The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony Among Races to Global Youth: 23Rd World Scout Jamboree 2015 in Japan

The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: 23rd World Scout Jamboree 2015 in Japan

By Putry Isti Syaprilida ID No. 016201300119

A thesis presented to the Faculty of Humanities President University in partial fulfillment of the requirements of Bachelor Degree in International Relations Major in Diplomacy

2018

PANEL OF EXAMINERS APPROVAL SHEET

The Panel of Examiners declare that the thesis “The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: Case Study 23rd World Scout Jamboree in Japan 2015” that was submitted by Putry Isti Syaprilida majoring in International Relations from the School of Humanities was assessed and approved to have passed the Oral Examinations on

______Bustanul Arifin, BA. IR., MA. Chair Panel of Examiner

______Anggara Raharyo, S.IP., M.PS. Examiner 1

______Dr. Endi Haryono, S.IP., M.Si. Thesis Adviser

THESIS ADVISER RECOMMENDATION LETTER

This thesis titled “The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: Case Study 25th World Scout Jamboree in Japan 2015” prepared and submitted by Putry Isti Syaprilida in partial fulfillment of the requirements for the degree of Bachelor of Arts in International Relations in the School of Humanities of President University has been reviewed and found to have satisfied the requirements for a thesis fit to be examined. I therefore recommend this thesis for Oral Defense.

Cikarang, Indonesia, May 8 2018

______Dr. Endi Haryono, S.IP., M.Si.

iii

DECLARATION OF ORIGINALITY

I declare that this thesis, titled “The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: 23rd World Scout Jamboree in Japan 2015” is, to the best of my knowledge and belief, an original piece of work that has not been submitted, either in whole or in part, to another university to obtain a degree.

Cikarang, Indonesia, May 8 2018

______Putry Isti Syaprilida

ABSTRACT

Title: “The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: 23rd World Scout Jamboree in Japan 2015”

By: Putry Isti Syaprilida, 016201300119.

Advisors: Dr. Endi Haryono, S.IP., M.Si.

Attention to the impact of one of the major non-profit and voluntary educational organizations WOSM or Scouting Movement is still very little discussed in the literature and academics in the various majors. Scouting Movement is often underestimated as a childish organization whose activities are not very useful. Though actually, Scouting Movement has repeatedly created a global agenda based on the Founder's thought, Lord Robert Baden-Powell adapted to the time and place. Among the agenda is the promotion of peace through cross-cultural education to fight intolerance and racism. This agenda is a continuation and aspiration of what Lord Baden-Powell plans to create a program that brings together representatives of scouts in each country to strengthen the brotherhood of the world. This thesis uses descriptive qualitative research approach method, with document study technique and literature on this subject. Using Constructivism theory and second-track diplomacy, we can find that WOSM as international organization for the scouting movement, with its motto: “create a better world”, through various scouting activities, especially through the cross- cultural education program presented during the World Scout Jamboree, has done a tremendous work in educating the youth to fight intolerance and racism with the hope that the youth can live in a harmonious world in the future.

Keywords: Cross-cultural education, intolerance and racism, WOSM, World Scout Jamboree, constructivism, second track diplomacy

ABSTRAK

Judul: “The Role of World Organization of Scout Movement (WOSM) in Educating Tolerance and Harmony among Races to Global Youth: 23rd World Scout Jamboree in Japan 2015”

By: Putry Isti Syaprilida, 016201300119.

Advisors: Dr. Endi Haryono, S.IP., M.Si.

Perhatian terhadap dampak salah satu organisasi pendidikan non-profit dan voluntary besar yakni WOSM atau Scouting Movement masih sangat sedikit dibahas dalam literatur dan akademik di berbagai jurusan. Scouting Movement sangat sering disepelekan sebagai organisasi anak-anak yang kegiatannya tidak terlalu bermanfaat. Padahal di balik itu, Scouting Movement sudah berkali-kali membuat agenda global berdasarkan cita-cita Sang Pendiri, Lord Robert Baden-Powell yang disesuaikan dengan waktu dan tempat. Di antara agenda tersebut adalah upaya promosi perdamaian melalui pendidikan lintas budaya untuk melawan intoleransi dan rasisme. Agenda ini merupakan kelanjutan dan cita-cita dari apa yang Lord Baden-Powell rencanakan dalam membuat sebuah kegiatan yang mempertemukan perwakilan anggota scouts di setiap negara demi memperkuat brotherhood of the world. Skripsi ini menggunakan metode descriptive qualitative research approach, dengan teknik studi dokumen dan literatur mengenai hal ini. Dengan menggunakan teori konstraktivisme dan second-track diplomacy, kita dapat menemukan bahwa WOSM sebagai organisasi internasional untuk gerakan kepanduan, dengan semboyan: "create a better world", melalui berbagai kegiatan kepanduan, terutama melalui program pendidikan lintas budaya yang disajikan selama Dunia Pramuka Jambore, telah melakukan pekerjaan luar biasa dalam mendidik pemuda untuk melawan intoleransi dan rasisme dengan harapan bahwa pemuda dapat hidup dalam dunia yang harmonis di masa depan.

Kata Kunci: Pendidikan lintas budaya, intoleransi dan rasisme, WOSM, World Scout Jamboree, konstraktivisme, second-track diplomacy.

ACKNOWLEDGEMENT

Alhamdulillahi rabil „alamin, the researcher expresses his highest gratitude to Allah subhanahu wa ta‟ala for blessing, love, opportunity, health, and mercy to complete this undergraduate thesis. This undergraduate thesis entitled “THE ROLE OF WOSM IN EDUCATING TOLERENCE & HARMONY AMONG RACES TO GLOBAL YOUTH : 23rd WORLD SCOUT JAMBOREE in JAPAN” is submitted as the final requirement in accomplishing undergraduate degree at Faculty of Humanities President University in Partial Fulfillment of The Requirements of Bachelor Degeee in International Relations Major in Diplomacy.

In arranging this thesis, a lot of people have provided motivation, advice, and support for the researcher. In this valuable chance, the researcher intended to express his gratitude and appreciation to all of them. First, the researcher‟s deepest appreciation goes to his beloved parents, his mother Yuni Maulida for the endless love, pray, and support, and his father Istihar for the phone call every week in order to remind me to keep going and never giving up.

The researcher expressed his sincere appreciation to Drs. Teuku Reza Syah, MA., Ph.D as dean of President University. The researcher also expressed his sincere appreciation to Hendra Manurung, S.IP., MA as the head of international relations of the President University. This thesis would not be possible without the help, support and patience of my first advisor. Endi Haryono, S.IP., M.Si for his supervision, advice, and guidance from the early stages of this research as well as giving me extraordinary experience over the past few years. Then to the Alfian Amura who has helped him patiently complete this undergraduate thesis by providing advice, guidance, and correction to completion of this thesis.

Also to the one brother of my family, my beloved brother M Raffi Saputra ,who never stop asking about the completion of my study. Their text messages keep

vii me annoyed but magicaly give me reason to be focus to finish my study as soon as posible, for that I am really grateful to have you two in my life.

I am very grateful to have some close friends who always support me. The first appreciation goes to Yudha Adyaksa. And then Nadya Anggraeni, Guita Gresi GT, Intan Cynthia, Khaisma Ikhsani. You are always a good listener for every problem I faced, especially when I had to revise this thesis and re-start over and over again. Your oppinions never stop surprise me and also allow me to see my problem from a different angle.

Finally, I would like to thank everybody who was important to the successful realization of this undergraduate thesis. This undergraduate thesis is far from perfect, but it is expected that it will be useful not only for the researcher, but also for the readers. For this reason, constructive thoughtfull suggestion and critics are welcomed.

Cikarang, Indonesia, May 8 2018

Putry Isti Syaprilida

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TABLE OF CONTENTS

PANEL OF EXAMINERS ...... i APPROVAL SHEET ...... i THESIS ADVISER ...... ii

RECOMMENDATION LETTER ...... ii

DECLARATION OF ORIGINALITY ...... iii

ABSTRACT ...... iv

ABSTRAK ...... v

ACKNOWLEDGEMENTS ...... vi

TABLE OF CONTENTS ...... viii

LIST OF FIGURES ...... xi

LIST OF TABLES ...... xii

LIST OF ABBREVIATIONS ...... xiii

CHAPTER I. INTRODUCTION ...... 1

I.1 Background ...... 1

I.2 Problem Identification ...... 3

I.3 Statement of the Problem ...... 4

I.4 Research Objectives ...... 5

I.5 Significance of the Study ...... 5

I.6 Theoretical Framework ...... 5

I.6.1 NGOs ...... 6

I.6.2 Constructvism Theory ...... 7

I.6.3 Second-track Diplomacy ...... 8

I.7 Research Methodology ...... 10

I.8 Scope and Limitation ...... 11

I.9 Structure of the Thesis ...... 11

I.10 Literature Review ...... 12

CHAPTER II. WORLD ORGANIZATION OF SCOUT MOVEMENT...... 15

II.1 Scouting‟s History ...... 15

II.2 The Scope Organization of WOSM ...... 19

II.3 WOSM and Scouting ...... 20

II.4 Distinctive Program for Tolerance and Harmony ...... 26

II.5 History of Word Scout Jamboree ...... 27

CHAPTER III. INTOLERANCE AND RACISM AS YOUTH GLOBAL PROBLEM ...... 30

III.1 Definition of Youth ...... 30

III.2 Youth Problems ...... 32

III.2.1 Health Problems ...... 32

III.2.2 Alcohol and Drugs Problems ...... 33

III.3 Definition of Intolerance and Racism ...... 35

III.3 Youth and Cross-Culture Conflict ...... 36

CHAPTER IV. WORLD SCOUT JAMBOREE AS MEANS TO ADDRESS INTOLERANCE AND RACISM ...... 43

IV.1 Abstract and Outline of the Event ...... 44

IV.2 Jamboree Program ...... 45

IV.2.1 Program Overview ...... 47

IV.2.2 Wide Game ...... 49

IV.2.3 Sub Camp Life ...... 50

IV.2.4 World Scout Center ...... 50

IV.2.5 Module Program ...... 51

IV.2.6 Global Development Village (GDV) ...... 51

IV.2.7 Culture ...... 52

IV.2.8 Science ...... 54

IV.2.9 Community ...... 54

IV.2.10 Nature ...... 55

IV.2.11 Water ...... 56

IV.2.12 Peace ...... 57

IV.2.13 Free Time Activity ...... 57

IV.2.14 Faith and Believes Zone...... 58

IV.2.15 Inter-religious Ceremony ...... 59

IV.2.16 Cultural Exchange Day ...... 60

IV.2.17 Jamboree Friendship Award ...... 60

IV.3 Findings ...... 61

CHAPTER V. CONCLUSION ...... 66

BIBLIOGRAPHY ...... 69

APPENDIX ...... 72

LIST OF FIGURES

Chapter I

Figure.1 Theoretical Framework ...... 10

Chapter IV

Figure.2 Main Program ...... 47

Figure.3 General Program ...... 47

xii

LIST OF TABLES

Chapter IV

Table.1 Program Schedule ...... 48

Table.2 Daily Routine ...... 49

xiii

LIST OF ABBREVIATIONS

NGO Non Governmental Organization INGO International Non Governmental Organization NSA National Scout Association NSO National Scout Organization UN United Nations WOSM World Orgaization of Scout Movement WSJ World Scout Jamboree BP Baden Powell APR Asia Pacific Region GDV Global Development Village

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CHAPTER I INTRODUCTION

I.1 Background

The condition of youth nowadays, especially related to the fast development of technology and political upheaval, is quite critical. It can be accounted as a thread for the future of world peace. Alcoholism and drug problems become bigger and bigger as the needs of expanding monetary acquisition by some parties increasing. The development of technology especially internet, although in some parts are beneficial to the expansion of knowledge, but at the same time also develop individualism and lack of tolerance. These can be seen through comments given in several websites, i.e youtube.

The effort of educating the youth socially has been done by several parties and international organization. Among others, scouting through its International Organization, has done a tremendous effort to create a better world for the future.

Scouting movement is a “voluntary non-political educational movement for young people open to all without distinction of gender, origin, race or creed, in accordance with the purpose, principles and method conceived by the Founder.1 The Movement offers young people the opportunity to develop their emotions, intellectual, physical and spiritual, to become responsible citizens of the world and part of local, national, and international communities. The World-level of scouting organization known as the World Organization of Scouting Movement (WOSM). Now, WOSM has 165 members, the most recent member is Myanmar. These members are recognized National Scout Organizations, which collectively have over 40 million participants.

Scouting was founded in 1907, based on an educational method developed by Robert Baden-Powell, known as the Founder. It was not his intention to create an

1 Constitution of the World Organization of the Scout Movement

1 organization, but Scouting became very popular and spread quickly not only in the United Kingdom but spontaneously too many other countries. After World War I, the Founder wanted to prove that young people of many nations could come together to share common interests and ideals. He organized what became the first World Scout Jamboree. During that event contingent leaders met and decided that some international framework was needed. Their informal meetings are now considered to have been the first International Conference. They decided that national Scouting leaders of all countries should meet together every two years.

This 100-year-old movement is mobilizing youth and adult members to work and collaborate together to gives values and meaning to youth‟s social life, culture or spiritual. Young members form a group called patrol, which will be the place for them to form and shape friendships, share experiences and skills, build self-identity under the guidance of adult members. The adult members could be inside the troop to motivate and become a place for them to share their stories, or their positive and negative experiences to the development of the youth members.2

At the 1999 worldwide scouting conference in Durban, South Africa WOSM established a scouting mission that is, “The Mission of Scouting is to contribute to the education of young people, through a value system based on the Scout Promise and Law, to help build a better world where people are self-fulfilled as individuals and play a constructive role in society.”3 Thus, every area of WOSM is obliged to promote unity and understanding of the goals and principles of Scouting, while facilitating its expansion and development. However, the diversity of social and cultural aspects of society in each country becomes a challenge in carrying out its mission.

