Tag: business

There’s No Business Like War Business

W.J. Astore

Among my many weak spots is economics and business. I took exactly one course in college on macroeconomics. I took dozens of courses in math and engineering like calculus, statics, dynamics, fluid mechanics, thermodynamics, biomechanics, you name it. Then I switched academic specialties and became a historian of science, technology, and religion. Again I took dozens of courses in various branches of history, but again my one economics course remains my brief exposure to that world. And I took it as a freshman forty years ago!

Economics has been on my mind lately because so much of what passes for national military (a redundant phrase) strategy in the U.S. is really about making money. Profit. Capitalism, pure and simple. Moving products, expanding markets, diversifying portfolios, and so on. There’s no business like war business. It’s a capitalist’s dream.

In this rich vein of greed-war, I urge you to read Christian Sorensen’s 5-part series on the military-industrial-congressional complex at Consortium News. (Here’s a link to part 5, which also includes links to the previous four parts.) I really like the way he begins Part 5:

Without looking at military adventurism through the lens of the corporation, analysts are bound to produce error-filled studies. For example, one analyst contended in an interview on The Real News Network, “Military force is almost never going to achieve your political aims. The Americans learned this in Vietnam. They’re learning it in Afghanistan. They’re learning it in Syria… So [President Barack] Obama supporting the Saudis and Emiratis in Yemen is a sign really of incoherence on the part of the United States.”

Far from incoherence, the behavior actually is quite rational. A variety of conflicts, disparate and some seemingly futile, is precisely the aim. Conflict itself — producing untold mountains of profit for war corporations and Wall Street — is the goal.

Yes, yes, a thousand times yes. You can’t look at U.S. military-national “strategy” today through a purely strategic lens or one informed solely by military history (as I’m tempted to do). Clausewitz, Jomini, and other classical military theorists won’t help you much. You need to look to Wall Street, to economics, to how capitalism works. You have to look to business cycles, profit, markets, portfolios, diversification, and similar concepts. You have to recognize war is a special kind of business, one that America is very good at because we specialize in it. War and weaponry may well be our leading exports.

Again, I’m tempted as a former engineer and as a professional historian who’s studied strategy (at Oxford no less) to try to make sense of U.S. national-military strategy in logical terms informed by history, Wrong approach! The right approach is to follow the money. Think not of “war as a continuation of politics” but of war as a continuation of capitalism, a special kind of disaster or death capitalism. Remember too to think in terms of portfolios and diversification of the same, after which U.S. policies make all the sense in the world.  More conflict means more weapons sales means more money.  The same is true of arms races in the false cause of deterrence.

An early example from my life. When I was a young lieutenant in the U.S. Air Force, circa 1985, I wrote a paper on the B-1 bomber and the strategy of “manned penetrating bombers.” In plain speak (plane speak?), the Air Force was spending loads of money on a high-tech swing-wing plane loaded with avionics which would in theory enable it to penetrate Soviet airspace and bomb targets directly. This made little sense to me, nor did it make sense to President Jimmy Carter, who had cancelled the plane as unneeded. After all, B-52s could carry highly accurate cruise missiles and launch them from outside of Soviet airspace, and for much less money.

But the B-1, like any major weapon system, had powerful friends in Congress, since Rockwell International had spread production of the plane and its components to as many Congressional districts as possible. When Ronald Reagan became president in 1981, he quickly reversed Carter’s decision. It wasn’t about strategy. It was about business and profit justified in the name of sending a tough message to the “Evil Empire.” Meanwhile, the Soviet Union collapsed a few years later and the U.S. was stuck with 100 B-1 bombers it didn’t need. Time has proven it to be an expensive plane to maintain, and one that’s never been used (fortunately) on the mission for which it was designed.

The U.S. has a lot of weapons like the B-1 bomber: expensive, unreliable, redundant strategically, and ultimately unneeded. It doesn’t make much sense, until you realize it’s all about making money, moving product, inflating threats, and keeping the cycle going, again and again, wars and weapons without end, Amen.

Savvy Advice From My Cousin Vinny about an Education Worth Having

When I was 18, I thought I’d be an aeronautical engineer in the Air Force.  I went to an engineering school and majored in mechanical engineering, but I also did a big project on the military-industrial complex and minored in U.S. history.  Turns out that I did do engineering in the Air Force, specifically software testing and project management, but I soon moved into history and got an MA and D.Phil. focusing on science and technology.  Meanwhile, forty years later I still find myself writing about the military-industrial complex.  My “broader” education helped me to move away from engineering into fields that over time interested me more.

