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Chapter 9

Human personality in the globalized

culture of choice and change

A leksandra Blachnio

Institute of Psychology, Casimir the Great University, Bydgoszcz, Poland

Introduction

Globalization is clearly “the sign of the tim es.” Its effects are patent in the field o f culture, w h ere the once precise bou n d aries betw een “high” and “low” culture have largely been effaced by the almost universal availability o f m ass m edia, as w ell as the virtual d isap pearan ce of traditional aristocracies and the ideologies that upheld them. Moreover, the in creasin gly sophisticated techn ology o f m od ern com m u nication m akes it possible to open even very local cultures to the entire world, and vice versa. In stitu tion al, disciplinary, and nation al boundaries are n ow so easily crossed that th eir very existence seem s to som e an an noying an achron ism . R ou sseau ’s anguished cry, “M an is born free, and everyw here he is in chain s!” , seem s ou t o f date. Th ose few rem aining states and societies where strict regim entation still applies thus seem all the m ore shocking, for they are not on ly oppressive, but th ey also seem to be u tterly out of touch w ith the tim es. T h e fall o f C om m unism , the in form ation revolution, the glob alization o f the economy, the mingling and homogenization of races, cultures, languages - all these trends, un folding at the same time, seem to be part o f the same ineluctable historical process, leading to our ultim ate liberation from virtu ally all external con strain ts on the freedom to realize our potential. R o u s s e a u ’s chains, it seem s, have fin ally been broken, though it took rath er m ore than the French R evolution to b rin g this about.

All this m ay seem u n du ly optim istic - as in deed it is. Freedom from con strain ts, it turns out, is not the road to happ in ess for one and all, or even for many. Pluralism m akes so m any choices available, while creating the illusion that there are no costs involved, that m any people seem to have lost, rath er than found, th eir souls. U nbridled freedom o f ch oice does not facilitate the process o f d evelopin g self- regu latory skills, w h en the choice o f m oral and p olitical values is m ade in m u ch the sam e w ay as the choice o f toothpaste. The result

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o f often com pletely random individual choices am ong different products o f hu m an th ou ght and tradition is often creolization, that is, the creation o f bizarre hybrids that are neither fish n or fowl, cold nor hot. T h e n ew qu alia that are thus created by the in d ivid u al are not alw ays h a p p y inventions. Those who com bine variou s m eanings w ith ou t attem p tin g to reconcile them to each other or refer them to a stan dard can be com pared to the cook w h o m ak es a dish by th row in g into the pot w h atever com es to hand: the resu lt m ay be serendipity, a delicious ragout, or (more likely) an un palatab le pot of garbage.

This p oin t is w ell m ade by R ichard H. B row n (2003: 33), who describes an event he w itnessed. O bserving prep aration s for the tradition al dance o f the Y aw ar fiesta in South Am erica, he saw one o f the dancers m ake ju s t such a “h a sh ” o f the sym bolism o f the an cien t ritu al m in gled w ith the icon ograph y o f the Pepsi generation:

He was to be the condor and his attendants were dressing him in hand- woven cloth and adornments, and about to crown him with an actual condor preserved and formed into a headdress. What struck me most was that beneath his costume of the dance, the young man was dressed in a Batman tee-shirt and Nike sneakers. I’m still not sure of the meaning of what I saw.

A lth ou gh B row n does not attem pt to delve into the herm eneu tics o f w h at he saw, his phenom en ological an alysis o f the heedless in con gru en ce o f con dor headdress and N ike sneakers is un erringly direct. T h e diversity and chan geability o f the cu ltu ral environm ent has led to the form ation o f new qu alia o f p erson ality, created by the once u n thin kable, but n ow largely u n th in kin g com bination of elem ents derived from divergen t sources. Not all o f the results are coherent, or even palatable, especially w h en th ey do not result from conscious choices. The strength of a tradition-bound society (or a rigidly id eological or fu n d am en talist one) is that little or n oth in g is left to the w h im s and fancies o f individuals; in any situation foreseen by the trad ition (or the id eology or religion) there is a p redefined right and w ron g w a y to react, w hich is know n to everyone in the society. The w eakness is, that when these same individuals act in a particular w ay only becau se there is no viable or even th in k ab le alternative, th ey have n ot in tern alized the values represen ted b y the traditional behavior. T h ey do not know w h y this action is alw ays done in this way, so that when the social structure is seriously challenged or breaks down, the traditional ways are swept aw ay w ith ou t m uch resistance. “W e w ill do the con dor dance,” the you n g m an m igh t w ell explain,

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Human personality in the globalized culture of choice and change 157

“because tou rists com e to w atch it and p ay us for it, and I w ill w ear m y Nike sneakers u n der the costum e because I like them . W h a t’s the p rob lem ?”

