Results for 'Michael Hg Hoffmann'

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  1.  98
    Philosophy of and as interdisciplinarity.Michael Hg Hoffmann, Jan C. Schmidt & Nancy J. Nersessian - 2013 - Synthese 190 (11):1857-1864.
  2.  23
    Cognitive conditions of diagrammatic reasoning.Michael Hg Hoffmann - 2011 - 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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  3. Die Philosophie der Mathematik bei Charles S. Peirce im Kontext seines "evolutionären Realismus". Eine Untersuchung zum Peirceschen Kontinuitätsprinzip.Michael Otte & Michael H. G. Hoffmann - 1994 - Dialektik. Enzyklopädische Zeitschrift Für Philosophie Und Wissenschaften 1994:181–186.
     
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  4.  21
    Erkenntnisentwicklung: ein semiotisch-pragmatischer Ansatz.Michael H. G. Hoffmann (ed.) - 2005 - Frankfurt am Main: Klostermann.
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  5. 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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  6.  2
    Die Entstehung von Ordnung: zur Bestimmung von Sein, Erkennen und Handeln in der späteren Philosophie Platons.Michael Hoffmann (ed.) - 1996 - Stuttgart: B.G. Teubner.
  7. Problems with Peirce's concept of abduction.Michael Hoffmann - 1999 - 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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  8. 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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  9.  64
    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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  10.  78
    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 (...)
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  11.  73
    Philosophy of and as interdisciplinarity.Michael H. G. Hoffmann, Jan C. Schmidt & Nancy J. Nersessian - 2013 - Synthese 190 (11):1857-1864.
  12. 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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  13. 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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  14.  30
    Understanding Ill-Structured Engineering Ethics Problems Through a Collaborative Learning and Argument Visualization Approach.Michael Hoffmann & Jason Borenstein - 2014 - 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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  15.  73
    “Theoric Transformations” and a New Classification of Abductive Inferences.Michael H. G. Hoffmann - 2010 - 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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  16. Signs in/of Communication.Wolff-Michael Roth & Michael H. G. Hoffmann - 2010 - In . Sense Publishers.
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  17. Peirce's "Diagrammatic Reasoning" as a Solution of the Learning Paradox.Michael H. G. Hoffmann - 2003 - In . Rodopi.
     
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  18.  37
    The 1903 Classification of Triadic Sign-Relations.Michael H. G. Hoffmann - 2001 - Digital Encyclopedia of Charles S. Peirce.
  19.  8
    Reflective Consensus Building on Wicked Problems with the Reflect! Platform.Michael H. G. Hoffmann - 2020 - Science and Engineering Ethics 26 (2):793-819.
    Wicked problems—that is, problems that can be framed in a number of different ways, depending on who is looking at them—pose ethical challenges for professionals that have scarcely been recognized as such. Even though wicked problems are all around us, they are rarely addressed in education. A reason for this failure might be that wicked problems pose almost insurmountable challenges in educational settings. This contribution shows how students can learn to cope with wicked problems in problem-based learning projects that are (...)
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  20. Signs as Means for Discoveries. Peirce and His Concepts of 'Diagrammatic Reasoning,' 'Theorematic Deduction,' 'Hypostatic Abstraction,' and 'Theoric Transformation'.Michael H. G. Hoffmann - 2005 - 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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  21.  17
    Consensus Building and Its Epistemic Conditions.Michael H. G. Hoffmann - 2019 - Topoi 40 (5):1173-1186.
    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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  22.  29
    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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  23.  49
    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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  24.  42
    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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  25.  13
    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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  26.  11
    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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  27.  1
    Red–black planning: A new systematic approach to partial delete relaxation.Carmel Domshlak, Jörg Hoffmann & Michael Katz - 2015 - Artificial Intelligence 221 (C):73-114.
  28.  41
    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 (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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  29.  36
    Transcendental Arguments in Scientific Reasoning.Michael H. G. Hoffmann - 2019 - Erkenntnis 84 (6):1387-1407.
    Although there is increasing interest in philosophy of science in transcendental reasoning, there is hardly any discussion about transcendental arguments. Since this might be related to the dominant understanding of transcendental arguments as a tool to defeat epistemological skepticism, and since the power of transcendental arguments to achieve this goal has convincingly been disputed by Barry Stroud, this contribution proposes, first, a new definition of the transcendental argument which allows its presentation in a simple modus ponens and, second, a pragmatist (...)
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  30.  5
    Transcendental Arguments in Scientific Reasoning.Michael H. G. Hoffmann - 2019 - Erkenntnis 84 (6):1387-1407.
    Although there is increasing interest in philosophy of science in transcendental reasoning, there is hardly any discussion about transcendental arguments. Since this might be related to the dominant understanding of transcendental arguments as a tool to defeat epistemological skepticism, and since the power of transcendental arguments to achieve this goal has convincingly been disputed by Barry Stroud, this contribution proposes, first, a new definition of the transcendental argument which allows its presentation in a simple modus ponens and, second, a pragmatist (...)
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  31. 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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  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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  33. ¿hay Una 'lógica' De La Abducción?Michael Hoffmann - 1998 - Analogía Filosófica 12 (1):41-56.
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  34.  28
    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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  35.  43
    Limits of truth: Exploring epistemological approaches to argumentation.Michael Hoffmann - 2005 - 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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  36.  28
    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.
  37. 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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  38. 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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  39.  16
    Axiomatisierung zwischen Platon und Aristoteles.Michael Hoffmann - 2004 - 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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  40. 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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  41. 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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  42.  8
    Cognitive effects of argument visualization tools.Michael Hoffmann - 2011 - Argumentation: Cognition and Community. Proceedings of the 9th International Conference of the Ontario Society for the Study of Argumentation (OSSA), May 18-21, 2011.
    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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  43. Cogniç' e Pensamento Diagramático.Michael H. G. Hoffmann - 2013 - In . Editora da Universidade Federal de Juiz de Fora.
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  44.  18
    Commentary on: Scott Jacobs' "Manipulation as breach of arguer responsibility in 'Welcome to Obamaville'".Michael H. G. Hoffmann - unknown
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  45.  10
    Commentary on Takuzo.Michael H. G. Hoffmann - unknown
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  46. Charles Peirce: Formen kreativer Tätigkeit in der Mathematik.Michael H. G. Hoffmann - 2005 - In . Universitätsverlag der Tu Berlin.
     
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  47. 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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  48. 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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  49. 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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  50. 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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