Battlefield knowledge and barracks reality: Learning practices within the Netherlands Army

Drawing on extensive original empirical research, this article examines the adoption of NATO’s lessons-learned process within the Netherlands Army. It finds that existing accounts of military learning inadequately explain how practices shape formal learning processes and organisational learning in a military context. The case study reveals important, but hitherto neglected, routinised practitioner behaviours which enable and hinder the adoption, engagement with, and effectiveness of formal lessons-learned processes. These practices span three key dimensions: formal and informal relational dynamics, interweaving of diverse temporal orientations and structuring of the material, historical, social, and symbolic context.

本文依托大量原创实证研究，探讨了荷兰陆军对北约（NATO）经验教训总结流程的采纳情况。研究发现，现有关于军事学习的阐释未能充分说明，在军事语境下实践如何塑造正式学习流程与组织学习。本案例研究揭示了一系列重要却长期被忽视的常规化从业者行为——这些行为既会推动也会阻碍正式经验教训总结流程的采纳、参与及实施效果。这些实践涵盖三大核心维度：正式与非正式的关系动态、多元时间导向的交织，以及对物质、历史、社会与符号性语境的建构。