Learning the Lessons of Modern War uses the study of the recent past to illuminate the future. More specifically, it examines the lessons of recent wars as a way of understanding continuity and change in the character and conduct of war. The volume brings together contributions from a group of well-known scholars and practitioners from across the world to examine the conduct of recent wars in Iraq, Afghanistan, the Middle East, South America, and Asia. The book's first section consists of chapters that explore the value of a contemporary approach to history and reflect on the value of learning lessons from the past. Its second section focuses on the wars in Iraq and Afghanistan. Chapters on Iraq discuss the lessons of the Iraq War, the British perspective on the conflict, and the war as seen through the lens of Saddam Hussein's military. Chapters on Afghanistan discuss counterinsurgency operations during the war, Britain's experience in Afghanistan, raising and training Afghan forces, and U.S. interagency performance. The book's third section examines the lessons of wars involving Russia, Israel, Sri Lanka, the Philippines, Georgia, and Colombia. It concludes by exploring overarching themes associated with the conduct of recent wars. Containing a foreword by former National Security Advisor Lieutenant General H.R. McMaster, Learning the Lessons of Modern War is an indispensable resource for international relations and security studies scholars, policymakers, and military professionals.

The fog of war is inevitably followed by the "fog of analysis." This has certainly been true of the most important military conflict of the post-Cold War era, the Gulf War between Iraq and the allied coalition led by the United States. A variety of studies of this conflict have appeared, many within just months of the end of hostilities and many with the obvious weaknesses resulting from the rush to publish. Now in this fourth volume of the acclaimed Lessons of Modern War series, military analyst Anthony H. Cordesman, with defense consultant Abraham R. Wagner, has produced what must be considered the definitive study of the Gulf War.Anthony Cordesman draws careful conclusions based on extensive research from a wide variety of sources, including newly declassified documents; official military reports; informal review and commentary by U.S. military services and British, French, Egyptian, and Saudi officers; interviews; and field research in Saudi Arabia, Kuwait, and southern Iraq as well as Cordesman's own firsthand observations of the unfolding battle for Kuwait in his capacity as military analyst for ABC News and a year of research on the war as fellow at the Wilson Center. Abraham Wagner contributes his unique experience in intelligence and command-and-control issues.The book examines in unprecedented detail the efforts of all the members of the coalition, not just the United States. The authors are careful to distinguish between the general lessons about warfare that can be drawn from the Gulf War and those that are unique to this conflict. Throughout the book, the authors offer enough data to enable the reader to consider alternatives to Cordesman and Wagner's own highly authoritative conclusions.The many lessons presented in this book cover the whole range of political, strategic, tactical, technical, and human elements of this conflict. The authors' analysis is based on the dynamic interaction of all of these factors, not just static bean-counting. The central lesson is that this highly complex web of human and technological developments has resulted in a new "military revolution" of profound significance for the history of modern war. "Lessons of Modern War, Volume IV: The Gulf War" explodes many myths, offers sometimes controversial conclusions, and is essential reading for anyone concerned about the "revolution in military affairs''; peacekeeping; Gulf and energy security issues; and the new, but still dangerous, world in which we live.

Armies are invariably accused of preparing to fight the last war. Nagl examines how armies learn during the course of conflicts for which they are initially unprepared in organization, training, and mindset. He compares the development of counterinsurgency doctrine and practice in the Malayan Emergency from 1948-1960 with that developed in the Vietnam Conflict from 1950-1975, through use of archival sources and interviews with participants in both conflicts. In examining these two events, he argues that organizational culture is the key variable in determining the success or failure of attempts to adapt to changing circumstances. Differences in organizational culture is the primary reason why the British Army learned to conduct counterinsurgency in Malaya while the American Army failed to learn in Vietnam. The American Army resisted any true attempt to learn how to fight an insurgency during the course of the Vietnam Conflict, preferring to treat the war as a conventional conflict in the tradition of the Korean War or World War II. The British Army, because of its traditional role as a colonial police force and the organizational characteristics that its history and the national culture created, was better able to quickly learn and apply the lessons of counterinsurgency during the course of the Malayan Emergency. This is the first study to apply organizational learning theory to cases in which armies were engaged in actual combat.

This volume, the first in a series of three, covers the lessons of the 1973-1989 Arab-Israeli arms race and of the conflicts of 1973 and 1982. It draws on interviews with Arab and Israeli sources and reveals that if truth is the first casualty of war, then history is the first casualty of peace.

Learning to Forget analyzes the evolution of US counterinsurgency (COIN) doctrine over the last five decades. Beginning with an extensive section on the lessons of Vietnam, it traces the decline of COIN in the 1970s, then the rebirth of low intensity conflict through the Reagan years, in the conflict in Bosnia, and finally in the campaigns of Iraq and Afghanistan. Ultimately it closes the loop by explaining how, by confronting the lessons of Vietnam, the US Army found a way out of those most recent wars. In the process it provides an illustration of how military leaders make use of history and demonstrates the difficulties of drawing lessons from the past that can usefully be applied to contemporary circumstances. The book outlines how the construction of lessons is tied to the construction of historical memory and demonstrates how histories are constructed to serve the needs of the present. In so doing, it creates a new theory of doctrinal development.

Learning War examines the U.S. Navy’s doctrinal development from 1898–1945 and explains why the Navy in that era was so successful as an organization at fostering innovation. A revolutionary study of one of history’s greatest success stories, this book draws profoundly important conclusions that give new insight, not only into how the Navy succeeded in becoming the best naval force in the world, but also into how modern organizations can exploit today’s rapid technological and social changes in their pursuit of success. Trent Hone argues that the Navy created a sophisticated learning system in the early years of the twentieth century that led to repeated innovations in the development of surface warfare tactics and doctrine. The conditions that allowed these innovations to emerge are analyzed through a consideration of the Navy as a complex adaptive system. Learning War is the first major work to apply this complex learning approach to military history. This approach permits a richer understanding of the mechanisms that enable human organizations to evolve, innovate, and learn, and it offers new insights into the history of the United States Navy.

Drawing upon extensive original research, this book explores best practice in army lessons-learned processes. Without the correct learning mechanisms, military adaptation can be blocked, or the wider lessons from adaptation can easily be lost, leading to the need to relearn lessons in the field, often at great human and financial cost. This book analyses the organisational processes and activities which can help improve tactical- and operational-level learning through case studies of lessons learned in two key NATO armies: that of Britain and of Germany. Providing the first comparative analysis of the variables which facilitate or impede the emergence of best practice in military learning, it makes an important contribution to the growing scholarship on knowledge management and learning in public organisations. It will be of much interest to lessons-learned practitioners, and students of military and strategic studies, defence studies, organisation studies and security studies.