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Profile: Michael H.G. Hoffmann (Georgia Institute of Technology)
  1. Michael Hoffmann (1999). Problems with Peirce's Concept of Abduction. Foundations of Science 4 (3):271-305.
    Abductive reasoning takes place in forming``hypotheses'''' in order to explain ``facts.'''' Thus, theconcept of abduction promises an understanding ofcreativity in science and learning. It raises,however, also a lot of problems. Some of them will bediscussed in this paper. After analyzing thedifference between induction and abduction (1), Ishall discuss Peirce''s claim that there is a ``logic''''of abduction (2). The thesis is that this claim can beunderstood, if we make a clear distinction between inferential elements and perceptive elements of abductive reasoning. For (...)
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  2.  43
    Michael Hg Hoffmann & Wolff-Michael Roth (2007). The Complementarity of a Representational and an Epistemological Function of Signs in Scientific Activity. Semiotica 164 (1/4):101-121.
    Signs do not only “represent” something for somebody, as Peirce’s definition goes, but also “mediate” relations between us and our world, including ourselves, as has been elaborated by Vygotsky. We call the first the representational function of a sign and the second the epistemological function since in using signs we make distinctions, specify objects and relations, structure our observations, and organize societal and cognitive activity. The goal of this paper is, on the one hand, to develop a model in which (...)
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  3.  6
    Michael Hoffmann & Jason Borenstein (2014). Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach. Science and Engineering Ethics 20 (1):261-276.
    As a committee of the National Academy of Engineering recognized, ethics education should foster the ability of students to analyze complex decision situations and ill-structured problems. Building on the NAE’s insights, we report about an innovative teaching approach that has two main features: first, it places the emphasis on deliberation and on self-directed, problem-based learning in small groups of students; and second, it focuses on understanding ill-structured problems. The first innovation is motivated by an abundance of scholarly research that supports (...)
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  4.  14
    Michael H. G. Hoffmann (forthcoming). Reflective Argumentation: A Cognitive Function of Arguing. Argumentation:1-33.
    Why do we formulate arguments? Usually, things such as persuading opponents, finding consensus, and justifying knowledge are listed as functions of arguments. But arguments can also be used to stimulate reflection on one’s own reasoning. Since this cognitive function of arguments should be important to improve the quality of people’s arguments and reasoning, for learning processes, for coping with “wicked problems,” and for the resolution of conflicts, it deserves to be studied in its own right. This contribution develops first steps (...)
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  5.  28
    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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  6.  42
    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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  7.  37
    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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  8. Nathan Houser, Don D. Roberts, James Van Evra & Michael H. G. Hoffmann (1997). Studies in the Logic of Charles Sanders Peirce. Philosophische Rundschau 51 (3):193-211.
    This volume represents an important contribution to Peirce’s work in mathematics and formal logic. An internationally recognized group of scholars explores and extends understandings of Peirce’s most advanced work. The stimulating depth and originality of Peirce’s thought and the continuing relevance of his ideas are brought out by this major book.
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  9.  10
    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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  10.  6
    Michael H. G. Hoffmann & Jeremy A. Lingle (2015). Facilitating Problem-Based Learning by Means of Collaborative Argument Visualization Software in Advance. Teaching Philosophy 38 (4):371-398.
    There is evidence that problem-based learning (PBL) is an effective approach to teach team and problem-solving skills, but also to acquire content knowledge. However, there is hardly any literature about using PBL in philosophy classes. One problem is that PBL is resource intensive because a facilitator is needed for each group of students to support learning efforts and monitor group dynamics. In order to establish more PBL classes, the question is whether PBL can be provided without the need for facilitators. (...)
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  11. 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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  12.  10
    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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  13.  11
    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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  14.  1
    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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  15. 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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  16.  4
    Michael Hg Hoffmann (2011). Cognitive Conditions of Diagrammatic Reasoning. Semiotica 2011 (186):189-212.
    In the first part of this paper, I delineate Peirce's general concept of diagrammatic reasoning from other usages of the term that focus either on diagrammatic systems as developed in logic and AI or on reasoning with mental models. The main function of Peirce's form of diagrammatic reasoning is to facilitate individual or social thinking processes in situations that are too complex to be coped with exclusively by internal cognitive means. I provide a diagrammatic definition of diagrammatic reasoning that emphasizes (...)
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  17.  16
    Michael Hg Hoffmann, Jan C. Schmidt & Nancy J. Nersessian (2013). Philosophy of and as Interdisciplinarity. Synthese 190 (11):1857-1864.
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  18. 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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  19.  4
    Michael H. G. Hoffmann (2001). The 1903 Classification of Triadic Sign-Relations. Digital Encyclopedia of Charles S. Peirce.
