Self-education into maturity in light of the theoretical approach of Zdzislaw Chlewinski

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Self-education into maturity in light of the theoretical approach of Zdzislaw Chlewinski

Weronika Juroszek, Mariola Teresa Kozubek

This paper aims to answer the research question: How to educate oneself towards maturity in light of the theoretical approach of Zdzislaw Chlewinski? Chlewinski developed the theory of mature personality, identifying three components: reliable insight into oneself (authenticity), autonomy and a personalistic attitude towards other people. In this paper, selfeducation towards maturity is considered as developing the qualities listed by Chlewinski, thus becoming increasingly authentic and autonomous as well as increasingly human in one's relation to the other. Using Chlewinski's method of text analysis, the following areas (tasks) of self-education towards maturity were identified: (1) in terms of honest insight into oneself (authenticity): distancing oneself from the excessive, inflexible use of defence mechanisms that lead to the formation of a distorted self-image and playing inaccurate roles; a reliable answer to the question about the most important life values; the formation of an attitude of gratitude; (2) in terms of autonomy: the formation of pro-social and altruistic life plans; the development of a solid willpower and self-reliance; (3) in terms of the personalistic attitude towards other people: building empathic and supportive relations, distancing oneself from manipulative behaviour (including ingratiation).

To illustrate self-education with respect to the aforementioned areas, the selected aspects of biographies of truly mature individuals, prominent Polish people representing different lifestyles, were referred to: Karol Wojtyla, who later became Pope John Paul II; General Fieldorf "Nil" - a hero of World War II; and Wanda Poltawska - a doctor of psychiatry, 102 years old in 2023 when this paper is being written. Their biographies provide inspiration for self-education towards maturity.

On the basis of the analysis undertaken, it was concluded that Zdzislaw Chlewinski's theory can serve as a source of guidance for further analyses of the biographies of truly mature people.

Keywords; maturity, self-education, autonomy, self-insight, personalism, Zdzislaw Chlewinski.

Weronika Juroszek, PhD; University of Silesia in Katowice, Poland;

Consequently, according to Chlewinski, a mature individual is able to make an honest insight into themselves consisting of an adequate (without distortion) perception of their strengths and weaknesses. In this process, it is important not to lower or overstate one's self-esteem. He writes: "The mature individual neither lowers his or her self-worth nor attributes greater qualities to themselves than they actually is. Such a person knows themselves as an 'object' and understands the difference between what they are and what they would like to be, and what others think of them" (1991, p. 31).

A reliable answer to the question about the most important life values as an area for developing the self towards maturity

Following self-reflection, the next step for a person undertaking self-education is to find out why they are who they are, what is most important to them and what values guide them in life. The question of values, i.e. life's signposts, is crucial because they guide a person towards their chosen goals, strengthening their sense of activity, commitment and determination (Turoszek, 2023a, p. 98; Kozubek, Silva, 2023). Those choices that lead human beings towards good play a special role. Sustained acts of self-education which consist in the voluntary internalisation of the good as a norm, constitute the growth of a human being as a person (Chudy, 2007, p. 28). In self-education towards maturity, it is important to discern to what extent the proclaimed, declared hierarchy of values has been internalised. Whether the internalisation of values has actually taken place is manifested in actions, especially those undertaken in challenging situations, requiring effort and overcoming oneself. Only then can it be determined whether a person really lives the values he or she proclaims. However, in such cases a discrepancy between the declared values and the actual actions often occurs. It is significant that human greatness is confirmed, among other things, by this very fact of complete correspondence between the highest values proclaimed and the actions performed. With their lives, remarkable individuals prove that the fulfilment of the highest values is possible, whether in everyday life or under extremely difficult conditions, for example in prisons, in the gulag camps or under other conditions of forced labour.

