HIST 6680

History of Military Thought (CRN 2893)

Brian R. Price, Ph.D. Day: M | 5:15 – 8:30pm

bprice@hpu.edu Room: MP304 (Downtown Campus)
Office: MP 447 Semester Dates: 31 Aug. – 13 Dec.
Office Hours: MWF 9:00 – 10:30 or by appt. Holidays: Sept. 7;
Phone: 808-543-8063 Fall, 2015

This seminar examines the development of military thought from ancient times until the present. Students
will read the works of influential theorists such as Sun Tze, Machiavelli, Clausewitz, etc., and will examine
their impact on military affairs. Students will also become acquainted with the modern scholarship on these
authors. (prerequisite, graduate standing)

What is strategy? What are its foundations? Are their guiding principles? Is strategy different from tactics?
These are a few of the questions which have engaged brilliant minds going back to antiquity, from Sun Tzu
to Thucydides. Strategy is an easy work to invoke, but, like terrorism, is much harder to define, and even
harder to operationalize in analysis of political/military affairs or in the conduct of those affairs.

This course is intended to acquaint students with the major strategic theorists ranging from the ancient to
the modern, from Sun Tzu to John Boyd. We do not have the time to delve deeply into any single theorist,
apart from Clausewitz, but I hope to bring them to your attention so that you can continue to delve into this
kind of thinking even after the course is complete.

Course Learning Objectives

Students will
• Be  able  to  advance  and  defend  a  definition  of  strategy  
• Be  able  to  discuss  the  strategic  foundations  and  the  relationship  of  the  non-­‐military  to  the  
military,  including  politics,  economics,  and  socio-­‐cultural  factors  
• Be  able  to  articulate  the  major  tenets  of  strategic  thinkers  including  Sun  Tzu,  Machiavelli,  
Clausewitz,  Jomini,  Mahan,  L.  Hart,  Fuller,  Douhet,  Corbett,  Brodie,  Wylie,  and  Boyd,  among  
others  
• Assess  the  impact  of  strategic  thought  on  military  and  political  practice,  and  on  the  social  
infrastructure  of  a  conflict  

Requirements
Like other MADMS courses, this course meets weekly, once per week. Attendance is mandatory. You may
miss one week without penalty, but after that, a miss may deduct 7 points (about 1/15th) from your final
grade, making an “A” exceedingly difficult. Because the discussion is important, those who come in more
than fifteen minutes late may lose 3 points from their final grade. You are expected to come to class
prepared, with two copies of any assignments and having read and digested the week’s theorist.

Most weeks you will be expected to prepare a short reading review of each theory. The classroom
discussion will revolve around a detailed discussion of that theory, also setting it in its historical context
and looking for resonance in modern strategic, policy, doctrine and practice. We will also review one
chapter of Clausewitz per week. The Chailand book is meant to provide auxiliary reading for context
setting and influence, and it is the core book for our undergraduate class companions, who will usually
have read that but not the theorist themselves.

But this course is also slightly different from other graduate readings courses. Whereas in other courses the
books are meant to spur discussion, and acquaint you with a topic, each of the readings is a strategy text
(apart from the Citino), and your close reading of the texts is the core of the course. Make time to read and

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digest the material. Likely you will not be as able to skim or do the “graduate read” as you might in other
kinds of history courses. Many of these texts are complex and difficult; the challenge is not to read every
word of every text, but going through it intelligently to distill the important messages and provide a
compelling analysis in your reading review, and in the classroom discussion.

Preparation is everything—you can’t bluff through a strategic theory.

Grading
Weekly Review Papers = 8 x 12 points (100 total + possible bonus 5 points each for a ninth and tenth)
Clausewitz or Jomini Debate (12 points)
What is Strategy Presentation (13 points)
What is Strategy & Greatest Strategist Paper (25 points)
In-class preparation, presentation, participation, conduct (50 points)
-------------
200 points possible; divide /2 for your %

In graduate school, there is an expectation that all students will earn at least a B in all coursework. In order
to receive an A in this course, students must expect to complete all required assignments on time, actively
participate in class discussions in a respectful and collegial manner while simultaneously weaving in
material from the readings and from other study and experiences they might have. Graduate students often
have extensive professional and family responsibilities, but the A students will find a way to achieve their
academic goals without neglecting their family and profession. Late reading reaction papers lose 25% of
their value if late the first week, and 15% per week thereafter.