The study on WOSM as an INGOs and non-formal education movement is very little. As a large and global movement, WOSM should have an impact in youth‟s character and educate them skills for life. This research is as good as possible to

2 World Scouting.(n.d.).Retrieved June 02, 2017, from https://www.scout.org/node/67. 3 Mission, Vision and Strategy.(n.d.). Retrieved June 02, 2017, from https://www.scout.org/mission

2 explore and explore the role of WOSM as INGOs within the framework of International Relations.

I.2 Problem Identification

This 21st century has its own generation called millennial generation or Y generation, which is a generation, consists of individuals born between the 1980s and 2000s, which means, by 2016 this generation aged 15-35 years. The results of a study released by the Pew Research Center show that millennial generation is very sensitive to the use of technology and pop culture / music than the previous generation. The life of millennial generation cannot be separated from technology, especially internet, entertainment / entertainment that has become a staple for this generation4. If compared with the situation in Indonesia, this is not much different where the research results of Alvara Research Center in 2014 shows that the discussion about music/movies, sports, and technology became the topics most often discussed by young Indonesians aged 15-24 years.

Technology in the 21st century is already more advanced, unlike before - especially before the radio and television- where the information is very difficult to obtain. The information spread was mostly not filtered yet. This raises many problems ranging from the level of ordinary people to the government. Model of organizations, communication and technology in 21st century are very different from the previous centuries. Technology and globalization help spreading the news quickly and massively, like the head already knows what the tail is doing in five minutes. In addition, current technology also facilitates communication between cultures and countries, giving positive and negative impacts as well.

The rapid cross-cultural interaction currently on the one hand can enhance creativity and innovation due to cultural richness when two or more cultures meet.

4 Millennials: Confident. Connected. Open to Change." Pew Research Center's Social & Demographic Trends Project.N.p., 24 Feb. 2010. Web. 21 Apr. 2018.

Rozkwitalska, Chmielcki, and Przytula5 in his writings give a little idea of the positive impact of cross-cultural interaction in a multinational company. For example, in an organization there are two people who come from different cultures: Taiwan and Sweden. Before meeting, both already have a rich culture. The meeting between the two enriches each other's culture, forming a creative innovation.

But that can only happen if both have been educated and given an understanding of cross-cultural interaction. In other cases, bad and wrong cross- cultural interaction actually increases the potential for conflict. Some issues such as Islamophobia or white supremacy in United States, Anti-Semitism which was happened in Germany, or the development of the term Bumiputera in Malaysia and Pribumi in Indonesia, are some cases where bad and failed cross-cultural interaction occurs between two or more cultures.

The need for educating and raising cross-cultural awareness is increasing in an era where globalization and technology elevate the possibility of conflict, if not handled properly. The education starts from the family, where parents should introduce diversity and cultural differences. Chris Plutte in his Huffington Post article adds that in periods of formal education of children, they need to have cross-cultural experience and exchange to enhance their creativity and innovation, and suppress potential conflicts.6

I.3 Statement of the Problem

In facing globalization that makes inter-cultural interaction becomes more frequent than before, cross-culture awareness becomes a criterion that must be met by youth now.

5 MałgorzataRozkwitalska&MichałChmielecki, SylwiaPrzytuła, The Positives of Cross-Cultural Interactions in Multinational Companies, Actual Problems of Economics, (2014), 157. 382-392. 6 https://www.huffingtonpost.com/chris-plutte/every-student-needs-to-ha_b_6770088.html

The author of this thesis finds it especially interesting to understand how WOSM as INGOs implement its vision to harmonize the multicultural interaction. Thus, the research question of this undergraduate thesis is:

How did WOSM in educating youth globally on tolerance and harmony among races through its cross cultural program of 23rd World Scout Jamboree 2015 in Japan?

I.4 Research Objectives

Based on the explanation in the background, the problem identification, and the research question stated above, the research objectives of this undergraduate thesis is mainly to provide an overview of WOSM or Scout Movement in educating cross-cultural understanding to youth representing various countries around the world.

I.5 Significance of the Study

Through this paper, I would like to contribute to providing a record of the position of the Movement that participated in the effort to provide education of cross cultural interaction. The significance of this paper is:

1. To enhance the reader‟s knowledge on the impact and significant of World Scout Jamboree program towards cross-cultural interaction.

I.6 Theoretical Framework

This study relates to one of the perspectives in International Relations to explain that rational cooperation and diplomacy is a foundation in promoting world peace and tolerance, the theory of constructivism, which is the main framework in this paper. The second is the second-track diplomacy, where inter-NGO relationships are explored to understand the need for non-state entities to work together.

I.6.1 NGOs

In its history, NGOs have had seeds in the community since the 18th century, where several groups appearing to campaign antislavery campaign in the United States, England and France. Their efforts succeeded in influencing the British Parliament in the prohibition of the slave trade for British citizens in 1807. In the 1970s, the United Nations gave more of a role to NGOs by giving a stage to discuss global issues, such as environment, population, women and food. Along with the increasing number of NGOs, their role is growing important as they 'effectively mobilize the mass public and influence international relations‟.7 To its peak at the 1992 UN Conference in Rio de Janeiro, a resolution out of Agenda 21, a document recognizing the unique role of NGOs and recommendations of their involvement in policy making at all levels until implementation8.

In Essentials of International Relations, Mingst and Arreguín-Toft state that NGOs have roles and functions, such as:9 1. Advocate 2. Mobilize mass publics and individuals 3. Assistance 4. Monitor 5. Performing services

7 Karen A. Mingst and Ivan M. Arreguín-Toft, Essentials of International Relations: 7th Editions, (New York : W. W. Norton & Company), 2017, p. 247-249 8 Ibid. 9 Ibid.

I.6.2 Constructivism Theory

Established as recently as the late 1980s and early 1990s by such thinkers as Nicholas Onuf, Alexander Wendt, Emanuel Adler, Friedrich Kratochwil, John Gerard Ruggie and Peter Katzenstein, constructivism is a “social theory of international politics” that emphasizes the social construction of world affairs as opposed to the claim of (neo)realists that international politics is shaped by the rational-choice behavior/decisions of egoist actors who pursue their interests by making utilitarian calculations to maximize their benefits and minimize their losses, hence the materiality of international structures. In spite of itself currently forming “a new mainstream” in international relations theory as some scholars maintain, constructivism might still be seen as “an oppositional movement within IR theory” and “a genuinely radical alternative”10to such conventionally entrenched IR theories as neorealism and neoliberalism, or a “distinctive approach” to international relations that stresses the social, ideational and inter-subjective character of world politics11. The major thesis of constructivism is that the international system is “socially constructed,” that is, it “consists of,” explains Chernoff, “the ways in which human beings think and interact with one another.”12

10 Chris Brown with Kirsten Ainley, Understanding International Relations, 3rd ed. (London and New York: Palgrave, 2005), 48-49. 11 Martin Griffiths, Terry O‟Callaghan and Steven C. Roach, International Relations: The Key Concepts, 2nd ed. (London and New York: Routledge, 2008), 51 12 Fred Chernoff, Theory and Metatheory in International Relations (Basingstoke: Palgrave, 2008), 68

In contrast to realism, for which international relations are driven by the states‟ security and material interests defined in terms of power, and to liberal internationalism that concentrates upon the interdependency of international actors and their operation within institutional constraints, constructivism considers international politics as a sphere of interaction which is shaped by the actors‟ identities and practices and influenced by constantly changing normative institutional structures. It maintains that states‟ goals, either material/objective such as ontological security and economic development, or immaterial/subjective such as international recognition and standing, are generated by their social corporate identities or how they view themselves in relation to other actors in the international community.13 Where realists and liberalists alike see international actors as inherently pre-social “atomistic egoists” whose interests are formed “prior to social interaction” and who initiate such an interaction solely for material gains and “strategic purposes,” for constructivists actors are intrinsically “social” beings whose identities and interests are “the products of inter-subjective social structures.”14

I.6.3 Second-track diplomacy

Montville (1991) defines Track Two Diplomacy as, “unofficial, informal interaction between members of adversary groups or nations that aim to develop strategies, to influence public opinion, organize human and material resources in ways that might help resolve their conflict”15. Montville emphasized that Track Two Diplomacy is not a substitute for Track One

13 Martin Griffiths, Terry O‟Callaghan and Steven C. Roach, International Relations: The Key Concepts, 2nd ed. (London and New York: Routledge, 2008), 52 14 Christian Reus-Smit, “Constructivism,” in Theories of International Relations, 3rd ed. Scot Burchill and others (Basingstoke: Palgrave, 2005), 193 15 Montville, J. (1991). Track Two Diplomacy: The Arrow and the Olive Branch: A case for Track Two Diplomacy. In, V. D. Volkan M.D., J. Montville, & D. A. Julius (Eds.), The Psychodynamics of International Relations: Vol. 2. Unofficial diplomacy at work (pp.161-175). Massachusetts: Lexington Books. (p. 162)

Diplomacy, but compensates for the constraints imposed on leaders by their people‟s psychological expectations. Most important, Track Two Diplomacy is intended to provide a bridge or complement official Track One negotiations16. Examples of Track Two organizations are Search for Common Ground, West African Network for Peace building (WANEP), and European Centre for Conflict Prevention (ECCP), and many others.

The strengths of Track Two Diplomacy have been discussed in detail, but separately by Montville (1991), Ury (1999)17, Sanders (1991)18, Ryan (1995)19, and Lederach (1997)20. First, Track Two parties are not inhibited by political or constitutional power; therefore, they can express their own viewpoints on issues that directly affect their communities and families. Second, Track Two officials do not have the fear of losing constituencies because they are the constituency. Third, Track two empowers the socially, economically, and politically disenfranchised groups by giving them a platform from which they can air their views on how peace can be achieved in their own communities or nations. Fourth, Track Two is effective both at the pre-violent conflict and post violent conflict stages; therefore it is a very effective tool for violent conflict prevention and post-conflict peace-building. Fifth, Track Two involves grassroots and middle leadership who are in direct contact with the conflict. Sixth, Track Two is not affected by electoral cycles.

Regardless of its advantages, Track Two Diplomacy also has several weaknesses. The first weakness is that Track Two participants have limited

16Agha, H., Feldman, S., Khalidi, A., & Schiff, Z. (2003).Track II Diplomacy: Lessons from the Middle East. Cambridge: Belfer Center for Science and International Affairs. 17Ury, W, Getting to peace: Transforming conflict at home, at work, and in the world. (New York: Viking Penguin, 1999) 18Sanders, H.H., Officials and citizens in international relations. In V. D. Volkan M.D., J. Montville, & D. A. Julius (Eds.), The Psychodynamics of International Relations: Vol. 2. Unofficial diplomacy at work, (Massachusetts: Lexington Books, 1991), pp.41-69 19Ryan, S., Ethnic conflict and international relations. (Brookfield: Dartmouth, 1995), 20Lederach, P. J., Building peace: Sustainable reconciliation in divided societies. (Washington DC: United States Institute of Peace, 1997)

ability to influence foreign policy and political power structures because of their lack of political power. Second, Track Two interventions can take too long to yield results. Third, Track Two has limited ability to influence change at the war stage of a conflict. Fourth, Track Two participants rarely have resources necessary for sustained leverage during negotiations and for the implementation of agreements. Fifth, Track Two is not effective in authoritarian regimes where leaders do not take advice from lower level leaders. Sixth, Track Two actors due to their lack of political power are in most cases not accountable to the public for poor decisions. Seventh, because of their multiplicity Track Two actors/organizations are notoriously known for their lack of coordination.

I.7 Research Methodology

This research is based on field research which runs from August 2017 to December 2017. The data collection technique for this research is library research / secondary data collection.

The author is difficult to use observation techniques because the implementation of activities that have occurred. Instead, I use newsletters and outline programs released by the executing committee of World Scout Jamboree. The WSJ committee issued 7 bulletins, 1 outline program, 1 participant manual, 1 guide manual.

Participate Youth WOSM Creating

Cross-Cultural awareness World Scout Scout Jamboree

Figure.1 Theoretical Framework

I.8 Scope and Limitation

This research focused on the effort of WOSM by inviting youth from all over the world to join the World Scout Jamboree, either as a participant or as an international service team. I choose cross-cultural awareness as the limitation of this research because youth is the future of the world that should be aware and educated as early as possible. Even though only limited participants come every 4 years, but referring to multiplying effect, the effort still can contribute to idea of creating a better world. The scope and limitations of this study is The 23rd World Scout Jamboree 2015. The writer chooses that timeframe because during that 4 years period of time, it can be seen that the impact of the program has been improved. The scope of this study is organizational and individual level and focused on the Jamboree‟s activity.

I.9 Structure of the Thesis

This thesis consists of five chapters. First chapter is Introduction. This chapter introduces to the reader the topic of research that is being investigated. It describes the reasons why the research is being conducted, and how the research contributes to an understanding of the topic being investigated. In generally, this chapter informs the reader about basic fact and data of the topic conducted. The chapter consist background of the problem, problem identification, statement of the problem, research objectives, significance of the study, theoretical framework, research methodology, definition of terms, structure of the thesis and literature review.

Chapter II: This chapter will describe about World Organization of Scout Movement. The first section will describe the history of Scouting and the second will describe the WOSM itself, start from the history of WOSM until the Role of WOSM to reach tolerance and harmony among races by WOSM‟s program and the history of World Scout Jamboree.

