Description
Professional military education (PME) has so far attracted only limited attention within critical military studies (CMS). This contribution provides an opening for further engagement with this important aspect of modern militaries. Specifically, we zoom into an increasingly central aspect in the provision of PME: boosting critical thinking within the armed forces. Yet, what it means to foster ‘critical thinking’ within military institutions is anything but clear. To reflect on this aspect and its importance for warranting the attention of CMS, we engage in a conversation that brings together voices from both PME instructors and recipients. By juxtaposing these distinct viewpoints, this contribution addresses the concerns raised in this Special Issue, specifically what counts as critical knowledge (and critical pedagogy) when thinking about military power, through a series of inquiries: What are the limits and possibilities for critique in PME? Can one truly maintain a 'critical' stance within PME, and if so, what forms of critique are deemed acceptable and which are excluded? How do the limits of critique manifest themselves within pedagogical interactions? This dialogical encounter illuminates the myriad ways in which PME is central to the construction of military subjectivities while simultaneously penetrating civilian spaces of HigherEducation.
