Sami Paavola | University of Helsinki (original) (raw)

Books by Sami Paavola

This book is a revised and edited version of my doctoral dissertation from 2006. The dissertation... more This book is a revised and edited version of my doctoral dissertation from 2006. The dissertation has not been easily available (except for the introductory part), which is one reason for the republication. Besides that, I have updated and made additions, which hopefully have improved the book.

The first three chapters of this book (Introduction, and Chapters 1 and 2) are modified on the basis of the “Introductory essay” of my dissertation. Even though I was myself quite convinced that I had covered the main literature on the history of Peircean abduction already there, in fact since 2006 new material on abduction is appearing all the time. New remarks on the history of abduction have been added to these introductory chapters. Besides classics (like R. K. Merton, and G. Bateson), additions deal especially with methodological perspectives on abduction in relation to issues like grounded theory, or the role of abduction inbetween theory and data, or remarks on Darwin’s abductive methodology.

Chapters 3 till 8 are journal articles published in my dissertation. I have added two new chapters (Chapters 9 and 10) which supplement my initial interpretations of abduction. A subject index and a name index have also been inserted.

See: https://www.morebooks.de/store/gb/book/on-the-origin-of-ideas/isbn/978-3-8484-0703-3

Collaborative Knowledge Creation: Practices, Tools, Concepts (2012)

"From the preface: The book is about collaborative knowledge creation, and more specifically abou... more "From the preface: The book is about collaborative knowledge creation, and more specifically about the trialogical approach to learning. Throughout the book, the authors explore collaborative work with shared knowledge artefacts and objects, and relate their contributions to tool development for and practices of technology-mediated learning. The contributions are concrete examples to explain how people create knowledge that is materialized in concrete objects, and transforms their knowledge practices by cross-fertilizing new and existing practices in educational and professional environments.
The book presents results from the EU-funded integrated project Knowledge Practices Laboratory (KP-Lab) project (2006-2011) to a broader audience. 22 partners from 14 countries joined in the KP-Lab project to explore higher education courses, workplace learning and teacher training situations and help bridge practices in educational and professional institutions.
The book is aimed at readers interested in collaborative knowledge creation processes and technology-mediated learning. Compared to other contemporary European perspectives on technology-enhanced learning, the chapters in this book are framed within one overarching theoretical perspective; the trialogical approach, to explore knowledge creation processes.

Content

Collaborative knowledge creation: Introduction

Chapter 1 Sami Paavola, Ritva Engeström, & Kai Hakkarainen
The trialogical approach as a new form of mediation

Chapter 2 Hadj Batatia, Kai Hakkarainen, & Anders Mørch
Tacit knowledge and trialogical learning: towards a conceptual framework for designing innovative tools

Chapter 3 Martin Doerr, Athina Kritsotaki, Vassilis Christophides, & Dimitris Kotzinos
Reference ontology for knowledge creation processes

Chapter 4 Merja Bauters, Minna Lakkala, Sami Paavola, Kari Kosonen, & Hannu Markkanen
KPE (Knowledge Practices Environment) supporting knowledge creation practices in education

Chapter 5 Christoph Richter, Heidrun Allert, Vassiliy P. Tchoumatchenko, Ivan H. Furnadziev, Tania K. Vasileva, Dimitris Kotzinos, Giorgos Flouris, Vassilis Christophides, & Juha Löytöläinen
A pragmatic approach to collaborative semantic modeling: The Visual Modeling (Language) Editor

Chapter 6 Hanna Toiviainen, Seppo Toikka, & Jiri Lallimo
Analyzing expansive learning in a multi-layered design project

Chapter 7 Christoph Richter, Ekaterina Simonenko, Tsuyoshi Sugibuchi, Nicolas Spyratos, Frantisek Babic, Jozef Wagner, Jan Paralic, Michal Racek, Crina Damşa, & Vassilis Christophides
Mirroring tools for collaborative analysis and reflection

Chapter 8 Minna Lakkala, Liisa Ilomäki, Sami Paavola, Kari Kosonen, & Hanni Muukkonen
Using trialogical design principles to assess pedagogical practices in two higher education courses

