Quote Originally Posted by wm
My critique has nothing to do with social divergence or distance (I think the latter is the term Charlie Moskos used back in the 70s when he wrote on the impacts of the all volunteer Army--probably worth a literature review by others on this thread). Instead it has to do with how Americans today raise their sons and daughters. I suspect that the kinds of things the LT suggested that parents make their kids do are not being accomplished.
How is the first sentence unrelated to your second and third? I think we're talking about the same subject but understanding the words differently.

Quote Originally Posted by wm
Given this distinction between explicit and tacit knowledge, I think the Curmudgeon is on to something with slowing down promotions. I would, however, not wait until the field grades to start identifying and utilizing officer specialists--explicit knowledge acquisition should start as part of the early officer development classes as well--including BOLC and MCCC. Of course to do this will mean the bean counters will have to accept end strength trade offs because of the number of officers in the school account. Such is life when resources are scarce and the competition for them is fierce.
I agree in principle. And the military already does this with some specialists, like nurses, doctors, and lawyers. Functional Areas (in the Army) and skill identifiers are available - but they're not open until (senior) captain. Slowing promotions doesn't address the problem of making everyone a generalist and assuming they're on a command track. Eventually it's still up or out...