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Maria daVenza Tillmanns
University of California, San Diego
  1.  62
    Does Developing Moral Thinking Skills Lead to Moral Action? Developing Moral Proprioception.Maria daVenza Tillmanns - 2021 - International Journal of Philosophical Practice.
    This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions (...)
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  2.  49
    Essays on Philosophical Counseling.Ran Lahav & Maria daVenza Tillmanns (eds.) - 1995 - Lanham, Maryland, USA: University Press of America, Inc..
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  3. Philosophical Practice and Aporia in Prison (Russian translation by Dr. Sergey Borisov).Maria daVenza Tillmanns - 2019 - Социум И Власть 3 (77):107—119..
    В статье анализируются результаты работы двух- недельных тренингов сократического диалога, которые проводились с заключенными испра- вительного центра Сан-Диего, с акцентом на ситуации апорий или безвыходных положений мысли. Диалог помог не только раскрыть пред- посылки их мышления, так сказать, ключевые точки, но и помог связать эти точки воедино, дал возможность участникам взглянуть на мир в новой перспективе. Это позволило им пере- смотреть свою жизнь в условиях безопасной и непредвзятой обстановки. В результате этих диалогов участники открыли в себе способность самостоятельно оценивать свою (...)
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  4. Применение Проприоцепции Мышления В Философствовании С Детьми1.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):69-76.
    Статья посвящена обоснованию смены парадиг- мы в философии для детей, а именно тому, что философия для детей сама может привнести в академическую философию, а не наоборот. Сме- на парадигмы связана с раскрытием категории «отношение» (М. Бубер, Д. Бом). Это априорное отношение к миру формирует основу для инту- итивного знания о нем, поскольку интуитивное мышление исходит из полного участия человека в «переживаемом отношении» с бытием. Вместо акцентирования внимания на том, как можно развить у детей навыки критического мышления посредством абстрактного мышления, необхо- (...)
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  5. Proprioception of Thinking and Emotional Intelligence Are Central to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019
    Philosophy with children often focuses on abstract reasoning skills, but as David Bohm points out the “entire process of mind” consists of our abstract thought as well as our “tacit, concrete process of thought.” Philosophy with children should address the “entire process of mind.” Our tacit, concrete process of thought refers to the process of thought that involves our actions such as the process of thought that goes into riding a bicycle. Bohm contends that we need to develop an awareness (...)
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  6. Philosophy with Children and the Proprioception of Thinking.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    Proprioception is usually used in reference to body movement and the self-perception of body movement. Proprius in Latin means “one’s own,” or “self.” It refers to the physical knowledge acquired, say, in the process of doing a particular activity, such as riding a bicycle, for instance. You can be told how to ride a bicycle, and this may be of some help. But in the end, it’s the physical knowledge and not the mere theoretical knowledge that enables you to ride (...)
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  7. How Doing Philosophy with Children Enhances Proprioception of Thinking and Emotional Intelligence.Maria daVenza Tillmanns - 2020 - Socium I Vlast’ 1 (81):90-95.
    The article is a more detailed consideration of the problems that were outlined in the first part of this study, “The Application of the Proprioception of Thinking in Doing Philosophy with Children” (Socium and Power, 2019, no. 4). This time, the author pays attention to the characterization of thinking as a process in the practice of philosophizing with children, justifying the effectiveness of this practice, which forms the awareness of actions and develops emotional intelligence. The author contrasts static abstract thinking (...)
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  8. Can Philosophy with Children Be an Antidote to Radicalized Thinking? Blog of the APA.Maria daVenza Tillmanns - 2017 - Blog of the APA.
    After Brexit became a reality in the UK and Trump became a reality in the United States, many thought that this was perhaps the last stand of those who thought of themselves as white and entitled to their land, calling it their country. Others living in their country may be citizens of that country, but it did not mean it was theirs as well. It belonged to those of white origin. And this “fact” would embolden those who wanted to “take (...)
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  9. The Integrity of Thinking.Maria daVenza Tillmanns - 2018 - The Blog of APA.
    When we look at our political landscape today, I wonder where has our integrity gone? -/- Teachers want to know how to explain (if that’s the right word) the language and behavior of the current American president to children in their class. He lies, he is rude and inconsiderate; he bad-mouths people and makes fun of people with disabilities. And classroom teachers not only teach certain disciplines; they also teach the need for civil discipline. The latter seems to be lacking (...)
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  10. Philosophical Practice and Aporia in Prisons.Maria daVenza Tillmanns - 2018 - Journal of Humanities Therapy 9 (2).
