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Philosophy of Information by Jakob Krebs
Literal literacy can be used as a vantage point for the reconstruction of intricate relations bet... more Literal literacy can be used as a vantage point for the reconstruction of intricate relations between three further kinds of literacy. Pictorial literacy can be contrasted with literal literacy at least in phenomenological and epistemolog-ical regards. This contrast helps to separate different modes of representation as issues of information literacy. Information literacy relies on a productive concurrence of different types of literacies, while visual literacy is neither restricted to the search for information nor to pictorial signs. After some preliminary remarks on different kinds of literacies in the first section, the second section discusses technologically and linguistically biased approaches to information literacy with regard to a proposal by the UNESCO. Section three will then explicate certain epistemic features of pictorial literacy in regard of informative pictures, which can show us how things are looking. The broader significance of visual literacy and its relation to multi-modal articulations and artefacts is then examined in section four.
Proceedings in Arsa Advanced Research in Scientific Areas, Dec 3, 2012
ABSTRACT To assume a transfer of information implies that the sent and the received is identical.... more ABSTRACT To assume a transfer of information implies that the sent and the received is identical. In contrast, informativeness is a relational property, differentially instantiated in dependence of the competences and interests of interpreters. Respectively, information literacy is the capability to interpret data in relation to one’s epistemic interests. Since information literacy aims at relational informativeness, it cannot be accounted for in terms of an objective transfer of information. The following philosophical analysis argues for each of these theses and thereby for a comprehensive concept of information literacy.
To assume a transfer of information implies that the sent and the received is identical. In contr... more To assume a transfer of information implies that the sent and the received is identical. In contrast, informativeness is a relational property, differentially instantiated in dependence of the competences and interests of interpreters. Respectively, information literacy is the capability to interpret data in relation to one’s epistemic interests. Since information literacy aims at relational informativeness, it cannot be accounted for in terms of an objective transfer of information. The following philosophical analysis argues for each of these theses and thereby for a comprehensive concept of information literacy.
Our learning from metaphors challenges models of cognition in terms of information. Within the pa... more Our learning from metaphors challenges models of cognition in terms of information. Within the paradigm of information-transfer, metaphors appear to be disturbances or even merely noise. But since metaphors are common epistemic tools, they should be accounted for in models of learning and cognition. This paper first raises a fundamental problem for the modelling of cognition or learning in terms of the processing of information, namely the plurality of concepts of information. In addition to the conceptual disagreements, two further philosophical challenges are explicated with regard to metaphors: The first is a relational perspective on cognition and learning beyond objectivist assumptions about the transferability of information. The second is an emphasis on the learner’s epistemic interests and capabilities, which constitute the relational informativeness of a given event.
The paper raises a number of philosophical concerns about conceptual puzzles related to the conce... more The paper raises a number of philosophical concerns about conceptual puzzles related to the conception(s) of information as promoted in Luciano Floridi's philosophy of information. Section one analyses the notion, respectively the many notions of “information”. The second section discusses the incoherent perspective of an objectivist understanding of information as a transferrable commodity, combined with an emphasis on the relational character of informativeness. The third section deals with the centrality of Floridis semantic definition of information and questions it with respect to alternative informative events like metaphors, pictures or environmental clues. The concluding section sketches a relational, pragmatist and inherently epistemic understanding of information, reconstructed as de-reified informativeness. This early work draws on an idiosyncratic use of the word 'informativity', which should be read as 'informativeness'.
E-Learning by Jakob Krebs
Themenheft: eLearning in den Geisteswissenschaften
Tagungsband: Bildung gemeinsam verändern: Diskussionsbeiträge und Impulse aus Forschung und Praxis
Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammenstellen, dass ... more Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammenstellen, dass sie als thematisch sortierte Selbstlernmaterialien unkompliziert gefunden werden können – sei es von anderen Studierenden, interessierten Laien oder auch von Lehrkräften in Bildungsinstitutionen? Der vorliegende Werkstattbericht rekonstruiert ein Lernszenario, in dem Studierende vorhandene Materialien im Internet recherchierten, kommentierten und kompilierten, um ein Online-Zusatzangebot zu den Radiosendungen im hr-Funkkolleg Philosophie 2014/15 zu erstellen. Die Rahmenbedingungen dieser ungewöhnlichen universitären Kooperation mit dem Rundfunk werden im ersten Abschnitt vorgestellt. Der zweite Abschnitt skizziert das didaktische Design zusammen mit dem Projektstrukturplan eines produktorientierten kollaborativen Lernsettings mit Wiki-Einsatz. Im dritten Abschnitt werden der Lernerfolg bei den Studierenden sowie einige Herausforderungen benannt, die u. a. in der Abschlussevaluierung zur ...
