Military Education Research Articles

Perkembangan Hukum Keluarga Islam Pada Masa Kerajaan di Indonesia

This article discusses three Islamic kingdoms in Indonesia, namely the Aceh Darussalam Kingdom (1496 AD – 1903), the Islamic Mataram Kingdom (1588-1681), and the Gowa-Tallo Kingdom (1591-1669). The main focus is on the government system, judiciary, and legal sources used by the three kingdoms. The Kingdom of Aceh Darussalam, located in Aceh, Sumatra, has an organized and efficient government system. They developed a military education system, fought European imperialism, and had a strong commitment to Islam. Sources of law include custom, law, qanun, reusam, and the book of fiqh, with the Sultan as the supreme law maker. The Islamic Mataram Kingdom, established in Java, combined Hindu-Islam through Islamization. The government system integrates Islamic law and Javanese customs. Sultan Agung implemented Islamic law in the judiciary, incorporating civil and criminal law, and appointed individuals with an understanding of Islam in the judiciary. The Kingdom of Gowa-Tallo in Sulawesi adopted Islam as its official religion in 1605 AD. The King of Gowa-Tallo appointed sharia officials equivalent to adek officials, established a level III court, and managed zakat and alms funds to support Islamic religious justice. These three kingdoms demonstrate the importance of Islam in the government, justice and legal systems of Indonesia's past, combining religious teachings with local traditions to create a system that functioned effectively.

Soekertijo: The Lunge of Officers from Lumajang 1946-1988

This thesis discusses the role and career of Soekertijo during his time in the military. Soekertijo first entered the world of military education during the Japanese occupation of Indonesia, he graduated from Pembela Tanah Air (PETA). After Indonesia's independence, he formed Section II. Soekertijo Company began to show its work in the national arena such as defending Indonesia's sovereignty from Dutch Military Aggression I and Dutch Military Aggression II, in addition, Soekertijo also cracked down on separatist groups such as DI/TII to PRRI. The approach used by the author is the Biography approach, while the theory used in this study is the Charisma Theory from Max Weber's writings. The writing of this thesis is more emphasized on Soekertijo's role when defending Indonesia's independence, is a history in the form of a biography, because it will narrate the events of Soekertijo's past as part of the process of forming his leadership spirit, adolescence and his journey before becoming a company commander to becoming a Major General. The temporality of this article began in 1946, which was the momentum for the success of Section II of Kompi Soekertijo in defeating the Dutch Military at Klakah Station, while the deadline for this article was 1988, marking the inauguration of the Juang Kompi Soekertijo Monument in Yosowilangun as a form of appreciation for his dedication to country.
 Keywords: Soekertijo, Section II of the Soekertijo Company, Military, Dutch Military Agression and Separatist Group.

Postgraduate education methodology for foreign language teachers' assessment competence development in higher military educational institutions

Ukraine's tendency to achieve compatibility with the standards of NATO member states, in particular as a result of Russian aggression against Ukraine, raises the issue of developing the diagnostic competence of foreign language teachers in higher military educational institutions. After all, the ability of foreign language teachers in higher military educational institutions to effectively assess the levels of foreign language communicative competence of military personnel allows them to respond promptly to problematic issues in their language training and change training strategies following the needs of the Armed Forces. Therefore, the study aims to reveal the essence of the methodology of adaptive development of foreign language teachers' diagnostic competence in the system of postgraduate education. To achieve this goal, several theoretical (analysis, synthesis, systematisation of scientific psychological, pedagogical, methodological literature) and empirical (observation, comparison, description) methods were used. Adaptive learning technologies are proposed, which allow studying the educational material with the help of adaptive algorithms for each student, according to knowledge, skills, and personal learning needs, i.e., through the adaptive presentation of the educational material of the author's remote special course. The stages of implementation of the author's methodology for adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions are highlighted. The specifics of the methodology of adaptive development of diagnostic competence of foreign language teachers are revealed, considering their diagnostic activities in the system of military education. The authors' developed methodology for the adaptive development of diagnostic competence of foreign language teachers in higher military educational institutions contributes to the actualisation, systematisation and deepening of their theoretical diagnostic knowledge, and improvement of practical diagnostic skills and abilities that form the basis for the development of their diagnostic competence. The practical significance of the study lies in the possibility of applying its results to improve the qualifications of foreign language teachers at higher military educational institutions

