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1Über die Bedingungen der Möglichkeit durch diagrammatisches Denken etwas zu lernen: Diagrammgebrauch in Logik und ArithmetikZeitschrift Für Semiotik 31 241-274. 2009.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 tw…Read more
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19Logical Argument Mapping: A cognitive-change-based method for building common groundAcm International Conference Proceeding Series; Vol. 280. Proceedings of the 2nd International Conference on Pragmatic Web. 2007.In this paper, I situate Logical Argument Mapping within
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31The complementarity of a representational and an epistemological function of signs in scientific activitySemiotica 2007 (164): 101-121. 2007.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 …Read more
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Peirce's philosophy of science, logic and epistemology. New publications and editions. 1Philosophische Rundschau 51 (3): 193-211. 2004.
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1The 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 proce…Read more
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Mathematik als Prozess der Verallgemeinerung von Zeichen: Eine exemplarische Unterrichtseinheit zur Entdeckung der InkommensurabilitätZeitschrift Für Semiotik 22. 2000.
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34Activity and Sign. Grounding Mathematical Education (edited book)Springer. 2005.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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90How to get it. diagrammatic reasoning as a tool of knowledge development and its pragmatic dimensionFoundations of Science 9 (3): 285-305. 2004.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 wa…Read more
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67Erratum to: Philosophy of and as interdisciplinarity (review)Synthese 190 (11): 1975-1975. 2013.
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23SSRN eLibrary
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56Changing Philosophy Through Technology: Complexity and Computer-Supported Collaborative Argument MappingPhilosophy and Technology 28 (2): 167-188. 2015.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 comple…Read more
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72Reflective Argumentation: A Cognitive Function of ArguingArgumentation 30 (4): 365-397. 2016.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.…Read more
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Chapter 13In Das Problem der Zukunft im Rahmen holistischer Ethiken. Im Ausgang von Platon und Peirce, Edition Tertium. pp. 105-118. 1996.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 this field and what are th…Read more
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36Philosophy of Interdisciplinarity. Workshop ReportJournal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 42 (1): 169-175. 2011.
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Learning by Developing Knowledge Networks. A semiotic approach within a dialectical frameworkZdm. Zentralblatt Für Didaktik der Mathematik 36 196-205. 2004.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 epistemol…Read more
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41Studies in the Logic of Charles Sanders PeircePhilosophische Rundschau 51 (3): 193-211. 1997.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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2The "Realization of the Due-Measure" as Structural Principle in Plato's StatesmanPolis. Newsletter of the Society for the Study of Greek Political Thought 12. 1993.
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Einleitung. Lernen als ZeichenprozessZeitschrift Für Semiotik 22. 2000.VG Wort: auf einer Seite 3500 Anschläge!
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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 nev…Read more
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Peirce's philosophy on science, logic and perception theoryPhilosophische Rundschau 51 (4): 296-313. 2004.
Ludwig Maximilians Universität, München
Faculty of Philosophy, Philosophy of Science and Study of Religion
PhD, 1993
Atlanta, Georgia, United States of America
Areas of Interest
Epistemology |
Applied Ethics |
General Philosophy of Science |