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.
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