Papers by Jakob Krebs
Pickering & Chatto, Dec 1, 2014
Image, Aug 3, 2021
Literal literacy can be used as a vantage point for the reconstruction of intri-cate relations be... more Literal literacy can be used as a vantage point for the reconstruction of intri-cate relations between three further kinds of literacy. Pictorial literacy can be contrasted with literal literacy at least in phenomenological and epistemolog-ical regards. This contrast helps to separate different modes of representation as issues of information literacy. Information literacy relies on a productive concurrence of different types of literacies, while visual literacy is neither restricted to the search for information nor to pictorial signs. After some pre-liminary remarks on different kinds of literacies in the first section, the second section discusses technologically and linguistically biased approaches to in-formation literacy with regard to a proposal by the UNESCO. Section three will then explicate certain epistemic features of pictorial literacy in regard of informative pictures, which can show us how things are looking. The broader significance of visual literacy and its relatio...
Krebs, Jakob, und Sabine Reh. 2017. «Freie Lerninhalte im Internet mit Studierenden recherchieren... more Krebs, Jakob, und Sabine Reh. 2017. «Freie Lerninhalte im Internet mit Studierenden recherchieren, kommentieren und kompilieren. Zusammenfassung Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammen-stellen, dass sie als thematisch sortierte Selbstlernmaterialien unkompliziert gefunden werden können-sei es von anderen Studierenden, interessierten Laien oder auch von Lehrkräften in Bildungsinstitutionen? Der vorliegende Werkstattbericht rekonstruiert ein Lernszenario, in dem Studierende vorhandene Materialien im Internet recherchierten, kommentierten und kompilierten, um ein Online-Zusatzangebot zu den Radiosendungen im hr-Funkkolleg Philosophie 2014/15 zu erstellen. Die Rahmenbedingungen dieser un-gewöhnlichen universitären Kooperation mit dem Rundfunk werden im ersten Abschnitt vorgestellt. Der zweite Abschnitt skizziert das didaktische Design zusammen mit dem Pro-jektstrukturplan eines produktorientierten kollaborativen Lernsettings mit Wiki-Einsatz. ...
Journal of Policy Analysis and Management, 2019
Depictive pictures may be promising in at least three different senses, which are examined in thi... more Depictive pictures may be promising in at least three different senses, which are examined in this essay. The first concerns genuine acts of promising that involve pictorial representations, like gift cards displaying a present the promisor commits herself to give. In a second sense, advertising strategists use pictures to promise to consumers perfect pasta or empty beaches. A third sense amounts to pictures as promising if they are instructive. Such pictures can be used to learn some type of action, like the performance of a military salute or the crafting of some artifact. All three promissory uses of pictures exhibit normative forces related to commitments and entitlements regarding justified expectations.
Der folgende Praxisreport kommentiert die E-Learning-Angebote in der Studieneingangsphase am Inst... more Der folgende Praxisreport kommentiert die E-Learning-Angebote in der Studieneingangsphase am Institut fur Philosophie Frankfurt. Vor dem Hintergrund einiger medienphilosophischer Uberlegungen wird zunachst der Status digitaler Lernumgebungen am Institut erlautert, um daran anschliesend die Verzahnung von Studien-Wiki, Lernmanagementsystem und Web-Based-Trainings in der philosophischen Lehr- und Lernpraxis zu skizzieren. (DIPF/Orig.)
Edition Moderne Postmoderne
Edition Moderne Postmoderne
Edition Moderne Postmoderne
Edition Moderne Postmoderne
Literal literacy can be used as a vantage point for the reconstruction of intricate relations bet... more Literal literacy can be used as a vantage point for the reconstruction of intricate relations between three further kinds of literacy. Pictorial literacy can be contrasted with literal literacy at least in phenomenological and epistemolog-ical regards. This contrast helps to separate different modes of representation as issues of information literacy. Information literacy relies on a productive concurrence of different types of literacies, while visual literacy is neither restricted to the search for information nor to pictorial signs. After some preliminary remarks on different kinds of literacies in the first section, the second section discusses technologically and linguistically biased approaches to information literacy with regard to a proposal by the UNESCO. Section three will then explicate certain epistemic features of pictorial literacy in regard of informative pictures, which can show us how things are looking. The broader significance of visual literacy and its relation to multi-modal articulations and artefacts is then examined in section four.
