Meet Dr. Sam Director

Dr. Sam Director joined the Jepson School of Leadership Studies faculty in August 2024 as an assistant professor of leadership studies. A philosopher, he researches the connection between informed consent and various kinds of cognitive impairment, including dementia, intoxication, anorexia, framing effects, bipolar-disorder, and more. More recently, he has been researching the ethics of artificial intelligence and the political philosophy of public health, such as the ethics of lockdowns during a pandemic. This semester, he is teaching two sections of Leadership Ethics, the Jepson School’s capstone course.

What drew you to philosophy? I became interested in philosophy, specifically ethics, when I participated in speech and debate in college and considered becoming a lawyer or an academic. After working in a courtroom one summer, I decided against law and chose to become a philosopher. I was drawn to ethics, because it is the branch of philosophy that matters most for our daily lives. I started researching matters of consent in medicine after taking a seminar on consent taught by my graduate school advisor.

What are some of the high points in your academic career thus far? I really enjoy teaching — interacting with students and helping form young minds. A former student recently contacted me to tell me he just got a conference acceptance. I remember how excited I was to tell my professors when I got my first conference acceptance. It was gratifying to see that come full circle. Another career high point for me was having the opportunity to host a workshop on my work while I was a postdoc at Brown University. I was able to invite scholars of my choosing to comment on my work. It was the closest I’ve felt to being a rock star. Finally, I try to write my research in a way that is accessible, where readers don’t need to know a lot of disciplinary jargon. When I learned that one of my papers was cited in a training manual for an Australian dementia care group, it was equal parts scary and exciting. Sometimes writing academic research can feel like you’re speaking into a void, so it is gratifying to know that your research is being used in this way.

What approach do you take to teaching ethics? When I teach a class, I don’t have an agenda. I often start my ethics classes by telling my students, “I don’t care what you think, but I do care why you think it.” The classroom is a place for students to critically evaluate issues that are important to them. I try to give every view a fair shake, subjecting all to rigorous examination, with the hope that truth will survive. I am committed to the belief that there is a correct answer to ethical questions, but there’s a tension about how to determine what the correct answer is. It’s just not always easy to know.

How do you connect the study of ethics to leadership? What leaders do impacts other people, often coercively. When our actions affect others, we need a compelling rationale for why those actions are permissible.

Why Richmond? I am excited about many things: Working with the Jepson faculty, including philosophers Jess Flanigan, Javier Hidalgo, and Terry Price. The strong academic standards for students at University of Richmond. The opportunity to teach students who will go into high-impact fields, ensuring my teaching has more impact. The financial stability of University of Richmond at a time when many universities are facing financial challenges. The university’s location in a vibrant city with good weather and great culture. My wife and I love Richmond!