THE SPECIFICITY OF THE FORMATION OF PROFESSIONAL IDENTITY IN MILITARY INSTITUTIONS OF HIGHER EDUCATION

The article examines the specifics of the formation of professional identity in military institutions of higher education. The idea that the development of higher military education remains a priority task of Ukrainian state-building is emphasized. The term „professional military education” is explained, referring to specialized military education, which is obtained under educational programs at the appropriate levels of military education in order to improve the professional level of a military specialist. It is proved that the formation of the professional identity of applicants of higher military education is a long process of qualitative modification of their inner world, which correlates with the stages of professionalization by enriching social subjectivity, selfactualization, and self-fulfillment in military professional activities. That is why, identification is proposed to be perceived as the main mechanism of socialization of an individual, translation of military-professional corporate values, and professional adaptation, which contributes to the freedom of individual development, enrichment, and diversity of meanings of activity. The role of the „self-concept” as a cognitive system for regulating behavior in various life conditions, in accordance with which there is a search for the meaning of one’s own existence, and the formation of an internal position, is emphasized. It is determined that the educational and professional environment in military institutions of higher education provides for constant problematization by solving several non-standard professional tasks that are projected onto a multidisciplinary structure of professional training, which has a systematic, progressive, and dynamic nature. It is shown that a developed sense of professional identity allows an individual to build his or her own professional perspective, taking into account the specifics of the acquired military professional experience and integration into the valuable military experience of foreign countries.

Data Power in Military Education: Awareness and Understanding of Learning Analytics

Abstract The rapid development, use and availability of technology is creating new opportunities in all areas of human life. The amount of data generated is enormous, followed by advances in the collection, processing and analysis of big data for a variety of purposes, such as various industries, science, healthcare and even education. Data science in education aims to better understand and improve learning processes through data–driven insights. Learning analytics studies how to use data mining, machine learning, natural language processing, visualisation and human– computer interaction approaches to help learners, educators and institutional leaders improve learning processes and teaching practices.

Involvement of women in military education in Ukraine

Women’s access to military education is an important component of building the value of equal rights and opportunities in the military sphere. Ukraine’s implementation of UN Security Council Resolution 1325 “Women, Peace, Security” provides for equal access of women and men to educational institutions of all levels of the security and defense sector. It is about providing full access to women to enter military educational institutions, integrating gender approaches into the system of training specialists for the security and defense sector, ensuring infrastructural and material and technical conditions of educational institutions of the security and defense sector for the training of girls. Protection from sexual harassment in the military in general and in military educational institutions in particular is another important aspect for the implementation of gender equality policy.Public opinion on whether women should be given equal opportunities with men to obtain military education was determined on the basis of a representative survey for Ukraine conducted in September 2018. Differences in support for the statement that women should be given equal opportunities with men to obtain military education were found depending on the respondents’ gender, age, region of residence, size of the settlement, and level of education.Women appeared, on the one hand, to be slightly more egalitarian in supporting women’s access to military education. Expectedly, more egalitarian views regarding the involvement of women in military education were demonstrated by respondents with a higher level of education, as well as residents of large cities. Residents of Eastern Ukraine to a lesser extent than in other regions support the opinion that women should be given equal opportunities with men to obtain a military education. Since there are several military educational institutions in the East of Ukraine (in particular, in Kharkiv), it is important to draw additional attention to the visibility of women in this field.

Философские основания военной педагогики

The aim of this study is to analyze the philosophical foundations of military pedagogy. Pedagogy, as an inde-pendent science, includes a number of worldview questions, the answers to which lie in the field of philosophy, i.e. the doctrine of man, his essence and purpose. Military pedagogy is a branch of modern pedagogy, which studies the basic laws of the military-pedagogical process, training and education of servicemen. The specifici-ty of military pedagogy, associated with the solution of the task of education of the personality of servicemen, gives this branch of knowledge a particular significance. The scientific novelty of the study lies in the analysis of the philosophical foundations of military pedagogy in relation to modern socio-pedagogical problems. Based on the research conducted, it has been argued that the philosophical foundations of military pedagogy repre-sent an important part of modern knowledge, which is related to the ideological and ideological aspects of edu-cational work.

