Armed Forces & Society current issue

Sociology in Military Officer Education

Segal, D. R., Ender, M. G. — 2008-09-12

This essay introduces a special issue of Armed Forces & Society examining sociology at military academies around the globe. Articles represent nine countries—Canada, France, Japan, the Netherlands, Russia, South Africa, Sweden, Turkey, the United States. We begin with a brief history of sociology and the military and growth of military sociology as a subfield, followed by the development of military academies in general and sociology at military academies more specifically. The essay concludes with six trends found across the nine nations and ten academies—the stigma of sociology; the cannibalization of sociology courses; co-optation of sociological concepts; charismatic leadership; radical social change; and revitalization.

Teaching Sociology at Saint-Cyr, 1983-2004 and Beyond: A Personal Account

Boene, B. — 2008-09-12

This article recounts the course of sociology as a teaching subject at the French military academy from the personal perspective of one of its local protagonists. Having placed its introduction in context, it points up the motives behind a reform of studies (1982) which gave academic education greater scope and in which sociology played a central part. It goes through the various stages in the institution-building process that led from initially mixed reception to full internal acceptance as part of a common core of subjects. It analyzes the reasons for another major reconsideration, in 2000, of curricula and avenues of access, which endorsed and radicalized the previous reform's philosophy and turned sociology into a truly pivotal discipline—one that allows better integration of the academic and military sides of officer education. It assesses, in conclusion, the factors behind such a (fragile) success story.

Van Doorn and Beyond: From Teaching Sociology to Interdisciplinary, Problem-Based Learning in Dutch Officer Training

Moelker, R., Soeters, J. — 2008-09-12

In the 1960s, Jacques van Doorn started teaching (military) sociology as a formal, scientific discipline at the Netherlands Military Academy. Since then, the way military sociology was taught at the academy has seen a great number of developments; the philosophy of education at the academy changed into an interdisciplinary and problem-based learning approach. These changes evolved into military sociology becoming a recognized perspective for analyzing military operations while being valued for its contribution to the functioning of future officers. With this shift, military sociology has developed a more pragmatic character. Even though theoretical development has sometimes been hampered by this preoccupation with pragmatics, in most times the blending of theory and praxis has stimulated the development in this field of knowledge.

Sociology at West Point

Ender, M. G., Kelty, R., Smith, I. — 2008-09-12

Sociology and the Sociology Program at the United States Military Academy at West Point, New York, are described. Grounded in the academy's mission of educating and inspiring future leaders of character, this article focuses on the history of the Sociology Program, alignment with American Sociological Association standards, sociodemographics of cadet sociology majors, recent graduates, the curriculum, extracurricular activities, and the sociology faculty and their productivity. The Sociology Program has made significant progress in multiple areas while concomitantly being handicapped in other areas. The conclusion addresses the significance of social science in military officer education.

Sociology in the Canadian Military Academy Curriculum

Pinch, F. C., Ouellet, E. — 2008-09-12

Despite its content being perceived as highly relevant to Canadian Forces (CF) leader development and current and future role demands, sociology has not become permanently embedded in the Canadian military college (milcol) curriculum. We argue that among other factors, this has been the result of such influences as lack of interest and/or support from academic sociologists outside the military; hegemony of other disciplines within the military; reaction of the military system to sociological topics and results; the number and organization of uniformed and civilian sociologists internally; and the failure of military sociologists to adequately market themselves or to follow up on the gains they have made. Notwithstanding, the authors note that recent developments both outside and inside the military college environment offer some promise of improved prospects for sociology (and anthropology): preferably, within a more multidisciplinary instructional context.

