Teaching and Learning the Operational Art of War: An Appraisal of the School of Advanced Military Studies

2000 ◽  
Author(s):  
John L. Gifford
Keyword(s):  
Teaching And Learning ◽  
Military Studies ◽  
Art Of War ◽  
Operational Art

scholarly journals Narrative approach to the art of war and military studies - Narratology as military science research paradigm

2014 ◽  
Vol 5 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Jan Hanska
Keyword(s):  
Science Research ◽  
Research Paradigm ◽  
Leadership Studies ◽  
Military Studies ◽  
Art Of War ◽  
Critical Security Studies ◽  
Operational Art ◽  
The Aesthetic ◽  
New Research ◽  
The Military

Abstract The purpose of this article is to initiate discussion into the role narratives could play in military studies. Narratology is an old and well-established research paradigm that first emerged as part of the linguistic turn. Yet its potential has not been depleted. It is the study of narratives or stories. There are plenty of topics not yet approached from this perspective especially in the field of military studies. The military academia needs to broaden its scope of research and allow for alternative orientations and theories to be used to address traditional dilemmas, create new research paradigms and enrich the variety of analysis. Critical security studies approach shared topics with military studies by embracing the aesthetic turn that differentiates between the representation and the represented. The argument in this article is that to produce comprehensive information on its research topics military studies would benefit from embracing them as people experience them and not focus on their ontology. The article does not offer a methodological toolbox to the reader but rather an introduction to some classics of narratology and offers a few insights how this type of approach could be used in military history, strategy, operational art or even leadership studies.

Operational Warfare in War College and War Studies University

2019 ◽  
Vol 697 (2) ◽  
pp. 17-29
Author(s):  
Ryszard Parafianowicz
Keyword(s):  
World War Ii ◽  
Turning Point ◽  
Armed Forces ◽  
World War ◽  
Second Republic ◽  
The Balkans ◽  
Art Of War ◽  
Self Sufficiency ◽  
Operational Art ◽  
The Art Of War

Having own operational warfare based on deeply rooted domestic military culture and positively verified combat cases, being now historical experiences inspiring next generations, is one of the foundations of the armed forces. Polish art of war in the 20th century developed freely in the Second Republic of Poland: it was a period, when the foundations for Polish operational art were established. Poland, in consequence of a betrayal by its western allies, after World War II found itself in the Soviet zone of influences, and this meant breaking up with the achievements of the Second Republic of Poland, including the art of war. Regaining Independence at the break of 1989/1990 was a distinct turning point in the development of the art of war, and meant the necessity to search for new solutions adequate for the challenges stemming from contemporary geopolitical location, as well as from its defense self-sufficiency. This required a new outlook on operational warfare. The following turning point was the membership in North-Atlantic Alliance and the participation of the Polish Armed Forces in stabilization operations in the Balkans, Iraq, and Afghanistan. Both in the Second Republic of Poland and today, military education of command and staff professionals had a significant impact on Polish operational art.

scholarly journals The Hidden Grand Narrative of Western Military Policy: A Linguistic Analysis of American Strategic Communication

2011 ◽  
Vol 2 (1) ◽  
pp. 46-62
Author(s):  
Saara Jantunen ◽  
Aki-Mauri Huhtinen
Keyword(s):  
Critical Discourse Analysis ◽  
Strategic Communication ◽  
Critical Discourse ◽  
Information Warfare ◽  
Military Studies ◽  
Art Of War ◽  
Friendly Fire ◽  
The Military ◽  
As Effects

Abstract Strategic communication has replaced information warfare. As Art of War has been replaced by science, the representations of war and the role of the military have changed. Both war and military forces are now associated with binary roles: destruction vs. humanity, killing vs. liberating. The logic behind ‘bombing for peace’ is encoded in the Grand Military Narrative. This narrative is hidden in American (and NATO) strategies such as Effects Based Operations, which rely heavily on technology. As people aim to rationalize the world with technology, they fail to take into account the uncertainty it brings. In warfare, that uncertainty is verbalized as “friendly fire”, “collateral damage” or simply as “accident”. Success and failure are up to technology. Technology is no longer a tool, but an ideology and an actor that not only ‘enables’ the military to take action, but legitimizes it. This article aims to contribute to military studies by analyzing, in the spirit of critical discourse analysis, American ‘Grand Military Narrative’ and he standard and trends of rhetoric it creates. The article focuses on pinpointing some of the linguistic choices and discourses that define the so-called ‘techno-speak’, the product of modern techno-ideology. These discourses result in representations of techno-centered binary values, which steer military strategy and foreign policy.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching
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