In Chapter 2, we considered theoretically the various ways in which military presence can contribute to liberal and civic education, focusing on four ways in particular. First, military presence can be a means of empirically “understanding the military and national defense,” which includes, among other things, “education in the regime.” The latter entails understanding the responsibilities necessary for the sustenance and protection of the regime and its fundamental principles. Second, students have opportunities to learn about “human nature, society, and the meaning of life” by encountering or studying the institution that is most closely associated with the conduct of war. Third, appropriate military presence can confront students with “moral difficulties in liberal democracy,” such as the moral conundrums regarding the use of force and the relationship between the threat or deployment of legitimate violent force and the public good. (The theory of moral realism best captures this theme.) Finally, military presence can be a source of “intellectual and moral diversity on campus.” Based on these reasons, we construed military presence as a source of productive friction and as an example of what Hans Morgenthau and his progeny consider the “higher practicality,” which entails applying philosophical and ethical thought to historical and contemporary problems that reflect fundamental human, social, and political dilemmas.