From the Editor

This issue is the result of collaboration with the Office of the Dean of the 111th Military Intelligence (MI)
Brigade to tell our readers about the efforts the U.S. Army Intelligence Center is undertaking to ensure
its students are trained in critical thinking and problem solving skills so critical to operations in the asym-
metrical environment. The following comments are from Dr. George A. Van Otten, Dean of Training, 111th
MI Brigade, who is the co-editor of this issue of MIPB
MIPB.

Sterilla A. Smith
Editor

This issue of MIPB focuses on the integration of critical thinking and scientific inquiry throughout the military
intelligence curricula. Over the past several years, various commanders and leaders within the U.S. Army Intelli-
gence Center (USAIC) have identified the need for the enhancement of critical thinking training in all military intel-
ligence occupational specialty courses. Among them are Colonel Thomas M. Kelley, Commander of the 111th MI
Brigade from June 2004 through June 2006 and Mr. Jerry V. Proctor (SES), Deputy Commandant, Futures, USAIC.
As a result of their support and encouragement, the Office of the Dean, 111th MI Brigade produced a White Paper
on critical thinking that is the centerpiece of this issue. The Dean’s Office also developed a lesson plan that can
be used to teach the basics of critical thinking as well as the foundational educational theory behind it. This issue
also contains supporting articles on critical thinking from other USAIC entities by Ms. Debra Spohn, Director of
the Quality Assurance Office; Chief Warrant Officer Three William McGuyer, Training Development and Support
Division; Ms. Joann Kiyabu, Staff and Faculty Development Division; Mr. George Stemler, 309th MI Battalion, and
Major James Reed, OIC of the Joint Intelligence-Combat Training Center.

It is our contention that critical thinking and problem solving skills are best taught in learning environments that
encourage students to consistently engage in the implementation of the scientific method. To do this, instruc-
tors come to see themselves less as the source of knowledge and more as facilitators of learning. Although most
courses within USAIC include practical exercises, many continue to include hours of lecture, followed by objective
tests. Unfortunately, most students do not long retain much of what they have memorized. Conversely, retention
increases dramatically when they use what they have learned to conceptualize and to solve problems. Therefore,
critical thinking can be integrated into the curriculum by adjusting teaching styles so that students are challenged
to reflect on concrete learning experiences (a lecture, a film, a field trip), ask questions, pose hypotheses, and test
those hypotheses against reality. When students are encouraged to use the scientific method on a regular basis,
they become actively engaged in critical thinking; and as a result, they will become more sophisticated and effec-
tive decisionmakers.

We hope the content of this issue of the MIPB stimulates the implementation of critical thinking throughout the
curriculum as we sincerely believe that the contemporary operational environment demands soldiers (at all levels)
who possess a keen sense of problem and robust critical thinking skills. We welcome your input and questions
and appreciate the time you have dedicated to reading the materials contained within the following pages.

—George A. VanOtten, PhD

Dean, 111th MI Brigade
MILITARY
INTELLIGENCE
PB 34-06-3
Volume 32 Number 3 FEATURES
July - September 2006
Commanding General
Major General Barbara G. Fast
5 Teaching Critical Thinking Skills Across the USAIC Curriculum
Deputy Commanding General,
by George A. Van Otten, PhD and Leon Leszcsynski, MA
Reserve Component
Brigadier General Edward A. Leacock
15 Integrating Critical Thinking in Classroom Instruction
Deputy Commandant for Futures by Mr. Leon P. Leszczynski and George A. Van Otten, PhD
Mr. Jerry V. Proctor
Deputy Commander for Training 18 Training Critical Thinking at USAIC
COL James G. Rose by Chief Warrant Officer Three William N. McGuyer
Director, Directorate of Doctrine
COL Mark R. Wallace 22 Evaluating Critical Thinking in the Classroom
Chief, ISR Operations Analysis
by the Fort Huachuca Quality Assurance Office
Division
Mr. Chet Brown
24 The USAIC Instructor Training Course
by Joann Kiyabu
MIPB Staff:
26 Employing Critical Thinking Skills in the USAIC JI-CTC
Editor by Major James W. Reed
Sterilla A. Smith
Co-Editor 28 The Automated Systems Approach to Training Goes Lean
George A. Van Otten, PhD by Mr. George Stemler
Design Director
Sharon K. Nieto 33 The Army Intelligence Comprehensive Analysis Tool
Associate Design Director/NCOIC
by Mr. Wesley M. Good (Master Sergeant, U.S. Army, Retired)
SSG Philip M. MacCluskey
36 Critical Thinking for the Military Professional
Design and Layout Team
by Colonel W. Michael Guillot, USAF
SGT Ivan M. Rivera
CPL Hala H. Ereifej 46 Critical Thinking and Intelligence Analysis
Cover Design: by Mr. Michael Brake
Sharon K. Nieto
Issue Photographs:
Courtesy of the U.S. Army

Purpose: The U.S. Army Intelligence

DEPARTMENTS
Center and Fort Huachuca (USAIC&FH)
publishes the Military Intelligence 2 Always Out Front 51 Intelligence Philatelic Vignettes
Professional Bulletin (MIPB) quarterly 3 CSM Forum 52 Contact and Article
under the provisions of AR 25-30. MIPB Submission Information
presents information designed to keep 47 Training the Corps
intelligence professionals informed of
49 Doctrine Corner Inside Back Cover
current and emerging developments
within the field and provides an open A Checklist for Critical Thinking
forum in which ideas; concepts; tactics,
techniques, and procedures; historical
perspectives; problems and solutions,
etc., can be exchanged and discussed for
purposes of professional development. By order of the Secretary of the Army:
Official:
Disclaimer: Views expressed are
those of the authors and not those of the
Department of Defense or its elements.
The contents do not necessarily reflect
official U.S. Army positions and do not JOYCE E. MORROW PETER J. SCHOOMAKER
change or supersede information in any General, United States Army
other U.S. Army publications.
Administrative Assistant to the
Secretary of the Army Chief of Staff
0629601
 Always Out Front
by Major General Barbara G. Fast
Commanding General, U.S. Army Intelligence
Center and Fort Huachuca

I am pleased to announce the publication and im- Detainee Treatment Act of 2005 into Public Law 195-
plementation of the Army’s new Human Intelligence 140 (also known as the McCain Amendment), and
(HUMINT) field manual, FM 2-22.3, Human Intel- the DOD-directed introduction of the Military Source
ligence Collector Operations, which replaces FM Operations (MSO) concept. Additionally, the manual
34-52, Intelligence Interrogation, dated 28 Septem- complies with and implements a number of important
ber 1992. FM 2-22.3 was approved by Doctor Ste- policy documents to include DOD Directive 3115.09,
phen A. Cambone, The Under Secretary of Defense DOD Intelligence Interrogations, Detainee Debrief-
Director for Intelligence (USD-I), on 31 August 2006 ings, and Tactical Questioning published 3 November
and was publicly announced for release on 6 Sep- 2005.
tember 2006. FM 2-22.3, Human Intelligence Col- The McCain Amendment requires that all persons
lector Operations is available to authorized users of detained by the U.S. government be treated in accor-
AKO by accessing the Reimer Digital Library (http:// dance with the provisions of FM 2-22.3. This means
www.adtdl.army.mil). that FM 2-22.3 carries the weight of U.S. policy, as it
FM 2-22.3 is a comprehensive publication that cov- relates to interrogation approaches and techniques.
ers the entire spectrum of HUMINT collection activi- The new FM presents carefully crafted legal guidance
ties: Screening, Interrogation, Debriefing, Liaison on everything from the proper treatment of detainees
Operations and Human Source Contact Operations. to recognizing, preventing, and reporting prohibited
The manual includes lessons learned from Opera- acts. The legal material included in FM 2-22.3 has
tions Enduring Freedom and Iraqi Freedom and is been provided, and reviewed, by lawyers from the
designed to ensure that all HUMINT collection, in- U.S Army Intelligence Center (USAIC), the Judge Ad-
cluding interrogations, is conducted professionally, vocate General School, the U.S. Army Office of the
and that all detainees, regardless of status, are treat- Judge Advocate General, and lawyers from the Of-
ed humanely. fice of the Secretary of Defense and the other armed
services.
FM 2-22.3 applies to every Department of Defense
(DOD) interrogator–DOD personnel, including con- The introduction of the MSO concept incorporates
tractors–as well as to military commanders and their all of the HUMINT Collector’s responsibilities. Interro-
staffs responsible for the planning, oversight, and gation operations, for example, are now part of MSO,
conduct of interrogations of detainees “in the cus- rather than being a separate operation. HUMINT
tody or under the effective control of the DOD or un- Source Contact Operations is now included in U.S.
der detention in a DOD facility.” The FM also applies Army Interrogator (MOS 97E) training and the doc-
to other government agencies and foreign govern- trine for Source Contact Operations is now included
ments conducting approved interrogations in a DOD in FM 2-22.3.
controlled facility. Expanded Doctrine
Recent policy and legal decisions have affected A number of other topics in FM 34-52 have been
the HUMINT field, and consequently, the contents of given additional attention in FM 2-22.3. One such
FM 2-22.3. Those events were the passage of the topic is the issue of command and control relation-

(Continued on page 4)

2 Military Intelligence
 CSM Forum
by Command Sergeant Major Franklin A. Saunders
Command Sergeant Major, U.S. Army Intelligence
Center and Fort Huahcuca

Hello Team, the Intelligence Master Analyst Course (IMAC), the follow-on to the ASAS Master Analyst Course
(AMAC), embraces the current technologies inherent in the Distributed Common Ground System–Army (DCGS-
A). IMAC provides training in advanced analytical skills and methodologies utilizing the DCGS-A V2, Joint In-
telligence Operations Capability-IRAQ (JIOC-I) suite of applications. The course develops advanced skills in:
Intelligence Preparation of the Battlefield (IPB) and the intelligence process; counterterrorism analysis; threat
assessment; configuration management; preparation of tactics, techniques, and procedures (TTPs); trouble-
shooting the intelligence processing architecture, and integration of automation into operations.
Critical thinking, and its application in analysis, problem solving, and the Military Decision Making Process
(MDMP), is a cornerstone and is developed throughout the duration of the course. In addition, areas of empha-
sis include the military occupational specialty (MOS) skills relating to analysis; the contemporary operational
environment (COE); denial and deception operations; Trojan SPIRIT II/Trojan LITE operations, and skills relat-
ing to threat equipment, organization and tactics. Curriculum focuses on, but is not limited to, the following soft-
ware applications: Pathfinder, QueryTree NG, Analyst Notebook, ArcGIS, NAI Tool, Psi Jabber, Starlight, Flight
Control, and GDM (Geospatial Display Manager).
IMAC is an ASI producing course (ASI 1F) with a length of nine weeks. Given the nature of DCGS-A, a flat
network with tools for all intelligence disciplines, all Military Intelligence Warrant Officers and Noncommissioned
Officers are welcomed to attend this course. However, only MOSs 98C Signals Intelligence Analyst and 96B
Intelligence Analyst can currently hold the ASI. IMAC has three iterations per year, with 15 seats available per
class. The schedule for the Fiscal Years 2007 and 2008 is as follows:

IMAC 07-001 16 Oct to 18 Dec 06

IMAC 07-002 26 Mar to 24 May 07
IMAC 07-003 09 Jul to 07 Sep 07
IMAC 08-001 15 Oct to 18 Dec 07
IMAC 08-002 24 Mar to 22 May 08
IMAC 08-003 14 Jul to 12 Sep 08

We are in the process of acquiring 15 more work stations to train 30 per class. Again, the IMAC course will be
open to all Intelligence MOSs (96B/D/H, 97B/E, 98C/G/Y) if they are working in a Fusion Cell.
As always I am extremely proud of our Intelligence Warriors and the contributions you make each day to sup-
port our Nation at War!

Always Out Front!

SOLDIERS ARE OUR CREDENTIALS
(Continued on page 5)

July - September 2006 3

 (Continued from page 2)

ships. HUMINT Collection Teams (HCTs) often work and DOD Policy. The manual is completely consis-
in Joint environments, so it is important that leaders at tent with the explicit recognition in the Law of War,
all levels understand the command and control rela- including Geneva Conventions, that detainees may
tionships under which HUMINT collectors might oper- receive different treatment based on their status. FM
ate. Army and Joint command control relationships are 2-22.3 explicitly prohibits torture or cruel, inhumane
clearly presented in the manual. or degrading treatment or punishment in all cases
The roles and relationship between the Military Po- and provides an illustrative list of prohibited practic-
lice (MP) internment/resettlement mission and HU- es that would constitute abuse.
MINT collection operations are clearly explained in the FM 2-22.3 makes clear that commanders of forces
manual including planning, command and control, and conducting HUMINT operations are directly respon-
many legal considerations and discussions. Charts and sible and accountable to ensure humane detainee
detailed text explain the specifics of required coordina- treatment in accordance with, ". . .applicable law and
tion for the conduct of HUMINT collection operations policy, including U.S. law; the law of war; relevant in-
when a detainee population is under the custody of ternational law; relevant directives, including:
MPs. MPs are clearly prohibited from setting the con-  DOD Directive 3115.09, DOD Intelligence Inter-
ditions for interrogations. Doctrine writers from USAIC rogations Detainee Debriefings Tactical Ques-
and U.S. Army Military Police School have worked to- tioning.
gether closely to ensure that FM 2-22.3 and the MP  DOD Directive 2310.01E, The DOD Detainee
FM 3-19.40, Internment and Resettlement Opera- Program.
tions, are complementary and synchronized with each
 DOD instructions and military orders, including
other concerning these vital issues.
fragmentary orders."
New Topics In Chapter 8, the manual discusses applying 18 ap-
A number of additional new topics have been added proach techniques that a HUMINT collector can or-
to FM 2-22.3. Two chapters in the main body of the FM chestrate as part of an interrogation strategy. These
address the topics of HUMINT analysis and automa- approach techniques include all of those included in
tion. New approaches present material on: the last approved version of FM 34-52 (1992) plus
two additional techniques which require approval at
 Source Reliability.
the Colonel level and accompanied by some over-
 Pre-Deployment Planning.
sight considerations. Appendix M discusses one
 Questioning Guide. restricted technique–Separation, that can be used
 Contract Interrogators. only on specially identified unlawful enemy combat-
 Equipment for HCT Operations (HCT Kitbag). ants. It cannot be employed on an Enemy Prisoner
of War (EPW). Separation is employed ". . . to deny
Medical responsibilities and considerations are dis-
the detainee the opportunity to communicate with
cussed in Chapter 5. Commander, medical personnel,
other detainees in order to keep him from learning
and HUMINT collector responsibilities are clearly list-
counter-resistance techniques or gathering new in-
ed. As noted above, the manual has been reviewed
formation to support a cover story . . .". The manu-
by legal staffs at every level of the Army and DOD.
al's appendix provides a comprehensive list of the
The manual also outlines other terms relative to the
approval process, responsibilities, and general con-
Geneva Conventions. Threaded throughout the FM is
trols used in Separation.
the theme of one standard for humane treatment. FM
2-22.3 is fully consistent with the single standard for FM 2-22.3 is written for the Soldier. It is an impor-
humane detainee treatment, regardless of status, in tant step forward in the continuing effort to provide the
accordance with the Detainee Treatment Act of 2005, Soldier with the best and latest tools to accomplish the
the Geneva Conventions (including Common Article 3) mission.

Always Out Front!

4 Military Intelligence
 Teaching Critical
Thinking Skills
Across the USAIC
Curriculum
by George Van Otten, PhD and Leon Leszczynski, MA
Introduction
It is common for leaders and instructors at the U.S. Army Intelligence Center (USAIC) to discuss the importance of
critical thinking (CT) while at the same time stressing the importance of teaching students to “think outside the box.”
Unfortunately, many people tend to link CT and creative or innovative thinking so closely together that they begin to
believe that the two are synonymous. They are not, as they represent different thought processes and result in differ-
ent outcomes. The purpose of this paper is to define CT, relate it to the experiential learning process and explain how
CT and scientific inquiry (SI) are used during the military decision making process (MDMP).
Critical thinking is the formal, cognitive process used to convert sensory stimuli into meaningful, reliable and verifi-
able information that can be used to solve a problem, answer a question, make a decision, or add to a learner’s knowl-
edge of the world. The environment is the source of the stimulation that learners perceive through their senses and
the instruments used to extend the range and accuracy of their senses (e.g., thermometers, microscopes, altimeters,
etc.). There are two primary reasons for stressing the development of CT skills within the instructional environment of
USAIC. First, the use of CT enhances learning; and second, useful intelligence is a product of the application of CT
skills.
At the Intelligence Center, instructors develop lesson plans based upon the levels of learning defined in Bloom’s
Taxonomy of Educational Objectives. These levels include basic knowledge, comprehension, application, analysis,
synthesis, and evaluation.1 In general, it is appropriate to view analysis as the application of CT skills and to view
synthesis as analogous to creative thinking. Evaluation is necessary for the assessment and validation of either pro-
cess.

The Scientific Method

The Scientific Method (SM) is an organized, systematic, cognitive process used by scientists to analyze, interpret,
evaluate, and verify the data they observe and collect. Because the word “scientific” is used to modify the word “meth-
od,” many people mistakenly believe that the SM is used exclusively by scientists. It is not, the SM can be used by
anyone who wants to solve a problem or to answer a question. The SM consists of six steps:
1. Define the problem.
2. Review literature/information review.
3. Generate hypotheses (“educated “guesses”).
4. Collect information to test or evaluate the hypotheses.

July - September 2006 5

 5. Formulate a conclusion.
6. Verify and re-verify the conclusion.
On the surface, these steps seem relatively simple. For example, when a baby cries, its parents want to know why.
Based on past experiences they make an educated guess (hypothesis) that the baby is wet. Suppose that then they
test their guess by checking and find no incriminating evidence. Next, they postulate that the baby is hungry. They
test this hypothesis by giving the baby a warm bottle of milk. If the baby stops crying, they have reasonably validated
their hypothesis.
Problems, however, are not always this simple. Some are difficult to define, let alone solve. For example, theories
concerning atomic structure have markedly changed during the last half-century because science is self-correcting.
As atomic research has become increasingly sophisticated, so too have its findings and results.

CT and Learning
Whereas educators have argued intensely about the most effective ways to enhance learning, it has become in-
creasingly evident that learning is a process, not simply an outcome. In fact, learning is a continuous process ground-
ed in experience. Learning, by its very nature, is a tension and conflict filled endeavor. It also requires effort on the part
of the learner. In order to learn, students must recognize and resolve conflicts between experience and abstraction
and between observation and action.
Furthermore, learning also involves the dual processes of the accommodation of ideas to the external world and
the assimilation of experience into existing concepts (assimilation and accommodation are adaptive complementary
processes). Learning is holistic in that it involves thinking, perceiving, feeling, and behaving, and it is the major foun-
dation of human adaptation.2
Research now supports the notion that the least effective method of instruction for long-term retention is auditory.
When auditory instruction is coupled with visual instruction, long-term retention increases. And when hearing and see-
ing are joined with doing, retention increases dramatically.3
Note: A learning theory is a model of the learning process,
whereas an instructional theory is a model of how the learn- By having students perform immediately after input (at X)
ing process may be optimized to achieve learning goals. You avoid the problem of forgetting.

Scientific Inquiry Simulates CT

Simply defined, scientific inquiry (SI) is a process through
which learners employ the scientific method to confirm or
refute their hypotheses about observations and theories.
The SI model of instruction requires students to observe
or experience a phenomenon and to construct a problem
statement relative to what they have seen or experienced,
then pose a hypothesis (an educated guess) that seeks to
answer the question identified in the problem statement.
Once a logical, defensible hypothesis has been developed,
learners must create a bias-free research design with which
they will test the validity of the hypothesis. Based on the re- Figure 1. Knowledge Retention
sults, learners will draw conclusions and modify their mental construct and/or informational base.4
Therefore, in an intelligence-based instructional setting, after students have been exposed to a concrete experi-
ence, an instructor might wish to proceed as follows: First, encourage students to describe, define, and explain the
experience. Second, direct them to develop a problem statement about what they do not know or understand relative
to the concrete experience.
Third, direct students to use inductive and deductive5 reasoning to create a hypothesis that answers the question
posed in the problem statement. Fourth, direct students to explore and experiment using available resources to test
the validity of the hypothesis, and then use the results to draw defensible conclusions.

