From ‘Seablindness’ to Ocean Literacy: Making a Positive Case for the Maritime

‘Seablindness’ refers to a lack of awareness of why the sea is important to prosperity and the nation’s livelihood.[1] It is, however, an outmoded term that is no longer in use across the wider maritime policy community. The last bastion of ‘seablindness’ usage seems to be within the naval community itself, having been used by Ministers, academics, and the Royal Navy senior leadership in recent years to reflect on why society should be more maritime orientated and thus support the Royal Navy.[2] By its very nature, seablindness is a term that is negative in outlook, pessimistic in tone, and offers no positivist vision of why the maritime is important. It is based within an intellectual arrogance, assuming that ‘only if you knew what I knew’ then the maritime would be in its rightful place at the top of the agenda.

As Dr James Smith has noted, using seablindness was simply a “stop-gap solution” and one that needs to be overcome with education and communication.[3] Fortunately, one solution exists in the form of ‘ocean literacy’ – a movement embraced by the United Nations that aims to educate the value of the oceans globally and communicate why the oceans should be protected.[4] Ocean literacy is positive in outlook, optimistic in tone, and offers a clear vision of the importance of the sea to our everyday lives; everything seablindness does not.

Ocean Literacy emerged in the early 21st century as a response to the growing awareness of the critical role that oceans play in sustaining life, and is an established policy framework within various international and national governing bodies, including: UNESCO, Marine Management Organisation (MMO), Department for Environment, Food, and Rural Affairs (DEFRA), Group of Seven (G7), and the Foreign, Commonwealth and Development Office (FCDO).[5] The central aim of ocean literacy is to promote how the maritime influences societies and societies influence the maritime. This aligns with the First Sea Lord’s call to “catalyse a renewed national conversation about Britain and the sea.”[6] Ocean literacy, albeit with nuances, offers the Royal Navy a narrative platform and policy framework that is proven and positive in explaining the importance of the maritime domain to UK society.

This argues that the RN, and the wider community that supports it, endeavours including academics, should cease to use seablindness and instead use ocean literacy to promote the maritime narrative. To do this, the following sections will explore the principles of ocean literacy, how it is used presently within UK Government policy, and finally why the Royal Navy should embrace this change.

Towards a New Framework: Origins and Principles of Ocean Literacy

Ocean literacy is a holistic concept that encompasses a broad spectrum of knowledge, including: a foundational understanding of the science behind the ocean’s workings, the ocean’s relationship with the Earth’s climate, the influence of human activities on ocean health, and the significance of the ocean for economies and societies worldwide. The term ocean literacy emerged from a collaborative effort of scientists, educators, and government agencies within the US. The development and promotion of the concept of ocean literacy has since become a central pillar of the UN’s intergovernmental attempts to increase public understanding of the vital role the ocean plays in our daily lives and in the health of our planet.[7] It is a framework recognised globally – from scientist to policymaker – and reflects the symbiosis of the ocean to everyday life.

The principles of ocean literacy are antipodal to what naval historians, scholars, and practitioners have defined as the symptoms of seablindness and the perceived lack of interest or awareness in the maritime within society.[8] These principles are listed below:

1. Understanding of the Ocean’s Influence: An ocean literate person understands that the ocean is interconnected with all earth systems and plays a critical role in the health of the planet.
2. Recognition of the Ocean’s Importance: Ocean literate individuals realize the value of the ocean in terms of resources it provides such as food, medicine, transport, and even its role in cultural, recreational, and spiritual activities.
3. Understanding of Human Impact on the Ocean: An ocean literate person recognizes that human activities can significantly affect the health of the ocean. This includes understanding the impacts of pollution, overfishing, climate change, and habitat destruction.
4. Capability to Make Informed and Responsible Decisions: Ocean literacy includes the ability to think critically about issues related to the ocean and to make informed and responsible decisions regarding ocean stewardship, including why it matters to economies.
5. Sense of Stewardship: Lastly, an ocean literate person feels a sense of responsibility for the ocean.

To ensure these values are embedded within global society, there is a variety of research projects, educational programmes, policy frameworks, and action plans aimed at both governments and policymakers provided by the UN and affiliated experts. If there is a desire to reduce seablindness, then promoting ocean literacy is one clear avenue to pursue that ambition.

