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Notes that one hundred years ago, William James' study of religious experience was based on reports of spiritually gifted adults. However, modern investigators found that when adults were asked about a spiritual experience of lasting significance in their lives, many described an event from childhood. This paper provides excerpts from investigations of adults who had spiritual experiences as children. These reports show that children are capable of authentic spiritual experiences of divine presence—God-in-everything, energy shimmering in living things, all-embracing unity and oneness, and much more, comparable to experiences of the great mystics. Moreover, the author contends that some children on their own have discovered techniques for entering the joyful state of heightened consciousness. It is argued that recently advanced arguments for spiritual intelligence prepare the ground for recognition of spiritual giftedness, as distinct from other facets of giftedness. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Two nonintellective variables, representing the imaginational (M) and the emotional (E) dimensions of mental life, and one broadly intellective variable (T) have been identified as characteristic of giftedness. A cross-sectional comparison showed no age trend when groups of gifted children (as young as age 9) and adolescents are compared with gifted adults. The broadly intellective variable T showed bimodal distribution creating two subsamples, one with T scores lower than 5, and one with T scores of 5 or more. This did not affect the M and E mean scores of the two subsamples of gifted adolescents. The three variables, E, M, and T are viewed here as critical contributors to the creative power and productivity of gifted people. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Notes that transpersonal experience are experiences that go beyond individual consciousness, but this does not in itself qualify them as spiritual. The author believes there must be a criterion by which these experiences can be regarded as genuinely spiritual. Such a criterion was offered by W. James: inner communion with a higher universe engages a person in the the process of inner transformation. The observable consequences are the person appearing more centered, at peace, and loving toward others. People who have done the work of inner transformation—Gandhi, E. Roosevelt, E. Hillesum, Peace Pilgrim—all stress that the world changes for the better as a function of individual human beings' changing for the better: inner peace is the necessary condition of world peace. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Kazimierz Dabrowski's theorizing has contributed significantly to the broadening conceptualization of giftedness, beyond academic achievement and eminence. Based on his clinical practice and research, Dabrowski noted that gifted and talented individuals tended to experience the world and themselves in qualitatively different ways. In his conceptualization, Dabrowski emphasized the primacy of emotion, explicitly relegating other factors, including intelligence, to subservient roles. Dabrowski's theory of positive disintegration provides scholars, researchers, practitioners, and parents a unique lens through which to view giftedness with emotion taking center stage. Unlike other theoretical contributions that have broadened the conceptualization of giftedness, for example, Mariand's (1972) expansion from unidimensional to multidimensional, Dabrowski's theory has contributed to a re-conceptualization of giftedness itself. Emotional giftedness (Mayer, Perkins, Caruso, & Salovey, 2001; Piechowski, 1997), giftedness as asynchronous development (Silverman, 1997, 2012), identification of giftedness (Carman, 2011), and self-actuaUzation and morality ofthe gifted (Ruf, 2009) are a few examples of Dabrowski's influence on our current conceptualization of giftedness. The pilot research by Mayer and his associates (2001) is particularly important because it showed that positive maladjustment appears at the high end of emotional intelligence and that it characterizes emotional giftedness. In addition, other contemporary theorizing such as giftedness as greater awareness (Roeper, 1982), spiritual giftedness (Lovecky, 1998), and heightened multifaceted sensitivity (MendagUo, 2003) resonate with Dabrowski's theory and receive indirect support from it. In general, TPD has had the effect of ending the stranglehold that cognition and material achievement had on the field of gifted education. Scholars, adopting a Dabrowskian perspective on giftedness, have reinforced the importance of a holistic approach to giftedness—to concern ourselves with the emotional, moral, and spiritual dimensions of gifted individuals, not simply to focus on meeting their intellectual needs, but rather the development of the whole person. As such, TPD contrasts sharply with conceptions of giftedness that emphasize productivity (Renzulli, 1978; Gardner, 1999; Sternberg, 2000). Interest in TPD's conception of giftedness is on the rise, despite renewed attempts to reduce giftedness to an external criterion of achievement (Subotnik, Olszewski-Kubilius, & Worrell, 2011). (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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Entre 2000 y 2026
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