6 Military Intelligence
The Experiential Learning Model
SI and the experiential learning model are similar. New knowledge, skills, or attitudes are achieved interactively
through the four modes of experiential learning. These are: concrete experience, reflective observation, abstract con-
ceptualization, and active experimentation.
Concrete experience is the sensory input people receive from the environment. Immediate concrete experience is
the basis for observation and reflection. During reflective observation, learners relate sensory input to their existing
mental constructs and personal theories through which they interpret the world. While applying abstract conceptual-
ization, learners formulate theories that predict and explain the phenomenon they have experienced. During active
experimentation, learners validate their hypotheses or modify and revise them as necessary.6
When employing the inquiry model of instruction, it is important to remember that students and instructors alike
come to the educational setting with specific personal orientations. These orientations or mind sets, which are the
result of an individual’s experience and culture, serve as filters through which all experiences and observations pass
as they become part of one’s world view. When these individual orientations or mind sets override SI, objectivity is
sacrificed in favor of personal bias. Therefore, the purpose of SI in the educational process is to enhance the likeli-
hood that learning will result in the exposure to truth and the creation of knowledge rather than the reinforcement of
individual biases and prejudices.

Integrating CT Into the Instructional Process

Many educators tend to use the terms experiential learning and constructivism interchangeably and for most practi-
cal intents and purposes the differences between the two are not huge. Nevertheless, they differ somewhat in defini-
tion and in the specific details of their basic structure. Kelly notes that although experiential learning, as articulated by
David Kolb, “. . . connects learning to real-life situations, the theory also defines the cognitive processes of learning.
In particular, it asserts the importance of critical reflection in learning.”7
Constructivism builds on experiential theory. It is, in fact, a practical application of the work of David Kolb and others.
There are two major foci associated with constructivism. These are cognitive constructivism and social constructivism.
The two approaches are similar. Both allow for multiple representations of reality, thereby avoiding over simplification
of the real world, and both emphasize knowledge construction through student involvement in real-world settings or
case-based learning instead of knowledge reproduction. Further, both encourage thoughtful reflection on experience,
thereby enabling context and content dependent knowledge construction, and both support collaborative construction
of knowledge through social negotiation instead of competition between learners. 8
Cognitive constructivism rests on the notion that people mentally construct knowledge by interpreting information
and drawing inferences from it. Social constructivism suggests that students learn best when they collaborate with
other students in discovery and higher-order learning activities facilitated by their teachers. Whereas the experiential
learning model provides the theoretical framework needed to understand the relationship between critical thinking and
learning, constructivist theory provides the practical foundation for SI that is the essence of CT.

Experiential/Constructivist Learning Theory and CT

In order to successfully develop the abilities of Military Intelligence (MI) soldiers and civilians to think critically, it is
necessary to consistently integrate the application of these skills throughout the curriculum. This can be accomplished
without increasing the length of courses and without additional resources through the implementation of instructional
approaches that employ the basic tenets of experiential/constructivist learning theory.
Experience-based learning theory rests firmly on the notion that in order to effectively learn and retain knowledge,
students must be actively engaged with the material they are studying. This is not a new idea. In the 1920s, the psy-
chologist, Jean Piaget, postulated that intelligence is shaped by experience and that knowledge cannot be separated
from experience. In the 1930s, John Dewey argued that “. . . there is an intimate and necessary relation between the
processes of actual experience and education.”9
Lewin’s Model
In the 1940s, Kurt Lewin called for the integration of SI and social problem solving throughout the academic cur-
riculum. He believed that learning is best facilitated in an environment where there is tension and conflict between

July - September 2006 7

immediate concrete experience and analytical The Lewinian Experiential Learning Model
detachment. He strongly rejected the behavior-
Concrete experience
ist theory of learning that treats learners as emp-
ty vessels to be filled with knowledge. Lewin was
ahead of his time because he insisted that learn- Testing implications
Observations and
ers must actively participate in the educational of concepts in new
situations reflections
process. Therefore, he believed that little learning
takes place when students are merely passive re-
cipients of input.
Lewin’s model (Figure 2) can be represented as Formations of abstract
concepts and generalizations
a circle of learning, starting with concrete expe-
rience at the top and moving clockwise through
Figure 2. The Lewinian Experiential Learning Model.10
each quadrant. The experiential learning model
requires students to operate in each of the quad-
rantsStructural Dimensions
in the circle Underlying the Process of Experiential
of learning.
Learning and the Resulting Basic Knowledge Forms
Concrete Kolb’s Model
Experience
More recently, David Kolb honed the experien-
tial learning model into a four-stage cycle (Fig-
Grasping via
ure 3). As with Lewin, this cycle is represented
Accommodative
APPREHENSION
Divergent
as a circular pattern with concrete experience
Knowledge Knowledge
at the top.
Transformation Transformation
Active
Experimentation
Reflective
Observation
According to Kolb, knowledge results from
Via EXTENSION via INTENTION
the combination of grasping experience and
Convergent Assimilative
then transforming it. He suggests two opposed
Grasping via
Knowledge
COMPREHENSION
Knowledge
forms of gaining knowledge and two opposed
forms of transforming it. The result is four differ-
ent elementary forms of knowledge.
Abstract
Conceptualization
Experience. There are two identifiable modes
of grasping experience—apprehension and
Figure 3. Structural dimensions underlying the process of experiential learn- comprehension. Apprehension is an awareness
ing and the resulting basic knowledge forms.11 of the stimuli associated with one’s immediate
environment and experiences. Comprehension
allows a learner to mentally organize the constant flow of apprehended sensations. This process, however, occurs at
the price of distorting and changing (through personal perception) the flow of experience. Nevertheless, it is compre-
hension that makes it possible for humans to communicate their experiences, thereby transcending space and time.
Comprehension allows learners to predict and recreate apprehended experiences.
Experience grasped through apprehension and transformed through intention results in divergent knowledge. Ex-
perience grasped through comprehension and transformed through intention results in assimilative knowledge. If ex-
perience is grasped through comprehension and transformed through extension the result is convergent knowledge.
Finally, when experience is grasped through apprehension and transformed by extension the result is accommodating
knowledge. These forms of knowledge are foundational blocks for higher levels of learning. The point is that learn-
ing and knowing require the learner to grasp experience and transform it into the learner’s personal knowledge base.
Therefore, neither experience nor transformation alone can effectively foster higher-level learning.
In order to understand the difference between comprehension and apprehension processes, it is necessary to con-
sider differences between the left and right hemispheres of the brain. The human brain is divided into two modes
of consciousness. The left mode corresponds to the comprehension process, whereas the right mode corresponds to
the apprehension process. The left mode is verbal, analytical, symbolic, abstract, temporal, rational, digital, logical and

8 Military Intelligence
linear. The right mode is nonverbal, synthetic, concrete, analogic (seeing likenesses between things), non-temporal,
non-rational, spatial, intuitive, and holistic (see figure 4).
Whereas all people use both hemispheres of the brain, individuals tend to rely on one more than the other. This
means, relative to educational practice and theory, that some students are naturally more comfortable in learning
through comprehension by relying on the left mode of the brain, whereas others are more comfortable in learning
through apprehension by relying more on the right mode. The experiential learning model recognizes these learn-
ing preferences and the limitations associated with relying almost exclusively on one mode or the other. Therefore,
the experiential approach to learning seeks to develop the learner’s abilities to both apprehend and comprehend that
which they experience.

L-MODE R-MODE
 Verbal: Using words to name, describe, define.  Nonverbal: Awareness of things, but no minimal
 Analytic: Figuring things out step-by-step and part-by-part. connection with words.
 Symbolic: Using symbol to stand for something.  Synthetic: Putting things together to form wholes.
For example, the drawn form stands for eye.  Concrete: Relating to things as they are, at the present moment.
The sign + stands for addition.  Analogic: Seeing likeness between things; understanding
 Abstract: Taking out small bit of information and metaphoric relationships.
using it to represent the whole thing.  Nontemporal: Without a sense of time.
 Temporal: Keeping track of time, sequencing one thing after  Nonrational: Not requiring a basis of reason or facts;
another: doing first things first and second things second, etc. willingness to suspend judgment.
 Rational: Drawing conclusions based on reason and facts.  Spatial: Seeing where things are in relation to other
 Digital: Using numbers as in counting. things, and how parts go together to form a whole.
 Logical: Drawing conclusions based on logic: one thing  Intuitive: Making leaps of insight, often based on
follows another based on logical order-for example, incomplete patterns, hunches, feelings or visual images.
a mathematical theorem or a well stated argument.  Holistic: Seeing whole things all at once; perceiving
 Linear: Thinking in terms of linked ideas, one thought the overall patterns and structures, often leading to
after another, often leading to a convergent conclusion. divergent conclusions.

Figure 4. Comparison of left mode and right mode characteristics12

Transformation of Information. Intention and extension are dual transformational processes, playing significant
roles in the creation of meaning. Intention is defined as intellectual operations; extension can be defined as behavioral
actions. Carl Jung described the concepts of intention and extension as analogous to the personality traits of introver-
sion and extroversion. In Jung’s opinion, truth could be found only through the dynamic integration of introverted and
extroverted attitudes.13
Building on Jung’s work, Jerome Kagan provides further insights into the nature of intension and extension. He
identified a dimension that he called impulsivity-reflection. This dimension is the degree to which a learner reflects on
the validity of his/her hypothesis, and it emphasizes the positive skills of the introvert—impulse control and reflection.
Kagan also notes that people change their orientation in response to environmental demands. For example, if stu-
dents are encouraged to take their time, reflection increases; if they are rushed, reflection decreases. Kagan’s work
suggests that reflective and impulsive people have different underlying motivational dynamics. The more a learner
fears error, the more reflective he/she will be. Reflective types then, tend to be very adverse to error, whereas impul-
sive learners may offer an opinion or a solution with far less care. Therefore, individuals who lean toward extensional
transformation are most concerned about maximizing success and less concerned about failure or error along the
way. Learners who lean toward intentional transformation are primarily focused on avoiding failure and are willing to
forego successful performances in order to preclude error.14

Learning Styles and Experiential Learning

Learning is a complicated process that involves apprehension and comprehension as well as integration and ex-
tension. Because these modes of learning build upon one another, their synthesis leads to higher levels of learning.
Moreover, learning at any point in time may be influenced by one of these processes or all of them simultaneously.

July - September 2006 9

The learning process differs from person to person because every individual is unique and because each has learned
personal adaptive processes and behaviors. Therefore, it is important for instructors to understand the various learn-
ing styles and to develop lesson plans that encourage students to operate in all quadrants of the learning circle.
Kolb identifies four basic learning styles. These styles are consistent with the four basic learning modes—concrete
experience, reflective observation, abstract conceptualization, and active experimentation. The four basic learning
styles are as follows:
1. The convergent learning style relies primarily on abstract conceptualization and active experimentation. Those
who favor a convergent learning style are good at problem solving, decisionmaking, and the practical application of
ideas. They do best in situations where there is a single answer or solution to a problem. Convergent learners are
generally in control of their emotions and like technical problems more than social issues.
2. The divergent learning style is characterized by strengths that emphasize concrete experience and reflective
observation. Learners who are comfortable with this style are imaginative and have a keen sense of meaning and
The Competency Circle,
value. They are adaptive and tend to view experiences from many perspectives and organize relationships into useful
patterns. Divergent learners emphasize adaptation through observation more than through action. Furthermore, they
Showing Adaptive Competencies as They Relate to
enjoy brainstorming, are interested in social encounters, and are emotive in personality.
3. The assimilative learn-
ing style rests on abilities
Learningg Styles
y
associated with abstract Accommodator Diverger
(CO) Committing yourself to objectives (SPF) Being sensitive to people’s feelings
conceptualization and re- dp CE spf
(SV) Being sensitive to values
(SEO) Seeking and exploiting opportunities
flective observation. The (ILO) Influencing and leading others
dpi sv
(LOM) Listening with an open mind
(GI) Gathering information
strengths of this orienta- (BPI) Being personally involved ilo lom
(II) Imagining implications of ambiguous
(DP) Dealing with people 6
tion are inductive reasoning seo 5 gi
situations

and the creation of theoreti- 4

cal models in assimilating co 3 ii

seemingly disparate ob- 2

servation into an integrat- AE RO

ed synthesis. Assimilative 2
3 oi
learners like to deal with
md

4
ideas, abstract concepts, sg 5 bcm
and logical theories. 6
Converger cbs tt
4. The accommodative (CNW) Create new ways of thinking Assimilator
and doing (OI) Organizing information
learner’s strengths are the
eni de
(ENI) Experiment with new ideas cnw aqd (BCM) Building conceptual models
AC
(TT) Testing theories and ideas
opposite of those of as- (CBS) Choosing the best solution
(DE) Designing experiments
(SG) Setting goals
similative learners. The ac- (MD) Making decisions (AQD) Analyzing quantitative data

commodative learning style Figure 5. The competency circle, showing adaptive competencies as they relate to
focuses on concrete experi- learning styles.15
ence and active experimen-
tation. Accommodative learners are good at carrying out plans, and getting things done. They like new experiences
and seek opportunities for risk taking and action. They are effective problem solvers and tend to rely on intuition and
trial and error. They also tend to lean on other people for information. Accommodative people are sometimes impa-
tient.
How to Integrate Critical Thinking Into the Instructional Process
Given what has been presented about experiential learning theory and its relationship to critical thinking, the next
logical step is to state the problem that is central to this paper. The purpose of this endeavor is to describe how in-
structors can effectively educate modern soldiers who have been raised in a time of instant information and instant
gratification. This cannot be accomplished by simply finding unique ways to use computers in traditional courses or
by adding enhanced images to traditional PowerPoint lectures. Instead, instructors at USAIC must develop effective
ways to engage students in the learning process.

10 Military Intelligence
 Although this discussion focuses on the value of experiential learning, constructivist learning, and SI in developing
the CT skills of intelligence professionals, it does not automatically follow that well crafted lectures or other appropriate
vicarious experiences are not worthwhile teaching techniques. In fact, there often is great economy and usefulness
in the enthusiastic delivery of a properly prepared lecture. A good lecture, an interesting field trip, or an excellent film
may be the basis for subsequent SI and CT.
The connections between constructivist learning theory, SI and CT have been previously established. In order to dis-
cuss the effective application of these theories and techniques, it is necessary to provide specific pedagogical details.
SI, which is at the heart of CT, can be applied in an academic setting in a variety of ways. For example, the ancient
Socratic method of instruction employs the basic tenets of SI.
Socratic Method. Instructors who rely on the Socratic method, utilize a question and answer technique. They usu-
ally present something to the students or ask them to observe a specific phenomenon and then proceed by asking
them to respond to specific questions relative to what they have experienced. This approach is somewhat teacher–
centered, but, if properly executed, causes students to directly engage in reflective observation and abstract concep-
tualization. If however, the questions posed by the instructor are too simplistic or poorly constructed, the students will
not be able to form realistic hypotheses or develop useful mental constructs.
In a lesson on the nature of civil war (presupposing that the students experienced a lecture or some other form of
concrete experience relative to civil war), an appropriate example of the Socratic method would be for an instructor to
ask students, collectively or individually, to respond a series of questions such as:

1. What is a civil war?

2. Does anyone else have a different definition? Note: Assuming the students responded with several different defi-
nitions.
3. How are these definitions similar?
4. How are they different?
5. Can you think of any places in the world that civil war is ongoing or probable?
6. How do these examples meet the criteria established earlier in our definition of the term? Note: If the students
determine that their examples are not consistent with their definition of civil war, the teacher encourages them to re-
define the term, and if they decide their definition is appropriate, choose other examples.
7. Given the definition and examples above, What are common underlying causes of civil wars?
8. What are the international implications of civil wars?
9. Is it possible for anything worthwhile to come out of a civil war? If yes, What? If not, Why not?
Whereas the Socratic method informally uses elements of SI, it is less structured and more teacher–oriented. In-
struction based on the formal implementation of SI requires students to develop the problem statements (questions),
create the explanatory hypotheses, accomplish some form of experimentation or fact finding to test these hypotheses
and finally, draw reasonable conclusions. Therefore, SI is a formal process through which students practice CT and
decisionmaking.
SI Approach. Staying with the example of the civil war, the following describes how an instructor might approach
the implementation of SI in classroom:
1. The students are provided some form of concrete experience relative to civil war. This might take the form of ex-
pert testimony (lecture), a film on civil war, a visit to a museum dedicated to civil war, a reading assignment, or all of
the above.
2. The instructor would direct students, collectively or individually, to develop a problem statement or a set of ques-
tions relative to their concrete experience (what it is they want to know, but do not know.). For example, students might
ask, “What causes people within a nation to be willing to kill their fellow citizens during a civil war?”

July - September 2006 11

 3. The instructor would then direct the students to create hypotheses (propose educated guesses) that answer the
problem statement or question. Note: The instructor must make certain the materials needed to create such hypoth-
eses are available to students. A possible hypothesis could be that civil wars occur because people on both sides lack
the communication skills necessary to resolve their differences without resulting to violence.
4. The students would then create a research design (an unbiased approach) through which they test the validity of
their hypotheses.
5. In keeping with the results of their research, the students would then draw conclusions and make appropriate ad-
justments to their hypotheses, and thence, to their mental constructs.

Differences In the Scientific Method, Scientific Inquiry, and Constructivism

Notice the difference between the Socratic method and the formal application of SI. In the first, the dialogues be-
tween the student and the educator are instructive in that they recommend or explain something; but, in many cases,
state a problem without providing a solution.16
Whereas the role of the Socratic teacher is to draw students out through artful questioning, instructors employing
the SI method are more facilitators of learning than sources of knowledge. It is their job to guide students around the
circle of learning (as described by Kolb) as they use SI to apply CT skills.
Almost all descriptions of the constructivist teaching model require or espouse a process that is identical to the SI
model. The constructivist educator creates an environment that allows students to develop problem statements and
then monitors students as they proceed through the inquiry process. Because this promotes new patterns of think-
ing, classes may arrive at unexpected conclusions. Nevertheless, in the constructivist classroom, students have the
autonomy to conduct their own experiments. For example, when studying the American Civil War, the constructivist
instructor would not simply assign readings and provide lectures. Instead students would be directed to examine a va-
riety of informational sources and then ask them to assume the role of various prominent personalities of the time and
place under consideration. The purpose of role playing is for students to approximate what it would have been like to
have held a particular position and mindset relative to the nature of the simulated environment of the time. If students
reach conclusions that cannot be supported through scientific inquiry, the instructor/facilitator must direct the learners
to revisit the problem and reconsider all the evidence.

Simulations and Exercises

The use of practical exercises, field training exercises, and scenarios are commonplace within the instructional en-
vironment of USAIC. For the most part, these exercises and scenarios allow students to apply what they have learned
and to problem solve. Therefore, although there is a smattering of SI throughout the curriculum, it is often not identified
as such and it is only sometimes directly related to the enhancement of the CT skills of the learners.
The Joint Intelligence Combat Training Center at Fort Huachuca, Arizona operates on the premise that students
learn best when they are offered the opportunity to practice their specialties in real-world conditions via realistic op-
erational simulations. This is entirely in keeping with the basic tenets of constructivist learning theory and SI. Despite
the hands-on emphasis of this realistic training however, there remains considerable room for enhanced CT. This can
be accomplished by modification of current lesson plans through the inclusion of SI.
In order to evaluate lesson plans relative to whether or not they meaningfully address CT skills, it is necessary to
notice whether or not students are consistently challenged to articulate problems, pose hypotheses, and find solu-
tions. If this application of SI is readily apparent, CT skills are being addressed. If it is not, make the changes needed
to infuse CT into the curricula.

