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 Launching of the Cyber Institute for Military Ethics and Leadership


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  Launching of the Cyber Institute for Military Ethics

  and Leadership 


                                Oh, Hyungjae (Ret. Major, MSO)




      Part 1 : CI for MEL Bulletin ( Excerpt )

      Part 2 : List of papers

      Part 3 : Professors' Biographies

      Part 4 : Profiles of Students

      Part 5 : Perspective of CI for MEL




Part 1 : CI for MEL Bulletin ( Excerpt )


1. The aim of " The Cyber Institute for Military Ethics and



   Originally the concept of " The Cyber Institute for Military Ethics and Leadership " ( hereafter CI ) was first proposed by a retired Major Oh, Hyungjae (MSO) at the

Seoul Council in 2004.


   As is well aware of by all, the goal of AMCF is described in the Reference Manual as follows ; The goal of the AMCF is that every country in the world have an MCF and that it become mature and effective ".


   At this point we must prepare the answer to the following question - What would

be the plausible tools to effectively evangelize the countries which are averse or

sensitive to the Christianity, i.e., Islamic, Buddistic, and socialistic countries.


   In order to evangelize those countries, we should utilize rather indirect tools or

methods to achieve it. It seems that there are quite a many tools for this. But among

them it is highly recommended to teach the essence of military ethics and leadership to the military personnel (active or retired) in the sensitive countries, since the theory of MEL itself is not explicitly related with the Christianity. Therefore the MEL ministry has been recognized so far as an effective tool for reaching the armed forces around the world.


  However, the MEL Program has been conducted hitherto mainly by the English

speaking persons. As a result and despite its many advantages, the MEL Program has been somewhat limited. The main problem is how to overcome the barriers caused by differences of culture, moral norms, and social traditions among the countries in the world. Hence MSO has been praying for a long time to wisely overcome such limita-

tions and came to the conclusion that the INDIGENOUS personnel may be trained instead, for example, African speakers for Africans and Asian speakers for Asians etc.



 In line with these context, the aim of CI for MEL is set up as below ;

The aim of CI is to train as many regional indigenous potential MEL experts as pos-

sible so that they would challenge and motivate the personnel in non-MCF countries

to establish MCFs, and personnel in MCF-countries to make their MCFs more mature

and effective. We praise our God for His allowing MSO to undertake this ministry.


2. Why through CI ?


a. It is costly for a student to study at an accredited educational institute. And the

   geographical inconvenience is another critical problem too.

b. However e-learning or distant learning system through internet is far less costly

   and student is able to set up his own study time-table according to his conveni-

   ence while continuing his current job.

c. Study period requires 2 years, but the period of study is flexible depending upon

   the student's job circumstances his personal capability.



3. Characteristics and Curriculum of CI


a. CI will be operated as a non-degree program.

b. Student is required to read 40 papers during 2 years. Hence he is normally to 

   read 2 papers a month (1 ethics paper, 1 leadership paper) and submit his

   summaries to CI professor by email through CI staff, MSO.

c. The designated professor is to evaluate the student's summary either as "satisfied"

   or "conditional". In case of conditional acceptance, the professor can ask the

   student revise his the summary. Then he should revise it on the issues indicated

   by the professor.

d. After successful reading of 40 papers, the students will receive a Certificate from     the CI Dean (Chairman of MSO), possibly co-signed by the AMCF President.

e. MSO is considering the partial support (e.g., travel expense etrc.) for the certificate     holders when they are invited as a speaker on MEL, or given the opportunity to

   attend any MEL related seminar(s).


4. Selection of Students

a. Students are normally selected by the recommendation of AMCF VPs. For this,

   each VP is advised to recommend the person(s) who is expected to be the

   future MEL expert for his region in future.

b. Only for the years to test the CI, MSO has decided to support fully the several

   students recommended by Asian and African VPs.

c. Notice that the years of test period is not specified yet. It can last more than two

   years if required. 


5. CI Budget

a. CI professors will be paid $30 per paper reviewed. Hence a student's tuition per

   year is $600. However the students do not pay during the test period.

