File #2675: "2019_Book_NLARMSNetherlandsAnnualReviewO.pdf"
Testo
1|Foreword|6
1|Preface|8
2|Institutional Settings and Change Processes|9
2|Educational Philosophy|11
2|Educational Challenges and Reflective Practices|12
2|Didactical Solutions|14
2|International Perspectives|16
1|Contents|19
1|Editors and Contributors|22
1|Institutional Settings and Change Processes|26
1|1 Governing Academic Education and Research in the Military in the Context of University Reforms|27
2|Abstract|27
2|1.1 A Short History of the Faculty of Military Studies|28
2|1.2 Academic Freedom as Organizing Principle|30
2|1.3 The Classical University|31
2|1.4 The Professors’ University|32
2|1.5 The Democratic University|33
2|1.6 The Managers’ University|35
2|1.7 Conclusion|38
2|Acknowledgement|38
2|References|39
1|2 Making the Academic Turn: How Bottom-up Initiatives Drove Education Reform at the Netherlands Defence Academy|40
2|Abstract|40
2|2.1 Introduction|41
2|2.2 Changes in Educational Content|42
2|2.3 Strategic Change, Defence Policy and Military Education|44
2|2.4 Academic Initiative|46
2|2.5 Conclusion|48
2|References|49
1|3 Character Is (the) Key! The Application of Virtue Ethics to Improve Officers’ Education|50
2|Abstract|50
2|3.1 Introduction|51
2|3.2 Present Officers’ Education|52
2|3.3 Factors of Influence|53
3|3.3.1 Generation Y|54
3|3.3.2 Adaptivity|55
3|3.3.3 Ambidexterity|55
2|3.4 Framework of Military Virtues|56
2|3.5 Military Virtues and Officers’ Education: Facing the Challenges|60
3|3.5.1 Generation Y|61
3|3.5.2 Adaptivity|61
3|3.5.3 Ambidexterity|62
3|3.5.4 Conclusion|63
2|3.6 Closure|63
2|References|64
1|4 A Performative Account of the Use of Oaths to Enhance Integrity Within the Military|66
2|Abstract|66
2|4.1 Introduction|67
2|4.2 Integrity|68
2|4.3 Oath-Taking|69
2|4.4 Performativity of Oath-Taking|71
3|4.4.1 Characteristic 1: Infelicity|72
3|4.4.2 Characteristic 2: Self-involvement|73
3|4.4.3 Characteristic 3: Public Context|74
3|4.4.4 Characteristic 4: Continuity/Structural Possibility of Infelicity|75
2|4.5 Discussion and Conclusion: Relevance to Educating and Training of Officers|77
2|Acknowledgement|78
2|References|78
1|Educational Philosophy|80
1|5 Officer Bildung: A Philosophical Investigation of Preconditions for Military Character Education|81
2|Abstract|81
2|5.1 Introduction|82
2|5.2 Military Education Analysis|83
3|5.2.1 Why Character Education Matters|83
3|5.2.2 Practices of Military Education|85
2|5.3 Philosophical Underpinnings of Character Education|87
3|5.3.1 Aristotelian Virtue Ethics|87
3|5.3.2 Bildung as an Educational Concept|88
3|5.3.3 Contemporary Character Education|90
2|5.4 Preconditions and Implications|92
2|5.5 Conclusion|93
2|References|94
1|6 A Critical Appraisal of the Bildung Ideal in Military Ethics Education|98
2|Abstract|98
2|6.1 Introduction|99
2|6.2 Nietzsche’s Concept of Bildung|101
2|6.3 Foucauldian Art-of-Living|104
2|6.4 Case Example: The Train-the-Trainer-Course in Military Ethics|107
3|6.4.1 Background to the Case|107
3|6.4.2 Applying the Ideal of Bildung and Art-of-Living in Ethics Education|108
2|6.5 Discussion|111
3|6.5.1 Being a Soldier|111
2|6.6 Conclusion|113
2|References|114
1|7 Reflective Practice in Synthetic Expeditionary Task Forces|117
2|Abstract|117
2|7.1 Reflective Practice in Synthetic Expeditionary Task Forces|118
2|7.2 Reflective Practice as a Concept|119
