Considering the specifics of the social system in which dispositional groups were set up and the functions assigned to them in the security system, they were divided typologi-cally into military, paramilitary, civil and volunteer groups. The typology of dispositional groups adopted in this way the results from the specificity of the systems which they originate from, the scope of the activities assigned to them and the level of organiza-tion. A specific and dispositional structure in the military system is the army with its
various formations (Border Service, Military Police, Intelligence Agencies, Government Protection Service, etc.), whose availability is of special nature for internal and external security. The functioning of the Polish army in the structures of military organizations in Europe and the world is of great importance in the education of soldiers and personnel of the Polish Army.
It is important to mention the most important changes in education, among others ca-dets on the example of Military academies. The priority is to strengthen and disseminate knowledge necessary for proper functioning in the structures of international alliances.
An important issue is outside specialist general education. In order to understand the demands put forward by NATO, one must learn about the principles of international se-curity, the strategic concept, political, defence and economic issues relevant to Poland;
cooperation of Polish armed forces with international institutions in shaping the inter-national security environment. The cooperation of professional soldiers in interinter-national structures requires not only knowledge of the language, but also understanding of cul-tural and mental differences that have consequences for international cooperation. The importance of this type of knowledge is necessary in crisis situations in which soldiers of the Polish Army may be found, and there are also media tasks for commanders in the era of widespread interest in the mass media. International cooperation requires extensive knowledge on the functioning of NATO as well as the adaptation of educa-tion programs to NATO standards and, consequently, the preparaeduca-tion of teaching and commanding staff (Kulczycki, Maciejewski, 2001). Military academies place particular emphasis on educating their students in accordance with the standards of military al-liances, implementing training objectives for the Armed Forces, in language courses, mastering military terminology and the ability to develop basic documents, as well as active participation in interoperability projects. These tasks are determinants of didac-tic, educational and logistic activities. The implementation of the assumptions is based on the timely achievement of objectives by the Polish Armed Forces through the train-ing of officer cadres as well as the introduction of documents and command procedures in accordance with NATO standards. The tasks aimed at achieving integration are based on many joint programs and ventures. Military academies implement the above as-sumptions by smoothly changing cadet education programs, preparing teaching staff to complete new education programs, especially in the methodological field, training professional and contract soldiers according to NATO doctrines, making didactic cas-ing adjustcas-ing the education base accordcas-ing to NATO directives, traincas-ing accordcas-ing to NATO doctrines1. The deepening of knowledge about the North Atlantic Alliance is carried out by promoting the role of Poland and the goals and benefits of cooperation with the Alliance, ensuring peace in the world, pointing to the place of the Armed Forces in the alliance and learning about its political and military structure, present-ing issues related to international security. The sources of conflicts, methods of their prevention and methods of solving by means of the political and military factors of
the Alliance are also shown. Popularization of NATO’s achievements, by humanitarian actions, but also showing unsuccessful activities, familiarizing officers, civilians with examples of such activities, is also education and training of professional soldiers and commanders. Other examples of education are introducing the actors of the disposi-tional groups to the ways of conducting tactical and humanitarian actions in order to maintain peace in the world, showing the importance of NATO for peace or revealing Poland’s political goals for maintaining sovereignty through participation in the alli-ance (Kulczycki, Maciejewski, 2001).
The changes taking place in the education process of military dispositional groups are aimed at shaping such values as patriotism, civic and pro-state attitude, duly preparing for broadly understood international cooperation and using civilizational progress to adequately safeguard the external and internal sovereignty of the state.
Groups supporting military operations of dispositional groups are paramilitary groups that complement the needs of the armed forces to ensure internal security of the state and peace. Separation of specialized dispositional groups, included in the paramilitary system, is complicated, because although some formations are made on the military model, they are not officially military in character (Maciejewski,2012). We include, above all, Police, Prison Service, State Fire Service and several other formations with officially paramilitary status are included in these groups. Their actions consist in main-taining social order in designated areas of activity. The states distinguished in the ad-ministrative structure strengthen its existence. Uniformed officers in these dispositional and uniform groups are subject to hierarchy, discipline, drill, barracking and significant limitation of family life for the benefit of inside and outside group social roles (Zagór-ski, 2000). In the civilian social system, along with the development of civilization, two types of dispositional groups have been formed, which may exist in the administrative structure of the state, as well as they function in self-government structures. As private units, they can also provide various services to counteract threats to life. Their main distinguishing feature is the lack of military and paramilitary elements in the organiza-tion and in acorganiza-tion. These are all kinds of specialized emergency services (emergency medical, mining, energy, water, road, etc.). However, the consequence of the increase in public involvement of citizens in the prevention of threats, the catalogue of which is not covered by the activities of other professional dispositional groups, is a contribution to the creation of the so-called voluntary dispositional groups. The creation and func-tioning of volunteer of such groups is an expression of the high level of social and civic awareness of people who participate in them. The professional experience of volunteers acquired in the activities of these groups often allows them to move to paramilitary or even military groups later on. Considering the groups of available professional spe-cializations created within the security system, fulfilling a special role for public safe-ty, it is necessary to emphasize the importance of the requirements regarding knowl-edge and skills for the actors of dispositional groups. Their high availability due to the
specialized and specific nature of activities in a relatively limited scope, at the same time imposes the requirements of the highest degree of professionalization. In practice, this means that the participants of dispositional groups need to master many professions and specialties, to engage in the tasks of the group or organization, to present appropri-ate attitudes and ethical behaviours, self-fulfilment, self-control and self-assessment of achievements (Chojnacki,2008).
Security understood as a state or process (expressing duration), ensuring a sense of sta-bility, peace, confidence and security, as well as lack of threat and protection from danger (Wiśniewska-Paź) requires constant monitoring and implementation of modern educa-tional processes in society. This necessity also applies to disposieduca-tional groups whose high professionalism and effective operation in a state of emergency provides the public with a sense of security.
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Abstract: Unlike other areas with a strong focus on services, adult education has just re-cently begun to consider the role of ethics and its relationship to practice. Therefore the last few years have been showing the importance of ethics in our lives, not excepting the life of adult educators, because they affect the lives of other people. The ethical aspects of education and adult education have institutional, personal, and process dimensions.
We consider the educator to be the most important process determinant that works di-rectly in the implementation of adult learning processes. The ethical dimension of the andragogical activity of an educator should lie primarily in their relation to adult learn-ers. A deeper explanation of the ethics of an educator can be found in the humanistic teaching about learning and education, and in the humanistic concept of the science of education. The study of the theoretical origins of the andragogical and ethical influence of the educator also requires tools to diagnose and support the development of their ethi-cal capabilities. The paper presents a proposal for an observational categoriethi-cal system of the humanistically oriented andragogical work of an educator. The system includes basic postulates of humanizing education and adult education.
Keywords: andragogical ethics, andragogical work of an educator, observational system
Introduction
Teaching and other pedagogical or andragogical professions are part of the occupations in which the human related matters and human dignity play a crucial role. It is there-fore a surprising fact that there is no ethical concept in adult education in both the in-ternational and the domestic space. I. Siegel (2000) points to the fact that in the 1990s