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3 - ROTC and the University

An Introduction

Published online by Cambridge University Press:  05 June 2012

Donald Alexander Downs
Affiliation:
University of Wisconsin, Madison
Ilia Murtazashvili
Affiliation:
University of Pittsburgh
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Summary

First comes the courage of the citizen-soldier; for this is the most like true courage. Citizen-soldiers seem to face dangers because of the penalties imposed by the laws and the reproaches they would otherwise incur; and because of the honours they win by such action; and therefore those peoples seem to be bravest among whom cowards are held in dishonour. This is the kind of courage that Homer depicts.

– Aristotle

The most successful tyranny is not the one that uses force to assure uniformity, but the one that removes awareness of other possibilities.

– Allan Bloom

As we have stressed in the first two chapters, a liberal or civic education involves a process of conflict between an individual’s preconceived beliefs and the beliefs of others as they update their views based on their exposure to competing and contrasting ideas. Some of the greatest contrasts are between student-soldiers and civilians on campus. The university often involves an active, physical presence of the military on campus in the form of ROTC – a presence that has often engendered tensions, as we will discuss in the following chapters. It also raises questions that we will seek to answer. What are the benefits of physical presence of student-soldiers – primarily through ROTC – for a university? Are there conflicts between civilians and student-soldiers? What explains the emergence, decline, and resurgence of ROTC on campus? These questions are critical to understanding the relationship between arms and the university – ones to which we hope to offer preliminary answers in the chapters that follow.

Type
Chapter
Information
Arms and the University
Military Presence and the Civic Education of Non-Military Students
, pp. 77 - 102
Publisher: Cambridge University Press
Print publication year: 2012

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