Fort Leavenworth and its Education Legacy; Recommendations for ILE
Author(s)Sisemore, James D
Contributor(s)ARMY COMMAND AND GENERAL STAFF COLL FORT LEAVENWORTH KS SCHOOL OF ADVANCED MILITARY STUDIES
KeywordsHumanities and History
Military Forces and Organizations
FIRST WORLD WAR
JOINT MILITARY ACTIVITIES
SECOND WORLD WAR
*COMMAND AND GENERAL STAFF COLLEGE
*POST-WORLD WAR II ERA
*INTERMEDIATE LEVEL EDUCATION
COMMAND AND GENERAL STAFF SCHOOL
PHILOSOPHY OF INSTRUCTION
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AbstractIn its 130 years of service to the U.S. Army, the Command and General Staff College (CGSC) transitioned numerous times as an academic center of officer learning. In its early years, the Applicatory School of Cavalry and Infantry was known derisively as the kindergarten, where lieutenants learned the basics of soldiering as well as math and English. Later, during World War I, Leavenworth Men were sought out to fill primary staff positions within division, corps, and army headquarters, leading the U.S. Army to success on the battlefields of France. During the interwar years, the Command and General Staff School (CGSS) refined its instructional method and was responsible for educating 33 of 34 corps commanders who led the U.S. Army during World War II. Many of the Army's well-known leaders during World War II later commented on their positive experiences at Fort Leavenworth and the tactical education they received. Following World War II, the college changed. Requirements for officers to serve in higher echelon headquarters resulted in an expansion of the curriculum to include joint, interagency, and intergovernmental topics. During this period of change, tactical and doctrinal instruction were reduced, changing the dynamic of education, where tactics were no longer preeminent. Fort Leavenworth adopted a collegiate philosophy, changing its philosophy of teaching from instruction to education. The adoption of Intermediate Level Education (ILE) returned some of the tactical instruction focus, but not to the level experienced by the officer corps during the interwar era. This monograph uses a historical narrative to review the education of mid-grade officers at Fort Leavenworth during two eras of instruction, divided by World War II. Using the criteria of student and instructor selection, teaching methods, and curricula, it reviews both eras and makes recommendations to refine the current ILE curriculum to enhance the level of tactical education received by graduates.
The original document contains color images.