CEU eTD Collection Second Reader:NadiaSecond Al-Bagdadi Janowski Maciej Supervisor: PAPAL PILGRIMAGES TOPOLAND ASPEDAGOGICAL PROGRAMS, In partial fulfillment of the requirements for the degree of Central Central University European History Department History Budapest, Hungary Budapest, Richard Nabozny Master of Arts Submitted to Submitted 1979-1987 2012 By CEU eTD Collection may not be made without the written permission of the Author. the of permission written the without made be not may instructions form copiesmade with in a partof any such made.Further such copies accordance in the Central European Library. Details may be obtained from the librarian. This page must or part, may be made only in accordance with instructionsthe given by Authorand the lodged Copyright in the text of this thesis rests with the Author. Copies by any process, either in full Copyright Notice CEU eTD Collection 1979, 1983and 1987with firstthe papal visitto Poland fall the after communism of in 1991. The listeners. argumentisauthor’s bycomparing strengthened program the of visitsthe from withinsubtexts official addresses,public which served asvarious symbolic meanings tothe that the actual program consisted, in part, of the intentional emphasis on culturally loaded shows Theauthor tothe onecorresponds speeches; ofpedagogical programs. Pope’s which speech, this thesis isarguethatlayers meaningable arepresent differentto there in of the for this thesis. By distinguishing between different forms of meaning and the intentions of and eachvisit. after contributes to this position and examines his speechesin light of situationthe in Poland before a pedagogueto nation.the The author showshow Pope’sthe intellectual development communist Poland. That being said, this thesis also asserts that John Paul II viewed himself as provide instruction and establish a firm moral foundationand cultural for peoplethe of author argues that one of the functions of the papal visits, as a pedagogical program, was to Polandin and1979, 1983, 1987aspart of a specially pedagogicaldesigned program. The Quentin ideasQuentin meaningSkinner’s on andintention areused as analytical the apparatus This thesis aims to reconstruct the speeches given by Pope John Paul II on his visits to Abstract CEU eTD Collection on project. on this for Izabella, accompanyingdaughter, metoBudapesthardly only to ever seemewhile working Perhaps most of all, Iam thankful for the support of my wife, Asia, my son Douglas, and my to provided insights valuable Matthias Riedle,who contentof the Chapter 2. andproof-make read structural suggestions aboutthe am thesis. I indebted particularly to suggestions on how to improve this thesis. Iam grateful for the time Eszter Timar took to indirection finalthis I wouldproduct. alsolike tothank NadiaAl-Bagdadi forinsights her and I wouldlike to thank Maciej Janowski for agreeingsupervise to this project andfor his Acknowledgments 1 CEU eTD Collection sz = ‘sh’ as in ship si = ‘she’ as in she rz =‘zh’ as in azure ni = ‘ny’ inas onion dzi = ‘j’ inas judge cz =‘ch’ asin church ci = ‘chi’ as in cheat ch = ‘ch’ as in loch (glutteral kh) Combinations y = ‘ih’ as in ‘win’ as y =‘ih’ u = ‘oo’ as in ‘to’ ó = ‘oo’ as in ‘to’ o =‘oh’ as in ‘go’ i = ‘ee’ as in ‘knee’ Ċ e = ‘eh’ as in ‘bed’ ą a = ‘ah’ as in‘father’ Vowels To facilitate proper pronunciation, guide the belowis provided. in allnames written Polish. will equivalent, appear English an have places and people of names all not because consistency, of sake the For unless specified. of author, otherwise renderedarethose the English translations The primary sources used for this thesis appear in the Polish language. As such, all Polish- =nasal ‘ehn’ =nasal ‘ohn’ Notes on the Polish Language Polish the on Notes Ī j = ‘y’ as in yellow Ĩ w =‘v’ asin very Ğ r =crisp r Ĕ á ü c = ‘ts’ as in cats b, d,f, g,h, k, l, m, n, p,s, t, z = same as English Consonants =‘w’ as in wall = ‘sh’ as in shy = ‘zh’ as in pleasure = ‘zh’ as inmeasure = ‘ch’ as in cheese = ‘ny’ as in canyon 2 CEU eTD Collection BIBLIOGRAPHY ...... 83 CONCLUSION ...... 80 4.0:PEDAGOGICAL PROGRAMS ...... 54 3.0: PAPAL PILGRIMAGES ...... 39 2.0: THE INTELLECTUAL BIOGRAPHY OF KAROL WOJTY 1.0: THEORETICALFRAMEWORK ...... 10 INTRODUCTION 4 ...... 4.4: Conclusion4.4: 78 ...... 4.3: Pedagogical Programs 70 ...... Linguistic4.2: Devices 54 ...... 4.1: Introduction ...... 54 Conclusion3.7: 53 ...... Messages3.6:The 49 ...... New3.5:Beginnings 47 ...... Approaching3.4: Change 45 ...... 3.3: The Wake of Martial Law ...... 42 3.2: Revolution from Within ...... 39 3.1: Introduction ...... 39 Conclusion2.6: 37 ...... 2.5: Theological andPhilosophical Thought ...... 35 2.4:Further Studies 30 ...... Education2.3: underOccupation 28 ...... 2.2: The FormativeYears 26 ...... 2.1: Introduction ...... 26 Conclusion1.6: 23 ...... 1.5: Sources ...... 22 Historiographic1.4: Framework 14 ...... 1.3: ABiographical Approach 12 ...... 1.2: Establishing Definitions ...... 10 1.1: Introduction ...... 10 4.3.4: 1991- Quench Not the Spirit ...... 76 4.3.3: 1987- He Loved Them to the End ...... 74 4.3.2: 1983- Peace to You, MyFatherland ...... 73 4.3.1: 1979- Rejoice Motherof Poland ...... 72 4.2.4: Device 4- Personal Experiences ...... 68 4.2.3: Device 3- More than Words ...... 65 4.2.2: Device 2- Bringing the Past into the Present...... 60 4.2.1: Device 1- Displays of Empathy ...... 56 TABLE OFCONTENTS 3 à A / JOHN PAUL II ...... 26 CEU eTD Collection Catholic Church in Poland after communism, Gowin theorized that the Church would have to 1 Jaros that John Paul II had towards the Poles from the time of his election to the fall of communism. ‘pedagogical aim program.’ Thus,the of thesisthis is to reconstruct the‘pedagogical program’ John Paul II also used his visits as an opportunity to instruct his fellow countrymen as part of a knowledge. Although affirming the results of this research, itis the position of this thesis that undertones. This has been confirmed by research to the point that it is now common religious aspects of his trip, all whichof have beenfound have to political moral and 1983, and1987for religious he events, made aseries of public addresses pertainingthe to the subtext of his words that spoke for him. When John Paul II visited his homeland in 1979, everything as it relates to the quality life.of At times he did so bluntly, while at others it was lead.they those safeguard his view of the role of the Catholic Church in society, as well as the obligations leadersof to to his flock onalevel his that couldprivileged predecessors not. His lifemolded experiences andideological, John foundPaul II himself in aunique position wouldthat allow him relateto educated polyglotwhose life was shaped by hardshipsthe foreign of both physicaloccupations, his origins proved to be a great asset as the leader of a global religious community. As a highly equally shocking was the fact that John Paul II came from an Eastern Block country. However changes were at hand. As shocking as it was that a non-Italian was elected to the papacy, INTRODUCTION Jaros á á aw Gowin, an expert in the philosophy of John Paul II. aw Gowin. Perhaps the first to suggest JohnPerhaps thefirst that for to hadPaul PolandII aspecializedprogram was One of the things John Paul II is known for is voicing his opinion on just about When Karol Wojty Ko Ğ ció á po Komunizmie (TheChurch after Communism) á a was elected to the throne of St. Peter in 1978, the world knew that 4 1 In his book about the role of the . (Kraków:. Znak, 1995). CEU eTD Collection 7 DC: Regnery Publishing, 2006). 6 5 4 3 Doubleday,1996), p.7. Thatcher. communism fell as a result of the combined efforts of John Paul II, Ronald Regan and Margaret communism. of fall the to led that officials communist communism. According to Tad Szulc, it was the negotiations between the Polish Pope and the Soviet Bloc, which contributes to some of the theories regarding his role in the fall of Frank J.Coppadraws. 2 Vatican’s differences in western Christianity and Polish Christianity. This suggestion resembles the take a different approach to Poland than it does in the west because of the historical and social collaborations with the American government. American the with collaborations that it was strengthened and given new priorities. given and itwas strengthened that II. to Carl Bernstein and Marco Politi, the instituted by Pope Paul VI, it is difficult tosay if itwas continued by John Paul II. According Vatican’s dealings with the west. Though this specially designed program for the East was Babiuch Babiuch reject thisidea andbelieveit that was philosophies Pope’s the supplied that the means Bernstein. JohnO’Sullivan. Tad Szulc. Tad Frank J. Coppa. George Weigel. George Carl Bernstein and Marco Politi. Marco and Bernstein Carl 2 However, George Weigel’s research suggests that not only was the policy continued, but It is most likely that John Paul II did continue with some formal policy towards the 6 ostpolitik Bernstein and Politi claim that the fall can be traced exclusively to the Pope’s Pope John Paul II:The Biography The Modern Papacy since 1789 The Final Revolution The President, The Pope, and the Prime Minister: Three Who Changed the World ; a policy aimed at Christianity in the Soviet Union, which differed from the 4 His Holiness: John Paul II and the Hidden History ofourTime (New York: Oxford University Press, 1992), pp. 93-96. ostpolitik (New York: Pocket Books, 1995). (London: Longman, 1998), pp. 239-243. 7 However, Jonathan Luxmoore and Joanna 5 of his was predecessors canceled by John Paul 3 This is also the conclusion on the topic that 5 Reporter John O’Sullivan believes that (New York: (Washington CEU eTD Collection 12 11 10 Polish listeners, saying that In his notes to paragraph,this Weigel explains thesignificance of hismessage televised tohis from an interview with a senior Vatican official who worked with John Paul II that his publicevents beto displayedin a mannerthat would benefithis countrymen. Weigle recalls instanceis forJohn it when Weigel first clearthat arranged purposely George Paul the II relays 9 1999). 8 had a“clearly delineated” program which hissuggests that visits other alsohad them. about one thing- John Paul II had a plan. Jerzy Kloczowski confirms that the Pope’s 1997 visit by John Paul II to lay the foundations for a new world order. communism. defeat to Malachi Martin, Malachi Babiuch. Joanna and Luxmoore Jonathan Weigel, Weigel, Jerzy Kloczowski. and to the communist regime in Warsaw. And they were understood as such by both parties. idiosyncratic pieties. They were, in fact, wholly intentional challenges to both the Polish people Black Madonna of the Jasna Góra monastery. To western ears, these may have seemed See of Rome, to which Poland had “ever remained faithful.” He invoked St. Stanis state. He spoke of the “living, strong, had helped keep Polish historical memory alive after the partition of 1795and ended the Polish homily. He cited, by name, the great Polish Nobel laureate, Henryk Sienkiewicz, whose novelsThe Pope spoke very directly to the Polish Church at several points during his installation savvy John II. Paul crowd, “Be not afraid!” It was a mediamasterstroke, made possible by the experience of II. Anda very Paul at the endJohn from of the embrace four hours, there aperfunctory was thethan more Polish got of whom pope, each cross held throne, high, exhorting pope’s the installed will remember, there was a seemingly interminable procession of the cardinals to the newly ceremony had to last four hours: however the MC did it, it had to last four hours. Thus, as manybackdrop of St. Peter’s Square, called in the papal master of ceremonies and told him that the that the Mass would not last quite that long, so that the regime propagandists could put the put government’scould spin on Wojty propagandists regime the that so long, that quite last not would Mass the that four broadcast hours to of agreed the had installation control) Mass from communist Rome. Johnstrict Paul, under knowing (then that the Polish television authorities national hopedPolish Regardless of who deserves howmuch credit for the fall of communism, Martin is right The Final Revolution The Final Revolution The Keys of This Blood This of Keys The A History of Polish Christianity 8 For Malachi Martin, the fall of communism was part of a master plan 11 , p. 228. , pp. 93-94. á a’s election at the end of the broadcast while exploiting the visual (New York: Simon &Schuster, 1990). The Vatican & The Red Flag unbroken . (Cambridge: Cambridge University Press, 2000), p. 344. 6 , and deeply felt link” between Poland and the (London: Geoffrey Chapman Publishers, 9 á aw, and the 10 In fact, 12 CEU eTD Collection communism. visit provideto ameans of comparing the visits undercommunism afterwith those directed papalvisitstowards the in and1987, context will1979, 1983 be given for the1991 official messages of each of the visits for each of the years presented. Though this thesis is discuss the state of Poland before and after each of the papal visits. It will also summarize the forprograms Poland. concept that is vitalunderstanding to how and why John Paul hisII created pedagogical Church. concluding, In this chapterwill present the viewpoint of as apedagogue, Pope the a philosophical and theological viewpointJohn that Paul II hadtowardspeople, society and the discussed in greater depth, along with those influences. This chapter will then present the that had a significant impact on his mental development. His formal education will be It will briefly describe his youthful activities and interests, as well as present events in his life 13 discussed. this research is based will be presented. Finally, the primary sources used for this thesis will be its applicability and merits in terms of this research. Next, the theoretical concepts upon which problematic in theirmeanings. The approach taken in this research will be discussed,including present definitions for words used within the thesiswhich may, at first glance, appear to be divided intofour chapters. The first chapter will discuss the theory behind the research. It will election as the successor of St. Peter in 1978. John Paul II will be referred to by his given name, Karol Wojty An overview of Poland will be given in chapter three. This contextual chapter will The second chapter presents the intellectual The secondpresents biography intellectual chapter the Karol Wojty of In order to effectively reconstruct the Pope’s pedagogical program, the thesis will be 7 á a, or by the ecclesiastical title he held until his á a/ John Paul a/ John Paul II. 13 CEU eTD Collection presented represent what is felt tobe the most significant. The second limitation has to do with This is notbecause more could not be found. On the contrary, there are many, but the ones work of reconstructing the Pope’spedagogical limits itselfproject four linguisticto devices. linguisticof identification the devices usedin Thiswith pedagogical conjunction the project. sources available, has to do with the analysis. This takes two forms. The first has to do with the papal the pedagogical programs. these, of course, would give additional credence to the analysis and help the reconstruction of generally understood that access to such sources is highly restricted. The incorporation of be itshould assacredobjects, likely most are treaded sources given these that However, project would be any personal papers, diaries, letters, correspondences, etc… from John Paul II. when John Paul II made his public addresses. Perhaps the best additional sources for such a or foreign presses. Neither does itincorporate interviews from individuals who were present hasfrom length this project notexaminedrequirements, archived sources Polish the either press for this projectis the amount of possible sources that can be examined. Because of time and four papal visits, there are certain limitations to this work. Probably the most significant hurdle idea of willbea ‘pedagogical program’ presented. program’ will be discussed. Lastly, the unofficial message of the speeches as they relate to the examined. After the analysis of these linguistic devices is made, the idea of a ‘pedagogical fourNext, specific frequently devices, which linguistic in primary appear will the sources be theiridentification will be coupled with theoreticalthe in methodsintroduced firstthe chapter. identification of subtexts. First, anintroduction to linguistic devices willbe in presented which An additional limitation to this research, again associated with the sheer volume of Although workencompassesthis a twelve year period andtakesprimary from sources Chapter four is the main research chapter. The substance of the research is based on the 8 CEU eTD Collection understood by understood examining the influences on an life.actor’s that historical events and the intentions of historical actors can be adequately, if notfully itwill notbe addressed speculatedor uponfurther. Finally, thesis this helps further the idea have played a role in the fall of communism. However, because this is not the aim of the thesis, relationship between intention and meaning. It also provides insights into actions maythat this thesis makes. From a theoretical perspective, this thesis sheds additional light on the listeners betweenthose andPaul totherelationship which John programs II. relate directly comments to these groups, it is also conceivable that there would be additional subtexts or addresses to masses. the Thoughitis expected that samefeaturesthe wouldin appear the or other influential parties are not as deeply analyzed as are his homilies, sermons and the addressees of the Pope’s visit. In general,his remarks to the clergy, government officials, While there are certain limitations to this work, there are also certain contributions that alsocontributions certain there are work, limitations tothis certain are While there 9 CEU eTD Collection 2136; “Webster’s”, p. 1428; “World Book”, p. 228. p. Book”, “World p. 1428; “Webster’s”, 15 Encyclopedia Vol. 15 Unabridged Dictionary ofthe English Language 14 designed to facilitate tosystemizeddesigned learning. to approach instruction inmethods teaching which teaching emphasizes which effective are materialslanguage reference makeit pedagogyclear that is notmerely butan teaching, books. reference language English in several found be can definition itis synonymous with the act of teaching or the function of a professional educator. This constant throughout this One work. commonly definition understood impliesof pedagogy that remain will which definition, working a establish to important is it Therefore, misrepresented. Definitions 1.2: Establishing four by bringing subchapters into one together the unit.coherent fourth subchapter will discuss the sources used in the analysis. This chapter will then conclude third subchapter will present the theoretical approaches used in the analysis of this thesis. The discuss the use of biography as a historical genre and as en element of intellectual history. The idea of pedagogy and establish a working for definition thethesis. The second will subchapter which a credible conclusion to this thesis can be achieved. The first subchapter will discuss the theory and methods which will be used to form a sound analysis, which is the instrument by 1.1: Introduction THEORETICAL 1.0: FRAMEWORK Lesley Brown (ed.). The (ed.). Brown Lesley Collins English Dictionary, 5th Edition Cambridge International Dictionary of ‘Pedagogy’ is whose meaninga word andcan misunderstood be illusive, In helpingmake to thisargument, this will chapter address issues the pertaining to the . (Chicago:World Book 1990), Inc, p. 228 New Shorter Oxford English Dictionary, Vol.2 . (Glasgow: HarperCollins,2000), p. 1143; English. (Cambridge: Cambridge University Press,1995) p. 1041; . (New York: Gramercy Books, 1996),p. 1428; 15 This later definition is closest to acontemporary is to closest later definition This 10 . (Oxford: ClarendonPress, 1993), p. 14 However, some English Webster’s Encyclopedic The World Book CEU eTD Collection Language, Vol. 4) 19 18 17 (Warsaw: Naukowe PWN, 1993), p. 626. Ğ (Accessed 28March2012) [“Pedagogja:Nauka owychowaniu m 16 Polish definition which stresses importancethe of organized methodsin teaching. older Polish definition with which John Paul II would have been familiar says that pedagogues English definitions identify a pedagogue as being a pedantic who strictly follows the rules. comprehending substance the andmotives ofhis addresses. saw himself as apedagogue. Understanding Pope John Paul II asapedagogueis imperative to establishhere to thatJohn Paul not II only toa pedagogicalsubscribed philosophy,hebut that his pedagogical program than other saying thathe did have aspecial method. Itis important established definition. However, this definition gives very little insight into John Paul II and audience for instruction, guidance and the acquisition of education.’ method for ideas, designed thedelivery andspecifically information concepts, a of targeted to Therefore, the working definition of pedagogy for the purposes of this thesis will be ‘a science of leading andeducating ayounger generation and justifying themeansit.” for involves understanding pedagogy as disciplinethe instruction, of specifically but “theas definition, which was probably more familiar to John Paul II in his formative years, not only only only butan alsoeducator, acaretaker- protector and defender of his master’s child. definitions of a pedagogue.According certain to apedagogueindefinitions, antiquity was not is not this definition that is intended tobe applied to John Paul II, rather, one of the antique rodki do tego celu wiod “Collins”, p. 1143; “World Book,”p. 288. Brown, “Oxford”, p. 2136; “Cambridge”, p. 1041;” Collins”, p. 1143; “Webster’s”, 1428. Adam Kry Mieczys Like the word‘pedagogy,’ ‘pedagogue’ can word the be Contemporary ambiguous. ‘pedagogy’The word can beusedin thesisthis onits ownaccording previouslythe to á aw Szmyczak (ed.). Ĕ ski and W , (Warszawa,, 1908 (1900-1927)), p.102. á ą adys ce,chowanna”]. á aw Nied 6á ownikJ Ĩ wiedzki (eds.). Ċ zyka Polskiego,wyd. 8 (Dictionary of the Polish Language, 8th Edition) 6á 11 ownik J http://ebuw.uw.edu.pl/dlibra/doccontent?id=237 Ċ zyka Polskiego, Tom IV (Dictionary of the Polish á odego pokolenia, podaj ą ca i uzasadniaj 16 An older 19 An 17 ą ca 18 It . CEU eTD Collection 22 Interdisciplinary History Rotberg, “Biography and Historiography: Mutual Evidentiary Interdisciplinaryand Considerations,” 21 postrzegaczami obyczajów.”] 20 were “keepers and perceivers of were “keepers of customs.” perceivers and evidence. historical studies, biographies are still based on the interpretation of facts derived from in conventional considered not are that methods using be collected may data although that, biographies are often shunned by historians.professional However, itmust be remembered popular reading outside of academia. Themethods used in forinformation obtaining historical knowledge. It is often viewed as a pseudo-historical undertaking whichmakesfor Approach 1.3: ABiographical andof interests of andpreservation guidance,their customs.’ education, acquisition deliveryfor ideas, and the informationa concepts, of for to audiencetargeted instruction, working definition of ‘pedagogue’ will be ‘a person uses who a specifically method designed a pedagogue as a protector and defender that will be applied to John Paul II. In essence, a past butfocuses personality individual the answerupon about questions andto character.” analysis itself. This biographical approach, as noted by David Nasaw, “uses evidence from the discussed later in the chapter) contribute to the contextualization of the thesis and to the the the personality,thoughts, and emotions perceptions of an individual,itis also valuable in a person thisthat is biographical beingused.approach is because the questions being asked in this thesis pertain to an understanding of John Paul II as Nasaw, “Introduction,” 574. David Nasaw, “Introduction,” Kry Ĕ ski, “S Biography, as a genre, isBiography, asagenre, tobe one tends that oflegitimate excluded from corpus the Although Although isa biographical approach essential investigatingwhen questions pertaining to 21 In the case of this thesis, various forms of biographical evidence (which will be á ownik,” p. 102. [“U Rzymian preceptorowie nauczali, pedagogowie za XL:3 (Winter, 2010), 309. American Historical Review 20 It is this Polish concept combined with the idea of 12 . Vol.114, No. 3(June 2009), p. 578; Robert I. Ğ byli dozorcami i Journal of 22 It CEU eTD Collection 26 25 24 Science: Comparative Issues and Examples 23 helping “to render fully intelligible their historical action incontext” action historical their intelligible fully render “to helping know all influences,the of many across dimensions, on an individual’s life and work.” history. Robert I. Rotberg noted that “biography becomes intellectual history in that we have to of thesisthe must ideas drawupon found within broadlythe defined disciplineintellectual of analysis. Theuse means necessarily of that the framework a biographical theoretical approach isOn biographical onlyapart contrary, the the approach methodological of of the the apparatus it does not imply that the thesis is a biography in the commonly understood sense of the word. in the 1980’s and to the role that John Paul II played in the fall of communism. and their desired effects helps to provide another layer of understanding to the history of Poland how John Paul II viewed the situation in Poland at the time of his visits, as well as his messages lives toilluminate larger historical andpatterns developments.” analysis of Pope’sthe pedagogical program consideringwhen that itis possible for “individual for the execution of the analysis of this thesis. Indeed, this biographical approach benefits this Thus, this work becomes intellectual history because of what John Paul II’s “thoughts, consideration the influences which played a part in shaping the personality of John Paul II. one aspect oflarger historical which events, can only be properly when understood takinginto senseunderstood of word,the itcan be viewed asanintellectual biography, only addressing required her to “delve intointellectual history […] and the history of concepts.” W. Banner makes the same statement when explaining that research for her biographies Lowis W. Banner, “Biography as History,” Rotberg, “Biography and Historigraphy,” p.307. Barbara Caine. Prue Chamberlayne, Joanna Bornat and Tom Wengraf (eds.). While the biographical approach is tounderstanding important While thebiographical of thesis, context approach the the Although, aspreviously stated, this thesis isnota biography in the commonly Biography and History . (Basingstoke, NY: Palgrave Macmillan, 2010), p. 23. (London: Routledge, 2000), p. 8. American Historical Review 13 The Turn to Biographical Methods in Social . Vol. 114,. Vol. No. 3(June 2009), p 584. 24 In this way, comprehending 23 Such context is essential 26 25 Lowis CEU eTD Collection (Jan-Mar 1990), pp. 11-12. 31 1940), pp. 3-23. 30 religion, theology, education, politics and society. development some of which will be addressed in this thesis, such as the history language,of a intellectual can wide basedon rangeof apply approach to topics Lovejoy’s observes, the influences and circumstances which influenced the author’s writing. influencesthe whichinfluencedauthor’s circumstances and often helpsto morebackground of author an reader the appreciate and accurately understand initial proclamation of studying ideas in a wider context by observing that familiarity with the 29 27 must have aninterdisciplinary of understanding thought andideas. which “unit-ideas,” specific but of are thesubstance analysis, locations that or temporalities (eds.). 28 language, and contests with the world reveal.” commonly assumed. In Lovejoy’s book, development of ideas over time, whose influences may not be as clearly defined as is This asintroduceddiscipline, by Arthur Lovejoy, concerns itself with understanding the of producer, the thesisthis willbewithin set thehistoriographic tradition of history the ideas.of andinfluences theimportanceintellectual of recognizes capacities, which shaped thefaculties individual’s by an generated intentions and works interpreting on focuses thesis the of analysis and content Because the interpretations. and rangeof abroad approaches contains itself Framework 1.4: Historiographic how individualthe agency John Paul of influencedII historical events. Donald R. Kelley. “What is Happening to the History of Ideas?” Arthur O. Lovejoy. ”Reflections on the History of Ideas.” Arthur O. Lovejoy. Alice Kessler-Harris. “Why Biography” “Why Kessler-Harris. Alice Chamberlayne, p. 3, 8; Ian Kershaw. “Biography and the Historian” in Volker R. Berghahn and Simone Lassig Biography Between Structureand Agency Although this thesis will fall within the framework of intellectual history, the discipline the history, intellectual of framework the within fall will thesis this Although The Great Chain of Being American Historical Review . (Cambridge, MA: Harvard University Press, 1936), p. 15. (New York: Berghahn Books, 2008), p. 29. The Great Chainof Being 27 14 These revelations,in turn, help shed light on 31 Essentially, Lovejoy believes that ‘unit- Journal of the History ofIdeas Journal of the History of Ideas . Vol. 114, No. 3 (June 2009), p. 626. 29 , itis not themes, Lovejoy reinforces this 28 30 As Donald R. Kelley . Vol. 1, No. 1 (Jan . Vol. 51 No. 1 CEU eTD Collection communist Poland. communist developinghis personality, which would effectthe way he would transmithis messages in product. By using this approach the thesis will show how John Paul II’s past played a part in acts cannotbe understood without takinginto account influences the which shaped the final thebiographical insistencespecific will incorporate approach and unit-idea creative Lovejoy’s the messages of John Paul II that will serve as the ‘unit-idea’ of the thesis. The analysis of this transmission of meaning and the intent of that transmission in many fields. It is the meaning of thesis is that of meaning. Alot of work has been done and theories produced on the thesis. this of 32 allow would that direction the understanding the evolution of concepts,it is not the aim of this thesis to pursue an analysis in time. over usages andcontext meanings, beproves approach valuableto in and how comprehending change in why terminologies their terminologies as they relate to their political or social content. Begriffegeschichte them, to contribute that influences the and unit-ideas understanding with concerned 33 Time is German the history. ideas’ can, and in should, be understood to relation wayitsthe meaning changes throughout Reinhart Koselleck, “Begriffegeschichte and Social History,” in History,” Social and “Begriffegeschichte Koselleck, Reinhart Koselleck, p. 84. . (Cambridge: MIT Press, 1985), p. 81. To borrow from Lovejoy, the specific ‘unit-idea’ to be addressed in the analysis of this An approach which bears resemblance to the history of ideas as conceived by ideas history Lovejoy asconceived tothe of which bearsresemblance An approach Begriffsgeschichte aims atgrasping the meaning of politically and socially charged Begriffsegeschichte , or conceptual history. While Lovejoy’s history of ideas is 33 While approach this providedoes benefits in 15 to be useful as a method of analysis for ideas Futures Past: On the Semantics of Historical 32 This Begriffsegeschichte CEU eTD Collection The first type ofmeaning Skinnerlabels as “meaning analysis. Skinner observes that a text can have multiple meanings, depending on howit is read. school. Cambridge with the associated of asit‘meaning’, applies to researchthis iswork by conducted Quentin whoisSkinner, a specificon andimportantmeaning Perhaps, mostin place time. the tounderstanding regard through historythe its understandingof in thethat meaning of Cambridgethe is school focused differstherefore, from Lovejoy’s approach of studying the meaning ofideas they as developed Contextualism, authorship. its of time the at was message intended the what comprehend According to contextualism, understanding the context of a document helps the researcher to understanding the meaning of texts according to the context in which they were written. (though not with the specific aim of creating a new approach) contextualism aims at meaning of Developeddocuments. by at theUniversityprofessors inof Cambridge 1960’s, the the Cambridge school. that this thesis will take is based on the historiographic method of contextualism, also known as for analyzing and themeaning understanding of in ‘meaning’ contexts. different The approach broad-rangingideasthe history of approaches there appeardifferent andtheoreticalframeworks However, understanding the meaning of ‘meaning’ is notas simple as itmay appear. Within is of speeches the of itcontent subject issuethisare the to the analysis, ofmeaning. restricted understanding the content of John Paul II’s speeches,it is not a tool of analysis. While the For Quentin Skinner, understanding the meaning of a text is notas simple as an As a historiographic approach, contextualism is concerned with understanding the Although biographicalthe and Lovejovian approach inassists providing background for 16 1” , and corresponds to what “specific CEU eTD Collection perfect understanding of the rules for the use of each particular word and still not have andstill not the useof word rules for each the particular understanding of perfect be possible for him to provide a full record of the words used and in the correct order and with a man who attends a satirical play,yet is not aware that it is a parody, Dunn says that “itmightof example an In message. the understanding without used vocabulary the understand to person a for possible isit entirely that notes also Dunn However, in nature. collective or individual to aspecific while listener, Dunn specifynotdoes not whether his meaning or is misinterpreted Philosophy 38 37 36 2, (Winter, 1972), p. 396. This might be similar to Skinner’s “meaning Skinner’s to be similar might This intended meaningthatwasmisinterpreted and producesan all differentmeaning.together distinction in how understandto meaning. John Dunn says form one that meaningof may be an a exist needs with there theCambridgeto that observed also school scholars associated from being considered. interpretations other which excludes interpretation is correct there asingle that never assert different ways. However, he is quick to point out that, regardless of the interpretation, one can in can sameis interpreted beshow the text able tothat meaning Skinner types of three these to represent what the author meant when the work wasproduced. meantwhen work the author what the to represent 35 p. 91. 34 reader or Skinneridentifies as“meaning words or sentences mean in orsentences text.” mean words a given John Dunn. “The Identity of the History of Ideas,” in Skinner, “Motives,” p. 393. Skinner, Skinner, Quentin Skinner, The idea multipleof meanings is not one that is exclusive to Skinner. One of his fellow , Vol.XLIII, No. 164 (April 1968), p. 93. Visions Visions , p. 93; “Motives,” p. 397. . p. 92; “Motives, Intentions and the Interpretationof Texts” in Visions of Politics, vol. I:Regarding Method 37 2.” 34 35 The meaning that those words have to the listener the to have words those that meaning The Skinner’s final meaning, “meaning 2 ,” but it alsomight not be since “meaning Philosophy: The Journal of the Royal Institute of 17 . (Cambridge: Cambridge University Press, 2002), 36 By distinguishing between New Literary History New Literary 3 ,” is intended , Vol 3, No. 2” refers 38 CEU eTD Collection Comprehending what an actor was doing is also anact that Dunn and another contextualist a aperlocutionary haveor force warning. tothe response wouldillocutionary produced act doing the words spoken make up the illocutionary force, which represents what the policeman was policeman was not to make a statement, but to issue a warning. The warning associated with way motives. of understanding author. Skinner specifically identifies the use of illocutionary and perlocutionary forces as a of which in themotives andintentions an indicators can assist discerning linguistic certain understanding the motives of the author is impossible, Skinner counters by stating that there are 42 41 40 39 produced being work the author examined. author’s meaning isimpossible knowing without themotivations and intentions for why the intended meaning. ways of understanding the meaning of a text, for Skinner the most important is the author’s understanding both on part the listenerof the andtheAlthough speaker. aredifferentthere understood Skinner, Skinner, Skinner, Dunn, “Identity.”pp. 93-94. when he spoke, or his intention. If the skater had taken heed of the warning, the The words the policeman spoke had a literal meaning. However, the aim of the the policeman was what know to need we also But words. ofthe meaning the know to need obviously we policeman says something and the words mean something. To understand the episode, A policeman sees askater on a pond and says ‘The ice over there is very thin.’ The In hisunderstand attempt meaning the to Skinner of author, the assertsthatknowing the Visions Visions Visions what was said.” . pp. 104-105. . pp. 99-102; “Motives,” 405-406. . pp. 91-102; “Motives,” 393-408. doing 39 This illustrates that there may be different registers of registers be may different there that Thisillustrates in saying what he said. what insaying 41 By way of analogy, Skinner notes that 40 While some of Skinner’s critics say that 18 42 CEU eTD Collection the intentions of an author as the intentions, the identification of which could alter the understanding of a text. Pocock identifies Pocock distinguishes between different forms of intention. Pocock establishes four forms of forces.” illocutionary intended of range the identified fact in have we that thus and intentionally an author, “the best hypothesis to adopt is that, whatever he was doing, he was doing it wrote.” interpreter’s tasks must be the recovery of the author’s intentions author’s the of recovery the be must tasks interpreter’s writing, what he or she wrote must be relevant to the interpretation, and thus that 47 46 45 44 Century England (eds.). N.Zwicker Steven. and Sharpe Kevin 43 it.” in writing were intentions that “to know what a writer meant by a particular work meaning of are directly establishment illocutionary toSkinner’s causing areaction to the act related of a text. authorship scholar, J.G.A. Pocock stress in relation to comprehending the circumstances surrounding the Pocock, “Texts.” pp. 24-25. Skinner, Skinner, Skinner, Dunn. “Identity.” p. 93; J.G.A. Pocock. “Texts as Events: Reflections on the History of Political Thought” in 45 actions he could not possible have performed or tried to perform. to tried or performed have possible not could he actions and intentions (4) and not; did bud performed have might he actions and intentions (3) himself; them noticing without performed have may he actions and reading; (2)intentions first at them noticing without performed have may he actions and intentions (1) While Skinner and Dunn affirm the importance of intentions in the creation of a text, Here it is clear that the illocutionary act of warning and the perlocutionary of act perlocutionary andthe act of warning it illocutionary is the Here clearthat 46 3, Ultimately, Skinner suggests that when it comes to understanding the motivations of motivations the understanding to comes it when that suggests Skinner Ultimately, Visions Visions Visions and thus reflects the intentions and motivations of the speaker. Indeed, Skinner notes . (Berkley: University of California Press, 1985), pp. 24-45. . p. 119. . p. 101. . p. 101. 43 44 Further, Skinner stresses “that whatever an author was Politics of Discourse: The Literature and History of Seventeenth- 19 is to know what his or her primary in 47 writing what he or she among doing in the CEU eTD Collection 49 48 or phrases.Thiswords iswhathecalls lexicon. acultural not mean vocabulary, but he has in mind the specific cultural meanings associated with certain must also be aware of the language which is used. When Skinner speaks of language, he does argues, can meaning. graspits one work.author’s Thus, itis onlyby context understanding the of author’s the work, Skinner the into reference specific that incorporating of significance the on light shed meanings these of must be understood within the context of its historical, as well as contemporary meanings. Both may there ideas, toawide discourse particular beor events which references rangeof concepts, any to word world,”the Skinner, states “weneed tohave a clear grasp both itsof sense itsand a day abouttalkingin but about 2001World Centerapplythe September, tragedy. Trade “To speaks 11 ‘September of in engage historical aswell extremely as detailed wide-ranging research.” meaning. He observes that “to recover that context in any particular case, we may need to heauthor, notices that only can context provide aproper understanding of intendedan author’s use of “meaning Although Skinner presentshis definitionsthree of meaning andstrengthens his argumentfor the of formsthese of intention contextproduces which may helpfulprove in establishing meaning. requires the establishment of incontext todiscern order meaning. Additionally,identifying any them identifying that shows Pocock intentions, of kinds four these of identification the With Skinner, Skinner, In addition to the context of the ideas that are presented, Skinner points out that one Like Pocock, Like Pocock, Skinner knowsthe value of incontext helping establish to meaning. Visions Visions . pp. 158-174. . p. 116. 3” in connection with understanding the motivations and intentions of the of intentions and motivations the understanding with inconnection th ’ or ‘9/11,’ in the United States (and even globally) they are not really 20 49 For example, when someone 48 Within any CEU eTD Collection intoits meaning. Although these contextualist aboutmatters scholars wrote concerning upon whose work this analysis is based, a text cannot stand on its own and give proper insights are vital graspingto themessagemeaning and of a given work. For Skinner, and Pocock Dunn, producing hisas well work, as recognizing the linguistic peculiarities employed by author the correct interpretation of a text. Understanding the meaning of a text’s author, his intentions in was produced. intext the the which time place and text will allow not only for the motives to be uncovered, but also aspects about the context of isBasically, Pocock sayingunderstanding that the jargon idiomsor of languagethe used in a insightsinto the context of a text. Pocock claims that lexicalattributed definition. jargon “specialized idioms” or of a language which carry a meaningbeyond theproperly “languages.” conception of comprehending meaning the of Similarlya text. to Skinner’s islexicon cultural Pocock’s 53 52 51 50 meaningdeveloping of context the meaning arealsoa fundamental attributed tothewords cultural of part of concepts the reference.” Pocock, “Texts.” p. 26. Pocock, “Texts.” p. 27. Pocock, “Texts.” pp. 26-27. Skinner, It is clear that for the scholars of the Cambridge school context is vital for achieving a it. to available languages the by imposed constraints the and offered opportunities the with did performance or author, text, individual the what discerning of and out, a matter of reconstituting the languages inwhich certain illucotions […] were carried The historian’s reconstitution of the text, as action and event, intelligible now becomes Pocock alsoPocock identifies a understandingproper of language asa key inelement Visions 50 An understanding of the relationship between the actual words used and the socio- . p. 162. 51 52 Here, it is not different languages that are spoken, but According identifying toPocock, these “languages”yield great 1 , meaning 2 and meaning 21 3 . 53 CEU eTD Collection 54 accounts of the reaction of Polish society immediately before and after the Pope’s visit. In Lech Wa inwere Poland atimportant times,including during papal the pilgrimages. Recollections by viewed themattheir completion. Alsoincludedin category this are biographies by people who biographies about Pope John Paul II which reveal how he prepared for his trips and how he information about thoughts, feelings, andinterpretations of papal the speeches. They include ego-documents.on Thesemeant arecompliment to theprimary by sources providing weretaken. Polishthe texts for theanalysis. will be used texts the original Polish archive, Vatican on-line the Although some of speechesareavailablethe in languages) European from (and other English in 1991 will also be used to provide a comparison with the speeches given under communism. his threepastoral toPolandpilgrimages between 1979and 1987.The speeches given in Poland 1.5: Sources thesis. tothe of thistopic applicableand their areequally appropriate political approaches thought, 28 Mar 2012). 55 been digitized and are available through the bookstore’s website. bookstore’s the through available are and digitized been John Paul II Institute and the Mateusz Online Bookstore in Poland, the unabridged texts have the John Paul II Institute in Krakow, Poland. However, through an arrangement between the difficult toreproduce in translations. The Polish texts can be found in their unabridged form at original Polish texts will allow access to the subtleties, nuances and rhetorical styles that are The Vatican. The Mateusz Chrze Mateusz The secondary sources fall into two groups. The first can be called biographical, based Thegroups. into firstcan biographical, two fall be called sources The secondary The primary sources for this thesis are taken from the speeches given by John Paul II on áĊ sa, Adam Michnik, and Timothy Garton-Ash, among others, provide first hand http://www.vatican.va/holy_father/john_paul_ii/speeches/index.htm Ğ cia Ĕ ski Serwis WWW (Mateusz Christian Internet Service) Internet Christian WWW(Mateusz Serwis ski 22 55 www.mateusz.pl/jp99/pp/ It is from this website that (Accessed 28Mar 2012). 