Inductive Learning Vs Deductive Learning

Whenever people ask me “how to be good in English?” I am really at a loss for how to answer the question. Because, I actually am not that good. And this is not false modesty. There are so many other brilliant English writers and speakers out there.

Trust me, I still make grammatical mistakes. I check, double check and then triple check my assignments/medical reports all the time just to make sure I don’t make simple grammatical mistakes (as opposed to complicated grammatical mistakes, in which case, I can still forgive myself because I am not a native English speaker, after all).

We all have different ways of learning. My way of learning might be different from yours. Some people learn deductively. Some people learn inductively.

Deductive and inductive reasoning are both a method of learning. But I would argue that in general, when you are studying science, you must primarily go deductive; otherwise you will learn very slowly via the inductive method because you need a mountain of evidence before your induction can be proven. (In science, there is an equally important place for both inductive and deductive reasoning. But we generally do deductive reasoning when conducting our systematic reviews/meta-analysis)

When you are studying arts/language/ religion, you must primarily go inductive, because deductive reasoning in arts/language/religion will not yield a comprehensive view of the matter! (But there is a place for deductive reasoning in arts/language/religion as well)

Let me explain.

In general, inductive reasoning uses a large number of specific observations to reach a general principle. (the bottom-up approach)



Deductive reasoning, on the other hand, uses a premise (a general principle assumed as true) to decide what must be true in a specific case. (the top-down approach)



Deductive Learning

Deductive Learning is simple. You have a hypothesis. You come up with premises/evidence that support your hypothesis. You then confirm your  hypothesis with your conclusion.

If A is B (premise 1) , and B is C (premise 2) , therefore, A is C (conclusion).

Hypothesis: All cats have hearts.

Premise 1: All cats are mammals. (general observation/evidence)

Premise 2: All mammals have hearts (another general observation/evidence)

Conclusion: All cats have hearts (specific confirmation that will only be true if the premises are true)

In science, we mostly use deductive reasoning to reach a conclusion. This is the method we use in quantitative study like systematic review and meta-analysis.

You gather all the premises pertaining to the subject, and then you analyse the premises, and then you come up with the conclusion.

The downside of this method is, if your premise is wrong, if your ‘evidence’ is manufactured/faulty/misleading, or if you have not finished examining ALL evidence out there, then your conclusion will be incomplete or actually wrong altogether! Khalas!

For example:

Premise 1: All birds can fly (false)

Premise 2: Ostrich is a bird (true)

Conclusion: Ostrich can fly (false)


Another example of deductive reasoning:

Premise 1: If God exists, there will be no disaster in this world (false)

Premise 2: There are many disasters in this world (true)

Conclusion: God doesn’t exist (false)


Inductive Reasoning

In inductive reasoning, you examine specific examples/options to get to a general conclusion. Say, you have Option A, Option B or Option C. How are you going to get a nice general conclusion (or make the best choice) out of these options? How to choose properly when you have not experienced each option individually, yet?

Inductive reasoning are more exploratory in nature. You are not trying to come up with general statements and narrow it down to a conclusion like in deductive reasoning. Instead you explore and keep on asking further questions and branch out into other related issues and keep on researching until there is nothing else to research (until you reach data saturation or theoretical saturation!) This is the method we use when we are doing qualitative study.

For example, you will start by asking specific questions (as opposed to general statements assumed to be true like in deductive reasoning): Does God exist? What are the evidence for it? What are the evidence against it? Why are there so many disasters in the world if God exist? But there are so many beautiful events as well. Maybe God exists but does not really play an active role in our lives? Is it possible to believe in God without having to follow any organized religion? Hmm… I wonder, what do other religions say about God?

Get it? See the difference between this type reasoning compared to the deductive one? This one is very deep, very exploratory. This is something you do when you are studying arts and philosophy! 

