SCOUTING: AN EDUCATIONAL SYSTEM

World Organization of the Scout Movement Organisation Mondiale du Mouvement Scout S STRATEGY THIS DOCUMENT IS A PART OF THE IMPLEMEN- TATION OF THE STRATEGY

© Copyright 1998, World Scout Bu- reau. Reprinted 1998. Reproduction is authorized to national Scout associations which are members of the World Organization of the Scout Movement. Others should request per- mission from publishers.

World Scout Bureau P.O. Box 241, 1211 Geneva 4, Switzerland

[email protected] http://www.scout.org

CONTENTS INTRODUCTION page 1 WHAT IS SCOUTING? page 3

WHAT DOES SCOUTING SEEK TO ACHIEVE? page 7

WHAT IS SCOUTING’S APPROACH TO EDUCATION? page 11

WHAT IS THE SCOUT METHOD? page 13

THE SCOUT LAW AND PROMISE page 15

LEARNING BY DOING page 21

THE TEAM SYSTEM (OR PATROL SYSTEM) page 25

A SYMBOLIC FRAMEWORK page 33

NATURE page 41

PERSONAL PROGRESSION page 47

ADULT SUPPORT page 57

CONCLUSION page 61

“Scouting: An educational system” is intended help Scout leaders in their work, as well as INTRODUCTION to help everyone interested in gaining a greater the kind of support they are likely to need. understanding of how Scouting works as an Finally, this section examines how each of the educational system. It is intended for use by elements translates from the theoretical level those responsible for ensuring that the Scout- into the practical level in the Scout unit1. ing offered to young people is the rich and multi-faceted learning experience that it is For detailed information on a step-by-step ap- meant to be. It has been written as a tool for proach to Youth Programme development the Youth Programme and Adult Resources (whether your Scout association is in the proc- teams at national level, but it is hoped that it ess of developing a Youth Programme for the can be of use for all those at other levels who first time, or whether the Youth Programme is do their best to provide support to Scout lead- being reviewed), the World Scout Bureau has ers. produced a series of publications entitled “A Guide to Programme Development”. Another A large proportion of the publication is de- publication, “Scouting in practice: Ideas for voted to the Scout Method in particular be- Scout leaders”, is intended to present the ba- cause it is the Scout Method that encapsulates sics of what Scout leaders need to know in Scouting’s educational system as it is experi- order to practise Scouting. enced by young people. The publication at- tempts to explain each of the elements of the Scout Method and to illustrate how they inter- act and complement each other as a system.

The section on the Scout Method provides in- formation on how each element is meant to help to stimulate the development of the young person. It offers ideas, without any attempt at providing an exhaustive list, on areas that a 1 Throughout this document, “Scout unit” is used in a generic sense, Youth Programme development or review referring to the youth members of an age section and the adult leader group should look at when examining how to operating together in a locality, e.g. a pack, a troop, or a unit. “Team” is make the Scout Method as effective as possi- also used in its generic sense, when referring to the local level, to denote ble. It also provides ideas on tools that can the smaller groups of 6-8 young people within the Scout unit, e.g. patrol. Scouting: An Educational System - Page 1 Page 2 – Scouting: An Educational System A MOVEMENT OF SELF-EDUCATION FOR YOUNG Its principles WHAT IS SCOUTING? PEOPLE Wherever they may be, members are actively Scouting is a movement of self-education for committed to the principles (i.e. the values) young people. The Scout Movement comprises on which Scouting is founded, which form both national Scout organisations to which the in- the basis of the code of ethics which governs dividual members belong. The individual mem- the Movement as a whole and a personal code bers are the young people that Scouting serves of living to which each member adheres. These and adults who join in order to contribute to principles are about a person’s active and con- the development of Scouting’s youth members. structive commitment to the spiritual values of life, to society and to oneself. The unity of the Movement is ensured by the World Organization of the Scout Movement Its method which serves recognised national Scout organi- sations. All members are equally committed to the way in which Scouting seeks to help young peo- Its purpose ple to develop - through Scouting’s unique method of progressive self-education. The All over the world, members of the World Or- Scout Method is a comprehensive educational ganization of the Scout Movement are united framework composed of elements which work by a common, active commitment to Scout- together as a system to provide young people ing’s purpose which is to help young people with a rich and active learning environment. It to develop their full physical, intellectual, emo- is based on how young people naturally de- tional, social and spiritual capacities as indi- velop, taking into account their evolving char- viduals and as members of society, and thus acteristics, needs and interests at different contribute to the development of a better stages of development. world.

Scouting: An Educational System - Page 3 Together, Scouting’s purpose, principles and els of maturity can only approximately be the Scout Movement, nor to remain a mem- method form the essence of Scouting’s educa- measured by age, but would normally corre- ber. Scouting is not like school, at which at- tional system, i.e. they are the foundation on spond to a few years either side of the second tendance is usually compulsory between cer- which Scouting is based all over the world. decade of life. tain ages.

In order for the Movement to achieve its edu- A movement of young people, supported by adults Every member - young or adult - who does cational goals, the Movement as a whole must choose to join is required to make a personal The young people in the Movement are sup- provide the global conditions for this to hap- commitment to the Scout Movement. First and ported by adults, whose role is to facilitate pen. Thus the Scout Movement is also charac- foremost, this commitment is to respect and and provide the necessary conditions for the terised by the fact that it is: act according to the code of ethics inherent in development of the youth members. As mem- bers of a movement of self-education, and in the fundamental principles of the Movement. A movement for young people, especially suited a spirit of partnership with adults, young peo- for adolescents ple participate in the decision-making proc- More globally, this voluntary commitment also esses of the Movement, in ways which are ap- extends to achieving the educational purpose Scouting exists for the benefit of young peo- propriate to their level of maturity, skills and of Scouting, as every member commits him or ple. While Scouting’s educational system is par- experience, so as to ensure the relevance of herself to the educational proposal of the na- ticularly suited for the adolescent age range, what Scouting offers to them. tional Scout association to which he or she the upper age limit depends on factors which belongs. For youth members, this commitment define what “youth” means from an educa- Open to all concerns their own personal development. For tional perspective within a particular culture adults, this commitment is to help provide the and society. Membership of the Scout Movement is open conditions necessary for young people to de- to anyone who agrees to adhere to its educa- velop. In general terms, the upper age limit would tional proposal (i.e. its purpose, principles and normally correspond to a general level of ma- method); in other words it does not discrimi- nate against anyone because of his or her reli- Non-political turity at which a person no longer needs Scout- gion, ethnic origin, social background or gen- ing’s structured educational approach in or- Scouting is non-political, in the sense that it is der. der to continue the process of self-education. not involved in the struggle for power of party politics. At the same time, Scouting’s educa- Voluntary The lower limit corresponds to a minimum tional system aims to help young people to level of maturity required for Scouting’s edu- Scouting is voluntary. All members - young be, and develop as, responsible and construc- cational system to function and thus for young people and supporting adults - join of their tive individuals and members of society. Young people to benefit from it. Evidently, these lev- own free will. There is no compulsion to join people cannot do so in a vacuum, divorced Page 4 – Scouting: An Educational System from the socio-political realities of the world Relevant to young people in which they live. Scouting seeks to be relevant to young people Scouting’s educational approach, therefore, in the various socio-cultural environments in encourages young people to develop their own which they grow up, and to continuously ad- powers of judgment, and to take an active and just to meet the needs of young people in a constructive role in society which is in har- rapidly changing world. mony with the values for which Scouting stands.

As a movement, this is one of our greatest Independent “Here are some of the things that Scout- challenges: continuously adjusting so as to be ing is not: While the Movement works in partnership with even more relevant to young people’s aspira- a number of outside bodies and receives sup- tions and needs while remaining faithful to • it is not a charity organisation for port from benefactors all over the world, Scout- Scouting’s purpose, principles and method. people in society to run for the benefit of ing, at all levels, is independent in the sense the poor children; of being free from control by any outside body Being able to determine what is essential and or individual. invariable from what is not essential and vari- • it is not a school having a definite able is not easy for newly constituted Scout curriculum and standards of achieve- Complementary to other forms of education associations who are considering this issue for ment; the first time. The task is not an easy one ei- • it is not a brigade of officers and Scouting is a non-formal educational move- ther for Scout associations that have existed privates for drilling manliness into boys ment. In other words, it is not part of the for- for decades, some for almost a century, steeped and girls; mal educational system (school, etc.), nor is it in rich memories of “the way things have al- informal (friends, media, etc.) as it does offer ways been done”. • it is not a show where surface results a structured approach to education. Scouting are gained through payment as merit does not seek to reproduce what school, fam- badges, medals, etc.; ily, religious institutions, leisure clubs, etc., are These all come from without, whereas the already offering young people. It seeks to com- Scout training all comes from within.” plement what others are doing by helping to fill gaps that may not be being met by others. - “Aids to Scoutmastership”, Baden-Powell, 1919 edition.

Scouting: An Educational System - Page 5 Page 6 – Scouting: An Educational System “EDUCATION? BUT THAT IS SCHOOL!” WHAT DOES SCOUTING A DEFINITION OF EDUCATION: Scouting is an educational movement for young SEEK TO ACHIEVE? people. However, “education” means differ- A life-long process which enables the continuous development of ent things to different people. In everyday lan- a person’s capacities both as an individual and as a member of guage in some parts of the world, education is society. primarily associated, at its most basic level, with learning to read, write and master basic THE GOAL OF EDUCATION: arithmetic and, on a higher level, with gaining academic knowledge and vocational skills To contribute to the full development of an autonomous, support- through school, university, and so on. ive, responsible and committed individual.

In Scouting, however, education is considered Autonomous: in its broad sense as being the process through which each of us develops our various capa- able to make one’s own decisions and to manage one’s bilities throughout life, both as an individual life. and as a member of society. Supportive: The aim of education, in this broad sense, is to contribute to the full development of an able to actively care about and for others. “Education is at the heart of both per- autonomous2, supportive, responsible and sonal and community development; its committed person. Responsible: mission is to enable each of us, without able to assume the consequences of one’s decisions, exception, to develop all our talents to the to keep one’s commitments and to complete what one full and to realize our creative potential, undertakes. including responsibility for our own lives and achievement of our personal aims.” 2 The term “autonomy”, like education, often means different things to Committed: different people. In an educational context it means being able to make - “Learning: The Treasure Within”, Report to UNESCO of the up one’s own mind (as opposed to, for example, blindly copying one’s able to live according to one’s values, to support causes International Commission on Education for the Twenty-first Century, peers) and to manage one’s life (for example, being able to manage or an ideal which one finds important. 1996. one’s time). Autonomy here does not mean total independence, nor does it imply being self-centred.

Scouting: An Educational System - Page 7 THE PURPOSE OF SCOUTING By encouraging young people to use and de- A CONSTRUCTIVE DIRECTION: SCOUTING’S velop all of their capacities in a constructive PRINCIPLES According to Scouting’s educational philoso- way today, Scouting seeks to help young peo- phy, each person is born with a unique po- ple to realise that they have within themselves Every movement - or organised body, for that tential which can be developed in a construc- what it takes to already make a difference - to matter - has a number of fundamental beliefs tive direction. their own lives and to the world in which they which underlie the purpose of its existence, live. orient what it seeks to achieve and how it goes Making this potential a reality involves devel- about achieving its goals. oping all of one’s capacities - physical, intel- As they become ready to expand their hori- lectual, emotional, social and spiritual - in the zons and seek new challenges, Scouting helps As an educational movement, Scouting clearly direction of the goals to be achieved. them to use their experience and to further has a social responsibility: to the young peo- develop their capacities to live and grow as ple it serves, to the families who entrust their Evidently, as education is the work of a life- fulfilled individuals and as active and construc- cherished youngsters to Scouting’s care and time, Scouting cannot fully develop anyone’s tive members of society. to the world at large. potential in all areas. Scouting can simply ac- company each Scout, for a time, along that Whether or not a person will actually develop The goals of education are clear: to develop person’s path of development and help each that potential depends, amongst other factors, as an autonomous, supportive, responsible and person to develop the inner resources he or on the presence of a supportive, structured committed individual and member of society. she will need to continue to develop without environment during the formative years which Scouting’s help. After all, if Scouting were a stimulates the young person to bring out of “The aim of development is the com- crutch on which people relied all their lives, it him or herself - and develop - what is con- plete fulfilment of man, in all the would certainly have failed in what it is trying structive, to the detriment of what is destruc- richness of his or her personality, the to achieve. tive. Scouting seeks to offer young people such complexity of his or her forms of an environment. expression and his or her various Scouting, therefore, simply seeks to make a commitments - as individual, member contribution to this process of self-education of a family and of a community, during the years when a person can truly ben- citizen and producer, inventor of efit from its structured educational support techniques and creative dreamer.” system. The age range for which Scouting can most benefit young people corresponds ap- -- ”Learning: The Treasure Within”, Report to UNESCO of the International Commission on Education for the Twenty-first proximately to the second decade of life. Century, 1996.