54 The (Accessed CEU eTD Collection been placed on John Paul II while in Poland, one needs to account for what John Paul II could the ideas which shaped John Paul II’s views. Second, recognizing the limitations that may have have tobe understood. This involves taking abiographical approach, which will make familiar for understanding the primary sources will be multifaceted. First, the influences on John Paul II use by John Paul II needstobe within understood confinesthe ofits background. The context Cambridge school historicalof though. This approach therecognizes that ideaslanguage and 1.6: Conclusion Polish society, and attitudes perceptions in period the of study.this should Together, provide historical familiarization these secondary sources with adequate significant names, places, dates, and concepts as they relate Polish history and culture. visit. The second group of these secondary sources will be used to provide clarification on sources will present apolitical, social, and economic view of Poland before and after the papal provide contextto situationthe in immediatelyPoland andbefore after visit. Pope’s the These previous group, it is comprised of two subgroups. The first of these secondary sources aims to on research done on various aspects which pertain to the background of this thesis. Like the weregiven. speeches under which the to circumstances itthe relates messageas Pope’s content of into the the provideinsights used to Works analyzing the development of John Paul theologicalII’s andmoral philosophies will be andletters encyclicals will backgroundon provide his theological, moral and political positions. Paul II as an intellectual will also be used. Sources authored by John Paul II, such as lectures, addition biographicalto these sources which references, toan contribute understanding of John The analysis of sources for this thesis will be based on the ideas of Skinner from the The second group of secondary sources can be classified as historical. These are based 23 CEU eTD Collection of the most recurring characteristics bewill analyzed. characteristics of recurring most the the identifiable components would render this thesis too lengthy. To avoid this, only a handful linguistic devices, orunit-ideas that can be analyzed. Again,incorporating an analysis of all of concepts, several elements, are analysis,there limitations tothe In of terms beanalyzed. not addressed public tothe andgovernment officials. Thismeans thataddresses totheclergy will excluded. On the side of the primary sources, an analysis will be restricted to speeches In order to stay under the maximum length, certain parts of the sources and analysis need to be would yield additional insights. development of ideas, as well as a more intimate familiarity with John Paul II’s biography regard to the scope and applicability of this thesis. Perhaps a widerfamiliarity with the John Paul II’s life need to be limited and focused on what appears to be most important in volume could render such an analysis impossible. Because of this possibility, references to limitations. The firstis that there are so many avenues of context to pursue that the sheer approach. will provide a suitable basis for aconclusion to be drawn regarding John Paul II’s pedagogical in they given which were context the and understanding speeches the of content the Knowing for understandingfor properly understanding the speeches given by John Paul in II Poland. needs to understand the situation in Poland at the time of his visits. All of these provide context to understand what the aims of the speeches were when Jon Paul II delivered them. Fourth, one understanding different reflect the possibilities thatexist in meaning.defining Third,one needs publicly say, what he tried to say, and what he wanted to say. These differences in The second limitation to this approach pertains to the length requirement of to limitation The secondpertains to thisof the lengthrequirement thesis. approach this certain analysis, are there context to needed doesprovide approach this Although 24 CEU eTD Collection this work. contributedthat to developmentthe of his philosophy helptoprove personal will the thesis of John alongPaul II spoke, with understanding thecontext hisof speeches, and theinfluences understanding how John Paul II spread his message. Understanding what, where, why and how will a inhis for basis speeches provide of certain characteristics and identification the identifying the motives of Pope John Paul II in his speeches. The understanding of his motives Although one can see certain limitations to work,this its production is still valuable in 25 CEU eTD Collection consider the role of God in human affairs. John Paul II is quoted as saying of his brother’s death that it increasing close, passed away from scarlet fever. It was after this that Wojty impact the future Pope. Wojty relate to them. maternal affection” are false, as are the suspicions that his teachings on women come from displaced a problem as piety to “Marian II’s Paul John produced mother of his loss the that claims the Weigle George to According him. for time enough have not did she that say would he life in later while home,” reminisced about hismother bynoting thatas a seminary student heconsidered her to be the “soul of the approach to Mary and to women in general. Bernstein and Politi observe a contrast in the way Wojty way in the contrast a observe Politi and Bernstein general. in women to and Mary to approach Woyty young onthe mark its leave However,when he was onlynine years old, Wojty In general, there is no reason to believe that his life was different from that of his peers as a child. 2.2: The Formative Years 2.2: The Formative Perennial, 2005), p. 29. summarize Wojty development of his philosophiesof the human person and ethics. The last subchapter will briefly addressed in the second subchapter. The third subchapter willdealwith his higher education and the 56 overview of the major events and influences from Wojty unique in both his secularand sacred understandings. The subchapterfirst will be dedicated to giving an 2.1: Introduction WOJTY 2.0: THE INTELLECTUAL BIOGRAPHY OF KAROL George Weigel. George Only three years after the passing of his mother, there would be another event that would greatly would that event another be would there mother, his of passing the after years three Only On 18 May 1920 Karol Wojty Karol 1920 May 18 On The purpose of this chapter is to provide an introduction to the mind of Karol Wojty à 56 A / JOHNPAUL II Witness to Hope: The Biography of Pope John Paul II,1920-2005 á a’ theological and philosophical views. á a’s brother,medical a doctor to whom the young Wojty á a. Some have viewed this as a significant factor in the Polish Pope’s Polish in the factor significant a as this viewed have Some a. á a entered the world in Wadowice, a town not far from Kraków. from far not town a Wadowice, in world the entered a á a’s mother passed away: an event that would surely 26 á a’s youth. His education in Kraków will be á . (New York: Harper a started to more aptly á a wasbecoming á a. He is á a CEU eTD Collection Mieczys dramatists. romantic Polish by penned which actor was well known in Wadowice, he where often played the leading role in productions; many of veneration of Mary and one thatstressed abstinence from tobacco and alcohol. extracurricular activities. He was elected president of two student societies: one that advocated the literature. positivist and romantic Polish of classics the considered now are what and history Polish German, in Mickiewicz, Norwid, S his formal education, Wojty education, formal his training. preparation military and literature, and language Polish math, history, Greek, 63 62 Witness to Hope Francescaand Murphy. (Grand Rapids, MI: William B. Eerdmans Publishing Company, 1991),pp. 18-19; Weigel. religion, math, creative arts and physical education. to cope with the loss and still excel in his studies. In primary school his curriculum consisted of Polish, 61 60 It also likely provided him with his first considerations of the role of human agency. human of role of the considerations first his with him provided likely also It concluded that the passing was the will of God, a position that was able to afford him some comfort. 59 understand the affect of his brother’s noble choice in relation to the wider scheme of life, Wojty while they suffered- a decision which ultimately led to his contraction of the disease. Thus, in trying to Paul II referred were not the cause of death, but the fact that his brother chose to remain with his patients 58 57 were certainly tragic, and because I was more grown up.” “probably affected me more deeply than my mother’s, because of the circumstances,peculiar which Bernstein, pp. 35-39; Wiegel. Bernstein,p. 39. Rocco Buttiglione. Weigel. Weigel. Bernstein, p. 27; Wiegel. p. 27; Bernstein, Bernstein,p. 27. Although Wojty While the death of his mother and brother had an effect on Wojty á aw Kotlarczyk, the establisher of the Rhapsodic Theater in Kraków, whose ideas about the 61 Witness to Hope Witness to Hope , p. 30. Karol Wojty á owacki, and Sienkiewicz, á , p p. 32. , p.29. a spent alot of time on his studies, it did notmean that he did not participate in Witness to Hope to Witness á a’s father, a former officer in the Austro-Hungarian military, instructed him instructed military, Austro-Hungarian the in officer a former father, a’s Witness Hopeto á a: The Thought of the Man Who BecamePope John Paul II , p. 32. , pp.33-37. ThePolish romantic dramatist include the likes of 63 It was at this time that be became acquainted with 27 59 Wojty 57 The circumstances’‘peculiar towhich John á a’s secondary education included Latin and Latin included education secondary a’s á a, it seems that he was able 62 His reputation as an trans. Paolo Guitti 60 In addition to á a 58 CEU eTD Collection (WashingtonDC: The Catholic University of America, 1993), p. 2. Collected Plays and Writings on Theater The Center of the Human Drama: The Philosophical Anthropology of Karol Wojty Kotlarczyk’s Rhapsodic Theater. Rhapsodic Kotlarczyk’s restricted productions of entertainment; he was working on preserving and transmitting Polish culture. Polish transmitting and preserving on working was he entertainment; of productions restricted Wojty theaterbe a church where the national spirit will flourish.” Quoted by Boles formally return to his studies, Wojty suspended with the closure of the university due the outbreakto of the Second World UnableWar. to intended to foster his interests in Polish language and theatrical arts. theatrical and language Polish in interests his foster to intended 69 2.3: Education under Occupation under 2.3: Education ideas on phenomenology. 68 influenced the way Wojty way the influenced 67 spheres of objective reality.” certain consciousness our to bringing in important especially also are factors but emotional here, play to a role have faculty cognitive so-called the does only not essence, of this manifestation tothe As them. between occurring connections and relations the and objects of essence phenomenological the reveals turn, in experience, experience; knowledge, and it attacheshuman in no weight elements to abstraction. rational and sensory between It treatsdistinction knowledge aclear make not does It as a certain whole intuitionistic. knowntherefore from is Phenomenology experience. inimmediate tous appears it as just thing ofa essence the “accepts it that noting (New York: PeterLang, 1993), pp. 32-33, Father Wojty Philosophy of Immanuel Kant and Max Scheler,” 66 65 64 Wojty performance,while the costumes and sets should be reduced to the minimum.” Kotlarczyk, “the rhythm and rhyme of atheatrical work must become the protagonists of any relationship between words, performance and experience would have a lasting impact on Wojty on impact lasting a have would experience and performance words, between relationship Bernstein,p. 53;Buttiglione, p.22; Weigel. Weigel. Weigel. Buttiglione, p. 21. In his essay, “The Problem of the Separation of Experience from the Act in Ethics in the Weigel. Bernstein,p. 40. á á a would continue to foster his love of language and theater through writing and participation in participation and writing through theater and language of love his tofoster continue would a a to start considering the role that words could play in transforming history. transforming in play could words that role the considering start to a As aparticipant in the underground Rhapsodic Theater,Wojty After completing his basic education, Wojty education, basic his completing After Witness to Hope Witness to Hope Witness to Hope to Witness pp.33-43. , p. 38. , pp. 53-67. 66 á a thought about experience and consciousness, which in turn affected his affected turn in which consciousness, and experience about thought a 68 á a managed to find work as a manual laborer. In his off times, (Berkley, University of California Press, 1987) in Kenneth L. Schmitz, Witness to Hope to Witness Person and Community: Selected Essays á 28 a expounded on his understanding of phenomenology by á a enrolled in Jagiellonian University, where he where University, Jagiellonian in enrolled a , pp. 62-66. Wojty 67 á However, his education was aw Taborski. á a wasnot justparticipating in á a is reported to have said, “Let á a/ Pope John Paul II 64 This causedtheyoung 65 Karol Wojty , trans. Theresa Sandok, It also, probably á a: The . á a. For a. 69 At CEU eTD Collection them” (the Communist) and the Poles. between battleground decisive the be would “culture on that early realized having leader, resistance influence, that of Thomism. that influence, seminary student that Wojty that student seminary metropolitan of Kraków and head of the underground seminary that Wojty that seminary underground of the head and of Kraków metropolitan 77 76 Paul II would become an important figure inWojty figure important an become would Tyranowski, to thanks presumably who Cross, of the John of St. writings mystical the was Tyranowski 75 who stressed experience as a vehicle to grow closer to God. theologian Carmelite lay a was Tyranowski Jan Sapieha. Adam and Tyranowski Jan individuals: two 74 73 and notes by Jerzy Peterkiewicz (New RandomYork: House,1982), p. xiii. Wojty audience. the and actor an between discourse a in play actions and words that role important the him taught group clandestine of this member called it “a theater of imagination, a theater of the innerself.” 72 gesture” is how Wojty to evoke emotional responses asopposed to simply providing entertainment. 71 70 literature.” entire our by us to down handed been has that art of the traditions Christian and Polish deep-rooted of quotes John II Paul as having once described the activities ofthe Rhapsodic Theater the as “expression Bernstein ideals. romantic Polish on based were performed works of the most Wadowice, in Like Buttiglione, pp. 30-31; Weigel. Buttiglione, p. 31; Schmitz, p. 34. Jaros Bernstein, pp. 50-53; Buttiglione, 28-29; Weigel. Quoted by Taborski, p. 7 in Schmitz, p. 3. Karol Wojty Karol Buttiglione, p. 21; Weigel. Bernstein,p. 41. á (WashingtonDC: The Catholic University of Press,American 2000), p.4-5. á a was becoming more involved in the doctrines of the faith. He benefited from the influence of aw Krupczak, O.P. When not working, studying in the underground university or pursuing theatrical interests, 70 Wojti á a and Jerzy Peterkiewicz. Jerzy and a á a’s craft, in accordance with Kotlarczyk’s philosophy, was subtle and was intended was and subtle was philosophy, Kotlarczyk’s with in accordance craft, a’s á a isreported to have described the Rhapsodic Theater. Destined for Liberty: The Human Person in the Philosophy of Karol Wojty Witness to Hope to Witness 76 á a was introduced to what would be another significant intellectual significant another be would what to introduced was a Wojty Witness to Hope to Witness á a was also shaped by Sapieha’s ideas as a moral and cultural Collected Poems: Karol Wojty 77 , p.37 á a’s theological education. theological a’s , p. 74. Witness to Hope to Witness 29 74 One of the main influences on 73 , p59-62. Hence, Wojty á a , translated with an introductory essay 75 Adam Sapieha was the á a been attending. It was as a as was It attending. been a 71 72 “The drama of word and word of drama “The á A critic of the theater a’s activities as a á a/ John CEU eTD Collection receives it.” theology, that is, the secret wisdom of God, because it is a secret even to the mystical understandingcalled is which understanding the enlightens God which by “contemplation John, St. to According mysticism. Christian of theoretician and practitioner a and order Carmelite of the areformer was 1591) supervise Wojty supervise Thomism. orthodox to adherence strict his for more known was he although esteem, high in Cross of the John of St. philosophies and works the held Lagrange, the works and philosophies of St. John of the Cross and St. Thomas Aquinas. Like Wojty Like Aquinas. Thomas St. and Cross the of John of St. philosophies and works the the supervision of Father Reginald Garrigou-Lagrange at the Angelicum, Wojty 2.4: Further Studies Further 2.4: immediately sent him off for further studies. on 1 November 1946, the recently consecrated Cardinal Sapieha ordained Wojty ordained Sapieha Cardinal consecrated recently the 1946, November 1 on (which) is not something peripheral to the human condition.” “St. John of the Cross and Mystical ‘Unknowing’” in Weigel, 83 82 81 order. impact of the Carmelite philosophy and way of life on Wojty ranks of the clergy was not achoice that he made, but rather achoice that God made for him. 80 79 much consideration he decided on becoming a man of the cloth. However, for Wojty performance, he knew that he would need to make a choice as to how he would spend his life. After 78 St. John of the Johnof Cross. St. the Buttiglione, p. 45. Buttiglione, p. 34. Bernstein, p. 70; Weigel. p. 70; Bernstein, Bernstein,p. 68;Krupczak, p. xvii. George Weigel. George 79 Sapieha, having something else in mind for Wojty for mind in else something having Sapieha, Witness to Hope to Witness Afterhis ordination the to priesthood, FatherWojty Although Wojty 83 For St. John, this wisdom is gained through a personal journey, in which anything that anything which in journey, personal a through gained is wisdom this John, St. For á a’s doctoral dissertation on St. John of the Cross. the of John St. on dissertation doctoral a’s The Final Revolution The Ascent of Mount Carmel, Mystical Doctrine , p. 86, defines mysticism as “the interior dialogue with a personal yet ineffable God á a’s time was taken up with secularlearning, religious instruction and theatrical Witness to Hope to Witness (New York: Oxford University Press, 1992), p. 80. , p. 78. 81 Religious Studies 30 á 82 a repeatedly denied his requests. his denied repeatedly a á a went tostudy theology in Rome. Under In fact, Garrigou-Lagrange would Garrigou-Lagrange Infact, á a was evident by his request to join the , vol. 22, No. 1 (March 1986), p. 31. , pp.21-21. Quoted by Green,Deirdre St. John of the Cross (1542- á a gained insights into á a a priest and almost and priest a a á a, joining the á a, Garrigou- a, 80 78 However, The CEU eTD Collection into the work of St. John of the Cross: of the John of St. work the into In addition to hismain conclusion, Wojty words, Karol Wojty Karol words, John of the Cross and St. Thomas as a faith producing, personal encounter with God. with encounter personal producing, afaith as Thomas St. and Cross ofthe John between dogmatic and mystical faith, on the one hand, and the harmonization of the philosophies of St. http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=04ed8bdf-26f8-4041-aaab- website, Christian Classics Ethereal Library), pp. 117-118, On Line Editionfrom ‘Christian Classics Ethereal Library’ Review)” in 1980), pp. 266-267. Quoted by JosephF. Chorpenning in “Faith According to St.John Of the Cross (Book John of the Cross. God. with relationship and encounter faith. of journey a through of God understanding better a togain able is person that is, he that nothingness ofthe realization the to himself surrendered and obstacles of all himself purged has person a After denial, which allows them to surrender to Christ’s suffering and the prospects of total annihilation. self- through God with relationship their ponder to position a in person a puts distractions material 734c656a4e80%40sessionmgr113&vid=3&hid=103 84 may distract from the union between the soul and God is eliminated. 90 89 88 development of Karol Wojty of Karol development not to stray from the topic of this thesis, only the thoughts of St. John of the Cross as they pertain to the intellectual 87 86 85 St. John of the JohnofCross, St. the Karol Wojty Buttiglione, p.46. Kupczak, p. 4. Buttiglione, p. 46, 51. Of course there is more to St. John of the Cross than what has been given St.John of the Cross, here.pp.145-147. Inorder St.John of the Cross,pp.136-139. 86 For St. John of the Cross, faith was a vehicle which allowed a person to have a personal http://www.ccel.org/ccel/john_cross/ascent.pdf reason can reach is to say that God exists; it cannot comprehend what God is. Second, faithFirst, human beingsis cannot know God as an object. The furthest thatthe exploration of natural for this, faith must be actualized and explored, as it were, by the other supernatural virtues.power from which union with God and contemplation derive. But…faith alone does not suffice faith, by reason of its intimate nature as a participation in the divine, functions as an infused In 1948 Wojty In 1948 Theological Studies á a. Faith According to St. John of the Cross 88 Essentially, Wojty Essentially, á a concludes that concludes a The Ascent ofMount Carmel á a received his Doctorate in Sacred Theology for his dissertation on faith and St. and faith on dissertation his for Theology Sacred in Doctorate his received a á a will be presented. will a . Vol.43, Issue 4, (December 1982), p. 752. 87 á a’s doctoral work addressed two problems: the relationship the problems: two addressed work doctoral a’s á a develops threemore conclusions which give further insights (Accessed 23May 2012). trans. and edited by E. AllisonPeers (Grand Rapids, MI: (Accessed 23May 2012). 31 trans. JordanAumann, O.P. (San Francisco: Ignatius, 84 The detachment ofspiritual and 89 In his own 85 90 CEU eTD Collection according to the principles of phenomenology and axiology, that is to describe and explain all moral facts and facts moral all explain ethical problems.” and describe to is that axiology, and of phenomenology principles the to according system of ethics. dissertation looked whetherat ornotChristian morality can be interpreted according to Max Scheler’s teacher’s podium. This time he was to complete an advanced doctorate (habilitation) in philosophy. His 96 receiving his doctorate in theology, Father Wojty University of Lublin. However, he would only remain in that post for a short time. Three years after Wojty experience.” Krupczak, p.58, observed that at the time he was writing his dissertation on St. John of the Cross, Divine,which ultimately leads to the acquisition of supernatural knowledge. the point of reconciliation comes in the fact that faith is an integral part of an experience in/with the the Cross. According to Buttiglione, p.45, Wojty p.45, Buttiglione, to According Cross. the 95 94 93 92 91 reason, to companion a is Aquinas.” of doctrine the with agreement fundamental “in was work his was, in fact, able to reconcile the differences between St. John of the Cross and St. Thomas, noting that Krupczak, p. 9, quotes from Wojty This reconciliation was possible probably because of the way that Wojty waythat the of because probably possible was reconciliation This St.John of the Cross,pp.141-144. F.C. Copleston. Chorpenning, p. 752. Buttiglione, p. 51. á a was already thinking like a phenomenologist, though unaware of method.the After completing hisdoctoral studies, Wojty In a review of his published dissertation in the form of a book, one critic observes that Wojty it. to foreign absolutely are commonlywhich thought aspects to constitute emotional ofthe the All mysticalemotion. experience of absence as suchin an are occurs rather, in experience its essence,mystical set up with Hum. Thirdly, understood in its purest form, the personal encounter with an in God in emphasis on captured be his absolute may than transcendence in respect of important allmore relationsis with This human it. beings attempt to initiates God and God, with relationship enters into a personal relation with us. The nonobjectivizability is thus the personal form ofbe thean aspect of the personality of God, part of the essence of his person and through whichis appropriatehe to natural reason. It is in the light of faith that this nonobjectivizabilityThe nonobjectivizabilityis seen of Godto for faith is different from the nonobjectivizability of God which with God which is real but, in this life, always remains in an obscurity (“the night of faith”).knowledge which knows theworld and all that iswithin it. Faith is given a personal encounter not given an intellectual grasp of what God is, for that would turn into an absolute, God-like 96 Aquinas (London: Penguin Books, 1955),p. 58. 