2|7.3 Studying Reflective Practice in Military Task Forces|120
2|7.4 The Synthetic Organization as the Context for Reflective Practice|121
3|7.4.1 The Conventional View on Task Force Design|122
3|7.4.2 The Task Force as a Synthetic Organization|122
3|7.4.3 Synthetic Task Forces and Reflective Practice|123
2|7.5 Reflective Practice in the Cases|124
3|7.5.1 Understanding Environmental Dynamics|125
3|7.5.2 Understanding Organizational Dynamics|126
3|7.5.3 Designing Solutions for Organizational Challenges|127
2|7.6 Discussion|129
3|7.6.1 Practitioners Shaping Organizational Context|129
3|7.6.2 Reflective Practice and Purpose|130
2|7.7 Conclusion|131
2|References|132
1|8 From Thinking Soldiers to Reflecting Officers—Facts and Reflections on Officers’ Education|135
2|Abstract|135
2|8.1 Introduction|136
2|8.2 What Is a Reflective Practitioner?|137
3|8.2.1 Reflective Questions|137
3|8.2.2 Myopic Learning|139
3|8.2.3 The Role of Teachers|139
2|8.3 How to Educate Reflectivity/Reflectively?|140
3|8.3.1 Two Concepts|140
3|8.3.2 Experiential Learning Theory|140
3|8.3.3 Problem-Based Learning|141
3|8.3.4 Assessment of Reflectivity|142
2|8.4 What Are Military Applications of Reflectivity?|143
3|8.4.1 Some Operational Perspectives|143
3|8.4.2 Decision-Making|144
3|8.4.3 Team Learning|144
3|8.4.4 The Military Art|145
2|8.5 What Is the Actual Situation of Military Education?|146
2|8.6 Conclusion and Discussion|147
3|8.6.1 Three Sub-conclusions|147
3|8.6.2 Discussion|147
2|References|150
1|9 Five Critical Success Factors for Coaching: A Perspective on Educating Reflective Practitioners|152
2|Abstract|152
2|9.1 Introduction|153
2|9.2 Five CSFs for Coaching in Relation to Adaptive and Reflective Capacities Within Organizations|154
3|9.2.1 CSF-1—Context: Environmental Awareness When Working and Learning|157
3|9.2.2 CSF-2—Yardstick: Goal-oriented Working and Learning|158
3|9.2.3 CSF-3—Ownership: Self-management in Working and Learning|158
3|9.2.4 CSF-4—Iceberg: Congruence Within One’s Competence Household|159
3|9.2.5 CSF-5—Here & Now: Experiential Learning|161
2|9.3 Guiding Employees from the CSF Perspective|162
3|9.3.1 Context-oriented Guidance (CSF-1)|162
3|9.3.2 Goal-oriented Guidance (CSF-2)|163
3|9.3.3 Self-management-oriented Guidance (CSF-3)|163
3|9.3.4 Competence-oriented Guidance (CSF-4)|163
3|9.3.5 Experience-oriented Guidance (CSF-5)|164
2|9.4 Discussion|164
3|9.4.1 Implications|165
3|9.4.2 Brief Reflection Upon FMS-NLDA’s Current Educational Practice|166
3|9.4.3 Limitations and Opportunities|167
2|References|168
1|10 Mindfulness in the Dutch Military – Train Your Brain|174
2|Abstract|174
2|10.1 Introduction|175
2|10.2 Theory|177
2|10.3 Hypotheses|178
3|10.3.1 One, Mindfulness|178
3|10.3.2 Two, Stress|179
3|10.3.3 Three, Working Memory|180
3|10.3.4 Four, A and B, Situational Awareness|181
3|10.3.5 Five, Wellbeing|182
2|10.4 Methods|182
3|10.4.1 Design|182
3|10.4.2 Procedure|183
3|10.4.3 Participants|183
3|10.4.4 Mindfitness Training|184
3|10.4.5 Measurements and Materials|184
3|10.4.6 Analysis|187
2|10.5 Results|187
2|10.6 Discussion|192
3|10.6.1 Practical Implications|194
2|References|195
1|11 The Impact of Educational Characteristics on the Development of Cadets from Novices to Experts|199
2|Abstract|199
2|11.1 Introduction|200
2|11.2 Novice to Expert|201
2|11.3 Military and Academic Education|202
2|11.4 Individual and Collective Learning|203
