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Journal articles on the topic 'Military education'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Jin Man Kim, Jin Man Kim, and John Gyun Yeol Park John Gyun Yeol Park. "Character Education in Korean Military." Korea Association for Public Value 6 (June 30, 2024): 75–83. http://dx.doi.org/10.53581/jopv.2023.6.1.75.

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Purpose: This article is intended as a suggestion for the direction that the military character education system should pursue, which is suitable for changing the values of the young generation to the essential values of the military while respecting democratic values. The existing understanding and approaches to the military character education, which has been limited to solving the problems related to interpersonal relationships and military service adaptation within the group he or she belongs, must now be converted into a consistent system that meets the original purpose of military. The new military culture must respect the individuality of its members while integrating individual capabilities into the goals of the military organization. The changes of military culture should begin with changes in the aim and the methods of character education implemented in the military. Method: In that the concept of a soldier's character itself implies intersubjective universality, we would like to examine this article through Weber's ideal type (Idealtypus), which is a social scientific research methodology concepts, a standard concept established based on intrinsic values and universal standards to recognize the diverse and fluid social and cultural phenomena. Taking some into account the Weber’s assertion, the objective validity of all empirical knowledge is based solely on the fact that a given reality is in a certain sense ordered by subjective categories, this study will be conducted by a qualitative approach with literature analysis and materials review. Ideals are subjectivity, but the causality of those Ideals can be objective. Objectivity is the “intersubjective universality,” which refers to whether one's logical process can be valid or not. Objectivity can only be achieved when a value-neutral attitude is maintained, which Weber calls “value freedom (Werfreiheit).” Results: Despite the fact that the mental attitude based on an individual' value system and the externally manifested behavior are not independent of each other, there has been little interest in the relationship between the character of an individual soldier and his will to fight, to the extent that character and mental power are treated separately in military character education. In order to build a soldier's character with mental combat capabilities, the reason and purpose of the military's existence, or the functional characteristics and attributes of the military, must be reflected in military character education. The fact that, while the behavior pursued by a military organization should be purpose-rational, the desirable behavior required of individual soldiers who are members of the military organization is value-rational behavior must be taken into consideration when constructing a character education system. Conclusion: If the purpose of military character education is presented in line with the legitimate and essential values for which the military must exist, military character education will directly and indirectly contribute to improving military efficiency. For a soldier, his or her character is not simply a way of necessary for the adaptation in his or her barracks life and a kind of good interpersonal relationships in it, but also a moral competency that is demonstrated in the battle or the war he or she may carry out. As Weber defined society as a means/end rationality, military organizations also perform their unique functions and use the most efficient and rational means to achieve their specific end. Just as the means/end rationality destroys old traditions, military character education consistent with military identity can most effectively change military organizations.
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Muxitdinovich, Xushvaktov Babur. "PEDAGOGICAL CONDITIONS OF GAME MODELING IN THE MILITARY EDUCATION PROCESS OF HIGHER MILITARY EDUCATION INSTITUTIONS." International Journal of Pedagogics 4, no. 4 (April 1, 2024): 116–19. http://dx.doi.org/10.37547/ijp/volume04issue04-23.

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This article aims to highlight the pedagogical conditions for modeling the game in the process of military education and training in the preparation of cadets of higher military educational institutions for future professional activities. Including the fact that this article is currently carrying out modernization work aimed at improving the quality of education in the educational system of our republic and establishing a new approach to its organization, religious tolerance and interethnic harmony in the cadres of the new generation, spiritual perfection, spiritual and intellectual, independent thinking, has a strict life position, has a deep understanding of democratic reforms and, the effectiveness of the implementation of the model of training cadets of a higher military educational institution has been cited such as providing a combination of pedagogical conditions, the formation of educational and cognitive activity of cadets through the use of Game modeling, the introduction of the process of development of knowledge, training using game modeling.
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Sundevall, Fia. "Military education for non-military purposes." History of Education Review 46, no. 1 (June 5, 2017): 58–71. http://dx.doi.org/10.1108/her-05-2016-0024.

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Purpose The purpose of this paper is to explore military service-linked economic and social governing initiatives in early twentieth-century Sweden, and thereby offer a broadened understanding of educational institutions as governing arenas. Design/methodology/approach Using the term “governing” to describe and analyse various calculated techniques of the state – and/or affiliated governing actors – to influence and direct the behaviour of conscripts in order to deal with particular economic and/or social problems, the author ask what kind of economic and social problems policymakers and social commentators of education were looking to deal with, why military service was considered a suitable means and/or setting for doing so, and what governing techniques they proposed be used. The author furthermore take in consideration the intimate links between citizenship, gender, and military service and argue that the governing initiatives analysed enables us to understand these links in partly new and a more concrete way. Findings The study shows that there were numerous ideas and requests amongst policymakers and social commentators of education on making use of the nation’s conscription scheme for non-military purposes as it provided the nation with a unique opportunity to reach and influence entire generations of men on the threshold of adulthood. Proposals included, e.g., the use of various forms of instruction in assorted subjects, facilitation of base libraries and an extension of the period of military service, in order to deal with economic and social problems such as, e.g., mass unemployment, alcohol abuse, elementary education deficiencies, and uneducated voters, as well as shortages of skilled personnel in particular branches of great importance for the nation’s economy. Originality/value While there is a sizable and growing body of research on governing initiatives in non-military educational settings, proposed and implemented to solve various economic and social problems in society, scholars in Sweden and elsewhere have largely overlooked the use and role of military service in such undertakings. This paper seeks to redress the balance and thereby offers a broadened understanding of educational institutions as governing arenas.
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4

Koroleva, Т. М. "Formation and Development of Military Education and Military Training of Youth in Eastern Siberia." Izvestiya of Altai State University, no. 2(112) (June 10, 2020): 46–51. http://dx.doi.org/10.14258/izvasu(2020)2-07.