August Emil Fieldorf "Nil" was an exceptional patriot, one who risked his life every day to save his compatriots from the cruelty of the German and then Russian occupiers. After the war, in the 1950s, he was deported to Gulag for several years, then imprisoned and finally sentenced to death by hanging by the communists (Juroszek, 2023a). During the ruthless investigation and trial, he did not reveal the name of any of his former soldiers and strongly refused to cooperate with the communist authorities of the People's Republic of Poland. Even in the face of a death sentence, he remained steadfast, totally committed to the highest values he proclaimed. In the lifelong attitude of General Fieldorf "Nil", there was a complete correspondence between the values he proclaimed and the actions he took (Juroszek, 2023a).

As a 20-year-old girl scout, Wanda Pottawska was arrested by the Gestapo in Lublin in February 1941. While being interrogated in a bestial manner, beaten, and risking her own life, she did not denounce anyone, as she recalled years later: "I left the investigation victorious [...]. I came out satisfied, with a clear conscience [...] I didn't rat anyone out" (Pottawska 2023, p. 59; Kozubek, 2023a).

Developing an attitude of gratitude as an area of self-improvement

Reliable self-insight involves the ability to appreciate selfless gifts received from other people, which leads to an attitude of gratitude (Wolanin, 2019). An example of such an attitude is John Paul II, who repeatedly thanked others for the kindness he received. This is evident in his reflections on the World War II period: "In the context of the great evil of the war, I found in my personal life that everything in some way turned in favour of the good that was the vocation. I cannot forget the good experienced during that difficult period from the people God placed on my path: either from my family or among my friends and colleagues" (John Paul II, 2002, p. 51). His awareness of his life being saved nurtured his attitude of constant gratitude: "In that great and terrible theatre of World War II, I found myself being spared much. After all, any day I could have been taken from a street, a quarry or a factory and deported to a camp. (...) In my homeland during World War II, priests and lay Christians were taken to death camps. In the camp of Dachau alone, about three thousand priests were imprisoned" (ibid.). The life story of Wanda Pottawska fits into this experience of John Paul II. When, as a forty-year-old mother of four daughters, in a manner quite inexplicable from a medical point of view, she recovered from cancer in a short time, Wojtyta revealed to her the meaning of gratitude and the essence of forming such an attitude in herself: "Gratitude always brings us in a particularly close way to the Person [...]. We should be able to incorporate this grace somehow into our lives [...], it seems to be a further extension of gratitude or even simply its proper fullness and depth. I think this is also the case in relatio nships between people" (Pottawska, 2008, p. 79). Although Pottawska experienced the cruelty of the concentration camp, she continually emphasises that she always wants to " thank God for everything" (Kozubek, 2023b).

Self-education towards autonomy

Within the framework of autonomy, the following areas of self-development were detailed: the development of a strong willpower and self-reliance; the formation and realisation of distant, pro-social life plans.

Developing strong willpower and self-reliance as an area of self-improvement

Will is one of the crucial terms characteristic of self-education. Its fundamental role for selfimprovement is emphasised by all theoreticians of self-education (Sliwerski, 2010; Chudy, 2007). Due to a strong willpower, a person is able to persistently strive to achieve a goal, it allows to maintain correspondence between the intention and its implementation. A strong willpower gives rise to such qualities as autonomy, self-reliance and the capacity for self-determination (Kupisiewicz, 2009, p. 15).

In the case of General Fieldorf "Nil", an important role in his self -education towards autonomy was played by the Riflemen's organisation (the famous Zwiqzek Strzelecki in Krakow), which he joined at the age of 14. This organisation, of a socio-educational and paramilitary profile, shaped the following qualities: strength and agility, technical efficiency, patriotism, courage, strong willpower and discipline. For Dr Poltawska, the place where she developed her autonomy, apart from her family, was the school setting of the Ursuline Sisters in Lublin (Poltawska, 2023, pp. 23-36) and the 4th Lublin Scout Troop dedicated to the Young Defenders of Lwow referred to as Orlgta Lwowskie (ibid., pp. 37-48). The formation she had acquired there, helped her to maintain her autonomy also in the death camp, in the midst of cruelty, brutality and mockery: "And yet I had a nook of my 'ego' in which I preserved my internal freedom after all [...] internally I was, in fact, intact" (Poltawska, 2009a, p. 24).