93 while St. John of the Cross saw reason as a hindrance to faith. 91 á a’s habilitation thesis that Scheler’s theory is “a philosophical system, built á a read St. John of the Cross as a “phenomenology of mystical of “phenomenology a as Cross of the John St. a read á a once again found himself on the other side of the 32 á a found employment as a lecturer the at Catholic á a understood the writings of St. John of John of St. writings the understood a 92 For St. Thomas Aquinas, faith 95 94 However, á a CEU eTD Collection Philosophy tree) one can establish for it a value (for example, beauty). as emotions. experience, conscious through only intellectually, recognized be cannot values Scheler, For action. that value is revealed after the action is taken). done because the action itself has agood/bad value), butare a byproduct of performance (the good/bad modalities.” good/bad) which is “notgiven prior to experience, butgiven in the experience of the valueparticular emotion. and 99 98 Selected Writings societal level. interested in this question as it was applied to understanding relationships, emotions, and values on a transgressions. religious and moral in engage to tendencies uncontrollable seemingly 97 being.” human ofthe “meaning philosophy. at excelled and in, interested 106 105 104 103 102 beaddressed. will development intellectual teenager only to fall away later. raised in the Jewish faith, Scheler found certain aspects of Catholicism appealing and converted as a 101 100 2012). Zachary Davis and Anthony Steinbrock. “Max Scheler.” in Edward N. Zalta (ed.) Scheler, p. 4. Max Scheler, edited and with an introduction by Harold J.Bershady. Davis. Krupczak, p. 12; Schmitz, p. 43. Buttiglione, p. 58. Davis. Krupczak, p. 10. Scheler, p. 11. To stay onthe topic of this thesis, only the aspects of Scheler’s work as it applies to Scheler,Wojty p. 4, 6. According to Scheler’s system of ethics, “ethical experience is always an experience of value” Max Scheler was born in 1874 to a protestant father and a Jewish mother in Munich. Though . (Winter 2011 Edition). 103 105 102 101 This means that actions are not performed as a way of achieving value (things are not are (things value achieving of way a as performed not are actions that means This Values are also attributed to objects in that by experiencing them (for example, seeing a Every experience is associated with a specific value from a spectrum of high/low, (or . (Chicago: University of Press,Chicago 1992), p. 3-4. 99 97 http://plato.stanford.edu/archives/win2011/entries/scheler/ Answering this question, he felt, would help him understand his An underperforming studentearly on, Scheler eventually became 98 104 His interests were in response to his question about the By performing actions onecomes toknow the value of 33 106 Attributing value to experiences and On Feeling, Knowing andValuing: The Stanford Encyclopedia of Encyclopedia Stanford The 100 (Accessed 10May But he was also á a’s CEU eTD Collection order toachieve a result which carries positive moral value. understanding. According Aquinasto (1224/5-1274), ethics are a feature of rational beings who act in Thomas’ the of opposite completely perhaps, is, understanding This actions. for factor motivating writing on ethics. For Scheler, value cannot be known until it is experienced. It can also not be a in actions which he feels will result positively, even if others may disagree with his assessment of assessment his with disagree may others if even positively, result will feels he which actions in of discovering and analyzing experience. analyzing and discovering of recognize thatit has merits.Wojty addressed. as a component ofethical experience. Wojty Thomas’ teachings that are critical forunderstanding the intellectual development of Karol Wojty Publishing, LLC, 2006), pp.152-153. Like with St.John of Cross the and Max Scheler, only the aspects of St. 109 108 107 negatively. In rejecting Scheler’soverall thesis, Wojty 112 111 110 person learns the value of actions and objects through their experience with them. with experience their through objects and actions of value the learns person objects is not subject to pre-defined but criteria, the result of individualor cultural preference. Wojty Buttiglione, p. 55. Davis. Martin Grammann and Virgil Michel. Krupczak, p. 15. Krupczak, p. 15; Schmitz, p. 47. á a furtherexplains that Scheler’s system is faulty because excludedit acts performed out of duty FatherWojty potency to act. to potency very its by is experience Ethical nature experience. something dynamic; its whole psychological ethical structure involvesmotion: a passage from interpreting for context proper a provide of assumptions Schelerianof the philosophy, which reflects the essentialismcharacter of phenomenology adynamic as awhole, This does not values. experienced of scale respect hierarchical with the to mainly and content, to respect with offeeling field the of contraction or expansion of he speaks If modifications in the emotional life,he doesnot haveactualization. in mind any dynamicchange, changes, but only the motion, of concept a lacks philosophy entire Scheler’s of signs the person’svisible own any efficacy-bear not does because person the of the autonomy of activity the the will least isat reduced or act- to not practically does person zero.the As to whether or not Scheler’s system can be applied Christianto morality, Wojty á a. “The a. Separationof Experience,” pp. 40-41. á a arriveda hisat conclusions partly as aresult of his understanding of St. Thomas’s 109 á a praises Scheler’s use of the phenomenological method as ameans 110 Thomas Aquinas: His Personality and Thought Although Wojty 111 34 á a says that, for Scheler, á a finds faultwith Scheler’s system, hedoes 112 An individual will choose to participate . (Whitefish: Kessinger . (Whitefish: 108 á a will be á a concludes 107 Thus, a Thus, CEU eTD Collection reason, aharmonizing of revealed theology and natural theology.” reflection. human existence, faith and knowledge acquisition, ethics, and political and social thought. However, thought. social and political and ethics, acquisition, knowledge and faith existence, human wide ofrange philosophical and theological considerations, such as the thought and nature of Godand Wojty development, particularly those known as Thomism. According to Thomism, amajor influence in other ideas that had a significant role. In fact, the ideas of Aquinas were paramount to Wojty 2.5: Theological and Philosophical Thought andPhilosophical 2.5: Theological present “an interpretation of the being of man in the world and of the meaning of hisbeing-person.” magnum opus in which Thomism, phenomenology and the work of Scheler brought are into unison to sexual ethics as they relate to interpersonal relationships. interpersonal to relate they as ethics sexual books, his are research this from come to works important most The work. scholarly his publish and research appointed to teach ethics atthe UniversityCatholic of Lublin. Here, Wojty 116 115 114 113 117 value. receiving his second doctorate from Jagiellonian University in Kraków, Professor Wojty thereof, is the key concept that renders Scheler’s system inapplicable in regards to Christian ethics. lack the or agency, Thus, act. inthat engage to chooses and act an of value the understands both who Weigel. Buttiglione, p. 118. Buttiglione, p. 83. Copleston, pp.182-187. Fergus Kerr. 113 á a’s dissertation on St. John of the Cross, the human mind can find truth through disciplined through truth find can mind human the Cross, the of John St. on dissertation a’s Love and Responsibility Although Wojty Although After finishing his studies, Father Wojty Thus, the acquisition of moral value is dependant on the exercise of free will by individual 116 Witness to Hope According to one expert on Thomism, it can be defined as “a unique balance of faith and After Aquinas: Versions of Thomism á a’s graduate studies of the mysticism of St. John of the Cross and the the and Cross the of John ofSt. mysticism of the studies graduate a’s , p. 87. and The Acting Person . (Oxford: BlackwellPublishing, 2002), p.14. á a resumed his work ministering and teaching. After 35 . In 114 Love and Responsibility The Acting Person 117 As such, Thomism deals with a á a would conduct his is Wojty , Wojty á á a’s pre-papal a was á a examines á a’s á also 115 CEU eTD Collection and humane treatment of people. It is also the reason why Wojty moral ethical, the regarding position his denotes experience on individual emphasis This ministry. his of aspect constant a be to proved and foreground the at emotion and experience placed humanity towards combination of “both the divine and the bothsocial, transcendentthe and the terrestrial.” being that fulfills itself only by transcending itself.” psychophysical unity, each one a unique person, never again to be repeated in the entire universe […] a influenced by Thomism, butingeneral encapsulates theidea thateach individual is “aremarkable respects and dignity regardless of their social,material, or occupational rights, status. certain afforded be should and agency exercises who community), the in participation their by is defined by participation in the community), butan individual (who uniquehas a identity not defined For Wojty norm the that explaining by norms personalistic and values utilitarian between relationship 122 121 120 119 historical, existential, “act”, participatory, and Polish forms of Thomism. object of activity, as a subject of rights, etc.” person. Its meaning is largely practical and ethical: it is concerned with the person as a subject and an 118 Wojty of which Wojty which of Thomism is not aspecific area of thought, butan umbrella term that encapsulates several versions,many BrianPorter-Sz Note” “Translator’s Sandok, Theresa Karol Wojty Karol Wojty According to Schmitz, p. 34, Wojty á a, Thomistic Personalism is “not primarily a theory of the person or a theoretical science of the Essentially, the philosophical and theological outlook of John II, notPaul onlyasitwas adequate attitude is love. personalistic norm confirms this:the person is agood towards which the only proper and cannot be treated as an object of uses and as such the means to an end. In its positive form,in it’s the negative aspect, states that the person is thekind of goodwhich doesnot admit ofuse and One of the important sub-fields of Thomism for Wojty for of Thomism sub-fields important the of One á a, the a, person notis just an unknown member of a community (whereby the person’s identity á á a. a. “Thomistic Personalism,” á a had studied. had a Ħ Love and Responsibility cs. Faith and Fatherland 118 120 á a was familiar withstructured, traditional, transcendental, existential- Person and Community: Selected Essays trans. H.T. Willetts. (SanFransisco: Ignatius Press, 1981), p. 41. Person and Community: Selected Essays . (New York: Oxford University Press, 2011), p. 151. 119 In Love and Responsibility 36 121 Wojty á a believed that the person was a á a was personalism. According to According personalism. was a á a devoted so much time to the study , p. xiii. , Wojty , p. 165. á a explains the 122 His attitude CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790608c.htm the youth gathered at the Pauline church on the rocks). audiences. In one speech John Paul II said, “I feel responsible for this great, common more, on his visits to Poland, John Paul II emphasized this role that he envisioned for himself to his education and experience testify that this was a major aspect of his personal development. What is himself as person who was responsible for the maintenance and promotion of Polish culture. His endeavors, along with his activities in molding young minds, it is safe to say that John Paul II viewed with families and youth, Wojty youth, and families with that cultural preservation was the key to defeating communism. As an ecclesiastical leader who worked culture. After joining the seminary, the future Father Wojty 123 audiences. As a young boy, Wojty his with relate and communicate would Pope future the way the shaped also This culture. national Wojty return to a Polish way of life in an independent Poland. As aparticipant in the Rhapsodic theater understanding of women, sexuality and relationships. relationship with God. They are not objects, but entities of experience. Even more amazing was his His publications show thathe had aunique understanding of people, theirplace in the universe, and their researching. and teaching by developments intellectual his continued he education formal his completing sense. He excelled in his studies and was a successful minister and administrator in the Church. After 2.6: Conclusion youth. the and relationships offamily those namely influence, greatly he could which of both subjects, pastoral favorite two of his ministering and JohnPaul II. á a was aperformer whose work was partially intended as a means to preserve and transmit Polish Given the emphasis on cultural preservation and transmission in educationhis and theatrical Karol Wojty religious and secular the in both man, learned profoundly a was II Paul John Pope that clear is It Przymówienie do m á a was educated at a time and place where there was an emphasis on preserving á a knew that he was influential in shaping his flock. his shaping in influential was he that knew a á odzie á a became acquainted with Polish romantic literature, which sought a Ī y zgromadzonej przed ko 123 , (Accessed 1November2011). 37 Kraków: 8June 1978, á a was instructed by Adam Sapieha, who felt Ğ cio á em OO. Paulinów na Ska á ce (Speech to CEU eTD Collection Cz http://www.mateusz.pl/jp99/pp/1983/pp19830619f.htm John Paul II. Jasnogórski. Rozwa 125 preservation of their interests and customs.’ and interests oftheir preservation and of education, acquisition guidance, instruction, for audience atargeted to information and concepts, ideas, of 126 124 2011). It is important tonote thathere Polish the word inheritance/legacy, which is called Poland.” called is which inheritance/legacy, program. philosophical understandings of Pope John II Paul contributed to the developmentof apedagogical biography will be seen in Chapter 4. There, itwill be come evidenthow the theological and teacher,whose self description resembles thatof apedagogue. victory.” remarked, “I am its son, I bear in myself the entire inheritance of its culture, its history and its legacy of [Jestem jego synem, nosz jego synem, [Jestem Apedagogue,as established chapterin 1is‘a person who uses aspecifically designed method for the delivery [Czuj Ċ stochowa:18 June 1983, Ċ 125 si Ċ Thus, not only was John Paul II a great spiritual leader in his homeland, but he was also a odpowiedzialny za towielkie, wspólne dziedzictwo,któremu na imi Apel Jasnogórski(Jasna Góra Appeal) Ī anie wyganie Ċ w sobie ca wsobie http://www.mateusz.pl/jp99/pp/1983/pp19830618e.htm á oszone dom á e dziedzictwo jego kultury, jego historii, dziedziectwo zwyci dziedziectwo jego historii, kultury, jego e dziedzictwo á odzie 124 Ī y (Jasna Góra Appeal. Considerations spoken to the youth) On another occasion, speaking of the nation, John Paul II . Cz (Accessed 1November2011). dziedzictwo 38 Ċ stochowa:19 June 1983, means both inheritance and legacy. and inheritance both means 126 The importance of this intellectual Ċ Polska.] JohnPaul II. (Accessed 1 November 1 (Accessed Ċ stw.] Apel . CEU eTD Collection 128 127 Wojty governmentwould try to use it to their advantage. Although the Polish governmentclaimed Papacy. Indeed, this event changed the political and church-state situation in Poland and the 3. message presents The fifth official the pilgrimages. of departure. subchapter the present the state of Poland preceding the Pope’s arrival as well as the situation after his arearrangedyears four accordingthe will of pilgrimages. subchapters to the subchapters These order to make a distinction between the visits under communism and the visit after. The first 3.1: Introduction 3.0: PAPAL PILGRIMAGES policies. TheBishop ofKrakówis have said openly to spoken outagainst king’s the cruel legends, Bishop Stanis of St. Stanis increased. also was censorship while privileges, travel international people’s the on wereplaced restrictions pressure. as Karol Wojty position of power. While they hoped that John Paul II would not cause them as many problems position, they realized the problem of there being a Polish opponent to the regime in such a Radio Free Europe. Free Radio Weigel. George 2: Revolution from Within from 2: Revolution á a’s election as a victory for the nation and twisted his words to harmonize with their In 1978 there could have been no bigger surprise than the election of a Pole to the The purpose of this chapter is to provide context for each of the papal visits toPoland in The Pope’s first official visit to Poland coincided with the 900 the with coincided Poland to visit official first Pope’s The 127 Immediately after word reached Poland of the new Polish supreme pontiff, tighter á aw of Kraków, patron saint of Poland and Polish national hero. According to 128 á a did, they knew that the newly installed Pope would notbend to their Witness to Hope ThePope inPoland á aw wasmurderedin 1079 by King Boles (New York: HarperPerennial, 2005), p. 269. . ([s.l.]: Radio Free Europe Research, 1979), p. 26. 39 á aw IIfor opposing the king’s th anniversary anniversary death the of CEU eTD Collection served a political function. served a political was strictly for religious reasons. for religious was strictly anniversary of St. Stanis pointquick to unfortunate the out coincidence of the timing of papalvisitthe the with confirmed until March. confirmed until inflation and the failure of transportation and energy production. severe economic, political, and infrastructural problems resulting infood shortages, high 137 136 135 Poland after Solidarity: Social Movements Versus the State 134 133 132 situation. remedy to makebasicthe decisions unableto as leaderswere in astate of stagnation had to be allowed to maintain control of the country. 131 130 129 deviance. civil of personification defender of faith and virtue, while the communist authorities saw the patron saint as the nobility. local the and commoners king, which may have been a problem for him since theBishop was an influential figure to the embodied in Stanis Poland, Norman Daviesalthough notes that Boles treatment of his opponents, which came as a surprise to Boles Radio Free Europe, p.86. Radio Free Europe,p. 24-38 Radio Free Europe, p. 28. Bogdan Szajowski, “The Catholic Church in Defense of Civil Society in Poland” in Bronislaw Radio Free Europe,Misztolp. 37-38. (ed). Boyes. Roger George Weigel. George Davies. Norman Jerzy Kloczowski. Although not enthusiasticAlthough not pilgrimage, about the realized government the thatvisit the 134 This effected the organization of the Pope’s June visit, which was not officially The Naked President Heart of Europe The Final Revolution A History of Polish Christianity á aw was considered at least equal,if not more authoritative than that of the 135 á aw, but emphasized that while the visit wasreligious in nature, it also However undecided the government seemed to be in general,it was 136 John Paul II, on the other hand, maintained that his pilgrimage . (Oxford:. Oxford University Press,1991), p. 289. . (London: Secker& Warburg, 1994), p. 51. 131 137 130 . (New York: Oxford University Press, 1992), p. 130. To Poles, St. Stanis . (Cambridge: Cambridge University Press, 2000), p. 16. 40 . (New Brunswick: TransactionBooks, 1995),p. 77. á aw IIruled sacred asking,the authority 132 At the time, Poland was suffering á aw has long been viewed as a á aw II. 133 The Polish governmentwas 129 British historian of historian British CEU eTD Collection 2011), p. 27. 144 143 142 141 140 York: Barnes & Noble Books, 1993),pp. 393-394. and people found a sense of dignity, according to Arista Cirtautas. 139 Random House,1983),p. 103. future that was embodied in “our Pope,” an expression used by a Polish Jew. Polish nation was able to look beyond their religious differences and find comfortand hope in a had a voice in the world to make a change. Neal Ascherson explained that in John Paul II, the changed and they “became aware of and strength.” power theiraware of own andthey “became changed 138 Grommada putit. legitimize their existence, nor did they feel like the “stepchildren of Europe,” as Polanski and socially, Christianity once again became a public religion. public a became again once Christianity socially, Banner ongroup biographies. the Polish nation perceived itself- a phenomenon consistent with research done by Lowis consciousness while the figure of John Paul II as a great man became the embodiment of how stemming from Wojty participation in religious life increased. life inreligious participation Christopher Cviic observed thattheimage of Catholicthe Churchimproved and public Adam Michnik. Adam Michnik. Kloczowski. p. 334. Lowis W. Banner, “Biography as History,” Neal Ascherson. Oskar Halicki with additional material by A. Polansky and Thaddeus V. Grommada, Christopher Cviic. “The Church” in The papal visithad far reaching andunforeseen Adam results. Michnik observed that For the people of Poland, one of their own as the supreme pontiff was a source of hope. In Search of Lost Meaning: The New Eastern Europe The Churchand theLeft The Struggles forPoland (Bath, TheAvon: BathPress, 1987) 139 There was finally someone who knew what they were experiencing and á a’s election became an enduring part of the Polish national 141 Poland: Genesis of a Revolution . (Chicago: University of Press,Chicago 1993), p. 223. American Historical Review 138 The Polish people would no longer feel the need to 41 142 , ed. Abraham Brumberg (New York: Further, peoples’ attitudes . (Berkley, University of California Press, . Vol. 114,. Vol. No. 3(June 2009), p 583. 144 143 , p.198. An atmosphere of Public order prevailed order Public A History of Poland 140 Thesefeelings, . (New CEU eTD Collection Antony Polonsky (London: Routledge, 1990)p. 100-101; Szajkowski, p.79. 147 146 Routledge, 1999), 179. 