Foreword -- Introduction -- Chapter 1 Military Ethics: Its Nature and Pedagogy --- Th.A. van Baarda and D.E.M. Verweij -- 1.1 The Existence of Grey Areas and the Relevance of Military Ethics -- 1.2 The Different "Layers" of Military Ethics -- 1.3 Basic Assumptions -- 1.3.1 The Relation between the State-government and Civil Society -- 1.3.2 The Positioning of the Science of Military Ethics toward the Military Organisation -- 1.3.3 Pedagogical Assumptions -- 1.4 Education in Military Ethics -- 1.4.1 An Image of Man -- an Image of aWarrior -- 1.4.2 Education (Bildung/ Vormen) and Schooling (Ausbildung/ Opleiden) -- 1.5 Moral Competence -- 1.5.1 The Cognitive Level -- 1.5.2 The Affective Level -- 1.5.3 The Volitional Level -- 1.5.4 Consistency between Moral Conviction and Moral Action -- 1.6 Moral Integrity -- Chapter 2 Leadership in Practice --- C.P.M. van Egmond -- 2.1 Introduction -- 2.1.1 Elements of Leadership -- 2.2 The Objective: Military Capability -- 2.3 The Objective and How to Achieve it: Formulate, Communicate, Control -- 2.4 The "Led" -- 2.4.1 Leaders and the Led -- 2.4.2 Who Does What? -- 2.4.3 The Led - Conclusion -- 2.5 The Leader -- 2.5.1 Hands, Head and Heart -- 2.5.2 The Position of the Leader in the Armed Forces -- 2.5.3 Conclusion -- 2.6 Responsibility -- 2.6.1 Meanings of Responsibility -- 2.6.2 Receiving -- 2.6.3 Shouldering Responsibility -- 2.6.4 Accountability -- 2.6.5 The Relationship between Receiving, Shouldering and Accounting for Responsibility -- 2.6.6 Mistakes -- 2.6.7 Misunderstandings about Responsibility -- 2.6.8 Abdicating Responsibility -- 2.7 Conclusion -- Chapter 3 Ethics, Command Responsibility and Dilemmas in Military Operations --- Th.A. van Baarda -- 3.1 Introduction -- 3.2 Career Choice, Ethics and the Personal Significance of the MilitaryProfession.

3.3 Morally Correct and Morally Incorrect Conduct - Introduction -- 3.3.1 Why People Lose a Sense of Morality (Moral Disengagement) -- 3.3.2 Responsibility and Morally Correct Behaviour -- 3.3.3 Nine Steps that a Commander Can Take to Deal with Morally Incorrect Behaviour -- 3.4 Morally (In)correct Behaviour, Legal Violations and the Role of the Commander (Command Responsibility) -- 3.5 Dilemmas in Ground Operations - General -- 3.5.1 What is Proportional Force? -- 3.5.2 Targeting -- 3.5.3 Combat and the Blurred Distinction between Combatants and Non-combatants (Counterinsurgency) -- 3.6 Conclusion -- Chapter 4 Ethics in the Royal Netherlands Navy --- Th.A. van Baarda -- 4.1 Introduction -- 4.2 Safety at Sea - Some Ethical Aspects -- 4.3 Ethics, Command and the Role of the Commander on Board -- 4.4 Norms and Values -- 4.4.1 The "TNT Report" and NOWAK -- 4.4.2 Is a Position in the Navy Just Another Job? -- 4.5 Background to Ethics Training and Development in the Royal Netherlands Navy -- 4.6 Dilemmas at Sea -- 4.6.1 Introduction -- 4.6.2 A Closer Look at the Dilemma of the British Task Force and the Argentine Boeing -- Chapter 5 Ethics in the Royal Netherlands Army: The Development of Morally Competent Military Personnel, from Recruit to Veteran --- C.E. van den Berg and D.E.M. Verweij -- 5.1 Introduction -- 5.2 Well Deployed and Well Intentioned -- 5.3 Characteristics and Circumstances of RNLA Operations in Relation to Military Ethics -- 5.3.1 Characteristics and Circumstances -- 5.3.2 Relationship between the Soldier and Military Ethics -- 5.4 Moral Competence -- 5.4.1 Dilemmas during Deployment -- 5.4.1.1 Dilemma of Conflicting Positive Values and Obligations -- 5.4.1.2 Dilemma of Alternatives with Undesirable Side Effects -- 5.4.1.3 Acting in Chaotic Situations -- 5.4.1.4 Moral Temptation -- 5.4.2 The Importance of Dilemma Training.

5.5 Conclusion -- Chapter 6 Teaching Ethics to NCOs in the Royal Netherlands Army --- J.P.M. Schoenmakers and D.E.M. Verweij -- 6.1 Introduction -- 6.2 The Domain of the NCO -- 6.3 The Education of the NCO Cadet -- 6.3.1 Development at the RMS -- 6.3.2 Indicators Relating to the Development of Ethical Awareness at the RMS -- 6.3.3 Lessons in Military Ethics -- 6.4 Additional Education for NCOs -- 6.4.1 Primary Stage -- 6.4.2 Secondary Stage -- 6.4.3 Tertiary Stage -- 6.4.4 The Corporate Ethics Instructor's Course6 -- 6.5 The Practice of the Military Ethics Instructor -- Chapter 7 Ethics and Dilemmas in the Royal Netherlands Air Force --- Th.A. van Baarda and P.J.M. van der Heijden -- 7.1 Introduction -- 7.2 From Values to the RNLAF Code of Conduct -- 7.2.1 The Introduction of the RNLAF Code of Conduct -- 7.2.2 Factors that Determine a Culture -- 7.3 Education and Training -- 7.3.1 Moral Competence -- 7.3.2 The Ethical Awareness Model -- 7.4 Military Ethics -- 7.4.1 The Development of Jus in Bello for AerialWarfare -- 7.4.2 The Principle of Proportionality: Awkward and Intangible -- 7.4.3 Proportionality and the Dilemma of Force Protection versus AvoidingCivilian Casualties -- 7.4.4 Proportionality and the European Court of Human Rights -- 7.4.5 The Blurring between Civilian and Military -- 7.5 Conclusions -- Chapter 8 "Without Fear and Without Blame": Moral Dilemmas in the Royal Marechaussee (Royal Netherlands Constabulary) --- J.L. Hovens -- 8.1 Introduction -- 8.2 Nature and Position of the RoyalMarechaussee -- 8.3 Marechaussee Practice -- 8.4 The Creation of the Code of Conduct for the Royal Marechaussee -- 8.5 Value Orientations and the Code of Conduct -- 8.6 "The Black Hole" and Some Real-life Moral Dilemmas -- 8.6.1 The Military Context -- 8.6.2 The Situation Outside the Defence Organisation -- 8.6.3 Significance of the Military Context.

