ZenPundit
Monday, July 16, 2007
PART II: THE IDEAS AT BOYD 2007
The ideas and arguments presented at Boyd 2007 were stimulating and, at times, controversial. I'm still pondering the implications of many of them and regret that I could not attend the next day's follow-up discussion organized by Don Vandergriff (reportedly, AE of Simulated Laughter was present. Hopefully, he will review it). I took many notes and here are my impressions of the sessions:
Colonel Frans Osinga and Dr. Chet Richards:
These back to back presentations were the ones that dealt in depth with the strategic theories of John Boyd, particularly the meaning and use of the famous OODA Loop. Osinga's major point was that the OODA Loop really reflected the deeper epistemological themes in Boyd's research of military history, theoretical science and strategy; that Boyd's strategic worldview was "neo-Darwinian" and geared to the adaptive competitive fitness of systems in conflict.
Richards focused on the overriding importance of the implicit in the OODA Loop, serving as guidance and control for Orientation and empowering the ability of individuals and harmoniously aligned groups (" novelty-generating systems" ) to sieze and retain the initiative over their opponents. The purpose of the OODA Loop is to " reduce your opponents to a quivering mass of jelly" ( and here Richards means the complex version of OODA, not the simple circular version) by creating disharmony in the other side even as you improve your own.
William Lind, Colonel TX Hammes, Frank Hoffman, Bruce Gudmundsson on 4GW:
I am conflating several sessions here and probably will not or cannot to justice to the views of all of the participants. Anyone who was also there, please feel free to offer corrections or extensions in the comment section.
William Lind was the most colorful and entertaining speaker at Boyd 2007 and, unsurprisingly if you have followed Lind's writings at all, the most radical in his arguments for 4GW. To an extent, many of the participants were responding to Lind's thesis as much as they were putting forth their own arguments. Frank Hoffman is somewhat excepted, as his role was a designated devil's advocate critiquing the weaknesses of the 4GW theory from the viewpoint of mainstream military historians and defense policy academics.
Lind opened by postulating "Three great Civil Wars" - namely WWI, WWII and the Cold War - that irreparably weakened Western civilization physically and, most importantly, morally and led to the rise of 4GW. This view is akin to Philip Bobbitt's concept of the 20th century " Long War" and Niall Ferguson's gloomy interpretaion of the First World War. In Lind's view, this civilizational loss of confidence set in motion by the horrors of the Western Front has led to the nation-state undergoing a " crisis of legitimacy" and the universal decline of the state argued by Martin van Creveld.
As the conflicts today are, in Lind's view, organic cultural conflicts of clashing ( and fractionating) primary loyalties, a new grand strategy must be offered; a defensive posture that seeks to conserve " centers of order" ( like China, America, Europe) and isolate ourselves from those centers of " disorder", including immigration by culturally indigestible groups like " Islamics". Lind also pointed to the need for an intellectual and moral regeneration at home and replacement of a self-serving, corrupt and politically inept bipartisan elite influenced by the tenets of cultural Marxism and political correctness ( interestingly, no one cared to argue the point about the incompetence of the elite though the cultural aspect was disputed).
Lind further dismissed any idea of the emergence of a 5th generation of war from consideration and, in response to a question, offered a ferociously bitter, ad hominem, attack on the ideas of Thomas P.M. Barnett as "a fairy tale", fit for publication in " a comic book". Lind offered no specifics and my impression was that Lind has a visceral dislike of Dr. Barnett's theories because their optimism and economic determinism sharply contradicts Lind's deeply pessimistic, culturally-based, analysis.
TX Hammes, while admiring of Lind's work, did not accept Lind's "kultur uber alles" premise and pointed to traditional political-economic-military indicators as being sufficient analytical categories for 4GW and emerging 5GW. Frank Hoffman hammered hard at the theoretical weaknesses in 4GW theory, accusing the school of making use of " selective history" and being elusive in its definitions - though Hoffman too blasted the ineptitude and blindness of the political and military establishment with much the same vehemence of Lind. In the seniors session, General Anthony Zinni, flatly repudiated Lind's characterization of Muslim societies as myopic, being based upon the mythic rantings of Islamist radicals who were wholly unrepresentative of Muslims or mainstream Islam.
The Generals And the Major:
The senior session with General Paul Van Riper, the aforementioned General Zinni and General Alfred Gray are worth noting as was the seminar conducted by Major Don Vandergriff.