145 is victory The attributed their defenses. managed topenetrate Swedesnever the outnumbered, Cz referred to as ‘the deluge’. At one point, the battle reached the Jasna Góra monastery in Commonwealth was trying unsuccessfully to repel a series of invasions by Sweden, commonly 17 mid In the Poland. for significance historical and religious Monestary inCz Monestary coincide with 600 the Law 3.3: TheWakeofMartial had. His influence is generally as credited beingfor the catalyst Solidaritythe movement. problems in the state with the knowledge that John Paul II carried an influence that they never resulted in pope’svisit,the thegovernmentcould donothingbutcontinue fix trying to the recognized dumbfoundedin theshift and peaceful mass-mobilization authority stood that atthe Catholic Church improved to levels that competed with that of the state. and society. underground between the an intermediary became even and change in promoting active became clergy the that observed Polonsky and Gomulka messages of “dignity,freedom, tolerance andinclusiveness.” brotherly love prevailed as andCatholics non-Catholics responded equallytothe Pope’s Jerzy Holzer. “Solidarity’s Adventures in Wonderland” in Boyes, p. 51. Arista Maria Cirtautas. Ċ stochowa, home of the Black Madonna. Though the Polish forces were severely Although yeara later than hoped, the secondPope’s pilgrimage was officially to The Catholic Church, as an institution in Poland, also benefited from the papal visit. Ċ stochowa. Both the Black Madonna and the monastery have significant have monastery the and Madonna Black the Both stochowa. th ThePolish Solidarity Movement: Revolution, Democracyand Natural Rights anniversary celebrations of the Black Madonna at the JasnaGóra atthe Madonna Black the of celebrations anniversary 42 Polish Paradoxes 145 th 146 century the Polish-Lithuanian the century The moral authority of the , eds. Stanislaw Gomulka and 147 While leadersparty . (London: CEU eTD Collection 152 151 150 149 battle, but inserts a 17 Davies, acknowledges that some historians consider the battle influential, while others view it only as symbolic. Norman the war. Anita J. Pra (Cambridge: Cambridge University Press, 2001), p.76,consider thebattle to be a“legendary turning-point” in of 148 distance himself from the Solidarity from ( Solidarity the himself distance censorshipwas washigh, butso Catholicthe Church’sinfluence. Neil Ascherson, to According of Poland. Republic People’s the governmentof the force to for six months. The Solidarity movement had established itself as an (illegal) oppositional symbol. a national into event historical the transforming for credited partially to divine intervention, national according to legend. activity. unless theChurch tomaintain and gave guarantees underground order discourage public was hopinggovernment use to visitthe as apolitical agree tool, they would not visitto the concessions from both the Catholic Church and the state. Roger Boyes states that while the civilization. to return Poland’s of world The government, on the other hand, was anxious for the papal pilgrimage to be a display to the countrymen. his among influence of amount fair a displayed also movement Solidarity the traditional traditional beliefs,it is worth noting that Boyes, p.123. Halecki, p. 432. Ascherson, p. 226. The significance of this battle is disputed. Jerzy Likowski and Hubert Zawadzki, The Deluge (Potop) God’s Playground vol. I At time the of secondinthe martial papal mid-June, lawpilgrimage hadbeen suspended The months leading upto pope’s the visitwere marred with negotiations and 152 The Church’s agreement to these conditions meant that Wa that meant conditions these to agreement Church’s The Ī th mowska, was originally published in 1886. century eyewitness account inwhich the victory is attributed to God. A History of Poland (Oxford: Clerendon Press,1981), pp451-453 does not given anopinion of the Solidarno The Deluge (NewPalgrave York: Macmillian, 2004), p.101, 43 Ğü ) movement. In order to prevent himself from 148 , a novel by Henryk Sienkiewicz, is at least In addition beingto maintained by 150 Lech Wa A Concise History of Poland áĊ sa would have to have would sa 149 áĊ sa, the leader of 151 CEU eTD Collection National Authorities given at Belweder) democratic cooperation (though democratic cooperation (though termsthese were not used). Jaruzelski, Poland’s head of state, John Paul II stressed the importance of human rights and of Babiuch. Jolanta and Luxmoore Johnathan of “change from ‘temporary political confrontation’ to ‘ideological-level in conflict,’” words the straight again (as) self-determining subjects.” Bernstein and have Politi interpreted this pilgrimage as allowing thepeople of Poland to“stand them in their struggles. They also knew that his sympathies were based on similar experiences. the Pope’s support. At the end of his pilgrimage, the Polish people knew that the Pope was with several times, all of which resulted in applause and cheer- another indication to the people of movement, John Paul II used the term ‘solidarity’ ( treatment of Solidarity ( Solidarity of treatment sick, imprisoned andbe suffering close to tohim, signifying thePope’sposition on the with excitement (as surely did many others), upon hearing John Paul II ask the masses that were (Accessed1 November2011). 153 Poland. Lech Wa 155 154 in collaboration with Helen Mahut. (New York: Arcade Publishing, 1992), p. 116. Pope’s Pope’s Watrip, not only being escorted back to prison, but also from being blamed from the cancelation of the 156 Doubleday,2005), p.387. 157 Publishers, 1999), p. 256. Lech Wa Lech Carl Bermstein and Marco Politi. Boyes, p.131. Jonathan Luxmoore and Jolanta Babiuch. Jolanta and Luxmoore Jonathan JohnPaul II. The government also recognized the impact of the visit.To them, the visit represented a Just as inJust words 1979, the John that inPaul II spoke 1983 had aprofoundimpactin áĊ sa with the collaboration of Arkadiusz Rybicki. ofArkadiusz collaboration the with sa Przemówienie do przedstawicieli w áĊ sa stepped out of sa stepped spotlight.the áĊ sa, who had been incarcerated for his opposition participation, clamored Solidarno His Holiness; John Paul II and the Hidden Histoyr of our Time Warsaw: 17 June 1983, Ğü )members. The Vatican and the RedFlag á adz pa 156 155 154 44 In private meetings with General Wojciech General with meetings private In 153 Althoughdirectly unable to the speak about Ĕ stwowych wyg solidarno The Struggle and the Triumph http://mateusz.pl/jp99/pp/1983/pp19830617a.htm 157 Ğü á In a change of events, about a ) within its proper its) within context proper . (London: Geoffrey Chapman Geoffrey . (London: oszone w Belwederze (Speech to the , trans. Franklin Philip . (New York: CEU eTD Collection 162 1985. government position as Chairman of the Council of State. He was replaced as head of state by Henryk Jab 161 trans.Alan Braley (Oxford: Polity Press, 1991), p.162. 2008), p. 340. that Solidarity ( visit. papal the in Romespeak with January preceding the Pope to the to aninvitation accepted some work,but relationshipthe with Vatican the appeared tobeimproving when Jaruzelski need to relations seemed in Poland Church-state taken. being no were radical butactions that normalized. This is not to say that relations between the state and the people were favorable, of radical change, the third one would be at a time when life had become more or less 160 political spin on the pilgrimage, as they had in the past; this time aiming to use the papal leaders with opposition 159 158 2 visits, though they were notwithout a specific purpose; officially John Paul II was to attend the Change 3.4: Approaching outcome of the visit. Pope’s success, Timothy Garton-Ash says that the government was also not displeased with the journey, John Paul II considered the reception of his words to be a success. month after martial pilgrimage, lawthe had While beenlifted. it he regardedhismost difficult nd A.Kemp-Welch. At the time of the meetings Jaruzelski was no longer head of state, though he retained his high ranking Patrick Michel, Patrick Timothy Garton-Ash. Bernstein,p. 387. Eucharist Congress. Eucharist 161 It wasduringhis 1987 pilgrimage John that Paul II onceagain hisemphasized desire In making for arrangements thePope’svisit, thePolishhad government hoped put a to The JunePope’s 1987pilgrimage was notashighly acclaimed as previousthe two Solidarno Politics and Religion in Eastern Europe: Catholicism inHungary, Poland and Czechoslovakia Poland Under Communism: A ColdWar History 159 The Uses Uses of TheAdversity 160 162 Ğü While thePope’s previous two journeys had atperiods place taken ) be re-legalized andJaruzelski suggested to he that engage in talks . (New York: Random House, 1989), p. 55. 45 . (Cambridge: Cambridge University Press, University Cambridge (Cambridge: . 158 In addition to the áRĔ ski in , CEU eTD Collection 165 164 trans. Jane Cave. (University Park, PA: The University of Pennsylvania Press, 2003), p. 488. 167 166 163 of in visitthe media. western misrepresentation journalists foraddress, Jaruzelski whatcriticized western heperceived would bea meetingafter the andbefore Pope’s the departure from Poland. In unscheduledthis public are notknown publically,itcan but be assumedthatitinfluenced aspeech given by Jaruzelski demanding a meeting with him prior tohis departure from Poland. The details of the meeting clearlyin end.ThePope’s messagefrustration that an signaled approaching resulted Jaruzelski them. They knew that John Paul II would be their voice not only to the government, but also to be on would attention theworld’s that Polish knew people the they received, encouragement Poland. fantasies harmedclaiming the that tofix he attempts only the preached in situation the did, however, agree not to make obvious references to the Solidarity ( condition of his trip andhe that would cancelhis pilgrimage if were denied.permission movement was born. John Paul II said that addressing the northern cities was a non-negotiable programs. state legitimize message to returning to Rome.returning to authority in Poland that hewould befixing the problems in Pope howPoland, notthe wouldbe that John Paul II not minister to the Baltic seaport cities, where the Solidarity ( the state had hoped. When presented with the route that the Pope would take, the state insisted Weigle. Wa Bernstein,p. 468; Weigle, p.548. Bernstein,p. 468; Weigle, p.548. Andrzej Paczkowski. Andrzej áĊ sa, p. 118. The biggest reaction to the Pope’s visit came from the government’s display of For the people of Poland, the papal visit was another cause to rejoice. In addition to the 166 Witness to Hope In a final display of his authority, Jaruzelski emphasized that, as the governing 167 The Spring will beOurs: Poland and the Poles from Occupation to Freedom , pp. 547-548. 163 However, this goal would not be as easily realized as 46 165 He also messageobjected Pope’s by tothe Solidarno Solidarno Ğü ) movement. ) , 164 Ğü He ) CEU eTD Collection 168 constitution had on Poland when he writes that it face of government in Poland. Oscar Halecki beautifully summarizes the effect that the new second in the world, after the United States constitution of 1776, the act drastically changed the development of the Polish state, but alsoin Europe. As the first constitution in Europe and the Constitution of May 3 timing of conferencethe andthePope’s visitcoincided with Poland’s 200 the intentionally, perhaps though Unofficially Church. Catholic Roman Polish the of congress reforms. requested public addressesgovernments to whomight be abletopressure Polandmakinginto the world.the hopes The and people the desiresthat feltwould be transmitted through pope’s the purpose. Firstly and officially, John Paul II journeyed to Poland to participate in the 2 communism with John Paul II during his visit. The timing of the papal visit served a twofold over their victory celebrate intendedhad Polishto doubt the people There canbeno that life. experience western the freedoms andto exercise their newly acquired to were anxious and capitalism, people were eager tofill theirlives with goods previously unavailable. They Beginnings 3.5: New Jaruzelski’s tantrum at the conclusion of papalvisit.the them with a feeling that the end of the regime was at hand. This feeling was strengthened by Wa áĊ sa, p. 114. The ratification of the Constitution of May 3 contracts between the gentry and the peasants, contracts which became more and more and more became which contracts peasants, the and gentry the between contracts not going far asto so abolish serfdom,encouraging but and guaranteeing individual the nobility. Itplaced the peasant population under protection the of the Government, Parliament, and thus breaking down the barrier which had hitherto separated them from ratified the rights accorded to the burghers, giving them access to public offices and to Poland in very 1991 looked different inthan 1987. With introductionthe of democracy 168 Although the Pope was their vocal proxy to the world, his messages left rd . 47 rd was a milestone not only inthe only not milestone a was th anniversary of the nd plenary CEU eTD Collection decide for themselves to the will of another oppressor- the Church. the oppressor- another of will the to themselves for decide moral of living, it his audience understood tomean thatthey should surrenderfreedoms the to been deprived of so many takenforthings granted in In preaching west. the ahigher standard formed democracy. His anti-consumerist messages seemed perplexing for anation that had society, they viewed him as someone who had no idea what it was like to live in a newly response that he had hoped for. Rather than hearing the Pope as a messenger trying to help life. private into intrusion their and activities, uncomfortable with clergythe publicly theirdisplaying wealth,in engaging scandalous aimedsecuring atof procedures authority Church. the intended toenforce the will of the Church on the nation, and the complication of governmental the clergy for parishioners to pay voluntary taxes to the Church, the political interference process. As a nation that just gained hard sought afterfreedoms, they resented the demands by However, some felt that the influence of the Catholic Church had grown too great in this others. of established the Catholic faith as the national religion while guaranteeing torespect the beliefs bodies, took the power from the nobles and placed itin the hands of the citizenry. Italso Essentially, a these produced changes system of checks and balances among government 171 170 169 Bernstein,p. 490. Bernstein, pp. 489-490. Halecki,pp. 200-201. The message that John Paul II bore to Poland on his fourth trip did not receive the Many of these types of changes were made in Poland after the fall of communism. of right the abolished resolutely constitution new the finances, of the management the and frequent and ameliorated the situation of the latter. Perfecting the central administration liberum veto , as well as that of the ‘free’ election of the king. 171 48 170 The people also felt 169 CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790602c.htm National Authorities given at Belweder) 173 172 174 in the Polish mountains. Polish in the refusal of the government, (which he had a significant part in creating) to allow him to vacation people, their quickness to forsake the Church and turn to the things of the world, and by the Not only was John Paul II ignored, but he was also offended by the lack of faithfulness of his moral cleanliness and respect were seen as the ranting of an old man who was living in the past. could notcontain himself from hisexpressing anger publicly, and repeatedly. His pleas for and asaPole. of change, relayed similar messages to the masses. Repeatedly,he emphasized the importance of, and the ofarms production. reform abandonment encouragingand the economic freedom and existence, political subjectivity and cultural and civilization cultivation, while representatives, John Paul II emphasized the need for the government torespect the rights of messages concerned the defense of civil society. In his only address to government One of these political affiliation. or of regardless religious could appreciate, everyone that matters On they with dealt contrary, the elements. subversive his messagescontained say that messages that were only nominally related to the purpose and theme of his trip. This is not to Paul II said was in conjunction with the event, he was able touse the occasion to convey the900 commemorate 3.6: The Messages heheedhoped. thedegree had Pope’sadvice to the not that to Bernstien, p.493-494; Wiegle. Wiegle, p. 642. JohnPaul II. Overall, John Paul’s fourth visit toPoland was the least successful for him as an agent When John Paul II returned to Poland in 1978 as the Supreme Pontiff,it was to Przymówieie do przedstawicieli w th anniversary of the death of St. Stanis 173 172 Ultimately, people the living in newly the independent chose state Having viewed what he considered to be rampant, John Paul II Witness to Hope to Witness Warsaw: 2June 1979, , p. 643. á adz pa (Accessed 1November2011). 49 Ĕ stwowychwyg á á aw. Though much of what John oszone w belwederze (Speech to the 174 John Paul II also CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790604d.htm http://www.mateusz.pl/jp99/pp/1979/pp19790604e.htm to thefaithful of the Cz faithful gathered infront of the bishop’s residence) and the emphasis on renewal. He also rightly observes that the underlying message of the 1983 correctlydoes identify repetitiveuse the of and reference toscriptures admonishing nottofear http://www.mateusz.pl/jp99/pp/1979/pp19790602d.htm odprawionej naplacu Zwycz Hill) Hill distanced from from distanced feast day the by amonth.about historiography St. Stanisof especially since, as Ornatowski points out, the communist officials were aware of the 175 traditions. Christian the people of Poland, but also among her European neighbors, most of whom share common reason to believe that John Paul II meant (‘meaning authority. moral is no there moral of between civil distinction authority, and tothe references are While there favor in authority civil reject listeners the that suggested implicitly visit cultivate and inwould to continue participate both. between the Catholic Church and the Polish nation and expressed his desire that his audience family of the preservation unit. 179 http://rhetoric.sdsu.edu/lore/1_3/ornatowski.html TransformationPoland, In 1979-1989” in 178 http://www.mateusz.pl/jp99/pp/1979/pp19790602b.htm to thepriests and faithful of the Warsaw archdiocese gathered inthe cathedrial) 176 2011); 177 JohnPaul II. Ornatowski Cezar M. Ornatowski. “A Christian Athens: The Rhetoric of Pope John Paul II And The Political JohnPaul II. JohnPaul II. , Gniezno: 3 June 1979; , Gniezno:, 3June 1979, Przemówienie dowiernych diecezji cz Cezar M. Ornatowski,in his work on political rhetoric, states that the message of the 6á Speech Speech to the national authorities Przemówienie do ksi owo dowiernych zgromadzonych na Wzgórzu Lecha (Words tothe faithful gathered on Lech Ċ 176 stochowa diocese at Zygmunt’sSt. Church) Lastly, John Paul II reminded his listeners of the historic relationship Przemówienie dowiernych zgromadzonych przed rezydencj Ċ http://www.mateusz.pl/jp99/pp/1979/pp19790603e.htm stwa (Homily givenat mass on Victory Square) á aw and still thepermitted in visit anniversarythe year, although ĊĪ 175 y i wiernych archidiecezji warszawskiej zgromadzonych w katedrze (Speech John Paul II also stressed the need for unity; not only among only not unity; for need the stressed also II Paul John LORE Ċ stochowskiej zgromadzonych przed ko (Accessed 25April 2012). Online Journal, Vol 1.3 (November2001). , Warsaw:, 2June 1979; , Cz Ċ (Accessed 1November2011); and others. stochowa:4 June 1979, (Accessed 1November2011); and others. (Accessed 1November2011); (Accessed 1November2011); and others. 179 50 However,for the 1979 speeches, Ornatowski 177 3 ’) for hislistenersignore to civil authority, , Cz Ċ stochowa: 4 June 1979, Words to the faithful gathered on Lech , Warsaw: 2 June 1979, , Warsaw: 2 June 1979, Ğ (Accessed 1 November 1 (Accessed cio ą Homilia w Mszy Homilia czasie á em biskupa (Speech to the Ğ w.Zygmunta (Speech 178 Ğ w. CEU eTD Collection http://www.mateusz.pl/jp99/pp/1983/pp19830623c.htm lotnisku w Balicach (Farewell Address at Balice Airport) zarówno ta, która jest sprawa sumienia i poczucia odpowiedzialno poszanowaniu godno Ī córki;...(naród bowiem,...) musi and favors the words spoken at the conclusion of his pilgrimage as a summary of the message of the pilgrimage, however this research places the meaning of the Eucharist in an auxiliary role public addresses. Ornatowski submits thatthemeaning of Eucharistthe wasthe mainmessage always explaininghow Eucharistthe couldbe in understood relation mainto the his points of 2 hide thathis to messagewasnotdirectly event.related the to of made athis attempts no conclusion pilgrimage hethe Madonna, Black of the anniversary government could appreciate. Although John Paul II was in Poland to celebrate the 600 The Pope’s message of hope was also entwined with unity in a way that both the people and the (‘meaning hisof messagesthe theintent speeches of summarized 181 180 hope. visit was unity, with the scriptural motif based on Matthew 25:36, all of which focused on ycia ludzkiego lad moralny, by wszyscy mogli, w pe nd [Polska jest dobrem wspólnym ca Ornatowski. Eucharist Congress. His speeches very much reflected the purpose of his trip, almost 180 In 1987 when John Paul II tookhis third toPoland pilgrimage it was to participate in the responsibility. and a conscious of sense requires which that, and rights and dignity, his man, protects which that both work, of gospel work that be completedwork… human of in a spirit meaning of the communal find trust love;…mutual in that in that and this Polishwork, of work be dignity introducedthe for and the respect rights the secure peace, internal find could all sothat life in and work in order a moral be would right there own;…(that) its on prosper and live must nation) the that daughters…(and and Poland is forthe common good of the entire nation and this goodmust be opened to her sons This hope apparentwhen, attheconclusion of his 1983pilgrimage, John Paul II Ğ ci cz á owieka ijego pracy,... by w t Ī\ü i rozwij á ego narodu i na to dobro musz ąü ow 181 á asnych si á ni wewnentrznego pokoju, przy zabezpieczeniu praw i (Accessed 1November2011). 