Pembinaan dan Evaluasi Kursus Perwira Bagi Personel TNI Angkatan Laut pada Prodi Potensi Maritim

Suspapotmar is a series of military education activities in the Indonesian Navy which aims to organize and process educational operational equipment (katopsdik), which consists of ten components: curriculum, instruction packages, teaching staff, educational staff, students, teaching methods, alins/alongins, facilities education, educational evaluation, and budget, to achieve educational goals. All stages of course delivery must be evaluated to ensure that education is carried out correctly and effectively. Where each action runs separately or simultaneously. The implementation of Suspapotmar in Kodiklatal is inseparable from the Indonesian Navy's Education Quality Standards, which are an important component in improving educational management and the quality of educational outcomes, which helps the Indonesian Navy achieve its vision of becoming world class. It is very important for the Kodiklatal educational institution to organize the Suspapotmar course program, because apart from this course it is also needed for Serdik and is in accordance with the needs of the organization and Indonesian Navy soldiers. Not infrequently, after students complete the course and return to their workplace, they can experience problems. Therefore, evaluation will determine whether the learning program is running well. Data analysis techniques using qualitative research analysis are carried out starting from the stage of entering the object, while at the object and at the end of the object. So the results show that the determination of Suspapotmar students is in accordance with the required classification and has gone quite well. From observations in the field, all teaching staff have taken the required education. From the results of interviews with students and teaching staff, researchers received input stating that the facilities had been met. And based on expert information, the education budget is well supported and has been implemented according to established mechanisms, including fulfilling the rights of students.

Retraction: Evidence on the development of education in ex‐Soviet states special issue retraction statement

The journal's Lead Editors, the British Educational Research Association and John Wiley and Sons Ltd have retracted the articles below.Following publication, concerns were raised by a third party. Further investigation by the publisher revealed concerns about guest editorship, authorship and peer review. The retractions have been agreed due to evidence indicating that the peer review of these articles was compromised. The authors have been informed of this decision. The authors of https://doi.org/10.1002/rev3.3320 disagree with the retraction of this paper. Mashtaler, L., & Gorard, S. (2022). Special Issue: The development of education research in ex‐Soviet states. Review of Education, 10, e3329. https://doi.org/10.1002/rev3.3329 Zavaruieva, I., Bondarenko, L., & Fedko, O. (2022). The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students. Review of Education, 10, e3312. https://doi.org/10.1002/rev3.3312 Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education, 10, e3315. https://doi.org/10.1002/rev3.3315 Demchenko, I. V., & Demchenko, O. N. (2022). Dynamics of professional motivation of technical university students. Review of Education, 10, e3316. https://doi.org/10.1002/rev3.3316 Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M. (2022). Officers' foreign language training in educational and information environment of the Higher Military Educational Institution. Review of Education, 10, e3317. https://doi.org/10.1002/rev3.3317 Grytsenko, I., Borysenko, N., Sydorenko, N., Vashchuk, V., & Valuieva, I. (2022). Higher education institution: Distance learning and modern communicative opportunities. Review of Education, 10, e3318. https://doi.org/10.1002/rev3.3318 Goncharova, O., Maslova, A., Kirsanova, S., Rutkovska, A., & Yehorova, Y. (2022). Virtual learning anxiety: A case study of Pedagogical University (Ukraine). Review of Education, 10, e3320. https://doi.org/10.1002/rev3.3320 Krymets, L. V., Saienko, O. H., Bilyakovska, O. O., Zakharov, O. Y., & Ivanova, D. H. (2022). Quality management in higher education: Developing the methodology on the basis of total quality management. Review of Education, 10, e3322. https://doi.org/10.1002/rev3.3322 Kuleshova, V., Aksakova, N., Malazoniia, S., & Kovalenko, S. (2022). Professional training of future engineers‐teachers: The societal needs of modern educational technologies introduction. Review of Education, 10, e3323. https://doi.org/10.1002/rev3.3323 Kalinina, T. S., Karnaukhova, A. V., Mashovets, M. A., Shvaliuk, T. M., & Telna, O. A. (2022). Practical implementation of inclusive preschool education in Ukraine. Review of Education, 10, e3311. https://doi.org/10.1002/rev3.3311

Linguistic means of creating the image of the anti-hero in W. Ayguals de Izco’s novel «El Tigre del Maestrazgo»