An atheist who suddenly wants to investigate the existence of God, for instance, would learn Buddhism first and will explore everything there is to know about Buddhism. When dissatisfied with Buddhism, he might go on to learn Christianity next. And if he fails to find the evidence of God in Christianity, he will then learn Judaism next. And then he might move on to Hinduism and then Islam. But each time he moves from one option to another, he would learn it thoroughly and experience it and live it. He will keep on exploring one option after another until he finally finds the one true religion (if he ever finds it).

So, in religion, you must do inductive reasoning in order to feel properly settled that you have come to the right one! You must explore! Explore all statements and experience all options. Go through the process!

Did you know that in the Quran, we are taught to do inductive reasoning? Allah always asks us to look at specific examples in order to reach a conclusion. He asks us to look at the moon. Look at the sun! Look at the mountains and the seas. Look at the signs in the human embryology.

“Those who listen to all statements, and then follow the best of it. These are the ones whom God has guided, and these are the ones possessed of minds.” (39:18)


These are the things that I learned in my philosophy class when I was doing IB. (I am sure IB kids like me still remember the torture of doing our Theory of Knowledge essay. It was such a pain but I am proud to say that Alhamdulillah I was among the few who had obtained full marks for it. I got the highest grade (Grade 7) for it, something not many students could obtain back then. Scientific medical students really hated Theory of Knowledge class…. but I was among the few in my batch who loved it. Because learning philosophy involves a lot of language play and involves exploring with facts. It feels like being involved in a mental debate.) Philosophy teaches you how to think. Not to follow people randomly but to know why you think the way you think. To a certain extent, this is what we do in psychiatry! We examine and we analyse… not just our own thoughts but also the thoughts of our patient.

So in arts/language/religion, if you want to be a good artist/linguist/religionist, you must have a lot of experience. You must try every method, and visit every possible conclusion and question the conclusion again and again until there is nothing else to question (until you reach data saturation). This is what we mean by “going through the process”. The process itself taught you. The process is your primary aim; your aim is not really the conclusion (but the conclusion is the by-product of having completed the process). This will broaden your horizon, and thus enable you to make the right choice that will beautify your craft and your art! As an artist, inductive learning gives you breadth of knowledge. It completes the arsenal of your skills so that you can choose and pick which one of your skills/knowledge to use when you are in the middle of creating something beautiful.

You need to go inductive when it comes to perfecting your arts! Otherwise with a limited experience, every problem will look like a nail if your only tool is a hammer!

if the only tool you have is a hammer, you tend to see every problme as a nail copy
And this is ok, if you are a scientist who relies on precision, accuracy and reproducibility. Go ahead and use the hammer if that will give you the precise outcome that you want. (scientists are very particular about reproducibility of experiments. Experiments that are not reproducible are not scientific!) But this is thoroughly bad for an artist who relies on creativity and originality!


So, if you ask any enthusiastic reader of English books, they will probably agree that they become passably good (not excellently great, mind you. Just passably good. Or good enough) in English due to their extensive reading. Sure, English teachers at school help too… but come on, how many of us are passably good in English upon finishing high school? That is 11 years of formal education, folks (6 years in primary school and 5 years in secondary school). But how many of us are passably good at it? 11 years is a long time to learn English without being a real expert at it.

Now compare this to a Russian spy who must learn English in 6 months in order to pass herself off as an English clerk in the UK Embassy in Australia. How come they can learn that fast? The answer is simple… for that 6 months, they go inductive. Learn everything there is to learn about English. The books, the culture, the fashion, the phrases, the common expressions… go broad and go deep. They immerse themselves in the whole way of life as an English person. And after 6 months, they speak like the native and are ready to spy on the West and risk their own death for the sake of Mother Russia. Haha (Can you see the influence of my thriller reading here? I love spy stories)

Now, I am not saying that in order for you to be good in English, you must change your whole lifestyle and immerse yourself in their culture. After all, we are not aiming to be a spy, here. (Haha) Our aim is simply to be good in writing our assignments and to be just good enough to present our slides and posters. That’s all. So, what is the next easiest thing to do to be good in English without having to change your lifestyle?

