Ratio 8 (2):161-169 (1995)

Ruth Weintraub
Tel Aviv University
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.
Keywords surprise examination  paradox
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DOI 10.1111/j.1467-9329.1995.tb00077.x
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References found in this work BETA

Inexact Knowledge.Timothy Williamson - 1992 - Mind 101 (402):217-242.
The Paradox of the Unexpected Examination.Crispin Wright & Aidan Sudbury - 1977 - Australasian Journal of Philosophy 55 (1):41 – 58.
Recalcitrant Variations of the Prediction Paradox.Roy A. Sorensen - 1982 - Australasian Journal of Philosophy 60 (4):355 – 362.
Mr. Strawson on Logical Theory.W. V. Quine - 1953 - Mind 62 (248):433-451.

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Citations of this work BETA

The Solution to the Surprise Exam Paradox.Ken Levy - 2009 - Southern Journal of Philosophy 47 (2):131-158.

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