Alienation between the U.S. military and society has grown in recent decades. Such alienation is unhealthy, as it threatens both sufficient civilian control of the military and the long-standing ideal of the 'citizen soldier'. Nowhere is this issue more predominant than at many major universities, which began turning their backs on the military during the chaotic years of the Vietnam War. Arms and the University probes various dimensions of this alienation, as well as recent efforts to restore (...) a closer relationship between the military and the university. Through theoretical and empirical analysis, Donald Alexander Downs and Ilia Murtazashvili show how a military presence on campus in the form of ROTC, military history and national security studies can enhance the civic and liberal education of non-military students, and in the process help to bridge the civil-military gap. (shrink)

Manuel M. Davenport PROFESSIONALS OR HIRED GUNS? LOYALTIES ARE THE DIFFERENCE . In The Contemporary literature of professional ethics, two different ways of ...

Offering a Canadian perspective on the emotional health of servicemen and women, Military Operations and the Mind brings together researchers and practitioners from across the country to consider the impact that ethical issues have on the well-being of those who serve. Stemming from an initiative to enhance the lives of serving members by providing them with the best education and training in military ethics before and after deployments, this volume will better inform politics and public policies and enhance (...) the welfare of the soldiers, sailors, and airmen and women who serve in singular, often harsh, and sometimes dangerous conditions. By integrating into the analysis the critical issue of well-being, this emerging field demonstrates a more holistic approach and is distinct from other fields in military, historical, philosophical, and behavioural studies. The first study of its kind, Military Operations and the Mind presents a new and helpful way to focus on the life of soldiers not only in operations overseas, but also once they return home. (shrink)

Because wars are fought by human beings and not merely machines, a strong virtue ethic is an essential prerequisite for those engaged in combat. From a philosophical perspective, war has historically been seen as separate and outside of the commonly accepted forms of morality. Yet there remains a general, though not well-thought out, sense that those human beings who fight wars should act ethically. Since warfighters are often called upon to contemplate and complete tasks during war that are not normally (...) required of non-warfighters (civilians), and it is believed these warfighters should act ethically, it becomes necessary to ask: What does soldierly virtue look like? In order to answer this question, I will examine essential elements of moral responsibility and military authority. Once complete, I will propose an Aristotelian-based virtue ethics system, one that is equally valuable to warfighter and civilian. To do this, I will examine the conversation in academia regarding virtue ethics and the foundations of virtue. I will provide both a cursory and deep reading of elements of Aristotle’s conception of virtue, but ultimately I will provide a slightly more rigorous reading and reinterpretation of an Aristotelian-based virtue ethic, with a definitive final recommendation for this interpretation being best for everyone, in war or walking down the street. Upon completing a study of this work, one will walk away with a next-generation interpretation of Aristotelian-based Virtue Ethics that denies eudaimonia as the central principle, relying instead on phronesis as its central theme. Phronesis, when properly developed in the warfighter will lead to moral responsibility, better decision-making, and a seamless re-integration into civilian life once has returned from the horrors of war. (shrink)

In many countries the military still threatens to punish personnel that disobey orders for the sake of self‐preservation. The Uniform Code of Military Justice (UCMJ) in the U.S., for instance, makes it a crime for a soldier to refuse a directive from a superior unless what that order requires is “patently unlawful”. This qualification is usually interpreted narrowly to cover orders to commit war crimes or to victimize civilians, not orders that would require sacrifice of life or limb. (...) In other words, soldiers are afforded some right of conscientious disobedience, but no right of non‐conscientious, self‐regarding disobedience.We would not think it morally justifiable for any civilian employer to demand and enforce obedience unto death. In most countries it is not legally justifiable, either. The U.S. Occupational Safety and Health Act (1970), for instance, grants workers a right to disobey an instruction and request an official workplace inspection if ever ever they believe that an “imminent danger” exists, where this is defined in terms of a reasonable expectation “of death or serious physical harm.” 5 The Act protects employees who exercise this right from discharge or retaliation. If it is not permissible for civilian employers to enforce compliance with such “imminently dangerous” directives, then why is it permissible for the military? This paper consider a number of possible responses to this question. (shrink)

It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which (...) promotes an environment of learning that embraces uniformity and enhances scenario based pre-planned drills as ways of conducting military operations. In this paper I will argue an alternative perspective, one that embraces difference rather than uniformity as a means of developing military units and their soldiers. In doing so I will ground my argument in the academic discourse on postmodern education. It is my understanding that educational practices prone to postmodern thinking are embedded in narratives sensitive to constructivism, complexity and contextualism, and thus use emancipation, deconstruction, vocabulary, dialogue, diversity and aesthetics as pedagogical strategies in their creation of ‘new’ meaning. A discussion of these strategies in relation to the topic of ‘the unpredictable’ constitutes the main body of this paper. (shrink)

It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which (...) promotes an environment of learning that embraces uniformity and enhances scenario based pre-planned drills as ways of conducting military operations. In this paper I will argue an alternative perspective, one that embraces difference rather than uniformity as a means of developing military units and their soldiers. In doing so I will ground my argument in the academic discourse on postmodern education. It is my understanding that educational practices prone to postmodern thinking are embedded in narratives sensitive to constructivism, complexity and contextualism, and thus use emancipation, deconstruction, vocabulary, dialogue, diversity and aesthetics as pedagogical strategies in their creation of ‘new’ meaning. A discussion of these strategies in relation to the topic of ‘the unpredictable’ constitutes the main body of this paper. (shrink)

