Results for 'Argument diagrams'

964 found
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  1. Argument Diagramming and Critical Thinking in Introductory Philosophy.Maralee Harrell - 2011 - Higher Education Research and Development 30 (3):371-385.
    In a multi-study naturalistic quasi-experiment involving 269 students in a semester-long introductory philosophy course, we investigated the effect of teaching argument diagramming on students’ scores on argument analysis tasks. An argument diagram is a visual representation of the content and structure of an argument. In each study, all of the students completed pre- and posttests containing argument analysis tasks. During the semester, the treatment group was taught AD, while the control group was not. The results (...)
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  2. Argument Diagramming in Logic, Artificial Intelligence, and Law.Chris Reed, Douglas Walton & Fabrizio Macagno - 2007 - The Knowledge Engineering Review 22 (1):87-109.
    In this paper, we present a survey of the development of the technique of argument diagramming covering not only the fields in which it originated - informal logic, argumentation theory, evidence law and legal reasoning – but also more recent work in applying and developing it in computer science and artificial intelligence. Beginning with a simple example of an everyday argument, we present an analysis of it visualised as an argument diagram constructed using a software tool. In (...)
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  3.  54
    Argument diagram extraction from evidential Bayesian networks.Jeroen Keppens - 2012 - Artificial Intelligence and Law 20 (2):109-143.
    Bayesian networks (BN) and argumentation diagrams (AD) are two predominant approaches to legal evidential reasoning, that are often treated as alternatives to one another. This paper argues that they are, instead, complimentary and proposes the beginnings of a method to employ them in such a manner. The Bayesian approach tends to be used as a means to analyse the findings of forensic scientists. As such, it constitutes a means to perform evidential reasoning. The design of Bayesian networks that accurately (...)
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  4. Using Argument Diagramming Software in the Classroom.Maralee Harrell - 2005 - Teaching Philosophy 28 (2):163-177.
    Many undergraduates, philosophy majors included, read philosophical texts similar to the way they read stories. One method for teaching students how to discern the argumentative structure of a philosophy text is through argument diagrams (text boxes used to represent claims with arrows and lines used to represent connections between these claims). This paper provides criteria for an ideal argument diagramming software and then reviews the strengths and weaknesses of such software currently available, e.g. Araucaria, Argutect, Athena Standard, (...)
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  5. Teaching Argument Diagrams to a Student Who Is Blind.Marc Champagne - 2004 - In A. Blackwell, K. Marriott & A. Shimojima, Diagrammatic Representation and Inference. Springer. pp. 783–786.
    This paper describes how bodily positions and gestures were used to teach argument diagramming to a student who cannot see. After listening to short argumentative passages with a screen reader, the student had to state the conclusion while touching his belly button. When stating a premise, he had to touch one of his shoulders. Premises lending independent support to a conclusion were thus diagrammed by a V-shaped gesture, each shoulder proposition going straight to the conclusion. Premises lending dependent support (...)
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  6.  70
    Using Argument Diagrams to Improve Critical Thinking Skills in 80-100 What Philosophy Is.Maralee Harrell - unknown
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we designed an experiment, performed twice over the course of two semesters, to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the Spring of 2004, and five in the Fall of 2004; and the students of Lecturer I were taught the material using argument diagrams as (...)
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  7. Assessing the Efficacy of Argument Diagramming to Teach Critical Thinking Skills in Introduction to Philosophy.Maralee Harrell - 2012 - Inquiry: Critical Thinking Across the Disciplines 27 (2):31-39.
    After determining one set of skills that we hoped our students were learning in the introductory philosophy class at Carnegie Mellon University, we performed an experiment twice over the course of two semesters to test whether they were actually learning these skills. In addition, there were four different lectures of this course in the first semester, and five in the second; in each semester students in some lectures were taught the material using argument diagrams as a tool to (...)