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Book List
Chailand. Gerard, The Art of War in World History, Berkeley, CA: University of California Press, 1994
(main text)
Citino, Robert, The German Way of War, Lawrence, KS: University of Kansas Press, 2005.
Clausewitz, Carl von, Michael Howard and Peter Paret. On War. Princeton, NJ: Princeton University Press,
1976.*
Wylie, J.C. Military Strategy: A Theory of Power Control. Naval Institute Press: Annapolis, 1967 (any
edition, but the 2014 edition is recommended). (also available for Kindle)

Corbett, Julian S. Some Principles of Maritime Strategy.

https://archive.org/details/someprinciplesof15076gut
Douhet, Giulio. Command of the Air.
http://www.au.af.mil/au/awc/awcgate/readings/command_of_the_air.pdf
Hart, Basil Liddell. Strategy. (any edition)
https://archive.org/details/strategyofindire035126mbp
Jomini, Baron Henri de. The Art of War.
http://www.arcmanor.com/FDL/AofW5674.pdf
Machiavelli, Niccolo. Art of War (any edition; Perseus recommended).
https://ebooks.adelaide.edu.au/m/machiavelli/niccolo/m149a/
Mahan, Alfred Thayer. The Influence of Seapower Upon History.
http://www.gutenberg.org/files/13529/13529-h/13529-h.htm
Sun Tzu The Art of War
http://www.au.af.mil/au/awc/awcgate/artofwar.htm
Warden III, James. The Air Campaign
http://www.au.af.mil/au/awc/awcgate/warden/ward-toc.htm

RECOMMENDED
Chicago Manual of Style, 15th edition, 2011.
Turabian, Kate. A Manual for Writers of Research Papers, Theses, and Dissertations, 8th Edition, Chicago
Style for Students and Researchers. Chicago: University of Chicago press, 2013.*
Gray, Colin. Modern Strategy. Oxford University Press, 1999.
http://home.comcast.net/~lionelingram/Gray.pdf
Thucydides, Robert B. Strassler and Richard Crawley. The Landmark Thucydides: A Comprehensive Guide
to the Peloponnesian War. New York: Free Press, 1998.*
Osinga, Frans. Science, Strategy and War: The Strategic Theory of John Boyd. Routledge, 2006.
Coram, Robert. Boyd: The Fighter Pilot who Changed the Art of War. Back Bay Books, 2004.
Vegetius, Trans. N. P. Milner, Vegetius: Epitome of Military Science. Liverpool: Liverpool University
Press, 1997.

Books with an asterisk (*) may be available in Kindle or Nook editions at a reduced cost.

Books are available at the HPU Bookstore at the campus where this course is offered (Downtown or
Hawaii Loa) and online (all campuses) at www.hpu.bncollege.com. Rentals and eBooks are available for
many of the course materials. You can contact the HPU Bookstore at 808.544.0290 if you have any
questions.

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Attendance/Contributions
This is a foundational course, so I will more rigidly enforce attendance with respect to its effect on your
grade than is my custom in other graduate courses.

Every student is expected to make a substantial contribution to the discussion, anchored in the week’s
readings, in order to create a collegial atmosphere, as well as to clearly demonstrate their reading and
internalizing of the assigned readings. Students who do not contribute substantially in a given week should
expect to lose 1% of their final grade.

Students are expected to conduct themselves in a professional manner at all times. If students are engaged
in electronic communication that is disruptive (such as incessant texting), I will ask that the device be put
away. Phones should be on silent during the discussions.

PROJECTS

Reading Reaction Papers

Because Karl von Clausewitz’s Vom Krieg (“On War”) is so influential in Western military thinking, and
because it is difficult for many students, I have broken out the Clausewitz readings over the course of the
first half of the semester. But for graduate students, there is also a strategic thinker text to be read and
digested. I do not expect every word to be bled over, but you must pull out the main ideas. Ideally, your
reaction paper will reflect both the Clausewitz and the thinker, perhaps in a compare and contrast mode.

