Responding to increasing global anxiety over the ethics education of military personnel, this volume illustrates the depth, rigour and critical acuity of Professional Military Ethics Education (PMEE) ...with contributions by distinguished ethical theorists. It refreshes our thinking about the axioms of just war orthodoxy, the intellectual and political history of just war theorizing, and the justice of recent military doctrines and ventures. The volume also explores a neglected moral dimension of warfare, jus ante bellum (the ethics of pre-war practices) - particularly jus in disciplina bellica (the ethics of educating for warfare). Using metaphor to exemplify the professionalization of the military, the book exposes ambivalences within military professionals' concepts of their professional responsibilities, analyzes issues of self-respect posed by service in an unjust cause, and surveys the deep conflicts inherent in PMEE. While primarily focused on US military academies, the volume will resonate with those responsible for education in military academies across the globe.
Breaking the War Habit Harding, Scott; Howlett, Charles; Kershner, Seth
2022, 2022-07-30
eBook
Provides an original consideration of the militarization of schools in the United States and explores the prolonged battle to prevent the military from infiltrating and influencing public education.
"Officiersvorming in klare taal" is not the first and certainly not the last publication on officer formation. The importance of officer formation has always been endorsed over time and continues to ...have plenty of attention today. Each period requires a contemporary answer to the question of exactly what officer formation is and how it takes place. This book is not only about what officer formation is but also contains practical tools and tips on how officer formation can take shape in practice. In the first part of the book, science comes into play. In recent years, virtue ethics, in addition to the ethics of duty and the ethics of consequences, have increasingly found their way into thinking about officer education. Besides a clear exposition of the possibilities of a virtue ethics approach, its limits are also discussed. The first part concludes with a contribution on the relationship between formation and social safety, two concepts that cannot be separated. The second part in this book starts with a historical consideration of officer formation through the years, particularly at the KIM and at the KMA. The perspective is then broadened by also looking at formation of civilian executives at Nyenrode Business University. Foreign perspectives are also covered in essays on officer formation in the United Kingdom and Germany. The third section focuses on stories. In addition to a contribution on the formative value and possibilities of stories in games and films, first-hand experiences of today's officers and trainers are featured. In gripping interviews, they recount the formative events in their lives. It makes clear that formation is not limited to training, but is present always and everywhere. Finally, the fourth part describes the NLDA's current perspective on officer formation. It focuses on the importance of camaraderie and character formation and shows how it is woven into all training. The book concludes with a current look at officer formation as currently developed by the Defense Staff.
The United States established an academy for educating future army officers at West Point in 1802. Why, then, did it take this maritime nation forty-three more years to create a similar school for ...the navy?The Long Road to Annapolisexamines the origins of the United States Naval Academy and the national debate that led to its founding.Americans early on looked with suspicion upon professional military officers, fearing that a standing military establishment would become too powerful, entrenched, or dangerous to republican ideals. Tracing debates about the nature of the nation, class identity, and partisan politics, William P. Leeman explains how the country's reluctance to establish a national naval academy gradually evolved into support for the idea. The United States Naval Academy was finally established in 1845, when most Americans felt it would provide the best educational environment for producing officers and gentlemen who could defend the United States at sea, serve American interests abroad, and contribute to the nation's mission of economic, scientific, and moral progress.Considering the development of the naval officer corps in relation to American notions of democracy and aristocracy,The Long Road to Annapolissheds new light on the often competing ways Americans perceived their navy and their nation during the first half of the nineteenth century.
This article proposes potential solutions for adapting higher military education to the trends of education centered on learning outcomes. These solutions are based on specific military competences ...captured by national specialized institutions and aim to meet the requirementsof the European Qualifications Framework (EQF). The analysis and proposed model are based on the Sectoral Qualifications Framework for the Military Officer Profession (SQF-MILOF), which was proposed by the European Security and Defence College (ESDC) and recognized by the Military Committee of the European Union in 2021. This approach is relevant because the ESDC system will serve as the basis for developing a model based on learning outcomes, adapted to the national framework for training future commanders and staff officers. The authors intend to promote this solution as one aligned with European standards.
In recent decades, African states have developed an impressive infrastructure for training their peacekeepers. In addition, peacekeeping, peacebuilding and associated areas of conflict resolution ...have become significant areas of employment. Marco Jowell has spent a decade working in peacekeeping training in East Africa – initially as one of the foreign ‘Technical Advisers’ at the Peace Support Operations (PSO) training centre in Kenya, the International Peace Support Training Centre (IPSTC) and subsequently as a strategic adviser to the Rwanda Peace Academy. Using first-hand experience, he considers how military forces from a variety of African states – with great differences in history, language and political systems and with militaries with different cultures and capabilities – can conduct complicated multinational peacekeeping operations. He shows how regional peacekeeping training centres provide an environment for African elites, predominately military, to interact with each other through shared training and experiences. This process of interaction, or socialisation, improves skills but also encourages cohesion so that future African-led missions will be managed by well-trained officers who are comfortable and willing to work within a regional or Pan-African framework. Jowell shows that part of the aim of peacekeeping training centres is to foster a Pan-African ‘outward’ looking ideology or disposition as well as improving technical ability. This book will be essential reading for all involved with African military and security studies and analysts of peacekeeping training and operations.