The article is focused on the analysis of linguistic features of the «history-novel» by W. Ayguals de Izco «The Tiger of Maestrazgo», published in 1846–1848 and dedicated to R. Cabrera, one of the leaders of the Carlist movement in Spain in the 1830-ies. The relevance of this article is due to both the lack of scientific publications about W. Ayguals de Izco in Russian, and the relevance of «The Tiger of Maestrazgo» in the anti-Carlist political discourse in Spain in the middle of the XIX century. A brief review of recent publications on the writer’s work is offered as well as the history of the book creation. It is concluded that the publication of «The Tiger of Maestrazgo» was a reaction to the apologetic biography of R. Cabrera, written by B. de Cordoba, as well as to the uprising of the Carlists in Catalonia, which began in 1846. The anti-hero of the work is R. Cabrera, who in the novel personifies Carlism. The article analyzes the vocabulary used to create his image. 66 adjectives and 116 nouns and substantive combinations related to Cabrera and having negative connotations are registered in «The Tiger of Maestrazgo». There are 4 categories of lexemes that are used by the author to describe the anti-hero of the work: designations of social belonging; ethnonyms; names of animals; words related to the religion. W. Ayguals de Izco focuses the attention of readers on the unprofessionalism of R. Cabrera, who does not have a military education. The anti-hero is compared to «savages» from Africa and the New World and to predatory animals. W. Ayguals de Izco emphasizes that R. Cabrera has a «satanic» nature. Describing the birth of R. Cabrera, the writer parodies the gospel story about the birth of Christ. W. Ayguals de Izco not only creates a negative image of the leader R. Cabrera, but also criticizes the entire Carlist movement.

Drivers Keeping Civil-Military Relations in Equilibrium in Malawi: A Quantitative Approach

This study examined the factors that keep civil-military relations in equilibrium in Malawi. A quantitative approach was used in descriptive and explanatory research designs. The response variable of the study is the military as a fulcrum of civil-military relations. Eight explanatory variables; merit-based promotions, merit-based appointments, joint training and education between the military, citizenry and government officials, representational recruitment, reforms of the military institution, specialisation of the key civil-military relations players on defence matters, professionalization through professional military education and delivery of public goods and services were identified and responded to by civilians, the military, elected authorities, civil authorities and the judiciary. The structured questionnaire survey was used to collect data. Cronbach’s alpha technique was used to test the instrument’s reliability. The data was analysed using descriptive statistics and multiple regression in SPSS version 20. The results revealed that all eight explanatory variables have a significant positive impact on keeping civil-military relations in equilibrium in Malawi. The study found that the contribution of the factors varied in influence. Delivery of public goods and services had more influence, seconded by merit-based promotions and joint training and specialisation on defence matters being the least influential variables of the military as a fulcrum of civil-military relations and a precondition for democratisation. Further research is recommended to assess the roles of the key civil-military relations players in Malawi.

Teaching Virtues in the Military

ABSTRACT In parts I and II, this article briefly sketches two approaches to virtue ethics – those taken by Aristotle and the contemporary exemplarist moral theory of Linda Zagzebski – with an eye to providing resources for miliary educators. Each section concludes with remarks about the pros and cons of the author’s experiences of teaching these theories to undergraduates. Part III deals with the social articulation of morality and its implications for war crimes. The social articulation of morality is the idea that moral principles cannot be applied in the abstract, but must be interpreted in terms of social backgrounds and norms. This draws on War Crimes: Causes, Excuses, and Blame (2019) by Talbert and Wolfendale, who consider how social articulations of morality led the military in various countries to commit war crimes in the mistaken belief that they were acting in accordance with moral principles. Democratic countries have commitments to free speech that enable us to resist such abuses. The implications for military education are that virtues such as intellectual discernment should be joined with discussions of ethical issues to ensure that future military leaders do not fall prey to false moral narratives.