This book offers a critical analysis, both theoretical and practical, of ethics education in the military. In the twenty-first century, it has become increasingly important to ensure that the armed forces of Western and other democracies fight justly and behave ethically. The 'good soldier' has to be not only professionally skilled but morally intelligent. At a time of relentless media scrutiny, the publicising of incidents of morally and legally unacceptable behaviour, such as the gross mistreatment of prisoners and the (...) torture of suspected terrorists, can do much to undermine the credibility of those who claim to hold the moral high ground in any particular conflict. Written by an international team of academic theorists and military practitioners, this volume provides inter-disciplinary insights into the present state, and the future, of ethics education in the militaries of Western democracies. The contributors critically address the central question of whether such education is sufficient to prepare members of the armed forces to face the peculiar challenges of conflict environments that are now primarily 'wars among the people', in which the opposing combatants may have little or no regard for human life and fail to discriminate between soldiers and civilians when choosing their targets. Drawing lessons from recent examples of unethical conduct, this original book offers insightful and constructive advice, both theoretical and practical, as to how situations can be improved and on the means that could and should be employed towards this end. This book will be of much interest to students of military studies, ethics and international relations."--Provided by publisher. (shrink)

Soldiers hiding in enemy territory that are discovered by civilians face acute ethical problems as to what to do about them. The law of armed conflict forbids harming civilians, yet if they are released they may well betray the soldiers and alert enemy forces that will kill or capture the soldiers. This is not just a theoretical problem; there are recent documented accounts of British and American soldiers who have found themselves in such a position and (...) who have died because they released the civilians. This paper argues that the ethical imperative here is to save the lives of both the soldiers and the civilians and that this should be the guiding principle in such cases. To this end, where possible, non-lethal means of restraint should be used on civilians to incapacitate them while the soldiers escape. (shrink)

Since the mid-1800s, clergy, doctors, other clinicians, and military personnel who specifically facilitate their work have been designated “non-combatants”, protected from being targeted in return for providing care on the basis of clinical need alone. While permitted to use weapons to protect themselves and their patients, they may not attempt to gain military advantage over an adversary. The rationale for these regulations is based on sound arguments aimed both at reducing human suffering, but also the ultimate advantage of (...) the nation-state fielding non-combatant staff. However, this is sometimes not immediately apparent to combatant colleagues. Clinicians in the armed force are also military officers, owing a “dual loyalty” that can create conflict if their non-combatant status is not well understood. Historical examples of doctors breaching their responsibilities include prioritisation of combat capability over the rights of individual soldiers (as occurred when scarce medical resources were allocated to soldiers more likely to return to battle in preference to those most likely to die without them), use of physicians to facilitate prisoner interrogation, medical research or treatment to enhance physical performance at the expense of health, application of Medical Rules of Eligibility according to factors other than clinical need, provision of treatment contingent upon support for military objectives, and use of medical knowledge to enhance weapons. However, not being a combatant party to a conflict does not imply that the non-combatant clinician cannot act in the national interest. Indeed, by adhering to the same universal ethics as their civilian colleagues, military clinicians provide optimal care to their own troops, facilitate freedom of action in host nations, and build positive international relationships during the conflict and in the post-conflict state. (shrink)

ISBN-13: 978-1934074480
Plot Summary from the book:
"An aristocratic young man, fed up with his studies, contemplates military service. His teacher is unable by any reasoning to call him back him from the path he has embarked upon. The young man enlists another youth who commits himself to the journey, dressed in military garb, and he happens upon two deserting soldiers, unsightly and ill-used both in their dress and in their hygiene. Both young men are so moved (...) by the deserters’ remarks deploring and reviling their lot in life that they return to their studies. One of the deserters, however, hopes to be welcomed back by the wife and small children he had deserted and left penniless and bereft of friends. She gives him a nasty reception, with verbal and corporal abuse, and he barely manages to have his sin forgiven and to return to her good graces."
From the Table of Contents:
Introduction
How to Use this Book
Jacobus Pontanus: Biography
Jesuit Comedy – Seriously?
The Stratocles as a Spiritual Exercise
Just War and the Morality of Military Service
A Play about War and the Real Wars of Pontanus' Time
The Characters and Their Names
Pontanus’ Use of Classical Sources
The History of the Text of Stratocles
Performance
Stratocles or War
Endnotes
Appendices
Pontanus on Humanist Studies
Pontanus on Writing Comedy
Renaissance School Hazing, called “Deposition”
Anonymous: Instructions for Deposition
Dialogue on Hazing (Progymnasma 100)
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Leadership and ethics are habitually treated as related to separate spheres. It would be better, perhaps, if leadership and ethics were treated as belonging to a single domain. Ethics is an aspect of leadership and not a separate approach that exists alongside other approaches to leadership such as the trait approach, the situational approach, etc. This holds especially true for the military, one of the few organizations that can legitimately use violence. Today, most militaries opt for a character-based approach (...) for the ethics education of their leaders and espouse leadership theories that want leaders to be strong and visionary. Both the role of character and leadership are increasingly questioned, however, on the basis that situational factors are more influential than leadership and character. A closer look suggests that an interactionist perspective, with leadership, character, and the situation interplaying, is more accurate. It is still good leadership that keeps soldiers from crossing the line between the lawful use of force and excessive violence. (shrink)

The modern soldier is faced with a complex moral and psychological landscape. As Nancy Sherman puts it in The Untold War: Inside the Hearts and Minds of our Soldiers, ‘soldiers go to war to fight external enemies… but most fight inner wars as well.’ The modern soldier is no longer simply a warrior: he is at once a peacekeeper, diplomat, leader, sibling and friend. In the face of such challenges, some responsible for the teaching of soldiers have (...) endeavoured to incorporate a character-based training programme, designed to develop virtues that will assist soldiers in fulfilling the multiple roles required of them. However, these training programmes are stymied by the dearth of virtue-based discussion within the most influential guide to the moral conduct of soldiers: just war theory . JWT remains a primarily deontic system in which rights, duties and law are generally perceived as the most important considerations. Aretaic ethics has a great deal to offer both JWT and military education progra.. (shrink)

