Air University Review, January-February 1967

USAF Officer Education in Countersurgency

Colonel Thomas H. Curtis

Counterinsurgency became a byword within the Air Force following President Kennedy’s budget defense message of 28 March 1961. The President pinpointed the need for countering “subversive and guerrilla warfare” by trained military forces. When the White House National Security Action Memorandum appeared one year later, the Air Force directed that specialized training be provided to selected officers in the new arena of insurgency warfare. Air University responded with a formalized educational program.

Insurgency, at the outset, was to the Air Force a threat that never would assume the characteristics of a general or even limited war. As a threat, it is less obvious than either. Furthermore, its origins are imbedded in the social, political, and economic structure of a society. Nevertheless, the Air Force launched an intensive effort to develop and implement plans to provide selected officers with the implications of insurgency in general and Communist insurgency in particular.

Over the past five years counterinsurgency (COIN) doctrine has developed slowly, and many officers in the U.S. Air Force have no clear understanding of what it is or should be. Furthermore, doctrine is dynamic—it must be updated continually. Therefore, the time has come to articulate the United States Air Force concept of low-intensity conflict. Clear guidelines must be established from which Air Force policy-makers can formulate actions to support the national objectives in conflicts similar to Vietnam and from which Air Force educators can develop meaningful curriculums.

COIN doctrine

The primary objective for air power in counterinsurgency warfare is to end the conflict as soon as possible on favorable terms and at the lowest practicable level of intensity. This objective provides an insight into what is meant by “winning” in this type of operation: the attainment of U.S. political objectives, not the complete destruction of the enemy.

On the other hand, the pivotal point of the Air Force view of low-intensity operations is a firm conviction that success at any level of the spectrum of conflict is contingent upon the maintenance of a superior general-war capability. Air power must be capable of responding with whatever application of force is necessary. Unquestionably this basic tenet of Air Force doctrine must remain in clear and sharp focus and not become obscured as the student studies the complexities of insurgency operations. Of almost parallel importance, however, is a need to balance the general-war tenet with a declaration that the application of force will always be used to the selective degree required to achieve the objective.

To provide an example, we can draw upon the Vietnam experience. In no event should the Vietnamese Communists be permitted to conclude that the conflict in Vietnam will follow any particular course. The regime of North Vietnam should be absolutely certain of our response, but uncertain of the means we would employ. The conflict must be controlled by the United States, not the Communists. The Communists should not be able to predict either the magnitude or the type of weapons that would be used. The Air Force officer’s thought pattern should be directed towards gaining and maintaining control and thus posing to the aggressor a risk too great for him to accept—the loss of his own military force.

In its continuing educational endeavor, the Air Force must persistently stress that there can be no artificial distinction between low-intensity forces and general-war forces. If such a barrier does exist and the reasons for eliminating it are not set forth, the interacting strength of these two facets of U.S. air power would be destroyed. Overwhelming force superiority is of paramount importance if we intend to deter an aggressor at each and every level of conflict. This concept does not preclude the building of conventionally equipped forces when there is a necessity for such forces. The key to the argument is to stipulate that such forces must be considered additive to the existing nuclear capability. Conventional equipment for the Air Force should not be a substitute for nuclear delivery aircraft, but it should provide a dual capability. There is no assurance that nuclear weapons will not be introduced eventually, even if the conflict initially is labeled low-intensity.

Perhaps the most salient feature of any Air Force educational program should be the study of policy. The Air Force should emphasize to the student that any policy which appears to lower the risk of retaliatory action in the eyes of the aggressor will encourage his aggressive acts. It must be a firm Air Force belief that the one risk that is unacceptable to any Communist state is the threatened loss or neutralization of its military capability. Senator Everett Dirksen has recently urged “maximum use of American airpower against all significant targets in North Vietnam.” He added, “We don’t quarrel about being in Vietnam, but we have been there too long without getting decisive results.” This does not suggest that the Senator was advocating total destruction of the Viet Cong or North Vietnam by U.S. Air Force bombing. The comment does suggest, however, that the Communists so far have been undeterred by any apparent or implied risk to their military forces.

the requirement

Air Force COIN educational programs should be aimed squarely at developing within the student an open mind that is receptive to the need for changes in doctrine, concepts, methods, and equipment. Furthermore, COIN operations should be discussed in seminars, schools, and Air Force educational activities as a type of combat that cannot be won by the usual techniques of conventional air warfare. In these discussions it should be emphasized that the essentials of COIN combat are high mobility, quick reaction, good reconnaissance –all under the limiting conditions of terrain and visibility. The strategic objective must be recognized as the need to win the support of a civilian populace that is easily intimidated and whose loyalty is capricious in nature—a populace that is subject at any time to attack from guerrillas who dress and behave like peasants.