Read a lot of books, of course!

Read fictions written in that language! That’s the best easiest thing for you to do in order to experience breadth and depth of a culture while simultaneously learning the language and their common expressions. By reading their fictions, depending on the protagonist of the book, you get to be a spy, a supermodel, a scientist, a professor, a wizard, a secretary, a handsome hero, a beautiful heroine, an ugly duckling, and an intelligent nerd, or a snobbish cheerleader. You get to experience being a teenager, a young adult, an elderly man/woman… you understand the culture broadly.

And by reading a lot of books, you learn ‘exceptions’ to the rules that were taught to you by your English teachers in class (in class, the teaching is deductive).

I give you an example.

Example 1: Root Verb Vs Gerund

Teachers would teach you that you MUST use root verb after the word ‘to’:

  • I loved to dance (not ‘danced’, even when it happens in the past. Not ‘dancing’… because we need to use ROOT verb.)
  • She liked to swim (not ’swam’ or ’swimming’, Because after ’to’, you must use the present form of the word, i.e the ROOT verb… even if the event is in the past).


But when you read a lot of books, you will notice how the author would write:

  • I am looking forward to dancing with you later. (What? I thought after ‘to’, you must use the present form. Why dancing instead of dance here?) (You will start to wonder)
  • When it comes to doing the right thing, she is totally unreliable. (again! After ‘to’, the author here uses the word ‘doing’ instead of the root verb ‘do’.) (You will wonder again)


You will then be triggered to ask, why there exists a discrepancy between the deductive rule taught to you by your teachers, and your inductive experience while reading many books?

You will notice many different patterns that were not taught to you in class. This is something you will never get in formal class, trust me!

Unless, your teacher is very good, (or the students are so good that they will ask about this discrepancy to ’the rule’ in the class) you might end up FOREVER writing : I am looking forward to dance with you, (and you think you are grammatically correct when you write that sentence and you might think other people are wrong when they write ‘looking forward to dancing…’. Hahah.) Even worse, you might mistakenly try to ‘correct’ other people’s sentences!

A good English teacher, while teaching the rule, would ALSO teach the exception! I repeat, a good English teacher while teaching the rule, would also teach the EXCEPTION.

But how many English teachers are that good out there? My younger sister Alida is a good one. I know that as a fact. Me and my siblings challenge each other’s language command often. That’s like our small talk during raya and get-together! We test each other and tease each other’s comprehension. But I have argued with a few of my English teachers in the past… so I should know that not all of them have comprehensive knowledge of the language (because even English teachers don’t read a lot, sadly).

A good English teacher would say, “Afiza, the word ‘to’ in ‘looking forward to’ and ‘comes to’ in those sentences function as a phrasal verb. After such phrasal verbs, you must use gerund, NOT root verb.

Then, she will explain to you what is phrasal verb and what is gerund. That is what a good English teacher would do without you even having to ask! (Ok, guys. If you don’t know, please google this yourself, because it is beyond the scope of this blog post. But if you google gerund and phrasal verb, you will get the answer easily)


Example 2: Subjunctive verb

We all know that the proper ‘verb to be’ for ‘I’ is ‘am’ (present tense) and ‘was’ (past tense).

  • I am dancing with the wind. (present continuous tense)
  • I was dancing with him. (past continuous tense)

We all know that the proper ‘verb to be’ for he/she is ‘is’ (present tense) and ‘was’ (past tense).

  • He/she dances to the music. (present tense)
  • He/she is dancing. (present continuous tense)
  • He/she was dancing. (past continuous tense)

We all know that the proper verb to be for you/they is ‘are’ (present tense) and ‘were’ (past tense).

  • You are adorable. (present tense)
  • They were so cruel (past tense)


That’s what English teachers in formal class will teach you (deductive learning).

