An improved understanding of foreign policy learning necessitates a clarification of what foreign policy learning is, who learns, and how such learning occurs. Cognitive and social psychologists, sociologists, and political scientists situated in a variety of subfields have contributed to the understanding of foreign policy learning, a multidisciplinary area of inquiry. Learning theorists seek to show how a change in an actor’s beliefs due to experience or observation can lead to changes at other units, such as organizations and within the government. This cognitive dimension is important because actors may pursue a new course of action for politically expedient reasons rather than having genuinely “learned”—a distinction referred to as “complex” vs. “simple” learning.
Foreign policy learning can be internal or external. The former type of learning entails what individuals, governments, or organizations learn from their prior experience. Learning theorists who focus on the individual level of analysis borrow insights from political psychology in an effort to shed light on the personal characteristics, the belief structures, and the cognitive psychological mechanisms of political actors that can better inform policymaking. Leaders whose cognitive structures are described as relatively open and complex—like Soviet leader Mikhail Gorbachev, whose learning brought about the dramatic changes that ultimately led to the demise of the Soviet Union—are more likely to alter their beliefs than their cognitively closed and simple counterparts.
Yet external learning occurs as well. Policy diffusion studies show that learning can result from demonstration effects. Foreign policy learning via diffusion is not instrumental, but instead occurs through osmosis. Privatization in the former communist states, China’s Foreign Direct Investment liberalization, and the diffusion of environmental norms in the European Union are examples of learning that is contagious, not chosen. A more conscious mode of learning than diffusion is policy transfer, which entails policymakers’ transferring ideas from one country and implementing them in another. Technological innovations, unlike lessons that involve political ideology, are generally easier lessons to transfer—for example, Japan’s success in applying lessons from the West to modernize its army in the second half of the 19th century.
The constraints to foreign policy learning are formidable. Decision makers are not always open to reconsidering views that challenge their beliefs. Leaders tend to resort to, and misuse, analogies that prevent learning. Even a change in a decision maker’s beliefs may not lead to foreign policy change, given the myriad political pressures, bureaucratic hurdles, and economic realities that often get in the way of implementing new ideas. Indeed, foreign policy learning and foreign policy change are not synonymous.
Scholars face significant obstacles in studying foreign policy learning. There is no consensus on the definition of learning, on what constitutes learning, on how actors learn, when they learn, or on how to assess whether learning has taken place. Despite attempts to make sense of the confusion, scholars face the daunting challenge of improving understanding of how learning is shaped and funneled through the interaction of agents and the structures in which they are situated, as well as the relationship between learning and foreign policy change.
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Crisis decision making is characterized by a profound degree of uncertainty, the centralization of power, increased communications and argumentation both within and between organizations, management and eventual resolution of the problem, and a period of lesson-drawing. Deeper understanding of different cases of crisis decision making is enhanced by using contrasting theoretical “cuts.” There are four major approaches to crisis decision making: the rational actor approach, the cognitive perspective, the bureaucratic-organizational perspective, and the domestic politics approach. Three case studies—the Cuban missile crisis, the Yom Kippur crisis, and the Iran hostage crisis—can be examined from the vantage point of each of these four theoretical perspectives, as each theory adds something valuable to our overall understanding of the nature of crisis itself.
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Pro-Government Militias and Conflict
Sabine C. Carey, Neil J. Mitchell, and Adam Scharpf
Pro-government militias are a prominent feature of civil wars. Governments in Ukraine, Russia, Syria, and Sudan recruit irregular forces in their armed struggle against insurgents. The United States collaborated with Awakening groups to counter the insurgency in Iraq, just as colonizers used local armed groups to fight rebellions in their colonies. A now quite wide and established cross-disciplinary literature on pro-government nonstate armed groups has generated a variety of research questions for scholars interested in conflict, political violence, and political stability: Does the presence of such groups indicate a new type of conflict? What are the dynamics that drive governments to align with informal armed groups and that make armed groups choose to side with the government? Given the risks entailed in surrendering a monopoly of violence, is there a turning point in a conflict when governments enlist these groups? How successful are these groups? Why do governments use these nonstate armed actors to shape foreign conflicts, whether as insurgents or counterinsurgents abroad? Are these nonstate armed actors always useful to governments or perhaps even an indicator of state failure? How do pro-government militias affect the safety and security of civilians?
The enduring pattern of collaboration between governments and pro-government armed groups challenges conventional theory and the idea of an evolutionary process of the modern state consolidating the means of violence. Research on these groups and their consequences began with case studies, and these continue to yield valuable insights. More recently, survey work and cross-national quantitative research have contributed to our knowledge. This mix of methods is opening new lines of inquiry for research on insurgencies and the delivery of the core public good of effective security.