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The article deals with the formation and development of military education in Eastern Siberia. The author identifies and аnаlyzes the рrоblems faced by military schools during the Great Раtriоtic War and the роstwаr рeriоd. It includes evacuation, unsettled living conditions, lack of sufficient material and technical base for training future officers, etc. The аuthоr cоmes tо the cоnclusiоn thаt, despite аll the difficulties in the trаining оf militаry рrоfessiоnаls in Eаstern Siberiа а lоt оf wоrk was done to trаin quаlified militаry рersоnnel. In the most difficult conditions of wartime, without sleep, without food,with a meager educational and material base, reduced to the limit terms of training military educational institutions, the front was provided with well-trained and politically mature commanders. In the post-war period, military education develops and undergoes changes that were caused by the scientific and technical revolution and the revolution in military Affairs. Today it is necessary to continue to improve the system of military education. The complex geopolitical situation in the world requires special attention to military education and military training of the youth.
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5

Oh, Je-Yeon. "College Military Education and Student Movement against Military Education 1969-1971." SARIM 87 (January 31, 2024): 37–73. http://dx.doi.org/10.20457/sha.87.2.

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6

Erkinov, Ilhom Erkinovich, Alisher Sagdullaevich Kuchkorov, and Azamat Nizamkulovich Atamurodov. "The Importance Of Military Patriotic Education In Higher And Secondary Special Educational Institutions." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 88–92. http://dx.doi.org/10.37547/tajssei/volume02issue12-16.

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One of the urgent tasks of today is to educate young people in the spirit of patriotism, to prepare them physically and spiritually for the defense of the Motherland. Organizes the organization, content, forms and methods of spiritual, political, psychological and physical training of students to serve in the Armed Forces of the Republic of Uzbekistan. This article discusses the military patriotic education of students in higher education institutions. The information provided in the article also includes ideas on patriotic education of students and military personnel.
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7

PEŠEC, MOJCA, and UROŠ KREK. "ALI LAHkO PROCES PROFESIONALNEGA VOJAŠkEGA IZOBRAžEVANJA USTVARI VOJAŠkE STRATEGE?" PROFESIONALIZACIJA SLOVENSKE VOJSKE / PROFESSIONALIZATION OF THE SLOVENIAN ARMED FORCES, VOLUME 2012/ ISSUE 14/1 (May 30, 2012): 41–54. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.14.1.3.

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Novembra 2011 je na Poveljstvu za doktrino, razvoj, izobraževanje in usposablja- nje potekalo 5. redno srečanje Foruma centralnih evropskih držav o vojaškem izo- braževanju (Central European Forum on Military Education – CEFME). Osrednja tema posveta je bila izobraževanje vojaških strategov. Na srečanju so sodelovali visoki predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, preda- vatelj predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje vsebin programa. In November 2011, the 5th regular meeting of the Central European Forum on Military Education (CEFME) was convened at the Doctrine, Development, Education and Training Command. The central theme of the conference was military strategist training. The meeting brought together senior military education representatives from nine Central European countries, and a represen- tative of NATO. The two central papers were prepared by Uroš Krek, military strategy lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel Mojca Pešec. In their article, the authors present views on education programmes for military strategists in Slovenia from the theoretical and practical point of view, and substantiate the need for more intensive and better quality strategic theory study programmes for military strategy teachers and students. They also define the need for developing a comprehensive programme of learning the strategy in terms of selection of participants and lecturers, and the need for setting up achievable targets when it comes to time frame and the determination of programme subjects.
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8

Corum, James S. "Some Key Principles of Multinational Military Education." Connections: The Quarterly Journal 11, no. 4 (2012): 10–26. http://dx.doi.org/10.11610/connections.11.4.02.

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9

Troxell, John F. "The Moldovan Military Academy: Transforming Officer Education." Connections: The Quarterly Journal 11, no. 4 (2012): 99–107. http://dx.doi.org/10.11610/connections.11.4.11.

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10

Aghion, Philippe, Xavier Jaravel, Torsten Persson, and Dorothée Rouzet. "Education and Military Rivalry." Journal of the European Economic Association 17, no. 2 (June 30, 2018): 376–412. http://dx.doi.org/10.1093/jeea/jvy022.

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11

Brown, Vanessa. "Whither Professional Military Education." Canadian Military Journal 23, no. 2 (May 1, 2023): 13–23. http://dx.doi.org/10.24908/cmj.v23i2.16956.

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12

Tymchyk, M. V., A. M. Linnik, and A. M. Gulyaev. "Methodology of military-patriotic education of higher education students in the process of physical education and mass work." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(152) (July 30, 2022): 115–18. http://dx.doi.org/10.31392/npu-nc.series15.2022.7(152).27.