Chapter 9 Klas Karlgren
Trialogical design principles as inspiration for designing knowledge practices for medical simulation training

Chapter 10 Kari Kosonen, Hanni Muukkonen, Minna Lakkala, & Sami Paavola
A product development course as a pedagogical setting for multidisciplinary professional learning

Chapter 11 Crina Damşa, & Jerry Andriessen
Shared epistemic agency for knowledge creation: An explorative case study

Chapter 12 Andrea Kárpáti, & Helga Dorner
Developing epistemic agencies of teacher trainees - using the Mentored Innovation Model

Chapter 13 Patrick Sins, & Jerry Andriessen
Working within knowledge communities as a context for developing knowledge practices

Chapter 14 Anne Moen, & Sturle Nes
Consolidating work descriptions: Creating shared knowledge objects"

Ideas in Action. Proceedings of the Applying Peirce Conference

This volume collects together selected papers presented at the Applying Peirce conference arrange... more This volume collects together selected papers presented at the Applying Peirce conference arranged at the University of Helsinki, 11-13 June 2007. The meeting brought together scholars and researchers to explore and discuss Charles S. Peirce’s thought and its applications. The current volume includes a selection of extended papers representative of the contents of the conference.

"The purpose of this study is to analyze and develop various forms of abduction as a means of con... more "The purpose of this study is to analyze and develop various forms of abduction as a means of conceptualizing processes of discovery. Abduction was originally presented by Charles S. Peirce (1839-1914) as a "weak", third main mode of inference -- besides deduction and induction -- one which, he proposed, is closely related to many kinds of cognitive processes, such as instincts, perception, practices and mediated activity in general. Both abduction and discovery are controversial issues in philosophy of science. It is often claimed that discovery cannot be a proper subject area for conceptual analysis and, accordingly, abduction cannot serve as a "logic of discovery". I argue, however, that abduction gives essential means for understanding processes of discovery although it cannot give rise to a manual or algorithm for making discoveries.
In the first part of the study, I briefly present how the main trend in philosophy of science has, for a long time, been critical towards a systematic account of discovery. Various models have, however, been suggested. I outline a short history of abduction; first Peirce's evolving forms of his theory, and then later developments. Although abduction has not been a major area of research until quite recently, I review some critiques of it and look at the ways it has been analyzed, developed and used in various fields of research. Peirce's own writings and later developments, I argue, leave room for various subsequent interpretations of abduction.
The second part of the study consists of six research articles. First I treat "classical" arguments against abduction as a logic of discovery. I show that by developing strategic aspects of abductive inference these arguments can be countered. Nowadays the term 'abduction' is often used as a synonym for the Inference to the Best Explanation (IBE) model. I argue, however, that it is useful to distinguish between IBE ("Harmanian abduction") and "Hansonian abduction"; the latter concentrating on analyzing processes of discovery. The distinctions between loveliness and likeliness, and between potential and actual explanations are more fruitful within Hansonian abduction. I clarify the nature of abduction by using Peirce's distinction between three areas of "semeiotic": grammar, critic, and methodeutic. Grammar (emphasizing "Firstnesses" and iconicity) and methodeutic (i.e., a processual approach) especially, give new means for understanding abduction. Peirce himself held a controversial view that new abductive ideas are products of an instinct and an inference at the same time. I maintain that it is beneficial to make a clear distinction between abductive inference and abductive instinct, on the basis of which both can be developed further. Besides these, I analyze abduction as a part of distributed cognition which emphasizes a long-term interaction with the material, social and cultural environment as a source for abductive ideas. This approach suggests a "trialogical" model in which inquirers are fundamentally connected both to other inquirers and to the objects of inquiry. As for the classical Meno paradox about discovery, I show that abduction provides more than one answer. As my main example of abductive methodology, I analyze the process of Ignaz Semmelweis' research on childbed fever.
A central basis for abduction is the claim that discovery is not a sequence of events governed only by processes of chance. Abduction treats those processes which both constrain and instigate the search for new ideas; starting from the use of clues as a starting point for discovery, but continuing in considerations like elegance and 'loveliness'. The study then continues a Peircean-Hansonian research programme by developing abduction as a way of analyzing processes of discovery. "

