A FLOURISHING CRAFT - Higgins Counterterrorism Research Center

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CONTENTSForeword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vTeaching Intelligence: The Intellectual ChallengesMark M. Lowenthal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Teaching Intelligence: Getting StartedJohn Macartney. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11A Virtual UN Security Council: Educating for Multilateral StrategicDecisionmakingPerry L. Pickert. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Teaching Intelligence: Diagnosing the Threat of Weapons of Mass DestructionRE Burnett and Robert Pringle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Teaching VisionMark G. Marshall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Structure and Core Competencies of the Drexel University CompetitiveIntelligence Certification ProgramKatherine M. Shelfer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Outsiders and Outside Information: Toward Systematic AssessmentDavis B. Bobrow and Michael J. Rattie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109Teaching Intelligence at a Jesuit UniversityFrank J. Smist, Jr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Intelligence Studies: The Case of AustriaSiegfried Beer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155iii
A FLOURISHING CRAFT:TEACHING INTELLIGENCE STUDIESFOREWORDThis Conference on Teaching Intelligence Studies at Colleges and Universities establishesanother benchmark in the advancement of thought on the democratization of theconcept of intelligence and of the intelligence calling. In the tradition of Sherman Kent'sStrategic Intelligence for American World Policy (1949) and Roger Hilsman's StrategicIntelligence and National Decisions (1956), and in the spirit of Klaus Knorr's ForeignIntelligence and the Social Sciences, Research Monograph No. 17 (Princeton, NJ: Centerof International Studies, 1964), this collection of papers highlights the convergence ofacademic and applied factions in the pursuit of intelligence professionalism.The environment of intelligence studies has been documented over the years by academicsurveys and Conference proceedings. Bruce Watson and Peter Dunn's MilitaryIntelligence and the Universities (Boulder, CO: Westview, 1984) reflects on the status ofintelligence studies from the perspective of the Defense Intelligence College, now theJoint Military Intelligence College. Their work was followed quickly by Marjorie Cline'sTeaching Intelligence in the Mid-1980s (Washington, DC: National Intelligence StudyCenter, 1985), a review of College and University course offerings on an internationalscale. The Central Intelligence Agency's Center for the Study of Intelligence hosted aSymposium in 1993 that documented progress made toward the release of crucial historicalmaterial for understanding the contribution of intelligence to U.S. policymaking andimplementation. The Center's Symposium on Teaching Intelligence, October 1-2 1993: AReport (Washington, DC: CSI, 1994) and subsequent stream of publications have dramaticallyimproved scholarly access to important information. The Center has also madeavailable many articles from Studies in Intelligence (see www.odci.gov/csi/studies/).Efforts now underway include an international survey for Intelligence and National Securityof academic intelligence courses being offered and an even more comprehensiveinternational survey of applied as well as academic intelligence study programs by KarenFrykfors von Hekkel of Sweden.Authors in this volume merely represent the many others who harbor a boundless passionfor learning and teaching about intelligence. Nearly all the authors come to the craftwith years of experience in the application of intelligence principles and practices, usuallybut not always within government circles. Readers will note some very well-knownnames among these authors, and the College is pleased to count two of its own facultyamong them. The Editor also notes that the next Occasional Paper in this series, IntelligenceEssentials for Everyone, will continue the impulse toward convergence of governmentand private-sector reflection on the science and art of intelligence.Russell G. Swenson, EditorAFswerg@dia.osis.govv
Page 1 and 2: Joint Military Intelligence College
Page 6 and 7: TEACHING INTELLIGENCE:THE INTELLECT
Page 8 and 9: even though they may not be working
Page 10 and 11: had been assassinated? Hitler actua
Page 12 and 13: aside, intelligence activities that
Page 14 and 15: albeit one fraught with danger, as
Page 16 and 17: TEACHING INTELLIGENCE:GETTING START
Page 18 and 19: an entire course, and both should b
Page 20 and 21: quent presidents, including Bill Cl
Page 22 and 23: Ronald Kessler, INSIDE THE CIA, Poc
Page 24 and 25: intelligence. Available from the Co
Page 26 and 27: Jobs and careers in intelligence ar
Page 28 and 29: outcomes. A great read, it was a be
Page 30 and 31: What Intelligence is, and What it i
Page 32 and 33: Bill Miller, “Proposal for Course
Page 34 and 35: able on-line. Material on technical
Page 36 and 37: CRITICS OF THE CIA & INTELLIGENCEht
Page 38 and 39: SAMPLE HANDOUT: INTELLIGENCEAND THE
Page 40 and 41: Russian handlers. But Ames was an e
Page 42 and 43: In January 1992 the United Nations
Page 44 and 45: source: http://www.un.org, used by
Page 46 and 47: leadership role in the military com
Page 48 and 49: Because the UN has seen almost ever
Page 50 and 51: The UN Security Council as an onlin
Page 52 and 53: ■ The threat of small man-portabl
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Introduction to the Scenarios (90 m
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Team II is required to provide a wr
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Team I:“Testing the CTB Regime,
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TEACHING VISIONMark G. MarshallJoin
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Domination. Psychologists also reco
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A Pair. Descriptive evidence may be
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The NPIC Update.Source: NPIC Update
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documentary, NPIC specified that im
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RequirementsCustomersNCA CivilPolic
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Harmon’s Version of a Famous Face
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the Intelligence Community. As the
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Pattern Source: Kennedy and Marshal
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First Lieutenant Matt Weingast (lef
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emotional baggage like this, helpin
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Blinded. As a predominantly convent
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BIBLIOGRAPHY315th Training Squadron
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Kuszewski, Michael D., Major, U.S.
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STRUCTURE AND CORE COMPETENCIESOF D
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7. Identify and use core value-adde
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Source Comparisons. Source comparis
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■ Find the most recent annual exp
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and the teams. The term project is
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and extranets, additional topics pl
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■ Ethics and Security. Subtopics
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source: Cipher Systems, used by per
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challenges from global corporations
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BIBLIOGRAPHYSection One: Business R
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Clausewitz, Carl Von. War, Politics
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Fuld War Room. Ironhorse Multimedia
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OUTSIDERS AND OUTSIDE INFORMATION:T
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At the same time, older challenges
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decade ago. Outsiders have frequent
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TABLE 1. THREATS TO VALIDITYINTERNA
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narcotics, terrorism) and particula
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Control could also be facilitated b
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posed by Russian criminal organizat
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Step Six: Assessor AppraisalsFor ea
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TEACHING INTELLIGENCE ATA JESUIT UN
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with the students on public service
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TABLE 1. STUDY ABROAD FROM U.S. TO
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TABLE 2. ORIGIN OF FOREIGN STUDENTS
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ut the rivalry between those who fa
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oneself in an adversary’s positio
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TABLE 5. TWO MODELS OF CONGRESSIONA
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VIII. U.S. INTELLIGENCE: AN OVERVIE
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BIBLIOGRAPHYBernstein, Richard and
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DenmarkSwedenCopenhagenBaltic SeaLi
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or legal experts who have exhibited
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and History, general and military.
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ples, it will most likely be up to
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BIBLIOGRAPHYAlpenstasi. Die II. Rep
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ABOUT THE AUTHORSDr. Siegfried Beer
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1. Classified paper.Joint Military
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A FLOURISHING CRAFT - Higgins Counterterrorism Research Center

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