EDUCATION FOR SECURITY VERSUS EDUCATION FOR SUSTAINABLE DEVELOPMENT

'e article presents issues related to the practice of sustainable development against the background of selected strategies and models of education. In the face of the ecological crisis, as well as growing threats to the social and natural environment, the need to modify education for sustainable development programmes appears more apparent. It has been proposed that this model of education should be supported by education for security, since security is a need, value, and a dynamic social process, and any actions in its favour, o)er a strong incentive for people to be active and adopt new attitudes.


Introduction
Contemporary environmental threats make us aware of the need to modify the theory of education for sustainable development and security. Developing education curricula in this area has, for several decades, been considered a priority for the pedagogical, natural, economic, and philosophical sciences. Attention is drawn to the necessity of educating people, who will not remain indi erent towards global problems, and who will be aware of civilisation threats to the social and natural environment. e theoretical assumptions behind the idea of sustainable development have been developed well enough, to make it easy to indicate the desired directions of changes and aspirations that guarantee human security. However, the adopted prospective strategies, including those related to education, are unfortunately, rarely re ected in social practice. erefore, it seems plausible to understand sustainable development as a method of nding such a solution and standards of human action that will lead to harmonious co-existence (Grochowska ). e present article will address the issues related to the practice of sustainable development in relation to exemplary strategies and models of education. e main goal is to emphasise why the category of security and elements of education for security should be included in education for sustainable development programmes.

Proposals and stipulations of education for sustainable development
Education seems to be one of the most e ective tools on the way to achieving the goals of sustainable development. erefore, shaping the education system towards sustainable development is essential in creating conditions suitable for the challenges of development understood in terms of sustainability. e assumptions of education for sustainability can be found in most international and national post--conference documents and publications and proceedings. e need to re-organise the educational system, in response to the challenges faced by mankind, was noticed back in , a er the publication of the Sithu U ant Report titled Man and His Environment (Domeradzki, Tyburski ). International debates about the future of education were a direct consequence of the global ecological crisis signalled in the report, brought about by a technocratic and irrational attitude to the natural environment, which was disturbing its balance. Education was rst recognised as a pre-requisite for the implementation of sustainability by three groundbreaking global summits for sustainable development: the UN Conference on Environment and Development in Rio de Janeiro, Brazil; World Summit on Sustainable Development in Johannesburg, South Africa; the UN conference in , again in Rio de Janeiro (Batorczak, Klimska ). An important milestone was marked by the agreement achieved during the Earth Summit, when the Global Programme of Action was adopted. e Programme stressed the necessity of making knowledge and information about the environment accessible to all people. It also underlined the need to verify the existing education projects, and to include issues related to the concept of sustainable development in the education process.
is question was further elaborated and clari ed within the UNESCO initiative, i.e., the UNESCO World Conference on Education for Sustainable Development (Hłobił ). e present form and scope of this education was signi cantly in uenced by the assumptions and goals adopted by the UN General Assembly: Decade of Education for Sustainable Development -. is document has been recognised as one of the key international initiatives advocating a comprehensive change in the education system. It focuses primarily on the need to promote sustainable activities in the economy, society, and the natural environment. e authors of the Decade emphasised the importance of balancing socio-economic goods, natural resources, and culture, whilst respecting human dignity, bio-diversity and taking into account the principles of environmental protection. Moreover, the document highlighted the urgency to raise the quality of education by guaranteeing that each person can develop his or her own preferences and choices. In accordance with the Decade's proposals, the process of education should include activities aimed at instilling values conducive to the implementation of sustainable development guidelines, and it should be constantly monitored and improved. It is an initiative, directed at human capital, that may lead to developing new skills and to providing new experiences, that manifest the progressing implementation of sustainable development principles (Jabłoński ). On the basis of the assumptions of the Decade of Education for Sustainable Development, the United Nations Economic Commission for Europe in , developed and adopted the Strategy for Education for Sustainable Development. e document's goals correspond to those formulated in the Decade and continue its assumptions. e Strategy proposes including the basic issues of sustainable development in formal and non-formal education systems, with particular emphasis on such issues as dignity and human rights, the ght against poverty, health, quality of life, security, social justice, protection and management of the natural environment, as well as issues from the area of ethics, the economy, and culture (Borys a). e essential actions based on the principles and values of sustainable development de ned in the Decade, primarily included: • promoting and raising the quality of education, by indicating the values, and developing the skills necessary to improve people's lives; • modifying the scope of training and educational projects, in view of the fact that all levels of education need to be reconsidered and, consequently, it is necessary to develop programmes that convey knowledge about, for example, the values which play a key role in implementing the postulates of sustainable development; • developing social awareness and promoting acceptance of the concept adopted in the Decade; • promoting lifelong learning, expanding the group of participants