Military medical ethics is garnering growing attention today among medical personal in the American and other armies. Short courses or workshops in “battlefield ethics” for military physicians, nurses, medics, social workers, and psychologists address the nature of patient rights in the military, care for detainees, enemy soldiers and local civilians, problems posed by limited resources, ethical questions arising in humanitarian missions, as well as end-of-life issues, ethics consultations, care for veterans, advance directives, and assisted suicide. Although (...) many of these issues are the core subjects of any bioethics curriculum, military medical ethics presents unique challenges to bioethics educators. (shrink)

In this chapter, I explore the importance of ethics education for senior military officers with responsibilities at the strategic level of government. One problem, as I see it, is that senior commanders might demand “ethics” from their soldiers but then they are themselves primarily informed by a “morally skeptical viewpoint” (in the form of political realism). I argue that ethics are more than a matter of personal behavior alone: the ethical position of an armed service is a matter (...) of the collective responsibility of the people who constitute it, and senior military officers, having authority to give the orders, have a particularly important role. First, I discuss the continued prominence of a neorealist mindset in strategic thinking. Neorealist theory assumes that ethics is a largely irrelevant concern for strategic decision-makers. In contrast, I argue that consideration of moral values should be at the center of strategic theory and practice. Then, in the second section, I explore the “professional ethics” of senior military officers in order to develop an appreciation of the shared values and expectations regarding required conduct within any professional military service. I argue that senior military leaders should be concerned with what it means to be “good” and that this concept of the good can, and should, be applied across cultures and national boundaries. In the final section, I examine armed conflict and briefly discuss the moral reasoning involved to justify deliberate killing and destruction. I conclude that senior military officers require an understanding of sound moral reasoning to implement effective strategy. (shrink)

Changing faces of war and war-like situations have led in recent years to new forms of military deployment. They range from the so called "war on terrorism" with e.g Operation Enduring Freedom or humanitarian interventions (e.g. Kosovo 1999) to deployments within disaster relief missions as lately in Haiti. These pose not only moral, legal, and organizational challenges to states and the international community but also put individual soldiers and military (medical) personnel in situations that their classical formation (...) does not prepare them for. For they face (i) situations not sufficiently covered/ regulated by international humanitarian (IHL) law and/or (ii) tasks that are not within the range of the "classical soldier". These changing needs require new forms of education in the military and highlight the role of ethical education as many of the dilemmas cannot be resolved by sole reference to the IHL. In addition to a solid knowledge of the law of armed conflict (LOAC), military personnel should therefore acquire fundamental skills of ethical reasoning in dilemma situations. Our article aims at (i) outlining the goals of a military medical ethics education that responds to these needs and the practical challenges of present-day military deployment and (ii) present how the ICMM tries to integrate these goals in its educational program. (shrink)

The COVID-19 pandemic has posed significant burden across different industrial sectors. Generally, an increase in psychological stress experiences has been reported, while the stress and coping responses of specific, potentially burdened populations have received less attention thus far. Thus, the present study investigated relations between individual and organizational factors, indicators of psychological health, and possible mediating effects of four broad coping dimensions in a specific sample of soldier students who engage in a double-role being military affiliates and students of (...) non-military subjects. To this end, we assessed data of soldier students at two measurement points shortly after the second national lockdown in Germany during the COVID-19 pandemic. Personality traits showed expected associations with indicators of psychological health, i.e., positive relations between neuroticism and social loneliness, between extraversion and COVID-19 stress, and negative relations between neuroticism and life satisfaction. Remarkably, organizational variables showed effects above and beyond personality traits on loneliness and life satisfaction. Neither individual, nor organizational factors could predict change in psychological health over time. We found evidence for mediation effects through active coping, avoidant coping, and the use of social support, but not through positive cognitive restructuring. Findings highlight the relative importance of organizational factors besides personality traits for psychological health in a military student sample, holding important implications for designing efficient support systems in the military. (shrink)

Democratic societies expect their armed forces to act in a morally responsible way, which seems a fair expectation given the fact that they entrust their armed forces with the monopoly of violence. However, this is not as straightforward and unambiguous as it sounds. Present-day military practices show that political assignments, social and cultural contexts, innovative technologies and organisational structures, present military personnel with questions and dilemma’s that can have far-reaching consequences for all involved – not in the last (...) place for the soldiers themselves. A thorough training and education, in which critical thinking is developed and stimulated, seems therefore a necessary condition for morally responsible behaviour. This book aims to contribute to this form of ‘reflective practitioning’ in military practice. (shrink)

United States military medical ethics evolved during its involvement in two recent wars, Gulf War I (1990–1991) and the War on Terror (2001–). Norms of conduct for military clinicians with regard to the treatment of prisoners of war and the administration of non-therapeutic bioactive agents to soldiers were set aside because of the sense of being in a ‘new kind of war’. Concurrently, the use of radioactive metal in weaponry and the ability to measure the health consequences (...) of trade embargos on vulnerable civilians occasioned new concerns about the health effects of war on soldiers, their offspring, and civilians living on battlefields. Civilian medical societies and medical ethicists fitfully engaged the evolving nature of the medical ethics issues and policy changes during these wars. Medical codes of professionalism have not been substantively updated and procedures for accountability for new kinds of abuses of medical ethics are not established. Looking to the future, medicine and medical ethics have not articulated a vision for an ongoing military-civilian dialogue to ensure that standards of medical ethics do not evolve simply in accord with military exigency. (shrink)

