A recent West Point graduate, still serving in the U.S. Army, shocked admirers of the venerable American military academy with his candidly pro-Communist views. How could such an institution, founded on “duty, honor, country,” produce such a student?https://amgreatness.com/2017/10/18/on-the-corruption-of-the-military-academies/
A junior Army officer who states his anti-American opinions so openly may seem novel, but we should quell our surprise. After all, his views are indistinguishable from many of his peers at other distinguished universities. The craziness so common at other American college campuses is now demonstrated to have infected even our military service academies. We should not be surprised, but we are right to be outraged.
I have some experience here. I taught at the United States Air Force Academy from 1996 until 1999, and in addition I’ve taught at other civilian universities.
The Red Cadet scandal hurls a major national pillar—one that has manfully held out against much of the progressive revolution in politics—against the leading advocate of progressivism today, the universities. At stake is the question of the practical purpose of higher education and the ethos necessary to support it. Thus, the real focus of the recent condemnation of disciplinary standards by a former West Point faculty member and graduate was, in fact, the decline of the institution he had known, and not the repellent, even subversive views of a recent graduate. In his estimation, the academy has fallen away from its purpose.
The military, with its service academies—West Point, the U.S. Naval Academy, the Air Force Academy, and the Coast Guard Academy—have understood this purpose mostly implicitly: military officers must be loyal to the country. That’s why soldiers swear an oath to the Constitution. Alumni of other colleges may pledge financial support to their alma mater but no such serious and legally binding oath is expected of them.
To state the issue in dramatic terms: Does a distinguished general and scholar such as National Security Adviser H.R. McMaster belong more to the traditions of West Point and the military, or to those of the progressive academic world?
Yet, civilian universities today all too often require de facto oaths to the latest tenets of progressivism, from politically correct language (by which pronoun would you like to be addressed?) to suppression of robust debate. Graduates of these institutions may as well be goose-stepping in ever-tightening mental circles—a herd of independent minds, as it were. Whether in promising careers, personal fulfillment, or graduate school placement, the focus of these schools is on individual professional achievement. Even a the dubious focus on “leadership” at some institutions betrays a thoughtlessness about whom is being led and to what purpose.
Countering both formal and informal pressure from society at large, the service academies take great pains to produce men (and now women) with the character required to be officers. These institutions are vocational schools (until recently, they were engineering schools), but the vocation they train students to fulfill is not one meant merely to fulfill those students in their personal calling, it is a vocation that demands service to the nation. That requires qualities ignored, defined differently, or even defined contrarily by civilian institutions.