Scientific Inquiry in Classroom Instruction

Critical thinking skills are usually addressed less in the formal classroom structure than in any other instructional en-
vironment in the Intelligence Center. Whereas the quality of lectures and presentations are generally excellent, most
lesson plans do not guide instructors to take the steps necessary to foster SI and CT. Instead, most lesson plans con-
tinue to rely on traditional instructional methods that place the instructor at the center of learning and treat the learner
as an empty container waiting to be filled with knowledge. In order to integrate CT throughout the curricula, it is nec-

12 Military Intelligence
essary to change lesson plans so that they formally embrace SI. This can be done through the utilization of Socratic
questioning and problem solving. In order to fully address CT, instructors must be prepared to walk students around
the entire circle of learning as presented in Kolb’s Experiential Learning Model (figure 3). For example, instead of
simply lecturing students about the nature of Iraqi culture, SI calls for the students to apply the tools of cultural analysis
to specific issues and problems. Therefore, cultural awareness training should begin with an overview of the concepts
and tools of analysis needed to make rational judgments about various cultures. These tools include concepts such as
tribalism, monotheism, paternalism, extended family, and passive-aggressive resistance. Once students understand
the basics of such concepts, they should be asked to apply them to real or simulated cultural situations in order to
solve problems, answer questions, or make predictions. The difference in these two approaches is that in the exclu-
sive lecture method, students only passively relate to the materials they are given; whereas, in SI they are required to
actively engage in the process of solving problems and creating knowledge and information.
It should be noted that the SI method requires students to put much more effort into the learning process than they
normally would in a traditional academic setting. This is because CT is not a passive process.

Critical Thinking and MDMP

In the MI Officer Basic Course, students are taught the MDMP and the IPB processes. Although the similarities be-
tween SM and the MDMP are not currently stressed in MI lesson plans, comparison of the two clearly demonstrates
that they are related. Although the formal description of the steps in SM and MDMP are slightly different, the processes
and end results are the same—meaningful, reliable, and verifiable information that can be used to make a decision.
The MDMP consists of the following steps:
1. Receipt of Mission
2. Mission Analysis
3. Course of Action (COA) Development
4. COA Analysis
5. COA Comparison
6. COA Approval
7. Orders Production
On the surface, the MDMP bears little resemblance to the SM. For example, the steps taken in each process differ
in number and do not appear to be the same. Moreover, the foci of the MDMP are military operations, while the foci of
the SM are experiments conducted in laboratories or other research environments. Appearances, however, are often
deceiving. For example, the first step of the SM requires its practitioners to define the problem. In the MDMP, the prob-
lem is simple, “What COA will most likely accomplish the mission?” This question is formulated during the first step of
the MDMP process-receipt of mission.
In order to answer this question, intelligence analysts and other staff personnel complete steps one through five of
the MDMP. A few of the questions they ask during the first two steps of the MDMP include, but are not limited to the
following: Is the mission clearly, concisely, and accurately defined? What is the higher commander’s intent? What in-
formation is available concerning friendly forces, enemy forces, and the areas of operation and interest? What infor-
mation is missing? What collection assets must be used to obtain it? Has the collection effort been successful?
In order to answer these and other questions, analysts and staff personnel extract pertinent information from existing
databases; identify information and intelligence gaps; task collection assets to obtain the information required to pro-
duce intelligence; analyze incoming information from those assets; add information and intelligence to the appropriate
databases, and disseminate that data to individuals and units in immediate need of it. During mission analysis, ana-
lysts and staff personnel identify what they know and task collection assets to obtain the information and intelligence
they do not know. In short, they collect information the commander must have to identify the best COA to accomplish
the mission and to make subsequent decisions as the rapidly changing operational situation dictates.

July - September 2006 13

 Analysts and staff personnel, however, do more than merely collect information. They use that information to de-
velop possible friendly COAs that the commander might employ to accomplish the mission. After they are developed,
the COAs are tested (through war gaming), evaluated, and compared. Then, a conclusion is reached and a recom-
mended COA is identified. If these actions sound familiar, they should, they represent steps three, four, five, and six
of the MDMP process and steps three, four, and five of the SM.
In step six of the MDMP, analysts and staff personnel provide a decision briefing to the commander during which
they recommend the best COA that they believe the commander should use to accomplish the mission. He can ap-
prove it, modify it, or reject it. If the commander approves the recommended COA, he issues final planning guidance
and orders are produced. If the commander modifies or rejects the COA, his staff must either incorporate his modifi-
cation and the implications thereof or, if he rejects it, start over.

Conclusion
There are two primary reasons for stressing the development of CT skills within the instructional environment of
USAIC. First, the use of CT enhances learning; and second, useful intelligence is a product of the application of CT
skills. In order to successfully function as MI professionals, soldiers and civilians must become skilled analysts with
advanced critical thinking abilities. The most effective way to develop critical thinking skills is through an experiential
learning process that calls for the repeated practice and application of scientific inquiry in real-world simulations and
situations. Critical thinking can be integrated into the curriculum without adding time or resource requirements to ex-
isting lesson plans. Nevertheless, it will be necessary to develop a train-the-trainer course and to set aside sufficient
time for instructors to learn more about scientific inquiry and experiential learning.

Endnotes

1. David Krathwohl, David Bloom, and Benjamin Masia, Taxonomy of Educational Objectives: The Classification of Educational goals, Handbook
II: Affective Domain (New York: David McKay Company, Inc., 1965), 186-193.

2. David Kolb, Experiential Learning: Experience as the Source of Learning and Development (New York: New Jersey: Prentice Hall, Englewood
Cliffs, 1984), 20-60.

3. Fred Jones, Tools for Teaching (Santa Cruz: Fred H. Jones and Associates, 2000), 73-81.

4. Byron Massialas and Benjamin Cox, Inquiry in social Studies (New York: McGraw Hill Book Company, 1966), 89-110.

5. Deductive reasoning moves from the general to the specific starting with a theory, leading to an hypothesis followed by observations or
experimentations that either confirm, reject or modify the theory. Inductive reasoning moves from the specific to the general so that an observation
may lead to a general hypothesis that in turn leads to a general conclusion or theory. Validation of a product of inductive reasoning may be the
result of emersion research or judgment sampling. From W. Trochim, The Research Methods Knowledge Base, 2nd edition (Cincinnati: Atomic
Dog Publishing Company, 2000), 1.

6. Kolb, Experiential Learning: Experience as the Source of Learning and Development, 30-38.

7. Curtis Kelly and David Kolb, “The Theory of Experiential Learning and ESL,” The Internet TESL Journal, August 21, 2001, at aitech.ac.jp/-
itelslj/Articles/Kelly-Experiential

8. Andrew Johnson, Language Arts and the Inner Curriculum (Detroit: Renaissance Community Press, 2003), 1-5.

9. John Dewey in Kolb, Experiential Learning: Experience as the Source of Learning and Development, 1-4.

10. Kurt Lewin in Kolb, Experiential Learning: Experience as the Source of Learning and Development, 20-22.
(Continued on page 18)

14 Military Intelligence
by Mr. Leon P. Leszczynski and George A. Van Otten, PhD

Introduction
Most USAIC instructors attend follow-on courses after
Leaders throughout the Intelligence Community agree
the basic Instructor Training Course (ITC) such as the
that effective Critical Thinking (CT) is a significant force
Test Development Workshop (TDW), the Systems Ap-
multiplier in the current Military Intelligence (MI) opera-
proach to Training (SAT), and the Small Group Instructor
tional environment. As a result, there have been numer-
Training Course (SGITC). While these courses provide
ous independent efforts throughout the last several years
basic information on all phases of the SAT Process, none
to train MI soldiers to develop effective analytical skills.
provide a strong learning theory foundation. For USAIC
Whereas these efforts have been largely successful, they
instructors to modify their lesson plans and courses in
have not been standardized and there is no single agreed
order to accommodate the integration of CT across the
upon formal definition of CT. Given this diversity of ap-
curriculum, the Office of the Dean developed a four hour
proaches to enhancing the CT abilities of students at the
Train-the-Trainer (T3) CT Lesson Plan (LP).
U.S. Army Intelligence Center (USAIC), the 111th MI Bri-
gade Commander directed the Office of the Dean to de- Lesson Plan Design and Development
velop a White Paper on the essential elements of CT and We developed the four hour T3CTLP in May 2006 and
the foundational educational theory and pedagogy upon taught it to 14 USAIC instructors on 2 June 2006. After
which CT skills could most effectively be trained. incorporating feedback into an LP revision, we taught it
Accordingly, we prepared the paper “Teaching Critical to 19 USAIC instructors on 12 July 2006; again, incorpo-
Thinking Across the Curriculum of the U.S. Army Intel- rating the feedback provided by these instructors into the
ligence Center,” which appears as the centerpiece arti- current T3CTLP, dated 31 July 2006.
cle in this issue of MIPB. The main point made in the The Terminal Learning Objective (TLO) for this four hour
paper is that CT, scientific inquiry (SI), and the scientific block of instruction is:
method (SM) are one in the same. Moreover, CT is best
Action: Develop an experiential learning practical exer-
taught through an experiential learning process. Although
cise (PE) based on Kolb’s “Circle of Learning” Model
some have suggested the need to introduce formal, lec-
ture-based courses on CT that would require significant Condition: Working collaboratively in groups of five,
additions to current course lengths, the 111th MI Brigade given four supplementary readings on terrorism, a topic,
approach is to simply alter the way in which existing les- and one hour
sons are taught in order to consistently engage students Standard: The PE will include activities that are student
in applied problem solving using scientific inquiry. This centered, promote experiential learning, contain the four
approach rests upon experiential and constructivist learn- components of Kolb’s Circle of Learning Model, and fos-
ing models and encourages instructors to fully engage ter CT skills.
students in the learning process. To accomplish this, it
This TLO is supported by the following learning steps/
is necessary for instructors to be well versed in scientific
activities (LS/A):
inquiry and be willing to create a student-centered class-
room. 1. Define basic learning theory definitions and concepts.

July - September 2006 15

2. Explain three applications of CT in the classroom. LS/A 4. Relate experiential learning to CT and SM/I (30
3. Explain the relationship between Scientific Method/In- minutes). This step begins by defining experiential learn-
quiry (SM/I) and CT. ing. Kurt Lewin’s experiential learning model is described
as a “Circle of Learning.” David Kolb’s experiential learn-
4. Relate experiential learning to CT and the SM/I. ing model is similarly described. Kolb’s four learning
5. Explain how to integrate the Socratic Method and SM/I styles are identified, discussed and related to the learning
into instruction. terms and concepts introduced during LS/A 1: Assimila-
tion, accommodation, apprehension and comprehension,
6. Develop an experiential learning PE.
convergent and divergent thinking, left- and right-brain
Conference and discussion are the instructional meth- thinking activities, etc. Typical experiential classrooms
ods used to teach LS/A’s 1 through 5. The PE gives stu- are described, as are the specific types of problems used
dents an opportunity to practice using the skills they have to promote experiential learning. This learning step ends
learned. During the PE, correct student performance is by asking students to explain how SM/I and CT facilitate
positively reinforced, while corrective feedback is used to experiential learning.
bring below par student performance up to standard.
LS/A 5. Explain how to integrate the Socratic Method
Each LS/A provides a “chunk” of information required to and SM/I into instruction (35 minutes). In this step, the
understand the LS/As which follow it. A brief description Socratic Method and its applications are introduced to the
of the instruction contained within each LS/A and the ap- students and they are shown how to use this method to
proximate training time required is as follows: train students.

LS/A 1. Define basic learning theory terms and con- LS/A 6. Develop an experiential PE (1 hour and 20 min-
cepts (40 minutes). In this learning step, students are in- utes). During the final step in the T3CTLP, the students
troduced to learning theory terms and concepts. Learning are given PE directions, four supplemental readings, a
is defined; change and experience are related to learning; topic, and one hour to develop a student-centered, expe-
and information encoding, storage, and retrieval are dis- riential learning PE based on Kolb’s Circle of Learning.
cussed. The terms assimilation and accommodation are The PE must support the following topic, “The Impacts
introduced, as well as apprehension and comprehension. of Islamic Perceptions of Western Culture on the World
Left brain and right brain activities are discussed, as are Order.”
convergent and divergent thinking, the learning pyramid, Student Feedback
and Bloom’s Taxonomy of Educational Objectives.
The feedback provided by students has been invalu-
LS/A 2. Explain three applications of CT in the class- able. When the T3CTLP was first taught, students con-
room (20 minutes). During this learning step, CT is defined verted a teacher-centered LP to a student-centered LP.
and the terms normally associated with it are identified Some students objected, saying that in some instances,
and briefly described. Students are cautioned that CT is knowledge-based, teacher-centered training is required
defined by different people in different ways, depending to train students. We agree, and now stress that expe-
on their respective academic disciplines, points of view, riential learning and its attendant methods of instruction
agendas, etc. Students are instructed that CT can be are not intended to replace lecture or other methods of in-
used to solve a problem, answer a question, make a de- struction. More feedback indicted that students with little
cision, or add to the learner’s knowledge of the world. or no background in a subject area must first be provided
basic knowledge from which CT skills and abilities can
LS/A 3. Explain the relationship between the SM/I and
later be developed.
CT (25 minutes). Here, the SM/I and its six steps are in-
troduced to students. Students are told that the SM/I is We also redesigned the PE based on student com-
used daily by people outside of the scientific community– ments. The PE now places students in the position of
both personally and professionally. To illustrate this point, instructors, who are training students in Islamic Cultural
we apply the steps of the SM/I to a situation commonly Awareness. Acting in this capacity, the student-instructor
faced by new parents–a crying baby in its crib. The SM/I must practically apply the concepts, principles, and appli-
is also applied to the Military Decision Making Process cations learned during the class.
(MDMP). This learning step concludes by establishing the Several military students also alerted us that when pro-
relationship between CT and the SM/I. viding military training, there are doctrinal and regulatory

16 Military Intelligence
limitations that must be placed on students. They must not be allowed to deviate from the guidance and directives
provided in those publications. The class now stresses the importance of staying within the parameters provided in
field manuals, Army regulations, and policy directives.
Students are provided with an advance sheet on which they can take notes and instructor biographical sketches are
now available for student review. Finally, as a result of student comments, learning theory descriptions and definitions
have been simplified so they can be understand by those without a degree in Education or Educational Psychology.

Conclusion
Soldiers fight thinking enemies who observe, reflect on, and adapt to our evolving tactics, techniques, and proce-
dures, the environment in which U.S. and coalition forces must operate becomes deadlier. As our enemies adapt, so
must our soldiers, but they must be trained to do so. The T3CTLP is one of many approaches that can be used by
instructors to accomplish this goal.

Mr. Leon P. Leszczynski is a Senior Civilian Training Specialist assigned to the 111th MI Brigade, Fort Huachuca, Arizona. He holds an
MA in Organizational Management from the University of Phoenix and an MA in Educational Psychology from the University of Arizona.
Readers may contact Mr. Leszczynski via email at [email protected] and telephonically at (520) 533-2969; DSN 821-
2969.

Dr. George A. Van Otten is Dean of the 111th MI Brigade, Fort Huachuca, Arizona. He holds a BS in Social Science Education and an MS
in Multicultural Education from Western Oregon University. He earned his PhD in Rural Geography from Oregon State University. Dr. Van
Otten retired as a Lieutenant Colonel, Military Intelligence, from the U.S. Army Reserves in 1996.

(Continued from page 15) Teaching Critical Thinking Skills Across the USAIC Curriculum
11. Ibid., 42.

12. Betty Edwards in Kolb, Experiential Learning: Experience as the Source of Learning and Development, 49.

13. Ibid., 51-54.

14. Ibid., 55-56.

15. Ibid., 96.

16. W.H.D Rouse (Translator), Eric Warmington and Philip B. Rouse, eds., Great Dialogs of Plato (New York: Signet Classic, Penguin Books, 1999)

Dr. George A. Van Otten is the Dean of the 111th MI Brigade, Fort Huachuca, Arizona. He holds a BS in Social Science Education and an
MS in Multicultural Education from Western Oregon University. He earned his PhD in Rural Geography from Oregon State University. Dr.
Van Otten retired as a Lieutenant Colonel, Military Intelligence, from the U.S. Army Reserves in 1996.

Mr. Leon P. Leszczynski is a Senior Civilian Training Specialist assigned to the 111th MI Brigade, Fort Huachuca, Arizona. He holds an
MA in Organizational Management from the University of Phoenix and an MA in Educational Psychology from the University of Arizona.
Readers may contact Mr. Leszczynski via email at [email protected] and telephonically at (520) 533-2969; DSN 821-
2969.

July - September 2006 17

 in Individual Military Training (IMT). However, information

training
and sources will always require reassessments to vali-
date their reliability and supportability. Only then can the
transition from information to intelligence occur.

critical Critical Thinking (CT) skills, the most basic requirement

for the Military Intelligence (MI) soldier, encourage and al-
low this evaluation to take place. USAIC strives to provide
Soldiers the basic tools to be successful as they go to
thinking at their initial assignments. The school does not, however,
create fully developed analysts. It provides students with
the basic knowledge, skills, and tools required to accom-

usaic plish critical tasks in their military occupational specialty

(MOS) and so begin their development as analysts. The
intent of this article is not to explain CT to those unfamil-
iar with its concepts; there are numerous books, studies,
and websites dedicated to the topic, but to describe how
by Chief Warrant Officer Three William N. McGuyer CT is being taught in USAIC courses and offer sugges-
tions as to how such training might be improved and ex-
Critical thinking can be defined as distinguishing between panded upon.
fact and fiction; asking critical questions; considering other
interpretations; identifying assumptions; making assertions Current USAIC CT Training
based on sound logic and solid evidence. It is much more than According to the Foundation for Critical Thinking, a
understanding and possessing these cognitive skills. Criti- working group of respected academic leaders in the CT
cal thinking concentrates on adapting one’s analytic thought
field, a well-cultivated critical thinker does the following:
by improving methods of approaching issues, problems and
questions.  Raises vital questions and problems, formulating
them clearly and precisely. (commander’s priority in-
—FM 2-33.4, Intelligence Analysis, June 2006 (Draft) telligence requirements (PIR); Creating a Hypothe-
sis)
“. . . critical thinking is the ability to logically assess the qual-
ity of one’s thinking and the thinking of others to consistently  Gathers and assesses relevant information, using ab-
arrive at greater understanding and achieve wise judgments.” stract ideas to interpret it effectively. (Research)
 Comes to well-reasoned conclusions and solutions,
—Colonel W. Michael Guillot, Critical Thinking
testing them against relevant criteria and standards.
for the Military Professional
(Synthesis of Information)
Introduction  Thinks open mindedly within alternative systems of
Infusing critical thinking into training into the U.S. Army In- thought, recognizing and assessing (as need be) as-
telligence Center’s (USAIC) training is not a new concept. sumptions, implications, and practical consequences.
Generations of instructors and training developers have (Effects Based Targeting; Cause and Effect)
struggled with the dilemma of improving the training of
analytical skills while having to dedicate increasing num-  Communicates effectively with others in figuring out
bers of limited academic hours to automation training, solutions to complex problems. (War Gaming) 1
warrior tasks, and Army common training. This dilemma Military professionals recognize these steps as one of
will not be solved any time soon. The U.S. Army Training two things: the Scientific Method or the more familiar mil-
and Doctrine Command (TRADOC) mandated lessons itary application, the Military Decision Making Process
and automation training are important topics. The use of (MDMP). MI professionals view this process as an inher-
technology is a great asset in sorting and organizing the ent part of the Intelligence Preparation of the Battlefield
volumes of information coming into a tactical operations (IPB) which is the method for collecting, organizing, and
center (TOC) but it can hamper, rather than aid the de- processing intelligence. It is an analytic framework for or-
velopment of an analyst. There will never be enough time ganizing information to help provide timely, accurate, and
to teach new analysts everything we would like to cover relevant intelligence to the MDMP. However, as analysis

