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Profile: Michael H.G. Hoffmann (Georgia Institute of Technology)
  1. Michael H. G. Hoffmann (forthcoming). Argument Map: Devoloping Scientific Hypotheses and Experimental Designs in Form of an Argumentation. Loewi's Crucial Experiment on Chemical Neurotransmission. .
    This argument map presents Paul Loewi’s crucial experiment in which he showed that neural transmissions of signals are chemical in nature, not electrical, in form of an argumentation. The map can be used in science education to show how the formulation of hypotheses should be related to a corresponding determination of experimental designs.
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  2. Michael H. G. Hoffmann (forthcoming). Heyns's 2013 Argument in the Guardian That Lethal Autonomous Robots Should Be Banned. .
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  3. Michael H. G. Hoffmann (forthcoming). Heyns's 2013 Argument That All States Should Declare Moratoria on Lethal Autonomous Robots. .
    This argument map represents an argumentation from Heyns, C. . Report of the Special Rapporteur on extrajudicial, summary or arbitrary executions, Christof Heyns . S.l.: United Nations. Human Rights Council. The argument map is open for debate in AGORA-net, search for map ID 9206.
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  4. Michael H. G. Hoffmann (forthcoming). Hume's Argument That Empirical Knowledge Cannot Be Certain, From the Enquires. .
    This argument map reconstructs David Hume's famous skeptical argument in logical form. The argument is open for debate and comments in AGORA-net . Search for map ID 9857.
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  5. Michael H. G. Hoffmann (forthcoming). Ron Arkin's 2013 Argument for a Moratorium on Deployment, but No Ban of Lethal Autonmous Robots. .
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  6. Michael H. G. Hoffmann (forthcoming). Sparrow's 2012 Argument That Robotic Weapons Are Desastrous for Peace. .
    This argument map represents the argumentation of Sparrow, R. . "Just say No" to Drones. IEEE Technology and Society Magazine, M 1932-4529/12, 56-63. doi: 10.1109/MTS.2012.2185275. The argument map is open for debate in AGORA-net, search for map ID 9712.
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  7. Michael H. G. Hoffmann (2015). Changing Philosophy Through Technology: Complexity and Computer-Supported Collaborative Argument Mapping. Philosophy and Technology 28 (2):167-188.
    Technology is not only an object of philosophical reflection but also something that can change this reflection. This paper discusses the potential of computer-supported argument visualization tools for coping with the complexity of philosophical arguments. I will show, in particular, how the interactive and web-based argument mapping software “AGORA-net” can change the practice of philosophical reflection, communication, and collaboration. AGORA-net allows the graphical representation of complex argumentations in logical form and the synchronous and asynchronous collaboration on those “argument maps” on (...)
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  8. Michael H. G. Hoffmann, Argument Map: Deductive Argument Visualization Stimulates Reflection on Implicit Background Assumptions. Workpress.
    This argument map justifies the claim that using only deductive argument schemes in computer-supported argument visualization stimulates reflection on some of one's implicit background assumptions.
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  9. Michael H. G. Hoffmann (2014). Chapter 13. In . Automatic Press.
    Some “of the most influential and prominent scholars in the field of Peirce studies” were asked to answer five questions: 1) Why were you initially drawn to Peirce? 2) What do you consider your contribution to the field? 3) What is the proper role of Peirce’s work in relation to philosophy and other academic disciplines? 4) What do you consider the most important topics and/or contributions in the field of Peirce studies? 5) What are the most important open problems in (...)
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  10. Michael H. G. Hoffmann (2013). Cogniç' e Pensamento Diagramático. In . Editora da Universidade Federal de Juiz de Fora.
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  11. Michael H. G. Hoffmann, Commentary On: Scott Jacobs' "Manipulation as Breach of Arguer Responsibility in 'Welcome to Obamaville'.
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  12. Michael H. G. Hoffmann (2013). Collaborative, Problem-Based Learning with the Argument-Visualization Software “AGORA-Net. 4th International Conference on Argumentation, Rhetoric, Debate, and the Pedagogy of Empowerment.
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  13. Michael H. G. Hoffmann, Jan C. Schmidt & Nancy J. Nersessian (2013). Philosophy of and as Interdisciplinarity. Synthese 190 (11):1857-1864.
