Should the military influence the education and education process within the Polish education system? Or would it not be until after the incarnation of school graduates begin forming them as soldiers? Military service is undertaken by people coming from a circumstantial background that has formed them. Hence, in my opinion, it is impossible to rise a soldier in the military unless he has received the grounds for this upbringing earlier.
In 1 of his studies, General Franciszek Skibiński compared the time needed to produce 2 essential components of the combat potential. In a very simplistic way, he felt that the combat possible was military equipment and soldiers needed to service it. He stated that the time needed to produce a weapon of a kind of drumber or tank ranged from respective weeks to respective months. In contrast to this affirmative information, he pointed out that the time of preparation of the soldier was at least 19–20 years from his birth. This (must be rather brief) constatination indicates that contrary to superficial judgements, shaping a soldier is simply a process and complicated, and long-term, and the very period of military training, for which the military is responsible, is specified a cherry on the cake. It besides shows that in the ranks of the army there are people coming, not from outer space or from nowhere, but from the education system. It's not any kind of epic discovery. This is happening in all countries.
Since 2010, Poland has not had a major military service (ZSW). Her suspension alone was not a mistake. It was a deficiency of indication of a bypass that could inactive enable the strategy to prepare and reconstruct individual reserves. 1 signal was the then announcements that the ZSW would be suspended at the time of the request to prepare these reserves. This announcement argued somewhat with the tens of years rule that the reserves are trained during peace, i.e. between wars, inter alia due to the fact that this training should take at least a fewer months. A akin regulation applies erstwhile digging wells – this undertaking should in rule be carried out before the fire breaks out, not erstwhile the fire starts.
Since the suspension of the ZSW, the Ministry of Defence has been putting people willing to execute professional military service or territorial military service (TSW). The main, though not the only, nonsubjective introduced 2 years ago voluntary essential military service (DZSW) is training specialised soldiers before they are admitted to professional military service. Where soldier after DZS will not apply for admission to the professional military service, to the TSW or to the Active Reserve (RA) – as a serial reserve it feeds the trained ranks liabilities reserve. Another origin of supply is Academic Legion in the event that her postgraduate from a sub-office or officer module fails to undertake professional service, the TSW or RA service.
Two weeks ago, the National Defence Minister announced a monthly task (27 days) of military training under the DZSW for graduates of secondary and secondary schools, conducted during the "longest vacation" period – after completion of education and before taking up studies or working. circumstantial training is to proceed as part of the RA exercise. This proposal is, of course, addressed to volunteers. In my opinion, this is now 1 of the better solutions in the strategy of preparing and restoring individual reserves.
All these types of military training have 1 common denominator – they are targeted at volunteers. In another words, the decision to get a qualification in a new, additional profession, and the service of a reserve soldier may besides be regarded as such, is an individual decision made by each volunteer himself and consciously. It is to be believed that this decision depends, among another things, on the established value system, which is 1 of the effects of education education. In another words, the number of volunteers to DZSW is simply a derivative of the effectiveness and efficiency of the education strategy in Poland.
The focus on volunteers is beneficial for 2 basic reasons. First, it is easier to train soldiers who want to be trained, and it is easier to command soldiers who see the sense of service and the possible fight. So it's about quality, not quantity. The volunteer is more efficient than the mobilization soldier. However, the emphasis on volunteers to participate in military training has a consequence in the requirements of the military education system. Since the strategy of reserve restoration is to be based on volunteers, and this strategy requires tens of thousands of them all year, education should prepare them beforehand, that is, to form and rise those tens of thousands of yearly graduates to decide whether to volunteer for military training.
If the education strategy is to prepare graduates to work in circumstantial professions, i.e. to meet marketplace requirements, it should be remembered that it is the military that is the country's largest "receiver" of graduates of secondary schools. all year, more than half of the education system's "outage" becomes military qualifications – all men and women with the education needed by the armed forces. This fact alone is simply a adequate reason for the military to declare requirements for developing motivation and a strategy of values, improving cognition and improving the skills and physical fitness of possible future soldiers. I usage the word "potential" due to the fact that the ZSW is inactive suspended.
Eventually, people come to the army not from nowhere, but from circumstantial environments that have already shaped them. You can't rise a soldier in the military unless you've received the basics of that upbringing before. In another words, the effort to form a future citizen-soldier is intended to implement or strengthen during the education process.
Interesting remarks in the field of education and implementation of the value of a citizen-soldier were given by the ulan, chaplain, logician and philosopher, father prof. Józef Maria Bocheński in his work "De Virtute Militari", dedicated to soldiers of the 3rd Republic. He expressed his wish: “For military leadership to be voiced on the choice for secondary schools of literature and [...] performances. In general, it is astonishing that this has not been thought of so far as the military has nothing to say about it."
There is no better chance for the military to present its requirements than the minute erstwhile the Ministry of National Education is reforming the programming bases in primary and secondary schools. The discussion on the programming basis has been going on for respective months and as a result, citizens have sent any 50,000 comments and amendments on both projects to the MEN. After their brief analysis, it can be pointed out that citizens managed to save as a supplemental reading, among another things, the study "The conflict of Monte Cassino" (fragments) by Melchior Wańkowicz. However, the poems of Władysław Bełza or Marian Hemar were not defended. I do not realize why Bełza's poem “Catechism of the Polish Child” was no longer useful in the process of education. I besides have a negative opinion of hiding Marian Hemar's expressive emigration work into the lamus. It is hard to imagine that his sharp pen can present offend the feelings of officials of the Ministry of Education in independent Poland. There have besides been noticeable changes in the programming base from history. For example, the canon of the 20th century battles of Polish weapons disappeared. Both Regulations have just been sent to inter-ministerial arrangements and any department may submit its comments to be taken into account.
In order to guarantee synergies between the efforts of both systems – military training and education – to prepare the state's resources for the implementation of the provisions of Article 85 of the "Constitution of the Republic of Poland" it is desirable that the military participate actively in the arrangements concerning the programme basis, according to which future soldiers of the Polish Army reserve will be raised and educated. There are tools to carry out these arrangements and specify requirements, specified as the Department of Education, Culture and MON Heritage or the Military Centre for Civic Education. The military can and should monitor the effects and effectiveness of educational efforts of the education system, for example through social investigation of attitudes of future graduates. Both systems should form a coherent whole. Their action vectors should have the same phrases, not the other ones.
Is there any way the military could respond to the deficiency of knowing of this substance by the education system? Experience says yes. In 1918, the training of reserves as part of the essential military service was started in Poland, but soldiers were previously raised by the education systems of the possessive states (Russian Empire, Austro-Hungarian Empire and German Empire), which were alternatively “average” curious in educating their graduates of Polish nationality as future soldiers of the WP. It was thus advised that bypass was used, i.e. military textbooks were supplemented, e.g. "The infantry soldier's guide" was extended to include a chapter on almost a 1000 years of past of Poland and the past of Polish weapons. The authors of the chapter were 2 colonels of the Polish Army: Marian Kukiel and Wacław Tokar. The chapter written by them numbered about 100 pages, and the full substantive part of the manual containing the cognition essential for the Private Infantry was 200 pages. So one-third of military cognition was general cognition – past as a morale buildup. Of course, erstwhile graduates of Polish schools were enrolled in the army in the following years, this part of the educational work was carried out within the educational system, not in the military. So we have experience here.