2|11.5 Role of Teachers|204
2|11.6 Professional Identity|206
2|11.7 Learning Strategies|207
2|11.8 Conclusion|209
2|References|210
1|12 Determinants of Academic Performance in Bachelor Theses: Evidence from the Faculty of Military Sciences at the Netherlands Defence Academy|212
2|Abstract|212
2|12.1 Introduction|213
2|12.2 NLDA-FMS Bachelor’s Degree Program Military Management Studies (MMS)|215
2|12.3 Hypotheses|217
3|12.3.1 Gender and Academic Performance|217
3|12.3.2 Age and Academic Performance|218
3|12.3.3 Services and Academic Performance|219
2|12.4 Methodology|220
2|12.5 Results|220
2|12.6 Conclusion and Discussion|222
2|References|223
1|Didactical Solutions|225
1|13 Iconic Images and Military Education: A Delicate Relationship|226
2|Abstract|226
2|13.1 Introduction – The Relevance of Studying Iconic Images|227
2|13.2 How to Go About It? Taking up Iconic Images|229
2|13.3 What to Study? War Imagery and (Military) History: Options and Challenges|230
2|13.4 The Educational Approach: Contextualised Image Analysis|232
2|13.5 (Visual) Education of Thinking Soldiers: Solutions at the Faculty of Military Sciences|234
2|13.6 Conclusion|238
2|References and Recommended Literature|240
1|14 Bologna Meets the Battlefield – Using Historical Battlefields in Modern Academic Military Education|245
2|Abstract|245
2|14.1 Introduction|246
2|14.2 The Battlefield Tour: Terminology|247
2|14.3 The Emergence of the Battlefield Tour|248
2|14.4 Development Stagnates|251
2|14.5 Reintroduction and Growth|252
2|14.6 Towards the Dutch Military Historical Analysis|254
2|14.7 Final Remarks|258
2|References|258
1|15 The Staff Ride as Reflective Practicum – Impressions and Experiences of the Faculty of Military Sciences and Maynooth University|260
2|Abstract|260
2|15.1 Introduction|261
2|15.2 Thinking Soldier and Reflective Practitioner|262
2|15.3 Staff Ride|265
2|15.4 No Staff Ride is the Same|267
2|15.5 Staff Rides – The Irish Perspective|270
2|15.6 Conclusion|271
2|References|272
1|16 Policy for Cadets and Midshipmen – Teaching Dutch Security and Defence Policy at the Netherlands Defence Academy|274
2|Abstract|274
2|16.1 Introduction|275
3|16.1.1 Training of Dutch Cadets and Midshipmen|275
3|16.1.2 The Thinking Soldier|276
2|16.2 Teaching Dutch Security and Defence Policy|277
3|16.2.1 Goals of the NVDB Course|277
3|16.2.2 Substantive Contents of the NVDB Course|278
4|16.2.2.1 Historical Background of Dutch International Policy and Dutch Strategic Culture|279
4|16.2.2.2 National and International Decision-Making|280
4|16.2.2.3 Post-9/11 Analysis of Dutch Defence Policy|280
4|16.2.2.4 Current Dutch Security and Defence Policy|281
4|16.2.2.5 Security and Defence Policy in Practice|281
3|16.2.3 Educational Tools|281
2|16.3 Challenges|283
2|16.4 Conclusion|283
2|References|284
1|17 Legal Education: A Matter of Motivation? An Overview of Aspects of Legal Education for Officers|286
2|Abstract|286
2|17.1 Introduction|287
2|17.2 History of Officers’ Legal Education|288
2|17.3 The Legal Obligation to Disseminate|289
2|17.4 Legal Education for Officers|291
2|17.5 Legal Education at the Netherlands Defence Academy|292
2|17.6 Didactical Challenges of Legal Education|294
2|17.7 Conclusion|295
2|Reference|296
1|18 Military Engineering – Practice, Education and Research in The Netherlands; the Golden Triangle|298
2|Abstract|298
2|18.1 Introduction|299
