Renata Szczepanik, Ph.D.

Laboratory ofSpecialEducation

FacultyofEducationalSciences

UniversityofLodz,91-433Łódź,Smugowa10/12

Poland

DeveloPment anD IDentIty of PenItentIary

eDuCatIon

Introduction

Penitentiaryeducationisapartofresocializationpedagogyandisinlinewith

thesystemofgeneralpenitentiaryinteractions�Broadlyspeaking,onecansaythat

thescopeofitsinterestincludestheimpactofeducationonpersons(criminal)

servingaprisonsentence�

Theterm“penitentiaryeducation”founditsplaceinpre-warworkofan

outstandingPolishcriminologistandlawyer-LeonRabinowicz(1933)who

stressedtheneedforeducationalworkwiththeinmateduringtheexecutionof

imprisonmentandexpressedfaithinitseffectiveness�Inthemid-warperiod,

thediscussionsofresocializationcharacterwereheatedandresultedfromthe

influenceofmainstreampositivistcriminologyonlegalstudies�Optimismpre-

vailedamongscientistsaboutthepossibleinfluenceonthepersonalityofthe

inmateinordertocompensateforthelackofsocializationandreducecriminal

predispositions(compare:Raś,2006)�Inthe1930’s,inpre-warPolisheduca-

tion programs and professional development of Polish penitentiary workers,

“prisonpedagogy”wasoneofthecoresubjectsinthecurriculum(Barczyk,

Barczyk,1999)�

InthefirstdecadeoftheexistenceofthePeople'sRepublicofPoland,infact,

nocorrectionalconceptexistedwhatsoever(Górny,1996)�Nordidasystemof

correctionalpersonneltraining�Thesubjectknownbythenameof“penitentiary

education”wasincludedinthetrainingprogramsforcorrectionalofficersonlyin

the1960’s�Penitentiaryeducationwasincorporatedintotheeducationandtrain-

ingcurriculumofPenitentiaryTechnicalSchoolemployeesintheschoolyearof

1960-1961�Inthesecondhalfofthe1960’s,numerousarticlesonissuesofprison

368

RenataSzczepanik

educationwithastrongemphasisofitspoliticalandsocialroleappearedinspe-

cialistpublicationsforlawenforcementandjustice�

Thenextstageofdevelopmentofthoughtandtheformationoftheidentity

ofpenitentiaryeducationfellattheturnofthe1990’sand2000andremainsin

astrongconnectionwiththeviewsontheimpactofanti-resocializationconse-

quencesoftheprisonisolation�Thisarticleaimsatshowingtheroleattributedto

penitentiaryeducationduringthetimesofthePeople'sRepublicofPolandand

thepresentationofselecteddeterminantsofchangesanddevelopmentswhichare

subjecttothisfieldofknowledgeandsocialpracticeinmoderntimes�

the Concept of Penitentiary education During the times of the

People’s republic of Poland

In the post-war Poland, official Marxist ideology dominates according to

whichcrimeisstronglyassociatedwithcapitalismandhasnoplaceinasociety

whereso-calledclassconflictwaseliminated�Thephenomenonofviolenceand

commoncrimeisthusabsentinsocialrelations,filledwithcommonconsent,jus-

ticeandharmony�Crimeinsuchpoliticalconditionswasseenasaprimitiveform

ofresistanceand,therefore,wasgivenapoliticalnature�PawełMoczydłowski

(2003,p�80)putsitinafollowingway:“athiefwhostole,madeillegalprivatiza-

tion�Thisactivity,therefore,soughttointroducesocio-economicrelationstaken

fromtheenemyformation�Athiefwasaclassenemy,counter-revolutionarymu-

tationbecausehis/heractivitiesaimedatreinstatingtheoustedsystem,asociety

in which the crime existed� Criminalizing counterrevolutionary acts indirectly

servedasthefightagainstcriminals�”Commoncriminalproliferatedtotherank

ofarebelagainstwhomseverecriminalrepressionsappropriatetotheenemiesof

thepoliticalsystemwereused�Thereasonsofaveryrestrictivecriminalandpeni-

tentiarypolicyinpost-warPolandarerootedinthisideology�Therefore,itshould

notseemsurprisingthatpublicizingcrimecases,disclosureoftheirstructureand

theiractualsizeblendedwellwiththesocio-politicalsuccesspropagandaofthe

newsocialistorder�InsuchideologicalconditionsinPoland,thefirstprisonin

whichaspecificpedagogicalexperimentwasconductedappears,andtheorgani-

zationofwhichisastrongpartofthedevelopmentofthepenitentiaryeducation�

Unfortunately,thepost-waroriginsofthisfieldofknowledgeandpracticeisthe

darkspotoneducationwhichwilllanguishinprisonmentalityformanydecades

tocome�

Juvenile Correctional Facility in Jaworzno operated from 1951 to 1956�

Thisprisonwasdesignedfortheyoungestprisoners(between15and21years

ofage)�Almostalljuvenilesincarceratedtherewereso-called�politicalprison-

ers�“Oppositionalbehavior”oftheyouthborethehallmarksoftreasonandwere

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DevelopmentandIdentityofPenitentiaryEducation