But remember, you read a lot, right? So one day, you come across these sentences in the fiction that you read:

  • If he were to ask me to dance, I would have said yes. But he didn’t, so I went home with a broken heart. (why use ‘were’ here when the subject is a ‘he’?)
  • I know that if I were to get an A, I must study hard. (Why use ‘were’, when this is a present tense and the subject is “I”. Why not use ‘am’?)
  • She insists that he come (why not ‘comes’? Shouldn’t we use singular verb by adding an ‘s’? The subject is ‘he’; a singular subject, isn’t it?)
  • The board suggests that he join the company (why not ‘joins’? )

If you don’t read, you will never know to ask your teacher the next day regarding the discrepancy between what she taught you in class and what you had read in your books.

A good English teacher will tell you about subjunctive verb. She will tell you that in a ‘wishful’ situation or ‘hypothetical’ situation (denoted by the word ‘if’ in that sentence) we must use subjunctive verb ‘were’. And she will tell you that in a sentence structure involving  ‘that’ clauses (suggestion/recommendation/insistence/advisable + ‘that’), we must use the base of the word (come instead of comes, join instead of joins… even when the subject is singular) 

Now, imagine if you don’t have enough reading experience, and then you go around thinking that other people’s usage of subjunctive verb is a gross grammatical error! And imagine if you were an English teacher trying to “correct” your students’ usage of subjunctive verb. Wouldn’t it be embarrassing? Your well-read students would know that their English teacher is more ignorant than them. (That is why it is even more imperative for English teachers to read a lot!)

Like I said, a good teacher will teach the exception to the rule!

A good teacher will be able to anticipate!! the confusion that her students might come across later. (But a good student will learn more outside the class and then ask the right question to the teacher).

If you were a linguist, you would have come across the concept of “deductive and inductive grammar learning” (google this, guys. You will understand what I mean better). Sadly, a lot of English teachers during my time only apply the deductive type.



But my argument here is, the inductive type should be the PRIMARY method of learning English or any language!

If I were an English teacher (notice my subjunctive verb here? I use ‘were’ here), I will give a weekly reading task for my students and I will ask them to spot ‘exception to the rules’ in every reading text that I have assigned them. And I will discuss the exception with them. I will have a set of compulsory books and short stories that they must read and summarise and I will ask them to discuss characters and characterisation, themes and plots and conflicts and resolutions in the books that they read. That’s a more hands-on and inductive way of learning English. It will benefit them so much more.


When I was in Australia, I got to know a Malaysian family who had just arrived to Newcastle, following the career move of the head of the family. There were three children in the family around the age ranging from 4-10 years old. And they did not know much English when they first arrived in Australia.

But after 3 months of schooling, they spoke like the native Australians.

Imagine that!

Initially, they did not even know the rules of grammar. The 4 year old child did not even know what it means by subject, verb, subject complement, object. They didn’t know what are nouns, what are pronouns. They didn’t know what does adjective mean. They didn’t know what does adverb mean. Let alone subjunctive or phrasal verbs or gerunds. But they were able to speak like the native Australians without learning all these ‘deductive rules’ that were taught to us in class for 11 years!

Why? How?

Well, because they experienced it through inductive learning! They unconsciously absorbed the patterns and when they noticed that certain ‘language event’ did not fit what they previously observed, they then absorbed ‘the exception’ to the pattern.

And they wouldn’t even be able to explain it! Because they just experienced it. And they just knew! Without knowing how they knew.

Of course, we can talk about critical period of language development as well, and in human beings, the critical period is in childhood! You might want to argue that those children were good in English after 3 months due to them being in the critical period. I admit, adults are much slower in learning a new language compared to children. But the adults are still able to master the language better if they go out and experience the culture and just interact with people rather than exhaustively learning the grammatical rules in class without applying it somehow!

