Hegseth and Civilian Academy Faculty: The Midwit vs. the Eggheads
Yesterday SecWar/Defense Pete Hegseth made something of a splash with an announcement eliminating tenure at service academies. Well, the headlines were somewhat misleading. What he did was announce that in the future the academies would not offer tenure. This, of course, because existing tenure is a contractual commitment that cannot be revoked absent some rather egregious misconduct.
The effect of the change is also less than it appears because tenured or tenure track civilian faculty are non-existent at the Air Force Academy (USAFA), and a small proportion of faculty at West Point (USMA)–27 percent to be exact. Only at my alma mater, Navy (USNA) are civilians a majority of faculty, and most of those are tenured (about 70 percent). So if anything, this is aimed at Navy first and foremost.
Navy has long had a civilian-heavy faculty, and alums point to it as an indication of the greater academic rigor of USNA relative to its peers. (Perhaps that’s what really exercises Hegseth). Indeed, the “Father of the Naval Academy”-William Chauvenet-was a civilian, and responsible for its academic curriculum and hiring in its earliest days 180 odd years ago.
Chauvenet’s history is illuminating on the subject of civilian instructors. He was hired, as a civilian, to teach math to midshipmen on ships, before there was an academy. So even crusty old salts recognized the comparative advantage of civilian instruction. His dismay at the level of instruction midshipmen received led him to advocate the formation of an academy. Originally a two-year institution, he pushed to make it a full four year school. And he wanted it to be academically rigorous, and hence was a strong advocate of hiring civilian instructors. Chauvenet set the course for USNA (no pun intended), and it has sailed that course ever since. That course is fundamentally different from USMA and USAFA (which reflecting the Air Force’s origin in the Army is far more like USMA than USNA).
Chauvenet’s reputation in American academia was stellar. Yale tried to hire him, but eventually he became the chancellor of Washington University in St. Louis, where he established it as a leading academic institution.*
The age of steam, with its novel engineering challenges, was fundamental in transforming the school and its curriculum. Under steam pioneer Benjamin Isherwood, the Academy became primarily an engineering school. Isherwood was a career officer, but civilian appointments in engineering positions at USNA were common, and remain common today.
So Navy is different, and has always been different. The civilian-heavy instructional staff is reflective of that.
Even at Navy, there is less to Hegseth’s announcement than meets the eye: there is a stock-flow issue. Tenured faculty will decline one retirement (or funeral) at a time, meaning that in the remainder of this Trump term the order will have little effect on faculty composition. Since it well may be reversed under a future Secretary, the effect may be trivial. (I wonder what SecNav nominee Hung Cao, a USNA grad, thinks about this. BTW, there are rumors about that he doesn’t like Hegseth).
The reasons Hegseth gives for his order are eye-rolling:
“To ensure our educational institutions remain firmly focused on this warfighting mission, we must address the structural mechanisms that have allowed civilian academic norms to dilute our focus on lethality.” . . .“academic stagnation, faculty complacency, and institutional inability to adapt to emerging needs . . . . contributes to curriculum that drifts from the mission of educating our warfighters to the research priorities of the tenured academics.”
“Academic stagnation” and “faculty complacency” are things Adam Smith wrote about 250 years ago, and are hardly accurate characterizations of the civilian faculty I knew. Insofar as “research priorities” interfering with curriculum drift and impeding adaption to emerging needs, Hegseth is spouting nonsense. For one thing, the Academies are teaching schools, with heavy teaching loads where research input and output are low as compared to true research institutions. For another, especially with respect to technical fields in particular (which represent the bulk of civilian faculty at Navy), remaining research active actually facilitates, rather than impedes “adaption to emerging needs.” Hegseth’s statement is a slur on civilian profs at the academies.
Hegseth’s references to “lethality” and “warfighters” suggests the reasons his misguided opinions, and how they are particularly misguided with respect to Navy, where many junior officers spend their early careers managing equipment and technology or managing people who operate equipment and technology rather than pulling triggers.
That contributes to lethality. Indeed, the contribution is vital. If weapons or sensors or engineering plant don’t work, even Alexander the Great can’t make them lethal.
The irony here is that Hegseth claims to be technology-focused, with AI being a prominent example. (More on that story in the future). Well, mightn’t it be a good idea to have some officers educated in this? Wouldn’t the quality of this education be improved by faculty who are specialized in the field and who have a long term commitment to an institution where they teach it?
The only thing that saves Hegseth from his own stupidity here is the limited impact it is likely to have.
But of course there are very online Hegseth throne sniffers who offer their own stupid takes on his stupid policy:
Er, nobody-and I mean nobody-goes to an Academy to pursue an academic professorship. In fact, one pretty much has to leave an academy if one’s interests lie in that direction. Like me, for instance.** So Jeez, if you are going to try to suck up to Hegseth, at least try to make sense.