Reading review papers for this course should encompass the theorists’ main ideas, and some interesting but
lesser known ones you feel are important to your overall evaluation of the author’s ideas. Graduate papers
should be 4-5 pages in length. Remote students, missing the in-class experience, should turn in a longer
exposition (5-7 pages), and an outline of the work.

Each of these theorists was chosen because their ideas have had a formative impact on the conduct of war,
and sometimes on policy. The closer you can read and understand them, the better they’ll help you in future
coursework and in your career.

Papers are due at the start of class. Late papers immediately lose 1/4 of their value because being prepared
for class is a crucial part of the graduate experience.

Strategy Summa Paper

Rather than a research paper, unless you have another burning project you’d like to do with respect to the
strategists (and can convince me the value of), your paper will answer two questions: What is Strategy?
And Who is the Greatest Strategist, and Why? Each of these questions should be thoughtfully approached,
with a final paper in the 16-20pp range (you may take more space if you need it). The paper should touch
on all of the strategists we’ve read this semester. You will present your arguments in a short (10 min.)
presentation Week 14, and defend your strategist at our final meeting, Week 15.

***

Writing Style Guide

All writing must be original and must adhere to the professional standards for the field. It should follow
Kate Turabian’s style guide (Chicago). All references should be appropriately footnoted (not
parenthetical) using correct style and punctuation. Grammar and composition count, as communication
and clear thinking are the objective for all of the Humanities. If you need help with writing, see me in the

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office or I can direct you to other places for help. If you are going to be late on a paper assignment, it is
imperative that you contact me in advance so that arrangements can be made.

Academic Integrity
Both Hawaii Pacific University and the Department of History are dedicated to providing a learning
environment based not only upon academic excellence but academic integrity as well. It is expected that
you will adhere to all Hawaii Pacific University guidelines regarding academic dishonesty. Cheating or
Plagiarism will result in failure of the course and possible expulsion from the University. Please see the
full policy at the end of the syllabus.

ADA Accommodation Statement

Under the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), Tile III
(Public Accommodations) and Title V (Employment) and the Hawaii Fair Employment Practice Law,
Hawai'i Pacific University does not discriminate against individuals with disabilities. Hawai'i Pacific
University will make reasonable accommodations in its policies, practices, and procedures in order to: (1)
allow students with disabilities to benefit from the services and facilities offered by the University, and (2)
employ otherwise qualified individuals with disabilities who are able to do the essential tasks of the
specific jobs. HPU will accommodate known disabilities, unless to do so would impose an undue hardship.
This is interpreted to mean significant difficulty (fundamentally altering the nature of the services and
facilities provided by the University) or expense. HPU has a designated Disability Resource Manager,
Deneen Kawamoto, who is located at the downtown campus, 1060 Bishop St. (LB), Suite 602. She can be
reached by calling (808) 544-1197 or at dkawamoto@hpu.edu. If you are a student with special needs, as
addressed by the Americans with Disabilities Act, and need any course materials provided in an alternative
format, please contact Deneen Kawamoto and notify your instructor immediately. Reasonable efforts will
be made to accommodate your special needs.

About your Instructor

Dr. Brian R. Price is an Assistant Professor of History at
Hawaii Pacific University. He received his Ph.D. from the
University of North Texas in History, where he worked on
European and American military history, particularly focused
on the intersection of war, technology and culture. He has
written extensively on medieval and Renaissance warfare and
the techniques of micro- or personal combat. For the 2011-12
years he worked with the U.S. Army’s Human Terrain System
in Afghanistan, where as a combat advisor he conducted field
research with combat patrols and provided socio-cultural,
political and security analysis for NATO and American forces
in Kapisa and Ghazni provinces at the Brigade and Division
levels. While there he also taught “percussive” combatives to
French Foreign Legion, American and Afghan army officers.
He remains interested in the martial arts and is working on
completing several books, including, The American Military
Experience: 1972-2013 and The Martial Arts of Medieval
Europe.

