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Charles Cameron, my regular guest blogger, is the former Senior Analyst with The Arlington Institute and Principal Researcher with the Center for Millennial Studies at Boston University. He specializes in forensic theology, with a deep interest in millennial, eschatological and apocalyptic religious sects of all stripes.  Here Charles begins a three part series entitled “CONFLICT OF COMMANDS”.

Conflict of Commands I: Intro

by Charles Cameron

What happens when people in the military find themselves torn between the requirements of two chains of command?

I came to this question because two of the topics I have recently addressed here — that of Major Hasan and the Fort Hood shootings, and that of Major Luckert and his monograph on the risk of millennial beliefs driving US foreign policy — have this much in common: that in both cases the issue of obedience to military orders when they are perceived to be in conflict with divine commands came up.

Having stumbled on this correspondence between two otherwise fairly remote incidents, I began to notice similar elements cropping up elsewhere.

Aha, a pattern worth pursuing! I thought.

I have phrased my inquiry in terms of “two chains of command” without specifying that one of them is military and one divine, though that will be the general rule, because there are also instances where the potentially supervening command comes from international law or individual conscience .

I have decided to approach this issue in a three-post series.  This post introduces the issue, the second post consists of a series of quotes that illustrate it, the third post zeroes in on the issue as it affects Muslims in the US armed forces, and contains a link to a significant MEMRI post on the subject, and the full text of a US Department of State document, both of them dating from shortly after 9-11 — and as far as I can tell, not referenced previously in our post-Fort Hood thinking.

My overall purpose in this sequence of three posts is to show that the dilemma of a double chain-of-command is a prominent feature of a variety of different contemporary situations, some of them religious in nature, some revolving around other moral or legal concerns. 

*

The second post in the series deserves some commentary, but I wanted to restrict it to the body of the quotes themselves rather than attempting to comment on individual quotes.

I have culled them from a wide variety of sources — friend and foe alike, moderate and extremist, local and far-flung.  I have included sources from Iran, Israel, El Salvador, Pakistan, Burma, and within the United States from an Aryan Nations “archbishop” (in an appendix, see below) to the sitting President — and in some cases I have included quotes from opposite ends of a given political spectrum.  On the whole, I have tried to avoid any explicit patterning and just skip around from one nation, part of the globe or religion to another, although in the case of three different “takes ” on Maj. Stuckert’s monograph, I  have kept the three together for easier comprehension. I do not claim to have been exhaustive, and make no claims of sympathy or disapproval for the individual views expressed.

Indeed, my hope is that as we move through the different examples, many if not most of my readers will find themselves in sympathy with first one side then the other in terms of the need to obey military orders in general, and the need to disobey them in certain situations. 

I imagine, for instance, that the majority of my readers will in general disapprove of inserting a divine obligation between a soldier and his or her plain duty of obedience to orders from a superior officer — but that in the case of the current Iranian government ordering members of its military to attack crowds of protesters, our sympathies are liable to be on the other side of the equation.  In this way, the diversity of the instances may facilitate a deeper understanding of the nuances of the question.

I would also like to state quite categorically that I am not in the business of making “moral equivalences” here. The fact that I juxtapose a variety of quotations in which the issue of divided lines of command comes up in no way means that I equate the principled opposition to state brutality of one quotation with the wilder reaches of conspiracist rhetoric in another.

The final quote in the body of the second post is of particular interest, since it alludes to the theory of Preference Falsification — the only theoretical model for making predictive analysis of this type of conflict that I have seen.

Please note that as an appendix, I have attached two quotes that only indirectly address the issue of conflict of commands — a white nationalist quote, immediately followed by a principled quote about militia movement members “disgust at the genocidal fantasies in white supremacist discourse” — because I believe it is important to be aware just how far the rhetoric of hatred can go, and just how firmly it can be rebutted. 

*

The double trouble of Sgt. Hasan Akbar and his influence on Major Nidal Hasan is worth exploring in a little more depth, because Sgt Akbar, who tossed grenades into a tent in Kuwait killing two officers, seems to have been something of a research project for Major Hasan, who apparently asked about Sgt Akbar in an intercepted email to Sheikh al-Awlaki in Yemen:

One e-mail in particular is getting attention from investigators now.

In that e-mail – which the Washington FBI office didn’t see – Hasan mentioned the case of Sgt. Hasan Akbar. He is the Muslim soldier who threw grenades at fellow troops in Kuwait at the beginning of the Iraq war. The attack killed two soldiers and wounded 14 others.