Proceedings in Arsa Advanced Research in Scientific Areas, Dec 3, 2012
ABSTRACT To assume a transfer of information implies that the sent and the received is identical.... more ABSTRACT To assume a transfer of information implies that the sent and the received is identical. In contrast, informativeness is a relational property, differentially instantiated in dependence of the competences and interests of interpreters. Respectively, information literacy is the capability to interpret data in relation to one’s epistemic interests. Since information literacy aims at relational informativeness, it cannot be accounted for in terms of an objective transfer of information. The following philosophical analysis argues for each of these theses and thereby for a comprehensive concept of information literacy.
To assume a transfer of information implies that the sent and the received is identical. In contr... more To assume a transfer of information implies that the sent and the received is identical. In contrast, informativeness is a relational property, differentially instantiated in dependence of the competences and interests of interpreters. Respectively, information literacy is the capability to interpret data in relation to one’s epistemic interests. Since information literacy aims at relational informativeness, it cannot be accounted for in terms of an objective transfer of information. The following philosophical analysis argues for each of these theses and thereby for a comprehensive concept of information literacy.
Our learning from metaphors challenges models of cognition in terms of information. Within the pa... more Our learning from metaphors challenges models of cognition in terms of information. Within the paradigm of information-transfer, metaphors appear to be disturbances or even merely noise. But since metaphors are common epistemic tools, they should be accounted for in models of learning and cognition. This paper first raises a fundamental problem for the modelling of cognition or learning in terms of the processing of information, namely the plurality of concepts of information. In addition to the conceptual disagreements, two further philosophical challenges are explicated with regard to metaphors: The first is a relational perspective on cognition and learning beyond objectivist assumptions about the transferability of information. The second is an emphasis on the learner’s epistemic interests and capabilities, which constitute the relational informativeness of a given event.
The paper raises a number of philosophical concerns about conceptual puzzles related to the conce... more The paper raises a number of philosophical concerns about conceptual puzzles related to the conception(s) of information as promoted in Luciano Floridi's philosophy of information. Section one analyses the notion, respectively the many notions of “information”. The second section discusses the incoherent perspective of an objectivist understanding of information as a transferrable commodity, combined with an emphasis on the relational character of informativeness. The third section deals with the centrality of Floridis semantic definition of information and questions it with respect to alternative informative events like metaphors, pictures or environmental clues. The concluding section sketches a relational, pragmatist and inherently epistemic understanding of information, reconstructed as de-reified informativeness. This early work draws on an idiosyncratic use of the word 'informativity', which should be read as 'informativeness'.
Themenheft: eLearning in den Geisteswissenschaften
Tagungsband: Bildung gemeinsam verändern: Diskussionsbeiträge und Impulse aus Forschung und Praxis
Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammenstellen, dass ... more Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammenstellen, dass sie als thematisch sortierte Selbstlernmaterialien unkompliziert gefunden werden können – sei es von anderen Studierenden, interessierten Laien oder auch von Lehrkräften in Bildungsinstitutionen? Der vorliegende Werkstattbericht rekonstruiert ein Lernszenario, in dem Studierende vorhandene Materialien im Internet recherchierten, kommentierten und kompilierten, um ein Online-Zusatzangebot zu den Radiosendungen im hr-Funkkolleg Philosophie 2014/15 zu erstellen. Die Rahmenbedingungen dieser ungewöhnlichen universitären Kooperation mit dem Rundfunk werden im ersten Abschnitt vorgestellt. Der zweite Abschnitt skizziert das didaktische Design zusammen mit dem Projektstrukturplan eines produktorientierten kollaborativen Lernsettings mit Wiki-Einsatz. Im dritten Abschnitt werden der Lernerfolg bei den Studierenden sowie einige Herausforderungen benannt, die u. a. in der Abschlussevaluierung zur ...
