Professional Military Education) Cap Peru

Duraid Jalili and Hubert Annen - 9783631788332
Downloaded from PubFactory at 07/11/2019 10:49:26PM

via Nicolaus Copernicus University
Professional Military Education

Studies in Military
Psychology and Pedagogy
Edited by H. Annen
Vol. 13

Contents
Duraid Jalili
Introduction: The Need for Non-Western Perspectives in the
Field of Military Pedagogy ................................................................. 9
Section I Contemporary Large-Scale PME Reform (and Its Discontents)
Major General (Ret.) Dr. Noel Khokhar

Re-Evaluating the Strategic Contexts for Professional Military
Education in the 21st Century ............................................................ 23
Major General (Ret.) Muhammad Inuwa Idris

Professional Military Education for the Modern Officer: The
Nigerian Experience ........................................................................... 35
Section II Civil-Military Relations and PME Reform
Colonel Ulysses Prada
The Impact of Political-Military Relations on the Professional
Training of the Uruguayan Armed Forces ........................................... 49
Jorge Serrano Torres/Colonel (Ret.) Juan Carlos Liendo O’Connor

The Role of Military Pedagogy and Civilian Academia in the
National Security and Governance of Peru ......................................... 65
Diego Pérez Enríquez/Milton Reyes Herrera/Carla Álvarez Velasco

Political Change and Professional Security and Defence
Qualifications in Post-Transitional Ecuador (1972–2016) .................. 81
Section III The Civilian Academe and Professional Military Education
Lieutenant Colonel Dr. Marcelo J. Alem Troncoso

Military Education and Educational Modernization: The
Argentine Case ................................................................................... 99
Ho Shu Huang
‘Outsiders Inside’: Experiences of Privately Contracted
Educational Staff in the Singapore Armed Forces ............................... 113
8 Contents
Andrea Falla Rubiano

Creating a Pedagogy for Peace for a New Generation of Military
Officers ............................................................................................... 129
Section IV Balancing Internationalisation and National Requirements
Dr. Jowati Juhary
The Role of Military Pedagogy in Creating Internationalised
Leaders of Character: The Malaysian Way ......................................... 145
Lieutenant Colonel Mahammad Moumin

Analysing the Challenges Facing Military Education in
Francophone Sub-Saharan African Countries ..................................... 159
Section V Cross-Cultural Collaboration and Interoperability
Ambassador Brigadier General (Ret.) Marcel R.D. Chirwa

Preparing Officers and Soldiers for the Increasingly Multi-Lateral
Character of Conflict: A Case Study of the African Peace Support
Trainers Association ........................................................................... 175
Professor Silvia Cristina Bernava y Rosas

Training, Integration and Jointness for Complex Scenarios and
Multilateral Conflicts: Experiences in the Education of Argentine
Army Officers ..................................................................................... 189
Colonel Dr. Eri Radityawara Hidayat/Dr. Urip

Purwono/Dr. Harry Susianto
Cross-Cultural Decision-Making in International Peacekeeping
Operations ......................................................................................... 203
List of Figures .................................................................................... 221
List of Tables ...................................................................................... 223
Contributor Biographies ..................................................................... 225

Section II Civil-Military
Relations and PME Reform

Jorge Serrano Torres / Colonel (Ret.) Juan Carlos
Liendo O’Connor
The Role of Military Pedagogy and Civilian

Academia in the National Security and
Governance of Peru
Abstract: This chapter provides a historical analysis of civil-military relations

through the perspective of military pedagogy and the civilian academe in Peru. It
reveals how significant fluctuations in PME reform, from the 19th century to the
present day, have been influenced by the different approaches, needs and concerns of
successive military and civilian governments regarding the role of the armed forces
and the importance of educating military officers at the strategic level. This includes
an examination of the evolution of the Peruvian military educational system and
the conflicts that have shaped this dynamic. As the chapter highlights, although
this scenario has resulted in some integration of the civilian academe in military
pedagogy in recent history, it has also demonstrated a lack of cohesion between
military and civilian academic communities. In line with Peru’s historical contexts
and the increasing instability of its political sphere, resulting from the large-scale
corruption scandals, the chapter argues that this scenario demonstrates the strategic
importance of creating suitable academic spaces for the joint training of civil and
military professionals in security, development and defence.
Keywords: PME, military education, Peruvian Armed Forces, civil-military relations,