In addition to the traditional reliance on rules and codes in regulating the conduct of military personnel, most of today’s militaries put their money on character building in trying to make their soldiers virtuous. Especially in recent years it has time and again been argued that virtue ethics, with its emphasis on character building, provides a better basis for military ethics than deontological ethics or utilitarian ethics. Although virtue ethics comes in many varieties these days, in many (...) texts on military ethics dealing with the subject of military virtues the Aristotelian view on virtues is still pivotal. Developing virtues is by some authors seen as the best way to prevent misconduct by military personnel, it being considered superior to rules or codes of conduct imposed from above. The main argument these authors offer is that these solutions are impotent when no one is around, and lack the flexibility often thought necessary in today’s world. Finally, rules and codes try to condition behavior, leaving less room for personal integrity. At first sight, then, there is a great deal to say in favor of virtue ethics as being the best way of enhancing the chances of soldiers behaving morally. However, this preference for steering conduct by means of promoting certain desirable dispositions is not without any problems that, as it stands, are hardly ever addressed. To begin with, there are a few practical concerns. For instance, even if we assume that military virtues can assist military personnel to do their work in a morally sound manner, it is still not clear to what extent virtues can, in fact, be taught to them. It is an assumption of virtue ethics that they can, but is this really the case? And if so, how should they be taught? – virtues are supposedly developed by practicing them, yet how much room is there for practicing virtues in for instance the ethics education as followed in military academies and school battalions? Secondly, it appears that the traditional military virtues, such as honor, loyalty, courage, and obedience, are, especially in their common interpretation, mainly beneficial to colleagues and the organization, not so much to the local population of the countries military personnel are deployed to. Changes in the military’s wider environment have led to a shift from traditional of self-defense tasks to new, more complex tasks, and especially in today’s missions one could expect that the proper virtues are not necessarily solely the more martial ones. (shrink)

This is an edited collection of essays on the changing character of military professionalism and the role of ethics in the 21st century military. The authors are uniformed military, academics, and non-uniformed professionals on the battlefield, and they look at the concepts of Samuel Huntington, Morris Janowitz, and Sir John Hackett, how training and continuing education play a role in defining a profession, and if a universal code of ethics is required for the military as a (...) profession."--Provided by publisher. (shrink)

If one of the most important aims of education on military ethics is to strengthen moral competence, we argue that it is important to base ethics education on virtue ethics, the Socratic attitude and the process of ?living learning?. This article illustrates this position by means of the example of a ?train the trainer? course on military ethics for Non-Commissioned Officers (NCOs), which is developed at the Netherlands Defence Academy, and uses a number of examples both from its (...) structure and from experiences from its actual use. (shrink)

Taken from a larger qualitative multi-case study, this article centers the voices of high school students who are from military affiliated families and how they want war to be taught to them. Using heritage history and difficult knowledge as theoretical frames, this article argues that military affiliated students seek a more robust teaching of war. Students demonstrated an interest in developing a deeper understanding of the community in which they live. Students requested a pedagogy that was inquiry and (...) discussion based with teachers not telling them what or how to think about war, a curriculum that was thematic in nature, teaching that was connected to the present, and teaching that was mindful of the personal connections students had to the subject of war through their family. (shrink)

ABSTRACTAlthough previous studies have examined killing as an outcome-oriented measure, few have explored non-killing as a socially organized process. Using letters written by soldiers, police offi...

A series of high-profile ethical lapses by senior military professionals has generated calls from levels as high as the commander in chief for a renewed emphasis on military ethics. Leaders engaged in professional military education (PME) across the joint force have worked to ensure their programs support this call. This paper explores and assesses the ethics education programs at the service senior leader colleges (war colleges). There are three fundamental questions facing those charged with teaching ethics to (...) senior military officers. What are the desired outcomes of ethics education? How should the curriculum be structured to achieve those outcomes? And, finally, what is the correct faculty composition to develop and employ that curriculum? Using the answers to those questions to produce a rough framework for a model war college ethics education program, this paper then compares the current war college programs to this model form in order to determine areas of strength and weakness. This analysis reveals that the existing ethics education programs at the war colleges compare favorably to the model program structure. However, leaders at these institutions could further strengthen their programs by creating and empowering an "ethics team" that includes trained ethicists and military practitioners and by conducting more robust faculty development programs for nonethicists."--Provided by publisher. (shrink)

1857. After the fire of mutiny has swept through British India, young Lieutenant Victor Narraway arrives at a battered military base at Cawnpore. It is just two weeks before Christmas, but no one is able to celebrate: they have been betrayed. A soldier under arrest for dereliction of duty has killed a guard and escaped to join the rebels, taking crucial information that led to the massacre of nine men on patrol. Someone must have helped him, and medical orderly (...) John Tallis is the only man unaccounted for at the time. He is now on trial for his life, and Narraway is commanded to defend him. Narraway knows that his is an impossible task. The British Army needs justice to be carried out in full, and there seems no doubt of Tallis's guilt. But Narraway cannot see any motive for his actions. Will an innocent man hang before Christmas? (shrink)

International law codifies the principle of non-combatant immunity, which traces its origins to a religiously supported moral imperative. The principle of non-combatant immunity has evolved to become a crucial underpinning of just war theory. Western societal norms have complicated our understanding and application of the principle of non-combatant immunity by depicting combatancy in terms of innocence and guilt: those viewed as innocent deserve legal protection. Child soldiers and female suicide bombers exemplify today's complex and expanding parameters of combat. Consequently, (...) in practice, authorities in conflict zones cannot rely on existing legal distinctions; instead, they are forced to make subjective judgements when deciding whom to protect. This article calls for a critical evaluation of: existing legal definitions concerning non-combatants; how conceptions of combatancy are applied in protective policy and humanitarian evacuation; and the resulting consequences and policy implications. (shrink)