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The article examines the methodology and content of military-patriotic education of students of higher education in the process of physical education and mass work. The relevance of the investigated problem lies in the fact that in Ukrainian society there is a need for the formation of a self-sufficient, goal- oriented, decisive, healthy personality, who is able to participate in socially significant life, is ready to serve in the Armed Forces of Ukraine, self-sacrifice and protect the Motherland. The article states that in recent years, a number of scientific studies have been carried out on the military-patriotic education of students and apprentices. The stages of implementation of the methodology of military-patriotic education of students of higher education in the process of physical education and mass work are disclosed. The methodology of military-patriotic education of students of higher education in the process of physical education and mass work included the introduction into the educational process of effective: methods (conversations and discussions with students of higher education, the method of openness, assignment, intellectual games and competitions, analogy and personal example, the method of pedagogical requirements, encouragement, training in behavior, persuasion, compliance with the regime, creation of a situation of success during classes in military applied training and military sports games; which complemented and enriched educational work and contributed to increasing the levels of military and patriotic upbringing of students; forms (individual, independent and collective working with the participants of the educational process during military- applied training classes, military-sports games); types (military-applied training, a set of military-sports games), physical education classes, interest-based training, sports and game activities, intellectual games, competition and other). The article highlights that military-sports games and military-applied training are effective in military-patriotic education of participants in the educational process. Involvement in them contributes to raising the level of military and patriotic education among student youth, provides an opportunity to acquire and deepen the necessary knowledge, to form important skills and abilities for the future defenders of Ukraine, to gain new, invaluable experience.
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BERNIK, VALERIJA. "PERSPEKTIVE IN IZZIVI SLOVENSKEGA VOJAŠKEGA ŠOLSTVA." CONTEMPORARY MILITARY CHALLENGES, ISSUE VOLUME 2021/ISSUE 23/1 (May 14, 2021): 29–42. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.23.1.2.

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Vojaško izobraževanje je v Slovenski vojski organizirano znotraj Centra vojaških šol in ima že tridesetletno tradicijo. Zaradi hitrih sprememb na področju vojaštva in težnje po enakopravnem vključevanju v evropski in okvir Nata se tudi slovenski sistem vojaškega šolstva srečuje z izzivi, povezanimi z zagotavljanjem visoke kakovosti. Prizadevanja na tem področju so usmerjena predvsem v vključevanje v javni izobraževalni sistem. V zadnjem času nam je uspelo vzpostaviti Višjo vojaško strokovno šolo in akreditirati višješolski študijski program Vojaški menedžment. Posodobitev sistema izobraževanja častnikov ostaja izziv tudi zaradi omejitev trenutne nacionalne zakonodaje. Ključne besede Vojaško izobraževanje in usposabljanje, višješolsko strokovno izobraževanje, visokošolsko izobraževanje Abstract Military education in the Slovenian Armed Forces is provided by the Military Schools Centre and has a thirty-year tradition. Due to rapid changes in the military, and the desire for equal integration into the EU and NATO framework, the Slovenian military education system has been facing high quality-assurance challenges. The efforts in this area are mainly focus on the integration of military education into the public education system. Recently, we have managed to establish the Higher Military Vocational School (NCO College) and accredit the higher vocational study programme Military Management. Due to the limitations dictated by the current national legislation, the modernization of the officer education system also remains a challenge. Key words Military education and training, post-secondary vocational education, higher education
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14

Ferraresi, Alessandra. "La scuola militare di Modena: un modello di formazione professionale." SOCIETÀ E STORIA, no. 124 (October 2009): 325–30. http://dx.doi.org/10.3280/ss2009-124006.

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- The paper focuses, in Napoleonic Italy, on the innovative role of the Modena Military School in the complete education of Artillery officials and Engineers and the legacy it left in engineering culture and the profession during the first modernization of Italy.Parole chiave: scuole militari; ingegneri; formazione; professioni; modernizzazione.Key words: Military Institutions; engineers; education; professions; modernization.
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15

HRUBÝ, Miroslav. "SUBJECT INFORMATION TECHNOLOGY IN MILITARY EDUCATION – CIVILIAN STUDY." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, no. 1 (June 24, 2016): 455–62. http://dx.doi.org/10.19062/2247-3173.2016.18.1.63.

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Licková, Markéta. "The Hidden Contents in the Professional Military Education Process." Vojenské rozhledy 30, no. 4 (November 30, 2021): 141–53. http://dx.doi.org/10.3849/2336-2995.30.2021.04.141-153.

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Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, hidden content can affect the achieved learning outcomes, as well as their deliberate disclosure and appropriate processing. The aim of the article is to describe whether and with what benefit can the concept of the hidden curriculum be applied to professional military education in the Centre for Security and Military Strategic Studies environment.
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Hales, Robert E., and Ralph A. Gemelli. "Psychiatric Education in the Military." Psychiatric Annals 17, no. 8 (August 1, 1987): 536–38. http://dx.doi.org/10.3928/0048-5713-19870801-08.

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Huliak, O. V. "PRINCIPLES OF MILITARY EDUCATION MANAGEMENT." Public management and administration in Ukraine, no. 24 (2021): 108–13. http://dx.doi.org/10.32843/pma2663-5240-2021.24.19.

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Schegolev, Valery. "Foreign military and sports education." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 114 (May 2014): 183–86. http://dx.doi.org/10.5930/issn.1994-4683.2014.05.111.p183-186.

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Rose, Amy. "Adult Education in the Military." Adult Learning 6, no. 4 (March 1995): 5. http://dx.doi.org/10.1177/104515959500600402.

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Segal, David R., and Morten G. Ender. "Sociology in Military Officer Education." Armed Forces & Society 35, no. 1 (October 2008): 3–15. http://dx.doi.org/10.1177/0095327x08321717.