College is (or should be) about a lot more than earning a specialized degree and then cashing in.  In retrospect, half of my college experience was about living on my own and with roommates, growing up, and making friends.  Maturing.

You rarely know what your career arc will be.  What you want at 18 years of age may not be what you want at 22 or 32.  A broader education can give you the tools to branch out and pursue exciting opportunities as they come along.  All these things were on my mind as I read the following stimulating article by my longtime friend, M. Davout.  W.J. Astore

Even in The Matrix, there’s more to life than code.

An Education Worth Having

M. Davout

My son, who aspires to be a successful software developer and entrepreneur, applied to colleges this year and is finally getting word back from the universities to which he applied. The school he preferred, a prestigious state institution focused on technical fields, rejected him and the disappointment (particularly, and perhaps even more, for his parents) was great. As other rejections came in from universities that were, in retrospect, obvious longshots for my son, I felt the need to reach out to an older cousin who recently retired after a long and successful career working in technical support, sales, and then in upper management in a globally-dominant company that sells both computer hardware and software.   

As a native-born kid in the suburbs, I always looked on my cousin with admiration for how, coming to the country at the age of ten without any English, he was able to navigate the tough immigrant neighborhood of Boston’s North End and managed, through determination and hard work, to get an education at a local technical college and, afterwards, a well-paying job at a computer hardware company. Over his long employment there, he rose in the corporate ranks, while continuing to advance his technical education during nights and weekends. But there was also, I should admit, some condescension—as a native-born speaker benefitting from the well-funded public schools of the suburbs, I was able eventually to get into an elite liberal arts university whose education I considered superior to the narrow technical one that my cousin presumably had.     

When I reached out to my cousin for advice about my son I expected full-throated support for a path that was practical, realistic, and single-mindedly attentive to what the marketplace promised in the way of lucrative careers. In other words, as a smug liberal arts professor, I expected my cousin to conform to my preconceptions about the values and character of business people. What I got (as demonstrated in my cousin’s replies pasted in below) was something different, a demonstration that the values of broadmindedness can flourish in many different places including the business world and that a liberal arts college professor can be as narrow-minded as they come.    

I conveyed to my cousin that my son loved to code, was very focused on privacy software development as a career, and had ambitions to make a lot of money, to which he answered: “Yes, youth always thinks that way. As you know he needs a base education so that he can do that. Focusing on security software is fine, but he needs general computer understanding, hardware and software, along with marketing and business.”

I mentioned that over the last year, my son had more than once questioned why he has to spend four years in college if he already knows what he wants to do and has developed coding skills. My cousin responded: “He thinks he might have, but I assure you he has not. If he has the skills, school should help bring them further out.”

Ordinarily, I would insist on my son going to college. However, a software development friend had mentioned that his nephew successfully attended a software coding academy, which teaches coding skills over a two to three month intensive (9-5 each weekday) schedule. Tuition is $12-14K but the graduates leave with excellent prospects to start in the field at $70+K. I thought this might be something for my son. My cousin, the computer business guy, expressed skepticism: “Which academies in particular do you have in mind? As you know he should have a rounded education, especially in computers, there are many facets, focusing on just one thing might get boring, and it limits his personality.”

When I mentioned that my software friend had said that one can make a good salary without a college degree (though management jobs did usually require a BS or BA) and that half of the developers working at his companies don’t have college degrees, my cousin responded: “Yes, but the game is long term, Tino might think this is what he wants now, but only with a broader experience can he then be sure. At the end of the day, he should have the biggest say, if he is excited about coding academy, maybe he should try it. But remind him that being rounded is better than just one super skill. He might like coding now, but who knows in the future.”

In his long and successful career in business, my cousin had acquired a respect for broader education that was based, unlike my own, on the experience of working with diverse people in complex and evolving organizations, operating in-country and overseas, responding to the varying demands of customers and bosses, staying abreast of technological developments and political changes, all the while pursuing lifelong learning. I realize now that I sold him short and am grateful for his teaching me how I can better convey to my son that a broader education will serve him well not only in business but in life.