attributed the characteristics of espionage, assassination, and even fascism�

Oftentimes, they were students of middle and secondary schools convicted

of belonging to illegal independence organizations� Various judgments were

passed,includingjudgmentsofthedeathpenaltyconvertedtolong-termim-

prisonment�Acommondenominatoroftheprisonerswastheirhostileattitude

towardsthePeople'sRepublicofPolandandinsusceptibilitytochangebeliefs�

Theoreticalsourcesoftheactivitylayintheprisonresocializationsystemof

Antoni S� Makarenko�The creator of the pedagogical concept of the facility

wasAleksanderLevin�Itshouldbenotedthatthemajorityofcorrectionofficers

employedatthefacilityhadnotcompletedprimaryeducation,andsomeofthem

werethosewhoweretransferredtoJaworznobywayofpunishmentforabusing

convictsinotherprisons�Suchpropertiesofpersonnelfavoredtheformationof

theatmosphereofviolence,ruthlessnessandterrorwhichembracedallspheres

ofjuvenileprisonerfunctioning�WiesławTheiss(1999,p�176)stressesthat“the

hiddenagendaofJaworznoactivitieswasaformofrealizationoftheessential

objectivesoftheSovietabsolutistandtotalitariancommunismeducation�”The

mainobjectiveherewas“systemiccharacterbreaking”andprevailingmethods

included coercion, violence and denunciation� Educational tasks were imple-

mentedwiththeuseofsuchformsasthecollective,work,politicaleducation

(indoctrination),schooleducationandculturalandeducationalactivities�Under

thefacadeofthisparticularformofpedagogicalimpactuponjuvenileprison-

ers,whathappenedinrealitywastheprocessofdestroyingtheirindividuality,

personalityandphysicalhealth�Thecollectivewasamethodwithwhichsuch

featuresasdenunciation,absoluteobedience,disregardfortheneedsofthein-

dividualandasenseofbondagewereshaped�Adolescentsweretreatedwith

all-encompassing control� Heavy physical work was based on compulsion of

competitionandrivalry�Ithadadevastatingcharacter(lastingallday),andits

organizationboredirectreferencetotherhetoricofNaziconcentrationcamps�

Theissdrawsattentiontothefollowingelements:armedsoldiersholdingdogs

onleashes,roll-callsandfour-personmustersmodeledonconcentrationcamps,

commands,reports,andeventheinscriptionontheJaworznogate(“Workmakes

youfree”)�Themainmethodofpoliticaleducationwerelecturesandinitiating

discussionsonissuesrelatedtopresentingthesuperiorityofthesocialistsystem

over capitalism as well as demeaning of the pre-war politicians and military

commanders�Alsoschooleducationandculturalandeducationalactivitieswere

imbuedwithpoliticalideology�Emphasiswasputonthepromotionofanideal

visionofthesocialistsystem�

Fromtheperspectiveofthedevelopmentofpenitentiaryeducation,whatis

essentialisthatinstructorsandteachersenteredtheprisonstaffforthefirsttime

everinpost-warPoland�InJaworzno,thepositionofaneducatorwasintroduced

forthefirsttime�Theirdutiesincluded,i�a�,methodicalexplorationofprison-

ers,conductingindividualinterviewswiththem,guidingtheworkoftheprison

370

RenataSzczepanik

