Squadron Officer School - Cogito Yearbook (Montgomery, AL)

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ll , , gee.: H , ll, ,Qi st... rum mam' mu: mu .U mn nu rv. inn mv vi -A-wsrrv 4636- vi -In sf r .4 .. ll I hccmnu in prisoner uf uirh my lbllmx- prisoners. I will giifrggloitflfiitgtzri- :inn nur mlm pm in :my uciitiT1?ix'liicl'Ffi1ig,lirilice liurmful to my a.'uninnlc'4. ll' l Lim scitianffifl will mln: cunimuml. ll nur. l will nlxcy chic laudful nnlcrs ut' tlum uppuimcd over mc and will-iliaick them up in every way. El ., fl will ncxcr sltrtcrtmlcrnfuniy ---' 2 cqgiiiittaiiid. I' .will ncx'c,r:sixrrcl1r.ii':r 1 I A they still lmxje 2. ---' ix ri it 1c!f'1lllif1ii'lI'Jl'll.'llI'Cl.l l will continue to mist by alle. I iiituilulxlc. I will make every effort cscixpeialld uid others tu escape. I will accept if? neither mrulc nur special favors from thc cncmv 6 0 6 When questioned. should il begontc of war, l um hound. to give ditly scrvicc number and date of birth. I answering further questions tu the ability. l will make: no oral or written disluyul rn my country and its allies or m their muse. twill never fargerethat I am an American lighting man, responsible for my actions. and. tothe principles which rnademy W free. I will mm in my God and in ,thc -.I-inmd smfetoffbmifn- . -. woven throughout the course. We cannot measure and evaluate ethical development. We can only expose the students to thoughts that should aid in their ethical de- velopment. This is one ofthe intangible parts of our pro- gram which defies measurement. Another intangible part of our program having ethical development implications is the effects of leadership by example derived from our staff and faculty. All perma- nently assigned members of the school are keenly aware of their responsibility to demonstrate what is right, and the self-discipline built into the character of our faculty members is reflected in all their actions. Their character is obvious to the students when they are leading a seminar and discussing such things as democracy, ideologies, and the Code of Conduct. Their integrity is obvious in sports when they play by the rules regardless of the outcome. Their honor is obvious by the manner in which they teach to cover thoroughly all the subject matter, rather than to dwell upon specific items which would make their sections score better on tests. We feel that the students must sense and benefit from the leadership exemplified by re- peated selfless and conscientious efforts expended by the faculty on their behalf. Finally, the overall atmosphere of the school and the Commandant's policies reflect the emphasis placed on the students' ethical development. We open the activities for each class, and the formal Dining-In, with an invocation, which is a recognition of our reliance on God, just as our country affirms this reliance in our national customs and beliefs in the invocations at Presidential inaugurations, on opening days of the Senate and House, and in the underlying fundamental moral law upon which the Con- stitution is based. ln summary, our program for the students' ethical de- velopment includes a wide range of instruction. Some student performance in this area is tangible and lends it- self to evaluation, some is intangible and cannot be as- sessed. The honor system, many ofthe lectures and semi- nars, and leadership by example all contribute to the ethical development of our students and to the development of the whole man.

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tend to forget that it exists--so steeped in naturalness has it become. Still in the area of our honor system is the subiect of plagiarism. Each class our student body writes a total of approximately 3200 graded writing assignments, including aerospace power studies. With a requirement for this many writing assignments, plagiarism could be a problem. It has not been a problem here, and we attribute this to the per- sonal integrity possessed by our students and reinforced by our honor system. We have said that we also teach ethical development, and here we mean teach from the standpoint of lectures and seminars. There are lectures and seminars presented at Squadron Officer School which relate directly or indi- rectly to formal or professional rules of right and wrong. Among these are: ln the Leadership area of instruction--The Whole Man, A Thought for the Day, and Moral Dynamics--three separate lectures on morality presented by chaplains and of 30-, 20-, and 45-minute duration, respectively. The Code of Conduct for American Servicemen is presented in two 45-minute lectures. These are followed by a two and one-half hour seminar discussion on the proper conduct of servicemen with regard to capture and keeping faith with their fellow men as prisoners of war. The seminar dis- cussion is followed by a 30-minute television presentation by a Marine officer who was a prisoner of war in Korea. The entire leadership block of instruction applies,to some degree, to formal or professional rules of right and wrong in man's association with his fellow man. ln the National Power and international Relations area of instruction--Military Aspects of Conflict is the title of a 3-hour seminar examination of the nature of conflict. The Nature of M0111 A Survey of idealism, Realism, and Pragmatism is a 45-minute lecture on the philosophical explanations of the meaning of man, truth, and reality. Ethical and Moral Aspects of Communism is a 45-minute lecture on the ethical and moral differences between com- munism and democracy. And, ideologies in Conflict is a 3-hour seminar discussion of the philosophy of communism and democracy. A consideration of formal or professional rules of right and wrong, as these rules apply to a nation and its leaders, is an integral part of instruction in this area. We do not mean to imply here that a maior portion of our formal instruction is devoted to the ethical develop- ment of our students. We have merely listed instruction that may influence theethical development of our students, and indicated that a thread of ethical development is ..,....s- in---tt. num 1 . t v . I G' ,W q , it W q.. I I Q f - ' l 0' J 1 V t L , ' s Je I ' ' ' ' ' 1' S 1 K

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