Chapter III: Intolerance and Racism as Youth Global Problem. This chapter will elaborate the major premise of the study and classify it into two parts. The first section will describe the definition of youth, its age limitations and its global characteristics, while the second section will describe youth problems, and youth and cross-culture conflict.

Chapter IV: This chapter will describe the program of World Scout Jamboree as Means to Address Intolerance and Racism, what World Scout Jamboree‟s program and how they help promote the tolerance and peace among races based on theories already described in chapter I and the findings.

Chapter V: The last chapter will conclude the answers to the statement of the problem according to the analysis made in Chapter IV.

I.10 Literature Review

The research question and theoretical framework of this thesis were shaped by various readings on books, publications, journals and articles. I use the neoliberalism approach as a barrier to this research to explain how countries in the world through NSOs achieve the same goals. In addition, second-track diplomacy should be used to read how cooperation between NGOs to work together.

Sources for Chapter II are taken from the WOSM publication of its own constitution, issued in 2011.21 The WOSM Constitution is very important since it contained the underlying principles, the role, the purpose, the goals, also the way of the work of the Scout Movement. The first Chapter of the constitution clearly mention the definition of Scout Movement that it is “a voluntary non-political educational movement for young people open to all without distinction of gender, origin, race or creed, in accordance with the purpose, principles and method conceived by the Founder”22. By this statement WOSM gives a clear goal against this

21 Constitution and By-Laws of the World Organization of the Scout Movement 22 Ibid

12 emancipation of gender, origin, race or creed. Does supporting and promoting cross cultural understanding, tolerance and harmony among living being in the world.

In the next chapter, the UN in 2003 released a report23 entitled World Youth Report 2003: the Global Situation of Young People on the conditions of youth in the world, which became an important reference in the composition of this chapter. The UN report helps us understand the situation of youth and the problems that occur. Meanwhile, Chapter IV uses the WOSM report on the results of the 23WSJ implementation held in Japan24.

Some books and journals are very helpful in preparing this thesis. Eduard Vallory25 wrote the book on the World Scout Movement and its impact on civic education to construct the role and work of Baden-Powell as a founder of the Scouting Movement and its relation to the ideals of the brotherhood of the world. His explorations of the history of WOSM are very helpful in this paper. In addition, journals on conflict, tolerance, and youth will be widely used to see the perception of today's youth of ethnic, religious, racial, regional, and cultural differences. Assisted by a research report from the Ministry of Religious Affairs of Indonesia on similar matters26.

Some publications submitted by WOSM on issues related to world peace and tolerance needs to be presented as representations of institutional opinions. In 2007, WOSM released a publication entitled Scouting and Peace,27 which aims to expose the scout movement's contribution to peace and tolerance. In this publication, WOSM explores the material contained in its constitution relating to world peace. Furthermore, WOSM also published a book titled Building Peace Together,

23 World Youth Report 2003: the Global Situation of Young People. United Nations, Department of Economic and Social Affairs, 2004. 24 World Organization of the Scout Movement. “23rd World Scout Jamboree Final Report.” Issuu, issuu.com/worldscouting/docs/23wsj_report_d20170410_v2_ 25 World Scouting: Educating for Global Citizenship, by Eduard Vallory, Palgrave Macmillan, 2013 26 “Toleransi Beragama Mahasiswa.” Toleransi Beragama Mahasiswa, by Bahari, Puslitbang Kehidupan Keagamaan, Badan Litbang Dan Diklat, Kementerian Agama, 2010 27 Scouting and Peace. World Organization of Scout Movement, World Scout Bureau, 1992.

Workshop for Global Development Village.28 In this publication WOSM mentioned about General Framework: The Culture of Peace. Through Global Development Village Program,29 WOSM urged the understanding of working hand-in-hand to develop cultural understanding. In other words, cross cultural matters can be solved through Global Development Village Project.

28 Building Peace Together, Workshop for Global Development Village. World Organization of Scout Movement, World Scout Bureau, 2002 29 General Framework: The Culture of Peace. Through Global Development Village Program, by Dominique Benard, Andres Morales, 2006

CHAPTER II WORLD ORGANIZATION OF SCOUT MOVEMENT

From under the streets of Mexican streets or open fields in Lebanon, to the campgrounds in Kenya, the youth across the world are engaged in a movement inspired by Lord Baden-Powell, a retired British soldier, commonly called B-P. Moreover, this movement inspired many people: Neil Armstrong, the first man to set foot on the moon was an American Eagle Scout in his youth. Not only that, 20 of the 24 people who have ever set foot on the moon, have been involved in the scouting movement. Little Steven Spielberg received merit badges cinematography and inspired him to continue his career as a director. And millions of other youth have transformed since the first day they joined in this movement. As explained in the opening of this thesis, the Scout Movement is the largest youth organization in the world. More than 40 million registered members, with the United States and Indonesia as the two countries with the most members.

Most people see the Boy Scouts as a movement that is closely related to recreational activities that just play around, has no impact on the character or psychology of young people. In Indonesia, this movement is only seen as an organization or extracurricular school children, especially since the re-emergence of the mandatory scout discourse in the Curriculum 2013 implemented by Ministry of Education of Indonesia in all primary and secondary schools.

II.1 Scouting’s History

It all started from a writing that spread throughout the world in 1907, Scouting for Boys, from a retired British general, Lord Baden-Powell or known as BP. A few months prior to the release of the book, BP held a small camp, inviting 21 lads of 12- 18 year olds to Brownsea Island, where he found his inspiration to write a book that inspired many people. On this small island, for 10 days they cooked their own food,

15 played games, learned skills, and listened to the fanciful and exotic stories that Baden-Powell told.

Before the book appeared, the exploration of the Baden-Powell character of the movement called him The Founder. The story of his life from childhood to becoming a war hero is considered to form a picture of scouting itself.

Baden-Powell was born at Stanhope Street number 6 (now Stanhope Terrace number 11) Paddington, London on February 22, 1857. He was named Robert Stephenson, often called Ste; while Smyth is the maiden name of his mother. His father was a Reverend called Baden-Powell, a Savilian30 who teaches geometry at Oxford University and has had four children from two wives of his previous marriages. On March 10, 1846 at St. Luke's Church, Chelsea, Reverend Powell married Henrietta Grace Smyth (3 September 1824 - 13 October 1914), the eldest daughter of Admiral William Henry Smyth and 28 years younger. With so quickly born Warrington (early 1847), George (late 1847), Augustus (1849) and Francis (1850). After his three children died while still very young, they already had Ste, Agnes (1858) and Baden (1860). The three youngest children and Augustus are often sick. Reverend Powell died when Stephe was three years old, and in honor of him and to organize his own children apart from relatives and cousins, his mother (Henrietta Grace Smyth) changed the family name to Baden-Powell. Next, Ste was raised by her mother, a woman who told her children that they must succeed.31

In 1876, Baden-Powell joined the 13th Hussars in India. In 1895 he served with a special service in Africa and returned to India in 1897 to lead the 5th Dragoon Troop. Baden-Powell continued to practice and hone his scouting skills with Zulu

30Savilian is the professorships of Astronomy and Geometry at Oxford, named from Henry Savile 31The Story of Baden−Powell 'The Wolf That Never Sleeps', Harold Begbie.Semuabagiantentangkehidupan Baden-Powell sebelummendirikankepanduandiambildaribukuini.

Dinizulu king in the early 1880s in the province of Natal, South Africa where the regiment was stationed and he was rewarded for his courage.32

In 1896 Baden-Powell was assigned to the Matabele area in Southern Rhodesia (now known as Zimbabwe) as Chief of Staff under General Frederick Carrington during the Second Matabele War, and there he first met the man who later became his best friend, Frederick Russell Burnham, a US-born soldier who served as head of the British reconnaissance army. His presence there would be a very important experience, not only because Baden-Powell had the opportunity to lead a difficult mission in enemy territory, but it was moments when he was inspired to create a scouting education system. He joined the spy team in the Matobo Valley. Burnham began to teach woodcraft to Baden-Powell, a skill that also inspired the program and honor code. Woodcraft is a skill that is widely known and controlled in America, but not known in the UK. That expertise is the forerunner of what is now often called Scouting Skill.33

Three years later, in South Africa during the Boer War II. Baden-Powell was stationed in a small town called Mafeking with much more Boer troops than in the previous place. The Mafeking Cadet Corps is a group of young people who are tasked with bringing messages to other troops. Though they were inexperienced in the face of the enemy, they succeeded against the enemy of defending the city (1899-1900), and this was also one of the factors that inspired Baden-Powell in making scouting material. Everyone in the army received a compass needle-shaped compass badge combined with the tip of the arrow. This badge looks similar to the fleur de lis, a logo that until now is used as a scouting organization logo in many countries in the world.

In the United Kingdom, people read Baden-Powell's accomplishments in leading the Mafeking Forces so that in his home country, he became the "National

32 Baden-Powell, Robert Stephenson Smyth. “My Adventure as a Spy.”Project Gutenberg, 16 Mar. 2018, www.gutenberg.org/files/15715/15715-h/15715-h.htm. 33 Proctor, Tammy M. “„A Separate Path‟: Scouting and Guiding in Interwar South Africa.” Comparative Studies in Society and History, vol. 42, no. 3, 2000, pp. 605–631. JSTOR, JSTOR, www.jstor.org/stable/2696647.

Hero". This gives the advantage, because the booklet he wrote "Aids to Scouting" became sold well.

Upon his return to England, he saw his book popular and widely used by teachers to educate his students, as well as young men active in the organization. For this reason, he was asked to rewrite the book so that it could be easily understood by young people, especially for members of the Boys' Brigade, a large and military nuanced youth organization. Baden-Powell began to think this possibility could grow much larger. He began studying other materials that became a lesson in scouting.

In July 1906, Ernest Thompson Seton sent Baden-Powell a copy of his book The Birchbark Roll of the Woodcraft Indians. Seton is a Canadian who was born in England and lives in the United States. He met with Baden-Powell in October 1906, and they shared ideas about youth training programs.34 In 1907, Baden-Powell wrote a draft book titled Boy Patrols. In the same year, to test his idea, he collected 21 youths from various backgrounds (invited from several men's schools in London, Poole, Parkstone, Hamworthy, Bournemouth and Winton Boys' Brigade units) and held camp for a week on Brownsea Island, Poole Harbor, Dorset, England. The method applied in the camp was to give youth the opportunity to organize their own groups by forming small groups and selecting one of the group members as leaders.35

In 1908, Baden-Powell did a promo of his new book, "Scouting for Boys". He is not just rewriting the book "Aids to Scouting" which has more military material. In the new book, the military aspect is minimized and replaced by non-military techniques (especially survival) such as pioneering and exploring. It also includes an innovative educational principle, called the Scout method. He also creates by making

34 http://infed.org/mobi/ernest-thompson-seton-and-woodcraft/ 35World Scouting: Educating for Global Citizenship, by Eduard Vallory, Palgrave Macmillan, 2013, p.9.

18 exciting games as a means of character education. To date, the book is ranked fourth in the world bestseller list of all time.36

Initially, Baden-Powell was asked to be the Brigade Vice-President and Officer of the organization of The Boys' Brigade, founded by William A. Smith. Then, as his popularity increased and his writings on adventures in the open, many young men began to form scouting groups and Baden-Powell "flooded the order" to become the coaches of the groups. From then on, Scout Movement began to grow rapidly.

A rally of Scouts was held at Crystal Palace in London in 1909, at which Baden-Powell met some of the first Girl Scouts. The Girl Guides were subsequently formed in 1910 under the auspices of Baden-Powell's sister, Agnes Baden-Powell. Baden-Powell's friend Juliette Gordon Low was encouraged by him to found the Girl Scouts of the USA. In 1910 Baden-Powell chose retirement to focus on a growing and global movement after being knighted by King Edward VII the year before.37

II.2 The Scope Organization of WOSM

There are currently 169 member countries called NSO registered in WOSM. Around the world only 5 countries which scouting does not exist, which are Andorra, People‟s Republic of China, Cuba, Democratic People‟s Republic of Korea and Lao People‟s Democratic Republic.38 To ease its operations, WOSM established Regional Scout Organization,39 namely African Region, Arab Region, Asia Pacific Region, Eurasian Region, European Region and Inter-American Region.40 This scope of organization shows that WOSM is a Global Organization.

36 Extrapolation for global range of other language publications, and related to the number of Scouts, make a realistic estimate of 100 to 150 million books. Jeal, Tim. Baden-Powell. London: Hutchinson. 37World Scouting, pp. 14 38 www.scout.org/worldwide 39 Constitution and By-Laws of the World Organization of the Scout Movement, Chapter VII, Article XIX 40 www.scout.org/worldwide

While adhering to the same principles of scouting, each NSO is given the rights to practice the uniqueness of each individual country. This condition shows that WOSM through Scouting is practicing to preserve local culture while promoting cross cultural understanding through the principle of world brotherhood.

II. 3 WOSM and Scouting

In discussing and understanding scouting, there are basic elements that need to be discussed, namely the parts contained in the WOSM constitution. The WOSM Constitution consists of preamble, 8 chapters and 25 articles, as the results of the World Scout Conference in 2011. In detail, the 8 chapters contain: Preamble 1. The Scout Movement 2. Title, Purpose and Organs of the World Organization 3. Membership 4. The World Scout Conference 5. The World Scout Committee 6. The World Scout Bureau 7. Regions 8. Miscellaneous Provisions

In its constitution, WOSM intended to distinguish between Scout Movement and World Organization. This is important for Baden-Powell because he does not want the movement he founded to be a 'mere' organization. In Footsteps of the Founder, Baden-Powell said, “First I had an idea. Then I saw an ideal. Now we have a Movement, and if some of you don‟t watch out we shall end up just an organization.”41 Baden-Powell felt that every member of the scout needed to maintain the dynamics of this movement in order not to become too rigid nor too diffuse. A few early notes in Baden-Powell's writings, it can be seen that he was very

41 Footsteps of the Founder: The Baden-Powell Quotations Book, by Baden-Powell of Gilwell, Robert Stephenson Smyth Baden-Powell and Mario Sica, 3rd ed., Scout Fiordaliso, 2006, p. 181.