51 Ċ Kraków: 23June 1983, polsk á ach... by t ą prac Ğ ci.] John Paul II. ą by Ċ wprowadzona by Ċ prac ü otwarci wszyscy jej synowie i Ċ wpisany by 3 ’), stressing that Przemówienie pozegnalne na á a ca á w á áDĞ a ewangelia pracy, ciwy tej dziedzinie th CEU eTD Collection http://www.mateusz.pl/jp99/pp/1987/pp19870614e.htm Ok Równie warunkuje prawdziwy post do mi zarazem cztery g ludzkie, coraz bardziej godne cz godne bardziej coraz ludzkie, na ca na historii. Ono te Ono historii. for amillennia. over Heemphasized need the for religion to return publicto life and reminded Polandthat hadbeen whicha European state contributions made toEuropean culture significant caughtup in kindthe life of Western that deemed Europe as‘European’ and reminded them and materialism ran that rampantin Western Europe.He cautioned his audience from being immorality of pitfalls the toserveasawarningagainst eachof commandments the interpreted off of each of the commandments. In displays incredibleof imagination, John Paul II identified the Decalogue as unifyingthe theme for his messages andbased 10of his homilies reflected the change the country and his concerns that these changes might have. John Paul II 183 182 John Paul II was trying to convey. Though in Poland attend to the 2 experienced many of changesthe he had expressed alonging forduring his previous visit. visit(‘meaning [Powiedzia Ornatowski. Ċ cie (Farewell address at Ok á áRĞ ymglobie...Ojczy Ī ci. Ka post Returning forhis fourth pilgrimage in 1991, JohnPaul II noticed thatPoland had economic progress. Yes. Also economic. real progress, warrants not only ofthese personal,Each person. but also human social.of the And not worthiness only the and spiritual,man of but nature also the to material.deeply Also the right to determinants: truth-main the four and right to freedom- guidelines themain right to of four justice- comprised the is right to task- love. this yet Each and of these process- speaks man…This of worthy more and more human, more and more become can Poland in life human nations on of the European continentfamily andon the entire globe…The great the mustfatherland in pursue this so Poland that for place specific the out sets also It history. our of course I said once that Poland is the fatherland of a difficult challenge. This challenge makes up the Ċ á p ekonomiczny.Tak. Równie em kiedy Ī Ī de z nichodpowiada dog okre á ówne uwarunkowanie: prawo do prawdy- prawo do wolno 3 ’) andhisfor thefuture hopes of Poland: Ğ la szczególne miejsce Polski w wielkiej rodzinie narodów na kontynencie europejskim oraz europejskim kontynencie na narodów rodzinie w wielkiej Polski miejsce szczególne la Ī Ğ na nasza musi zabiega musi nasza na , Ī Ċ e Polska jest ojczyzn p, nie p, nie tylko osobowy, te ale Ċ á owieka...Ten proces-a zarazem to zadanie- posiada czery g czery posiada zadanie- to zarazem proces-a owieka...Ten cie airport) nd plenary congress of the Polish Church, his public addresses áĊ 182 bnie naturze cz . Warsaw: 14 June 1987, June 14 . Warsaw: Ī In his own words, John Paul II recaps the message of his ekonomiczny] John Paul II. ü o to, aby aby oto, ą trudnego wyzwania. To wyzwanie sk (Accessed 1November2011). Ī 183 52 spó Ī á owiekagodno i ycie ludzkie w Polsce stawa w Polsce ludzkie ycie á eczny.I nie tylko duchowy, takale Ğ ci ludzkiej osoby.Ka Ğ Przemówieniepo ci- prawo do sprawiedliwo á o si á ada si Ċ á ówne wytyczne i wytyczne ówne coraz bardziej coraz Ī Ċ egnalne na lotnisku na bieg naszej Ī Ī dy z nich e materialny. Ğ ci- prawo CEU eTD Collection project towards the Poles under communism. under Poles the towards project between 1979and 1987toshow John that Paul didII have aspecially pedagogicaldesigned hefor. hadhoped This failure will as serve a comparison for analysisthe of papal speeches that elicit response the to visitHis was unable gained.hadbeen recently that to the happiness longer viewed asthe embodiment for of an hope oppressed nation, butwasseen as ahindrance and a spirit of resistance, while showing a certain amount of respect for civil authority. message to the People of Poland that touched their hearts, emphasized their collective identity contemplate their role in society. While not overly political, John Paul II was able to speak a able unite to Polishthe people behindasingleidea of resistance and forced them to when theirmorale was at a low. In encouraging submission and faithfulness John Paul II was agency, respect, and work also contributed to giving the people a sense of dignity at a time messages of hope and endurance in times of adversity were well received. His emphasis on 1987 enabled the country mobilizeto in a way forehitherto seen in communistthe The state. 3.7: Conclusion teaching. he was that principles religious very the on founded been had Poland that government the However, his 1991 visit shows a drastic change in his influence. John Paul II was no This chapter has shown that the visits John Paul II made toPoland between 1979 and 53 CEU eTD Collection the Pope’s speeches, noting that, as Skinner says, the subscription to one interpretation mustof not understanding correct only be the to interpretation his hold not does it analysis, Ornatowski’s statement. make andthem both to areligious political allow to in away speeches in his devices rhetorical of forms different combined masterfully unintentionally. In his work on political rhetoric, Cezar M. Ornatowski claims that John Paul II TransformationPoland, In 1979-1989” in 184 http://rhetoric.sdsu.edu/lore/1_3/ornatowski.html accentuate intendedan meaningaccentuate author’s (‘meaning 4.2: Linguistic Devices message. will how deviceswereusedtopresent describe linguistic subchapters these that sub- These program. actual pedagogical the constitute messages thewhich speeches; the divided intofour sub-subchapters, one for each year, and address the ‘non-official’ messages of way he addressed his countrymen over the course of his trips. The second subchapter will be linguistic devices,it will be possible toshow that John Paul II had a particular approach to the used by John Paul II. By deconstructing the messages from his visits with an emphasis on Within will subchapter this be four sub-subchapters; each dealing with one linguistic device will be doneby examining the way he uses certain linguistic devices in subchapter. first the in John which Paul II consciously approached thecontentand delivery hisof messages. This entirely clear. It is the aim of this chapter to dissect his speeches and analyze some of the ways change in communist Poland during his visits. However, hismethods in doing soarenot 4.1: Introduction PEDAGOGICAL 4.0: PROGRAMS Cezar M. Ornatowski. “A Christian Athens: The Rhetoric of Pope John Paul II And The Political The use of special linguistic devices isvery incommon speech and writing to influence to able fact in was II Paul John that showed 3 chapter of conclusions The LORE (Accessed 24April 2012). Online Journal, Vol 1.3 (November2001), 54 3 ’). They are used intentionally and 184 While this thesis agrees with CEU eTD Collection stress socio-culturally understood connotative socio-culturally meanings.stress understood linguistic devices which John Paul used tospeakII histo audience werechosenin to order Philosophy meanings and themes can be found in speech as layers of subtext does not suggest that only one only that suggest not does subtext of layers as in speech found be can themes and meanings mustcaution beintroduced. Asby mentioned previously factthe multiple Skinner, that connotative values as they apply an to understanding of Skinner’s meanings, one word of 186 (Winter, 1972), p. 396. 185 something (‘meaning taking intoaccount that it is possible, as Dunn says, for someone tohear and understand represents ‘meaning represents word is synonymous with Skinner’s ‘meaning the same date refers to the attacks on the World Trade Center. Thus, the denotative value of a value of‘September11 sociallyor meanings fordefined theword.To use a previously given denotativeexample, the word according its to dictionary whilereference, connotative meaningsinvoke otherculturally a given of understanding the to refer meanings Denotative listeners. his with communicating between denotative and connotative meaning- the main idea behind hismethod for speech. useof beyonddirect the purposefully linguisticput devices intohis speeches to communicate with his audience in a obsolete. interpretations render other John Dunn. “The Identity of the History of Ideas,” in Quentin Skinner. “Motives, Intentions and the Interpretation of Texts” in Although this chapter will cite examples and distinguish between the denotative and As a student of drama, language and literature John Paul II was aware of the difference , Vol.XLIII, No. 164 (April 1968), pp. 93-94. 3. 1 ’ Though ‘meaning ’ Though ’) other than wasmeantwhat (‘meaning th ’ is the eleventh day of September, while the connotative meaning of 185 Rather, it is the assertion of this thesis that John Paul II 2 ’ refersmeaning to and the as thelistener understood, 1, 55 ’ whereas the connotative value of the word Philosophy: The Journal of the Royal Institute of 186 3 ’), this thesis asserts that the New Literary History , Vol 3, No. 2, CEU eTD Collection the land as well as the cultural and historical legacy of the people who have been there for an emotional meaning that is not present in the English translation of fatherland; it encompasses Skinner’s ‘cultural lexicon’ and ‘language’ in Pocock’s fatherlandthat ( (London: Routledge,1990), p.31. was by the use of the Polish word fatherland ( appealed to empathy emphasizeto his Polish identity to his listeners. The first way he did this John Paul II never forgot who he was or where he was from. Throughout his pilgrimages he Device1- 4.2.1: Displays ofEmpathy found undertones within speeches. the pedagogical program. It is not the intention of this thesis to identify or analyze in depth other specifically meaningthe to of asitwas intendedsubtexts in with Pope’s accordance the intended meaning. However, for the sake of this argument and for simplicity, ‘meaning 189 188 187 meanings.’ understanding of‘meaning that have been found in the Polish Pope’s speeches. Therefore, it is safe to say that an “The Three Traditions inPolish Patriotism,” inStanislaw Gomu own our It is it. soul. It is without this live heritage,cannot We variously us. of one labeledevery theFatherland,from or tissues the new Nation, grows and by root which wedeeper live.” takes in Andrzejsomehow Walicki, which a heritage contributed: have failure, and of triumph calamity, and ofachievement centuries and generations accepts that other subtexts exist within within exist‘meaning subtexts other accepts that simultaneously, this thesis does not aim to exclude one meaning over another, but rather, of intents speaker.Recognizing‘meaningthe that is correct. interpretation Wojty authors. the is meaning’ ‘parallel term The Skinner. “Motives,” p. 396. Although he hadbeen to elected papacy the andlonger was no aresident of Poland, á a defined fatherland by saying that “Each of us possesses a heritage within us- a heritage to which 188 Thus, the texts and citations presented should also be taken at face value as 187 This thesis accepts the political, economic, religious, etc… subtexts 3 ’ and ‘meaning 1 ’ is relative to the context of the speech and the ojczyzna) 56 3 ’ as what could becalled ‘parallel 3 ’ may refer tomultiple intended meanings á ka and Antony Polonsky (eds.), . 189 This word is an example of ojczyza ) carries with it with carries ) Polish Parodoxes 3 ’ refers CEU eTD Collection not merely a salutation in the sense that Skinner’s in Skinner’s ‘meaning sensethat merelyasalutation the not ( the root for words such as family ( Warsaw: 8June 1987, http://www.mateusz.pl/jp99/pp/1979/pp19790602a.htm of ‘cultural lexicon.’ The word lotnisku Ok http://www.mateusz.pl/jp99/pp/1991/pp19910601a.htm na lotnisku w Zegrzu Pomorskim (Welcoming speech at the airport in Zegrze Pormorski) Ojczyzn 191 are virtually synonymous, further references will only be made to Skinner’s ‘cultural lexicon.’ England (eds.). Zwicker N. Steven. and Sharpe 2002), pp. 158-174 ; J.G.A.Pocock. “Texts as Events: Reflections on the History of Thought”Political in Kevin ( related by marriage, while the etymology of consanguinity ( http://www.mateusz.pl/jp99/pp/1983/ countryman ( countryman says, “In the words of your welcomes I heard again the voice of my fatherland.” fatherland of all of my countrymen. Welcome Poland, my fatherland,” subtle: kin( 193 190 last visit to the fatherland.” while inhis 1983 opening remarksheis reminded of his “farewell in June 1979 atthe end of his 1979, John Paul speaks of being in “the beloved fatherland of all inPoles: my fatherland,” Paul II with his countrymen and the territory of the county by referring to the fatherland. In centuries. 194 Prezmówienie powitalne na lotnisku Ok connotation; 195 192 krew naród [“umi [Ponownie witam na progu trzeciej podró trzeciej progu na witam [Ponownie Quentin Skinner, [W s Although these words indicate familial relationships, they need to be distinguished from a word with similar [w czerwcu 1979 roku, przy zako ), whichstresses the genetic relationship. á ), and incest ( Ċ . (Berkley: University of California Press, 1985), pp. 26-24. Because these two concepts and definitions owach waszego powitania us á Though he refers to the fatherland frequently, John Paul II also uses the word ] JohnPaul II. owanej Ojczy Ċ 190 ród cie (Welcoming speech at Ok pokrewie Each of his welcoming speeches from the airport uses this word to associate John ) indicates a familial relationship, though not necessarily through blood lineage, such asbeing rodak Visions of Politics, vol. I:Regarding Method Ĕ http://www.mateusz.pl/jp99/pp/1987/pp19870608a.htm ) just as often. Like fatherland ( Ĩ stwo Prezmówienie powitalne na lotnisku Ok kazirodztwo nie nie wszystkichPolaków”: w mojej Ojczy , meaning consanguinity or blood relation. The difference between these two words is words two these between difference The relation. blood or consanguinity meaning , 192 In 1987John Paul hisII talks about “thirdjourney the to Ĕ (Accessed 1Novemeber2011) . á czeniu poprzednich moich odwiedzin w Ojczy ysza rodak Politics of Discourse: The Literature and History of Seventeenth-Century ); all indicating a familial relationship. familial a indicating all ); Ċ cie (Welcoming speech at Ok rodzina Ċ cie airport) á em znowu g Ī y do Ojczyzny wszystkich moich rodaków. Witam Polsk Witam rodaków. moich wszystkich Ojczyzny y do comes from the old Polish ), parent ( , Warsaw:June 2 1979, (Accessed 1November2011). (Accessed 1November2011) á 57 os mojej Ojczyzny.] John Paul II. pokrewie ojczyza rodzice Ċ cie (Welcoming speech at Ok . (Cambridge: Cambridge University Press, Ĩ nie] John Paul II. Ĕ Ċ ), countryman ( stwo ), siblings ( cie airport), 1 ’ would indicate, but also a ) is based on the Polish word for blood for word Polish the on based is ) (Accessed 1November2011). ród , referring tokinship andis 16 June 1983, June 16 Ĩ rodze Prezmówienie powitalne na 195 193 nie] Johnnie] Paul II. Thus, this word itis whereas in 1991 he , Koszalin: 1 June 1991, rodak Prezmówienie powitalne Ĕ stwo Ċ cie airport) ) is an example is an ) 194 ), nation Ċ , moj , , 191 ą CEU eTD Collection Square) Lech Hill) made frequentreferences works the to of Polishby authors either directly them quoting or be misinterpreted, as John Dunn observes,in any other way than as ‘meaning ancestors.” countrymen” synonymous with ‘meaning Philosophy nation,” he was “from the blood of your blood, the bone of your bone,” the people of Poland. Using other constructions that get to the same point,John Paul noted that remarks. Throughout the delivery of his speeches John Paul II emphasized his relationship to who came from Polish kin,” 203 Hill) 197 3, No. 2, (Winter, 1972), pp. 393-397. 196 his solidarity withbrotherhood and his audience. 202 reference to the familial bonds between the people and the Pope and familial (‘meaning people between the Pope tothe bonds reference the 201 2011). 200 November2011). . 199 2011) . Góra) 198 2011). John Dunn. “The Identity of the History of Ideas,” in JohnPaul II. Skinner, John Paul II. JohnPaul II. JohnPaul II. JohnPaul II. JohnPaul II. , Gniezno, 2June 1979, , Cz , Warsaw: 2 June 1979, In addition to the way the preceding words were used to convey relationship, the Pope John Paul II used various constructions of the word 201 , Gniezno: 3 June 1979, , Ċ , Vol.XLIII, No. 164 (April 1968), p. 93. stochowa:5 June 1979, Visions and he that “in wasspeaking landlanguage ancestors…on of the the our of our 202 199 These examples of ‘meaning of examples These Homilia w czasie Mszy Homily delivered at Mass on Lech Hill Homily given at mass on Victory Square Homilia w czasie Mszy Przemówienie do m Przemówienie do zakonniczgromadzonych na JasnejGórze (Speech to the nuns gathered at Jasna not only beginningthe hisat also of speeches,but through body the of his , pp.91-93; “Motives, Intentions and Interpretationthe of Texts” in http://www.mateusz.pl/jp99/pp/1979/pp19790603c.htm http://www.mateusz.pl/jp99/pp/1979/pp19790602d.htm 2. 197 ’ For example, John Paul II speaks of himself as “the first pope http://www.mateusz.pl/jp99/pp/1979/pp19790605a.htm http://www.mateusz.pl/jp99/pp/1979/pp19790603d.htm á “your countryman,” “your odzie Ğ Ğ w. odprawionej na placu Zwyci w. odprawionej naWzgórzu Lecha (Homily delivered at Mass on Lech Ī y zgromadzonejy na Wzgórzu Lecha(Speech to the youth gathered on 1 ’ show that there can be no room for ‘meaning for room no be can there that ’ show , Gniezno, 2June 1979. 58 Philosophy: The Journal of the Royal Institute of , Warsaw:, June 2 1979. 196 198 and addresseshisaudience as“beloved ród Ċ stwa (Homily given at mass on Victory 200 to ensure that‘meaningto a“son of the Polish (Accessed 1 November 1 (Accessed New Literary History New Literary (Accessed 1 November 1 (Accessed 3 ’): an expression of (Accessed 1 November 1 (Accessed (Accessed 1 (Accessed 3. ’ 203 3 ’ was , Vol 2 ’ to CEU eTD Collection and Francesca Murphy. (Grand Rapids, MI: William B. Eerdmans Publishing Company, 1991), p. 19. 206 the artist of this second phase that John Paul II drew. and destruction of society. The second part can be considered to follow the fashion of romanticism. It was from 205 popular remained as a literature means of preservingromantic nationalPolish in identityfound and rejecting concepts communistthe rule. communism, of fall the until even that, noted has Martin’s Press, in association with School the ofSlavonic and East European Studies, University of London, 2000) the Polish partitions. Stanislaw Eile, University Press, 1991), p. 3. Indeed, dual meanings within the text are a feature of Polishsensation,” of literaturePoetry of the Last Two language Decadesdating of Communist Rule:back Spoiling Cannibal’s individual Fun to the into of society experience common “the turned Poland communist Communist Regime in away that was recognized by the reader. Stanis to have a dual meaning. Although the literature told the author’s story, it was also a commentary Tighe has noted that popular literature onlifethroughout the communist periodunder inPoland thetended to be written inaway as 204 empathy with his audience that he could not with the restrictions of direct language that were language of that withhe not direct could that the restrictions with his empathy audience map. it on was not time when the his audience and the authors who had written about the glorious return of their homeland at a between brotherhood John of bonds was actually building Paul II authors, to these references peasantsthe by nobility.the Although ‘meaningsupporting the Piotr Skarga, who condemned the drastic differences in the ruling classes and the treatment of referencing them and their works. invader.” signified the defense of languagethe national and of culture and religion, the against hard years of partition, when revolt was often repressed with bloodshed,…[who’s works] According to Rocco Buttiglione, these authors were “defenders of the national spirit during the Paul II most often referenced the works of Cyprian Norwid, Julusz S (1890-1918), both of which recalled ayearning for aPolandwas thatnolonger there. associated with Polish romanticism 1820-1864)and (around Youngthe Polandmovement Rocco Buttiglione. The Young Poland had two parts: the early one challenged Polish Positivism and focused onthe disillusionment In his book, his In By using specific words and references, John Paul II was able to create a feeling of 206 John Paul II also favored quoting the works of Polish counter-reformation leader The Politics of Literature: Poland 1945-1989 Karol Wojty á a: The Thought of the Man Who BecamePope John Paul II Literature and Nationalism in Partitioned Poland, 1775-1918 204 John Paul II drew almost exclusively from authors 59 (Cardiff: University of Wales Press, 1999), Carl á aw Bara 1 ’ of his speeches with (Evanston, Ill: Northwestern Ill: (Evanston, Ĕ czak observed that lyric poetry in á owacki, and Mickiewicz. trans. Paolo Guitti (New York: St. 205 Polish John CEU eTD Collection 207 208 also by understood his (‘meaning listeners hisas illustrative for examples (‘meaning speeches wereunderstood references meaning, John Paul II was able to let history speak symbolically on his behalf. Though his vocabulary. By including historical names, dates, and places, and expounding on their lexicon’, his purpose in doing so was not the same asit was with his strategic use of empathetic ‘meaningunderstanding, or a connotative represent history in Polish events known well to references lexicon’ a ‘cultural make theintended about without reference. used to actually astatement speaking history as ‘cultural lexicons.’ This allusion, as it is called, is when an example from history is Device2- 4.2.2: Bringing the Pastinto the Present or threats. force than rather attraction becoming thereby ‘softpower,’ perlocutionary or way act), adisplay of influence of by exerting Pope(the andthe other each people with the united lexicons’ ‘cultural to references further which allowed what he meant to say (‘meaning John Paul II usedcultural lexicons torefer toemotionally and historically charged concepts placed on him. While hecouldnotsay “I you support in your struggle againstcommunism,’ Angeles: Pyrczak Publishing, 2003), p. 73-75. the situationthe in Poland, which was pope’sintentionthe (‘meaning ‘meaning as ‘meaning references (‘meaning Joseph Nye. Joseph Robert A.Harris. Similarly to his use of emotionally loaded words, John Paul II was able to reference 3 2 ’was understood as a statement of support for his listeners (the illocutionary act), ’) as what he wanted to say. Thus, the connotative value of these words and Soft Power Wriing with Clarity and Style: GuideA to Rhetorical Devices for Contemporary Writers (New PublicYork: Affairs, 2004), p. 5. 3 ’ became the illocutionary act of establishing familial After familial bonds. act of ’ becametheillocutionary establishing 3. ’ Although John Paul II used the allusion of history as a ‘cultural 207 2 ’) as subtexts for the morals they taughtin relation to 60 3 ’) tobe by understood his audience 3 ’). 1 ’), they were 208 Hence, as (Los CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790607c.htm mass given on thesite of theformer concentration camp) http://www.mateusz.pl/jp99/pp/1987/pp19870614c.htm are credited with the evangelization of the Slavic nations. Slavic countries and referenced the lives of Saints Cyril and Methodius, the missionaries who 210 Micha 209 During abeatification mass for bishop Micha and St. Edith Stein as examples of people who died because of human rights violations. Auschwitz about the triumph of humanity over evil, the Pope singled out St. Maximilan Kolbe the virtues for which the saints are known be an example to his listeners. In a speech at Maximilian Kolbe.canonization St. of charitable actof starving todeath behalf on a condemnedAuschwitzof at prisoner led tothe province in Gniezno, asignificant event in Polish church-state history. Finally, the well known Balticthe Pagans in 997. Polish saint (though of Czech origins) who was assassinated while attempting toChristianize cause of Poland’s defense against the Swedish invasion. St. Wojciech is venerated as the first defense of the citizenry, while the intercession of the Virgin Mary is traditionally seen as the Defilad na zako in Chapter 3, St. Stanis St. Stanis would have some kind of understanding of the person. Among the most frequently cited were referencing saints that had a tie toPoland, an act which almost guaranteed that his listeners 211 JohnPaul II. Jerzy Kloczowski. JohnPaul II. á Kozal, given on Defilad square at the end of the 2 By recalling the Polish saints, John Paul II accomplished two things. First, he allowed One of the most frequent ways that John Paul II let history speak for itself was by á aw, the Virgin Mary, St.Wojciech (Adalbert), and St. Maximilian Kolbe, As noted Ĕ czenie II Krajowego Kongresu Eucharystycznego (Homily at the beatification mass of bishop Homilia w czasie Mszy Homilia w czasie Mszy A History of Polish Christianity á aw was said to have been martyred for his defiance of civil authority in 209 He is also credited with creating Poland’s first ecclesiastical Ğ Ğ w. odprawionej na terenie by w.beatyfikacyjnej biskupa Micha . (Cambridge: Cambridge University Press, 2000), p.12. á Kozal, John Kozal, John Paul II talked aboutunity with other (Accessed 1November2011). (Accessed 1November2011). 