Van Riper called for a return to a "wide open intellectual climate" in the Marines and the military as a whole that ignored rank and focused upon the quality of ideas. An education of "how the world works" in terms of complex adaptive systems and the differences between those that were structurally complex and rigid and those that were interactively complex and fluid must be given and understood in order to confront " wicked problems" effectively. The "Reductionist-Analytical" intellectual model can no longer be relied upon to provide answers, in Van Riper's view.
Much of the rest of the time was taken by the generals answering Shane Deichman's question of operational jointness and Goldwater-Nichols. Shane's question was so good it basically hijacked the rest of the session as the generals offered their experiences and criticism of how "jointness" came to evolve in the 1980's and 1990's. Attaboy, Shane! ;o)
Vandergriff offered an outline in implementing the intellectual change Van Riper hopes to see come about with a forced practice method starting with " Three Levels Above" that requires students to adapt and think in "free play" scenarios. Vandergriff boiled his educational theory down to the principles of:
1. Evolve the Course
2. Every moment offers an opportunity to develop adaptability
3. Student Ownership
4.Develop at three levels.
5. Outstanding teachers
Vandergriff's ideas are centered in military education but their applicability is entirely societal and systemic.
Comments are welcomed, especially if you can fill in anything that I have missed or gotten wrong.
The ideas and arguments presented at Boyd 2007 were stimulating and, at times, controversial. I'm still pondering the implications of many of them and regret that I could not attend the next day's follow-up discussion organized by Don Vandergriff (reportedly, AE of Simulated Laughter was present. Hopefully, he will review it). I took many notes and here are my impressions of the sessions:
Colonel Frans Osinga and Dr. Chet Richards:
These back to back presentations were the ones that dealt in depth with the strategic theories of John Boyd, particularly the meaning and use of the famous OODA Loop. Osinga's major point was that the OODA Loop really reflected the deeper epistemological themes in Boyd's research of military history, theoretical science and strategy; that Boyd's strategic worldview was "neo-Darwinian" and geared to the adaptive competitive fitness of systems in conflict.
Richards focused on the overriding importance of the implicit in the OODA Loop, serving as guidance and control for Orientation and empowering the ability of individuals and harmoniously aligned groups (" novelty-generating systems" ) to sieze and retain the initiative over their opponents. The purpose of the OODA Loop is to " reduce your opponents to a quivering mass of jelly" ( and here Richards means the complex version of OODA, not the simple circular version) by creating disharmony in the other side even as you improve your own.
William Lind, Colonel TX Hammes, Frank Hoffman, Bruce Gudmundsson on 4GW:
I am conflating several sessions here and probably will not or cannot to justice to the views of all of the participants. Anyone who was also there, please feel free to offer corrections or extensions in the comment section.
William Lind was the most colorful and entertaining speaker at Boyd 2007 and, unsurprisingly if you have followed Lind's writings at all, the most radical in his arguments for 4GW. To an extent, many of the participants were responding to Lind's thesis as much as they were putting forth their own arguments. Frank Hoffman is somewhat excepted, as his role was a designated devil's advocate critiquing the weaknesses of the 4GW theory from the viewpoint of mainstream military historians and defense policy academics.
Lind opened by postulating "Three great Civil Wars" - namely WWI, WWII and the Cold War - that irreparably weakened Western civilization physically and, most importantly, morally and led to the rise of 4GW. This view is akin to Philip Bobbitt's concept of the 20th century " Long War" and Niall Ferguson's gloomy interpretaion of the First World War. In Lind's view, this civilizational loss of confidence set in motion by the horrors of the Western Front has led to the nation-state undergoing a " crisis of legitimacy" and the universal decline of the state argued by Martin van Creveld.
As the conflicts today are, in Lind's view, organic cultural conflicts of clashing ( and fractionating) primary loyalties, a new grand strategy must be offered; a defensive posture that seeks to conserve " centers of order" ( like China, America, Europe) and isolate ourselves from those centers of " disorder", including immigration by culturally indigestible groups like " Islamics". Lind also pointed to the need for an intellectual and moral regeneration at home and replacement of a self-serving, corrupt and politically inept bipartisan elite influenced by the tenets of cultural Marxism and political correctness ( interestingly, no one cared to argue the point about the incompetence of the elite though the cultural aspect was disputed).
Lind further dismissed any idea of the emergence of a 5th generation of war from consideration and, in response to a question, offered a ferociously bitter, ad hominem, attack on the ideas of Thomas P.M. Barnett as "a fairy tale", fit for publication in " a comic book". Lind offered no specifics and my impression was that Lind has a visceral dislike of Dr. Barnett's theories because their optimism and economic determinism sharply contradicts Lind's deeply pessimistic, culturally-based, analysis.
