Developing the Warrior-Scholar

摘要

The end of the Cold War marked a new era for the US Army. Recent changes ranging from the geopolitical structure, to the nature and role of the family, to individual soldier values have significantly affected the US Army. As a result, the 21st-century Army is an organization in transition. The institutional level has responded with planned development and force modernization efforts that focus on new technology and mission roles. Likewise, at the soldier level, the Army is responding by redesigning efficiency reports and increasing the length of basic training. While such changes are impressive, the Army must grapple with the issue of adequacy. In the rapidly changing post- Cold War environment, the Army cannot merely react to change and risk a large lag effect; it must continue to pursue a proactive approach to change. One area strained by changes in the nature of war is officer education. The comparatively new, rapidly changing role of professional military officers necessitates their increased understanding and application of sociological concepts. As a discipline, sociology provides a systematic method from which to assess and organize social activity. A sociological background gives company grade combat arms officers the necessary conceptual skills to operate on the modern battlefield and prepares them to take advantage of advanced professional education later in their careers. In effect, the Army can better prepare its officers for adverse and changing conditions associated with todays missions by using specific collegiate training rather than relying solely on institutional programs. Recognizing the dilemma facing todays military leaders, the Center for Strategic and International Studies convened a committee in 1997 to assess the Professional Military Education (PME) System and provide recommendations.