AIR AND SPACE DOCTRINE EDUCATION
This instruction implements AFPD 10-13, Aerospace Doctrine, and provides guidance for Air Force air and space doctrine education programs. It applies to Air Force organizations involved with teaching basic and operational Air Force air and space doctrine.
1. Introduction. AFPD 10-13 directs that Air University (AU) is responsible for doctrine education within the Air Force. AU provides doctrine education through professional military education (PME), professional continuing education (PCE), and officer accession programs. The College of Aerospace Doctrine, Research, and Education (CADRE) serves as the AU point of contact for air and space doctrine education. To ensure a full understanding of the terms herein, users of this instruction should become familiar with the referenced Air Force publications and the attached education terminology (attachment 1).
2. Mission. The doctrine education mission is to advance the understanding of Air Force air and space doctrine among airmen and Department of the Air Force (DAF) civilians.
3. Goal. The goal of the doctrine education process is to increase the understanding of air and space doctrine among Air Force personnel, encourage doctrinal dialogue through a comprehensive Air Force education process, and motivate military and civilian members to develop their understanding of doctrine commensurate with their grade and responsibility, both within education programs and independent of formal education processes.
4. Guidelines. Education programs consider the following guidelines:
4.1. Doctrine education includes basic and operational levels of doctrine as contained in Air Force doctrine documents (AFDD).
4.2. Doctrine education programs will span an individual's career.
4.2.1. Doctrine education for officers and enlisted members will begin at accession.
4.2.2. Air Force PME and PCE programs provide DAF civilian doctrine education.
4.3. Doctrine education is one part of increased doctrinal understanding, as individuals must seek to increase their understanding of doctrine outside of formal programs. Doctrine education programs should serve to motivate and fuel further doctrinal thought, examination, and discussion of doctrinal concepts.
5. Scope. The Air Force doctrine education program is defined by audience and level of learning.
5.1. The audience is active duty Air Force, Air Force Reserve, Air National Guard, DAF civilians, and personnel entered into Air Force accession programs.
5.2. As individual responsibility increases, an individual's understanding of doctrine should increase commensurate with grade and responsibility. The levels of learning provide a measure of understanding.
6. Scale. The knowledge of doctrine should progress from an understanding of basic doctrine to an understanding of operational doctrine.
6.1. Accession programs introduce basic Air Force air and space doctrine.
6.2. PCE courses, symposia, professional journals, written works, videotape presentations, and other means may be used to further the understanding of air and space doctrine.
6.3. PME and PCE programs introduce operational doctrine to audiences with an established understanding of basic doctrine.
6.4. Doctrine education programs should be coordinated to allow a shift in emphasis from basic doctrine to an emphasis on operational doctrine commensurate with the shift in audience grade and responsibility.
7.1. HQ USAF/XOXD:
7.1.1. Informs AU of Air Force positions on doctrinal issues and policy that may affect the content and currency of doctrine education.
7.1.2. Sponsors Air Force conferences, symposiums, and meetings on Air Force doctrine.
7.1.3. Develops, advocates, coordinates, and obtains Air Force policy positions on doctrine education issues.
7.2. Air Force Doctrine Center (AFDC):
7.2.1. Informs CADRE of proposed Air Force positions on air and space doctrinal issues, joint doctrinal issues, and emerging issues that may affect the content and (or) currency of doctrine education.
7.2.2. Informs CADRE of doctrine development issues or emerging doctrine that may affect the currency of doctrine education.
7.2.3. Requests research, analysis, and wargaming support by coordinating directly with CADRE.
7.3. MAJCOMs, FOAs, and DRUs:
7.3.1. Provide for education programs to ensure MAJCOM, FOA, or DRU personnel (as appropriate) understand air and space doctrine at a level commensurate with their grade and responsibility.
7.3.2. Ensure air and space doctrine education programs within the MAJCOM, FOA, or DRU (as appropriate) are consistent with Air Force doctrine through consultation with and support from AU.
7.3.3. Request curriculum, research, analysis, and wargaming support by coordinating directly with CADRE. Requests to support general officer requirements will be made to CADRE through AU.