Final Exam
NO FINAL for this class

HIST  6600  Syllabus  

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Week 1 – Aug 31, 2015
What is Strategy?
Strategic Foundations
Week 2 – Sept. 7, 2015
Week 3 – Sept. 14, 2015
Week 4 – Sept. 21, 2015
“Continental”
Sun Tzu (Sunshi)
Week 5 – Sept. 28, 2015
“Continental”
Machiavelli
Week 6 – Oct. 5, 2015
“Continental”
Jomini
Week 7 – Oct. 12, 2015
“Continental”
Karl von Clausewitz
Week 8 – Oct. 19, 2015
Liddell Hart’s Indirect Theory
Week 9 – Oct. 26, 2015
German Thinking
Week 10 – Nov. 2, 2015
Seapower Corbett & Mahan
Week 11- Nov. 9, 2015
Airpower – Douhet et. al.
Week 12 – Nov. 16, 2015
Air Power - Warden
Week 13 – Nov. 23, 2015
John Boyd
Week 14 – Dec. 30, 2015
Week 15 – Dec. 7, 2015
Who’s the Greatest Strategist, and
why?
PLEASE NOTE: Every attempt will be made to follow the guidelines outlined in
this syllabus as closely as possible. However, I reserve the right to change the course
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CLASS SCHEDULE
Price –
“Graduate Reading Reviews”
LABOR DAY
Chailand 1-17 Reading Review #1
Clausewitz, Books 1-2, 1-123
Wylie, Military Strategy
Chailand 17-18, 21-23 Reading Review #2
Clausewitz, Book 3, 127-222 Suggestion: Compare Clausewitz’s
Sun Tzu, The Art of War conception of war with that of Sun
Tzu
EXTRA CREDIT: Brief us (5 mins)
on 1 other Chinese or Indian
strategist from Chailand
Chailand, 535-546, opt. 547-569 Reading Review #3
Clausewitz, Book 4, 225-275
Machiavelli, Art of War EXTRA CREDIT: Brief us (5 mins)
on 1 of the Greek or Roman
strategists
Chailand 580-608, 724-743 Reading Review #4
Clausewitz, Book 5, 280-283,
345-351
Jomini, The Art of War
Debate: Jomini or Clausewitz? In-class debate
Clausewitz, Book 6, 357-378
Chailand 927-931 Reading Review #5
Liddell Hart: Strategy
Chailand, 943-961 Reading Review #6
Citino, The German Way of War
Chailand 787-807; 830-842 Reading Review #7
Mahan – Influence of Seapower
Corbett – Some Aspects
Chailand 891-910 Reading Review #8
Douhet – Command of the Air
Chailand 991-1003; 1023-1040 Reading Review #9
Warden – The Air Campaign
Article TBD Optional Review #10 – Corum or
Clausewitz, 523-573 Osinga
Optional: Osinga or Corum
Presentation: What is Strategy? Who
is the Greatest Strategist, and Why?
Summa Review Due
Fall
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from the guidelines outlined in this syllabus (e.g., the schedule of topics, etc.) if
circumstances require it.

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APPENDIX A
GRADING RUBRIC FOR EXAMS, PAPERS AND BOOK REVIEWS

BOOK REVIEW RUBRIC

Bibliographic info should be at the intro / header 1
What was the author’s purpose? What was his main argument? 5
What kind of framework did the author use or present? 5
The book’s strengths 5
The book’s weaknesses 5
The quality of the book’s evidence / sources. Are they
appropriately qualified and are they task-appropriate and do 5
they stand as evidence?
Did the author accomplish his goal(s)? Is the work a valuable
contribution to the study—why or why not? 5
Your review uses specific quotes from the book to support 5
analysis
Your review uses appropriate grammar and style 5
Your review uses a strong organizational framework 5
How does the work fit into the literature / historiography of the 4
field?
Total 50

RESEARCH PAPER RUBRIC

Introduction/Problem definition: Is it interesting? Does it give 10
context and raise a problem or issue?
Thesis: Neither too broad nor too narrow; clarity of thesis 10
presentation
Research: Did you find evidence appropriate to the problem? 25
To what extend did you use primary sources?
Argument: You make a clear case for your position using good 10
logic
Use of Evidence: Is the evidence strong and qualified? Are 20
primary sources cited and included appropriately? Are their too
few? Too many?
Evaluation: Do you deal with likely opposing arguments? What
are their strengths and seaknesses? Quality of support for the 10
conclusion.
Bibliography & Footnotes: Correct format and usage, as 5
directed in the instructions; correct TURABIAN style.
Mechanics / Grammar: Spelling, etc. 10
Total 100