Page 8 – Scouting: An Educational System However, there must be clear guidelines which Being able to do so presupposes striving to • helping out in times of need and defending orient the development of the young person get to know oneself better in all the richness the defenceless, whether they are one’s next- towards these goals. and complexity that characterizes each per- door neighbour or whether they live in a very son with strengths and weaknesses, hopes, different environment at the other end of the It is Scouting’s principles (generally referred needs, and so on. world. to as “Duty to self”, “Duty to others” and “Duty • recognising and taking into account, in the to God”) which provide these guidelines. They Duty to others way in which one lives one’s life, the integrity are the basis of the value system which gov- of the natural world. erns the Movement as a whole. These princi- In broad terms, this is one’s responsibility to- ples, therefore, give direction to Scouting’s wards everything material that is not oneself. Duty to God educational policy as a Movement, to the edu- This means: cational approach used with young people and Each person has a responsibility to search be- to the way in which the elements of the Scout • recognising and taking into account in the way in which one lives one’s life that one is yond what is material for a force higher than Method are used so as to give constructive mankind. This involves seeking: and coherent direction to the development of not the only important person on this earth, the young person. that each person has rights, feelings, hopes, • a Spiritual Reality that gives meaning and needs, etc.; direction to one’s life; and Duty to self • recognising that people are interdependent, • to discover meaning in spiritual values and i.e. no one can live in isolation from others. to live one’s daily life in accordance with these Each person has a duty to develop one’s au- values. tonomy and assume responsibility for oneself. Everyone needs relationships with others in This includes: order to fulfil themselves as persons and every- one can benefit from the contribution that each • taking responsibility for one’s own develop- person makes to the world. ment (physical, intellectual, emotional, social When these three simple principles are truly part of a way of life and are adhered to simul- and spiritual); Each person, therefore, has a responsibility taneously, any form of fundamentalism or fa- towards others. This involves: • striving to live life in a way which respects naticism is necessarily excluded. oneself as a person (e.g. taking care of one’s • respecting each person’s dignity; health, standing up for one’s rights as a hu- man being, making decisions that one feels • playing an active and constructive role in deep inside are right for oneself as a person, society and making a personal contribution to etc.). it;

Scouting: An Educational System - Page 9 A DIRECTION OF DEVELOPMENT IN EACH AREA • extract meaning from one’s experiences; Spiritual: • judge things for oneself, to think through As Scouting’s principles give direction to the Developing the ability to: development of the young person, the princi- the implications of one’s decisions and actions, ples are also reflected in what Scouting seeks and to retain one’s own free will. • acknowledge and explore a dimension be- to help young people to achieve in each of yond mankind; the areas of development, i.e. physical, intel- Emotional: • explore the spiritual heritage of one’s com- lectual, emotional, social and spiritual: munity; Developing the ability to: • understand the beliefs, practices and cus- Physical: • acknowledge, recognise and express feel- toms of other world religions; ings and emotions and to take responsibility Developing the ability to: for managing these in daily life. • integrate spiritual values into one’s daily life • coordinate one’s movements and thought and in the global direction of one’s develop- processes (psycho-motor skills); Social: ment towards a higher and more unified state of consciousness. • take responsibility for the growth, function- ing and health of one’s body; Developing the ability to: • come to terms with one’s physical limita- • listen and to express oneself effectively; The abilities listed are not exhaustive, but pro- • accept other people as distinct human be- tions. vide the basis on which national Scout asso- ings with equal rights; ciations can develop concrete educational ob- Intellectual: • take into account the interdependence of jectives which take into account the needs of Developing the ability to: mankind, and of mankind and the natural young people at various stages of develop- ment within a specific socio-cultural environ- • pursue interests, solve problems and adapt world; ment. to situations in a relevant way through effec- • cooperate, to support and to lead; tive information management, creative think- • take an active and constructive role in soci- As the areas of development reflect dimen- ing and intuition; ety and contribute towards a better quality of sions of the whole personality, in a real per- • perceive patterns, connections and relation- life for all; son the abilities listed depend upon or involve development in more than one area. It is the ships between phenomena, events, ideas, etc; • foster authentic relationships and an inter- well-balanced and harmonious development cultural awareness, overcoming prejudice and • develop receptivity to other perspectives of of the whole personality towards greater au- reality (e.g. understanding different ways of discrimination; tonomy, solidarity, responsibility and commit- looking at things; understanding cultural, reli- • adhere to common rules out of one’s own ment that would describe what Baden-Powell gious, age, gender-related standpoints, etc.); free will. called a person of “character”. Page 10 – Scouting: An Educational System Scouting’s approach to education has to be - inviting each young person to develop to WHAT IS SCOUTING’S coherent with what it seeks to achieve. Here the best of that person’s ability (“doing one’s again, it is the principles, the fundamental best”). There is therefore no comparison of APPROACH TO beliefs on which Scouting is founded, that achievement between young people; guide its educational approach. Thus, Scout- EDUCATION? ing’s approach to education could be described - the flexibility of Scouting’s educational sys- as being person-centred, community-related tem which enables each young person to de- and spiritually-oriented. velop in the way which is most relevant to him or her through: Person-centred - translating the general educational ob- Scouting’s approach is person-centred in the jectives proposed for the age section into sense that: a set of personalised objectives, with help from the adult leader; • Scouting accepts each young person as he or she is - a unique human being with his or - progressing through pursuing his or her her own personal background and experience interests and exploring his or her con- of life thus far, variations in needs, capacities, cerns; interests and pace of development. - developing at his or her own pace. The It recognises the uniqueness of each person approach takes into account that devel- through: opment does not take place at the same pace in each dimension, nor does it take - respecting each person’s free will to decide place in a constant surge forward. There to join Scouting or not; are no absolute deadlines.

- proposing a framework of self-education (i.e. • Scouting’s approach is also person-centred as Baden-Powell described it: “education from in the sense that it seeks to help each young within”, as opposed to “instruction from with- person to develop his or her whole self out”); through:

Scouting: An Educational System - Page 11 - educational objectives which cover knowl- - offering young people the experience of a • continuously strive to put into practice those edge, skills and attitudes in each of the di- micro-society, based on a democratic way of values in the way in which one lives one’s mensions of the human personality; life, taking into account the needs and inter- life. ests of all; - a multi-faceted method which emphasises personal experience (as opposed to, for ex- - promoting a sense of belonging in young ample, just intellectual understanding); people - to their Scout unit and to their local, Of course, however ambitious what Scouting national and international community; seeks to achieve may be, and however com- - many, varied opportunities for experiences, prehensive its educational approach, it cannot spread over time, likely to contribute to a - offering varied opportunities for young peo- help young people to develop without the right young person’s development. ple to interact with, and make a meaningful educational tools, and thus we come to the contribution to, the world of which they are a Scout Method. Community-related part (local, national and international commu- nity, natural, cultural and spiritual environment, Scouting’s approach is community-related in etc.); the sense that: - helping young people to adapt constructively • the very goals that it pursues, i.e. to help to changes in society and to cope effectively young people to live and develop as ever more with issues that they face or are likely to face. autonomous, supportive, responsible and com- mitted individuals are necessary for the long Spiritually-oriented term development of society; Scouting’s approach is spiritually-oriented in • it seeks to help each young person to rec- the sense that it seeks, through everything that ognise him or herself as a part of a whole, it proposes, to help young people to: i.e. the world in which he or she lives. It does so through: • look beyond the material world in search of a Spiritual Reality; - emphasising the development of construc- tive relationships with others - young people • to discover for themselves those values which and adults - based on mutual respect; give meaning to life;

Page 12 – Scouting: An Educational System A SYSTEM OF EDUCATIONAL ELEMENTS Taken individually, many of these educational WHAT IS THE SCOUT tools are used in other forms of education - The fact that Scouting’s method is referred to working in teams on projects, for example. In METHOD? as the Scout Method (capital “M”) is because it Scouting, however, these different tools are re- is composed of several different educational ferred to as elements of the Scout Method - as tools. These are: a law and promise, learning each one is only one part of the whole. The by doing, a team system, a symbolic frame- fact that all of these elements form a whole work, personal progression, nature and adult and are used as a system is part of what makes support. Scouting unique.

THE SCOUT METHOD

TEAM SYMBOLIC SYSTEM FRAMEWORK

LEARNING LAW & PERSONAL BY DOING PROMISE PROGRESSION “Scouting is a medicine composed of various ingredients and, unless they are mixed in their proper proportions accord- ing to the prescription, the users must not blame the doctor if the effects on the patient are unsatisfactory.” ADULT NATURE SUPPORT - Baden-Powell, Jamboree, 1922.

Scouting: An Educational System - Page 13 In the sense used here, a system could be de- tive when working with young people in the of personal development at the young per- scribed as a network of elements in which each junior age section as they are when working son’s own pace. element: with young people in the senior age section. • has a specific function; The Scout Method provides an educational Evidently, however, the way in which the ele- framework based upon how young people • interacts with the other elements so as to ments are applied (i.e. the way in which the develop naturally. It provides an environment reinforce the effectiveness of each one; educational “tools” are intended to be used) which responds to their need for action, chal- • contributes to the overall purpose to be needs to reflect the maturity of the young peo- lenge and adventure; their desire to explore, achieved - and therefore must be present. ple in the various age sections. experiment, and discover; their natural capac- ity for inventiveness and resourcefulness; the An important characteristic of a system is the Finally, it would be unrealistic to imagine that need to feel acknowledged, respected and synergy that is created - in other words the each element of the Scout Method can be in appreciated as individuals; their need for close effects of a system are greater than the sum- the foreground during every activity that the supportive relationships; their capacity for ide- total of the effects of its parts. young people take part in. Young people can- alism and their need to make sense of the not physically be in nature, for example, while world; and so on. The same is true of the Scout Method. Each of they are performing a puppet show for sick the elements has an educational function; each children in a hospital in town. However, the At the same time, the Scout Method offers a element complements the impact of the oth- element of nature could still be present, albeit way of life which channels their energy in a ers. If any of the elements is missing or is not in the background - for example by taking time way which enables them to experience being being used as intended, then the system as a to walk through a park on the way back or by autonomous, supportive, responsible and com- whole cannot serve its original purpose - the progressive, holistic development of the young using recycled materials to make the puppets. mitted straight away, to the extent of their cur- person. We cannot, therefore, apply certain el- rent capacities, while helping them to progres- ements and disregard others, nor can we use A NATURAL SYSTEM OF PROGRESSIVE SELF- sively develop their capacities in these direc- any of them in a way which is not consistent EDUCATION tions in a holistic, balanced and attractive way. with Scouting’s purpose and principles. The Scout Method is a system of progressive The Scout Method is designed to stimulate the self-education. It is intended to help each development of young people throughout the young person to use and develop his or her age range that Scouting serves. This means that capacities and interests, building on what has the educational function of each of the ele- already been gained; to find constructive ways ments and the way in which they work to- of meeting needs at different stages of devel- gether as a system are just as valid and effec- opment; and to open doors to further stages Page 14 – Scouting: An Educational System THE SCOUT LAW AND THE SCOUT LAW HOW DOES IT WORK? A personal code of living PROMISE WHAT IS IT? By trying to reflect the code of living more The Scout law and promise are considered as The Scout law is a code of living based on often in a young person’s daily life and in the one element of the Scout Method because they Scouting’s principles. It is a personal code of growing number of new situations which a are closely linked. However, as their specific living in that it serves as a reference, guiding young person encounters, the young person educational functions differ, they are treated the way in which each member of the Move- is in fact developing him or herself. as separate items in this chapter. ment lives his or her life today, and guiding the direction of development for tomorrow. It is also a collective code of living in that it is As this code of living is based on the princi- the basis on which the Scout unit functions. ples of Scouting (and thus on the values un- The Scout law is therefore at the heart of the derlying Scouting), it guides the direction of Scout Method. the young person’s development towards a personal exploration of these values. This code of living is therefore personal, related to each WHAT IS IT INTENDED TO DO? person’s development. As a concrete personal and collective code of living, the Scout law provides a simple way of helping each young person to become famil- “Is it possible to devise a form of iar with what Scouting seeks to help him or education which might make it her to achieve and to discover the meaning of possible to avoid conflicts or resolve them peacefully by developing respect the various aspects of this personal and col- for other people, their cultures and lective code of living through experiencing it their spiritual values?” in practice. Ultimately, the Scout law can serve as a reference in the subsequent development - ”Learning: The Treasure Within”, Report to UNESCO of the of a young person’s value system. International Commission on Education for the Twenty-first Century, 1996.

Scouting: An Educational System - Page 15 A collective code of living WHAT ARE SOME OF THE IMPLICATIONS FOR PROGRAMME DEVELOPMENT? In addition to being a personal code of living, the Scout law is also a collective code of liv- From an educational point of view, the Scout “The boy is not governed by DON’T, but ing. It therefore serves as the law of a micro- law needs: led on by DO. society of young people in which each per- son has the same rights and duties towards • to express the qualities of a person who The Scout Law is devised as a guide to him or herself and others. lives according to Scouting’s principles3; his actions, rather than as repressive of his faults.” As the Scout law is the basis on which their • to be expressed in everyday language that small community is founded and operates, the is appropriate to the culture in which the na- - “Aids to Scoutmastership”, Baden-Powell, World Brotherhood young people are exposed to a way of living tional Scout association operates and to the edition, 1944. with others which is democratic, respectful of level of maturity of the young people con- each person and which promotes a sense of cerned, i.e. very simple for the younger age belonging, sharing, solidarity and cooperation. groups, and formulated in a slightly more ma- ture way for the next age group, and so on;

• to be formulated so as to be relevant, inspi- WHAT ARE SOME OF THE IMPLICATIONS FOR rational and attractive to young people. It there- PROGRAMME DELIVERY? fore needs to be expressed in positive terms, i.e. “A Scout is” as opposed to “A Scout is not”; Preparing adults for their work with young people at local level should involve opportu- • to be sufficiently short so as to be easily nities for them to explore the values underly- remembered - it is not intended to be a long, ing the Scout law and how this code of living exhaustive list. translates into their everyday work with the young people. This would include examining the kinds of relationships to be promoted, the implications of the Scout law on the way in which the group should function, etc. For ex- 3 In order to ensure the unity of the Scout Movement, the Scout law and ample, any practice that could be potentially promise formulated by each national Scout association is subject to approval by the World Scout Committee, through its Constitutions humiliating would not be consistent with re- Committee. specting the dignity of others. Page 16 – Scouting: An Educational System WHAT ARE SOME OF THE IMPLICATIONS FOR that they have contributed to establishing. Evi- pose is not to make the young person feel PROGRAMME IMPLEMENTATION? dently, the adult leader needs to ensure that terrible, but to understand and, if possible, to rules concerning safety measures, etc., are in- remedy the situation. While its function as an educational tool may cluded. seem quite complex, it is not difficult to apply The code of living applies to both adults and in everyday life with a group of young peo- The Scout law provides an excellent evalua- young people. The code of living is not a set ple. tion tool, both in terms of bringing out the of rules which apply only to young people connections between the degree to which the because “they have got to respect rules”. The The Scout law is deliberately phrased in sim- code of living was adhered to and what went code of living reflects basic ethical principles ple, everyday terms, often referring to quali- well or badly with activities, camps, projects, or values which Scouting believes are valid in ties, so that each young person can easily un- group life, etc., and what could be improved; life in general. If the adults do not reflect the derstand what is meant and can do his or her and in terms of a personal evaluation of the code of living, why should the young people? best to reflect these in everyday life. extent to which each young person feels he or she has made progress in reflecting the As the Scout law is a personal code of living qualities. and a collective one, it needs to be the foun- dation on which the Scout unit is structured When a young person breaks a rule, he or she and operates if the young people are to be should be encouraged to reflect on whatever helped to discover for themselves the values consequences it may have caused. The pur- on which it is based. Concretely, the Scout law translates into the rules of the group: the rights and duties of each member, the sharing of responsibilities, decision-making processes, conflict management, and so on.

