An Open Letter to Service Academy Superintendents

Dear General/Admiral,

            Although the thrust of this letter applies mostly to the United States Air Force Academy (USAFA), themes apply to all of the Service Academies.

Two matters prompted this letter:  the USAFA Superintendent’s Mitchell Hall balcony speech and West Point’s Spenser Rapone.  The USAFA Superintendent mentioned to all those in attendance during his speech that “this is our institution.”  I agree.  This is why I am compelled to write to you.  As a graduate, the purpose for my letter is to express concern about the Academy culture and its perceived departure from the core values of integrity first, service before self, and excellence in all that we do.  I contend this is happening because Academy leaders are losing focus on an American warrior ethos and its essence in the profession of arms.

    

American Warrior Ethos

Academy cultures should be grounded in an American warrior ethos.  The singular and unique concept of an American warrior ethos is that it does not beget warmongering; rather, it stands watch for threats against liberty and justice and defends against tyranny.  Beyond armed conflict, an American warrior ethos represents a morally responsible citizen who understands the central idea of American liberty, remains apolitical in light of cultural evolution, and is prepared to do the right thing for justice over injustice.

Profession of Arms

In terms of the profession of arms, professionalism calls for a commitment to standards of excellence that requires integrity and service before self.  The four-year class system was originally designed to inculcate this understanding.  The academies have sacrificed this aspect of the warrior ethos in favor of individualism and feel-good support between the classes.  As I have discovered in recent discussions with sponsored cadets, friendships are more important than honor.   This is not to deny the importance of authentic friendship.  A warrior ethos requires honor and toughness that chooses justice over injustice and that has the capacity and commitment to tolerate great adversity.  In the USAFA balcony speech, to suggest diversity as the Academy’s central value merely mimics prevailing political correctness.  I will discuss this at greater length later.  For now, however, in terms of professionalism and the capacity to endure adversity, should there be any surprise that America’s Navy Seal Team 6 has earned such a noble reputation?

National Character and Leadership Symposium

Developing American military leaders of character, firmly grounded in the Air Force core values (integrity, service before self, and excellence in all that we do) in support of a warrior ethos, is important enough that former graduate Classes have invested in this process through financial support of the annual National Character and Leadership Symposium (NCLS).  Each year, the Academy planners invite an interesting set of speakers based on a symposium theme.  Listening to the stories of courage, valor and endurance, and interacting with the story-tellers makes a powerful impression on cadets and challenges their understanding of truth and justice in a free society.

 

How might the Academy experience in general and the NCLS in particular restore a warrior ethos in the profession of arms?

The Issue

    

Let me begin with the Academy’s mission.  “The mission of the United States Air Force Academy is to educate, train, and inspire men and women to become leaders of character, motivated to lead the United States Air Force in service to our nation.”^[1]  Service to our nation implies possible combat and a corresponding need for a warrior ethos.  A warrior ethos represents a set of virtues.  Virtues such as temperance, prudence, courage, fortitude, loyalty, obedience, and so forth have long been understood[2] to be critical in achieving victory in a just war.   Thus, the cultivation of these virtues should be the central feature of the Academy experience; moral decision-making and ethical behavior require virtue, especially when wielding great destructive power in a just war.

 

In the mid-1800s, Alexis de Tocqueville recognized virtuous behavior as a uniquely American trait and called this phenomenon “habits of the heart.” What is the basis of the virtue that shapes and compels morally responsible behavior, whether as a husband or wife, father or mother, neighbor, or a warrior?  This is not a new societal need or phenomenon.  We had virtuous people defeat an oppressive world class power in order to found a new nation based on a creed that all persons are created equal and that they are endowed by a Creator with inalienable rights to life, liberty, and property.  We had virtuous people fight a civil war with the cost of over 600,000 casualties to overcome the sin of slavery.  We had virtuous people liberating oppressed people in two great world wars, and so forth.  These great endeavors were no accident.  They represented our American creed and clearly demonstrated “habits of the heart.”  These virtues were taught by parents, ministers, coaches, and teachers.[3] This teaching was grounded in philosophy and America’s historical Judeo-Christian tradition.[4]  I do not think it a stretch to claim that our yearning for truth (whether philosophical or theological) benefits from a deep and enduring tradition.  Tradition implies time-tested approximations of truth.  Without truth there can be no knowledge or justice.

