The Department for Early Modern History at the University of Stuttgart, the Chair for Early Modern History at the University of the Federal Armed Forces in Munich and the Arbeitskreis für Militärgeschichte e. V. (AKM) invite you to the conference “Upbringing, training and education in the military from antiquity to the present. Institutions, protagonists, practices and concepts in a comparative perspective”. It is also the AKM annual conference, which takes place in Stuttgart from September 4th to 6th, 2024.
Military upbringing, training, education and the state
Since ancient times, upbringing, training and education within the military have always been closely intertwined with the state. It is a difficult relationship because it is a powerful tool, not only to train future military leaders, but also to socialize the members of a community in a way that profits the state. Up to date, research in military history has turned to questions of military theory and science, individual military theorists and their writings, as well as institutions related to the upbringing, training and education of soldiers and officers. By contrast, the role of the military seems to receive less attention in historical educational research; this applies all the more to the pre-modern period. In the classic handbook on the history of education, the military before 1800 is completely absent.
This epoch-spanning and international conference starts from a broader, relationally used concept of upbringing, training and education. Upbringing, training and education depend on the socio-cultural environment and the protagonists involved. Accordingly, upbringing and training are understood as conscious and communicative influence of individuals on other individuals and as goal-oriented processes. They take place in institutions and/or specific spaces and are characterized by specific training and educational practices, norms and values, and forms of interaction. Education, on the other hand, is comprehended as an open, intentional and communicative process, that is focused on the self-education of an individual, which is also characterized by a typical repertoire of practices and forms of interaction.
Hence, the military can be understood as an “independent educational factor” (Heinz Stübig), in which upbringing, training and education were shaped by concrete normative, social, symbolic-ritual and institutional circumstances. Because of that, the conference asks what upbringing, training and education within the military mean. The three sections focus on the institutions and spaces, the protagonists and their interactions, and the underlying concepts of military upbringing, training and education.
That conference aims, firstly, to accentuate forms of upbringing, training and education within and outside of the military in order to work out lines of continuity and breaks as well as intersections and differences from ancient to modern times. Secondly, it intends to build a bridge between historical educational research and modern military historical research. In doing so, the conference wants to stimulate an interdisciplinary dialogue. Thirdly, it tests current methodological and theoretical approaches and their added value for the new military history. Fourth, the regional focus should be expanded and the non-(Western)European world should be explicitly included.
The call addresses researchers of all levels who deal with the relationship between upbringing, training and education in the military. Contributions that are dedicated to regions outside of (Western)Europe are particularly welcome. The working languages are German and English. Topics which are of interest for the conference include, but are not limited to the following:
(1.) Institutions and spaces
- Upbringing, training and education in military institutions (principles, structure, justifications, organizational structures, social composition, e.g. of military schools, military academies)
- Upbringing, training and education in institutions outside the military (principles, structure, justification, organizational structures, e.g. in schools, orphanages, parental homes)
- Spaces of military socialization outside of state-owned institutions (e.g. wars, battlefields, etc.)
- …
(2.) Protagonists and interactions
- Protagonists in upbringing, training and education with a direct or indirect connection to the military (e.g. teachers, parents, government officials, military personnel, children, etc.)
- Intended educational and training practices inside and outside of (non-)military institutions and spaces (e.g. drill etc.)
- Interactions of actors in the context of military education, training and education (e.g. in the context of lessons etc.)
- Everyday upbringing, training and education within the military
- Processes of politicization, instrumentalization or ideologization of upbringing, training and education
- …
(3.) Reflections and concepts
- Semantics of upbringing, training and education within the military
- Reflection and reception of concepts of upbringing, training and education within military theory and science
- Presence of the military in upringing, training or education programs and didactic concepts
- Forms of exchange between the military as an area of upbringing, training and education and other spheres of social affairs
- Public debates and discussions and the perception of the military as a factor and field of upbringing, training and education
- …
Submit your proposals (German or English, 500 to 750 words) for a 20-minute presentation together with a short CV (max. 1.5 pages) and an overview of the five most important publications (if available) to the organizers by November 15, 2023. You will be informed about acceptance by November 30, 2023 at the latest. The costs for two overnight stays and travel expenses (train: 2nd class / flight: economy) will be covered. A publication of selected contributions is planned.