in the process of education for sustainable development (Web-). Sustainable development is currently implemented, according to the guidelines de ned as Sustainable Development Goals (Web-), which the international community should strive to achieve by . Each of the goals adopted at the th UN Session in September , addresses the issue of e ective education. Objective -"Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" -especially strongly emphasises the role of education in achieving sustainable development (Klimski ). It is important that the educational process proposed in the strategies, and based on agendas, should aim at implementing tasks ensuring a sustainable future and the desired socio-economic transformations. is theoretical model of education should lead to introducing fundamental changes in the education system, and to re-formulating that system in such a way that the curricula, content, and forms of education may incorporate a new vision of development, combining, at least, the three interrelated key areas: the natural environment, society, and the economy. erefore, " […] it is necessary to depart from the narrow understanding of education, which emphasises only the 'rational' side (intellect, intellectual rationalism), and refers only to a small extent, to new development paradigms […]" (Borys b, p. ). On the other hand, it is important to create and promote educational programmes going beyond theory, and thus, potentially, capable of developing skills, or possibly also social competences, which, by in uencing the sphere of the recipients' awareness, may contribute to building an order based on sustainable development. e category of security in the concepts of sustainable development e concept of security belongs to a category that is quite o en associated with issues and research related to the international order, civilisation threats, or sustainable development, especially in the situation of the changing social, economic, and cultural spaces. Security and the sense of security are currently considered as essential values. e very term "security" derives from the Latin word securitas, and it has taken on multiple meanings today. Security is identi ed primarily with a sense of certainty, safety, and lack of threats. However, more and more o en, the idea of security is presented in its broader meaning, going beyond its general social understanding, and taking into account the speci city of international relations, namely, the so-called holistic approach. us, security means more than a sense of freedom from threats and fears, since it is additionally de ned as a lack of political and economic pressure, with the possibility of pursuing one's own development, maintaining, or improving the quality of life, or having the ability to survive in the face of existential threats. Security is, therefore, not only a need or a value, but also a dynamic social process. us, there has been a noticeable shi from a static to a dynamic perception of security (Pietraś ). Such a change has been undoubtedly in uenced by events, scienti c studies, or reports that focused on global threats, and the ecological crisis (e.g., the report e Limits of Growth or the aforementioned U ant Report), and thus, forced a narrow outlook on the future, taking speci c preventive and organisational actions. It is the scale and nature of the changes that took place in Europe, in the second half of the th century, that in uenced the scope and formula of "security". e paradigm of security has changed as a result of the increasing interdependence of states, the rising role of international institutions and non-governmental organisations, as well as with the evolution of threats. Transformations taking place worldwide require international co-operation, also, in regard to providing security. What is important today, however, is security understood in a more dynamic way, taking into account the long-term perspective (Pietraś ). Consequently, the development of the category of security also involved re ection on global, environmental threats. In this sense, the concept of security or ecological security is closely related to the general idea, as well as particular concepts of sustainable development. e discourse on the issue of ecological security has gained special importance at a time of increasing ecological threats. At that time, people began to realise the consequences of the wrong relationship between man and the natural environment. e end of the s can, therefore, be considered a breakthrough in the perception of environmental problems, which resulted mostly in activities aimed at eliminating changes in the environment that were unfavourable to humans. e aim, therefore, was to undertake projects allowing the minimisation of the existing or potential threats to human health and life, arising from the environment (Zięba ). Developed in this context, the question of ecological security, along with the growing importance of the idea of sustainable development, was expanded by economic, social, and political aspects. erefore, the concept of ecological security goes beyond protection of social systems based on care for the natural environment, and it comprises activities supporting the strengthening of the external security of the state. M. Pietraś, aiming to emphasise the substantive scope of the category of ecological security, went beyond its solely "eco-systemic" understanding and stressed the importance of the impact of ecological processes generating threats to human health and life, and a ecting the existing local, regional, and global instabilities. Pietraś contended that ecological security should be de ned as "[…] such a state of social relations, including the content, forms and ways of organising international relations, which not only reduces or eliminates environmental threats, but also promotes positive actions, enabling implementation of values, essential for the existence and development nations and states" (Pietraś , p. ). It is worth remembering that one of the biggest threats to the social and natural environment is "[…] human lack of sensitivity to the far-reaching negative e ects of current activities […] and civilisation traps, resulting from a naive fascination with projects aimed at promoting the welfare of humanity" (Łepko, Sadowski , p. ). Strengthening the importance of the anthropogenic pro le of environmental threats and promoting the role of international co-operation in developing legislation on environmental protection and changing social behaviours, can be considered as initiatives congruent with, and supporting the majority of sustainable development strategies, including those comprising projects related to education and upbringing.

