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.
The article discusses the process of the formation and development of the Russian military school, which originates since Peter's I transformations. I. The main historical periods of military ...education are allocated, each of which has distinctive features related to the methods of training and education of future officers, the preparation of military teachers, the edition of educational and methodological literature, etc. A characteristic feature of the development of military education was the fact that these transformations were in parallel with transformations occurring in the armed forces. This interrelated process fruitfully influenced not only the development of the military education system, but also the development of military scientific thought in general. The article traces the continuity between all historical periods of military education in Russia. Attention is focused on the second half of the XIX - early XX centuries when the most elaborated educational system of military schools in Russia was formed, and the military school became one of the most important sociocultural institutions of the state mechanism and the country's society. All transformations in military education in pre-revolutionary Russia became a foundation for the formation of the Soviet, and then the Russian military school.
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.
En búsqueda de la mejor formación de oficiales Gaitán-Monje, Enrique; De Castro-García, Andrés
Revista científica "General José María Córdova.",
10/2023, Letnik:
21, Številka:
44
Journal Article
Recenzirano
Este artículo presenta dos estudios de caso sobre el modelo de formación de oficiales de la Academia General Militar de España y de la Academia Militar de West Point de Estados Unidos. Luego se hace ...un estudio comparado para dilucidar si proporcionan competencias similares a los cadetes de cada ejército. Para ello se revisan los respectivos currículos que definen las competencias que debe tener un oficial, según las necesidades y circunstancias de cada ejército. Luego se añade la observación participante en ambos casos. Esta investigación concluye que ambos sistemas proporcionan competencias similares, si bien varían en su adaptación a las necesidades de cada ejército. También se identifican ciertas áreas de mejora en articulación y formación en habilidades para toda la carrera profesional en el caso español, que pueden motivar reformas y nuevas investigaciones.
Nowadays, In Ukraine one can observe the main tendencies inherent in the leading NATO member states in the field of reforming the military education system. In the domestic educational space, these ...tendencies are caused by the problematic content that was formed in the process of reforming the state and military education system, which requires finding ways to solve the current issues and tasks, both in theory and in practice. The purpose of the article is to determine the main tendencies in the development of military education in Ukraine which are developed in the field of theory and practice of modern pedagogical science with relevant problematic content. A system of general scientific and special methods of theoretical and empirical research (analysis, synthesis, comparison, generalization and systematization) was used in order to analyse development tendencies of the scientific discourse related to the military education in Ukraine. It was determined that standardization is one of the main development directions of the military education system in Ukraine. The principle of professionalization of military education, which is implemented on the basis of the development of the system of profession-oriented training aimed at military specialists, is actively developing. It remains an integral component of the military education system as a whole, taking into account new requirements to the quality of profession-oriented training aimed at military specialists in accordance with the standards of NATO member countries. The use of the competence-based approach remains relevant. At the same time, the competence-based approach requires a significant expansion within the field of theoretical reflection which is ensured by the orientation to the conceptualization of the development processes of the military education system, in particular within the framework of the concept-centric approach. It was determined that the development of innovative approaches is another tendency. As a result of the analysis, it was established that the use of institutional, concept-centric and innovative approaches that actively use the acquisitions made within the competence paradigm are the main tendencies in the development of military education in Ukraine; they can be considered to be the solution for theoretical and practical issues based on the principles of professionalization.
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.