Present Air Force concepts and methods of communications also should receive a searching reappraisal. Are they effective in COIN operations? Is there a better way to communicate? One excellent example of new Air Force thinking toward old methods has been a novel employment of the ancient but reliable C-47 airplane. C-47’s not only have been armed for use as attack aircraft in Vietnam but have been equipped with external loudspeakers so that while circling low they can be used to instruct villagers in remote areas. Perhaps there are many other such applications.

Key advantages favoring the use of air power in counterinsurgency warfare should be illuminated in Air Force instruction: jungle rebels, for example, are not equipped with an interception capability, and air superiority is thus practically assured. The disadvantages also should be stressed: targets are fleeting, hard to locate, and, in general, not subject to pattern bombing attacks. Some new thoughts on tactics could now be generated in the vitally important areas of reconnaissance and assault airlift. Should these two missions be considered equal in importance to the delivery of weapons on target? Another fertile field for new thinking is in the employment of close-support air power in counterinsurgency operations.

some suggestions

It requires little speculation to conclude that the United States will continue to be involved in low-intensity conflicts. As a logical outgrowth of this involvement, moreover, it appears that the Air Force educator must concentrate upon low-intensity conflict as a significant phase of study. The concentration must be upon doctrinal concepts and methods for the employment of air power in low-intensity conflicts. To accomplish this education effectively, new ideas are needed.

This writer has no quarrel with the established counterinsurgency training courses within the Air Force. Unquestionably they are achieving the intended objective. The Air Force educational system, however, now must take an additional step. A new idea, the generation of a thoughtful analysis of Air Force doctrine, should be injected into every phase of instruction throughout the system. As former Air Force Secretary Eugene Zuckert recently observed, “There are thousands of first-rate minds in the Air Force that produce a tremendous range of original, stimulating thought.” We should use those minds.

It appears that most Air Force officers have not had channeled to them the questions and the thought-provoking issues surrounding counterinsurgency. COIN problems need to be solved, and the educational system appears to be the most likely place to assign the task. The institutions are already established, the courses are developed, and the requirement exists for a continuing effort. The Air Force educational system, therefore, should seek out every new and unique means to identify and examine every Air Force doctrinal statement, concept, or method concerned with low-intensity conflict. The objective of this approach would be to relate these concepts to today’s strategic variables surrounding this type of warfare. Where the concept or doctrine applies, it should be restated, if necessary, to reflect the current situation. Where there is a void new ideas should be generated from which a method or doctrine could evolve.

The strategic diversity of counterinsurgency operations presents the Air Force with a host of problems that are new and different from those of all-out war. There has been wide appreciation of what air power can do, but the Air Force officer must be able to counter opinions that indicate disappointment because air operations have not been successful in ending the Vietnam war. The Air Force officer who understands doctrine realizes that air forces almost invariably are a vital element in achieving objectives but not the only element. He also knows that if that vital element is not employed in the degree and application for which it is designed, something less than total achievement of objectives must then result.

It is central to any effort in the Air Force educational field to appraise doctrine continually. It is imperative that this appraisal be phrased in relation to counterinsurgency. Some valid questions could frame seminar discussions: What are the different strategic and environmental factors separating all-out war and low-intensity conflicts? What Air Force concepts would need revision if a low-intensity conflict should erupt in Latin America, Africa?

Such questions presently are not being raised within the Air Force educational system in the frequency and scope demanded. The USAF does not believe that low-intensity conflicts can be won by air power and air power alone. It does believe these conflicts can be lost without air power.

U.S. Army War College


Contributor

Colonel Thomas H. Curtis (USMA; M.S., George Washington University) is Commander, 319th Fighter Interceptor Squadron, Homestead AVB, Florida. After completing flying training, he flew P-51’s with the 35th Fighter Group, Japan, 1946-48. Other assignments have been as an experimental test pilot at Wright-Patterson AFB, Ohio, and Edwards AFB, California, 1948-54; as Aide-de-Camp to the Superintendent, U.S. Air Force Academy; as Commander, 81st TAC Fighter Squadron, 50th TAC Fighter Wing, USAFE; as student, Air Command and Staff College, 1959-60; as instructor, later Director of Curriculum, Warfare Systems School, Air University; as Deputy Commandant, Aerospace Research Pilots School, Edwards AFB, 1963-65; and as student, U.S. Army War College, 1965-66.

Disclaimer

The conclusions and opinions expressed in this document are those of the author cultivated in the freedom of expression, academic environment of Air University. They do not reflect the official position of the U.S. Government, Department of Defense, the United States Air Force or the Air University.


Home Page | Feedback? Email the Editor