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22

Barany, Zoltan D. "Military Higher Education In Hungary." Armed Forces & Society 15, no. 3 (April 1989): 371–88. http://dx.doi.org/10.1177/0095327x8901500303.

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Durward, Rosemary. "Ethics Education in the Military." Religion, State and Society 39, no. 1 (March 2011): 136–40. http://dx.doi.org/10.1080/09637494.2011.546514.

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Strauss, Barry. "Military Education: Models from Antiquity." Academic Questions 21, no. 1 (March 2008): 52–61. http://dx.doi.org/10.1007/s12129-008-9046-x.

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Syabilarrasyad, Syabilarrasyad, Jusuf Irianto, and Fendy Suhariadi. "Military Education Collaboration between Countries." Devotion Journal of Community Service 4, no. 3 (March 30, 2023): 865–83. http://dx.doi.org/10.36418/devotion.v4i3.446.

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The Unitary State of the Republic of Indonesia in the international arena has an active free politics, attitudes and views related to Indonesian foreign policy such as Indonesian foreign policy often have differences in attitude with other countries in responding to international issues. The Ministry of Defense, which covers the three branches of the TNI, namely the Army, Navy and Air Force, is very concerned about Military Academy education abroad by providing scholarships to Military Academy cadets / cadets to attend Military Academy education abroad, one of which is in Japan. This paper aims to analyze the collaboration of military education between countries, especially in Japan. The method used is qualitative by means of field case studies. This paper argues that a one-stop policy is needed in sending cadets / cadets of the Indonesian National Army Academy to attend Military Academy education abroad, where the Ministry of Defense must be positioned as the only door in the formulation and implementation of Military education collaboration policies between countries where the three TNI Matras must submit and obey as well as synergy with the Ministry of Defense in Military Education Collaboration between countries.
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Muñoz Gualán, Germán Geovanny. "El Sistema Educativo Militar del Ecuador: un modelo innovador." Revista Cognosis. ISSN 2588-0578 5, no. 3 (September 28, 2020): 45. http://dx.doi.org/10.33936/cognosis.v5i3.2448.

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La educación en el Ecuador es un derecho de las personas a lo largo de su vida y un deber ineludible e inexcusable del Estado. En este contexto la educación militar, busca dar solución al requerimiento del estado ecuatoriano de contar con profesionales altamente capacitados en el área de seguridad y defensa, quienes constitucionalmente son los responsables de velar por la defensa de la soberanía e integridad territorial, así como apoyo a las instituciones del estado. El objetivo general planteado del presente trabajo investigativo es analizar pedagógicamente el Sistema de Educación Militar ecuatoriano. Para lo cual es imprescindible el cumplir con los siguientes objetivos específicos: a) establecer la estructura pedagógica del Modelo Educativo de Fuerzas Armadas, b) indicar la estructura pedagógica del Diseño Curricular de la Carrera de Ciencias Militares, y c) mencionar las cualidades innovadoras del sistema educativo militar. El presente trabajo investigativo es un estudio crítico, que presenta un enfoque cualitativo, basado en un diseño no experimental, con un alcance exploratorio, de tipo análisis documental. Con lo cual se llega a la conclusión que el Modelo de Educación de Fuerzas Armadas y el Diseño Curricular de la Carrera de Ciencias Militares, son instrumentos educativos dinámicos, que cuentan con un diseño pedagógico acorde a las exigencias actuales, además, el Sistema de Educación Militar presenta un proyecto innovador con modalidad de educación DUAL, el cual se basa en un conjunto de modelos teóricos de conocimientos, con un enfoque en competencias. PALABRAS CLAVE: modelo educativo militar; diseño curricular; innovación; educación dual; ciencias militares. ECUADOR'S MILITARY EDUCATION SYSTEM: AN INNOVATIVE MODEL ABSTRACT Education in Ecuador is a right of people throughout their lives and an inescapable and inexcusable duty of the State. In this context, military education seeks to solve the requirement of the Ecuadorian state to have highly trained professionals in the area of security and defense, who are constitutionally responsible for ensuring the defense of sovereignty and territorial integrity, as well as support for state institutions. The general objective of this investigative work is to pedagogically analyze the Ecuadorian Military Education System. Para lo cual es imprescindible el cumplir con los siguientes objetivos específicos: a) establecer la estructura pedagógica del Modelo Educativo de Fuerzas Armadas, b) indicar la estructura pedagógica del Diseño Curricular de la Carrera de Ciencias Militares, y c) mencionar las cualidades innovadoras del sistema educativo militar. The present investigative work is a critical study that presents a qualitative approach, based on a non-experimental design, with an exploratory scope, of a documentary analysis type. With which the conclusion is reached that the Armed Forces Education Model and the Curricular Design of the Military Sciences Career are dynamic educational instruments, which have a pedagogical design according to current requirements, in addition, the Education System Military presents an innovative project with a DUAL education modality, which is based on a set of theoretical knowledge models, with a focus on competencies. KEYWORDS: military educational model; curricular design; innovation; dual education; military science.
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KLADNIK, TOMAŽ. "VOJAŠKO IZOBRAŽEVANJE V SLOVENSKI VOJSKI – IZZIVI PRIHODNOSTI." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2017, ISSUE 19/1 (May 15, 2017): 95–113. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.19.1.5.

