Volume 03 Issue 12-2023
166
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
166-168
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article considers the main stages of the development of military pedagogy abroad. Abroad, the officer training
system is traditionally considered an important component of military development, and its main purpose is to meet
the needs of all branches of the Armed Forces (AF) for personnel with high professional military training in peacetime
and wartime.
KEYWORDS
Military pedagogy; military psychology; higher military educational institutions; stages of development of foreign
military pedagogy.
INTRODUCTION
Analyzing the development of theoretical concepts of
military pedagogy in foreign countries (Federal
Republic of Germany, United States of America), we
can state that the first stage of foreign military
pedagogy covers the 19th century.
The characteristic features of this stage are that during
this period the foundation of modern officer training
was laid. In 1802, the US Congress founded the first
national military school at West Point. American
pedagogical thought of this time was strongly
influenced by the views of Western European teachers.
The thoughts of the German teacher I. F. Herbart about
the need to suppress the student’s personality with the
most stringent measures (strict control, restrictions,
regulation of actions, moral and physical punishment)
gave a powerful impetus to the development of the
American Herbart movement, which arose in the USA
in the second half of the century.
Research Article
FROM THE HISTORY OF FOREIGN MILITARY PEDAGOGY
Submission Date:
December 09, 2023,
Accepted Date:
December 14, 2023,
Published Date:
December 19, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue12-30
Umarov Farhad Umirovich
Senior Teacher Of The Armed Forces Academy Of The Republic Of Uzbekistan, Doctor Of Philosophy (Phd) In
Pedagogical Sciences, Associate Professor, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
167
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
166-168
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
The teachings of I. F. Herbart were used in America to
create a rigid, mechanical training system, which was
widely used throughout the American education
system, and especially in educational institutions that
trained officers. A special place was given to religion,
which covered the bulk of extracurricular activities and
remained an important component of individual
disciplines studied in military schools.
The program of military educational institutions of this
period did not take into account the individual qualities
of students and did not contribute to the development
of creative thinking. The content and organization of
the educational process in military schools in Germany
and the United States diverged from the requirements
that the Armed Forces must meet, which necessitated
the need for military educators to review the existing
order in the field of military professional education by
the end of the 19th century.
The second stage of foreign military pedagogical
thought covers the first half of the twentieth century.
During this period, foreign military teachers in order to
train officers
personnel widely use a variety of pedagogical theories,
among which stand out: pedagogy of pragmatism,
progressivism, social reconstructionist, adjustments,
essentialism, perennials, industrial pedagogy and
others.
Pluralism is emerging and developing in foreign
military pedagogy, which contributes to a truly
scientific approach to solving pedagogical problems
and is one of the evidence of its progressive
development.
Educational theorists such as Bernier, Williams, Wing,
Krone, and Pulliam collectively list dozens of
pedagogical trends in the field of teaching and
education [1]. During this period, the ideas of
pragmatism, developed at the beginning of the
twentieth century by the American philosopher and
educator J. Dewey, became fundamental for the
training of officers. He substantiated: free natural
development, self-expression and initiative of
students; encouraging interest as the main motive of
any activity; organizing the accumulation of trainee
experience by solving practical problem problems [2].
The practicality of J. Dewey's recommendations made
pragmatism popular among foreign civilian and
military educators. He was the first to openly oppose
the rigid system of formal education. Dewey believed
that freedom should be the main principle of teaching
and education. The pragmatic philosophy that Dewey
preached had a huge influence on military educators
and attracted the attention of foreign officers training
organizers. Among those who joined this pedagogical
trend were V. Kilpatrick and E. Callings, whose ideas
about activating students’ activity by “doing” and
completing educational “projects” formed part of the
didactic recommendations used in the armies of the
USA, Germany and other countries.
The progressiveness and scientific nature of the
pedagogy of pragmatism are as follows:
-
use of the education program to preserve national
sovereignty, political freedoms and independence,
together with its values, institutions and territorial
integrity, that is, to improve and strengthen the
existing state system;
-
substantiation of the need for free natural
development of personality in the learning
process, approval of ideas about the ability of the
majority of students for active intellectual activity;
Volume 03 Issue 12-2023
168
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
12
P
AGES
:
166-168
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
-
a scientific approach to the process of cognition,
which is considered not only as the accumulation
of personal experience, but also reveals the
patterns of development of the surrounding
reality;
-
assessment of intellectual activity as a means of
understanding the objective world in order to
successfully act in solving social and professional
problem situations;
-
reliance on theoretical knowledge in the learning
process and in a creative approach to the content
of education.
The third stage, when foreign (USA, Germany) military
pedagogy entered in the mid-50s of the twentieth
century, was marked by the emergence of a number of
critical trends that tried to substantiate new views on
the training of professional military personnel. These
trends included not only those who represented
various philosophical movements, but also those who
criticized the methods and results of educational
institutions. The military leadership took active
measures to target the military-professional education
of military personnel for war.
Admiral Rickover stated that “the primary purpose of
education is to produce experts capable of creating the
technology and science on which victory in war
depends.”[2]. These requirements are enshrined in th
e
main legislative acts of the US Congress on the Armed
Forces (Titles 10 “Armed Forces” of the US Code of
Laws and 32 “National Defense” of the Code of Federal
Regulations), as well as the Uniform Charter of the
Armed Forces, branch manuals and regulations.
At the same time, special attention is paid to the
development of scientific research, technical and
applied sciences, mathematics, foreign languages and
the preservation of high elite standards of higher
educational institutions. All this calls for a thorough
analysis of the officer training system and proposals for
its improvement. Military educators Masland and
Radway [3] achieved certain results during their
research, but their conclusions did not cause
fundamental changes in the practice of officer training.
In 1973, the US government suspended the forced
conscription law, which necessitated a change in views
on the training of officers for professional aircraft.
Summing up the results of our research, we can say
with confidence that, at the present stage in the USA
and Germany, the development of military pedagogy in
theoretical and applied terms is aimed at training
military personnel, first of all, loyal to their country,
executive and ready to carry out combat missions.
REFERENCES
1.
Bernier N.R., Willians I.B. Beyond belief. Ideological
foundations of American education. Prentice
–
Hall, 1973; Wingo G.M. Philosophies of Education;
an introduction. Lexington, 1974; The Dimension of
American education. / Ed. By. Crane R. Reading
(Nass.), 1974; Pulliam J.D. Hustory of Education in
America. Columbus, 1976. 345 p.
2.
Masland J.W., Radway L.J. Soldiers and Scholars.
Military Education and National Policy. Prenceton,
1957. 215 p.
3.
Pulliam J.D/ Hustary of Education in America.
Columbus, Ohio, 1976. P. 135-136.
