H PROGRA UT MM YO E AND PEACE World Organization of the Movement Organisation Mondiale du Mouvement Scout

© 1992, World Scout Bureau

Reproduction is authorized to national Scout associations which are members of the World Organization of the Scout Movement. Others should request permission from publishers.

This publication has been made possible, in part, through the support given by the World Scout Foundation

World Scout Bureau P.O. Box 241, 1211 Geneva 4, Switzerland [email protected] http://www.scout.org TABLE OF CONTENTS EXECUTIVE SUMMARY 1 1. INTRODUCTION 3

2. B-P - ORIGINS OF THE MOVEMENT - ORIGINAL PROMISE AND PRACTICE 4 2.1 B-P’s concept of peace 4 2.2 The original Promise and Law 5 2.3 The development of the Movement in its early years 5

3. WORLD SCOUTING’S POLICY: WOSM CONSTITUTION AND WORLD SCOUT CONFERENCE RESOLUTIONS 8 3.1 WOSM'S Constitution 8 3.2 World Scout Conference Resolutions 9

4. SCOUTING’S CONTRIBUTION TO THE CAUSE OF PEACE: Conceptual perspective and implementation in the World Scout Movement 10

4.1 A definition 10 4.2 Peace from a political point of view 11 4.3 Personal dimension: inner peace 13 4.4 Inter-personal dimension: relationships with others 15 4.5 Peace through inter-cultural understanding 17 4.6 Peace and Justice 19 4.7 Peace between man and nature (between man and his environment) 20 Summary 21

5. INTERNATIONIAL RECOGNITION OF SCOUTING'S CONTRIBUTION TO PEACE 22

6. PROSPECTS FOR THE FUTURE 24

7. CONCLUSION 26

REFERENCES 28

ANNEX I World Scout Conference resolutions dealing with peace, peace education, international brotherhood and related subjects 31 EXECUTIVE 1. The purpose of this paper is tion to peace only becomes appar- to answer the question: What is ent when the concept of peace is SUMMARY Scouting’s contribution to examined from its various dimen- peace? sions.

2. The question is examined first Starting from a definition of from an historical perspective. The peace: “Peace is not simply the paper shows how one of the most absence of war. Peace is a dy- recurrent themes in B-P’s books namic process of collaboration be- and speeches is the idea of Scout- tween all states and peoples. This ing as a worldwide brotherhood, collaboration must be based on a able to inspire feelings of tolerance, respect for liberty, independence, fraternity, understanding and fair- national sovereignty, equality, re- ness at all levels. From this idea, spect for the law, human rights, as and the experimental camp on well as a just and equitable distri- Brownsea Island, point 4 of the bution of resources”, three dimen- was developed: “A Scout sions are considered: is a friend to all, and a brother to • first, one which is political, every other Scout, no matter to what • second, one which covers country, class or creed the other personal, interpersonal and may belong”. The paper shows intercultural relationships, and, how the promotion of peace has • third, one which encompasses been a very significant priority of the relationships between man the Movement since its inception. and the available resources on It also shows how the concept of earth. peace is integrated in the formula- The first two dimensions are ex- tion of the fundamentals of Scout- plored vis-à-vis their relationship ing in the WOSM Constitution (the to the Founder’s thinking, they are most explicit, but by no means the analysed conceptually, and some only statement being that of the important examples are given of principle of “ Loyalty to one’s coun- Scouting activities and of the tools try in harmony with the promotion produced by the World Scout Bu- of local, national and international reau to assist National Scout Asso- peace, understanding and ciations in each field. The third cooperation” ). It also includes an dimension covers, on the one hand, annex providing a chronological the question of “peace and jus- list of the World Conference tice”, which will be dealt with in a Resolutions dealing with peace. separate paper, and on the other hand, the question of peace be- 3. The paper then analyses the tween man and nature, which was main facets of Scouting’s contribu- dealt with in the first reference tion to peace. As a Movement paper, “Scouting and the Environ- which promotes international ment”. friendship and brotherhood, the relationship between Scouting and A table (see page 11) summarizes peace is obvious from the angle of the different dimensions, the con- the traditional connotation of ceptual approach applied to each, “peace” as opposed to “war” or their main manifestations in the “conflict”. However, the full sig- World Scout Movement, and the nificance of Scouting’s contribu- tools prepared by the World Scout Bureau. Scouting and Peace - Page 1 4. The paper also provides a • Scouting helps young people Scouting is helping to educate a brief account of the international to develop enjoyable, mature and generation of citizens willing to recognition received by the World responsible interpersonal relation- adopt a lifestyle compatible with Scout Movement for its efforts to ships, to develop a sensitivity to the protection of natural resources promote peace and human under- others based on reciprocity and and to bear witness to the new standing, notably, the “UNESCO fairness. Through his/her ability to “environmental ethic” necessary Prize for Peace Education”. establish constructive relation- for the survival of our world. ships with others, a Scout then 5. Finally, the paper adopts a becomes an artisan of peace. • All the above is multiplied a prospective approach, to show thousand fold through the inter- some of the opportunities open to • The same applies to the field national dimension of Scout- the Movement within the frame- of intercultural relations. The ing, which is a living reality and a work of the implementation of the educational approach of Scouting source of enrichment for all - youth Strategy for Scouting, both as a helps to develop open-minded, and adults alike - from rich and result of its internal dynamism and mature and balanced personali- poor countries, from the North and of the changes on the international ties, deeply rooted in their own the South, from the East and the scene. culture yet open to the richness of West. other cultures. Thus, a Scout is 6. In conclusion, Scouting’s con- ready both to work for the The cause of peace has many fac- tribution to peace, while educa- preservation of national ets. It can be served in many ways. tional and therefore unspectacular, cultural values and to show Some of them are spectacular, while is fundamental. understanding and appreciation others very seldom attracts the for other people’s culture and press headlines. Scouting, by work- • Since its inception, Scouting way of life. This is particularly ing on the human being himself, at has helped to build peace by cre- important in today’s world, where grassroots level, and by striving ating a feeling of brotherhood intercultural awareness and ap- towards an ideal of fraternity and and understanding which preciation are, in many countries, understanding, plays a tremendous crosses national barriers, by a powerful factor in the promotion role in the promotion of peace at practising a peaceful lifestyle and of peace. all levels. This role is performed in by integrating into the Scout prin- a quiet, unspectacular way, and in- ciples and method a number of • Scouting also helps to create depth, by creating a feeling of precepts and practices which en- peace in the world through its brotherhood - which is the true courage brotherly conflict-solving contribution to the cause of jus- infrastructure for peace - among attitudes and behaviour. tice. By involving young people in the youth who will be the citizens the effort to eliminate hunger and of tomorrow’s world. • Through its principles and reduce poverty, Scouting is lending method, Scouting helps to develop its hand to the task of building a more responsible citizenship at human community where men all levels: local, national and inter- and women can live truly human national. lives. In doing so, Scouting is es- tablishing the preconditions for • Scouting helps individuals to the achievement of true and lasting develop a sense of personal iden- peace. tity, enabling them to seek or to enjoy peace of mind through the • The same can be said of voluntary acceptance of a “code of Scouting’s contribution to peace living”, a value system which between man and his environ- provides them with “inner guid- ment. By creating an awareness ance”. and feeling of responsiblity to- wards our natural environment,

Scouting and Peace - Page 2 1. INTRODUCTION The concept of peace is impor- evolution of the Movement? Is it tant and frequently used. In the reflected in the WOSM Constitu- ordinary sense of the term, it is tion and in World Scout Confer- used as an opposition to war or ence Resolutions? conflict. To quote the “Peace cannot be secured entirely by The subject then needs to be con- Encyclopaedia Britannica: “Since commercial interests, military alliances, sidered from a conceptual the beginning of history, peace has general disarmament or mutual treaties, perspective, examining a defini- been regarded as a blessing and its unless the spirit for peace is there in the minds tion of peace on the basis of which opposite, war, as a scourge.” (3) and will of the peoples. This is a matter of its different dimensions and the education.” However, the concept is both elu- many contributions that Scouting sive and ambiguous. It can have Baden-Powell, Opening speech at Kandersteg has made in this field can be ex- military and civilian connotations, International Conference, published in plored. collective or individual connota- “”, October 1926. (1) Finally, a prospective approach tions. It can be used, for example, considers the future and identifies “Since wars begin in the minds of men, it is in to signify “a state of security and new possibilities open to the Move- the minds of men that the defences of peace order within a community”, an ment, both as a result of its internal must be constructed.” absence of war between rival dynamism and of the recent evolu- nations, a “state of harmony in Constitution of UNESCO, 1945, Preamble (2) tion in the worldwide situation. human or personal relations”, an absence of activity and noise, or “a mental or spiritual condition marked by freedom from disquiet- ing or oppressive thoughts or emo- tions.” (4) It can be used as a noun, as an adjective, as an adverb, and even as an interjection! It can be used with both positive and negative connotations. It can be used with a very precise legal or diplomatic meaning and also as everyday lan- guage! For this reason, the scope of a reference paper such as the present has to be limited out of necessity. Therefore, our thinking has been guided by the key question: Since the inception of Scouting, what have been the main facets of its contribution to peace? In order to answer this question, it is important to first adopt a his- torical perspective and look at B-P’s concept of peace. Has it been present since the beginning of the Movement? Was it reflected in the original Promise and early prac- tice? Has it followed the historical

Scouting and Peace - Page 3 2. B-P: ORIGINS OF THE 2.1 B-P’S CONCEPT OF PEACE and profane about war.” (7) As indicated by Paul Ricoeur in his There is little doubt that one of the MOVEMENT - book “Histoire et Vérité” (History most recurrent themes in Baden- ORIGINAL PROMISE and Truth), “The first condition Powell’s books and speeches is that a doctrine of non-violence must the idea of Scouting as a world- AND PRACTICE satisfy is to penetrate the full depth wide brotherhood, able to in- of the world of violence.” (5) spire feelings of tolerance, frater- Therefore, the rejection of war is nity, understanding, fairness and expressed in a much stronger and justice on earth. more poignant way by a man who Thus, in “” he had followed a military career, said: “Kim was called by the Indians fought many battles and returned Little friend of all the world”, and to England as a hero after a victo- that is the name that every Scout rious campaign. should earn for himself.” (8) There is no doubt that B-P was In “Aids to Scoutmastership”, em- profoundly shocked by the First phasizing the subject of brother- World War. Writing in “ Jamboree” hood, he wrote: “Scouting is a in 1921, he said: “The world-wide brotherhood - a scheme which in crash of war has roughly shaken us practice, disregards differences of all... The war has warned us that class, creed, country and colour, under the modern conditions of through the undefinable spirit that material and intellectual develop- pervades it - the spirit of God’s ment we ought to re-form ourselves gentleman.” (9) and make better use of the bless- He saw the Promise and Law as a ings of civilisation, otherwise this way to prevent wars and conflicts: hellish punishment of brute “It is the spirit that matters. Our strife, of which we have had a Scout Law and Promise, when we taste, will overwhelm us in the end.” really put them into practice take (6) away all occasion for wars and And, addressing Rover Scouts in strife between nations.” (10) his book “Rovering to Success” He clearly saw a link between the (1922 edition), he said: development of peace in the world “I think if every fellow studied a and Scouting’s aim. In this respect, little of his own body and how it in the October 1932 issue of “Jam- works he would quickly gain a new boree”, he wrote: “Our aim is to idea of the miraculous handiwork bring up the next generation as of God and would realise how He is useful citizens with a wider out- actually active in your body as well look than before and thereby to as in your mind. develop goodwill and peace in And when, as some of you have the world through comrade- done, you see these wonderful bod- ship and cooperation, in place ies of His with all their compli- of the prevailing rivalry between cated, beautifully fitted living classes, creeds and countries which mechanisms smashed, destroyed or have done so much in the past to maimed by man-made bombs and produce wars and unrest. We re- shells in man-made battles over gard all men as brothers, sons of man-made villainies, you will feel the one Father, among whom hap- that there is something wicked piness can be brought only through