Relevance to Global and UK Policy Debates

Ocean literacy is an environmentally-centric but holistic approach to understanding the values of the ocean. Although it includes the traditional naval metrics of the sea as a place of economies and prosperity, it also emphasises the societal and natural ecosystems that rely on the oceans. It is therefore a platform that has the potential for greater pulling-power than the financial/prosperity argument alone as it aligns with a significant segment of the populace concerned with environmental impact (75% of the UK population are concerned about the impact of climate change as an example).[9]

It is also more than just an academic notion, but one planted in global policy-making. The UN is the dominant organisation pushing the ocean literacy agenda. It has recently declared 2021-2030 as the ‘UN Decade of Ocean Science for Sustainable Development’ with the aim of understanding and promoting ocean literacy.[10] Historically, ocean literacy has been less formalised in UK policy compared to some countries, such as the United States. However, there has recently been a push within the FCDO to use the ocean literacy framework to promote sustainable development of Overseas Territories, such as the Blue Belt Programme. DEFRA has also used the principles of ocean literacy to survey the UK’s population on their relationship with the UK maritime environment. Globally, ocean literacy is part of the G7 Ocean Decade Plan.[11]

Although certain areas of the UK Government are constructively using the ocean literacy agenda, there is still a significant communication issue from the government as a whole in regard to the maritime. It is often repeated that the UK is an island nation, dependent and connected to the wider world by the seas.[12] Yet, recent research by Lancaster University has shown that when the UK Government discusses the sea, it is with a discourse of danger, the messaging lacks emotion, and the sea is treated as a resource.[13] Reliance on the seas is treated as a form of danger, rather than something to be praised. Ocean literacy would, however, offer a positive messaging platform to dispel these myths and provide a framework applicable across Whitehall to promote the seas.

Shifting Narratives from Sea Blindness to Ocean Literacy

While ocean literacy is praiseworthy in its environmental credentials, it does not engage with naval power, warfighting, or other traditional metrics of state power at sea. Although this could be a perceived weakness of ocean literacy for the RN, what resonates now with the public and policymakers is the environment, the impact of climate change, and a holistic approach to maritime security rather than ‘hard power’ displays.[14] There are three key benefits to the RN in embracing ocean literacy, ranging from language to embracing a holistic approach.

First, it is language. Using seablindness to describe why the RN is misunderstood is outdated. The ‘blindness’ element goes against UK Gov guidelines on inclusive language, as it makes light of a physical disability.[15] It is also negative in tone, and suggest an illness that needs curing. In essence, it is not a term that resonates today with modern audiences. Instead, the Royal Navy (and wider naval community) should promote ocean literacy in communications rather than bemoaning sea blindness, such as in speeches, promotional material, and the like. This includes those writing about sea power in academia. Dr Matthew Heaslip has shown how ocean literacy and naval power theory, when considered together, could help to “boost the UK’s aspirations to not just talk about being a maritime nation, but to develop and secure it’s maritime future.”[16]

Second, it is the framework. Ocean literacy is a recognised global policy framework with a clear consensus for promoting the value of oceans. Through this platform, it would create opportunities to engage with departments across Whitehall, and internationally, on maritime matters and with international partners. The Royal Navy should be an ambassador promoting ocean literacy, including working with other government departments on this agenda.

Third, it is the holistic approach, including both the environment and economies. Ocean literacy recognises the important role of seas in terms of sustaining human livelihoods, from food security to trade security. This aligns with current messaging on the importance of the RN to trade and prosperity, while also addressing environmental considerations.

Navies are inherently ocean literate organisations, and have the potential to play a significant role as maritime ‘stewards’ supporting the UK Government in emphasising the role of the oceans within society. It is a subtle shift in language, but not a major shift in action. An understanding and appreciation of the oceans by the public and policymakers, garnered through ocean literacy, would thus offer the foundation to then communicate and educate the role of the RN in protecting activity on the oceans.[17]

Conclusion

Embracing ocean literacy is not a must for the Royal Navy, but it would be a straightforward shift in language that aligns with the wider maritime policy community. What is a must, however, is ceasing to use the term seablindness. It is antiquated, negative, and does not offer any tangible benefit to either the user or receiver. Ocean literacy on the other hand offers an aspirational vision. Would you rather be branded as sea-blind, or encouraged to gain ocean literacy and given the tools to do so? It also represents a platform that has a proven track record of improving the understanding of the importance of the seas globally. Giving the public and policymakers a positive vision of the UK’s relationship with the seas through ocean literacy would, in time, create a stronger platform to explain the importance of the Royal Navy and enhance the maritime narrative.