This paper considers how the United States does (and can better) ensure that members of the military accept moral responsibility for actions they perform in hostile and non-hostile situations. While the military education system offers soldiers a step-by-step approach to making ethical decisions, it is argued that this teaching is overly simplified as it fails to give enough guidance on how to choose an action that will best serve the nation. In addition to being able to recognize (...) moral dilemmas, the paper contends that understanding the basic principles behind Aristotle’s views on virtue ethics, Kant’s ideology concerning respect for persons, or Mill’s theory of utilitarianism could improve how soldiers go about making ethical decisions. (shrink)

The Ottoman State contains many different ethnic elements which constituted a legal perspective. In this regard, the necessary precautions were taken to ensure that Muslims and non-Muslims live together peacefully in Vidin, a border city that was very important for the Western military expeditions of the Ottoman State known as “dār al-jihad wa-l-mujāhidīn” during the 18th century which set a historical example. The economic and social dimensions of the relations between the Muslim and non-Muslim population comprising the society in (...) Vidin who have shared the same city, neighborhood and public space during 1700-1750 were examined in this study and the conflicting subjects with regard to the ongoing relations between these two communities were tried to be determined. A total of 15 shari‘aregistries kept by the qāḍī (Muslim Judge) court for the related period located at the Oriental Department of National Library of Bulgaria constitute the main resources of the study. The shari‘aregistries that are the main resources of urban historical studies are full of countless examples that provide information on the relations between Muslims and non- Muslims in Vidin. The examination of these examples is of significant importance for putting forth the methods with which the nation system is applied by the Ottoman Empire as well as their opinions towards the non-Muslims they rule.SummaryVidin, located today in northwest Bulgaria was founded during the 1stcentury BC to the right of the River Danube by the Romans and named as Bononia. This settlement which was named as V’dinby the Muslims throughout the Middle Ages was transformed into a castle about 800 years after its foundation. The city that continuously changed hands due to its location at the border fell under the Ottoman rule after Battle of Nicopolis dated 1396. Vidin became one of the important border cities of the Ottoman against Serbia, Walachia and Hungary until the beginning of the 16thcentury. This importance of Vidin gradually decreased after the Ottoman Empire conquered Belgrade, Budin and Timişoara. Vidin retrieved its status as a border city against the Hungarians and the Wallachians after the Habsburgs dominated the region following the Great Turkish Wars that took place during 1683-1699, and thus regained its past importance. Even though the pressure influenced Vidin as a result disappeared with the 1739 Treaty of Belgrade, the conflicts between Austria and the Ottoman Empire did not end completely and continued throughout the 18thcentury. Vidin preserved its status as a first-degree border city for the Ottomans during the period of time, as examined in this study, which was also known as “dār al-jihad wa-l-mujāhidīn” starting from the beginning of the new century. Majority of the settled public were comprised of military classes in Vidin due to its geographical location where the Muslims and non-Muslims lived together. While the Muslim population was higher during the period of time following the establishment of the Ottoman rule, the non-Muslim population continued to increase throughout the 17thcentury reaching 23.961 taxpayer non-Muslim men in the 18thcentury. The Ottoman Empire based its ruling in Vidin, where almost the same number of Muslim and non-Muslims lived, on the principles of Islamic Law rules for non-Muslims. Since this legal system takes into consideration religious differences, non-Muslims were not held responsible from the prayers of Muslims and the actions that were not prohibited in their religion did not pose any contradictions with regard to Islamic law. The Ottoman Empire did not apply the Islamic Law on its non-Muslim citizens living in Vidin and allowed them to continue their social and religious lives based on their own religious principles in a special legal stance. Thanks to the system applied, the Muslim and non-Muslim community in Vidin were able to continue their daily lives without serious conflicts.The main purpose of this study is to explain how the Muslim and non-Muslim population related with each other in the city of Vidin during the second half of the 18thcentury and the dynamics with which they continued these relationships. Following this purpose, the cases between Muslims and non-Muslims in court records kept by the Vidin sharia court during 1700-1750 are examined. The relations between Muslims and non-Muslims are subject to two different classifications as economic and social issues, and each topic is supported and explained as sub-titles using different case examples. Majority of the relations between Muslims and non-Muslims in the city are economic according to Vidin court records. In this regard, it seems that there is no religious discrimination between the artisan groups in the city. In addition, many home, land, store and vineyard sales took place between the Muslims and non-Muslims which were resolved in the court mostly for registration purposes. It can also be understood from the court records that there were commercial relations between the Muslims and non-Muslims, that they had partnerships and that they lent money to each other which can be seen as an example of interpersonal support. Various social relationships were also established between the Muslim and non-Muslim population in Vidin during the period examined in this study. Even though non-Muslims had the right to carry out marriages and resolve their issues at their own community courts, it was observed that they frequently applied to the sharia courts for these purposes. They have developed witnessing relationships in such cases with the Muslims. The non-Muslim community did not experience any issues in finding Muslim witnesses for their cases with the Muslims; many Muslims acted as witness against their fellow Muslims without any hesitation. Two cases of injuries and few robbery issues were reflected in the courts of Vidin between the Muslims and non-Muslims during the fifty-year period examined in the study and no incident ending with death took place. Various singular cases took place between the two groups which were resolved at the sharia courts without escalating into severe conflicts. When all court records are taken into consideration, it can be understood that the Muslim judge of Vidin did not make any distinctions between the non-Muslims and Muslims and that he did not compromise from the principle of fairness. Both the Muslims and non-Muslims managed to live comfortably by acting carefully so as to not cross their own lines in both their economic and social relations in Vidin. When the faith-related conflicts that are taking place in our day in many regions of the world despite the level of education and culture are taken into consideration, it is very meaningful that people living in Vidin during the first half of the 18thcentury managed to live in peace. (shrink)