Scouting and Peace - Page 4 the development of mutual toler- ever, in part VI of the fortnightly help him in any way that he can, ance and goodwill - that is issue of “Scouting for Boys”, he either to carry out the duty he is through love.” (11) summarized his report on the camp. then doing, or by giving him food, His perception led him to write in (14) It is interesting to note how B- or, as far as possible, anything that the “Headquarters’ Gazette”, first P recorded the relationship be- he may be in want of. A Scout must in June l912, and again in April tween the boys attending the camp never be a snob. A snob is one who 1914, that: “The first step of all and their behaviour: looks down upon another because (towards international peace) is to “Discipline was very satisfactory he is poorer, or who is poor and train the rising generations - in indeed. A “court of honour” was resents another because he is rich. every nation - to be guided in all instituted to try any offenders A Scout accepts the other man as he things by an absolute sense of jus- against discipline, but it was never finds him, and makes the best of tice. When men have it as an in- needed. In the first place the boys him.” stinct in their conduct of all affairs were put “on their honour” to do “Kim, the boy scout, was called by in life to look at the question impar- their best; in the second place, the the Indians “Little friend of all the tially from both sides before be- senior boys were made responsible world” and that is the name that coming partisans of one, then, if a for the behaviour of the boys form- every Scout should earn for him- crisis arises between two nations, ing their Patrol. And this worked self.” (17) they will naturally be more ready perfectly well”. It is important to bear in mind that to recognize the justice of the case And E. E. Reynolds adds: “In his the Promise and Law were formu- and to adopt a peaceful solution, draft report he noted how easily lated by B-P in the simplest pos- which is impossible so long as their boys of such contrasted social con- sible terms, to render them acces- minds are accustomed to run to ditions had mixed. This experience sible to a child making his Promise war as the only resource.” (12) impressed him deeply; out of it grew at the beginning of the century. For B-P, this will for peace is also the basic idea of the fourth Scout As the Movement developed, B-P instilled in former Scouts and Law.” (15) felt it necessary to make the con- Guides. Writing in 1931 and again The early version of the Promise cept of “brotherhood to all” even in 1937, he said: “Several further stated: more explicit, and the final formu- millions exist among the adults “I promise, on my honour: lation of the Law therefore read: “A who have gone through our train- Scout is a friend to all, and a ing, not only in character, health, 1. To do my duty to God and the brother to every other Scout, no and active helpfulness and patrio- King. matter to what country, class or tism, but in the larger sense of 2. To help other people at all creed the other may belong.” (18) friendship and brotherhood with times. one another irrespective of class or creed or country, in countries for- 3. To obey the Scout Law.” (16) 2.3 THE DEVELOPMENT OF THE eign to our own. This version was quickly changed MOVEMENT IN ITS EARLY YEARS Thus there is growing up a leaven, to “God and my country” as a It is difficult to record in just a few small at present but increasing result of the international develop- paragraphs the charismatic impact daily, of men and women in each ment of the Movement. of the Movement in its early years, nation, imbued with mutual com- The early version of the Law stated: which resulted in unprecedented radeship for one another and with “... 4. A Scout is a friend to all, and growth virtually all over the world. the definite will for peace.” (13) a brother to every other Scout, no This section will therefore concen- matter to what social class the other trate on showing how the promo- belongs.” tion of peace was a very significant 2.2 THE ORIGINAL PROMISE priority throughout this period. AND LAW In full, it read: • “In 1916, Baden-Powell had writ- “Thus if a Scout meets another During the experimental camp held ten about the need for “an Interna- Scout, even though a stranger to on Brownsea Island, B-P did not tional Rally to mark the tenth an- keep a detailed camp diary. How- him, he must speak to him, and

Scouting and Peace - Page 5 niversary of the Movement, to be “Brother Scouts, answer me. Will instilling the ideals of goodwill and held in June 1918, provided the you join in this endeavour?” (21) peace in the younger generation: war is over. Objects: to make our and Tim Jeal goes on “The ringing “...The war and its upset of old ideals and methods more widely cry of “Yes”, which he received on ideas has given the opportunity for known abroad; to promote the spirit that summer afternoon would be implanting entirely new ones. Bud- of brotherhood among the rising the first of many, after the promo- dha has said: “There is only one generation throughout the world, tion of international peace way of driving out Hate in the thereby giving the spirit that is nec- became his first priority.” (22) world and that is by bringing in essary to make the League of Nations • Indeed, as Tim Jeal points out: Love”. The opportunity lies before a living force...” (19) “The year 1924 brought the Impe- us where in place of selfishness and The war continued until the au- rial Jamboree at Wembley, the hostility we can enthuse good will tumn of 1918, the Jamboree was World Camp at and the and peace as the spirit in the com- held in 1920 and was a resounding Second International Jamboree in ing generation... We in the success. In the words of the histo- Denmark. At these events, Baden- Movement can prove by example rian Tim Jeal: “The sight of 5,000 Powell coupled pleas for peace and that such a step is possible...” (26) boys of over a dozen nationalities world brotherhood with denuncia- • The Movement continued to all in the same arena, repeating tions of the Great War.” (23) grow. In 1929, the coming-of-age the words of the after It is particularly interesting to note, Jamboree, organized to celebrate Baden-Powell, made a profound in his address to the World Camp, 21 years of Scouting, was attended impression on all those who wit- B-P’s open criticism of the way in by 30,000 Scouts forming 71 sepa- nessed it. Lord Northcliffe visited which the “civilized peoples” had rate contingents. The historian Tim Olympia twice and wept openly at failed to draw lessons from the Jeal points out: “This international the sight of the boys.” (20) 1914-18 War: event was celebrated as an affair of The highlight of the celebration “The present unsatisfactory condi- state... The Prince of Wales spent was however the Closing Cer- tions in the world are the after- two and a half hours at the Jambo- emony, where B-P launched a Clos- effects of war - that war that was to ree. The Prime Minister came and ing Challenge on the subject of have ended wars... But we have declared that “No social develop- peace and tolerance. His conclud- more nations in rivalry with one ment of our time is more attractive ing words were: “Brother Scouts, I another than there were before, in its aim or more far reaching in ask you to make a solemn choice... and more armed men in the world its effect than the growth of the Boy Differences exist between the people ready for war than ever existed in Scout Movement.” (27) of the world in thought and history. We civilized peoples, with • B-P never lost sight of the idea of sentiment, just as they do in our education and our churches, future generations of citizens com- language and physique. The war have little to be proud of in having mitted to peace in every country. has taught us that if one nation committed this reversion to primi- His last years were spent in Kenya, tries to impose its particular will tive methods of savagery for set- as a man in his eighties. As re- upon others, cruel reaction is bound tling our disputes...” (24) corded in the 26th edition of to follow. The Jamboree has taught “Scouting for Boys”, issued in March us that if we exercise mutual for- He also criticized the school sys- tem: 1951: “To the last he was writing bearance and give-and-take, then words of encouragement to his boys there is sympathy and harmony. If “...Schools merely continue their and to their leaders. Some of his it be your will, let us go forth from teaching of academic history, later words must be quoted”: here fully determined that we will largely restricted to the more cred- develop among ourselves and our itable doings of their own particu- “One thing is essential to general boys that comradeship, through the lar country, and with little regard and permanent peace, and that is world-wide spirit of the Scout Broth- to that of other nations...” (25) a total and general change of erhood so that we may help to spirit among the peoples, the And he appealed to the Scout develop peace and happiness in the change to closer mutual under- Movement to play a leading role in world and good will among men.” standing, to subjugation of na-

Scouting and Peace - Page 6 tional prejudices, and the ability to see with the other fellow’s eye in friendly sympathy.” (28)

Scouting and Peace - Page 7 3. WORLD SCOUTING’S 3.1 WOSM’S CONSTITUTION with a person’s responsibility to- B-P’s concepts on peace were so wards society in its different di- POLICY: WOSM’S deeply rooted in his mind and so mensions, including: CONSTITUTION AND enthusiastically accepted by the • “Loyalty to one’s country Movement’s leaders as it grew, first in harmony with the promo- WORLD SCOUT in Britain and then throughout the tion of local, national and inter- world, that they were reflected in national peace, understanding CONFERENCE the different versions of the World and cooperation. RESOLUTIONS Constitution in force between 1922 • Participation in the devel- and 1977. These same concepts opment of society, with recog- are, however, clearest - both from nition and respect for the dignity the legal and educational point of of one’s fellow-man and for the view - in the present version of the integrity of the natural world.” (31) WOSM Constitution, approved by the 26th World Scout Conference Furthermore, in Article II.2, the in Montreal in 1977. Constitution states that: “All mem- bers of the Scout Movement are The fundamentals of the Move- required to adhere to a Promise ment are defined in Chapter I of and Law...... inspired by the Prom- the World Constitution. ise and Law conceived by the • In Article I.1, the Scout Move- Founder...” (32) ment is defined as a “...voluntary • Finally, Article III of the non-political educational move- Constitution defines the Scout ment for young people open to all method as “a system of progressive without distinction of origin, race or creed, self-education through...”, in accordance with the purpose, comprising four elements: a principles and method conceived promise and law; learning by doing; by the Founder and stated below.” membership in small groups (for (29) example the patrol), involving • In Article I.2, the purpose of the under adult guidance, Movement is stated to be: “...to progressive discovery and contribute to the development of acceptance of responsibility young people in achieving their and training towards self- full physical, intellectual, social government directed towards and spiritual potentials as indi- the development of character, viduals, as responsible citizens and the acquisition of and as members of their local, competence, self-reliance, national and international com- dependability and capacities munities.” (30) both to cooperate and to lead; • In Article II.1, the Constitution and progressive and stimulating mentions three principles (the fun- programmes. (33) damental laws and beliefs that must On the basis of the earlier section be observed when achieving the on the history of the Movement purpose of the Movement): “Duty and B-P’s strong convictions on to God”, “Duty to others” and “Duty the subject of peace, the phrases to self”. highlighted (in bold characters) Under the heading of “Duty to require no further explanation. others”, the Constitution mentions They show very clearly that: a number of basic precepts dealing • as formulated, the present

Scouting and Peace - Page 8 Constitution is faithful to the origi- nal philosophy of the Founder, and, • there has been a consistent tradition (in theory as well as in practice) of education for peace as a basic precept for the entire educational philosophy (or ap- proach) of Scouting. This aspect is further explored in section 4 of this paper (see below).

3.2 WORLD SCOUT CONFERENCE RESOLUTIONS For ease of reference, these Reso- lutions are presented in chrono- logical order (see Annex I), grouped under several headings: • Peace and peace education (strictu senso) • International brotherhood, including Join-In-Jamboree and Universal Fund • International Year of the Child and International Youth Year • Related subjects The following observations can be made regarding these Resolutions: 1) They clearly confirm the Movement’s principles in respect of “education for peace” in the younger generation, and its long- term impact on the future of the world through the promotion of understanding and goodwill among all peoples. 2) They stress repeatedly the Movement’s non-military and non- political character.

