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March and Olsen distinguish the logic of appropriateness from what they term the "logic of consequences," more commonly known as rational choice theory.The logic of consequences is based on the assumption that actors have fixed preferences, will make cost-benefit calculations, and choose among different options by evaluating the likely consequences for their objectives.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
Sample flowchart representing a decision process when confronted with a lamp that fails to light. In psychology, decision-making (also spelled decision making and decisionmaking) is regarded as the cognitive process resulting in the selection of a belief or a course of action among several possible alternative options.
Decision analysis (DA) is the discipline comprising the philosophy, methodology, and professional practice necessary to address important decisions in a formal manner. . Decision analysis includes many procedures, methods, and tools for identifying, clearly representing, and formally assessing important aspects of a decision; for prescribing a recommended course of action by applying the ...
The accounts discussed above all yield monotonic consequence relations, i.e. ones such that if is a consequence of , then is a consequence of any superset of . It is also possible to specify non-monotonic consequence relations to capture the idea that, e.g., 'Tweety can fly' is a logical consequence of
Appeal to consequences, also known as argumentum ad consequentiam (Latin for "argument to the consequence"), is an argument that concludes a hypothesis (typically a belief) to be either true or false based on whether the premise leads to desirable or undesirable consequences. [1]
In philosophy, the consequence argument is an argument against compatibilism popularised by American philosopher Peter van Inwagen. The argument claims that if agents have no control over the facts of the past, then the agent has no control of the consequences of those facts.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.