2|18.2 The Professional Environment of Military Engineering|300
2|18.3 Current State of Military Engineering Education at the FMS|303
2|18.4 Current State of Military Engineering Research at the FMS|304
2|18.5 Interactions Between Education and Research|306
3|18.5.1 Research Topics in Military Engineering|306
3|18.5.2 Research Topics in Education: Two Cases|307
3|18.5.3 Relation of Thesis Research Topics to Military Engineering Curriculum|308
2|18.6 Interactions Between Professional Environment and Education|309
2|18.7 Interactions Between Professional Environment and Research|310
2|18.8 Conclusions|312
2|References|313
1|International Perspectives|315
1|19 A European Army of Thinking Soldiers – European Academic Officers’ Education: Challenges and Opportunities|316
2|Abstract|316
2|19.1 Introduction|317
2|19.2 Officers’ Training and Education in Europe|319
2|19.3 Training and Education Within the EU’s Security and Defence Domain|320
3|19.3.1 Introduction|320
3|19.3.2 ‘Emilyo’; Military Officers’ Exchange Program|320
3|19.3.3 The European Security and Defence College|321
3|19.3.4 The EU Doctoral School|322
3|19.3.5 CEPOL; Training and Education in the Law Enforcement Domain|323
3|19.3.6 Frontex; Training and Education Regarding EU’s Borders|324
2|19.4 Training and Education Within NATO|325
3|19.4.1 Introduction|325
3|19.4.2 The NATO Defence College|325
2|19.5 Officers’ Training and Education in Europe; Challenges and Opportunities|326
2|19.6 Conclusion|329
2|References|330
2|Internet Sources|330
1|20 Lilliputians Divided: How Service Statutes Fragment Lithuanian Security Services|332
2|Abstract|332
2|20.1 Introduction|333
2|20.2 Fragmented Officers’ Education: The “Ambiguous Lithuanian Officer”|334
2|20.3 A Historical-Institutionalist Perspective on Lithuanian Security Governance|336
3|20.3.1 Why Use a Historical-Institutionalist Approach?|336
3|20.3.2 Context: The Institutional Complexity of Lithuanian Public Governance|338
2|20.4 Findings|339
3|20.4.1 Rifts Among the Lilliputians|339
3|20.4.2 What Stands in the Way of Solutions?|342
2|20.5 Conclusion: The Worst of Both Worlds?|344
2|References|345
1|21 What Sets the Officer Apart? Dutch and Danish Educational Reforms Leading to the Habitus of the Thinking Soldier|347
2|Abstract|347
2|21.1 Introduction|348
2|21.2 Theory: Habitus|350
3|21.2.1 Soldier Versus Scholar|350
2|21.3 Officers’ Education|352
3|21.3.1 The Netherlands|352
4|21.3.1.1 Education at The Netherlands Defence Academy|352
4|21.3.1.2 Officers’ Education at the NLDA|354
3|21.3.2 Denmark|355
4|21.3.2.1 Changes in the Danish Armed Forces Following the End of the Cold War|355
4|21.3.2.2 Two Tracks, One Officer Corps|356
2|21.4 Discussion: Reinventing the Military Profession|357
3|21.4.1 Challenges to the Dutch Model: Neither Fish Nor Fowl|358
3|21.4.2 Challenges to the Danish Model|358
2|21.5 Conclusion: Developing the Habitus of the Thinking Soldier|359
3|21.5.1 Limitations|360
3|21.5.2 Recommendations|361
2|References|361
1|Epilogue|364
1|Military Education Between Alienation and Symbiosis|364
1|Today’s Relevance of Academic Education and Bildung for the Military|364
1|Reflective Practice and the Cornerstones of Academic Education|365
1|Controversies That Lead to Challenges|367
2|Outline placeholder|0
3|Shorter and More Focused Educational Programs|367
3|Specialists Instead of Generalists|368