ESSAY RUBRIC
Completeness: Did you answer the question and all its parts? 20
Focus: Does your paper have a coherent focus “without 20
distraction”?
Accuracy: Your answer is free from errors and is complete 20
Argument: You make a clear case for your position using good 10
logic and a compelling organization?
Evidence: Is the evidence strong and qualified? 20
Evaluation: Do you deal with likely opposing arguments? What
are their strengths and weaknesses? 10
Total 100
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Grading Scale
Letter grades will be calculated based on the weighted scale above and according to the following table:

95-100 A 73-76 C
90-94 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ <59 F

Students are evaluated according to their clarity of presentation, critical thinking, and appropriate use
of evidence to support their arguments.

MADMS program objectives

1. Discuss  and  apply  at  an  advanced  and  current  level  the  various  methodologies  and  approaches  to  the  
study  of  military  history,  political  science,  and  international  relations  in  a  diplomatic  and  military  
context.    
2. Place  questions  and  issues  concerning  the  role  of  the  military  within  their  chronological  and  
geographical  context  in  the  course  of  more  in-­‐depth  inquiries.    
3. Make  use  of  critically  reflective  tools  for  interpreting  pertinent  historical,  cultural,  philosophical  and  
political  issues.    
4. Articulate  the  moral  and  ethical  concerns  raised  through  the  study  of  the  relationship  of  force  and  
diplomacy  to  society  and  technology.    
5. Demonstrate  the  ability  to  integrate  complex  issues  relating  to  the  role  of  diplomacy  and  the  military  in  
a  substantial  piece  of  research,  producing  a  professional  paper  of  quality.    
6. Be  prepared  to  undertake  further  graduate  study  in  history,  political  science,  international  relations,  
and  related  fields.    

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APPENDIX B
Academic Integrity Policy

The University’s policies and procedures regarding Academic Honesty are published
for your review and information.

Please read them carefully.

I.
It is Hawai‘i Pacific University’s policy that any act of academic dishonesty will incur a penalty up to and including expulsion from the University. Any
student who cheats on an academic exercise, lends unauthorized assistance to others or who hands in a completed assignment that is not his or her work
will be sanctioned. The term academic exercise includes all forms of work submitted either electronically or on paper for points, grade or credit.

Definitions
General Statement
II.
Academic Dishonesty involves the following:

A. Cheating
1. The intentional use of or attempted use of unauthorized assistance, materials, information and/or study aids in c completing an academic exercise.
2. The act of collaborating and working together on any academic exercise without the approval of the instructor, producing an exercise which is similar
in content
and form, so as to create doubt as to whether the work was truly the product of individualized effort.
3. Examples of cheating include but are not limited to:
a. Giving or receiving unauthorized assistance during examinations.
b. Submitting an assignment that is so similar in appearance, content and form to an assignment submitted by another person that it could not have been
Independently produced.

B. Plagiarism
1. The use or reproduction of ideas, words or statements of another as one’s own without proper acknowledgement or citation.
2. Examples of plagiarism include but are not limited to:
a. Using verbatim or paraphrased text without proper citation.
b. Paraphrasing so as to mislead the reader regarding the source.
c. Submitting, without permission, the same written or oral material in more than one course.
d. Obtaining research or laboratory data from another individual or source but presenting it as one’s own.

C. Facilitating Academic Dishonesty

This is defined as intentionally or knowingly helping or attempting to help another to commit an act or acts of academic dishonesty as defined in this
policy. Those who help others to commit acts of academic dishonesty are in violation of the Code of Student Conduct, 11.ff, and may be subject to the
penalties described in that section of the Student Handbook

D. Fabrication
1. The intentional or unauthorized falsifying or inventing of any information or citation in an academic exercise or University document.
2. Examples of fabrication include but are not limited to:
a. Falsifying data or signatures of an official University document (e.g. registration form, college record, and/or transcript).
b. Misrepresenting a fact in order to obtain a course exemption, waiver, or withdrawal.