In the e-mail to the imam, Hasan asked whether Akbar would have been considered a shaheed – or hero – for his actions. Given what happened later at Fort Hood, investigators say this e-mail now appears suggestive. But at the time it was not conclusive. Investigators in San Diego weren’t alarmed by the query because it appeared to be consistent with research Hasan was doing at Walter Reed. The Akbar case was thought to be at the center of his research.

For an Army psychiatrist counseling soldiers returning from, or about to enter, combat in Iraq and Afghanistan — and perhaps with a heavier than average caseload of Muslims, with whom he would share a common language — researching jurisprudential aspects of the Sgt Akbar case would be natural.

As Juan Zarate, Bush’s deputy National Security Advisor quoted in the article cited above pointed out:

It is very difficult in the moment I think for analysts and agents and his cohorts and coworkers to piece this together and see they had a ticking time bomb on their hands.

In fact, as we’ll see in the third post in this series, Major Hasan needn’t have troubled the Sheikh in Yemen for an opinion.  The State Department had posted a note on this very topic in October 2001.

But he did contact the Sheikh, and the Sheikh presumably eulogized Akbar’s action, as he was later to eulogize that of Maj. Hasan.

And as I suggested recently in a comment on David Ronfeldt’s fine blog, we can see with the 20/20 hindsight that Juan Zarate also mentioned, that whatever was true regarding the double chain of command that Sgt Akbar was under, which Maj. Hasan was on the face of it legitimately studying, might also hold true for Maj. Hasan himself — for whom the issue was both a research topic and a personal dilemma.

So the FBI gives a pass to the research topic — and the personal dilemma gives rise to the tragic shootings at Ft. Hood.

*

One final point:

The problem of conflict of commands has its origin in religion, so it makes sense to take quick note of the theological basics.

The shema or daily faith statement of the Jewish people states “the Lord our God, the Lord is one”, while the first Commandment in the Jewish scripture, the Torah, declares “You shall have no other gods before Me”.  The central tenet of Islam, similarly, is tawhid, the unicity of God as expressed in the first part of the profession of faith or shahada, “There is no God but God” — while to treat any person or other part of creation with the respect due to that God is shirk, the unforgivable sin.

From a secular perspective, these may seem high-flown philosophical and devotional matters, but for the believer they may also have “real-world” consequences, in a way that is prefigured in Christ’s observation, recorded in Matthew 6.24, “No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other…”

But here we are entering the terrain of Part II of this essay: the collection of quotes.

While flawed, this is still an excellent summative article from The New York Times on the brain and learning ( hat tip to Michele):

Adult Learning | Neuroscience  How to Train the Aging Brain

….Recently, researchers have found even more positive news. The brain, as it traverses middle age, gets better at recognizing the central idea, the big picture. If kept in good shape, the brain can continue to build pathways that help its owner recognize patterns and, as a consequence, see significance and even solutions much faster than a young person can.

The trick is finding ways to keep brain connections in good condition and to grow more of them.

“The brain is plastic and continues to change, not in getting bigger but allowing for greater complexity and deeper understanding,” says Kathleen Taylor, a professor at St. Mary’s College of California, who has studied ways to teach adults effectively. “As adults we may not always learn quite as fast, but we are set up for this next developmental step.”

Educators say that, for adults, one way to nudge neurons in the right direction is to challenge the very assumptions they have worked so hard to accumulate while young. With a brain already full of well-connected pathways, adult learners should “jiggle their synapses a bit” by confronting thoughts that are contrary to their own, says Dr. Taylor, who is 66.

Teaching new facts should not be the focus of adult education, she says. Instead, continued brain development and a richer form of learning may require that you “bump up against people and ideas” that are different. In a history class, that might mean reading multiple viewpoints, and then prying open brain networks by reflecting on how what was learned has changed your view of the world.

“There’s a place for information,” Dr. Taylor says. “We need to know stuff. But we need to move beyond that and challenge our perception of the world. If you always hang around with those you agree with and read things that agree with what you already know, you’re not going to wrestle with your established brain connections.”

There are some problems with the article, starting with the assumption that the negative differences of middle aged brains are a product primarily of age rather than habitual use. While there are developmental differences in cognition, if you stop doing something at any age which you are mentally proficient – say calculus equations, creating rhymes, playing chess – you will grow less efficient at that activity over time. Use it or lose it. People in their 40’s to 60’s are typically leading lifestyles that are very different from full time students.

