Theory of War Capsule: Part II Schools of Strategic Thought

1. Theory of War Capsule: Part IISchools of Strategic Thought

2. Schools of Strategic Thought • Continental School. • Maritime School. • Aerospace School. • Revolutionary School. • Guerrilla war. • Rural Insurgency. • Urban Insurgency. • Terrorism.

3. Continental School • Chanakya/Kautilya - 325 BC • Sun-tzu - 300 BC • Clausewitz - 1780 - 1831 AD • Jomini - 1779 - 1869 AD • Liddle Hart - 1895 - 1970 AD

4. KAUTILYA Arthashastra Balance of Power (Mandala Concept) Theory of Expanding Empires Concept of Territorial Defence On Principles of Statecraft Sama : Negotiations Dana : Reward Bheda : Divide Danda : Punishment Maya : Deceit, Treachery Upeksha : Ignore Indrajal : Psy war, Deception

5. On Philosophy of War • Last resort • Continuation of State Policy • Use High Strategy to Sap the Enemy’sMorale (Psy War) • Emphasis on Trg of Armed Forces • Stress on Selection of Ground for diff Mil Ops • Thoughts on Org & Conduct of Covert Wars • Imp of Int and Espionage

6. Sun Tzu • War is nothing but a continuation of Political intercourse with an admixture of other means. • War is a matter of vital imp to the State - hence importance of proper study of the subject. • Destroy the enemy’s army without engaging it. • Take his cities without laying siege. • If war is inevitable :- • Win in shortest possible time. • At least cost in terms of lives, resources & effort. • With infliction of least casualties on the en. • Effect of war on economy

7. Shape the enemy. • On Deception. • When capable, feign incapacity. • When near, make it appear as if you are far. • Move as a ghost in starlight. • Know the mind of the en Cdr. • Avoid prolonged campaign. • Withdraw offensively. • Weather & Terrain. • Flexible tactics. • National unity.

8. Clausewitz • War is a continuation of State policy. • Viewed war as an art. • Strategic triad of Govt, military & people. • Synergy between political & military leaders. • Theories on conduct of war – Theory as a Guide.

9. Jomini • Views similar to Clausewitz. • Both were influenced by the exploits of Napoleon. • While Clausewitz was philosophical, Jomini was more doctrinaire. • Tried to derive a framework of rules for the conduct of war.

10. Liddel Hart • Indirect approach. • Formulated principles on which modern mobile warfare would be fought. • Concepts studied by German General Staff=> Blitzkrieg. • Foresaw implications of nuclear wpns.

11. Continental School • Oldest school – most applicable presently in our context. • Theories shaped by the way wars were fought – to capture & retain territory. Req defeat & annihilation of en mil forces.

12. Continental School • Main Charactersitics: • Wars revolved around clash of massed armies. • Modern interpretation: • AF & Navy essentially exist to sp the land battle. • Also the crux of existing “turf battles”.

13. Continental School • Applicability to modern Wars: • Continues to be applicable with modifications. • AF & Navy have roles besides sp of land battle. Req is for jt application of avl mil force for max synergy.

14. Maritime School • Alfred T Mahan - 1890 • Sir Julian Corbett - 1910

15. Maritime School • Alfred Mahan • Influenced by Jomini. • Big navies with overseas bases for power projection => Command of the sea through decisive encounters. • Impact of maritime power on economics. • Factors affecting dev of maritime power, incl geographical position, extent of territory etc. • Failed to appreciate effect of sub-surface warfare, and airpower.

16. Maritime School • Sir Julian Corbett • Theater specific sea control (“Control of passage & Communication”). • Weaker fleet to remain in existence by avoiding encounters. • Impact of sub-surface warfare and airpower not factored.

17. Maritime School • Covers exploitation of the sea medium in peace & war. • Historically concepts understood even before formal theories put up. • Ancient Roman fleet. • Maritime capabilities of colonial powers: • Spain • Portugal • France • Britain • Only school of strategic thought that operates under geographical constraints (Mahan). Applicability to modern war (by syndicate)

18. Aerospace School • Douhet - 1873 - 1930 AD • Mitchell - 1878 - 1936 AD • Trenchard - 1873 - 1956 AD • Col John Warden USAF

19. Aerospace School • Wars can be won by air power alone (D) • Air power could make protracted wars obsolete (D) • Command of the air (D) • Emp of air power (T & M) :- • - Primary : centers of pop & industry • - Secondary : in sp of army • Creation of air force as an independent service (D, T & M) • Five ring theory of Col Warden. Applicability to modern war (by syndicate)

20. Revolutionary School • Guerrilla warfare. • Rural Insurgency. • Urban Insurgency. • Terrorism.

21. Revolutionary School • Revolutionary War. Process that involves the forcible overthrow of a Govt, or an attempt to do so with the purpose of destroying an existing society and its institutions, and replacing them with a completely new structure. • Revolutionary war occurs within the state, whereas, a conventional war is essentially an external phenomenon.

22. Revolutionary School • Necessary ingredients: • Popular sp. • Organisation. • Cohesion. • External sp. • Environment. • Effectiveness of the victim Govt.

23. Revolutionary School • Marx : • Urban centric communist revolutionary warfare. • Polarisation of society due economic disparity => violent overthrow of the elite. • Applicable to Industralised nations. • Lenin: • Modified framework to fit conditions prevailing in Russia. Urban centric. Focus on political aspects.

24. Revolutionary School • Mao Tse Tung: • Combined both pol & mil aspects. • Modified to rural base to suit China. • Small core of ‘believers’. • Pol indoctrination of expanding cadre. • Expand ambit to guerrilla warfare against Govt forces, encompassing pol, social & economic fields. • End state: Total takeover of the Govt. Control of the country.

25. Revolutionary School • Vo Nguen Giap: • Modified Mao’s theories to suit conditions peculiar to Vietnam to overthrow the French sponsored Vietnamese Govt. • Emphasized transition from guerrilla warfare to conventional warfare in final stages. • Greater focus on international sit, & outside sp.

26. Revolutionary School • Che Guevara: • Modification of Mao’s theories: • Revolutionary sit can be created. • Pol aspects take precedence over mil aspects. • Advocated use of suburban guerrilla activity.

27. Revolutionary School • Applicability to modern warfare: • Insurgency & terrorism applicable: • International System. Greater voice, reduction in sovereignty of individual states. Can pass moral judgment, and even intervene (Kosovo). • Involvement by neighbouring States. • Terrain / Geography. Shift towards urban areas.

28. Indian Philosophy of War • No expansionist thought – self sufficiency. • Non-aggressive attitude – tolerant. • Defensive in nature – reactive. • Non-alignment (?) • Peaceful co-existence – Panchsheel. • Defensive strategy.

29. Indian Philosophy of War External Perceptions • 1994 Rand Corpn study – India potential future threat: • Ancient civilization & stable democracy. • Only country to have created another country by use of force since WW II. • Agro Industry – overtaken USA in milk production. • Will dominate computer field with 30% share. • Ability to act – Maldives. • INDIANS HAVE FAITH IN EVERYBODY EXCEPT THEMSELVES.

30. Questions?

31. Col Warden’s Five Ring Theory En Command Essential Production Tpt network Popular Sp Fielded Mil Forces