1|The Vulnerable Location Between Symbiosis and Alienation|369
1|Preface|8
2|Institutional Settings and Change Processes|9
2|Educational Philosophy|11
2|Educational Challenges and Reflective Practices|12
2|Didactical Solutions|14
2|International Perspectives|16
1|Contents|19
1|Editors and Contributors|22
1|Institutional Settings and Change Processes|26
1|1 Governing Academic Education and Research in the Military in the Context of University Reforms|27
2|Abstract|27
2|1.1 A Short History of the Faculty of Military Studies|28
2|1.2 Academic Freedom as Organizing Principle|30
2|1.3 The Classical University|31
2|1.4 The Professors’ University|32
2|1.5 The Democratic University|33
2|1.6 The Managers’ University|35
2|1.7 Conclusion|38
2|Acknowledgement|38
2|References|39
1|2 Making the Academic Turn: How Bottom-up Initiatives Drove Education Reform at the Netherlands Defence Academy|40
2|Abstract|40
2|2.1 Introduction|41
2|2.2 Changes in Educational Content|42
2|2.3 Strategic Change, Defence Policy and Military Education|44
2|2.4 Academic Initiative|46
2|2.5 Conclusion|48
2|References|49
1|3 Character Is (the) Key! The Application of Virtue Ethics to Improve Officers’ Education|50
2|Abstract|50
2|3.1 Introduction|51
2|3.2 Present Officers’ Education|52
2|3.3 Factors of Influence|53
3|3.3.1 Generation Y|54
3|3.3.2 Adaptivity|55
3|3.3.3 Ambidexterity|55
2|3.4 Framework of Military Virtues|56
2|3.5 Military Virtues and Officers’ Education: Facing the Challenges|60
3|3.5.1 Generation Y|61
3|3.5.2 Adaptivity|61
3|3.5.3 Ambidexterity|62
3|3.5.4 Conclusion|63
2|3.6 Closure|63
2|References|64
1|4 A Performative Account of the Use of Oaths to Enhance Integrity Within the Military|66
2|Abstract|66
2|4.1 Introduction|67
2|4.2 Integrity|68
2|4.3 Oath-Taking|69
2|4.4 Performativity of Oath-Taking|71
3|4.4.1 Characteristic 1: Infelicity|72
3|4.4.2 Characteristic 2: Self-involvement|73
3|4.4.3 Characteristic 3: Public Context|74
3|4.4.4 Characteristic 4: Continuity/Structural Possibility of Infelicity|75
2|4.5 Discussion and Conclusion: Relevance to Educating and Training of Officers|77
2|Acknowledgement|78
2|References|78
1|Educational Philosophy|80
1|5 Officer Bildung: A Philosophical Investigation of Preconditions for Military Character Education|81
2|Abstract|81
2|5.1 Introduction|82
2|5.2 Military Education Analysis|83
3|5.2.1 Why Character Education Matters|83
3|5.2.2 Practices of Military Education|85
2|5.3 Philosophical Underpinnings of Character Education|87
3|5.3.1 Aristotelian Virtue Ethics|87
3|5.3.2 Bildung as an Educational Concept|88
3|5.3.3 Contemporary Character Education|90
2|5.4 Preconditions and Implications|92
2|5.5 Conclusion|93
2|References|94
1|6 A Critical Appraisal of the Bildung Ideal in Military Ethics Education|98
2|Abstract|98
2|6.1 Introduction|99
2|6.2 Nietzsche’s Concept of Bildung|101
2|6.3 Foucauldian Art-of-Living|104
2|6.4 Case Example: The Train-the-Trainer-Course in Military Ethics|107
3|6.4.1 Background to the Case|107
3|6.4.2 Applying the Ideal of Bildung and Art-of-Living in Ethics Education|108
2|6.5 Discussion|111
3|6.5.1 Being a Soldier|111
2|6.6 Conclusion|113
2|References|114
1|7 Reflective Practice in Synthetic Expeditionary Task Forces|117
2|Abstract|117
2|7.1 Reflective Practice in Synthetic Expeditionary Task Forces|118
2|7.2 Reflective Practice as a Concept|119
2|7.3 Studying Reflective Practice in Military Task Forces|120