III. Procedures for Academic Dishonesty

A. Instructor Action
Incidents of academic dishonesty substantiated by evidence may be dealt with by the instructor in any number of ways. Suggested penalties are:
1. Require the student to redo the exercise or do a new exercise as a condition for continuing in the course or avoiding one of the other penalties below.
2. Give the student an “F” or a “0” for the exercise and permit it to be redone with or without a penalty at the instructor’s discretion. For example, the
grade on the
new exercise could replace the “F” or “0”, or it could be averaged with it, or lowered by one letter grade.
3. Give the student an “F” or a “0” for the exercise and not permit it to be redone. A Report of Academic Dishonesty must be submitted to the appropriate
academic Dean in any instance in which academic dishonesty is alleged. The report should detail the dishonest act and the penalty assigned. If the student
disagrees with the instructor’s decision, the student may make a written appeal to the appropriate academic Dean in accordance with this policy.
Lower the course grade or assign a course grade of “F”.

B. Academic Dishonesty Reports

IV. Time Line for Academic Dishonesty Incidents

A. Instructor Action
The Report of Academic Dishonesty should be submitted to the academic Dean within 5 working days of discovery of the incident.

B. Appropriate Dean Action

The academic Dean will review the instructor's Report of Academic Dishonesty and forward it to the Office of the Dean of Students within 5 working
days. The Assistant Dean of Students will tell the academic Dean if the student is or is not a repeat offender within another 3 working days.

C. Office of the Provost Action

In all student appeals, the Provost has 10 working days to decide on the appropriate penalty or to convene the Academic Conduct Review Board.

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D. Academic Conduct Review Board Action

Within 10 working days of notification of convening, Board members, as identified in the "Student Handbook," will meet with the offending student and
conduct a hearing to decide on an outcome regarding the student's appeal. Results of the Board recommendation will be made to the Provost for
consideration and final determination of the penalty with 10 working days of receiving the Board's report. The Provost will notify the student, concerned
Dean and instructor of the outcome. The Office of the Dean of Students maintains files and a confidential tracking system of all acts of academic
dishonesty. The academic Dean will forward the Report of Academic Dishonesty to the Assistant Dean of Students. The Assistant Dean of Students will
notify the academic Dean if the student is a repeat offender. If a student has violated the Academic Integrity Policy in the past, the Dean or his or her
designee will invite the student to be interviewed within 5 working days. If the student cannot meet in this time period, the Dean or his or her designee
may proceed to the next step immediately or choose to make a reasonable delay to accommodate the student. If the Dean decides to take punitive action
beyond that recommended by the instructor, the Dean or his or her designee will decide on appropriate action and inform the student within an additional
10 working days. If the student refuses to be interviewed without a verifiable reason (e.g., a documented medical emergency), then this will be noted in
all future correspondence regarding the case. If the student is unsatisfied with the response and wishes to request a hearing, the student's request must be
in writing and must be filed with the Office of the Provost within 10 working days of receiving the academic Dean's response. The student who has
violated the academic integrity policy for the first time may appeal the instructor's decision to the appropriate academic Dean. The appeal letter and any
supporting documentation submitted by the student will be forwarded by the Dean or his or her designee t to the instructor within 5 working days, with a
request for a response to be submitted no more than 5 working days later. When the instructor's response is returned, the Dean or his or her designee will
send a letter to the student and instructor within 5 working days indicating his or her findings and recommendations. If the student is unsatisfied with the
response and wishes to request a hearing, the student's request must be in writing and must be filed with the Office of the Provost within 10 working days
of receiving the academic Dean's response. The instructor may also appeal the recommendation of the Dean to the Office of the Provost within 10
working days. Procedures for students with academic grievances involving issues other than academic dishonesty can be found in the Student Handbook
under Academic Grievance Procedures for Students (www.hpu.edu/Studentlife/student-handbook.pdf). The Student Handbook states that grievances
typically involve "allegations of unfair treatment in coursework or other academic concerns."

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