This INS Special Issue gathers together insights related to the teaching of Intelligence Studies. Some readers of this journal, along with most of the journal’s contributors, offer classes on intelligence at universities and colleges, as well as within various government agencies. For them, teaching theories and philosophies can be valuable, along with the sharing of basic teaching tips that have worked well in the classroom. No single answer exists for the achievement of successful teaching; however, the compendium of practical wisdom presented in these pages may provide those of us engaged in intelligence instruction with new sources of magic for our endeavors. At least that is the golden thread of hope that has inspired and bound together this collection of pedagogical essays, which are presented below in alphabetical order by author.
In addition to thoughts about the effective teaching of intelligence, some of the essays that follow also address related matters, for example: differences that arise in instruction aimed at intelligence practitioners, in contrast to college and university students; whether one ought to be an active or retire intelligence officer to teach intelligence courses with any credibility; how intelligence courses might be effectively structured in design and content; what may lie ahead for the accreditation of formal degrees in Intelligence Studies; and what texts and other readings might assist in the education of students who take courses on this hidden side of government.
This Special Issue celebrates the emergence of Intelligence Studies as an academic discipline. It is dedicated to faculty around the world who devote their time and energy to researching and teaching the art and science of intelligence. I took great pleasure in assembling the thoughts of colleagues on intelligence pedagogy, and I believe that readers of this journal who spend time in the classroom will find these essays helpful in sharpening their own instructional practices. I thank each of the contributors, each of whom wrote from the heart in support of the Intelligence Studies teaching mission.