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Profile: Jennifer M Morton (City College of New York)
  1.  10
    Jennifer M. Morton (forthcoming). Reasoning Under Scarcity. Australasian Journal of Philosophy:1-17.
    ABSTRACTPractical deliberation consists in thinking about what to do. Such deliberation is deemed rational when it conforms to certain normative requirements. What is often ignored is the role that an agent's context can play in so-called ‘failures’ of rationality. In this paper, I use recent cognitive science research investigating the effects of resource-scarcity on decision-making and cognitive function to argue that context plays an important role in determining which norms should structure an agent's deliberation. This evidence undermines the view that (...)
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  2.  59
    Sarah K. Paul & Jennifer M. Morton (2014). Of Reasons and Recognition. Analysis 74 (2):339-348.
  3.  4
    Jennifer M. Morton (2014). Molding Conscientious, Hardworking, and Perseverant Students. Social Philosophy and Policy 31 (1):60-80.
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  4.  62
    Jennifer M. Morton (2011). Toward an Ecological Theory of the Norms of Practical Deliberation. European Journal of Philosophy 19 (4):561-584.
    Abstract: Practical deliberation is deliberation concerning what to do governed by norms on intention (e.g. means-end coherence and consistency), which are taken to be a mark of rational deliberation. According to the theory of practical deliberation I develop in this paper we should think of the norms of rational practical deliberation ecologically: that is, the norms that constitute rational practical deliberation depend on the complex interaction between the psychological capacities of the agent in question and the agent's environment. I argue (...)
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  5.  35
    Jennifer M. Morton (2013). Deliberating for Our Far Future Selves. Ethical Theory and Moral Practice 16 (4):809-828.
    The temporal period between the moment of deliberation and the execution of the intention varies widely—from opening an umbrella when one feels the first raindrops hit to planning and writing a book. I investigate the distinctive ability that adult human beings have to deliberate for their far future selves exhibited at the latter end of this temporal spectrum, which I term prospective deliberation. What grounds it when it is successful? And, why does it fail in some cases? I shall argue (...)
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  6.  23
    Jennifer M. Morton (2011). The Non-Cognitive Challenge to a Liberal Egalitarian Education. Theory and Research in Education 9 (3):233-250.
    Political liberalism, conceived of as a response to the diversity of conceptions of the good in multicultural societies, aims to put forward a proposal for how to organize political institutions that is acceptable to a wide range of citizens. It does so by remaining neutral between reasonable conceptions of the good while giving all citizens a fair opportunity to access the offices and positions which enable them to pursue their own conception of the good. Public educational institutions are at the (...)
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  7.  2
    Jennifer M. Morton (2016). The Educator's Dual Role: Expressing Ideals While Educating in Nonideal Conditions. Educational Theory 66 (3):323-339.
    In this essay, Jennifer Morton discusses educators as central examples of agents who engage in ideal and nonideal ways of thinking. The educator, as a representative of the political community, is tasked with two aims. The first is nurturing students with the skills and knowledge they need for the world as they will find it. In pursuing this goal, the educator is assuming certain social facts, some of them unjust, that constitute the present nonideal world. The second aim is civic (...)
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  8.  18
    Jennifer M. Morton (2014). Cultural Code‐Switching: Straddling the Achievement Gap. Journal of Political Philosophy 22 (3):259-281.
    The ability of agents to “culturally code-switch”, that is, switch between comprehensive, distinct, and potentially conflicting value systems has become a topic of interest to scholars examining the achievement gap because it appears to be a way for low-income minorities to remain authentically engaged with the values of their communities, while taking advantage of opportunities for further education and higher incomes available to those that participate in the middle-class. We have made some progress towards understanding code-switching in sociology, psychology, and (...)
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  9.  3
    Jennifer M. Morton (2014). Shoemaker, David, Ed.Oxford Studies in Agency and Responsibility. Vol. 1.Oxford: Oxford University Press, 2013. Pp. 328. $99.00 ; $85.00. [REVIEW] Ethics 125 (1):288-292.
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  10.  4
    Jennifer M. Morton (2014). Review: David Shoemaker, Ed., Oxford Studies in Agency and Responsibility. [REVIEW] Ethics 125 (1):288-292,.
  11.  4
    Jennifer M. Morton (2014). Tough Choices: Structured Paternalism and the Landscape of Choice. [REVIEW] Educational Theory 64 (5):539-546.