collectives,criminalreportsassessments,andputtingforwardthemotionscon-

cerningprisoners�

Thefirstturningpointforthechangesthatoccurredintheprisonafterthe

warwastheyear1956,whentherealityoftheStalinisteraprisonswaspartially

revealed�Informationaboutcrueltreatmentofprisoners,especiallypoliticalones

sawthelightofday�After1956,thetreatmentofconvictedpersonsnolonger

wascharacterizedbydramaticrepression,butwasfarfromperformingtheirreso-

cializationfunctions�Incidentalattemptsweremadetointroducetheinnovative

solutionstothesystemofimprisonment,buttheyremainedonthemarginsofthe

mainstreamprisonpolicyandweresolelyexperimental�Anexampleofpedagogi-

calventurewasaprojectimplementedbyWitoldandHannaŚwidabetween1958

and1959inthecorrectionalfacilityinSzczypiornonearKalisz(SpecialPrison

forJuvenileDelinquents)

1

�Inthestipulationsofaneducationalconceptofpen-

alty,specificityofprisoners,theorganizationofvocationaltraining,educational

atmosphereandpost-penitentiaryworkwerereferredto�Thisprojectconsistedof

youngprisonersconsideredtobeparticularly“difficult”,attractivetrainingpro-

gramintermsoflabormarketwasintroduced,theconditionsforminimizingthe

negativeeffectsofprisonizationwerecreatedandexpandedopportunitiesforcon-

tactsofprisonerswiththeoutsideworld(i�a�throughtheintroductionofpasses

andmodernizationofvisitconditions)�Unlikethepreviouslydescribedsystemof

educationinJaworznoprison,Szczypiornodidnotexerciseso-calledcollective

responsibility�Thethirdphaseoftheprojectincludedschooleducationandactivi-

tiesaimedatdevelopingself-discipline�Thisprojectwasinlinewiththeeduca-

tionalideasofthepunishmentrole�Unfortunately,theprojectlastedonlyayear�

Prisonauthoritieshaverecognizedmorethanadozenconvictedofescape

defeatthepedagogicalexperiment�Theprojectwasrevivedin1962�Theybe-

ganresearchtoshowtheconditionsfortheeffectivenessofaninnovativechild

careproceedingsunderthejuvenileprison�Implementationoftheprojectandthe

studywascontinueduntil1967�Intheearly70scompletelyeliminatedfromthe

differentformsandmethodsusedtoworkwithjuvenilesandreplacedthemap-

propriateforthatperiodrepressionanddominationoftheeducationalfunctionof

discipline�Fromtheverybeginningoftheproject,accompaniedbycriticsseek-

ingtostepupformaldisciplinewithintheprison�Theysawinnovativesolutions

Szczypiornoasdangerous�Implementerswereaccusedofexcessiveliberaliza-

tionexperimentindealingwithprisonersandgivingthemtoomanyprivileges�

Moreover,thelargeuncertaintiesandthenegativeattentionofcriticsraisedthatto

participateintheprojectwereselectedonlysomejuvenile(withpriordiagnosisof

psychological)�Thepenitentiarypolicyandpoliticalandsocialconditionsofthe

timedidnotcreateopportunitiesforthecontinuationandimplementationofedu-

cationalworkinothercorrectionalfacilities�Undoubtedly,thisprojectrepresents

1

Formore,see,amongothers,BogdanNowak(2008)�

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DevelopmentandIdentityofPenitentiaryEducation