   

Implications

            America is experiencing a cultural evolution in terms of moral values and the source and legitimacy of those values.  One week the mainstream media celebrates Hugh Hefner for championing the sexual revolution.  A week later, Harvey Weinstein becomes a national scapegoat for a lack of restraint during this revolution.  With the influx of secular humanism,[5] developing great momentum in the 1960s, motivations for serving in our armed forces have become somewhat blurry.  There are a growing number of individuals permeating American society and its institutions who have no need for accountability to a greater power, to include our Service Academies.  For many, service has become more of a career than a calling, and the moral compass is moral relativism, a central feature of secular humanism—whatever it takes to advance.  A recent presentation by the new Director for Strategic Communication demonstrated the Academy’s effort to “brand” the institution.  Nowhere in this presentation was there any mention of a warrior ethos.  It looked like a pitch for recruiting students to a prestigious campus that (a) appeals to their individualism, (b) pays homage to technology (as prophesied in Aldous Huxley’s Brave New World) , and (c) just so happens to require uniforms.

As another example of moral relativism, I want to address a recent event that is somewhat delicate.  Having been a “tree in the forest” for 34 years and now retired and a relative outside observer, I now see the Academy through hearsay and what I read or hear in the news.  So, I hope the observation and feedback I am now offering may be received with an open mind.

 

I first became aware of racial slurs at the Academy Prep School through our local news media.  It went viral.  My first questions were:  Who would write such things?  Why would they do it?  Who photographed the writing and posted it to social media?  The “hands up, don’t shoot” meme immediately came to mind--a false report[6] that many still believe to be true, perpetuating a lot of the racial tension that currently exists.

 

Once the P-School slurs went viral, it appears the USAFA Superintendent was compelled to address the issue.  I respect the swiftness and tone of moral authority (and it was widely praised among my contemporaries).  The short speech[7] also went viral (posted on YouTube by the Academy; as well as generating activity mostly on CNN as well as CBS and NBC[8]).  The emphasis on diversity as a mandated value reflects more political correctness than a simple civic virtue of respect for human dignity.  Many people know that “the value of diversity” incorporates behaviors or life styles that are not consistent with other traditional values, which sets up a moral conflict for many of these individuals.  Unfortunately, organizations that promote traditional family values, for instance, are labeled “hate groups” by the Southern Poverty Law Center.  To overcome this conflict, the institution established policies of “zero tolerance” regarding discriminatory (and sexual harassment) behavior.  While the First Amendment protects free speech, even when it is contrary to public sentiment, it is the policy that restricts such behavior.  When young Americans voluntarily choose to join the military, they understand that they give up some freedom to become a member of the profession of arms.  Commanders have no choice in enforcing such policy.  Those who willfully violate the policy are held accountable.  To “moralize” beyond this point (which, in my opinion, the balcony speech clearly did), risks implying one’s own biases when it comes to “political values.”  This is a fundamental violation of the apolitical nature of America’s warrior ethos.

The command “if you can’t treat someone with respect and dignity, get out” made the hair on the back of my neck stand up.  This command essentially proclaimed “there are limits to diversity, and if you do not understand what those limits are, then I do not respect you and I will not treat you with dignity.”  The Superintendent drummed up the national backdrop of Charlottesville, Ferguson, the NFL, and so forth.  These national icons have now become the bellwether landmarks for political correctness.  The national narrative in these cases is not consistent with actual truth.  The narrative is based more on folklore and what special interest groups want to believe.  And, as the USAFA Superintendent discovered during his interviews with CNN, this particular episode was nicely teed up to criticize our commander-in-chief.  For members of the military, public contempt for the commander-in-chief is a court-martial offense (this is more serious than violating a “zero tolerance” policy).  The balcony speech and CNN interviews essentially achieved this end.

