Expeditionary Warfare School

565 Words Feb 23rd, 2018 2 Pages
Williamson Murray once declared a want to develop his Expeditionary Warfare School (EWS) seminar students into hand grenades. His comments were, of course, figurative, but Murray communicated a vision: his company grade students would read more deeply, think more critically, write with greater effect, and ultimately be more willing to challenge conventional wisdom than their peers. Murray, with EWS, engineered the course, from initial selection through the final seminars, to meet his goal of a competent, well-armed officer prepared to make and recommend just decisions grounded in history.
EWS’s choice to couple selection for Murray’s seminar with an essay was positive. This requirement eliminated students whose only ambition was to circumvent the argumentative research paper. Moreover the selection process divorced students with a firm writing background from those likely to have struggled. The amalgamation of pupils fostered a milieu which encouraged debate and speculation in matters historic while searching for present meaning and application. However the imperative quality common among all was the desire to learn, debate, and in due course synthesize. These aspirations carried the tête-à-tête from seminar to the passageways of Geiger Hall and the personal quarters of the students. Extracurricular deliberations probed into the most intimate of topics: what is “chance”, does “chance” exist, does “God” exist in War, how does “God” interact with “chance”, and is the world…

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