Abstract Extended reality (XR) applications for education are usually associated with motivation, engagement, knowledge and experiences that are difficult to achieve in the real world. One example of ...such knowledge in military education is the threat-based approach to protection of civilians in armed conflicts. The Norwegian Defence University College (NDUC) educates officers on the threat-based approach. This approach challenges conventional military practice, introducing new ways of thinking about what military forces can and cannot do to protect civilians from violence. Today, militaries are expected to protect civilians from perpetrators that target them as part of their warfare, expanding their responsibilities under International Humanitarian Law. This expansion of tasks represents “troublesome knowledge” for many military officers and demands a deeper understanding of the rationales and strategies driving perpetrators’ targeting of civilians. To overcome this pedagogical challenge, we developed an XR-supported educational program combining immersive experiences and pedagogical approaches, including combined 360°-videos and embodiment, dialogue with virtual humans and collaborative VR-landscapes to encourage immersive peer-to-peer learning. The results are encouraging, suggesting high levels of acceptance by learners of the threat-based concept, an effect on stimulating critical discussion and a positive reaction to XR-supported learning.
The United States regularly seeks to promote the liberal norms of respect for human rights and deference to civilian authority in the militaries that it trains. Yet norm-abiding behavior often does ...not follow from liberal foreign military training. Existing explanations ascribe norm violations either to insufficient socialization or to interest misalignment between providers and recipients. One reason violations occur is because liberal training imparts conflicting norms. How do militaries respond when they confront the dilemma of conflict between the liberal norms of respect for human rights and civilian control of the military? The U.S. policy expectation is that trained militaries will prioritize human rights over obedience to civilian authorities. But when liberal norms clash, soldiers fall back on a third norm of cohesion, which refers to the bonds that enable military forces to operate in a unified, group- and missionoriented way. Cohesion functions as both a military
norm (particularly at the individual level) and an interest (particularly at the institutional level). If a military prioritizes cohesion, then it will choose the path that best serves its organization, which may entail violating human rights, civilian control, or both. An exploration of the effects of norm conflict on military attitudes among the Armed Forces of Liberia uses an experiment embedded in a survey to probe the theory. Results provide preliminary evidence that norm conflict weakens support for human rights and democracy. Results are strongest among soldiers with more U.S. training.
Master Resilience Training in the U.S. Army Reivich, Karen J; Seligman, Martin E. P; McBride, Sharon
The American psychologist,
01/2011, Letnik:
66, Številka:
1
Journal Article
Recenzirano
The U.S. Army Master Resilience Trainer (MRT) course, which provides face-to-face resilience training, is one of the foundational pillars of the Comprehensive Soldier Fitness program. The 10-day MRT ...course is the foundation for training resilience skills to sergeants and for teaching sergeants how to teach these skills to their soldiers. The curriculum is based on materials developed by the University of Pennsylvania, the Penn Resilience Program (PRP), and other empirically validated work in the field of positive psychology. This "train the trainer model" is the main vehicle for the dissemination of MRT concepts to the entire force.
Introduction. In the modern system of military education in the Russian Federation, the issues of education of military professional qualities in future officers have become especially relevant. One ...of these qualities is the commander’s will. Theoretical analysis. A comparative analysis of the periods of formation and development of the system of education of the commander’s will in future officers allows us to conclude that at each historical stage of military education development, various approaches and methods were applied to the education of military personnel, and especially future officers. It is advisable to attribute the genesis of the problem under study to 1699 (the creation of a regular army). This study identifies five historical stages of the formation and development of the problem. The historiography of the problem of educating the commander’s will in future officers contains many examples of great Russian commanders, who, undoubtedly, personally were models of commanders with high volitional qualities and were really able to perform any assigned service and combat task, even in difficult conditions. Conclusion. Thus, five historical periods of formation and development of the system of education of the commander’s will in future officers have been identified and a brief description of each of them is given.
The coup attempt of July 1936 that began the Spanish Civil War differed from its predecessors in that the rebel officers sought to remake both the Spanish state and society. The roots of this new ...brand of military interventionism have been traced to Spain's colonial wars in Morocco, but this article argues that they extended further back to the rebel officers' training at Spain's Infantry Academy, where, in the wake of defeat in the Spanish-American War, Regenerationist reformers within the academy recast the moral training that cadets received so that they felt it was the army's duty to lead a transformation of Spanish society to return it to the imagined glories of Spain's past.