England, known as “the empire without sun settling down” and being among the final winners of the World War I (1914-1918), had one of the heaviest defeats of its history against the Ottoman Empire in the Kut al-Amara, which happened on 29 April 1916 close to Baghdad. Following the defeat of Kut al-Amara, which was the most important war trauma for England during the World War I, the Turks and Germans, as winner side of the battle were evaluated by British (...) prisoners from military, political, cultural and socio-psychological aspects in their memories. Content analysis method is used in the article for qualitative evalution of the data related to the Turkish and German image reflected in the memories of British prisoners after the siege of Kut al-Amara. The alliance between Turks and Germans is regarded as contrast in terms of important elements as national and ethnic identity, language, religion and culture in the main sources of the research as My Compain by Charles Townshend, Besieged in Kut and After by Barber, A Kut Prisoner by Bishop, In Kut and Captivity with the Sixth Indian Division by Sandes, The Secrets of a Kuttite by Mousley which occationally use exaggerated language and the subjective information due to the impact of traumatic defeat.Summary: Being a heroic epic in the war history of Turkey, Kūt al-‘Amāra has been the subject of very fewer researches until recently, despite its importance in Turkey’s history. This argument is supported by the fact that the memoirs by Ottoman soldiers related to the WWI, which also encompass information about Kūt al-‘Amāra, were published half a century after the war at the earliest. Unlike the records of Turkish soldiers participating in Kūt al-‘Amāra, the memoirs and the war diaries of British soldiers were published shortly after the war, as early as possible, between the years of 1918-1921. The authors of these memoirs and war diaries informed the public on the reasons for the defeat of Kūt al-‘Amāra on the one hand, and on the other hand created the Ottoman and Turkish image which was concidered differently in the British society in terms of culture and civilization. They also strengthened this image over that of German’s, with whom they shared many common values despite the fact that they represented the opposite fronts of the war.It is worthy mentioning that the role of the Ottoman army in the victory of Kūt al-‘Amāra was highly underestimated by the memoirs of the British prisoners. According to the authors, it is not the Turkish army that has achieved real victories over the British, but Germany’s support, notably General von der Goltz, the great strategist of Europe. The effects of bad weather conditions and geographical situation are also emphasized among the reasons of the defeat of Kūt al-‘Amāra. Consequently, the success of the Turkish army in the victory of Kūt al-‘Amāra was ignored, except for the role of Halil Pasha. The image of an army that knows the trench and defence techniques well, but fails to attack is one of the prominent evaluations in the memoirs related to the Turkish military characteristics.The British prisoners of war, who evaluate the Turkish and German image through the economic and political situation, draw a very desperate picture of the situation of the Turks in the mentioned areas. According to this image, corruption and bribery prevails at every stage of the Turkish government. The Turks are unable to repay their dept to Germany, which dominates the economy of the country completely. According to these records, besides ordinary people, the army is also facing great difficulties in meeting basic requirements. To convert the Ottoman Empire into their own property and keep the Turks under their control in military, economic and political spheres, the Germans lend a high amount of money.On the basis of Turkish soldiers encountered in Kūt al-‘Amāra, the British prisoners characterizes the Turks as physically large, hard and strong-bodied people. The authors also note that the Turks are not as cold-blooded, calm and obedient as they seem at first sight, rather they become rude people when they get angry. Another feature that British prisoners evaluate as a potential of the Turks, is their childish spirit. In as much as they are happy with small things and can be offended by small things. According to the memoirs, the Germans should not be allowed to benefit from these characteristics of the Turks, but the British should take the advantage of their potential power.The moral characteristics of the Turks and the Germans are among the most emphasized subjects. Written in exceptional time such as war, sometimes the diaries include exaggerated and sentimental phrases related to the moral attitudes enemy soldiers exhibited during siege, as well as captivity. Turks are regarded as negligent and careless rather than cruel or ruthless. They owe these characteristics to their Eastern identity, which is different from the Europeans having virtues such as task responsibility and diligence. The moral characteristic of the Turks regarding the duty, responsibility and kindness is evaluated comparatively with the civilized and humanistic behaviors of the Germans towards the prisoners. Being Europeans, the Germans often come to the fore because of their more polite treatment towards the British prisoners. Although the Germans as an enemy fought against the British on the front, they were kind to them in the Ottoman territories as the only civilized people among the barbarian peoples of the East.The Turks and the Germans are compared in the field of education, as well as other areas of development. The authors emphasize that the education level of the Turks is very low; Armenian and Greek subjects of the Empire are its brain and financial resources, which is the reason why the Turks are anxious about them. The Germans have the superiority in both transportation and communication technology in the Ottoman territories. One of the reasons they had a huge investment on the Ottoman territories is the Berlin-Istanbul-Baghdad-Basra railway. The British prisoners give details on the German communication technology they encountered during both the battle and the captivity days in Anatolia. In addition to the transport and communication technology, they also record much German-made military equipment, from weapons to maps.Evaluating the Turks and the Germans as opposites, the British prisoners draw an image for the latter, with whom they share a common cultural legacy, as a fully equipped enemy in terms of technology and strategy on the front, and the civilized Europeans characterized with their virtue in non-war situations. On the contrary, the Turks are described as a strong defender and daredevil soldiers on the front line, but strategically weak on the front. In terms of duties and responsibilities, the Turkish soldiers are presented with negligent and irresponsible approach towards their prisoners. The images of the Turks and the Germans, which are compared by the British prisoners, are often based on their Eastern and Western identity. The Turks symbolize the East with economic, political and cultural backwardness, yet quite the contrary, the Germans symbolize the West in terms of development, modernity and civilization. The British prisoners sometimes used exaggerated expressions in their approaches regarding both sides, as well as different details in terms of information and interpretation about the same event, due to the trauma of defeat. (shrink)