There is also enormous value in mastering a second field ( which initially is all “new information”). A person’s accumulated expertise, formal education and life experience can be thought of as a “cognitive map“. Ideally, you want to both continuously enlarge the size of your cognitive map (“lifelong learning”) and improve the efficiency and versatility of your ability to access the information (recall), discover patterns or elusive aspects (insight, horizontal thinking, analogies) and use the knowledge constructively and purposefully ( synthesis, creative thinking, problem solving).

 By nature though, humans are mentally lazy.  We are predisposed toward “Automaticity” and would find it hard to get through the day attemppting to reason through every action in a sequential series of steps, so our brains are inclined to take the path of least resistance . Recall is a lot easier a cognitive function than is generating new insights, orientation of new data into the big picture or engaging in complex problem solving, which is why the mental stimulus of novelty and conflicting viewpoints are so important. We need to be prodded.

It is no coincidence that tolerating exposure to differing viewpoints (political, methodological, religious – whatever) and assessing them objectively and critically is something that most adults have great difficulty doing. The defensive emotional surge that many people feel when facing antipodal views not only protects the ego, but by intefering with the ability of the frontal lobes to engage in critical, abstract, reasoning, the brain prevents the “waste” of time/energy of having to do the hard work of (perhaps) fundamentally re-thinking the premises that order our worldview. Not only are many zealous partisans unwilling to listen to opposing views and process their arguments rationally and fairly, they are often cognitively unable to do so! Unfortunately, that “bitter medicine” of evaluating critical feedback is exactly what our brains need in order to stay mentally sharp and adaptive.

The true believers who organize echo chambers and police the community for adherence to the “party line” are drugging their brains with ideology and corrupting their OODA Loop.

Were it not for guest posts, November would have seemed like I went on hiatus 🙂  Normal blogging will resume in a few weeks.

I did find time to pick up a few new books to read in the late hours of the night, one of which will be the subject of a book review by a new guest poster.

The Genius of the Beast: A Radical Re-Vision of Capitalism by Howard Bloom

The Shia Revival: How Conflicts within Islam Will Shape the Future by Vali Nasr

Nixonland: The Rise of a President and the Fracturing of America  by Rick Perlstein

The only thing these three tomes have in common is that the authors have a penchant for contradicting conventional wisdom, at least to a degree. 

Howard Bloom is an offbeat, pop science to pop culture master of horizontal thinking whose earlier work, Global Brain, I very much enjoyed and highly recommend. Bloom’s intellectual reach is first rate and he is one of the few writers who can take very difficult concepts from wildly disparate fields and tie them together for a lay audience with comprehensible analogies and anecdotes .

I put Vali Nasr’s The Shia Revival on my list back after the high praise Thomas P.M. Barnett gave Nasr in his book, Great Powers – in my experience, Tom does not hand out comments of “brilliant” all that often ( Great Powers, BTW, is also a “must read” book for those interested in strategy and geoeconomics). I am approximately 80 pages in to The Shia Revival and I will say that as a writer, Nasr does not waste time getting to key points in explaining his subject – concise but not simplified.

Rick Perlstein, while far to the Left, has the uncommon quality among leftwingers of working very, very hard at the scholarship of attempting to understand conservatism and leading conservatives ( must be a legacy of attending the University of Chicago). Much like Orangemen in Ulster, eavesdropping on a Catholic mass, I suspect the essence of conservatism eludes Perlstein, but at least he takes the ideas seriously.  That Richard Nixon is Perlstein’s subject is an added draw, since Nixon’s foreign policy was an area of historical research for me. Very interested to see how Perlstein’s take on Richard Nixon compares to that of Robert Dallek and Richard Reeves.

“Let me make one thing perfectly clear….”

At SWJ Blog.

The Army wants your comments on its new Capstone Concept

by Robert Haddick
Brigadier General H.R. McMaster has sent to Small Wars Journal the latest draft of Army Capstone Concept version 2.7. McMaster leads a team at TRADOC that is charged with revising the Capstone Concept, which provides fundamental guidance to the Army’s doctrine and training efforts.

