THE ESSENTIAL CHARACTERISTICS OF SCOUTING59.188.26.232/article_attach/997/Oct_2009.pdf · 3 The Mission Statement of Scout Association of Hong Kong Vision To be the best voluntary

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CONTENTS

IntroductionContributing to the education ofyoung people...through a system of progressive self-education...

based upon a value system...A Movement...for young people...voluntary...open to all...non-political...

independent.

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THE ESSENTIALCHARACTERISTICS

OF SCOUTING

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World Organization of the Scout MovementOrganisation Mondiale du Mouvement Scout

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THIS DOCUMENT IS A PART OFTHE IMPLEMENTATION OF THESTRATEGY

STRATEGY

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MottoBE PREPARED

Scout Law1. A Scout is to be trusted.2. A Scout is loyal.3. A S cou t i s f r i e nd l y and

considerate.4. A Scout belongs to the world-

wide family of Scouts.5. A Scout has courage in all

difficulties.6. A Scout makes good use of time

and is careful of possessions andproperty.

7. A Scout has self respect andrespect for others.

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Scout PromiseOn my honour, I promise that

I will do my bestto do my duty to God and

to my Country to help other peopleand to keep the Scout Law.

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The Mission Statement ofScout Association of Hong Kong

VisionTo be the best voluntary organisation for the development of young people in Hong Kong forthe betterment of our society.

MissionTo operate an education movement for young people providing them with challenging andprogressive training programmes for their physical, intellectual, social, spiritual and aestheticdevelopment.To achieve this mission, we will* involve young people throughout their formative years in a non-formal educational process;* use the distinct Scout method that makes each individual the principal agent in his or her

development as a self-reliant, supportive, responsible and committed person; and* assist young people to establish a value system based upon spiritual, social, ethical and

personal principles as expressed in the Scout Promise and Law.

Mission explainedAs a youth development agency, Scout Association of Hong Kong will strive its best to:* promote Scouting to the community and increase its membership;* identify and provide suitable training for adult leadership and guidance for young people;* obtain the recognition and support of the community to Scouting and its activities;* be recognised as a major contributor to policies on youth issues;* provide opportunities for its members to participate in local, national and international

activities; and* provide support for the development of World Scouting.

Values of the AssociationWe recognise the importance of:* individuals developing a sense of personal identity and self worth which leads to responsible

citizenship;* adults providing suitable role models for young people;* respect for equality and fairness in dealings with all people; and* the development of understanding between individuals towards world peace.

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INTRODUCTIONWithin the framework of the work on the Strategyfor Scouting, the World Scout Committee,through its Strategy Task Force, prepared thispaper on "The Essential Characteristics ofScouting". On the basis of WOSM's Constitution,the paper provides a compact but comprehensiveoverview of the key elements which characterizeour Movement and its mission.

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CONTRIBUTING TO THE EDUCATIONOF YOUNG PEOPLE:THE PURPOSE OF SCOUTINGTHE PURPOSE OF SCOUTINGTHE PURPOSE OF SCOUTINGTHE PURPOSE OF SCOUTINGTHE PURPOSE OF SCOUTINGTHROUGH A SYSTEM OF PROGRESSIVE SELF-EDUCATION...BASED UPON A VALUE SYSTEM

1. WHAT IS EDUCATION?a) DefinitionThe Constitution of the World Organizationof the Scout Movement states clearly thatScouting is "an educational Movement".

Education in the broadest sense is a life longprocess which enables the global andcontinuous development of a person'scapacities both as an individual and a memberof society. Contrary to the commonly heldview, education goes far beyond formaleducation (i.e. school) in both scope andduration.

�A life long process: the development of anindividual does not take place exclusivelyduring the "formative years" (childhood andadolescence). It will continue throughout hisor her life. As a "process", it will have upsand downs - periods that will be more active,intensive, significant than others - and it willneed to be supported.

