Role in Contemporary Theory
Bloch survived long enough after publishing his theory to turn his analytical talents to investigating the institutional barriers which prevented the theory's adoption by the military establishment. He appears to have concluded that the military had to be sidestepped, by a more direct appeal to voters.
Contemporary theory treats Bloch as the Anti-(?)Clausewitz of the early 1900s. A review in 2000 in the journal War in History concentrates on the interaction between Bloch's theory and the military professionals of the time. In short, it finds that they tended to dismiss Bloch, on the basis that, while his "mathematics" might be correct, his overall message ran the risk of being bad for morale.
Read more about this topic: Jan Gotlib Bloch
Famous quotes containing the words role in, role, contemporary and/or theory:
“My role in society, or any artist or poet’s role, is to try and express what we all feel. Not to tell people how to feel. Not as a preacher, not as a leader, but as a reflection of us all.”
—John Lennon (1940–1980)
“Always and everywhere children take an active role in the construction and acquisition of learning and understanding. To learn is a satisfying experience, but also, as the psychologist Nelson Goodman tells us, to understand is to experience desire, drama, and conquest.”
—Carolyn Edwards (20th century)
“The shift from the perception of the child as innocent to the perception of the child as competent has greatly increased the demands on contemporary children for maturity, for participating in competitive sports, for early academic achievement, and for protecting themselves against adults who might do them harm. While children might be able to cope with any one of those demands taken singly, taken together they often exceed children’s adaptive capacity.”
—David Elkind (20th century)
“A theory of the middle class: that it is not to be determined by its financial situation but rather by its relation to government. That is, one could shade down from an actual ruling or governing class to a class hopelessly out of relation to government, thinking of gov’t as beyond its control, of itself as wholly controlled by gov’t. Somewhere in between and in gradations is the group that has the sense that gov’t exists for it, and shapes its consciousness accordingly.”
—Lionel Trilling (1905–1975)