Military Education

O Colégio Militar de Curitiba, durante o período referido, fez parte integrante do Sistema de Ensino do Exército, composto pelas escolas de formação profissional (Academia Militar, Escolas de Formação e Aperfeiçoamento) e pelos colégios militares.
A escolha de se pesquisar o Colégio Militar de Curitiba é justificada por ser o representante paranaense dos Colégios Militares do Exército, e por ter formado, no imaginário da sociedade curitibana, a idéia de uma instituição com a educação centrada na disciplina de seus alunos.

Especially after the Second World War, understanding air power became a high priority for military practitioners, policy-makers and theorists, with the United States leading the quest for sound ideas and concepts for most of the following five decades. In the late-1980s the United States Air Force took this issue so seriously that it established a very senior graduate school to provide critical education to officers considered likely to gain promotion into strategic posts. This article traces and assesses the development and role of the School for Advanced Air and Space Studies in order to determine why it originated and what influence, if any, it has actually had on American and other air power thinkers. The article concludes that, with its faculty and students at the heart of air power scholarship, some of their books serving as standard texts, and with students going into influential senior posts, the SAASS has lived up to and possibly exceeded the expectations of its founders. Indeed, it is hard to identify a more influential center of excellence in air power education than the SAASS, or even at this stage to find a peer.

In early March 2013, Dr. Sugata Mitra, one of the pioneers in online learning (also known as e-learning), was awarded the TED Prize, which comes with a $1 million check and the commitment of millions of TED com-munity followers to help fulfill a wish of the winner.1 Dr. Mitra’s vision forms the first step toward what is being called in the education community “Online Learning 2.0.” Dr. Mitra’s ideas are clearly pushing toward the day when access to education will become far easier and considerably less expensive than it is now, ideas that are very much in line with NATO’s current force education efforts as well. Programs like Smart Defence and the Connected Forces Initia-tive (CFI) offer NATO member states innovative solutions in many areas of the defense industry, particularly in the areas of training and education.2

This study explored multiple factors related to the distance learning experiences of soldier-students who engaged in distance learning while deployed to a combat area.  Data was gathered from 144 participants who completed an online questionnaire.  Fifty-two factors potentially affecting the dependent variable of course completion were examined through a systems theory lens at the macro, mezzo, and micro levels.  Nearly all factors found to have significant differences in those soldier-students who completed their distance learning course and those who did not complete their course were found in the higher education domain at the mezzo and micro levels.  These factors included the Instructor behaviors of frequent contact and flexibility, student satisfaction, and program completion.  In addition, half of this study’s participants reported experiencing role conflict as a result of their decision to study while deployed.  The results of this study suggest the value of future research focused on role conflict, in both the higher education and military domains, for those soldier-students that simultaneously engage in distance learning and combat deployment.

Colonel John A. Warden III is synonymous with the once-celebrated and still much-discussed “five rings” approach to air power targeting that the United State Air Force and its partners first attempted to utilize in 1991 during Gulf War I. Warden is less well known for his later tenure as Commandant of the Air Command and Staff College (ACSC) at the USAF Air University, even though he undertook reforms and introduced several ideas that transformed that relatively isolated college into a stronger and more influential education center. This article argues that Warden gained his appointment at the ACSC precisely at a time when, following the Goldwater-Nichols Act and the Skelton Report, the “professionalization” of the USAF began to place far greater stock on education. The article demonstrates that, operating with relative freedom and according to an idiosyncratic vision for the ACSC, Warden increased the rigor and robustness of the ACSC and also proved helpful in developing and inculcating concepts of air power that undoubtedly changed thinking in the USAF, at least for a time.

This study examined whether cadets at a U.S. service academy perceived attitudinal differences toward their military and civilian L2 instructors along three variables: foreign language expertise, communicative anxiety, and relatability. Cadets’ proficiency levels (divided by beginning and intermediate classes) and current instructor (civilian or military) were also analyzed to determine their bearing on the perception data. Beginning and intermediate learners of Arabic, French, German, Portuguese, Russian, and Spanish (n=267) completed
an instructor perception questionnaire and volunteer students (n=9) participated in group interviews to provide opinions of the two instructor types. Descriptive statistics indicated that cadets viewed civilian instructors as more knowledgeable in foreign languages, whereas military instructors as more relatable. Ratings for communicative anxiety were evenly spread between the two groups.
Separate two-factor, between groups ANOVAs revealed significant differences between the two language level groups (beginning and intermediate) with respect to expertise and anxiety, but not for relatability. Current instructor (civilian or military) was not found to
influence opinions. Interview data, while providing nuanced perspectives, generally aligned with the quantitative results. Findings from this study can help service academy L2 instructors modify their teaching approaches to better enhance foreign language achievement in the classroom. Team-teaching between the two instructor types is also viewed as a helpful pedagogical strategy. Lastly, the data provide insight into important topics in second language acquisition within the military community.

