Education in the Military (Paperback), by Paul Robinson, Nigel De Lee and Don Carrick
(Editors). Ashgate Publishing (April 8, 2008). Information
Military Education: A Reference Handbook
(Contemporary Military, Strategic, and Security Issues) (Hardcover), by Cynthia A. Watson.
Praeger Security International Reference (February 28, 2007).
Professional Military Education (PME) is
broader and more rigorous than is widely understood in the United States. Improving
educational programs within the military service branches is at the very center of ongoing
force transformation efforts and advanced educational opportunities occur at various, set
levels of military experience. Military education increasingly conforms to standards
imposed by outside civilian accrediting bodies and is mandated and monitored, to an
extent, by Congress. Military Education explores this often-overlooked area of education
within the context of the modern military force structure. In this unique work, Watson
chronicles the evolution of professional military education during the last sixty years.
Careful to draw distinctions between training and education, she briefly traces the
history of PME and examines some of the major personalities involved in shaping it, as
well as the evolution of the curriculum stressed in PME programs. Her narrative, combined
with key documents, a glossary, and a timeline of important events, dispels popular
notions of an uneducated military force. Information
Military Education: Past, Present, and Future
(GPG) (PB) (Paperback), by Greenwood (Contributor), Gregory, C Kennedy (Editor). IAP LLC
(May 26, 2006).
Often the only time a nation evaluates
the education of its armed forces is during the aftermath of a great military disaster.
Even in the light of an overwhelming victory, such as the Gulf War, questions about how
well military education was addressing the study of asymmetric warfare, the Revolution in
Military Affairs, the role of non-state actors and international relations in the new
world order were the subject of debate in and around the various staff colleges and
military universities in the West. This work brings together the ideas of international
scholars, all recognized as leaders in their fields, to examine the professional military
education experience of various nations during the last 250 years. Case studies of each
branch of the military reveal success and failure in the past and present, with a goal of
improving military education in the future. Underlying themes clearly reveal the need for
those questioning military education to utilize history as the preferred method and model
of imperial analysis. These include economics and defense spending; national psyches and
the proper maintenance of armed forces; and the importance of individuals, both military
and civilian, with a clear vision, determination, and the moral courage to formulate and
support military education programs. In practice, "training" often predominates
over education, and the result has frequently been an officer corps that has not
functioned well in peacetime preparations and has ultimately failed on the battlefield due
to an inability to think effectively. This study highlights the role of civilian educators
as vital in the creation of successful educational programs.
Perspectives on Nuclear War and Peace Education:
(Contributions in Military Studies) (Hardcover), by Robert Ehrlich (Editor). Greenwood
Press (September 22, 1987).
This work provides an organized
collection of views on nuclear war education, a topic of great current concern. It grew
out of the 1986 "Conference on Nuclear War Education" sponsored by George Mason University.
The contributors represent the full spectrum of academic disciplines from the humanities
to the sciences. Through this diverse collection of essays, the editor has tried to
elucidate the important themes which underlie this curriculum. Information
Preparing for Peace: Military Identity, Value
Orientations, and Professional Military Education (Hardcover), by Volker Franke.
Praeger Publishers (November 30, 1999).
Since the end of the Cold War, U.S.
military forces have participated in an increasingly complex array of military operations,
from disaster relief and peacekeeping to deadly combat. The unique nature of many of these
missions calls into question what it means to be a soldier and may require adjustments not
only in military doctrine, but also in the military's combat-oriented warrior identity.
Franke examines the extent to which individuals who will lead U.S. forces in the 21st
century are prepared cognitively to shift among mission requirements. Using survey
methods, Franke explores the social, political, and professional attitudes and values of
cadets at the U.S. Military Academy at West Point. By comparing cadets' responses across
classes, he assesses the effects of military socialization on their commitment to the
military's dual-mission purpose and their cognitive preparation for combat and non-combat
assignments. By developing a dynamic model of social identity, Franke extends the
applicability of social identity theory from the experimental laboratory environment to a
genuine social field setting. Assessing the dynamic relationship between identity, values,
and attitudes for identifications that are normatively meaningful to respondents, he
illustrates the importance of individuals' identification with social groups for their
behavioral choices. Information
Test Policy in Defense: Lessons from the Military for
Education, Training, and Employment (Evaluation in Education and Human Services)
(Hardcover), by Bernard R. Gifford and Linda C. Wing (Editors). Springer; 1 edition
(November 30, 1991). Information
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