This investigation examines ‘teasing’ of non-combatant children by US military service personnel in occupied Iraq and Afghanistan. The majority of existent investigations of teasing and related practices place significant conceptual importance on the intentions of the teaser – such that a target can understand that the tease is not true. However, in data examined here it appears that targets do not understand the language in which the teasing is undertaken. Drawing from publicly available video footage posted on the video (...) sharing website Liveleak, we provide an ethnomethodological and conversation analytic informed examination of how persons initiating teasing strategically exploit asymmetries in the sequential and preferential organization of interactions when tease recipients do not have sufficient English skills to redress the negative assessments being made of them. Three types of candidate teasing practices are identified: soldier initiated negative other-assessments; target parroting negative other-assessments; and offer-withdrawal games. Analysis examines how such interactions effectively fail as teases and explores how children can resist soldiers’ pursuit of degrading responses. (shrink)

As part of the debate on multifaceted conceptions of education, non-formal education, a field difficult to define and characterize, emerges within in-between spaces abandoned by the dominant institutional system to serve a marginalized public to whom the right to education does not extend. Beyond a mere rejection of its form, the author uses the specific context of Mali to shed light on the flexibility and capacity for adaptation of community initiatives undertaken in the field of non-formal education, such as the (...) REFLECT approach, which is directly inspired by the learners' immediate environment. This approach serves as an illustration of certain methods of encountering otherness, the other in their individuality, and acts as a starting point for (re) thinking the education for excluded and highly vulnerable populations. (shrink)

The final lines of Deleuze and Guattari’s What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle’s project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle could indicate a (...) resolution to the problematic relationship between science and educational philosophy that we have inherited due to the poststructural theories of Foucault, Derrida and Deleuze. Non-philosophy suggests a framework for thought that includes science in a non-positivist style and provides the means to view education as a performative practice. This article explores the non-philosophy of Laruelle in education as a means to view education under the conditions of strict immanence and in line with an anti-phenomenological metaphysics of non-representation. Laruelle is perhaps one of the most important critics of Deleuze in France, and as such, his insights into the Deleuzian oeuvre reveal a way forward for education as a practice that analyses science, philosophy and politics through non-philosophy. (shrink)

The influence of Napoleon Bonaparte on the Ecole Polytechnique has long been a matter for debate. In this article, the extent of this influence is illustrated, together with resistance within the school itself to Napoleon's attempts to bend it to his own will and use it for purposes of military adventure. Manuscript material, including Napoleon's own private plans for the reorganization of the school, is reproduced to throw light on his intentions and his own attitudes to education.

In lieu of an abstract, here is a brief excerpt of the content:Dostoevsky and Schiller:National Renewal Through Aesthetic EducationSusan McReynoldsDostoevsky's novels pivot upon scenes of spiritual transformation, moments of revelation that resolve dilemmas for which no logical solution can be found. Raskolnikov, for example, analyzes his crime from philosophical and sociological angles until he almost dies; he is saved by his dream of the plague and by the image of Sonia's face. When insight and progress come to Dostoevsky's fictional characters, (...) they come as dream, memory, and rapture before images of beauty and suffering. The choice between spiritual and logical solutions confronting Dostoevsky's characters is also a choice between Russia and the West. The rationalism and corollary doctrine of egoism that drives characters like Svidrigailov, Stavrogin, and Ivan Karamazov to madness and death are clearly associated in Dostoevsky's novels with Western philosophy. The ability to surrender to the beneficial power of images is associated with characters like Dmitry Karamazov, who is able to accept the primacy of spiritual truth—the truth of his need for expiation—over the fact of his legal innocence of his father's murder. The breadth of spirit that renders Dmitry receptive to the truth revealed in his dream image of the suffering child is clearly identified in The Brothers Karamazov as a distinctively Russian national trait.The contrast between reason, death, and the West, on the one hand, and receptiveness to imagistic truth, salvation, and Russia, on the other, [End Page 353] drives the plots of Dostoevsky's novels. This familiar feature of Dostoevsky's art is first articulated in texts unfamiliar to most readers; the historical essays of the early 1860s that were among his first published works after his return from exile. In 1849, Dostoevsky was arrested as a member of the Petrashevsky Circle, an association dedicated to disseminating the tenets of Western socialism in Russia. For his participation in the Circle, Dostoevsky was initially condemned to death; the sentence was commuted to four years of hard labor in Siberian prison camp, to be followed by an indefinite period of military service in Siberian exile.When Dostoevsky returned to St. Petersburg and public life in 1860, he and his older brother Mikhail launched the journal Time. Mikhail served as editor. Dostoevsky would publish The Insulted and Injured and Notes from the House of the Dead in its pages, in addition to numerous essays dedicated to contemporary literature and events. The essays on Russia and Europe published in Time were a creative workshop in which some basic features of his later novels—most notably the contrast between Western positivism and Russian spirituality, conceived as the capacity to embrace imagistic revelations of the truth—were first developed. The pressure of Dostoevsky's developing artistic craft is clearly apparent in these non-fictional texts from the early 1860s, which narrate modern Russian and European history as a story structured by a dual plot of death and redemption.Before Dostoevsky wrote novels structured around the contrast between characters like Dmitry and Ivan Karamazov, he wrote essays structured around the contrast between Russia and Western nations like France and England. Before Crime and Punishment portrayed Raskolnikov's resurrection as the surrender to images offering glimpses of something that eludes rational analysis, Dostoevsky's essays in Time predicted national renewal for Russia through her embrace of the truths conveyed by the images of fine art. Some essays in Time compose a plot of national rebirth through the effects of artistic images for Russia, but others admonish readers with what Dostoevsky believed would be the terrible consequences of positivism for the West. Winter Notes on Summer Impressions, published in Time in 1863, casts France and England as mortally ill victims of a materialist worldview that can only grasp the challenges of modernity as scientific and political problems. The spiritual solutions that will be revealed to Russia through images of beauty, Dostoevsky warns, will elude nations ensnared in rational approaches to their problems. [End Page 354]Throughout his post-exile life, Dostoevsky believed that political improvement results from changes in the moral condition of individuals, inner changes that are catalyzed by images, not reached through rational deliberation. In 1861, he writes of the Imperial edict... (shrink)