2|7.4 The Synthetic Organization as the Context for Reflective Practice|121
3|7.4.1 The Conventional View on Task Force Design|122
3|7.4.2 The Task Force as a Synthetic Organization|122
3|7.4.3 Synthetic Task Forces and Reflective Practice|123
2|7.5 Reflective Practice in the Cases|124
3|7.5.1 Understanding Environmental Dynamics|125
3|7.5.2 Understanding Organizational Dynamics|126
3|7.5.3 Designing Solutions for Organizational Challenges|127
2|7.6 Discussion|129
3|7.6.1 Practitioners Shaping Organizational Context|129
3|7.6.2 Reflective Practice and Purpose|130
2|7.7 Conclusion|131
2|References|132
1|8 From Thinking Soldiers to Reflecting Officers—Facts and Reflections on Officers’ Education|135
2|Abstract|135
2|8.1 Introduction|136
2|8.2 What Is a Reflective Practitioner?|137
3|8.2.1 Reflective Questions|137
3|8.2.2 Myopic Learning|139
3|8.2.3 The Role of Teachers|139
2|8.3 How to Educate Reflectivity/Reflectively?|140
3|8.3.1 Two Concepts|140
3|8.3.2 Experiential Learning Theory|140
3|8.3.3 Problem-Based Learning|141
3|8.3.4 Assessment of Reflectivity|142
2|8.4 What Are Military Applications of Reflectivity?|143
3|8.4.1 Some Operational Perspectives|143
3|8.4.2 Decision-Making|144
3|8.4.3 Team Learning|144
3|8.4.4 The Military Art|145
2|8.5 What Is the Actual Situation of Military Education?|146
2|8.6 Conclusion and Discussion|147
3|8.6.1 Three Sub-conclusions|147
3|8.6.2 Discussion|147
2|References|150
1|9 Five Critical Success Factors for Coaching: A Perspective on Educating Reflective Practitioners|152
2|Abstract|152
2|9.1 Introduction|153
2|9.2 Five CSFs for Coaching in Relation to Adaptive and Reflective Capacities Within Organizations|154
3|9.2.1 CSF-1—Context: Environmental Awareness When Working and Learning|157
3|9.2.2 CSF-2—Yardstick: Goal-oriented Working and Learning|158
3|9.2.3 CSF-3—Ownership: Self-management in Working and Learning|158
3|9.2.4 CSF-4—Iceberg: Congruence Within One’s Competence Household|159
3|9.2.5 CSF-5—Here & Now: Experiential Learning|161
2|9.3 Guiding Employees from the CSF Perspective|162
3|9.3.1 Context-oriented Guidance (CSF-1)|162
3|9.3.2 Goal-oriented Guidance (CSF-2)|163
3|9.3.3 Self-management-oriented Guidance (CSF-3)|163
3|9.3.4 Competence-oriented Guidance (CSF-4)|163
3|9.3.5 Experience-oriented Guidance (CSF-5)|164
2|9.4 Discussion|164
3|9.4.1 Implications|165
3|9.4.2 Brief Reflection Upon FMS-NLDA’s Current Educational Practice|166
3|9.4.3 Limitations and Opportunities|167
2|References|168
1|10 Mindfulness in the Dutch Military – Train Your Brain|174
2|Abstract|174
2|10.1 Introduction|175
2|10.2 Theory|177
2|10.3 Hypotheses|178
3|10.3.1 One, Mindfulness|178
3|10.3.2 Two, Stress|179
3|10.3.3 Three, Working Memory|180
3|10.3.4 Four, A and B, Situational Awareness|181
3|10.3.5 Five, Wellbeing|182
2|10.4 Methods|182
3|10.4.1 Design|182
3|10.4.2 Procedure|183
3|10.4.3 Participants|183
3|10.4.4 Mindfitness Training|184
3|10.4.5 Measurements and Materials|184
3|10.4.6 Analysis|187
2|10.5 Results|187
2|10.6 Discussion|192
3|10.6.1 Practical Implications|194
2|References|195
1|11 The Impact of Educational Characteristics on the Development of Cadets from Novices to Experts|199
2|Abstract|199
2|11.1 Introduction|200
2|11.2 Novice to Expert|201
2|11.3 Military and Academic Education|202
2|11.4 Individual and Collective Learning|203
2|11.5 Role of Teachers|204