18 Military Intelligence
and intelligence production require such a methodology This study was the first comprehensive study to deter-
to ensure success in operational environments, so too mine the extent to which college faculties typically teach
does instruction to facilitate that success in our analysts. CT. The results are as applicable here in the Intelligence
Any time a logical approach (such as the Scientific Center as they are in any of the studied universities. The
Method/Inquiry) is employed, CT is involved. There are study determined the methods each faculty used to teach
many examples of courses in which CT is taught (and is CT; the extent to which faculty could articulate their un-
sometimes identifies as such) as in the Intelligence Mas- derstanding of CT, and the extent to which instructors
ter Analyst Course (IMAC) and Enhanced Analysis and were prepared to teach it.
Interrogation Training (EAIT). Both include lessons on CT Interviews were conducted with a group of randomly se-
and analytical methods. lected California professors from 38 public and 28 private
The IPB and the MDMP lessons are models for the ap- colleges and universities. The following findings provide
plication of CT skills and are taught almost universally insight to possible improvements at USAIC:
at USAIC. A case might be made that the Intelligence
1. Though the overwhelming majority (89 percent)
Analyst (MOS 96B) Course is one of functional applica-
claimed CT a primary objective of their instruction, only a
tion of CT. Students are introduced to CT concepts ear-
small minority (19 percent) could give a clear explanation
ly and instruction emphasizes use of CT skills daily in
of what CT is. Furthermore, according to their answers,
the MOS. Practical exercises in Course of Action (COA)
only 9 percent of the respondents were clearly teaching
development, course of action analysis (War Gaming),
the concept or skills during a typical class day.
and Intelligence, Surveillance and Reconnaissance (ISR)
synchronization stress CT. 2. While 50 percent of those interviewed said they ex-
The Intelligence Basic Noncommissioned Officer plicitly distinguish CT skills from traits, only 8 percent were
Course (BNCOC) incorporates CT into Mission Analysis, able to list the skills they thought were most important for
COA Development, COA Analysis (or War Gaming), and their students to develop. Furthermore, the overwhelm-
Link and Pattern Analysis. The Intelligence Advanced ing majority (75 percent) provided either minimal or vague
NCO Course (ANCOC) currently teaches the concept of reference (33 percent) or no reference at all (42 percent)
CT to senior NCOs to improve their ability to teach sol- to intellectual traits of mind.
diers. It has been suggested that less educational and 3. Although 89 percent stated that CT was of primary
learning theory be presented and more time be spent on importance to their instruction, 77 percent had little, lim-
practical application of critical and creative thinking in- ited, or no concept of how to reconcile lesson plans with
stead. the fostering of CT.
In the MI Captains Career Course (MICCC), a CT les-
4. Although 81 percent felt that their graduates de-
son was added to the Program of Instruction. The MICCC
veloped a good-to-high level of CT ability while in their
includes two hours of formal CT instruction in the IPB
program, only 20 percent said their departments had a
portion. Plans are under way to expand this portion of the
shared approach to CT, and only 9 percent were able to
course; however, as all practical exercises in the MICCC
clearly articulate how they would assess the extent to
involve CT, the overall exposure of the student is already
which a faculty member was, or was not, fostering CT.
extensive.
The remaining respondents had a limited concept or no
Who Really Understands CT? concept at all of how to do this.
As stated previously, although the USAIC incorporates
5. Only a very small minority (9 percent) mentioned the
CT in its classrooms, it is not yet “institutionalized” and
special and/or growing need for CT today in the face of
most students do not realize they have been taught the
the rapid pace of change and the increasing complexities
concepts and skills. It is not surprising that this should
inherent in human life. Not a single respondent elaborat-
be so difficult a task. The topic is so complicated most
ed on the issue.
universities do not get it right. A study conducted by the
Foundation for Critical Thinking2 shows that even edu- 6. In explaining their views of CT, 69 percent made
cators at the university level are consistently unable to either no reference at all, or a minimal reference, to
demonstrate a working knowledge of critical thinking the need for greater emphasis on peer and student
principles. self-assessment in instruction.

July - September 2006 19

 From what can be inferred from the data, it is clear that plex culminating exercises. Practical application should
a significant percentage of faculty interviewed (and, if account for 60 to 70 percent of CT instruction in the class-
representative, most faculty): room.
 Do not understand the connection of CT to intellec- Before we can fully employ CT in the classrooms, con-
tual standards. cepts and practical application must be emphasized in
 Inadvertently confuse the active involvement of stu- faculty training to better prepare instructors and training
dents in classroom activities with CT in those activi- developers who produce and deliver fully integrated CT
ties. training to our students. The Test Development Work-
shop is a good example. It incorporates CT, training fac-
 Are unable to elaborate upon their concept of CT. ulty to develop examinations that challenge students and
 Cannot provide plausible examples of how they fos- cause them to think using a structured process to find the
ter CT in the classroom. best logical answer to a problem.
 Are not able to name specific CT skills they think are If it is essential for instructors to foster critical thinking;
important for students to learn. then it is essential for them to have a base knowledge of
the concepts of critical thinking. Some of the policy rec-
 Are not able to plausibly explain how to reconcile cov-
ommendations made by the Foundation for Critical Think-
ering course content while fostering CT.
ing staff transfer well to USAIC. Instructors must not only
 Cannot explain what basic abilities are required ei- to be able to explain CT concepts in a general way to stu-
ther in CT or in reasoning. dents, but must also incorporate such instruction in the
This is only one study of many in this arena, but it dem- classroom. Lesson design should reflect a critical think-
onstrates that CT skills are complex and perishable, and ing orientation. Four requirements are necessary for sub-
it provides avenues to improving critical thinking skills at stantive change to occur:
USAIC. 1. Disseminate the information faculty need to change
their perceptions.
Looking Forward
“In order to improve educational outcomes, instructors in the 2. Provide for faculty skill-building through appropriate
U.S. Army Intelligence Center must develop effective ways to professional development.
engage students in the learning process.”
3. Establish a mandate to systematically teach critical
—George Van Otten, PhD thinking (and how to teach for it) in all programs of instruc-
To properly train Intelligence Soldiers, we must make tor education.
CT a hard skill. The concept must be explained and re- 4. Developing an examination in critical thinking under-
inforced throughout training so that students will under- standing and employment.
stand it as a thinking process as they use it at one level
or another during each lesson. While there is continuing In order to maximize CT awareness and application, the
interest in improving CT instruction at the Center, and al- following suggestions have been developed:
though improvements in many courses have been made  Incorporate an additional course following the Instruc-
recently, we have a long way to go. To provide every In- tor Training Course (ITC); the Systems Approach to
telligence Soldier the basic tools for success, instructors Training (SAT) Course; and the Small Group Instruc-
must fully understand the concepts of critical thinking and tor Training Course (SGITC) to further hone CT skills
be able to incorporate it into their instruction methods. and their implementation into curriculum and training.
Students must not only learn to use CT concepts in the The expanded MICCC curriculum would be appropri-
classroom, but internalize them so as to be able to apply ate as a start.
the process in real world scenarios.
 Reinforce CT applications in existing curriculum (i.e.,
It is not enough to simply explain CT to students. It ANCOC). This methodology already exists in practi-
is more important that instructors employ CT concepts cal exercises.
throughout training. Instructors must demonstrate to stu-  Maximize critical thinking usage, stress the similari-
dents how to apply the concept to intelligence problems, ties between critical thinking and IPB/MDMP by clear-
and provide the opportunity to practice CT during com- ly demonstrating how they are related.

20 Military Intelligence
 Ensure students recognize and understand the criti- 2. A Study of Critical Thinking in College Instruction by Richard W. Paul,
cal thinking methodology so that they can use it on Linda Elder, and Ted Bartell of the Foundation for Critical Thinking.

their own in the future.

Conclusion
While most students may not realize it, the Intelligence
Center incorporates various CT concepts and methods
into curriculum. Efforts are under way to emphasize the
importance of CT to the Intelligence Community (IC) and
analysts at Fort Huachuca. What remains to be done is CW3 William McGuyer is an All Source Intelligence Technician,
currently serving as a Training Developer at USAIC. Previous
to incorporate critical thinking into faculty training and ex-
assignments include Chief, Regional Threat Section; Chief,
pand its practical application in the classroom. Eastern European Cell; Operations Officer, and the Executive
The decision to examine our approaches to critical Officer for Bravo Company, 2nd MI Battalion, 66th MI Group,
thinking instruction sets the stage for increasing levels of Darmstadt, Germany. He deployed with the Southern European
Task Force (SETAF-A) to Afghanistan during OPERATION
analytical capability in both students and instructors. The
Enduring Freedom VI where he served as the CJTF-76 Strategic
analysts’ ability to employ critical thinking skills acquired Analyst/Technician, the Regional Command South and West OIC,
at the schoolhouse ensures their ability to support their and Editor for the CJTF-76 INTSUM. Mr. McGuyer holds a BS in
commanders’ intelligence requirements. Organizational Management, and an MS (Strategic Intelligence)
from the Joint Military Intelligence College. He can be reached at
Endnotes
[email protected] or at CML 520-533-1051 (DSN
1. At http://www.criticalthinking.org/aboutCT/ourConceptCT.shtml. 821-1051).)

Unit Profiles
Tell us about your unit. Please send us a write-up with the following items and information:
 High resolution color photographs or high resolution soft copy (preferred) of the unit crest.
 History of the unit to include campaigns and decorations.
 Current unit subordination, status and mission (unclassified).
 Operations your unit has supported in the last 15 to 20 years.
 Recent special accomplishments or activities that make your unit unique.
 Images of specialized equipment (unclassified).
 POC name, email address and phone numbers for this project.
 Full unit mailing address.
 Other information you would like included, not listed above.
In order to allow our graphics designer time to create your unit crest, please send the any photographs at the
earliest possible time to:
ATTN ATZS-CDI-DM
USAIC&Ft. Huachuca
550 Cibeque St.
Bldg 61730, Room 124
Ft. Huachuca, AZ 85613-7017
Please send the soft copy crest and the unit write-up to [email protected]

July - September 2006 21

by the Fort Huachuca Quality Assurance Office
Critical thinking is the process of analyzing and evaluating thinking with the idea of improving it and taking it to a high-
er level. Critical thinking is key to the decisionmaking process and should measure the students’ ability to formulate
questions clearly, gather information using abstract ideas, develop sound conclusions, think without bias, and commu-
nicate effectively to figure out difficult problems. All thinking needs to be assessed for quality and can be accomplished
by applying a set of standards: clarity, accuracy, precision, fair-mindedness, objectivity, and logic.
Rather than creating a whole new set of lesson plans and supporting materials, an instructor can incorporate critical
thinking into existing materials. The first step in this process is to attend the 111th Military Intelligence Brigade Office
of the Dean’s pilot Critical Thinking class which discusses theory and provides the instructor with a practical exercise,
wherein he/she modifies an existing lesson plan to encourage critical thinking in class. This may be as simple as re-
writing existing class checks to challenge the students to solve a problem or do some analysis versus repeating key
points the instructor just covered. Then, as more instructors in a particular course attend the Critical Thinking class,
more of the course’s lesson plans can be modified to engage the students in critical thinking throughout the instruc-
tion rather than waiting until an end-of-course practical exercise to help students “connect the dots” of key teaching
points.
The evaluators in the Quality Assurance Office (QAO) currently use the 111th MI Brigade’s Instructor Performance
Evaluation Form and the Classroom Evaluation Checklist during our regular classroom monitoring. Both of these
forms were developed using a Brigade-led tiger team of trainers, training developers, education specialists, training
specialists, and evaluators. The checklist (see next page) is a separate means of assessing whether the instructor
is using effective questioning techniques to encourage critical thinking in the classroom. Pending validation of the
Dean’s Critical Thinking class, QAO will again participate in the tiger team process with the goal of updating the stan-
dardized classroom monitoring forms to reflect an assessment of the incorporation of critical thinking into training.

Instructor Questioning Techniques

Does the instructor use questioning techniques effectively to strengthen student abilities to apply the elements of
critical thinking? Effective Questioning leads to the desired student Learning Outcomes. Are the questions engaging
students to find insights into their own thought processes? Are the questions asked throughout the lesson in a timely
manner? Are the questions presented from simple to a deeper complexity
(relevant) and consistent manner complexity?

22 Military Intelligence
STUDENT LEARNING OUTCOMES FOR
DEMONSTRATING CRITICAL THINKING
N/O
Effective Questioning? Yes No or See Remarks
N/A
1. CLEARLY state the significant problem, its goals/objectives.
Sample Questions:
Questions What do you need to accomplish? What is the main
purpose? What are the concepts involved? Are you stating it clearly?

2. ACCURATELY assess that sufficient information has been gathered to

answer the problem goals to the correct breadth, depth, and validity.
Sample Questions:
Questions What information do you need to collect? How much is
enough? Have you checked your sources adequately and fairly? What new
questions did the information raise? Are there any other perspectives to
consider? What are the facts pertinent to making an informed guess/plan? Do
you need to verify your data further? What is the best way to verify the data?

3. PRECISELY identify assumptions; determine if they are justifiable.

Sample Questions:
Questions What are you taking for granted? What assumption(s) led you
to that conclusion? What are the assumptions others have about the situation?

4. FAIRMINDEDLY identify all points of view (strengths and weaknesses).

Sample Questions:
Questions What is your personal point of view about problem/ issues?
What other points of view are there? How might your point of view color your
decisions?
5. OBJECTIVELY infer only what the data implies.
Sample Questions:
Questions How do you know you have remained objective in your
inferences? Have you used correct logic in making your inferences?

6. LOGICALLY consider all possible consequences and implications of

the results of reasoning.
Sample Questions:
Questions What are the consequences of your conclusions from all
points of view? Are there multiple implications from your decisions? Who will
the implications affect and how? How will possible consequences affect you
and others?

Remarks on Instructor Performance:

Remarks on Student Reactions:

Readers may contact the authors via email: [email protected], [email protected], and
[email protected].

July - September 2006 23

 The USAIC
Instructor
Training Course
by Joann Kiyabu
What does the U.S. Army Intelligence Center’s (USAIC) they will incorporate those two aspects in their lesson
Instructor Training Course (ITC) have to do with Criti- plans as well. Once they receive a passing grade on the
cal Thinking? In the ITC (hosted and taught by the Staff lecture presentation, and instruction on demonstration
and Faculty Division) students are taught the basics of and practical exercise methods of instruction, students
instruction to successfully complete their assignment as develop and present a fifty minute training session that
trainers throughout USAIC and Fort Huachuca. After thir- includes a demonstration followed by a student centered
teen days of training, practical exercises, and two grad- practical exercise.
ed instructional presentations, students possess the core
After students graduate from the ITC they return to their
skills to write and present Critical Thinking lessons using
units to instruct within an Intelligence School course and
lecture, demonstration, and practical exercise methods of
in a subject in which they are subject matter experts. Ide-
instruction.
ally, the new instructors will have mentors who will work
Early in the course, students are exposed to test devel- with them to develop lesson plans that incorporate Critical
opment, and learning objective and lesson plan develop- Thinking and improve their performance as instructors.
ment from the viewpoint that training should be realistic
Incorporating Critical Thinking into training starts with
and challenging. Once the mechanics of developing crite-
determining what core skills you want your students to
rion-based learning objectives, based on clearly defined
possess when they leave your lesson/module/course
standards that measure training at the appropriate cogni-
and then writing your objectives to match. You need solid
tive level are learned, the students are ready to develop
criterion-based objectives written at the appropriate cog-
a learning objective. Students complete a practical exer-
nitive level using some type of taxonomy. The U.S. Army
cise during which they use Critical Thinking to analyze a
Training Command (TRADOC) Pamphlet 350-70-5, Sys-
given topic and figure out what the end state or core skills
tems Approach to Training: Testing, recommends using
should be and write a learning objective that matches the
Bloom’s Taxonomy for developing testable objectives.
desired end state.
It is critical that those of us who teach the ITC prepare
From that point, ITC students select a military topic for a
the new instructors at Intelligence Center for their mission
lecture, prepare a measurable and observable objective,
of training the soldiers who may deploy to a war zone
and prepare a lesson plan and slideshow from which they
shortly after completing their courses. To get students to
present a thirty minute lecture. They receive training in
the critical and creative thinking levels that are so important
questioning techniques as part of the course and are en-
for them and their future missions, objectives need to
couraged to include scenario based and/or probing ques-
be written at the higher levels of Bloom’s Taxonomy. At
tions in their lesson plans and presentations to actively
the ITC, we stress that as part of their course work, the
engage students in the learning process. Incorporating
students should be applying, analyzing, synthesizing, or
these types of questions into their training materials right
evaluating intelligence and intelligence products. It is the
from the start of ITC requires rudimentary Critical Think-
instructor’s responsibility to develop training materials
ing skills that the new instructors will hone as they mature
that support those types of Critical Thinking activities.
during their instructional assignments.
Students also receive instruction and complete a practi-
cal exercises in the areas of cultural awareness and the
contemporary operating environment with the intent that

24 Military Intelligence
Joann Kiyabu is an Instructional Systems Specialist with the Staff and Faculty Division at USAIC, Fort Huachuca, Arizona and is the
Course Manager and Instructor for the Test Development Workshop. She also teaches in the Instructor Training Course (ITC) and the
Systems Approach to Training (SAT) Course and is a former Course Manager and Instructor for the Small Group Instructor Training Course
(SGITC). Ms. Kiyabu’s other DA civilian and contractor assignments include Chief, Course Development Branch; Training Specialist at
the MI NCO Academy; and Technical Editor for Wang Government Services. Ms. Kiyabu is a retired U.S. Army 98G, Korean Linguist, with
assignments that included Production and Support Analysis Team Member, 741st MI Battalion, and Collection Supervisor, 2nd Infantry
Division and 125th Infantry Division. Ms. Kiyabu is a Master Instructor and holds an MA in Educational Psychology from the University of
Arizona. Readers may contact her via email at [email protected]

The
U.S. Army Combined Arms Center’s 2007
General William E. DePuy Writing
Competition
Is now OPEN
This year’s topic is

“Consolidating Victory: Stability and Reconstruction Operations”

Submit your essay to Military Review by 1 April 2007
1st Prize: $1,000
2nd Prize: $750
3rd Prize: $500
4th Prize: $250
Honorable Mention: $100

All winning essays will be published in Military Review.

This contest is open to everyone, worldwide.
For details and a list of potential topics, visit Military Review online at
http://usacac.army.mil/CAC/milreview/index.asp
(Search: Military Review).

July - September 2006 25

by Major James W. Reed
The Joint Intelligence Combat Training Center (JI-CTC) provides a one-week, Iraq-based battle simulation called Ex-
ercise Eagle 2 designed to immerse students at the U.S. Army Intelligence Center (USAIC) in realistic battalion or
brigade Tactical Operation Center (TOC) missions or a division Analysis and Control Element (ACE) mission. The pur-
pose of this experience is to allow students to practice performing the following core Military Intelligence (MI) compe-
tencies necessary in a deployed environment:
 Situation development.
 Target development.
 Combat assessment.
Normally, students attend JI-CTC two weeks prior to graduation from a formal MI training course of study. Whereas
it is expected that students will come to the JI-CTC fully prepared to participate in Exercise Eagle 2, the reality is that
many will find it necessary to strengthen their Critical Thinking (CT) skills in order to successfully complete the pro-
gram. In general, they do this with enthusiasm.
The level of difficulty in Exercise Eagle 2 requires that students engage in CT skills at the macro level, becoming fully
engaged in the learning experience. Unlike other Army Combat Training Centers, which employ Observer/Control-
lers who have minimal interaction with participants, the JI-CTC relies on Observer/Trainers who serve as mentors to
guide students throughout the exercise. The Observer/Trainers consistently challenge students to follow the tenets of
scientific inquiry by encouraging them to pose and test hypotheses designed to produce intelligence products. In the
case of a task such as “Write an Intelligence Summary”, Observers/Trainers explain the task to completed (hearing),
provide a sample product (seeing and modeling), and then supervise until the student completes the task (doing). At
the micro level, JI-CTC Observer/Trainers develop and follow formal, approved lesson plans and learning objectives
that incorporate lessons learned from Iraq and focus on active student participation in the problem solving process.
Students are not merely passive recipients of knowledge. Instead, they are fully engaged in the learning experience.
Are students being challenged to articulate problems, pose, and test hypotheses and make decisions? The answer
is that scientific inquiry, problem solving, and decision making are clearly integral to the JI-CTC experience. It may be
argued that young Soldiers new to the U.S. Army (primarily lieutenants and privates) who have not deployed to a war
zone have little to no “concrete experience” to draw from. The JI-CTC experience has shown that all Soldiers, regard-
less of rank, are capable of effectively demonstrating these skills. For example, students must conduct a daily target-
ing update where they nominate enemy targets to their Observer/Trainer. Before they can do this, they must have:
 Used their intelligence collection assets, such as a HUMINT Collection Team, to collect specific intelligence data
on the potential target to create link diagrams and pattern analysis charts (scientific inquiry).
 Determined where the target terrorist is within the hierarchy of the insurgent network (problem solving).
 Decide whether to nominate the target as a lethal target or non-lethal target (decision making).
At the JI-CTC, constant daily scientific inquiry requires students to put much more effort into the learning process
than in other parts of their training, which results in a tremendous value for the students who often cite Exercise Eagle
2 as the most challenging and rewarding part of their training while at Fort Huachuca.