By December, McMaster and his team will complete their work on the Capstone Concept. Between now and then, he wants to hear from you. So please open this file, read it, and provide your comments, either here or at the Capstone Concept comment thread at Small Wars Council. McMaster and his team will read these comments and use them to improve this important document.

(You will note that the Capstone Concept draft we received is marked “For Official Use Only.” I assure you that we received this document openly from the Army and for the purposes explained above. McMaster and his colleagues at TRADOC want Small Wars Journal‘s readers to help them improve the Capstone Concept.)

Ok. Mil/intel/strategy/national security/COIN bloggers. We’ve been blogging on the “future of warfare” for five or six or more years. Some of us have also written books and journal articles, spoken at conferences and done op-eds. Along the way, there has been periodic lamentation (i.e. whining) that the powers that be don’t “get it” and no one pays attention anyway. Well HR McMaster is asking for  input on shaping official military policy. A “put up or shut up” moment for the bloggers.

I’m in! Who else is joining the party?

This will be the first of several related posts. 

The other day, I happened to be talking to my friend Dr. Von, a physicist and educator, and he brought up a post by The Eide Neurolearning Blog, on educating children in terms of “big picture thinking”:

What is ‘big picture’ thinking? Business consultant Andrew Sobel described it as:

1. Having a simple framework
2. Using analogies and metaphors
3. Developing multiple perspectives
4. Looking for patterns and commonalities….

Instead of training for compliance, careful rule-following, and exact memorization or a paragon of crystallized intelligence, we need to make more room for ‘big picture’ thinkers – while still recognizing the need for basic skills and knowledge.….Pint-sized big picture thinkers really do exist and they seem to be over-represented among gifted children who underperform or cause behavioral disruptions in their early elementary school years. Many of these kids are ‘high conceptual’ thinkers, those who like discovering novel subjects, themes, and things that don’t make sense(“The thing that doesn’t fit is the interesting thing” – Richard Feynman), but the reason for this is often not random – inductive learners (learners who derive rules from examples) use novelties to generate new hypotheses or new rules.If you really want to teach and interest big picture thinkers, you would expose them to rich multisensory and chronologically-advanced experiences. Look for subjects, phenomena and ideas that could be compared and contrasted. Complexity should be embraced and not shunned. For big picture thinkers – complex is simple and simple is complex. Complexity often brings more meaning because there are enough examples that one can make a pattern.….Many of them are seeking the overarching framework inside which they can put their new bit of knowledge. Often these are ‘why’ kids – who need to know why something is true, not just that something is true.

The Eides have given an excellent explanation of the big picture thinker as a cognitive type and had some implied suggestions in that description on how a teacher or professor could approach students to get them thinking – models, metaphors, analogies, exposure to patterns and multiple perspectives. Note: all students willl derive some benefit from these techniques and become better at seeing the larger context. Many people can, with sufficient practice, can become significantly better, but the natural big picture thinkers are the ones who will react with insightful leaps of reasoning, imagination and questions with little or no prompting.

Unfortunately, such experiences in public schools and even our universities have become increasingly rare. Dr. Von explains why:

When I talk with students (juniors and seniors in high school) about how different subjects and classes are taught, invariably it comes down to great amounts of memorization. Most students, when you engage them in real conversations about the education they receive, will open up freely and get right to the point…because of the continued emphasis on grades and GPAs by colleges, students feel the need to focus first on memorization and get the grade on the test, and then move on to the next topic without much concern with what was just studied. When this is the case in school, has true learning just occurred? Likely not, if students are unable to recall and actually apply concepts that were covered in the past.

….To make matters worse, as students rely so heavily on memorization and short-term success on tests (and this is driven home even more in the ‘high stakes testing’ environment we find ourselves in in the era of No Child Left Behind, as resently implemented), those students, many of whom are gifted, as the Eides point out, who prefer complexity in their learning, are not benefitting from the way many (most) classrooms are run. By complexity, I mean those students who want to ‘see the big picture.’ Those students who want to know why something works, and how it is related to the material that was studied last semester as well as to the material that was covered in another class. For example, I love when students in my physics classes come to me asking about how to interpret and apply a particular integral result which was just studied in calculus class, or how Einstein’s theories changed political and military history, as studied in a history course. Those moments happen every so often, as a result of student curiosity and their wanting to truly learn about the material rather than memorize something for the test, and good teachers recognize such moments when they happen…

It falls to me to discuss why it matters: As a nation we are crippling the next generation of visionaries by retarding their intellectual growth with bad educational policy as surely as we might if we were adding lead to their drinking water.