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Formal Western education in Nigeria was initiated by various Christian missionaries in 1842, and they continued to dominate the education system after independence in 1960. In a bid to reshape the ...education system, the military government centralised education management and outlawed missionary and other private school ownership in the 1970s following a civil war. Focusing on this forceful takeover of schools from religious bodies, this paper discusses how the takeover contributed to shaping the future of the Nigerian education system, including impacts on access and quality education and stakeholders’ perceptions of the changes. The paper uses data collected from 2617 individuals who discussed their experiences of the changes as parents, students, teachers, head-teachers, principals, and administrators in the education sector between 1970 and 2003. Findings reveal that the military government's takeover of Christian Missionary schools encouraged parents in Muslim-dominated northern Nigeria to enrol their children in school. At the same time, respondents revealed that the expansion of access negatively affected the quality of education. The perceived impacts of these changes vary across ethno-religious groups, which is a manifestation of the political bargaining strategies adopted by the government. We discuss some implications of these findings for education systems in other developing countries.
•The government of Nigeria took over school ownership and administration from Christian Missionaries and other private owners in the 1970's.•This paper examines how the takeover of mission schools affected the education system, specifically enrollment and education quality.•We find that enrolment increased, but quality decreased over time. Perceptions of the effects of the school takeover vary by region and religion.•Also find that the promotion of education through religious bodies may attract suspicion from outsiders, which may lead to a rejection of education.•Policymakers in multi-ethnic settings must consider the implications of their actions and policies, including perceptions and impacts on unity.
This article traces the Israel Defence Forces (IDF) different perceptions of military education from the 1940s to the 2000s and discusses their place in the Israeli military strategy. It first ...compares the founding principles of Israeli military education with other concepts from around the world, and then examines the changes in the Israeli concept between the 1940s-1970s. Finally, it addresses some of the trends and challenges of the Education Corps from the mid-1970s onwards, which are still relevant today. The historical discussion starts with the educational doctrine of the Palmach, a pre-state military force established in 1941, and culminates in 2004, with the articulation of the military education doctrine in a formal document. The main argument is that the Israeli case presents a unique understanding of military education, which is important not only in historical context, but also in the wider context of the relationship between armed forces and society, and the never-ending question of what motivates the soldier to put his life in danger.
The United States Military Academy at West Point is one of America’s oldest and most revered institutions. Founded in 1802, its first and only mission is to prepare young men—and, since 1976, young ...women—to be leaders of character for service as commissioned officers in the United States Army. West Point’s success in accomplishing that mission has secured its reputation as the foremost leadership-development institution in the world. An Academy promotional poster says it this way: “At West Point, much of the history we teach was made by people we taught.”
Carved from Granite is the story of how West Point goes about producing military leaders of character. An opening chapter on the Academy’s nineteenth-century history provides context for the topic of each subsequent chapter. As scholar and Academy graduate Lance Betros shows, West Point’s early history is interesting and colorful, but its history since then is far more relevant to the issues—and problems—that face the Academy today.
Drawing from oral histories, archival sources, and his own experiences as a cadet and, later, a faculty member, Betros describes and assesses how well West Point has accomplished its mission. And, while West Point is an impressive institution in many ways, Betros does not hesitate to expose problems and challenge long-held assumptions. In a concluding chapter that is both subjective and interpretive, the author offers his prescriptions for improving the institution, focusing particularly on the areas of governance, admissions, and intercollegiate athletics. Photographs, tables, charts, and other graphics aid the clarity of the discussion and lend visual and historical interest.
Carved from Granite: West Point since 1902 is the most authoritative history of the modern United States Military Academy written to date. There will be lively debate over some of the observations made in this book, but if they are followed, the author asserts that the Academy will emerge stronger and better able to accomplish its vital mission in the new century and beyond.
Modern societies are characterized by unprecedently broad and fast diffusion of various forms of false and harmful information. Military personnel’s motivation to defend their country may be harmed ...by their exposure to disinformation. Therefore, specific education and training programs should be devised for the military to systematically improve (social) media literacy and build resilience against information influence activities. In this article, we put forward a useful methodological approach to designing such programs based on a case study: the process of developing a media literacy learning platform tailored to the needs of the Estonian defense forces in 2021. The approach is grounded in data on (a) the current needs and skills of the learners, (b) the kinds of influence activities that the learners may encounter, and (c) the learning design principles that would enhance their learning experience, such as learning through play and dialogue through feedback.
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