Escuela Militar, Estudios Militares, CAEM
Introduction
The role of the military in Latin America has been shaped by a strong
tradition of interference in domestic politics. In this scenario, the armed
forces surpass their natural function of national territorial defence,
maintaining internal order and assisting in emergency situations, and
instead become leaders capable of defining the destiny of their countries.
The available studies of this phenomenon usually focus on the perspective
of civil-military relations, without examining the influence of military ped-
agogy and civilian academia. In Peru alone, out of 76 presidents between
1821 (national independence) and 2016, 51 have been army officers; and
66 Serrano and Liendo
between 1900 and 2016, out of 29 rulers, 13 have been army officials
and graduates of the Escuela Militar de Chorrillos (Chorrillos Military
School), including Ollanta Humala Tasso, the democratic leader elected
between 2011 and 2016.
This chapter seeks to promote analysis and debate on military pedagogy
and the civilian academe within the framework of civil-military relations in
Peru, as a way of properly examining politico-military leadership in Latin
America. To achieve this, we will approach the role of military pedagogy
from its historical perspective and how it has evolved from the Republican
warlordism (caudillismo) of the 19th century to the military profession-
alism of the 20th century.1 This includes an analysis of the evolution of the
Peruvian military educational system, the ways in which military pedagog-
ical priorities change, and the internal and external conflicts faced by the
military throughout its history that have affected this dynamic. This pro-
cess will also help us discover the nature and implications of the “Military
Professionalism” and “Professional Militarism” that has been developing
in the Peruvian Army, in the sense outlined by Frederick Nunn (1983,
xi). Finally, we will propose some points of view on the circumstances in
which military leadership in defence affairs can help to improve the coop-
eration required to face regional security challenges.
The Republic and Military Warlordism

During the period of the Bourbon Viceroyalty (from the middle of the
18th century), all viceroys of Peru were military commanders, as were
the “Captain Generals” responsible for the various administrative regions
within the Viceroyalty (Tauro del Pino, 2001, pp.2767–2769). Thus, at
the beginning of the Republic of Peru, the government had a predomi-
nantly ‘military-style’ character, philosophy and vision, characteristic of
the need to secure the Bourbon reforms. As a consequence, from the begin-
ning of the republic in 1821 until 1899, civil-military relations in Peru
1 The main focus of this study revolves around the historical and political role of
the army. In the case of the navy and air force, the particularities of their scope
and impact would require a far broader study that would not necessarily affect
the conclusions of this project.
Military Pedagogy and Civilian Academia in Peru 67
were defined by the political interaction between military warlords and the
nascent liberal-political leadership. Almost all presidents in this interval
were army officials (1821–1872).
In line with this scenario, military education was reduced to the con-
tinuity of some military ordinances from the vice-regal administration,
the intellectual self-preparation of the individual officer, and the experi-
ence gained from participation in conflicts for the defence of the warlords’
hegemonic interests, the consolidation of liberal-political power and the
defence of the borders of the new republic. Furthermore, civilian acad-
emies provided absolutely no military subjects; a scenario that would be
repeated throughout the nation’s history. Between 1879–1883, the Guerra
del Pacífico (War of the Pacitic), which pitted Chile against Bolivia and
Peru, produced a military defeat and the loss of Peruvian territory. In spite
of the signing of a peace treaty with Chile (the Treaty of Ancón) in 1883,
the continued occupation of Peruvian territories and the sense of conflict
between Peru and Chile until the border treaty of 1929 became a deter-
mining factor in consolidating the idea of a Peruvian republic that had
not yet been assimilated, and a national culture of militarism and military
pedagogy in Peru.
The Emergence of Military Professionalism

Between 1894 and 1895 a civil revolution (known as the Peruvian Civil
War), designed to counteract the rise of militarism in the political arena,
resulted in two events that would go on to characterize civil-military re-
lations in Peru. Firstly, it totally separated military warlords from power
(specifically, with the defeat of the militarists of the government of General
Andrés A. Cáceres). Secondly, it induced the first major reform of the
armed forces towards military professionalism. In order to achieve this,
between 1896 and 1940 the responsibility for command and administra-
tion of the army was given to a French military mission. In 1898, this
mission founded the Escuela Militar de Chorrillos (which was the institu-
tion responsible for the professional qualification of young cadets for the
officer corps), the schools of infantry, artillery, cavalry and engineering,
and in 1904, the Escuela Superior de Guerra (Superior School of War), for
the formation of staff officers.
The military pedagogy of the Peruvian Army now followed the ‘French
model’ based on the spirit of the French Foreign Legion, which also pro-
vided the necessary chiefs and instructors (Masterson, 1991, pp.23–29).
These changes meant that the educational system was modernized to
the highest European standards, and career progression was structured
around a strong cult of values and military hierarchy, displacing the model
espoused by military warlordism. The military professionalism founded in
the Escuela Militar de Chorrillos was centred around a strict philosophy
of behavioural and cognitive learning, which was reinforced throughout
an officer’s career.
The deep dedication this engendered towards military knowledge,
together with the evolution of officers’ duties in rural areas and their
increased awareness of military, political and social issues and realities,
produced a whole generation of officers with high intellectual abilities,
many of whom continued their studies in Europe. This development
of military professionalism forged an efficient, solid and well-trained
institution, capable of projecting national power to protect national
borders and contributing to the process by which the Republic of Peru
was formed (as we will consider later in the chapter). In parallel to this,
the constant lack of logistical resources, weapons and equipment would
serve to consolidate a spartan and austere character for the officer corps,
who originated mainly from illustrious middle classes from the interior
of the country.
The wars with Colombia (1932) and Ecuador (1941), validated and
reinforced the usefulness of these schools, whilst at the same time raising
new requirements. The subjugation of the populist insurrection of the
Alianza Popular Revolucionaria Americana (Popular Revolutionary
American Alliance) in 1932, the end of the Second World War and the
emergence of internationalised revolutionary communism, evidenced the
need to face new transnational and asymmetrical dimensions of conflict.
These new challenges led to the creation of a new academic institution
by the army staff, called the Centro de Altos Estudios Militares (Centre
for Advanced Military Studies – CAEM). This centre was oriented to the
study and analysis of the national reality in all areas of national affairs
at the political and strategic levels of national defence. At the end of the
Second World War, the French mission was replaced by a U.S. military
mission (until 1968), which focused on equipment, technical training