Scouting and Peace - Page 9 4. SCOUTING’S 4.1 A DEFINITION only occur in the sectors of peace- This brings us back to the question making and peace-keeping. In this CONTRIBUTION TO THE posed at the beginning of this narrow sense of the word, CAUSE OF PEACE: reference paper: “Since its incep- Scouting’s contribution is obviously tion, what have been the main very indirect. In the true sense of Conceptual perspective facets of Scouting’s contribu- peace, however, Scouting’s contri- tion to peace?” bution becomes immediately ob- and implementation in vious, and concerns the very heart In order to provide a clear answer, of the issue. the World Scout we have to take a definition of peace whose different components This definition has several dimen- Movement can be examined and linked to the sions, which, for the purpose of Scout Movement’s contribution. In our analysis, can be grouped into other words, such a definition a number of broad areas: should have both logical consis- • The first dimension is the tency and pragmatic value. one that comes to mind the most Needless to say, our task would be spontaneously: “peace” as opposed greatly facilitated if such a defini- to “war”, as opposed to “conflict”. tion had been produced at the This dimension is political (see inception of the Movement. How- section 4.2). ever, this was not the case, for the • The second dimension cov- simple reason that B-P used the ers the broad area of personal, word “peace” in the ordinary sense interpersonal and intercultural of the term, and its meaning was relationships. Peace is consid- clear to everyone. ered here in the light of the devel- One such suitable definition is opment of the individual and his/ given in the Report of the Secretary her relationships with others, in- General to the 32nd World Scout cluding the relationships between Conference held in Paris in July cultures (see sections 4.3 to 4.5). 1990. It is largely based upon the • The third dimension en- one prepared by the “International compasses the relationships be- Red Cross and Red Crescent Move- tween humankind and the avail- ment”. (34) able resources on earth: on the “Peace is not simply the ab- one hand, the fair distribution of sence of war. Peace is a dy- those resources among all namic process of collaboration individuals in order to satisfy their between all states and peoples. needs (i.e. questions of justice and This collaboration must be equity) and, on the other hand, the based on a respect for liberty, relationships between humankind independence, national sover- and nature/environment (see sec- eignty, equality, respect for the tions 4.6 and 4.7). (36) law, human rights, as well as a In each of the sections developed just and equitable distribution in this paper (4.2 to 4.5), there is a of resources to meet the needs brief explanation linking the di- of peoples.” (35) mension under consideration to B- According to this definition, peace P’s concept and the historical ori- is not simply the absence of war, gin of the Movement, followed by and contributions to peace do not the conceptual perspective and some examples of relevant Scout-

Scouting and Peace - Page 10 ing activities. A shaded box next to Conference, held at The Hague in of, the other nations of the each section lists some of the tools August 1937, B-P described the world.” The same idea, expressed produced by the World Scout Bu- type of person which the Scout in almost the same words, had reau to assist National Scout Asso- educational process could produce: already appeared in “Rovering to ciations in each specific field. “Our ultimate object is to breed Success”, published in 1922, and Sections 4.6 and 4.7 explain briefly manly men for our respective coun- appeared again in the April and why the subjects of peace and tries, strong in body, mind and July 1933 issues of “Jamboree”. justice and peace between man spirit; men who can be trusted; (39) and his environment are not devel- men who can face hard work and The entire approach of the Scout oped in this reference paper. hard times; men who can make up Movement stems from a basic ideal, their own minds and not be led by namely, that true patriotism should mass suggestion; men who can not be power, prestige or war 4.2 PEACE FROM THE POLITICAL sacrifice much that is personal in orientated, but should, on the con- POINT OF VIEW the greater good of the nation. trary, be directed towards the cre- As stated above (see 4.1), this is Their patriotism must not be nar- ation of a society in which all do perhaps the connotation of the row, but with widened outlook they their best to work for their local term “peace” that comes to mind must be able to see with sympa- community, which forms part of more spontaneously, namely, thetic eyes the ambitions of the pa- the worldwide community. The “peace” as opposed to “war”, as triots of other countries.” (37) Movement’s ideal is therefore to opposed to “conflict”. In the lan- The idea of world brotherhood is create an infrastructure for peace. guage of Political Science, this term indeed deeply rooted in B-P’s think- Reference has already been made covers fields such as international ing. Already in 1921, he wrote in to the articles of the WOSM Consti- relations, disarmament, interna- “Jamboree”: “How God must laugh tution which highlight these ideals tional politics, diplomatic conflict- at the little differences that we set (see section 3.1 above) and to the resolution, peace-keeping opera- up amongst ourselves under the numerous World Scout Conference tions and other related subjects. camouflage of religion, politics, Resolutions which have This political dimension of peace patriotism or class, to the neglect of consistently emphasized peace might appear as the least related to a far greater tie - that of the Broth- education in the Movement (see Scouting. This is, in fact, not the erhood in the Human Family.” section 3.2 above and Annex I). case. Since its inception, Scouting (38) has helped to build peace by The idea is found throughout the creating a feeling of brother- Founder’s writings, at very differ- hood and understanding cross- ent historical moments. The fol- ing national barriers, through lowing quotation appeared in 1929, the practice of a peaceful in the booklet on “Scouting and lifestyle and by integrating into Youth Movements”: “We should take the a number of care, in inculcating patriotism into practices which encourage our boys and girls, that it is a brotherly conflict-solving patriotism above the narrow senti- attitudes and behaviour. ment which usually stops at one’s Although the subject has already own country, and thus inspires been covered in section 2 above, it jealousy and enmity in dealing is not superfluous to further exam- with others. Our patriotism ine how B-P’s concept of patrio- should be of the wider, nobler tism was not narrow and kind which recognizes justice chauvinistic but more universal. and reasonableness in the claims of others and which In an (impromptu) Closing speech leads our country into com- at the Ninth International Scout radeship with, and recognition

Scouting and Peace - Page 11 Given this concern, it is not sur- host country. (43) Evaluations in- tions from the Fund have helped prising that World Scouting, since dicate that between two and four Scouts, particularly in less privi- its inception, has produced, at all million Scouts from all age sec- leged countries, to start commu- levels (from world, to regional, to tions participate in JIJ activities. nity development projects, to set national, to grassroots level) hun- World Scout Conference Resolu- up training and activity centres, to dreds of initiatives intended to tion 8/75 (see Annex I) adopted undertake relief work after natural promote peace. These are far too the decision that “...Join-In Jambo- disasters, to print Scout handbooks numerous to list in this document; rees shall be a permanent feature in local languages, and many other therefore, for the sake of clarity of all future World ...” projects. and brevity, only a few significant The concept and implementation • Twinning schemes have ones are mentioned hereafter: of JIJ earned WOSM the Silver been practised for many years in • World Jamborees are per- Anvil Award (see section 5 below). Scouting. They are a particularly haps the most distinctive feature of • Along similar lines, Jambo- effective way to promote contacts World Scouting in the minds of the ree-on-the-Air (JOTA) is an an- between Scouts from different general public. Organized every nual international amateur radio countries. Scout units, groups or four years, they are hosted by a Scouting event held during the districts, or National Associations, National Scout Organization whose third weekend of October. Thou- are linked together to pursue clearly invitation has been formally ac- sands of contacts are made over identified programme objectives, cepted by the World Scout Confer- the air between Scouts all over the ranging from small initiatives at ence (40). Although each World world. grassroots level to ambitious Jamboree has left the participants projects at national level. (45) • World Moots (formerly called with indelible memories, the “Jam- • Peace Week. The 31st World boree of Peace” (“Jamboree de la World Rover Moots) are gather- ings of members of senior branches Scout Conference (Melbourne, Paix”), held in France in 1947, 1988) adopted Resolution 7/88 (see deserves to be singled out. It was of National Scout Associations and other young adult members. Par- Annex I), recommending that ac- the first one to be held after the tivities related to education for death of B-P and also after 10 years ticipants range in age from 18 to 25. Moots provide an opportunity peace be conducted during a spe- of interruption due to the Second cial Peace Week around Founder’s World War. In addition, Indian for young adults in Scouting to meet together with the objective of Day in February 1989. The World Scouts celebrated their country’s Scout Bureau produced a range of independence during the Jambo- improving their international un- derstanding as citizens of the world. resource material to support Peace ree. For these reasons and others Week, and a final report was com- linked to the programme itself, this The educational dimension of these events has been reinforced by the piled illustrating some of the many Jamboree was particularly sym- projects undertaken by Scouts, bolic and emotional. (41) addition of World Scout Forums. (44) often with and other • Starting in 1975, at the initia- youth organizations. (46) tive of the World Programme Com- • The Scout Universal Fund, better known as the “U” Fund, was The World Scout Committee has mittee, (42) every World Jamboree encouraged National Associations has been accompanied by a “Join- created by Resolution No. 6 of the 1969 Helsinki World Scout Confer- to continue to promote activities In-Jamboree” (JIJ) intended to related to peace and human un- convey the World Jamboree spirit ence, since when its method of operation has been slightly modi- derstanding as part of their to Scouts of all ages. JIJ comprises Founder’s Day celebrations each activities and events - ranging from fied (see Annex I). It provides a way for all members of the Scout year. In response to this appeal, a big national camp or jamboree to many National Associations car- a small gathering of a few troops or Movement to help Scouts in other countries. Donations to the “U” ried out such activities in 1990 and packs, or a fair or evening involv- 1991. (47) ing parents - which strongly identify Fund are regularly received from with the spirit and activities of the National Scout Associations, Scout • Before bringing this section Jamboree and the culture of the groups and individuals. Contribu- to a close, it is important to men-

Scouting and Peace - Page 12 tion WOSM’s very active involve- 4.3 PERSONAL DIMENSION: INNER ment in two International Years of Tools produced by the World PEACE Scout Bureau particular relevance to our Move- This dimension covers the whole ment: the International Year of • With the transfer of the World area of personal development, i.e. Scout Bureau from Ottawa, Canada, the Child celebrated in 1979 and the contribution of the Scout Move- the International Youth Year to Geneva, Switzerland, in May 1968, and the establishment of a ment to the development of young celebrated in 1985 under the theme Programme Service as part of the people, who can achieve inner “Participation, Development, efforts to strengthen the staff of the peace through the voluntary Peace”. Both years were desig- world headquarters, the early sev- acceptance of a “code of living” nated by resolutions of the United enties saw a proliferation of material intended to disseminate the concept and a system of values. Nations General Assembly and of a worldwide brotherhood as • In order to fully understand supported by World Scout widely as possible. Conference Resolutions (see Annex the originality of Scouting’s educa- Most of this material was addressed tional method (particularly taking I). They were an opportunity to to leaders of National Scout Associa- strengthen links of cooperation tions. Good examples are several into account that it was created at between many youth and youth- issues of the “Programme Informa- the beginning of the century), it is serving organizations. In many tion Exchange Series”, for instance, important to examine how B-P issue No. 4 dealing with the “Explorer countries, some of the most impor- envisaged the development of the Belt Scheme” of the British Scout personality of children and young tant activities undertaken by Association; issue No. 7, entitled National Scout Associations were “World Scout Link”, proposing a people, which, in a nutshell, can connected to world peace and “worldwide programme to encour- be summarized as follows: age Scout contacts between coun- international understanding. (48) tries”, and its complement, the 1) He saw it as individualized, “World Scout Link Kit”; and issue and not as a mass system. No. 8 on the “World Friendship Badge”, giving examples of require- 2) However, young people are ments for such a badge in different not alone; they are linked through countries. (49) the patrol system. However, some material was also As E. E. Reynolds points out: “The addressed directly at young people, basis of the B-P method was the such as the “International Scout Quiz Game”, published in 1972, and “Hello giving of responsibility to the indi- World” published in 1973. (50) vidual. To achieve this, drill in the mass was replaced by competition • The World Scouting Hand- book is a comprehensive reference between small groups of half a document for leaders, published in dozen men under a leader. In the 1985, replacing the long outdated this is known as the “International Commissioners Patrol System, and it is one of B-P’s Handbook”. It provides substantial most characteristic contributions information on WOSM and its bodies (World Conference, World Commit- to educational method.” (52) tee and World Bureau) and the inter- In B-P’s own words: “...Many Scout- national dimension of Scouting. Over 150 pages of information are supplied masters and others did not, at first, in a loose-leaf folder for easy updat- recognize the extraordinary value ing and to enable the holder to add which they could get out of the material. This important tool also Patrol System... The main object includes a set of overhead projector is... to give responsibility to the boy, transparencies about the World Or- ganization. Convenient pockets are since this is the very best of all provided to hold copies of the WOSM means for developing character...” Constitution and By-Laws and World (53) Scout Conference Resolutions. Section 5 provides many ideas for 3) Giving responsibility to international activities. (51) young people.