The transition to a modern, globalized society m eans that a number o f altern atives to trad ition al w ays becom e available, and the growth o f con su m erism m eans that the choice betw een valu es on m any different p sych ological levels becom es at once trivial and id iosyn ­ cratic. Th e in d ivid u al w ho does not w ish to drift th rough life m ust find w ays to replace w ithin the psyche the fram ew ork o f regulatory constraints that has disappeared with the collapse o f an authoritarian tradition or regim e (W rosch & Freund 2001). By the sam e token, the lines b etw een p rivate and public, social and p sychological, becom e blurred, both for the ind ivid u al striving to live a d ecen t life in this en vironm ent o f ch an ge and choice, and for the scien tists studying hum an b ehavior, w h eth er th ey are by trainin g sociologists, like Richard H. B row n (1987, 2003), or psychologists, like K azim ierz O buchow ski (2002). C om ing from the perspective o f two different disciplines, both o f these authors have called attention to the emergence o f som eth in g called “ self-au th orin g” as an alternative to chaos in the context o f global change. From the sociological perspective, this means the replacem ent o f institutions with com munities, often form ed across the traditional boundaries o f nations, cultures, and languages, where the individual, rath er than b eing a m em ber o f one nation or one culture, w hich determ ines her choices in an entire range o f situations, becom es sim ultaneously a m em ber o f m any different, often loose and transient com m u n ities (or m arkets). One is born into a nation or culture, bu t b ecom es a m em ber o f such com m u nities largely as a m atter o f choice.

From the psychological perspective, on the other hand, self-authoring takes a m ore inw ard direction. W hen the larger society (and often even the fam ily) has largely ceased to dictate the direction o f life, the only possible strategy for effective fu nctionin g in life is to choose on e’s ow n way. T h e collapse o f institutions forces the ind ivid u al to becom e m uch m ore self-dependent. Rather than acceptin g a role ascribed b y in stitu tion s, authorities, or traditions, the individual consciously and deliberately chooses the norm s that provide the basis for choices. T h is is especially evident in social interactions. Instead o f looking to particular institutions for help and guidance, the individual seeks out person al con tacts (“netw orkin g”) and assum es individual responsibility. T h ose w ho can m anage this becom e by the sam e token m ore and m ore creative. Based on individual experiences, they can reorganize their own identity. W hen the whole world is perceived

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as a d yn am ic en tity in constant flux, the in d ivid u al ceases to grasp for illu sory stability and is ready to change at a m o m en t’s notice. Then, in the absence o f a transpersonal value system dictated by tradition an d authority, or a person al value system constructed accord in g to self-consistent and con sciou sly chosen principles, it is com m ercial values that m ost often becom e param ount. The m arket that organizes socio-econ om ic life is also the in d icator o f the worth o f individual transitions and achievements, determ ining w hat is good, w hat is desired, w h at can or should be acqu ired to achieve profit or advantage here and now. That is w h y B row n (2003: 32) concludes that the social id en tity o f a person who is not a self-author

...appears not only fragile and diffuse, but also rearrangeable almost as one wishes, or until the next breeze blows through. Social rules and positions, careers, nationalities, even one’s body shape or sex can change very rapidly, particularly in those so-called advanced societies where there is a high division of labor, high social mobility, and sufficient discretionary income to support jogging, dieting, make-overs, plastic surgery, and other ways of modifying the body/self.

T his accou n ts for the lack o f depth in the so-called “y u p p ie” p erson ality, oriented to consum ption, not as a m eans to pleasure, but as an end in itself, the p re-em inent value.

