Ethics Education In The Military

With formal ethics education programmes being a rarity in most countries' armed forces, there is a growing importance for servicemen to undergo additional military ethics training. But how do we ensure that soldiers learn the right lessons from it? Furthermore, how can we achieve a uniformity of approach? The current lack of uniformity about what constitutes ethical behaviour and how troops should be educated in it is potentially a cause for serious alarm. This book advances knowledge and understanding of the issues associated with this subject by bringing together experts from around the world to analyze the content, mode of instruction, theoretical underpinnings, and the effect of cultural and national differences within current ethics programmes. It also explores whether such programmes are best run by military officers, chaplains or academic philosophers, and reflects whether it is feasible to develop common principles and approaches for the armed forces of all Western countries. This is an invaluable volume for military academies and staff colleges to enhance understanding of a matter which requires much further thought and which is becoming a vital force in influencing outcomes on the battlefields of the twenty-first century. The book will primarily be of interest to military officers and others directly involved in ethics education in the military, as well as to philosophers and students of military affairs.

Following on from Ethics Education in the Military (eds. Paul Robinson, Nigel de Lee and Don Carrick: Ashgate 2008) which surveyed and critically analyzed the existing theory and practice of educating soldiers, sailors and airmen in the ethics of 'old fashioned' warfaring, this volume considers the extent to which such theory and practice is adequate to prepare members of the military to meet the more complex ethical challenges faced when engaging in irregular warfare in the 21st century. In recent years, events in Iraq and Afghanistan have highlighted the requirement that Western military personnel, drawn from the armed forces of many different countries, should behave in an ethical manner at all times. The contributors to this volume come from various disciplinary backgrounds, several are serving or former military officers and most are actively engaged in ethics education. The volume advances theoretical understanding of different approaches to ethics education and provides practical conclusions.

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.

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.

Academic Paper from the year 2018 in the subject Ethics, , course: “1918-2018: Lessons from The Great War— Ethical Imperatives for the Contemporary Profession of Arms”, language: English, abstract: What are the lessons learned, from Bataille de la Somme to Seconde Bataille de la Marne, about the ethical training of military service members? The paper considers the catastrophic geo-political discontinuity that the Great War imposed. Pre-war archival transcription of a report to Parliament by Edward Grey (1905-1916), the British Secretary of State for Foreign Affairs, along with post-war primary sources from Post-War ethicist Max Carl Otto (1876-1968) provide higher historical context for exploring the proposition: The UK, US, Commonwealth, and Western European militaries must return to a transcendent ethical framework for training officers, especially Chaplains. The rejection of metaphysical ethics (not just religious ethics, but also nontheistic-natural law frames) in exchange for, e.g., a Darwinian ethical construct, resulted in an ethical system that could not answer the Soldier's cry for the meaning of life and solace in suffering. This is a code without a creed. The paper proposes a “mother’s knee ethic,” as a transcendent encouragement that is both accessible to warfighters and serviceable by military educators. Such an ethical charter is already offered in the Army Ethic produced and promulgated by the U.S. Army Center for Profession and Ethics (2014). The paper proposes not only a response to a crisis in ethics education for military members but also offers a pedagogical method in a pluralistic environment, "Cooperation without Compromise."

Reflections on, and analysis of, ethical issues facing military service in the United States.

As space develops as a potential war fighting domain, so does the need to have ethical scrutiny. Since the 1960s there have been core space treaties that together with national laws, provide a clear framework for both military and civilian space activities, yet ethical questions still exist around space warfare. Is it appropriate to respond kinetically on earth to a threat in space? Does just war theory apply in space and does the remoteness of space lower or raise the threshold for armed conflicts? Will the creation of new space forces start a space arms race? New combat environments also create a number of new challenges, including whether future war in space will be conducted by robots or space marines, and how the dual-use nature of satellites will impact on their permissibility as targets in any future conflict. As technologies become more widespread, space may be threatened by the likes of non-state groups and rogue states, leading to a need to inhibit their movement in space. In space, differences are magnified; resources are especially scarce, risks are multiplied, and specialized medical care is a world away. The physical and psychological distance between combatants in modern warfare applies also to space and the impacts of remote warfare need to be considered including the potential for moral injury and psychological trauma. With greater military power comes greater responsibility and this responsibility is carried out at the end of a chain of decisions and technologies. This book's relevancy will not be lost on students at service academies and staff colleges in preparing them for the task of emphasizing ethical responsibility in space to those whom they will lead in the future.

In an often violent and dangerous world military defense systems exercise a major role in the ways societies and nations function, develop their aspirations, protect themselves, promote their identities and shape their destinies. As we are only too aware at this time in global history, conflict, war and peace are deeply entangled and often morally ambiguous. This timely volume of essays offers contributions from Europe, Africa and Australia. It raises fundamental issues about the indispensability of the virtues in the military; the relationship between military and the public good; the nature of combatants and a soldier's responsibilities for humanity and peace; moral and spiritual injury; and new challenges for pastoral care in the armed forces.

Military personnel encounter moral dilemmas during deployments and in their work environment at home. Moral dilemmas are situations in which two mutually exclusive actions exist, embodying conflicting values. Dealing with moral dilemmas requires moral competence. There is a growing awareness of the need to address the ethical dimension of working in the armed forces. However, experience with and knowledge about how to train moral competence in educational settings within the armed forces is limited.

Reflections on, and analysis of, ethical issues facing military service in the United States.