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Povzetek V članku sta prikazana na arhivskih virih in literaturi z analizo SWOT temelječa vojaško izobraževanje v Slovenski vojski in možnost njegovega nadaljnjega razvoja. Opisano je povezovanje vojaškega izobraževalnega in znanstvenoraziskovalnega sistema v Slovenski vojski s sistemom izobraževanja in znanstvenoraziskovalnega dela v Republiki Sloveniji ter v mednarodnem okolju tako, da je prikazan razvoj vojaškega izobraževanja v oboroženih silah Republike Slovenije, ki se je z njenim nastankom leta 1991 na novo oblikovalo, in to od osnovnega usposabljanja vojakov nabornikov do najvišjih oblik vojaškega izobraževanja in znanstvenoraziskovalnega dela na področju vojaških ved. V nadaljevanju so predstavljene pomanjkljivosti sedanjega vojaškega izobraževanja in njegov mogoč razvoj, ki bi potekal, tako kot v drugih zavezniških državah, v smeri vključevanja v bolonjski izobraževalni in znanstvenoraziskovalni sistem. Ključne besede: Republika Slovenija, Slovenska vojska, vojaško izobraževanje, bolonjski izobraževalni sistem, analiza SWOT. Abstract The article depicts the military education model of the Slovenian Armed Forces and the possibility of its further development, which are both based on archive resources and SWOT analysis. It describes the integration of the military education and scientific and research system in the Slovenian Armed Forces with the education system and scientific research system in the Republic of Slovenia and internationally. It first describes the development of military education in the armed forces of the Republic of Slovenia, which was formed anew after Slovenia’s independence in 1991. It ranges from the basic conscript training to the most advanced forms of military education and scientific and research efforts in the field of military science. The article continues by presenting the shortfalls of the current military education system and possible ways of its development, which can be directed in a similar way as in other allied nations, namely by incorporating it into the Bologna education system and scientific research system. Key words: Republic of Slovenia, Slovenian Armed Forces, military education, Bologna education system, SWOT analysis
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Guimarães, Anselmo, and Josefa Eliana Souza. "The Spanish Language and Military Education in Brazil (1905-1920) / A Língua Espanhola e a Educação Militar no Brasil (1905-1920) / La Lengua Española y la Educación Militar en Brasil (1905-1920)." Cadernos de História da Educação 17, no. 3 (November 17, 2018): 716. http://dx.doi.org/10.14393/che-v17n3-2018-7.

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Este estudo é o resultado da investigação do processo de institucionalização do ensino de espanhol na educação militar brasileira, de 1905 a 1920, buscando delinear as finalidades políticas e culturais. O objetivo foi investigar as justificativas para a entrada do espanhol no ensino militar, no período de 1905, quando o idioma foi inserido oficialmente no currículo militar, mediante Decreto nº 5.698 e, finalizou em 1920, após reformularem os regulamentos militares e o ensino de espanhol deixar de ser oferecido no âmbito militar. Para tanto, foram utilizados a legislação educacional e textos jornalísticos, bem como pressupostos teóricos da história das disciplinas escolares.Palavras-chave: Educação Militar; História do Ensino de Espanhol; História das Disciplinas Escolares. AbstractThis study is the result of the investigation of the process of institutionalization of the Spanish language teaching at the Brazilian military education, from 1905 to 1920, aiming at outlining political and cultural purposes. The goal has been to investigate the justifications for the insertion of the Spanish language in the Brazilian military education, starting in 1905, when the language has been officially inserted in the military curriculum under Decree No. 5.698 and ending in 1920, after the redesign of the military regulations and the fact that the Spanish language teaching has no longer been offered in the military scope. For this purpose, educational legislation and journalistic texts have been used, as well as theoretical assumptions of the history of school subjects. Keywords: Military Education; The History of the Spanish Language Teaching; The History of School Subjects. ResumenEste estudio es el resultado de la investigación del proceso de institucionalización de la enseñanza de español en la educación militar brasileña, de 1905 a 1920, buscando delinear las finalidades políticas y culturales. El objetivo fue investigar las razones de la entrada del español en la enseñanza militar, en el período de 1905, cuando el idioma fue introducido oficialmente en el plan de estudios militares por el Decreto nº 5.698 y terminado en 1920, después de reformularen los reglamentos militares y la enseñanza del español salió del ámbito militar. Por lo tanto, hemos utilizado la legislación educativa y textos periodísticos, así como supuestos teóricos de la historia de las disciplinas escolares.Palabras clave: Educación Militar; Historia de la Enseñanza del Español; Historia de las Disciplinas Escolares.
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Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

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Khasanov, A. T., and G. R. Kurbanov. "Identification Of Forms And Means Of Physical Activity During Military Of Students Of Military Education Faculty." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 79–83. http://dx.doi.org/10.37547/tajssei/volume03issue06-13.

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The article highlights the effectivness of the training methodology that is based on expirience and has been developed to enhance the quality of professional training required during the training sessions with the students of the Military Education Faculty.
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PEŠEC, MOJCA, and UROŠ KREK. "CAN THE PROCESS OF PROFESSIONAL MILITARY EDUCATION CREATE MILITARY STRATEGISTS?" O SLOVENSKI VOJSKI 2012-2014/ SLOVENIAN ARMED FORCES 2012–2014, VOLUME 2015/ ISSUE 17/4 (October 30, 2015): 47–61. http://dx.doi.org/10.33179//bsv.99.svi.11.cmc.17.4.3.

