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ISSN 2522-9842
Social development and Security, Vol. 10, No. 4, – 2020
Security education as a practical dimension of implementing sustainable
development concept
Aleksander Sapiński
*
A; Ewelina Mączka B; Anna Nastuła C
A Bielsko-Biała School of Finance and Law, Poland
B University of Warmia and Mazury in Olsztyn, Poland
C Military University of Technology, Poland
Received: August 17, 2020 | Revised: August 27, 2020 | Accepted: August 31, 2020
DOI: 10.33445/sds.2020.10.4.13
Abstract
The purpose of this article is to illustrate the fact that it is a combination of safety and
sustainability. For a better understanding of the essence of the subject matter, the general issues
forming sustainable development and the objectives of security education as a transmitter
between generations are presented. The key factors of education for security arise from
sustainable development objectives. The concept of education for security cannot be
tantamount to the anticipated reduced curricula in schools. The concept of security must be
promoted not only as one of human needs but as an indispensable determinant of development
and vice versa. In order to better understand the message of this text, a study has been carried
out on safety education programmes at various levels of education in the European Union. The
whole consideration has been contextualised on the basis of an analysis of written sources
concerning the state's internal security as and when it comes to global security. Taking into
account the significant role of security in the proper implementation of the concept of
sustainable development gives sense to the implementation of individual sustainable
development objectives in relation not only to global but also regional as well as local conditions.
Key words: security education, the essence of security, sustainable development, CSR.
Introduction
Education and the need to discover the new
has always been at the heart of the progress of
civilization. Understanding the important role of
education today is a change in the
understanding of reality and the states through
which it can be described and studied. Many
decades of imposing ideological concepts and
instilling their legitimacy with the help of the
state apparatus in the countries of the Eastern
Bloc, and until 1990 also in the countries of
Central and Eastern Europe mixed in this sphere
of influence, it seems justified to adopt some
principles of Gestalt or non-directive pedagogy
[1] for the sake of education for the security of
sustainable development goals. In the human
needs pyramid proposed by Abraham Maslov
*
Corresponding author: Bielsko-Biała School of Finance and Law, Poland, Research assistant, Faculty of Law and Social Sciences, e-mail:
olek.sapinski@interia.pl, ORCID: 0000-0002-3326-2387
[2], safety is one of the essential needs in human
life. However, this need for safety is about:
feeling threatened,
avoiding the threat,
eliminating the threat.
However, understanding the need for
security as such does not give a complete picture
of the possibilities for the State, institutions and
individuals to achieve sustainable development
objectives. Creating the security that will be
linked to sustainable development objectives
requires a broader view of social and
environmental issues. In this context, the
division of security needs proposed by
Waldemar Kitler [3] seems important:
the need for public safety and order,
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the need for universal security,
the need for health protection and sanitary
and epidemiological safety,
the need for environmental protection and
waste management,
the need to protect cultural heritage and
national identity,
the need for economic security,
the need for education and upbringing,
the need for national security.
In the literature you can find a description of
these needs, which groups them as
determinants of universal security, also called
citizen's security [3]. The concept of universal
safety and the system it creates is very clear in
the literature because it is described as a set of
targeted and hierarchical legal norms that
create tools for the state apparatus to protect
citizens' goods and protect the economy and the
interests of the state. The hierarchy of the
system means that depending on the level it has
comparable possibilities and important for the
whole, as in the case of a pyramid, not only the
top is important but also the base. The bond of
the universal security system is responsibility,
which, according to the dictionary definition, is
the sense of responsibility for one's own actions
[4]. The sense of responsibility is a key factor of
success because a person aware of his actions
understands that he is responsible not only for
himself. Responsible behavior towards the
concept of sustainable development can be
presented as the continuity of human activity in
the past, present and future in relation to
oneself and other people. Therefore, the idea of
civil security should be recognized as a process
that is led through supervision and corrections
in order to improve the already existing
activities and generate new sub-processes in
order to ensure a constant and unchanging
quality of meeting the need for security for
people on a macro and micro level. Changes in
the perception of security needs result from the
following factors:
states of habit and mentality of citizens,
dynamics of introduced social changes,
civil liberties,
the possibility of personal development and
the lack of threat to your development through
the provisions of state law,
increasing social diversity and the diversity of
life choices,
standard of living and access to medical and
educational services,
the possibility of influencing the environment
and society,
Table 1 – Proposition of the division of security needs of modern man.
