Unlocking the Journey Within: Self-Actualization and Inner Growth Explored

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Once again, we visit Gifted Adults in Their 40s and 50s during the 1990s — from Environmental, Familial, and Personal Factors That Affect the Self-Actualization of Highly Gifted Adults: Case Studies (Ruf, 1998). Also published in the peer reviewed (and more edited) book, Morality, Ethics, and Gifted Minds (Ambrose & Cross, 2009).

I apologize ahead of time for the overall formality of my writing about these topics. But, hey, you’re all gifted adults so I’m hopeful you’re okay with it. I wrote this in the 1990s.

Introduction to Dabrowski’s Levels II and III from the Study of Highly Gifted Adults

For the current discussion, it is necessary to review the thoughts that went into decisions related to how the adult subjects were initially ranked by their emotional and moral development. It’s important to be aware of the thoughts of others who have studied the topics, too.

In a study that looked at how gifted adolescents might demonstrate potential for personal growth, two main patterns of development were found: rational-altruistic and introspective-emotional (Piechowski, 1989). The first pattern resembles Peck and Havighurst’s (1960) rational-altruistic type and foreclosure identity as defined by Marcia (1980) — individuals who establish their identity without going through a developmental crisis. According to Peck and Havighurst, such a person is “rational” because he assesses each new action and its effects realistically, in the light of internalized moral principles derived from social experience; and he is “altruistic,” because he is ultimately interested in the welfare of others, as well as himself … He wants everyone to work constructively in some area and produce results useful to everyone. He sees relations with others as pleasant, cooperative effort toward mutual goals … As an adult, he assumes an appropriate share of responsibility in his role as a member of a family, community, nation … He reacts with emotion appropriate to the occasion. This does not mean he is unemotional, for he is enthusiastic about promoting what is good and aroused to prevent what is bad. (Peck & Havighurst, 1960, p. 8).

This description corresponds most closely with Dabrowski’s Level II:

The second type of personal growth — introspective-emotional — is more likely to be both troubling and transforming to the individual. It describes personal growth guided by powerful ideals, asking moral questions, expressing existential concerns, and exercising methodical self-judgment in the task of inner transformation. When the process is especially intense and sustained, its result is self-actualizing growth of the kind observed in spiritual leaders and other individuals of high moral character.

Rest describes in detail the kind of people who score highest on the DIT. The description resonates with that of the self-actualizing person described by Maslow. Although it leaves out any hint of the anguish of the positive disintegrations in Dabrowski’s theory, it gives a good picture of the goal:

The people who develop in moral judgment are those who love to learn, who seek new challenges, who enjoy intellectually stimulating environments, who are reflective, who make plans and set goals, who take risks, who see themselves in the larger social contexts of history and institutions and broad cultural trends, who take responsibility for themselves and their environs. On the environmental side of the equation, those who develop in moral judgment have an advantage in receiving encouragement to continue their education and their development. They profit from stimulating and challenging environments, and from social milieus that support their work, interest them, and reward their accomplishments. As young adults, the people who develop in moral judgment are more fulfilled in their career aspirations, have set a life direction of continued intellectual stimulation and challenge, are more involved in their communities, and take more interest in the larger societal issues. This pattern is one of general social/cognitive development (Rest, 1986, p. 57). [Italics added]