    Abstract: -/- In this paper we discuss how through our bi-weekly Socratic dialogue groups with inmates at the Metropolitan Correctional Center downtown San Diego, we were able to bring the inmates to a sense of aporia or puzzlement. Not only did the dialogues help to uncover assumptions, uncovering the dots, so to speak, but also to help reconnect the dots and see their world from a different perspective. It allowed them to question their lives in a safe and non-judgmental environment. (...)
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  11. Aporia and the Implications for the Intuitive Knowledge of Children | Blog of the APA.Maria daVenza Tillmanns - 2018 - Blog of the APA.
    The compass we use to navigate life needs to be cultivated from an early age. My sense is that the arts, including Plato’s dialogues cultivate our navigational sense. It does not tell us rationally what is good or what is bad. It is not that simple. Remember, the stars we sail by, are not fixed, either. So we need to develop a sense for what may be right or not in any particular situation. We may have a general sense, but (...)
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  12. Examples of Aporia Questions Using Picture Books.Maria daVenza Tillmanns - 2019 - Blog of the APA.
    The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift. – Albert Einstein -/- In my philosophical discussions with elementary school children, I use questions not just to uncover hidden assumptions the children may have, but to lead them to a place of aporia – puzzlement, a place of “not-knowing.” If some children assume that to be brave is to be fearless, (...)
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  13. The Application of Proprioception to Doing Philosophy with Children.Maria daVenza Tillmanns - 2019 - Социум И Власть 4 (78):62-68.
    This paper focuses on creating a paradigm shift; looking at how philosophy for and with children can inform philosophy, instead of having philosophy inform philosophy for and with children. My work in doing philosophy with children has shown me the limitations to trying to understand their way of doing philosophy through the lens of how adults understand philosophy and the influence western philosophy has had on the perception of what kids do when they are involved in philosophical group discussions. The (...)
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  14.  64
    How to Do 'Jazzy Philosophy': An Interview with Maria daVenza Tillmanns.Maria daVenza Tillmanns & Nathan Eckstrand - 2020 - Blog of the APA.
    Interview with the author of "why We are in Need of Tails." Iguana Books, Toronto, Canada.
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  15.  58
    КАК ФИЛОСОФСТВОВАНИЕ С ДЕТЬМИ СПОСОБСТВУЕТ РАЗВИТИЮ ПРОПРИОЦЕПЦИИ МЫШЛЕНИЯ И ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА.Maria daVenza Tillmanns - 2020 - Социум И Власть 1 (81):96-103.
    Аннотация Статья представляет собой более подробное рассмотрение тех проблем, которые были на- мечены в первой части данного исследования «Применение проприоцепции мышления в фи- лософствовании с детьми» («Социум и власть», 2019, № 4). На этот раз автор уделяет внимание характеристике мышления как процесса в пра- ктике философствования с детьми, обосновы- вая эффективность данной практики, которая формирует осознанность действий и развивает эмоциональный интеллект. Автор противо- поставляет статичное абстрактное мышление динамике неявного конкретного мыслительного процесса. Философствование с детьми в диало- говой форме всецело вовлекает (...)
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  16.  27
    Socratic Wisdom & The Knowledge of Children.Maria daVenza Tillmanns - 2019 - Philosophy Now 131:27-29.
    Thinking together not only binds us, but also allows us to explore unknown, perhaps unknowable, territory with joy, curiosity and confidence. Through asking children what they in some sense already know through their intuitive knowledge and putting thinking itself into question, we can help them become more aware of themselves as thinking beings. And as thinking beings children can learn the skills they’re taught in school, but not at the expense of their own thinking. With their thinking intact, they can (...)
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  17.  42
    Children, Intuitive Knowledge and Philosophy.Maria daVenza Tillmanns - 2017 - Philosophy Now 119:20-23.
    This paper explores the notion that children have a knowledge of the world of their own – an intuitive knowledge. Being fully immersed in the world as adults are, they too have a knowledge of the world. In contrast to adults, who have developed a cognitive knowledge of the world, children still depend on their intuitive knowledge. Children certainly have a strong grasp of the world they live in; it’s just not dependent on cognitive knowledge. In my paper I compare (...)
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  18. Aporia and Picture Books.Maria daVenza Tillmanns - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):11-22.
    Here is an example using a picture book story: A New House, in Grasshopper on the Road: by Arnold Lobel Grasshopper sees an apple on top of a hill and decides, yum! lunch, as he takes a big bite out of the apple. This, however, causes the apple to start rolling down the hill. Grasshopper hears a voice inside the apple, telling him to keep his house from being destroyed as it is rolling down the hill. My bathtub is in (...)
     