Scouting and Peace - Page 13 4) Giving them a system of ethi- Scouting’s educational method emergence of individuals with a cal reference, a code of values. (without describing it), the more sense of personal identity (ego As E. E. Reynolds states: “Giving so since it was tested and spread strength) (58), who are able to responsibility does not imply sim- throughout the world at the have or to seek “peace of mind” ply investing the boy with the power beginning of the century! (57) through the voluntary accep- to order others about; it implies • The purpose of Scouting, and tance of a “code of living”, a trust. But the boy is not left without therefore its daily task, is to pro- value system, which provides them guidance, that is supplied in the vide young people with a with “inner guidance”, strong Scout Law.” (54) favourable environment for their enough to guide them through life development, to guide them in and flexible enough to be adapted 5) This code of values is formu- to their changing circumstances. lated in a positive way, not their personal growth and to offer through prohibitions. them the support they need. This is In the light of the above, it is clear achieved by designing and imple- that expressions such as “peace of At that time, many wrote to B-P to menting programmes adapted to mind” or “inner peace” should not stress the importance of establish- the different age groups and to the be seen as a “static situation”, but ing prohibitions. But B-P was ada- specific conditions in which the rather as a “dynamic process”. The mant that the Scout Law should young people live (in other words, process of development of one’s have a positive character. Thus, he responsive to the needs and aspi- own personality entails constant wrote: “Authorities have come rations of young people in their and unlimited experience. As along to improve the Scout Law, respective societies). Claudio Naranjo proposed in his and not recognizing the active side article “The Unfolding of Man” (59): of it, have changed it to the reverse Since it is the purpose of Scouting, it automatically becomes the daily “Any experience in our lives can be - a series of “Don’ts”. “Don’t”, of viewed as an occasion for self-un- course, is the distinguishing fea- task of every unit (be it a pack, a Scout patrol or troop, a derstanding or self-realization”. An ture and motto of the old-fash- increase in the awareness of a ioned system of repression; and is a Rover clan, a team of Venturers, etc), of every group, of every dis- given situation leads to a more red rag to a boy. It is a challenge to acute sense of responsibility, which him to do wrong.” (55) trict, of every National Scout Asso- ciation. in turn might lead to a concrete In a sentence, it can be said that the response, which in turn generates whole educational philosophy of For this reason, it is difficult to new awareness in a never-ending Scouting seeks to favour the devel- single out specific instances where process. Thus, personality devel- opment of open, mature and this occurs. It is rather a combina- opment is, by definition, an evolu- balanced personalities. It is strik- tion of the different elements form- tionary and not a static concept. ing to see how these elements ing the appropriate balance: a Scout match the modern evolution of programme which is challenging, social science, and in particular attractive and useful, a system of Social Psychology. To make a com- adult leadership which is able to parison here between these two provide adult resources in suffi- aspects would far exceed the limits cient quality and quantity to fulfil of this paper. However, in this its mission, and a sound manage- context, it is worth mentioning the ment structure which enables the Report of the International National Association to use its re- Commission on the Development sources to the best possible advan- of Education, set up by UNESCO in tage of its educational mission. the late sixties under the chairman- The ultimate result is what B-P ship of Edgar Faure. This report, called “character building” and published in 1972 under the title of which in today’s terminology may “Learning to be” (56), pays tribute be called “development of the to the validity and seriousness of personality”; in other words, the

Scouting and Peace - Page 14 tal and expressive interaction. In Tools produced by the World Scout Bureau the instrumental interaction, the The most significant tools produced by the World Scout Bureau to assist National Scout focus centres on the satisfaction of Associations to develop the personal dimension of peace are: a specific and clearly identified • “Elements for a Scout Programme”, published for the first time in February 1985 need. I want to read the newspa- and updated regularly. The publication (in the form of a loose-leaf binder) was per, so I go and buy it. It does not conceived and is published under the leadership of the World Programme Committee. matter to me whether I buy it from Its main purpose is to serve as a reference tool for National Scout Associations in their task of systematically updating their Scout programmes in order to ensure that they a supermarket, from a small remain faithful to the fundamental principles and method of Scouting, and also that newsagents, or even from a street they remain relevant to the needs and aspirations of young people and the needs and dispenser where I insert a coin and aspirations of their respective societies. take my newspaper. In other words, Particularly helpful in this respect are sections I and II dealing with “Fundamentals” the important result is the newspa- and “The Scout Method”. It should be noted that Chapter 1 of Section I entitled per, not the relationship! In ex- “Fundamental Principles” has also been published as a separate booklet. (60) pressive interaction, on the other • Life Skills is another area which positively assists personal development. This hand, the focus is the relationship. subject is presented in Section 703 of the International Training Handbook (61). It is I enjoy being with Paul or Peter or based on the assumption that leaders and members of our Movement need to acquire more than technical skills. They need to relate to others, work cooperatively, Mary, not necessarily with all my communicate effectively and understand their own and others’ motivation. “Life skills” classmates, and for that reason, I can be summed up as “personal and relationship skills” which “enable people to meet them not only at school, but become self-reliant and interdependent rather than passively dependent on others.” also elsewhere, I invite them to my (62) This technique has also been explored during two European events: the National Training Commissioners Conference, held in Jambville, France, in 1986, and the home, I go with them to the cinema, National Training Commissioners Forum, held in Mozet, , in 1988. (63) we watch television together, and • Two other publications should be included here as tools for personal develop- so on. These examples clearly dem- ment. They are: the Training Package on “Transactional Analysis” and the dossier on onstrate that instrumental bonds “Education for Peace and Human Understanding”. Both are reviewed in sections 4.4 are rather weak and transitory, and 4.5 of this paper respectively. while expressive bonds tend, to a certain extent, to be stronger and 4.4 INTERPERSONAL DIMENSION: potentials into practice. This permanent, at least for a certain RELATIONSHIPS WITH OTHERS process is called social interac- period of time. However, even certain expressive relationships are This section should be considered tion and is, therefore, the central fact of society. transitory (like a holiday romance), in close connection with the area while others may last a lifetime of personal development. For the In a given society, people interact (like a successful marriage.) (65) purpose of this analysis, we shall with each other regularly and con- concentrate on the aspect of tinuously on the basis of • Many sociological studies interpersonal relationships. It behavioural expectations whose have shown the importance of should, however, be noted, that meaning has been previously es- expressive relationships for young the distinction between personal tablished. When two friends are people, and particularly for ado- and interpersonal is made for purely talking, two boys fighting, many lescents. “...besides providing plea- analytical purposes. In reality, people queuing in front of a the- surable experiences, peer relation- personal growth cannot be disso- atre, they are interacting, i.e. ad- ships can play a positive role in ciated from interpersonal relation- justing their behaviour to the adolescent socialization.” (66) ships, and both take place within a behaviour of the other(s) in a situ- They can: social context (a group, a society ation whose rules are defined by - ... give a growing person the and a culture). the culture in which they live. (64) unbiased feedback needed to de- • Man is a social being because Social scientists have studied in velop a realistic sense of self. the propensity to live with his depth the nature of such interac- - ... develop loyalty and trust- fellow men is inherent to his na- tions. Among the many distinc- worthiness... based on reciprocity ture. It is only by making contact tions established, one is particu- and fairness... with other people in his social larly relevant to our purposes: the - ... develop a sensitivity to group that he can put his own distinction between instrumen- Scouting and Peace - Page 15 others...thus providing an impor- interpersonal relationships. This opment as well as an element of tant sense of cohesion which helps ability to establish constructive re- social development. Its impact is to avoid alienation. lationships with others is essential likely to be felt both at an individual If we look at the main social tasks as an element of personality devel- and collective level. of adolescence: to develop a con- sistent self-image, establish inde- Tools produced by the World Scout Bureau pendence, develop an occupational • Transactional Analysis is a Training Package issued in 1981, prepared by the identity, plan for the future, deal Training Service of the World Scout Bureau. Its main purpose is to suggest an with issues of conformity vs. devi- approach to Transactional Analysis (TA) to support adult leaders in their personal ance, find a sense of meaning to development and help them achieve a greater self-awareness and a better understand- ing of others. The Training Package contains two booklets: “What is TA about?” and life and elaborate a set of values, “Note to Trainers”, an audio-visual presentation, 18 handouts, 10 exercises, 30 all are linked one way or another transparencies and a copy of the book “Games people play” by Eric Berne. The to peer relationships. The impor- material has been developed for a one-day course, which could easily be extended tance of these relationships is even to one and a half or even two days. It is also possible to reduce the duration by limiting greater if they are structured and if the objectives, thus narrowing the scope of the training session. Such a training programme could lead to: improved self-awareness, improved they involve other people who are motivation and morale, autonomy, better working relationships, more democratic more mature and experienced. (67) leadership and effective use of time, and more favourable conditions for introducing positive changes in self-perception, attitudes and behaviour. (71) • This is what B-P’s pedagogi- • Dossier: Human Relations in an Organization cal intuition conceived and tested Within the framework of the Strategy for Scouting, WOSM has identified management at the beginning of the century, as one of its top priorities. The document “Towards a Strategy for Scouting”, prepared when vertical relationships were as a background paper for the 31st World Scout Conference (Melbourne, 1988) states considered to be the absolute rule, that: “A major obstacle to the development of Scouting in many national associations is poor management.” (72) not only in society in general, but In order to meet the very wide variety of needs of National Scout Organizations, the also, and very particularly, in the World Scout Bureau is producing three practical tools: a periodical newsletter called school system! As B-P said: “Management Info”, a Management Handbook and a series of training modules. The dossier “Human Relations in an Organization” is section 2 of the Management “... Scouting puts the boys into fra- Handbook. It looks at human relations, i.e. the interaction between one person - with ternity gangs which is their natu- his/her own individual characteristics - with others. The following aspects are ral organization whether for considered: - The personal level: it examines the different “ego states” defined by Eric Berne, games, mischief or loafing.” (68) the founder of Transactional Analysis, the hierarchy of needs according to the And he adds: “...The Patrol is the Abraham Maslow theory, and the theories of individual “styles”. character school for the individual. - The individual and others: the different “transactions” between people, the To the Patrol leaders it gives prac- “Johari window”, which examines the degree and lucidity of relationships, and Ruth tice in responsibility and in the Cohn’s theory of “interaction centred on a theme”, which recognizes the different dimensions of a relationship (individual and collective, emotional and rational, etc.). qualities of leadership. To the Scouts - The relationship between the individual, the group and the task, in which the it gives subordination of self to the “situational leadership approach” is developed. interests of the whole, the elements - The solution of conflicts, in which the contributions of Steve Karpmann (the of self-denial and self-control in- “dramatic triangle”) and Thomas Gordon (“leader effectiveness training”) are considered. volved in the team spirit of coop- The section concludes with an “Egogram” to help people identify their most frequent eration and good comradeship.” spontaneous behaviour or attitude. (73) (69) • Management Info No. 2: Human Relations in an Organization As already mentioned, this tool forms part of the support provided by the World Scout In fact, as B-P pointed out: “ The Bureau to assist National Scout Associations in the development of their managerial Patrol System is the one essential capacities. feature in which Scout training It presents a number of elements which are motivation factors within an organization differs from that of all other orga- and others which hinder its smooth running from the point of view of inter-personal relationships. It also examines the factors which can increase the effectiveness of the nizations.” (70) decision-making process in an organization such as a Scout association. Two annexes • Thus, through its educational complete the issue: a questionnaire on the “Self-analysis of my relationships with method, Scouting helps young others” and another entitled “Diagnosis of certain relational factors within an organization”. (74) people to develop peace through

Scouting and Peace - Page 16 4.5 PEACE THROUGH we shall briefly consider it from a These judgements occur by means INTERCULTURAL UNDERSTANDING sociological perspective. As we of a certain number of mecha- This dimension covers the whole have already seen, (section 4.3 nisms which have been identified domain of intercultural relations in above) man is a social being, he and studied by the social sciences: which Scouting can play a signifi- lives in a society, where he inter- prejudices, caricatures, stereo- cant role by helping young people acts with other human beings. Ev- types and the extrapolation of a understand each other’s culture ery society has a culture. In its culture’s logic to become a “uni- and way of life, thus promoting broadest sense, the term culture versal logic”. (79) These mecha- respect and appreciation for differ- “refers to a social heritage, that is, nisms easily cause the develop- ent cultures and lifestyles. all the knowledge, beliefs, customs ment of a certain number of and skills that are available to the negative attitudes: chauvinism, • The Universal Declaration of members of a society or a social intolerance towards practices or Human Rights adopted by the group. The social heritage is the customs which are different from United Nations in 1948 states: “Ar- product of a specific and unique our own, racism and xenopho- ticle 26: Education shall be di- history; it is the distinctive way of bia. rected to the full development of the life of a group of people, their com- There is no need to stress to what human personality and to the plete design for living.” (77) strengthening of respect for human extent these attitudes constitute an rights and fundamental freedoms. In other words, culture helps us to obstacle to communication and It shall promote understanding, tol- view the world in a certain way. understanding between people, erance and friendship among all Through the process of social- either in the same society or be- nations, racial or religious groups, ization, the young child progres- tween different societies. and shall further the activities of sively acquires a cultural iden- the United Nations for the mainte- tity, a “cultural reference frame- nance of peace.” (75) work”, and he learns to judge events from his own view, his own ap- • The quest for peace has many proach. Culture teaches him to facets, but one which is essential is determine what is “good” and what the recognition and respect of other is “bad”, what is “fair” and what is people’s cultures and ways of life. “unfair”, what is “familiar” and B-P expressed this notion in April what is “alien”. 1940, thinking already of what could happen after the Second In this respect, the process of so- World War: “No one knows what cialization in a given culture is at form Peace will take, Federal the same time normal and neces- Unions, Economics, resuscitated sary (since life would be impos- Leagues of Nations, United States of sible without cultural values and Europe, and so on, are variously norms) and dangerous, since it suggested; but one thing is essen- creates what has been called “eth- tial to general and permanent nocentrism”. In its broadest sense, peace of whatever form, and that is this is the tendency of every indi- a total change of spirit among the vidual to judge another culture on peoples, the change to closer the basis of the criteria established mutual understanding, to sub- by his own culture, by his own jugation of national prejudices, view of the world. In the strictest and the ability to see with the sense of the term, “ethnocentrism other fellow’s eye in friendly also implies a tendency to believe sympathy.” (76) that one’s own culture is superior to others and to judge other cultures • In order to fully understand through the standards established the importance of this dimension, by one’s own culture.” (78)