TX Hammes, while admiring of Lind's work, did not accept Lind's "kultur uber alles" premise and pointed to traditional political-economic-military indicators as being sufficient analytical categories for 4GW and emerging 5GW. Frank Hoffman hammered hard at the theoretical weaknesses in 4GW theory, accusing the school of making use of " selective history" and being elusive in its definitions - though Hoffman too blasted the ineptitude and blindness of the political and military establishment with much the same vehemence of Lind. In the seniors session, General Anthony Zinni, flatly repudiated Lind's characterization of Muslim societies as myopic, being based upon the mythic rantings of Islamist radicals who were wholly unrepresentative of Muslims or mainstream Islam.
The Generals And the Major:
The senior session with General Paul Van Riper, the aforementioned General Zinni and General Alfred Gray are worth noting as was the seminar conducted by Major Don Vandergriff.
Van Riper called for a return to a "wide open intellectual climate" in the Marines and the military as a whole that ignored rank and focused upon the quality of ideas. An education of "how the world works" in terms of complex adaptive systems and the differences between those that were structurally complex and rigid and those that were interactively complex and fluid must be given and understood in order to confront " wicked problems" effectively. The "Reductionist-Analytical" intellectual model can no longer be relied upon to provide answers, in Van Riper's view.
Much of the rest of the time was taken by the generals answering Shane Deichman's question of operational jointness and Goldwater-Nichols. Shane's question was so good it basically hijacked the rest of the session as the generals offered their experiences and criticism of how "jointness" came to evolve in the 1980's and 1990's. Attaboy, Shane! ;o)
Vandergriff offered an outline in implementing the intellectual change Van Riper hopes to see come about with a forced practice method starting with " Three Levels Above" that requires students to adapt and think in "free play" scenarios. Vandergriff boiled his educational theory down to the principles of:
1. Evolve the Course
2. Every moment offers an opportunity to develop adaptability
3. Student Ownership
4.Develop at three levels.
5. Outstanding teachers
Vandergriff's ideas are centered in military education but their applicability is entirely societal and systemic.
Comments are welcomed, especially if you can fill in anything that I have missed or gotten wrong.
Labels: boyd 2007, chet richards, hammes, john boyd, vandergriff, william lind
¶ 8:14 AM 3 comments
Tuesday, February 06, 2007
SOCRATES AND THE FREE PLAY OF CIVIC MILITARISM
William Lind at DNI had an excellent article up today dedicated to the "free play" military educational program of Major Don Vandergriff. Like most things rooted in good principles, the program has broader application than where it was begun by Vandergriff. Lind writes:
"We should all therefore greatly admire those few Army officers who have tried to wake their dinosaur up. None has done more than Major Don Vandergriff. Not only has he produced two excellent books that get at the heart of the Army's problem, its personnel system, he also led a highly successful reform of the Army's Georgetown University ROTC program. ROTC is, for the most part, a sad joke. Vandergriff's program was a highly demanding, creative exercise in building real leaders. Many of its graduates have gone on to outstanding performance as platoon and company commanders in Iraq and Afghanistan.
Major Vandergriff (recently retired, which illustrates why the Army is hopeless) has turned his experiences at Georgetown into a new book, Raising the Bar: Creating and Nurturing Adaptability to Deal with the Changing Face of War. Unlike most reform books, his is a book of solutions, not just problems.
Top-down reform, like the Army's ongoing "Transformation" program, changes little but appearances. Vandergriff recognizes that real reform has to come primarily bottom-up. He writes:
After long study and analysis of the Army's existing system, it is clear that focusing efforts on people who already have had their character defined and shaped by the antiquated personnel system, or what I refer to as today's leadership paradigm, will be ineffective. Rather, the effective transformation of the Army requires the cultivation of a very different military mindset, starting at the cadet, or pre-commissioning, level. As one former ROTC cadet—now a captain serving with the Special Forces—recently observed: "Why not begin the reform where it all begins?"
At the heart of Vandergriff's reforms of Army education lies a shift away from teaching officers what to think and what to do—endless processes, recipes and formulas, learned by rote—to teaching how to think, through, as he writes:
1) a case study learning method; 2) tactical decision games; 3) free play force-on-force exercises; and 4) feedback. . The academic methods employed in support of the pillars include: small group lectures, small group training exercises, exercise simulations, staff rides and private study.
...Rightly, Vandergriff rejects the "crawl, walk, run" approach now favored in American military education, which in reality seldom gets beyond "crawl." He recommends instead what one German general called "the Hansel and Gretel approach: first you let the kids get lost in the woods."
