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First published on March 18, 2008, doi:10.1177/0095327X08314969

Armed Forces & Society 2008;35:36.

A more recent version of this article appeared on October 1, 2008

Article

Van Doorn and Beyond: From Teaching Sociology to Interdisciplinary, Problem-Based Learning in Dutch Officer Training

René Moelker1* and Joseph Soeters2

1 Netherlands Defence Academy (NLDA)
2 Netherlands Defense Academy (NLDA) & Tilburg University

* To whom correspondence should be addressed. E-mail: r.moelker{at}nlda.nl.


  Abstract
In the 1960s, Jacques van Doorn started teaching (military) sociology as a formal, scientific discipline at the Netherlands Military Academy. Since then, the way military sociology was taught at the academy has seen a great number of developments; the philosophy of education at the academy changed into an interdisciplinary and problembased learning approach. These changes evolved into military sociology becoming a recognized perspective for analyzing military operations while being valued for its contribution to the functioning of future officers. With this shift, military sociology has developed a more pragmatic character. Even though theoretical development has sometimes been hampered by this preoccupation with pragmatics, in most times the blending of theory and praxis has stimulated the development in this field of knowledge.


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