and fighting against the expansion of Soviet communism (Kruijt, 1996,
pp.263–264).
Professional Militarism and the Reformist Officials

Since the first military reforms introduced by the French military mission
in 1898, civilian academia in Peru had not developed any types of study
related to military or national defence issues. Either despite or as a result
of this scenario, until 1968 civil-military relations were characterized by a
continuous recurrence of right- and left-wing political groups who sought
support from the army and navy to promote coups against their opponents.
Unfortunately for these groups, military pedagogy had produced a whole
generation of intellectuals, who would become rulers of the country
between 1968 and 1980. For these officers, the military career was struc-
tured around a strong system of academic and military training oriented
towards the use of new technologies. It included training on external and
border conflicts at the tactical level (in the Escuela Militar de Chorrillos),
on the strategy of military operations (in the Escuela Superior de Guerra)
and on geopolitical affairs and state administration (in the CAEM). In this
way, a kind of “Professional Militarism” (Nunn, 1983, xi) was consoli-
dated, based on the technological, pedagogical and structural/hierarchical
modernization of the army.
During this period, the army General Manuel Odría, who was sworn
in as constitutional president in 1950 (two years after having staged a
coup d’état), faced serious political opposition that forced him, due to the
need to form a functional administration, to resort to the CAEM for stra-
tegic support in the management of his government (Masterson, 1991,
pp.138–141). As a result of this, Brigadier General José Del Carmen
Marín, founder of the CAEM (and the first director of the Colegio
Militar Leoncio Prado), became the main academic advisor on matters
of national security and defence, and the most influential ideologue in
the construction of military professionalism and the reformist mentality
within the Peruvian Armed Forces. The combination of these factors led
to the admission of civilian professionals as participants in the CAEM’s
academic activity, establishing the first link between military pedagogy
and civilian students. As noted by General Carmen Marín (Villanueva,