The goals of public education, as well as conceptions of human intelligence and learning, are undergoing a transformation through the application of military-sponsored information technologies and information processing models of human thought. Recent emphases in education on thinking skills, learning strategies, and computer-based technologies are the latest episodes in the postwar military agenda to engineer intelligent components, human and artificial, for the optimal performance of complex technological systems. Public education serves increasingly as a “human factors” laboratory and production (...) site for this military enterprise, whose high performance technologies and command and control paradigms have also played central roles in the emergence of the information economy. (shrink)

This paper focuses on the push to stabilise society through civil defence education (CDE) in the changing context of nationalism and populism. We analysed the way in which justifications and criticism of civil defence education (CDE) have evolved as an ordering project intended to solve the problems with dangers that were variously defined. We identified two locations of the danger to be tackled by the new CDE – external and specific; and internal and general – which partly correspond to key (...) political events: the migrant and Ukraine crises, and pre-election battles. Transformation of dangers stabilised education’s subservient role while destabilising educators’ position in the public debate. Drawing on relational sociology, qualitative analysis of the Czech media, and interviews, we show that the dangers defined by educational actors are circumvented to be replaced by populist and nationalist problems that were not the problems of the actors who would be most affected by the proposed curricular changes. We suggest looking at contemporary nationalists’ claims in education as a sign that topological arrangements are being reshaped among political, educational, and civic actors in terms of divides, externality, and irrelevance. (shrink)

A REFERENCE UUH FOR Llb^nv, J'-t ONLY Operations Research With Special Reference to Non-Military Applications A Comprehensive Scientific Aid to Executive Decisions OPERATIONS Research (or, as the British say, Operational Research) is ...

This article argues that military conditioning (MC) systematically violates the human dignity of soldiers. The argument relies on an absolute deontologist account of human dignity understood as a claim-right to live in self-respect, which is a right to decide on one’s own behalf about, and to be in control of, essential aspects of one’s own life. The article claims that MC violates soldiers’ dignity so understood because the largely automatic physical killing reflex that MC instills aims to (...) remove their freedom of choice to kill or not to kill, while the MC practices that rationalize the killing of opponents aim to subvert soldiers’ moral deliberation in relation to this behavior. MC thus aims to take away soldiers’ control over a very essential aspect of human life: the decision whether to take life in war. Thereby, MC systematically violates their human dignity. The article concludes with a proposal for an amendment to international law that would allow legal institutions to do more justice to soldiers’ dignity. (shrink)

Contemporary Nigerian society is in its doldrums as regards the culture of violence and distrust among peoples from various ethnic groups that make-up this nation. To an extent, religio-political reasons are fueling this culture of violence and distrust. The thrust of this paper is that: Christian military chaplains are stakeholders as promoters of peace and mutual co-existence in Nigeria with regard to controlling the culture of violence and disunity. The core of this thesis remains Jesus’ convictions concerning non-resistance to (...) the evil one as documented in the Sermon on the Mount, Matthew 5: 38-42, and His life as the Peace-Builder. Therefore, contemporary Nigerian context calls for Christian military chaplains to be more conscious that being messengers of peace and promoters of peaceful coexistence in our country, they have ethical responsibility to build bridges to harmony. Since Christ (God) is love, the chaplains should rediscover the poetics of testimony as a principle for building and reconstructing paths that lead to mutual co-existence in view of encouraging the reign of justice, unity, and peace in Nigeria. (shrink)

In part one of this paper I discuss how issues of combatant misconduct and illegality have led military academies to become more focused on professionalism rather than on the tensions between military ethics and military training. In order to interrogate the relationships between training and ethics, between becoming a military professional and being a military professional, between military professionals and society, I turn to the work of Martin Cook, Anthony Hartle, and J. Glenn Gray. (...) In part two I focus on Cook’s analysis of the conflict between the self-understanding and the expected behavior of military professionals. In part three I focus on Hartle’s analysis of how the experience of alienation by military professionals can help to create the culture of military professionals. In part four I introduce a new theory of professionalism based on the existential and phenomenological philosophy of J. Glenn Gray, which can help us to better understand the philosophical and psychological stakes of what it means to become a military professional. I conclude in part five by suggesting that the most pressing issue in the military is not a lack of professionalism, but a lack of trust. (shrink)

Bringing together contributors from philosophy, international relations, security studies, and strategic studies, New Wars and New Soldiers offers a truly interdisciplinary analysis reflective of the nature of modern warfare. This comprehensive approach allows the reader to see the broad scope of modern military ethics, and to understand the numerous questions about modern conflict that require critical scrutiny. Aimed at both military and academic audiences, this paperback will be of significant interest to researchers and students in philosophy, sociology, (...) military and strategic studies, international relations, politics, and security studies, acting as an ideal course text or as supplementary reading. (shrink)

This paper explores the topic of military ethics, what we mean by that term, what it covers, how it is understood, and how it is taught. It suggests that the unifying factor that makes this a coherent subject beyond individual national interpretations of it is the core idea of military professionalism. The paper draws out the distinction between training and education and draws on research conducted by a number of different people and agencies, including the International Committee of (...) the Red Cross, to establish what factors contribute to effective pedagogy and the inculcation of appropriate attitudes and behaviours. The paper concludes by looking at the way military ethics contributes to military outcomes from protecting civilians and the vulnerable to building resilience in our own military personnel to protect their mental health, through to the strategic costs of losing the moral high ground if behaviour is seen to fall short of that expected from military professionals. (shrink)