The development and realisation of distant, pro-social life plans as an area of selfimprovement

Chlewinski states that developing personal autonomy involves forming plans - both everyday plans as well as key life plans. This is a further step in self-education, following a self-examination and answering the question regarding the most important values. People who consciously undertake the effort of self-education towards autonomy tend to focus on goal formation, i.e. life plans of a distant and pro-social nature. In other words, the more a person self-educates towards autonomy, the more they engage in a highly designed, altruistic activity for the benefit of other people: “Personality develops especially when a person faces distant tasks. In the hierarchy of personal tasks, a person can rank high only those tasks that are demanding, transcend one's personal needs, are of a social, more general nature, and are derived from one's beliefs and highest values (...). Devoting ourselves to the work and experiencing our own identity in the course of creative activity increases the possibility of self-determination and stability in life" (Chlewinski, 1991, p. 34).

This "dedication to the work", which is characteristic of autonomy, is clearly visible in the biographies of the personalities referred to. August Fieldorf is a model of an autonomous person in thinking and acting. As early as his adolescence, when he was a member of a paramilitary rifleman's association, he engaged in self-education, characterised by autonomy, self-reliance, determination and a strong will (Juroszek, 2023a). His life plans, predominantly those implemented in the framework of the Kedyw and subsequently the independence organisation "Nie", were of a pro-social, creative and distant nature. Fieldorf "Nil", as a fully autonomous person, showed courage and a strong will. He realised the value of freedom, and confirmed that it is possible to remain internally free even in extremely difficult circumstances. He proved that a person is capable to choose freedom continuously and cannot be deprived of it by anyone, even in a concentration camp or prison (Juroszek, 2023a, p. 126). The biography of John Paul II is also noteworthy for his remarkable autonomy, which he consciously and patiently developed from an early age. Encouraged to be autonomous by his educators, including his father, he performed his numerous duties urgently and without complaint. Deprived of maternal care (his mother died when he was less than nine years old), he displayed a rare cheerfulness. In the process of self-education as presented by Karol Wojtyla, one notes a kind of self-implementation for overcoming difficulties, which at the same time took place in fulfilment of higher, ennobling goals.

Zdzislaw Chlewinski emphasises that not every kind of suffering and hardship is ennobling The refining influence comes from such experience of hardship that directs the individual's attention towards the good of other people (Chlewinski, 1991, p. 8 -9; Juroszek, 2022, p. 47; Kozubek, 2014, p. 152157). Such an altruistic, selfless attitude and an eminently pro-social personality that was characteristic of Wojtyla are shown in the memories of his schoolmates. His physical work, in extremely difficult conditions, at the Solvay factory in Krakow (first in a quarry and then in a water purification plant) was also a place where he could develop his own sense of empathy and search for the good of others: "I knew what physical work was, because I was a factory worker. I met hard-working people every day, I became familiar with their environment, their families, their interests, their human value and dignity" (John Paul II, 2002, p. 39). Wanda Poltawska has oriented her entire life, since her early youth, towards lofty goals: "I was created to spread real and beautiful science to other people" (2023, p. 641).

Self-education towards a personalistic approach to others

When formulating his theory, Zdzislaw Chlewinski focused extensively on a personalistic approach to the other person. He emphasised that the other person should always be only the goal, and never the means of our actions. Morally reprehensible actions include relativising the value of humanity, dividing people into those who are inferior (e.g. those who are seriously ill, less productive) and superior (e.g. healthy, physically attractive, ambitious, enterprising).

