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Michael H. G. Hoffmann
Georgia Institute of Technology
  1.  45
    Reflective Argumentation: A Cognitive Function of Arguing.Michael H. G. Hoffmann - 2016 - Argumentation 30 (4):365-397.
    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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  2.  62
    Philosophy of and as Interdisciplinarity.Michael H. G. Hoffmann, Jan C. Schmidt & Nancy J. Nersessian - 2013 - Synthese 190 (11):1857-1864.
  3.  5
    Consensus Building and Its Epistemic Conditions.Michael H. G. Hoffmann - forthcoming - Topoi:1-14.
    Most of the epistemological debate on disagreement tries to develop standards that describe which actions or beliefs would be rational under specific circumstances in a controversy. To build things on a firm foundation, much work starts from certain idealizations—for example the assumption that parties in a disagreement share all the evidence that is relevant and are equal with regard to their abilities and dispositions. This contribution, by contrast, focuses on a different question and takes a different route. The question is: (...)
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  4.  66
    How to Get It. Diagrammatic Reasoning as a Tool of Knowledge Development and its Pragmatic Dimension.Michael H. G. Hoffmann - 2004 - 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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  5.  38
    Stimulating Reflection and Self-Correcting Reasoning Through Argument Mapping: Three Approaches.Michael H. G. Hoffmann - 2018 - Topoi 37 (1):185-199.
    A large body of research in cognitive science differentiates human reasoning into two types: fast, intuitive, and emotional “System 1” thinking, and slower, more reflective “System 2” reasoning. According to this research, human reasoning is by default fast and intuitive, but that means that it is prone to error and biases that cloud our judgments and decision making. To improve the quality of reasoning, critical thinking education should develop strategies to slow it down and to become more reflective. The goal (...)
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  6.  24
    Studies in the Logic of Charles Sanders Peirce.Nathan Houser, Don D. Roberts, James Van Evra & Michael H. G. Hoffmann - 1997 - 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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  7. Analyzing Framing Processes in Conflicts and Communication by Means of Logical Argument Mapping.Michael H. G. Hoffmann - 2011 - 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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  8.  30
    Facilitating Problem-Based Learning by Means of Collaborative Argument Visualization Software.Michael H. G. Hoffmann & Jeremy A. Lingle - 2015 - Teaching Philosophy 38 (4):371-398.
    There is evidence that problem-based learning 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. We (...)
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  9.  39
    Changing Philosophy Through Technology: Complexity and Computer-Supported Collaborative Argument Mapping.Michael H. G. Hoffmann - 2015 - 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.  17
    The Elusive Notion of “Argument Quality”.Michael H. G. Hoffmann - 2018 - Argumentation 32 (2):213-240.
    We all seem to have a sense of what good and bad arguments are, and there is a long history—focusing on fallacies—of trying to provide objective standards that would allow a clear separation of good and bad arguments. This contribution discusses the limits of attempts to determine the quality of arguments. It begins with defining bad arguments as those that deviate from an established standard of good arguments. Since there are different conceptualizations of “argument”—as controversy, as debate, and as justification—and (...)
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  11.  98
    The Complementarity of a Representational and an Epistemological Function of Signs in Scientific Activity.Michael H. G. Hoffmann & Wolff-Michael Roth - 2007 - Semiotica 2007 (164):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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  12. Diagrammatic Reasoning as the Basis for Developing Concepts: A Semiotic Analysis of Students' Learning About Statistical Distribution.Arthur Bakker & Michael H. G. Hoffmann - 2005 - 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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  13. Learning From People, Things, and Signs.Michael H. G. Hoffmann - 2007 - 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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  14.  21
    Philosophy of Interdisciplinarity. Workshop Report.Michael H. G. Hoffmann & Jan C. Schmidt - 2011 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 42 (1):169-175.
  15.  18
    The 1903 Classification of Triadic Sign-Relations.Michael H. G. Hoffmann - 2001 - Digital Encyclopedia of Charles S. Peirce.
  16.  7
    Logical Argument Mapping: A Cognitive-Change-Based Method for Building Common Ground.Michael H. G. Hoffmann - 2007 - 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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  17.  19
    Activity and Sign. Grounding Mathematical Education.Falk Seeger, Johannes Lenard & Michael H. G. Hoffmann (eds.) - 2005 - 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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  18.  4
    Diagrams as Scaffolds for Creativity.Michael H. G. Hoffmann - 2010 - 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.  5
    Climate Ethics.Michael H. G. Hoffmann - 2011 - Journal of Speculative Philosophy 25 (1):64.
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  20.  18
    What You Should Know to Survive in Knowledge Societies: On a Semiotic Understanding of ‘Knowledge’.Michael H. G. Hoffmann & Wolff-Michael Roth - 2005 - Semiotica 2005 (157):105-142.
    Different situations — like school and workplace — demand different forms of knowledge. Even more important, in particular for lifelong learning, are forms of knowledge we need for managing movements between those situations. To develop a better understanding of how to ‘navigate’ knowledge boundaries, this paper analyzes, firstly, interviews with scientists interpreting familiar and unfamiliar graphs. Our goal is to identify those forms of knowledge that should receive special attention in education. Secondly, the article elaborates — based on Peirce’s semiotics (...)
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  21.  32
    Das Problem der Zukunft Im Rahmen Holistischer Ethiken. Im Ausgang von Platon Und Peirce.Michael H. G. Hoffmann - 1996 - In Hans Werner Ingensiep & Richard Hoppe-Sailer (eds.), NaturStücke. Zur Kulturgeschichte der Natur. Ostfildern: edition tertium. pp. 17–41.