7.3.4. Make requests for doctrine-related lesson plan and curriculum reviews directly with CADRE.
7.3.5. Use AFMAN 36-2236, Guidebook for Air Force Instructors; AFH 36-2234, Instructional Systems Development; and AFH 36-2235, Information for Designers of Instructional Systems, as guides when developing and implementing doctrine education programs.
7.4.1. Advances Air Force understanding of air and space doctrine through PME, PCE, and formal educational programs.
7.4.2. Advances Air Force awareness, appreciation, and understanding of air and space doctrine through educational media (such as professional journals, written works, colloquia, symposia, interactive presentations, extension courses, and distant learning methods).
7.4.3. Maintains AU air and space doctrine education programs that are consistent with Air Force doctrine through review boards and groups.
7.5.1. Acts as the AU point of contact for air and space doctrine education.
7.5.2. Assists and advises the AFDC and Air Staff on doctrine issues and provides research, analysis, and wargaming support for developing and promulgating doctrine.
7.5.3. Supports AU, MAJCOMs, FOAs, and DRUs in doctrine projects.
188.8.131.52. Provides doctrinal research, analysis, wargaming support, curriculum development assistance, and curriculum support materials.
184.108.40.206. Advises sponsoring organizations on scope and scale of doctrine education.
220.127.116.11. Assists in coordinating doctrine education programs within and between organizational bounds.
7.5.4. Provides AU, MAJCOMs, FOAs, and DRUs advice and consultation on doctrine and emerging air and space issues to help maintain doctrine education programs that are consistent with established Air Force doctrine.
18.104.22.168. Reviews doctrine lesson plans and curriculum for AU, MAJCOMs, FOAs, and DRUs, as requested.
22.214.171.124. Participates in program review boards (PRB), program and (or) process action groups (PAG), or similar committees concerned with doctrine education.
7.5.5. Exploits educational means and methods for increasing Air Force exposure to and awareness and understanding of air and space doctrine.
7.5.6. Provides the intellectual forums to encourage and expand the exchange of ideas on Air Force air and space doctrine.
7.5.7. Presents Air Force views on Air Force air and space doctrine education.
EDWIN E. TENOSO, Maj General, USAF
Acting DCS/Plans and Operations
Glossary of Terms
GLOSSARY OF TERMS
Operational Level Doctrine--Principles and ideas that guide the employment of aerospace forces in campaigns and major operations. More specific than basic doctrine, operational level doctrine proposes ways aerospace forces can best be employed to solve specific military problems, attain specific types of objectives, achieve specific types of advantages, and attain national goals. This type of doctrine anticipates technical and strategic needs. It covers mission areas, operating environments, enabling functions, combat support operations, and other topics crucial to prepare aerospace forces and conduct sustained operations. (AFPD 10-13).
Levels of Learning--Bloom's taxonomy consists of the following levels of learning (AFMAN 36-2236):
Knowledge--Recalling previously learned material (facts, theories, etc.) in essentially the same form as taught.
Comprehension--Seeing relationships, concepts, and abstractions beyond the simple remembering of material. Typically involves translating, interpreting, and estimating future trends.
Application--Using learned material in new and concrete situations, including the application of rules, methods, concepts, principles, laws, and theories.
Analysis--Breaking down material into its component parts so the organizational structure may be understood, including the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved.
Synthesis--Putting parts together to form new patterns or structures, such as a unique communication (theme or speech), plan of operation (research proposal), or set of abstract relations (schemes for classifying information).
Evaluation--Judge the value of material for a given purpose. Learning in this area is the highest in the cognitive hierarchy because it involves elements of all the other categories plus conscious value judgments based on clearly defined criteria.
Professional Military Education (PME)--The systematic acquisition of general theoretical and applied knowledge of the profession of arms (AFR 53-8, US Air Force Officer Professional Military Education System; AFR 53-59, NCO Professional Military Education; and AFPD 36-23, Military Education). PME provides individuals with the skills, knowledge, understanding, and appreciation to enable them to make sound decisions in progressively more demanding command and staff positions within the national security environment (Military Education Policy Document, 23 Mar 93).
Professional Continuing Education (PCE)--The acquisition of specific theoretical and applied knowledge in defined areas within the profession of arms. PCE builds upon general knowledge to provide a greater understanding of defined aspects of military missions.