PRACTICAL SOLUTIONS TO THE SURPRISE‐EXAMINATION PARADOX

Ruth Weintraub

doi:10.1111/j.1467-9329.1995.tb00077.x

PRACTICAL SOLUTIONS TO THE SURPRISE‐EXAMINATION PARADOX

Ruth Weintraub^*

^*Corresponding author for this work

Department of Philosophy

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

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 language	English
Pages (from-to)	161-169
Number of pages	9
Journal	Ratio
Volume	8
Issue number	2
DOIs	https://doi.org/10.1111/j.1467-9329.1995.tb00077.x
State	Published - Sep 1995

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10.1111/j.1467-9329.1995.tb00077.x

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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.",

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PRACTICAL SOLUTIONS TO THE SURPRISE‐EXAMINATION PARADOX

Abstract

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