Scientists and inventors, philosophers and artists, entrepreneurs and statesmen, individuals who conceive of and accomplish great things do not emerge from schools and colleges that emphasize low-level thinking and a curriculum without intellectual depth or rigor. They emerge in spite of them.

To force a systemic improvement in public education, the Bush administration pushed through “No Child Left Behind” with rigid timetables, mandated high stakes testing and punitive consequences for schools and districts not making standards. That is to say, the Bush administration addressed the lack of rigor in educational process with a sledgehammer – but ignored the lack of rigor in educational substance ( at least directly – under NCLB some schools had to toughen their curriculum to teach to the state test, but other schools or schools in different states dumbed down for the same reason – curricular alignment).

That NCLB forced public schools to ensure that our weakest students verifiably succeed at understanding the fundamentals is laudable. That this emphasis increasingly comes at the cost of schools only educating all their students at the level of the fundamentals is inexcusable. Perhaps criminal. NCLB is the overarching legal framework that was superimposed on a system whose content was (and often still is) frequently less than demanding and taught by instructors who themselves have not majored in the subject they are teaching. 

At the postsecondary level, long before the measure and punish model of NCLB arrived at k-12 schools, colleges and universities abandoned any semblance of a core curriculum or traditional canon and undergraduate degree requirements were larded with plenty of au courant esoterica as course options. Esoterica formerly left for footnotes in dissertations or as the subject of longwinded, diatribes at the dreary meetings of extremist splinter parties. Ivy League, big state schools, small third tier colleges – it does not matter; with only a few exceptions, the “cafeteria a la carte” model of undergraduate education prevails.

While a few students absorb and become true believers of fashionable cant, most students graduate high school and college unaffected by the large amounts of rubbish and trivia they have been exposed to because it was presented without any kind of sensible context and being committed to short term memory, quickly forgotten. The real damage to students comes from the cumulative effect of the absence of substance – the waste of time where meaningful content and the pressure to think through hard problems should have been.

The costs of educational myopia are here and they will grow worse with time. We already see sharply declining public support for science (because more people are now ignorant of basic scientific literacy),  lower rates of innovation and other negative economic effects. In the area of governance, across the board, regardless of party label or ideology, we have national leaders in their 40’s, 50’s and early 60’s who see the world primarily in short-term, tactical terms and who confuse career or class interest with governing in the national interest. Oligarchy is inherently a non-strategic worldview because it eschews making choices because choices require sacrifice in the near term in order to acquire systemic advantages in the long term. 

“Oligarchy” seems like a a harsh word because we think of “oligarchs” as being selfish, exceedingly greedy, political sociopaths. While such figures do exist outside of TV and the movies (Burmese junta, Iranian hardliners, Soviet politburo etc.) most people are neither particularly malicious nor eager to consciously and openly do things society acknowledges to be wrong or counterproductive. Even less so are they eager to be seen by the public as incompetent. The problem is that, frequently, people are prisoners of their own limited frame of reference and, when their conscience might be tweaked, they excel at rationalization and denial.

This is not a question of smart or dumb or of expecting politicians to be moral paragons. There’s plenty of IQ wattage inside and outside of Washington, DC and petty larceny in politics goes back to the stone age. Rather, on average, the difficulty is that our nation’s intellectual potential has not been effectively maximized. Is it reasonable to educate people in a way where all subjects are disconnected from one another, prioritizing narrow specialization, emphasizing accumulating facts over understanding principles, rewarding the “right answer” instead of the “best question”, demanding conformity instead of curiosity and then expect our leaders to be visionaries and adaptively creative statesmen who think in strategic terms?

Why would our societal orientation in complex, dynamic, fast moving situations be good when our educational system trains people only to think through simplified, linear, sequential problems? Strategic thinkers need to be able to see “the big picture” and handle uncertainty, or they cannot be said to be strategic thinkers.

The ship of state has been steered, over the last forty or so years, into an epistemological cul-de-sac and we are headed for the rocks. America needs a grand strategy for a competent citizenry in order to reach the point where it can again have a grand strategy to deal with an unruly world.

LINKING TO THIS POST:

Red Herrings

Project White Horse

Fabius Maximus

The Committee of Public Safety ( provides an extensive analysis of the subject)

RELATED TOPIC:

Liberty/Security – Rethinking liberal arts