aclearspotintheachievementsofthePolishthoughtintermsofresocialization

intheprisonisolationconditions�Analysisofhistoricalsources

2

suggeststhatin

thepost-warPolandpenitentiaryeducationfounditsestablishedpositionaslate

asinthe1960’sthroughreprintsandPolishinterpretationofthecontentsofSoviet

studiesentitled“Pedagogyofcorrectivelabor”byW�F�Pirożkow,B�S�Utiewski

andA�P�Jewgrafow�Itwasthefirstbookeverinthesocialistbloccountriesto

haveacharacterofatextbookontheproblemsofprisonlabor�Thecontentofin-

dividualchapterswerereprintedin“PenitentiaryGazette�”Itwasemphasizedthat

“(���)asopposedtootherbranchesofeducation,thesubjectofpenitentiaryeduca-

tionisnoteducationitselfbuttheimprovementandre-educationofpeoplewith

specificdeficienciesineducationwhichencouragecrime”(Pedagogika penitenc-

jarna,1968a

3

)�Doubtswerenotraisedbythefactthat“thebasisofpenitentiary

influenceisaregime,workandpolitical-educationalactivities(���)Thepurposeof

penitentiaryeducationistoindicateandsubstantiatethepedagogicalrequirements

andconditionsunderwhichtheregime,laborandpolitical-educationalactivities

willbemosteffectivelyusedintheprocessofreeducationandimprovementof

convicts”�Pedagogicalvaluewasseenindependenceandtheservicingroleofthe

penitentiaryeducationforthelaw�Thefollowingwaswrittenonthesubject:“The

factthattheeducationalprocessinprisonsissubordinatedtopenitentiarylaw

standardsshouldbeusedforeducationalpurposes�Strictperformancestandards

containedinthenormsofthepenitentiarylawposseseducationalvaluebecause

theyteachtheinmatetheprinciplesofconductanddeveloprespectforthelaws�”

(Pedagogika penitencjarna,1968c)

Theyseparatedtwogoalsoftherehabilitationofprisoners�

First,aminimum

target,whichwas“desiretoformintheprisonerofrespectforthelaw,theappli-

cablerulesofsocialintercourse,toimplementittosociallyusefulwork,restoring

ittoanormallife”(Pedagogika penitencjarna,1968b)�Maximumeducational

processtoruninprisonwas“notonlystrivingtoensurethattheprisonerdoes

notcommitnewcrimes,butthedesiretocompletelytransformtheideological

andmoralprisoner,totransformtheformercriminalsinaconsciousmemberof

society”�

Emphasiswasgiventothateducationpenitentiaryusetheirownmethods

ofresearch“andthecollectivepersonalityofprisoners”(Pedagogika penitenc-

jarna,1969a)�Theyliststheexperiment,conversationandcorrespondencewith

relativesconvicted,personalitytestingtechniquesprisoner�Muchspacewasde-

votetothestudyofthecollectiveofprisoners,thecompositionoftheprisoners,

prisonersofthecollectiverelationshiptowork,study,disciplineandevaluation

assetprisoners�

2

Abiweeklymagazine“PenitentiaryGazette”wasissuedfromtheearly1960’sto1991�Itwas

intendedforthejudiciaryandlawenforcementagenciessubjecttothe“internaluseonly�”

3

Furtherinthearticle:Pp�

372

RenataSzczepanik

Penitentiaryeducationoccupiedanimportantplaceintherealizationoffunc-

tionsperformedbytheprisoninasocialiststate:“prisonshavethespecifictaskof

thesocialisteducationofconvicts”(Morawski,1968)�Thesetaskswerecarriedout

mainlybymeansof“developingideologicalandeducationalworkamongthepris-

oners”�Theprisonwaspresentedasoneofthemostimportant“ideologicalfronts”

