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Deborah Mower
University of Mississippi
  1.  4
    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.
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  2. 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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  3.  1
    Reflections On... Shifting the Educational Narrative.Deborah S. Mower - forthcoming - Teaching Ethics.
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  4.  88
    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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  5.  10
    Reflections On... Leading X Nudging in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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    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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    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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  8.  26
    Reflections On... A ‘Group’ Culture.Deborah S. Mower - 2015 - Teaching Ethics 15 (2):227-244.
  9.  12
    Reflections On... Nudges Across the Curriculum in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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  10.  21
    Reflections On... A Culture of Sensitivity.Deborah S. Mower - 2015 - Teaching Ethics 15 (1):1-18.
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  11.  21
    Reflections On... A Culture of Sensitivity in Advance.Deborah S. Mower - forthcoming - Teaching Ethics.
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  12.  11
    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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