Education for sustainable development and education for security in Poland
e concepts of ecological education, environmental education, and education for sustainable development, are o en presented as synonymous in literature. Currently, however, it is di cult to disagree that environmental education is part of education for sustainable development, and it is considered as one of the key tools in implementing this development. e document presented by the Ministry of the Environment in , " rough Education to Sustainable Development. National Strategy for Environmental Education" presented the possibilities of organising and implementing ecological education in Poland, as a task falling into the scope of a broader strategy aimed at building a sustainable future. is education was recognised as an essential component of civic education "[…] aimed at developing a rational society, and accepting the principles of sustainable development, capable of assessing the state of environmental security and participating in decision--making processes" (Web-).
One of the most important Polish documents showing a model education programme, comprising issues of sustainable development is "Poland -Long-term strategy for sustainable development". e document de ned the tasks illustrating a new approach to the education system. It expressed the urgency to develop such a model of education, which would include changing the methods and goals of teaching. It is postulated that the adopted new forms of education should go beyond the traditional approach, based primarily on the transfer of knowledge. e learning processes should be focused on achieving such outcomes as knowledge, skills, and competences. Education should concentrate especially on achieving the learning outcomes in the scope of key, social competences in speci c areas. e Strategy implies, moreover, that nowadays, it is important to increase the culture-forming function of education. is can be accomplished by engaging in the education process various cultural environments and institutions, mass media, families, etc., and by promoting the importance and intensive development of non-formal and informal education. e document also emphasises the need to intensify activities, aimed at developing environmental education as a measure supporting protection of the natural environment and implementation of sustainable development guidelines (Web-).
A similar position on educational issues is adopted in the document: "Sustainable Development Strategy for Poland up to ", which postulates that successful implementation of the concept of sustainable development is conditioned by "[…] active participation of well-informed and well-educated society" (Web-). Properly directed education enables the shaping and educating of people into individuals capable of making conscious decisions and intentional choices, and actively participating in the implementation of common goals and aspirations, focused on sustainable development. erefore, education should be conducted on an ongoing basis, through various programmes, with the use of diverse forms and methods. Moreover, all levels of education, despite their di erences, should have a common denominator in the form of recognising in each activity interactions and couplings between ecological, social, and economic aspects. e necessity to depart from the teaching system based on the transfer of knowledge, followed by its assimilation through memorizing speci c content and patterns, was expressed in the document: "Poland . e third wave of modernity. Long-term National Development Strategy" (Web-). e document highlights the necessity of implementing an education reform, including, among others: • development of competences; • personalisation of teaching; • assessment of problem-solving skills; • rationing the prevalence of traditional forms and methods of teaching in favour of group work and joint implementation of team projects; • strengthening the importance of education for sustainable development; • promotion of modern communication and information technologies as teaching aids; • systematic evaluation and possible revision of curricula. ese guidelines are also o en emphasised in relation to the broadly understood education for security, which, similarly to education for sustainability, is currently associated with most spheres of human existence.