   Note : $30 / paper 20 papers / year = $600.

b. If 9 students are chosen, the annual budget will be $5,400. 




6. Miscellaneous  

a.  Once the test period is over, the 40 papers will be thoroughly considered for its

    validity, i.e., for determination of papers to be withdrawn and new papers to be

    added instead out of 40 papers.  

b.  MSO will play the role of CI Board Members.  

c.  Official opening date will be determined sometime after the completion of CI test      period. 



Part 2 : List of papers  


 Colonel Don Martin (ACCTS) did lots of works for collecting and editing

the 40 well known papers in military society by the request of MSO. It is

regrettable, due to the space limitation, to drop the information about

the author(s), publication year, and journal which the paper was on etc.


A. Military Ethics

1. A Cry for Moral Action

2. Character Development at the U.S. Naval Academy

3. Ethics and the War on Terrorism

4. Ethics Education for the Military Engineer

5. The Ethics of a Christ-loving Soldier

6. The Foundations of Military Ethics

7. Thoughts on Individual Ethics and Rules of Engagement

8. The International Law Imperatives on the Military Ethic

9. Just War in an Unjust World?

10. Maintaining Ethical Integrity—The Rules of Engagement

11. May a Christian Serve in the Military?

12. The Problem of Moral Ethical Education in the Armed Forces of Ukraine

13. Not Just a Shadow!

14. Peace-keeping and the Just War Tradition

15. The Rationale for an Ethic of Military Professionalism

16. Serving God in the Jungles of War: Moral Dilemmas of Combat

17. Solid Values for a Wobbly World

18. Sound Military Ethics Are Not Optional

19. Teaching and Developing Character in the Armed Forces

20. The Christian Faith and the Military Profession

21. War in the Hebrew Bible: Perspectives from Jewish and Christian Heritage


B. Military Leadership


1. Auftragstaktik and Innere Fuhrung: Trademarks of German Leadership

2. Changing the Army for Counterinsurgency Operations

3. Cultivating Excellence in Leading the Military Profession: Three Essays

4. Developing Lieutenants in a Transforming Army

5. Developing Professional Officers: Implications for Organizational Leaders

6. Great Captains of Chaos: Developing Adaptive Leaders

7. Joshua in the Old Testament: a Model of Military Leadership


8. Leadership with Jesus as the Model

9. Mentoring: Establishing a Legacy, Shaping the Future

10. Moral Basis for Military Leadership

11. Occupations, Cultures and Leadership in the U.S. Army and Air Force

12. Soldiering in Unfamiliar Places: The Dutch Approach

13. Strategic Leadership Competencies

14. Ten Ways Great Leaders Lead

15. The Army Officer as Servant

16. The Army Officer as Warfighter

17. The Second Learning Revolution

18. Three-block Warriors: Learning from U.S. Infantry Tactical

    Leadership in Afghanistan

19. Virtue Ethics and Military Leadership



Part 3 :  Professors' Biographies


A. Colonel Don Martin Jr. (Ret), Army of the United States

-1958   Graduated from the U.S. Military Academy at West Point.

-1964   Master of Arts in English and American Literature, Cornell University.

-1964-67  Instructor and Assistant Professor, English Department, West Point.

-1969   Graduated from the U.S. Army Command and General Staff College.

-1980   Graduated from the Army War College.

-2005-present  Deputy Executive Director of ACCTS/USA


B.  LTC Don F. Snow (Ret), Army of the United States

 - 1963  Bachelor of General Education, Universityof  Nebraska     

 - 1972  Masters in Political Science, Kansas State University

 - 1980  Graduation Certificate, Multnomah School of the Bible, Portland, Oregon

 - 1987  Masters level work:  Utah State University, Outdoor Recreation

    * * *

 - 1987-95  Coordinator of Rocky Mountain High, a wilderness leadership ministry

             of OCF for officer cadets and candidates for national military academies

             and college ROTC programs.

 - 1992~present  Joined staff of ACCTS as an ACCTS representative in Asia/Pacific.


