Human aspects in intelligence education

Abstract

Midway through the second decade of the twenty-first century, it has become increasingly apparent that the majority of Americans are relatively ignorant of international affairs and lacking in foreign language proficiency. For the emergent academic discipline of intelligence studies, this represents a serious challenge. All too often policy decisions, particularly in American foreign policy, have been driven by assumptions, especially in regard to cultures and societies with which Americans have had little familiarity. Therefore, the twenty-first century intelligence studies curriculum would be well served by educating students in global affairs and foreign languages as well as in the core skills related to analysis and collection.