Teaching the Operational Art Using Reflective Practice

The concept of operational art was added to U.S. Army doctrine in the mid-,1980s. It is intended to provide a bridge between the complex, ethereal, and many times ambiguous national strategic aims, and the relatively mechanical, straightforward, and scientific execution of tactical actions. It is called 'art' because it demands creativity and vision. As the contemporary operating environment becomes more complex, the requirements for 'good art' increase. Unfortunately, the U.S. Army Officer Education System (OES) does not use any education methods specifically formulated to teach art. The ongoing transformation of the OES does not offer a good solution. In fact, the competency-based learning model recommended in Cubic Applications Intermediate Level Education Needs Analysis might be a step in the wrong direction, especially regarding education of operational practitioners. Another solution may exist. The late Doctor Donald A. Schon, former Ford Professor of Urban Studies and Education at the Massachusetts Institute of Technology established a theory for how art is successfully taught. He called his resulting method "reflective practice." This monograph examines reflective practice and advocates it as a method for teaching Army Majors the operational art. The monograph conducts this analysis of reflective practice in the context of the ongoing transformation of Command and General Staff College (CGSC), largely driven by the Cubic Applications analysis and recommendations. The monograph concludes that reflective practice should be incorporated into the curriculum at CGSC, and makes several recommendations in that regard.