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Understanding Through Context

Name: Understanding Through Context
Brand: Biblioscholar
SKU: 9781288328260
Price: 67.96 PLN
Availability: InStock

How a Thematic Based Curriculum Can Benefit Cgsoc Students

Autor: David M Conner

Język:

Oprawa: Miękka

Wydawca: Biblioscholar

Dostępność: Dostępna u dostawcy

Wysyłamy za 9-15 dni

67.96 zł

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in mu...

Informacje o książce

Autor

David M Conner

Język

Angielski

Oprawa

Książka - Miękka

Data wydania

2012

strony

EAN

9781288328260

ISBN

9781288328260

Enbook ID

08243908

Wydawca

Biblioscholar

Waga

118

Wymiary

189 x 246 x 3

Pełny opis

The ongoing wars in Iraq and Afghanistan have demonstrated that future conflicts may be fought in multiple domains and consist of many interconnected systems. As such, Army officers must possess a firm understanding of their operational environment and how military operations change that operational environment. With the introduction of PMESII-PT into doctrine, the Army identified eight systems that its says comprise the operational environment. While changes to doctrine often reflect reality in the field, they often drive changes in the Army's education system. Such a change is necessary at the Command and General Staff Officer course. Currently, the CGSOC curriculum is integrated vertically, where courses and lessons relate to the academic department in which they are contained. When examined from a student's perspective, the CGSOC looks very different. One consequence of focusing on integrating the curriculum vertically makes horizontal integration more problematic. On the same day, students may attend a leadership lesson on "Battle Command and Decision Making" followed by a history lesson on "The Soviet-German Conflict." While each of these lessons relates logically back to the curriculum established by the various departments, they do not necessarily relate to each other. What is lost on the student is a sense of context. Instead of contributing to the student's understanding of the material, curriculum organization often detracts from such an understanding. Such a problem is not isolated to the CGSS. Many academic institutions are currently reorganizing their curriculums to better facilitate student understanding. One method that has been adopted by liberal arts undergraduate institutions, business schools, and medical schools is the thematic-based curriculum. Thematic-based curriculums organize program material around central themes that academic departments interpret and adapt to their individual courses and lessons. Such an approach imparts on the student