Yüksek Öğretimde İstihbarat Çalışmaları Öğretimi: Modeller, Örnekler, Müfredatlar

İstihbarat faaliyetleri uzun bir geçmişe sahip olmasına rağmen istihbarat çalışmaları görece olarak yeni bir olgudur. İstihbaratın neleri içerdiğine ve nasıl geliştiğine dair alan yazın son yarım yüzyılda hızla büyümektedir. Bununla birlikte, istihbarata dair en az dikkat çekici olan konulardan birisi faaliyeti yürüten kişi veya kurumun istihbarat yapmayı nasıl öğrendiği veya öğrettiğidir. Bu çalışma iki temel araştırma sorusu çerçevesinde bu konuyu ele alacaktır. Çalışmanın birinci sorusu istihbarat öğretiminin dünyada hangi aşamalardan geçtiğini ve mevcut haliyle nasıl yapıldığını incelerken ikinci soru üniversitelerde müfredatların neleri içermesi gerektiği sorununu çalışmaktadır. Makale, bu iki soruya verilen yanıtlar neticesinde “bir ülkede istihbarat öğretiminin resmi ve sivil kurumlar arasında aşamalı ve karşılıklı ihtiyaçları anlayabilecek bir iş birliği çerçevesinde örgütlenmesi gerektiğini savunmaktadır. İstihbarat öğretiminin gelişebilmesi için sivil üniversiteler ile istihbarat topluluğu arasında yapılacak iş birliğiyle eğitim modülleri, ders müfredatları, çalıştaylar ve süreli yayınların oluşması sağlanmalı; böylece akademik bir birikim oluşturulmalıdır.

Anahtar Kelimeler:

İstihbarat, İstihbarat Öğretimi, Yüksek Öğretim, İstihbarat Çalışmaları, İstihbarat Topluluğu.

Intelligence Studies in Higher Education: Models, Cases, Cirruculas

Although intelligence activities have a long history, intelligence studies is a relatively new phenomenon. The literature on what intelligence includes and how it develops has been growing rapidly in the last few decades. However, one of the least noteworthy aspects of intelligence is how the person or institution carrying out the activity learns or teaches intelligence. This study will address this issue within the framework of two main research questions. The first question of the study examines the stages of intelligence education in the world and how it is done in its current form, while the second question studies the problem of what curricula should include in universities. As a result of the answers given to these two questions, the article argues that “intelligence education in a country should be organized in a gradual framework of cooperation between official and civilian institutions that can understand mutual needs. For the development of intelligence education, cooperation between civilian universities and the intelligence community should ensure the formation of training modules, curricula, workshops and periodicals; thus, an academic background should be created.

Keywords:

Intelligence, Intelligemce Education, Higher Education, Intelligence Studies, Intelligence Community. ,

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