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  14. Michael H. G. Hoffmann, Jan C. Schmidt & Nancy J. Nersessian (2013). Erratum To: Philosophy of and as Interdisciplinarity. [REVIEW] Synthese 190 (11):1975-1975.
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  15. Michael H. G. Hoffmann (2011). Analyzing Framing Processes in Conflicts and Communication by Means of Logical Argument Mapping. In . Peter Lang.
    The primary goal of this chapter is to present a new method—called Logical Argument Mapping —for the analysis of framing processes as they occur in any communication, but especially in conflicts. I start with a distinction between boundary setting, meaning construction, and sensemaking as three forms or aspects of framing, and argue that crucial for the resolution of frame-based controversies is our ability to deal with those “webs” of mutually supporting beliefs that determine sensemaking processes. Since any analysis of framing (...)
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  16. Michael H. G. Hoffmann (2011). Climate Ethics: Structuring Deliberation by Means of Logical Argument Mapping. Journal of Speculative Philosophy 25 (1):64-97.
    One of the first things President Obama did after coming to office was the establishment of the Office of Public Engagement. As described on its Web site, this office "is the embodiment of the President's goal of making government inclusive, transparent, accountable and responsible." The Office of Public Engagement is supposed to "create and coordinate opportunities for direct dialogue between the Obama Administration and the American public, while bringing new voices to the table and ensuring that everyone can participate and (...)
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  17. Michael H. G. Hoffmann & Jan C. Schmidt (2011). Philosophy of (and as) Interdisciplinarity. Workshop Report (Atlanta, September 28-29, 2009). Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 42 (1):169 - 175.
  18. Michael H. G. Hoffmann (2010). Diagrams as Scaffolds for Creativity. Aaai Workshops, North America.
    Based on a typology of five basic forms of abduction, I propose a new definition of abductive insight that empha sizes in particular the inferential structure of a belief system that is able to explain a phenomenon after a new, abductive ly created component has been added to this system or the entire system has been abductively restructured. My thesis is, first, that the argumentative structure of the pursued problem solution guides abductive creativity and, second, that diagrammatic reasoning—if conceptualized according (...)
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  19. Michael H. G. Hoffmann (2010). "Theoric Transformations" and a New Classification of Abductive Inferences. Transactions of the Charles S. Peirce Society 46 (4):570-590.
    Among the many problems posed by Peirce's concept of abduction is how to determine the scope of this form of inference, and how to distinguish different types of abduction. This problem can be illustrated by taking a look at one of his best known definitions of the term:Abduction is the process of forming an explanatory hypothesis. It is the only logical operation which introduces any new idea; for induction does nothing but determine a value, and deduction merely evolves the necessary (...)
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  20. Michael H. G. Hoffmann, Nancy Nersessian, Jan C. Schmidt, Michael Decker & Paul Hirsch (2010). Interdisciplinary Collaboration: Cognitive Conditions and Tools. White Paper for Nsf's Sbe 2020: Future Research in the Social, Behavioral and Economic Sciences.
    Interdisciplinary collaboration figures centrally in frontier research in many fields. Participants in inter-disciplinary projects face problems they would not encounter within their own disciplines. Among those are problems of mutual understanding, of finding a language to communicate both within projects and with the scientific community and society at large, and of needing to master concepts and methods of different disciplines. We think that a concentrated research and development effort is necessary to analyze, on the one hand, cognitive conditions of successful (...)
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  21. Michael H. G. Hoffmann & Wolff-Michael Roth (2010). Four Functions of Signs in Learning and Interdisciplinary Collaboration. In . Sense Publishers.
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  22. Wolff-Michael Roth & Michael H. G. Hoffmann (2010). Signs in/of Communication. In . Sense Publishers.
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  23. Michael H. G. Hoffmann (2009). Über Die Bedingungen der Möglichkeit Durch Diagrammatisches Denken Etwas Zu Lernen: Diagrammgebrauch in Logik Und Arithmetik. Zeitschrift Für Semiotik 31:241-274.
    Summary. This paper analyzes Frederik Stjernfelt’s recently published Diagrammatology in order to clarify the role of diagrammatic reasoning within an epistemology that focuses on the problem of learning and the growth of knowledge. To achieve this goal, I provide more precise definitions of Peirce’s concepts of “diagram” and “diagrammatic reasoning,” emphasizing in particular the necessity of consistent systems of representation as a precondition for both. The paper starts with a critique of two theses for which Stjernfelt argues based on some (...)
