Naval War College Review

Volume 75 Article 15
Number 4 Autumn 2022

2022

Developing the Naval Mind

Benjamin E. Mainardi

Benjamin F. Armstrong

John Freymann

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Recommended Citation
Mainardi, Benjamin E.; Armstrong, Benjamin F.; and Freymann, John (2022) "Developing the Naval Mind,"
Naval War College Review: Vol. 75: No. 4, Article 15.
Available at: https://digital-commons.usnwc.edu/nwc-review/vol75/iss4/15

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 146 Mainardi et al.: Developing the Naval Mind
NAVA L WA R C O L L E G E R E V I E W

throughout the book, Lindsay offers beginning their intellectual relationship

his practical suggestions for deriving with naval affairs, leadership, and
an overarching way to consider the strategic ideas. Not only do Armstrong
strategic implications of information and Freymann offer a tightly packaged
practice in military operations. introduction to some of the most
Overall, Lindsay’s book is a welcome essential modern naval thinkers; they
text for any student of IS and IT in this also endeavor to teach readers how
nontraditional organizational setting— they can develop intellectually, by
the military. Information Technology introducing concepts such as “how to
and Military Power is a welcome contri- read” and “how to publish”—the latter
bution toward a better understanding a worthwhile but seldom-considered
of the theories and uses of IT within effort aimed at empowering junior
that military organizational context. scholars, young professionals, and
servicemembers themselves.
ANGELA JACKSON-SUMMERS
As a resource for emerging navalists,
Developing the Naval Mind is divided
helpfully into two sections: part 1, “The
Seminar,” and part 2, “The Readings.”
Part 1 dives into how readers ought
Developing the Naval Mind, by Benjamin F. Arm-
to engage with scholarly material and
strong and John Freymann. Annapolis, MD: Na-
val Institute Press, 2021. 248 pages. $24.95. debate, explaining how one should go
about reading, writing, and critically
U.S. Naval Academy professors
engaging in discussions professionally.
Benjamin F. Armstrong and John
While articulating how to read may
Freymann’s Developing the Naval
seem to some to be a trivial function,
Mind is an ambitious handbook for
reading professionally and for academic
inculcating not only knowledge of naval
purposes is indeed a skill that often
thought but also the skills necessary
needs to be taught; graduate students
for lifelong engagement with the
from civilian university programs in
field. From the outset, Armstrong and
the social sciences or humanities will
Freymann argue that constant learning
recognize this truth at once. Likewise,
and discussion long have been integral
graybeards frequently take for granted
to the American sea services, but need
access to the world of academic and
of them perhaps has never been greater
professional writing, but the barrier
than in today’s ever-evolving world.
to entry can be high. Armstrong and
Thus, they announce their intention
Freymann not only provide a guide to
to “provide resources to officers,
getting started (i.e., how to write); they
Sailors, and Marines who desire to
also direct readers to quality venues
learn in the fleet” (pp. 3–4). While this
where they can seek to join the literary
reviewer is currently none of these
debates of the day (i.e., where to write).
things, recently they have embarked on
In a mere seven pages of their appen-
their professional navalist journey. That
dix, the authors provide a publishing
is sufficient to state confidently that
crash course for would-be authors
Developing the Naval Mind is among the
not found in similar introductory
finest available starting points for those
texts, truly equipping readers to cross

Published by U.S. Naval War College Digital Commons, 2022 1

 Naval War College Review, Vol. 75 [2022], No. 4, Art. 15 B O O K R E V I E WS 147

the bridge that separates the casual define in their opening pages: “This
observer from the professional thinker. book is about education and the naval
Occupying the lion’s share of the work, profession, about the development of
“The Readings” comprises a “syllabus” the naval mind and the creation of
whose listings are chosen from among officers, Sailors, and Marines with wide
the most essential naval thinkers’ ideas interests and the ability to do more
as they were expressed in their most- than simply comply with established
noted articles in the U.S. Naval Institute procedures and checklists” (p. 2).
publication Proceedings (save for those Correspondingly, Developing the Naval
of Alfred Thayer Mahan and Charles C. Mind is not a maritime-strategy anthol-
Krulak). The origin of the readings is, ogy along the lines of Craig, Gilbert,
in part, a demonstration of the authors’ and Earle’s Makers of Modern Strategy:
initial premise that constant learning and Military Thought from Machiavelli
debate long has characterized the U.S. to Hitler (Princeton Univ. Press,
Navy, first by examining thinkers from 1943). The readings that Armstrong
across almost a century and a half in time and Freymann provide offer many
but also through curating their syllabus lessons on the dynamics of leadership
primarily from the pages of Proceed- at the top and bottom, the need for
ings, which has remained at the heart institutional adaptations, changing
of American naval thought since the fleet design, and, yes, some strategy.
institute’s founding in 1874. The subjects Through their articulation of a succinct
of the articles, ranging from moral learning framework, their valuing of di-
leadership to the Navy’s raison d’être, alogue just as much as individual study
provide an essential primer for under- and professional writing, and their
standing the dynamics of key naval issues provision of essays covering a wide
and debates. Part 2, with entries from variety of naval issues, Armstrong and
authors on both sides of the Atlantic, is Freymann have succeeded in putting
further distinguished by its adherence together what ought to be the definitive
to the learning framework developed in starting point for those launching their
part 1, with Armstrong and Freymann careers in or intellectual engagement
guiding readers in how they can begin to with naval affairs. While one might
engage critically with the ideas presented, debate the finer points of the publish-
by providing discussion questions to ing venues suggested, the writing tips
consider alongside each reading. enumerated, or the authors’ selection
Of course, one could quibble of readings, Developing the Naval Mind
with the selection of authors and stands as an exceptional introduction
pieces provided in part 2. Those well to a field that often seems impenetrable
acquainted with naval strategy and to outsiders. Moreover, with easily
war-fighting concepts readily may accessible language and concision,
wonder: Why is this or that theorist Armstrong and Freymann go beyond
not included? Perhaps the most notable simply “provid[ing] resources to of-
absence is that of Julian S. Corbett. Yet ficers, Sailors, and Marines who desire
to get lost in the sea of material that to learn in the fleet,” because they do so
one might include detracts from the for would-be civilian navalists as well.
purpose that Armstrong and Freymann BENJAMIN E. MAINARDI

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