 

More seriously, the balcony speech reminded me of F.A. Hayek’s warning in a chapter with the title, “The End of Truth” in his book, The Road to Serfdom.  Here is what Hayek observed during the regimes of Russian and European totalitarianism in the early 1900s:

 

The most effective way of making everybody serve the single system of ends toward which the social plan is directed is to make everybody believe in those ends.  To make a totalitarian system function efficiently, it is not enough that everybody should be forced to work for the same ends.  It is essential that the people should come to regard them as their own ends.  Although the beliefs must be chosen for the people and imposed upon them, they must become their beliefs, a generally accepted creed which makes the individuals as far as possible act spontaneously in the way the planner wants [italics added for emphasis])

I hope many of our leaders will take the time to more deeply reflect on this particular event, within the context of the national narrative and the Academy's "new environment" designed to shape these young men and women into leaders of character, in order to realize that we can also project slurs against those young men and women who bring traditional worldviews from a cross section of society. Slurs are pejorative words.  While we are very careful not to use the N-word, our politically correct society has developed a whole new set of slurs to demean those individuals that are not welcome in the diversity club:  evangelical, racist, xenophobe, Islamaphobe, misogynist, extremist,[9] and so forth.

 

Regarding the P-School slurs, we now know the answers to my questions about who would do such a thing, why would they do it, and who would upload images to social media.[10] With this new information and the Superintendent’s reluctance to mollify his balcony performance, this episode now joins the “hands up, don’t shoot” folklore.

Was the balcony speech a missed opportunity to truly advance respect for human dignity in the unique American pluralistic society?  There is too much “anti-America” vitriol sucking the oxygen out of the room.  Combined with a rabid press that is hell-bent on destroying the current President (over 90% coverage is negative; and arguably, he represents a threat to socialist ideology/forces), our nation needs courageous leaders to keep our fledgling leaders focused on the idea of America.

What would have been the balcony speech impact had the perceived “wrong-doing” been rebuked without demeaning others?  It is understood that individuals who have violated policy will be held accountable.  This then could have been an unemotional segue to reflecting on what makes America the “shining city on a hill,”[11] or to comprehend what 28-year-old Abraham Lincoln understood in his speech at the Springfield Young Men’s Lyceum[12] (especially in light of the Superintendent’s references to Ferguson, Charlottesville, and the NFL).  This approach is not without precedent.  For example, a month before the end of the American Revolutionary War, General Washington was made aware of a widely circulated anonymous letter complaining that officers had not been paid for the nearly eight years of waging war.  The anonymous author encouraged officers to leave their posts and even to consider a military coup.  On March 16, 1783, Washington assembled his officers to address the issue.  While rebuking the anonymous letter, he did not demean the officers.  He inspired them to stay the course.  Eric Metaxas observes in his book, If You Can Keep It:  The Forgotten Promise of American Liberty, “Washington’s language is a far cry from anything we hear today.  I am not referring to his lofty and ennobling style of speech…But far more important is his use of specific words and phrases like ‘reputation,’ ‘patient virtue,’ ‘dignity,’ ‘glory,’ and ‘sacred honor.’”  Since our Academies play a critical role in producing leaders of character, understanding the occasional strategic opportunities our institutional leaders have to inspire these young men and women toward excellence is also critical.

Speaking of diverse worldviews, many Americans have either lost an understanding of, or have not been exposed to, the founders’ idea of America (i.e., individual liberty, limited government, private property, and a capitalistic free market) and how it was enshrined in our Declaration of Independence and Constitution.  Amazingly, a year ago, during a conversation with a Fourth Classman, I asked what he knew about communism.  He responded, “What is it?”  I explained that when I was a 4-degree (freshman), I was anticipating combat in Vietnam against the spread of communism (i.e., an ideology based on collective liberty, a strong central government, no private property, and a government-controlled economy); and that for most of my 30-year career, I was prepared for the possibility of a large-scale or thermonuclear war against the communist threat of the Soviet Union (and the Warsaw Pact) during what has been called the Cold War.  I described the hundreds of millions killed under Lenin, Stalin, Chairman Mao, and other communist leaders.  Now, we read about Army Second Lieutenant Spencer Rapone,[13] an open communist at West Point and now serving on active duty.[14]  In my own experience as an academic, our public schools and universities have a very strong undercurrent of Marxist thinking, centered on Marx and Engels’ 1848 Communist Manifesto calling for the liberation of the oppressed.  It also demands erasing history.  Marx wrote, “In bourgeois society, the past dominates the present; in Communist society, the present dominates the past.”[15] History has recorded the dangers of this thinking; yet, (a) our younger generations have not been exposed to it (e.g., 1 in 5 Millennials think Joseph Stalin was a hero[16]) and (b) we allow its expression because of our tolerance for the freedoms codified in our First Amendment.  In the spirit of “selectively” celebrating diversity, we are allowing our society to become vulnerable to what our commissioning oath refers to as a domestic threat.