1972, p.44), regarding the CAEM:
“We do not therefore constitute an organization with teachers and students, but
a team [...] that studies the process of comprehensive preparation for the defence
of the nation [...] this domain of knowledge is beyond our technical training and
that is why we have turned to more than 20 civilian professionals.”
This conception of the ‘national level’ that goes beyond the military ped-
agogical sphere and projects itself upon the overarching strategic scenario
of the state, with the purpose of “creating and disseminating knowledge
in the areas of development, security and national defence” as well as
forming national leaders “with the capacity to make proposals for change
which contribute to the general well-being and strengthening of national
identity”, was enshrined in the mission and vision of the CAEM (Lazo
Lazo, 2016, p.28). These reforms were influenced by the French military,
as General Carmen Marín had himself studied in France in both the École
Nationale Supérieure d’Architecture de Versailles (as a military engineer)
and the École de Guerre in Paris.
However, in 1968 civil-military relations went through a complex
period with the establishment of the so-called Gobierno Revolucionario
de la Fuerza Armada (Revolutionary Government of the Armed Forces).
Led by an army general, Juan Velasco Alvarado, they established between
1968–1975 a socialist, authoritarian military regime, in which the legis-
lative power was abolished, the judiciary was subject to the military gov-
ernment, freedom of the press was suppressed, civil rights were restricted,
and selective persecution was carried out against those who opposed gov-
ernmental decisions, regardless of their ideology (Planas, 2016). Although
it is true that the CAEM became the fundamental pillar of intellectual
support and strategic political decisions for the government, the Velasco
regime’s poor management of General Carmen Marín’s original doctrine,
undermined the mutually beneficial points of contact that existed between
the military institutions in charge of military pedagogy and the civilian
academe.
During this period, the military government nationalized the extractive
industries (i.e. oil, gas and mining) that had been exploited by transnational
companies and expropriated ownership of the agricultural complexes that
had formed the basis of local aristocratic power. Unlike the anti-communist
militarism seen elsewhere in Latin America, the armed forces, and particu-
larly the Peruvian Army, took control of the entire system of public admin-
istration. This movement was signalled as the emergence of a new form
of reformist officer (Kruijt and Tello, 2003, p.71). Yet, at this time, civil-
military relations acquired a new duality. On the one hand, there existed a
serious conflict of interest regarding political, economic and social control
between the armed forces and the traditional political class that had held
power since national independence. On the other hand, the army deployed
an effective strategy of ‘social mobilization and participation’ across the
working class and the poorer sectors of society who had been removed
from politics and kept away from the benefits available to social and eco-
nomic elites up until that point, which allowed it to build a significant base
of popular support.
In 1975, a coup d’état brought about a change in the leftist orientation
of the Velasco government, eventually leading to a harmonious transfer
of command in 1980 from the Gobierno Revolucionario de la Fuerza
Armada to the constitutional powers. Once again, the mandate of the mil-
itary was reduced to the sphere of national defence and security. However,
the next decade brought with it significant challenges for the role of the
army and priorities for military education. In 1981, a serious military con-
frontation with Ecuador broke out, forcing the army to alter programs
and curricula related to the study and use of military weapons. This
conflict was conducted by the armed forces almost independently of the
recently formed democratic government. In December 1982, the new gov-
ernment was forced to install “political-military commands” to deal with
an armed insurrection, which evolved into the Marxist-Maoist-Leninist
terrorist organization known as the Partido Comunista del Perú - Sendero
Luminoso (Communist Party of Peru - Shining Path - PCP-SL). Then,
in 1985, the Movimiento Revolucionario Túpac Amaru (Túpac Amaru
Revolutionary Movement – MRTA) emerged, which was connected with
the Castroist guerrilla movements in Latin America and which forced the
geographical expansion of the political-military commands even further.
By 1990, Peru was a failed state facing an increasing threat from the
PCP-SL and the MRTA, ongoing risks of a military confrontation on
the northern border with Ecuador, declared as an “ineligible borrower”
by the International Monetary Fund, while fighting to deal with a grave
economic crisis, a severe drought and a rapidly expanding cholera epi-

demic (McCormick, 1990, p.52; Stokes, 1996, pp.546–547; Brooke,
1991). In this explosive scenario, a tacit alliance was established between
the new president Alberto Fujimori, a university teacher with no political
affiliation, and the Peruvian Army. This alliance once again removed the
traditional political class from power, in line with their responsibility for
leading the country into bankruptcy. The military dealt exclusively with
matters of defence and territorial control whilst a new civilian political
class, later known as the ‘Fujimoristas’, emerged to take over state affairs.
In line with its return to exclusively military matters, the armed forces
refocused their doctrine and training on counterterrorism. In seeking a
solution for the ongoing threat of the PCP-SL, military education took on
a more internationalised aspect. For example, in order to address the PCP-
SL’s adoption of Mao Zedong’s ideology, insurrectionary doctrine and
terrorist techniques, the armed forces sought out training from Taiwan.
This was due to the Taiwanese government and military’s involvement
and in-depth knowledge regarding Maoism and the People’s Republic of
China gained in the Chinese Civil War against Mao Zedong and his guer-
rilla forces between 1927–1949 under the command of General Chiang
Kai-shek. This education in Taiwanese doctrine came in the form of the
‘Course of Political Warfare’ delivered at the Fu Hsing Kang College,
which was attended intermittently by hundreds of Peruvian military,
police and even civilians linked to intelligence services from 1978 through
to the 1990s (Comisión de la Verdad y Reconciliación, 2003, pp.191–
195). In addition to this, some 900 Lieutenants, as well as cadets from the
Escuela Militar de Chorrillos, from Peru took courses at the School of the
Americas in the United States between 1980 and 1996 whilst many others
experienced education from U.S. military instructors in Peru and at least
one Peruvian-American joint exercise in counter-subversive tactics (Ibid.,
p.325 and fn.85).
This internationalisation coincided with the adoption of the “Low
Intensity Conflict” strategy recommended by the U.S. military (Metz,
1995, p.11), from the end of the Reagan administration and throughout the
government of George H.W. Bush (i.e. 1988–1993). As noted by Serrano
(2009, xxix–xi), this strategy, which was adopted with great enthusiasm
by the Fujimori administration from July 1990 onwards,
“was based on a ‘new social contract’ between the state, law enforcement agencies
and the rural population (peasant patrols and self-defence committees), together
with the urban population (citizens who supported law enforcement agencies
with information and demonstrations to repudiate terrorism), isolating the
subversives and undermining the support they had in a sector of the population.
This was possible in turn, with a state policy where strategic and operational
intelligence was privileged, but also - unlike in the 1980s - an approach carried
out by the armed forces and the national police of gaining support from the
poorer population through humanitarian assistance, social aid and security,
rather than violence or the indiscriminate use of force.”
By 1997 the terrorist groups had been defeated and Peru was no longer a
failed state. Although a new border conflict with Ecuador began in 1995,
known as the Cenépa War, President Fujimori was able to sign the Brasilia
Act with Ecuador in 1998, which paved the way for peace, by definitively
delimiting the border between Peru and Ecuador. At this historical stage,
military pedagogy in Peru was almost exclusively oriented towards the
external defence of the border with Ecuador, and the internal defence
against terrorist organizations. Consequently, the army educational system
prioritized tactical and operational military components related to their
external and internal conflicts which inherently diminished the focus on
strategic and geopolitical education, and training on state administration.
Unfortunately, the government’s success came at a social and ethical
cost. Firstly, as noted by Serrano, “there were reprehensible excesses in
the fight against terrorism” including, in certain places and times, a dirty
or clandestine war contrary to human rights, “but this was never part
of the national strategy, nor of a state policy backed by the population”
(2009, xli–xlii). Secondly, the strategy of ‘Low Intensity Conflict’ was a
matter for the hardened Fujimorist political leadership, the armed forces
and the intelligence services, with almost no contribution from the civilian
academe. Thus, the few opportunities for collaboration between military
and civilian educational institutions were extinguished and the spaces and
opportunities for germinating civilian academic initiatives in the fields of
security and national defence were reduced even more.
One positive development in the area of civil-military integration did
occur during this time. From 1995 onwards, army officers incorporated
courses from outside of the military system into their studies. In the first
case of this, the army and the Escuela Superior de Negocios (Superior
Business School) agreed to allow students from the army’s Escuela