Young people should be involved as much as possible, and in ways appropriate to their level of development, in establishing the rules of the group. For one thing, this helps them to deepen their understanding of the Scout law and, for another, young people have much less difficulty in accepting, even enforcing, rules

Scouting: An Educational System - Page 17 THE SCOUT PROMISE ated in terms of how the young person was voluntarily agree with a code of living if the before. child is unable to think beyond his or her own WHAT IS IT? immediate needs and desires and does not yet By making the promise in front of peers, the distinguish him or herself from other people The Scout promise is a pledge that every young young person makes his or her commitment with their own needs and desires. By the same person makes before a group of peers when public. This not only makes the personal com- token, the kind of social interaction required he or she chooses to join the Movement. By mitment “official”, it also symbolises a social for teamwork cannot take place either - and making the Scout promise, the young person commitment to the others in the group. By thus the Scout Method cannot function. acknowledges that he or she is familiar with their presence, the others in the group show the Scout law and makes a personal commit- that they accept him or her as a member. The minimum level of maturity required for ment to do his or her best to live according to the Scout law and promise (and, indeed, for this code of living. WHAT ARE SOME OF THE IMPLICATIONS FOR the entire Method to function as a whole) is PROGRAMME DEVELOPMENT? an essential point to bear in mind when a Scout WHAT IS IT INTENDED TO DO? association is considering the minimum age at The young people make the Scout promise which a young person may join the Movement. Through the promise, the young person ac- upon entering each new age section. The fact cepts Scouting’s invitation to develop by mak- of doing so is a symbolic commitment to em- WHAT ARE SOME OF THE IMPLICATIONS FOR ing a voluntary decision to accept the Scout bark on a new phase in the voyage of devel- PROGRAMME DELIVERY? law and to assume the responsibility of that opment and to share the way of life inherent decision through personal effort. Making the in the Scout law with a new group of people. Preparing adult leaders in this respect involves promise is the first symbolic step in the proc- The wording of the promise and law there- emphasising the educational function of the ess of self-education. Making the promise does fore needs to reflect the progression in the Scout promise. A key aspect in this respect not imply that the young person must have maturity of the young people from one age concerns the concept, and implications, of proved to be a “perfect” Scout. It is a starting section to the next. “doing one’s best”. As this concept is closely point, not the finishing line. linked to personal progression, it is discussed For the law and promise to fulfil their educa- in further detail in the chapter on this aspect The fact of promising to “do one’s best” refers tional functions, the young people that the of the Scout Method. to making a personal effort to the extent of Scout association addresses need to have de- the young person’s capacity. From an educa- veloped the capacities to understand and to tional perspective, the effort is as important as agree to do their best to adhere to a code of the achievement of the objective. The effort is living. In other words there is a minimum level a personal one, and progress can only be evalu- of maturity below which a child is unable to Page 18 – Scouting: An Educational System WHAT ARE SOME OF THE IMPLICATIONS FOR how interesting the activities seem and, espe- less a visitor to Scouting and cannot experi- PROGRAMME IMPLEMENTATION? cially, on the extent to which the young per- ence the richness of what Scouting can offer. son feels integrated in the group. On the whole, In addition, the prolonged presence of “visi- The way of explaining the promise to the adolescents are likely to want more time than tors” (i.e. those who simply turn up occasion- young people requires attention. They need pre-adolescents to make up their minds. ally for activities) is disruptive for the young to understand the implications of making a people who are committed to Scouting, to the promise - that they are giving their word and At the same time, from an educational per- group’s projects and life together. that they are giving their word to do their per- spective, a balance needs to be struck between sonal best. It should therefore be presented as giving the young person time to make up his Making the promise is a personal act of com- an important act, but not something that they or her mind, and the need for the real educa- mitment. The adult leader’s task, therefore, is need to feel apprehensive about. tional process to start. Until a young person to encourage the young person, but not to makes the Scout promise, he or she is more or force him or her before he or she is ready to Another factor to be borne in mind concerns do so, nor to withhold the right to make the when a young person should make the Scout promise, nor to ignore the matter altogether. promise. Evidently, he or she will need to have A simple way of encouraging the young peo- had time to become familiar with the Scout ple would be to propose several dates over a law and its practical application in the group period of several months. (i.e. that he or she will be expected to make an effort to develop and to adhere to the The adult leader needs to consider how to group’s code of living), and to decide whether make the moment of making the promise a or not he or she wishes to formally join Scout- significant one for the young person - a small ing. ceremony at the end of a camp, for example.

From a young person’s perspective, making the Scout promise is not simply about whether the code of living seems reasonable or not. Doing so is also a decision to continue to take part in activities with the young people that he or she has come to know. External factors apart (schoolwork, other interests, etc.), whether a young person decides to make the promise or not will therefore also depend on Scouting: An Educational System - Page 19 Page 20 – Scouting: An Educational System WHAT IS IT? the sake of knowing how to sew, but because, LEARNING BY DOING for example, they want to put on a play and want Learning by doing means developing as a re- to make their own costumes. Or, for example, sult of first-hand experience - which, after all, is a very effective teacher!

Learning by doing: • reflects Scouting’s active approach to edu- cation. In other words, young people are helped to develop through opportunities for “...It is important to provide children concrete, “hands-on” experience as opposed The Scout Association, U.K. and young people with every opportu- to passively listening to a lecture or watching nity for discovery and experiment - a demonstration. aesthetic, artistic, sporting, scientific, cultural and social.” • applies to the way in which young people gain knowledge, skills and attitudes in each - “Learning: The Treasure Within”, Report to UNESCO of the of the areas of development and thus progress International Commission on Education for the Twenty-First towards their educational objectives. Learning Century, 1996. by doing is thus not limited to “doing” in the sense of learning practical or manual skills. For example, young people learn the mean- ing of responsibility through taking on respon- sibility. “Self-education, that is, what a boy learns for himself, is what is going to • reflects Scouting’s practical approach to stick by him and guide him later on education based on learning through the op- in life, far more than anything that is portunities for experiences that arise in the imposed upon him through instruc- course of pursuing one’s interests and dealing tion by a teacher.” with everyday life. In other words, Scouts do not gain knowledge, skills and attitudes in an - “Scouting for Boys”, Baden-Powell, 26th edition, 1951. abstract context, divorced from reality. In Scout- ing, young people would not learn to sew for Scouting: An Educational System - Page 21 Scouts would not learn to manage conflict sim- In other words, it is the combination of expe- WHAT ARE SOME OF THE IMPLICATIONS FOR ply through a specifically-designed activity, but riencing a code of living, the difficulties and PROGRAMME DEVELOPMENT? through the natural process of sorting out rewards of responsibility, the joys and tribula- whatever disagreements arise in the group (in tions in the relationships that develop with In order to help young people to develop a manner which is consistent with the Scout peers and supportive adults, setting and striv- through extracting what is personally signifi- law!). ing to reach personal and collective goals, etc., cant from what they experience, Scouting must all woven into progressively challenging ac- provide young people with opportunities for WHAT IS IT INTENDED TO DO? tivities that they find stimulating and useful potentially meaningful experiences. that contributes to holistic and balanced de- Learning by doing is a way of helping young velopment. A way of checking whether learning by doing people to develop in all dimensions through is being used to its full potential would be to extracting what is personally significant from As the young people develop through a vast consider the educational objectives for the age everything that they experience. range of experiences, opportunities for new section as a whole (knowledge, skills and atti- and richer experiences come within reach. tudes in each of the development areas) and HOW DOES IT WORK? examine to what extent young people really do have opportunities to progress towards the As young people have a natural desire for ac- objectives through first-hand experience. For tion, challenge and adventure, Scouting chan- example: nels their energy and provides them with a rich learning environment which encourages them to explore, experiment, discover and thus • If an educational objective concerns, say, to develop. Learning by doing stimulates an the development of a sense of interdepend- active approach to life, encourages young peo- ence, one could examine whether: ple to be actively involved in everything that - the way in which the young people operate affects them, helps them to discover all of their together during their activities really provides capacities and make constructive use of them, opportunities for them to contribute different to take charge of their lives, and be actors, not talents, take on useful responsibilities, experi- spectators, in their community. ence the benefits of mutual support, etc;

The motor which drives the educational expe- - there is room for improvement in the kind of riences is the activities that the young people contact that young people have with their lo- take part in.

Page 22 – Scouting: An Educational System cal community so as to foster this sense of With appropriate preparation, this enables the sions. A quiet moment at the end of a meeting interdependence. adult leader to take advantage of the variety or camp can be used to evaluate in general of opportunities that may arise in the local terms how the activity went and to encourage • Examining learning by doing from the per- community, the young people’s ideas on what the young people to express themselves. The spective of educational objectives can help they want to do, particular needs that are ex- young people may perceive the experience in when seeking to help young people to cope pressed, etc. - which cannot be anticipated at different ways, and may actually feel that what with issues likely to affect them - unemploy- national level - so as to offer young people a they have gained from the experience has ment, drug abuse, etc. The first, automatic re- rich educational experience that is really rel- nothing to do with what was originally in- sponse by associations is often to provide in- evant to those particular young people at a tended by the activity. formation and develop interesting activities to given time. help young people to learn about the issue. The purpose for the adult leader here is not to WHAT ARE SOME OF THE IMPLICATIONS FOR insist on what they were “supposed” to have At the same time, Scouting can do much more PROGRAMME IMPLEMENTATION? learned, but simply to accompany them as they to help young people to cope effectively! For reflect for themselves. The atmosphere needs example, how are young people being helped One implication of learning by doing is that to be constructive so that the young people to develop a positive approach to life, to adapt young people are encouraged to experience do not feel afraid to speak. If needed, the code to new situations, to use existing resources in things first and draw conclusions from what of living can be recalled to help young people a creative way, to take initiative, to develop they have experienced later. In practical terms, to reflect on their experience or simply to re- constructive contact with others, etc? this has several implications for the adult mind the young people that each person has leader: a right to express him or herself and that if complaints are to be made, to describe the WHAT ARE SOME OF THE IMPLICATIONS FOR • The adult leader does not need to explain problem and not to attack anyone personally. PROGRAMME DELIVERY? the educational objective of an activity. Not only are the young people likely to be unin- Adult leaders need to have a thorough under- terested, it would limit their spontaneity, lim- • While the adult leader should gradually feel standing of how the Scout Method and the iting the experience to the confines of what comfortable with making use of whatever op- group’s operating structure aim to contribute they may imagine is being expected of them. portunities arise to create an educational ex- to young people’s development, and how the perience, the activities must always respect way in which they are used influences the edu- • On the other hand, verbalising their reac- Scouting’s principles: all activities and the way cational experience that the young people de- tions, feelings, etc., afterwards helps them to they are conducted must be constructive and rive from the activities that they take part in. reflect on the experience and to draw conclu- not destructive for anyone or anything, etc.

Scouting: An Educational System - Page 23 • Difficult decisions that arise for the adult leader include how far to allow a young per- son to experiment or make mistakes before intervening. While the adult leader should al- ways strive to make an activity successful, the success or efficiency of the activity cannot be at the expense of learning experiences. Mak- ing mistakes is an inevitable part of the learn- ing process. However, through experiencing a mistake, a young person can better under- stand what, how and why something went wrong and, perhaps, how to go about things differently next time!

Page 24 – Scouting: An Educational System WHAT IS IT? leader, assumes a general coordinating role and THE TEAM SYSTEM convenes meetings with the other members, Young people have a natural tendency to form (OR PATROL SYSTEM) giving each member the opportunity to take groups of roughly the same age. The team sys- part in the decisions and to be fully involved tem is a way of making use of this natural in the life of the team. tendency in order to provide an environment in which young people enjoy being and in Several of these teams (usually four to six) form order to channel the substantial influence that a Scout unit, supported by an adult leader and peers have on each other in a constructive di- adult assistants. The Scout unit is managed by rection. a council involving the team leaders and the adult leader. What young people gain from living and work- ing together according to a code of living and Although the adult leaders are not members the relationships that develop as a result of a of the teams, they are nonetheless in close con- multitude of shared adventures are as impor- tact with each of the teams and with each tant in terms of their education as the activi- young person. ties in which they take part. While the team is the basic grouping in which In Scouting, young people of roughly the same age operate in small groups of six to eight the young people operate, the young people members. Each small group operates as a team. are also part of the Scout unit as a whole. Dur- Within each team, the young people organise ing the Scout year, there are activities which their life as a group and decide upon, organ- involve the whole of the Scout unit. These pro- ise and carry out their activities. Each young vide opportunities for each team to contribute “Scouting puts the boys into fraternity person has a specific responsibility which he to the well-being of the Scout unit as a whole gangs which is their natural organisa- or she carries out for an agreed length of time and provide opportunities for the young peo- tion whether for games, mischief or which contributes to the life and welfare of ple to get to know the others in the other teams. loafing.” the team and the success of their activities. All these elements combined form an organ- - “Aids to Scoutmastership”, Baden-Powell, World Brotherhood edition, 1944. In each of the teams, one of the young peo- ised social structure and a democratic system ple, acknowledged by the others to be the of self-government based on the Scout law that Scouting: An Educational System - Page 25 “The patrol system leads each boy to see that he has some individual responsibil- THE TEAM SYSTEM IS: THE TEAM SYSTEM IS NOT: ity for the good of his Patrol. It leads each Patrol to see that it has definite A DEMOCRATIC PARTNERSHIP A PYRAMIDAL STRUCTURE FOR THE TRANSMISSION OF ORDERS responsibility for the good of the Troop.”

- “Aids to Scoutmastership”, Baden-Powell, World Brotherhood Adult leader edition, 1944.

Baden-Powell called the “patrol system” 4. Each Team Team person is involved in the government of this mini-society and has a share of the responsi- bility in ensuring the well-being of its mem- bers. Coordinating council

Despite the name, the “patrol system” was not in any way intended to reflect a military-style line of command in which the adult leader Team Team gave orders to be carried out by the patrols. Indeed, if it were to operate in this way, it Team leader would not be able to fulfil its educational func- tion.