Sociology at Military Academies: The Swedish Case

Danielsson, E., Weibull, A. — 2008-09-12

This article illustrates the role of sociology at the Swedish military academies. Finding a suitable balance between theoretical and practical education seems to have been a major thread in Swedish officer education from the eighteenth century to the present day. The emphasis has been on education that is closely linked to military war positions, with extensive elements of combat planning and carrying out military operations. But as tasks have changed, areas such as leadership and organizations have become more important, and the positions of sociological theories and perspective have gradually increased. The belief put forward here is that the demand for sociology will increase for two reasons: the current struggle to make Swedish officer education more university-like and, more important, the need for sociological knowledge that will grow the more the Defense Forces will be engaged in the international arena.

The Enigmatic History of Sociology at the United States Naval Academy

Trainor, S. C., Horner, D. H., Segal, D. R. — 2008-09-12

Since its inception in 1845, the United States Naval Academy in Annapolis, Maryland, has often faced the challenge of balancing technical and professional training demands of the naval service against the social and cultural conditions of an increasingly complex world. Despite the institution's attempts to address the multiple demands of the social and military contexts, the study of behavioral science in general, and sociology in particular, has been until recently largely absent. In response to challenges and deficiencies associated with its educational program, the Naval Academy has undertaken a path of reform to balance professional training with the need to educate graduates as competent and effective leaders. This article addresses some of the institutional, organizational, and curricular changes at the Naval Academy, with a focus on the inclusion and development of courses in human behavior and sociology as a means to study this process of leadership education.

The Expanding Role of Sociology at Japan National Defense Academy: From None to Some and More?

Kawano, H. — 2008-09-12

The Japan National Defense Academy was established in 1954 with the following characteristics: (1) civilian president, (2) joint-service education, (3) no obligation to serve after graduation, and (4) emphasis on natural and engineering sciences. For the first twenty years of its history, sociology played virtually no role. The School of Social Sciences (Administrative Sciences/International Relations) was established in 1974. Sociology and sociology-related subjects entered in the undergraduate curriculum. Establishment of the Graduate School for Security Studies in 1997 further expanded the role of sociology, while introducing military sociology to the undergraduate and graduate curriculum. In 2001, as a result, a major organizational reform, Departments of Humanities, Public Policy, and International Relations constitute the new School of Humanities and Social Sciences. Although there is only one sociology professor, the role of sociology in the educational system of Self-Defense Forces is gradually expanding.

Officer Education at the South African Military Academy: Social Science but No Sociology?

Heinecken, L., Visser, D. — 2008-09-12

This article reviews the status of military sociology in South Africa by examining where it is being taught and researched within sociology as a discipline and at the South African Military Academy (hereafter, Academy). The conclusion is reached that it has not been a prominent area of academic focus possibly because of the fact that at present only one civilian university's sociology department presents a related course. Looking at the historic development of the academic offerings at the Academy, at no time has military sociology been presented as a course, although it is masked within some of the other social science disciplines. Only recently has the relevance of military sociology as a discipline in its own right been acknowledged, and it appears as if it may well find a place in the education of young officers at the Academy in the near future.

Teaching Sociology in Military Educational Institutions of Russia

Obraztsov, I. V. — 2008-09-12

This article examines the periods of military sociology in Russia. The Russian State system of periods of the military sociology had an effect on the evolution of sociology as a science and as an educational discipline in Russia. These periods include a pre-revolutionary period, a post-revolutionary period, soviet I, soviet II, and a modern period.

In Search of Modernity and Rationality: The Evolution of Turkish Military Academy Curricula in a Historical Perspective

Uyar, M., Varoglu, A. K. — 2008-09-12

The aim of this article is to analyze the educational programs of the Turkish Military Academy both in the Ottoman era and the Republican time with special emphasis on the sociology courses. This analysis is important in the sense that the Military Academy is always perceived as a pioneering institution of the modernization process in Turkey. As a result of assessing the development process of the Academy curricula it could be safely stated that the aim of changes and designs has always been to promote rationality and to follow up with the recent improvements in military academies of other countries. Explanation is also offered why a sociology course has not been a permanent feature of the curriculum at the Academy.