and,therefore,teachingshouldpayspecialattentiontothepoliticizationofeduca-

tion�“TheCommunistpurposefulnessandparty-orientedprocessofimprovement

andre-educationisreflectedintheselectionandapplicationofmethods,meansand

formsofeducationaleffect”(Pedagogika penitencjarna,1969a)�Methodswereal-

lowedthat“arenotinconsistentwiththerequirementsofthesocialistruleoflaw

(thatisscientificallysoundandhumane)�Theuseofcoercivemeasuresisnotin-

herentinthisprinciple,similarlytotheincompetentuseofrewardsthatisusedfor

buildingtheattitudeofselfishindividualisminprisonersandunderminesthesense

ofresponsibilitytowardsthesocietyforacommittedcrime”(ibid�)�

Accordingtotheprinciplesofpenitentiaryeducationofthatperiod,thepri-

maryformofeducationalactivityorganizationwasagroup(thecollective)and

thegroupwork�AccordingtoSovietpenitentiaryeducationideologists,resociali-

zationvaluesofthecollectiveworkarerootedintheinclusionofaprisoner“in

thesystemofamutualfriend-from-frienddependence(���)Collectiverelations

imposespecificresponsibilitiesoneachprisoner,theexecutionofwhichbears

amoralresponsibilitytothecollectiveanddisciplinarydutytowardstheadminis-

tration(���)Bymeansofcollectivework,theeducatorcanlookintotheprisoners

fasteranddeeper(Pedagogika penitencjarna,1968d)�

IntheperiodofthePeople’sRepublicofPoland,theideologicaldimensionof

professionalcompetenceofcorrectionalofficerswasstressed�Itwasemphasized

thattrainingprisonofficersrequires“improvementofthecurriculumtoensure

theproperplaceforideologicalandpoliticalissues”(Firstandforemost–training

issues,1968)and“greatersaturationofthetrainingwiththesocio-politicaland

humanisticcontent”(ibid�)Itwasstressedthatthemeasureoftheteachers’and

educators’involvementintheprocessofeducationisthepartytraining�Theinsuf-

ficientawarenessofthepoliticalroleofthecorrectionalofficerswasperceivedas

ariskofsocialpathologiesanddeficienciesintheworkplace�Themainindicator

oftheofficer’s“aptitude”wastheirpoliticalattitude�Theissueofeducationand

personalitypredispositionswerenottakenintoaccount�Professionalcareerand

promotionswere,infact,notdependonthelevelofeducation,butonthenumber

ofpreviouspoliticaltrainingsandcoursesaswellasthe“ideological”attitude�

Low professional competencies and the lack of basic psychological and peda-

gogicalknowledgeresultedinthefactthatofficersabusedalcoholandviolencein

ordertominimizefrustrationstateandasensepowerlessnessandhelplessnessin

dealingwithconvicts(Szczepanik,Soboński,2012)�

Theteachingtakesplacemainlythroughculturalandeducationalactivities,

spacesthoroughknowledgeoftheregulationsandworkplans,disciplinaryaction,

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DevelopmentandIdentityofPenitentiaryEducation