Communities of networked expertise: Professional and educational perspectives

The purpose of the present book is to examine the challenges to human skills and competencies eme... more The purpose of the present book is to examine the challenges to human skills and competencies emerging from the knowledge society. Relying on a series of empirical workplace studies, as well as an extensive review of the psychological, sociological and educational literature, the authors develop a framework for examining human competence as a process of networked expertise. Networked expertise is relational in nature; it is constituted in interaction between individuals, communities, and larger networks supported by cognitive artifacts, and it coevolves with continuously transforming innovative knowledge communities. Networked expertise is examined from the perspective of three metaphors of learning, i.e. knowledge acquisition, participation, and knowledge creation, which are all relevant in workplaces as well as in educational institutions.

Papers by Sami Paavola

Handbook of Abductive Cognition , 2023

The chapter analyzes the evolution of conceptions of abduction as a logic of discovery. Peirce's ... more The chapter analyzes the evolution of conceptions of abduction as a logic of discovery. Peirce's original texts have provided the means for various, overlapping interpretations. N. R. Hanson's texts were crucial in defending and developing the idea that abduction can be interpreted as a logic of discovery. Many commentators since Hanson have been more hesitant on this and more in line with the logical empiricists, maintaining that discovery is not an area for logic and justification. Since Hanson it has been typical to discern a middle area in between discovery and justification, that is, the context of pursuit. Many commentators have maintained that abduction is the logic for the context of pursuit, and cannot be the logic for the context of discovery; the latter being an area for psychology or heuristics but not for logic. Others maintain that abduction can be a logic of discovery, which means rational reconstruction of heuristic processes and dynamics involved in discovery. The chapter presents arguments both for the logic of pursuit without discovery interpretation, and for various ways of developing abduction as a logic of discovery, as well as supporting the potential of interpreting abduction as a logic of discovery. Elements for these formulations come from Peirce and Hanson, according to whom abduction is a "weak" form of inference, close to guessing, is based on the use of clue-like signs, and on iconic relationships, and is aimed at reconstructing dynamic inquiry and search processes of discovery.

International Handbook of Computer Supported Collaborative Learning, 2021

This chapter delineates different approaches to technology-mediated learning that emphasize "obje... more This chapter delineates different approaches to technology-mediated learning that emphasize "object-oriented" collaboration. The chapter introduces, more specifically, trialogical learning, as distinguished from individual knowledge acquisition ("monological") or from participation in social interaction and meaning making ("dialogical" approaches, see Trausan-Matu, Wegerif, and Major, this volume). We briefly introduce object-oriented collaboration and the trialogical approach where human learning and activity are targeted at jointly developed knowledge artifacts and related knowledge practices. As objects and object-orientedness have become centrally important for understanding collaboration in modern knowledge work, the facilitation of trialogical processes of collaborative learning is crucial in educational contexts. Several approaches focusing on object-oriented collaboration are analyzed, including those that use different terminology. The trialogical approaches appear to form a continuum with dialogical theories and meaning-making traditions often highlighted in CSCL research. Finally, we anticipate future uses of trialogical learning and object-oriented collaboration.

Abduction in Cognition and Action: Logical Reasoning, Scientific Inquiry, and Social Practice, 2021

Following C. S. Peirce, abduction is often interpreted as a first phase of inquiry where a hypoth... more Following C. S. Peirce, abduction is often interpreted as a first phase of inquiry where a hypothesis is formulated requiring testing. I maintain, however, that a natural scientific ideal of testing is not the most suitable model for studies on human practices. Practical experimentation follows a different kind of a logic, and Peirce's formulations need to be developed further. I interpret abduction in relation to the Deweyan idea of a working hypothesis, and the method of ascending from the abstract to the concrete. Practical abduction is about enriching the working hypothesis instead of "testing" it in a strict sense. In studies on human practices abduction continues throughout the research process.

