The Basic Pedagogical View of the Norwegian Defence (BPVND) was finalized in 2006 to serve as a guiding doctrine for the Norwegian Armed Forces (NAF) and its partners involved in training and education. It emerged from the need for a cohesive framework amidst various training entities within NAF, a necessity highlighted by the Vassdalen avalanche incident in 1986, which prompted a shift in management perspectives.

At its core, the BPVND aims to foster optimal learning across all training activities within the organization. It emphasizes the importance of continuously reviewing and adapting pedagogical approaches to meet evolving organizational needs and competency requirements. The doctrine advocates for a shift in focus from mere knowledge dissemination to knowledge development within a learning community, promoting critical thinking, problem-based learning, and experiential learning.

Key principles outlined in the BPVND include learning within a community of practice, mastery teaching, and the development of role awareness, leadership, and leadership skills. Furthermore, it underscores the significance of professional development, encompassing military skills, situational awareness, ethics, and management.

Central to the BPVND is the establishment of a learning culture characterized by continuous improvement, creativity, a balance between theory and practice, alignment between educational institutions, knowledge preservation systems, and a commitment to learning from mistakes rather than assigning blame.

While the BPVND draws inspiration from various practices and perspectives, its integration into Norwegian military doctrines post-2006 has not been consistently clear. Differences in terminology, such as the use of "samhandling" (interaction) in BPVND versus "collaboration" in other doctrines, pose challenges in translation and implementation. This discrepancy may impact training effectiveness, especially considering the BPVND's focus on continuous learning and improvement.

Overall, the BPVND serves as a foundational framework for enhancing learning within the Norwegian Defence, emphasizing adaptability, collaboration, and a commitment to excellence in training and education. However, its full integration and alignment with other military doctrines require further clarity and discourse to optimize its impact on organizational learning and development.

Keywords: Experiential learning, community of practice, pedagogical view, problem-based learning, samhandling.