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Ethics Education in the Military, by Nigel de Lee
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With formal ethics education programmes being a rarity in most countries' armed forces, there is a growing importance for servicemen to undergo additional military ethics training. But how do we ensure that soldiers learn the right lessons from it? Furthermore, how can we achieve a uniformity of approach? The current lack of uniformity about what constitutes ethical behaviour and how troops should be educated in it is potentially a cause for serious alarm.
This book advances knowledge and understanding of the issues associated with this subject by bringing together experts from around the world to analyze the content, mode of instruction, theoretical underpinnings, and the effect of cultural and national differences within current ethics programmes. It also explores whether such programmes are best run by military officers, chaplains or academic philosophers, and reflects whether it is feasible to develop common principles and approaches for the armed forces of all Western countries.
This is an invaluable volume for military academies and staff colleges to enhance understanding of a matter which requires much further thought and which is becoming a vital force in influencing outcomes on the battlefields of the twenty-first century. The book will primarily be of interest to military officers and others directly involved in ethics education in the military, as well as to philosophers and students of military affairs.
- Sales Rank: #2838981 in eBooks
- Published on: 2013-03-28
- Released on: 2013-03-28
- Format: Kindle eBook
Review
'Readers will find this an engaging and worthwhile survey and evaluation of the state of moral education in the world's military services to date, and will be both informed and reassured by the open, wide-ranging, and self-critical stances adopted in the majority of these military organizations to the task of developing both good soldiers and sailors.' George R. Lucas Jr, US Naval Academy (Annapolis), USA 'Ethics Education in the Military is a long overdue volume that will rapidly become required reading for those who deliver such programmes or are simply interested in the ethical foundations of the military profession. The book offers a fascinating and diverse collection of case studies framed by provocative analyses that cut to the heart of the contemporary debates.' Stuart Gordon, Royal Military Academy, Sandhurst, UK 'An impressive work that seeks to understand and eventually improve the way that ethical education is provided for military personnel around the world. It does not make the mistake of focusing narrowly on the provision of Law of Armed Conflict training, but instead successfully engages with the values and ideas that underpin such rules, and the way that these are, and should be, taught.' David Whetham, King's College London, Defence Studies Department at the Joint Services Command and Staff College, Defence Academy of the UK 'This is a stimulating invitation to discussion of the history, organization, purpose and potential of military training academies worldwide, and a reminder of an important channel by which ethics come to shape and limit conflict...The studies themselves are full of valuable details...' Ethics and International Affairs 'This important volume, the first of its kind, comprises essays from ten democratic states on the subject of teaching ethics to the military...It was an excellent idea to include in this volume a table of military values and virtues drawn up by foreign armies and the individual British Services.' The British Army Review 'There are many who will agree that Ethics Education in the Military is long overdue as required reading for those who deliver ethics training and education programs in democracies worldwide, and for all those interested in the ethics and ethos of the Profession of Arms. This is an invaluable volume for military academies, staff colleges and all ranks training establishments-including recruit training-to enhance understanding of a matter which requires much further thought, and which is becoming a vital force in influencing outcomes on the battlefields of the twenty-first century, including peacekeeping and peacemaking...This book provides a very valuable survey of a growth subject, and we six reviewers thoroughly recommend it.' Australian Army Journal
About the Author
Paul Robinson is Associate Professor, Graduate School of Public and International Affairs, University of Ottawa, Canada. Nigel de Lee is Lecturer, Department of Politics and International Studies, University of Hull, UK. Don Carrick is Research Assistant, Institute of Applied Ethics, University of Hull, UK and Tutor in Ethics, University of Leeds, UK.
Most helpful customer reviews
0 of 0 people found the following review helpful.
A coherent picture of western military ethics education
By David Last
Professor Paul Robinson of the University of Ottawa has assembled an all-star cast of ethics scholars and teachers from Netherlands, Germany, Japan, Norway, US, Australia, UK, Canada, France and Israel. One of at least four serious international comparative case studies of various aspects of security education, Robinson's collection gives a sense of both the variety and consistency of ethics education in developed, western countries. It would be interesting to explore cultural differences in other linguistic groups - Russian, Spanish/Portuguese, Chinese, for example. Tellingly, the two American chapters focus on single institutions -West Point and USAFA, while most of the other chapters provide a more global overview of how different institutions and organizations fit into the overall plan for conveying ethics and values to military leaders and in at least the German case, the rank and file without distinction.
Ch 3 on West Point and Ch 5 on USAFA explore both philosophical and organizational dimensions. The USAFA chapter is candid about the chaplain-lawyer-leadership-psychology-Character Development Centre competition. The champions seem to have grown like topsy with every scandal--a reflection of too much money, perhaps. Again, smaller institutions seem to fare better, and the Canadian model sounds admirably coherent, although spurred by the same sort of problems. Australia (Ch. 7) also has a coherent ethics program, within which the Australian Defence College (equivalent to Canadian Defence Academy) manages programs for each of the major institutions (ADFA, recruit training, etc). The appendix to this chapter on military ethics case studies is a good example of international learning.
