Many scientific disciplines address security issues and the threats they pose to varying degrees, each with its own distinct focus and methodology for understanding and describing various aspects of security. This paper will focus on two of these disciplines: security sciences and pedagogy, which are situated within the social sciences and address security issues in their own way. Therefore, the subject of this research is the relationship between security sciences and pedagogy, and the aim of this article is to demonstrate the common areas and categories connecting both disciplines – security and education. The considerations and analyses presented in this text attempt to answer the following question: What are the interrelationships between security sciences and pedagogy? The answer to this formulated problem, based on scientific sources and pedagogical experience, can be contained in the adopted thesis, which assumes that the common elements (connecting) both disciplines are their affiliation with the social sciences (and therefore the same subject of interest – humans and their place in society), as well as security and education as common categories of these disciplines. The presented research problem and verification of the thesis were clarified through a critical analysis of various studies and scientific publications, primarily in the fields of security sciences, pedagogy, and education for security. It should also be noted that the methods employed also included synthesis, comparison, and inference. The results of the research are contained in the individual sections of the study, which, in turn, characterize security sciences and pedagogy in terms of their affiliation with the social sciences, and highlight and describe the common categories connecting these disciplines (i.e., security and education), to the extent that concerns education for security and education for security.