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�The continuous development of a person'scapacities: the purpose of education is tocontribute to the full development of anautonomous, supportive, responsible andcommitted individual:Autonomous: able to make his/her owndecisions and to manage his/her lifeSupportive: who actively cares about andfor othersRespons ib le : ab le to as sume theconsequences of the decisions he/shemakes, to keep commitments and tocomplete what he/she undertakesCommitted: who seeks to live according tohis/her values and supports the ideals whichhe/she finds are important.

As an individual: the development of all theabilities of an individual in all areas of growth- physical, intellectual, emotional, social andspiritual.

As a member of society: the development ofan awareness of and concern for others, thesense of belonging to a community and beingpart of its history and evolution.

These two dimensions cannot be dissociatedsince there is no "education" without a searchfor the full development of a person's ownpotentials and there is no "education" withoutlearning to live with others as a member of thelocal, national and international communities.

b) The "four pillars of education"In its broader definition, education throughoutlife is based on four pillars1:

Learning to know, by combining a sufficientlybroad general knowledge with the opportunityto work in depth in a few subjects. This alsomeans learning to learn, so as to benefit from

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the opportunit ies education providesthroughout life.

Learning to do, in order to acquire not onlyoccupational skills but also a broad range oflife skills including interpersonal and teamrelationships.

Learning to live together, developing anunders tanding o f o ther people , anappreciation of interdependence, skills in teamwork and conflict resolution, and anadherence to the values of democracy, mutualrespect and understanding, peace and justice.

Learning to be, so as to better develop one'scharacter and act with ever greater autonomy,judgement and personal responsibility. In thatconnection, education must not disregard anyaspect in the development of a young person'spotential.

c) Educational AgentsA variety of educational agents make acontribution to the full development of anindividual. The UNESCO definition showsthree distinct types:

Formal education is the hierarchicallys t ruc tured, chronologica l ly graded,educational system running from primarythrough to tertiary institutions.

Informal education is the process wherebyevery individual acquires attitudes, values,skills and knowledge from daily experience,such as from family, friends, peer groups, themedia and other influences and factors in theperson's environment.

Non-formal educat ion i s organizededucational activity outside the established

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formal system that is intended to serve anidentifiable learning clientele with identifiablelearning objectives.

2. SCOUTING'S SPECIFIC APPROACHAs an educational movement for youngpeople, Scouting identifies fully with theelements of education as stated above.

�I t s purpose is to contr ibute to thedevelopment of young people's fullpotentials as autonomous, supportive,responsible and committed individuals andmembers of society.

�It includes all four pillars of education:learning to know, learning to do, learningto live together and learning to be, the lasttwo requiring a particular emphasis.

�It belongs to the category of non-formaleducation since, while it takes place outsidethe formal educational system, it is anorganized institution with an educationalaim and is addressed to a specific clientele.

In addition, Scouting's educational approachis characterized by the following:

a) it adopts a holistic approach to a youngperson's education;

b) it seeks to achieve its educational purposeon the basis of an educational proposal;

c) as a non-formal educational agent, it playsa complementary role to that of othereducational agents;

d) it recognizes that it can only make acontribution to the education of youngpeople.

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These characteristics are developed below:

a) A holistic approachScouting considers each young person as anindividual who is:

�a complex being whose identity is formed,in part, through interaction and relationshipsbetween the various dimensions of theindividual (physical, intellectual, emotional,social and spiritual), between the individualand the external world and, ultimately,between the individual and a SpiritualReality.

As a resul t , Scout ing addresses thedevelopment of the whole person throughseeking to stimulate development in alldimensions:

- it recognizes that the various dimensionsof the human personality are connectedand influence each other;

- it acknowledges that the development ofthe person as a whole can only take placeas a result of a multiplicity of experienceswhich are necessarily spread over a periodof time.

�a unique individual, each with his or herown personal history, set of characteristics,variations in needs, capacities, and paceof development.

