Published
October 1, 2004
Copyright Notice
Open Access and Copyright Policy
Historical Studies in Education/Revue d’histoire de l’éducation (HSE/RHÉ) provides immediate open access to its content according to the Budapest Open Access Initiative. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of our articles. All journal content is freely available without charge to the user or his/her institution. Authors are not charged article processing fees for publication. Immediate open access to content is provided on the principle that making research freely available to the public supports a greater global exchange of knowledge. Users may not modify HSE-RHÉ publications, nor use them for commercial purposes without asking prior permission from the publisher and the author.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant HSE-RHÉ the right of first publication.
b. Authors who wish to enter into subsequent, separate, commercial or non-commercial, contractual arrangements for the non-exclusive distribution of the journal’s published version of their work (e.g., post it to an institutional repository or publish it in a book), must request permission from the journal. Subsequent publications must include an acknowledgement of its initial publication in HSE-RHÉ.
c. Authors who wish to revise, transform, or build upon their HSE-RHÉ publications must request permission from the journal to publish the revised material. The resulting publication must include an acknowledgement of its initial form and publication in HSE-RHÉ.
Abstract
In the late 1960s the Canadian Military was experiencing a peacetime
upheaval. The three previously independent Services were being
amalgamated – unified – by political direction. This meant that previously
independent processes, including professional education, had to be rethought
and reorganized to fit the new single-force philosophy. Under the leadership
of a battlefield commander, Major-General Roger Rowley, a small team set
out to devise a radical concept for academic and professional education that
would provide officers with a coherent suite of learning programs spanning
their careers, all provided for by an integrated single military-civilian teaching
engine. The plan immediately met resistance from pre-existing organizations
and, harried by organizational reductions, faded from the scene, even as the
value of enhanced education was receiving general support. In 2002, with a
renewed focus on intellectual agility, the concept was resurrected with the
establishment of the Canadian Defence Academy.