 

            America (and the Western world) faces a potentially existential foreign and domestic threat:  militant Islamism.  To call this out risks being labeled an Islamophobe because it is not deemed “politically correct.”  Despite the advance of secular humanism, our nation still places a premium on tolerance of religious pluralism, to include atheism.  Given this liberty, addressing the Islamic sacred texts and their use in justifying violent jihad mandates a national level conversation.  Dr. M. Zuhdi Jasser,^[17] a champion for modernizing Islam for moderate Muslims in reconciliation with a secular government, was nominated as a guest speaker for the 2018 NCLS; yet was not accepted.  Dr. Jasser, at the risk of personal threats, has had the courage to advance reforms that are consistent with a secular constitutional republic.  Is it possible that a “presumed religious” speaker was deemed incongruent with a secular humanist approach to teaching moral foundations and ethical orientations?  How does a moral nation deal with a militant religion if it refuses to examine it?  Is there not some room for reason in understanding and managing an apparent conflict of values?

 

I contend the NCLS speaker selection has been skewed by a heightened sensitivity toward “diversity-oriented” speakers with a reluctance to entertain religious liberty speakers.  For example, I infer from that pattern of speaker selections that the current Center for Character and Leadership Development (CCLD) faculty and staff represent a secular humanist perspective.  Their focus is based on theory and empirical evidence from psychology and sociology disciplines.  They appear to consider philosophical and religious perspectives as too metaphysical and obsolete.  Yet, we ignore the actual evidence of a militant Islamism (see for example the data collected on over 32,000 separate attacks since the September 11, 2001 terrorist attack at http://www.thereligionofpeace.com/).

A Way Forward

      

Our Service Academies should not represent a regression to the mean in terms of societal values.  This would be incongruent with the core value of striving for excellence in all that we do.  The goal for character development is to produce leaders with impact within the Air Force and their communities as citizens.  Acknowledging the role of philosophy or religion in our society is not a violation of the so-called “Establishment Clause.”  While USAFA has addressed legitimate instances of proselytizing, it comes in different forms, to include “religious” by an evangelical Commandant of Cadets and the “anti-religious” by the Military Religious Freedom Foundation.  There is no evidence of an institutional attempt to “establish” a religion.  To the contrary, there may be an unwitting institutional reaction (i.e., capitulation to anti-religious threats) to eliminate philosophy and religion as legitimate sources of moral development.  Within 10 years following the 1917 Bolshevik Revolution in Russia, religion was deliberately and methodically removed from the entire society in submission to a Marxist philosophy.  On the other hand, Nazism in Germany initially justified societal reforms in the name of religion^[18] before morphing into an atheistic totalitarian regime, possibly reflecting similar justifications for violent Islamic jihad.  How does a free nation facilitate the essential character development to avoid these manifestations if it does not have the courage and capacity to examine the dynamics that led to these totalitarian regimes? Even before such an examination, it is absolutely critical that our future leaders be solidly grounded in our own history and the principles and concepts related to a Constitutional Republic.

Conclusion

            The Academy in general and the NCLS in particular have incredible potential to be exemplars in character development.  Those involved in its planning have a moral duty to encourage content that does not unnecessarily constrain the full range of inquiry that underwrites character development.  Character development demands critical thinking in response to a full set of ideas—from the bizarre to the brilliant.  We owe it to current and future American generations to expand the range of inquiry through a classical liberal arts education, to include mathematics, science, history, literature, religion, philosophy, and so forth.  This is the essential grounding that shapes and inspires the American warrior ethos—and the singular purpose of a Service Academy.

Very respectfully,

Gadfly     

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[1] https://www.usafa.edu/about/mission/

[2] See for example, James H. Toner, True Faith and Allegiance:  The Burden of Military Ethics, (Lexington, KY:  The University Press of Kentucky, 1995).