Information Systems Journal, 2018

The article discusses the concepts of object and object construction through studying the collabo... more The article discusses the concepts of object and object construction through studying the collaborative use of Building Information Modelling (BIM) in construction design. It suggests that a combined BIM model in design can be regarded as an ideal or special object, as suggested by Ilyenkov in his theory of the ideal. The concepts of intermediary object and artefact help in analysing the cycles of construction of such an object in design. BIM models as modifiable digital artefacts contribute to their capability of functioning as tools of individual design work and collaboration as well as means of objectifying the outcomes of design cycles into intermediary objects. We argue that the uses of combined BIM models give birth to a new modality of spatial thought, perception and collaborative problem solving in construction design.

Beyond the distinction between tool and sign: Objects and artefacts in human activity.

Cambridge Handbook of Sociocultural Psychology. Ed. by A.Rosa & J.Valsiner, 2018

This chapter addresses the significance of objects and artefacts in human activity. Vygotsky dist... more This chapter addresses the significance of objects and artefacts in human activity. Vygotsky distinguished between internally oriented signs and externally oriented tools. However, he also found that the integration and unity of sign mediation and tool use is “the essence of complex human behaviour“ in human adults (Vygotsky 1978, 24). We suggest that a much richer and versatile language than the one based on the distinction between sign and tool is needed to understand mediation in human activity in a changing society with increasingly complex objects and social challenges. Mediational means tend to form complex constellations of artefacts or instrumentalities, in which semiotic and practical functions are fused and intertwined in many ways. We also suggest that an analysis and redesign of these instrumentalities are essential for the transformation of human activities.

The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenome... more The new social theories of practice have been inspired by Wittgenstein's late philosophy, phenomenology and more recent sociological theories. They regard embodied skills and routinized, mostly unconscious habits as a key foundation of human practice and knowledge. This position leads to an overstatement of the significance of the habitual dimension of practice. As several critics have suggested this approach omits the problems of transformative agency and change of practices. In turn classical practice theories, activity theory and pragmatism have analyzed the mechanisms of change. Pragmatism suggests that a crisis of a habit calls for reflection. Through working hypotheses and experimentation this leads to a transformation of a practice. Activity theory introduced the concept of remediation. A collective elaboration of shared mediational artefacts is needed to transform an activity.

Engineering and architectural design research has studied the uses of various kinds of artefacts ... more Engineering and architectural design research has studied the uses of various kinds of artefacts and visual representations like sketches, drawings and design plans. The implementation of Building Information Modelling (BIM) creates a new constellation of instruments and calls for further reconceptualising of the collaborative design process. The paper presents analysis of BIM models as co-developed intermediary objects in the design. They function both as objects of joint problem solving and as a concrete but dynamic means for collaboration both virtually and in face-to-face meetings. We suggest that BIM models provide novel forms of 'virtual materiality': in design meetings BIM models provide a tangible means for designers' collaboration. Versatile indexical use of 3D BIM models dominates discussion and problem solving in design meetings.

Digital competence - an emergent boundary concept for policy and educational research?

Education and Information Technologies, 2016

Kerosuo, H., Paavola, S., Miettinen, R. & Mäki, T. (2017) Hankkeista oppiminen: Tietomallintamise... more Kerosuo, H., Paavola, S., Miettinen, R. & Mäki, T. (2017) Hankkeista oppiminen: Tietomallintamisen johtaminen, organisointi ja koordinointi rakennushankkeissa. Loppuraportti työsuojelurahaston tutkimus- ja kehittämishankkeesta. Helsingin yliopisto, Käyttäytymistieteiden laitos.

Tietomallien laajeneva käyttö vaatii johtamisen, organisoinnin ja koordinoinnin kehittämistä rakennushankkeissa. Tutkimushankkeessa selvitettiin millä eri tavoilla ja kenen toimesta tietomallintamista johdetaan ja koordinoidaan rakennushankkeissa, millä eri tavoin tietomallintamista käytetään ja hyödynnetään kiinteistöjen suunnittelussa, rakentamisessa ja ylläpidossa, miten tietomallien tuottamisesta ja käytöstä sovitaan hankkeen eri vaiheissa ja millä eri tavoin tietomallintamisen johtamista, organisointia ja koordinointia voidaan tukea erilaisten yhteistyömallien avulla?

