Dabrowski Without the Theory of Positive Disintegration Just Isn't Dabrowski

Roeper Review ◽  
2009 ◽  
Vol 31 (2) ◽  
pp. 123-126 ◽  
Author(s):  
William Tillier
Keyword(s):  
Positive Disintegration ◽  
Theory Of Positive Disintegration

scholarly journals PSYCHOLOGICAL ANALYSIS OF MYSTICAL EXPERIENCES IN HERMAN HESSE’S SIDDHARTHA

2018 ◽  
Vol 3 (2) ◽  
pp. 66
Author(s):  
Muhammad Imran ◽  
Abdul Ghaffar Bhatti ◽  
Rana Tahir Naveed
Keyword(s):  
Personal Development ◽  
Mystical Experience ◽  
Personality Development ◽  
Spiritual Quest ◽  
Psychological Analysis ◽  
The Social ◽  
Psychic Disorders ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Mystical Experiences

This paper is an attempt to study Siddhartha’s spiritual quest for self-knowledge in psychological perspective. It is meant to explore how far and in what ways is the mystical experience on par with secondary integration of personality that occurs only in the wake of the disintegration of several existing psychological structures. The protagonist’s act of overcoming ego-consciousness and disassociating himself with the social labels and ultimately realizing his ‘self’ are analyzed psychologically using Kazimierz Dabrowski’s theory of positive disintegration as a conceptual framework. Herman Hesse’s novel Siddhartha is selected for the study, and textual analysis is employed as a tool to analyse the text culling the relevant passages as evidence. The study reveals that the protagonist of the novel achieves higher level of personality development and the previously held assumptions which confuse spirituality with psychic disorders are overruled. It also asserts the validity of mystical experiences as higher form of consciousness yielding wisdom allowing mystics to transcend the temporal cum spatial barriers thereby elevating to the level of humanity. This paper suggests that the study of different mystical traditions may well lead to one’s personal development and may prove a step towards gaining maturity.Keywords: Mysticism, mystical experience, self-realization, positive disintegration, secondary integration.  Cite as: Imran, M., Bhatti, A. G., & Naveed, R.T. (2018). Psychological analysis of mystical experiences in Herman Hesse’s Siddhartha. Journal of Nusantara Studies, 3(2), 66-79. http://dx.doi.org/10.24200/jonus.vol3iss2pp66-79

scholarly journals POSITIVE DISINTEGRATION IN MYSTICAL EXPERIENCES: A PSYCHOLOGICAL STUDY OF MURIEL MAUFROY’S RUMI’S DAUGHTER

2019 ◽  
Vol 58 (2) ◽  
pp. 97-105
Author(s):  
Muhammad Imran ◽  
Muhammad Hussain
Keyword(s):  
Mystical Experience ◽  
Personality Development ◽  
Psychological Study ◽  
Religious Traditions ◽  
Mystical Union ◽  
Level Of Consciousness ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Psychological Models ◽  
Mystical Experiences

The relationship between psychology and mysticism has gained a great deal of currency over the years. Various psychological models have provided theoretical foundations allowing the researchers to grasp profound varieties and nuances in mystical experiences across cultures and religious traditions. This has, in fact, broadened the canvass for mystical studies. The current paper attempts to carry out a psychological analysis of mystical experience of a character (mystic) named Kimya in Muriel Maufroy’s novel “Rumi’s Daughter”. The study carries out an analysis of how the mystic’s experience of the Divine can be translated in terms of a psychological process of personality disintegration initiated by a conflict, deconstruction of preconceived notions and beliefs and ultimately leading towards secondary integration of personality. Kazimierz Dabrowski’s theory of positive disintegration is employed as a framework to analyse her spiritual encounter. Through a minute textual analysis of the novel, the research reveals certain parallels between the process of personality development and mystical experience. It confirms the contention that the culmination of mystical union underlies psychological wellbeing and serenity on the part of mystic. The study also shows that mystics are those rare individuals who are capable of reaching the final level of personality development characterised by self-autonomy and higher level of consciousness.

The origins and conceptual evolution of overexcitability

2021 ◽  
Vol 62 (20) ◽  
pp. 23-44
Author(s):  
Christiane Wells ◽  
R. Frank Falk
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Gifted Education ◽  
Developmental Potential ◽  
Hyperactivity Disorder ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Conceptual Evolution

The construct of overexcitability originated from the condition known as “nervousness.” Dąbrowski differentiated it into types many years before publishing the first outline of his theory of positive disintegration. In this paper, we establish the origins of psychic overexcitability (OE), tracing its evolution in Dąbrowski’s work prior to developing his theory and later through its placement within the concept of developmental potential. Based on our study of Dąbrowski’s early Polish work, we challenge the belief that overexcitability is often misdiagnosed as attention-deficit/hyperactivity disorder (ADHD). Piechowski’s elaboration of OE in gifted education is explored, and current misconceptions and misuses of OEs are critiqued. Based on our review, we present possible future applications and elaborations of overexcitability.

scholarly journals A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Knowledge Acquisition ◽  
Gifted Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Practices ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
K 12

<p>Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s <i>Theory of Positive Disintegration</i> (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

scholarly journals Psychological Study of Islamic Mysticism in Elif Shafak's The Forty Rules of Love

2020 ◽  
Vol V (II) ◽  
pp. 83-92
Author(s):  
Muhammad Imran ◽  
Nazakat ◽  
Adil Khan
Keyword(s):  
Emotional Development ◽  
Mystical Experience ◽  
Literary Text ◽  
The Other ◽  
Psychological Perspective ◽  
Psychological Study ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
Human Psyche ◽  
Mystical Experiences

Mysticism presents, amidst others, a unique worldview to unfold the cosmic mysteries through experiential ways, often rendering mystical experiences somewhat subjective and elusive. This makes it highly pertinent to delve into the human psyche, which is the fountainhead of such experiences. Psychology offers theoretical tools, thereby enabling researchers to resolve riddles at one hand and enriching their understanding on the other. It is almost in the same vein that the current research is carried out, namely analyzing mystical experience from a psychological perspective. The paper contends that the culmination of a mystic's experience of the Divine is equated with his psychological wellbeing and emotional development. Drawing on Kazimierz Dabrowski's theory of positive disintegration, the researchers study a literary text, The Forty Rules of Love, written by Elif Shafak. The findings of this research lead to a nullification of the confusion of mystical experiences with psychological disorders.

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