4 The terms “patrol” and “troop” continue to exist in Scouting in many parts of the world out of tradition, usually in connection with Scouting for WHAT IS IT INTENDED TO DO? • develop their personal and collective capa- the 11-14 age section, with other terms used in the other age sections. The terms were adopted by Baden-Powell as an inspiration to the young The team system, based on the way in which bilities through pooling and building on their people of his day, probably as a result of his observation of the close young people naturally organise themselves individual skills, talents and experience and cooperation in the achievement of objectives and the mutually supportive as small groups, provides a framework within through the development of a mutually sup- attitude of small groups of men in the army. which the young people can: portive team spirit; Page 26 – Scouting: An Educational System • develop constructive relationships with other Thus, everything that young people experi- • A close-knit group provides a stimulating young people and adults, based on mutual ence as a result of operating in teams can have atmosphere in which each young person trust, which strengthen over time as a result of a considerable impact on their development. makes more of an effort to gain the skills and all the adventures shared together; experience needed for their activities and life HOW DOES IT WORK? together. The greater the skills, talents and ex- • learn to live according to a democratic form perience the young people are able to pool as of self-government in partnership with adults. Initially, the only certain thing that the young a team, the more opportunities are opened up It allows young people to experience build- people have in common is their desire to take for challenging and meaningful experiences - ing a consensus and resolving conflicts, ex- part in activities. Through appropriately de- for the group and for each person. pressing themselves and listening to others, to signed activities, each young person comes to experience making decisions and accepting the realize that many of the experiences are only • This bond helps the young person to de- consequences, cooperating and sharing, tak- possible through a collective effort and so they velop a deeper understanding of the meaning ing initiative and leading, taking on responsi- have to organise themselves as a group (both of responsibility and solidarity. Initially, a bility and following it through. within the teams and as a Scout unit). Thus, young person may carry out a task, turn up at the fact of needing to cooperate stimulates each a rendezvous or help out another member person to play his or her part in making their because it is part of the “rules of the game”. “When people work together on reward- experiences possible and enjoyable through When the young people grow to care about ing projects which take them out of developing and using his or her talents and their usual routine, differences and skills. even conflicts between individuals tend to fade into the background and some- Through taking part in this process with a small times disappear. People derive a new group of people on a regular basis, they get to identity from such projects, so that it is know each other with their strengths and weak- possible to go beyond individual rou- nesses and a bond is created between them. tines and highlight what people have in This bond is important for several reasons: common rather than the differences between them.” • It contributes to a young person’s emotional development through providing a sense of - “Learning: The Treasure Within”, Report to UNESCO of the belonging, a feeling of being appreciated and International Commission on Education for the Twenty-first through providing the basis for the kind of Century, 1996. close friendships that young people may have difficulty in developing elsewhere. Scouting: An Educational System - Page 27 each other, the young person will carry out a It is intended as a partnership between the operating for a year or two may be able to task because he or she knows that the others young people and their adult leader, based on have a greater degree of involvement in run- are counting on him or her and does not want dialogue and cooperation. The adult leader ning their group than a newly constituted to let them down. (and his or her adult assistants) are part of the group of older young people. Scout unit but they are not members of the • The young person who seeks the approval teams. The adults are part of the Scout unit in This means, therefore, that the design of the of peers observes the group’s reactions to his order to fulfil a specific role, i.e. to help the Youth Programme needs to reflect a progres- or her attitudes and behaviour, and thus pro- young people to exercise and develop their sion in terms of self-government in the oper- vides a mirror effect. He or she can thus be capacity for autonomy, solidarity, responsibil- ating structure across the age sections. It will encouraged to develop a greater self-aware- ity and commitment, while guiding each young also require some flexibility in terms of the ness, often resulting in a change of attitude person towards his or her educational objec- extent of responsibilities for youth members and behaviour. For example, the timid are en- tives. in newly constituted groups. couraged to develop greater assertiveness; the “bossy” are made to sense the need to leave Progressive self-government Generally, in the youngest age section the na- room for others. The principle of young people’s participation ture of the decisions to be taken by the young in the government of their mini-society ap- people would be in the choice between sev- WHAT ARE SOME OF THE IMPLICATIONS FOR plies throughout the age range that Scouting eral activities, for example. Responsibilities might be to remember to bring refreshments, PROGRAMME DEVELOPMENT? serves. or materials needed for an activity. In the sub- The design of the team system needs to take Evidently, the sphere of matters on which the sequent age section, decision-making could ex- into account that it involves: young people make decisions and the kinds tend to the theme of the summer camp, for of responsibilities that they undertake in the example, and responsibilities could include A partnership between young people and their management of their teams and Scout unit as looking after the team budget, being respon- adult leaders a whole will be linked to: sible for catering arrangements, compiling a diary of the team’s adventures, etc. • their level of maturity. The level of involve- The team system is not intended as a way for ment will therefore be different in a group of adult leaders to pass down their orders for the 8-10 year-olds than in a group of 15-18 year- A democratic system young people to execute. It is not intended, olds. either, as a way for young people to simply The team system is intended to help young express their wishes and expect their adult • their experience of this form of operation. A people to understand the concept of democ- leader to prepare everything for them. Scout unit of 12-14 year-olds that has been racy through experiencing it in action. Page 28 – Scouting: An Educational System Democracy in the Scout unit is based on: the teams. The roles need to be conceived so ers and the adult leader to make decisions as to appeal to the young people and offer concerning the planning and organisation of • ensuring that the needs and interests of all challenge. The responsibilities must also be activities, discuss difficulties, coordinate the af- are taken into account. This implies always adapted to the level of development and ex- fairs of the Scout unit, etc. striving to reach a consensus. If every deci- perience of the young people - i.e. less com- sion were to be subject to a majority vote, the plex for the newcomers. A Scout unit assembly needs and interests of the minority would be ignored; One of the roles is that of team leader. This Meetings as a Scout unit need to be built into young person’s responsibility is to coordinate the design of the operating structure so as to • adherence to a commonly agreed set of rules, the team, help the team members to reach a enable all of the young people and the adult based on the Scout law; consensus on what they want to do and carry leader to discuss and evaluate the success of out their roles, represent them at the team lead- the activities, but also to evaluate the life of • the fact that the Scout unit supports each ers’ council, help coordinate activities involv- the group, to build a consensus on what could individual, and each individual has a share of ing the whole Scout unit, etc. As it requires be modified and, of course, to celebrate responsibility for ensuring that the Scout unit maturity and experience of how the Scout unit achievements. functions efficiently, and contributes towards functions, this is a role designed for senior improving it for the benefit of all. youth members of the Scout unit. Cohesion between all members of the Scout unit

Democracy in the Scout unit is thus a truly The appointment of the team leaders is also In addition to the organisation of life within participatory form of government. It does not part of the democratic process, based on who the teams, there is also the life of the Scout involve establishing mini political parties, lob- the team members and the adult leaders con- unit to take into account! Summer camps, serv- bies, campaigning to win elections for posi- sider is most capable of doing the job. It is ice projects, etc., involving the whole of the tions of power, or anything else of that nature. important, however, that the role of team leader Scout unit need to be built into the design, is not the only challenging role for senior while still providing time and space for the Roles for each person - with real responsibility! members. teams to be together.

In the Scout unit, democracy starts in the teams A coordinating council Opportunities to experience teamwork with other - as they learn to dialogue and cooperate. The members of the Scout unit design of the team system needs to ensure The team system involves a council which that each person has an active role to play. needs to meet on a regular basis. The council In addition to the need to belong to a small These roles need to involve practical respon- is composed of the team leaders and the adult permanent team, by early to mid-adolescence sibilities - related to the needs and welfare of leader. It is an opportunity for the team lead- young people tend to seek opportunities to

Scouting: An Educational System - Page 29 expand their social horizons and to work with ing the younger members to progress, to inte- WHAT ARE SOME OF THE IMPLICATIONS FOR other young people on the more complex as- grate the code of living, to gain skills, to learn PROGRAMME DELIVERY? pects of their projects. Concretely, this simply how to work as a team, etc. The presence of involves incorporating into the design of the younger members also helps the senior mem- The main areas of support to the adult leader programme opportunities for the young peo- bers to realize the changes in themselves since are to help him or her to: ple to form temporary task forces. they were that age. • understand how this association of teams is A limited range of ages However, when the age range is greater than meant to function as a democratic system of this, the educational impact of the team sys- self-government. The adult leader needs to be The team system offers the greatest educational tem becomes greatly reduced. This is because able to help the teams to build a consensus benefits when it: the difference in the level of maturity will be on what they want to achieve (making sure so great that the young people at either end that the needs and interests of all are taken • enables the teams to operate with a degree of the age range will feel that they have little equally into account), and to help them to of autonomy appropriate to the age group; and in common with those at the other end - and organise themselves; thus will informally regroup according to their • stimulates close relationships between the natural tendency to be with others of approxi- • be able to enrich the young people’s ideas members of the teams. mately the same age! of what they want to do so as to provide op- portunities for the young people to progress The major consideration in this respect is the For the national association, the fact of limit- towards their educational objectives; range of ages within the teams. ing the age range so as to enable the team Generally, the team system works best when system to fulfil its educational function evi- • observe and understand group dynamics and there is approximately three to four years age dently has implications on the number of age guide it in a constructive direction; difference between the youngest and the old- sections that the association offers and/or on • be able to better judge what the young peo- est in a team. the overall range of ages that it addresses. ple are really capable of taking on by them- This is due to the fact that the more mature selves. This means ensuring physical and emo- members of the teams will stimulate the less tional security (of the young people and oth- mature to develop. At the same time, the less ers); being able to overcome the temptation mature members stimulate the sense of respon- to make life easier by organising everything sibility in the senior members and give them oneself; not pushing the young people beyond opportunities to exercise responsibility in help- what they can be reasonably be expected to undertake, etc.; Page 30 – Scouting: An Educational System • judge if and when to intervene, for exam- ally, of course, the other faces will become While some responsibilities will be more com- ple, in a conflict, or when to point out major familiar, too. plex than others to cater to the differing levels obstacles, etc. of capacities and experience of the young It is within the team that the newcomer can people, all of the responsibilities need to be WHAT ARE SOME OF THE IMPLICATIONS FOR most easily become acquainted with the given value in the group. If the young people PROGRAMME IMPLEMENTATION? group’s code of living and to take on a re- regularly try to avoid a particular kind of re- sponsibility which contributes to group life, sponsibility or try to relegate it to an innocent In a newly constituted Scout unit thereby immediately becoming a contributing newcomer or, on the contrary always seem to member of the team. be vying for the same responsibility, then there Typically, a new Scout unit is made up of rela- may be a problem underlying the situation tively few young people who have simply Establishing responsibilities within the teams which needs to be sorted out. come together to give Scouting a try. The adult From the panoply of responsibilities required leader, in this case, will evidently have to take Making a meal together at the end of a day, the lead in proposing activities that interest for the teams to function, the adult leader for example, is not just to learn to cook; it is a the young people and introduce the rules of should guide each young person towards his concrete contribution to the group which helps the game - Scouting’s code of living. or her area of interest, while bearing in mind the young people to operate autonomously. It the young person’s capacities. The task should Initially they may all want to operate as a sin- is also an opportunity to have a chat about not be so complex as to lead to failure, yet how the day went, to get to know each other gle team for a while. There is no point in arti- should be challenging enough to stimulate the ficially creating teams on their behalf. With time better after the heat of the action. The adult young person. they will eventually do so of their own accord leader needs to make an effort to make these routine activities fun. They are only “chores” - as after all, the team system is based on how The adult leader and the young people should if that is the way they are conceived and pre- young people operate naturally! agree on the length of time that the responsi- sented! bilities are carried out by the same people in Helping newcomers to become integrated the group. It should be long enough for the A particular responsibility - team leader In a group that has been operating for a while, young person to have mastered the job and to and has well-established teams, helping new- have gained something from the experience, A particular responsibility which can have an comers to become integrated requires special but it is not a lifetime commitment! After the effect on group dynamics (either positively or attention. By being invited to join a team, the agreed length of time, the responsibilities can negatively) is that of the team leaders. Being a newcomer to Scouting is able to become fa- be presented to the group again, so that each team leader does not mean imposing one’s miliar with a small group of people first. Gradu- person can experience a new role. will. It is primarily listening to the team mem-

Scouting: An Educational System - Page 31 bers, helping them to understand how the team system is meant to function, and coordinating their operations as a team.

The team leaders need to have the maturity to carry out the role and need to have experi- ence of how Scouting operates in the group. While the adult leader will have an influence in deciding which young people are ready to take on such a responsibility, the young peo- ple in the teams need to be associated in the decision. This is because the team leader needs to be accepted as such by the other young people. Inviting the young people to consider who they think best matches a “job descrip- tion” of team leader is one way of associating them in the process.