Scouting and Peace - Page 17 Since its inception, the Scout Move- average, the number of participants cultural values. Many associations ment has been extremely aware of varies between 2,000 and 3,000. have also created badges such as the importance of educating young (80) “citizen of my country” and “citi- people in a spirit that goes far • National Integration zen of the world”, which are learn- beyond the simple practice of “tol- Camps are a unique feature of the ing units intended to open the eyes erance” and respect for other “Bharat Scouts and Guides” of In- of Scouts to the rich diversity of cultures, recognizing the need to dia. They are held periodically on cultures. help them fully understand and a multi-state basis, to help pro- appreciate the richness of other mote social and cultural integra- people’s cultural heritages so that, tion among young people from through the daily practice of states with different traditions and intercultural learning, they are cultures. These camps are a cor- enriched with the contribution of nerstone of the association’s “na- other cultures. tion-building activities” (81) and Among the initiatives aimed at pro- have been widely recognized at moting intercultural learning, national level as a powerful factor Eurofolk and the National Integra- in the promotion of intercultural tion Camps in India are worth a awareness and appreciation, which particular mention: in turn is a very important aspect in • Eurofolk is a European cul- the promotion of national peace. tural festival organized every four In 1987, the “Bharat Scouts and years by the European Scout Com- Guides” were nominated as “Peace mittee and the European Guide Messengers” by the United Nations, Committee. The first was held in in recognition of their outstanding in 1977, the second in contribution to the “International in 1981, the third in Year of Peace” in 1986. (82) in 1985 and the fourth in in • The “Friendship Trefoil” is an 1989. The tradition will continue interesting experiment in triangu- when hosts the fifth lar cooperation involving three Eurofolk in 1993. European associations: the Scouts The principles of its organization de France (Haute-Savoie region), are simple: in preparation for the the Swiss Scout Movement (Valais event, participating groups prepare canton) and AGESCI (Italy, Val their selected items: dances, music, d’Aoste region). For more than ten songs, pantomimes, games, years, each association in turn has costumes or cultural shows. Once organized regional gatherings with at the camp, they share the folklore activities for all age sections, they and traditions of their respective have a joint committee (all mem- countries or regions with others, bers wear the same scarf), their and at the same time they learn own constitution, newspaper and new aspects of other cultures in traditions. (83) workshops. A wide variety of • In addition, many National workshops is offered, including Scout Associations have introduced painting, drawing, weaving, “cultural badges” to enable Scouts spinning, singing, dancing, self- to become better acquainted with expression through movement, the rich cultural heritage of their glass-blowing, dressmaking and country and, therefore, to contrib- cookery. Usually, local artists and ute to the preservation of national craftsmen lead the workshops. On

Scouting and Peace - Page 18 Tools produced by the World Scout Bureau * “Education for Peace and Human Understanding” This was an experimental project undertaken under the leadership of the World Programme Committee (WPC) between 1978 and 1984, as part of an overall effort to assist National Scout Organizations to improve the relevance of their programmes and adapt them to the needs and aspirations of today’s young people. Its aim was “to study the best ways to use the Scout Method in order to create among young people a feeling of appreciation and respect for other people’s culture and way of life, thus contributing to world friendship and human understanding” (84). At the invitation of the WPC, three countries took part in the experimental project: Denmark, Mexico and Malaysia. As a result of the cooperation between the Programme Service of the World Scout Bureau and each one of the associations involved in the project, ad hoc educational material (games, exercises and group dynamics of different types) was prepared for young people and leaders. All the material was tested in different circumstances, either in adult leader training courses, or in special seminars. Most of the time, however, the tests were carried out with young people of different age groups within the framework of their weekly unit meetings or through activities or events designed for a specific age section. In most cases, the results were evaluated according to the “participant observation” method. As a result of this six-year process, the material was progressively refined and a number of educational documents were produced in the national languages of the participating associations (Danish, Spanish and Malay). The experiment was presented at the 29th World Scout Conference in Dearborn, USA, in 1983, and, in response to the requests of many associations, the WPC promised to publish a dossier with a full account of the process and a selection of the games and exercises used. This document was prepared between 1983 and 1985, resulting in the publication of “Education for Peace and Human Understanding” (85), which was available at the 30th World Scout Conference in Munich, Germany, in 1985. The book has an introductory chapter entitled “Background. Man, Society and Culture. Socialization and Values”, a chapter indicating how to use the games and exercises, and 20 games grouped in two series, the first called “Value Clarification”, which is intended to help young people to develop their awareness of personal values, and the second called “Inter-cultural communication”, devoted to the process of inter-cultural learning. In addition, it contains a chapter summarizing the experimental project in the three selected countries and another with suggestions for integrating activities relating to peace and human understanding into the badge system of National Scout Associations. The book was published by the World Scout Bureau in English and French, and has been translated into Arabic, Spanish and Italian. The Italian version, which contains several games introduced by AGESCI, was published as a result of cooperation between the Italian Committee for UNICEF, the Italian CARITAS and AGESCI. (86) The publication was used as resource material for the involvement of National Scout Associations in the “International Year of Peace”, held in 1986 by a United Nations Resolution (see Annex I, Resolutions No. 5/85 and 7/88). (87) * Other material produced by the World Scout Bureau includes: • “ Scouting ‘Round the World”, first published in 1975, re-published in 1977 and 1979, and completely revised and republished in 1990. This publication serves several purposes. It constitutes a comprehensive reference book on World Scouting, presenting the original features of national associations, each of which has its “strong points, ingenious ideas, particular experiences and unique problems.” (88) It also encourages National Scout Associations to “introduce world brotherhood programme ideas and to encourage more contacts and exchanges among Scouts and Scouters ‘round the world.” (89) And it provides Scout editors with information and illustrations for adaptation and dissemination at youth level. • “Living with other cultures: A learning unit for Scouts”, published as part of the “Programme Information Exchange” series (90) in 1976, with the main aim of providing leaders involved in programme development with useful ideas and insights for enriching this important dimension of the Scout programme. Suggestions correspond to the three classic age sections and are grouped into two main categories: suggestions to deepen appreciation and understanding for one’s own culture and suggestions intended to broaden the Scout’s awareness of the culture of other social groups existing in the same society.

4.6 PEACE AND JUSTICE and unemployment are precondi- in its different forms: community This broad area starts from the tions for the achievement of lasting development and community ser- basic assumption that flagrant situ- peace. vice, development education and ations of injustice are a breeding This area includes the world im- development cooperation. Like- ground for the emergence of armed balance between the North and wise, it covers the involvement of conflicts and therefore that, a the South, and the efforts deployed Scouting in the promotion of Hu- contrario sensu, the elimination of by Scouts at home and abroad to man Rights in general and the hunger, illiteracy, disease, poverty practise community involvement Rights of the Child in particular, as

Scouting and Peace - Page 19 well as different forms of emer- moting an equitable use of re- gency relief and reconstruction. sources? Over the last 20 years, the World • How can they avoid all forms Scout Bureau has produced abun- of over-exploitation of natural re- dant literature to support the in- sources by adopting a system of volvement of National Scout Asso- “governance of the planet” pro- ciations in the above-mentioned moting sustainable development fields, and the international visibil- and enhancing the quality of life? ity of Scouting has been enhanced by its contribution to international • How can solidarity between efforts such as the “International present and future generations be Drinking Water Supply and Sanita- established so that life on our planet tion Decade”, “International Lit- is not only preserved but also eracy Year” and the UNICEF “Child enriched? Survival and Development Revo- • Is there a need for a new lution”. environmental ethic which will Due to its vastness, this area will be guide both governments and citi- dealt with in a separate reference zens in their attitudes and paper, in which the richness of the behaviour? subject and its specific contribu- These dimensions were explored tion to Scouting’s educational pur- in the first reference paper pub- poses can be fully examined. lished by the World Scout Bureau’s “Centre for Prospective Studies and Documentation”: “Scouting and the 4.7 PEACE BETWEEN MAN AND Environment”. This paper also NATURE (OR MAN AND HIS dealt with Scouting’s contribution ENVIRONMENT) in this field, which has been most The relationship between man and significant since its inception and nature is one of the most crucial which, resources permitting, will concerns of our times, as was clearly be enhanced and expanded over demonstrated at the recent “United the coming years. Nations Conference on Environ- ment and Development”, better known as the “Earth Summit”. Heads of State, Prime Ministers, leading politicians, economists, representatives from International Governmental and Non-Govern- mental Organizations and repre- sentatives of the business commu- nity met in Rio de Janeiro in June 1992 to explore the complex rela- tionship between environment and development. Some key questions were raised, such as: • How can mankind and com- munities live more in harmony with their environment, while pro-

Scouting and Peace - Page 20 Conceptual Approach Main Manifestations in World Tools Developed by World SCOUTING'S Scouting Scout Bureau CONTRIBUTION Ordinary sense of the term - World Jamborees - Several issues of the TO THE CAUSE “peace”, as opposed to “war” - Join-in-Jamborees “Programme Information Ex- and “conflict”. - Jamboree-on-the-Air change Series” on “World OF PEACE - World Moots Scout Link” and “World - Scout Universal Fund Friendship Badge”. SUMMARY - Twinning - Booklets “International - Peace Week Scout Quiz Game” and “Hello - Involvement in “Interna- World” POLITICAL DIMENSION tional Year of the Child” and - World Scouting Handbook “International Youth Year”

Development of the person- - Daily life in a Scout unit. - “Elements for a Scout ality: personal identity, peace - Patrol system, progressive Programme”, particularly sec- of mind through the volun- acceptance of responsibilities. tions I and II on Fundamental tary acceptance of a “code of - Promise and Law as a sys- Principles and Scout Method. living”, a system of values tem of ethical reference. - Life skills (International which provides “inner Training Handbook, section guidance”. 703)

PERSONAL DIMENSION

Importance of expressive re- Patrol system as an ideal place - Training Package on Trans- lationships, and particularly to establish constructive rela- actional Analysis peer group relationships in tionships with others. - Dossier and Management the socialization of young Info No. 2 on “Human Rela-

DIMENSION people. tions in an Organization”

INTERPERSONAL

Importance of culture as a Intercultural learning activities - Dossier “Education for “social reference framework”. such as: Peace and Human Need to avoid ethnocentrism - Eurofolk Understanding” and its possible consequences: - National integration camps - “Scouting 'Round The prejudices, intolerance, chau- - Trefoil of Friendship World”

DIMENSION

INTERCULTURAL vinism and xenophobia. - Cultural badges - Booklet “Living with Other Cultures: A Learning Unit for Scouts”

Basic assumption: flagrant situ- To be developed in a separate reference paper ations of injustice are fertile ground for the emergence of armed conflicts. The conquest of poverty, hunger, illiteracy and disease are preconditions for the achievement of lasting PEACE AND JUSTICE peace.

Basic assumption: if humanity, Has been developed in the first reference paper “Scouting as a whole, is going to survive, and the Environment” there is a need for a new environmental ethic, which preserves the environment and establishes an equitable use of

THE ENVIRONMENT resources.