work,collective(andmethodofself-prisoners)�Thedominantpedagogicaldoc-

trinewasmentioningearlierconceptMakarenko�Thisideaisseenasa“vibrant

andcreative”workpenitentiaryeducationalconcept�Accordingtothepromoters

oftheeducationalprogram,educationalproblemsandweaknessescanbeover-

comethroughacarefulanalysisoftheconceptofcollectiveeducationMakarenko�

Itcomesdownprimarilytotheuseofproductivegroupsofprisonerswhilework-

ingtocreatecollectives�Theyweretheteamofpeoplewholiveinsharedgoals,

worktogetheranddothesame�Therewasacollectivegroupofprimaryproduc-

tion,whichiscarriedout“processingunitforformingsuchtraitsofcharacterand

conductthatareneededsocialistsociety”(Pedagogika penitencjarna,1968a:2)�In

practice,thecollectiveproductionsoughttomutualaccountabilityofprisonersof

errors:thebehaviorofonemember,wasanalyzedbytheother,andthenassumed

acommonpointofviewoftheproblemsituationandhowitisovercome�They

emphasized the importance of education and professional qualifications, “the

former”prisonerstothepossibilityof“returntothepublicinaccordancewiththe

requirementsandneedsofthenationaleconomy”(Lenartowicz,1970)�

Over the last half-century, Polish prisons experienced enormous changes�

Theyconcernedallaspectsoftheiroperation�However,significantandsystemic

changesinthesystemofprisonorganization,particularlyinthetreatmentofcon-

victs,tookplaceonlyafter1989�Thebiggesttransformationsintheconditions

andpossibilitiesofmakingintentionalresocializationinteractionsinsidethecor-

rectionalfacilitiestookplacein1997�Thelegislatorresignedfromtheresociali-

zationofconvictedpersonsunderstoodastheaimofimprisonment�Insupport

ofthegovernmentdraftoftheexecutivepenalcode,theneedtobreakwiththe

subordinationofthecriminallawto“anydoctrineorideology”wasstressed(after

Stańdo-Kawecka,2010,p�109)andtreatingitonlyasameansofcriminalpolicy�

Thisjustificationshouldundoubtedlyberelatedtotheabove-mentionedformsof

oppressionandthe“resocialization”pressurestowardsprisonersservingapenalty

incorrectionalfacilitiesduringthesocialistpoliticalsystem�

Place and Dilemmas of Penitentiary education in the Contemporary

Penitentiary system of Interactions

Prisonisaninstitutionofthecriminallaw�Theaimsofthepunishmentand

howtoimplementthemaredeterminedbythelegislator�Penitentiaryeducation,

however,playstheserviceroletowardsthelegislation�Thismeansthatanychar-

acterofactionsmustbeinaccordancewithlegalstandardsandmusthonorthe

legalstatusoftheentity�Theimplicationofsuchasolutionisreducingtheoverall

impactofresocializationtotheframeworkoutlinedbythelegislators�Inlightof

theexistingpenalcodeofoffensesof1997,executionofimprisonmentaimsat

374

RenataSzczepanik

arousingtheconvict’swilltocooperateinthedevelopmentofsociallydesirable

attitudes,particularlyasenseofresponsibilityandtheneedtorespectthelaw

and,thus,refrainingfromreturningtocrime(Article67(1)oftheexecutivepenal

code)�Thelegislator,therefore,consideredindividualpreventionasthefunda-

mentalgoalofthesentence,understoodastheeffectofapreventiveandeducat-

ingcharacter�Inaddition,thelegislatorresignedfrom“forced”resocialization,

whichhasnowbecomethelaworanofferdirectedattheconvict�Theexception

tothisruleare:juveniles,thosedirectedtothetherapeuticprisonsystemandthose

sentencedforbeingaddictedtoalcoholordrugs(Hołda,Postulski,1998)�The

introductionofthreesystemsofdetention(theimpactoftheprogrammableinflu-

ence,theordinarysystemandthetherapeuticsystem)meansthattheissueofreso-

cializationisplacedintheframeofprisoner’srightsor,alternatively,correctional

staff’s,whichtheconvictedpersonmayacceptorreject�If,aftersubmissionof

proposalsforresocializationinteractions,theconvictsagreetocooperateintheir

developmentandimplementation-beingpunishedinthesystemofprogramma-

bleinfluence(Nawój,2007)�

Today,bothpractitionersandtheoristsprisonissueshavenodoubtaboutthe

factthatthemandatoryimplementationoftheobjectivesofrehabilitationforall

thoseimprisonedanduncriticalbeliefinthefeasibilityoftheassumedtasksis

warranted�HenrykMachelwritesaboutthisasfollows:“theassumptionofthe

possibilityofrehabilitationinisolationprisonallprisonersorthevastmajority

hasnobasisinrealityandisprobablythegoalthatcannotberealized”(Machel,

2008,p�161)�Theconceptof“rehabilitation”isstillcontroversial,especiallyin

thelegalprofession�BarbaraStando-Kawecka(2010)drawsattentiontothedis-

tinctreticenceandevenreluctanceofthelegislaturetoreachforthattermbythe

legislature�Sheindicatestwopossiblecauses:(1)rehabilitationandtherapeutic

effectsconductedinprisonsand(2)rehabilitationofprisonersforcedcontradic-

tionwiththeconceptofhumanrights�

Atthispointitshouldalsobenotedthatpolishclassicsofcorrectionaleduca-

tion(fromwhichderivespedagogypenitentiary)separateeducation rehabilitation

andrehabilitation�Theycomparethesedifferencestothedifferencewhichexists

betweenthe“treatmentandrecovery”�Therehabilitation’sactivitiesincludethe

functionsrehabilitationteachereducation,careandtherapy(educationreahabili-

tation)(Czapów,1978,compare:Pytka,1995)�

Thetotalityofthecorrectionalfacilitymeansthatrespectingtheprinciplesof

teachingisdifficult,andtheeducationtoliveinasocietyinasituationofbeing

isolatedfromthissociety-closetoabstraction�Furthernegativefactorsimping-

ingonthequalityofeducationalrelationsarepsycho-socialderivationswhich

aretheconsequenceofsocialisolation�Moreover,thedifficultyalsoliesinthe

factthateducationalandresocializationinteractionsconcernadults,whichmeans

personalitystructureswhicharerelativelyreadyanddurableundergothatpsycho-

correction�

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DevelopmentandIdentityofPenitentiaryEducation