References

[1] Pg 310, Mugridge, David. (2009) ‘Malaise or farce – the international failure of maritime security.’ Defense and Security Analysis, 25(3), 305–31.

[2] Trevelyan, Ann-Marie. (2023) Keynote Speech. Available at: First Sea Lord’s Sea Power Conference 2023: Minister Trevelyan’s keynote speech – GOV.UK (www.gov.uk) ‘The art of Admiralty: How to mobilise naval power’ (geostrategy.org.uk) https://www.geostrategy.org.uk/britains-world/the-art-of-admiralty-how-to-mobilise-naval-power/

[3]Smith, James. (2024) ‘Seablindness and the Royal Navy after 1964’. NR 112/2 p. 264

[4] UNESCO ‘Ocean Literacy.’ (2024) The website provides policy frameworks, educational material, and access to experts. Available at: https://oceanliteracy.unesco.org/?post-types=all&sort=recent

[5] Various international and national governing bodies use ocean literacy to shape policy, including UNESCO, MMO, DEFRA and the G7. Available at: UNESCO, https://oceanliteracy.unesco.org/resource/ocean-literacy-the-essential-principles-and-fundamental-concepts-of-ocean-sciences-for-learners-of-all-ages-2020/ ; MMO, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1114006/MMO_Strategy-Final_PP_v.11__July_2022_.pdf ; DEFRA, https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1113920/defra-annual-report-2021-2022.pdf ; G7, https://www.gov.uk/government/publications/g7-climate-and-environment-ministers-meeting-may-2021-communique/g7-ocean-decade-navigation-plan ; and FCDO, https://www.gov.uk/guidance/the-blue-belt-programme

[7] UNESCO Ocean Literacy (2024), Available at: oceanliteracy.unesco.org/?post-types=all&sort=popular

[8] Germond-Duret, Celine and Germond, Basil. (2022) ‘Media coverage of the blue economy in British newspapers: Sea blindness and sustainable development.’ The Geographic Journal, 189(2), 193-203. Available at: The Geographical Journal – Wiley Online Library, https://rgs-ibg.onlinelibrary.wiley.com/doi/10.1111/geoj.12433?af=R

[9] Office for National Statistics. (2021) ‘Three-quarters of adults in Great Britain worry about climate change.’ Available at: 75% of the UK population; https://www.ons.gov.uk/peoplepopulationandcommunity/wellbeing/articles/threequartersofadultsingreatbritainworryaboutclimatechange/2021-11-05

[10] Future Seas 2030 (2024) The website provides lessons and impacts on how to protect the ocean for future generations. Available at: UN Decade, https://futureseas2030.org/

[11] Examples of UK Government involvement with ocean literacy include the Blue Belt Programme (FCDO), Annual Report and Accounts (DEFRA), and the Ocean Decade Navigation Plan (G7).

[12] Rowlands, Kevin eds. (2024) Maritime Britain in the 21^st Century. Britannia Publishing: Dartmouth.

[13] Germond-Duret, Celine; Sanderson, Chris; Germond, Basil. (2024) ‘Representation of the sea by HMG: Strategies for communication.’ Briefind Paper, CASS. Available at: https://cass.lancs.ac.uk/wp-content/uploads/2024/09/CASS-BRIEFING-16-Representation-of-the-sea-by-HMG-.pdf

[14] Edmunds, Timothy and Bueger, Christian. (2017) ‘Beyond Seablindness: An New Agenda for Maritime Security Studies.’ International Affairs, 93(6), 1293-1311. Available at: https://research-information.bris.ac.uk/en/publications/beyond-seablindness-a-new-agenda-for-maritime-security-studies

[15] GOV.UK (2021) ‘Inclusive language: words to use and avoid when writing about disability.’ Available at: https://www.gov.uk/government/publications/inclusive-communication/inclusive-language-words-to-use-and-avoid-when-writing-about-disability

[16] Pg 46. Heaslip, Matthew. (2024) ‘21^st Century Maritime Britain in Context: 100 Years On,’ Book Chapter. In: Rowlands, Kevin eds. (2024) Maritime Britain in the 21^st Century. Britannia Publishing: Dartmouth.

[17] Young, Thomas-Durrell. (2019) ‘NATO’s Selective Sea Blindness—Assessing the

Alliance’s New Navies.’ Naval War College Review, 72(3), 1-28.  https://digital-commons.usnwc.edu/cgi/viewcontent.cgi?article=8041&context=nwc-review