20 reluctant to formalize his ideas into a bureaucratic organization. Although in the course of time he felt the need to establish a form of coordination and communication, especially after the internationalization of the scouting movement, his dislike of the bureaucracy still exists. On several occasions, he has repeatedly mentioned his concerns, especially when Lady Baden-Powell also agrees with him.42

In the constitution of the World Organization of the Scout Movement43 that is published on 2011, Scout Movement defined as a voluntary non-political educational movement for young people open to all without distinction of gender, origin, race or creed, in accordance with the purpose, principles and method conceived by the Founder…

A voluntary…

Scout Movement is based on volunteerism and commitment to the purpose, principles, and educational method. When a member enters this movement, he is welcomed to choose his level by age: pre-teen, adolescent, young adult as a young member, and adult as a leader. Everyone is freed to enter and exit if they wish. The demands of scouting movement to all its members really require a strong commitment to share the same value with the values that exist in the scouting movement,

…non-political…

This movement rests entirely on education as its core, independent of any kind of political affiliation, ideology, religious school or state agency. Scout movement has the autonomy to organize and manage itself, also build its values. Valory44 in his book uses another term to describe this, namely: ... self-governed;

42 Many statements can be seen in his writings and his speeches which are compiled in Footsteps of the Founder, pp. 179-183. Some quotations such as "The Scout Movement is a spontaneous growth, not a planned organization ...", "I do not like giving orders ...", and many others imply that. Lady Olave was even more assertive, that scouting is "a movement, not an organization." 43 https://issuu.com/worldscouting/docs/constitution/33 44 World Scouting, p. 56-57.

21 independent and nonpartisan. Scout movement specializes itself into a movement that provides citizenship education to every child and adolescent to prepare them to be good and responsible citizens.

…educational movement…

Scout movement clearly is an educational movement to help children and adolescents develop their potential as individuals and as citizens. UNESCO divides three types of education, namely: formal education, which requires formal structure, gradated education system from primary education to higher education. There is also informal education, where educations in which daily experiences such as family, friends, the environment, and media have a significant influence on the development of attitudes, values, skills and knowledge. The third is non-formal education, which as Valor cites is expressed as a form of 'organize educational activity outside the established formal system that is intended to serve an identifiable public with concrete learning objectives'.45 Scout movement falls in this type of education.

…for young people…

At the beginning of this movement, the scout is aimed at adolescents aged 12- 16 years. But its rapid development makes other age segments able to engage as a member of scout. In Indonesia, the scout movement is aimed at 7-10 year olds (Cub Scouts), 11-15 years (Boy / Girl Scouts), 16-20 years (Rover) and 21-25 years (Senior Rover). The age is adjusted to the psychological state and age-state segmentation respectively.46

…open to all…

Scout movement is an open educational movement for anyone to become a member, regardless of gender, origin, race and creed. This openness is more or less a bit of a sensitive issue for many countries, especially those who discriminate against

45 World Scouting, p. 55. 46 “Kenali Macam-Macam Golongan Dan Tingkatan Dalam GerakanPramuka.”Loop.co.id, 16 Mar. 2018, loop.co.id/articles/kenali-macam-macam-golongan-dan-tingkatan-dalam-gerakan-pramuka.

22 certain groups. For example, until 1954, Boy Scouts of America were still segregating on the basis of race47. In Europe, openness to agnostic and atheist, as well as homosexual members was increasing48.

…in accordance with the purpose, principles and method…

In the following articles, WOSM mentions the purpose, principles and method of scouting. These three things are the core substance of the scout movement. The constitution mentions that the purpose of the scout movement, is to contribute to the development of young people in achieving their full physical, intellectual, emotional, social and spiritual potentials as individuals, as well as citizens and as their local, national and international communities.

By saying to contribute, it is clear that the purpose of scout movement is to complement formal education, and making development of young people as a consequence. In another chance, Baden-Powell himself once stated that the aim of scout movement is to get hold of the boys and to open up their minds, to bring each lad's character (and no two are exactly alike).49

In the next articles, the constitution of three principles of scout movement:50

1. Duty to God 2. Duty to others 3. Duty to self

In its explanation of Duty to God, WOSM states that what is meant is ... adherence to spiritual principles, loyalty to the religion that expresses them and

47Reporter, Observer -. “Black Boy Scout Ban Threatens Church.” Black Boy Scout Ban Threatens Church, Google, 16 Mar. 2018, news.google.com/newspapers?nid=2519&dat=19740911&id=F- pdAAAAIBAJ&sjid=R18NAAAAIBAJ&pg=2292%2C1643551. 48 https://www.telegraph.co.uk/news/religion/9719221/Scouts-welcome-atheists-a-century-after- Baden-Powell-demonised-them.html 49Footsteps of the Founder, pp. 184 50 Ibid

23 acceptance of the duties resulting therefrom51. In its implementation, Scout Movement wants young people to any spiritual principles. In a sense, it opens up space for non-organized religion to keep the scout movement in motion. Eduard Vallory quoted Laszlo Nagy, one of the scout movement historians to note this one principle by stating that:

even secular morals are not free from any spirituality. In fact, such morals rest on a very wide and non-codified moral conception, that of „honest people‟ and, in as far as it is not tied up with atheist militantism, it in no way threatens the spirituality of associations which consciously purvey the ideology of a revealed religion. Collaboration is thus possible.52

The Second principles address the social dimension of scouting movement. It is a (1) loyalty to one‟s country in harmony with the promotion of local, national and international peace, understanding and cooperation, and (2) participation in the development of society wither cognition and respect for the dignity of humanity and for the integrity of the natural world. It is in this principle that the discussion of tolerance and harmony education gained place in the scouting movement. A scout is required to have a principle to be loyal and devoted to his country while at the same time showing and promoting peace, understanding and cooperation either in local, national or international stage.

In Scouting for Boys, Baden-Powell says one of the aims for every scout is 'my country before myself53, a patriotic stance he often mentions and portrayed. This principle can be seen to be strongly influenced by his militaristic background. BP‟s words on loyalty to the country often considered to lead to fascism. While on another

51 WOSM Constitution, pp 3. 52World Scouting, pp. 65 53 Footsteps of the Founder, pp. 126

24 occasion, he said that scouting movement does not educate young people to have an “aggressive spirit or need to be trained to military duties and ideas of fighting.”54

The World Organization of Scout Movement (WOSM) is an international non- governmental organization or INGO that serves as the federation of over 160 national scouting organizations in the world55. WOSM was founded in 1920 and is based in Geneva, Switzerland. The mission of WOSM is to contribute to the education of the younger generation through a value system based on Oath or Scout Promise and Scout Law or Scout Law with the main objective to "help build a better world where people are able to become independent as individuals and play a constructive role in society"56. Currently scouting activities are in more than 215 countries coordinated by six WOSM regional offices: Europe (Geneva, Switzerland); Inter America (Santiago, Chile); Asia Pacific (Manila, Philippines); Arabic (Cairo, Egypt); Africa (Nairobi, Kenya) and Eurasia (Yalta, Ukraine). Organizationally, the WOSM section is divided into three namely World Scout Conference, World Scout Committee, World Scout Committee and World Scout Bureau. The World Scout Conference serves as a "general assembly" of the World Scouts where its participants are representatives of 160 scouting organizations around the world; Its function is to consider the policies and standards of the Scout Movement around the world, to formulate the World Organization's general policy, and to take the necessary action to advance the goals of the World Scout movement. The World Scout Committee is the executive body of conferences representing conferences on scouting activities taking place between two conferences; The 12-member World Scout Committee is selected from 169 National Scout Organizations (NSOs) regardless of the difference in citizenship for a six-year

54 Ibid 55World Organization of Scout Movement (WOSM), Constitutions andBy-Laws of the World Organization of Scout Movement, 3rd Edition, (Genève: World Scout Bureau, 2000), page. 3 56World Organization of Scout Movement (WOSM), Scouting Vision andMission: World Organization of Scout Movement. (Genève: World ScoutBureau, 2010),

25 term. While the World Scout Bureau is the secretariat who is in charge of carrying out the World Scout Conference instruction and also the World Scout Committee57.

Scouting itself is a non-political, voluntary movement of education that is openly devoted to all young people without any distinction in terms of "gender, origin, race, according to the purposes, principles and methods adopted by the Founder..."58. The objective of the scouting movement itself is to provide a "contribution to the education of the younger generation in (the goal) to reach their full potential (physically, intellectually, emotionally, socially and spiritually as individuals, as responsible citizens and as members of the local, national community and international them."59.

This scouting technique then BP adopted and applied to the younger generation in the UK and then quickly spread throughout the UK and also the world. In 1910 there had been scouting movements in Sweden, Mexico, Argentina, the United States, Canada, Australia, and South Africa60.

The principles of the scouting movement describe a code of conduct for all members and become a hallmark of the scouting movement. The scouting method is a progressive system designed to achieve goals that have seven elements as mentioned WOSM namely: "law and promise, learning by doing, team system, symbolic framework, personal progression, nature, and adult support." Community service is also a key element in the WOSM program.

II.4 Distinctive Program for Tolerance and Harmony

In accordance to the Scout Law which among others stated that “A scout‟s duty is to be useful and to help others” and another point in Scout Law which stated

57World Organization of Scout Movement (WOSM), Our Organization: World Organization of Scout Movement(Genève: World Scout Bureau, 2010). 58World Organization of Scout Movement (WOSM), Scouting Educational Method: World Organization of Scout Movement (Genève: World Scout Bureau, 2010). 59Scouting Vision and Mission... 60"Boy Scouts." Encyclopedia Britannica.(2010b). Encyclopedia Britannica Online. (http://0-www.search.eb.com.colib.ccc.edu:80/eb/article-9016054).

26 that “A scout is a friend to all and a brother to every others scout”,61 WOSM has created several programs to pursue the implementation of the Scout Law.

In 2006 based on the work of Scouts of the World Technical Commission 2004-2005, WOSM launch a program name Scout of the World Award.62 Within this program, the Scouts are urged to create a program to assist villages outside their surroundings in developing their standard of living regardless of religion, race, creed and culture of the villagers. When finishing the project, each participating scout, will be honored to wear the Scout of the World Badges, which symbolizes that they have achieved in pursuing the implementation of the Scout Law.

A side of the Scout of World Award, WOSM also launched several other programs related to living in harmony. Among others is World Scout Environment Program.63 Another distinctive program is called Scouting‟s Gifts for Peace64

II.5 History of World Scout Jamboree

Scouting‟s Founder, Lord Robert Baden-•Powell planned to hold a special event to bring together Scouts of all nationalities, and to celebrate the tenth anniversary of the camp on Brownsea Island. Due to the First World War, where many Scouts were killed, the first international gathering of Scouts after the World War held in 1920. This, the first Jamboree (hereafter referred to as 1WSJ), was held at London‟s Olympia for 8.000 Scouts from 34Countries.Even so, 1WSJ is not the first international camp. In the summer of 1913, near Birmingham, a total of 30,000 scouts-mostly from the British territories, the rest from Europe and the United States- gathered, making it the first biggest international event since the Scouting Movement was founded.

61 Constitution and By-Laws of the World Organization of the Scout Movement, Chapter I, Article II, Point II, The Scout Law 62 Programme Guidelines Scout of the World Award 63 World Scout Environment Program. World Scout Bureau, Education, Research and Development, Geneva, November 2009 64 World Scout Foundation, and the World Scout Bureau, Geneva, 2008

The First World War had enough impact on Lord Baden-Powell. As quoted by Vallory65, Nagy mentions quite fantastic numbers from the 'participation' of scouting in First World War. For Great Britain alone, about 150,000 youths mobilized in war were or had been involved in scouting, 10,000 of them killed in the war. Some of them are scout leaders. This war is what made Lord Baden-Powell increasingly encouraging scouting movement in peace building through 1WSJ in London. About 9 years after the founding of the movement, also in the midst of the First World War, Baden-Powell wrote a treatise entitled, Scouting as a Peace Agent. In it he writes:

The Scout Movement on its relatively small sale has taken root among the youth of all civilized countries and is still growing. It is not too much to hope that in the years to come, with increasing numbers joining this fraternity in the coming generations, they will unite in personal friendship and mutual understanding such as never before and thus find a solution to these horrendous international conflicts.66

On another occasion, Baden-Powell even intended to make Scouting Movement a pioneer and foundation for world peace in the future, through the League of Nations, as he wrote in his letter to the Major of London in 191967:

…Through the Boy Scout and Girl Guide Movement we have already instituted…the training of young citizens of the different countries to think in terms of peace and good will towards each other, so that the League of Nations shall, in the next generation, be a bond between peoples rather than a pact between Governments,

We have now over a million young members in the different civilized countries, all working under the same Scout Law and ideals, looking on each other as brother and sister members, and in a great number of cases interchanging letters and visits.

65World Scouting. pp. 17-18 66 World Scouting, pp. 19 67 Op.cit, pp. 20

Next year will see a great International Conference of these boys and girls in London.

So I hope that our aims and doings will commend themselves as all in the direction in which your society is moving.

This is one of the earliest goals of international camps, 'a great International Conference' that failed to be held in 10 years of the founding of Scout Movement in the world. 'A great International Conference' is now known as the World Scout Jamboree.

