Managing the Emotional Intensities of Gifted Students with Mindfulness Practices

The emotional intensities of gifted students affect not only their learning, but also the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy that cause inner turmoil but can result in creative endeavors. The benefits of mindfulness practices to meeting the emotional needs of gifted students are presented with examples of deep listening, gratitude, and storytelling as mindfulness practices. A culminating activity of storytelling illustrates the integration of deep listening and gratitude and its effect on the sense of identity of gifted students.

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

<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;}

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

<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;}

Human development in Kazimierz Dąbrowski's theory of positive disintegration as an expression of reaching psychic maturity

In my article, I analyze how Kazimierz Dąbrowski's theory of positive disintegration can help with understanding the phenomenon of psychic maturity. From the perspective of this conception, the development of a human being is inherently connecting with going towards your ideal, which can't be achieved without mental disturbance and sometimes even psychic breakdown. The loosening of rigid psychic structures should be linking with self-education. This process leads toward the birth of a new person that internalized her hierarchy of values and goals. This hierarchy can't be changed. The theory inscribes the development of the given individual into five key levels that have different inner properties. I shortly analyzed theory and its main components, and after that, I showed how we should understand mental maturity in the light of Kazimierz Dąbrowski's theory.

The origins and conceptual evolution of overexcitability

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.

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

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.

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

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.

Psychology of Giftedness and the Theory of Positive Disintegration: A Conversation With Sal Mendaglio

Dąbrowski’s theory of positive disintegration has been associated with the psychology of giftedness for four decades, and Sal Mendaglio has significantly contributed to the thoughtful understanding of the theory throughout those 40 years. In this interview, Mendaglio discusses the relationship between the theory of positive disintegration and the psychology of giftedness. Mendaglio addresses potential misunderstanding of the theory as well as the concept of overexcitabilities. He clarifies that Dąbrowski’s theory is not a theory of giftedness; however, the theory as well as Dąbrowski’s concept of intelligence contributed to Mendaglio’s understanding of the psychology of giftedness. Mendaglio cautions against the oversimplification of overexcitabilities and the tools with which the construct has been measured.