26 Military Intelligence
 The JI-CTC is intended to serve as a culminating and integrative experience for MI students through which they are
offered an opportunity to practice, in a realistic setting, the skills of analysis, synthesis and scientific inquiry that they
have learned throughout their formal training at Fort Huachuca. Presently, key JI-CTC personnel participate in a four
hour block of instruction designed to strengthen CT skills across the entire USAIC curriculum. The JI-CTC will increas-
ingly serve as the final opportunity to ensure that all MI professionals trained at USAIC are able to effectively employ
the basic tenets of CT in order to win in the Global War On Terrorism.

Major Reed currently serves as the JI-CTC Officer-in-Charge at Fort Huachuca, Arizona. Previous assignments include Brigade S2, 18th
Military Police Brigade, Mannheim, Germany; G2 Operations Officer, V Corps, Heidelberg, Germany; Company Commander and Battalion
S2, HHC, 96th Civil Affairs Battalion; Battalion S2, 96th Civil Affairs Battalion, Fort Bragg, North Carolina; Detachment Commander and
Battalion S2, HHD, NTC Support Battalion; Detachment XO, C Detachment, 203D MI Battalion, and Assistant RS2, 11TH ACR, Fort
Irwin, California. He holds a BA in Religious Studies from California State University at Chico. Readers may contact Major Reed at james.
[email protected].

July - September 2006 27

 The Automated
Systems Approach to
Training Goes
L e a n
by George Stemler
Introduction help isolate and determine training costs for individual
The Lean Six Sigma concept, as adapted by the U.S. courses of instruction. The two primary TRAS documents
Army, is a combination of two business improvement tech- produced by ASAT data are the Course Administrative
niques, Lean and Six Sigma. Lean focuses on systemati- Data sheet (CAD) and the Program of Instruction (POI). A
cally eliminating all forms of waste in the manufacturing third TRAS document, the Individual Training Plan (ITP),
process and Six Sigma focuses on process improvement is not produced from ASAT data, but is part of TRADOC’s
while decreasing process variation. The combination of resource documentation scheme.
the two, Lean Six Sigma, integrates time management Applying Lean to the ASAT Process
and process improvement. 1 To apply Lean concepts to the battalion’s ASAT busi-
The 309 Military Intelligence (MI) Battalion is a U.S.
th ness process three basic Lean principles 3 were applied:
Army Training and Doctrine Command (TRADOC) unit re- 1. Let the customers say what is of value to them.
sponsible for training both Military Occupational Specialty
(MOS) and functional course Soldiers. Training Soldiers 2. Reduce no-value adding activities in the system, caus-
to be both tactically and technically proficient in today’s ing process speed to increase.
asymmetric threat environment is resource intensive and 3. Faster process speed is directly related to less waste,
expensive. Therefore, it is imperative that the battalion ac- less cost, less Work In Process (WIP), less complexity,
curately identify and document its resource requirements. higher quality and happier customers.
The battalion documents its course specific resource re-
The battalion’s primary ASAT data end-user is TRADOC,
quirements through the TRADOC automated resource
and TRADOC is primarily interested in using the data to
management process.
determine the cost of doing business. A lesson plan, input-
The Automated System Approach to Training (ASAT) ted into ASAT, is the base document upon which TRADOC
system is part of the TRADOC Institutional Training Re- formulates the resource requirements for all TRADOC
source Model (ITRM). See Figure 1. The ASAT database courses. Lesson plan data provides TRADOC with anoth-
is the primary resource data documenting system used er documented resource requirement for items such as in-
by the battalion. The data loaded into ASAT produces structors, facilities, equipment, ammunition, training aids,
two of the three Training Requirements Analysis System and other costs in direct support to the training event (e.g.,
(TRAS)2 documents used by ITRM. The TRAS documents bus drivers, medics, role players, vehicles, etc.).

28 Military Intelligence
 MTOE/TDA

SMDR/TRAP
CEAC SAMA
Cost Factors
ARPRINT

DFAS Per Capita Web Site

(WEB PC)
HQDA,
□ Historical Spending Profile by MDEP
and AMS G3/TRI
□ Special items of interest

PROBE

ASAT Course Level Training

HQ, TRADOC
Model (CLTM)
Executive Information System
□ POI Equipment Usage and Standards
□ OCIE Menus
Institutional Training (EIS)
□ Expendables Usage Resource Model (ITRM)
□ Parachute Usage and Replacement
□ Facilities Requirements Cost Requirements for:
□ Instructor Requirements □ Train
□ Support Training
□ Develop Training
□ Evaluate Training TRADOC DCSRM, DCSOPST
Training and Doctrine Developments INSTALLATIONS TRADOC TRADOC
Model (TD2)
□ Work Effect by Training and Doctrine Products ITRM is the pricing mechanism that
□ Standards for Labor leverages training and resource
□ TD2 Management Plan
management processes at all staff levels.

KEY:
AMS Army Management Structure MDEP Management Decision Package
ARPRINT Army Program for Individual Training MTOE/TDA Modified Table of Organization and Equipment/Tables of
CEAC Cost and Economic Analysis Center Distribution and Allowances
DCSOPST Deputy Chief of Staff for Operation OCIE Organizational Clothing and Individual Equipment
DCSRM Deputy Chief of Staff for Resource Management SAMA Standard Application and Manpower Assessment
DFAS Defense Finance and Accounting Service TRI Institutional Training

Figure 1. Institutional Training Resource Model (ITRM)

Receive lesson plan

matrix depicting
lesson plans by PFN.
Populating the ASAT database was time consuming
Wait Time: Wait Time: Wait Time:
1-12 weeks
per lesson
1-2 days
per lesson
1-2 weeks
per course.
and labor intensive, so much so that the courses within
the battalion actually avoided using ASAT. Because the
plan. plan.
Receive Microsoft Word Approval authority
Training Specialist reviews lesson plans.
ASAT database is linked directly to the ITRM database,
Enter ASAT and create Lesson Plan lesson plan to cut and
reviews lesson plans. Lesson plans YES
lesson plan shell(s). Time: shells paste data into 55
Pass review? Time: 15 approved? Time: 5
5 minutes per lesson successfully possible ASAT Lesson
ASAT data input avoidance increased the probability of
YES Plan Tabs. Time: 12 hours minutes per lesson YES minutes per lesson
plan. copied?
plan. plan.
per lesson plan.

NO NO NO
inadequate resources for Mission Essential Task List
(METL) execution.
A Lean Value Stream (Figure 2) was constructed to de-
Training Specialist
links lesson plans to pict the battalion’s current ASAT data entry process, and
determine the no-value added activities associated with
ASAT course master,
Training Specialist
Notifies TD&I to
delivery group, and
begin a Draft POI.
training module.
Time: 3 minutes per
lesson plan.
the ASAT process. An analysis of the Lean Value Stream
Wait Time:
1-2 days per
helped to identify the amount of WIP and the largest time
course
master. wasted in the current ASAT data process. Identifying
Figure 2. Lean Value Stream for ASAT lesson plan data entry these trouble areas was the initial step in retooling the
process. entire ASAT database process across the battalion.

July - September 2006 29

 Through brainstorming and analysis of the Lean Value Stream an ideal Lean Value Stream (Figure 3) was devel-
oped. The new Lean Value Stream targeted the unnecessary activity and remedies as much wasted time as possible
to speed up the entire process. By implementing an entirely new Lean Value Stream (process), the battalion was able
to save approximately 2,124 WIP hours or 1.22 man-years in direct labor costs (Table 1).
The times in Table 1 are approximate due to the individual nature of ASAT data entry and the complexity of individual
lesson plans. The labor savings derived from the new Lean process were applied directly to training in the classroom,
field training exercises (FTXs), course development, and courseware maintenance. Therefore, the “bother to worth” of
incorporating Lean concepts into the battalion’s ASAT database process immediately began to pay off.

Receive ICH work-

sheet depicting
lesson plans by PFN,
time, and method of
instruction. Wait Time:
Wait Time: Wait Time:
1-12 weeks
1-2 days 1-2 days
per lesson
per course. per course.
plan.
Enter ASAT and copy Training Specialist
dummy lesson plan with Update 12 critical ASAT Lesson plans reviewed links lesson plans to
Lesson Plans Lesson Plan Tabs and and approved by ASAT course master Training Specialist
critical resource links
successfully paste Word document Training Specialist? delivery group and Notifies TD&I to
already established.
copied? into LSA 1. Time: 20 Time: 15 minutes per YES training module. begin a Draft POI.
Time: 2 minutes per YES
lesson plan. minutes per lesson plan. lesson plan. Time: 3 minutes per
lesson plan.

NO NO

Figure 3. Current Lean Value Stream for ASAT lesson plan data entry.

Table 1. Approximate Lean Value Stream WIP savings in hours

WIP (hours) before WIP (hours) after
Number of Lesson Savings in WIP hours
Course Title Lean Six Sigma 4 Lean Six Sigma 5
Plans (approximate)
(approximate) (approximate)
*Intelligence Analyst Course 25 312 17 295
*Ground Surveillance Operator
18 224 12 212
Course
Human Intelligence Collector Course 59 736 40 696
Counterintelligence Special Agent
21 262 14 248
Course
Source Operations Course 17 212 11 201

*Intelligence in Combatting Terrorism 15 187 10 177

* Communications Locator/
13 162 9 153
Interceptor (Manual Morse)
*Prophet Operator Course 12 150 8 142

Battalion Totals: 180 2245 121 2124

Note: *No longer part of the 309th MI Bn

Applying Six Sigma through the International Organization for Standardization 9001
The International Organization for Standardization 9001 concept of Plan, Do, Check, Act (PDCA) 6 in conjunction
with Kaoru Ishikawa’s 4Ms7 (Material, Machines, Methods, and Manpower) were employed to achieve the battalion’s
Six Sigma goal of quality and variability reduction. The implementation, briefly explained, includes:
 Plan (Material, Machines, Methods, and Manpower)
1. The materials required to produce relevant ASAT data (lesson plans) were not a factor because hard copy
(paper) lesson plans are not required for ASAT data entry. In fact, soft copy versions of the Microsoft Word lesson
plan format are the requirement due to the “cut and paste” nature of the ASAT data fields.

30 Military Intelligence
 2. The machines required for ASAT also were not a major factor. ASAT’s only requirement is a desktop/laptop
computer capable of running the ASAT software version 4.4 and Intranet access to the ASAT server. Every bat-
talion employee involved with ASAT data entry had ready access to a desktop/laptop computer.
3. The ASAT methodology was different from course to course, so the variability of the database was wide-
ranging as well. Some courses were entering too much data and some courses were entering nothing at all, and
all courses were making data entry mistakes. Therefore, a standard method of populating the ASAT database
was required. The battalion standardized ASAT job aids, and mandated the following three major ASAT business
processes.
a. Create and maintain an up-to-date Instructor Contact Hours (ICH) worksheet, reflecting the Program of
Instruction File number (PFN), methods of instruction, time per method, number of student groups per method,
number of instructors per method. The ICH worksheet is now the base document for all ASAT data entry and
is used to trouble-shoot potential ICH and academic hour differences found in an ASAT POI report.
b. In ASAT, create two lesson plan templates (one for classroom training and one for field training). The tem-
plates are pre-linked to critical ASAT resource records reflecting all equipment, facilities, personnel, ammuni-
tion, and training aids required in a classroom or field training environment. In addition, replicate every method
of instruction per the ICH worksheet, within the Terminal Learning Objective tab. The template will reflect the
correct foreign disclosure statement and any pertinent course administrative remarks. The templates are cop-
ied as many times as required to correspond with the number of lesson plans reflected on the ICH worksheet.
Because the templates are pre-linked to the equipment, facilities, personnel, ammunition, and training aid re-
quirements, hundreds of WIP and labor costs are saved.
c. Cut and paste the entire Microsoft Word lesson plan, produced earlier in the process and used in the
classroom, into the Terminal Learning Objective Tab’s Learning Step Activity-1. This ensures the actual lesson
used by the trainers is available to authorized ASAT users.
 Do implement the process.
The battalion Training Specialist implemented the new ASAT business processes with immediate and positive re-
sults. The ASAT WIP decreased from approximately 2,245 hours to a WIP approximately 141 hours per year. The
WIP reduction also resulted in a decrease in the time to produce a TRAS document. As a result, the currency and rel-
evancy of the battalion’s TRAS documentation improved immediately. The new process ensures current and relevant
resource data is always readily available to TRADOC.
ASAT software is confusing, therefore, the battalion Training Specialist controls and grants access to the ASAT da-
tabase to a select few individuals within each course of instruction. The Training Specialist conducts on-demand ASAT
training, and can train most battalion ASAT users within two to three hours. The on-demand training strategy, coupled
with limited ASAT access, is cost effective and negates the need for the ASAT user to attend an ASAT training course
outside the battalion.
 Check on the process.
The battalion Training Specialist is the single point of contact for ASAT within the battalion and monitors and mea-
sures the success of battalion ASAT processes and products while ensuring local and TRADOC ASAT policies and
objectives are adhered to and achieved. The battalion’s ASAT business processes are included in the formal battalion
Command Inspection Program (CIP), which ensures at least an annual review for all courses.
 Act on process improvement.
The battalion Training Specialist proactively seeks process improvement by encouraging battalion ASAT users to
find new time saving processes to improve the battalion’s ASAT strategy. As a result, the battalion has been able to
maintain a positive synergy, keeping the battalion ASAT business processes current and efficient.

Conclusion
The application of Lean Six Sigma concepts to the ASAT database process enabled the 309th MI Battalion to dem-
onstrate a significant savings in time, cost, and product improvement. The battalion’s Lean Value Stream analysis pro-

July - September 2006 31

duced a reduction in WIP, while ensuring lesson plan resource data was accurately represented and available to the
TRADOC ITRM database. With the TRAS documents current and the ITRM data accurately reflected, the battalion is
always postured to receive its required share of limited TRADOC funding.
While it is imperative that the resource data mechanisms are accurate, the savings in labor or WIP was an obvious
benefit of the Lean Six Sigma concepts. The WIP savings were applied directly to the battalion’s Structure Manning
Decision Review (SMDR) requirements, where there is an on-going labor requirement.
The new Lean Six Sigma process helped end ASAT data entry resistance throughout the battalion. Every course,
within the battalion, now ensures its ASAT database requirements are current and reflect its resource requirements.
The new attitude towards ASAT data entry is a complete turn around to the fierce resistance that accompanied the
old ASAT data entry processes.
Training Soldiers to survive and thrive in today’s asymmetric threat environment is the 309th MI Battalion’s priority
training mission, and the integration of Lean Six Sigma concepts into its business processes helps to ensure the bat-
talion performs its mission effectively and efficiently.

Endnotes
1. Stephen A. Rooney and James J. Rooney, “Lean Glossary,” ASQ Quality Progress, 38: 6, June 2005, 41-47.

2 TRADOC Pamphlet 350-70-8, Total Army School System (TASS) Training Requirements Analysis System (TRAS), Department of the Army, 1
November 1996.

3. Len Tischler, “Bringing Lean to the Office,” ASQ Quality Progress, 39: 7, July 2006, 32-38.

4. Formula for WIP before Lean = 748 WIP Hours X (Total Lessons in Course)
60 Minutes

5. Formula for WIP after Lean = 40 WIP Hours X (Total Lessons in Course)
60 Minutes

6. Praveen Gupta, “Beyond PDCA A New Process Management Model,” ASQ Quality Progress, 39: 7, July 2006, 45-52.

7. Ibid., 45-52.

Mr. George Stemler is the 309th MI Battalion’s Senior Civilian Training Specialist. He has worked as a Training Specialist since retiring
from the U.S. Army in 1999. He holds an MS from the University of Phoenix in Computer Information Systems and a BS from Wayland
Baptist University in Business Management. Mr. Stemler can be contacted at 520-533-2262; DSN 821-2262 or via email at stemlerg@hua.
army.mil.

32 Military Intelligence
 The Army
Intelligence
Comprehensive
Analysis Tool
by Mr. Wesley M. Good (Master Sergeant, U.S. Army, Retired)
Consider that you are assigned to a Brigade Combat Team S2 section, or a Military Intelligence Company (MICO), and
want to learn more about the unit’s mission and tasks. Or, perhaps you work in the MI Battalion S3 section and have
been given the task to develop a training plan with collective and supporting individual tasks. Where can you go to get
help? The Integrated Intelligence, Surveillance, and Reconnaissance Force Development Test/Experimentation (I2SR
FDT/E) Team, in conjunction with the U.S. Army Intelligence Center (USAIC) Chief Information Officer (CIO)/G6, has
created the Army Intelligence Comprehensive Analysis Tool (AICAT) to meet these needs.
The I2SR FDT/E team was chartered in the summer of 2003 to assist the senior leadership of USAIC in assessing
the ability of future MI organizations to satisfy the information and intelligence needs of commanders, shooters, and
other decision makers. The core function of the I2SR FDT/E team is to answer the following questions:
How well do the proposed ISR concepts of operation and organizational designs answer the commander’s infor-
mation and intelligence requirements?
Does the Concept of Operations support the integration of ISR at all levels of the Army?
Does the organizational design provide the unit with the capability to accomplish its tasks?
Does the unit have the right personnel and equipment to accomplish its tasks; not just in numbers, but in skills
and training too?
The team’s primary mission is to provide quantifiable, data driven analysis to validate concepts operation and force
structures of re-setting future MI organizations. Current operations have mandated an accelerated transition to modu-
lar designs. With the rapid transformation comes the risk that the redesigned MI Force has unforeseen second– and
third–order effects; these effects may prevent MI organizations from adequately satisfying the commander’s informa-
tion and intelligence needs. The I2SR FDT/E team is designed to assess and mitigate this risk. The team accomplish-
es its mission by conducting tests, experiments and field assessments of re-setting units to assess the effectiveness
of existing or new products of DOTMLPF (Doctrine, Organization, Training, Materiel, Leadership and Education, Per-
sonnel and Facilities). The results of the team’s efforts assist a wide range of USAIC agencies in defining and refining
concepts of employment, operation, logistics, training, organization, personnel, and policies. The team employs the
following four primary lines of operation in the conduct of its mission:
1. Develop and maintain the AICGM (Army Intelligence Comprehensive Guide to Modularity), a baseline document
that describes the operational concepts, objective organizational designs, and troop-to-task lists for modular MI orga-
nizations.