C.  Colonel Richard (Rick) R Ryles (Ret), Army of the United States

 -1976  BS in Engineering, USMA, West Point 

-1987  MS in Aeronautical Engineering, Naval Postgraduate School, Monterey, CA

-2006-Present  Army Civilian Deputy, US Army Intl Tech Center, Pacific Tokyo Japan

   * * *

 - 2006(Summer)  Begin serving as ACCTS Staff, Asia based in Tokyo, Japan.

-2006~Present   Serving in various capacities at Tokyo Baptist Church, Japan

 -2006-Present   Army Civilian Deputy, US Army Int'nal Tech. Center, Tokyo Japan


D. Major General (Ret) Victor Dobbin ( UK )

  - MA, Trinity College Dublin

  - MTh and PhD, Queens University Belfast.

  - Honorary Degree of Doctor of Theology by the Presbyterian Theological


    Faculty, Ireland (1,995).

  - Chaplain General for 5 and half years prior to his retirement in 2,000.

    Award & teaching career

 - Member of the Most Excellent Order of British Empire (MBE, 1,980)

 - Companion of the Most Excellent Order of the Bath (CB, 2,000).

 - Churchill Fellowship (2,000)

 - Teaching of ethics at Harvard, Georgetown, and Notre Dame Universities,

   Calvin College, Tubingin (Germany), and Nyenrode ( Holland )

 - Establishment of Charity on Leadership and Ethics ( Director )


E. Colonel Taik-Ho Lee, Army of Republic of Korea

  -1967-71  Korea Military Academy (B.S.)

  -1977-79  Seoul National University (M.A.in Philosophy)

  -1982-87  University of North Carolina at Chapel Hill (Ph.D.in Philosophy)

  -1997-98  Visiting Professor, Dept. of Philosophy, Emory University, Georgia, USA

  -2003-04  Chief researcher on " Integrated Program for Cadet's Leadership ",

  -1994-present  Professor, Department of Philosophy, Korea Military Academy

   * * *

  -1975-present    Serving as a deacon, Korea Military Academy Chapel

  - Remark

    Colonel Lee presented a paper on "the Cultivation of Moral Strength for Military

    Leaders at Korea Military Academy - An Oriental Concept ", The International

    Conference on Ethics and Moral Strength, French Military Academy, Saint-Cyr,

    18-20 June 2008.


Part 4 : Profiles of Students

 The selection of students have been finalized based upon the recommen-

dation of Asian and African vice presidents - 5 from Asian continent and 4

from African continent as follows ;


1.  Mo Te-Cheng, Commander (Retired Navy), Taiwan ROC

   ( Recommended by Lei, East Asia VP )

  - Graduate of Naval Academy, Taiwan, 1986

  -MS, National Chiao-Tung University, Taiwan 1998

  -Ph.D. National Chiao-Tung University, Taiwan, 2007


2. LTC(Ret) Erwin R. Luga ( born in 1959 )

  ( Recommended by Ben Ciron, South East Asia VP )

  - BS, Philippine Military Academy, 1982

  - MBA, Xavier University, 1999

  - Fort Sill Artillery School, USA, 1992  

  - Serving as the Pastor at Philippine Military Academy.


3. Captain Madawathage Dilhan Perera ( active, born in 1973 )

   ( Recommended by Weerasooriya, South Asia VP )

  - Current position : Sri Lanka Electrical & Mechanical Engineers

  - Diploma in English Language, London Business School, Colombo  

  - Participant in Rocky Mountain High, 2008 .



4. Colonel(Ret) Joseph Anil Rozario ( Bangladesh )

   ( Recommeded by Weerasooriya )

  - BA, Dhaka University (1975)

  - Logistics Executive Development Course at US Army Logistics

    Management College, Fort Lee, Virginia, 1991

  - MA, Osmania University, Hyderabad, India, 2001

  - Masters in Defense Studies, National Univ. of Bangladesh, 2003.

  - Participations in Christian activities 

    AMCF World Conference in Korea, 2004

    AMCF Asia Conference in Taiwan, 2007

    WSS Interaction, USA,  2008

  - Current position : Secretary, Executive Committee, Bangladesh MCF


5. Captain Murad Mukhes Amarin ( active, born in 1976 )

   ( Recommended by Maayah, Middle East VP )

  - BS, Jordan Universith of Science and Technology, 1999

  - Current position :  Senior Quality Engineer, Jordan Armed forces.