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In the increasingly complex security environment the education of military strategists is a topic which is again becoming of interest. More than ever before, the armed forces need leaders who will be capable of strategic thinking. In November 2011, the 5th regular meeting of the Central European Forum on Military Education (CEFME) was convened at the Doctrine, Development, Education and Training Command. The central theme of the conference was the training of military strategist. The meeting brought together senior military education representatives from nine Central European countries, and a representative of NATO. The two central papers were prepared by Uroš Krek, military strategy lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel Mojca Pešec. In their article, the authors present views on education programmes for military strategists in Slovenia from the theoretical and practical point of view, and substantiate the need for more intensive and better quality strategic theory study programmes for military strategy teachers and students. They also define the need for developing a comprehensive programme of learning the strategy in terms of selection of participants and lecturers, and the need for setting up achievable targets when it comes to the time frame and the determination of programme subjects. It is essential to form a new generation of competent officers who will be able to identify the 21st century security challenges and contribute expertly to the civil-military process of the strategies formulation. Izobraževanje vojaških strategov je tema, ki v pogojih vedno bolj kompleksnega varnostnega okolja postaja ponovno aktualna. Vojske bolj kot kdaj koli prej potrebujejo voditelje, ki bodo sposobni strateškega razmišljanja. Novembra 2011 je na Poveljstvu za doktrino, razvoj, izobraževanje in usposabljanje potekalo 5. redno srečanje Foruma centralnih evropskih držav o vojaškem izobraževanju (Central European Forum on Military Education – CEFME). Osrednja tema posveta je bilo izobraževanje vojaških strategov. Na srečanju so sodelovali visoki predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, predavatelj predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje vsebin programa. Oblikovanje nove generacije kompetentnih častnikov, ki bodo sposobni prepoznati varnostne izzive 21. stoletja in strokovno prispevati k civilno- vojaškemu procesu oblikovanja strategij, je nujno.
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Makhkamov, Nurmukhammad. "Military pedagogy: problems of military pedagogical research of didactics and education of military personnel." Общество и инновации 1, no. 1/s (November 18, 2020): 506–10. http://dx.doi.org/10.47689/2181-1415-vol1-iss1/s-pp506-510.

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Article examines development of military pedagogy as a necessary means for the versatile training of future officers, modern problems of military pedagogical research of didactics and education of military personnel. There are also specified methodological foundations of domestic military pedagogy and its application in modern conditions of development of military education, issues of the level of competence of officers when working with personnel are touched upon. Formation of military professional competencies are reflected.
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Altynbayeva, Akzhurek, and Kanapiya Gabdullina. "Sociological analysis of military education in Kazakhstan." Scientific Herald of Uzhhorod University Series Physics, no. 56 (May 3, 2024): 1531–41. http://dx.doi.org/10.54919/physics/56.2024.153aj1.

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Relevance. High-quality military education, which guarantees the creation of effective armed forces capable of repelling threats to national security, is one of the main factors in determining the strength and influence of a state in the international arena. Purpose. The purpose of the study was to determine the features and specifics of military education in Kazakhstan by studying the activities of military educational institutions and departments in large cities of the country. Methodology. The study used system-analytical method, with the help of which it became possible to consider the basic characteristics of the military education system in Kazakhstan; and the historical method, facilitating the analysis of the process of training in military specialities over time. Results. The determining factors and prerequisites for the formation and development of the independent armed forces of the Republics of Kazakhstan were identified and the state's military education system was characterized at all levels, from school to postgraduate education and advanced training courses. Key points in the processes of transformation of state military education were identified, in particular regarding the reorganization of a number of higher military institutions and the creation of a state higher educational institution � National University of Defence of the First President of the Republic of Kazakhstan � Elbasy. The effectiveness of the military sector was measured using qualitative and quantitative indicators. Additionally, the main military specialities and faculties offered in higher educational institutions in major cities were listed. Conclusions. This study covered the main directions, issues, tasks, and methods of the educational process in Kazakh military universities. It also examined the development of military education in Turkey and Russia, identifying key factors affecting their educational systems. The findings and conclusions can serve as a practical foundation for enhancing national programs to train military specialists in Kazakhstan and other countries. Keywords: army training; higher education institutions; specialized departments; military science; national security
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Лариса Николаевна, Сокол. "MTC CADETS’ AND MILITARY DEPARTMENTS’ UNDERGRADUATES’ ATTITUDES TOWARD HIGHER MILITARY EDUCATION AND MILITARY CAREER." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, no. 4 (December 25, 2019): 278–84. http://dx.doi.org/10.22394/2079-1690-2019-1-4-278-284.

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Yahupov, V. V., and K. V. Yerhidzei. "System of military-patriotic education of lyceists of specialized secondary education institutions with military profile." Pedagogical sciences reality and perspectives 2, no. 73 (2020): 139–44. http://dx.doi.org/10.31392/npu-nc.series5.2020.73-2.31.

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36

Connors, Niall. "Education and the Humanitarian Space: Is there a Dissonance between Military Education and Military Practice?" Irish Studies in International Affairs 30, no. 1 (2019): 171–93. http://dx.doi.org/10.1353/isia.2019.0013.

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Connors. "Education and the Humanitarian Space: Is there a Dissonance between Military Education and Military Practice?" Irish Studies in International Affairs 30 (2019): 171. http://dx.doi.org/10.3318/isia.2019.30.7.

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Chychkan, Oksana, Sergiy Kotov, Galyna Shutka, and Olena Tyorlo. "ORIGINS OF MILITARY-PATRIOTIC EDUCATION OF UKRAINIAN YOUTH." Grail of Science, no. 27 (May 28, 2023): 608–14. http://dx.doi.org/10.36074/grail-of-science.12.05.2023.105.

