Concurrent Breakout Sessions 9 Breakout Sessions 12

Types of Knowledge (Wilson, 2006)
Intelligence Analysis Examples (Marshall, 2005)
1. Factual knowledge basic to specific disciplines essential facts, terminology, or history that students must know in order to understand the discipline or solve a problem	History of the intelligence community Different kinds of evidence: people (HUMINT), imagery (IMINT), technical signals (SIGINT), open source (OSINT), physical science (MASINT)
2. Conceptual knowledge classification, principles, categories models, theories, structures	Pillars of the profession: sources and methods. Sources refer to collection and methods refer to analysis Structural analytical methodologies and associated evidence Historical research theories
3. Procedural knowledge subject-specific skills, techniques specific methodologies, methods of inquiry criteria for knowing when to use specific methods, techniques	Steps in structured methodologies (e.g., ACH, Situational Logic) to break down problems into pieces and put pieces back together Process of writing brief intelligence reports that start with conclusions Giving an intelligence briefing to a decision-maker who has limited time
4. Metacognitive knowledge strategic or reflective knowledge knowledge of one’s own self and cognitive processes	Approaches for effectively presenting an intelligence brief to a decision-maker who has limited knowledge of the topic Self-assessment as the analyst analyzes the adversaries in the present and makes judgments about the future while trying to be culturally-neutral, bias-free, and creative

In Table 2, examples of the different levels of knowledge in intelligence analysis illustrate the skills, challenges, and commitments required of intelligence analysts.

Conclusion

The 9/11 attacks, post-9/11 intelligence reforms, terrorist groups’ sophisticated use of the Internet, and the establishment of the OSC have major impacts on challenges, competencies, and career opportunities associated with the intelligence analyst. The events highlight the need for other educators (e.g., healthcare, information science, digital media) to join the debate and curriculum design teams so they can further discussions with intelligence professors about designing interdisciplinary intelligence-focused curricula that meet the demands of a customer-driven intelligence community that is dealing with increasingly complex cultural, technological, and global problems.

Given the ubiquity and ever increasing power of information and communication, technology (ICT), notwithstanding the lifelong-learning audacity of highly motivated and committed individuals – like the terrorists – today’s intelligence analysts should be fully equipped with the right skills, knowledge, competencies and continuous learning cycles just to match their real and virtual adversaries’ arsenals for their terror campaign. Terrorists have been very adept in tapping the wealth and advantages of constituting a very rich and diverse collectivity of members in their social movement. On the educational side, there is need to do the same thing – tap into other disciplines – that are not normally affiliated with intelligence analysis. Use frameworks such as the Bloom’s taxonomy to support the sharing of ideas about educational partnerships, interdisciplinary apprenticeship programs, and other approaches that can be part of lifelong learning strategies for enhancing the visibility, creativity, and availability of intelligence analysts.
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Graduate Category-
Patrick John Reyes Ramos