61 . Auschwitz-Birkenau: 7 June 1979, nd Eucharist Congress) 211 á ego obozu koncentracyjnego (Homily at Second, he was able to stress that á a Kozala, odprawionej na placu . Warsaw: 14June 1987, 210 CEU eTD Collection http://www.mateusz.pl/jp99/pp/1983/pp19830622b.htm Chmilowski, delivered on the Meadow) odprawionejna B Homilia w czasie Mszy na o 4 June 1979, http://www.mateusz.pl/jp99/pp/1983/pp19830619d.htm was murdered by Police Polishthe secret in 1984. those who have come before them,from Maximilian Kolbe to Father Jerzy Popie explaining the duties of newly ordained priests, John Paul II asks them to remember the lives of Great.” backthe the time of Casimir to which reaches archdiocese, “from this http://www.mateusz.pl/jp99/pp/1987/pp19870609e.htm connected with the priesthood consecrations) lives left amark on Poland. In a speech in Cz emphasize virtues their and theirnational heritage. nation…” the alter the servants of God whose road to holiness is connected with this land and this exaltbe an to on occasion the fatherland…to to hehis “pilgrimage stating wanted that Kraków, Zygmunta (Speech to the faithful of the Cz the coronation of the portraits of theMother of God) deviating from protocol, John Paul II beatified Rafa effect of comparinghis saintly withvirtues chivalricthe qualities of knighthood. beatified in2010. 212 described St. Maxsymilian Kolbe as a “Polish knight” ( the saints’ virtuous qualities are notjust saintly,but also Polish. In one speech John Paul II 215 Europe Davies. SeeNorman populations. Jewish the to protection extended and university, first country’s 1370, is responsible forexpanding Poland’s borders, making civil, legal, and monetary reforms, founded the 214 213 JohnPaul II. JohnPaul II. JohnPaul II. [ “Bardzo pragn á tarze s (Oxford: Oxford University Press,1991), pp. 286-289. The Pope also spoke of other individuals, who did not possess a holy title, but whose á 213 ug Bo http://www.mateusz.pl/jp99/pp/1979/pp19790604d.htm These examples illustrate how references to the saints were used as undertones to wereusedasundertones saints tothe how references illustrate Theseexamples Przemówienie dowiernych diecezji czestochowskiej zgromadzonych przed ko Homilia w czasie Mszy Przemówienie wyg á Ī oniach (Homily for the beatification mass for Rafa ąá ych, którycg do droga em, aby moja pielgrzymka do Ojczy Ğ w.beatyfikacyjnej o. Rafa á oszonew czasie koronacji obrazów Matki Bo . Kraków:. June 22 1983, Ğ w. po Ğ Ċ wi stochowa diocese gathered at the Church of St. Zygmunt Ċ . Lublin:. 9 June 1987, to áą Ğ czonej zudzieleniem ci zwi á a Kalinowskiego i Brata Alberta- Adama Chmilowskiego, , Cz ą (Accessed 1November2011). Jerzy Poplie (Accessed 1November2011) . Casimir Great, the 1310- (Accessed 1November2011). Ċ 62 zana jest zt Ī Ċ stochowa, John Paul II greeted his audience ny…sta stochowa:19 June 1983, 215 á Kalinowski and Adam Chmielowski in On another occasion, he emphasized the emphasized he occasion, another On á a si polski rycerz polski ą (Accessed 1November2011). á ziemi Ċ Kalinowskiand Brother Albert-Adam Ğ równie wi Ċ ce ą i tym narodem…”] John Paul II. Ĕ kap Ī szczególn Ī ), which had theintentional á ej(Speech given at the time of anskich (Homily at mass ą okazj 214 Ğ cio While 212 ą á uszko, who do wyniesienia á Heart of em In an act of , Cz á uszko was Ğ w. Ċ stochowa: CEU eTD Collection http://www.mateusz.pl/jp99/pp/1983/pp19830619f.htm 218 Gniezno: 3 June 1979. piastowskich, mi http://www.mateusz.pl/jp99/pp/1987/pp19870613a.htm delivered in the chapel of the Miraculous Portrait) http://www.mateusz.pl/jp99/pp/1979/pp19790604e.htm gathered in frontof thebishop’s residence) 219 216 between Pozna between beginnings of her history, where the Church was shaped on the lands of the Piast dynasty example, John Paul II spoke of his presence in Gniezno, “where Poland was baptized at the would often speak of the ‘baptism of Poland’ or reference the year that it took place, 966. For places, events, dates and ideas. When speaking about Poland’s Christian heritage, the Pope suggesting follow examples to while reminded hislistenersof their relationship tothese people. for hisneeded messagetobeunderstood. theseInstead, strengthenedhis messageby references influential people, John Paul II was adding alayer of meaning to his speeches which were not prince of Transylvania, was one of Poland’s greatest kings. historic Polish-Hungarian relationship by noting only that Stefan Batory, a Hungarian noble and ‘Golden ‘Golden a Freedoms,’ number of granted rights to thenobility in 15 the through Vienna in 1683. remember Jan III Sobieski and Vienna, a reference to his victory over the Turks at the battle of 217 official messages as well as to provide a message that must be read between the lines he did not Polish the partitions. leadingto with credited are ultimately but in Poland, making decision over control more them give to intended were which centuries, JohnPaul II. JohnPaul II. JohnPaul II. [“…gdzie Polska przyj In addition to the names of people, John Paul II was alsofond of making references to Although John Paul incorporated examplesII from history supportto the topic ofhis Ċ Apel Jasnogórski (Jasna Góra Appeal) Homilia w czasie Mszy Przemówienie dowiernych zgromadzonych przed rezydencj dzy Poznaniem a Gnieznem,…”] John Paul II. Ĕ 218 and Gniezno.” and Even still more subtle are his references to the destructive nature of of nature the destructive tothe arehis references moreEven subtle still Ċá a chrzest u pocz 217 At another time, John Paul II calls on his audience to Ğ w. odprawionej w kaplicy Cudownego Obrazu (Homily for mass . Cz. ą tków swoichdziejów, gdzie ukszta Ċ stochowa:4 1979,June , Cz Ċ (Accessed 1November2011). (Accessed 1November2011). (Accessed 1November2011) . stochowa:13 June 1987, . Cz 63 Ċ stochowa:19 June 1983, Words to the faithful gathered at Lech Hill 216 219 By invoking the memory of such ą biskupa (Speech to the faithful á towa á si Ċ Ko Ğ cio th and 16 á na ziemiach th , CEU eTD Collection John Paul II intended for the people to hear. forintended the people to John Paul II that meanings connotative with associated undertones the fact in was It audiences. different by the authorities. Thus, John Paul II used the same words to convey different messages to by understood his audience, whileas it the text appears was intended be as to understood such stated. message, the asDunnhas withoutunderstanding of vocabulary a text the people can understand area of Poland. area of in any would inappropriate other havebeen that acomment Christianity, of Polish preservation and have development hadon the culture and their Kaszubianlocal population rolethe the that thoughtful references to history, John Paul II, speaking in the port city of Gdynia, singled out given that Legnica is only 75 kilometers from Wroc of Legnicaas (1241) bulwarkthe of Christianity. http://www.mateusz.pl/jp99/pp/1983/pp19830621b.htm 220 example, while visiting the southwestern city of Wroc have. For examples could his orientated power that geographically into the had John Paul II Cz his historical examples. Though it might be obvious that he would talk about ‘the Deluge’ at just haphazardly insert these references. In fact, John Paul II had a method to the way he chose 222 November2011). 221 people of the sea), JohnPaul II. Dunn. “Identity,” p. 93. JohnPaul II. Ċ stochowa or St. Stanis 222 When using these examples, John Paul II was aware of, and counted on the fact that In this case, the message contained withinhis illustrations was intended tobe Homilia w czasie Mszy Homilia w czasie liturgii s 221 Gdynia, 11 June 1987, á aw in Kraków, some of his other references illustrate the insight that Ğ w. (Homily at mass) http://www.mateusz.pl/jp99/pp/1987/pp19870611c.htm á owa skierowana do ludzi morza (Homily for a liturgy directed to the (Accessed 1November2011). 64 220 , Wroc This is a particularly appropriate example, is appropriate This a particularly á aw. In another instance of his very á aw, John Paul II talked about the Battle á aw: 21 June 1983, (Accessed 1 (Accessed CEU eTD Collection 226 225 Paul II, 224 223 be silent about political prisoner(s).” household there was a cheer when he spoke the word “imprisoned”: the Pope was not going to understood by the audience to which it was directed. Roger Boyes writes that “in the Wa could notvisit all whothose of were sick andimprisoned, hisintended meaning was clearly reference, John Paul says, II Paul John reference, hewas his tosupport wasthere Paul In anotheruseof them. II that audience telling scriptural hisa specific audience. messageto also This was not merely the spiritual theme of the pilgrimage, as Ornatowski observes, but it was Gospel of Matthew: “I was sick and you visited me; I was in prison and you came to me.” (‘meaning displaying histhoughtsabout topics notdirectly to contentthe related of speechthe legitimacy of fittingappropriately into the theme ofhis speech (‘meaning of words and phrases was essential for John Paul II in order for his remarks to have the andsubjective entirely objective.” words, which not only communicate a meaning but also elicit an emotion, at once both entirely and mediums. Duringhis spoken intime Wojty theatre, comprehension of syntax and morphology of classical and modern Polish in both the written expressive abilities of words. He had a huge vocabulary that was augmented by his Device3- 4.2.3: More than Words Roger Boyes. Roger Ornatowski. Matthew 35:36, [“By Buttiglione, p. 21. Welcoming Speech at the Ok At his welcoming speech in Warszawa on his second visit, John Paul II quoted from the As a former actor and student of Polish philology,John Paul II was familiar with the 3 ’). The Naked President á em chory, a odwiedzili Ċ cie Airport , (London: Secker& Warburg, 1994), p. 131. 223 226 Being able to emphatically use the connotative meanings connotative the use emphatically to able Being By choosing this particular fragment of scripture, John 225 Ğ , Warsaw: 16 June 1983. cie Mnie; by Though John Paul II continued by saying that he that saying by continued II Paul John Though 65 á em w wiezieniu, a przyszli á a learned “of learned a “of evocative power the of 1 Ğ ’), while also cie do Mnie”]. John áĊ 224 sa CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790606g.htm Upper Silesia and Zag Górnego cz Polska sta Polska owoce, jej skuteczno owoce, http://www.mateusz.pl/jp99/pp/1979/pp19790602c.htm governing representatives given at Belweder) (Accessed 1November2011). 227 historical context of the defeat of Europe’s Turkish enemies. In a speech about human rights to was not only using the phrase with his messages of the victory of Christ, but also within its 10 came, we saw, Godconquered” ( 1831. mottoa usedduring WWII,whose history back to goes Novemberthe Uprising of 1830- Paul II reminds them to remember the Polish soldiers who fought “for ourfreedom and yours,” was first uttered to speak for him. In his publicaddress first to governingthe authorities, John life. religious whileface better, the need valueof the quotation furtherthe in for suggests engagement conditionsacknowledgesPaul how Poland work II both the for andsuggests the can change By emphasizing the dignity of work and its importance to the development of the family, John 228 229 á [“A mówi to do was cz th JohnPaul II. JohnPaul II. owiek.”] JohnPaul II. Anniversary Stadium) 228 In other instances of using quotations, Pope the counted on contextunderthe which it does not live by bread alone.” wants Poland to become rich and powerful through work. We must remember the words “man effectiveness, its reputation around the world. Speaking to you is aman who deeply at heartSpeaking to you is aman, for whom this gigantic Polish work greatly lies atheart, its fruit, its ĝOą Several times, John Paul II quoted Jan III Sobieski’s triumphant Latin phrase: “We á a si ska iZag Ċ bogata ipot bogata Homilia w czasie Mszy Przemówienie do przedstawicieli w Ğü áĊ áĊ , jej reputacja w ca jej reputacja , bia D bie D Homilia w czasie Mszy á , Warsaw: 17 June 1983, June 17 , Warsaw: owiek, któremu ogromnie le ĊĪ ą ą na przez swoj przez na browskiego (Homily atmass given at the summitof Jasna Góra for pilgrims from browskie) Venimus, vidimus, Deus vici Ğ , Cz , w. odprawionej naStadionej Dziesi á 227 ym ą prac Ċ , Warsaw: 2 June 1979, stochowa: 6 June 1979, June 6 stochowa: Ğ wiecie. Mówi to cz to Mówi wiecie. Ğ Ċ w. odprawionej pod Szczytem Jasnej Góry dla pielgrzymów z . Pami http://www.mateusz.pl/jp99/pp/1983/pp19830617d.htm á adz pa Ī (Accessed 1November2011). (Accessed 1November2011). 66 y na sercu ta olbrzymia, gigantyczna polska praca, jej Ċ tajmy jednak s jednak tajmy Ĕ stwowych wyg á owiek, któremu najg któremu owiek, á ). owa: “Nie samym chlebem chlebem samym “Nie owa: á 229 oszone w Belwederze (Speech to the Ċ ciolecia (Homily at mass given at the By making thisreference, he áĊ biej le biej Ī y na sercu, a sercu, y na Ī yje Ī eby CEU eTD Collection June June 1987, wyg about the importance of the university as a place to develop solidarity ( to agreenot mentionto itwhile onhis pilgrimage. ( word, but he found subtle ways around it. In one speech he emphasized the need for solidarity After the Solidarity Solidarity ( After the also quite able to take advantage of the circumstances in which certain words were spoken. his relationship tothem andhistory. their phrases that represent the ideas that John Paul II was trying to express to remind his listeners of sense out of the context of the speech. Therefore, it is the connotative meanings of these when using such expressions, there is no ‘meaning it the ‘seat of St. Stanis former positions as bishop andin archbishop Kraków. Of citythe itself, John Paul II would call himself successor of the prince cardinal Adam StanisStefan and St. that could be said plainly; a strategy resembling ‘totum po parte’. For example, he often called http://www.mateusz.pl/jp99/pp/1979/pp19790606i.htm 230 religious monopoly in the 16 inthe monopoly religious government authorities, John Paul II cited King Zygmunt IIAugust, who refused to enforce a 2011). Cz 233 232 231 solidarno [“nie jest królem ludzkichsumie JohnPaul II. Boyes, p.132. JohnPaul II. Ċ stochowa:19 June 1983, á oszoneZamku na Królewskim (Speech to the government authorities given at the Royal Castle) Although John Paul II oftenhid his intended meaningin textthe of his speeches, hewas Along with quotations, John Paul II was fond of using expressions to refer to something http://www.mateusz.pl/jp99/pp/1987/pp19870608d.htm Ğü ) among employees in workplace. ) among employees the Przemówienie do Konferencji Episkopatu Polski (Speech tothePolish EpiscopalConference) Przemówienie powitalne na B Solidarno á aw,’ the ‘city myof life,’ and even the “Polish Rome.” http://www.mateusz.pl/jp99/pp/1983/pp19830619e.htm th Ĕ Century, noting that “he is nota king of human conscience.” Ğü .”] John.”] Paul II. ) movement became an illegal organization, John Paul II had II Paul John organization, illegal an became movement ) á oniach (Welcoming speech on the meadow) Przemówieniedo przedstawicieli w (Accessed 1November2011). 67 233 232 1, ’ because the words alone do not make In another speech, John Paul II speaks Of course, John Paul II was true to his (Accessed 1November2011). á aw whenreferring tohis (Accessed 1 November 1 (Accessed solidarno á adz pa , Kraków:, June 6 1979, 231 Ğü Ĕ Of course, stwowych ), what was , Warsaw: 8 230 , CEU eTD Collection ceremonies. metropolitan” thathe had stoodbefore churchthe alter in 1971 andits delivered first speech in Kraków, John Paul II recalled his position as “yourlong-ago bishop and connotative in order to further strengthen the bonds between himself and his audience. In one (‘meaning speeches. They were not merely in their denotative capacity to add color to his speeches Device4- 4.2.4: Personal Experiences applause,thunderous banner waving andcheers, all examples of a perlocution. Roger Boyes, has pointed out that the very mention of ‘solidarity’ ( word. Instead, repetition was an illocutionary act of expressing his support with the movement. momentary loss of vocabulary,but actually the use of linguistic devices which stress a single II was a gifted orator, itbecomes apparent that the repetitive use of the word was not a intended to reference the Solidarity ( Solidarity reference the intended to each of these cases, ‘solidarity’ ( ‘solidarity’ cases, of each these front of the seat of the archbishop) science) http://www.mateusz.pl/jp99/pp/1983/pp19830622d.htm the church of St. Maksymilian Kolbe) 237 236 (Accessed 1November2011). 234 discussed the relationship between the solidarity ( once called ‘brotherly ( help’ called‘brotherly once 235 2011). JohnPaul II. Boyes, p.132. JohnPaul II. JohnPaul II. , Lublin: 9 June 1987, John Paul II was a man of many experiences, and he relayed these experiences in his 1 ’). Instead, his personal experiences were intended (illocutionary act) to be 237 Homilia w czasie konsekracji kosciola sw.Maksymiliana Kolbego( Homily for the consecration of Przemówienie do przedstawicieli 6á On his second visit toPoland John Paul II relayed the feelings he had and some owo do m á odzie http://www.mateusz.pl/jp99/pp/1987/pp19870609c.htm , Kraków: 10June 1987, Ī bratnia pomoc y zgromadzonej przed siedzib , Krakow- Now Huta: 22 June 1983, solidarno Solidarno Ğü Ğ wiatnauki (Speech to the representatives of the world of ). ) wasusedin its context,proper itthough was 234 (Accessed 1November2011). Ğü 68 During a speech to youth John Paul II ) movement. When one knows that John Paul solidarno http://www.mateusz.pl/jp99/pp/1987/pp19870610f.htm ą arcybiskupa (Words to the youth gathered in Ğü ) between God and man. solidarno (Accessed 1 November 1 (Accessed Ğü 236 ) resulted in ) resulted 235 In CEU eTD Collection http://www.mateusz.pl/jp99/pp/1979/pp19790607a.htm gathered in the sanctuary of the Mother of God) 239 relationship his with audience. experiences, John Paul II was allowing common practical life experiences to strengthen his society, having spent his years in the comfort of the Church. By relating his personal II may have appeared as someone who was not familiar with the realities of an oppressed times. terrible went through he also that forget not commented that although his audience is more familiar with the hardships that Poland, should similar hardships as the ones that his audience was experiencing. In one speech, John Paul II experienced had he that reassurance the but ties, familial strengthen to not was intention the his audiences. While this may seem similar to the previously given example, itis not. Here, his relationship tothem and Poland. to perlocutionary act of this instance of using personal experiences was to remindhis audience of Though his personal experiences complement the overall message of his speech,the recalled, John Paul II 238 endured. youth while Poland was occupied and the lessons that he learned from the trials that he of of wordshethe spoke on his firstvisit as Pope. 241 240 JohnPaul II. JohnPaul II. JohnPaul II. JohnPaul II. Other times John Paul II used his personal experiences to relate similar experiences to church, especially at important moments. with the priests concelebrating before the Mother of God, sometimes in full choir of the Krakowthe sanctuary of Calvary as the archbishop and cardinal of Krakow. Many times we were hereseen it, starting from my boyhood and youthful years. I saw them as apriest. Most often KalwariaI saw Zebrzydowska: the sanctuary of the Mother of God- and footpaths. Many times I have I really don’tknow how to thank Divine Providence for being able to see this place again. 241 Without reminding his listeners of the difficult time that he had endured, John Paul Przemówienie do pielgrzymów zgromadzonych w sanktuarium Matki Bo Homily at mass given at the10 Words to the youth gathered infront oftheseat ofthe archbishop Homily at mass given at the 10 th th , Kalwaria Zebrzydowska: 7June 1979, Anniversary Stadium Anniversary Stadium 239 (Accessed 1November2011). 69 238 Upon arrivingKalwary to Zebrzydowska, 240 In another, John Paul II talked about his , Warsaw: 17 June 1983. , Warsaw: 17 June 1983 , Kraków: 10June 1987. Ī ej (Speech to the pilgrims CEU eTD Collection 244 become a symbol of contemporary culture. Polish contemporary become asymbol of ( a meetingin Geneva partand quoted of his talk about needthe for peaceand solidarity 243 1992), p. 153. comprehend the masses for act) (‘meaning to (illocutionary address. have beenin embedded Polishmessages (‘meaningthe Pope’s purpose of his trip (‘meaning Programs 4.3: Pedagogical their tocontinue battle. hislisteners encouraging worldwide, but also that the world supported them. With these experiences, John Paul II was wasacknowledged struggle Poland’s only indicating not that was John Paul II audience, 242 movement. monopoly over information, history and cultural life.” monopoly saltthe on in Raj,the so Solidarity and Churchthe inthe mid-1980s challenged ”the government’s the relationship betweenGhandi and the Solidarity movementby saying that “just as Ghandi had fought the British John Paul II used to accomplish this. George Wiegel has shown that subtexts (‘meaning an alternate meaning. The examples previously given reflect only four of the linguistic devices supplement his messages (‘meaning of Ghandi, who had thanked the Pope for Poland, a reference to the Solidarity ( Paul II spoke of his past. The Pope relayed an experience that he had when meeting a grandson soldiarno Weigel, JohnPaul II. Homily for a liturgy directed to the peopleof these), When madeJohn Paul II hisvisits toPolandmessages hedeliveredreflected that the Relating personal experiences to provide encouragement was also one way that John 244 The Final Revolution Ğü It was exactly these alternate meanings (‘meaning meanings alternate Itwasexactly these 242 ) as foundations for healthy work environments, noting that the movement had movement the that noting environments, work healthy for foundations as ) In another example, John Paul II mentioned that he had been invited to speak at Speech toSpeech thePolish Episcopal Conference , p. 228. 1 ’). In the course of his oration, he used certain strategies to 1 ’) which also could beinterpreted (‘meaning The Final Revolution 70 Gdynia, 11 June 1987. George Weigel has elaborated on elaborated has Weigel George 1987. June 11 Gdynia, , Cz 243 his to experiences these on By passing Ċ stochowa:19 June 1983. 2 ’). 3 1 ’) that John Paul II intended ’) since his first public first his since ’) . (New York: Oxford University Press, Solidarno 2 ’) as having 3 Ğü ’) ) CEU eTD Collection attributed to either the first or second intentions that Pocock identifies. Pocock intentions that second firstor the toeither attributed acknowledges. (‘meaning have beenmisinterpreted his that speeches implies 247 Pocock, himself.” them “Texts.” pp. 24-25. noticing without performed have may he actions and intentions (2) reading; first at 246 245 performed butdid not.” have might he actions and “intentions intention: third Pocock’s of indicative is not could established, which only supports the claim of this work. What John Paul II wanted to say but have been well andmoral undertones messages political case.That the Pope’s carried the (‘meaning (‘meaning supplementary wasstrategies only enlivento his content the of speeches with examples pilgrimage as a teaching opportunity asateachingpilgrimage and apartof larger opportunity a pedagogical program. they are in others. This was an intentional act on the part of John Paul II, who viewed each (‘meaning (Pocock’s intention)third andit disguised (‘meaning the time of his visit, his official message (‘meaning message official his visit, his of time the (‘meaning his speeches butsochange, did the way in hedeliveredwhich hismessage disguised (‘meaning (‘meaning Pocock. “Texts,” p. 25. them noticing without performed have may he actions and intentions “(1) as intentions these identifies Pocock Dunn. “Identity,” p. 93. One could argue that the Pope’s intention (illocutionary act) in using these In each of the years of his pilgrimage, not only did the official message (‘meaning message official the did only not pilgrimage, his of years the of each In 3 1 3 3 1 2 ’) than the surface value of his words within the context of his speech (‘meaning ’). If this is the case, then the very idea that John Paul II meant something other ’). Certain themes and constructions are more common in certain pilgrimages than ’). John Paul II modified his messages in accordance with the situation in Poland at ’). Thus, John Paul intendedII’s meaning(‘meaning ’) by those who were familiar with the significance of the words he spoke. 