Military educational institutions in Olomouc in the 19 th century.
The presented study aims to acquaint readers with the purpose and the functioning of two exposed educational institutions which were situated in Olomouc during the 19th century. The author deals with the development of both schools in a broad context of reforms within the army and clarifies circumstances that followed the establishment,
the relocation, the restructuring and the cancellation of both institutions.

Modalità e possibilità di sviluppo di una "scuola integrata di strategia", da realizzarsi attraverso una partnership strutturata e coordinabile tra mondo accademico, della ricerca e realtà istituzionali, onde fornire costanti ed aggiornati elementi di supporto conoscitivo alle decisioni dei vertici nazionali ed, eventualmente, internazionali (Codice AI-S-02)

Per verificare la possibilità di istituire una “scuola integrata di
strategia” è necessario, in via preliminare, definire il significato e
l’ampiezza della materia, al fine di definire una struttura che sia in
grado di integrare i contributi provenienti dal mondo universitario, da
quello della ricerca e da quello delle istituzioni.
L’ipotesi di una “scuola” che operi una sintesi ottimale degli apporti provenienti da
queste tre differenti realtà necessita, infatti, di chiarezza in ordine a
una precisa definizione degli ambiti scientifici e didattici degli studi
strategici, che oggi hanno un inquadramento peculiare, frutto della
concorrenza e, in alcuni casi, della sovrapposizione di teorie e di
paradigmi scientifici d’origine differente.
Come è noto, gli studi sulla strategia hanno ricevuto dignità di
disciplina accademica scientificamente autonoma tra gli anni Venti e
gli anni Cinquanta del Ventesimo secolo.
A seguito del tentativo di dare compiuta definizione alla strategia quale combinazione di arte pratica e di scienza applicata, gli studi strategici hanno acquisito
specificità rispetto ad altre materie. Gli studi strategici hanno
sviluppato metodologie peculiari e sono diventati oggetto di ricerca
sia a livello universitario che a livello di think tank, soprattutto nel
mondo anglosassone, rispondendo al bisogno di trovare risposte alle
grandi questioni poste dalla conclusione dei due conflitti mondiali e
al tentativo di costituire forme internazionali di collaborazione
interstatale a garanzia dell’ordine mondiale.

The concern of the advanced armies related to the development of the cultural and linguistic capabilities that are allowing the soldiers to operate into multicultural context, is active and adapted to the realities of the theatre of operations and of the hybrid warfare. The development of the capabilities is imposing testing, training, education and opportunities to for those to be put into practice. Thus, there have been created evaluation instruments of the cultural abilities, in order to see the progress into the learning, education and cultural harmonization process. Each model is offering a path of socio-cultural knowledge. The new model "The linear knowledge and harmonization model of the cultural interaction" developed in the theatre of operation is helping to determine the cultural differences in the specific multinational military environment and can be used into the education process during both peacetime and wartime.

Wojna o szkoły wojskowe czyli rzecz o kształceniu żołnierzy w Rzeczypospolitej szlacheckiej do połowy XVIII wieku 34 KAROL ŁOPATECKI W epoce nowożytnej zaczęto dostrzegać potrze bę stworzenia instytucji przekazującej w sposób fa chowy i usystematyzowany, wiedzę żołnierską. Jeszcze w połowie XVI stulecia nieprzyzwyczaj ona do tego brać żołnierska, osobę posiadającą wiedzę teoretyczną z pogardą nazywała księgowym walecz nikiem. Jednakże elity rozumiały, że wykształcenie wojskowe jest niezbędne w epoce dynamicznych zmian w technice; strategii i taktyce woj ennej. Stąd pojawiły się koncepcje zakładania specj alnych szkół przeznaczonych dla przyszłych żołnierzy. Mimo licznych projektów Rzeczpospolita doczekała się takiej placówki, dopiero w połowie XVIII w ..

