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Dąbrowski’s research agenda.
In introducing his research agenda, Dąbrowski offered 72 hypotheses, saying:
“The theory of positive disintegration is to be considered mainly as a series of inductive empirical generalizations. Some of them have been confirmed in experimental studies. Others are mere working hypotheses which require a great deal of further research and possibly a modification or reformulation. In some cases it was not possible to go beyond statistical generalizations.
The highly complex and evasive nature of the processes analyzed in the theory of positive disintegration, the insufficiency and notorious questionableness of knowledge we have accumulated up to now in this domain, and the novelty of the approach made it hardly possible to reach in every respect the degree of precision and empiricalness which would satisfy a methodologically sensitive and critical reader. However, it is the conviction of the author of the theory that they [the hypotheses] include theoretically important and practically useful insights and truths about the human form of mental life and development. They may deserve attention, at least as a starting point for further analysis and experimental study” (Dąbrowski, 1970, pp. 130-131).
Dr. Dąbrowski stressed that many of his ideas were vague because he lacked enough information to be more precise, and he did not wish to speculate. Thus, we need quality research to enhance the theory. There are numerous challenges that future researchers will face, and I hope that the upcoming generation embraces these challenges and makes real progress in creating a neo-Dąbrowskian theory.
⚁ 11.1 Introduction.
⚁ 11.2 Priorities.
⚁ 11.3 Piechowski.
⚁ 11.4 Chojnowski.
⚁ 11.5 Mika.
⚁ 11.6 Tillier.
⚁ 11.1 Introduction.
This portion of the webpage does not discuss Dąbrowski's original theory. It is intended to provide a forum where neo-Dąbrowskian ideas, reformulations, and new or revised constructs can be discussed. Having studied with Dr. Dąbrowski, I know two things: he highly valued the integrity of his original theory — he did not want people to make changes and still promote the theory under his name (this happened towards the end of his life). Second, he wanted ongoing research conducted to foster its continued development. I believe he wanted the theory to be refined and remain relevant. This page will focus only on neo-Dabrowskian advances to avoid confusion between the original and its refinement.
.⚁ 11.2 Priorities.
What should our priorities be moving forward?
⚁ 11.3 Piechowski.
Over the years, Michael has offered criticisms of the original theory; however, he has also stimulated much discussion over reformulations of the theory. These ideas deserve closer scrutiny and debate.
⚁ 11.4 Chojnowski.
Dominik Chojnowski. University of Lodz. Faculty of Education Science,
Poland.
Doctor of social sciences in the discipline of pedagogy, assistant
professor at the Department of Education Theory at the Faculty of
Educational Sciences at the Faculty of Education at the University of
Lodz. In his research, he combines pedagogical, psychological,
sociological and political and political themes, striving for
interdisciplinary analyses. His scientific interests include a broadly
understood humanistic tradition in psychology and pedagogy. The work of
Kazimierz Dąbrowski, the author of the theory of positive disintegration
and initiator of mental hygiene in Poland, is of particular importance
here. Another area of interest is critical pedagogy, especially its
American trend, whose main representatives are Henry Giroux and Peter
McLaren. Dąbrowski’s scientific work aims to understand the complex
social and educational phenomena that we face in the modern world. The
expression of this attitude is publications in scientific journals, such
as the “Studies of the Theory of Education” (
Criticism of Capitalism as the way to open new areas of emancipation in
education
, 2020), “The Science of Education. Interdisciplinary Studies” (
Are we really doomed to educational failure? Pedagogy as a tool for the
liberation of the oppressed of this world
, 2018), “Societas et Ius” (
Carl Schmitt – the thinker of the fight – that is, the break
with the false political liberal consensus
, 2017).
Chojnowski, D. (2023). Three Ways to Read Dąbrowski’s Theory. It Is Not All Flat Here. Constructing a Neo-Dąbrowskian Approach. Annales Universitatis Mariae Curie-Skłodowska. Sectio J, Paedagogia-Psychologia, 36 (4), 261-279. DOWNLOAD PDF (open). https://journals.umcs.pl/j/article/view/16506
⚁ 11.5 Mika.
Dr. Mika has suggested that it would be clearer to describe the levels using the terms “unilevel integration” instead of “primary integration” and “multilevel integration” instead of “secondary integration.”
⚁ 11.6 Tillier.
I have carefully read and archived Maslow's work. In his formulation of self-actualization, he emphasized that the individual should actualize the self as it is found with no differentiation between higher and lower aspects. Dąbrowski rejected this as it lacked a multilevel element. I believe it is helpful to combine these two constructs, and in my 2018 book, I discussed "multilevel-actualization." Applying Dąbrowski's multilevelness to self-actualization seems like an obvious advance to me. I believe that multilevel-actualization applies to level IV. I have not compared Dąbrowski's approach to level V and Maslow's ultimate level of development – self-transcendence. This importance task awaits.