[3] See for example, Training Manual 2000-25, Citizenship, November 30, 1928.  Retrieved on August 30, 2017 from http://constitution.org/mil/tm/tm_2000-25/tm_2000-25.pdf

[4] Gallup has polled Americans regarding religious affiliation every year since 1948.  In 1956, with 99% of surveyed Americans affiliated with the Judeo-Christian tradition--71% Protestant, 25% Catholic, 3% Jewish.  For the actual data, see Gallup Poll on Religion.  Retrieved on August 30, 2017 from http://www.gallup.com/poll/1690/religion.aspx 

[5] Here is a definition of secular humanism:  “humanism, with regard in particular to the belief that humanity is capable of morality and self-fulfillment without belief in God.”  See also material from the Council for Secular Humanism retrieved on October 16, 2017 from https://www.secularhumanism.org/index.php/3260.  This may explain the 27% drop in those affiliating with the Judeo-Christian tradition since 1956.

[6] See for example, Michelle Ye Hee Lee, ‘Hands Up, Don’t Shoot” Did Not Happen in Ferguson, The Washington Post, March 19, 2015, retrieved on October 16, 2017 from https://www.washingtonpost.com/news/fact-checker/wp/2015/03/19/hands-up-dont-shoot-did-not-happen-in-ferguson/?utm_term=.22a95f12e8f8

[7] See https://www.youtube.com/watch?v=WfjZ1otkS3o

[8] See for example, https://www.youtube.com/watch?v=3FcqzDLMhBI, https://www.youtube.com/watch?v=23Z1p5gChFA, https://www.youtube.com/watch?v=MnVtWUnBPIE, https://www.youtube.com/watch?v=23Z1p5gChFA, https://www.youtube.com/watch?v=oinwPwCLG14, https://www.youtube.com/watch?v=X0wZZ2LsysY, https://www.youtube.com/watch?v=fnV4OPpBUj4, https://www.youtube.com/watch?v=yxWBwXUAMbs, https://www.youtube.com/watch?v=GN6lK0Vh84k  

[9] See Ayn Rand, “Extremism,” or the Art of Smearing, an essay originally published in 1964 in the Objectivist Newsletter and later in Capitalism:  The Unknown Ideal.  Retrieved on November 8, 2017 from https://campus.aynrand.org/works/1964/09/01/extremism-or-the-art-of-smearing/page1

[10] See Samantha Schmidt, A Black Student Wrote those Racist Messages that Shook the Air Force Academy, School Says, The Washington Post, November 8, 2017.  Retrieved on November 8 from https://www.washingtonpost.com/news/morning-mix/wp/2017/11/08/a-black-student-wrote-those-racist-messages-that-shook-the-air-force-academy/

[11] A metaphor first introduced by Puritan John Winthrop in a 1630 sermon, “A Model of Christian Charity: while sailing to America aboard a ship named Arbella.

[12] See Lyceum Address, retrieved November 8, 2017 from http://www.abrahamlincolnonline.org/lincoln/speeches/lyceum.htm

[13] See Mark Alexander, West Point Digs Deeper Hole on Cadet Communist, The Patriot Post, October 12, 2017.  Retrieved on October 30, 2017 from https://patriotpost.us/articles/51824

[14] Partial motivation for this letter came from a letter by LTC (USA, retired, USMA ’97) Robert M. Heffington to his class, retrieved on October 16, 2017 from https://www.scribd.com/document/361328800/Former-West-Point-professor-Robert-Heffington-s-open-letter-signed

[15] See Jon Miltimore, 5 Things Marx Wanted to Abolish (Besides Private Property), Foundation for Economic Freedom, October 31, 2017.  Retrieved on October 31, 2017 from https://fee.org/articles/5-things-marx-wanted-to-abolish-besides-private-property/

[16] See Jarrett Stepman, Millennials Are Clueless About Communism. Here’s Why That’s a Problem, The Daily Signal, November 3, 2017.  Retrieved on November 3, 2017 from http://dailysignal.com/2017/11/03/millennials-clueless-communism-heres-thats-problem/

[17] M. Zuhdi Jasser, A Battle for the Soul of Islam:  An American Muslim Patriot’s Fight to Save His Faith.  New York, NY:  Simon & Schuster Threshold Editions, 2012.

[18] Susannah Heschel, The Aryan Jesus:  Christian Theologians and the Bible in Nazi Germany.  Princeton, NJ:  Princeton University Press, 2010.