Tutkimuksen teoreettinen viitekehys ja menetelmä perustuvat toiminnan teoriaan ja kehittävään työntutkimukseen. Tutkimusta varten haastateltiin alan asiantuntijoita (44 haastattelua) ja havainnoitiin rakennushankkeiden kokoustyöskentelyä (11 kokousta).

Hankkeen tuloksena on syntynyt uutta tietoa tietomallintamisen johtamisen, organisoinnin ja koordinoinnin uusista tehtävistä, käytännöistä ja yhteistyömuodoista. Tutkimuksessa tunnistettiin tilaajan tietomallikoordinaattorin, suunnitteluryhmän tietomallikoordinaattorin ja erityisalaa edustavan tietomallivastaavan tehtävät. Tilaajan tietomallikoordinaattori tukee tilaajan tehtävää valvomalla tilaajan etua ja hoitamalla tilaajan vastuuseen liittyvä tehtäviä rakennushankkeessa. Suunnitteluryhmän tietomallikoordinaattori ohjaa, tukee ja valvoo tietomallinnusta suunnitteluryhmän tasolla. Suunnittelualan tietomallivastaava vastaa yrityksen sisäisestä tietomallintamisen ohjauksesta ja valvonnasta suunnittelualan suhteen. Johtamisen, ohjauksen ja koordinoinnin tehtävien teko voidaan organisoida eri tavoin hankkeissa. Tietomallintamisen johtamisen, organisoinnin ja koordinoinnin jännitteet liittyvät päätösvaltaan, pääsuunnittelijan toimimiseen tietomallikoordinaattorina ja suunnittelualan osaamisen ja tietomalliosaamisen väliseen jännitteeseen.

Kaikille toimijoille yhteisen, yhden tietomallin käyttö rakennuksen elinkaaren aikana on epärealistista. Tällä hetkellä tietojärjestelmien integraatio tapahtuu nykyisten tietoinfrastruktuurien puitteissa. Osittainen, askeleittain etenevä tietomallien ja tietoinfrastruktuurin linkitys ja integrointi voisi olla mahdollinen tapa edetä. Tämä edellyttää, että eri käyttäjäryhmät, mukaan lukien loppukäyttäjät saadaan mukaan tietotarpeiden määrittelyyn ja tietomallintamisesta löytyy etuja käyttäjille. Tarvitaan myös uudenlaisia ohjelmistoja ja palveluja tietomalleihin liittyen.

Toimijoiden välisen yhteistyön ohjaus ja koordinointi ovat edelleen haasteellisia ja kaikki toimijat eivät ole halukkaita muuttamaan totuttuja työtapojaan. Uusien yhteistyömuotojen kehittäminen pyrkii vastaamaan haasteeseen kehittää organisaatioiden välistä tietomallien käyttöä. Neuvottelujen ja sopimisen tarve tietomallien järkevästä hyödyntämisestä korostuu jatkossa, vaikka ei luovuttaisikaan kokonaan perinteisistä toimintatavoista.

Paavola, S. (2016). Keksimisen (logiikan) mahdollisuus tieteenfilosofiassa ja metodologiassa. Teo... more Paavola, S. (2016). Keksimisen (logiikan) mahdollisuus tieteenfilosofiassa ja metodologiassa. Teoksessa I. Niiniluoto, T. Tahko, & T. Toppinen (toim.) Mahdollisuus (s. 52-60). Helsinki, Suomen Filosofinen Yhdistys.