Today, security means much more than a lack of threats. "Security is more and more o en viewed from the perspective of certain de ning features, values and goals" (Klimek , p. ). ose include, among others, the certainty of existence, the possibility to develop and to be active, or to satisfy basic needs, as well as having a sense of stability or living in prosperity. e processes of shaping a secure future, include not only programmes and strategies related to education for sustainable development, but in particular, all activities carried out within the socalled education for security. ere are various de nitions of this type of education. On the one hand, education for security is understood simply as dissemination of knowledge about contemporary threats, and on the other as, educating people to work, to ght, to be active, and to strengthen security. is education also touches upon the wisdom of thinking about security which, following K. Klimek, is understood as perceiving the future, and which is associated with entities dealing with the creation of knowledge, laws, principles, and social rules (Klimek ). Education for security in Poland has been included in the list of subjects taught in primary schools since , and in secondary schools since . In the core curriculum of general education, it has been explained that this type of education is aimed at preparing students to behave properly, and to react appropriately in situations of threat to health and life. State security, on the other hand, is understood as "[…] an area of knowledge that explains the mechanisms of ensuring law, order, and the stability of human communities, as well as the accompanying concepts, methods, and forms of conduct" (Web-). Education in the scope of security has an interdisciplinary character and is focused on developing students' ability to recognise threats, and to act e ectively in emergency situations. In the core curriculum, a lot of space is devoted to the issues of rescue, rst aid, and health education. Civilisation threats to the social and natural environment have been treated marginally. erefore, it is imperative to prepare people to take actions, ensuring their survival and development, also in situations of threats to security, arising from the environment. It is moreover necessary to educate people how to respond to these threats by shaping their adaptive skills, but also to implement projects limiting both the causes and e ects of the threats.

Supporting education for sustainability with education for security strategies
Realisation of the idea of sustainable development is a process involving whole societies, as well as each individual. However, implementation of particular recommendations falling into the scope of the policy and actions at the national and local levels, can be di cult due to their entanglement in speci c technical, economic, political, and social conditionings (Zacher ). Most sustainable development strategies, despite their speci c theoretical assumptions, are not re ected in practical activities. Education that takes into account the integrated grounds (especially economic, social and ecological) of sustainable development, still remains in the sphere of wishful thinking. is process lacks a systemic approach or radical actions on the part of institutions responsible for education.
Education for environment can only be e ective when it gets through to society via all possible means, and in all forms. It is necessary to create models of education adapted to speci c conditions and equipped with appropriate didactic resources, to select appropriate methods and techniques of transferring information, and of practical applications of knowledge. Education for environment consists, not only in transferring sound and reliable knowledge, but most importantly, in involving people in activities for the social and natural environment, in holistic development of each individual, in building a sense of responsibility for the lives of the present and future generations, and in striving to inculcate such an axiological system that would consider all manifestations of human activity in the natural environment, society, and economic processes. Such an education is not su ciently supported within school and lifelong education. at is why it is necessary to support it, amongst others, by education for security. e need for security is one of the most important human aspirations. Activities aimed at satisfying both individual and social security were major goals of the earliest societies. Over time, the methods and means used to satisfy this need have changed, but security has, overall, remained a priority value.
Education for security is a process rooted in primary psychological conditions, as well as in the axiological sphere (Elak ), therefore, it should become part of education for sustainability. e functions that education for security performs, especially the cognitive function (recognising current and potential threats), the regulatory function (shaping relations with the environment) and the modifying function (changing the attributes of an entity adequately to the existing threats), (Elak ), are crucial in providing an e ective response to global problems, including threats to the social and natural environment. Education for security can, therefore, provide signi cant support for education for sustainability. Strategies of actions for security, which are created and undertaken with a view to counteracting speci c threats to human health and life, have a much more powerful e ect on people, prompting them to act.

Conclusion
In Polish schools, education for sustainable development and education for security in the scope of environmental threats, are provided in a fragmentary manner and lack a curriculum. e former is referred to in the teaching content of, for example, biology, chemistry, or ethics, but the decision whether, and to what extent, to discuss selected issues rests with the teacher. In practice, the issues discussed more widely in schools are those related to environmental education. Education for security, on the other hand, has been reduced to rescue, rst aid, and health education.
Both education for sustainable development and education for security should place the emphasis on shaping social and political awareness and strive to prepare people for the future. Both types of education which involve propagation of speci c values, provide a response to global problems and civilisation threats, which are sometimes simply variously identi ed or de ned. What is important is the perception of the future, as well as anticipation of threats, but priority should be given to actions and deliberate undertakings motivated by concern and a sense of responsibility for the present and future reality, as well as for the security of our own and future generations. e approach to education proposed in the cited documents, including education for sustainability, may constitute the theoretical basis for models or speci c programmes for the implementation of sustainable development postulates. However, rather less frequent are projects or educational activities that combine the category of security and are promoted by education for security, with initiatives implemented as part of education for sustainable development. Consequently, there is a paucity of plans or programmes which, by adopting theoretical assumptions developed in the above-mentioned documents and guidelines, e.g., educational ones, would propose a speci c model of operation, whose implementation could be considered as a "tangible" proof of practical implementation of the tasks arising from aspirations towards sustainable development, and thus, a secure future.