Application of the four pillars of education for maritime security

Abstract

The course of education and argumentation in this text is embedded in the UNESCO Report entitled Education: there is a hidden treasure in it, which puts the foundations of global education in the 21st century into four pillars: 1) Learning to Know, 2) Learning to Do, () Learning to Live and 4) Learning to Be. What is more, this education in the educational and socializing layer was associated with the system of Christian (based on Love), socialist (based on the Fight) and liberal (based on Freedom) education, and the education for security, recently developed in the European educational space (which is based on a synthetic mixture of knowledge, action and cooperation to be, and on love that results in peace, the fight against threats and freedom in taking up challenges, to “live well” and “be well" – to be happy. Assuming the distinction of such security dimensions as: subjective, objective and processual. The author associates the first with the word securitas with the English word (all security and control generally understood) and the word safe with the subject and process safety (instruments, tools and spheres used in the exercise of custody and control to shape security as an entity). Thus, the author accepts, argues and suggests to embrace the numerous and rather blurred terms in the literature of maritime safety and maritime security as follows: the first as the subject and process security – maritime security – the second as the subjective security – the security of the sea. Developing such an understanding of maritime safety points to such pillars of education for maritime safety as: 1) maritime (mainly maritime) wisdom (knowledge); 2) marine experience (related to operation in the marine environment); 3) marine ecology (based on the interaction of the people of the sea and the marine environment); and 4) controlling and caring for the marine environment to “live well” and “be well” – to be happy and safe.