Viime vuosisadan tieteenfilosofian valtavirta näytti hylkäävän tai jopa kieltävän keksimisen ja luovuuden alueen tarkastelun tieteenfilosofian käsittein. Keksimisen nähtiin olevan empiiristen tieteiden aluetta – esimerkiksi luovuuden psykologiaa – jota ei voi käsitellä rationaalisuuden piirissä. Toisaalta 1900-luvun tieteenfilosofiassa oli vahvana käsitys teorioiden ja hypoteesien testaamisen tärkeydestä, jossa myöskin korostui tiedon oikeuttamisen merkitys. Kaikki eivät kuitenkaan olleet valmiita hylkäämään keksimisen käsittelyä tieteenfilosofian piiristä.
Tarkastelen ensiksi niitä perusteita, joilla 1900-luvun valtavirtanäkemys määritteli keksimisen alueen tai “keksimisen logiikan” tieteenfilosofian tarkastelun ulkopuolelle tai hyvin sivurooliin (luku 1). Analysoin siis keksimisen logiikan mahdollisuutta tai oikeastaan niitä tapoja, joilla – minusta hyvin ongelmallisesti – on määritelty keksimisen alueen käsitteellistämisen mahdottomuus. Sen jälkeen käsittelen tälle valtavirtanäkemykselle vaihtoehtoisia näkemyksiä, erityisesti Charles S. Peircen abduktioon nojaavia käsityksiä keksimisen logiikasta (luku 2). Väitteeni on, että erityisesti mahdollisuuksia koskeva strateginen ja heuristinen päättely luo keskeisiä perusteita keksimisen alueen käsittelylle. Lopuksi (luvussa 3) nostan lyhyesti esille erityisesti kvalitatiivisen tutkimuksen metodologiaa alueena, jolla keksimisen käsittely on hyvin ajankohtaista. Keskustelu keksimisen logiikasta saa uusia merkityksiä ja uutta ajankohtaisuutta kun sille on löytynyt uusia kehittämis- ja sovellusmahdollisuuksia. Uskon kuitenkin, että tämä vaatii myös keksimisen logiikan ja yleensä tutkimusprosessin luonteen hahmottamista laajemmin kuin yleensä tehdään.

Proceedings of the 8th International Conference on International Conference For the Learning Sciences Volume 3, 2008

Learning sciences, especially when connected to developing new educational technology, have chara... more Learning sciences, especially when connected to developing new educational technology, have characteristics of design sciences. It can be argued that design sciences require methodological and theoretical outlook which differs from traditional models of science (Simon 1997). One central way of developing new methodological solutions is the use of design principles to guide the design of educational practices and technology. Various ways of developing design principles have been suggested, both top-down, i.e. theory driven (e.g. Scardamalia 2002; Kaptelinin at al 1999), and bottom-up, i.e. empirically informed (Kali 2006; Arnseth & Ludvigsen) approaches.

Work (Reading, Mass.), 2012

BIM is targeted at providing information about the entire building and a complete set of design d... more BIM is targeted at providing information about the entire building and a complete set of design documents and data stored in an integrated database. In this paper, we study the use of BIM in two life-cycle construction projects in Kuopio, Finland during 2011. The analysis of uses of BIM and their main problems will constitute a foundation for an intervention. We will focus on the following questions: (1) How different partners use the composite BIM model? (2) What are the major contradictions or problems in the BIM use? The preliminary findings reported in this study show that BIM has been adopted quite generally to design use but the old ways of collaboration seem to prevail, especially between designers and between designers and building sites. BIM has provided new means and demands for collaboration but expansive uses of BIM for providing new interactive processes across professional fields have not much come true.

Computers & Education, 2011

and sharing with colleagues.

Apparently, Dewey never explicitly commented on Charles S. Peirce’s notion of abduction; nor did ... more Apparently, Dewey never explicitly commented on Charles S. Peirce’s notion of abduction; nor did he use the term in his own writings. Although there are clear differences in Peirce’s and Dewey’s logic and inquiry, this is still somewhat surprising. For Peirce abduction is a third main mode of reasoning, besides deduction and induction, which is about the process of forming hypotheses or suggestions. There are, in my view, interesting affinities between abduction as presented by Peirce and elements of reflective thinking presented by Dewey. [...]
First, I present some main interpretations of Peircean abduction and how it has been interpreted by later thinkers. Next, I present Dewey’s conceptions of reflective thought (or pattern of inquiry), and point to some abductive elements within it. Finally, I return to the question of the continuity between Peirce’s and Dewey’s conceptions of inquiry.

The Commens Dictionary: Peirce's Terms in His Own Words (2014) Second, renewed edition

An on-line dictionary: http://www.commens.org/dictionary