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  8.  64
    Using Argument Diagramming Software to Teach Critical Thinking Skills.Maralee Harrell - 2007 - Proceedings of the 5th International Conference on Education and Information Systems, Technologies and Applications 5.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural and relatively minor modifications to standard critical (...)
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  9. Using Argument Diagramming to Teach Critical Thinking in a First-Year Writing Course.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies, Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    The importance of teaching critical thinking skills at the college level cannot be overemphasized. Teaching a subcategory of these skills—argument analysis—we believe is especially important for first-year students with their college careers, as well as their lives, ahead of them. The struggle, however, is how to effectively teach argument analysis skills that will serve students in a broad range of disciplines.
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  10. Diagrams That Really Are Worth Ten Thousand Words: Using Argument Diagrams to Teach Critical Thinking Skills.Maralee Harrell - 2006 - Proceedings of the 28th Annual Conference of the Cognitive Science Society 28.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether visual representations of argument structure enhanced the acquisition and development of critical thinking skills within the context of an introductory philosophy course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard critical thinking courses (...)
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  11. Creating Argument Diagrams.Mara Harrell - manuscript
    The word “philosophy” comes from the Greek “philos” (meaning love) and “sophia” (meaning wisdom); thus philosophy literally is the “love of wisdom.” Whatever else philosophy may be, most people agree that it still retains this spirit of its etymological roots, and that when we are engaged in philosophy we are pursuing wisdom for the sake of itself. Wisdom, however, is not the same thing as knowledge or information. We aren’t merely trying to amass list of interesting ideas, or believe anything (...)
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  12. Building Arguments Together or Alone? Using Learning Analytics to Study the Collaborative Construction of Argument Diagrams.Irene-Angelica Chounta, Bruce M. McClaren & Maralee Harrell - 2017 - In Brian K. Smith, Marcela Borge, Emma Mercier & Kyu Yon Lim, Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017. pp. 589-592.
    Research has shown that the construction of visual representations may have a positive effect on cognitive skills, including argumentation. In this paper we present a study on learning argumentation through computer-supported argument diagramming. We specifically focus on whether students, when provided with an argument-diagramming tool, create better diagrams, are more motivated, and learn more when working with other students or on their own. We use learning analytics to evaluate a variety of student activities: pre and post questionnaires (...)
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  13. Improving First-Year Writing Using Argument Diagramming.Maralee Harrell & Danielle Wetzel - 2015 - In Ron Barnett & Bob Ennis Martin Davies, Palgrave Handbook of Critical Thinking in Higher Education. pp. 213-232.
    There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether learning to construct visual representations of argument structure enhanced the acquisition and development of argumentative writing skills within the context of first-year college writing course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard (...)
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  14. Logic Diagrams as Argument Maps in Eristic Dialectics.Jens Lemanski - 2023 - Argumentation 37 (1):69-89.
    This paper analyses a hitherto unknown technique of using logic diagrams to create argument maps in eristic dialectics. The method was invented in the 1810s and -20s by Arthur Schopenhauer, who is considered the originator of modern eristic. This technique of Schopenhauer could be interesting for several branches of research in the field of argumentation: Firstly, for the field of argument mapping, since here a hitherto unknown diagrammatic technique is shown in order to visualise possible situations of (...)
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  15. Enhancing the Diagramming Method in Informal Logic.Dale Jacquette - 2011 - Argument: Biannual Philosophical Journal 1 (2):327-360.
    The argument diagramming method developed by Monroe C. Beardsley in his (1950) book Practical Logic, which has since become the gold standard for diagramming arguments in informal logic, makes it possible to map the relation between premises and conclusions of a chain of reasoning in relatively complex ways. The method has since been adapted and developed in a number of directions by many contemporary informal logicians and argumentation theorists. It has proved useful in practical applications and especially pedagogically in (...)
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  16. The role of diagrams in mathematical arguments.David Sherry - 2008 - Foundations of Science 14 (1-2):59-74.