Superior de Guerra (Superior War School) to participate in a Diploma
of Administration. In addition to this, the courses of the Centro de Altos
Estudios Nacionales (Centre for Higher National Studies – CAEN), which
had evolved from the CAEM, approved the attendance of numerous
civilian students who were members of the public administration.
Despite this, however, there existed a “national culture regarding the
military, characterized by mutual exclusion, academic ignorance of mil-
itary affairs and a secrecy which generated corruption and mistrust”
(Tudela van Breugel Douglas, 2011). Indeed, in the period between
1990 and 2000, civil-military relations were marked by significant criti-
cism of the government of President Fujimori, which included prominent
accusations of acts of corruption and human rights violations. The effects
of President Fujimori’s formal resignation in November 2000 and the
subsequent regime change were catastrophic to the structure of the mil-
itary. President Fujimori, his main ministers and almost the entire mili-
tary hierarchy were prosecuted and imprisoned. To date, more than 900
army officials have faced a series of prosecutions for proven or alleged
human rights violations in the fight against terrorist organizations. The
civil administration that replaced Fujimori’s regime removed any military
influence over the government and, without performing adequate damage
control, started a radical dismantling of the military and intellectual lead-
ership structure. Thus, the generation of reformist officers ended after their
active participation in power for nearly 32 years, between 1968 and 2000.
Military Reform and Populist Militarism

Between 2001 and 2016, a process of institutional reform of the armed
forces was developed on the basis of the “constitutional precept of military
subordination to political power” (Tudela van Breugel Douglas, 2011).
The impact on military pedagogy was profound. The educational system
significantly changed its orientation, prioritizing the adaptation of the mil-
itary educational framework to the academic standards of the national
university system (Ley N°30220, 2014, pp.64–65). These circumstances
have produced a new dynamic in civil-military relations for officers.
Specifically, in line with their increased participation in postgraduate
courses in administration and teaching, officers have, for the first time,
been able to approach national realities with an academic perspective sep-
arate from the military barracks.
One notable example of this is the Centro del Derecho Internacional
Humanitario y Derechos Humanos de las Fuerzas Armadas (Centre for
International Humanitarian Law and Human Rights of the Armed Forces),
which is considered as one of the “Academic Bodies of the Defense Sector”
(CDIH-DDHH, n.d.). This centre has focused its efforts on becoming a
leading institution for international humanitarian law and human rights
training for military and civilian personnel of the Peruvian Armed Forces
(including the army, navy and air force), as well as the national police force,
civil professionals of the judiciary and the Public Ministry or Prosecutor’s
Office, and other international officials (Viviano Carpio, 2016).
Unfortunately, despite these tentative advances, there are still serious
challenges facing military education. Firstly, studies in military affairs
(especially geopolitical and military strategic studies) are still lacking in
civilian academia and staff courses remain focused on joint operations
between the military services and confined to the operational level (which
limits officers’ abilities in understanding and designing strategic responses
to regional security challenges). Secondly, there is still not enough historical
perspective to gauge the damage that may have been caused to the fragile,
positive evolution of the civil-military relationship by the negative out-
come of the 2011–2016 government of President Ollanta Humala Tasso.
Specifically, Humala is a former army officer with the rank of Lieutenant
Colonel. Yet serious questions remain regarding his image and role as a
former head of state and his military lineage. One of his brothers (Antauro,
a former army officer with the rank of Major), for example, was impris-
oned through the civilian judicial system, for having conducted a failed
and bloody military coup in January 2005 against the democratically
elected government led by Alejandro Toledo. Significant criticisms have
also been levelled against Humala for the systematic attacks he engaged in
against his political opponents during his time in government.
Most notably, however, one year after leaving government, the Peruvian
judiciary implemented a preventative detention order for Humala and his
wife, for the alleged crime of “money laundering in tort of the Peruvian
state” and belonging to “a criminal organization that goes beyond
national borders” (Sala Penal Nacional, 2017, pp.1–2). Although he was