"Sacred" needs
"Profane" needs
1. intimate life zone and the delicate secrets of life
hidden from the world
1. appearances of everyday life
2. problems of family life, internal dilemmas and
social maladjustments
2. the possibility of externalizing the frustration
resulting from one's own failures by blaming others
for it.
3. making your own choices without the judgment of
others
3. preferred social and cultural roles.
4. securing the truth about oneself
4. falsifying one's own image of the world
Source: autohors own elaboration.
Many other examples of determinants could
be enumerated, taking into account the
extensive literature on the subject, media
reports or the practice of everyday life. In
multicultural societies, such as the European
Union countries and the neighboring countries,
the perception of the need for security has
changed many times under the influence of the
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politics of governments or the European Union.
It would seem that certain elements of creating
needs arise not so much from human needs as
from trends and fashions that prevail in the
economic market and the all-encompassing
social media at a given time. The lives of many
people can be divided into the sacred and the
profane. However, it is not a traditional
understanding of these phrases [5].
The above-mentioned examples and the
division into the sphere of the sacred and
profarnum of multiple needs for human safety
in the realities of the modern world show a large
dissonance between human needs and a certain
problem in finding the right spheres requiring
protection and development [6]. The division
into the spheres of the sacred and the profane
thus highlights the differences in the gradation
of various security needs that arise in the
modern world. Part of the safety needs arise
from the emerging new human awareness and
changes in civilization. However, there are some
groups of selected social groups created for the
needs of pseudo-economic development.
Therefore, many artificially created needs pose
a threat to potential people who want to protect
themselves against them. It can therefore be
concluded that the artificial creation of security
needs in the modern world is becoming a kind of
dark side of the security business. An important
fact of the considerations on this topic may be
the statement that the security needs located in
the profane zone may therefore be the
generatorm of other major problems with
security not only individual but also collective.
Considering all the threats posed by the security
needs of modern man, one should agree with
the statement by Leszek Korzeniowski that
security is a social good [7]. However, in the
research he has carried out, he presents
different views on the issue of security
depending on the local, regional or global scale.
Material and Method
In a turbulent world, many processes take
place with irreversible consequences, which
often have consequences not only for one but
also for many next generations. Security is an
interdisciplinary science which penetrates many
fields of knowledge with its research interests.
Research interdisciplarity results not only from
the use of different research methods, but also
from the compatibility of the information
exchange planes obtained during the research.
An important goal of conducting research is,
therefore, the lack of reliable knowledge,
analyzes and conclusions on a specific topic [8],
which becomes a starting point for scientific
research. Therefore, this article has been
written to answer the following research
questions:
1. Is there a relationship between meeting
security needs and the goals of sustainable
development?
2. What is the importance of education in the
area of security for the implementation of the
sustainable development goals?
3. Which of the goals of sustainable
development are most closely related to the
needs of security?
4. Which of the goals of sustainable
development has the most significant impact on
the practical implementation of security needs?
For the needs of the above questions, the
authors carry out a critical literature search,
analysis of research reports and observation of
social life. The study also covered didactic
materials and core curricula, which determine
the transfer of material during classes in
education for safety at various educational
levels in Poland. Education at selected
educational levels is consistent with the
qualification framework adopted within the
European Union and its educational standards.