    Recent accounts of the role of diagrams in mathematical reasoning take a Platonic line, according to which the proof depends on the similarity between the perceived shape of the diagram and the shape of the abstract object. This approach is unable to explain proofs which share the same diagram in spite of drawing conclusions about different figures. Saccheri’s use of the bi-rectangular isosceles quadrilateral in Euclides Vindicatus provides three such proofs. By forsaking abstract objects it is possible to give (...)
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  17.  29
    Toulmin Diagrams in Theory & Practice: Theory Neutrality in Argument Representation.Chris Reed & Glenn Rowe - unknown
    The Toulmin diagram layout is very familiar and widely used, particularly in the teaching of critical thinking skills. The conventional box-and-arrow diagram is equally familiar and widespread. Translation between the two throws up a number of interesting challenges. Some of these challenges represent slightly different ways of looking at old and deep theoretical questions. Others are diagrammatic versions of questions that have already been addressed in artificial intelligence models of argument. But there are further questions that are posed as (...)
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  18.  41
    Are Euclid's Diagrams Representations? On an Argument by Ken Manders.David Waszek - 2020 - In Maria Zack & Dirk Schlimm, Research in History and Philosophy of Mathematics: The CSHPM 2018 Volume. New York, USA: Springer Verlag. pp. 115-127.
    In his well-known paper on Euclid’s geometry, Ken Manders sketches an argument against conceiving the diagrams of the Elements in ‘semantic’ terms, that is, against treating them as representations—resting his case on Euclid’s striking use of ‘impossible’ diagrams in some proofs by contradiction. This paper spells out, clarifies and assesses Manders’s argument, showing that it only succeeds against a particular semantic view of diagrams and can be evaded by adopting others, but arguing that Manders nevertheless (...)
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  19.  20
    Peircean diagrams of time.Peter øØhrstrøøm - 2011 - Semiotica 2011 (186):259-274.
    Some very good arguments can be given in favor of the Augustinean wisdom, according to which it is impossible to provide a satisfactory definition of the concept of time. However, even in the absence of a proper definition, it is possible to deal with conceptual problems regarding time. It can be done in terms of analogies and metaphors. In particular, it is attractive to make use of Peirce's diagrams by means of which various kinds of conceptual experimentation can be (...)
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  20.  95
    Diagramming Objections To Independent Premises.Cathal Woods - 2011 - Informal Logic 31 (2):139-151.
    Arguments with what are called "independent" or "convergent" premises are typically diagrammed by using an arrow between each premise and the conclusion. This makes diagramming objections to the reasoning difficult. It also obscures differences in argument structure. I suggest that a single arrow should be used for such arguments and that this is so even in the extreme form of independent premises when the argument is entirely unstructured. I then discuss the diagramming of objections.
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  21.  14
    Figuring It Out: Logic Diagrams.George Englebretsen - 2019 - Boston: De Gruyter.
    Many systems of logic diagrams have been offered both historically and more recently. Each of them has clear limitations. An original alternative system is offered here. It is simpler, more natural, and more expressively and inferentially powerful. It can be used to analyze not only syllogisms but arguments involving relational terms and unanalyzed statement terms.
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  22.  63
    Translating Toulmin Diagrams: Theory Neutrality in Argument Representation.Chris Reed & Glenn Rowe - 2005 - Argumentation 19 (3):267-286.
    The Toulmin diagram layout is very familiar and widely used, particularly in the teaching of critical thinking skills. The conventional box-and-arrow diagram is equally familiar and widespread. Translation between the two throws up a number of interesting challenges. Some of these challenges (such as the relationship between Toulmin warrants and their counterparts in traditional diagrams) represent slightly different ways of looking at old and deep theoretical questions. Others (such as how to allow Toulmin diagrams to be recursive) are (...)
