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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. 

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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. 

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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.

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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.

A big hat tip to John Robb for finding and posting this gem. I guess Nazism, the French and Russian Revolutions, the Spartacus Revolt and several world religions could all have been ignited by an inspired moment of interpretive dance:

The Eide Neurolearning Blog run by Drs. Brock and Fernette Eide, has long been one of my favorite blogs, probably the top non-.mil related, SME blog among my regular reads. Here’s an example of why:

Gifted Big Picture / High Conceptual Thinkers

 High Conceptual Thinkers are often…- Omnivorous Learners: The world may be their oyster. Because of their quest for the “interesting”, they may love the Internet, read entire encyclopedias, or incessantly question adults about the real world, and so learn a little bit about everything. They may not hit ceiling scores on the conceptual knowledge IQ subtests because their omnivorous approach to figuring out the world around them.- New is the Thing: HCTs prefer novelty (this is how they develop new conceptual categories) and are tickled by unconventional viewpoints or discoveries. – Big Picture, Not Little Details: HCTs don’t always transition well to the “precision years” of late elementary, middle school, or beyond.

– Boredom is Death: Although using the ‘b’ word is notoriously a “no-no” word when talking to teachers, these kids rebel against what they see as boredom. Boredom may really seem like death to young HCTs. If young HCTs seem “driven by a motor”, it’s intellectual restlessness and it can be a blessing as well as a burden.

Not surprisingly, these kids often find classroom learning unsatisfying. After all, much of early education is focused on mastering basic skills or established facts, this is not what these kids are about. They’d rather be finding new worlds to conquer.

Although these kids are challenging to teach and parent, they are also a delight, and Dan Pink and others have suggested that the Conceptual Age is upon us and this pattern of thinking should be what we should be encouraging.

“High conceptual thinkers” – those with an insatiable intellectual curiosity, who see meta-level patterns and excel at constructing paradigms, extrapolation, synthesis and consilience are probably not a large percentage of the population and, most likely, they include eccentrics and cranks as well as highly accomplished individuals like E.O. Wilson, Buckminster Fuller, Freeman Dyson, Nikola Tesla, Richard Feynman and probably figures like Thomas Jefferson, Theodore Roosevelt, Sir Richard Francis Burton, Winston Churchill, Robert Hooke, Da Vinci and numerous others.

There seems to be some congruency between HCTs and the category of people known as polymaths, which raises the question of whether HCT are born or can be encouraged to develop such a cognitive profile from education and life experience. The Eides offered a list of techniques for teaching children recognized as HCTs, but to my mind, these would also benefit a fairly broad section of students:

Teaching Big Picture / High Conceptual Thinkers

– Sky’s the Limit: If an idea or a lesson would be interesting to a wonky tech-y post-college 20-something, then it’s fine for the HCT. If a story or thing could be written about in Wired, Fast Company, or Mental Floss, then you’re probably on the right track. Sky should be the limit. Even some generally excellent gifted programs we’ve seen may grossly underestimate an HCT’s ability to think about advanced concepts. Also because HCTs develop their ideas through pattern recognition, they may want to see many examples and permutations, and complex presentations in order to help organize their ideas into simpler concepts.

– Play with Ideas: Conceptual thinkers like and need to play with ideas. Play expands ideas, creating a new opening for associations. Play means not micromanaging learning experiences – allowing some dabbling, and taking away some of the “high stakes every time” routine (e.g. not everything should be graded).

– Argue with Ideas We think many educational curricula wait way to long before they allow young HCTs to consider different viewpoints, learn how to frame arguments or actually debate, but this is often what HCTs love. If they don’t get it at school, make sure they get it home…maybe at the dinner table? Half of the 400 eminent men and women profiled in the Goertzels’ Cradles of Eminence came from “opinionated” families: “It is these homes that produce most of the scientists, humanitarians, and reformers.”

Compare these recommendations with the advice offered by nanotechnologist Dr. Eric Drexler of Metamodern:

Studying to learn about everything

To intellectually ambitious students I recommend investing a lot of time in a mode of study that may feel wrong. An implicit lesson of classroom education is that successful study leads to good test scores, but this pattern of study is radically different. It cultivates understanding of a kind that won’t help pass tests – the classroom kind, that is.

1. Read and skim journals and textbooks that (at the moment) you only half understand. Include Science and Nature.
2. Don’t halt, dig a hole, and study a particular subject as if you had to pass a test on it.
3. Don’t avoid a subject because it seems beyond you – instead, read other half-understandable journals and textbooks to absorb more vocabulary, perspective, and context, then circle back.
4. Notice that concepts make more sense when you revisit a topic.
5. Notice which topics link in all directions, and provide keys to many others. Consider taking a class.
6. Continue until almost everything you encounter in Science and Nature makes sense as a contribution to a field you know something about.

Intellectual curiosity would seem to be the axis that would make these approaches work effectively, and possibly, that’s what these techniques stimulate.
 

Jamais Cascio explains the cognitive benefits of good futurist methodology:

Foresight exercises that result in a single future story are rarely as useful as they appear, because we can’t predict the future. The goal of futures thinking isn’t to make predictions; the goal is to look for surprising implications. By crafting multiple futures (each focused on your core dilemma), you can look at your issues from differing perspectives, and try to dig out what happens when critical drivers collide in various ways.

Whatever you come up with, you’ll be wrong. The future that does eventually emerge will almost certainly not look like the scenarios you construct. However, it’s possible to be wrong in useful ways–good scenarios will trigger minor epiphanies (what more traditional consultants usually call “aha!” moments), giving you clues about what to keep an eye out for that you otherwise would have missed.

Yes. I would add that such thought experiments also help to improve pattern recognition in analyzing reality. From teasing out logically sound, if fictional, consequences, we become more discerning about recognizing causation and potential second and third order effects of events or policy choices.

Useful.

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.