The POI (Program Of Instruction) begins the development of adaptability through exposure to scenario-based problems as early as possible. The POI should put students in tactical and non-tactical situations that are "above their pay grade" in order to challenge them.
The purpose, I would add, is not just to challenge them but to develop in them the habit of "looking up" and seeing their own situation in a larger context that is essential for mission-type orders to work."
Those who read Thomas X. Hammes, The Sling And The Stone, may recall Hammes' endorsement of free play training as a tool for creating an officer corps capable of handling 4GW opponents.
These sort of exercises are very powerful teaching tools because they stress a fluid combination of imaginative speculation, analysis, methodical problem-solving and drawing upon existing knowledge - and does so under the crucible of situational pressure. Some of you readers were fortunate enough to be taught in a classroom that relied heavily upon the Socratic method, which incorporates some of the same aspects, to a lesser degree, in a classroom setting (if you weren't, then think of the Professor Kingsfield character in the movie, The Paper Chase).
William Lind at DNI had an excellent article up today dedicated to the "free play" military educational program of Major Don Vandergriff. Like most things rooted in good principles, the program has broader application than where it was begun by Vandergriff. Lind writes:
"We should all therefore greatly admire those few Army officers who have tried to wake their dinosaur up. None has done more than Major Don Vandergriff. Not only has he produced two excellent books that get at the heart of the Army's problem, its personnel system, he also led a highly successful reform of the Army's Georgetown University ROTC program. ROTC is, for the most part, a sad joke. Vandergriff's program was a highly demanding, creative exercise in building real leaders. Many of its graduates have gone on to outstanding performance as platoon and company commanders in Iraq and Afghanistan.
Major Vandergriff (recently retired, which illustrates why the Army is hopeless) has turned his experiences at Georgetown into a new book, Raising the Bar: Creating and Nurturing Adaptability to Deal with the Changing Face of War. Unlike most reform books, his is a book of solutions, not just problems.
Top-down reform, like the Army's ongoing "Transformation" program, changes little but appearances. Vandergriff recognizes that real reform has to come primarily bottom-up. He writes:
After long study and analysis of the Army's existing system, it is clear that focusing efforts on people who already have had their character defined and shaped by the antiquated personnel system, or what I refer to as today's leadership paradigm, will be ineffective. Rather, the effective transformation of the Army requires the cultivation of a very different military mindset, starting at the cadet, or pre-commissioning, level. As one former ROTC cadet—now a captain serving with the Special Forces—recently observed: "Why not begin the reform where it all begins?"
At the heart of Vandergriff's reforms of Army education lies a shift away from teaching officers what to think and what to do—endless processes, recipes and formulas, learned by rote—to teaching how to think, through, as he writes:
1) a case study learning method; 2) tactical decision games; 3) free play force-on-force exercises; and 4) feedback. . The academic methods employed in support of the pillars include: small group lectures, small group training exercises, exercise simulations, staff rides and private study.
...Rightly, Vandergriff rejects the "crawl, walk, run" approach now favored in American military education, which in reality seldom gets beyond "crawl." He recommends instead what one German general called "the Hansel and Gretel approach: first you let the kids get lost in the woods."
The POI (Program Of Instruction) begins the development of adaptability through exposure to scenario-based problems as early as possible. The POI should put students in tactical and non-tactical situations that are "above their pay grade" in order to challenge them.
The purpose, I would add, is not just to challenge them but to develop in them the habit of "looking up" and seeing their own situation in a larger context that is essential for mission-type orders to work."
Those who read Thomas X. Hammes, The Sling And The Stone, may recall Hammes' endorsement of free play training as a tool for creating an officer corps capable of handling 4GW opponents.
These sort of exercises are very powerful teaching tools because they stress a fluid combination of imaginative speculation, analysis, methodical problem-solving and drawing upon existing knowledge - and does so under the crucible of situational pressure. Some of you readers were fortunate enough to be taught in a classroom that relied heavily upon the Socratic method, which incorporates some of the same aspects, to a lesser degree, in a classroom setting (if you weren't, then think of the Professor Kingsfield character in the movie, The Paper Chase).
Vandergriff would have the Army teach its officers a mode of thinking that ought to have been inculcated in public school so that every citizen, civilian or soldier, can think critically, independently and creatively. This is not cognitive training for war but for life.
Labels: dni, education, freeplay, horizontal thinking, lind, military, vandergriff
¶ 8:26 PM 0 comments
