Adult Education in the Military

The Evolution of Adult Education in the United States Military

To best understand the evolution of Adult Education in American military, particularly the
army, there must be an understanding of American history, especially between the 18 th and 20th
centuries. The social-cultural-political history of America in that era differs a great deal from that
of the present, and so a contextual approach is required. The pages of American history have
been colored with slavery, prejudice, and denial and the pages of its military history are a true
copy. Historical traces lead to dark pathways in which Blacks were not considered members of
the citizenry and were not allowed to participate in any military activity. They were not drafted
into the army. Even worse, they were denied the right to be educated. It was treason to educate
Blacks. Blacks were drafted for a short stint into the army during the Revolutionary War in the
seventeen seventies and then again in the Civil War in the eighteen sixties. In the periods after
the Civil War and Emancipation, especially during the Jim Crow era, segregation in education
prevailed, and Blacks were still denied the inalienable right to proper education.
In addition to slavery, the American class system created levels of citizenry, so that white
citizens were divided into upper-class and lower-class. The lower-class Whites were not as
educated as the upper-class, and some were as uneducated as the Blacks. Unquestionably,
illiteracy ranked high among army members, especially the Blacks. It should be also noted that
women were not drafted, either. But with the emergence of the world wars, army defense
demands compelled drafting of women in addition to increased drafting of Black men, and
therefore, a greater demand for literacy and adult education.
Initially, army leaders focused on boosting troop morale, so that literacy skills were being
developed to enable Bible reading. Chaplains were charged with the responsibility of teaching
the convalescing troops to read, and they became the first military adult educators. As military

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leaders recognized the compelling need for effective communication in war zones, together with
need for technical skills, they broadened the role and scope of literacy efforts. Leaders of the
Union Army specifically focused on eliminating illiteracy. Lieutenants took on the role of
educators of Black soldiers during the Civil War, and the Freedmens Bureau became established
to educate former slaves, especially during the Reconstruction phase. During World War 1,
extremely poor literacy levels prevented soldiers from efficient function. Leaders of the War
Department also recognized the lack of technical skills required for the newly created military
mechanism and reacted to the increasing and compelling need for literacy with a mandated 4month English course. The Army responded by providing literacy training to 25,000 illiterate and
non-English speaking troops by 1919.
From around 1947, there are voluntary education programs that assist soldiers in
acquiring additional education. The additional education develops on professional introductory
knowledge. These voluntary programs are army off-duty education initiatives and are mentioned
among the initial large-scale activities in adult education in the military. Program delivery
initiates from Service-members Opportunity College (SOC), a national consortium of higher
education institutions. These institutions assist soldiers in earning certificates, diplomas, and
degrees.
The Federal Governments promulgation of the 1944 Servicemen Readjustment Act,
known as the GI Bill, has been strongly registered as a socio-economic-political impact and a
catalyst for education and social reform. On-the- job training allowed veterans to continue and
complete college education and receive vocational training. In this vein, more diverse adults
have been permitted to enter elite institutions of learning, human innate desire to learn has been
more clearly recognized, restructured educational policies and delivery has been emerging, and

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the ultimate elimination of some barriers to adult education have been occurring. Unquestionably
there has been a paradigm shift from literacy that boosts troop morale, to basic literacy and onthe job training of servicemen, as well as to continued education of veterans, so as to ensure
employment and career establishment external to active duty. The GI Bill has permitted inclusion
and has been a pivotal arm for democratizing higher education. It has not only opened college
doors to a wide cross section of veterans, especially minorities and those of low-income
households, but has also allowed them to break-down and cross over class boundaries.
Adult educators in the army also embraced distance learning. Leaders recognized the
need for lifelong learning, irrespective of political states and geographic location. By 1945, the
United States Armed Forces Institutes (USAFI) engaged in education deliveries via wartime
correspondence programs with courses being taught by servicemen. Courses were based on
serviceman-knowledge and not necessarily associated with their army assignments. However, the
increasing need for expanded knowledge from a wider selection of topics prompted requests for
college and university courses. In addition, military leaders recognized the need for education for
departing servicemen and expanded delivery to include soldiers in transition into civilian
workplaces. They received correspondence and college extension courses, as well as training for
employment via specialized vocational courses. The 2008 Veterans Educational Act provides for
new technology for increased distant learning, creation of standardized test to evaluate and
validate life experiences, and to establish networks for continuity in education despite high
mobility.
The GI to Jobs initiative has been allowing soldiers to identify and acquire civilian
credentials that are beneficial to them in their careers as soldiers and as civilians. Soldiers
acquire occupational specialties of the army that are consistent with requirements for licensure

