1. Defence Education:Past, Present andFuture22 November 2012Dr. Venkat V S S SastryHead of Applied Mathematics and ScientificComputing,Cranfield University at the Defence Academy ofthe UK, Shrivenham

2. What is DefenceEducation? Education for the people concerned with defencesector People from three services, army, navy and airforce, MOD Civil Servants Defence industry Used interchangeably with Military Education 3. Earlier approaches tomilitary education Clausewitzian approach to understanding the natureof war implied the need for a broader approach tomilitary education than the Jominian model that couldbe inculcated through drill and repetition of principles 4. Drivers One of the drivers for defence education stems fromthe increasing use of technology in modern warfare. Modern soldier is expected to be comfortable with therapid adoption to enhance their analytical skills Creating the 7-Dimensional soldier challenges fordefence education (Navneet Bhusan) 5. of defenceeducation Need for breadth of knowledge at conceptual level ina variety of disciplines Depth of knowledge in a chosen specialization Service ethos and training mentality/approach isoften at odds with general educational goals whereyou are encouraged to challenge the acceptedwisdom (See Peter Foots remark) Lack of clear career progression for highly educatedqualified service personnel 6. Daish writing about thestory of the AdvancedClass ~c 1920 Soon after its inception this course began to sufferfrom a dearth of entrants and, in fact, only onecandidate offered himself for the 5th Class. Bashforth recounts that the instruction was providedat a total expense to government of about 1200 perannum and that several officers of the Royal Artillerywere distressed at seeing this large sum of moneyswallowed up by the Instructional staff 7. Some views of militaryhistoriansGreg Kennedy and Keith Neilson, 2002 Burdened with the responsibility to be operationallycapable, and often short of money, men andequipment, the professional military has always seena purely academic education as luxury for the purpose of education some elements oftraining are imposed into the curriculum even multi-tiered, multiyear programs such asthose of Russian, German, French and US militaryeducation systems, at all times demand thateducation be paid with training 8. Some views of militaryhistoriansJohn B Hattendorf (1941 -) Conundrum of Military Education takes issue with the use of the words military and education In the context of military education, it is useful to remember that these changes armies and navies to have some appreciation of what was going on at the forefront of scientific thought 9. Hattendorf (1941 - ) the use of gunpowder and cannon gave rise to thestudy of ballistics, and the need to understandmathematics and physics Gunners in the field and at sea needed a range ofscientific education as well as technological trainingto understand and to apply these concepts 10. Some of the tensions(Hattendorf, 2002) Dual need for military discipline and creative thinking Approach of science and technology v approach ofliberal arts Patriotic nationalism v cross cultural understanding 11. Hattendorf Hattendorf identifies two drivers for wider and deepereducation of officers Ever-burgeoning demands of technical and scientific spheres Continuing development of liberal thought (in the Western world) 12. Andrew Lambert The greatest problem for military education is thelimited account of practical experience that isavailable to officers most armed force have limited contact with their coreactivity and hence require better education thantheir counter parts in civilian sector 13. Andrew Lambert Education does not consist in the acquisition ofproficiency in tasks that can be tested objectively that is training an essential building block of militaryperformance but not one that develops the skillsrequired for leadership, planning and decisionmaking.These attributes flow from the mastery of theunderlying principles upon which professionalknowledge is based 14. Holley Education is quite different. It aims to help one learnhow to develop perspective, values, and the ability tocope with change, novelty and uncertainty. Thosewho seek to educate can not claim to have theanswers. They can challenge and stimulate thought,but if they attempt to give answers they indoctrinatebut do not educate. 15. Military educationconundrum -Andrew Lambert how to stimulate thought and debate within astrictly hierarchical profession, one that demandsunquestioning loyalty and obedience in peace and war 16. Peter FootQuality of thought among students is admired, butmostly when it conforms to the staff solution a set ofanswers drafted by, and for, the military directing staff 17. John Knox Laughton(1866)In teaching young gunnery officers the scientific andmathematical basis of gunnery and navigationrequired a level of understanding beyond mere rotelearning 18. Observation Just as practical aspects of gunpowder, artillery,fortification, cartography, and navigation raised theneed for broader education in mathematics, similarparallels can be drawn with applications of internettechnologies Need for broader education in applications ofmathematics - with social network analysis,complexity, data mining, behaviour prediction,asymmetric warfare, cyber warfare etc. 19. Future prospectsSome of the challenges ofeducational delivery for themodern defence professionalcan be addressed effectively byinnovative use of technology MOOC; Blended learning; TEL; Mobile learning 20. MoLE Project LaunchVideo 21. Geometry of War, 1500- 1750 http://www.mhs.ox.ac.uk/geometry/content.htm