2|11.6 Professional Identity|206
2|11.7 Learning Strategies|207
2|11.8 Conclusion|209
2|References|210
1|12 Determinants of Academic Performance in Bachelor Theses: Evidence from the Faculty of Military Sciences at the Netherlands Defence Academy|212
2|Abstract|212
2|12.1 Introduction|213
2|12.2 NLDA-FMS Bachelor’s Degree Program Military Management Studies (MMS)|215
2|12.3 Hypotheses|217
3|12.3.1 Gender and Academic Performance|217
3|12.3.2 Age and Academic Performance|218
3|12.3.3 Services and Academic Performance|219
2|12.4 Methodology|220
2|12.5 Results|220
2|12.6 Conclusion and Discussion|222
2|References|223
1|Didactical Solutions|225
1|13 Iconic Images and Military Education: A Delicate Relationship|226
2|Abstract|226
2|13.1 Introduction – The Relevance of Studying Iconic Images|227
2|13.2 How to Go About It? Taking up Iconic Images|229
2|13.3 What to Study? War Imagery and (Military) History: Options and Challenges|230
2|13.4 The Educational Approach: Contextualised Image Analysis|232
2|13.5 (Visual) Education of Thinking Soldiers: Solutions at the Faculty of Military Sciences|234
2|13.6 Conclusion|238
2|References and Recommended Literature|240
1|14 Bologna Meets the Battlefield – Using Historical Battlefields in Modern Academic Military Education|245
2|Abstract|245
2|14.1 Introduction|246
2|14.2 The Battlefield Tour: Terminology|247
2|14.3 The Emergence of the Battlefield Tour|248
2|14.4 Development Stagnates|251
2|14.5 Reintroduction and Growth|252
2|14.6 Towards the Dutch Military Historical Analysis|254
2|14.7 Final Remarks|258
2|References|258
1|15 The Staff Ride as Reflective Practicum – Impressions and Experiences of the Faculty of Military Sciences and Maynooth University|260
2|Abstract|260
2|15.1 Introduction|261
2|15.2 Thinking Soldier and Reflective Practitioner|262
2|15.3 Staff Ride|265
2|15.4 No Staff Ride is the Same|267
2|15.5 Staff Rides – The Irish Perspective|270
2|15.6 Conclusion|271
2|References|272
1|16 Policy for Cadets and Midshipmen – Teaching Dutch Security and Defence Policy at the Netherlands Defence Academy|274
2|Abstract|274
2|16.1 Introduction|275
3|16.1.1 Training of Dutch Cadets and Midshipmen|275
3|16.1.2 The Thinking Soldier|276
2|16.2 Teaching Dutch Security and Defence Policy|277
3|16.2.1 Goals of the NVDB Course|277
3|16.2.2 Substantive Contents of the NVDB Course|278
4|16.2.2.1 Historical Background of Dutch International Policy and Dutch Strategic Culture|279
4|16.2.2.2 National and International Decision-Making|280
4|16.2.2.3 Post-9/11 Analysis of Dutch Defence Policy|280
4|16.2.2.4 Current Dutch Security and Defence Policy|281
4|16.2.2.5 Security and Defence Policy in Practice|281
3|16.2.3 Educational Tools|281
2|16.3 Challenges|283
2|16.4 Conclusion|283
2|References|284
1|17 Legal Education: A Matter of Motivation? An Overview of Aspects of Legal Education for Officers|286
2|Abstract|286
2|17.1 Introduction|287
2|17.2 History of Officers’ Legal Education|288
2|17.3 The Legal Obligation to Disseminate|289
2|17.4 Legal Education for Officers|291
2|17.5 Legal Education at the Netherlands Defence Academy|292
2|17.6 Didactical Challenges of Legal Education|294
2|17.7 Conclusion|295
2|Reference|296
1|18 Military Engineering – Practice, Education and Research in The Netherlands; the Golden Triangle|298
2|Abstract|298
2|18.1 Introduction|299
2|18.2 The Professional Environment of Military Engineering|300