This rath er dim view o f m odern society is not fu lly shared by O buchow ski, w h ose th eory o f the self-au th orin g p erson ality (2002) is based on the claim that the present in sta b ility o f E uroatlantic civilization n eed n ot lead to the com plete levelin g o f all values. There is one condition: culture is to be interpreted in terms of the individual’s p urpose and intentions, and not as an end in itself, to w h ich the fu lfillm en t o f ind ivid u al goals and aspirations is to be subordinated. A n alyzin g the transitions that have already occu rred in European culture, O bu chow ski points out an ordered sequence o f changes in p erson ality that has finally led to the form ation o f the self-author, through at least tw o prior stages in the form ation o f personality:

- the “role-player.” This personality is flat and featureless, because it is fully determ ined by the outward dem ands o f the situation, and specifically o f the existing power structure. Under the “surface m ea n in g ” o f behavior there is no depth, since the behavior o f the in d ivid u al reflects back to society w h at the society wants and expects, rather than reflecting some inner reality (Pachalska 2003; M acQ ueen et al. 2004). The roles th at define the in d iv id u a l’s identity and p erson ality w ere defin ed before her birth and cann ot be changed, it is the person w ho m ust be

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Human personality in the globalized culture of choice and change 159

m ade to fit the role. The individu al is p redictable, w illfully ignoran t, and passive in respect to established authority, regard less o f its legitim acy. In the C om m u n ist period, this w as hom o sovieticus, bu t other ideologies and system s also expected a high level o f conformism, feudalism and capitalism not excepted. In the m ore fluid situation o f m odern urban culture and m ass m edia, these persons seek out and adopt a “pre-packaged” self, such as “yuppie,” which contains within its e lf a bu ilt-in code o f dress and conduct, thus freein g the in d ivid u al from the burden o f m aking choices. In extrem e cases they m ay join sects or subscribe to fundamentalist systems for the sam e reason.

- the “learner.” Here there is a certain flexibility o f personal traits due to the effects o f the learning process, as the individual carefully studies the environm ent and other people to see what w orks and w hat does not work in the changed circumstances. H ow ever, this in d ivid u al still lacks psych ological distance or in teriorized values. She is still an object in the environm ent, in h eren tly u n ab le to either direct or un derstan d the changes taking place. Thus the individual’s process o f personal develop­ m en t is m ostly un in ten tion al and highly con text-depen dent, focu sed on u n derstan din g “h ow things w ork ,” and not on u n d erstan d in g oneself. Like the role-player, th e learn er is apt to be u n aw are o f the u n derlyin g prin ciples o f the system she is learn in g to m anipulate.

A ccord in g to O bu chow ski (2000a, b, c) a new kind o f person ality began to ap p ear in the late sixties, w hen the u pheavals and changes that took place in m an y parts o f the w orld, p rim arily am on g the restless you th o f those periods (suffice it to m en tion “ 1968” to a French adult, or “M arch 1968” to a Pole o f the sam e age group) led to w hat O b u ch ow ski calls the “subject revolu tion ” and the form ation of a new kind o f personality. Unlike the two former types of personality, the self-au th orin g person ality allow s the person to regulate her own developm ent. Self-authors, although constantly in a state o f becoming, experience w orld and self in a fu lly conscious, reflective way, rather than in the stim u lu s-resp on se loop o f b eh aviorist psychology. This transition to a n ew qu ality is w ell described b y B row n (1987: 129):

The revolution has served as a rite of passage, and those who have undergone it experience a new gestalt. They and their world are no longer the same. The new vision is not convincing because it describes the world more precisely. The vision is compelling because it creates a world that is more existentially adequate.

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The m ain p rem ise o f O b u ch ow ski’s th eory is th at the concept o f self-au th orin g person ality is com posed o f three basic dim ensions - b ecom in g a subject, becom in g a person, and developin g subjective standards o f evaluation - each of which includes several subcategories (see T able 1).

Table 1. The structure of the self-authoring personality

(Obuchowski 2000a).

b e c o m in g a s u b ject

d e v e lo p in g s e lf-k n o w led g e

in itia tin g a ctio n s b a s e d on se lf-k n o w le d g e

a p p ly in g a p p ro p ria te m ea n s to strive fo r d e sired goals a c tin g in te llig e n tly

d e v e lo p in g in te n tio n a l a u to n o m y

c rea tive in te rp re ta tio n o f in d iv id u a l d es ire s crea tio n o f an in d ivid u a l m o d el o f th e w o rld self-crea tio n

b e c o m in g a p erso n

p s y c h o lo g ic a l d ista n ce

o n -g o in g d eve lo p m e n t o f p e rs o n a lity d efin ed p u rp ose in life

d e v e lo p in g su b je c tiv e sta n d a rd s o f eva lu a tio n

s e lf as a sou rce o f re g u la tio n o f th e d ire c tio n o f life in d iv id u a l s electio n o f go a ls th a t are to be ach ieved w o rld as a place for s e lf-rea liza tio n