released nine months later, in line with a pronouncement by the Tribunal
Constitucional del Perú (Constitutional Court of Peru), Humala was not
discharged from ongoing investigations regarding alleged corruption
(Anon, 2017). Additionally, there remain allegations and investigations
at the political and judicial level, involving “evidence that has become
public corroborating longstanding allegations that Peru’s former president
Ollanta Humala Tasso [...] would be responsible for egregious human
rights violations committed by security forces in the early 1990s, during
Peru’s internal armed conflict”, as well as “the attempted cover-up of
incriminating evidence when he ran for president” (Human Rights Watch,
2017, p.1).
Humala is not alone in facing such accusations. Indeed, since 2016
the unprecedented, trans-national corruption and bribery case entitled
Operação Lava Jato (Operation Car Wash),2 has resulted in the implication
of four former Peruvian presidents (i.e. Alejandro Toledo, Ollanta Humala,
Alan Gabriel García, and Pedro Pablo Kuczynski), as well as numerous
other political and business leaders who have been in positions of power
since the 1990s from across the ideological spectrum (Morales, 2018). In
March 2018, for example, the acting president Pedro Pablo Kuczynski
was forced to resign his post, in order to avoid potential impeachment
by congress due to ‘moral incapacity’, in line with his involvement in acts
of corruption relating to the Brazilian company Odebrecht. This event
produced a new level of rupture in the legitimacy of the Peruvian polit-
ical system. Indeed, at the time this chapter was completed, in November
2018, the number of serving and retired senior government officials who
had been implicated in acts of corruption, as well as wider officials from
the political, business, press, non-governmental and judicial sectors, was
continuing to increase in line with the successive legal investigations being
undertaken as part of Operação Lava Jato. This included the sentencing
of Keiko Fujimori, the leader of the main political bloc in Congress, to
36 months of preventive incarceration in October 2018.
2 An ongoing criminal investigation by Brazilian authorities into a bribery and

corruption network reaching across Latin-America and beyond, perpetuated by
the Brazilian construction giant Odebrecht.
These circumstances have resulted in serious conflicts between the

powers of the state, which has led to a scenario of ungovernability and
destabilization across the entire Peruvian political system. In line with this,
some commentators have again espoused the need for populist, ethno-
centric, revolutionary and neo-Marxist principles, similar to those seen
in Ecuador’s previous military dictatorships. Indeed, despite being incar-
cerated in a military prison since 2005, the retired army Major Antauro
Humala has even announced his candidacy for president for the 2021
elections, receiving the support of a number of individuals and political or-
ganizations (Exitosa Noticias, 2018). Faced with these latest developments,
both the military academies and the civilian academe continue to be absent
from public discussion and proposals for solutions regarding defence and
state security.
Conclusion
As this chapter has demonstrated, in order to comprehend the dynamics of
divorce and challenges facing military pedagogy and the civilian academe
in matters related to national security and defence in Peru, it is necessary
to examine military leadership in the nation’s domestic and foreign politics
from the beginnings of the republic (1821) to the present day. Specifically,
from the military warlordism of the 19th century to the present, there have
been significant fluctuations in military education reform, which have been
influenced heavily by the different approaches of successive governments
regarding the role of the armed forces and the importance of educating
military officers at the strategic level. Although the participation of army
officers in the civilian academe has gradually increased and has become a
requirement for the assignment of military posts and promotions, civilian
academies have not developed initiatives for studies in national security
and defence beyond those related to democratic control of the armed
forces and respect for human rights. This scenario is a by-product of civil-
military distrust resulting from human rights atrocities committed by mil-
itary officers and recurrent corruption at the highest levels of government
throughout Peru’s modern history.
Contemporary threats, such as organized international crime, drug
production and trafficking, terrorism, large-scale forced population
displacement, the illegal gold trade, transnational corruption of officials,