“Autonomía y heteronomía en la educación de suboficiales en las Fuerzas Armadas en Argentina actual. Una comparación con los casos de Brasil y Chile”. Cuadernos de la Facultad de Humanidades y Ciencias Sociales de la Universidad Nacional de Jujuy Nº48. San Salvador de Jujuy. 2016. pp.167-192. ISSN: 1668-8104.

This 1979 U.S. Air Force Academy report described the educational environment of the U.S. Air Force Academy and the Academy's basic world history program.  It first introduces the core curriculum, history instruction, the cadet, and the history faculty. Then it describes the Academy's world history program, its evolution, its objectives, and its undergraduate survey course entitled "Europe and the World since 1500" using the textbook by L.S. Stavrianos.  The course provides a thematic treatment of the interaction between the major regions of the world since the end of the 15th century, with the rise of Western European civilization and the impact of that civilization on other regions as focus. The report discusses the future of world history and comments on the place of world history in a military education.

Using a case study design, we compared two prior-service cadets learning Portuguese at a United States (U.S.) military academy on how they dealt with aspects of foreign language learning (FLL). In particular, we explored how three specific components contributed to the formation of the cadets' second language (L2) motivational selves. These were (a) the learner (with unique military experiences); (b) the learning environment (the military academy); (c) and the learning task (communicative competency). Findings indicated that cadets constructed ideal L2 selves in accordance with their prospective (and imagined) uses of Portuguese, albeit for different purposes (military versus non-military). The divergence in potential foreign language application was manifested primarily within the context of the learning environment. This study informs L2 instructors of the complex, multiple facets that can contribute to foreign language motivational development. We note that instructors may find it useful to help guide students' L2 ideal selves in order to maximize motivation and enhance overall FLL efforts.

The concern of the advanced armies related to the development of the cultural and linguistic capabilities that are allowing the soldiers to operate into multicultural context, is active and adapted to the realities of the theatre of operations and of the hybrid warfare. The development of the capabilities is imposing testing, training, education and opportunities to for those to be put into practice. Thus, there have been created evaluation instruments of the cultural abilities, in order to see the progress into the learning, education and cultural harmonization process. Each model is offering a path of socio-cultural knowledge. The new model "The linear knowledge and harmonization model of the cultural interaction" developed in the theatre of operation is helping to determine the cultural differences in the specific multinational military environment and can be used into the education process during both peacetime and wartime.

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students' ability to create and trust their knowledge (Raider-Roth, 2005) . The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class cohesion and improve classroom participation by enhancing student-student and student-teacher relationships. The study used qualitative data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of student enthusiasm.

Integrated Campaigning is the ADF’s single capstone concept that describes how the ADF maximises and applies power to defend Australia and its national interests. Integrated Campaigning is the focussed aggregation and application of national power in pursuit of national interests, achieved by realising the potential of ADF’s people, ideas and material, combined with those of allies and partners. To achieve such integration requires the ADF to foster and grow key characteristics in its people. This article explores these traits.

Countries are responsible for the education and training of the members of their armed forces. Military education can be observed as an independent system in regards to its purpose, the preparation of military leaders for contemporary military operations and non-military missions. Besides the training for performing combat skill and training, it is also directed towards acquisition of skill for responsibility, critical thinking and initiative in modern ways of performing operations. The Republic of Macedonia implements military education through interdisciplinary programs realized at the Military Academy in Skopje. Within the paper there was also a research conducted on the first generation of cadets (N=34) by questionnaires. This helped in getting a more realistic picture of the quality and effectiveness of each of the subjects of the curriculum of the first cycle of studies at the Military Academy. The main purpose of this paper is to give appropriate scientific analyses of the real and effective use of the subjects of the first year of study at the Military Academy. The conclusions can then be considered and used as guidelines for eventual changes in the direction of upgrade of the system of military education.