Building empathic relationships as an area of self-improvement

Building social relationships on the basis of empathy is one of the challenges for self-education. In the life of remarkable people i.e. those who have not only left their mark on history but also in the hearts of the community around them, an empathetic and kindly attitude towards one's neighbour is a particularly compelling feature.

Distancing oneself from manipulative behaviour as an area of self-improvement

Manipulation involves influencing other people in such a way that they voluntarily undertake to achieve the goals of the manipulator unconsciously. Relatively often, manipulators use ingratiation, which is a self-presentation technique involving creating an image of oneself in such a way as to arouse others' sympathy (which is de facto not reflected in reality). The ingratiator wants to please others, usually significant others (a boss, teacher, supervisor). For this purpose, he or she flatters them, fawns over them and gives the impression of being a friendly and helpful person. In fact, however, these actions are strictly manipulative. Ingratiation directed towards a superior is all the more repulsive if it is simultaneously accompanied by the humiliation, repression of the other, possibly more vulnerable person, most often remaining dependent (an employee, pupil, child).

The attitude of Emil Fieldorf "Nil" is a perfect representation of the personalistic approach to the other person in military structures. In numerous opinions of both his superiors and subordinates, there was a thread of Fieldorf's benevolent attitude towards everyone - both those standing lower and higher in the hierarchy (Juroszek, 2023a). The following comment is one of the many opinions about Fieldorf as a commander of the Polish Army in the interwar period: "Individual qualities: lively, cheerful, excellent colleague. He enjoys his profession and social work. Skilful. In relation to superiors always tactful and eager. He does not need supervision. Sociable. An enthusiastic fisherman (...). Outstanding skills as a combat commander and combat exercise leader. As an educator, he does not need to punish, he cares about good atmosphere (...). He is perfectly suited to be a regimental commander. High qualities of character" (Fieldorf, Zachuta, 1993, p. 13).

Dr Wanda Pottawska says with simplicity: "My life is beautiful. It is not my merit that I have lived for a hundred years, of course, there is no my share in it, but people can choose their own lifestyle. I want to save the life of every human being who was created for Heaven. And there are no other people" (Pottawska 2023, p. 644). Indeed, in spite of her advanced age, she is still active, constantly in self-giving, in her home in Krakow she welcomes everyone with simplicity and openness, personally answering the telephone and giving talks, meeting with young people On 22 September 2023, at the Malopolska Voivodship Office in Krakow, Dr Wanda Pottawska, at the age of 102, met with young people during the Summary of the 12th edition of the National Historical and Literary Competition entitled "Polish female prisoners aфt Ravensbruck" ("Polskie wi^zniarki w Ravensbruck"), organised under her patronage by the Primary School in Pinczyce. https://www.malopolska.uw.gov.pl/PressArticlePage.aspx?id=15395.

Conclusions

The results of the analysis carried out show that, in light of Zdzislaw Chlewinski's theory, in the process of self-education towards maturity, one should develop the following qualities: reliable selfinsight, autonomy and a personalistic attitude towards other people.

As part of reliable self-insight, one should: distance oneself from excessive, fixed use of defence mechanisms and face the truth about oneself; be aware of one's most important values and follow them in life; show gratitude to people for the gifts received from them.

In terms of autonomy, a person should form pro-social and altruistic life plans and develop a strong will and self-reliance.

In the framework of a personalistic attitude towards the other, a person should build empathic and supportive relationships; distance themselves from manipulative behaviour (including ingratiation).

The excerpts from biographies of the truly mature people mentioned in the paper - well-known historical personalities representing different lifestyles: Karol Wojtyla / John Paul II, General Fieldorf "Nil", and Dr Wanda Poltawska, an extraordinary woman of the third decade of the 21st century, can be an inspiration for the reader on how to self-educate towards maturity. Finally, the theory of Zdzislaw Chlewinski may serve as a source of inspiration for subsequent researchers to analys e the biographies of truly mature people.

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