Results and discussion
Conducting educational activities in schools is
a natural and main process of the activity of
educational institutions around the world. It is
important in education that the message of the
material is reliable, not ideological, and
therefore it may be false. As Adolf E. Szołtysek
writes, “the new educational order introduces
the definition of man, humanity, personality and
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behavior, values and attitudes, culture and
education. (...) Within the new educational
order there is room for socialist ideologies and
the second is a technical operation. The new
educational order deals with the
implementation of ideology into school curricula
and socialist education. In the meantime, the
system was changed, but the mechanism of
ideologization of education remained the same,
but there was a change of signs” [9]. The above
quotation introduces a reflection that shows
how easy it is to distort the transfer of
knowledge in education. In the case of
education for safety, this could have
catastrophic consequences in the future.
The very concept of education for security is
not a new concept introduced by the school
subject, but was already the subject of
consideration among scholars over 20 years ago
[10]. Considering the issue of security needs in
the sphere of public life seems to be, for a long
time, downplayed in relation to other activities.
However, safety education in an
intergenerational and lifelong learning
framework should be provided. Analyzing the
goals of education and the effects of the
implementation of school activities in the
subject of education for safety indicates that it is
limited to the defense and pro-health aspects of
first aid [11]. The general requirements include
such content as [12]:
1. Knowledge of the state's defense
structure.
The student distinguishes between the
state's defense structures, understands their
role and knows the forms of fulfilling defense
duties by administrative bodies and citizens.
2. Preparation for emergency situations.
The student knows the rules of conduct in the
event of a threat to life, health or property;
knows the principles of planning and organizing
activities.
3. III. Mastering the rules of first aid.
The student knows how to provide first aid to
the injured in various life and health-threatening
conditions.
Despite the fact that the topics discussed
during the classes introduce elements of the
environment, economy, biology and chemistry,
as well as security and policy systems, it does not
fully implement the objectives of the concept of
sustainable development. In 2015, the UN
General Assembly adopted resolutions
establishing the objectives of sustainable
development for the coming years, which can be
described as follows [13][14]:
1. Eradicate poverty in all its forms
worldwide;
2. Eliminate hunger, achieve food security
and better nutrition, and promote sustainable
agriculture;
3. Ensure healthy life for all people of all
ages and promote well-being;
4. Providing quality education for all and
promoting lifelong learning;
5. Achieving gender equality and the
empowerment of women and girls;
6. Providing all people with access to water
and sanitation through the sustainable
management of water resources;
7. Providing everyone with access to
sources of stable, sustainable and modern
energy at an affordable price;
8. Promoting stable, sustainable and
inclusive economic growth, full and productive
employment and decent work for all people;
9. Building a stable infrastructure,
promoting sustainable industrialization and
supporting innovation;
10. Reducing inequalities within and
between countries;
11. Make cities and human settlements
inclusive, safe, resilient and sustainable;
12. Ensuring sustainable consumption and
production patterns;
13. Take urgent action to combat climate
change and its consequences;
14. Conserving oceans, seas and marine
resources and using them in a sustainable
manner;
15. Protect, restore and promote the
sustainable use of terrestrial ecosystems,
manage forests sustainably, combat
desertification, halt and reverse soil
degradation, and halt biodiversity loss;
16. Promoting a peaceful and inclusive
society, ensuring access to justice for all, and
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building effective, accountable and inclusive
institutions at all levels;
17. Strengthen the means of
implementation and revitalize the global
partnership for sustainable development.
From the point of view of security science,
the above objectives can be divided into three
groups:
• goals that ensure the safety and health
development of modern man and future
generations,
• goals ensuring the safety of the
development of the human environment,
• goals ensuring climate security.
These goals largely coincide with the
Millennium Goals set by the United Nations on
this subject, but in their present form they are
more accurate and propose a wider spectrum of
human life on Earth. The grouping of goals of
sustainable development in relation to safety
should be accessed through the prism of sub-
disciplines of safety science, which are lacking in
the area of education for safety as a subject. It is
obvious that some issues important for the goals
of sustainable development are realized in
common schools also in other school subjects,
however, many times young people will not
associate these issues with their security needs.