Norway (Ch. 8) aims to "promote good and prevent evil" and military chaplains edit two journals on military ethics. Germany (Ch. 9) is special because there is an overarching philosophy of Innerefuhrung inherited from denazification, and ethics education irrespective of rank, with four main elements in the curriculum: ethics of peace, leadership responsibilities, conscience and obedience, and the soldier's profession. The chapter on France (Ch. 10) focuses on St. Cyr and the École Interarmes, the ethics of serving the state and commitment to republican values, which might be problematic if the republic renews itself regularly. Hude also admits to the anti-intellectualism of the military academy. This is a natural element of military culture (doers privileged over thinkers) but seems both more extreme and less internally criticized in francophone military culture, from what I have seen in the Écoles Nationales de Vocation Régionale in West Africa. My favourite chapter is Peter Olsthoorn's on the NL, which includes a discussion of the problem of ethics being reduced to "not getting caught" - a central issue for rules-based systems which seem to predominate in the Weberian states of the western world. Olsthoorn discusses the problems that follow from attempts to judge intention as well as action, and the difficulties of inculcating virtue. In Israel (Ch. 12) ethics instruction is shaped by the features of the abbreviated educational setting, the heterogenous population (and presumably its hostile environs). Japan (Ch. 13) comes closest to being a non-Western state, and Admiral Ota focuses on the imperial precepts of loyalty, propriety, valour, faithfulness, righteousness, and simplicity, dating back to 1887, the midpoint of the Meiji Restoration, and therefore perhaps drawing on Western as well as traditional influences.
The responses to these case studies are thoughtful and comparative, so the overall achievement of the book is to weave a picture of a surprisingly coherent western military values system, at least for the ten countries represented.
1 of 2 people found the following review helpful.
Thanks for publishing my book review
By W. Vigue
Mr. Robinson, Mr. De Lee, and Mr. Carrick
First of all, thank you very much for using my very informal book review of Thomas Ricks' Fiasco for this book, Ethics Education in the Military. I am the Amazon reviewer referred to as "M Vigue". Actually, my name is William Vigue, and I was a Sergeant attached to the 4th Infantry Unit in 2003 and 2004 in Iraq. I have not read your entire book, but read the online excerpt on Colonel Sassaman and your belief that he represented failures in military ethics during the initial Iraq military campaign. While I am neither a military expert, nor ethics expert...my commentary on the Ricks' book (Fiasco) was that he was too quick to blame and make a scapegoat of Colonel Sassaman without really getting a solid background on the complexities of the Area of Operation for the 4th Infantry in 2003-2004. I had read Mr. Ricks' book - Making the Corps, and had admired the author's stance on how the post Vietnam and pre 9/11 military had created an exceptional volunteer force that was made up of poor and lower middle class young men and women in America. I also admired Ricks' contention that many of America's elites of the post WW2/Korea generation had failed to serve, and some had disdain for America's volunteer military in an increasingly dangerous, volatile, and complex pre-9/11 and post Bosnia/Haiti world. Looking back at Making the Corps, I felt that he predicted tensions between a civilian led department of defense that had leaders who hadn't served in combat or any military service for that matter using the fragile all volunteer military inappropriately and as an ultimately disposable tool if need be. Ricks' Making the Corps acknowledged that pre-9/11 American society would be unable to sacrifice to fight necessary and larger scale wars in the future. I think that his observation was dead on and admired his portrayal of the military and the Marine Corps of the time. His book Fiasco surprised me, because I believe that Colonel Nate Sassaman was cut from the same cloth as men that he admired in Making the Corps like future VA Senator James Webb. He commends Webb for making difficult and upcompromising leadership decisions in Vietnam, and heaps praise on Webb's fictional but based on true experiences Fields of Fire.
I do commend your link of Colonel Sassaman to the US Army's "Warrior Ethos". I firmly agree that he was the living, breathing, real deal essence of what the Warrior Ethos was and is for the US Army. Instead of simply echoing Thomas Ricks assumptions about Sassaman. I never saw nor heard of Thomas Ricks even being in theatre during 2003-2004, much less the 4th Infantry's Area of Operation. I wish that Sassaman would have been judged more objectively on your part. I believe the failures in Iraq of that first year (OIF-1) began with the civilian leadership at the top of the DOD and especially at the department of state and their failures with the CPA in Baghdad. It is my opinion that Colonel Sassaman did not set out to become the "warrior king'' as the New York Times and Mr. Filkins would have you think. The 4th Infantry Division was undermanned and undertrained in very complex situational environment and constantly lacked support on from self serving higher military authorities, ie; Colonel Rudesheim, who was Sassaman's superior officer that rarely left the air conditioned confines of Saddam's Tikrit Palaces, and other commanders like Ricardo Sanchez in the Green Zone. No civilian DoD leadership dared venture trips to make suggestions on the ground, and for the first six months in that AO, all we did was continue a holding pattern while we waited for directives on what to do. All the while, the insurgency began to grow and civilians wondered how the powerful American military machine, which ran through their nation in just three weeks did not have a plan once the Baath Party fell. As more American soldiers died and no major assistance or form of help from the leadership at the very top. Colonel Sassaman and his officers had no choice but to fall back on the Warrior Ethos and its code of taking care of ones own soldiers. Very few high ranking officers of the post Vietnam Army were willing to risk their careers to do such a thing, especially without a clear plan for this war's post-Saddam Iraq objectives. However, Colonel Sassaman realized the most important thing was getting many of his men back home as could be possible, while trying to help the Iraqis that did not want to the cruelty of Saddam's regime. Ask the Iraqi civilians in predominately Shia city of Balad of their opinion of Colonel Sassaman, and you realize he would have been elected mayor for the way he protected them from the violent Sunni enclaves outside of their city. Until the civilian planners and "perfumed princes"(as the late great David Hackworth might say), the officers that never left Central Command in Qatar, or the Green Zone in Baghdad, or the palaces of Tikrit came up with a clear and attainable plan, Sassaman made the best choices that an impossible situation could provide. It is easy in hindsight to criticize him in War Colleges and Intellectual Ivy towers, without the complexity and ever changing dynamic of 21st century war on the ground. Going back to the "Warrior Ethos" was the right thing to do, not the wrong course of action.
Thank you
fmr Sgt. William Vigue
411 Civil Affairs attached to 3rd Brigade of 4th Infantry - Oct 2003 to March 2004
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