T h ese traits allow the individual to p lay a m ore active role in organ izin g h er ow n functioning. B ased on the abstract code, she shifts from an institutionally conditioned w ay of life, ignoring normative regu lations, and stru ctu ring life on the m ech an ism o f creative adaptation. T h is m eans that all action decisions - ind ivid u al choice b etw een m ultiple possible paths o f developm ent, selection of appropriate aspiration s and goals, developm ent o f the m ost effective strategies and the w ays and m eans to attain th ese goals and so on - are determ ined b y a vision o f a desired future, w hich can and should be fulfilled. A p erson creates h er own m odel o f the fu tu re self and the possible patterns o f her relationship with the external environm ent at various social and cultural levels. This desired future state becomes the m ost stable factor in the individual psyche, directing her individual developm ent in the highly fluid civilization o f progressing globalization.

In this theory, the hum an being is not subject to any restrictions in d evelop in g a self-au thorin g personality. There are no sex or age lim itation s. Th e w h ole process is very dynam ic and resem bles an on going d ialogu e betw een the individual and the su rrou ndin g world. Step b y step, the individu al learns how to use the extern al w orld for her own purposes, avoiding passive adaptation to unstable conditions.

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Human personality in the globalized culture of choice and change 161

In this w a y the p erson begins to w in the adaptive com petition with the environm ent, and becom es m ore and m ore autonom ous.

O f course, there are som e factors that guide the direction o f self- realization. O b u ch ow ski indicates education as an aid in both organizin g abstract represen tations o f the basic fram es o f personal identity1 and structuring tem poral fram eworks of life.2 However, some persons m ay develop mature cognition based on individual experiences even without form al education. This m ay possibly be a m ore suitable choice for older persons.

Several em p irical studies have been con du cted to collect data describing the stage o f person ality developm ent o f p erson s in Polish society in the light o f O b u ch ow sk i’s theory, especially in term s of the level o f self-au th orin g in the person ality and the n atu re o f the resp on d en ts’ fu n ction in g in tim e (Blachnio 2003). Som e o f this data is b riefly describ ed below.

Material and methods

The p resen t stu d y is a part o f a larger research p roject on the tem poral p ersp ective o f persons with a self-au th orin g personality. The sample consisted o f 773 people in different age groups (adolescents, young adults, and older adults). All three age subgroups w ere evenly balanced in terms o f gender. The respondents presented different levels o f education (primary school, vocational school, secondary school, and university). This m ade it possible to assess different sources o f variation.

Both of the operative constructs - the self-authoring personality and a psychological future orientation - were m easured with questionnaires:

- the 100-item Authorial Personality Questionnaire (POA) by Oża­ row sk i et ah;

1 According to Obuchowski (2000a,b,c) an individual has to answer three basic questions - who am I? what is the world?; who am I in the world? - in order to successfully manage decisions dealing with the shape and direction of her own life.

2 Especially, anticipation of distant future states requires the mental maturity and capacity to arrange abstract representations into a meaningful before-and-after order. Evidence for the importance of the individual’s cognitive development has been provided by the neuropsychological and neurolinguistic studies of Maria Pąchalska and Bruce Duncan MacQueen (2002), who argue that we experience time based on three distinguishable but inter-related faculties - perception, memory, and imagination - which provide images of the present, the past, and the future respectively.

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- the T em p oral O rientation Q uestionnaire by N osal & Bajcar; - the Future A u xiety Scale by Zaleski.

The experim ent sought to m easure the progress o f developing a self-authoring personality in a sample of Polish society. A quantitative m ethodology was also used to examine if and how a strongly authorial p erson ality is related to future orientation. A ll the p articipants were in form ed o f the aim o f study.

The authorial personality - empirical evidence

Am on g 773 respondents there were 122 respondents (15.8%) who placed in the h ighest score bracket on the POA, w h ich allow s them to be categorized as self-authors. In order to test the hypothesis that age has no im pact on personality factors, the HSD Tu k ey test w as conducted. T h e results showed som e differences (see T able 2).