Page 32 – Scouting: An Educational System WHAT IS IT? connaissance trips ahead of the rest in order A SYMBOLIC to determine whether or not it was safe for A symbol could be described as something the others to follow. They survived through FRAMEWORK familiar which represents something more vast their knowledge of nature and general re- or abstract (e.g. an idea or concept). The de- sourcefulness. sign of the Scout emblem, for example, which is familiar to all of us in Scouting, is symbolic However, it is important to remember that, in nature - the reef knot which symbolises the despite his military background, Baden-Pow- unity of the Movement, and so on. ell sought to promote peace, tolerance and “Had we called it what is was, viz, a goodwill: ‘Society for the Propagation of Moral Symbols are often used to help communicate Attributes’, the boy would not exactly concepts which may not be familiar to people “Our aim is to bring up the next generation have rushed for it. But to call it Scout- through inviting them to think beyond the most as useful citizens with a wider outlook than ing and give him the chance of becom- apparent meaning of things that are already before and thereby to develop goodwill and ing an embryo Scout, was quite another familiar to them. Symbols communicate peace in the world through comradeship and pair of shoes.” through an appeal to the imagination and ex- cooperation, in place of the prevailing rivalry perience - without the need for advanced pow- between classes, creeds and countries, which - ”Lessons from the ‘Varsity of Life”, Baden-Powell, 1933. ers of reasoning or complex language. has done so much in the past to produce wars and unrest.” 5 In Scouting, a symbolic framework is a set of elements which represent concepts which It is also important to remember that Scouting Scouting seeks to promote. began in a particular sociopolitical context “The capacity for awareness of sensory (Britain, in the early 20th century) in which, experiences is critical to the develop- The very name of our Movement - Scouting - as B-P knew, “Scouts” conjured up images of ment of meaning... Meaning derives refers to a symbolic framework invented by adventure, courage and chivalry, close-knit from a profoundly held relation to the its founder, Baden-Powell, and was intended groups, developed powers of observation, re- revelatory power of the symbols. Yet the to appeal to boys in late childhood-early ado- sourcefulness and a simple healthy life in the symbol becomes an objectified ‘other’ if lescence (the only age section - and gender - great outdoors - all qualities which he sought it is not grounded in the senses.” catered to at the time). to promote:

- “The Possible Human”, Jean Houston, J.P. Tarcher, 1982. Originally, the name of Scouts came from sol- diers in the armed forces who went on re- 5 Baden-Powell, Jamboree, 1922. Scouting: An Educational System - Page 33 “By the term of “Scouting” is meant the work symbolic framework, thereby creating a link • stimulates the development of a sense of and attributes of backwoodsmen, explorers, between all members wherever they may be. identity; hunters, seamen, airmen, pioneers and frontiersmen.” 6 In order to cater to the needs of young people • stimulates cohesiveness and solidarity within at different ages, each age section has a sym- the group. As Scouting began to cater to the needs of bolic framework which is expressed as a cen- young people outside of this original age tral theme (inspired by children’s fables, my- HOW DOES IT WORK? group, the need became apparent to develop thology, legendary heroes, a period in history, As a young person grows up, the way in which other symbolic frameworks for them. The sym- etc., or which may be totally invented). It in- he or she apprehends the world and situates bolic framework changes, therefore, from one volves a way of life which represents the per- him or herself in it changes from being pre- age section to the next so as to correspond to sonal qualities and collective way of life which dominantly based on the use of imagination - the young people’s level of maturity and to Scouting seeks to promote and focuses on the focus on the specific needs of the various age major educational need in the educational pro- the “magical thinking” of childhood - to being groups. posal that characterises a given age group. Ex- based on the use of reason and personal ex- amples of such needs are: learning to live to- perience - the “logical thinking” of adulthood. At the same time, however, “Scouting” has re- gether for a young age group, adventure and mained the name of our Movement - and survival for the subsequent age group, explor- Young people frequently project themselves “Scout” is the generic term in English for a ing new horizons, involvement in community into an imaginary world in order to expand youth member of any age. Whatever the term or environmental issues, etc. the confines of the real world in which they used in other languages, the symbolism re- live and in order to explore and resolve vari- mains faithful to the original intention (e.g. WHAT IS IT INTENDED TO DO? ous difficulties which then enable them to “Pathfinder”, or a person who “lights the way”). pass on to a new stage of development. The A symbolic framework builds on young peo- kinds of situations invented and the roles that In many countries, the symbolic framework of ple’s natural capacity for imagination, adven- the young people invent for themselves change Scouts with their troop and patrols is still used ture, creativity and inventiveness in a way as new stages of development are reached and for the late childhood-early adolescent age which: new difficulties need to be sorted out. section. However, whatever the symbolic frameworks used for the various age groups, • stimulates their development in the various The extent to which young people resort to dimensions; “Scouting” remains as an overall “umbrella” their imagination in this sense gradually de- • helps them to identify with the directions of creases as their sense of identity develops and 6 “ Aids to Scoutmastership”, Baden-Powell, World Brotherhood edition, development and the values underlying Scout- their self-confidence in their ability to deal with 1944. ing; situations and to manage emotions increases. Page 34 – Scouting: An Educational System The purpose of a symbolic framework, there- From the perspective of emotional develop- The symbolic framework can contribute to fore, is not to maintain young people in an ment, a symbolic framework provides young social development when all of the young artificial world of make-believe. It is simply a people with constructive opportunities to feel people identify with a close-knit way of life matter of making use of this natural tool in a heroic, chivalrous, courageous, etc. Doing so inherent in the symbolic framework and the way which helps them to enrich every day is a way of developing their self-esteem and is underlying elements of caring for others, re- life, to resolve a number of difficulties that they a release from some of the emotional difficul- sponsibility, etc. face and move on to new stages of develop- ties of growing up, such as the frustration of ment. The symbolic framework, therefore, Finally, a symbolic framework can open the the dependency of childhood and early ado- needs to gradually evolve, as young people way to spiritual development through the fact lescence or feelings of inadequacy. It is not do, from a world of make-believe to a more that it is based on the values inherent in Scout- escaping from reality, rather it is a way of de- realistic setting with a pinch of imagination ing’s principles. It can thus stimulate young added. veloping the inner resources needed to deal people to explore and examine themselves, with it. Even as adults we do not lose this their relationships and life in general in a way A symbolic framework can contribute to the capacity, but we tend to deny it as being “child- which goes beyond material, everyday life, development of young people in a number of ish” - and yet there is even a branch of psy- transforming, for a time, the ordinary into the ways. In terms of intellectual development, the chotherapy that deals with helping adults to extraordinary, the impossible into the possi- use of symbols and imagery can help young recover the capacity to envision overcoming ble, the unobservable into what may be sensed people to grasp abstract concepts. In addition, supposedly insurmountable problems! intuitively. by school-age onwards, school and family tend to give priority to stimulating the capacities Evidently, the fact of identifying with the per- normally associated with the left brain (the sonal qualities and collective way of life in- ability to analyse, reason, present ideas in a herent in the symbolic framework can also structured way, etc.), often at the expense of have an impact on physical, social and spir- the creative, inventive right brain. Through itual development. stimulating the imagination, a symbolic frame- work can help to keep alive the young per- son’s creative, inventive side. Figuring out how The desire to be like the characters in the sym- to cross an unexpected river in the middle of bolic framework, and the fact of having devel- the woods, for example, has more chances of oped self-esteem as a result of it, can stimu- success when one can both analyse the situa- late the young people to overcome apprehen- tion at hand and try to imagine what real ex- sion about a physical challenge, or to take plorers would have done! better care of their health, for example. Scouting: An Educational System - Page 35 WHAT ARE SOME OF THE IMPLICATIONS FOR • Mid to late childhood - the age of socialisation A symbolic framework for this age group gen- PROGRAMME DEVELOPMENT? erally concentrates on this process of Mid-childhood is the age when young people socialisation - facilitating integration and a Whether a Scout association is in the process become capable of logical reasoning and thus sense of belonging to a group, making the code of developing symbolic frameworks for the first start school. As a result, they start to spend of living understandable to all, etc. time, or whether a well-established Scout as- more time with other young people of their sociation is analysing the educational relevance own age outside of the family. • Late childhood-early adolescence - the age of of one or more of its symbolic frameworks survival within the context of a programme review, the It is at this time that young people experiment work involved evidently goes beyond picking with establishing (and frequently changing!) For many young people in this age group, this a children’s story or a period of history out of rules for their games and interaction amongst is the time of the onset of puberty. While the the blue and giving symbolic names to meet- peers in general. Through a process of trial prospect of no longer being a child may be ing places, teams or activities. It also goes be- and error, the young people eventually de- exciting, the many changes that occur can be yond simply substituting “Star Wars” for the velop a system of the rights and obligations of disconcerting. Spurts of growth of limbs or the “Jungle Book” in the hope of “modernising” the members of the group. “That’s not fair, it’s body can cause temporary difficulties in coor- the youth programme. my turn” can be heard all over the world. dination, and even one’s face can seem unfa- miliar! On the emotional front, both parents It is through this process that the young peo- Some of the major points that need to be taken and young people have to adjust to the fact ple start to overcome the natural self- into consideration are outlined below. that childhood is ending, but the wings of adult- centredness of childhood and begin to under- hood are not yet there. Feelings of inadequacy, stand the usefulness of cooperating, sharing Focusing on an educational need frustration and a lack of a sense of identity and organising themselves as a group. come to the fore, although they are often hid- While a symbolic framework can contribute The use of make-believe is often a backdrop den from peers for fear of ridicule. to development in all of the areas, a focus on to their games - the imaginary setting gives a major educational need of young people at purpose to the games and a sense of common Many young people at this time feel the need a certain age helps to ensure the relevance purpose between the “partners”. to prove all kinds of things to themselves. De- and appeal to the various age groups and thus veloping survival skills and other practical skills the potential educational benefit. While this Individually, many young people project them- related to dealing with everyday life becomes major educational need may vary according selves into make-believe situations at this time important in order to prove to themselves and to society or culture, examples of needs gen- both in order to sort out difficulties and emo- others their growing capacity for autonomy. erally considered to be characteristic of par- tions at home and in order to adjust to this ticular age groups are: new social context of peers. Page 36 – Scouting: An Educational System • Mid-adolescence - the age of strong emotions well as exploring new horizons and anticipat- ing the thrill of adrenaline. By mid-adolescence, young people often seek out opportunities for strong emotions and sen- In response to their need to identify with more sations. Inner questioning, the value of friend- mature roles, symbolic frameworks for this age ship, spiritual awakening, universal values, group often revolve around kinds of people ad- concern for global issues, and so on, tend to mired in history - high-adventure explorers, be characteristic of this age group, as well as a people who, despite all the odds, succeeded desire for strong physical sensations often as- something extraordinary, people who have sociated with risk-taking behaviour. made a lasting contribution to society, etc.

Many young people feel that they are not • Mid to late adolescence - the age of voyages “taken seriously” by the adult world. Some seek opportunities to prove their capacity to take Much of the social concern felt before still re- an active role in society with real responsibili- mains, except that this is also an age when ties, or feel a strong desire to widen their ho- many young people hit earth with a bump! A rizons - meeting new people and seeing new desire for full independence from parents is places. Others retreat into a phase of apparent coupled with apprehension about being able Nonetheless, a sense of responsibility towards apathy. At the same time, their desire for strong to actually deal with it all. Worries about stud- others starts to develop at this time. physical sensations, to test their limits or es- ies, choosing a career, finding a job as well as cape from problems, draws many towards the fear of solitude in the big wide world and Situations and roles invented at this time are high-risk activities. the joys and tribulations of romance tend to often to do with physical prowess and attrac- characterise this period. Although many young tiveness, heroism and courage. Relationships within the group can become people may leave Scouting at this time, quite very important, with strong friendships and a few still appreciate the idea of carrying out A symbolic framework for this age groups needs equally strong clashes of personality. Situations projects together, organising travel expeditions, to become a little more realistic, concentrating and roles invented at this time (romance apart!) examining new lifestyles and potential career on personal and collective survival and re- include being taken seriously by adults, achiev- opportunities, getting to know new kinds of sourcefulness. ing a mission of some sort, being able to or- people, helping out on community projects - ganise themselves as efficiently as adults, as preferably as far away from home as possible!

Scouting: An Educational System - Page 37 If actually travelling abroad is financially im- Examining potential or existing themes cial nature, themes from “pop culture” should possible in some cases, every country offers be avoided. untold opportunities for voyages of discovery! In addition to considering symbolic frame- works from the perspective of progression • Is the theme likely to appeal? Symbolic frameworks for this age group gener- from make-believe to reality and a specific ally concentrate on a voyage of discovery and educational focus, there are several other “Glorious” periods in sociopolitical history and self-discovery - with stops to give a helping hand considerations to be borne in mind. These even economic expansion have had an influ- and get to know others along the way. include: ence on the choice of themes representing heroism, courage and chivalry in more than Establishing the framework • A theme from the young people’s cultural one country over time. Themes designed to heritage or a non-culture-specific theme? stimulate pride in one’s people and country Before starting to think about potential themes, may well be a consideration, particularly in the question to ask is: what educational con- A theme inspired from one’s cultural herit- countries that have gone through difficult times. cepts should be highlighted through the use age (legendary heroes, history, etc.) can Themes of this nature, however, should be of symbolism? The answer to this requires ex- stimulate a sense of affinity with the culture considered carefully. In no way must a theme amining the educational proposal for the age heritage of the young people. This can be serve to stimulate, nor be likely to result in, a nationalistic attitude, racial tension, territorial section, the values underlying Scouting, the an important consideration in choosing disputes, etc. needs of young people at different ages, and themes for young people who suffer from a so on, and to see how these concepts could lack of cultural identity - which can arise for In fact, the major considerations in finding be symbolised in the operating structure and a variety of sociopolitical reasons; or it may themes likely to appeal to young people are the application of the Scout Method - in other be an almost automatic choice in societies largely the same as the considerations in find- words, in what the young people are actually with a relatively homogeneous cultural back- ing themes of educational relevance: a) Does going to experience. ground. the theme offer the right proportions of make- believe and reality for the age group? (Not The next question would be to see if the con- The choice may be a different one, how- many 16-year-olds, for example, are likely to cepts short-listed make a coherent whole or ever, for Scout associations which cater to be inspired by characters from children’s fa- whether some are really peripheral and could young people from a variety of ethnic back- bles) and b) Do the key characteristics of the be cut out. Symbolism is meant to enrich the grounds - whose cultural heritage should be theme sound mature to the young people it is Scouting experience, not weigh it down! considered? One option could be to look intended for? (The theme is more likely to for culturally neutral themes - inspired by appeal if it corresponds to the needs of the nature or mythology, for example. In any stage of development that they are about to case, due to their ephemeral and commer- enter.) Page 38 – Scouting: An Educational System • Is the theme coherent with Scouting’s If the theme of a camp is all about resource- our (red, blue, etc.) may also be used to sym- educational proposal? fulness and personal survival, is there not a bolise the theme of the age section and rein- contradiction with the theme if the teams as- force their identification with it. It is important Whatever the symbolic framework chosen, the semble pre-cut planks of wood for picnic ta- to make sure that the theme comes across in way of life must reinforce, and not contradict bles? an exciting yet mature way which helps the in any way, Scouting’s aims, principles and young people to feel that they really are “ex- method. A symbolic framework which involves An examination of the themes currently used plorers” or “pioneers”. any hint of discrimination against other peo- for symbolic frameworks in an association may ple, or any form of disregard for nature and well show that the themes in themselves are WHAT ARE SOME OF THE IMPLICATIONS FOR the environment would not, for example, be still perfectly valid - but are they really being PROGRAMME IMPLEMENTATION? compatible with promoting peace and human used to their full potential? understanding or respect for the integrity of There are a thousand and one ways of mak- the natural world - even in make-believe. WHAT ARE SOME OF THE IMPLICATIONS FOR ing a symbolic framework come alive in the PROGRAMME DELIVERY? group. The adult leader needs to feel comfort- Making the most of a symbolic framework in the able with the symbolism so that the theme Youth Programme The adult leader needs to understand what a comes across as a natural part of what Scout- symbolic framework is and what it is meant to ing for that age section is all about. It is also Clearly, a symbolic framework is more than do in general and, more specifically, to be- crucial that the adult leader makes the theme simply adding “colour” to the Youth Pro- come familiar with the symbolic framework come across as real and mature. From the gramme - although it does that too. In a way it for the age group that they are working with young people’s point of view, they need to is like a coloured thread, woven in the fabric and the specific need that it aims to respond feel that they really are explorers or Scouts, of the Youth Programme. Of course, symbolic to. otherwise it kills the magic of it all - which is names are used for the meeting places, teams, hardly the purpose. the themes of camps and so on, although it is The symbolic framework needs to be reflected more than that, too. How, for example, is the in the booklets and other tools written for the The adult leader will, at times, need to take symbolic framework - and the educational need young people themselves. The theme would the initiative and invent connections as he or that it aims to respond to - reflected in the normally be reflected as a leitmotif adding “col- she goes along - for example in the way an operating structure of the unit? For example, our” to the subject being dealt with (planning activity is proposed or carried out, the theme if a symbolic framework concentrates on ac- a camp, explaining personal progression, or of a community service camp, etc. Gradually, tive participation in society, does each young whatever), and would also be reflected through the young people will come up with their own person have the opportunity to take part in stories, anecdotes, illustrations related to the ideas - the choice of team names, of how to decision-making and take on responsibilities? theme. The predominant use of a certain col- make their meeting place more like an explor- Scouting: An Educational System - Page 39 er’s base camp, or a Scouts’ den or an action group’s office, for example.

