Abstract:
In this article, based on a study rooted in interpretivism, the South African National
War College military history staff ride, as an education and training method related to
the curriculum of the senior staff programmes since 2002, is discussed. The education
and training process, with specific reference to the staff ride to military battle sites and
the associated application of the theory of operational art, were researched according
to the tenets of the theory of deep learning. While using the historical–comparative
method during the staff ride enabled the majority of the students to determine which
viable options were available to the commander, not all students were necessarily able
to relate deep learning to critical thinking. Consequently, in certain instances, surface
learning tended to dominate simply because that was the educational world into which
the students had been socialised. Furthermore, the facilitation process did not always
fully serve the students by completely weaning them off learning habits associated with
surface learning. Consequently, while being able to claim some deep learning successes
using the staff ride, continuous reflection and educational interventions are needed
to maintain the successes achieved and to use these as a building platform for deep
learning during future staff rides.