I had met an African lady in her 50s (way past the critical period for language development in human) who just came to Australia 3 months prior to work as a berry picker and she spoke much better English than a 17 year old Malaysian student who has been learning English for the past 11 years in Malaysian classroom! And that was because she had been interacting with international people who were picking berries with her at the local farm. (I was berry picking too and that was how I met her.)

This is why I said, when you want to learn language… go inductive! Experience the process! Get absorbed. Immerse yourself. Read fictions first. Listen to songs! Read poetry! Don’t try to understand the grammar yet! Forget the rules! Just read! Experience the rules (rather than knowing the rules), and then find the exception. In short, go inductive, folks! Go inductive! 


When I was not yet studying for my specialist exam, I had the time to proofread my (master student) friends’ case protocols. I will tell them why their sentences were wrong, and how the sentences could be improved.

They used to tell me “Afiza, you should turn your skill into an income. My friends actually pay someone else to check their case protocols. You can make a lot of money.”

And I was like, “But I am not a professional linguist. I cannot charge people for something I am not properly trained for. And I don’t think I know everything. I might miss something… and it wouldn’t be fair for me to charge them when I don’t have any professional qualification.”

And my friend said, “But these people who have been proofreading our case protocols are also not professional. They are doctors as well.”

Hmmm….I don’t know.

I still don’t think it is the right thing to do unless you have made sure that your clients know your lack of formal qualification and your limitation. The rate that you charge must be reasonable and must be less than that of the professional proofreader.

But imagine my shock when I read a Facebook status of a so-called “English proofreader” (with no formal qualification) and I could point out so many grammatical mistakes that she had made in that status (subjunctive and phrasal verbs mistakes were among the mistakes she had made!)

I am not the sort of person who go around correcting people’s language when they don’t ask for my correction. I am not a Grammar Nazi. We should encourage people to speak English even when they make mistakes, and correcting them with the purpose of embarrassing them in public doesn’t help them at all. English is not our native tongue, after all. So, do not expect perfection in non-native speakers and deliberately correct them in public. I too make a lot of mistakes, obvious or otherwise. That’s why I don’t charge people for my help! Language is just my hobby and if I can earn some pahala for something I like doing, why not, right? Easy pahala for me. (now, I don’t do this anymore because I am busy with my own studying and when I do have free time, I want to read for my own pleasure). But this so-called proofreader actually charges people for her service, which judging by her many mistakes in her Facebook status, she should have given her service for free. Gratis!!

I couldn’t believe it. Pity the students who had engaged her service in the past! How do we justify the fees that we charge when we are not professionally accredited or trained for the service that we are charging?

Isn’t it, like, unethical?

I love checking people’s grammar because I get to learn something myself in the course of trying to come up with an explanation for the grammatical mistake. Being a proofreader to my close friends’ essays has been my role since I was in MRSM Langkawi. I checked my friends’ grammar. In return, I get to copy their Add Maths solution. Haha (Quid pro quo! Symbiosis at its best! Smart partnership, isn’t it? Easy pahala for each other, right?)

In IB, I retained my role as an amateur proofreader. I didn’t mind doing this. Language is my strength. Maths is my weakness. So by offering them my service, I felt better whenever I had to ask them to help me with my Pure Maths. I am the sort of person who hates depending on other people without having my own bargaining chip. So when I had to ask for help, I would repay them with other favours. Kind of to balance the account, so to speak.

In my early years of amateurish proofreading, I would tell them that their sentences were wrong because they sounded weird to me. But I couldn’t tell them exactly why they were wrong. I would simply say, “Peliklah ayat ni.” What I mean was “I read a lot. If these sentences are correct, I would have come across them before. I knew they were wrong because of my experience in reading many different types of sentences.”

I have inductive experiences, but not the deductive theories. So I couldn’t explain it properly to them.

