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Thinking and Acting in Military Pedagogy


Edited By Hubert Annen, Can Nakkas and Juha Mäkinen

Military pedagogical research and teaching has made headways. There is still no internationally accepted unified field theory, but the diversity and heterogeneity of military pedagogy reflects the complexity of modern military tasks and enables the scientific debate on military ethics and morale, military education and interculturality. While political and educational developments have caught up with some of the topics addressed, changes in the military and the political and educational landscape will always necessitate this branch of academia to continuously adapt to the needs of the armed forces and their servicemen and -women. Insofar, the diverse contributions in this volume offer valuable insights into current military pedagogical thinking and acting.


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1. What Can Military Pedagogy Achieve?– The Aims of Applied Military Pedagogy


1. What Can Military Pedagogy Achieve? – The Aims of Applied Military Pedagogy 13 Wolfgang Royl Honor – The Personalizing Element in Military Training and Education In the following, the idea is rejected that the meaning of honor should be imparted sociologically by dealing with it through the concept of social prestige. Rather, thoughts will be presented and assessed devoted to a differentiation of honor concepts. Differentiating between the honor bestowed by others and one’s own concept of honor takes into consideration the way and mode of how ‘honor’ may be experienced as an outward and an inward phenomenon of consciousness, and how it should indeed be experienced by our soldiers. In this process, the value of being a soldier is determined by the fact soldiers make a pledge to bravely serve their nation and even to sacrifice their lives in the line of duty (i.e., unlimited liability). This is what constitutes the essential difference between soldiers and the members of any other profession or trade. If this were to be taken into ac- count, the excellence of military existence would need to be shown by ascribing to it a value, which would allow an individual concept of soldierly honor to be developed from it that should correspond with the public ascription of soldierly honor. The double borderline phenomenon of perception psychology is discussed so as to illustrate this correspondence relationship. After all, the experience of honor being bestowed ‘externally’ and the experience of honor as derived from one’s own self-estimation are...

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