PEACE BETWEEN MAN AND

N.B.: It should be noted that there is an interaction between the different dimensions; for instance, the political dimension has a direct bearing on the justice dimension or in the relationship between man and his environment. Scouting and Peace - Page 21 5. INTERNATIONAL • Silver Anvil Award At the awards ceremony, held at In 1976, the World Organization of UNESCO’s headquarters in Paris RECOGNITION OF the Scout Movement won the “Sil- on 1st October 1981, the Director SCOUTING'S ver Anvil”, the top award of the General of UNESCO declared: 7,000 member “Public Relations “...what has earned the Scouts the CONTRIBUTION TO Society of America”, for its “Join- prize that is about to be awarded to In-Jamboree” (see section 4.2 them is their important contribu- PEACE above), judged to be “the most tion to the education of young outstanding international public people in a spirit of concord, peace, relations programme of 1975”. The friendship and fraternity.” (92) successful launch of the Join-In- • Rotary International Presi- Jamboree concept and its imple- dential Citation mentation throughout the world This was awarded to WOSM in were recognized for having en- 1982 to mark the 75th Anniversary abled no less than 2 million of Scouting. It is only the third members around the world to citation ever to be presented and it participate in activities intended to recognizes Scouting’s contribution promote the cause of international to the education of young people. understanding and peace. (91) (93) • UNESCO Prize for Peace • Freedom Prize of the Max Education Schmidheiny Foundation In 1981, the World Organization In 1982, the Max Schmidheiny of the Scout Movement received Foundation awarded the Freedom the UNESCO Prize for Peace Edu- Prize jointly to the World Organi- cation, sharing it with Mrs. Helena zation of the Scout Movement, the Kekkonen, an adult educator from World Association of Girl Guides Finland. and Girl Scouts, the “Federation The rules of the Prize stipulate that: des Eclaireurs Suisses” and the “the laureate... shall have distin- “Federation des Eclaireuses guished himself or herself through Suisses”. “The prize is awarded each outstanding and internationally year to honour outstanding recognized action extending over achievements to safeguard indi- several years in the fields of: the vidual freedom and responsibil- mobilization of consciences for the ity...” (94) cause of peace, the implementa- • Rotary Award for World tion, at international or regional Understanding level, of programmes of activity de- signed to strengthen peace educa- In 1984, the Rotary Award for World tion... educational action to pro- Understanding was bestowed upon mote human rights and interna- the World Organization of the Scout tional understanding,... (and) any Movement. The Award is Rotary other activity recognized as essen- International’s “most prestigious tial to the construction of peace in honour, which recognizes persons the minds of men.” Furthermore, or institutions whose actions ex- the rules indicate that the laureate emplify Rotary’s objective of pro- “shall be chosen for activities car- moting international understand- ried out in accordance with the ing, goodwill and peace through spirit of UNESCO and the United selfless service to others.” Nations Charter”.

Scouting and Peace - Page 22 The award was presented, with a standing ovation, at the Rotary International Convention in Bir- mingham, England. The Conven- tion was attended by 24,000 Rotarians from 100 countries. (95)

Scouting and Peace - Page 23 6. PROSPECTS FOR THE As a youth organization, Scouting super-powers, a new era is starting must always remain modern, up- in international politics. Although FUTURE to-date and in tune with its mem- it is far from certain that it will be bers, while adhering faithfully to as peaceful and prosperous as ev- its timeless and universal funda- eryone would wish, it is heart- mental principles and method. warming to see that the emer- Thus, while the fundamentals of gence of freedom in Central and Scouting do not vary, an intelligent Eastern European countries has appreciation of the political, eco- provoked a keen interest in the re- nomic, social and cultural environ- establishment of Scouting. It is ment - on both the national and equally encouraging to see a simi- international scene - will reveal lar process starting in several coun- new possibilities that can and must tries in Africa and - to a certain be exploited. Like a mine that extent - in Asia. yields new riches the deeper one Less tension at international level tunnels, National Scout Associa- also means: tions (with the support of the World and Regional bodies) need to keep • From the point of view of their current youth programmes, relationships, more possibilities adult resources and management for contacts and exchanges be- in constant evolution, digging for tween the youth of the world, a new veins while still working their more relaxed atmosphere in both current structures. international meetings and per- sonal contacts, better possibilities The following indicate only some for dialogue and mutual enrich- of the richness of a number of new ment, replacing confrontation and schemes which open new possi- dispute. bilities to better serve the needs of National Scout Associations. • At the level of substance, for the world’s youth it means a better As mentioned in the reference possibility to concentrate on more paper “Scouting and the Environ- substantive tasks: the satisfaction ment” (96), the Resolutions related of the basic needs of the less to the Strategy for Scouting adopted privileged, the improvement in the at the 32nd World Scout Confer- quality of life for everyone, and ence (Paris, 1990) provide an ideal “caring for the earth”, to safeguard framework for positive change in our planet from the over- several directions. The improve- exploitation of natural resources ment of youth programmes, the and all other forms of aggression wise utilization of adult resources to nature. and the management of the Move- ment at all levels are already pro- • At the level of resources, ducing an internal dynamism more possibilities to invest avail- which will be automatically re- able material resources (money flected in the growth of the Move- and equipment) - which are al- ment, not only in quantitative terms, ways, by definition, limited - in the but, above all, in its capacity to right priorities: to build rather than exercise a positive influence in the to destroy, to promote peace rather world. than to declare war, to make friends rather than enemies! With the change in the world equi- librium between the two former The above may at first seem rather poetic and difficult to translate into Scouting and Peace - Page 24 concrete terms, but this is far from not exhaustive, nor can it claim to true! To give just a few examples: be representative of the richness of • Consider the implications of the Movement, either at national the recent “Euro-Africa Seminar” or grassroots level. It simply indi- in Nairobi and the subsequent cates some of the possibilities open meeting of the Euro-ACP Working to the Movement for fulfilling its Group: long-term cooperation and educational mission even more ef- partnership programmes between fectively in the future. European and African associations, the possibilities of multilateral co- operation in addition to already existing bilateral cooperation, in- creased financial possibilities from international agencies. (97) • Consider the possibilities of- fered by Jamboree-on-the-Air (JOTA): technological changes make it possible to substantially improve the Scout communication network around the world (and not only during one weekend a year!). • Consider the Global Devel- opment Village: the publication of the Resource Pack (98) offers the possibility of multiplying an attrac- tive and interesting “development education activity” all over the world, at all levels, national, re- gional and local. • Several associations are de- veloping different schemes to inte- grate large numbers of ethnic mi- norities into their membership (99), thus offering significant possibili- ties for intercultural learning, not only for the new members but also for those belonging to the national majority ethnic groups. • Consider the enormous inter- est of young people today all over the world in environmental educa- tion and action, and the tremen- dous impact that Scouting can make with new and ambitious programmes in this field. (100) Needless to say, the above list is

Scouting and Peace - Page 25 Scouting’s contribution to peace, educational approach of Scouting 7. CONCLUSION while educational and therefore helps to create open-minded, unspectacular, is, however, funda- mature and balanced individuals, mental, since it prepares the deeply-rooted in their own cultures ground for true and lasting and receptive to the richness of peace. other cultures. How can it be summarized? Thus, a Scout is willing to work at 1) Since its inception, Scouting the same time for the preserva- has helped to build peace by cre- tion of national cultural values ating a feeling of brotherhood and to show understanding and and understanding which tran- appreciation for other people’s scends national barriers, by pro- cultures and ways of life. This is moting a peaceful lifestyle and by particularly important in today’s integrating a number of precepts world, where, in many countries, and practices which encourage intercultural awareness and ap- brotherly conflict-solving attitudes preciation are a powerful factor in and behaviour into the Scout prin- the promotion of peace. ciples and method. 6) Scouting also helps to create 2) Scouting helps to create a peace in the world through its more democratic and respon- contribution to the cause of jus- sible type of citizenship at all tice. By involving young people in levels, local, national and interna- the efforts to eliminate hunger and tional, helping the citizens of to- reduce poverty, both in their own morrow to have an informed opin- communities and abroad, to fight ion on the issues that concern their illiteracy and promote Human respective countries and the world Rights all over the world, Scouting today and, therefore, allowing is lending its hand to the task of them to have a say in decisions at building a human community all levels. where men and women can live truly human lives. In this way, 3) Scouting helps individuals to Scouting is establishing the pre- develop a sense of personal iden- conditions for the achievement of tity, enabling them to seek or to true and lasting peace. enjoy peace of mind through the voluntary acceptance of a “code of 7) The same can be said of living”, a system of values, which Scouting’s contribution to peace provides them with “inner guid- between man and his environ- ance”. ment. By creating an awareness and a feeling of responsibility to- 4) Scouting helps young people wards their natural environment, to develop enjoyable, mature and Scouting is helping to educate a responsible interpersonal relation- generation of citizens and deci- ships, to develop a sensitivity to sion-makers determined to avoid others based on reciprocity and the ecologically disastrous deci- fairness. Through his/her ability to sions of the past, willing to adopt establish constructive relation- a lifestyle which is compatible ships with others, a Scout then with the protection of natural re- becomes a messenger of peace. sources and to bear witness to the 5) The same applies to the field new “environmental ethic” neces- of intercultural relations. The whole sary for the survival of our world.

Scouting and Peace - Page 26 8) The above elements can be multiplied a thousandfold by the international dimension of Scouting, which is a living reality and source of enrichment for all, both youth and adults, from rich and poor countries, from the North and the South, from the East and the West. The cause of peace has many fac- ets and can be served in many ways, some spectacular, while others very seldom make the headlines. By focussing on the development of the individual, at grassroots level, and by striving towards an ideal of fraternity and understanding, Scouting plays a tremendous role in the promotion of peace at all levels. This role is performed in a quiet and unspectacular, yet in-depth way, by creating a feeling of brother- hood - which is the true infra- structure for peace - among the youth who will be the citizens of tomorrow’s world.

Scouting and Peace - Page 27 1. Footsteps of the Founder - Lord 19. Tim Jeal, “Baden-Powell”, Ed. REFERENCES Robert Baden-Powell, compiled and Hutchinson, London, Sydney, edited by Mario Sica, Editrice Ancora Auckland and Johannesbourg, 1989, Milano, Milano, Italy, 1981, p. 85 p. 510-511 2. Preamble to the Constitution of 20. Baden-Powell’s basic daily diary UNESCO, first paragraph, London, l6 kept from 1902 to 7 Nov. 1940. In November 1945. annual vols. owned by the . Microfilm reels 1.4, quoted 3. Encyclopaedia Britannica, Wil- in Tim Jeal, id. p. 511 liam Benton Publisher, Chicago, Lon- don, Toronto, Geneva, Sydney, To- 21. Tim Jeal, “Baden-Powell”, Ed. kyo, Manila, 1969 edition, volume 17, Hutchinson, London, Sydney, p. 494. Auckland and Johannesbourg, 1989, 4. Webster’s Third New Interna- p. 510-511 tional Dictionary, G. and C. Merrian 22. Ibid., p. 511 Co. Publishers, Springfield, Mass., USA, 23. Ibid., p. 512 1966 edition, p. 1660. 24. Ibid., p. 512-513 5. Paul Ricoeur, “Histoire et Vérité”, Ed. du Seuil, Paris 1955, p. 224 quoted 25. Ibid., p. 512-513 in, Francois Vaillant “La Non Vio- 26. Ibid., p. 513 lence. Essai de Morale fondamentale”, Ed. du Cerf, Paris, 1990, p. 13 27. Ibid., p. 513 6. Footsteps of the Founder - Lord 28. Baden-Powell’s “Scouting for Robert Baden-Powell, compiled and Boys”, with an introduction by Lord edited by Mario Sica, Editrice Ancora Rowallan, M.C.T.D., Chief Scout of the Milano, Milano, Italy, 1981, p. 144. British Commonwealth, C. Arthur Pearson Ltd., London, 26th edition, 7. Ibid., p. 139 1951, part one: Baden-Powell, A Mem- 8. Ibid., p. 140. oir of the Founder, p. 12 9. Ibid., p. 141 29. Constitution and By-Laws of the World Organization of the Scout Move- 10. Ibid., p. 140 ment, World Scout Bureau, Geneva, 11. Ibid., p. 117 July 1983, p. 3 12 Ibid., p. 85 30. Ibid., p.3 13. Ibid., p. 50 31. Ibid., p.3 14. “The first Scout camp”, article by 32. Ibid., p. 5 E. E. Reynolds, in “World Scouting/ 33. Ibid., p. 5 and 7 Scoutisme Mondial”, Volume 13, No. 4, October-December 1977, p. 8-11 34. “International Red Cross and Red Crescent Movement”, Cahiers 15. Ibid., p.11 Pédagogiques, Cahier K, p. 6 16. R. Baden-Powell, “Scouting for 35. Conference Report, 32nd World boys”, 7th edition, 1913, p. 40 (N.B.: Scout Conference, Paris, 23-27 July no indication of editor, cover and first 1990, Report of Dr. Jacques Moreillon, pages are missing) Secretary General, p. 28 17. Ibid., p. 49 36. The conceptual approach used 18. E. E. Reynolds, “Baden-Powell, a as a background comes from three biography of Lord Baden-Powell of sources: Gilwell”, Oxford University Press, Lon- • Paulo de Castro Reis, article don, New York, Toronto, 1943, p.158. “Peace Education - A Synoptic Chart”, (7 August 1991) and