But I myself was not satisfied with the service that I gave. You see, I am the sort of person who wants to know your reasoning. “If you say I am wrong, you explain to me why. I want to know. You can’t just tell me that I am wrong without explaining to me why. How am I supposed to learn, then? Am I supposed to accept your word just because you said it? ” (People think I am rebellious because I refuse to listen to their advice. But the other side of the coin is, they haven’t convinced me.)

So, when I too couldn’t explain to my friends why their sentences were wrong (but I just knew it based on my inductive experience), I was not satisfied with myself.

My friends actually never wanted to know my explanation. Haha. They just wanted me to correct their assignments before the final submission to the IB examiner. They couldn’t care less what is the correct term for the mistake. But it was me… I didn’t like it when I couldn’t give them the reasoning. I was projecting my own tendency on them and felt like my friends might not feel satisfied with my corrective work. Because if I were in their shoes (notice my subjunctive verb here?), I would feel unsatisfied as well.

So that was how I came across subjunctive verb and gerund and syntax and phrasal verbs. I came across ‘the rules’ while trying to research for the proper explanation to give to my friends for why their sentences were wrong. Because just knowing that something is wrong without knowing why is not enough. It might be enough for your own self-application, but it is not enough when you want to justify it to others. You must be able to describe it and explain it!

An experienced chronic PSY MO might know psychosis when she sees one… but if he/she never learns clinical psychopathology, she wouldn’t know how to use the proper term to describe what she sees. Even I am not always ‘on point’ when describing what I see when I’m doing Mental State Examination (MSE). Some other doctors might be able to describe MSE much better than me because they have more appropriate vocabulary to complement their vast experience.

An experienced ED MO will know that a patient will deteriorate before the patient ACTUALLY deteriorates, even though at the moment the patient is actually looking quite ok. Her instinct would tell her to watch the patient closely. When the patient then does deteriorate, the ED MO would say “My instinct was right. Tak sedap hati dari tadi.” Because of her inductive experience, she just knew without being able to explain how. Her subconscious mind must have retained some obscure patterns that she didn’t know how to describe based on her many years of service. But because she never properly and formally learned it in post-graduate class (formal deductive teaching), she couldn’t describe it.

That was exactly me when I was in MRSM Langkawi. I just correct my friends’ sentences without telling them why they were wrong. In IB, I improved my language service to my friends by my ability to explain why certain sentences were wrong. Still, I didn’t always know everything back then.

Until now, I am still learning. It’s just that because language is my hobby, this learning is heaps more fun than learning psychiatry (which I also love, of course. Haha)

So, back to the original question, how to be good in English?

I would tell you, “If you really want to be good in English, just read. There is no short cut, guys! I wish there were short cuts, but nope! No short cuts… unless you want to migrate to an English-speaking country and interact with English-speaking people on a daily basis. Read! Listen to English songs! Sing! Copy common expression. Memorise quotes. Experience writing simple stories. Create silly poem. Or have a blog just for the sake of practicing your writing skill. Basically, you just go inductive! After you have gained your experience, then you go deductive! It would be easier that way. When you are learning the deductive rule AFTER having your inductive experience, you will understand the rule much more easily because your brain has been primed for it, and you have wondered about it in the course of your reading experience before. On the other hand, if you only learn the rule without having enough experience on how the rule is used, your learning will be much, much slower. Even 11 years won’t be enough!”

In my experience, a good artist always has a bit of a scientist in her.

And a good scientist, always has a bit of an artist in her.

You need both deductive and inductive reasoning in order to make sense of your knowledge, either in arts or in science. It’s just that one of them should be the PRIMARY method depending on what you are trying to learn.

And when it comes to learning language (notice my usage of gerund and phrasal verb here?), I propose that inductive grammar learning is much more efficient in the long run.

teach grammar

I hope, you guys have learned something from this post.

I leave you guys with a quote from the father of medicine, William Osler, which I think kind of explain inductive (experience) vs deductive (rule/formal learning) method of learning and why these methods complement each other.

Until next time, my dear readers.

Lots of love from yours truly.

William Osler