As a resul t , Scout ing addresses thedevelopment of the whole person as a uniqueindividual:

- it recognizes that the development of eachyoung person's capacities takes place athis or her own pace, with bursts of growth

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in certain dimensions and with dormantperiods in others. Scouting therefore seeksto meet each young person's educationalneeds as they emerge, while continuingto stimulate development in all dimensions;

- it acknowledges that each person'spotential is different and thus seeks to helpeach young person to develop his or hercapacities to the best of that person's ability("doing one's best").

�and an integral part of the world in whichhe or she lives.

As a resul t , Scout ing addresses thedevelopment of the whole person as a uniqueindividual who is also an integral part of theworld in which he or she lives:

- it seeks to help each young person torecognize him or herself as a part, albeita small one, of a whole and to develop asense of belonging, which helps to givemeaning to life. This requires a multiplicityof opportunities for the young person tointeract with, and make a meaningfulcontribution to, the world of which he orshe is a part (the family, local, nationaland international community, culturalheritage and natural environment).

b) An educational proposalScouting seeks to achieve its educationalpurpose as described above - to contribute tothe development of young people's fullpotential - on the basis of a number of idealsor values - its principles - and in accordancewith a clearly defined educational method -the Scout Method. Scouting therefore offers aspecific educational proposal.

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This educational proposal:

�=is not an empty shell that anyone can fill upwith whatever one likes depending on one'sbeliefs and wishes. The proposal cannot beaccepted in part or rejected in part and,once accepted, it becomes binding. Ofcourse it will evolve with time but not at thewhim of any individual member.

�does not aim to make the young personconform to a pre-set ideal model. He or she isinvited to do his/her best to develop to the fullall the dimensions of his/her unique personality.

Scouting is fully successful when a memberleaves the Movement with a positive attitudetowards entering adult life and has the abilitiesto do so in a constructive, assertive andresponsible way, realising that he or she willneed to continue his/her development as anautonomous, supportive, responsible andcommitted person.

c) A complementary roleI t i s of ten said that Scout ing has acomplementary role to play in the personaldevelopment of an individual.

As noted in Section 1.c (Educational Agents)above, three distinct educational "agents"contribute to the full development of anyindividual. Scouting forms part of the non-formal educational "agency", and thus itscontribution complements that provided bythe formal sector and by the informal sector.Scouting is not a formal educational agent,like school, nor is it an informal one, like thefamily, peers or other influences. Scouting hasa distinctive role to play; it is not a repetitionof - or a substitute for - what happens at school,at home or in any other institution that has an

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influence on the development of a youngperson. A Scout leader, therefore, has adistinctive function; he or she is not simplyanother teacher, parent, officer or priest.

Scouting, therefore, must play a specific anddistinctive role in the education of youngpeople; it must identify its own "niche" in thespectrum of educational provision for youngpeople. Scouting is non-formal in the sensethat it is organized and structured, with aspecific educational proposal which includesa clearly defined method.

It is precisely Scouting's unique method thatholds the key to its distinctive role. The ScoutMethod - one method comprising manyelements - is the instrument Scouting uses toachieve its specific approach to the educationof young people. Many other educationalagents have adopted elements of the ScoutMethod and some of them are used today inschools, youth clubs and other settings.However, in none of these instances is theScout Method used in its entirety. The ScoutMethod per se cannot be applied in school, inchurch, or in the family. The Scout Method,applied in a leisure-time setting, among peers,in partnership with adults, provides the safeenvironment within which the young personcan "experiment" and learn from his or herexperiences, and thus grow and develop as aunique human being who is ever moreautonomous, supportive, responsible andcommitted.

Scouting is concerned with the globaldevelopment of the individual. In that sense,the ideal that Scouting seeks to achieve is nodifferent from that of school or family, whichare both also concerned with the overalldevelopment of the individual.

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However, as mentioned above, the methodsused in formal education and the ways inwhich individuals "learn" informally, are likelyto result in different contributions to thedevelopment of a young person's capacitiesin each of the dimensions of the humanpersonality.