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  23. Araucaria as a Tool for Diagramming Arguments in Teaching and Studying Philosophy .F. Macagno, D. Walton, G. Rowe & C. Reed - 2006 - Teaching Philosophy 29 (2):111-124,.
    This paper explains how to use a new software tool for argument diagramming available free on the Internet, showing especially how it can be used in the classroom to enhance critical thinking in philosophy. The user loads a text file containing an argument into a box on the computer interface, and then creates an argument diagram by dragging lines from one node to another. A key feature is the support for argumentation schemes, common patterns of defeasible reasoning (...)
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  24. The twofold role of diagrams in Euclid’s plane geometry.Marco Panza - 2012 - Synthese 186 (1):55-102.
    Proposition I.1 is, by far, the most popular example used to justify the thesis that many of Euclid’s geometric arguments are diagram-based. Many scholars have recently articulated this thesis in different ways and argued for it. My purpose is to reformulate it in a quite general way, by describing what I take to be the twofold role that diagrams play in Euclid’s plane geometry (EPG). Euclid’s arguments are object-dependent. They are about geometric objects. Hence, they cannot be diagram-based unless (...)
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  25. Transcendental Philosophy and Logic Diagrams.Jens Lemanski - 2024 - Philosophical Investigations 48 (1):91-117.
    Logic diagrams have seen a resurgence in their application in a range of fields, including logic, biology, media science, computer science and philosophy. Consequently, understanding the history and philosophy of these diagrams has become crucial. As many current diagrammatic systems in logic are based on ideas that originated in the 18th and 19th centuries, it is important to consider what motivated the use of logic diagrams in the past and whether these reasons are still valid today. This (...)
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  26. Combing Graphs and Eulerian Diagrams in Eristic.Jens Lemanski & Reetu Bhattacharjee - 2022 - In Valeria Giardino, Sven Linker, Tony Burns, Francesco Bellucci, J. M. Boucheix & Diego Viana, Diagrammatic Representation and Inference. 13th International Conference, Diagrams 2022, Rome, Italy, September 14–16, 2022, Proceedings. Springer. pp. 97–113.
    In this paper, we analyze and discuss Schopenhauer’s n-term diagrams for eristic dialectics from a graph-theoretical perspective. Unlike logic, eristic dialectics does not examine the validity of an isolated argument, but the progression and persuasiveness of an argument in the context of a dialogue or even controversy. To represent these dialogue situations, Schopenhauer created large maps with concepts and Euler-type diagrams, which from today’s perspective are a specific form of graphs. We first present the original method (...)
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  27.  28
    Scientific Diagrams as Argument: The Example of Darwin.Alan Gross - unknown
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  28.  93
    Must scientific diagrams be eliminable? The case of path analysis.James R. Griesemer - 1991 - Biology and Philosophy 6 (2):155-180.
    Scientists use a variety of modes of representation in their work, but philosophers have studied mainly sentences expressing propositions. I ask whether diagrams are mere conveniences in expressing propositions or whether they are a distinct, ineliminable mode of representation in scientific texts. The case of path analysis, a statistical method for quantitatively assessing the relative degree of causal determination of variation as expressed in a causal path diagram, is discussed. Path analysis presents a worst case for arguments against eliminability (...)
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  29.  6
    Feynman diagrams: visualization of phenomena and diagrammatic representation.Marco Forgione - 2024 - European Journal for Philosophy of Science 14 (4):1-26.
    I will argue that the development of Feynman diagrams came from the physicist’s capacity of visualizing phenomena and that such visualization-skill contributed to the forming of a narrative explanation in the sense of Wise ( 2011 ) and Morgan ( 2001 ). The second part of the paper explores the extent to which Feynman diagrams can be considered as weak representations of quantum phenomena. I will review some of the most common arguments in support of the instrumentalist view (...)
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  30. The Euclidean Diagram.Kenneth Manders - 2008 - In Paolo Mancosu, The Philosophy of Mathematical Practice. Oxford, England: Oxford University Press. pp. 80--133.