2|18.3 Current State of Military Engineering Education at the FMS|303
2|18.4 Current State of Military Engineering Research at the FMS|304
2|18.5 Interactions Between Education and Research|306
3|18.5.1 Research Topics in Military Engineering|306
3|18.5.2 Research Topics in Education: Two Cases|307
3|18.5.3 Relation of Thesis Research Topics to Military Engineering Curriculum|308
2|18.6 Interactions Between Professional Environment and Education|309
2|18.7 Interactions Between Professional Environment and Research|310
2|18.8 Conclusions|312
2|References|313
1|International Perspectives|315
1|19 A European Army of Thinking Soldiers – European Academic Officers’ Education: Challenges and Opportunities|316
2|Abstract|316
2|19.1 Introduction|317
2|19.2 Officers’ Training and Education in Europe|319
2|19.3 Training and Education Within the EU’s Security and Defence Domain|320
3|19.3.1 Introduction|320
3|19.3.2 ‘Emilyo’; Military Officers’ Exchange Program|320
3|19.3.3 The European Security and Defence College|321
3|19.3.4 The EU Doctoral School|322
3|19.3.5 CEPOL; Training and Education in the Law Enforcement Domain|323
3|19.3.6 Frontex; Training and Education Regarding EU’s Borders|324
2|19.4 Training and Education Within NATO|325
3|19.4.1 Introduction|325
3|19.4.2 The NATO Defence College|325
2|19.5 Officers’ Training and Education in Europe; Challenges and Opportunities|326
2|19.6 Conclusion|329
2|References|330
2|Internet Sources|330
1|20 Lilliputians Divided: How Service Statutes Fragment Lithuanian Security Services|332
2|Abstract|332
2|20.1 Introduction|333
2|20.2 Fragmented Officers’ Education: The “Ambiguous Lithuanian Officer”|334
2|20.3 A Historical-Institutionalist Perspective on Lithuanian Security Governance|336
3|20.3.1 Why Use a Historical-Institutionalist Approach?|336
3|20.3.2 Context: The Institutional Complexity of Lithuanian Public Governance|338
2|20.4 Findings|339
3|20.4.1 Rifts Among the Lilliputians|339
3|20.4.2 What Stands in the Way of Solutions?|342
2|20.5 Conclusion: The Worst of Both Worlds?|344
2|References|345
1|21 What Sets the Officer Apart? Dutch and Danish Educational Reforms Leading to the Habitus of the Thinking Soldier|347
2|Abstract|347
2|21.1 Introduction|348
2|21.2 Theory: Habitus|350
3|21.2.1 Soldier Versus Scholar|350
2|21.3 Officers’ Education|352
3|21.3.1 The Netherlands|352
4|21.3.1.1 Education at The Netherlands Defence Academy|352
4|21.3.1.2 Officers’ Education at the NLDA|354
3|21.3.2 Denmark|355
4|21.3.2.1 Changes in the Danish Armed Forces Following the End of the Cold War|355
4|21.3.2.2 Two Tracks, One Officer Corps|356
2|21.4 Discussion: Reinventing the Military Profession|357
3|21.4.1 Challenges to the Dutch Model: Neither Fish Nor Fowl|358
3|21.4.2 Challenges to the Danish Model|358
2|21.5 Conclusion: Developing the Habitus of the Thinking Soldier|359
3|21.5.1 Limitations|360
3|21.5.2 Recommendations|361
2|References|361
1|Epilogue|364
1|Military Education Between Alienation and Symbiosis|364
1|Today’s Relevance of Academic Education and Bildung for the Military|364
1|Reflective Practice and the Cornerstones of Academic Education|365
1|Controversies That Lead to Challenges|367
2|Outline placeholder|0
3|Shorter and More Focused Educational Programs|367
3|Specialists Instead of Generalists|368
1|The Vulnerable Location Between Symbiosis and Alienation|369