theory of Social Behaviour 39 (1):111-119.
    Although moral psychologists and feminist moral theorists emphasize males’ interest in justice or fairness and females’ interest in care or empathy, recent work in evolutionary psychology links females’ interests in care and empathy for others with interests in fairness and equality. In an important work on sex differences in cognitive abilities, David Geary (1998) argues that the evolutionary mechanism of sexual selection drives the evolution of particular cognitive abilities and selection for particular interests. I mount two main challenges to Geary’s (...)
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  21.  13
    Theatrical Intervention as a Pathway to Moral Virtue Development.Lijuan Wang, Deborah Mower & Margaret Garvey - unknown
    Moral virtue development is grounded in social relationships that foster the socioemotional intelligence underlying moral virtue. Recent research shows a decrease in socioemotional intelligence with implications for moral virtue development. This project is a feasibility study of a theatrical intervention with parent-child dyads to increase socioemotional intelligence and proto-virtuous character by improving parent-child mutual responsiveness. Our theatrical approach combines direct development of mutual responsiveness and practice of moral virtue scripts, providing a powerful and seamless integration of philosophy, theatre art and (...)
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  22.  7
    Ethics In Action: A Case-Based Approach. [REVIEW]Deborah Mower - 2009 - Teaching Ethics 9 (2):135-139.
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