July - September 2006 33

 2. Develop the AICAT to enhance the team’s research and analysis capabilities and to support concepts and require-
ments development, experimentation, and doctrine and training development.
3. Conduct IMPRINT (Improved Performance Research and Integration Tool) modeling of future MI organizations in
support of experiments and exercises changing DOTMLPF variables.
4. Conduct Field Assessments of re-setting MI units to assist in forming the training, doctrine and capabilities devel-
opment processes.
The AICAT grew out of a research requirement for the I2SR FDTE team. Its functionality and potential quickly gener-
ated interest and demonstrated utility beyond the originally intended purpose. Expanded to meet the reference and re-
search needs of the entire MI community, AICAT is a web-based tool that allows the community to rapidly research and
assemble ISR training, organizational design, doctrine, and requirements information from various available sources
to support Army transformation force development needs. The project development and implementation process is
both phase and spiral based, consisting of Baseline, Assessment, Trends Comparison and Risk Analysis tools.
To access AICAT use your Army Knowledge Online (AKO) login and password to access the ICON Portal at https://
icon.army.mil// and select “Click to Login.” Inside ICON, click on “AICAT” in the lower left side under “Public Apps”.
Once in the AICAT web site, users have Guest level access. Users can request elevated access by locating “User
Tools” on the left, selecting “Request Access,” and filling out the Request Access Form. Once inside AICAT, there are
subsections dedicated to different purposes, such as the Baseline and Document Management System (DMS) sec-
tions.
The Baseline portion of AICAT contains codified and standardized reference material from which all other material
is derived. The AICGM represents the objective force structure and associated task crosswalk for MI in the transfor-
mation force. Users can query Chapter 5 of the AICGM which contains operational concepts, section tasks, person-
nel, and MI equipment. The “Task” tab contains MI Soldier individual, collective tasks, and associated Army Universal
Task List (AUTL) tasks as well as system tasks (e.g., Prophet). All tasks originate from the Army Systems Approach
to Training (ASAT) database maintained at the Intelligence Center. Both the AUTL and the Universal Joint Task List
are databased in the “AUTL/UJTL” tab in AICAT, and are keyword searchable. User queries can be saved in the “My
Favorites” area, as an Adobe Acrobat .PDF, or in tab delimited .txt format for further manipulation in MS Excel and MS
Access. These Baseline elements provide the foundation for further refinement in training, concepts, exercises, and
gap analysis.
The AICAT DMS provides a repository where various MI related documents are stored in categories with appropriate
protection levels. This system will allow users to search and browse the large collection of stored documents. Search
functionality allows users to perform full text searches of documents, spreadsheets, .pdf files, PowerPoint presenta-
tions, and the baseline databases. Search results are returned by category. Users are then able to view, bookmark,
and save documents to their local computers.
The DMS “Browse Documents” functionality allows users to navigate the repository’s document folders, accessing
only the authorized documents determined by their security role. Users can choose to download multiple documents
in a single folder at one time by clicking the checkboxes and hitting Download File(s). The documents will be auto-
matically zipped to ensure a quicker download. Users are able to submit documents into AICAT using the “Submis-
sion Form” feature found on the initial DMS screen. The “Workgroup Documents” provides group administrators the
ability to create project folders, assign specific users, and to upload or download privileges to the folder. Folders are
not searchable via DMS search. Upon completion of a product, the workgroup approving authority can release the
document(s) for publication, which will then be published to AICAT DMS for access based on applicable restrictions.
Spiraled and phased uploads to the baseline section of AICAT include MI related Tables of Organization and Equip-
ment (TOEs) and Modified TOEs, Missions, and Drills. The Assessment Database and Trends and Analysis Database
are also planned as part of spiral development. Both of these modules will assist the MI community in standardizing
data collection during field assessments, in documenting observations obtained at actual field exercises or through
lessons learned, making information obtained from these venues more accessible and useful.

34 Military Intelligence
 Below are some baseline query vignettes that may help users in accomplishing unit mission functions.

Screen save of baseline data

 METL Development: AICAT provides reports that link AUTLs to collective tasks and the supporting individual
tasks. Just go to the ‘Task’ tab and select ‘AUTLs to Col to Ind Tasks’, type in “MOS” as your filter (ex: “96B”) and
select ‘Display Grid’. You will be given a list of tasks required for your Military Occupational Specialty (MOS).
 MI Unit Training Development: If you are assigned to a brigade and need a list of collective tasks and the sup-
porting individual tasks to develop training for MI Soldiers in your section, go to ‘Collective to Individual Tasks’ and
type “BDE” in the ‘Keyword Search’ box. You will be given a full list of tasks for your section.
Beyond these examples, AICAT has demonstrated utility for training development applications, doctrine and emerg-
ing concepts research, and collaborative working group functionality.

Points of Contact for further information are:

Government Lead:
Ms. Tina Johnson, 520-533-9953; DSN 821-9953, [email protected]
ISR FDT/E Team Contractor Leads:
Mr. Stu Deakin, 520-533-2416; DSN 821-2416, [email protected];
Mr. Tripp Sproul, 520-533-0012; DSN 821-0012, [email protected];
AICAT Leads
Mr. Wesley Good, 520-533-0016; DSN 821-0016, [email protected]
Mr. Rafael Camberos, 520-538-0955; DSN 879-0955, [email protected];
CIO/G6 Senior System Analyst:
Ms. Barbara Simonds,[email protected].

July - September 2006 35

Critical Thinking
for the Military
Professional
by Colonel W. Michael Guillot, USAF titude required for success in the strategic environment.
“This article is reprinted with permission of Air and Space Power Jour- In essence, critical thinking is about learning how to think
nal–Chronicles Online Journal, 17 June 2004.” and how to judge and improve the quality of thinking—
yours and others.
Disclaimer: The conclusions and opinions expressed in this
Lest you feel you are already a great critical thinker,
document are those of the author cultivated in the freedom
consider this, in a recent study supported by the Kellogg
of expression, academic environment of Air University. They
Foundation, only four percent of the U.S. organizational
do not reflect the official position of the U.S. Government,
population was considered highly competent in strategic
Department of Defense, the United States Air Force or the
thinking.3 When it comes to thinking itself, there are still a
Air University.
number of myths to contend with. For instance:
Introduction -Thinking is natural and you don’t have to think about it to do
it well–you do!
“Any complex activity, if it is to be carried on with any degree of
virtuosity, calls for appropriate gifts of intellect and temperament -Thinking skills and intelligence are synonymous–they aren’t!
. . . Genius consists in a harmonious combination of elements, in
-Bright people should just know how to think well together–
which one or the other ability may predominate, but none may be
they don’t!4
in conflict with the rest.”1
The grand master of military strategy and leadership,
–Carl Von Clausewitz, On War Carl Von Clausewitz, thoroughly embraced the value of
In a previous article on Strategic leadership I described critical thinking in his writings concerning military genius.
the strategic environment as volatile, uncertain, complex, Clausewitz advised, ““What
What we must do is to survey all
and ambiguous (VUCA). Additionally, that writing intro- those gifts of mind and temperament that in combination
duced the concept of strategic competency.2 This article bear on military activity,””5 Also consider the challenge
will discuss the most important essential skill for Strategic presented to all the military departments by Secretary of
Leaders: critical thinking. It is hard to imagine a Strategic Defense Rumsfeld when he called for leaders who were
leader today who does not think critically or at least uses proactive, more like venture capitalists, and deal with un-
the concept in making decisions. Critical thinking helps certainty—those unknown, unknowns.6 Critical thinking is
the strategic leader master the challenges of the strategic required to address this kind of challenge.
environment. It helps one understand how to bring sta- To understand the concept of critical thinking, first one
bility to a volatile world. Critical thinking leads to more must try to define it—what it is and what it is not. Next,
certainty and confidence in an uncertain future. This skill the prospective critical thinker must study the topic to de-
helps simplify complex scenarios and brings clarity to the velop critical thinking skills. This paper will present a very
ambiguous lens. Critical thinking is the kind of mental at- useful construct or model for learning how to think critical-

36 Military Intelligence
ly and how to use critical thinking. Finally, we will consider or cynic is not critical thinking at all, but many times this is
the challenge of engaging non-critical thinking societies. the common practice. Some people even confuse critical
thinking with having a critical spirit. This does not mean
Average intelligence may recognize the truth occasionally, and being negative or hypercritical of everything or every is-
exceptional courage may now and then retrieve a blunder; but sue.13
usually intellectual inadequacy will be shown up by indifferent
achievement.7 Exploring the attributes of a critical thinker will help lead
to a common definition. Critical thinking can be termed
What is Critical Thinking? robust thinking because it involves many different attri-
There is only one thing harder than learning to think butes. Most importantly critical thinking is a state of mind
critically—trying to define the concept in a comprehensive whose goal is better thinking. The attribute is being re-
way. To arrive at a comprehensive definition, one must petitively cognizant of one’s thought process. The term
consider the origins of critical thinking, some misconcep- ‘meta-cognition’ has been used to describe this state of
tions about critical thinking, and some of the attributes of being—essentially ‘thinking about thinking.’14 The mark
critical thinking. of a good critical thinker then is the ability to continual-
We can trace the origins of critical thinking back to the ly monitor thought patterns for emotional, analytic, and
early Greek philosophers. The word itself comes from psychological biases. Another critical thinking attribute is
two Greek words: kriticos, meaning discerning judgment a questioning or inquisitive attitude. Critical thinkers al-
and kriterion, meaning standard.8 Among the philoso- ways ask questions to learn more and arrive at greater
phers most closely associated with critical thinking was depth of understanding. Critical thinkers appreciate and
Socrates, who strived to find meaning and truth through are not threatened by contradictory information that does
serious questioning. In his day, Socrates embodied the not match what is already understood and accepted. Ad-
ideas of kriticos and kriterion, two ideas we will consid- ditionally they are comfortable working with ideas and
er later when we address a modern construct for critical thinking of things in different ways. Finally critical thinkers
thinking. He developed the art of Socratic questioning like to hold their thinking to high standards of objectivity.
to reach a more profound logic, understanding, and re- Taken together, these attributes give critical thinking its
flective thought.9 In essence Socrates’ method was the robust qualities.
quest for reason and wisdom. Many years after Socrates, Although defining critical thinking is still difficult Dr. Rich-
Clausewitz too tried to define critical thinking. As men- ard Paul, the foremost scholar of critical thinking uses the
tioned earlier, Clausewitz called his brand of critical think- following definition—
ing “Genius.
“ ” In his definition, Clausewitz stated, “Genius
“
Critical thinking is
consists in a harmonious combination of elements, in
which one or the other ability may predominate, but none  Disciplined, self-directed thinking that exemplifies the
may be in conflict with the rest.””10 He further defines criti- perfections of thinking appropriate to a specific mode
cal thinking as ““strength of mind” and as “. . . the ability to or domain of thinking.
keep one’s head at times of exceptional stress and violent  Thinking that displays mastery of intellectual skills
emotion.””11 While we have no evidence Clausewitz stud- and abilities.
ied Socrates, there seems to be little doubt Clausewitz
 The art of thinking about one’s thinking while thinking,
understood critical thinking and helped solidify the impor-
to make one’s thinking better: more clear, more accu-
tance of critical thinking to strategic leaders.
rate, or more defensible.
Even with the clear writings of Socrates and Clause-
 Thinking that is fully aware of and continually guards
witz, there are still misconceptions about what constitutes
against the natural human tendency to self-deceive
critical thinking. Many people often use the term ‘critical
and rationalize to selfishly get what it wants.15
thinking’ without understanding the concept, the mean-
ing, or how to apply it. Others progress to a stage soci- A more concise definition of critical thinking is: the abil-
ologist Dr. Richard Paul, calls activated ignorance that is, ity to logically assess the quality of one’s thinking and the
taking into the mind and actively using information that is thinking of others to consistently arrive at greater under-
false though mistakenly thinking it is true.12 Another mis- standing and achieve wise judgments. There are many
conception involves the term ‘critical thinking’ itself. Criti- other definitions of critical thinking and most are very
cal thinking is not being a critic or a cynic. Being a critic similar. The key is to recognize that regardless of the

July - September 2006 37

definition, critical thinking abilities can be individually de- “Only those general principles and attitudes that result from
veloped. clear and deep understanding can provide a comprehensive
guide to action.”18
Developing Critical Thinking
One of the most effective ways to develop this strategic The Elements of Reasoning
leader skill is by studying the parts of critical thinking— In the Paul model there are eight elements of reason-
specifically certain elements and standards. As one can ing: purpose, question, information, concept, inference,
imagine, there are a number of authors who write about assumption, point of view, and implications. While we will
critical thinking including Peter Facione and the late John cover each element in this same sequence, please note
Boyd. Each presents very compelling explanations and the elements are arranged in a circular pattern to empha-
insights into critical thinking. However, Dr. Richard Paul size their non-linear, complementary nature. We will re-
developed a certain comprehensive model for learning turn to this mutually supportive arrangement later in the
critical thinking. The Paul model presents an integrative discussion. What follows is an explanation of each ele-
approach to critical thinking that allows for easier mas- ment and the standards.
tery of this essential strategic leader skill. In essence, the
Purpose: Critical thinkers want to assess the purpose
Paul model is easier to study, easier to practice and eas-
of their thinking and their actions. For instance, a critical
ier to teach. As a future critical thinker, you will have to
thinker might ask, is my purpose in line with my goals,
commit to each of the above actions to reach the level of
values, desires, and needs? Many times the non-critical
what Paul terms ““Master Thinker.”16 The Paul model can
thinker will delude or deceive him or herself about the true
be presented as two complementary parts: elements of
purpose of a thought or action. For instance, one may say
reasoning and intellectual standards (see Figure 1).17 Be-
they want the tough job at the Pentagon because it is ex-
fore moving to a more detailed explanation of this model,
citing and challenging. However, the true purpose may be
a word of caution. Sometime models tend to discourage
accepting a position with greater long-term promotion po-
certain individuals from learning particular subjects. If this
tential. The critical thinker looks deeper for the essential
is the case for you, consider this model strictly as a way to
motive or purpose in each situation attempting to elimi-
learn a new style of thinking. It is not intended as a linear
nate false purposes.
or sequential process. The model is simply a depiction
of how critical thinkers relate thinking abilities to the real Many examples of false purpose can be found in the
world and arrive at reasoned, wise judgments. Using both media. For example, article titles often obscure the true
parts of the model, elements and standards, helps create purpose or intent of the text. Of course deliberate false
the mind-matter relationship that is the basis of critical purposes can also have an effect during war, especial-
thought. ly when used as part of an information operations cam-
paign. In the months heading up to Operation
Iraqi Freedom, many of the stories concerning
Implications and Purpose of the
Consequences Thinking the U.S. Army’s 4th Division had a much greater
Possible Goal
Objective
purpose than showing morale. As General Tom-
Probable
Necessary my Franks indicated, one entire front of the war
Points of View
Intellectual Standards was devoted to deception, in essence deliber-
Frame of The Question
Reference reference, Problem or Clarity ate false purposes.19 The key to understanding
Perspective Issue Accuracy
Orientation
Elements Precision purpose is being aware of one’s self-deception
of
Assumptions Reasoning
Relevance
Depth
tendency and cognizant of planned deception
Information
Presupposition
taking for
Experiences Breadth operations.
Facts Logic
Taking for Granted Data Significance Question: Without a doubt, questioning is the
Concepts Observations Fairness
Interpretation Theories most important element of critical thinking. One
Definitions
and
Axioms can look at critical questioning in three ways:
Inference
Conclusions
Laws
Principles
the need to continually use critical questions,
Domain the interrelationships of critical questions, and
the need to ask and answer critical questions at
Used with permission of the Foundation for Critical Thinking
the right time.20 The critical thinker must seek to
Figure 1. Elements of Reasoning identify the primary issue, problem, or question

38 Military Intelligence
at stake. In essence this is defining the problem. Although cision. Author Gary Klein calls this paralysis ““doubt that
this sounds easy enough, things become difficult as sce- threatens to block action.”” He further states that deci-
narios change and events occur which change the central sion makers often believe a decision can be improved
issue. The astute critical thinker will continually evaluate by collecting more information. But, in many instances
whether they are trying to answer the right question or this delay results in lost opportunities.25 Military strategist
solve the right problem. Paul categorizes questions into John Boyd considered “rapidity
“ ” one of his four parts of
three types: questions of fact, questions of preference, strategic thinking. Boyd believed effective organizations
and questions of judgment.21 avoided getting bogged down in information. They make
For strategic leaders, questions of judgment become decisions with the information available at the time.26 In
the difficult challenges requiring the best in critical think- cases like this, critical thinking is even more important to
ing. Whereas questions of fact have one right answer and ensure reasoned, sound judgments.
questions of preference have many answers, questions Concepts: The most powerful element of critical think-
of judgment require reasoning skills. Using probing ques- ing is concepts. A concept is an idea or object that makes
tions leads to the deeper understanding required by the some other idea or thing comprehensible.27 It would be
complex national security environment. Some examples impossible to understand the world without using and un-
of questions of judgment with respect to our current con- derstanding concepts. Consider this simple example: the
flict might include: What is the best way to fight terrorism? concept of time makes the idea of a watch or calendar
How can we protect American civil liberties and maintain possible. We have all read about people who were great
security? Another timely question of judgment concerns conceptual thinkers, people like George Kinnen and Al-
Iraq—How can the U.S. convince Iraqi clerics to support bert Einstein. These men had the ability to think in differ-
our goals? ent dimensions—using known ideas in a different way.
Information: In our society there is generally no short- One might say conceptual thinking is the seed of “out- “
age of information, and most often this becomes a prob- side the box”” thinking. Boyd described this kind of think-
lem. Former Harvard professor Francis Aguilar estimates ing in his concept of “variety.
“ ”28 Conceptual thinkers are
that seventy percent of the information strategists use able to change focus and shift their thinking to see things
comes from outside their organization and fifty percent differently. They remain open to new information and new
is from informal channels.22 The critical thinker must de- ideas. These new ideas spring from using multiple con-
termine what information is most important and judge the cepts.
quality of information. One must consider the biases and The problem with non-critical thinkers is that they are
filters between incoming information and mental compre- unable to change their concepts. Uncritical thinkers get
hension. Additionally, a critical thinker must see how all stuck using the same concepts or use incorrect concepts
the information fits together and what linkages exist be- to interpret the world. They enter a conceptual trap! If
tween the information and the entire organization. This is one is trapped in a single set of concepts, one can think
a systems thinking approach.23 Again Paul writes about of things in only one way. Many times the trap is con-
three ways the mind takes in information: inert informa- structed by a person’s education, upbringing, and belief
tion, activated ignorance, and activated knowledge.24 In- system. Of course the result at the strategic level can be
ert information is useless—nothing more than clutter in strategic surprise or strategic disaster. The United States
the mind. Activated ignorance is dangerous—using false witnessed an example of this conceptual thinking on Sep-
information as truth. Activated knowledge is powerful— tember 11, 2001. On that day the concept of ‘a missile’
truthful information that leads to greater understanding or ‘bomb’ changed and so did our idea of how to pro-
and wise decision-making. Critical thinkers are generally tect against such a conceptual shift. Beforehand we were
skeptical of information and as such rely very heavily on stuck in the conceptual trap that hijacked aircraft are used
the intellectual standards to help evaluate data to create as hostages for ransom rather than weapons.
information that leads to knowledge. The attack also demonstrated the power of conceptual
We will discuss the relationship to standards later but traps. CIA Director George Tenet said, none of the warn-
one final point on information deserves attention—a ings indicated terrorists would fly aircraft into buildings—
dearth of information. Strategic leaders during wartime this concept was anathema to our thinking.29 Even though
conditions often feel as though there is not enough ac- intelligence activities over a several year period suggest-
tionable information and this can lead to strategic inde- ed terrorists were interested in pilot training, commercial

July - September 2006 39

aircraft, and attacks, these small pieces of information in- ample of this was the 1995 bombing of the Murrah Fed-
dividually could not change our conceptual thinking. Con- eral Building in Oklahoma City. Again we see the same
ceptual traps require overwhelming, explicit information impact of faulty assumptions—that terrorism in America
to dismantle or strong critical thinking skills to overcome. is caused by Arabs or Muslims. A similar faulty assump-
tion initially occurred with several anthrax scares in the
The master critical thinker forces the mind to think of dif-
Washington, D.C. area in October 2001. Critical thinkers
ferent ways of employing or integrating the same things
become keenly aware of their assumptions. Not that we
or ideas. Strong critical thinkers are strong conceptual
question all the simple assumptions that help us make it
thinkers who exhibit the mental agility required to rapidly
through the day, but those assumptions tied to inferences
and comfortably change domains of thinking to critically
(conclusions) with large implications need careful thought.
evaluate and analyze their world.
The master critical thinker attempts to bring the subcon-
Inference: An inference is the conscious thought pro- scious thoughts and assumptions into a conscious level of
cess that draws a conclusion based on the interpreta- understanding so these assumptions can be questioned,
tion of assumptions. As the elements go, inferences can analyzed, evaluated, and either validated, rejected, or up-
be good or bad, true or false, logical or illogical. The key dated.
to understanding inferences (conclusions) is evaluating
the underlying assumptions and applying good judgment “. . . fresh opinions never cease to batter at one’s convic-
in arriving at the correct conclusion. In the aftermath of tions.”31
the terrorist attacks of 2004 in Spain, many leaders drew
Point of View: Being able to see things from another
conclusions (inferences), which were false. In this case
point of view is an essential part of critical thinking closely
the incorrect inference was the separatist group ETA was
related to conceptual thinking. The master critical thinker
responsible for the carnage. Hence we have the saying
looks at situations from multiple points of view and dif-
““jumping to conclusions” and critical thinkers resist this
ferent domains of thinking. For instance, critical think-
urge. First they carefully evaluate and interpret the avail-
ers may look at terrorism from a security domain, from a
able information then assess the validity of the underlying
political domain, a legal domain, or a combination of the
assumptions. This kind of deliberate analysis and evalua-
three. The ability to enter other points of view or consid-
tion leads to a more reasoned, informed, conclusion.
er a situation from another domain can be very insight-
Assumption: Just as it would be impossible to under- ful. Critical thinkers first recognize their own point of view
stand the world without concepts, it would be paralyzing then acknowledge other points of view and note the con-
to live without assumptions. An assumption can be either trast. Strategist Boyd would consider this kind of thinking
an explicit conscious statement of belief or more likely a as “variety” and “harmony” in that effective organizations
subconscious belief taken for granted. Authors Neil Brown invite rather than fear different points of view.32 Critical
and Stuart Keeley divide assumptions into two categories: thinking organizations operate without letting their point of
value based and descriptive.30 Value based assumptions view distort or exclusively dominate the thought process-
are based on how one believes the world should be—the es. Consultant Peter Linkow calls this kind of strategic
concept of ‘ought.’ Descriptive assumptions are more ex- thinking “valuating.
“ ”33 Linkow suggests expert valuators
plicit and describe the world as it actually is. Many times conduct a stakeholder analysis to become sensitive to the
this contrast in assumptions creates conflict for the critical interests of others. In essence, this approach requires the
thinker—a conflict that will be addressed more thoroughly critical thinker to deliberately enter another point of view.
later. We have all used conscious assumptions to help It will not be easy to initially enter another point of view—it
drive planning when there is a dearth of factual informa- takes extreme mental flexibility and intellectual discipline
tion. This is a perfectly logical and reasonable approach to eliminate one’s biases against doing so.
to thinking.
Critical thinkers do not see opposing points of view as
However, the assumptions we make with our subcon- a threat, but rather another belief to be understood and
scious mind are not always thought out or evaluated for perhaps even adopted. It is worth mentioning that accept-
validity. Using the Spanish example from before, the un- ing different points of view does not necessarily lead to
derlying assumption was all terrorism in Spain is cause capricious decision making. On the contrary, Clausewitz
by the ETA. One can easily see how faulty, subconscious argues just the opposite. He reminds us that new opin-
assumptions lead to inaccurate conclusions. Another ex- ions will constantly batter one’s convictions and charac-