The use of a specific theme for an age section does not preclude the use of other themes during the year for a particular project, camp or whatever in order to add excitement and a new learning perspective. This will involve thinking about the educational objectives of the event, what the young people are actually going to be doing and seeing what can be done to make the theme come alive - decora- tions, costumes, specific activities, even what, where and how they cook dinner can all add to the experience!

The adult leader also needs to ensure that way in which the group operates, including his or her relationship with the young people, does not contradict the educational need that the theme is meant to respond to.

Page 40 – Scouting: An Educational System NATURE WHAT IS IT? HOW DOES IT WORK? Nature refers to the natural environment - the Nature contributes to personal development woods, the plains, the sea, the mountains, the in many ways. The most obvious examples desert - as opposed to artificially created envi- are those which relate to each area of devel- ronments, such as the school yard, concrete opment: campsites and crowded cities. Nature also re- fers to what Baden-Powell called the “harmo- • Physical development: nious whole” of the “infinite, the historic and the microscopic”, and humankind’s place in Nature offers fresh, unpolluted air, space in it. which to run and expend energy, opportuni- ties for all kinds of inexpensive physical ac- Nature, as an element of the Scout Method, tivities which provide strong physical sensa- refers to the immense possibilities that the tions, opportunities to test limits of endurance, natural world offers for the development of coordination, the speed of reflexes, and so on. the young person. • Intellectual development: WHAT IS IT INTENDED TO DO? For the younger Scout (and even for older Contact with nature is intended to: ones!) nature provides innumerable opportu- nities to explore and develop the senses and • contribute to the development of the young to develop skills of observation and other fac- person in all of the areas of development in a ulties: colours, shapes, sizes, movement, lis- holistic way; tening to sounds, distinguishing smells, feel- “Every flower of the field, every fiber of a ing different textures, and so on. plant, every particle of an insect, carries • provide an ideal setting in which the Scout with it the impress of its Maker, and can Method can be applied. Nature can help young people to analyse situ- - if duly considered - read us lectures of ations; to use their imagination and powers of ethics or divinity.” reasoning; to find creative and appropriate ways of overcoming difficulties, using a mini- - “A Natural History”, Sir Thomas Pope Blount, 1693. mum of available resources; and much more.

Scouting: An Educational System - Page 41 Being in nature also provides a wealth of op- portunities for young people to understand concepts of interdependence (e.g. through having to cooperate at camp), perceive net- Here I am camped by a rushing river between forest-clad hills. works of relationships, how systems function Heaven is not a vague something somewhere up in the sky, but is right here in (e.g. through observing wildlife), and so on. this world in your own heart and surroundings. By a camp fire the mind can open out and receive great thoughts and higher • Emotional development: impulses. Nature offers many opportunities to explore The study of nature brings into a harmonious whole the question of the infi- feelings and emotions. The peace and tran- nite, the historic and the microscopic as part of the Great Creator’s whole. quillity of being in nature helps one to stand Don’t be content with the what but get to know the why and the how. back from everyday problems and irritations. At night in a tent, the young person has to If you ever feel hopeless about getting on to success in life from a small begin- face his or her irrational fears and overcome ning remember that even that great strong tree, the oak, began at first as a them. little acorn, lying on the ground. Patience has more to do with success than almost any other quality. • Social development:

Boys can see adventure in a dirty old duck-puddle... Without adventure, life A camp, far away from home and the trap- would be deadly dull. pings of civilisation, is when young people As we get into our crabbed old age, we are apt to forget that we were once are able to really get to know each other with youngsters. their strengths and weaknesses. The simple activities of everyday life, such as making God has given us a world to live in that is full of beauties and wonders and meals, organising the living space, etc., bring He has given us not only eyes to see them, but minds to understand them, if out the meaning of interdependence. Helping we only have the sense to look at them in that light. each other is a necessity, the problems faced are real. Solutions to conflicts have to be found because one cannot just walk away and go - Compilation of Baden-Powell’s texts home. Racing down a river, trekking up a mountain, taking an impromptu shower in the rain after a hot and dusty day, huddling together Page 42 – Scouting: An Educational System for warmth sharing a hot drink are all experi- Getting back to essentials Living in harmony with nature ences which can help to form close relation- ships and a sense of solidarity which city life From a more holistic perspective of education, When young people are able to appreciate a does not always offer. contact with nature can help the young per- simple life in nature in this way and are able son to get back to what is essential and real in to leave their consumer lifestyles behind, they • Spiritual development: life. Today, more than ever, young people are can better understand the need to live in har- growing up in a world in which it is becoming mony with nature and to protect it. A spiritual awareness can develop from sim- more and more difficult to distinguish between ply taking time to discover and contemplate what is essential and what is superfluous, be- the many wonders of the natural world. Tak- tween what is urgent and what can wait, be- ing time, for example, to observe and think tween what is authentic and what is superfi- about how insects go about their lives, oblivi- cial - in short, between reality and illusion. ous of the presence of human giants; or tak- ing time while watching for shooting stars in the night sky to think about how tiny we are “{Camping in nature} makes me feel freer... compared to the vast, mysterious universe. You have to get away from the usual com- Taking time to sense a feeling of awe and time- forts, and deal with things... You really lessness inspired by landscapes. realise it afterwards.” Nature offers innumerable opportunities for in- - “Educational impact of Scouting: Three case studies on adolescence”, ner questioning. Once the mind has opened WOSM, 1995. up, then the young person can more fully ex- plore and freely adhere to his or her religious heritage. In nature, miles away from the nearest road, let alone telephone, the young person is forced “He who is in harmony with Nature to face reality. City fashion, social backgrounds, hits the mark without effort and “With the color that paints the morning acting “cool” disappear in the wind when a apprehends the truth without think- and evening clouds that face the sun, I storm is blowing. The simple pleasures of life ing.” saw then the whole heaven suffused.” - feeling the warmth of the morning sunshine, watching the stars at night, swimming in a river - Confucius - “Divine Comedy”, Dante. - can make even the most sophisticated elec- tronic game fade from memory. Scouting: An Educational System - Page 43 Gaining a sense of the historic world in which they live. It is simply intended On another level, use can be made of a natu- to help them to discover a world that they ral setting for all kinds of physically challeng- Rubbing sticks of wood to make a fire, finding may not otherwise have thought to explore, ing activities, personal and collective survival a source of water, picking edible berries for to look beyond material values, to enrich their activities, such as orienteering, learning the lunch, gazing up at an age-old tree can help experience of life in a way that can serve them basics of camping skills, overnight hikes, etc. to make young people gain a sense of history, in every day life to think through what is es- Nature can thus help to make young people to consider how far mankind has come - and sential and what is really unimportant. more conscious of their capacities and their where mankind is going. need to progress - through testing their physi- cal limits, their resourcefulness, their capacity Understanding the value of the code of living WHAT ARE SOME OF THE IMPLICATIONS FOR PROGRAMME DEVELOPMENT? to deal with difficulties and avoid danger, to A Scout camp in nature offers both simplicity cooperate as a team, etc. Even a small amount and intensity of experience. It is often after While it is generally not feasible for all activi- of time to rest by a river or under a tree after a such a camp that young people feel that rela- ties to take place in nature, contact with na- tiring activity can help young people to gain a tionships have become much stronger and the ture is an essential part of Scouting. As con- feeling of peacefulness. values underlying the code of living can sud- tact with nature can help young people to denly make real sense to them. develop in so many ways, it is just as impor- Learning about nature tant for the young person growing up amidst The use of nature in Scouting is evidently not the concrete and plastic of the cities as it is for Most young people follow classes in geogra- intended to shut young people off from the the young person growing up in a tin-roofed phy and biology at school. In Scouting, activi- hut in a shanty-town. ties which involve learning about nature are not intended to reproduce what schools are Education through nature already doing, nor to concentrate on practical “Human life is embedded in nature, application classes to complement book-based humans are caught up in natural sys- Nature can be the setting for many kinds of theory. tems; to act as though this is not the case activities - even when the primary educational harms nature and ultimately endangers objective of the activity is not directly related In Scouting, knowledge is not amassed for its human survival.” to nature. In such cases, whatever the primary own sake! Activities about nature combine educational objective, an underlying objective knowledge and skills based on the young peo- - “Global Teacher, Global Learner”, Graham Pike and David Selby, is simply to help young people to feel com- ple’s interests and, in the way that they are Hodder and Stoughton, 1989. fortable with being in nature (for some this conceived and carried out, contribute to the may be a big step!). development of attitudes. Page 44 – Scouting: An Educational System be extremely useful when camping near a for- have developed an emotional link with what- est! Learning to make a bird call, figuring out ever it is they are going to try to protect. When how to construct the equipment necessary for a group of even young Scouts, for example, an experiment that they are interested in, learn- have enjoyed running along their favourite ing basic agricultural skills and making tools, stretch of sandy beach, and return to find it etc., offer opportunities for young people to covered with litter, woe betide the next per- progress towards all sorts of educational ob- son they find dumping their rubbish on the

., Robert M. McBride, 1944. jectives. shore!

Action for nature and the environment WHAT ARE SOME OF THE IMPLICATIONS FOR PROGRAMME DELIVERY?

, Roland Coe. N.Y Evidently, environmental protection activities ” are a regular part of any Scout programme - The adult leader needs to have some enthusi- and many can even be carried out in the mid- asm for life in nature and to understand how dle of a city. In Scouting, young people’s first to make use of it in order to strengthen the encounter with environmental protection is Scouting experience. He or she need not be simply the fact of applying their code of living technically competent in the skills required for

The little Scouts in Action to the environment in which they are carrying “ all activities, but needs to find adults who are. out their activities - respecting the natural habi- tat of the flora and fauna by not leaving litter, “Where do you suppose the ensuring that their cooking fire is properly WHAT ARE SOME OF THE IMPLICATIONS FOR RABBIT tracks went?” extinguished, not wasting natural resources, PROGRAMME IMPLEMENTATION? refurbishing existing materials and tools for use as opposed to always buying new, and so on. In a new group in which the young people are not used to living in contact with nature, It would be a mistake, however, to assume the adult leader should take special care to When at camp, observing the social organisa- that an environmental protection activity will ensure that the first experience goes smoothly tion of a colony of ants, for example, can open necessarily lead to a greater inner concern for and is enjoyable. If the young people show the young people’s minds to a fascinating nature. The greatest impact is when young an interest in physically challenging activities, world that they may otherwise have missed - people decide to undertake such an activity this would be a better starting point in devel- or trodden on. Being able to distinguish be- as a result of having had an opportunity to oping contact with nature than an environ- tween the pawprint of a rabbit and a bear can explore and discover aspects of nature and to mental protection activity. Scouting: An Educational System - Page 45 Camps in nature greatly facilitate the integra- tion of new members in the group. A camp should therefore be planned a few months after the start of the new Scout year, with several others to follow. The adult leader needs to encourage curiosity, exploration and discov- ery, create a positive atmosphere, and use op- portunities to recall the code of living. If camp- ing in the wild is not allowed or is too danger- ous, then at least the site should be as far away from other campers as possible.

Evidently, developing contact with nature in the group is not just a question of activities. It is also a matter of promoting a simple lifestyle in general and a basic respect for all things living.

Page 46 – Scouting: An Educational System PERSONAL WHAT IS IT? WHAT IS IT INTENDED TO DO? Personal progression focuses specifically on Quite simply, as described above, personal PROGRESSION helping each young person to be consciously progression is intended to help the young and actively involved in his or her own devel- person to develop the inner motivation to take opment. charge of his or her own development; to progress in his or her own way at his or her The progressive scheme is the main tool used own pace in the general direction of the edu- to support this element of the Scout Method. cational objectives of the age section; and to It is based on a set of educational objectives recognise the progress made. prepared by the national association for the age section, established according to the HOW DOES IT WORK? knowledge, skills and attitudes that a young person could reasonably be expected to have Many schools around the world face intense gained in the various areas of development pressure to ensure that young people reach or by the end of that age section. surpass a common level of knowledge in aca- demic subjects or of vocational skills that are Presented in an attractive and stimulating way, intended to serve as a passport for the job it provides a tool for each young person, with market. the help of the adult leader, to: In turn, by adolescence, young people also • work out a set of personal development face intense pressure. The subjects tend to be objectives; imposed, not freely chosen, individual paces of learning can rarely be taken into account “Would you tell me, please, which way I • establish how, in concrete terms, he or she due to the deadline of exams and, while hav- ought to go from here?” or she intends to reach those objectives; ing passed an exam or done better than one expected can procure a sense of achievement, “That depends a good deal on where you • carry out his or her intentions at his or her want to get to,” said the Cheshire Cat. it is also dependent on relative ranking - how own pace; many did better or worse. - “Alice’s Adventures in Wonderland”, Lewis Carroll. • evaluate, recognise and celebrate the progress made.