CHAPTER III

INTOLERANCE AND RACISM AS GLOBAL YOUTH PROBLEM

Youth is considered a good time for every human being. In these times, people generally get their first experience, like first love, first date, or first salary. But that's all just an ideal picture of youth life. For many other people, they may experience their first difficult problems to understand. In the early years of youth each person is a vital period. Their experiences and choices will determine their future as well as their identity.

III.1 Definition of Youth

In Western literature and some NGOs including the UN, there is a tendency to define youth by a certain age68. This definition is quite problematic, especially when compared with the notion of youth in Asia and Africa.

In general the definition of the youth has at least two definitions concerning the age limit of youth, their nature or characteristics of youth, and the purpose of youth activity.

The first definition is youth is an individual who when viewed physically is experiencing progress and psychically is experiencing emotional development, so that youth is a human resource development both now and in the future. As a candidate for the next generation, that will replace the previous generation. The 1985 international youth year defines people aged 15-24 as a youth group69. Meanwhile,

68 “…the United Nations, for statistical purposes, defines those persons between the ages of 15 and 24 as youth without prejudice to other definitions by Member States.” Secretary-General‟s Report to the General Assembly, A/36/215, 1981. See also, “What Do We Mean by „Youth‟?” Youth - Definition, United Nations Educational, Scientific and Cultural Organization, www.unesco.org/new/en/social-and- human-sciences/themes/youth/youth-definition/. 69 “What Do We Mean by „Youth‟?”

30 according to Indonesian Youth Act (UU Kepemudaan No. 40 tahun 2009), youth are those aged between 16 to 30 years70.

Princeton defines the word youth in its Websters71 dictionary as “the time of life between childhood and maturity; early maturity; the state of being young or immature or inexperienced; the freshness and vitality characteristic of a young person”.

This statement indicates that youth is a life that stands in the infancy of childhood and adulthood this time a young man is unstable, emotional control and stability of establishment can still be influenced by outsiders. A young man has a distinctive characteristic that describes what he looks like that a show his personality.

In his life a young man is required to socialize with other communities. Youth socialization process defined processes that help individuals through learning and adjustment. Socialization process actually started from within the family. Through the process of socialization, individuals (youth) will be colored way of thinking and habits of life with the process of socialization, the individual becomes know how he must behave in the midst of society and cultural environment. In accordance with the old adage more and more seen more and more perceived. So experience is what a young man needs to act and sharpen his mindset for upcoming changes.

Experience is very important in supporting the advancement of a young man's mindset. Youth are demanded innovative and corporative creative. The more he gets along with other people the more experience he gets. He is known to many people and gets a lot of access from people around him plus his ethics and good personality, anyone would like this young man figure. Then we compare with young people who are individualism, clumsy in the community, stiff and unable to apply the benefits of himself will be wasted in the middle of life.

70 DPR-RI. UU Kepemudaan No. 40 tahun 2009. Jakarta. 2009 71 “Youth.” Merriam-Webster, Merriam-Webster, www.merriam-webster.com/dictionary/youth.

III.2 Youth Problems

In 2003, the UN made a report on youth and challenges ahead with the title World Youth Report 2003: The Global Situation of Young People. Two years later, the UN again released a report on the state of youth in 2005 and a possible prediction in 2015 titled World Youth Report 2015: Young people today, and in 2015. Among the issues mentioned in the reports are:

III.2.1 Health Problems

Health can be defined as a healthy physical, mental and social condition and also the absence of disease. Youth is calculated as a healthy period and does not receive more attention than other segments of age, except in the issue of reproduction. Certain circumstances or cases such as the impact of accidents, armed conflict, violence, HIV / AIDS, poverty and malnutrition make young people vulnerable to health issues.

The problems caused by physical changes are felt by early adolescents when they experience puberty. In adolescents who have finished puberty (middle and late adolescents) the physical problems that occur associated with their dissatisfaction / concern about the physical condition that is usually owned not in accordance with the desired physical ideal. They also often compare physically with other people's physical or their idols. This physical problem often leads them to lack confidence. Levine & Smolak72states that 40-70% of female adolescents feel dissatisfaction at two or more of their body parts, especially in the hips, buttocks, stomach and thighs. In a survey study was found almost 80% of these adolescents experience dissatisfaction with his physical condition73. This self-dissatisfaction is closely related to emotional distress, excessive thinking about appearance, depression, low self-

72 Cash, Thomas F., et al. “Body Image Development in Adolescence.” Body Image: a Handbook of Theory, Research, and Clinical Practice, Guilford Press, 2002. 73 Kostanski, Marion, and EleonoraGullone. “Adolescent Body Image Dissatisfaction: Relationships with Self-Esteem, Anxiety, and Depression Controlling for Body Mass.”Journal of Child Psychology and Psychiatry, vol. 39, no. 2, 1998, pp. 255–262.

32 esteem, onset of smoking, and maladaptive eating behavior74. Furthermore, the dissatisfaction of this body image can be a sign of early eating disorders such as anorexia or bulimia.

In health problems there are not many teenagers who experience chronic pain. The problems that many occur are lack of sleep, eating disorders, and the use of illegal drugs. Some of the accidents, even deaths in teenagers are the biggest cause of the characteristics of those who like to experiment and explore.

UN75 classifies several youth health issues: 1. Teenage pregnancy 2. Abortion 3. STIs and HIV/AIDS 4. Teenage marriage 5. Female genital mutilation 6. Age of sexual consent 7. Family planning services 8. Reproductive health education

III.2.2 Alcohol and Drug Problems

The recent use of alcohol and illegal drugs has been alarming. Although efforts to stop have been encouraged but these drug use cases do not seem to decrease. There are uniqueness why teenagers use drugs / drugs that the possible reasons they use differ with the reasons that occur in adults. Santrock76 finds several reasons why teenagers consume drugs that are inquisitive, to increase their confidence, solidarity, adaptation to the environment, and to compensation.

74 Stice, Eric, and Kathryn Whitenton. “Risk Factors for Body Dissatisfaction in Adolescent Girls: A Longitudinal Investigation.” Developmental Psychology, vol. 38, no. 5, 2002, pp. 669–678. 75 “World Youth Report 2003: the Global Situation of Young People.” World Youth Report 2003: the Global Situation of Young People, United Nations, Department of Economic and Social Affairs, 2003, p. 105. 76 Santrock, John W. Adolescence. McGraw-Hill Education, 2003, pp. 301

1. Social and interpersonal influences: including lack of warmth from parents, supervision, control and encouragement. Negative assessment of parents, home tension, divorce and parental separation. 2. The influence of culture and manners: views the use of alcohol and drugs as a symbol of rejection of conventional standards, short-term goal- oriented and hedonic satisfaction, etc. 3. Interpersonal influences: include temperamental, aggressive personalities, people with external control locus, low self-esteem, poor coping skills, etc. 4. Love and Heterosexual Relationships 5. Sexual Problems 6. Teen Relationships with Both Parents 7. Moral, Value, and Religion Issues

As with the opinion of Smith & Anderson as in Fagan77, he thinks most teenagers engage in risky behavior as part of a normal developmental process. The most common risk behaviors of teens are the use of cigarettes, alcohol and drugs. Three types of influence that allow the emergence of alcohol and drug use in adolescents:

One result of the functioning of the gonadotrophic hormone produced by the hypothalamus gland is the emergence of mutual feelings between boys and girls. These feelings of attraction can be elevated to a higher sense of romantic love that is the surge of passion to someone or someone who often calls it "in love".

Santrock78says that romantic love marks the love life of teenagers and is also important for students. Romantic love involves a mixture of emotions mixed together like fear, anger, sexual desire, joy and jealousy. Not all of these emotions are positive.

77 Fagan, Ron. “Counseling and Treating Adolescents With Alcohol and Other Substance Use Problems and Their Families.” The Family Journal, vol. 14, no. 4, 2006, pp. 326–333. 78 Ibid, pp. 319-320

In a study conducted by Bercheid & Fei79 found that romantic love is one cause of someone experiencing depression compared with problems with friends.

Another type of love is affectionate love or often called love togetherness when it comes to the desire of individuals to have other individuals closely and deeply, and to give affection to the person. Love affection is more marked adult love than adolescent romance.

With the maturation of sexual organs in adolescents it will result in the emergence of sexual urges. Sexual problems in adolescents are about how to control sexual urges, conflicts between which to do and what not to do, the "abnormalities" they have with regards to reproductive organs

III.3 Definition of Intolerance and Racism

To understand the meaning of intolerance, it needs some understanding of the word tolerance. Oxford Living Dictionaries define the word tolerance as: The ability or willingness to tolerate the existence of the rules or disposes that dislikes or disagrees with80. Attempts to define tolerance often encounter deadlocks when the context of discourse is eliminated. This happens because the word tolerance is used also in science studies, such as biology, engineering and physics. In social studies, the right word to describe tolerance is toleration or social tolerance.

Etymologically, the term is also known very well in the plains of Europe, especially in the French revolution. It is closely related to the slogan of freedom, equality and brotherhood that became the core of the revolution in France81. The three terms have an etymological closeness with the term tolerance. In general, the term refers to an open, chest-free, voluntary and gentle attitude. Kevin Osborn says that tolerance is one of the most important foundations in democracy. For, democracy can

79 Berscheid, E., and J. Fei.“Romantic Love and Sexual Jealousy.” Jealousy, edited by Gordon Clanton and Lynn G. Smith, University Press of America, 1997, pp. 101–109. 80 “Tolerance | Definition of Tolerance in English by Oxford Dictionaries.” Oxford Dictionaries | English, Oxford Dictionaries, en.oxforddictionaries.com/definition/tolerance. 81 Misrawi, Zuhairi. Al-Qur'an Kitab Toleransi. Pustaka Oasis, 2010, pp. 161

35 run when a person is able to accept the opinions of others, though not in line with his own opinion82.

Based on the definitions of tolerance, we can draw the conclusion that intolerance is the opposite of tolerant attitude, namely the attitude of aversion to accept the opinions of others.

Racism is defined by the Oxford Living Dictionary as Prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior83. Racism comes in the form of different treatment of someone who is considered different, by giving a measured appraisal based on racial, social or mental concept of self.

III.4 Youth and Cross-Culture Conflict

Many people have been ruined by the conflict and violence they experienced. Conflict prevention and management is an issue discussed by many social science classes. Still, it remains as a part of every individual's life. Conflict stems from the attitude of each individual toward differences of opinion, values, understanding and thoughts.

Cambridge Online84 defines conflict as: (1) an active disagreement between people with opposing opinions or principles; (2) fighting between two or more groups of people or countries. According to Soerjono Soekanto85, "Social conflict is a social process whereby individuals or groups seek to fulfill their objectives by opposing opponents accompanied by threats or violence". Dahrendof as quoted ...86mentions

82 Osborn, Kevin. Tolerance. The Rosen Publishing Group, Inc., 1990, pp. 11. 83 “Racism | Definition of Racism in English by Oxford Dictionaries.” Oxford Dictionaries | English, Oxford Dictionaries, en.oxforddictionaries.com/definition/racism. 84 Definition of “Conflict” from the Cambridge Advanced Learner’s Dictionary & Thesaurus © Cambridge University Press.https://dictionary.cambridge.org/dictionary/english/conflict 85 “Sosiologi: Suatu Pengantar.” Sosiologi: Suatu Pengantar, by Soerjono Soekanto, Raja Grafindo Persada, 2007, p. 228. 86 “Understanding Conflict and Conflict Analysis.” Understanding Conflict and Conflict Analysis, by Ho-Won Jeong, Sage, 2011, p. 6.

36 conflict as tensions surrounding decisions on various choices, sometimes being manifested in confrontations between social forces. Conflict is intended here as "two or more persons or groups of manifest the belief that they have incompatible objectives"87. This definition is very simple and flexible but gives the place for the rational dimension of conflict. Stephan Proksch88 notes in the discussion of the characteristics of conflict, among them are: Opposition, rejection; Withdrawal, indifference; Hostility, irritability, aggression; Intrigue, rumors; Stubbornness, unreasonableness; Formality, excessive conformity; Physical symptoms, illness.

Throughout the year 2011-2015 there have been hundreds of wars and conflicts in the world, the majority occurring in the Middle East and Africa89, many of which still continue to this day. Foreign Policy90 noted 10 conflicts that need attention, Mirror91 mentioned the same thing as 22 conflicts. Some conflicts cost at least 10,000 people in 2017, namely the conflict in Afghanistan, Iraq and Syria. The conflicts in Syria in 2014 caused the death toll of 75,000+92 making the year the deadliest year of the 21st century. There was a drastic reduction in casualties in 2017, with 39,000+93 people, hundreds of thousands displaced and wounded.

The conflict in Syria stems from a pro-democracy protest demanding the dismissal of Bashar al-Assad from the presidency, which was later repressed by the Syrian government on allegations of a ride from foreign interests. The demonstrations turned into a civil war when many Syrian military officials turned against the government by setting up militia bases in several cities, such as the FSA (Free Syrian

87 Kriesberg, Louis, and Bruce W. Dayton. Constructive Conflicts: From Escalation to Resolution. Rowman & Littlefield Publishers, 2012, pp. 2. 88“Conflict Management.” Conflict Management, by Stephan Proksch, Springer, 2016, pp. 2–3. 89Armed Conflict Location & Event Data Project, https://www.acleddata.com/data/ 90Malley, Robert.“10 Conflicts to Watch in 2018.” Foreign Policy, Foreign Policy, 2 Jan. 2018, foreignpolicy.com/2018/01/02/10-conflicts-to-watch-in-2018/. 91Hughes, Chris. “The 22 Conflicts around the World That Could Erupt into Major Standoff.”Mirror, 9 Aug. 2017, www.mirror.co.uk/news/world-news/22-conflicts-around-world-could-10233403. 92PS21. “Death Toll in 2014's Bloodiest Wars Sharply Up on Previous Year.” PS21, 27 July 2015, projects21.org/2015/03/17/death-toll-in-2014s-bloodiest-wars-sharply-up-on-previous-year/. 93Syria HR. “2017…The Year of the Military Change.” Syrian Observatory for Human Rights, 28 Dec. 2017, www.syriahr.com/en/?p=81564.