8.7 Conclusion -- Chapter 9 Moral Dilemmas in Military Health Care --- A.J. van Leusden and M.J.J. Hoejenbos -- 9.1 Introduction -- 9.2 The Position of the Military Medical Worker -- 9.2.1 Legal Frame of Reference -- 9.2.2 Exceptions -- 9.2.3 Officer's Oath and Physician's Oath -- 9.2.4 Relationship with the Patient -- 9.2.5 The Role of the Commander -- 9.3 Treatment under Operational Circumstances -- 9.3.1 Quality of Care -- 9.3.2 Triage -- 9.3.3 Military Emergency Aid and Humanitarian Relief -- 9.3.4 HumanitarianMedical Relief and Emergency Medical Aid -- 9.3.5 Non-Governmental Organisations (NGOs) -- 9.3.6 Individual Emergency Medical Aid -- 9.3.7 Minimum Stocks -- 9.3.8 Impartiality -- 9.4 Handling of Ethical Dilemmas in Military Health Care -- 9.4.1 Risk Communication -- 9.4.2 Professionalism -- 9.4.3 Accountability -- 9.5 Summary and Recommendations -- Chapter 10 Walking a Tightrope? Ethics and Conflicts of Interest in Psychological Support to Missions --- J.M. Ambaum and L. Horstman -- 10.1 Introduction -- 10.2 Psychological Support to Missions Abroad -- 10.2.1 Introduction -- 10.2.2 Psychological Support during Preparation for the Operational Deployment -- 10.2.3 Psychological Support during Operational Deployment -- 10.2.4 Psychological Final Debriefing -- 10.2.5 Psychological Support after the Operational Deployment -- 10.3 Professional Ethics and the Military Psychologist -- 10.4 Professional Ethics in Practice -- 10.4.1 A Conflict of Interests -- 10.4.2 Treatment or Another Solution -- 10.4.3 Confidentiality, More or Less -- 10.4.4 Criminal Offences versus Confidentiality -- 10.5 Who Monitors the Psychologist's Conduct? -- 10.6 Conclusion -- Chapter 11 Moral Dilemmas of Social Workers in the Defence Social Service --- M. Meijer -- 11.1 Introduction and Presentation of the Question.

11.2 Primary Processes in Corporate Social Work in the DefenceOrganisation -- 11.3 The Professional Code for Social Work -- 11.4 Codes of Conduct in the Ministry of Defence -- 11.5 Social Work in Practice in the Defence Organisation -- 11.6 Confidentiality and the Right of Non-disclosure for Social Workers -- 11.7 Conclusions and Recommendations -- Chapter 12 The Confidential Counsellor --- H.H.V. Horlings and E.J. Overbeke -- 12.1 Introduction -- 12.2 An Honourable Organisation -- 12.3 Military Code of Conduct -- 12.4 Undesirable Conduct -- 12.5 Confidential Counsellors -- 12.6 The Victim -- 12.7 Conclusion -- Chapter 13 Forming a Moral Judgement Using a Dynamic Model --- Th.A. van Baarda -- 13.1 Introduction -- 13.2 Moral Education and the Ability to Judge and Choose -- 13.3 The Process of Judgement -- 13.3.1 The Path of Knowledge and the Path of Choice -- 13.3.2 The Flow Model -- 13.3.3 Moral Aspects in the Flow Model -- 13.3.4 The Place of Moral Aspects in the Flow Model -- 13.3.5 Field B: Facts -- 13.3.6 Field C: Ideas -- 13.3.7 Field D: Aims -- 13.3.8 Field E: Means -- 13.3.9 Field A: The Moment of Decision and the Decider -- Chapter 14 Manual for Instructors: Forming a Moral Judgement Using a Dynamic Model --- Th.A. van Baarda -- 14.1 Introduction -- 14.2 How Do I Set Up a Course Using the Flow Model? -- 14.2.1 General -- 14.2.2 Warming Up -- 14.2.3 Introduction of the Flow Model by the Instructor -- 14.2.4 First Exercise: The Static Four-field Exercise -- 14.2.5 The Story So Far -- 14.2.6 Further Introduction by the Instructor -- 14.2.7 The Dynamic Four-field Exercise -- 14.3 A Specific Dilemma Examined -- 14.3.1 The Case History -- 14.3.2 Applying the Flow Model -- 14.4 Six Types of Discussion Derived from the Flow Model -- 14.5 Objectives of the Introduction of the Flow Model.

Chapter 15 Socrates in the Armed Forces: The Role of the Socratic Dialogue in Military Training --- D.E.M. Verweij and M. Becker.