contemplates on the safety, the liability and quality of life issues around these
maritime business activities, it is clear that only the best training will do in prepping
those who will serve in this industry.
2.2 Certain Benefits of Understanding Maritime Pedagogy
(History and Culture)
Of course, division of labour in the global markets and the uneven distribution of
resource endowments will always create a power imbalance and interdependence in
the world
19 but gone are the days where the power of knowledge was kept only for a
special group so that they could use it to dominate and forcefully oppress. Knowledge in many fields today is even freely available online and libraries are invested
into by governments,
20 so that any person can learn or teach themselves with freely
available resources. This is a teaching and learning strategy known as
autodidacticism.
This is not true for all population groups and many are still living without a form
of education
21 but the Internet, where it is available has the capacity to help any
person from any nation discover knowledge. There are laws and law enforcement
bodies in place, of course, to stop people from using such knowledge in an unjust
manner. The point is, in the past, international maritime business knowledge and
education was amalgamated with divisive political influences and discrimination but
that culture has to be unlearned and is being unlearned
22 so that human resource
from any nation, with the best desire and talent for the industry, can be trained to
enter service in the maritime industry. This will also globally make it a competitive
platform of training so that the best of the human resource is left to serve the
industry. Whenever great risk is involved in any venture, it is best that the best
trained and most passionate be given those opportunities.
Examples of unfair and unfairly discriminating practices in international maritime
business practice and education, is seen in many examples of maritime history
worldwide but this chapter is not primarily written to dwell on what was and is
wrong (as far better platforms exist and must exist for that, so that reconciling, anger
free, accusation free, bitterness free conversations, policies and legislation may be
drafted). For now this chapter seeks to acknowledge the problems and propose
solutions using education. Such examples include the discrimination captured and
coded into the regulations of the South African Merchant Shipping Act 57 of 1951
which brought about wage discriminations and shipboard unequal treatment of
19 Leamer (1995). Refer to the practicality of the HO theorem, for example.
20 FreeCodeCamp.com (2018).
21 This is why the UN has a goal to achieve universal primary education for all.
22 See, Maritime Foundation (2016) statistics, for example, women, even if they really desire to
dedicate themselves to a sea-going career, women are still struggling with careers at sea.
Pedagogies and Strategies in International Maritime Business
613
maritime business activities, it is clear that only the best training will do in prepping
those who will serve in this industry.
2.2 Certain Benefits of Understanding Maritime Pedagogy
(History and Culture)
Of course, division of labour in the global markets and the uneven distribution of
resource endowments will always create a power imbalance and interdependence in
the world
19 but gone are the days where the power of knowledge was kept only for a
special group so that they could use it to dominate and forcefully oppress. Knowledge in many fields today is even freely available online and libraries are invested
into by governments,
20 so that any person can learn or teach themselves with freely
available resources. This is a teaching and learning strategy known as
autodidacticism.
This is not true for all population groups and many are still living without a form
of education
21 but the Internet, where it is available has the capacity to help any
person from any nation discover knowledge. There are laws and law enforcement
bodies in place, of course, to stop people from using such knowledge in an unjust
manner. The point is, in the past, international maritime business knowledge and
education was amalgamated with divisive political influences and discrimination but
that culture has to be unlearned and is being unlearned
22 so that human resource
from any nation, with the best desire and talent for the industry, can be trained to
enter service in the maritime industry. This will also globally make it a competitive
platform of training so that the best of the human resource is left to serve the
industry. Whenever great risk is involved in any venture, it is best that the best
trained and most passionate be given those opportunities.
Examples of unfair and unfairly discriminating practices in international maritime
business practice and education, is seen in many examples of maritime history
worldwide but this chapter is not primarily written to dwell on what was and is
wrong (as far better platforms exist and must exist for that, so that reconciling, anger
free, accusation free, bitterness free conversations, policies and legislation may be
drafted). For now this chapter seeks to acknowledge the problems and propose
solutions using education. Such examples include the discrimination captured and
coded into the regulations of the South African Merchant Shipping Act 57 of 1951
which brought about wage discriminations and shipboard unequal treatment of
19 Leamer (1995). Refer to the practicality of the HO theorem, for example.
20 FreeCodeCamp.com (2018).
21 This is why the UN has a goal to achieve universal primary education for all.
22 See, Maritime Foundation (2016) statistics, for example, women, even if they really desire to
dedicate themselves to a sea-going career, women are still struggling with careers at sea.
Pedagogies and Strategies in International Maritime Business
613