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  22.  23
    Argument Map: Deductive Argument Visualization Stimulates Reflection on Implicit Background Assumptions.Michael H. G. Hoffmann - 2014 - 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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  23.  10
    Argument Map: Devoloping Scientific Hypotheses and Experimental Designs in Form of an Argumentation. Loewi's Crucial Experiment on Chemical Neurotransmission.Michael H. G. Hoffmann - forthcoming - .
    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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  24. Über Die Bedingungen der Möglichkeit Durch Diagrammatisches Denken Etwas Zu Lernen: Diagrammgebrauch in Logik Und Arithmetik.Michael H. G. Hoffmann - 2009 - 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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  25. Chapter 13.Michael H. G. Hoffmann - 2014 - In Francesco Bellucci, Ahti-Veikko Pietarinen & Frederik Stjernfelt (eds.), Peirce. 5 Questions. Automatic Press. pp. 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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  26. Cogniç' e Pensamento Diagramático.Michael H. G. Hoffmann - 2013 - In . Editora da Universidade Federal de Juiz de Fora.
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  27.  38
    Climate Ethics: Structuring Deliberation by Means of Logical Argument Mapping.Michael H. G. Hoffmann - 2011 - 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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  28.  17
    Commentary On: Scott Jacobs' "Manipulation as Breach of Arguer Responsibility in 'Welcome to Obamaville'".Michael H. G. Hoffmann - unknown
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  29.  10
    Commentary on Takuzo.Michael H. G. Hoffmann - unknown
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  30. Charles Peirce: Formen kreativer Tätigkeit in der Mathematik.Michael H. G. Hoffmann - 2005 - In . Universitätsverlag der Tu Berlin.
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  31. Collaborative, Problem-Based Learning with the Argument-Visualization Software “AGORA-Net”.Michael H. G. Hoffmann - 2013 - 4th International Conference on Argumentation, Rhetoric, Debate, and the Pedagogy of Empowerment.
     
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  32. Die Paradoxie des Lernens und ein semiotischer Ansatz zu ihrer Auflösung.Michael H. G. Hoffmann - 2000 - Zeitschrift Für Semiotik 22:31–50.
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  33. Die synthetisch-pragmatische Mathematikauffassung im Gegensatz zur analytischen – ein Blick auf die Geschichte der Philosophie der Mathematik.Michael H. G. Hoffmann - 2001 - In . Verlag Allgemeine Wissenschaft.
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  34. Einleitung. Lernen als Zeichenprozess.Michael H. G. Hoffmann - 2000 - Zeitschrift Für Semiotik 22:3–10.
    VG Wort: auf einer Seite 3500 Anschläge!
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  35. Einleitung: Semiotik in der Mathematikdidaktik. Lernen anhand von Zeichen und Repräsentationen.Michael H. G. Hoffmann - 2006 - Journal Für Mathematik-Didaktik 27:171-179.
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  36. Eine semiotische Modellierung von Verallgemeinerungsprozessen.Michael H. G. Hoffmann - 1996 - In .
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  37.  59
    Erratum To: Philosophy of and as Interdisciplinarity. [REVIEW]Michael H. G. Hoffmann, Jan C. Schmidt & Nancy J. Nersessian - 2013 - Synthese 190 (11):1975-1975.
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  38. Einleitung: Warum Semiotik?Michael H. G. Hoffmann - 2003 - In . Franzbecker.
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  39. Four Functions of Signs in Learning and Interdisciplinary Collaboration.Michael H. G. Hoffmann & Wolff-Michael Roth - 2010 - In . Sense Publishers.
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  40. 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]Michael H. G. Hoffmann - 2001 - Iasl Online.
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  41.  7
    Heyns's 2013 Argument in the Guardian That Lethal Autonomous Robots Should Be Banned.Michael H. G. Hoffmann - forthcoming - .
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  42.  15
    Heyns's 2013 Argument That All States Should Declare Moratoria on Lethal Autonomous Robots.Michael H. G. Hoffmann - forthcoming - .
    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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  43.  15
    Hume's Argument That Empirical Knowledge Cannot Be Certain, From the Enquires.Michael H. G. Hoffmann - forthcoming - .
    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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  44. Interdisciplinary Collaboration: Cognitive Conditions and Tools.Michael H. G. Hoffmann, Nancy Nersessian, Jan C. Schmidt, Michael Decker & Paul Hirsch - 2010 - 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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  45. Jona oder die Kunst, unrecht haben zu können. Überlegungen zur hermeneutischen Praxis.Michael H. G. Hoffmann - 1994 - Lesarten. Zeitschrift Für Interpretation 2:83–120.
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  46. Logical Argument Mapping: A Method for Overcoming Cognitive Problems of Conflict Management.Michael H. G. Hoffmann - 2005 - 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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  47. Learning by Developing Knowledge Networks. A Semiotic Approach Within a Dialectical Framework.Michael H. G. Hoffmann & Wolff-Michael Roth - 2004 - 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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  48. Lernende lernen abduktiv: eine Methodologie kreativen Denkens.Michael H. G. Hoffmann - 2003 - In . Lit Verlag.
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  49. Mathematik als Prozess der Verallgemeinerung von Zeichen: Eine exemplarische Unterrichtseinheit zur Entdeckung der Inkommensurabilität.Michael H. G. Hoffmann & Marcel Plöger - 2000 - Zeitschrift Für Semiotik 22:81–114.
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  50. Neues zu Platons „ungeschriebenen Lehren“.Michael H. G. Hoffmann & Mischa von Perger - 1996 - Philosophische Rundschau 43:97–132.
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