text: had been harmful to human rights and had contributed to a special kind of education for the armed forces in many parts of Latin America and in the third world - a concept of national security which was not, as normally assumed, outward-oriented, namely to defend the country against aggression from outside, but inward-oriented, trying, by repressive measures and in flagrant violation of human rights, to control domestic opponents who often did no more than try by democratic means to create a just society. The attention of some of those security forces had been directed against trade unions and peaceful movements for social reform, in an effort to project them as agents of communism, in the same way as apartheid defined its opponents as communist agents. Some of the problems the Sub-Commission had encountered in connection with countries such as El Salvador, Guatemala, Chile and the Philippines were the product of a special kind of education which was intolerant of human rights and democracy and favoured rule by coercion. Some of those countries now had democratic Governments which were trying to deal with various political groups in a peaceful and constructive way. Unfortunately, however, the armed forces, as well as elements on the other side, including elements in guerrilla movements, were trying to prevent and destroy the restoration and maintenance of democracy. That was another illustration of the fact that the Sub-Commission could not simply look at what a Government was doing. The Government might be doing its best but facing a situation that was very difficult to handle. With the changed international climate, it might be possible to examine the whole question of the education of the armed forces, to inculcate the values of democracy, tolerance and peaceful struggle for social justice without assuming them to be communist-inspired. 
analysis: The text discusses the relationship between the education of armed forces and human rights, highlighting the harmful impact of certain types of education on democracy and social justice. It also touches on the need to inculcate values of democracy, tolerance, and peaceful struggle for social justice. This suggests that the text is primarily focused on the intersection of education and human rights, rather than any specific economic or environmental issue.