It is only just recently that people have the tools to judge how well they are doing when making decisions. These tools were conceptualized in the seventeenth century. Since then many people have worked to sharpen the concepts, and to explore how these can be applied further. The problems of decision-making and the theory developed correspondingly have drawn the interest of mathematicians, psychologists, statisticians, economists, philosophers, organizational experts, sociologists, not only for their general relevance, but also for a more intrinsic fascination. There are quite a few institutionalized activities to disseminate results and stimulate research in decision-making. For about a decade now a European organizational structure, centered mainly around the psy chological interest in decision-making. There have been conferences in Hamburg, Amsterdam, Uxbridge, Rome and Darmstadt. Conference papers have been partly published+. The organization has thus stabilized, and its re latively long history makes it interesting to see what kind of developments occurred, within the area of interest.

Public Policymaking Reexamined is now recognized as a fundamental treatise for public policy studies. Although it caused much controversy when it was first published for its systematic approach to policy studies, the book is acknowledged as a modern classic of continuing importance for the teaching and research of public policy, planning and policy analysis, and public administration. The paperback includes a new introduction updating and supplementing many of the author's original ideas. Professor Dror combines the approaches of policy analysis, behavioral science, and systems analysis in his examination of the reality of public policymaking and his suggestions for its reform. Actual policymaking is carefully evaluated with the help of explicit criteria and standards based on an optimal model approach, resulting in detailed proposals for improvement. He applies a scientific orientation to the study of social facts and theory.

What should I do?, How should I deal with this?, How should I behave?, How should I act? we ask ourselves daily. But, this is only the first part of the sentence, while the full sentence is What should I do ... to achieve such and such?, for example to complete an assigned task, to do well before my boss or a client, to be pleased with myself, to carry out my plans, to make money in the stock market, to pass an exam, to complete an application, etc. These and similar questions that people ask, consciously or not, openly or not, are decisions.What skills must we master, especially when there is a need to make not only elementary decisions, but also decisions that affect the existence, health, and even lives of people? First, Laszlo Zsolnai writes that we should acquire the skill of gaining knowledge. Only then will we stand a chance of reacting to things that are improbable today, but could become a fact tomorrow. Also essential is the skill of designing, i.e., preparing actions conceptually in order to make decisions before irreversible changes occur. Finally, it is essential to master the skill of multidimensional judgment within the space defined by effectiveness, efficiency, and ethics.This is Zsolnai's attempt to build a model of making ethical decisions both effectively and efficiently. Therefore, the model is much broader than purely an analytical framework would be. It must tell us how to act rather than limit us to reflection on actions already performed; it must combine decision and praxiological analysis of human conduct. The proposed model enlarges the scope of the debate and suggests new avenues of both rational and responsible decision making. This is an original statement of the crossover of policy and morality.

This book offers an overview of recent research on the psychology of judgment and decision making, the field that investigates the processes by which people draw conclusions, reach evaluations, and make choices. An introductory, historically oriented chapter provides a way of viewing the overall structure of the field, its recent trends, and its possible directions. Subsequent sections present significant recent papers by prominent researchers, organized to reveal the currents, connections, and controversies that animate the field. Current trends in the field are illustrated with papers from ongoing streams of research. The papers on "connections" explore memory, explanation and argument, affect, attitudes, and motivation. Finally, a section on "controversies" presents problem representation, domain knowledge, content specificity, rule-governed versus rule-described behavior, and proposals for radical departures and new beginnings in the field. Students and researchers in psychology who have an interest in cognitive processes will find this text to be rewarding reading.

This second edition examines how one makes a decision and the factors that influence that decision.

This book, jointly authored by two distinguished philosophers and two prominent social scientists, has an ambitious aim: to improve decision-making in education policy. First they dive into the goals of education policy and explain the terms "educational goods" and "childhood goods," adding precision and clarity to the discussion of the distributive values that are essential for good decision-making about education. Then they provide a framework for individual decision-makers that enables them to combine values and evidence in the evaluation of educational policy options. Finally they delve into the particular policy issues of school finance, school accountability, and school choice, and they show how decision makers might approach them in the light of this decision-making framework. The authors are not advocated particular policy choices, however. The focus instead is a smart framework that will make it easier for policymakers (and readers) to identify and think through what they disagree with others about.