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  24. Michael H. G. Hoffmann (2008). Structure of Aristotle's Nicomachean Ethics, Books 1 and 2. 2008.
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  25. Michael H. G. Hoffmann, Commentary on Takuzo.
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  26. Michael H. G. Hoffmann (2007). Logical Argument Mapping: A Cognitive-Change-Based Method for Building Common Ground. Acm International Conference Proceeding Series; Vol. 280. Proceedings of the 2nd International Conference on Pragmatic Web.
    In this paper, I situate Logical Argument Mapping within.
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  27. Michael H. G. Hoffmann (2007). Learning From People, Things, and Signs. Studies in Philosophy and Education 26 (3):185-204.
    Starting from the observation that small children can count more objects than numbers—a phenomenon that I am calling the “lifeworld dependency of cognition”—and an analysis of finger calculation, the paper shows how learning can be explained as the development of cognitive systems. Parts of those systems are not only an individual’s different forms of knowledge and cognitive abilities, but also other people, things, and signs. The paper argues that cognitive systems are first of all semiotic systems since they are dependent (...)
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  28. Michael H. G. Hoffmann, Searching for Common Ground on Hamas Through Logical Argument Mapping.
    Robert Fogelin formulated the thesis “that deep disagreements cannot be resolved through the use of argument, for they undercut the conditions essential to arguing.” The possibility of arguing presupposes “a shared background of beliefs and preferences,” and if such a background is not given, there is no way of “rational” dispute resolution. By contrast to this pessimistic view, I will propose a method that has been developed to overcome difficulties as described by Fogelin.
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  29. Michael H. G. Hoffmann (2007). Seeing Problems, Seeing Solutions. Abduction and Diagrammatic Reasoning in a Theory of Scientific Discovery. In . Cfcul/Publidisa.
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  30. Michael H. G. Hoffmann (2006). Einleitung: Semiotik in der Mathematikdidaktik. Lernen anhand von Zeichen und Repräsentationen. Journal Für Mathematik-Didaktik 27:171-179.
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  31. Arthur Bakker & Michael H. G. Hoffmann (2005). Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning About Statistical Distribution. Educational Studies in Mathematics 60:333–358.
    In recent years, semiotics has become an innovative theoretical framework in mathematics education. The purpose of this article is to show that semiotics can be used to explain learning as a process of experimenting with and communicating about one's own representations of mathematical problems. As a paradigmatic example, we apply a Peircean semiotic framework to answer the question of how students learned the concept of "distribution" in a statistics course by "diagrammatic reasoning" and by developing "hypostatic abstractions," that is by (...)
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  32. Michael H. G. Hoffmann (2005). Charles Peirce: Formen kreativer Tätigkeit in der Mathematik. In . Universitätsverlag der Tu Berlin.
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  33. Michael H. G. Hoffmann (2005). Logical Argument Mapping: A Method for Overcoming Cognitive Problems of Conflict Management. International Journal of Conflict Management 16:304-334.
    A crucial problem of conflict management is that whatever happens in negotiations will be interpreted and framed by stakeholders based on their different belief-value systems and world views. This problem will be discussed in the first part of this article as the main cognitive problem of conflict management. The second part develops a general semiotic solution of this problem, based on Charles Peirce's concept of "diagrammatic reasoning." The basic idea is that by representing one 's thought in diagrams, the conditions (...)
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  34. Michael H. G. Hoffmann (2005). Signs as Means for Discoveries. Peirce and His Concepts of 'Diagrammatic Reasoning,' 'Theorematic Deduction,' 'Hypostatic Abstraction,' and 'Theoric Transformation. In . Springer.
    The paper aims to show how by elaborating the Peircean terms used in the title creativity in learning processes and in scientific discoveries can be explained within a semiotic framework. The essential idea is to emphasize both the role of external representations and of experimenting with those representations , and to describe a process consisting of three steps: First, looking at diagrams "from a novel point of view" offers opportunities to synthesize elements of these diagrams which have never been perceived (...)