Table 2. The significance of differences in self-authoring personality

among the respective age groups.

Tukey Test for groups with differing numbers of participants

General score Err: MS = 744.18 df = 770 Being a subject Err: MS = 237.59 df = 770 Being a person Err: MS = 79.11 df = 770 Subjective evaluation Err: MS = 26.55 df = 770 {1} 186.95 {2} 193.28 {3} 190.78 {1} 106.55 {2} 109.66 {3} 109.51 {1} 47.06 {2} 4 9 .2 6 {3} 4 7 .9 0 {1} 33.32 {2} 3 4 .3 6 {3} 3 3.38 {1} Adolescence 0 .0 1 3 0 .4 0 6 0 .0 3 9 0.189 0 .0 0 8 0 .6 7 6 0.037 0 .994 {2} Young Adulthood 0 .0 1 3 0 .682 0.0 3 9 0.996 0 .008 0 .3 4 6 0.037 0 .190 {3} Late Adulthood 0 .4 0 6 0 .6 8 2 0 .189 0 .996 0.676 0 .3 4 6 0 .994 0 .1 9 0

A d d ition al and m ore detailed analysis show ed that the observed differences w ere n ot caused by the age variable, but rath er were associated w ith the level o f education attained by the respondents. These results are very important, because they indicate that even the oldest gen eration o f respon den ts (Poles age 60 and over) can becom e m ore self-authoring. If their previous life experience in the Com m unist system did not unduly restrict or thwart their personality development, strong self-regulatory tendencies can and should be developed. Further an alysis show ed no significant gender im pact on the person ality factor, w h ile again it w as education that seem ed to be the m ost im portan t source o f variation (see Figure 1).

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Human personality in the globalized culture of choice and change 163 6.4 6,2 6,0 5,8 5,6 5.4 5,2 5,0

primary school vocational school secondary school higher education

■X - General -A— Being a person

... 'Being a subject О Subjective evaluation

Fig. 1. Average results (in %) for self-authoring in groups with different

levels of formal education.

These results suggest that those people who had received the best education, i.e. those w ho had the chance to study at a university, presented a higher level of self-authoring in the personality. However, it should be em p h asized that the lack o f form al ed u cation does not restrict the individual’s chances to become a self-author. The individual can always develop her self-knowledge based on her own experience, though in th at case som e additional person ality factors are probably needed, such as openness, expressiveness, a low level o f dogmatism, and low neu roticism . The d ata already available seem to support this assum ption (see Figure 2), but the results still need to be verified in further research. Higher e d u c a t i o n Primary school Vocational school Secondary school 46%

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The self-authors’ organization of future orientation

T h e d ata thus far reported, along w ith those presen ted here, support the con clu sion that the processes o f in d ivid u alization and self-regu lation essen tial to developin g a self-au th orin g personality are indeed in progress. Self-authors influence, m odify and control their ow n b eh avior to a con stantly increasing extent. H ow ever, the extent to which they actively m anage developm ental tasks can be estimated based on th eir orientation tow ards the future. This p articu lar tim e d im en sion determ ines the growth o f the individual; w ith ou t a sense o f the future, the in d ivid u al either drifts in the p resen t or endlessly repeats the past. W ith ou t control over the person al future there is no p ossib ility for the independent and effective introdu ction o f new and positive changes in the life course over tim e. T h at is w hy the present study attem pted to determ ine if and h ow the authorial p erson ality is related to future orientation.

The data collected suggest that persons with a m ore self-authoring p erson ality do indeed show a stronger future orien tation th an those with a less self-authoring personality. To examine the relative importance of personality differences and the future dimension, m ultiple regression analysis w as p erform ed (see Table 3).

