82
July-August 2001 l MILITARY REVIEW
T
HE END OF THE COLD WAR marked a
new era for the US Army. Recent changes
ranging from the geopolitical structure, to the na-
ture and role of the family, to individual soldier
values have significantly affected the US Army. As
a result, the 21st-century Army is an organization
in transition. The institutional level has responded
with planned development and force moderniza-
tion efforts that focus on new technology and mis-
sion roles. Likewise, at the soldier level, the Army
is responding by redesigning efficiency reports
and increasing the length of basic training.
1
While
such changes are impressive, the Army must grapple
with the issue of adequacy. In the rapidly chang-
ing post-Cold War environment, the Army cannot
merely react to change and risk a large lag effect;
it must continue to pursue a proactive approach
to change.
One area strained by changes in the nature of war
is officer education. The comparatively new, rap-
idly changing role of professional military officers
necessitates their increased understanding and ap-
plication of sociological concepts. As a discipline,
sociology provides a systematic method from which
to assess and organize social activity. A sociologi-
cal background gives company grade combat arms
officers the necessary conceptual skills to operate
on the modern battlefield and prepares them to take
advantage of advanced professional education later
in their careers.
2
In effect, the Army can better pre-
pare its officers for adverse and changing conditions
associated with todays missions by using specific
collegiate training rather than relying solely on in-
stitutional programs.
Recognizing the dilemma facing todays military
leaders, the Center for Strategic and International
Studies convened a committee in 1997 to assess the
Professional Military Education (PME) System and
provide recommendations. The committee found
that service schools and colleges must do more to
help the officer corps adapt to the rapid technologi-
cal advances of the information age and the chang-
ing mission of the post-Cold War era.
3
The com-
mittee noted that an Army captain patrolling in
Bosnia not only has several times the information
and advanced technology at his fingertips than a
peer might have had even a few years ago but also
confronts a far more complex operational environ-
ment. Todays missions require the captain to be
equally peacekeeper, negotiator, diplomat and sol-
dier.
4
However, while superbly identifying the di-
lemma surrounding todays junior officers, the
committee stopped short of linking a solution to
proposed changes in the PME System.
Officer Development
In 1802 the United States Military Academy
(USMA) was founded, marking one of Americas
earliest attempts to codify Army officer training.
Since then officer development has experienced sev-
eral significant changes, yet at the same time, such
associated activities remain one of two distinct but
mutually supporting components: ethos and intellect.
Concurrent with the Army officers
changing role in the westward expansion, an
intellectual awakening among some officers
moved the Army to consider increasing officers
study of the theoretical and practical duties of
their profession. This push led to establishing a
school for the application of infantry and
cavalry, a school for light artillery and the US
Army War College in 1901. The new PME
System, established just before World War II,
gave officers a broad undergraduate education
that continued with specialized training once
they entered the Regular Army.
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July-August 2001 l MILITARY REVIEW