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This article reveals the origins of military-patriotic education of Ukrainian youth, ranging from ancient tribes to the cradle of the Ukrainian state - Kievan Rus. Understanding the traditions of the ancient Ukrainians, we will be able to better understand the transformation of the present society from faceless masses to a warlike nation that defends its borders. For many centuries, the location of Ukraine has stimulated the Ukrainian people to educate not only a cultural, knowledgeable, religious nation, but also a well-trained, physically prepared, militant nation.
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39

Bunting, Josiah. "Why Military History?" Academic Questions 21, no. 1 (March 2008): 12–17. http://dx.doi.org/10.1007/s12129-008-9047-9.

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Okovič, Dejan. "Managing Ethical Risks in Military Education." CONTEMPORARY MILITARY CHALLENGES 25, no. 2 (June 1, 2023): 45–62. http://dx.doi.org/10.2478/cmc-2023-0013.

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Abstract This article deals with the interconnection and conditionality of ethics and scientific research. It describes the different types and causes of unethical actions, which it classifies into groups, as well as the approaches to the management of unethical acts, focusing on the situation in the Slovenian scientific area. The article goes on to discuss the situation after the establishment of a National Military College in the military education system, and describes a unique way of managing ethics in a military organization and the suitability of applying the same in military education. After an analysis of the experience to date, the similarities and differences between the military and civilian education systems in the field of ethical risk management are explained.
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41

Kasich, N. P., V. S. Kryvenda, R. M. Misharovskyi, S. O. Shuravlyov, M. D. Halai, and L. E. Khoruzheva. "Methodology of military-patriotic education of higher education students in the process of physical culture and health activities." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 11(157) (December 1, 2022): 78–81. http://dx.doi.org/10.31392/npu-nc.series15.2022.11(157).18.

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The article examines the methodology of military-patriotic education of higher education students in the process of physical culture and health-related activities. The relevance of the selected research is indicated, which is determined by society's need for a responsible, self-confident, determined, physically fit individual who is able to understand and realize his role in the life of the people, the state, the Motherland and be ready to protect it. We specified the methodology of military-patriotic education of higher education students in physical culture and health activities, which involves a combination of effective content, forms, and pedagogical conditions, taking into account the developed criteria and indicators of the studied phenomenon. The methodology provided for the implementation of effective pedagogical conditions, namely: the introduction of effective content, forms and methods with the aim of instilling in students of higher education motivation for applied military training and readiness for conscript military service in the Armed Forces of Ukraine; involvement of higher education students in the organization and holding of competitions in various types of physical and recreational and military applied training based on the creation of success situations; ensuring comprehensive work with teachers and trainers regarding the military-patriotic upbringing of higher education students in the process of physical culture and health activities. The following content of military-patriotic activity is defined: military-sports games and team competitions, pentathlon, shooting, sports and game activities, physical and military- tactical training. Military-applied sports (overcoming obstacles, all-around, target shooting, terrain orientation, swimming in uniform, etc.). Traditional physical culture and health activities (athletics, sports games and others). The process of military- patriotic education of students of higher education in physical culture and health activities is built on the basis of methodological and psychological-pedagogical concepts: personal-oriented education, personal-developmental training and others; principles: accessibility, clarity, systematicity, subject-subject interaction and others.
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Ananin, V., and O. Uvarkina. "CURRENT POLITICAL MAINSTREAMS OF MILITARY EDUCATION." National Technical University of Ukraine Journal. Political science. Sociology. Law, no. 1(53) (July 8, 2022): 41–46. http://dx.doi.org/10.20535/2308-5053.2022.1(53).261106.

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The problem horizon of the current state of Ukrainian military education is quite wide, and the amplitude of conceptual points of view to the development of new models of military education fluctuates within a very wide range. The analysis of theoretical and practical problems has shown the dominance of consensus on the strategic course of the state policy on NATO membership. It was determined that the modern gabitus of the political mainstream of military education today is the National Security Strategy of Ukraine, which is based on the triad of principles “deterrence-sustainability-interaction” and provides for the corresponding processes of national security through modernization of education and science to the needs of social development on the basis of the best world educational models and practices. The article reveals that the intension of military education transformation lies in changing the military education provisions in the Ukrainian legislation and updating its structure, as well as in scientific professional environment, in substantiation and elaboration of the Policy and Concept of military education development, taking into account the NATO standards. The lack of a systematic analysis of the political paradigm of professional education for information security and cyber defense specialists, directed research to identify the main political mainstreams in the training of military specialists in the field of cyber security in the conditions of digital transformation. The Ukraine Cyber Security Strategy Implementation Plan notes the intent of creating a new model for training and professional development of cyber security subjects and developing a Nationwide Cyber Literacy Program for all levels of education. It is proved that cyber awareness of military specialist in the new model of military education becomes a priority sign of his professionalism.
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A.T., Khasanov, and Allomov E.I. "Current Issues Of Training Professionals In Military Education In Humanitarian Universities." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 585–89. http://dx.doi.org/10.37547/tajssei/volume03issue03-94.

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The issues of introduction of pedagogical technologies in the educational process with a focus on professional-practical physical training in the training of specialists in pre-service military education in the faculties of military education of higher humanitarian educational institutions are studied.
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Brown, Vanessa. "Locating Feminist Progress in Professional Military Education." Atlantis 41, no. 2 (April 2, 2021): 26–41. http://dx.doi.org/10.7202/1076198ar.