The staffing problem in the police during 1943–1944 and ways to resolve it

The state of police staffing during 1943-1944 is revealed, its peculiarities related to the course of the German-Soviet war are identified. The staffing problem in the police during the war was extremely acute. The mobilisation of police officers to the army, their deaths in combat, and evacuation to the east significantly worsened the staffing potential of this law enforcement body. The situation with recruitment in 1943–1944 changed somewhat compared to the first stage of the war. This process became more manageable and lost the main elements of chaos and situationalism that were characteristic of the initial period of the war. In the regions of Ukraine liberated from the Nazis, NKVD operational groups immediately began recruiting police officers. There were several sources of this formation: pensioners, women, demobilised soldiers and partisans, as well as officers seconded from other regions of the USSR. The educational level of newly recruited police officers was very low at the time. Thus, of those recruited to the state police, only 7.6 % had special training, 3.1 % had military education, and 10.6 % had a secondary education. A significant proportion of police officers had little work experience. For example, 45 % of the state police had less than 1 year of service, and almost 69 % of the departmental police had less than 1 year of service. By the end of 1944, the total percentage of police personnel reached 70.4%. The ethnic composition of the police was as follows: Ukrainians – 47.8%, Russians – 36.5 %, Jews – 15.4 %, and others – 0.3%. Due to the shortage of people, large deviations from the mandatory conditions and rules for staffing the police were allowed. People who did not meet the requirements for police personnel in terms of age, health, education and generally did not meet the requirements for police personnel were recruited. This resulted in numerous official misconducts and crimes. The qualitative shortage of staff led to a significant turnover of personnel. To overcome the difficulties, this police staff learnt the basics of police service on the job, combining service with training. In addition, police officers received the necessary knowledge at various seminars and advanced training courses.

Generals in the classroom: Joint professional national security education in Israel and the United States

The national security realm poses great challenges to senior military officers and civilian officials. These leaders oftentimes attend designated Joint Professional Military Education (JPME) institutions as a prerequisite for their futrue appointments. The article examines how these colleges and universities instill in their graduates the intellectual capacity to effectively engage and solve macro-level and acute strategic challenges as well as employ critical thinking skills to ensure intellectual agility and flexibility. The article compares the Israel National Defense College (INDC) and the National Defense University (NDU) to identify the differences and similarities between the two institutions and explain what it says about the Israeli and the American strategic culture and approach to the future of national security.

Shortcomings And Their Solutions in the Lesson Automation Schedule of Higher Military Educational Institutions

We know that all our hands still do that in the old system, Besides taking up the time of officers and workers, the lesson schedule created by this manual system also means that they have to work in the evenings outside of work without enough time because of the work in the department and the tasks assigned by the superiors. In the age of 21st century “Information technologies” in which we live, in order to abandon this system, we can set up the automation of the lesson schedule and, making our work much easier, it will be possible to devote time to other tasks. Therefore, I believe it is necessary to develop a system for automating the lesson schedule in higher military educational institutions using modern programming languages.

Incomplete mechanisms of authorities in issues of ensuring the functioning of the Ukrainian language as a state language

The article is devoted to a comprehensive study of the current legislation regulating the issues of ensuring the functioning of the Ukrainian language as a state language. Analyzed such basic legal acts as the Constitution of Ukraine and the Laws of Ukraine "On ensuring the functioning of the Ukrainian language as a state language", "About Higher Education". It is determined, that the status of the Ukrainian language as a single state language in Ukraine is determined exclusively by the Constitution of Ukraine, and the procedure for the functioning and use of the state language is exclusively determined by law. The current legal acts contain gaps that are persistent.
 Based on the results of the study, the author's vision of ways to regulate the imperfection of the mechanism of state power has been formed. Namely, it is proposed to supplement Article 10 of Section III of the Law of Ukraine “On Ensuring the Functioning of the Ukrainian Language as a State Language” with part 4 as follows: “as an alternative, the level of proficiency in the state language by persons, defined in the first and second parts of Article 9 of this Law, is certified by a document with Unified State Electronic Database on Education. This clarification in some cases will help simplify the mechanism for assessing the level of proficiency in the state language of military personnel serving in higher military educational institutions as scientific and pedagogical workers, as well as eliminate negative reactions from society regarding the failure to confirm the level of proficiency in the state language of persons applying for individual elective positions (Deputies of the Verkhovna Rada of Ukraine). After all, all citizens of Ukraine are equal before the Law and proper language skills are an integral part of professional competence, a guarantee of success in the profession, as well as an indicator of the general culture of the individual.
 In addition, the article emphasizes that insufficient legal work and legal culture of local officials remain the problematic issues, faced by contract military personnel serving in the positions of scientific and pedagogical workers in institutions of higher military education. Therefore, one of the ways to increase the effectiveness of legal awareness of both military personnel (under contract) in the security and defense sector and officials of public authorities is to strengthen the work in teams on the interpretation of legal norms and ways to implement them