40 Military Intelligence
ter.34 But, the critical thinker will not become obstinate as While this kind of circular thinking is being conducted,
a result. One becomes obstinate, Clausewitz reminds us, one must ultimately come back to both purpose and im-
“. . . as soon as. . .[he] . . .resists another point of view not plications. The interrelationships between the elements of
from superior insight or attachment to some higher princi- critical thinking meld into a dynamic system of thought—
ple, but because he objects instinctively.””35 Exploring dif- not a sequential, linear checklist approach. This kind of
ferent points of view will help a critical thinker, especially thinking requires a certain flexibility of the mind and is
in strategic leadership situations, understand the environ- what this author terms ““robust thinking.” Just as in robust
ment and clarify ambiguity. decision making, robust thinking constantly updates one’s
Implications: Implications are what we expect to hap- thought process by scanning for new information, check-
pen before a decision. Consequences are what actually ing for personal biases, maintaining conceptual flexibility,
happen after the decision.36 Critical thinkers always con- and sustaining open mindedness.
sider the implications of their beliefs, opinions, and ac- Intellectual Standards
tions. In fact, according to Paul, master thinkers should
The elements of reasoning form a framework for critical
think about implications in three ways: possible, proba-
thinking. Intellectual standards act as a set of principles
ble, and inevitable. When thinking about implications, first
that help gauge or measure the quality of one’s thinking.
consider all the reasonable possibilities. In essence this
Paul lists nine intellectual standards critical thinkers use
includes everything from the best case to the worse case.
to help raise the quality of thought. These standards in-
At this point, one has developed the total expected impli-
cation set. It follows that if this set is comprehensive, it clude: clarity, accuracy, precision, relevance, breadth,
will include the consequences of an action. Next the criti- depth, logic, significance, and fairness.37 Critical thinkers
cal thinker should consider which implications are most apply the standards to each of the elements of reasoning
probable in a scenario. Finally, identify any implications to create a more reasoned, valid pattern of thinking. As
that are inevitable given the situation. This kind of futures one might expect, some standards are more applicable
analysis is more than simple guessing. It forces one’s to certain elements than others with one exception. Paul
thinking to focus on ends. From here the critical thinker maintains that clarity is a gateway standard.38 Each of the
can easily compare possible implications and probable elements must be clearly understood for critical thinking to
implications with expectations of what will solve the prob- occur. Essentially this is the ““meeting of the minds” before
lem or address the issue at hand. The critical thinker’s serious thinking begins. Clarity does not provide compre-
expectations become the fourth part of implications, what hension but it makes comprehension possible. The critical
is a “required
“ ” implication given the current problem or thinker must ensure each element is clearly understood
scenario. before further thought can proceed with the expectation
of reasonable progress or useable results. Once an ele-
Relationship of the Elements
ment is clearly understood, one can apply the remaining
By now you may have the opinion the Paul model of
standards to achieve a robust level of thinking.
critical thinking is a rather linear way of thinking. How-
ever, the elements are more complicated than a lin- The best way to apply these standards to a particular
ear model. For instance, each element of reasoning is element is by asking a question related to the standard.39
linked simultaneously with the other elements. Consider For instance, the critical thinker may ask of a particular
these examples. As new information becomes available element, Is this accurate? Truthful? How can one verify
to the decision maker, assumptions and inferences may this? Using the precision standard helps critical thinkers
change. Changes in information will generate new ques- refine information. One question could be, Is this precise
tions, impact point of view, or require new concepts. If we enough for decision making? Could this information be
change our assumptions, inferences-conclusions will be more exact? Relevance helps distill the complexity of crit-
affected. Questioning permeates the entire model in that ical thinking by helping focus one’s thinking on the parts
one must use questions to illuminate each of the other el- of a scenario that relate to the question or decision at
ements. For instance, the critical thinker must ask: What hand. As mentioned earlier, normally decision makers are
is my real purpose? What is the key issue? What is the overwhelmed by information, assumptions, points of view,
most relevant information? What are the correct concepts and implications. Being able to ask “How is this relevant?”
in this case? Are my assumptions valid? Have I drawn the is a step toward simplifying decision making. The breadth
correct inferences? What points of view matter? What are and depth standard are the two most closely related. Tak-
my desired implications? en together they are complementary—either something is

July - September 2006 41

too narrow or too shallow. The key is to recognize a cer- “Come let us reason together.” (Isaiah 19:1)
tain robust harmony between these two standards. For
instance, critical thinkers are looking for breadth in point Critical Thinking: You Versus the Situation
of view, concepts, and implications. Now that we have covered the basics of critical think-
At the same time, one needs depth in information, con- ing this section will concentrate on putting this knowledge
cepts, assumptions, and questions. In essence these into perspective by offering a way to use critical thinking.
standards lead to the question, do I have a wide enough Imagine being able to use critical thinking skills in two di-
view (scan) with sufficient detail on the second and third mensions: the inner and the outer. In keeping with our
order effects? When considering logic as a standard, abbreviated definition of critical thinking, remember that
the simple test is: Does this make sense? Another ques- critical thinking is useful for monitoring the quality of your
tion may apply: Does this opinion track with the available thinking, the inner dimension, and the quality of other’s
proof? Here the inquisitive, skeptical mind is an asset to thinking, the outer dimension. Using the following com-
critical thought. Logic requires one to reflect and recon- pendium of questions, one can learn how to use both di-
sider any conditional statement or information. The sig- mensions.
nificance standard, like relevance, seeks to highlight not When considering critical thinking to guide the inner di-
only what applies to the situation but also what is most im- mension of your own thinking ask yourself some of the
portant. Significance will help the critical thinker prioritize following questions:
information, point of view, concepts, and implications. In
a sense, significance could be thought of as the first step What have I said is the purpose of my thinking?
toward planning effects based operations.
What questions do I have about this situation?
Finally, critical thinkers need to consider the issue of fair-
What do I believe to be the key question or issue
ness. This standard appears the most controversial of the
needing my decision?
group. Many of you are thinking, “Who determines what
is fair”, and “How does one determine what fair is?” Both What information do I know to be true?
good questions without a short answer when explaining What kinds of information do I have too much of?
the standard of fairness. In fact when asking a panel of Too little of?
experts studying critical thinking to evaluate the issue of
critical thinking and ethics, the majority concluded that What concepts am I using right now?
critical thinking is totally unrelated to political correctness, What conclusions have I already drawn?
morality, or values.40 In practice we see this when very
What assumptions underlie these conclusions? Do
skilled professionals use critical thinking to mislead or
I need to make any assumptions in this situation?
exploit others. The issue with this kind of “weak “ ” critical
thinking is how easily personal biases, and ego creep into What is my point of view? What other points of
the thought processes. Suffice it to say, fairness has as view are represented?
much to do with personal bias and personal motives as What implications would I expect to see as a result
ethical decision making. The thought behind fairness as of my critical thinking?
a standard relates to an individual’s propensity for self-
deception. So, when gauging the fairness of a decision, What is my desired end state?
the critical thinker must ask, Do my selfish interests distort Does all this seem fair and selfless?
this thinking, or “Is my decision fair to all concerned?” The
Have I checked my reasoning against some intel-
fairness standard seeks to prevent egocentric thinking. As
lectual standard?
one’s ego enters the thought process, critical thinking be-
comes poisoned with ulterior motives resulting in sub-op-
Now consider the critical thinking required to guide the
timized decisions. The ego determines the purpose and
outer dimension of your thinking. Seek answers to the fol-
the central question, selectively chooses information, us-
lowing questions:
ing only familiar concepts and unquestioned assumptions,
leading to misdirected conclusions while considering lim- What is my true purpose in this situation?
ited points of view resulting in unwarranted implications. If Why am I really thinking about this?
clarity is the gateway standard, fairness is the ““gut check”
What questions should I be asking?
standard for eliminating egocentric bias.

42 Military Intelligence
 What questions are required that I have not thinking. The master critical thinker teaches by demon-
asked? strating critical thinking in action.

What questions are forbidden to ask? Engaging Non-Critical Thinkers

Even though much has been written about critical think-
What information do I really need to know? What in-
ing, many questions require further study, especially on
formation is missing that I would like to know?
how to engage non-critical thinking societies. Specifically,
What other concepts could apply to this situation? this challenge includes relating to non-critical thinking so-
What concepts should I be using that would change cieties, reasoning with non-critical thinking societies, and
my thinking? changing non-critical thinking societies.
What other conclusions could be drawn from the in- To understand non-critical thinking societies, one must
formation available? appreciate the value of a liberal education. Here the term
Are others assumptions available for consider- does not have a negative connotation but rather means
ation? What assumptions would radically change being liberated from the control of other’s thinking. In his
my conclusions? book Critical Thinking, Richard Paul captures the es-
sence of this phrase by including small outtakes entitled
Whose point of view is missing from the scenario? ““Think for Yourself.” What an appropriate way to describe
From what point of view am I approaching this situ- a liberal education. In those societies controlled by war-
ation? Are there other domains or points of view lords, despots, and dictators, a liberal education is not
that I could or should accept? universally allowed or even available to the general pop-
What are the possible implications from this ro- ulation. As a result, the population easily becomes har-
bust thinking? Which implications are most prob- nessed to weak thinking, unquestioning obedience, and
able? What implications are inevitable based on radicalism. This kind of thinking manifests itself through
this thinking? How do these implications meet or suicide bombers, fidayeen attacks, child soldiers, and fa-
exceed my desired end state? natical clerics.
How would I gauge the thinking of others in this Another challenge of relating to non-critical thinking
thought partnership? societies is, without the ability to think for themselves,
these “think-less
“ ” societies become desensitized to ba-
Have I applied the standards of thought to this rea-
sic human decency. Peter Facione in his article “Critical
“
soning?
Thinking,”” describes the process as refining humane sen-
sibilities that lead to a critical appraisal of what is good
One can see through this short exercise in questioning and bad in human nature.41 The lack of humane sensi-
how learning critical thinking skills is possible. The key as bilities leads to acts of barbarism like those in Rwanda
with any new skill begins with study. This article should and recently the gruesome killing of contractors in Iraq.42
be the first issue in your study of critical thinking. There Additionally, non-critical thinking societies reject different
are many more available as mentioned in the notes. Fu- points of view to the extent they become as Clausewitz
ture critical thinkers must also practice the new skill so mentioned, obstinate. Examples of this include the Islam-
critical thinking becomes second nature as your default ic idea of apostasy where one who has known the faith
thinking pattern. The more you practice thinking using the and subsequently rejects it is marked for death.43 Anoth-
elements and standards, the quicker your thinking will im- er issue, as Facione points out, is how easily non-critical
prove. Initially this practice will be difficult especially as thinking societies are exploited both politically and eco-
one challenges the mind to think in new ways, remain nomically.44 The impact of not understanding the interna-
flexible, open to change, and confront one’s ego. Over tional economic system, legal system, or social system
time, critical thinking will so dominate the thought process is that these societies lag further behind the rest of the
that you will begin to recognize uncritical thinking in oth- world, live meager lives without hope leading to even less
ers. At this point, the practicing critical thinker must at- critical thinking. Bernard Lewis, author of The Crisis of
tempt to challenge the thinking of others by explaining the Islam, relates this downward spiral to the concept of frus-
concepts of critical thinking in a practical way. Being able tration felt by many revolutionary Islamists.45 Facione be-
to coherently explain, illustrate, or elaborate why certain lieves that in time the judicial and economic systems of
reasoning is faulty is synonymous with teaching critical such a society will collapse.46

July - September 2006 43

 As you can see, there are many challenges in trying to should infiltrate the education systems of the subject soci-
relate to non-critical thinking societies. But, since interac- ety. This could be accomplished by direct intervention, with
tion between different societies is inevitable, how does a critical thinking teachers, or training for current teachers.
critical thinking society reason with a non-critical thinking Another effective idea is to immediately increase access
society? to books and materials on critical thinking and reasoning
The question of reasoning with non-critical thinking skills. In many cases these kinds of works would be the
societies boils down to two issues: what the society re- first such editions translated into some languages. Next,
spects and patience in reasoning. Both these issues bear telecommunications can be a tremendous “brain multipli-
on the idea of establishing democracy in non-critical think- er” if used to provide truthful, unbiased information to the
ing societies. In many non-critical thinking societies, the targeted society. What would happen if a certain young
only thing they respect is power—not culture. Non-critical democratic nation suddenly inherited one million satellite
thinking societies understand violence, not reason. Again dishes each with pre-programmed information channels?
we can turn to Clausewitz to shed light on this point when Certainly the conceptual thinking required here is not
he posited, ““in any primitive warlike race, the warrior spirit to think about non-critical thinking societies as rejecting
is far more common than among civilized people.””47 Per- western reasoning but rather think of them as an educa-
haps the non-critical thinking societies produce more vi- tional challenge. Although the deep creativity necessary
olence prone cultures but according to Clausewitz, they to solve this monumental problem is the subject for a sub-
rarely if ever produce a great commander or military ge- sequent article, the above ideas are readily apparent.
nius because this requires the ability to think critically. At
Epilogue
best critical thinking will have limited short-term success
This article intended to explain the concept of critical
dealing with non-critical thinking societies. Without chang-
thinking by first trying to define it and then reviewing what
es, ultimately reasoning with these societies will fail. As
is considered one of the better models of critical think-
Bernard Lewis points out, some of these societies will
ing. One may argue whether one model is better than the
seek short-term accommodation before turning to violent
next, but in this case, the elements of reasoning and in-
approaches.48
tellectual standards presented represent the essence of
Author Roger Scruton writes in his book The West and how to think critically. Taken in their entirety, a short col-
the Rest that the view from many of these societies ques- lection of questions can lead one to the kind of robust
tions the entire western tradition of reasoning. They equate thinking required in today’s strategic environment. Critical
reasoning as a means to reinforce western values and as thinkers today face the challenge of creating the critical
a result to accept one is to accept the other.49 One might thinkers of tomorrow—many in foreign lands who have
ask, without the ability to reason with non-critical thinking never known or accepted the power of critical thinking.
societies is it possible to create democracy? Facione pos- Robust thinkers must answer the question, how do we
its “. . . in such a society, one that does not liberate its citi- accelerate the process of change in a society of critical
zens by teaching them to think critically for themselves, it thinkers over nihilistic decision making? We are living in
would be madness to advocate democratic forms of gov- the era of ‘wars of the haves versus the have-nots’ and
ernment.”50 Democracy is hard even under the best of cir- now more than ever critical thinking seems to be a big
cumstances and while there may be set backs, one can part of what is missing from the societies we are trying to
begin the process in non-critical thinking societies, but this democratize. Becoming a critical thinker is an admirable
kind of embryonic democracy will require extreme protec- goal requiring a committed effort to learn the concepts,
tion, advice, and perhaps a rescue mission or two. Since practice the elements, and teach the ways. It is critical
the quality of any democracy is equal to the quality of the for military professionals to develop this essential strate-
democrats, in a non-critical thinking society, the quality of gic leader skill. Clausewitz recognized the value of criti-
the democracy may be low for quite a while but a change cal thinking for strategic leaders when he wrote, “. . . the
to ““thinking freedom” is essential to nurturing the begin- human mind is far from uniform. If we then ask what sort
nings of critical thinking. of mind is likeliest to display the qualities of military ge-
How can a critical thinking society help bring about the nius, experience and observation will tell us that it is the
changes required in non-critical thinking societies? As dis- inquiring rather than the creative mind, the comprehen-
cussed earlier, critical thinking can be taught with varying sive rather than the specialized approach, the calm rather
degrees of success within any society. So, one approach than the excitable head to which in war we would choose

44 Military Intelligence
to entrust the fate of our brothers and children, and the 21. Paul and Elder, 116.
safety and honor of our country.””51
22. Linkow, 35.

23. Center for Creative Leadership, “How do Leaders Lead Strategically?”

August 1, 2003, 1, at http://www.ccl.org/CCLCommerce/news/newsletters/
enewsletter/2002/.

24. Paul and Elder, 143.

25. Gary Klein, Sources of Power: How People Make Decisions (Cambridge
Endnotes MA: MIT Press, 1998), 276.

1. Carl Von Clausewitz, On War

War, Edited by Michael Howard and Peter Paret 26. Elash, 3.
(Princeton New Jersey: Princeton University Press, 1976), 100.
27. Paul and Elder, 55.
2. Colonel W. Michael Guillot, “Strategic Leadership: Defining the Challenge,”
Air and Space Power Journal 17, No. 4, Winter 2003, 67-75. 28. Elash, 3.

3. Peter Linkow, “What Gifted Strategic Thinkers Do,” Training and 29. David Johnston and Eric Schmitt, “Uneven Response Seen on Terror in
Development, July 1999, 34. Summer of 2001,” New York Times,” April 4, 2004, 4, at: http://www.nytimes.
com/2004/04/04/politics/04summ.html.
4. Dan D. Elash, “Thought Partnerships: The Muscles For High Performance
Thinking,” 2, at http://www.syntient.com/docs/ThoughtPartnershipsBuildAC 30. Brown and Keeley, 62.
ompany.pdf.,
31. Clausewitz, 108.
5. Clausewitz, 100.
32. Elash, 3.
6. Vanity Fair, “The Radical at the Pentagon,” February 1, 2003, 128, at
http://ebird.dtic.mil/Jan2003/e20030113145939.html 33. Linkow, 36.