Scouting: An Educational System - Page 47 Some young people are able to sail through, The progressive scheme The fact that the young person must choose others struggle along. Many others fall into a to join is the foundation on which an inner vicious circle whereby a lack of inner motiva- • Stages of progression motivation to develop can grow. In addition, tion and a fear of failure leads to little effort the fact that all of the young people in the being made, thus increasing the chances of The framework consists of a number of stages group are together and are undertaking things not feeling a sense of achievement. of progression for each age section. together because they want to helps to create a mutually stimulating atmosphere. Being able to pursue real interests, discover The first stage which young people work to- talents, and discover what it feels like to have wards is the one in which the young person The fact that Scouting simply asks each young a real sense of achievement in a noncompeti- makes a voluntary commitment to Scouting person to “do his or her best” is central to tive atmosphere is crucially important for the symbolised by the Scout promise. It is not a personal progression. There are no competi- young person. Ironically, the reaction of many test to pass. Simply, for the young person to tive tests, no ranking according to who did parents to low academic achievement at school be able to make a truly voluntary commitment, better or worse. The only competition is with is often to restrict or even ban outside activi- he or she must have experienced Scouting in oneself. Not only does this help to reduce the ties so as to devote as much time as possible action, be willing to share in the tasks of group fear of comparison and of failure, it is also a to school work. life, become familiar with Scouting’s educa- factor which stimulates the development of tional proposal for the age section, have un- deeper and more authentic relationships in the Scouting, of course, is not specifically aimed derstood the Scout law and how it translates group - as there is no undercurrent of tension at young people who are having difficulty at into a code of living that are the “rules of the created by competition. school! It simply provides a way for all young game”. people who choose to join to widen their ho- A close-knit group has a tremendous influence rizons, to develop in ways that schools rarely on stimulating progress in terms of attitudes While schools, parents, friends, and so on, may deal with, to have an opportunity to shine - such as tolerance, solidarity, responsibility and each in his or her own way - through the pur- encourage - even push - young people to give commitment towards the group, and provides suit of his or her own interests and educa- Scouting a try, ultimately, it must be up to the emotional support. In addition, in general tional objectives. young person him or herself to decide to join terms, the closer-knit the group, the more they and make a personal commitment to Scouting can achieve together. The more they can - and to decide when to leave. This is based achieve together, the more opportunities there on the concept that a young person will only are for each person to progress. truly progress if the motivation to do so comes from within - no one puts much energy into The number of subsequent stages will gener- something if they would rather be elsewhere. ally depend on the age range of the age sec-

Page 48 – Scouting: An Educational System tion and each lasts usually no more than one a different role involving new skills and kinds ment are thus related to what is needed in year. Each stage proposes a number of gen- of responsibility. order to live Scouting to the full. For a young eral educational objectives covering knowl- Scout, learning to pack a rucksack and remem- edge, skills and attitudes in all of the areas of In this example, knowledge, skills and atti- bering to bring what he or she is going to development and, generally, a number of ac- tudes form a whole related to both the devel- need is useful. Technically, one could say that tivity ideas based on the educational proposal opment of the young person as an individual being able to do so is a sign of intellectual of the age section which offer ways in which and as a active member of his or her commu- development (as it requires analysis and the young person can progress towards the nity - in this case, the Scout unit. memory, etc.), but it is also a sign of growing objectives. The young person then personal- autonomy - in this respect at least, the young ises each of the objectives, with help from the The amount and kind of responsibility gradu- person does not have to rely on anyone else, adult leader. ally grows as the young person becomes ca- nor is the person a burden on the others. pable of doing so. Helping someone else in An example could be a general educational the group to “learn the ropes” requires leader- • Proficiency in areas of personal interest objective related to developing the ability to ship skills - such as patience, an encouraging take on responsibility and making a concrete attitude and so on. At the same time, it helps a In addition to the stages of progression, the contribution to group life. From the variety of “senior” member to realise the progress made progressive scheme offers a variety of oppor- roles to be undertaken in order for the group since he or she first started to “learn the ropes”, tunities to pursue personal interests. Usually, to function effectively, there could be respon- and the ability of the “senior” member stimu- it offers a number of options within a variety sibilities to do with growing vegetables for the lates the “junior” member. of categories related to the educational objec- group’s meals, learning to take charge of the tives - manual skills, organisational skills, ar- team budget, taking on the responsibility of The contact stimulates constructive relation- tistic expression, community service, account- being a team leader, etc. With the help of the ships and thus a closer-knit group. The au- ancy, etc. The young person is encouraged to adult leader, the young person identifies his tonomy of the group grows as each person choose options in each of the categories dur- or her areas of interest, the level of responsi- becomes more autonomous, responsible, sup- ing his or her time in the age section so as to bility and the time commitment required, and portive and committed. help the young person to widen his or her so on. horizons, discover new interests and talents What a young person gains through Scouting and develop new skills. After an agreed length of time, the young per- is not abstract - it always relates to helping the son can then take on greater responsibility in young person to enrich his or her life today. The interest areas are not an “add-on” to the a way which involves new skills, for example In each stage of progression, the ways in which group’s activities; they are an integral part of by helping someone else to learn how to grow the young people gain the skills, knowledge them. The interest areas are chosen according vegetables. The young person can then try out and attitudes in the various areas of develop- to the skills and knowledge that need to be Scouting: An Educational System - Page 49 acquired for the group to carry out the projects his or her personal objectives and the amount • Publicly recognising progress agreed upon. Once chosen, the young person of effort made, i.e. “doing one’s best”; works towards completing a number of re- Progress needs to be recognised. The young quirements resulting in a certain degree of • the feedback of the other young people in person needs to know that he or she really proficiency. contact with him or her and of the adult leader has made progress and to feel a sense of in terms of observable changes in the young achievement. The young person also needs to While the young person may gain the knowl- person in everyday life and in the observable feel that others have noticed and acknowledge edge and skills in these interest areas during amount of effort that the young person has it. Scout meetings or at other times during the made. week, with others or alone, the young person Simply offering a few words of praise is an shares what he or she has learned with others When the young person’s personal progress informal way of recognising progress and is and the skills and knowledge are put to use in meets the general requirements of the stage of important to sustain the inner motivation of their projects. progression, he or she formally passes on to the young person. In addition, a more formal the next stage. way of recognising progress is equally impor- The requirements, of course, are formulated tant. A small ceremony at the end of a mid- in such a way as to provide the young person Concerning progress in the specific areas of year evaluation, for example, serves as an oc- with the latitude necessary so as to be able to interest, progress is evaluated in terms of the casion for the whole group to publicly ac- progress towards his or her personal objec- effort made, the level of proficiency gained knowledge each other’s progress. A token of tives. and the use that has been made of it in con- that achievement, such as a badge, a certifi- tributing to group life and the success of the cate or even a photograph or drawing of the • Evaluating progress group’s activities. General attitudes are thus achievement represents tangible proof to the built into the criteria of evaluation even in terms young person that he or she really did achieve Personal progression is evaluated in terms of of proficiency in skills or knowledge gained. something special. That sense of achievement progress towards the personal educational A young person may have become very profi- helps to build up motivation again to forge objectives of the young person, based on the cient at repairing bicycles, but if he or she is at ahead. framework of general objectives for the age the stage of helping another young person to section in each of the areas of development. It learn the same skills and gets angry every time Of course, the proficiency badges and pro- is evaluated by: a mistake is made, then there is room for im- gression awards are not meant to be stuck on provement! uniforms or hung on walls to show off or for • the young person him or herself - in terms decoration. The fact that a young person has a of the changes perceived since he or she set certain level of proficiency in a particular skill

Page 50 – Scouting: An Educational System means that the others can count on the young skills is relatively easy. However, whether or WHAT ARE SOME OF THE IMPLICATIONS FOR person to make use of it. not what the young person learns goes in one PROGRAMME DEVELOPMENT? ear and out the other depends largely on his Putting one’s skills and talents to use in the or her interests, the personal challenge in- The progressive scheme needs to: group is a way of building on the progress volved, the perceived usefulness of whatever through practical use and is also a way of it is, i.e. the practical applications of the skill • be conceived with the application of the making sure that the progress is not simply or knowledge, and the extent to which the Scout Method in mind; recognised by the others but actively appreci- skill or knowledge is actually put to use over ated! For a young person in the senior age time. • be simple and clearly related to recognis- section, passing a driving test can be a great able “milestones” marking personal progress; moment for someone who has gone to great In terms of attitudes, activities on cooperation, lengths to save up and practice, but how more empathy (seeing problems from the other per- • be attractive to young people; enriching it is to also be the one to drive the son’s perspective), peace and human under- • serve to motivate young people to make team to an activity site. standing, and so on, can be useful - but they progress in their personal development; are primarily eye-openers. Long-term progress Personal progression as an integral element of in terms of attitudes comes far less from spe- • be easy for young people to understand and the Scout Method cific activities than through the way in which use with the help of the adult leader; knowledge and skills are pooled and shared As we have seen, personal progression involves so as to benefit everyone, through experienc- • make full use of the symbolic framework the development of knowledge, skills and at- ing life close to nature, the sense made of the for the age section; titudes in all areas and the development of the code of living through everyday experience, whole person as an individual and as a mem- the joys and tribulations of life as a group, a • be adapted to the age of the young people ber of society. The progressive scheme is a mutually supportive atmosphere, and so on. in the age section concerned; useful tool in this respect. However, a tool by itself can be of limited effectiveness - it is the Routine activities, therefore, are just as impor- • offer choice to young people; way in which it is used which makes it effec- tant in stimulating personal progress as the tive. In this case, it is the use of the entire special ones. For example, the connection be- • be sufficiently flexible, while covering all Scout Method which makes the tool really tween making supper or walking together in the areas of development, so that the young work. a small group and emotional development may people can build their own personal objec- not be obvious, but there can be one if a young tives, based on their interests, capacities and Designing or enriching activities intended to person really needs an opportunity to talk socio-cultural context. help the young person to gain knowledge and through a personal problem. Scouting: An Educational System - Page 51 At the same time, as an integral element of the ties and life in the group; how progress is evalu- Building self-confidence Scout Method, personal progression requires ated and recognised; and describe the profi- looking beyond the tool of the progressive ciency areas and requirements. The adult leader needs to try to discover any scheme. It also means looking at how all the particular talents or skills that the young per- elements of the Scout Method can be used to Similar tools to help adult leaders fulfil their son may have and find a way for the young create an environment which stimulates inner role will also need to be developed. person to put them to use. The point is not to motivation, offers encouragement and support, get the young person to “show off”, but sim- and helps the young person to develop as a WHAT ARE SOME OF THE IMPLICATIONS FOR ply to feel good about being able to do some- whole person. PROGRAMME IMPLEMENTATION? thing.

Helping the newcomer to discover Scouting The situation or activity that enables the young WHAT ARE SOME OF THE IMPLICATIONS FOR person to use a particular talent needs to ben- PROGRAMME DELIVERY? In terms of helping a young person to take efit the group in some way - even if the skill is charge of his or her development, the first task purely of entertainment value. This is impor- The progressive scheme will need to be pre- tant in terms of helping the others to accept sented clearly to both adult leaders and youth of the adult leader is to try to get him or her the newcomer and for the newcomer to sense members. Special handbooks or other infor- interested in Scouting! However exciting the the appreciation of the others and to feel use- mation should be designed for youth mem- background reading materials make Scouting ful. Young people are sensitive, however. If bers in each age section. These should: sound, and however much the activities de- scribed correspond to the young person’s in- the situation created is obviously artificial, or • introduce the Scout Movement and the age terests, reality has to live up to his or her ex- if the adult leader were to make a big deal of section concerned; pectations! one person’s talent, then the young person could be extremely embarrassed. • describe the application of the Scout Method For a newcomer, the general group atmos- to that section (team system, symbolism, etc.); By the same token, the adult leader also needs phere, the leadership style of the adult leader, to observe whether the newcomer appears to the perceived relationships between the young • present the progressive scheme (personal have any apparent difficulties so as to avoid people and between the young people and development areas, section educational objec- situations which could be potentially humili- the adult leader, the extent to which the young tives); ating. The difficulties will of course be borne person feels welcome, etc., are vitally impor- in mind by the adult leader as particular areas • explain how personal educational objectives tant factors in whether or not a young person to be worked on when helping the young are determined through dialogue with the adult is likely to stay beyond the first meeting. person to establish his or her personal objec- leader; how they are attained through activi- tives. Page 52 – Scouting: An Educational System Helping the young person to set personal person can be invited to write down the plan so that each young person in the team has an objectives or record it in some way in his or her own opportunity to progress towards his or her words so as to serve as a reminder of the young objectives through playing a part in making Assuming that the young person has made up person’s intentions and, later, as a way of look- the team’s activities a success and contribut- his or her mind to join the Movement, then ing back at the progress made. ing to group life in general. the adult leader needs to help the young per- In order to help the young person to do so, son to establish a set of personal objectives. Every so often, the adult leader will need to the adult leader needs to be able to make an This can take place as a one-to-one chat with stand back and think through whether there is educated guess as to whether the educational the adult leader, or it could even take place in anything in the way in which the Scout Method objectives and the ways chosen to try to a team setting, depending on how comfort- is applied in the group that could be used to progress are realistic for that person. If the greater advantage. able the young people feel with each other. ambitions are too low, the adult leader can encourage him or her to go a little further. If The idea is for the adult leader, on the basis of the challenge is too great, the young person is Sustaining motivation and providing support to the general educational objectives for the age likely to become demotivated very fast. At the overcome difficulties section, to: end of the day, however, the challenge has to be determined by the young person him or Just as everyone develops at different rates at • help the young person to explore how the herself - a challenge set by someone else be- different moments in the various dimensions, objectives translate into his or her own situa- comes meaningless. so too the motivation to progress goes through tion; ups and downs. As the young people discover Facilitating the young people’s progress that being in charge of the menus for the sum- • examine his or her current level of capaci- mer camp is not quite as easy as it seemed, or ties as compared to the objectives (as well as Facilitating the way for each young person to the creation of the set for the play they had any difficulties that need particular attention); progress towards his or her personal objec- agreed to put on was being held up due to an tives can be quite a challenge for the adult uninspired scriptwriter, frustration and wan- • work out how the young person intends to leader! Of course, the national Scout associa- ing interest can easily set in. make progress towards each of the objectives tion’s progressive scheme will normally include in concrete terms, based on his or her inter- a number of activity ideas aimed at providing The way in which the adult leader deals with ests, within a mutually agreed time frame. opportunities for the young people to progress this will evidently depend on the situation. towards their objectives. However, the adult Sometimes young people simply need time to Each young person thus develops his or her leader will always need to think through ac- have a laugh and relax for a little while. Some- own personal development plan. The young tivity ideas to see how they can be enriched times, the adult leader may need to point out Scouting: An Educational System - Page 53 his or her disappointment with a lack of ef- Evaluating and publicly recognising progress The review includes what they enjoyed or dis- fort. liked, the general level of success of the activ- Evidently, no one can expect a young person ity, the difficulties encountered and how they When a young person is experiencing diffi- in Scouting to be constantly thinking about were overcome, and so on. It is also a time to culty, the leader’s role is to help the young his or her personal progress. In fact, in the invite each young person to explain what they person to explore ways of overcoming the dif- heat of the action, most of the young person’s feel they have gained (or had hoped to gain) ficulty in order to succeed in what he or she conscious effort will be directed towards mak- as a result of the experience - and what they set out do. It does not help the young person ing the activity a success. will try to do differently next time. to progress or to feel a sense of achievement if the adult leader provides all the answers or This is why, once an activity, a camp or a There are many ways of conducting evalua- deals with the young person’s problems on project has been completed, the adult leader tion meetings, but the purpose is not to make his or her behalf. Judging the right amount of needs to take time with the young people for the young person wish he or she could crawl challenge for a young person needs to be evaluation (as a team following a team activ- into a hole and disappear! Stimulating inner worked out before - not in the heat of the action. ity, e.g. an overnight hike, and as a unit after a motivation requires opportunities to realise the camp, for example). progress made and to feel a sense of achieve- Ensuring that what is gained is put to use to ment as a result of the effort. The young per- enrich the group son also has to realise the weak points to be The adult leader needs to make every effort to improved. make sure that the talents, skills and knowl- A collective approach can be very helpful. The edge are put to use to enrich the group. Do- young person expresses him or herself first, ing so may require some inventiveness so as and then the adult leader may ask the other to enrich an existing activity or project in a natural way. However, just because a young team members if they have any feedback to person decided to learn to chair a meeting, offer the young person. for example, does not mean that he or she has to chair every meeting until the end of his or If this approach is used, the adult leader will her days in Scouting! The idea would be for need to remind the young people that any criti- him or her to chair meetings to practise and cism should be expressed constructively and improve his or her skills for a certain period to start with positive points first. The adult of time, then to help others to learn, and be leader then provides feedback to the young available and willing to stand in if someone is person in the same way. The adult leader can, sick, etc. of course, take part in the evaluation too, ex- Page 54 – Scouting: An Educational System plaining what he or she found enjoyable or Celebrating achievements difficult, personally enriching, etc. When the big project or camp is over, the evalu- Where a young person has made a consider- ation meeting has been held, whatever the able effort in one respect or another, this should individual progress made, a celebration helps also be recognised in the evaluation, irrespec- to close that chapter in style and then get off tive of the actual level of achievement. This is, to a fresh start. This can be a moment of spir- after all, what the young person promised to itual meditation followed by a party, a camp do! On no account should the adult leader or fire, a parent’s evening with music and illus- anyone else make comparisons between the trations to show what they have managed to levels of achievement of the young people. do, etc.

