PRACTICAL SOLUTIONS TO THE SURPRISE‐EXAMINATION PARADOX

Ruth Weintraub*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

In this paper I consider the surprise examination paradox from a practical perspective, paying special attention to the communicative role of the teacher's promise to the students. This perspective, which places the promise within a practice, rather than viewing it in the abstract, imposes constraints on adequate solutions to the paradox. In the light of these constraints. I examine various solutions which have been offered, and suggest two of my own.

Original languageEnglish
Pages (from-to)161-169
Number of pages9
JournalRatio
Volume8
Issue number2
DOIs
StatePublished - Sep 1995

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