7. Clausewitz, 101. 34. Clausewitz, 108.

8. Richard Paul and Linda Elder, Critical Thinking: Tools for Taking Charge 35. Ibid., 109.
of Your Learning and Your Life (Upper Saddle River, New Jersey: Prentice
36. Paul and Elder, 149.
Hall, 2001), 369.
37. Ibid., 84.
9. Paul and Elder, 375.
38. Ibid., 85.
10. Clausewitz, 100.
39. Ibid., 153.
11. Clausewitz, 105
40. Facione, 10.
12. Paul and Elder, 144.
41. Ibid, p. 12.
13. Peter Facione, “Critical Thinking: What It is and Why it Counts,” California
Academic Press, 1998, 7, on-line from: http://www.insightassessment.com/ 42. Monica Davey, “Americans are Jolted by Gruesome Reminders of the
pdf_files/what&why98.pdf. Day in Mogadishu,” New York Times, April 1, 2004, 1, at http: www.mytimes.
14. T. Owen Jacobs, Strategic Leadership: The Competitive Edge (Fort com/2004/04/01/national/01reax.html.
Leslie J. McNair, Washington, D.C.: Industrial College of the Armed Forces, 43. Bernard Lewis, The Crisis of Islam (New York: Random House, 2003),
2000), 83.
41.
15. Paul and Elder, 397.
44. Facione, 13.
16. Paul and Elder, 22.
45. Leis, 22.
17. Used with permission from the Foundation for Critical Thinking, Dillon
46. Facione, 13.
Beach California at http://www.criticalthinking.org.
47. Clausewitz, 100.
18. Clausewitz, 108.
48. Lewis, 28.
19. Joseph H. Galloway, “General Tommy Franks Discusses Conducting
the War in Iraq,” Knight-Ridder Washington Bureau, June 19, 2003, at 49. Roger Scruton, The West and the Rest: Globalization and the Terrorist
http://www.realcities.com/mld/krwashington/6124738.htm. Threat (Wilmington, Delaware: ISI Books, 2002), 73.

20. M. Neil Browne and Stuart Keeley, Asking the Right Questions: A Guide 50. Facione, 13.
to Critical Thinking (Upper Saddle River, New Jersey: Prentice Hall, 2000),
p. 2. 51. Clausewitz, 112.

July - September 2006 45

Critical Thinking and
Intelligence Analysis
by Michael A. Brake
Critical thinking is an essential tool in the analytical that we had determined meets every Friday at a specif-
thought process. In his article Critical Thinking For the ic market. We successfully captured Abu X by identifying
Military Professional, Colonel W. Michael Guillot, USAF, him at the market and following him home before captur-
focuses on the importance of critical thinking as a re- ing him. Theoretically, if Abu Y is also a member of that
quired skill for strategic leaders. In our ongoing military same group, we should be able to capture Abu Y using the
operations around the world, this tool is applicable across same method as we used with Abu X. But what if Abu Y
the spectrum from strategic down to tactical level intelli- turns out to be the only member of the group that doesn’t
gence analysis. go to that market every Friday because he has stronger
ties to another market? Or that the group suddenly stops
Critical thinking allows us to constantly question the
facts and assumptions we use as well as the intended using that market for meetings because in a totally unre-
purpose of our analysis so that we can adapt our analysis lated action, the manager of the market was just arrested
to the dynamic environments in which we are operating. by local authorities and the group no longer feels the mar-
It greatly aids us in ‘thinking outside the box,’ as the cur- ket is safe? We could waste a lot of valuable and limited
rently popular phrase goes. resources waiting to implement a ‘foolproof template’ for
an HVI capture.
As an example, in our ongoing operations in Iraq and
Afghanistan, we are searching for individuals designated The analyst must constantly work to develop a compre-
as high value targets. I will refer to them as high value in- hensive understanding of each HVI (background, culture,
dividuals (HVIs). The basic overall intelligence analysis the physical and political environment, etc.) in order to ‘get
process for finding HVIs varies little from strategic down into the mind’ of the HVI while avoiding jumping to conclu-
to tactical level, but the actual means of locating HVIs is sions based on the analyst’s own personal background,
never exactly the same because they are unique individu- preferences, etc. This is very similar to the work that crim-
als. The first thing the Intelligence Analyst needs is com- inal profilers do for law enforcement agencies, but with
mand guidance on the purpose of locating the individual. one big exception. Criminal profilers normally grow up in
Does the command want to capture the HVI, talk to the an environment and culture similar to (if not exactly like)
HVI or, perhaps, attempt to influence the HVI through that of the person that they are profiling. For the Military
political, social, or economic means? The commander’s Intelligence (MI) analyst, that is rarely the case. Thus, the
intent in locating the HVI will focus the intelligence analy- MI analyst must first set aside his or her own embedded
sis. cultural/environmental/ societal/political upbringing in or-
der to comprehend the values and beliefs of the HVI, at
Next comes the hard part for Intelligence Analysts who
least to the point of being able to put the limited available
are asked to locate an HVI. If we could gather all of the
intelligence into context and understand when a critical
intelligence we ever wanted about an HVI, finding them
nugget of information is collected (or how to collect that
would be no problem. In reality, of course, we are nor-
information) and to recognize how that information can be
mally only able to collect small bits and pieces of useful
utilized to locate the HVI.
information about our HVIs. This is where real intelligence
analysis and critical thinking can pay off. The analyst who This is normally a long, involved, and often tedious pro-
successfully led us to our HVI, Abu X, will not be as suc- cess during which it is easy for critical thinking novices to
cessful in leading to another HVI, Abu Y, by simply us- fall back into their old, comfortable, non-critical thinking
ing the same facts and assumptions he or she previously patterns. A constant reevaluation by other critical thinkers
used. Perhaps Abu X was a member of a specific group (not necessarily analysts) can be invaluable.
(Continued on page 51)

46 Military Intelligence
Training the Corps
New Capabilities and Training for CGS Operators/Analysts MOS (96H)
by Lieutenant Colonel Patrick L. Daniel

by Lieutenant Colonel Patrick L. Daniel

Two major capabilities upgrades are coming for the Com- CGS V2 shelter and replaces them with new commercial
mon Ground Station (CGS). In the second half of fiscal off-the-shelf (COTS) components. The comprehensive
year (FY) 2006, the Joint Moving Target Indicator Team upgrade covers servers, workstations, monitors, vid-
(Army, Air Force and Marine Corps) secured funding for eo and audio components, radios and communications
a Quick Reaction Capability (QRC) to field the moving suites, network interfaces, power and environmental con-
target indicator (MTI) Forensics Tool Set to CGS Teams trols. The Group 6 prototype was built in early FY 2006
in Operation Iraqi Freedom (OIF). The MTI Forensics and the system is currently going through testing and cer-
Tool Set was a proven MTI forensics analysis capabil- tification. The Marine Corps will upgrade three of its CGS
ity that had been used in sanctuary locations to sup- systems with priority fielding to OIF unit(s). The Army plan
port OIF operations for several years. Now we have this is to upgrade 10 systems that will all be designated for
capability fielded to the brigade combat team (BCT), OIF deployment, 2007 through 2009.
division, and corps level in Iraq with the software run-
ning on high-end desktop and laptop personal comput- These significant upgrades come with new equipment
ers (PCs) with over-sized high resolution flat screen training (NET). The MTI Forensics Tool was fielded to
monitors. With the release of CGS Common Software OIF units and the CONUS training base in 4th quarter,
Baseline (CSB) 5.0 in FY 2007, the MTI Forensics Tool FY 2006. The U. S. Army Intelligence Center (USAIC)
will be integrated with the CGS. provided training for OIF CGS teams in country as the
MTI Forensics Tool Sets were fielded in August and
September 2006. In addition, MTI Forensics Tool Set
training is now included in MOS 96H (Common Ground
Station Operator) Advanced Individual Training (AIT) and
the pre-deployment live environment training (LET) at
the Joint STARS (JSTARS) Test Force in Melbourne,
Florida. The Group 6 MWO will also come with NET. The
primary strategy is to field the systems to units preparing
to deploy for OIF 2007 to 2009 and provide the NET at
home station prior to deployment. The secondary strate-
gy is to field the system to a unit already deployed to OIF
and provide the NET in-country. Additionally, the JSTARS
Army Doctrine Training and Test Detachment (DTTD) will
begin training the Group 6 system as part of the LET in
January 2007 and will continue providing Group 6 training
to participating units.
MTI Forensics Tool Set Image
In addition to providing NET in the field, the DTTD also
The second major capabilities upgrade coming to provides a five day LET opportunity at the Joint STARS
the CGS community is the Group 6 Modification Work Test Force facility in Melbourne, Florida. The LET focus-
Order (MWO) upgrade. The Group 6 MWO is a hardware es on CGS and Joint Service Workstation (JSWS) con-
and software upgrade for the current CGS V2. The MWO figuration, operation, maintenance, and repair. System
strips out all the old hardware components from the configuration topics cover the most current software in-

July - September 2006 47

stalls and Service Pack loading. Operations training con- These are exciting times for CGS operators/analysts as
sist of a combination of live and simulated data links to they receive new capabilities to leverage MTI with other
JSTARS (Surveillance and Control Datalink (SCDL) sources to provide the warfighter relevant, timely, and ac-
and satellite communications (SATCOM)), Integrated curate intelligence. The breakneck pace of deployments
Broadcast Service (IBS) nodes of TRAP Data Dissemination coupled with receiving and integrating new capabilities
System (TDDS), Tactical Information Broadcast System can challenge leaders as they strive to provide relevant
(TIBS) and Tactical Reconnaissance Intelligence training opportunities for their 96H soldiers. Network
Exchange System (TRIXS) using the Joint Tactical training opportunities and LETs can solve these challeng-
Terminal (JTT) radio. Classified LAN connectivity and es and provide commanders with trained CGS teams on
data distribution via Multi-CGS and Enhanced Multi CGS the cutting edge. For more information on the LET, con-
modes are reinforced through operations and training. tact your local Project Foundry Manager and ask about
LET Number 22. For more information concerning net-
work training opportunities, contact SSG Alexis Lagundi
at [email protected], (321) 726-7199 or
SFC Rob West at [email protected], (321)
726-7219.

LTC Patrick Daniel is currently the Commander of the JSTARS

Development, Training, and Test Detachment (DTTD) in Melbourne,
Florida. Prior to his assignment in Melbourne, LTC Daniel most
recently served in OIF as the Deputy G2 for the 101st Airborne
Division (AASLT). He is a graduate of the U.S. Army Command
and General Staff College and a former member of the U.S. Army
Intelligence Center faculty. He holds undergraduate degrees from
the University of Arkansas at Little Rock. LTC Daniel may be
contacted at (321) 726-7203 or via email at Patrick.daniel@jtf.
Joint Service Workstation (JSWS) hanscom.af.mil

Read any good

books lately?
We welcome reviews of books related to
Intelligence or Military History. Please review
our list of available books and book review
submission standards under the Professional
Reader Program at www.umi-online.us/mipb.
Email your book reviews along with your contact
information to [email protected].

48 Military Intelligence
Doctrine Corner
FM 2-22.3–New Doctrine for the New HUMINT Collector
by Stephen C. Clarke

Updated Doctrine
The U.S. Army has been publishing interrogation doctrine for over 60 years. In the course of that time, the duties
of interrogators and the techniques they use have remained basically the same—the interrogator asks questions, the
detainee answers...or doesn’t. In the latter case, the interrogator has tools at his disposal to encourage cooperation.
These tools are referred to as approach strategies; stratagems designed to legally and ethically gain the source’s co-
operation through emotional appeals, trickery, or use of various incentives. Army Field Manuals from FM 30-15 (1945),
Examination of Personnel and Documents to FM 34-52 (1992), Interrogation, have provided guidance to interro-
gation practitioners on the best ways to use these tools to carry out their craft.
Over the past several years, however, the Army has expanded its concept of human intelligence (HUMINT) col-
lection past interrogation, and changed the way it carries out the HUMINT collection mission. The institution of the
Observations, Insights, and Lessons (OIL) process has provided a flow of feedback from the field that has led to,
among other things, a reassessment of the capabilities that HUMINT collectors need to have in order to accom-
plish their mission. As a result of this reassessment, the Army has expanded the duties of the interrogator and re-
named Military Occupational Specialty (MOS) 97E Interrogator to Human Intelligence Collector. The U.S. Army
Intelligence Center (USAIC) was quick to incorporate lessons learned into MOS instruction. The recently published
and implemented FM 2-22.3, Human Intelligence Collector Operations, codifies these same lessons learned into
doctrine and provides expanded guidance to cover the HUMINT collector’s new responsibilities.
The introduction of the military source operations (MSO) concept integrates all of the HUMINT collector’s responsi-
bilities under the construct of MSO. In addition to conducting screening and interrogations, the functions of Soldiers in
MOS 97E now also include human source contact operations and debriefing. The doctrine for these new functions is
presented in FM 2-22.3 as part of the recently implemented MSO concept, established by DOD in 2005. New material
has also been added in response to lessons learned from Operations Iraqi Freedom and Enduring Freedom (OIF/OEF).
Advances in the automation used by HUMINT collectors have also necessitated revisions in HUMINT doctrine. The
introduction of new systems and capabilities, databases, and automated processes made those portions of FM 34-52
obsolete.

Effect of Current Events

Two recent events have affected the HUMINT field, and consequently, the contents of FM 2-22.3. Those events
were the passage of the Detainee Treatment Act of 2005 into Public Law 195-140 (informally known as the McCain
Amendment), and the DOD directed introduction of the MSO concept. Refer to MG Fast’s column “Always Out Front”
in this issue.

New Topics
A number of additional new topics have been added to FM 2-22.3. Two chapters in the main body of the FM address
the topics of HUMINT analysis and automation. New appendices present material on—

 Source Reliability. The source reliability matrix has been reintroduced in response to requests from the field. This
matrix provides an easily understood method for categorizing sources and their information.
 Pre-Deployment Planning. This guide offers suggestions to commanders for actions that should be taken prior
to deployment in order to be able to best support their HUMINT collectors in the field. The appendix also provides
sources for additional information.

July - September 2006 49

 Questioning Guide. The questioning guide closely follows the training materials used at USAIC to teach ques-
tioning. The topics and questions are adaptable for any type of conflict.
 Contract Interrogators. The use of Table 1. New or Expanded Topics in FM 2-22.3
contract interrogators raises unique S2 Instructions for Handling Prisoners
issues concerning their qualifications, MP Responsibilities for Detainees
employment and mission restrictions,
Legal Issues (GPW, GC, ROE)- Expanded and threaded throughout
and other legal and policy issues. This
the manual.
appendix provides the commander
with basic information on properly uti- Staff Responsibilities
lizing these valuable assets. Rules of Engagement
 Equipment for HCT Operations (HCT Rights of EPWs and other categories of Detainee
Kitbag). USAIC, in conjunction with the HUMINT as Part of MSO
TRADOC Capability Manager–Ground Working with contractors
Sensors, prepared an equipment list as
Added Strategic Debriefing and Source Operations
a guideline for commanders to use to
equip their HCTs. Much of the recom- DOCEX Appendix Added
mended equipment on the list was ac- Working With OGAs
tually purchased and 175 kitbags were HUMINT /MP Coordination for Responsibilities
fielded to OIF as stay behind equip-
Prohibitions Against Torture and extracts from the GPW and Title 18,
ment for follow-on HCTs.
USC
Applicability Reporting War Crimes
This manual is intended for use by mil- Categories of Detainees
itary, civilian, and civilian contractor HU-
Expanded References for Legal Issues and Contractors
MINT collectors, as well as commanders,
staff officers, and Military Intelligence (MI) Army and Joint Command Relationships
personnel charged with the responsibility Expanded Material on Automation
of the HUMINT collection effort. It is also to Expanded Questioning Methods
be used by military commanders and their
New Material On Analysis
staffs responsible for the planning, over-
sight, and conduct of interrogations of detainees “in the custody or under the effective control of Department of De-
fense or under detention in a Department of Defense facility.” (Detainee Treatment Act of 2005) The FM also applies
to other governmental agencies and foreign governments conducting approved interrogations in a DOD facility.
Although decades have passed since the U.S. Army began documenting HUMINT collection doctrine, the goal of
the HUMINT collector has remained basically unchanged—to support the commander by collecting and reporting hu-
man intelligence effectively, while treating detainees humanely. Throughout this timeframe, many lessons have been
learned, technology has advanced, and new concepts have emerged. FM 2-22.3 is an important step forward in the
continuing effort to provide the Soldier with the best and latest tools to accomplish the HUMINT collection mission.

Where to Find It
FM 2-22.3 is available at http://www.army.mil/references/FM2-22.3.pdf. This FM is approved for public release; distri-
bution is unlimited.

Stephen Clarke (Chief Warrant Officer Two, U.S. Army, Retired) is a Project Leader for HUMINT doctrine at the USAIC&FH Doctrine
Division. Readers may contact him via email at [email protected] and by telephone at (520)538-1004; DSN 879-1004.

50 Military Intelligence
Intelligence Philatelic Vignettes
Bletchley Park Mail
By Mark Sommer

A picture postcard of the Ely Cathedral with a circular date stamp “Cambridge” of September 7, 1943. This is a very
scarce item, possibly written from someone at Cambridge University. Much of the correspondence sent to and from
Bletchley Park was destroyed after World War II ended. Part of the correspondence states, “. . . Am very busy with
project which is becoming quite exciting . . .” Possibly the Enigma Code?

Front of Postcard. Back of Postcard.

Mark Sommer holds a BA in Political Science from Yeshiva University and an MA in International Relations from Fairleigh Dickinson
University. He teaches at Stevens Institute of Technology in the Humanities Department. His published works in the intelligence field
include: “Getting the Message Through: Clandestine Mail and Postage Stamps”, MIPB, October–December, 1992 and “Undercover
Addresses of World War II”, International Journal of Intelligence and Counterintelligence, Fall 1993.

(Continued from page 47) Critical Thinking and Intelligence Analysis

During a recent tour to Iraq, a junior analyst who was new to the Theater came to me with a conclusion about the
impending location of an HVI. The analyst was convinced in his own mind that his analysis was spot-on. I asked why
the HVI would be at the assessed location. The analyst’s answer boiled down to “because that’s what I would do.” This
led to a long, useful discussion about the HVI’s cultural background, values and beliefs and the analyst reassessing
his previous ‘firm’ conclusion. Ultimately, that analyst continued to develop critical thinking skills and applying them to
future analysis, becoming the foremost expert on that HVI in theater.
So, without getting too deep into specific examples or detailing the critical thinking process–which Colonel Guillot’s
article does quite nicely–you can begin to see that the critical thinking process applies as equally to the tactical and
operational levels as it does to the strategic level. For MI professionals, using critical thinking as a tool won’t ensure
that our intelligence analysis is one hundred percent correct, but it will assist us in making the best analysis that we
can with the information that we have at hand.

Michael Brake is a writer at the U.S. Army Intelligence Center and Fort Huachuca Doctrine Division. He recently returned from a deployment
to Iraq where he served as the Targeting Officer in the Joint Interagency Task Force–High Value Individuals. He is currently writing FM
2-33.5, Intelligence Reach. Readers may contact him via email at [email protected]
[email protected] or by telephone at (520) 533-9972 or
DSN 821-9972.

July - September 2006 51

 Contact and Article
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52 Military Intelligence
 A Checklist for Critical Thinking
From FM 2-33.4, Intelligence Analysis, June 2006 (Draft)

1. All reasoning has a Purpose. 5. All reasoning is based on raw Data and Information.
 Express your purpose clearly.  Restrict your claims to those supported by the data
you have.
 Distinguish your purpose from similar purposes.
 Search for information that opposes your position as
 Check regularly to ensure you are still on target. well as information that supports it.
 Choose meaningful and realistic purposes.  Make sure that all information used is clear, accurate,
2. All reasoning is an attempt to find an answer, to resolve some and relevant to the question at issue.
Question, and solve some Problem.  Make sure you have gathered sufficient information.
 State the question at issue clearly and precisely. 6. All reasoning is formed by, Concepts and Ideas.
 Express the question in several ways to clarify its mean-  Identify key concepts and explain them logically.
ing and scope.
 Consider alternative concepts or alternative defini-
 Break the question down into sub-questions. tions to concepts.
 Determine if the question has only one correct answer,  Develop ideas clearly and precisely.
decide if it’s fact or opinion, assess whether it requires
7. All reasoning contains Inferences or Interpretations by
reasoning from more than one point of view.
which we draw Conclusions and give meaning to data.
3. All reasoning is based on Assumptions.  Infer only what the information implies.
 Identify your assumptions and determine whether they  Confirm assumptions which lead you to your infer-
are justifiable. ences.
 Consider how your assumptions are forming your point  Verify inferences for their consistency with each other.
of view.
8. All reasoning leads somewhere or has Implications and
4. All reasoning is done from some Point of View. Consequences.
 Identify your point of view.  Trace the implications and consequences that follow
 Gather other points of view and identify their strengths from your reasoning.
and weaknesses.  Search for negative and positive implications.
 Strive to be open-minded in evaluating all points of view.  Consider all possible consequences.