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  35. Michael H. G. Hoffmann & Wolff-Michael Roth (2005). What You Should Know to Survive in Knowledge Societies: On a Semiotic Understanding of 'Knowledge'. Semiotica 2005 (157):105-142.
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  36. Falk Seeger, Johannes Lenard & Michael H. G. Hoffmann (eds.) (2005). Activity and Sign. Grounding Mathematical Education. Springer.
    This volume provides new sources of knowledge based on Michael Otte’s fundamental insight that understanding the problems of mathematics education – how to teach, how to learn, how to communicate, how to do, and how to represent ...
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  37. Michael H. G. Hoffmann (2004). How to Get It. Diagrammatic Reasoning as a Tool of Knowledge Development and its Pragmatic Dimension. Foundations of Science 9 (3):285-305.
    Discussions concerning belief revision, theorydevelopment, and ``creativity'' in philosophy andAI, reveal a growing interest in Peirce'sconcept of abduction. Peirce introducedabduction in an attempt to providetheoretical dignity and clarification to thedifficult problem of knowledge generation. Hewrote that ``An Abduction is Originary inrespect to being the only kind of argumentwhich starts a new idea'' (Peirce, CP 2.26).These discussions, however, led to considerabledebates about the precise way in which Peirce'sabduction can be used to explain knowledgegeneration (cf. Magnani, 1999; Hoffmann, 1999).The crucial question is (...)
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  38. Michael H. G. Hoffmann (2004). Peirces Philosophie der Wissenschaft, Logik und Erkenntnistheorie.(Teil 2). Philosophische Rundschau 51 (4):296-313.
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  39. Michael H. G. Hoffmann (2004). Peirces Philosophie der Wissenschaft, Logik und Erkenntnistheorie. Neuere Publikationen und Editionen.(1. Teil). Philosophische Rundschau 51 (3):193-211.
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  40. Michael H. G. Hoffmann (2004). Peirces Philosophie der Wissenschaft, Logik und Erkenntnistheorie. Neuere Publikationen und Editionen. 2. Teil. Philosophische Rundschau 51:296-313.
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  41. Michael H. G. Hoffmann (2004). Zur Einheit mathematischen Wissens. Von Platon zu Gödel. In . Vrin / les Presses de l'Université Laval.
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  42. Michael H. G. Hoffmann & Wolff-Michael Roth (2004). Learning by Developing Knowledge Networks. A Semiotic Approach Within a Dialectical Framework. Zdm. Zentralblatt Für Didaktik der Mathematik 36:196-205.
    A central challenge for research on how we should prepare students to manage crossing boundaries between different knowledge settings in life long learning processes is to identify those forms of knowledge that are particularly relevant here. In this paper, we develop by philosophical means the concept of a dialectical system as a general framework to describe the de-velopment of knowledge networks that mark the starting point for learning processes, and we use semiotics to discuss the epistemological thesis that any cognitive (...)
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  43. Michael H. G. Hoffmann (2003). Einleitung: Warum Semiotik? In . Franzbecker.
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  44. Michael H. G. Hoffmann (2003). Lernende lernen abduktiv: eine Methodologie kreativen Denkens. In . Lit Verlag.
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  45. Michael H. G. Hoffmann (2003). Peirce's "Diagrammatic Reasoning" as a Solution of the Learning Paradox. In . Rodopi.
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  46. Michael H. G. Hoffmann (2003). Semiotik Als Analyse-Instrument. In . Franzbecker.
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  47. Michael H. G. Hoffmann (2001). Die synthetisch-pragmatische Mathematikauffassung im Gegensatz zur analytischen – ein Blick auf die Geschichte der Philosophie der Mathematik. In . Verlag Allgemeine Wissenschaft.
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  48. Michael H. G. Hoffmann (2001). Geist und Welt - durch die Symbolisierungen der Kunst betrachtet. Rezension von: Rolf Lachmann, Susanne K. Langer. Die lebendige Form menschlichen Fühlens und Verstehens. München 2000: Fink. [REVIEW] Iasl Online.
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  49. Michael H. G. Hoffmann (2001). Skizze einer semiotischen Theorie des Lernens. Journal Für Mathematik-Didaktik 22:231-251.
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  50. Michael H. G. Hoffmann (2001). The 1903 Classification of Triadic Sign-Relations. Digital Encyclopedia of Charles S. Peirce.
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