human trafficking and contraband, amongst others, should be addressed
more intensely within both military pedagogy and civilian academia in
Peru, either together or independently. In this context, strategic military
schools such as the Centro de Altos Estudios Nacionales (née CAEM) could
play an important role as postgraduate academic institutions capable of
integrating military pedagogy and civilian academia, generating suitable
academic spaces that enable civil and military professionals to be trained
and educated for effective decision-making in security, development and
defence, whilst also strengthening democratic values and institutions.
However, as long as weak, inefficient and corrupt democratic
governments exist in Latin America, separated politically, economically
and socially from their armed forces, there will continue to exist a divorce
between military pedagogy and civilian academia, and the creation of ade-
quate spaces to promote a robust culture of security, defence, development
and democracy. In this scenario, any type of acute conflict in the region
will constitute a new opportunity for involuntary military leadership in
the national political process. Consequently, integrating military pedagogy
with civilian academia in Peru and Latin America constitutes an indispens-
able requirement for addressing the security challenges in the region.
Bibliography
Anon. (2017). Ollanta Humala y Nadine Heredia continuarán con
prisión preventiva. Andina [online], 4 August. Available at: http://
www.andina.com.pe/agencia/noticia-ollanta-humala-y-nadine-
heredia-continuara-prision-preventiva-677412.aspx (Accessed
11 March 2018).
Brooke, J. (1991). Cholera Kills 1,100 in Peru and Marches On,
Reaching the Brazilian Border. The New York Times [online], 19
April. Available at: http://www.nytimes.com/1991/04/19/world/
cholera-kills-1100-in-peru-and-marches-on-reaching-the-brazilian-
border.html (Accessed 6 March 2018).
CDIH-DDHH. (no date). Historia. CDIH [online]. Available at: http://
www.cdih.gob.pe/historia/ (Accessed 10 March 2018).
Comisión de la Verdad y Reconciliación. (2003). Informe Final.
Peru: Comisión de la Verdad y Reconciliación.
Exitosa Noticias. (2018). ¡Antauro Humala lanzó su candidatura desde

prisión! Exitosa Noticias [online], 23 October. Available at: https://
exitosanoticias.pe/antauro-humala-lanzo-su-candidatura-desde-
prision/ (Accessed 14 November 2018).
Human Rights Watch. (2017). Implicating Humala: Evidence of
Atrocities and Cover-Up of Abuses Committed during Peru’s Armed
Conflict. Washington, DC: Human Rights Watch.
Kruijt, D. (1996). Peru: The State Under Siege. In: Millet, R. and Gold-
Biss M. (eds.) Beyond Praetorianism, The Latin American Military in
Transition, pp.261–289. Miami, FL: North-South Center Press.
Kruijt, D. and Tello, M.P. (2003). De los reformistas militares a la
dictadura civil: La política militar peruana desde los años sesenta
hasta el presente. In: Koonings, C.G. and Kruijt, D. (eds.) Ejércitos
Políticos: Las fuerzas armadas y la construcción de la nación en la era
de la democracia, pp.70–108. Lima: Instituto de Estudios Peruanos.
Lazo Lazo, M.V. (2016). Guía institucional y misional de las agencias del
Estado Peruano. Arequipa, Perú: Universidad Católica San Pablo.
Ley N°30220: Ley Universitaria. (2014). Peru. Lima: Poder Legislativo.
Masterson, D.M. (1991). Militarism and Politics in Latin
America: Peru From Sanchez Cerro to Sendero Luminoso. Westport,
CT: Greenwood Press.
McCormick, G.H. (1990). The Shining Path and the Future of Peru.
Santa Monica, CA: The RAND Corporation.
Metz, S. (1995). Counterinsurgency: Strategy and the Phoenix of
American Capability. Carlisle, PA: Strategic Studies Institute.
Morales, O. (2018). Tiempos turbulentos para la política peruana.
Conexión ESAN [online], 7 March. Available at: https://www.esan.
edu.pe/conexion/bloggers/intercultural-management/2018/03/tiempos-
turbulentos-para-la-politica-peruana/ (Accessed 16 March 2018).
Nunn, F. (1983). Yesterday’s Soldiers: European Military Professionalism
in South America, 1890–1940. Lincoln, NE: University of Nebraska
Press.
Planas, E. (2016). Velasco Alvarado: libro reconstruye años
de dictadura militar. Interview with María Delfina Álvarez
Calderón and Enrique Álvarez Calderón. El Comercio [online],
27 September. Available at: https://elcomercio.pe/luces/libros/
velasco-alvarado-libro-reconstruye-anos-dictadura-militar-263893
(Accessed 30 November 2017).
Sala Penal Nacional. (2017). Expediente N° 00249-2015-23-5001-JR-
PE-01. Peru. Lima: Poder Judicial del Peru.
Serrano, J. A. (2009). Comentario Invitado. In: Swenson, R.G. and
Lemozy, S.C. (eds.) Democratización de la Función de Inteligencia: El
Nexo de la Cultura Nacional y la Inteligencia Estratégica, pp.xxxvi–
lxxxix. Washington, DC: National Defense Intelligence College Press.
Stokes, S.C. (1996). Economic Reform and Public Opinion
in Peru, 1990–1995. Comparative Political Studies, 29(5),
October: pp.544–565.
Tauro Del Pino, A. (2001). Enciclopedia ilustrada del Perú: Síntesis del
conocimiento integral del Perú, desde sus orígenes hasta la actualidad.
Vol.17. 3rd Ed. Lima: PEISA.
Tudela van Breugel Douglas, F. (2011). Relaciones Civiles Militares.
Francisco Tudela [online], 27 January. Available at: http://
www.franciscotudela.com/relaciones-civiles-militares/ (Accessed
10 March 2018).
Villanueva, V. (1972). El CAEM y la revolución de la fuerza armada.
Lima: Instituto de Estudios Peruanos.
Viviano Carpio, H.J. (2016). Las Fuerzas Armadas del Perú conscientes
de la educación en derechos humanos y derecho internacional
humanitario. Interview with Geraldine Cook. Diálogo [online], 18
November. Available at: https://dialogo-americas.com/es/articles/
peruvian-armed-forces-mindful-about-education-human-rights-and-
international-humanitarian-law (Accessed 10 March 2018).