Scouting and Peace - Page 28 • Wijnand Dickhoff, article “To- Child; Circular No. 32/88 issued in Brussels, Belgium, 1976, section H: wards a CISV Core Curriculum”, both September 1988 and Circular No. 42/ Concepts of Human Development and published in “INTERSPECTIVES, a Jour- 88 issued in December 1988, all issued Potential, Document 1, no indication nal on Transcultural and Peace Educa- by the World Scout Bureau, Geneva, of page tion, in a special issue devoted to “Programme Exchange” issue No. 16, 58. Ibid., section H, Reference H “Evaluation of Peace Education May 1988 and Circular No. 15/91, 0371 and H 0217, no indication of Programmes in Volunteer Organiza- issued in May 1991, World Scout Bu- page tions”, Volume 10, 1991, © Children’s reau, Geneva, International Summer Villages 1991, 59. Ibid., Claudio Naranjo, “The Un- 48. “International Year of the Child”, Newcastle-upon-Tyne, England, and, folding of Man”, Document 2, p. 1 article in “World Scouting/Scoutisme • Mateo Jover, article “Working Mondial”, Vol. 14, No. 4, October- 60. “Elements for a Scout for Peace”, summary of a session pre- December 1978, and Programme”, published by the sented at the European Seminar “Key Programme Service of the World Scout “Special IYY issue”, “World Scout- Issues facing young people in Europe Bureau, Geneva, 1987, Section I, Fun- ing Newsletter”, Vol. 17, No. 1, January today”, held in Wasserspreng, damentals, Chapter 1, Fundamental 1985, and Hinterbruhl, Austria, from l-7 July 1986 Principles. Also available in a separate regular “IYY Update”, published booklet published by the World Scout 37. “Footsteps of the Founder”, op. throughout 1985 Bureau in 1989 cit., p. 117 49. “Programme Information Ex- 61. “International Training Hand- 38. Ibid., p. 142 change Series”, issue No. 4, “The Ex- book”, published by the Training Ser- 39. Ibid., p. 144 plorer Belt Scheme”, published in 1971; vice, World Scout Bureau, Geneva, issue No. 7, “World Scout Link”, pub- 40. “Scouting ‘Round the World”, Switzerland, 1985, section 703, pub- lished in December 1971; issue No. 8, 1990 edition, published by the Public lished in 1986 “World Friendship Badge”, published Relations and Communications De- 62. Ibid in February 1972; and the “World partment, World Scout Bureau, 63. Report, “National Training Com- Geneva, 1990, p. 152 Scout Link Kit” published in 1972 missioners Conference” Jambville, 50. “International Scout Quiz Game, 41. Ibid., p. 142 France, 11-16 November 1986, p. 11- an instructional game”, published in 17, and, 42. “Join-In Jamboree” booklet, origi- 1972, and “Hello World”, published in nal idea from Vic Clapham, material June 1973, both published by the Report “National Training Com- compiled and edited by Carl A. Programme Service of the World Scout missioners Forum”, Mozet, Belgium, Lindstén, published by the Programme Bureau, Geneva 26th November to 2nd December 1988, Service, World Scout Bureau, Geneva, p.21-27 51. “World Scouting Newsletter”, Oc- October 1974, p. 2 tober 1985, Vol. 17, No. 9 64. Francis E. Merrill, “Society and 43. Ibid., p. 2 and 3 Culture”, Prentice-Hall Inc., 52. E.E. Reynolds, Baden-Powell, Englewood Cliffs, New Jersey, 196l. 44. “Scouting ‘Round the World”, op.cit., p. 157 1990 edition, op. cit. p. 152. pp. 21-32 53. Ibid., p. 157 45. Leaflet “Twinning” and article 65. Leonard Broom and Philip 54. Ibid., p. 157 “Twinning” in “World Scouting Hand- Selznick, “Sociology, a text with book”, loose-leaf binder published by 55. Ibid., p. 158 adapted readings”, Harper and Row, Publishers, New York, Evanston and the World Scout Bureau, Geneva, June 56. “Learning to be: the world of edu- 1985 London, fourth edition, 1968, pp. 17- cation today and tomorrow”, Paris, 21 46. “Triennial Report 1988-1990”, UNESCO, London, Harrap, 1972, p. World Scout Committee, published by 153-158 66. Laurie Huberman and Mai Tra the World Scout Bureau on behalf of Bach, “Adolescents facing the future: 57. “Towards the complete man”, the World Scout Committee, Geneva, the changing role of the family and its from the International Commission on 1990, p. 14 implications for the transmission of the Development of Education, “Year- values”, World Scout Bureau, Geneva, 47. Circular No. 12/88 issued in May book of World Problems and Human draft version, 1990 1988, Circular No. 17/88 issued in Potential, 1976”, compiled and June 1988, Circular No. 22/88 also published as a joint project by the 67. Ibid., p. 5-12 issued in June 1988, dealing with Secretariats of “Union of International 68. “Footsteps of the Founder - Lord Peace Week and the Rights of the Associations” and “Mankind 2000”,

Scouting and Peace - Page 29 Baden-Powell”, compiled and edited article “Italy Hosts Eurofolk ’89" 91. “World Scouting Newsletter”, Vol. by Mario Sica, Editrice Ancora Milano, in “World Scouting News”, Vol. 21, No. 8, No. 6, June 1976 Milano, Italy, 1981, p. 90 8, September-October 1989, p. 2 92. Booklet “Unesco Prize for Peace 69. Ibid., p. 90-91 81. “Scouting ‘Round the World”, Education 1981”, published in 1982 1977 (p. 50) and 1979 editions (p. 45) by Unesco, Paris 70. Ibid., p. 89 71. “Introduction to Transactional • leaflet “Role of Scouting and 93. “Biennial Report 1981-1983”, Analysis”, a Training Package pre- Guiding in Youth Welfare and Na- World Scout Committee, Geneva, 1983, pared by the Training Service, World tional Integration within the Frame- p. 10 Scout Bureau, Geneva, Switzerland, work of our Educational System”, by 94. “Europe Information”, No. 7, 1981 Mrs. Lakshmi Mazumdar, National March-April-May 1982 Headquarters, Bharat Scouts and 72. Document “Towards a Strategy Guides, New Delhi, India, 1970, and, 95. “Biennial Report 1983-1985”, for Scouting”, World Scout Bureau, World Scout Committee, Geneva, 1985, • booklet “Guidelines for the Geneva, 1988, and Circular No. 43/ p. 11 organization of National Integration 1988 issued by the World Scout Bu- Camps”, National Headquarters, The 96. “Scouting and the Environment”, reau, Geneva, December 1988 Bharat Scouts and Guides, New Delhi, reference paper No. 1 prepared by the 73. Management Handbook, Dos- India, 1975 Centre for Prospective Studies and sier No. 2, “Human relations in an Documentation, World Scout Bureau, 82. Press Release “Scouts celebrate organization”, World Scout Bureau, Geneva, 1992, section 7 Peace Week 1989”, issued by the World Geneva, 1991 Scout Bureau, Geneva, February 20, 97. Report on “EURO-AFRICA Semi- 74. Management Info No. 2, “Hu- 1989 nar”, World Scout Bureau, Geneva, man relations in an organization”, February 1992, and Working Docu- World Scout Bureau, Geneva, Febru- 83. Section “In Brief - Switzerland”, ment “EURO-ACP Working Group” ary 1989 in “World Scouting News”, Vol.21, No. Meeting, Nairobi 4-6 January 1992 8, September-October 1989, p. 7 75. “Universal Declaration of Hu- 98. Circular No. 2/92, World Scout 84. “Education for Peace and Hu- man Rights”, leaflet published by the Bureau, Geneva, February 1992 man Understanding”, op. cit., p. 3 United Nations Office of Public Infor- 99. Article “Scouting reaches out to mation, New York, reprinted June 85. “Education for Peace and Hu- young immigrants” in “World Scout- 1980 man Understanding”, op. cit. ing News”, Vol. 24, No. 6, June 1992 76. Footsteps of the Founder, op. cit. 86. “29 Giochi per educare alla 100. “Scouting and the Environment”, p. 86 pace”, published by AGESCI, Settore id. section 7 rapporti e animazione internazionale, 77. Clyde Kluckholn, “The Study of Comitato Italiano per l’UNICEF and Culture”, Daniel Lerner and Harold D. CARITAS Italiana, Edizione Borla, Laswell (eds.), The Policy Sciences, Roma, 1987 Stanford University Press, 1951 87. Circular No. 3/87, World Scout 78. “Education for Peace and Hu- Bureau, Geneva, January 1987 man Understanding”, a resource pub- lication prepared by the Programme 88. “Scouting ‘Round the World”, Service of the World Scout Bureau, 1979 edition, published by the Public Geneva, Switzerland, July 1985, p. 12 Relations and Communications Ser- 79. Andreas Fuglesang, “About Un- vice, World Scout Bureau, Geneva, derstanding - ideas and observations 1979, p. i on cross-cultural communication”, 89. Ibid Dag Hammarskjold Foundation, Swe- 90. “Living with other cultures: a den, 1982, p.15 learning unit for Scouts”, by Patrick R. 80. Ulrich Bauer, article “Another Connolly, Ph.D., in “Programme In- Eurofolk in 1985?”, in Europe Infor- formation Exchange” No. 19, mation No. 7, issue March, April, May Programme Service, World Scout Bu- 1982, p. 10 and 11, and, reau, Geneva, March 1976