This raises the problem of effective education n
for security. The problem of the program itself is
not the biggest one, because it is possible to
modify it. The main problem may be the
mentality of educated people and, according to
the principle of life-long learning, the age of
educated people. Closing education for security
within school walls or in subsequent stages of
life within the walls of universities and defense
units causes certain security processes to be put
to sleep. Therefore, the most important of the
objectives of sustainable development become
partnerships for sustainable development, i.e.
goal 17. This is because both in school
conditions, where cooperation and partnership
are possible through project activities or
practical training outside the school. Lack of
cooperation, especially in the field of safety,
makes the individual lose his or her herd sense
and does not increase his or her competence to
react, communicate or accept criticism of his or
her ideas. In the framework of partnerships for
sustainable development among people from
outside school age, projects and social activities
can be carried out with the aim of achieving this:
• protection of human rights and employee
rights,
• protection of natural goods,
• ergonomic use of resources at work and at
home,
• corporate social responsibility,
• security in times of peace and ways of
maintaining it,
• security of economic transactions,
• security in cyberspace, especially in ICT
systems responsible for banking and personal
data.
Security Partnerships in the area of
sustainable development are aimed at
maintaining the fluidity of activities carried out
in peacetime for the preservation of peace and
the development of civilization progress, which
will manifest itself not only in increasing the
involvement of technology, but also in the issues
of multifaceted human protection. A large part
of the population, in different age groups, may
seem to be lost in terms of their personal and
state development. This is due to a lack of trust
in the state or a lack of competence to assess the
risks that their life decisions may entail. Many
times, people use beliefs, stereotypes and
patterns when making decisions. It can
therefore be said that myths and legends prevail
over a sober judgment of the situation when it
comes to meeting security needs. In the case of
far-reaching goals of sustainable development,
which works like social programming. The lack of
understanding of the sense and legitimacy of
securing for oneself and for other goods defined
in the concept of sustainable development does
not allow to achieve the assumed effects of this
programming.
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Conclusions
The creation of needs has become a domain
no longer only of human nature, but also an
artificial action that brings with it more or less
thoughtful and identified threats to man and
even to the entire human population. Many
times, human activity is foreseeable by means of
appropriate analyses and by early and
permanent education of people, which can
operate on the principle of social conditionality
programming in order to achieve a specific goal.
However, such activities require deep reflection
and respect for ethics and human decency,
which is often lacking in many business
processes related to defense or research in
modern times. Providing security education in
the formula of lifelong learning would become
the most effective form of implementation of
good social attitudes that would support the
achievement of sustainable development goals
and, more broadly, the development and
survival of humanity. Man, in his nature learns
things through intellectual and sensual
cognition [15]. However, the realization of
cognition can, through intellectual processes
during education, reduce the harmful effects
that sensory cognition could cause in terms of
security needs. Examples include chemical
reactions or deliberate "sensory search" by
young people. Therefore, it is possible to
propose practical changes to the scientific and
educational concept through:
development and implementation of social
programming in the field of security needs for
the realization of sustainable development
goals,
implementation of issues from broad-based
safety sciences into the curriculum at various
school stages,
promoting the reaction of thought then
explore,
focusing lifelong learning programs on
subliminal implementation of opportunities to
meet security needs in social life in accordance
with sustainable development goals,
developing new media communication
techniques for the transmission of information
to specific social groups,
increasing control over new social media and
to create programs for their educational use for
safety and sustainability purposes,
promoting the return to natural forms of
coexistence on the planet through organic
farming, healthy lifestyle, rational nutrition,
promotion of sports competition,
Systematizing the legal status of corporate
social responsibility as an issue of further
education of adults for sustainable development
in relation to their security needs.
The need for change in the area of security
education for sustainable development is a
priority task, because social changes occurring
at a high pace often cause irreversible changes
in the perception of the world. It is not possible
to continue to exist on the planet when primitive
human instincts prevail over intellectual
solutions to disputes. Among the actions taken
by the UN for the smooth implementation of
sustainable development goals should be a
proposal to enforce the implementation of
these actions. Because their absence interferes
with the possibility of the management process
of the whole undertaking.
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