The use of various practical pedagogical tools is an important part of officer training. This is also an area where there is a long tradition in the training of officer cadets and officers in staff colleges as well as in the Armed Forces more generally. This article focuses on staff rides aimed at teaching tactics and operational arts based on historical examples. This type of staff-rides aims to learn from history with a bearing on the present and the future.
The article is organized as follows: first, the article gives a short overview of the history of staff rides, followed by a discussion on different types of staff rides. Then the focus shifts to ways to planning and carrying out a staff-ride. This includes the planning phase, reconnaissance, and the different pedagogical tools that can be used and their implementation. The article concludes with a discussion of how to think when planning and carrying out a staff rides, both practically and pedagogically. The article here presented a schematic model of the pedagogical dynamics of the staff ride for different target groups based on their pre-understanding and the complexity of different field exercises.
This article first traces the origin of hybrid warfare and the label game surrounding the concept, asking
whether it is merely old wine in a new bottle, and if so, whether it is still a useful concept. It is found that while being old wine in new bottles, it is still a good wine well worth drinking. While there is not much new in the concept itself, it is a useful tool to think about past wars, today’s wars and the wars of the future. Thereafter, this paper analyses how hybrid warfare and hybrid threats are to be understood in the context of peace, conflict and war. It is shown how hybrid warfare and threats fit into our traditional understanding of conflict dynamics.