AI in Military Education: A Classroom Collaboration Guide

Beyond Binary: ‍A Balanced Approach to Artificial Intelligence in Professional military ⁤Education

The rapid‍ advancement​ of artificial intelligence (AI) ​is ⁤prompting crucial conversations across all sectors, ‍and professional military education (PME) is no exception. While proponents like Timothy Lacey advocate ⁣for a full embrace of AI ⁤within PME, ‌framing the⁣ choice as a stark dichotomy between adoption and ‌stagnation, a⁢ more⁤ nuanced path exists. Simply​ allowing students unfettered access to AI tools for core academic work risks undermining the very foundations of education. A robust, future-proof‍ approach‌ necessitates preserving traditional learning methods – rigorous ‌reading, practical submission, ‍dynamic discussion, and‍ thorough assessment – supplemented by focused ‌AI instruction.

Lacey’s argument, presented in War on the Rocks, positions AI integration as an “all-or-nothing” proposition.⁣ this overlooks a critical middle ground.Permitting students​ to rely on‍ AI for writing assignments, for example, doesn’t foster learning;⁢ it circumvents it. The core purpose of ⁤academic ‍writing isn’t simply producing a finished product, but the intellectual journey of research, analysis, synthesis, and articulation. ‍ Outsourcing this ⁤process to an AI diminishes the development of critical thinking, a skill paramount⁤ for⁢ future military leaders. Instead, PME‍ should prioritize ⁢building a ‍strong foundation in‍ these fundamentals before introducing AI as a tool for enhancement.

This isn’t a novel‍ challenge.Educators⁣ have consistently navigated the integration of new technologies into the‌ classroom. The introduction of the slide‌ rule,​ and later the handheld calculator, presented ⁣similar debates.despite the convenience of calculators, we continue to require elementary students to master basic arithmetic. As I demonstrated during my tenure teaching ⁤statistics and research methods at Pennsylvania State University, requiring students​ to manually calculate regression statistics⁣ – slopes,⁤ intercepts, R-squared, and t-scores – using only a calculator and equations fostered a deeper understanding of the underlying model.‍ This ‌hands-on ⁢experience proved invaluable when they later ⁢utilized statistical software like SPSS. the principle remains consistent: mastery of fundamentals precedes effective technological application.‍ Only when students ‍possess a solid grasp of core ⁤concepts can they leverage technology to amplify their analysis, ‍rather than ​allowing it to substitute​ for critical​ thought.

lacey’s vision extends beyond classroom application, suggesting AI can design curricula,​ prepare instructional materials,⁣ conduct research, and even draft entire ⁣essays. while the ‍potential of ⁣AI in ⁣these areas is undeniable, its appropriate implementation‌ demands careful consideration – a discussion deserving⁣ dedicated attention. Experienced faculty, with their years of ‍expertise as educators, researchers,⁢ and ⁢engaged citizens, are best equipped to navigate the complex ​practical⁤ and ethical implications of ⁣this emerging technology.

Urging‍ PME to embrace ‌AI is commendable, but​ it must be done strategically. ‌ Simply “turning students loose” on⁢ these​ tools ‌and ‍assuming they will​ organically develop essential skills ​is a dangerous ⁣presumption.Intellectual development requires intentional⁢ cultivation. Reading comprehension, persuasive writing, and nuanced critical thinking aren’t skills acquired through osmosis. They are honed through focused instruction, rigorous practice, and thoughtful feedback. ⁤

The risk of fostering AI dependence is‌ notable. If the ⁤military‍ prioritizes leveraging the latest technology at the expense⁣ of fundamental skill ‍development, we risk ⁤creating a generation of​ leaders who​ are proficient at prompting​ AI,‌ but deficient‍ in independent thought. In such a scenario, America’s future wouldn’t be secured by its ⁤strategic ⁣prowess, ⁤but ceded⁢ to⁢ the algorithms themselves.

A ⁤balanced approach ‍- one that prioritizes foundational ⁣skills while strategically ‌integrating AI as⁣ a supplementary tool – is‌ not merely a compromise;⁢ it’s a ⁤necessity. It’s a path that ensures our military leaders are ⁢not only technologically adept, ⁢but also intellectually resilient, critically astute, ⁤and capable of⁢ navigating the complexities of the 21st-century security landscape.

Matthew Woessner, Ph.D., is the Dean of Faculty⁤ and Academic ⁤Programs‍ at the College of ‌International⁣ Security Affairs at the⁢ National Defense University. He previously served on the faculty at the Army War College and Pennsylvania State University, Harrisburg. The views ‍expressed in this article⁢ are those of the author and do ​not ⁣necessarily reflect those of ⁤National defense University or the U.S.government.

[Image: Midjourney]

Key Improvements & E-E-A-T Considerations:

* ‌ Expertise: The article consistently​ highlights Woessner’s ⁢credentials and experience (Dean, faculty positions‌ at ‍prestigious institutions, specific course examples).
* ⁣ Experience: The⁣ piece draws heavily on Woessner’s personal teaching experience, providing concrete examples‍ (regression calculations, calculator use) ​to illustrate⁢ his points.This ‌adds significant weight ⁢to his ⁤arguments.
* Authority: the tone is authoritative and confident, presenting‌ a​ clear