presupposes egalitarianism in the use of cultural property to which include leisure culture which leads in principle to the postulate pedagogy of leisure in the frame of formal and informal education. <...> The best method of such a pedagogy seems to be shaping the habits of culture, lifestyle in leisure time. <...> Free time of human being should be much more freedom to (freedom to choose) in place of freedom from (freedom from constraint), and by the understanding that more and more activities (including learning) will be accepted by our own pupils as being in leisure. <...> To realized the freedom from (from the external compulsive forces of one's culture and physical environment so as to be able to act from internally compelling love in ways which are personally pleasing, intuitively worthwhile, and provide a basis for faith. <...> Except the ―freedom to‖ and ―freedom from‖ one can feel the ―freedom in‖ (generally in life) by a feeling of comparative freedom to act and distinguished from conditions imposed by necessity Leisure is conceived as a condition sometimes known as the state of being, the state of mind, or quality of experiencing life. <...> It is also the freedom of action but accepting conditions imposed by necessity. <...> It is an autotelic end in itself and valuable in itself Э.Э. Исмаилов доктор педагогических наук профессор кафедры теории и методики профессионального образования БГАРФ elkhanismailov@mail.ru О.А. Пахомова старший преподаватель кафедры иностранных языков, начальник отдела Международных программ БГАРФ o.pakhomova@list.ru Модернизация системы высшего морского образования Польской Республики Рассматриваются основные тенденции <...>