The Digital Education of the Italian Armed Forces: Current Model and Future Perspectives

In close co-operation with the University of Turin, Italian Armed forces (Afs) have been introducing e-learning as a training method for their personnel for some years, making extensive use of Moocs and developing progressively a specific digital education model, based on particular management characteristics, as well as on specialized personnel, able to respond to servicemen’s lifelong learning needs. Italian Afs have long been aware of the potential of digital education; in fact, after a starting up incubation period, they have embarked a gradual process of emancipation from the University model, in order to develop an autonomous framework. But how far has this process of emancipating the digital education of Italian Afs from the University model gone? If in an early stage Italian Afs leant on the University to get fully understood the dynamics and capacities of the e-learning and digital education in the Military field, by creating a hybrid training environment for their personnel, the competition between two public model of digital education, one civil (open), the other military (closed), as well as the particular training and strategic needs of the military sector, are imposing a separation of their respective governance systems of digital education, aiming to create an interforce training environment, in close collaboration with the Armed forces of the other Nato countries. This paper aims at outlining the possible developments of a new governance system of digital education, the Military one, tracing the evolution of the Italian Afs model, from the first stage of incubation into the University model, up to the progressive detachment from it.

Th is paper evaluates the potential for defence research to contribute to the long-term development of higher military education. Motivation for the paper emerged from recent organisational changes at the Ministry of Defence by which the Strategic Research Institute (SRI), joined the University of Defence (UoD). Both institutions, SRI and UoD, are obligated and dedicated towards respecting and implementing national strategies, laws and norms related to scientifi c research and education as well as towards fulfi llment of prescribed accreditation standards for academic education and scientifi c research. Th e main idea here is to evaluate a scientifi c research approach conducted by the SRI, through the lens of the guiding principles for development of academic studies which are declared in the national strategy for education development. A few of the questions we tried to answer were: how relevant are the research topics?; who needs research results?; how should the research process be conducted?; and what about the quality of research results? Development of scientifi c research connections, higher education and practical needs of the military organisation are very important for all three domains, particularly for future security challenges. Military research organisations, along with the higher education component, have to be capable of perceiving future security challenges, conducting scientifi c research and off ering some proposals based on scientifi c methodology. However, in the selection of the research topics, they have to respect the views, needs and priorities of other organisational entities which are part of the military organisation.

The educational environment of the U.S. Air Force Academy is discussed and the Academy's basic world history program is described. The first part of the report focuses on the Academy's educational environment, discussing the core curriculum, history instruction, the cadet, and the history faculty. The report's second part, which comprises over half the publication, deals with the Academy's world history program. The evolution of the program is discussed and the objectives of world history instruction are examined. The structure of the undergraduate survey course in world history entitled "Europe and the World since 1500" is described. The course provides a thematic treatment of the interaction between the major regions of the world since the end of the 15th century, with the rise of Western European civilization and the impact of that civilization on other regions as focus. The world history honors program is described. Areas of concern related to teaching and to the knowledge, skills, and values that the undergraduate course provides are examined. The publication concludes with a discussion of the future of world history and "'with a commentary concerning the place of world history in a military education. Appended are a course calendar and brief biographical sketches of the report's 12 contributors.

“La formación de los suboficiales de sanidad en el proceso de modernización, burocratización y profesionalización del Ejército Argentino (1902-1935)”. Pilquen. Sección Ciencias Sociales, vol.24, nª3, pp.109-123. 2021. Centro Universitario Regional Zona Atlántica de la Universidad Nacional del Comahue. Viedma. ISSN: 1851-3123.

This paper evaluates the potential for defence research to contribute to the long-term development of higher military education. Motivation for the paper emerged from recent organisational changes at the Ministry of Defence by which the Strategic Research Institute (SRI), joined the University of Defence (UoD). Both institutions, SRI and UoD, are obligated and dedicated towards respecting and implementing national strategies, laws and norms related to scientific research and education as well as towards fulfi llment of prescribed accreditation standards for academic education and scientific research. The main idea here is to evaluate a scientific research approach conducted by the SRI, through the lens of the guiding principles for development of academic studies which are declared in the national strategy for education development. A few of the questions we tried to answer were: how relevant are the research topics?; who needs research results?; how should the research process be conducted?; and what about the quality of research results? Development of scientific research connections, higher education and practical needs of the military organisation are very important for all three domains, particularly for future security challenges. Military research organisations, along with the higher education component, have to be capable of perceiving future security challenges, conducting scientific research and offering some proposals based on scientific methodology. However, in the selection of the research topics, they have to respect the views, needs and priorities of other organisational entities which are part of the military organisation.