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  19. Filosoferen met Kinderen.Maria daVenza Tillmanns - 1992 - Prana 71.
  20. Normvervaging, de Voedingsbodem voor Filosofische Praktijk en Kinder Filosofie.Maria daVenza Tillmanns - 1993 - In van Dooren en Hoff (ed.), Proceedings Aktueel Filosoferen, 15e Nederlands-Vlaams Annual Philosophy Conference. Delft, Netherlands:
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  21. Philosophical Counseling and Teaching: "Holding the Tension" in a Dualistic World.Maria Davenza Tillmanns - 1998 - Dissertation, University of Illinois at Urbana-Champaign
    In this dissertation, I develop a theory of philosophical counseling and teaching. It is the outcome of my holding the tension of my practical and theoretical viewing points. Holding the tension is a term which Maurice Friedman coined to counter the idea of dichotomous either/or thinking and any attempt to synthesize thought into unity or fusion. ;This dissertation focuses on Buber's notion of the dialogical, which implies acknowledging the other's otherness. Buber's notion of other is diametrically opposed to the post-modern (...)
     
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  22. Philosophical Counseling and Teaching: Discussion of Using the Dialogical Approach with African-American High School Students.Maria daVenza Tillmanns - 2001 - In Trevor Curnow (ed.), Thinking Through Dialogue. Surrey, UK: Practical Philosophy Press.
     
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  23. The Early Days of the Philosophical Practice Movement.Maria daVenza Tillmanns - 2015 - Agora - The History of Philosophical Practice.
    An excerpt from chapter one of my dissertation: -/- Philosophical Counseling and Teaching: "Holding the Tension" in a Dualistic World (May 1998).
     
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  24.  10
    Why We Are in Need of Tails.Maria Davenza Tillmanns - 2020 - Toronto, ON, Canada: Iguana Books.
    Fiction -/- Our most nuanced skills for communication were lost when we lost our tails, so the story goes. -/- Huk and Tuk explore ways we can compensate for this loss, by telling stories — tales — through polyphonic listening and by entering into dialogue to create a new, deeper understanding of ourselves and the world we live in. -/- Doing philosophy with children inspired Maria deVenza Tillmanns to recreate the bonds of meaningful communication in the writing of this whimsical, (...)
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  25. Why We Are in Need of Tales, Part I.Maria daVenza Tillmanns - 2021 - Toronto, ON, Canada: Iguana Books.
    My latest book is now out in paperback, hardcover and ebook. Huk and Tuk the main characters in “Why We Are in Need of Tails” discuss 6 picture books by authors Leo Lionni and Arnold Lobel in "Why We Are in Need of Tales," Part I. Join them on their philosophical journey. Drawings are made by the children in my philosophy classes at El Toyon Elementary in San Diego, CA.
     
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  26. Why We Are in Need of Tales, Part II.Maria daVenza Tillmanns - 2021 - Toronto, ON, Canada: Iguana Books.
    Why Dreams Are Important There is a very important reason why we are in need of tales. Let me explain. See, a very, very long time ago, before we had tales, we had actual tails. These tails connected us to the world around us and to each other as well. We were able to communicate with each other with incredible nuance and accuracy — and just with the slightest touch or twitch of our tails. Imagine that! Over the course of (...)
     
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  27. Why We Are in Need of Tales, Part III.Maria daVenza Tillmanns - 2022 - Toronto, ON, Canada: Iguana Books.
    In Why We Are in Need of Tails, we learn how we all used to have tails that helped us connect to each other and the world around us. When we lost our tails, we also lost our most nuanced way of communicating, so the story goes. Best friends Huk and Tuk explore ways we can compensate for this loss. They discover that by telling stories — tales — and by discussing the intriguing questions they raise, we're able to create (...)
     
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  28. Philosophical Counseling: Understanding the Self and Other Through Dialogic Approach.Maria daVenza Tillmanns - 2013 - In Elliot D. Cohen & Samuel Zinaich Jr (eds.), Philosophy, Counseling and Psychotherapy. Cambridge Scholars. pp. 132-138.
     
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  29.  12
    The Need to Move Beyond Homo Faber.Maria daVenza Tillmanns - 2015 - Philosophy Now 106:13-15.
    The thinking employed by Homo faber, Latin for ‘Tool Wo/Man,’ and a concept articulated by Hannah Arendt and Max Scheler referring to humans as controlling the environment through tools, is instrumental in nature. Know-how is applied to the environment as one would apply a tool, in order to control it. In contrast, thinking that looks at how to engage the whole for the sake of solving a problem, is the thinking employed by Homo Cognoscens (a term I invented), referring to (...)
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  30.  18
    Philosophical Counseling.Maria Davenza Tillmanns - 2013 - Philosophy Now 98:25-27.
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  31.  1
    Philosophical Counseling.Maria daVenza Tillmanns - 2005 - International Journal of Philosophical Practice 2 (4):1-9.
    Many philosophical counselors seem to be counselors who use or point to phil­osophical texts or use abstract indeed logical or rational methods when working with a client. I want to introduce the idea of a counseling philosopher, who uses the client’s own concrete experiences as the basis for philosophizing with the client about the nature of the client’s dilemma - using ‘the between’ as that special creative space where one em­ploys the art of philosophizing to the unique situation. Otherwise, the (...)
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