Table 3. Results of multiple regression analysis

FUTURE

R = 0.4878 R2 = 0.2380 Corrected R2 = 0.2340

F (4,768) = 59.966 p < 0.0000 Standard error o f estimation: 7.7713

BETA Std. err. BETA В Std. err. В t (768) P W. WOLNY 52.3932 0.9580 54.6894 0.000000 POA 0.3700 0.0320 1.6649 0.1438 11.5800 0.000000 EDUCATION 0.1793 0.0328 1.6753 0.3066 5.4647 0.000000 AGE -0.2940 0.0325 -3.4621 0.3825 -9.0512 0.000000 GOAL ATTAINMENT R = 0.6126 R2 = 0.3753 Corrected R2 = 0.3720

F (4,768) = 115.34 p < 0.0000 Standard error o f estimation: 6.5221

BETA Std. err. BETA В Std. err. В t (768) p W. WOLNY 48.5146 0.8040 60.3404 0.000000 POA 0.6052 0.0290 2.5237 0.1207 20.9141 0.000000 PLANNING R = 0.4667 R2 = 0.2178 Corrected R2 = 0.2137

F (4,768) = 53.462 p < 0.0000 Standard error o f estimation: 7.9806

BETA Std. err. BETA В Std. err. В t (768) p W. WOLNY 38.3213 0.9838 38.9515 0.000000 POA 0.4162 0.0324 1.8982 0.1477 12.8553 0.000000 EDUCATION 0.1337 0.0332 1.2663 0.3148 4.0223 0.000063

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Human personality in the globalized culture of choice and change 165

TIME USAGE

R = 0.5274 R2 = 0.2781 Corrected R2 = 0.2744

F (4,768) = 73.975 p < 0.0000 Standard error o f estimation: 3.8960

BETA Std. err. BETA В Std. err. В t (768) P W. WOLNY 28.3515 0.4803 59.0303 0.000000 POA 0.4876 0.0311 1.1299 0.0721 15.6745 0.000000 AGE 0.1548 0.0316 0.9388 0.1918 4.8958 0.000001 FUTURE ANXIETY R = 0.5073 R2 = 0.2574 Corrected R2 = 0.2535

F (4,768) = 66.535 p < 0.0000 Standard error o f estimation: 25.277

BETA Std. err. BETA В Std. err. В t (768) p W. WOLNY 105.9411 3.1160 33.9991 0.000000 POA -0.4538 0.0315 -6.7271 0.4677 -14.3847 0.000000 EDUCATION -0.0968 0.0324 -2.9804 0.9971 -2.9890 0.002888 AGE 0.1151 0.0321 4.4682 1.2441 3.5915 Ö.000350 SEX 0.1815 0.0312 10.6120 1.8216 5.8257 0.000000

An an alysis o f the data presented in Table 3 indicates th at in this population the self-authoring personality was a m ajor contributor especially to th ose d im en sions that allow the in d ivid u al to better organize and use time. It seems clear that personality has a stronger influence on the developm en t o f tim e perspective th an dem ographic variables (age, gender, and education).

Conclusions

The present article suggests that self-regulatory skills are becoming a characteristic trait o f m any persons in m odem society. Globalization is con trib u tin g to a situation in w h ich extern ally im posed norm s have ceased to define the possible directions o f developm ent. This is caused by the dyn am ic and unstable nature o f the present world, w here adherence to rules and rigid value system s seem s to lead rather to disadaptation. M any people are displayin g n ew individual predisposition s, w h ich K azim ierz O buchow ski (2002) categorizes as a new quality o f personality - the self-authoring personality. However, becom ing a self-author is by definition a highly individualized process, not related to calen d ar age. In the present study this w as d em on ­ strated em p irically w hen none of the exam ined coh orts differed sign ificantly in the level o f acquired self-au thorin g features.

The process o f evolvin g into a self-author leads to m easu rable changes in behavior. T h e person takes resp on sibility for h er lifelong developm ent (Pachalska 2003a). To control the life course she shifts the emphasis from “here and now"’ to an intentionally organized personal

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vision o f a better future. This tim e dim ension absorbs m ost o f the p e rs o n ’s attention on a daily basis. The data show ed som e valuable insights into this phenom enon. O f course som e fu rth er investigation is necessary, but so far the predictions of Kazim ierz Obuchowski and Richard H arvey Brown seem to be accurate. It cannot be denied that “th ey and th eir w orld are no longer the sam e” (Brown 1987: 129).

References

Blachnio, A. (2003). The self-authoring personality and the time perspective of Polish adolescents and young adults. Acta Neuropsychologica, 1(1), 48-55.

Brown, R. H. (1987). Society as text. Essays on rhetoric, reason, and reality. Chicago & London: University of Chicago Press.

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