⚀ 10. Neo-Dąbrowskian
Advances.

William Tillier


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⚁  10.1 Introduction.

⚁  10.2 Priorities.

⚁  10.3 Piechowski.

⚁  10.4 Chojnowski.

⚁  10.5 Mika.

⚁  10.6 Tillier.

⚁  10.1 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.

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⚁  10.2 Priorities.

What should our priorities be moving forward?

⚁  10.3 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.

⚁  10.4 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

⚁  10.5 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.”

⚁  10.6 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.

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