The end of an evaluation meeting is an occa- sion to publicly recognise any of the young people who have completed the requirements for some aspect of the progressive scheme. In addition to applause, it is important to reward the young person with a tangible symbol of the achievement which is meaningful to the young person. Badges and award certificates tend to be popular up until the mid-teens. In the senior age section, other symbolic tokens may be more meaningful - something made by the others in the group which shows ap- preciation and friendship may be worth a thou- sand badges!

Scouting: An Educational System - Page 55 Page 56 – Scouting: An Educational System WHAT IS IT? While an adult leader may be a parent in pri- ADULT SUPPORT vate life or a teacher in professional life, in In Scouting, adult support involves a volun- Scouting life, i.e. when he or she is working tary partnership between the adult leader and with the young people in the group, the adult the young people, both individually and as a leader is not there as a substitute parent, nor group. In this partnership, the role of the adult as a teacher. leader is to facilitate the process of self-education through the way in which he or she applies The particular kind of educational relationship Scouting’s purpose, principles and method. between adult leaders and young people in Scouting could be described as an educational The support provided by adult leaders to young partnership. “You may give them your love but not people is of an educational nature - the adult your thoughts, for they have their own plays a particular role aimed at helping each WHAT IS IT INTENDED TO DO? thoughts. young person to develop. As an element of the Scout Method, adult sup- You may house their bodies but not The nature of the educational support provided port is intended to stimulate the young per- their souls, for their souls dwell in the in Scouting is different from the other kinds of son’s development through: house of tomorrow, which you cannot adult support which are normally present in a visit, not even in your dreams. • bringing adults and young people together young person’s life - for example, parents, a in a rich learning partnership, based on mu- school teacher, or a sports coach. In each case, ... Seek not to make them like you, for tual respect, trust and acceptance of each other the reasons why the adult and the young per- life goes not backward nor tarries with as a person; son are in contact with each other are differ- yesterday.” ent, the goals sought are different, the nature • the fact that, in the partnership, each person - “The Prophet”, Kahlil Gibran. of the role played is different, the affective is personally committed, dedicates time and relationship is different and the interaction that energy, participates in decision-making and the occurs is different. In short, the educational sharing of responsibilities, and seeks to create relationship is different. a constructive atmosphere that benefits every- “He helps us to be what we want to be.” one; In order to facilitate the process of self-educa- - “Educational impact of Scouting: Three case studies on tion, the educational relationship in Scouting • the role played by the adult, which is to be adolescence”, WOSM, 1995. needs to be of a different nature from that of a an active member of the group in the sense parent-child or teacher-student relationship. that he or she is beside them in their adven- Scouting: An Educational System - Page 57 tures and their difficulties, while constantly The young people want to take part in excit- seeking to assure all of the conditions needed ing activities that, for the time being, they are “There are leaders the people FEAR. for the young people to take charge of their not able to organise fully on their own. The development in the direction of Scouting’s edu- adult identifies with Scouting’s educational There are leaders the people HATE. cational proposal. proposal, has an interest in young people’s There are leaders the people LOVE. development, and feels that it would be per- But when the best leaders of all have sonally enriching to be involved in facilitating finished their work, the people say, HOW DOES IT WORK? the development process of the young peo- ‘We did it ourselves’. ple. Neither partner is an empty vessel, and A partnership neither partner knows everything. In Scout- - Lao Tzu, Chinese philosopher. In Scouting, the partnership is a voluntary one ing, all of the “partners” can learn from each - both the adult and each young person are in other, enrich each other and complement each contact with each other out of choice, and both other. • helping them to become familiar with all of have an interest in what Scouting has to offer. the elements of the Scout Method - and to make sure that it is used. This includes every- “The principles of Scouting are all in thing from the code of living in the group, the right direction. The success in their personal progression, how the Scout unit func- application depends on the Scoutmas- tions as an association of teams, responsibili- “The Scoutmaster has to be neither school- ter and how he applies them.” ties to be shared, what the adult leader is pre- master nor commanding officer, nor pared to assume, and what the young people pastor, nor instructor. - “Aids to Scoutmastership”, Baden-Powell, World Brotherhood are going to need to deal with themselves, edition, 1944. etc., etc.; He has got to put himself on the level of the older brother, that is, to see things • observing and reacting to the group dynam- from the boy’s point of view, and to lead The role of the adult leader ics so as to maintain a welcoming, construc- and guide and give enthusiasm in the tive and motivating atmosphere; right direction.” The role of the adult leader is to facilitate the development of each young person through: • developing a leadership style that is a bal- - “Aids to Scoutmastership”, Baden-Powell, World Brotherhood ance between friendship (to encourage them) edition, 1944. • presenting to them what Scouting can offer and authority (to get them back on track). The them, how it works and what is expected in adult leader is not an army general or a com- return; pany president giving orders to be obeyed - Page 58 – Scouting: An Educational System he or she needs to encourage ideas, initiative nonetheless implications for the programme edge of the stages of development of young and decision-making. At the same time, he or development or review group. people and the general educational objectives. she is an adult with responsibility for the physi- cal and emotional security of all concerned For example, do the tools produced for the At the same time, the adult leader is working and for ensuring that each young person young people and the leaders make it possi- with a group of real young people and needs progresses in the direction of Scouting’s edu- ble for the young people and the adult to work a certain level of personal development if cational proposal. He or she cannot, therefore, together as partners? Do they provide enough Scouting is to offer more than a series of ac- abdicate from the role of adult leader. The latitude for the young people to make choices tivities. Scouting as an educational system re- balance between friendship and authority will and assume responsibility? To what extent, and mains complete theory until it is applied in depend largely on the level of maturity of the in what ways, does the adult leader’s role - the group. young people at a given time and in a given including his or her relationship with the young situation. It is up to the adult leader to judge people - need to evolve so as to correspond Areas to examine include: an appropriate balance; to the growing level of maturity of the young • Do the adult leaders truly understand Scout- people? • providing support to each young person and ing’s educational proposal? to the group as a whole. The adult leader needs There is therefore a need for close collabora- • Are they able to translate the theory into to be able to make use of his or her knowl- tion between the national team responsible for edge of each young person to help to find practice in a way that really makes it a multi- the Youth Programme and the team responsi- faceted learning experience for young people? ways in which the young person can progress, ble for preparing adult leaders for their role. while bearing in mind how to integrate the • What kind of support do leaders need to be young person’s interests and educational ob- able to turn around difficult situations so that jectives in what the group as a whole wants, WHAT ARE SOME OF THE IMPLICATIONS FOR they become constructive learning situations and is able, to achieve. The more the group is PROGRAMME DELIVERY? for the young people? able to achieve, the more each young person The adult leader is the person entrusted by benefits. • What kind of support do they need to be the Scout association to promote, convey and able to move from the use of ready-made ac- WHAT ARE SOME OF THE IMPLICATIONS FOR implement the association’s educational pro- tivities to enriching activity ideas that the young PROGRAMME DEVELOPMENT? posal. This involves having a thorough knowl- people propose? edge, understanding and personal identifica- While the actual preparation of adult leaders tion with the theory underlying Scouting’s • What kind of support do they need to be for their role is normally undertaken by the purpose, the principles on which it is based able to fine tune the way in which the group team responsible for adult resources, there are and Scouting’s method. It also requires knowl- functions so as to provide the young people Scouting: An Educational System - Page 59 with the progressively greater room that they opposite. However, the adult leader needs to For example, if an educational objective con- need to take initiative and assume responsi- be able to look beyond what is apparent to try cerns developing the capacity to make deci- bility? to understand what is going on and to respond sions and assume responsibility for the conse- in a constructive way. quences, then a simulation activity is not go- • What kind of support do they need to be ing to achieve the objective. The young peo- able to make sure that the routine activities of The adult leader must never forget that he or ple need real situations in which they can ex- group life and the relationships within the she, too, is a human being with strengths and perience expressing their ideas, views and group provide a rich learning environment? weaknesses. Young people do not expect per- preferences, negotiate a consensus and perse- fection in an adult leader, just authenticity. These are only a few of the points that could vere when they realise that things are not quite be examined. There are certainly many more. as easy as they thought. The responsibilities Ultimately, however good the tools produced must be real ones. at national level, a coherent learning experi- WHAT ARE SOME OF THE IMPLICATIONS FOR ence depends on the adult leader’s ability to In a new group, the adult leader cannot ex- PROGRAMME IMPLEMENTATION? understand the particular young people he or pect the young people to automatically func- she is working with and to adjust to their in- tion according to the full Scout Method all at Establishing Scouting’s particular kind of adult terests and needs without ever losing sight of once. Forming teams, for example, can take support is a crucially important part of the the educational objectives. In this respect, there time. The adult leader needs time and patience whole educational approach. Young people are certain factors which come into play in the - but what a sense of achievement when eve- need constructive contact with adults and they group which interact and which have a vital rything starts fitting into place! need opportunities to develop a different kind importance on whether what the young peo- of relationship than the one they have with adults at home. They are not looking for sub- ple experience will have a coherent educa- stitute parents or teachers. tional impact.

The adult leader must not expect young peo- These interactive elements are: the educational ple to be miniature adults (because they are objectives being sought, the activities that the not), but he or she must accept them as peo- young people take part in, group dynamics ple. Young people of any age need to feel and the way in which the Scout unit is struc- respected as individuals and to feel that their tured and functions. Ultimately, making sure worries, fears and hopes are considered legiti- that all these elements work together in a co- mate. This does not mean that the adult leader herent way depends on the capability of the has to condone all their behaviour, quite the adult leader. Page 60 – Scouting: An Educational System It is hoped that this publication has provided A holistic educational system as rich as Scout- CONCLUSION some food for thought on the richness of Scout- ing is necessarily complex. Like a diamond, it ing’s educational system. When this system is has many different facets. Whatever facet we fully applied at local level through the use of look at, we should be able to see the reflec- the Scout Method in everything that young tion of all the other facets. Complex, however, people do, then Scouting can be extremely does not necessarily mean complicated. Baden- effective. Powell, after all, was not a professional edu- cationalist. He did, however, have a creative Activities as such have not been treated as a mind, an understanding and interest in young specific chapter in this publication. While ac- people, a lot of common sense and good hu- tivities are an essential part of Scouting, what mour. These qualities, coupled with an under- makes an activity a Scout activity is not the standing of what Scouting tries to do and of subject of the activity (e.g. a hike in nature or the educational tools that it provides, are your a community service), nor even just the fact basic equipment. of having a clearly educational objective. From the perspective of Scouting’s educational sys- tem, activities (i.e. everything young people do in Scouting, including routine activities such as setting up camp or packing equipment) are primarily the supporting context in which the Scout Method is put into practice. For exam- ple, it is through the activities that young peo- “...Holistic education must acknowledge ple progress towards their educational objec- the multiple dimensions of the human tives, learn to work in teams, etc. Activities, personality... thus moving towards the therefore, are a sine qua non condition for perennial dream of an integrated indi- the educational system to function but, in vidual living on a harmonious planet.” themselves, activities play a supporting role7.

- “Learning: The Treasure Within, Report to UNESCO of the International Commission on Education for the Twenty-first Century”, article by Karan Singh, 1996. 7 Contact the World Scout Bureau headquarters or your regional Scout office of the World Scout Bureau for tools to help design Scout activities. Scouting: An Educational System - Page 61