Army) and Jabhat al-Nusra. The situation intensified when in 2013, a new rebel group called ISIS (Islamic States of Iraq and Syria) emerged. The presence of ISIS makes things even more chaotic, when fellow rebels are now attacking each other, making it easier for Syrian government forces to reclaim the towns that the insurgents had taken before. Assistance from Iran and Russia in 2015 reverses the situation where the Syrian government is now on the dominant side.

The impact of the Syrian conflict on social and cultural grounds is huge, even to foreign countries, such as immigrant and refugee problems to Europe and America as well as sectarian and threats to minorities.

By definition, conflict occurring between individuals or social groups that are separated by cultural boundaries can be considered “cross-cultural conflict.” If a social community becomes more diverse then the potential for intercultural conflicts will be high too. In addition, intercultural conflicts can also occur at different levels such as American and Chinese cultures. Samuel Huntington states that culture is not the cause of conflict. This is shown in the post-world war, the division of citizens of the world into seven: Western, Confucius, Islam, Hindu, Orthodox, Latin America, and Africa are not the cause of conflict among these citizens. The conflict between cultures is a conflict of interest and scarcity of resources.

However, in terms of several cases, inter-cultural conflicts occur because of several elements including:

a. The existence of different perspectives and habits in looking at a phenomena social or social phenomenon. b. Misunderstandings, lack of communication of the different ways of viewing and intercultural habits that lead to conflict.

According Koentjaraningrat (1996) the source of conflicts between tribes and groups in Indonesia, among others, is that members of one tribe impose elements of his culture and religion to other tribes. Thus the source of the conflict is complex and interconnected with each other which is strengthening the emergence of a conflict.

For example, Indonesia is made up of diverse cultures. In Central Kalimantan in 2001 there was a violent conflict that led to the death toll known as Sampit case. The conflict is a tangible example of intercultural conflict. Differences and misunderstandings of their respective cultures that had taken place before 2001 were escalating and finally ended with riots and casualties at the point of escalation of the conflict in 2001.

In the conflicts of the 20th and earlier centuries, religion, ethnicity, ethnicity, race and culture as the background to the occurrence of war are very frequent. Among these are Adolf Hitler's thoughts about the supremacy of the Aryan race94, which became the starting point of German expansion as well as World War II, ethnic conflicts in Rwanda95, war and ethnic cleansing in Bosnia96 or white supremacy in the United States97. The use of religious, ethnic, racial, and cultural variables in conflict is usually used politically as a way to gain power, as well as to bring down potential political opponents to threaten power.

Aryan's supremacy in the Nazi ideology departs from the theory of racism brought by Arthur de Gobineau, the French aristocrat who wrote a 1400-page book entitled An Essay on Inequality of the Human Races. In the book, he argues that scientifically, aristocrats have an advantage and supremacy over commoners because they have Aryan blood. Gobineau's writing gained a place in education in Germany during the Hitler regime, only after it was edited in such a way as to fulfill the Nazi political interests. Through this ideology, Hitler discriminated against Jews in Germany and its surroundings which led to a massive holocaust or genocide.

94Longerich, Peter. Holocaust: The Nazi Persecution and the Murder of The Jews. Oxford University Press, 2010. 95“Rwandan Genocide.” Wikipedia, Wikimedia Foundation, 9 May 2018, en.wikipedia.org/wiki/Rwandan_genocide. 96“Ethnic Cleansing in the Bosnian War.” Wikipedia, Wikimedia Foundation, 10 May 2018, en.wikipedia.org/wiki/Ethnic_cleansing_in_the_Bosnian_War. 97“White Supremacist Terrorism in the United States.” Wikipedia, Wikimedia Foundation, 11 May 2018, en.wikipedia.org/wiki/White_supremacist_terrorism_in_the_United_States.

In Indonesia, the conflict between the Dayaks and the Maduranese in Sampit, South Kalimantan in 2000-2001 was the result of years of tension between the two tribes. The Maduranese settlement pattern is considered exclusive, although over time they get used to mingling with the surrounding community. In addition, culturally, most Maduranese are considered to have a temperamental culture and often carry sharp weapons. Until the waves of migration came in the 1990s, where Maduranese who came this time mostly were not for economic reasons, but for the reason of running away after being rejected from their hometown after a crime.98 The conflict peaked during a fight in Kereng Pangi Village that killed a Dayak. The incident raised the ethnic solidarity of Dayak people, until an open conflict broke out in early 2001.

Youth participation in conflicts is commonly grouped into two types, either being passive victims or becoming threatening active perpetrators. They can become passive victims, where boys and young men become victims of death or homicide, while girls and young women are easily victimized by sexual violence or rape.

In the conflict in the southern Philippines in 1996, data from UNICEF showed that 1.380 youth were punished as a result of their involvement in the conflict. Most of them are young men with primary school education. Economic difficulties, social influences and family problems are the underlying reasons for their behavior. The data published in 2003 showed little change. The involvement of young men aged 14- 17 years still dominates99. In the conflict that occurred in Liberia, shows the majority of them involved in armed groups due to political goals, the desire to protect their families, or the environment of association.

While the above data show the youth's involvement in conflict and high violence, the younger generation now known as millennials is considered more

98 KonflikEtnisantaraDayakdan Madura di SampitdanPenyelesaiannya (2001-2006), RinchiAndika Marry 99 “International Perspectives on Youth Conflict and Development.” International Perspectives on Youth Conflict and Development, by Colette Daiute, Oxford University Press, 2006, p. 30.

40 tolerant and open100. The Pew Research Center in 2009 made a study of millennials aged 18-29 years and compares with previous generations101.

Jan Janmaat and Avril Keatingelsewhere provide similar conclusions in research conducted in the UK. In generations 15-29 years, only 3.4% of those who find racial differences are quite problematic in neighboring life, and 6.3% reject one of their family members when married to a person of another race. 102

There are many causes for the increasing trend in tolerance that occurs in the younger generations of US and UK. One of them is the high level of education owned by the younger generation. Millennial generations of US and UK are called the most educated generation in history103, also known as ethnically diverse generation104.This is no exception in Indonesia. Based on a survey conducted by Setara Institute to 760 high school students in Jakarta and Bandung, 62% of students are tolerant, also there are 0.3% are potential terrorists. More than 95% of students are willing to make friends with people of different colors / races and different religions105.

100 America Advertising Federation mengeluarkanpublikasi yang ditulisolehDr. Rochelle L. Ford, APR; Joanna Jenkins, Sheryl OliverberjudulA Millennial Perspective on Diversity and Multiculturalism, pp. 2.Publikasitersebutdapatdiakses di http://www.aaf.org/_PDF/AAF%20Website%20Content/000_Research/Research_Whitepaper_Millenn ialsPerspective.pdf 101 "Millennials: Confident.Connected. Open to Change." Pew Research Center's Social & Demographic Trends Project.N.p., 24 Feb. 2010. Web. 21 Apr. 2018. 102 Janmaat, Jan G., and Avril Keating. "Are Today's Youth More Tolerant? Trends in Tolerance among Young People in Britain." Ethnicities (2017): 10-11. Web. 103 Pew Research Center, pp 9; “Meet the Millennials: Who Are Generation Y?” BBC News, BBC, 28 Aug. 2017, www.bbc.com/news/uk-scotland-41036361. Starting from early life, Generation Y are more likely to stay on in full-time or further education than those who went before; the number of graduates more than doubled between 1984 and 2013. 104 Frey, William H. “The Millennial Generation: A Demographic Bridge to America's Diverse Future.” Brookings, Brookings, 20 Feb. 2018, www.brookings.edu/research/millennials/. Millennials are by far the most diverse generation when compared to older generations; Brown, Jennifer, et al. “Millennials.” Commons Library Briefing - UK Parliament, 11 Apr. 2017, researchbriefings.parliament.uk/ResearchBriefing/Summary/CBP-7946.Lihatlaporannya, pp. 11 105 “LaporanSurveiToleransiSiswa SMA Negeri Di Jakarta & Bandung Raya.” Setara Institute, 24 May 2016, setara-institute.org/laporan-survei-status-toleransi-siswa-sma-di-jakarta-dan-bandung- raya/.Lihatlaporannya, pp. 32

Preventing violent conflict is imperative for development, and one of the best ways to prevent conflict is the education of cross-cultural tolerance and harmony in every line of education, both informal and informal. In a study conducted by the Ministry of Religious Affairs in 2010 on religious tolerance of students106 and in 2013 about the harmony of religious communities in Indonesia107 shows that the role of educational institutions is quite influential on religious tolerance.

In addition to the educational environment, the awareness of the importance of cross-cultural communication becomes an effective prevention of conflict. Research in Kampong Jaton, Minahasa and Sampit, West Kalimantan, shows the importance and effectiveness of cross-cultural awareness. Cultural values of each group when communicated interactively and associatively can lead to positive cooperation as well as acculturation between two cultures.

106 “ToleransiBeragamaMahasiswa.” ToleransiBeragamaMahasiswa, by Bahari, PuslitbangKehidupanKeagamaan, BadanLitbang Dan Diklat, Kementerian Agama, 2010, p. 142. 107 “SurveiNasionalKerukunanUmatBeragama Di Indonesia.” SurveiNasionalKerukunanUmatBeragama Di Indonesia, by Haidlor Ali Ahmad, Kementerian Agama RI, BadanLitbang Dan Diklat, PuslitbangKehidupanKeagamaan, 2013, p. 58.

CHAPTER IV WORLD SCOUT JAMBOREE AS MEANS TO ADRESS INTOLERANCE AND RACISM

The World Scout Jamboree is a Scouting jamboree of the World Organization of the Scout Movement, typically attended by several tens of thousands of Scouts from around the world. The word 'jamboree' is believed to have originated from Baden-Powell itself, although there is precise documentation about it. This word Meriam-Webster108 translates as: 1 a: a large festive gathering; b: a national or international camping assembly of Boy Scouts; 2: a long mixed program of entertainment; 3: a noisy or unrestrained carouse. The use of the word 'jamboree' was first used by the poet Robert W. Service in his poetry Athabaska Dick, in the book Rhymes of a Rolling Stone109:

When the boys come out from Lac Labiche in the lure of the early spring, To take the pay of the "Hudson's Bay", as their fathers did before, They are all a-glee for the jamboree, and they make the Landing ring With a whoop and a whirl, and a "Grab your girl", and a rip and a skip and a roar.110

Another theory about the use of the word 'jamboree' is based on Swahili, a language familiar enough to Baden-Powell, namely Jambo, which means hello. Even so, Baden-Powell did not really care about the origin of the word jamboree, as he said in the opening ceremony of 1WSJ in London, "People give different meanings for this word, jamboree will take a specific meaning. It will be associated with the largest gathering of youth that ever took place ".111

108 “Jamboree.” Merriam-Webster, Merriam-Webster, www.merriam- webster.com/dictionary/jamboree. 109 “Jamboree (Scouting).” Wikipedia, Wikimedia Foundation, 10 Apr. 2018, en.wikipedia.org/wiki/Jamboree_(Scouting). 110 Service, Robert William. “Athabaska Dick.” PoemHunter.com, 13 Jan. 2003, www.poemhunter.com/poem/athabaska-dick/. 111 “Scouting 'Round the World.” Scouting 'Round the World, Public Relations and Communications Service, World Scout Bureau, 1979, p. 238.

IV.1 Abstract and Outline of the Event

In the organization of 23WSJ, Japan was named the host after winning the effort made in 2008. There are at least three reasons that Japan calls for hosting the WSJ: (1) investigating the possibility of contributing remarkably to the world, (2) revitalization of Scouting in Japan, (3) increase membership.

Previously, Japan participated in the bid for the hosting of the 22WSJ to be held in 2011. But at the World Scout Conference in Tunisia in 2005, Japan lost to Sweden. After that, the Japanese felt the need to create a biding committee for 23WSJ, involving local government and local scouting associations. These efforts resulted in the World Scout Conference in Jeju, South Korea with the appointment of Japan as the 23WSJ organizers

Prior to the World Jamboree, in 2010 and 2013 Japan organized the 15th and 16th National Jamboree as a preparation for the World Jamboree, in the same place and the same model of activity. In addition, to prepare to receive guests from various countries, the World Jamboree organizers feel the need to hold a pre-Jamboree event which is then accompanied by the 30th APR Scout Jamboree, in collaboration with WOSM Asia Pacific Region. In 2008 after the selection of Japan as the host of 23WSJ, in order to make effective preparation, "23WSJ Preliminary Committee" was organized with 12 members, and the necessary structures were established by August 2009.

The 23WSJ is then held in 2015 at Kirara-hama, Ajisu, Yamaguchi Prefecture, Japan, with a 12-day run from 28th July to 5th August 2015. The Jamboree is engaged by at least 33,628 scouts and scout leaders from 155 countries and regions112. Members of the 14-17 year old boy scouts count as participants, while over 18, count as unit leaders, contingent management teams, or international service teams. The 23WSJ event was also attended by 78,660 guests and visitors, with details: guests, invitees as many as 960 people, 4,000 external & cooperative

112 List attached

44 organizations, and 73.700 day visitors, including 62,501 participants of Yamaguchi Jamboree Festival.113

IV.2 Jamboree Program

Planning of programs for the 23rd World Scout Jamboree was proceeded in accordance with the plan for 23WSJ proposed at the World Scout Conference held in Jeju, Korea. Planning of programs was based on Guidelines and Basic Requirements for the organization of a World Scout Youth Event provided by the World Scout Committee and reflected reviews by people who participated in World Scout Jamborees and National Jamborees. Later the Guideline was updated as WOSM Guidelines for the hosting of the World Scout Jamboree in September 2011, and we have officially adopted this guideline since November 2012. At the Pre-Jamboree held in 2013, it was impossible to execute all the Module Schedule as is because of the difference in the overall schedule and the number of participants from 23WSJ. Therefore, whereas on-site module programs were offered to all participants at the Pre-Jamboree, each participant was able to participate in one of the off-site module programs, including the Hiroshima Peace Program.