Scouting and Peace - Page 30 PEACE AND PEACE EDUCATION - believing firmly in the aim of “Peace ANNEX I: - one day, at least”, 1983 - recognizing that the 26 million Scouts RESOLUTIONS OF THE The 29th World Scout Conference adopts and Guides constitute an important force Resolution N° 4 where it “... requests the in the world, WORLD SCOUT World Committee to include “Peace Edu- cation” as an item on the agenda of the - noting that the General Assembly of CONFERENCE DEALING 30th World Scout Conference in 1985, the United Nations, in November 1981, ensuring that it makes provision for the declared in Resolution 36/67 that the open- WITH PEACE, PEACE sharing of practical experiences and en- ing day of the regular session of the General courages discussion of possible future ac- Assembly each year will be officially EDUCATION, tions.” dedicated and observed as the Interna- tional Day of Peace and shall be devoted to INTERNATIONAL 1985 commemorating and strengthening the The 30th World Scout Conference adopts ideas of peace both within and among all BROTHERHOOD AND Resolution N° 5 : “The Conference, nations and peoples, RELATED SUBJECTS - recognizing that Scouting since its • decides that, to promote peace edu- beginning has been a peace-creating force cation and to show our sincere dedication in the world and due to its worldwide to peace, the World Organization will pro- character has a unique possibility to de- mote the United Nations’ International velop peace education into practical ac- Day of Peace on the third Tuesday of tivities, September each year • welcomes the publishing of the dos- • encourages all national Scout orga- sier on peace and human understanding nizations to initiate and participate in and urges national Scout organizations to activities related to Peace on that day utilize this material in their respective coun- under the theme “Peace - one day, at tries and in cooperation with other least”. countries, • recommends to the World Commit- tee to provide opportunities for sharing of INTERNATIONAL BROTHERHOOD practical experiences on peace education at the next World Conference.” 1924 The 3rd World Scout Conference adopts Resolution N° 14 where it “... declares that 1988 the Boy Scout Movement is a movement of The 31st World Scout Conference adopts national, international and universal Resolution N° 7: “The Conference, character, the object of which is to endow - recognizing that Scouting through each separate nation and the whole world its international character and tradition with a youth which is physically, morally has unique opportunities to build under- and spiritually strong. standing and friendship among young It is national in that it aims, through people national organizations, at endowing ev- • encourages national Scout organi- ery nation with useful and healthy citi- zations to review their youth programmes zens. to ensure education for peace and human It is international in that it recognizes no understanding is an integral part of them national barrier in the comradeship of the • recommends to national Scout organi- Scouts. zations to focus particularly on activities It is universal in that it insists upon univer- related to education for peace and human sal fraternity between all Scouts of every understanding during a special “peace nation, class or creed. week” around Founder’s Day in February 1989.” The Scout Movement has no tendency to weaken but, on the contrary to strengthen individual religious belief. The Scout Law 1990 requires that a Scout shall truly and sin- The 32nd World Scout Conference adopts cerely practise his religion, and the policy Resolution N° 15: “The Conference, of the Movement forbids any kind of sectar- - noting that different kinds of Peace ian propaganda at mixed gatherings.” activities involving many Scouts and Guides took place during Peace Week 1989, Scouting and Peace - Page 31 1937 advancement programme and spiritual a) create a fund for capital gifts which The 9th World Scout Conference adopts life. will receive the capital gifts now in the B-P Resolution N° 15 where it “... resolves that Centenary Fund. (Any new capital gifts or The Conference as the central world body the International Committee be requested grants would normally be diverted to the of our Movement expresses the conviction to do all that it can to ensure that Scouting World Scouting Foundation.) Investment that World Scouting in the existing general and Rovering in all countries, while foster- of these capital amounts to be directed by international atmosphere can play a most ing true patriotism, are genuinely kept the Administration Sub-Committee. important part by preparing good citizens within the limits of international coopera- for tomorrow with the right ideas of a Income from this capital account to be tion and friendship, irrespective of creed constructive mutual understanding among accumulated or expended in accordance and race, as has always been outlined by all nations and towards lasting peace.” with the wishes of the donor; if no such the Chief Scout. Thus, any steps to the direction exists, then income shall be added militarization of Scouting or the introduc- to the Scout Universal Fund as explained tion of political aims, which might cause 1988 in paragraph 3. misunderstanding and thus handicap our The 31st World Scout Conference adopts work for peace and goodwill among na- Resolution N° 17 where it “... b) i.maintain for accounting purposes tions and individuals should be entirely the identity of: - expresses its gratitude to those na- avoided in our programmes.” 1. B-P. Memorial Grants Fund tional Scout organizations which, within 2. Fund for Scouting with the Handi- the framework of bilateral cooperation, 1951 capped contribute towards the promotion of Scout- The 13th World Scout Conference adopts 3. Any future special purposes fund. ing throughout the world and have enabled Resolution N° 18 where it “... recommends ii. Transfer balances from the less privileged associations to be repre- that training manuals or programme plans World Friendship Day Fund and the World sented at the 16th World Jamboree and at for boys of 14 and over of all Member Jamboree Fund to the Scout Universal Fund the 31st World Scout Conference Associations should include provision of as explained in paragraph 3. periodic sessions for study or activity re- - strongly recommends to national 2. Authorizes the amalgamation of any lated to world affairs; Scout organizations to expand and am- current or operating funds for the purpose plify such initiatives, which contribute to suggests that Member Associations con- of investment, where such an amalgam- making Jamborees - a unique opportunity sider the institution of a merit badge in ation benefits the Movement, the Adminis- for all Scouts of the world to meet - a world brotherhood; tration Sub-Committee to review policy tangible expression of world brotherhood.” and account to the World Committee an- requests the International Bureau to make nually in a special separate statement. available to Member Associations desiring it: 3. Authorizes the creation of a new JOIN-IN-JAMBOREE fund to be called the Scout Universal Fund i) suitable material on education in to receive new gifts and grants, and the world brotherhood, 1975 transfer thereto from the World Friendship The 25th World Scout Conference adopts ii) a draft statement of requirements for Day Fund and from the World Jamboree Resolution N° 8 where it “...strongly com- a merit badge in world brotherhood, Fund, as in paragraph 1b (ii). Expendi- mends the practice of the “Join-In-Jambo- tures from this fund to be at the discretion ree” in connection with the holding of iii) material for a training manual and of the World Committee as defined in World Jamborees. programme plans for boys of 14 and over.” Resolution 6/63 of the 19th World Confirms that the “Join-In-Jamboree” shall Conference. An annual statement of be a permanent feature for all future World income and expenditures to be prepared 1955 Jamborees and The 15th World Scout Conference adopts in a special report. ° Urges all Member Organizations to orga- Resolution N 10 where it “... recommends 4. Approves the proposal that there shall nize their “Join-In-Jamboree” activities as to all associations that they consider incor- be a Scout U Fund Day in each year on effectively as possible in order to carry the porating in their training manuals such as February 22nd (Founder’s Day) and rec- Jamboree spirit and the sense of participa- “First Steps in Scouting”, “Tenderfoot Tests” ommends to member countries and to all tion to all Scouts around the world.” or “Boy Scouts Handbook” an explanatory members of the Movement throughout the paragraph in simple terms relating to the world that on this day members of the significance of the Scout Law, “A Scout is a Movement shall share in a cooperative UNIVERSAL FUND friend to all and a brother to every other effort to make Scouting available to an Scout” and to the term used in the investi- increasing number of boys throughout the 1969 ture ceremony “You are now a member of world by contributing to this fund.” the worldwide brotherhood of Scouts”.” The 22nd World Scout Conference adopts Resolution N° 6 where it “... ° and Resolution N 18 where it “...believes 1. Approves the proposal from the World 1973 that Scouting with its methods as initiated Committee concerning funds now in exist- The 24th World Scout Conference adopts by B-P. can always attract the boy if we ence and certain funds to be acquired in Resolution N° 12B : “Whereas the existence insist on giving boys real Scouting with its the future and instructs the Committee to: of several funds managed by the World romance, adventure, inspired leadership, Bureau, as approved by Resolution 6/69 of the World Conference, entails necessary Scouting and Peace - Page 32 clerical complications and expenses, the the World Organization of the Scout Move- by encouraging the spirit of world brother- Conference resolves that the existing bal- ment will play an important role to ensure hood amongst the youth of the world ance of the Handicapped Scout Fund (US$ the success of the “International Youth through Scouting. 2,867) and the B-P. Memorial Grants Fund Year”, the theme of which is “Participa- Therefore we the delegates of our respective (US$ 337) be incorporated in the “U” Fund tion, Development, Peace”. national Scout movements pledge to the current account and kept, together with youth of the world our best efforts, conse- The Conference encourages national Scout future grants for the same purposes, in its crated service and full devotion.” associations to both participate in the Na- books in earmarked accounts to be spent tional Youth Committee that may be estab- in compliance with the wishes of the do- 1957 lished for the occasion and to undertake nors; that the existing balance of the “U” The 16th World Scout Conference adopts special programmes within the context of Fund be transferred to the capital account Resolution N° 19 where it states “The the I.Y.Y., starting from 1982 onwards.” of the World Scout Foundation, with the Conference, as the central body of the Boy provision that its income be spent for the Scouts world brotherhood, on the occasion same purposes as originally designated.” 1983 of its Founder’s Centenary and the fiftieth The 29th World Scout Conference adopts Anniversary of the birth of Scouting in the 1983 Resolution N° 11: “The Conference, recog- world, reaffirms its faith in the fundamen- The 29th World Scout Conference adopts nizing that the World Organization of the tal principles of Scouting as founded by the Resolution N° 13 where it “...welcomes the Scout Movement holds consultative status former Chief Scout of the world, the late spontaneous and generous response of the with the United Nations Organizations, Lord Baden-Powell of Gilwell: Canadian International Development re-affirms its support of the International 1. Duty to God Agency to the launch of the revitalized “U” Youth Year 1985, and recommends that Fund, Scout Associations participate in the ac- 2. Loyalty to one’s own country. tivities planned for this event.” accepts the challenge of raising matching 3. Faith in world friendship and broth- funds from local Scout sources for the list of erhood. projects circulated by the “U” Fund and RELATED SUBJECTS 4. Accepting, freely undertaking and commends the “U” Fund to all Member practising the ideals set forth in the Scout Associations for their active attention.” 1924 Law and Promise. The 3rd World Scout Conference adopts 5. Independence of political influence. Resolution N° 16 where it “... re-asserts INTERNATIONAL YEAR OF THE CHILD and emphasizes the non-military charac- 6. Voluntary membership. ter of the Boy Scout Movement. 1977 7. The unique system of training, based The aims and ideals of the Movement are The 26th World Scout Conference adopts on the patrol system, activities in the open directed towards the development of a spirit Resolution N° 14 where it “... resolves that air and learning by doing. of harmony and goodwill between indi- the World Organization of the Scout Move- viduals and between nations (Re-affirmed 8. Service to others. ment play an important role in ensuring 16/63).” The Conference firmly believes that these the success of the International Year of the principles, which have proved so success- Child 1979.” ful, strongly contribute towards the forma- 1947 tion of character in the boy of today, the 1979 The 11th World Scout Conference adopts man of tomorrow, to the great benefit of The 27th World Scout Conference adopts Resolution N° 1 where it “...records its every nation, and through the spread of Resolution N° 6 where it “... resolves to heartfelt gratitude for the life, leadership understanding and unity of purpose, of extend its warm felicitations and gratitude and example of the late Lord Baden-Powell the world as a whole. May this be our to UNICEF and its National Commissions of Gilwell, Chief Scout of the World and endeavour in the strengthening of freedom for all they have accomplished in designat- Founder of the Boy Scout Movement, and and peace.” ing 1979 as International Year of the Child. reaffirms its steadfast loyalty to the aims, While much has been accomplished in the principles and methods of Scouting for 1969 first six months, the Conference urges all boys, as inaugurated by the late Lord The 22nd World Scout Conference adopts Member Scout Organizations to intensify Baden-Powell, and its belief in the value of Resolution N° 3 where it “... their activities between now and the end of international Scouting in the promotion of a) Asserts its belief that the ideals as set the year to ensure a truly dedicated and understanding and goodwill among all forth in “Scouting for Boys” are so funda- successful year in respect of our greatest peoples.” mental as to transcend the limits of race resource, children of the world.” and country. 1949 The 12th World Scout Conference adopts b) Records that the aims, basis and INTERNATIONAL YOUTH YEAR Resolution N° 27 where it states that “We fundamental principles are defined by the rededicate ourselves to the principles of World Scout Constitution (Articles III and 1981 liberty and the freedom of peoples and IV). The 28th World Scout Conference adopts nations. We believe that the cause of peace c) Declares that the Boy Scout Move- Resolution N° 14 where it “... resolves that and understanding can effectively be served ment is a movement of national,

Scouting and Peace - Page 33 international and universal character, the object of which is to endow each separate nation and the whole world with a youth which is spiritually, morally and physi- cally strong. It is national in that it aims, through national organizations, at endowing every nation with useful and healthy citizens. It is international in that it recognizes no national barrier in the comradeship of the Scouts. It is universal in that it insists upon broth- erhood between all Scouts of every nation, class or creed. d) Reaffirms its steadfast loyalty to the aims, principles and methods of Scouting for Boys, as inaugurated by the late Lord Baden-Powell, and its belief in the value of international Scouting in the promotion of understanding and goodwill among all peoples. e) Asserts that whilst membership in Scouting in any country should foster true patriotism, this should genuinely be kept within the limits of international coopera- tion and friendship irrespective of creed and race.

Therefore The Conference reaffirms that the condi- tions for international recognition of any national Scout organization (and its mem- bership) are set forth in the Constitution of the Boy Scouts World Conference. Recognition does not represent intrusion into the field of politics, nor should it be considered by any government or official as affecting the sovereignty or diplomatic status of any country.”

Scouting and Peace - Page 34