How do we establish or improve wargaming education, including sponsors, participants, and future designers? The question stems from the uncomfortable truth that the wargaming discipline has no ...foundational pipeline, no established pathway from novice to master. Consequently, the wargaming community stands at a dangerous precipice at the convergence of a stagnant labor force and a patchwork system of passing institutional war-gaming knowledge. Unsurprisingly, this can lead to ill-informed sponsors, poorly scoped wargames, an unreliable standard of wargaming expertise, and worst of all, risks the decline of wargaming as an educational and analytical tool. This fundamental challenge is a recurring theme throughout this volume and each author offers their own perspective and series of recommendations.
Relevance. In the current geopolitical situation, military personnel have a great responsibility to ensure national security. The fulfillment of this task is impossible without the training of ...qualified personnel in higher military educational organizations. The use of small arms retains its importance in modern combat. In this regard, the presented work is relevant. Purpose. The aim of the work is to design and construct pedagogical technology for the formation of readiness of future officers of security units in departmental educational organizations for professional activities related to the use of small arms. The method or methodology of the work. The methodological basis of the research is formed by methods of quantitative and qualitative analysis, synthesis, diagnostic experiment and pedagogical observations. Results. The results of the work are to present and substantiate the effectiveness of the use of the didactic information complex during the teaching of Fire training in higher military educational organizations. The scope of the results. The results of the research can be applied in the field of methodology of teaching individual academic disciplines in higher military educational organizations.
Abstract As a cross-section of a master’s research project, this article presents and analyzes the militarization processes of Brazilian public schools until December 2019. To this end, it presents a ...mapping indicating the respective federative units of the schools, their administrative ties (municipal or state), and the military body responsible for guarding the unit after militarization (military police, military firefighter corps, or other militarized arrangement). This is, therefore, a panoramic approach focused on national exposition and analysis of the data. The systematization of the data shows a preponderance of militarized schools in the Northeast, Midwest, and North regions. It is found, therefore, that until 2019 it was a more widespread policy in the poorest localities of the country.
Resumen Recorte de una investigación de maestría, este artículo presenta y analiza los procesos de militarización de las escuelas públicas brasileñas hasta diciembre de 2019. Para ello, presenta un mapeo que indica las respectivas unidades federativas de las escuelas, sus vínculos administrativos (municipales o estatales) y los cuerpos militares responsables de la protección de la unidad después de la militarización (policía militar, cuerpo de bomberos militar u otra entidad militarizada). Se trata, por tanto, de un enfoque panorámico, centrado en la exposición y el análisis nacional de los datos. La sistematización de datos demuestra una preponderancia de escuelas militarizadas en las regiones Noreste, Centro Oeste y Norte. Se observa, por tanto, que hasta 2019 era una política más extendida en las localidades más pobres del país.
Resumo Recorte de uma pesquisa de mestrado, este artigo aborda os processos de militarização das escolas públicas brasileiras até dezembro de 2019. Para isso, apresenta-se um mapeamento indicando as respectivas unidades federativas das escolas, suas vinculações administrativas (municipais ou estaduais) e corpo militar responsável pela tutela da unidade após a militarização (polícia militar, corpo de bombeiro militar ou outro arranjo militarizado). Trata-se, portanto, de uma abordagem panorâmica, focada em exposição e análise nacional dos dados. A sistematização dos dados demonstra uma preponderância das escolas militarizadas nas regiões Nordeste, Centro-Oeste e Norte. Constata-se, portanto, que até 2019 se tratava de uma política mais difundida nas localidades mais pobres do país.
Résumé Cet article extrait d’une recherche de maîtrise présente et analyse les processus de militarisation des écoles publiques brésiliennes jusqu’en décembre 2019. Il dresse une cartographie des écoles au sein de leurs respectives unités fédératives, indiquant leurs liens administratifs (municipaux ou des états) et les organes militaires qui les tutellent depuis leur militarisation (police militaire, pompiers militaires ou autre organisation militarisée). Il s’agit d’une approche panoramique, axée sur une présentation et analyse des données à l’échelle nationale. La systématisation des données révèle une prépondérance des écoles militarisées dans le Nord-Est, le Centre-Ouest et le Nord du pays. On constate aussi que, jusqu’en 2019, cette politique était plus répandue dans les endroits les plus pauvres du pays.
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