The Fallacy of Unambiguous Warning

The Indications and Warnings subfield of intelligence has traditionally divided warnings into a dichotomy of "ambiguous" and "unambiguous" that gives policymakers a false sense of security. This article examines how unambiguous warning has been conceptualized and why it has become an inadequate planning tool that can lead to dire consequences in the quest for certainty. Using the 1973 Yom Kippur War and the Pearl Harbor attack as case studies, the article shows unambiguous warning is an inadequate planning tool that can lead to dire consequences in the quest for certainty. The article concludes with observations about the role of intelligence and the future of military planning.

Authors

Publication Details

Journal
The US Army War College Quarterly Parameters
Published
2024-08-29
DOI
https://doi.org/10.55540/0031-1723.3306
Citations
1
Primary Topic
Cognitive Science and Education Research
Type
article
Field-Weighted Citation Impact
0.34
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article

The Fallacy of Unambiguous Warning

Regan Copple
1 citations
The US Army War College Quarterly Parameters
Cognitive Science and Education Research
0.34
article

The Fallacy of Unambiguous Warning

Regan Copple
article en
1 citations

Abstract

The Indications and Warnings subfield of intelligence has traditionally divided warnings into a dichotomy of "ambiguous" and "unambiguous" that gives policymakers a false sense of security. This article examines how unambiguous warning has been conceptualized and why it has become an inadequate planning tool that can lead to dire consequences in the quest for certainty. Using the 1973 Yom Kippur War and the Pearl Harbor attack as case studies, the article shows unambiguous warning is an inadequate planning tool that can lead to dire consequences in the quest for certainty. The article concludes with observations about the role of intelligence and the future of military planning.

The US Army War College Quarterly ParametersVol. 54(3)
Peace, Justice and strong institutions
Openalex Percentile: Top 41%
Cognitive Science and Education Research
0.34
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