Strategic Intelligence

This is a political science course. The general purpose is to provide the students with the intellectual tools and academic knowledge to assess the 'inevitably difficult challenge', faced by democratic societies and especially by their leaders, 'of balancing intelligence and security needs against fundamental commitments to constitutional government and human liberty' (Russel A. Miller, US National Security, Intelligence and Democracy, Routledge, 2008).

Intelligence (or ‘strategic intelligence’ or ‘secret intelligence’) plays a critical role in everything related to foreign affairs, diplomacy and defense policies. ‘In short, intelligence is the processing of information. Functionally, intelligence is similar to journalism and academic research. Unlike the media, think tanks and other information producers, however, intelligence deals only in foreign information, providing it to a restricted government clientele, and often tailors its products (briefings, maps, reports, digitized data, etc) to specific policymakers. Moreover, intelligence has its own dedicated and sometimes exotic information sources, including secret agents and elaborate systems of high tech sensors’ (John Macartney, ‘Teaching Intelligence: Getting Started’, American University & AFIO 28 March 1999).

This course is specifically devoted to intelligence, but it regards the study of intelligence issues as a counterpart of other international relations, foreign and defense policies courses. It focuses on three things: 1/ on concepts, paradigms, schools of thought and national perceptions, 2/ on some specific contemporary and operational issues such as state secrecy, intelligence in the policy-making process and the question of politicization, and 3/ some ethical paradoxes regarding covert action and more generally the political challenges democratic societies are facing regarding intelligence activities.

Requirements and evaluation (Présentation des modalités d’évaluation):

12 two-hour sessions, taught in English.

Every week, the seminar will start with two oral presentations of 10-15 minutes followed by a debate with the class. A typewritten handout of the presentations should be given to the class and the instructor. The session will continue with a collective discussion on the weekly assigned readings (approximately 30 minutes). An individual preparation to assess and comment the readings is essential. Every week one or two students may be asked, on a random basis, to give a short oral summary or commentary of a document. The instructor will finally complete the discussion and give further developments on the subject (approximately 1 hour).

In addition, during the term, each student will have to write a research paper (7-10 pages, double space) on a topic freely chosen but approved by the instructors. The tutor provide a list of suggested topics. This written exercise gives students the opportunity to focus on a particular topic and develop their personal reflection. Topics will have to be chosen at mid-term and papers will be returned on session 10. The essays should not be merely descriptive. They should aim at critical and nuanced analysis of a complex question, using examples to back up the points the student makes. He/She must be able to situate his argument, backed by substantial evidence, within the academic literature on the topic.

Achievements expected by the end of the module:

- to assess the competing scientific conceptions of strategic intelligence;

- to assess specific case studies of operations, processes and tools;

- to understand the developments of intelligence organizations;

- to discuss the main theoretical approaches to intelligence;

- to evaluate the key theoretical debates concerning the intelligence cycle within aca