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  20. 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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  21.  20
    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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  22. Michael H. G. Hoffmann (2001). Skizze einer semiotischen Theorie des Lernens. Journal Für Mathematik-Didaktik 22:231-251.
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  23.  4
    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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  24.  8
    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.
  25. 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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  26.  18
    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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  27.  2
    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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  28.  2
    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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  29. Michael H. G. Hoffmann & Marcel Plöger (2000). Mathematik als Prozess der Verallgemeinerung von Zeichen: Eine exemplarische Unterrichtseinheit zur Entdeckung der Inkommensurabilität. Zeitschrift Für Semiotik 22:81–114.
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  30.  3
    Michael Hg Hoffmann (2005). Limits of Truth: Exploring Epistemological Approaches to Argumentation. Informal Logic 25 (3):245-260.
    Some proponents of epistemological approaches to argumentation assume that it should be possible to develop non-relative criteria of argument evaluation. By contrast, this paper argues that any evaluation of an argument depends on the cognitive situation of the evaluator, on background knowledge that is available for this evaluator in a certain situation, and --in some cases--on the belief-value-system this person shares.
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  31.  5
    Michael Hoffmann (2004). Axiomatisierung zwischen Platon und Aristoteles. Zeitschrift für Philosophische Forschung 58 (2):224 - 245.
    Gegenüber der in den letzten Jahrzehnten wiederholt vorgetragenen Kritik an der lange vorherrschenden Auffassung, dass erstmalig bei Aristoteles der Gedanke einer „Axiomatisierung“ wissenschaftlichen Wissens formuliert sei, ist es ein erstes Ziel des Artikels, die traditionelle Auffassung teilweise zu rehabilitieren, sie dabei aber weiter zu präzisieren. Ausgangspunkt dazu ist eine erst seit Hilbert üblich gewordene Unterscheidung zweier ganz verschiedener Auffassungen von Axiomatisierung: einer „logisch-analytischen“ und einer „modelltheoretischen“. Vor dem Hintergrund dieser Unterscheidung wird erstens gezeigt, dass man Aristoteles als den Begründer der (...)
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  32.  1
    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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  33.  1
    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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  34.  1
    Michael Hoffmann & Fabio Paglieri, Cognitive Effects of Argument Visualization Tools.
    External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
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  35. Aini Ismafairus Abd Hamid, Oliver Speck & Michael B. Hoffmann (2015). Quantitative Assessment of Visual Cortex Function with fMRI at 7 Tesla—Test–Retest Variability. Frontiers in Human Neuroscience 9.
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  36. Michael H. G. Hoffmann (1996). . Edition Tertium.
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  37. 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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  38. 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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  39. Michael H. G. Hoffmann (2014). Chapter 13. In Francesco Bellucci, Ahti-Veikko Pietarinen & Frederik Stjernfelt (eds.), Peirce. 5 Questions. Automatic Press 105-118.
    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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  40. Michael H. G. Hoffmann (2013). Cogniç' e Pensamento Diagramático. In . Editora da Universidade Federal de Juiz de Fora
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  41. Michael H. G. Hoffmann, Commentary On: Scott Jacobs' "Manipulation as Breach of Arguer Responsibility in 'Welcome to Obamaville'".
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  42. Michael H. G. Hoffmann, Commentary on Takuzo.
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  43. Michael H. G. Hoffmann (2005). Charles Peirce: Formen kreativer Tätigkeit in der Mathematik. In . Universitätsverlag der Tu Berlin
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  44. 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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  45. Michael Hoffmann (ed.) (1996). Die Entstehung von Ordnung Zur Bestimmung von Sein, Erkennen Und Handeln in der Späteren Philosophie Platons. Monograph Collection (Matt - Pseudo).
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  46. Michael Hoffmann (2002). Das Problem der Erkenntnisentwicklung und Peirces semiotisch-pragmatischer Losungsansatz. Allgemeine Zeitschrift für Philosophie 27 (3):223-240.
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  47. Michael H. G. Hoffmann (1996). Das Problem der Zukunft im Rahmen holistischer Ethiken. Im Ausgang von Platon und Peirce. In . Edition Tertium
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  48. Michael H. G. Hoffmann (2000). Die Paradoxie des Lernens und ein semiotischer Ansatz zu ihrer Auflösung. Zeitschrift Für Semiotik 22:31–50.
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  49. 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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  50.  1
    Michael Hoffmann (ed.) (2005). Erkenntnisentwicklung: Ein Semiotisch-Pragmatischer Ansatz. Klostermann.
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