    This chapter gives a detailed study of diagram-based reasoning in Euclidean plane geometry (Books I, III), as well as an exploration how to characterise a geometric practice. First, an account is given of diagram attribution: basic geometrical claims are classified as exact (equalities, proportionalities) or co-exact (containments, contiguities); exact claims may only be inferred from prior entries in the demonstration text, but co-exact claims may be asserted based on what is seen in the diagram. Diagram control by constructions is necessary (...)
     
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  31.  81
    Diagramming Aristotle’s Nicomachean Ethics.Jonathan Powers - 2000 - Teaching Philosophy 23 (4):343-352.
    While it is customary for instructors when teaching a philosophical text to point to where a philosopher lays out their overall plan and then let students fill in the pieces, no such passage exists in Aristotle’s “Nicomachean Ethics.” While many philosophy courses focus on analyzing arguments, Aristotle’s work provides students a unique opportunity to learn how to assemble the parts into a coherent whole. This paper describes an assignment where students are asked to construct a diagram that visually represents the (...)
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  32.  21
    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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  33.  13
    Diagrams in Intra-Configurational Analysis.Marco Longa Panza - 2021 - Philosophia Scientiae 25:81-102.
    In this paper we would like to attempt to shed some light on the way in which diagrams enter into the practice of ancient Greek geometrical analysis. To this end, we will first distinguish two main forms of this practice, i.e., trans-configurational and intra-configurational. We will then argue that, while in the former diagrams enter in the proof essentially in the same way they enter in canonical synthetic demonstrations, in the latter, they take part in the analytic (...) in a specific way, which has no correlation in other aspects of classical geometry. In intra-configurational analysis, diagrams represent in fact the result of a purely material gesture, which is not codified by any construction canon, but permitted only by the practice of the method of analysis and synthesis. (shrink)
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  34.  52
    Venn-type diagrams for arguments of N terms.Daniel E. Anderson & Frank L. Cleaver - 1965 - Journal of Symbolic Logic 30 (2):113-118.
    The attempt to find usable diagrams fornterms of the sort devised by John Venn seems to have originated with Venn himself, who published diagrams for up to five classes (the fifth class, however, was shaped like a doughnut, and contained an area outside itself — like the hole in the doughnut). Venn then suggested that “if we wanted to use a diagram forsixterms (x, y, z, w, v, u) the best plan would probably be to taketwofive-term figures, one (...)
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  35.  48
    Euler-type Diagrams and the Quantification of the Predicate.Jens Lemanski - 2020 - Journal of Philosophical Logic 49 (2):401-416.
    Logicians have often suggested that the use of Euler-type diagrams has influenced the idea of the quantification of the predicate. This is mainly due to the fact that Euler-type diagrams display more information than is required in traditional syllogistics. The paper supports this argument and extends it by a further step: Euler-type diagrams not only illustrate the quantification of the predicate, but also solve problems of traditional proof theory, which prevented an overall quantification of the predicate. (...)
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  36.  49
    Interpreting Feynman diagrams as visualized models.Adrian Wüthrich - 2012 - Spontaneous Generations 6 (1):172-181.
    I give a brief introduction to how Feynman diagrams are used. I review arguments to the effect that they are only used as calculation tools and should not be interpreted as representations of physical processes. Against these arguments, I propose to regard Feynman diagrams as visual models that explain, in some respects, how elementary particles interact.
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  37.  17
    Vestiges of the emergence of overspecification and indifference to visual accuracy in the mathematical diagrams of medieval manuscripts.Christián C. Carman - 2020 - Centaurus 62 (1):141-157.
    Diagrams in medieval manuscripts of Greek mathematical and astronomical works can seem peculiar for a modern reader, given their persistent and widespread tendency to represent more geometric regularity than the argument requires and their usual visual inaccuracy in depicting the mathematical objects discussed in the text. Although most scholars believe that these tendencies go back to the original Greek authors, in a recent paper I argued that these odd features should not be attributed to Greek authors, but to (...)