6. LTC(Ret) Daniel Kiio Mathuva ( born in 1958 )

   ( Recommended by Mwaniki, East Africa VP )

  - Advanced Field Artillery Course at Fort Sill, Oklahoma, USA, 1987.

  - Peace keeping Operations at Turin in Italy, 2004.

  - Military-Civil Response to Terrorism at Naval Postgraduate School,

    California, USA, 2007.

  - Advanced Field Artillery Course at Fort Sill, Oklahoma, USA, 1987.

  - Current position : Re-employed Retired Officer.


7. Mele Reuben Kosuma, Retired Wing Cdr.( born in 1956 )

   ( Recommended by Komo, West Africa VP )

  - Masters Degree in Business Management at Benue State University, Makurdi

     ( 2003-05 )

  - Masters Degree in Theology at PAN African University, Abuja ( 2006–07 ).

  - Military training

    Armed Forces Command and Staff College (1996-97)

    Geographical Information System(GIS) at Shell Petroleum Development

      Training School, Warri, 2004.


8. Colonel Soumaila Kafando ( born in 1950 )

   ( Recommended by Gnoumou, Francophone Africa VP ) 

   - High school in France ( medical studies, 1972-76)

   - Military Training and Career

    Trained in  Burkina Faso, France, Ivory Coast, and Moroco (1979-83)

    Commander of Infantry Regiment (1995-98)

    Commander of Field Artillery Regiment (1999-03)

  - Current Position

    Since 2003, he has office in Prime Ministry ( National Political Defense)


9. Gnoumou himself ( West Africa VP )




Part 5 : Perspective of CI for MEL


1. Prior to describing the perspective of CI, it seems needed to introduce the

   student's paper summary format first. It is given below ; 


  Part 1 : Paper Summary ( 3 or 4 pages )

  Part 2 : Applicability of the concept expressed in the paper to the enhancement

          of MCF activities in the country student is belonging to (1 or 2 pages ).


  Although the Part 2 above is meaningful, it seems inevitable that Part 2 is likely

  to be restricted within the student's span of involvement with the MCF activities.


2. Concerning the quality of students

    It is highly desirable that students would be selected among the retired officers

  such as professors, researchers, lawyers, and freelancers etc. with good English


  proficiency who are free of acquiring further degree in his career management. 

  By now the 9 students so far invited are all good, but some are in lack of

  English and some are too busy with his current job.

    In paper summarizing process, students are inclined just to quote the critical 

  sentences (which seemed critical to him) without giving his own comments on it.


3. Submission Statistics of the Students' Paper Summaries (as of 25 June)

  Notice below that L(n) refers to n-th leadership paper introduced in the

  text book. and E(n), n-th ethics paper.


1) Rozario ( Bangladesh )

  L(1), L(2), L(3), L(4), E(1), E(2), E(3), E(4)

2) Amarin ( Jordan )

  L(1), L(2), E(1), E(2), E(3)

3) VP Gnoumou ( Burkina Faso )

  L(1), L(2), E(1), E(2)

4) Luga (Philippine), Mathuva (Kenya), Mele (Nigeria)

  L(1), E(1), E(2)

5) Other students submitted one or nothing.




 As mentioned earlier, the aim of CI for MEL is to train the regional indigenous

" to-be-MEL-experts " so that they would strengthen the MCF activities of the

country he is belonging to, or of the adjacent regional countries, by introducing

the MEL concepts in future.


 MSO is willing to be the certificate holders' partner one way or the other, i.e.,

supporting them partially in case of their visiting to the countries in their region,

or inviting them to the relevant MEL related seminars etc. so that they will

gradually growing up to be the MEL experts.




 However the students' speed of studying is rather slower than expected by now.

There may be various reasons for it. But, we will keep in mind the Job 8:7, which

reads "Though your beginning was insignificant, Yet your end will increase greatly ".


 We give thanks to our God and praise Him for His allowing MSO to undertake

this ministry. Amen.





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