Theabove-outlinedlimitationsanddifficultiesinimplementingbasicprinci-

plesofteachinghaveanegativeinfluenceonthedevelopmentandsovereigntyof

penitentiaryeducationanditsidentity�Thedevelopmentmustbeconductedwithin

theframeworkofimposedsolutionsandlegaldeterminants,onwhich,inPoland,

theoristsofdisciplinesotherthanlawcanhavepracticallynoimpactatall�

Itshouldbeemphasizedthat“true”resocialization-asopposedto“appar-

ent”oneisacomplexaprocessofprofoundchangesinpersonalityandidentity

reformulation�Itisanextremelydifficultphenomenon–and,asemphasizedby

Urban(2010)-requiresextraordinaryeffortonthepartofthecriminalaswellas

favorablesocialconditions�Thisprocessinvolvestheinclusionofthenumberof

principlesinthetheoryandpracticeofpenitentiaryeducation�AnettaJaworska

(2009)presentsitintheperspectiveofsevenparadigms�Thefirstisthefilling the

existentialvoidparadigmattheheartofwhichlies,i�a�,thebeliefthatcriminal

activitiesareactivitiesdesignedtoneutralizethesenseofthe“lackofneedforex-

istence”oftheunit�“Penitentiaryeducation(andanyothereducation)must,there-

fore,focusonthoseareasofinteractionsthatinvolvethefillingoftheexistential

voidcreatedbyadverselifecoincidencesconnectedwithmanylevelsofhuman

functioning”(p�137-139)�Thesecondparadigm(optimistic thinkingin terms of

personal change at every stage of their life)referstothebeliefintheeffectiveness

ofresocializationinteractionsintheisolationconditions�Ascorrectlypointedout

byJaworska,thegreatestparadoxofmodernprisonsystemisgivingitlegaland

socialfunctionsofcorrectionalcenters,whilearticulatingthelackoffaithinthe

prisonresocialization(compare:Stańdo-Kawecka,2010)�Theparadigmof focus-

ing on positive aspects of the functioning of a prisoner in resocializationincludes

themessageoftheneedtocreatefortheconvictsthesituationstodogood�The

fourthparadigm(self-resocialization)referstothedevelopmentandrespecting

ofthesubjectivityoftheprisonersandtheirsenseofperpetration,includingre-

sponsibility�However,animportantdirectionofmodernpenitentiaryeducation

istheprincipleofdifferentialtreatmentofprisonerswhichistheresultofproper

diagnosisoftheconvict’spersonalityandindividualizationofresocializationpro-

grams�Jaworskadefinesthisasaparadigmofovercoming the impact of routine

on perpetratorsreachingforproblem-basedandcreativemethodsofeducational

work�TheconceptofpenitentiaryeducationisalsoapartofthesixthJaworska’s

paradigm-torespect the personal dignity of the prisoner,includingtherightto

individualperceptionoftheworld�

NoteworthyarealsotheconsiderationsofJaworskainwhichsheopposes

newmandatorywaysofperceivingrealityinmodernpenitentiaryeducation�The

objectivesofthe“traditional”modelofresocializationroutinesalsoincludeso-

calledgeneralsocialnormsand“objective”socialexpectationsaboutthetypeand

qualityofbehavioroftheconvictedperson�These,inturn,areabstractinnature

fortheconvictsthemselves�Theoppositionforthemshouldbetorelatethepur-

poseofresocializationtotheindividualexperiencesandneedsoftheresocialized

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RenataSzczepanik

person�Thechangeshouldalsoincludetheinterpretationoftheconvicts’behav-

ior�Theyareusuallydescribedintermsofmanipulationdesignedtoimpressand

achievespecificaimsbytheconvict�Jaworskapresentsanopinionaccordingto

whichthese“offences”shouldbeconsideredasthemanifestationofself-pres-

ervationinstinctandanattempttoadapttoadversesocialconditions,whichis

prison�

Attheend,thelastparadigmpresentedbytheauthor,namelycriminalstig-

mata preventing paradigm isapartofthemostrecenttrendsinpenitentiaryeduca-

tioningeneral�BronisławUrban(2010)analyzesthefactorsthatcontributetothe

processesofchangingthedestigmatizationidentityofthecriminalandunderlines

thatthedisposalofcriminalstatusandachievingthestatusofex-deviantrequires

extraordinary effort on the part of a person� Destigmatization process should

startinprison,andshouldbecontinuedintheconditionsoffreedom(compare:

Bałandynowicz,2011)�Thisprocess-althoughasemphasizedbyUrban(2010)