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  38.  18
    Diagrammatic Representation and Inference 14th International Conference, Diagrams 2024, Münster, Germany, September 27 – October 1, 2024, Proceedings.Jens Lemanski, Mikkel Willum Johansen, Emmanuel Manalo, Petrucio Viana, Reetu Bhattacharjee & Richard Burns (eds.) - 2024 - Cham: Springer.
    This book constitutes the refereed proceedings of the 14th International Conference on the Theory and Application of Diagrams, Diagrams 2024, held in Münster, Germany, during September 27–October 1, 2024. -/- The 17 full papers, 19 short papers and 11 papers of other types included in this book were carefully reviewed and selected from 69 submissions. They were organized in topical sections as follows: Keynote Talks; Analysis of Diagrams; Euler and Venn Diagrams; Diagrams in Logic; (...) and Applications; Diagram Tools; Historical Aspects of Diagrams; and Posters. (shrink)
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  39.  34
    Peirce’s iconicity and his image-diagram-metaphor triad revisited: complements to Stjernfelt’s Sheets, Diagrams, and Realism.Winfried Nöth - 2024 - Semiotica 2024 (258):143-167.
    This review article of Frederik Stjernfelt’s Sheets, Diagrams, and Realism (2022) argues that Peirce’s theory of iconicity with its subdivision into the image-diagram-metaphor triad must not be reduced to diagrammatic iconicity. The foundation of the triadic subdivision of the icon is not in Peirce’s diagrammatic logic but in Peirce’s cenopythagorean categories. A focus is on misinterpretations of Peirce’s concept of thirdness in the firstness of the icon. The paper argues that not only metaphors, but also comparisons, analogies, analogic arguments, (...)
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  40.  36
    The language and diagramming of rejection and objection.Cathal Woods - unknown
    Understanding the language of rejections and objections is an important part of the analysis and practice of argument. In order to strengthen this understanding, we might turn to diagramming, as it has been shown to have the virtue of improving critical thinking skills. This paper discusses what reliable meaning can be taken from words and phrases related to rejections and objections, and then how to diagram them.
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  41.  28
    Assembling Resistance: From Foucault's Dispositif to Deleuze and Guattari's Diagram of Escape.Guillaume Collett - 2020 - Deleuze and Guattari Studies 14 (3):375-401.
    While Deleuze and Guattari's Anti-Oedipus is quite rightly considered a fully fledged response to May ’68 and as one with the radical politics of the 1970s, their 1980 follow-up, A Thousand Plateaus, has tended to provoke a more perplexed reaction. In this article, I will argue that we can nonetheless extract a definite line of argumentation serving a precise political end if we relate the text back to Foucault's mid-1970s output on power/knowledge. In particular, I will emphasise Deleuze and Guattari's (...)
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  42.  17
    Topology, Algebra, Diagrams.Brian Rotman - 2012 - Theory, Culture and Society 29 (4-5):247-260.
    Starting from Poincaré’s assignment of an algebraic object to a topological manifold, namely the fundamental group, this article introduces the concept of categories and their language of arrows that has, since their mid-20th-century inception, altered how large areas of mathematics, from algebra to abstract logic and computer programming, are conceptualized. The assignment of the fundamental group is an example of a functor, an arrow construction central to the notion of a category. The exposition of category theory’s arrows, which operate at (...)
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  43.  23
    Peirce’s diagrammatic reasoning and the cinema: Image, diagram, and narrative in The Shape of Water.Paul Cobley & Yunhee Lee - 2020 - Semiotica 2020 (236-237):29-46.