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and certification in civilian occupations. These military initiatives validate educational value of
real-life experiences of army members. The American Council on Education (ACE) in
cooperation the Department of Defense (DoD) has been focusing on accessibility of higher
education through establishment of evaluation programs. Soldier-training and experiences are
translated into college credits for obtaining a degree or for credits towards a vocational
certificate. Soldiers are permitted to receive higher education from the point of their education
levels. The transfer of workforce learning from training and experience to obtaining a college
degree is another step in the evolutionary process of adult education in the military, which also
has far-reaching effects to the American higher education systems. The assessment of on-the-job
learning has not only served to accelerate soldiers academic progress in higher education but also
has a natural effect as education systems employed the mechanism and made it available to
qualifying adult learners.
Finally, the evolution of adult education in the military may also refer to leadership
education. It is important to note that education and training for leaders in the eras prior to the
20th century, and particularly prior to 911, are no longer mandated for leaders only but have
become necessary for all ranks and file. Leadership in the army seemingly must take as a mantra,
lead from where you are. The new and ever arising threats of terrorism and global political
incitement demand every citizen to be a soldier and every soldier to be a leader. Increasing
demands on the army include adaptability, flexibility and disciplined thought. Soldiers must have
the ability to adapt to situations, be flexible for assignments, and think critically. Traditionally,
military activities for professional development would change from training to education as
soldiers move up the ranks and file. The statement on the posture of the Army explains that
training prepares both leaders and soldiers to function in environments that are relatively

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unambiguous and leads them to think about specific things. Conversely, education prepares them
to function in ambiguous situations and leads to think in particular ways. Training is more
associated with reflexive action while education is more associated with problem-solving.
However, in this era, one without the other is insufficient. A combination of the two elements is
mandated for each soldier. The line is now blurred between who must receive must receive
training or education, and such determination may no longer be relevant. The demand for
development of critical thinking skills is couple with demand for education in cultural awareness,
and as my experience would allow me to add, cultural competence which involves learning the
language and that learning teaches the culture of the environment.
To meet those needs, focus is being placed on higher education among other educational
strategies. Soldiers are encouraged into a reciprocal status whereby they are permitted obtain
civilian graduate degrees which in turn improve their intellectuality and increase their ability to
meet soldier-oriented challenges. As recent as 2005, the Army has initiated additional
opportunities for graduate education as opposed to off-duty programs which are voluntary.
Officers could now enroll in programs that develop and enhance skills and abilities for critical
thinking, cultural awareness, foreign language acquisition, and location knowledge.
Inarguably, Adult education in the army has thus been transitioned from being narrowly
available to being broadly available. Whereas in the past it has been available to only a select
few, in recent times its accessibility has broaden to include a wider cross section of military
members. It has also evolved from boosting morale through basic literacy to providing basic
education and advanced skills necessary for both military and civilian performances. Moreover,
it has evolved in its training and education of leaders so that focus is on a combination of both
elements for efficient Army missions and effective global Army leadership.

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From a philosophical posture, the evolution of adult education in the military seemingly
resembles the evolutionary trail of higher education. Upon reflection of the philosophies, there
seems to be a progression from liberalism to progressivism, humanism and behaviorism, and
even to radical and critical views. In the militarys selection of a few for intellectual
development, there is that trace of liberalist education and views. With the emergence of the GI
Bill, and its role in socio-economic political impact and change, including skills development
and increased availability to and increased and continued education for the personal and social
good, progressivism is very much at work. A behaviorist and humanist approach could also be
recognized in the ability of soldiers to request and emphasize the need for expanded training and
education to meet and overcome challenges in global diversity, including language barriers and
cultural diversity. Paulo Freires theory and practice especially makes sense. Freires thought was
initially focused on literacy and then extended to include post-literacy which is deemed political
education. The socio-economic-political status of the selected few, as well as underserved and
unserved responds to Freires educational philosophy, particularly his literacy campaign.
Working together as a group provided a better and clearer understanding of the Army and
military. It allowed us to see a dramatic military influence on the progression of adult education
as a field of practice and study. It reinforced our knowledge that the progression of adult
education stems from the progression of demands within the military. We understand these
demands are critical responses and reactions to outcomes of the changing military environments.
We agree that adult education has become critical for filling the created and continued widening
intellectual and practical gaps to both meet and rise above the challenges of increasingly
complicated and indeterminate military environments.
References

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