By this arrangement, the schedule of all modules was executed in a rehearsal of programs for 23WSJ. At 23WSJ, out of the four off-site modules (Community, Nature, Water, and Hiroshima Peace Program), three programs used chartered buses and one program required walking to a nearby venue on foot. Depending on the Sub Camp, the Nature Module or the Water Module was specified either for transportation by bus or on foot. In June 2015, following a meeting with WOSM, the time required for completing the Science Module was shortened to reduce the waiting time for Scouts to actually participate in activities. Heads of Departments related to programs had meetings in advance and checked the content of modules with the 23WSJ Office to prevent deviation.

113 World Organization of the Scout Movement. “23rd World Scout Jamboree Final Report.” Issuu, issuu.com/worldscouting/docs/23wsj_report_d20170410_v2_ pp.102-103

Regarding the youth program guides, which were published for previous World Scout Jamborees, the Jamboree Program Outline was published for 23WSJ in advance to provide information on the content of each module and how to participate in the programs. The programs were designed with the 23WSJ theme, WA: a Spirit of Unity, embodied in three concepts: Energy, Innovation, and Harmony.

The Jamboree Program mainly consisted of module activities and Sub Camp Life from the Opening Ceremony on 29th July to the Closing Ceremony on 7th August. In accordance with the Scouting objectives, the objective of the Jamboree Program was to facilitate the physical, intellectual, social, and psychological progress of all the participants. The following educational objectives were set, which were considered by program related Departments, approved by the Executive Committee, and received final confirmation by WOSM.

Through 23WSJ, participating Scouts can achieve the following:

• Learn how energetic and motivated Scouts acting as “Active Citizens” can change the world into a better place • Cultivate life skills that lead to the creation of new and innovative ways to address global issues, such as through the use of cutting-edge technology • Experience cultural diversity • Foster unity among Scouts regardless of ethnic or religious backgrounds, and highlight the importance of cooperation in the creation of a better world114

In addition to the educational objectives of the Jamboree Program, the following were taken into consideration in preparing programs:

• Encourage Scouts to take action following the Jamboree • Ensure that all participating Scouts have equal opportunities to participate in programs • Educational

114Op.cit pp. 46

• Interactive programs • Recognize through experience that Scouting is an international activity • Recognize challenges concerning the issues facing the world115

IV.2.1 Program Overview The overview of the Jamboree Program is shown below.

On-site program Off-site program

1. GDV 4. Community 2. Culture 5. Nature

3. Science 6. Peace 7. Water

Figure.2 Main Program116

• Cultural Exchange Day • Friendship Award • Hiroshima Peace Memorial Ceremony • Nagasaki Peace Program

Ceremony Free Time Activity Sub Camp Life Opening & Closing • World Scout Center • Sub Camp Event Arena Event • Young Correspondents • Volunteer activity • Faith and Believes

Figure.3 General Program117

The basis of the Jamboree Program was Sub Camp Life, including camping in a tent and cooking at Sub Camps, which are “homes” of participating Scouts. All the participants took part in one-day or half-day module activities. To

115 Ibid. 116 Op. Cit, pp. 47 117 Ibid.

enable all the participants to experience all the elements of the Jamboree Program, module activities were allocated equally among Sub Camps.

Module Name Duration Place

GDV Half day On-site Culture Half day On-site Science Half day On-site Community One day Off-site Nature One day Off-site Water One day On-site/Off-site Hiroshima Peace Program One day Off-site

Tabel.1 Program Schedule118

The schedule for participation in module activities was different for each Sub Camp. In addition to these module activities, Free Time Activity was available for which participating Scouts were allowed to select the activities they would experience. Various activities were available as Free Time Activity, including visits to the World Scout Centre and the Nature Study Centre, participation in the Scout Soccer World Cup, Radio Scouting to try amateur-radio communication, and the Swim Run competition. Scouts chose the activities themselves.

The schedule of a typical day is shown below. This schedule is for a day when participating in a standard program and was announced for reference purpose for planning daily tasks and assignments. The schedule was different when participating in an off-site module activity requiring transportation by bus because of the bus departure and arrival time.

118 Ibid.

06:00 Getting up 07:30 Breakfast 09:00 Program 12:00 Lunch 14:00 Program 17:00 Preparation for dinner 19:30 Evening activity 23:00 Lights off

Table.2 Daily Routine119

IV.2.2 Wide Game The Wide Game was played on 7th August. This is a game for making new friends by collecting 10 cards, including cards with “Be Prepared” in Japanese written on it, a card with the 23WSJ logo, a card with the kanji character “和”, and Scout emblems120.

The initial plan was to adopt the same approach as the 14th World Scout Jamboree held in Norway where Scouts played the Wide Game two hours before the Closing Ceremony and attended the Closing Ceremony in the groups made by the Wide Game. However, based on discussion between the Safety Department and the Ceremony Department, the Wide Game was played at Sub Camps freely in the morning of 7th August, considering possibly of making a chaotic situation after the Closing Ceremony, which may overlap with the departure time of some of the Contingents.

119 Op.Cit, pp. 48 120 Op.Cit, pp. 7

IV.2.3 Sub Camp Life

The Sub Camp Life was the largest component of the Jamboree Program because the participating Scouts spent more time at the Sub Camp during 23WSJ than anywhere else. The Sub Camp was the “home” of the participating Scouts and avenue where they ate, slept, and lived with their fellow Scouts, made new friends, achieved personal growth, participated in various activities, and shared meaningful experiences.121

For Sub Camp Programs, participants were offered opportunities to perform folk songs and dance from their cultures on the stage installed at each Hub Tent. There was a campfire and also the opportunity to fly kites. The Scout Soccer World Cup on the soccer pitch and the Bamboo Sunshade Contest to make a sunshade using bamboo. Performances on the Hub Stage were scored by Sub Camp staff and teams whose performance was excellent were selected to perform in the Scout Parade held on 6th August. The Scout Parade was held in the area that was open not only to participating Scouts but also to people from Yamaguchi Prefecture.

Units were encouraged to have a campfire and/or visit other Units for exchanges during the evening as Evening Activity, which was a part of the requirements for the Jamboree Friendship Award.

IV.2.4 World Scout Centre

The World Scout Centre was not only where the Contingent Management Team was located but also a place for participating Scouts to visit during the time for Free Time Activity to learn about Scouting and cultures around the world.122

For operation of the World Scout Centre, the Contingents Support Department devised the layout of the interior to offer participants an interesting experience

121 Ibid 122 Op. Cit. pp. 50

50 while achieving efficient operation. The key for success of the World Scout Centre was close collaboration among Contingents from around the world. The cost of all the activities and exhibitions at the World Scout Centre was born by the Contingents. The Contingents enthusiastically prepared and planned activities and their operation was excellent, providing participating Scouts with an exciting experience.

IV.2.5 Module Programs

A module system was adopted for key programs of 23WSJ. A schedule for on-site and off-site module programs was assigned to each Sub Camp so that all the Scouts had equal opportunities to participate in all the programs. Module programs are described in this section. Some of these activities were ran by the Jamboree Organizer while there were also activities organized by Contingents, Japanese prefectural councils, external organizations or corporate partners.

IV.2.6 Global Development Village (GDV)

Participating Scouts took part in the GDV Module, a half-day module, during 23WSJ. Upon arrival at the GDV Program Area, Scouts first received briefing on what they would learn through GDV module activities and on the layout then joined activities by Patrol.

GDV addressed five themes: Environment & Sustainability, Human Rights, Poverty, Peace, and Health. It was designed to help Scouts recognize global issues related to these themes and related initiatives, and moreover to encourage them to think about how Scouts could contribute to resolution of the issues. Each activity was designed to accommodate two to four Patrols at a time and a total of 74 activities were provided, including a 60-minute workshop and walk-in activities with poster presentations.

Educational objectives of the GDV Module were as follows:

• Learn about global issues from five perspectives: peace, environment and sustainability, human rights, health and poverty • Acknowledge that our world consists of small communities in which we all live • Learn that small actions have a cumulative effect that can leave a large impact on society • Encourage Scouts to become active and remain active in their homes and communities after the Jamboree123

Activity examples124

• Climate Change Impact on Children • Disaster Mitigation • Scouts Go Solar • Gender Equality • Fair Trade • Drug Abuse

IV.2.7 Culture Participating Scouts took part in the Culture Module, a half-day module, during 23WSJ. In the Culture Module, various cultural activities were offered, including traditional culture of the host country Japan and Oriental medicine, in addition to singing, dancing, and crafts from many participating countries and territories. Each activity was designed to accommodate two to four Patrols at a time and a total of 64 activities were provided, including a 60-minute workshop and walk- in activities with poster presentations.

Educational objectives of the Culture Module were as follows:

123 Op. Cit. pp. 51 124 Activity list attached

• Experience cultural diversity by learning about the history of different cultures from around the world • Recognize the importance of understanding and respecting cultural differences • Appreciate the mutual influence of cultures • Deepen their understanding of their own cultures, and recognize the importance of inheriting that culture125

For the Culture Module to offer experience of cultures around the world, cooperation of National Contingents was in dispensable. In fact, more than 50% of the activities at the Culture Module were prepared by Contingents126. Many of the Contingents already had experience of offering similar activities at previous World Scout Jamborees and were very enthusiastic and activities were well prepared and planned. This proved that gaining cooperation of National Contingents is the key to success of programs of this type with activities introducing cultures from around the world.

Activity examples127

• Peruvian percussion workshop • Arabian tent • British bunting workshop • Wild West Corral • Mizuhiki knot workshop • Japanese taiko drumming workshop • Tea ceremony

125 Op. Cit. pp. 53 126 Look to the appendix 2 127 Activity List attached

IV.2.8 Science

Participating Scouts took part in the Science Module, a half-day module, during 23WSJ. Activities offered in the Science Module ranged from those for learning about the basics of science to those introducing cutting-edge technologies.

Each activity was designed to accommodate two to four Patrols at a time and a total of 49 activities were provided, including a 60-minute workshop and walk- in activities with poster presentations.

Educational objectives of the Science Module were as follows:

• Cultivate an interest in science by learning about cutting-edge technology • Learn about basic science and technology and how they can be utilized in Scouting and daily life • Create practical technology for the future through learning about science128

Activity examples129

• JOTA-JOTI Plaza • Making PET bottle rocket • Ride Toyota Winglet, self-balancing two-wheeled scooter • Mechanism of magnesium battery • Science of umami

IV.2.9 Community

At the previous World Scout Jamborees, the Community Service program connected participants and the local community, thus contributing to the local community as well as helping Scouts achieve personal growth while generating publicity for Scouting. Based on the Community Service program, the

128 Op. Cit. pp. 54 129 Activity List attached

Community Module was planned for 23WSJ. Having secured the cooperation of Yamaguchi Prefecture and all 19 municipalities in the prefecture, Scouts visited all the elementary schools, junior high schools, high schools, and special-needs schools in the prefecture, 548 schools in total. It was an opportunity for Scouts to have exchanges with 92,000 people in the local community, most of whom did not visit the Jamboree Site130.

Educational objectives of the Community Module were as follows:

• Learn about Japanese culture, recognize the difference from your own culture, and have exchanges with local people • Enhance communication skills and establish deeper relationships with local people • Visit historical sites and factories to learn about the local community131

The Community Module was a one-day Off Site Program with a total of some 600 courses throughout the Jamboree period. In accordance with the instructions in the leaflet distributed to each Scout, Scouts assembled at the main parking area as early as 7:00 am and departed to various destinations in Yamaguchi Prefecture. They enjoyed performances by students at the schools they visited and had exchanges.

IV.2.10 Nature

The Nature Module was an Off Site Program for exploring the rich natural surroundings of Yamaguchi Prefecture. Each Sub Camp was assigned a date for the Nature Module. Half the participants were assigned to programs requiring transportation by chartered bus and the other half to programs that could be reached on foot.

Educational objectives of the Nature Module were as follows:

130 Op. Cit. pp. 55 131 Ibid

• Explore the natural surroundings of Japan and appreciate nature • Enhance cooperation through activities undertaken by a Patrol • Recognize your physical capabilities by taking up challenges • Learn about the importance of nature and how to protect nature132

The programs on foot were hiking on Mt. Fujio, which offers a panoramic view of the Jamboree Site, and hiking in Ajisu Town. The departure point for the Mt. Fujio hike was the Kirara-hama Nature Study Centre located at the Jamboree Site. After observing the biodiversity of the area, participants headed towards Mt. Fujio via several check points. Water trucks and temporary toilets were provided along the course so that participant could take a break.

IV.2.11 Water

Yamaguchi Prefecture faces the ocean in three directions of the compass and the Jamboree Site overlooks the Seto Island Sea. So the Water Module was naturally a highlight of 23WSJ. Similar to the Nature Module, half the participants took part in activities requiring bus transportation and the other half took part in on-site activities. Scouts assigned to a water activity involving bus transportation were assigned to an activity on foot in the Nature Module.

