"In a deductive argument, the truth of the premises is supposed to guarantee the truth of the conclusion;
in an inductive argument, the truth of the premises merely makes it probable that the conclusion is true."
Garth Kemerling 2002.
Inductive reasoning is the process of coming to a conclusion by reasoning from the evidence at hand (depended upon prior experience or experimentation), where particular instances can be arranged (manipulated) to produce a generalized (uncertain or probable) conclusion. While inductive reasoning may be recognized as a scientific method, used to find out about rock, plants, and animals, to taxonomize and thereby better utilize them, to use this method, to "taxonomize" mankind so he can be better utilized in a global economy is evil. It is the means to buying and selling souls. To define the essence of mankind through this method, as done by Georg W. F. Hegel, Karl Marx, 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" given the right upbringing, education, surroundings, etc.
Inductive reasoning is grounded in the universe and can only recognize cosmic-sensuous manifestations as an outcome—it can only recognize that which is observable and repeatable. 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, 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.
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., I.e., sensuous needs and sense perception, i.e., from the "feelings"—their 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 (while thanking them all for their input), suggesting information which leads to his or her desired outcome, with the validity (practicality) of the information being based upon the collective understanding of (acceptance by) the students (when done in a group setting).
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)] 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 thought and action] are made realities." (Karl Marx in John Lewis, The Life and Teachings of Karl Marx)
© Institution for Authority Research, Dean Gotcher 2016