    This article aims to examine the relationship between image and narrative by means of Peirce’s first trichotomy of qualisign-sinsign-legisign or, for the purposes of the current argument, image-diagram-metaphor. It is argued that narrative, as an extended metaphor, can be examined in three modes: in the image; schematically, in the imagination; and allegorically or in a thought experiment, through hypothetic interpretation. The article outlines two kinds of diagrammatic reasoning emphasized by Peirce: corollarial deduction in which the image is ‘literally seen’ (...)
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  44.  26
    Defeasible inheritance systems and reactive diagrams.Dov Gabbay - 2008 - Logic Journal of the IGPL 17 (1):1-54.
    Inheritance diagrams are directed acyclic graphs with two types of connections between nodes: x → y and x ↛ y . Given a diagram D, one can ask the formal question of “is there a valid path between node x and node y?” Depending on the existence of a valid path we can answer the question “x is a y” or “x is not a y”. The answer to the above question is determined through a complex inductive algorithm on (...)
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  45.  99
    MICRO-Foundations in Strategic Management: Squaring Coleman’s Diagram.Jack Vromen - 2010 - Erkenntnis 73 (3):365-383.
    In a series of joint papers, Teppo Felin and Nicolai J. Foss recently launched a microfoundations project in the field of strategic management. Felin and Foss observe that extant explanations in strategic management are predominantly collectivist or macro. Routines and organizational capabilities, which are supposed to be properties of firms, loom large in the field of strategic management. Routines figure as explanantia in explanations of firm behavior and firm performance, for example. Felin and Foss plead for a replacement of such (...)
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  46. Araucaria as a tool for diagramming arguments in teaching and studying philosophy.Douglas Walton with Chris Reed - manuscript
     
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  47.  52
    When is a bunch of marks on paper a diagram? Diagrams as homomorphic representations.Balakrishnan Chandrasekaran - 2011 - Semiotica 2011 (186):69-87.
    That diagrams are analog, i.e., homomorphic, representations of some kind, and sentential representations are not, is a generally held intuition. In this paper, we develop a formal framework in which the claim can be stated and examined, and certain puzzles resolved. We start by asking how physical things can represent information in some target domain. We lay a basis for investigating possible homomorphisms by modeling both the physical medium and the target domain as sets of variables, each with a (...)
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  48.  92
    Towards a model theory of diagrams.Hammer Eric & Danner Norman - 1996 - Journal of Philosophical Logic 25 (5):463 - 482.
    A logical system is studied whose well-formed representations consist of diagrams rather than formulas. The system, due to Shin [2, 3], is shown to be complete by an argument concerning maximally consistent sets of diagrams. The argument is complicated by the lack of a straight forward counterpart of atomic formulas for diagrams, and by the lack of a counterpart of negation for most diagrams.
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  49. Nathaniel Miller. Euclid and his twentieth century rivals: Diagrams in the logic of euclidean geometry. Csli studies in the theory and applications of diagrams.John Mumma - 2008 - Philosophia Mathematica 16 (2):256-264.
    It is commonplace to view the rigor of the mathematics in Euclid's Elements in the way an experienced teacher views the work of an earnest beginner: respectable relative to an early stage of development, but ultimately flawed. Given the close connection in content between Euclid's Elements and high-school geometry classes, this is understandable. Euclid, it seems, never realized what everyone who moves beyond elementary geometry into more advanced mathematics is now customarily taught: a fully rigorous proof cannot rely on geometric (...)
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  50. Scriptural logic: Diagrams for a postcritical metaphysics.Peter Ochs - 1995 - Modern Theology 11 (1):65-92.
    You ask if metaphysics is possible after modernity, or after Barth and Wittgenstein and Derrida and the critique of foundationalism? May I invite you, by way of response, to listen in on a conversation? It is a dialogue between what I will call a postcritical philosopher ("P") and a postcritical scriptural theologian —— I'll label the latter a "textualist" ("T"). What I mean by "postcritical" would be displayed as the pattern of inquiry traced by this dialogue. I take the term (...)
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