Educational objectives of the Water Module were as follows:

• Train yourself mentally and physically through water activities • Cultivate friendship through water activities • Learn about the risk posed by water activities and the necessary safety measures • Learn about the vital importance of water to life133

Programs held on Tsuki-no-Umi beach at Kirara-hama were beach volleyball, beach flag, tug of war, and activities using sand bikes. In the indoor swimming

132 Op. Cit. pp. 56 133 Op. Cit. pp. 57

pool, canoeing and lifesaving workshops were held in cooperation with external organizations.

IV.2.12 Peace

The Peace Module, whose core program was the Hiroshima Peace Program, was the highlight of the Jamboree Program and expressed 23WSJ‟s theme of WA: a Spirit of Unity.

Educational objectives of the Peace Module were as follows:

• Understand the importance of world peace • Cultivate your own ideas about peace and think about what you can do to contribute to peace • Take action as a Messenger of Peace after the Jamboree134

For the Hiroshima Peace Program, every day around 4,700 people in 100 buses left the Jamboree Site early in the morning and arrived at Hiroshima Peace Memorial Park after about a two-hour journey. The participating Scouts visited Hiroshima Peace Memorial Museum, listened to the reading of writings by bomb victims who were roughly the same age as the Scouts during the war, announced their messages of peace, tried their hand at folding paper cranes and calligraphy, and strolled around the park. They had an opportunity to learn about what happened and to make a commitment to work for peace from now on.

IV.2.13 Free Time Activity

Various walk-in activities were provided that Scouts could enjoy during their free time. Many of them were offered at Sub Camps as Sub Camp Programs.

• World Scout Centre • Visit to the Nature Study Centre • Bird Watching

134 Op. Cit. pp. 58

• Scout Soccer World Cup • Bamboo Sunshade Contest • Performances at Hub Tents • Scout Parade • Campfire • Kite Flying • Wide Game

IV.2.14 Faith and Believes Zone

In the Faith and Believes Zone, Scouts practiced their respective faiths in acts of worship and learned about the major religions of the world. The atmosphere was conducive to achieving peace of mind and self-awareness. Scouts were able to reflect on their experiences at the Jamboree. Each faith had an area where Scouts were able to learn about what the adherents to that faith believe and how they pray. By learning about the faiths of others and religious practices, Scouts gained an insight into the relationship between religion and conflict in the world. They also deepened their understanding of the similarities and differences among faiths through dialogue.

Educational objectives of the Faith and Believes Zone were as follows:

• Understand the importance of faith and believes in Scouting • Learn about various religions in the world • Reflect on your experience and values in a peaceful environment135

The Faith and Believes Zone had areas for the following13 religions:

1. Catholicism 2. Protestantism 3. Orthodox Christianity 4. Islam

135 Op. Cit. pp. 60-61

5. Judaism 6. Buddhism 7. Sikhism 8. Latter-day Saints 9. Won-Buddhism 10. Shinto 11. Konkokyo 12. Church of World Messianity 13. Tenrikyo

In addition to these 13 areas, an area devoted to several schools of Buddhism was arranged in cooperation with the Japan Buddhist Scout Conference to offer opportunities to gain insights into the diversity of Buddhism in Japan.

In the meeting tent in the zone, an activity called “Koomsit” was provided in the evening for IST members. “Koomsit”, a made-up word from “come and sit”, is like a tea break for learning about other religions. It was very effective as an ice breaker to promote mutual understanding between different religions.

Operation of the Faith and Believes Zone required collaboration with the World Scout Interreligious Forum (WSIRF) and cooperation with WSIRF started prior to the Pre-Jamboree. The key for success of the Faith and Believes Zone was to reach a consensus with religious groups that are members of WSIRF. 136

IV.2.15 Inter-religious Ceremony

The Interreligious Ceremony was held in the Arena from 9:00 on 2nd August. This was an opportunity for participating Scouts to pray on the stage and learn how the adherents of other faith spray, wishing for peace. The content was as follows:

136 Op. Cit. pp. 60

• Recitation of Scout Promise and Law in Unison • Performance by students of Elizabeth University of Music • Message from Mr. Kojun Otani, Special Advisor, SAJ • Message from the Secretary General, WOSM • Prayer

Coordination between the Ceremony Department and staff of the Faith and Believes Zone played a vital role, ensuring the Inter-religious Ceremony was a great success with some 12,000 participants.137

IV.2.16 Cultural Exchange Day

2nd August was Cultural Exchange Day, a one-day program devoted to the experience of cultural diversity. The Inter-religious Ceremony held in the morning was an opportunity to find out about the religious dimension of culture. From noon on ward was the Food Festival, Scouts introduced the food culture of their country by cooking and serving traditional dishes. The Arena Show in the evening featured dances and other performing arts of various countries.138

IV.2.17 Jamboree Friendship Award

The Jamboree Friendship Award was established to encourage Scouts to take part in all the programs during 23WSJ and to maximize the opportunities for them to make new friends. To receive this award, Scouts were required not only to participate in activities but also to collect a stick error a stamp upon completion of each item. To reflect on the experience, Scouts were provided with an opportunity to talk to their Unit Leader about the future after the Jamboree.

137 Op. Cit. pp. 62 138 Op. Cit. pp. 62

It was necessary to complete the following items to receive the Jamboree Friendship Award:

• Make 10 new friends at the Jamboree and exchange contact information • Join another Unit for a meal during the Jamboree • Take part in the GDV Module, the Culture Module, and the Science Module • Take part in the Community Module, the Nature Module, the Water Module, and the Hiroshima Peace Program • Visit at least five contingent booths at the World Scout Centre • Visit the Faith and Believes Zone • Experience two Japanese traditional games.139

However, if a participating Scout was unable to take part in module activities because of illness during 23WSJ, such Scout was deemed to have satisfied the requirements at the discretion of his/her Unit Leader.

IV.3 Findings

Based on the abstraction of activities mentioned above, we can find that many activities have special attention to cross-cultural education in fighting intolerance and racism. Some of them are:

1. As to the constructivism theory, there is no doubt that WOSM has even gone along with it. While constructivism focused on the ways in which human beings think and interact with one another, WOSM has done it, at least for all we know, through the World Scout Jamboree. WOSM has shaped the scouts way of thinking and interact with one another through activities being carried out within the World Scout Jamboree.

139 Op. cit. pp. 48-49

2. The jamboree sites were divided into 3 many areas. The first area is activity area, followed by area for living and finally area for administration. As for the area for living, called sub camp, consist of 13 Sub Camps, one of which is for the adult who accompanied the youth or organized the WSJ, and the rests are for the youth.

Placement for the participant is organized in the way that one Sub Camp will be occupied by troops from various contingents. To get a clearer picture of participant‟s placement, one must understand the concept of units in scouting. The unit in scouting, called Troop. Indonesian Scout Movement send 462 scouts to the WSJ. Means roughly Indonesia send 426:36, which is more less 12 Troops. These 12 Troops were deployed in several Sub Camps, which means that the Troop members had to be able to live with other in habitant of the Sub Camp.

With such setting, one can picture that brotherhood is not just simply a slogan for scouting, but it is really the intention of the organization to fulfill it, which is display in every scouting event. Thus, one can hardly deny that scouting and its organization is indirectly educating the youth to be able to live and harmony among races of the world.

3. The underlying reason of a wide game activity is to develop the ability of the youth to create a community consist of different people from different part of the world. By doing so, the youth unconsciously were introduced to the sense of intolerance while despising racism. Furthermore, this expected achievement is also in line with the character of scouting which are universal, international and local. Every member of the scout is expected to develop their local community while creating mutual understanding with other local communities, which at the end will be universal.

4. Global Development Village modules; a program assisted by NGOs and other communities to introduce important issues in global situations such as social, economic and cultural. GDV addressed five themes: Environment & Sustainability, Human Rights, Poverty, Peace, and Health. In issues related to peace, some activities promote dialogue, self-exploration, cultural and religious approaches, as well as sports approaches. Most of peace booths filled by contingents from several countries, NGOs and foundations.140

5. Culture modules; the contingent of many countries once again fill booth culture. Among them are Saudi Arabia, Qatar, UK, Taiwan, Peru, Chile, and the majority is filled by Japanese culture. Each country fills an important culture that is in them. Such as: Peru tattoo, Ceilidh dance from UK, Finnish traditional knitting from Finland, anime and Japanese traditional card from Japan.

The underlying concept of having cultural module in WSJ is to create understanding and tolerance among the youth toward the sometimes extreme different way of life of cultures in the world. By participating in the cultural module the youth will grasp the essence of human life while accepting the fact that the way to cope with life in different part of the world is different. It is a believe that knowing and understanding the differences exist in human life, based on the culture, will help to develop the sense of mutual understanding.

6. Community modules; in the previous WSJ, community modules attempted to combine the power of participants with local community through community services. It is important that every scout can be more pay attention and contribute to the local community when they return to their respective countries. 23WSJ re-carried out similar activities, in collaboration with

140Activity list Attach

Yamaguchi Prefecture and local communities. At least 24,000 participants have attended this activity in 18 city districts.

7. Peace modules; the core of this activity is the Hiroshima Peace Program, where participants come to and recognize the impact of the Hiroshima bombings that occurred at the end of World War II. They have an opportunity to learn about what happened and to make a commitment to work for peace from now on. It is sad to understand the fact that many of us can understand the adverse effects of conflict only after the war.

8. Within the free time activity, every scout has the opportunity to pursue whatever he/she wants. At this time a person tends to choose something based on his/her need or something that attract them. Having unconsciously experience living in a Sub Camp with neighbors from all parts of the world, he/she will not be limited in choosing an activity just by races on skin color. Knowing the substance of this activity, it can be seen that although the name of the activity is free time activity, but actually it is an unconscious test for the scout in implementing his/her experience of free from racial problem

9. Through the Jamboree Friendship Award; there is a hope that a participant will attend the entire Jamboree activities while unconsciously interact and later on make friend with participants from other countries. The Award the will be given to the participants who have fulfilled the above mentioned requirements. We can see that the prescribed conditions allow participants to get acquainted with each other (Make 10 new friends at the Jamboree and exchange contact information), get to know the culture of other countries (Visit another contingent booth at the Jamboree; World Scout Center; Visit the Faith and Beliefs Zone) and understand cross-cultural education as an effort to fighting intolerance and racism (Take part in the GDV Module, the Culture Module,

64 and the Science Module, the Water Module, and the Hiroshima Peace Program). Since this award is pictured as the ultimate goal for each participant, then it is crystal clear that every participant will focus all his/her effort to achieve it. While the youth focus on their efforts to achieve the award, unconsciously they were educated as a universal human being who has seen, accept and can live with the difference. Then, one can say that no doubt that the WOSM is educating the youth to be tolerance and to live with harmony among races in the world.

CHAPTER V

CONCLUSIONS

This chapter describes the conclusion of what have previously been discussed and some suggestions regarding this study.

International NGOs have important roles in policy making in accordance with the needs of the global community. WOSM is no exception. As one of the non-profit voluntary movement NGO engaged in education, social, and environment, though it various activities had made great efforts in the fields of educating tolerance and harmony among races to global youth. More than 40 million youth are involved in this movement, which allows impact on human life. If each one of the Scout members can give impacts to at least 10 people closest to his life, they can change the lives of at least 400 million people. Related to this, we can say that the role of WOSM as an International NGO is performing services in the development of human resources and the future of the world.

The purposes of the current study are to find out how and what role of WOSM or Scout Movement in educating cross-cultural studies to youth representing various countries around the world.

This study uses descriptive qualitative research approach. In this study, the writer used documents as the data, so this investigation is a documentary study. In this study, the writer used the document files, WOSM‟s official documents including its constitution and publications on peace and tolerance. In addition, the study also cites many of the 23WSJ reports. This study is dealing with library research / secondary data collection. This study draws some conclusions, which can be described as follows:

1. In accordance with the data we obtained, this 23WSJ really has a focus on the spirit of peace and unity. This is shown through several things, such as the theme and purpose of the activity, ie Wa which means unity, harmony, cooperation,

friendship, peace, sum and a spirit of unity. In addition to the theme of the program, the programs which is arranged by 23WSJ also shows the Scout Movement's commitment to fight intolerance and racism through cross-cultural education.

2. 23WSJ as a major activity that was attended by a total of 33.628 participants, scout leaders, Contingent Management teams and International Service Teams from all over the world to impact the entire national scouting organization or association (NSO / NSA). The NSO / NSA can follow many sequences of activities similar to those of other 23WSJ or another WSJ in the implementation of their National Jamboree. For example, inter-religious ceremony activities are practiced in National Jamboree Indonesia X 2016. This can make the agenda against intolerance and racism through cross-cultural education can be effective, if each NSO / NSA can follow a series of programs from 23WSJ.

3. The whole activity of the 23rd WSJ is within the frame of educating the youth to create a better world, a motto that has been carried out by WOSM since 2007. The Jamboree Friendship Award that was given as highest achievement to each participant, symbolizes the ultimate goal of scouting education mentioned by BP: “And that purpose, that the next generation be sane in an insane world, and develop he higher realization of Service, the active service of Love and Duty to God and neighbor” (The Scouter March 1939-BP‟s Outlook). With the above mention facts, there is no doubt that WOSM through scouting activities has not just contributed in educating tolerance and harmony among races to global youth, but beyond that has given the youth the real experience of living in harmony among races through the WSJ.

4. Observing the 23WSJ which is one of the big event conducted by WOSM, participated by more than 33.000 participants from all part of the worlds, than it can be concluded that WOSM is the only INGO in the whole world who can

67 manage together a tremendous number of youth to live together side by side for a week. Thus, it can further give a conclusion that WOSM through every NSO is educating the youth globally on tolerance and living in harmony among races while practicing cross cultural program.

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