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A continuing debate in feminist scholarship on gender, security, and the military has been whether militaries can facilitate feminist progress and be forces for good. Feminists committed to working outside of militaries note that gender perspectives have often been used to advance the military’s goals of winning wars rather than commitments to feminist social transformation of military institutions and societies. However, influences from international normative frameworks on Women, Peace and Security; Canada’s feminist foreign policy; and an emphasis on diversity and inclusion within Canada’s Defence Policy have presented the Canadian Armed Forces with a solid platform from which it has begun to make change. The central tenets of this broad feminist platform have begun to permeate Canadian Professional Military Education (PME) through the collective efforts of educators, staff, and military students at Canada’s defence colleges. Drawing on a review of policy and programmes as well as a qualitative analysis of interviews with educators, staff, and military students, the article demonstrates that feminist transformational change by military members is possible by exploring its nascent reality. The article highlights the challenges and benefits of incorporating feminist perspectives in Canadian PME and demonstrates how and under what conditions military graduates with this education have begun to apply gender and cultural learning to make local feminist interventions both within and outside their institution. Ultimately, this research shows that collective efforts toward localized and incremental changes by military members are paving the way for meaningful feminist progress within the military.
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ANGELEVSKI, SLAVKO, and Metodi Hadji-Janev. "CONTEMPORARY CHALLENGES IN MILITARY EDUCATION – MACEDONIAN MILITARY ACADEMY IN THE CONTEXT." CONTEMPORARY MILITARY CHALLENGES, VOLUME 2014/ ISSUE 16/2 (June 30, 2014): 41–56. http://dx.doi.org/10.33179//bsv.99.svi.11.cmc.16.2.3.

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This paper evaluates latest reforms in the Macedonian military education system. Both, contemporary challenges in military education and Euro-Atlantic commitment have shaped transformation of military education and training system in the Republic of Macedonia. Hence, these dynamics urged the redefinition of the role and responsibilities of the Military Academy “General Mihailo Apostolski” – Skopje. As a result, today, the Military Academy educates, trains and produces young military and civilian leaders ready to meet contemporary security challenges that affect the defence system, crisis management and disaster risk reduction sector, not only in Macedonia, but in the region of South East Europe as well. The paper explains how the education curricula at the Military Academy reconcile with the European credit transfer system’s requirements on the one hand, and the principles of modern warfare and security challenges on the other. In addition, the paper touches on gender issues in military education, and implementation of information technology in military education. V članku so vrednotene nedavne reforme sistema makedonskega vojaškega izobraževanja. Tako sodobni izzivi vojaškega izobraževanja kot evroatlantska zaveza so oblikovali proces transformacije sistema vojaškega izobraževanja in usposabljanja v Republiki Makedoniji. Ta dinamika je zahtevala ponovno opredelitev vloge in pristojnosti Vojaške akademije Generala Mihaila Apostolskega v Skopju. Vojaška akademija danes izobražuje, usposablja in ustvarja mlade vojaške in civilne voditelje, ki so se sposobni spopasti s sodobnimi varnostnimi izzivi, ki vplivajo na obrambni sistem in krizno upravljanje ter sektor za zmanjševanje tveganja nesreč, ne le v Makedoniji, temveč tudi v Jugovzhodni Evropi. Razloženo je tudi, kako je načrt izobraževanja Vojaške akademije usklajen z zahtevami evropskega sistema za prenašanje kreditnih točk in z načeli modernega vojskovanja in varnostnimi izzivi. Poleg tega se članek dotakne tudi vprašanja enakosti spolov ter uvajanja informacijske tehnologije v vojaško izobraževanje.
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Esterhuyse, Abel. "Professional Military Education and Training: Challenges Facing the South African Military." Defence Studies 6, no. 3 (September 2006): 377–99. http://dx.doi.org/10.1080/14702430601060206.

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Stanar, Dragan. "Moral education in the military: Optimal approach to teaching military ethics." Theoria, Beograd 66, no. 1 (2023): 37–51. http://dx.doi.org/10.2298/theo2301037s.

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This paper aims to explain the inadequacies of the traditional approach to moral education in the military and present an optimal approach to teaching military ethics. Author provides a short review of key notions, the subject, and the importance of military ethics in armed forces, followed by a short analysis of both traditional approaches - aspirational and functionalist - to teaching military ethics identifying their weaknesses. Author concludes that it is necessary to transcend the traditional approach and include both moral philosophy and character development in moral education in order to develop a military ethos based on solid ethical foundations. Finally, author offers a solution to the identified problem and proposes an optimal approach to military ethics education, which includes both basic formal education in moral philosophy and meaningful integration of ethics in various other classes and forms of military training, in order to develop the desired ethics-based military ethos.
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Aminovich, Safayev Husen. "Education of students in military patriotism." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 5 (2022): 62–65. http://dx.doi.org/10.5958/2249-7137.2022.00383.4.

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Keh, Huan-Chao, Kuei-Min Wang, Shu-Shen Wai, Jiung-yao Huang, Hui Lin, and Ji-Jen Wu. "Distance-Learning for Advanced Military Education." International Journal of Distance Education Technologies 6, no. 4 (October 2008): 50–61. http://dx.doi.org/10.4018/jdet.2008100104.

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50

Andrushkevich, Igor. "Military Education of the Russian Youth." Journal of Political Theory, Political Philosophy and Sociology of Politics Politeia 20, no. 2 (2001): 207–22. http://dx.doi.org/10.30570/2078-5089-2001-20-2-207-222.

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