The more important part of Hegseth’s announcement is not the tenure piece, but this:
He directed the secretaries of the military departments to develop hiring plans prioritizing “institutional flexibility and contributions to the warfighting mission.”
This is problematic because hiring plans are well downstream from curriculum and curriculum design. Given the existing curriculum, there are at least two strong reasons to lean towards more, rather than less, civilian personnel.
The first is that teaching is a skill. My decades in academia have shown me that most people suck in their first couple of years in the classroom, no matter how great their domain knowledge. At the very least, it takes a few years to develop as teachers even if they don’t suck right off the bat. There’s a lot of learning by doing. Rotational military faculty (which dominate at USMA and USAFA) leave just about the time they hit their stride.
The second is specialization. The old adage about those who can’t do, teach, has something to it. Let eggheads specialize in teaching, and warfighters specialize in fighting wars, rather than having warfighters cosplay as teachers–something that is inimical to Hegseth’s stated objective.
Less flippantly, specialization offers other benefits. Specialists in a field have more domain knowledge and are on average more able to convey it than someone who parachutes in from the Rangers or whatever for a couple of years. Even more prosaically, teaching (especially with the heavy loads at academies) involves appreciable prep/setup time. Those costs are largely sunk for experienced civilian faculty teaching the same course for years. Every rotational faculty member has to incur them, and that happens every couple of years. Is that how Hegseth actually wants “warfighters” spending their time?
And just how, exactly, does one advance warfighting in Calc II? Beginning each class with a hearty “ooh-rah”? (My memories of uniformed profs at Navy–mainly in professional courses–are that they were hardly gung-ho.)
So given the curricula at the academies, reducing civilians in the ranks of professors doesn’t make sense. To the contrary.
Meaning that Hegseth should actually be focused on curriculum, rather than who delivers it. But that’s probably expecting too much from our Pete.
So the real issue is: should the academies have curricula that are comparable to rigorous civilian universities and colleges, with a considerable dollop of military-specific courses and training on top? I think the answer is yes, for several reasons.
The first is that rigorous, non-military education offers other benefits. It is a signal for intelligence and diligence. Done right (something increasingly rare these days) it trains people how to think critically and analyze, generalized skills that are clearly applicable in the military.
The second is that although each offers non-technical degrees (I was an econ major!), the bulk of midshipmen and cadets major in technical fields. (The jocks are an exception–but that’s a whole different subject). The very technical change that Hegseth talks about is a compelling reason to retain this orientation, especially since graduates are very technology facing during the early part of their service.
And even the “softer” fields provide things that advance the military mission of “lethality.” Economics, for example. One of the principles of war is “economy of force”–the efficient allocation of scarce resources to achieve objectives. That’s fundamentally a statement of economics generally that applies at tactical, operational, and strategic levels. As a specific example, constrained optimization is fundamental to economics–and directly applicable to military problems. (Linear programming was developed to optimize the allocation of ships to convoys during WWII). Logistics is in many ways applied economics, and logistics wins wars.
Perhaps if Hegseth understood constrained optimization better, he wouldn’t have shot off a goodly proportion of our scarce weapons in fighting Iran.
An appreciation of history is also a vital war fighting skill. Many great commanders (Napoleon among them, but more recently Norman Schwarzkopf) have been students of history and applied the lessons to win battles. And to win wars–something the US has not been particularly expert at in the last 80 years. Maybe having some more liberally educated officers would help address that problem.
I use “liberally” in that sentence in its traditional sense of “liberal education.” But I have a sneaking suspicion that another sense of the word liberal is what really drives Hegseth’s hostility to civilian faculty: specifically, civilian faculty, even at academies, are politically liberal.
There’s a podcast out there somewhere in which Victor Davis Hanson describes his experience as a visiting history prof at Navy, and his shock at learning how politically liberal the faculty were. When I interviewed for the Admiral Crowe Chair at Navy (which I was offered but declined), I was taken aback at the politics of the economics faculty (and their disdain for many Midshipmen).
But here’s the thing. Most of the faculty I interviewed with were my profs when I was a Mid. Yet I had no idea of their politics, although conditional on their cohort (getting doctorates in the 1960s) it should have been pretty obvious. They taught down the middle, and didn’t poison young minds with liberal dogma. (I’m living proof of that!) Classrooms weren’t politicized by civilian profs in the 1970s. Maybe it’s different now, but I doubt it.
In sum, Hegseth’s initiative is mid-witted and ignorant, and wrapped up on bravado. But I guess at this point, that shouldn’t be surprising.
* I seem to have a weird way of following around prestigious USNA professors, Chauvenet being one and Robert Michelson being the other. After teaching at Navy (where he commenced his speed of light measurements) he went to the University of Chicago, where he spent decades. Both men have academic buildings at USNA named for them. They were pretty new when I was there.
**From time to time during a deposition, opposing counsel thinks there is a dark secret underlying my departure from Navy. So when asked why I left the academy, my stock reply is: “Because I figured out I was more cut out to be a scholar than a boat driver.”