Duraid Jalili, Hubert Annen (eds.)
Professional
Military Education
A Cross-Cultural Survey


Professional Military Education) Cap Peru

Uploaded by

Copyright:

Available Formats

Professional Military Education) Cap Peru

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Professional Military Education) Cap Peru

Uploaded by

Copyright:

Available Formats

Duraid Jalili and Hubert Annen - 9783631788332

Downloaded from PubFactory at 07/11/2019 10:49:26PM

Duraid Jalili and Hubert Annen - 9783631788332

Duraid Jalili and Hubert Annen - 9783631788332

Section I Contemporary Large-Scale PME Reform (and Its Discontents)

Major General (Ret.) Dr. Noel Khokhar

Major General (Ret.) Muhammad Inuwa Idris

Section II Civil-Military Relations and PME Reform

Jorge Serrano Torres/Colonel (Ret.) Juan Carlos Liendo O’Connor

Diego Pérez Enríquez/Milton Reyes Herrera/Carla Álvarez Velasco

Section III The Civilian Academe and Professional Military Education

Lieutenant Colonel Dr. Marcelo J. Alem Troncoso

Andrea Falla Rubiano

Section IV Balancing Internationalisation and National Requirements

Lieutenant Colonel Mahammad Moumin

Section V Cross-Cultural Collaboration and Interoperability

Ambassador Brigadier General (Ret.) Marcel R.D. Chirwa

Professor Silvia Cristina Bernava y Rosas

Colonel Dr. Eri Radityawara Hidayat/Dr. Urip

Duraid Jalili and Hubert Annen - 9783631788332

Duraid Jalili and Hubert Annen - 9783631788332

The Role of Military Pedagogy and Civilian

Abstract: This chapter provides a historical analysis of civil-military relations

Keywords: PME, military education, Peruvian Armed Forces, civil-military relations,

The Republic and Military Warlordism

The Emergence of Military Professionalism

mission (until 1968), which focused on equipment, technical training

Professional Militarism and the Reformist Officials

and civilian students. As noted by General Carmen Marín (Villanueva,

economic crisis, a severe drought and a rapidly expanding cholera epi-

Business School) agreed to allow students from the army’s Escuela

Military Reform and Populist Militarism

national borders” (Sala Penal Nacional, 2017, pp.1–2). Although he was

2 An ongoing criminal investigation by Brazilian authorities into a bribery and

These circumstances have resulted in serious conflicts between the

displacement, the illegal gold trade, transnational corruption of officials,

Exitosa Noticias. (2018). ¡Antauro Humala lanzó su candidatura desde

Duraid Jalili and Hubert Annen - 9783631788332

Duraid Jalili and Hubert Annen - 9783631788332

You might also like

Major General (Ret.) Muhammad Inuwa Idris

Section II Civil-Military Relations and PME Reform

Lieutenant Colonel Mahammad Moumin

Ambassador Brigadier General (Ret.) Marcel R.D. Chirwa