عنوان مقاله [English]
Background and objectives: One way to find out the truth of objects and phenomena is to "ask questions" and people ask questions to resolve their doubts, but this gap in the field of military training for several years has caused learners not to find answers to their questions. The present study was conducted with the aim of an analytical approach to the reasons for hierarchy and obedience in military training.
Methodology: The research method is descriptive-analytical and it is of a qualitative content analysis type. The statistical population included 16 elites and veterans of the Armed Forces who were selected by snowball sampling method. Research data were collected using structured interviews including 17 questions on the reasons for hierarchy and obedience.
Findings: Based on the research findings and after analyzing the interviews and using different sources and texts, in the form of key content and main propositions, the reasons for each of these trainings was explained in detail. The philosophy and reasons for hierarchy and obedience in military trainings can be categorized in twelve classes, including coordination with Islamic standards, inferior and superior behavior, competency training, executive direction of commands and orders, maintaining the power and efficiency of the unit, the possibility of commanders' supervision, distinguishing the position and responsibility of individuals, the field of orderliness and order expectancy, accountability system and doing the duties, power axis and the fulcrum of forces and the bedrock of the growth and excellence of forces.
Results: Knowing the reasons for military training not only does not damage its basis and authenticity, but explaining it makes it possible for students and learners to believe in it as a millennial human experience. In addition, the results include theoretical and practical achievements in the field of training and education of the Armed Forces of the Islamic Republic of Iran.