Michael H G Hoffmann
Biographic Data
| ID | 1034622 |
|---|---|
| NAME | Michael H G Hoffmann |
| GIVEN NAMES | Michael H G |
| FAMILY NAME | Hoffmann |
| SIGNATURE | HOFFMANN M H G |
| AFFILIATIONS | Georgia Institute of Technology |
| ORCID | 0000-0002-4123-2903 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Reflective Consensus Building on the Nation's Largest Confederate Memorial
Objective This study utilized the Reflect! platform, an educational tool, as an instrument to structure deliberations among small groups of people with conflicting views. Can a technology designed to provide guidance for self‐directed learning in small teams of students also be used in projects with “real” stakeholders involved in actual conflicts? Method In an exploratory case study, the investigator invited three representatives of civic organi…
Changing Philosophy Through Technology
Philosophy of and as interdisciplinarity
Cognitive conditions of diagrammatic reasoning
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 prov…
Theoric Transformations” and a New Classification ofAbductive Inferences
Based on a definition of "abductive insight" and a critical discussion of G. Schurz's (2008) distinction of eleven "patterns of abduction" that he organizes in four groups, I suggest an even more comprehensive classification that distinguishes 15 forms in an alternative structure. These forms are organized, on the one hand, with regard to what is abductively inferred—singular facts, types, laws, theoretical models, or representation systems—and, …
Learning from people, things, and signs
The complementarity of a representational and an epistemological function of signs in scientific activity
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 g…
Erkenntnisentwicklung
Es gibt prinzipielle Grenzen für Wissenssysteme, die dem Anspruch einer "Logik der Rechtfertigung" zu genügen versuchen. In dieser Situation, so wird in dieser Studie argumentiert, kann die Möglichkeit von Wissen und Erkenntnis nur aus einer genetischen Perspektive erklärt werden, welche die Frage nach den Voraussetzungen und Möglichkeiten der Entwicklung von Wissen und Erkenntnis in den Mittelpunkt stellt.Will man jedoch den Prozeß der Entwicklu…
What you should know to survive in knowledge societies
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 knowle…
Theoric Transformations” and a New Classification ofAbductive Inferences
Based on a definition of "abductive insight" and a critical discussion of G. Schurz's (2008) distinction of eleven "patterns of abduction" that he organizes in four groups, I suggest an even more comprehensive classification that distinguishes 15 forms in an alternative structure. These forms are organized, on the one hand, with regard to what is abductively inferred—singular facts, types, laws, theoretical models, or representation systems—and, …
Philosophy of and as interdisciplinarity
Cognitive conditions of diagrammatic reasoning
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 prov…
Learning from people, things, and signs
What you should know to survive in knowledge societies
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 knowle…
Erkenntnisentwicklung
Es gibt prinzipielle Grenzen für Wissenssysteme, die dem Anspruch einer "Logik der Rechtfertigung" zu genügen versuchen. In dieser Situation, so wird in dieser Studie argumentiert, kann die Möglichkeit von Wissen und Erkenntnis nur aus einer genetischen Perspektive erklärt werden, welche die Frage nach den Voraussetzungen und Möglichkeiten der Entwicklung von Wissen und Erkenntnis in den Mittelpunkt stellt.Will man jedoch den Prozeß der Entwicklu…
What you should know to survive in knowledge societies
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 knowle…
Learning from people, things, and signs
The complementarity of a representational and an epistemological function of signs in scientific activity
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 g…
Theoric Transformations” and a New Classification ofAbductive Inferences
Based on a definition of "abductive insight" and a critical discussion of G. Schurz's (2008) distinction of eleven "patterns of abduction" that he organizes in four groups, I suggest an even more comprehensive classification that distinguishes 15 forms in an alternative structure. These forms are organized, on the one hand, with regard to what is abductively inferred—singular facts, types, laws, theoretical models, or representation systems—and, …
Cognitive conditions of diagrammatic reasoning
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 prov…
Philosophy of and as interdisciplinarity
Changing Philosophy Through Technology
Reflective Consensus Building on the Nation's Largest Confederate Memorial
Objective This study utilized the Reflect! platform, an educational tool, as an instrument to structure deliberations among small groups of people with conflicting views. Can a technology designed to provide guidance for self‐directed learning in small teams of students also be used in projects with “real” stakeholders involved in actual conflicts? Method In an exploratory case study, the investigator invited three representatives of civic organi…
Epistemology (7 works) · Philosophy (7 works) · Computer Science (6 works) · Pragmatism in Philosophy and Education (5 works) · Psychology (5 works) · Cognitive science (4 works) · Sociology (4 works) · Cognition (3 works) · Mathematics (3 works) · Semiotics (3 works)