-rareandnotnecessary-ispossible�Oneofthekeymomentsintheprocessof

destigmatization is seeking the alternative social role (see also Konopczyński,

2007)� Therefore, an important area of educational and resocialization work

shouldbeadvisingandassistinginthedevelopmentofreallifeplans,methodsof

breakingwiththesubcultureenvironmentandmakingconstructive(alternative)

socialinteractions(socializing)�Inthisrespect,penitentiarycuratorsshouldbe

involved,whosetaskistoelaborateonarealprojecttoembedtheformerprisoner

inasocialenvironmentoutsidetheprisonwalls(Urban2010)�

summary

Thecontemporarytheoristoflawandco-authorofthecurrentcriminalcode

andcodeofoffenses-StefanLelentalstressesthatpenitentiarysystemscurrently

existinginparticularcountriescombineelementsofvariousmodelselaboratedin

thedevelopmentoftheprisonsystem�Heputsitthisway:“onceclearlydifferenti-

atedsentencingsystems,currentlyintersectand,atthesametime,convergetheir

advantages”(Lelental,1996,p�42)�Inmostcountries,includingPoland,thesys-

temsofdetentionarebasedontheprinciplesofprogressionandindividualization

oftreatmentoftheconvict�Undergoingprisonresocializationhappenswiththe

informedconsentoftheprisoner,anditisaprisoner’sright,notaduty�Itisquite

advantageousfromtheprisoneducationstandpoint,asitisasituationofrela-

tiveopennessoftheconvictandtheirwillingnesstochange�Givingcorrectional

activitiesrigidregulatoryframework,imposingprisonrulesandregulations,in

practiceresultsinthefactthattheroleofthosesupervisingtheprocessofresocial-

izationoftenboilsdownto“handlers”and“bureaucrats”(Silecka,2005)�Inthe

workofeducators,administrativeworkdominatestheeducationaloneinitsstrict

377

DevelopmentandIdentityofPenitentiaryEducation

sense�Thissituationcausesthechangingnatureofeducators’workwhomustgive

up(ordrasticallyreduce)thedirectcontactwithconvictstoworkbehindadesk�

HenrykMicheldeploresthisstateofaffairs,andstressesthatthisproblemhas

oftenbeenthecontentofdemandsforpositivechangesinthisregard�Despitethe

motionsofpenitentiaryeducators,theprisonsystemmanagementhavenotdevel-

opedanyrepairproject�Infact,“eventhebest-developedmodelofdetention,if

executedimproperly,anditisnow(���)anditwasbefore,willnotleadtoexpected

results”(Machel,2007,p�174)�Machelalsocomparestheworkofprisoneduca-

torswithprisonpsychologistswhoaremuchlessburdenedwithadministrative

duties,andhavemorespaceforconnectingandindividualworkwithprisoners�

Thisdependenceispartlyseenasthereasonforsmallerprofessionalburnoutin

thisgroupofstaff�

Thescientificcommunityofpenitentiaryeducatorsalsopointstoanotherma-

jorissuewhichisdeprecatingtheimportanceofpedagogicaleducation(Machel

2007;compare:Sztuka,2011)�Indeed,althoughwithoutpsychologicaltraining

onecannotbeemployedasafull-timepsychologist,anyonewithauniversityde-

greecanbeaneducator�Inthepracticeofpenitentiaryfacilities,thepositionof

aneducatorisfartoooftenandreadilygiventothosewhohavelegaltraining

becauseoftheabilitytomoveinthelegalandpenitentiaryrulesandterminology,

and–whatisinvolved–theabilitytohandletheprisonrecordsinthesmooth

andproperway�Notwithoutsignificanceforthequalityofcompletingvocational

tasksisanegativeattitudeofthesocietytowardsthepenitentiaryeducationand

theprofessionofcorrectionalofficer�Stereotypicalandnegativereceptionofthe

correctionalofficer’sprofessionposesariskofsocialalienation,andcouldbethe

factorwhichdiminishesthemotivationandbeliefinthemeaningandeffective-

nessoftheirwork(Szczepanik,Soboński,2012)�Oftenmanifestedbythelackof

publicfaithinthe“rehabilitationofoffenders”orbeliefinthat“rehabilitationin

prisondoesnotexist”comesfromthepersonundertakingtheworksolelytothe

roleofembeddedcontrollerandaguardandunderminesthemeaningandquality

ofworkprison-officers,andasrightlypointedoutMachel(2007,p�153):“crimi-

nalrehabilitationinprisonisnotamatteroffaith(���),buttheissueofknowledge,

knowledgeofhumanfunctioninginisolationprisonandpossiblerevision”�

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