THE ROLE OF EDUCATION IN ENSURING NATIONAL SECURITY: TRAINING OF SCIENTIFIC PERSONNEL FOR THE ARMED FORCES OF UKRAINE

The article deals with the main aspects of training of higher education applicants in higher military educational institutions and scientific institutions of the Ministry of Defence of Ukraine. The author analyzes the regulatory framework for the acquisition of professional competence of higher education students in higher military educational institutions and scientific institutions of the Ministry of Defence of Ukraine. The national security of Ukraine is an integral part and priority goal of the Ministry of Defence of Ukraine, which accordingly determines the main factors of stable development of society. Russia's full-scale invasion of Ukraine has created the conditions for the emergence of a hybrid form of warfare using the information space, which has forced the creation of new approaches to ensuring and maintaining the national security of the state. In this case, an important role is played by the training of students to acquire competencies in the development and testing of weapons and military equipment, which in today's conditions requires constant updating. Graduates of higher education institutions and research institutions of the Ministry of Defence of Ukraine must take into account the peculiarities of the production of weapons and military equipment in a timely manner in order to ensure the country's defense capability.
 The issue of training applicants in the modern conditions of the modern educational process should focus on the ability to make decisions in martial law and uncertainty. The level of education of students will be higher, the broader the chosen field of knowledge, as well as the ability to design solutions in an uncertain situation, which will allow them to have a wider range of possible decision-making methods. Therefore, raising the level of training of students in military sciences will create the preconditions for further implementation of measures that will ensure the development of personnel in the system of higher military education and increase Ukraine's defence capabilities.

Effects of instructor’s coaching behavior in the military educational environment on self-directedness in learning of cadets at Korea Army Academy at Yeong-cheon (KAAY)

The purpose of this study is to test the effects of instructor’s coaching behavior in the military education and training on self-directedness and learning outcome of cadets. To this end, the self-report questionnaires was used to collected data from 409 cadets in the 4th grade of the KAAY in the six-week military education and training from July to August 2022. The collected data were analyzed using Structural Equation Modeling (SEM). The result revealed that the instructor’s coaching behavior had a significant effect on the self-directed learning of cadets and the learning outcomes of cadets. We also found self-directedness in the learning of cadets mediated the instructor’s coaching behavior and learning outcomes. The findings could help to pay attention to the instructor’s coaching behavior as a strategy to foster self-direction in the learning of cadets.

From Mushtra to Conscious Movement: Pyotr Lesgaft’s Science‐Based Physical Education for the Russian Cadet Corps

AbstractA charismatic pedagogue, anatomist, physician, and founder of Russia’s Free University, Pyotr Frantsevich Lesgaft (1837–1909) played a central role in the emergence of science‐based physical education in Russia between the 1870s and the 1900s. Using Lesgaft’s two‐volume Physical Education Guide for School Children (1888–1901) as a focal point, this article examines the debates surrounding military physical education in the context of pedagogical theories in late nineteenth‐century Europe and Russia, and demonstrates that Lesgaft’s liberal views on reforming physical education emerged from his unique expertise as a pedagogue, physician, and anatomist. Although Lesgaft formulated his pioneering system primarily during his employment with the Main Directorate of Military Educational Institutions (GUVUZ), his methods were often at odds with prevalent approaches to cadet training. Importantly, while Lesgaft’s approach was certainly innovative within Russia, it developed in conversation with three popular systems of physical education in nineteenth‐century Europe: Friedrich Jahn’s Turnen, Swedish gymnastics, and British sport.

Development of Emotional Intelligence During an Adventure and Experiential-Based Learning Course

Background The United States Air Force Academy's Center for Character and Leadership Development developed the ‘Adventure and Experiential Based Learning’ (AEBL) course—a new experiential education summer course intended to develop interpersonal leadership skills in 1,100 sophomore cadets. Purpose Improving cadet emotional intelligence (EI) is of particular focus due to its value in leader effectiveness. Methodology/Approach Rather than rely upon the more common military pedagogy of lecture-based learning or a military handbook that prescribes exactly what participant success looks like, the aim of the course examined in this study was to improve participant EI via a combination of experiential education methods including interactive classwork, challenge course experimentation, and a capstone 28-h adventure comprised of uncertainty and stressful team dynamics. To measure the effect the experiential education curriculum had on participant EI, the Workgroup Emotional Intelligence Profile (WEIP) was used in a pre/postsurvey method. Findings/Conclusion The results indicated a significant increase in EI among AEBL participants as measured by the WEIP. Implications Outdoor experiences like the one described in this article may be an effective way to train EI skills.