Abstract
The permanent concern not only for teaching methods and techniques, but also for learning methods and techniques to awaken gnosis, has run through different approaches and pedagogical currents such as cognitivism, behaviorism, constructivism and connectivism. Remember that teaching without knowing how the brain or the learner learns is like designing a glove without knowing the characteristics of the hand. In observance of deontological principles teachers must remember that not all students learn the same way, as stated by Gardener (1983) in his theory of Multiple Intelligences. In a Traditional Classroom, unlike a Flipped Classroom, is where the teacher teaches while the students just listen. Not anymore. Flipped Learning and Flipped Classroom are presented just as a different and dynamic approach as the teacher wants it to be. It is vital for the Competency-Based Approach.

Система підготовки молодших офіцерів (запасу) в Україні, недостатньо відповідає векторам розвитку національного сектора безпеки і оборони (а перш за все його кадрового сегменту). Вона вимагає принципово серйозного реформування, в т.ч. із урахуванням чинників соціально-економічного та морально-психологічного характеру. Пропонується оптимізувати розподіл підготовки за військово-облійськової спеціальності з урахуванням специфіки регіональних вищих навчальних закладів (технічних, економічних і т.п.). Акцентуалізується проблема розробки, забезпечення та впровадження напрямків та програм підготовки офіцерів резерву для новостворюваної системи ТрО. Ключові слова: вищий навчальний заклад, військова кафедра, офіцер запасу, регіон, військово-облійськова спеціальність, ейджизм. Кадровий офіцер-людина, яку ми годуємо в мирний час, щоб у воєнний час вона послала нас на фронт.

W anneer we de Griekse en de Romeinse mythologie er op naslaan zijn Mars en Clio zelfs nooit in elkaars nabijheid geweest, ondanks Mars' vrije opvattingen over huwelijkse trouw. Evenmin komen ze in de kunst als duo voor. Het zijn geschiedschrijvers over oorlog voering, die door de tijd heen als koppelaars optraden, maar deze affaires groeiden niet altijd uit tot een stevig gefundeerde relatie, gebaseerd op wederzijds begrip. Het antwoord op de vraag wiens militaire geschiedenis nu thuis hoort aan een opleiding die geen historici maar beroepsofficieren opleidt Vorming voor de toekomst: Mars en Clio Militaire geschiedenis voor 'thinking soldiers' Prof. dr. W. Klinkert Mars, de stoere god van de oorlog, en Clio, de liefelijke muze van de geschiedenis, lijken elkaars tegenpolen. 1 Mars is nu eenmaal een man van de praktijk en Clio vindt haar geluk in academische reflectie. Beiden kijken naar de geschiedenis voor inspiratie en kennis, maar doen dit elk op zeer verschillende wijze. Mars trekt graag lessen en beschouwt het verleden als een onuitputtelijke bron daarvoor. Clio daarentegen representeert geschiedenis als academische discipline, die niet wil beleren, maar vragen stelt, twijfelt, discussieert en wetenschappelijke kritiek uit. Lessen wil zij niet trekken, zij problematiseert het verleden liever. Wiens militaire geschiedenis hoort nu thuis aan een opleiding die geen historici maar beroepsofficieren opleidt, die van Mars of die van Clio?

This paper provides a detailed description of history and theory of the Russian military
music education. The origins of Russian military education go back to the Russian Empire,
and its evolution initiated in the USSR and is still an ongoing process. It is stated that the
Military Band Service of the Ministry of Defense of the Russian Federation (Военно-ор-
кестровая служба Министерства обороны Российской Федерации) is an individual
structural unit of the Armed Forces of Russia which mission is to ensure national security
of the country and to carry out combat and special training tasks. It is shown that any military
band of the Ministry of Defense of the Russian Federation can be denoted both an
individual combat unit and a band crew – i.e. soft power instrument of the Russian foreign
policy. In such a manner, the military music education holds its special place in the
Russian military education structure.

Rosnąca liczba Ukraińców studiujących w Polsce jest niepowtarzalną szansą na kształtowanie światopoglądu tych osób. Oddziaływanie za pomocą tzw. miękkiej siły (soft power) należy traktować jako inwestycję, która w przyszłości może zaprocentować budową przyjacielskich relacji między narodami. Celem niniejszego artykułu jest przedstawienie wyników badań przeprowadzonych na osobach, które studiują lub studiowały w Polsce.