Evaluating a situation and coming to a conclusion based upon information at hand, at the time.
There is no certainty in inductive reasoning, only speculation, based upon the perceived evidence at hand. "I think" and "I feel," i.e., "It is my opinion" which engenders policy or action (which is ever subject to 'change,' i.e., has the potential of being wrong even when, at the 'moment,' it seems right). "There is a way that seemeth right unto a man, but the end thereof are the ways of death." Proverbs 16:25

In a plain crash, for example, you gather all the evidence you can in order to come to a conclusion as to what actually happened—then and only then do you determine if human error was the cause. Any absence (or exclusion) of information (witnesses or pieces of the wreck) makes the outcome an opinion or theory. Inductive reasoning is the process of coming to a conclusion (decision) by reasoning from the evidence at hand (depended upon prior experience or experimentation which is sense based), where particular instances (information) can be arranged (manipulated) to produce a generalized (uncertain or probable) conclusion, i.e., desired outcome. While inductive reasoning, i.e., "higher order thinking skillsmay be recognized as a scientific method when used to find out about rocks, plants, and animals, in order to taxonomize (categorize) and thereby better understand and utilize them, to use this method to "taxonomize" mankind (so he can be better understood and utilized in a global economy) is evil.  It is the means to buying and selling souls, where a person's "feelings" in response to the situation of the 'moment' directs their thoughts and actions, making them subject to whoever is manipulating the situation. To define the essence of mankind through this method, as done by Georg W. F. Hegel, Karl Marx, Sigmund Freud and socio-psychologists today, is wicked, i.e., 'justifying' man's deceitful and wicked heart as being "good" or having the potential of becoming "good" when given the right upbringing, education, surroundings, etc.

Inductive reasoning is grounded in the universe and can only recognize cosmic-sensuous manifestations (that which is of the world only, i.e., material) as an outcome—it can not recognize that which is observable and repeatable (which would make it a law, which would no longer need inductive reasoning in order to be understand).  When used correctly, inductive reasoning brings the scientist either to a termination—where the evidence at hand results in a now known law, previously established by God but now, thanks to the use of inductive reasoning, known to man, or it continues to be a never-ending theory. To materialize mankind is to destroy the device God placed in man so he could know God as his creator—faith, which is depended upon deductive reasoning.

Inductive reasoning is used in the classroom to arrive at a socialist outcome when the teacher "encourages" the students to come to a conclusion based upon reasoning from their life experience, i.e., their sensuous needs and sense perception, i.e., their "feelings"—desire ("self" interests)—of the 'moment' and their dissatisfaction with restraint (authority), making the outcome subject to the teachers manipulation of the situation, either emphasizing or dismissing (looking past "inappropriate") information provided by the students, i.e., established commands, rules, facts, and truth which inhibits or blocks the teacher,  i.e., facilitator of 'change' from arriving at his or her desires outcome (while thanking the students for their input), suggesting information which leads to his or her desired outcome instead, with the validity (practicality) of the information being based upon the collective understanding of (acceptance by) the students (when done in a group setting), i.e., the press of "group approval," affirmation moving the students away from commands, rules, facts, and truth which get in the way of their carnal desires, moving them in the direction of accepting opinions, i.e., their "feelings" and "thoughts" of the 'moment' as the bases to reasoning from instead.

Role playing is added to reinforce the social-ist skills of "relationship building" and "task accomplishing" roles, negating "individualist" roles which are indicative of the father's/Father's authority (individualism, under God). As Karl Marx wrote: "It is not individualism [where the child is personally held accountable for his actions by his earthly father as a man is personally held accountable for this thoughts and actions by the Heavenly Father), which is based upon deductive reasoning] that fulfills the individual, on the contrary it destroys him.  Society is the necessary framework through which freedom [freedom from the father's authority] and individuality [finding common identity, i.e., affirmation with those of like feelings, thought, and action, which is based upon inductive reasoning] are made realities."  (Karl Marx in John Lewis, The Life and Teachings of Karl Marx)

© Institution for Authority Research, Dean Gotcher 2016, 2017