Pickering & Chatto, Dec 1, 2014
Image, Aug 3, 2021
Literal literacy can be used as a vantage point for the reconstruction of intri-cate relations be... more Literal literacy can be used as a vantage point for the reconstruction of intri-cate relations between three further kinds of literacy. Pictorial literacy can be contrasted with literal literacy at least in phenomenological and epistemolog-ical regards. This contrast helps to separate different modes of representation as issues of information literacy. Information literacy relies on a productive concurrence of different types of literacies, while visual literacy is neither restricted to the search for information nor to pictorial signs. After some pre-liminary remarks on different kinds of literacies in the first section, the second section discusses technologically and linguistically biased approaches to in-formation literacy with regard to a proposal by the UNESCO. Section three will then explicate certain epistemic features of pictorial literacy in regard of informative pictures, which can show us how things are looking. The broader significance of visual literacy and its relatio...
Krebs, Jakob, und Sabine Reh. 2017. «Freie Lerninhalte im Internet mit Studierenden recherchieren... more Krebs, Jakob, und Sabine Reh. 2017. «Freie Lerninhalte im Internet mit Studierenden recherchieren, kommentieren und kompilieren. Zusammenfassung Wie lassen sich online frei verfügbare Bildungsinhalte mit Studierenden so zusammen-stellen, dass sie als thematisch sortierte Selbstlernmaterialien unkompliziert gefunden werden können-sei es von anderen Studierenden, interessierten Laien oder auch von Lehrkräften in Bildungsinstitutionen? Der vorliegende Werkstattbericht rekonstruiert ein Lernszenario, in dem Studierende vorhandene Materialien im Internet recherchierten, kommentierten und kompilierten, um ein Online-Zusatzangebot zu den Radiosendungen im hr-Funkkolleg Philosophie 2014/15 zu erstellen. Die Rahmenbedingungen dieser un-gewöhnlichen universitären Kooperation mit dem Rundfunk werden im ersten Abschnitt vorgestellt. Der zweite Abschnitt skizziert das didaktische Design zusammen mit dem Pro-jektstrukturplan eines produktorientierten kollaborativen Lernsettings mit Wiki-Einsatz. ...
Journal of Policy Analysis and Management, 2019
Depictive pictures may be promising in at least three different senses, which are examined in thi... more Depictive pictures may be promising in at least three different senses, which are examined in this essay. The first concerns genuine acts of promising that involve pictorial representations, like gift cards displaying a present the promisor commits herself to give. In a second sense, advertising strategists use pictures to promise to consumers perfect pasta or empty beaches. A third sense amounts to pictures as promising if they are instructive. Such pictures can be used to learn some type of action, like the performance of a military salute or the crafting of some artifact. All three promissory uses of pictures exhibit normative forces related to commitments and entitlements regarding justified expectations.
Der folgende Praxisreport kommentiert die E-Learning-Angebote in der Studieneingangsphase am Inst... more Der folgende Praxisreport kommentiert die E-Learning-Angebote in der Studieneingangsphase am Institut fur Philosophie Frankfurt. Vor dem Hintergrund einiger medienphilosophischer Uberlegungen wird zunachst der Status digitaler Lernumgebungen am Institut erlautert, um daran anschliesend die Verzahnung von Studien-Wiki, Lernmanagementsystem und Web-Based-Trainings in der philosophischen Lehr- und Lernpraxis zu skizzieren. (DIPF/Orig.)
Edition Moderne Postmoderne
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Edition Moderne Postmoderne
Edition Moderne Postmoderne
Die irreführende technologische Metapher der Informationsübertragung impliziert paradoxerweise un... more Die irreführende technologische Metapher der Informationsübertragung impliziert paradoxerweise uninformative Information. Dem steht jener Informationsbegriff gegenüber, der mit Wissen und Verstehen assoziiert ist. Informativ wird etwas nicht wegen etwas Übertragenem, sondern in Relation zu Interessen und Befähigungen verstehender Wesen. Jakob Krebs zeigt, dass ein aufgeklärtes Selbstverständnis der Informationsgesellschaft somit einer genaueren Bestimmung von Informativität bedarf. Die ist nicht nur philosophisch aufschlussreich, sondern auch für alle Praktiken des Kommunizierens, Lernens und Lehrens. Denn Information lässt sich genauso wenig übertragen wie sich eine Grippe ausschwitzen lässt.
Edition Moderne Postmoderne