245 Supposing this was true, the misinterpretation of his speeches could be 247 John Paul II did have something he wanted to say, but couldn’t 71 1’ ), and what it was that he wanted to say heitwas wantedto that ), andwhat 3 ’)in a way as to appear part of his speech 2 ’), a possibility that Dunn 3 ’) was discernable was ’) 246 However, this is not 1 ’) of 1 ’) CEU eTD Collection i przechodz i http://www.mateusz.pl/jp99/pp/1979/pp19790602b.htm to priests and the faithful of the Warsaw archdiocese gathered inthe cathedral) 249 on Victory Square 248 he was showing that Poles had suffered for Poland in the past. In addition to talking about the that for had Church thepeopleinthe suffered Perhaps more of past. than Poland even the this, referencing St. Stanis Christ- above all, as the history of people who have gone and passed through this land.” Indeed, John Paul II famously said that “you cannot understand the history of Poland without threatened. was it when nation the defended always had Church the that nation, the and his visit. John Paul II emphasized to his listeners the historic relationship between the Church notion that was worthy of celebration. be drawn to the activities of the Pope meant that there would also be interest in his homeland, a the embodiment of Poland’s hopes for abetter future. The fact that the world’s attention would and world the an heon leader; stage Hebecame was actor moretheir than spiritual ‘the Pope.’ with his listeners on a more personal level than he could have if he had gone to Poland as just same system, and that he also wished for Poland to be free John Paul II was able to connect became that person. By frequently stressing the fact that he was a Pole, that he lived under the was no significant leader behind whom the population could rally. John Paul II, by design, expressions of empathy. Although, in general, they all longed for an end to communism, there was to unify Poland. John Paul II did this most effectively by using ‘cultural lexicons’ as 1979-Rejoice4.3.1: Motherof Poland [“Nie mo JohnPaul II. Reminding thenation of greatnessthe theirof was culture secondthe intention behind As apedagogical program, pilgrimage the of 1979 had purposes. The two firstpurpose ą Ī przez t przez na te Przemówienie do ksi , Warszawa: 2 June 1979; and others. Ī bez Chrystusa zrozumie Ċ ziemi á aw, St. Wojciech, and St. Maximilan Kolbe, John Paul II was showing Ċ .”] John Paul II. Paul John .”] ĊĪ y i wiernych archidiecezji warszawskiej zgromadzonych w katedrze (Speech ü dziejów Polski-przede wszystkim jako dziejów ludzi, którzy przeszli Homily at mass given in Victory Square (Accessed 1November2011); 72 , Warszawa: 2 June 1979, , Warsaw: 2June 1979. Homily for mass conducted 248 249 By CEU eTD Collection war. Solidarity ( John Paul II also intended toprovide guidance to the country that was officially in a state of and unity in conjunction with the celebrations at Jasna Góra were well received. However, 251 throughout his pilgrimage was of the victory of Jan III Sobieski in the battle of Vienna. The of their course was by taking examples from history. One of the historical references made common under the regime. asthey people theircontinued struggle maintain order. One of the aims of his visit was to provide reassurance of his support for the 250 ( establish himself as a leader figure. Although Lech Wa already had tremendous influence (‘soft power’) over his followers. He would not need to re- 1983-Peaceto 4.3.2: You, MyFatherland captors. of examples see and to patriotism Polandthat hadalwaysfrom delivered been her foreign nationthe John suggestPaul was able II to to hislisteners thatthey look shouldto pastforthe Paul II would be able to exert ‘soft power.’ following of people who would see him as a leader figure. This essentially meant that John emphasizing his ethnic and experiential relationship to them John Paul II was able to gather a whose lives and works told the story of a longing fora homeland that was not truly free. importance of these Polish saints, John Paul II spoke of many well-known Polish authors, Solidarno Nye, p. 5. Among those referenced were Cyprian Norwid, Adam Mickiewicz, and Juliusz S Juliusz and Mickiewicz, Adam Norwid, Cyprian were referenced those Among Probably the best way that John Paul II was able to reassure his listeners of the direction Arriving in Poland for his second visit would be different than his first. John Paul II The success of these aims (perlocutionary act) were addressed in Chapter 3.By in wereaddressed Chapter act) aims (perlocutionary The successof these Ğü ) movement, John Paul II was seen as its living patron saint. His messages of hope Solidarno Ğü ) had been outlawed and the Church was under pressure to 251 In stressing the relationship between history and 73 áĊ sa was the leader of the Solidarity á owacki. 250 CEU eTD Collection 252 communism, there was already evidence that the political situation was changing. It was 1987-He 4.3.3: Loved Them to the End martial law, John Paul II was able to help his country find a sense of peace. and collectively to throw off the shackles of communism. Thus,in the midst of the turmoil of he was encouraging them establishto firm moral foundations wouldthat help them individually struggles, their Amidst possessed. saints these that values the and emulate to look to listeners sense of relationship. By doing this, John Paul II was suggesting (illocutionary act) to his Paul II would often refer to them as a ‘son or daughter of this Polish land’ in order to invoke a the difficult times of our twentieth century.” twentieth our times of difficultthe In one prayer, John Paul II requested “the memory of the Polish saints to show the way through this primarily by referencing the lives of saints and the attributes for which they were known. intervention. Divine to thanks defeated were Swedes the interpretation, legendary while the Swedes were the personification of communism. Of course, according to the defense of the Jasna Góra monastery. In this analogy, Poland was represented by the monastery their battle against communism. The other major reference,in a similar manner, was to the provided reassuranceGod is that ontheside of Polesthe and that they bewould in victorious in imagein history Asinstance tothis the references of Turks. represented the awhole, meaning refers to the defeat of foreign oppressors. In this case, the communist regime is that is particularly important in a society where secularism is the official policy. The second nation chosen by God. The defeat of the Turks is seen as a victory for Christianity; a meaning references had twosymbolic meanings. Thefirst meaning is tied totheidea thatPolandis a JohnPaul II. When John Paul madeII would what be hislast pilgrimage toPoland under Another purpose was to encourage moral development and to provide guidance. He did Jasna Góra Apeal , Cz Ċ stochowa: 19 June 1983. June 19 stochowa: 252 At religious services for Polish saints, John 74 CEU eTD Collection allowing suggest subtexts the to change the that from another one society wouldto demand the hard work paid off. In discussing the value and place of work in society, John Paul II was the country. He also gave examples of the trials that he endured and spoke about how such history to tell of the successful sacrifices that people made for the betterment themselves and of but also about the role that work plays in personal development. He used examples from work. By talking aboutwork, the Pope was not only talking about the need for employment, ideological to physical resistance. open resistance governmentrestrictions onlysuggested Solidarity’s that ( ( level. act), was also away of instructing his listeners to consider taking their battle to a different of this wordintaboo public discourse, resulting incheers from his audience word and also as an undertone. But he was also saying much more than this. The frequent use foundation for the future. True, he was speaking about the solidarity in the true sense of the 254 253 again he spokeabout how solidaritythrough ( end anon-violentideological totheregime. were preparations and anticipated John Paul II encouraged them to armed resistance or rebellion. On the contrary, his to take control of their homeland when the opportunity eventually arose. This is not tosay that country without making compromises. Knowing this, John Paul II set out to prepare his people becomingincreasingly apparent thatthe governmentwould not be in a position leadto the Publishers, 1999), p. 256. solidarno Jonathan Luxmoore and Jolanta Babiuch. Jolanta and Luxmoore Jonathan Boyes, p.132. 254 The other major point that John Paul II emphasized to his listeners was the need to Throughout the trip the Pope reiterated his support for Poland’s struggle. Time and Distinguishing between the denotative and connotative value of ‘solidarity’ of value connotative and denotative the between Distinguishing Ğü ) was not difficult) wasnot for the audience andfrequently hearing amidst the word The Vatican and the Red Flag solidarno 75 Ğü Solidarno ) society would be able to build a . (London: Geoffrey Chapman Geoffrey . (London: Ğü ) activities move from ) activities 253 (perlocutionary CEU eTD Collection http://www.mateusz.pl/jp99/pp/1991/pp19910603a.htm 255 encouraged his listeners to “not waste wonderful “not encouraged hislisteners that they to that from heritage” had gained there was no need for Poland to exchange what made her unique to fitin with the West. He by noting that Poland was , and had been an important part of Europe for centuries and that freedom that is thereto be used,just not toassistin luxuries.providing has. person the what than important more was is person the who that stated previously been unavailable,cautioned but against takingmore than can be used. John Paul II materialism. He noted that he understood the desire for Poland tohave access to goods that had and immorality of dangers the as he saw what against warn to in away commandment each took it upon himself provide to moral guidance. social and economic changes, these were not the focus of the Pope’s visit. Instead, John Paul II political, social, and economic hardships. Although Poland’s transition did resultin political, pilgrimagesthree Poland, to John Paul II didnot have anagendaguide to Poland through II spoke about the dangers associated with Poland’s new liberties. In contrast to his previous John state, Paul independent newly havethe on freedom would that effects the about Concerned 1991-Quench4.3.4: Not the Spirit reshaping society. participation of everyone. Thus, their employmentwould contribute to the greater effort of http://www.mateusz.pl/jp99/pp/1991/pp19910608b.htm to governing authorities givenat the Royal Castle) 256 JohnPaul II. JohnPaul II. During his John speeches, Paul II appealedPolish to culture and supporthim history to Though the theme of his visit was the Decalogue, John Paul II managed to interpret democraticThe Pope’s firstpilgrimage as canbe to Poland a warning. characterized Homilia w Mszy Homilia czasie Przemowienie do przedstawicieli wladz panstwowych wygloszone naZamku Krolewskim (Speech Ğ w (Homily atmass) w (Homily , Warsaw: 8Jun 1991, (Accessed 1November2011). (Accessed 1November2011). 76 . Lubaczów: 1991,3 June 256 255 Heemphasized CEU eTD Collection http://www.mateusz.pl/jp99/pp/1991/pp19910815c.htm (Farewell speech to the youth) http://www.mateusz.pl/jp99/pp/1991/pp19910602d.htm humanizmu and students) shapes faith and reveals the horizons of Christian humanism.” shaping Polish society. The Pope noted that “the youth look for support in Church, which itworld identity. andwas apart that of Poland’s European katedry (Speech given at a cathedral viewing) 257 country, as he had done in his three visits under communist rule. Rather, John Paul II intended of state the andeconomic what wasseen political oppressive relatingthe to matters guidance on pilgrimage was direct and to the point. His intention was not to provide comfort, counsel or behindundertones them. Neither did tohis references personal Hisexperiences. fourth 1983, and1987were at 20%,25%,and 31%,respectively. of his speeches included references Polishto classical whereasauthors his citations in 1979, 50% of his speeches,ascompared60% in to in1979, 72% 1983 and 85%in 1987. he spoke,‘meaning citizens. moral of John ofthe Churchin theimportance Paul andstressed II repeatedly education development the the parishioners to assist their clergy “reviveto the religious morality of the entire diocese.” Poland. 262 261 260 November2011) . 259 258 [“Nie zmarnujcie tego wspania Author’s statistics. Author’s statistics. Author’s [“odró [“ JohnPaul II. Pá odzie On top of these warnings, John Paul II tried to emphasize the role of the Church in In contrast to his previous three pilgrimages, John Paul II did not mix his words. When 257 Ī enie enie religijno-moralne ca .”] John Paul II. John Paul II noted that Solidarity ( Ī , W szuka oparcie w Ko á (Speech to governing authorities given at the Royal Castle) oc á awek: 6June 1991, 3 ’ was‘meaning Przemówienie do katechetów, nauczycieli i uczniów (Speech to catechists, teachers , Cz Ğ á Ċ ego dziedzictwa!”] JohnPaul II. ciele, który kszta stochowa:15 August 1991, á ej diecezji.”] JohnPaul II. http://www.mateusz.pl/jp99/pp/1991/pp19910606d.htm 1. ’ His references to his Polish origins only appeared in , Przemy , á tuje wiar Ğ Solidarno (Accessed 1November2011) . l: 2 June l: 1991, (Accessed 1November2011). 77 Ċ iukazuje horyzonty chrze Przemówienie wyg Ğü Przemówienie po 258 ) had become a moral symbol inthe symbol moral a become had ) 262 The historical references had no had The historical references 259 , Warsaw: 8 Jun 1991. He also asked for the help of á oszone w czasie nawidzenia Ī egnalne do m Ğ cija Ĕ skiego (Accessed 1 (Accessed 261 á odzie Only 6% Ī y 260 CEU eTD Collection simplicity lifeof and understanding. He stressed that there needed to be a balance, but that God knowledge through comes experience. Hewas also takingfrom Thomism by explaining the the lessons learned, but was drawing on the ideas of St. John of the Cross by showing that society. a better function of the family in society, work as a means to get closer to God and as a way to establish the importance of morally positive choices. John Paul II spoke about the importance and it. cultivate He explainedvalues with associated action and helpedhis understand audiences visits John Paul notII taught only morala proper that foundation was important, buthow to harkenedII ideas backtothe from whichtookroot his doctoral onMax work In hisScheler. the main aspects of his program was promoting moral development. In stressing this, John Paul speeches, in addition to what could be considered tobe basic knowledge for every Pole. One of Polishthe legacy. of ofthegreatness his toremindaudience of shape content his messages was ableto the Paul II situation in Poland at the time of his visits, along with the official purpose of his visit, John account intothe By heritage. taking and of culture Polish preservation at the specifically This was only minor one partof his pedagogical program. The bulk of hiswas aimed program support (illocutionary act) of their against struggle communism would be an understatement. 4.4: Conclusion faced material and moral challenges that he saw as a threat to their spiritual wellbeing. on addressing a society that, having overcome those ideological and temporal obstacles, now When John Paul II spoke about history and his own life, he was not just talking about He was able todothis by incorporatinghis theological and philosophical intoviewshis To say John that Paul II addressed massesthe in methods onlycoded expressto his 78 CEU eTD Collection Polish state from the Western threats materialism secularism. and of from threats Western the state Polish as understood beginningthe of a second program aimed atpreserving moral the tradition of the of a larger program to maintain and cultivate Polish culture. The pilgrimage in 1991 can be the Church and her values in Poland. The first three pilgrimages to Poland can be seen as part on the same characteristics of the more secular West, John Paul II stressed the importance of his view,threatened Poland’s conservative values. WorriedPoland that would eventually take her culture would be preserved. However, the rapid transition to democracy and capitalism,in defender of Polish heritage to defender of religious values. An independent Poland meant that toleration and cooperation as means of unity-both with each other and with God. needed to be present in all aspects of life. John Paul II preached love and respect for others, With the fall of communism, the role that John Paul II saw for himself changed from 79 CEU eTD Collection In his position as the supreme pontiff, John Paul II knew that he could be an agent of change. behavior corresponding subtextthe to of Pope’sthe speeches. Poland before and after the papal visits show that there were nationwide changes in attitude and speeches which John Paul intendedII for his listeners tograsp. Eyewitness oflife accounts in which carried both denotative and connotative value. It was the connotative value of the Pope’sspeech into the were incorporated linguisticcertain devices shown that this has thesis intention, and meaning of ideas Skinner’s Quentin on research of method the Basing audience. specifically identifyingat sub-textual means of communication between John Paul II andhis has found political, economic, and moral inundertones his speeches, this aimed work some of the methods John Paul II used on his visit.Taking into account that previous research pedagogical forprogram Poles the during his visits tohis homeland under communism. in nature. The results of this thesis are that John Paul II did, in fact, have a specially designed visits toPoland under communism, specifically coulda program that be considered pedagogical assumption, this thesis set out to determine whether or not John Paul II had a program for his Paul II seemed tohave aspecificin program regards tohis papal visits abroad. Using this appeared for the first time to the world as Pope John Paul II. 263 Weigel evidenceprovided that this was done at the inaugural massin which Wojty Karol intended be to understood along thelines of undertonesthe associated with his speech.George advantage of certain occasions, when he could, to speak to his countrymen in a manner that was CONCLUSION George Weigel. George The institution of these papal programs wasintentional and had clearly goals.defined By analyzing the speeches he gave on his visits, this thesis has been able to reconstruct The inspiration for this thesis was an observation that John Paul II seemed to take The Final Revolution (New York: Oxford University Press,1992), pp. 93-96, 228. 80 263 Others have observed that John that observed have Others á a CEU eTD Collection (Winter, 1972), p. 393 264 exclusively exclusively true. Quentin noted Skinnerinterpretations that cannot be be considered to universally and made which from research. be this can observations also important other are there for Poland, did national for the thePope’s need leadership. and 1987. On the other hand, this research has also shown that when communism collapsed, so research has shown thisthat was exactly happenedwhat during thepapalvisits between 1979 remindingnation the of strength the they that possessed their through legacy. cultural This pedagogue to people;the someonecouldininstruct who and righteous resistance virtuous while experience as a preserver of culture and defender of virtues. John Paul II viewed himself as a His desire to be Poland’s moral compass and face to the world stemmed from his education and would account for the possibility of multiple meanings, or what has been called ‘parallel called been has what or meanings, multiple of possibility the for account would proposed an that additional ‘meaning’ intobeSkinner’s introduced trilogy meaningsof which meaning, or may intend for valuethe ofboth meanings be simultaneously,to understood itis an mayauthor intendnot foradenotative meaning to be distinguishedfrom a connotative Skinner’s ideas: one is supposed tochoose which meaning was intendedthe meaning. Because meaning ismutually exclusive of connotativethe meaning. This beappears to casethe with denotative that assume cannot one subtexts, analyzing When undertones. on based analysis meaning. However, while used, Skinner’s notions of meaning appear to be ill suited for an based on the idea that intention could be identified on the basis of the author’s intended was took thesis this that approach The intention. understanding of part important is an meaning regard to the analysis based on his theories of meaning. For Skinner, the author’s intended Quentin Skinner. “Motives, Intentions and the Interpretation of Texts” in Although thesisthis has andreconstructed presentedthePope’s pedagogical program 264 While subscribing to view,this it diditself present aminoras annoyance in 81 New Literary History , Vol 3, No. 2, CEU eTD Collection promote conscious reflection on the matter. religion? It will be a while before some of these questions can be answered, but they do Will he be aperson whowas just doing his duty,if and so, hishis duty to country tohisor remembered asaPolehappened who and patriot beor thePolish Pope to patriot? Pope turned How will John Paul II be remembered in future generations, particularly in Poland? Will he be If so, what does this mean in terms of ethics and responsibilities to the Church as a whole? predecessors? non-Italian orevenhis pre-modern, Paul’s successor of in John seen activities the be nation own Pope’s the on anemphasis Can them? with relationship his he view did how and program? didHow interact JohnPaul withII Poles outside of Poland between 1978 and 1989 for other communist countries and if so, how were they similar or different than the Polish did tobeyes. he answerhave canbepresumed Moreover, programs liberation the theology, of Did John Paul II have programs for countries, other andif whatso, did they look like? Because based on Skinner’s method. inmeaning’ 4.Recognizingchapter a possibility such would greater give depth to any analysis Though this thesis answered the question that it intended to,it does raise some others. 82 CEU eTD Collection Gramercy Books, Gramercy 1996. Books, Webster’s EncyclopedicUnabridged DictionaryoftheEnglishLanguage The WorldBookEncyclopedia ------(as John Paul II). ----- Wojty Wa Collins English Dictionary, 5 Cambridge InternationalDictionary ofEnglish Secondary Sources Wojty ------St. John of the Cross. Michnik, Adam. Primary Sources áĊ Przemówienia Speeches, papiejskie, 1987[Papal 1987] Person andCommunity:SelectedEssays Przemówienia Speeches, papiejskie, 1991[Papal 1991] Przemówienia Speeches, papiejskie, 1983[Papal 1983] sa, Lech with the collaboration of Arkadiusz Rybicki. á á a, Karol. a, Karol Peterkiewicz. and a, Karol November 2011.http://www.mateusz.pl/jp99/pp/1979/ http://www.mateusz.pl/jp99/pp/1987/ 1993. 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