Security and Defence Quarterly

23-37

Authors: Krzysztof Drabik

Subjectivity in education is not a new issue. It defines the position and role of participants in educational processes (teacher, students). However, education combined with problems of security may raise some doubts in interpretation. It is about identifying the subjects of security. If you adopt the premise that a set of security subjects is not restricted to man and social groups, then security education should also consider other subjects. Moreover, the hazard society, as a product of the postmodern era involves the need for scientific research and public discussion about man as the subject in the process of education and social relations in general.

58-72

Authors: Nebojsa Nikolic

This paper evaluates the potential for defence research to contribute to the long-term development of higher military education. Motivation for the paper emerged from recent organisational changes at the Ministry of Defence by which the Strategic Research Institute (SRI), joined the University of Defence (UoD). Both institutions, SRI and UoD, are obligated and dedicated towards respecting and implementing national strategies, laws and norms related to scientific research and education as well as towards fulfi llment of prescribed accreditation standards for academic education and scientific research. The main idea here is to evaluate a scientific research approach conducted by the SRI, through the lens of the guiding principles for development of academic studies which are declared in the national strategy for education development. A few of the questions we tried to answer were: how relevant are the research topics?; who needs research results?; how should the research process be conducted?; and what about the quality of research results? Development of scientific research connections, higher education and practical needs of the military organisation are very important for all three domains, particularly for future security challenges. Military research organisations, along with the higher education component, have to be capable of perceiving future security challenges, conducting scientific research and offering some proposals based on scientific methodology. However, in the selection of the research topics, they have to respect the views, needs and priorities of other organisational entities which are part of the military organisation.

89-107

Authors: Bogdan Grenda, Andrzej Soboń

National defence training of public administration personnel can be broadly defined as a set of activities undertaken at all levels of public administration, aimed at preparing staff to perform official duties concerned with state defence. This paper opens with the presentation of essential areas of national defence training. The subsequent section provides an overview of implementations of national defence training at various levels of public administration and at Higher Universities. The final part of this analysis describes the assumptions of a new didactic framework of courses in defence for public administration and national authorities at the Faculty of National Security of War Studies University in Warsaw.

124-136

Authors: Types of Security Education in Poland. Selected examples

The purpose of the article is to examine selected examples of types of security education in Poland. At the beginning of the 20th century, national security was centered on military and political aspects, but recent decades have seen the successive shifting of the focus from the military-political plane of security to other areas. It seems that educational concepts adapt to emerging challenges. This thesis is confi rmed by the concept of global education, the idea of military classes, as well as the military training of pro-defensive organisations within the framework of the Passport Program. All of these educational concepts were covered in the study. One of the most important conclusions of the article will be to emphasise the correlation between the evolution of the understanding of security, the transformation of threats and changes in the field of educational concepts.