Thus, by virtue of the effective application ofits unique method, Scouting is able to make adifferent kind of contribution to the physical,intellectual, emotional, social and spiritualdevelopment of a young person, comparedto that made by school, by the family or groupsof friends, by the media or religious institutionor any other "influence" on the education ofthat individual. To take just one example: inthe area of intellectual development, manyagents will emphasize the acquisition ofknowledge, whereas Scouting, through theeffective use of the Scout Method, emphasizescreativity, resourcefulness, etc.

d) A contributionAs an educational movement for youngpeople, Scouting recognizes that it can onlymake a contribution to this process as:

�Scouting is only one of many influences ona young person's life, and

�education is a life-long process, and thus aperson's full potential continues to unfoldthroughout life. Scouting can, therefore, onlydirectly help young people develop theirpotential during their time in the Movement.

It should be noted that:

�For this contribution to produce its fullbenefit, the young person should be amember of the Movement long enough,

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particularly through his/her adolescentyears, to have a chance to achieve the finaleducational objectives of Scouting. A shorterstay, especially at a younger age, will ofcourse produce some results and benefit theyoung person but to a very limited extent.

�Inasmuch as Scouting's educationalapproach seeks to help the young person tobe responsible for his or her owndevelopment, it also seeks to help the youngperson to develop the inner resources - anddesire - to continue to realize his or herpotential as an individual and as an activeand constructive stakeholder in the worldonce the young person has left the Movement.

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CONTRIBUTING TO THE EDUCATION OFYOUNG PEOPLE...

THROUGH A SYSTEM OF PROGRESSIVESELF-EDUCATION:THE SCOUT METHODTHE SCOUT METHODTHE SCOUT METHODTHE SCOUT METHODTHE SCOUT METHOD

1. PROGRESSIVE SELF EDUCATIONScouting is based on the concept of self-education. This implies that each youth memberis considered as a unique individual who, fromthe outset, has the potential to develop in alldimensions and to take responsibility for his orher own development. Implicit in self-educationis the fact that it is based on the concept of"education from within", as opposed to"instruction from without". The youth memberis the primary actor in the educational process- i.e. the young person's "educator" is primarilyhim or herself. The Scout Method is thestructured framework which is designed toguide and encourage each young person alongthis path of personal growth.

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That self-education is also progressive. TheScout Method is intended to help each youngperson to use and develop his or hercapacities, interests and experience of life thusfar; to stimulate the discovery and developmentof new capacities and interests; to help him orher find constructive ways of meeting needsat different stages of development, and to opendoors to further stages at his or her ownindividual pace.

2. A SYSTEMThe Scout Method is also described as asystem. This implies that it has to be conceivedas an interdependent group of elementsforming a unified and integrated whole. Thatis why the word "Method" is used in thesingular, not in the plural. For, while each ofthe elements comprising it can be consideredas a method in its own right (and are in factconsidered so by other educational bodies),we can only speak of the Scout Method whenall these elements are combined within anintegrated educational system.

Each of the elements has an educationalfunction (i.e. each element is designed tocontribute to the educational process in aspecific way); and each element complementsthe impact of the others. All of the elementsare therefore needed for the system as a wholeto function and must be used in a way whichis consistent with Scouting's purpose andprinciples.

The way in which the elements are applied mustbe appropriate to the level of maturity of theyoung people. The Scout Method is afundamental aspect of Scouting. If any of theelements cannot function because of aninsufficient level of maturity, or because theindividuals have "outgrown" the need for any

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one of the elements, then Scouting is not suitablefor them. This can happen when trying to applythe Scout Method to very young children or toadults beyond their early twenties.

While all the elements of the Scout Method,working as part of a system, will be constantlyin play in the Scout experience as it is livedwithin the local unit, not all of these elementswill be apparent in the forefront at anyparticular moment; some will be playing onlya background role. However, over a periodof time - for example, over the course of severalmeetings or a Scout camp - all elements of theMethod will have been used actively. In otherwords, a snapshot picture of life in the unitwill not usually capture all elements of theMethod in action - but a video diary will!

3. ELEMENTS OF THE SCOUT METHOD

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These elements can be illustrated as follows:

� The Scout law and promiseThe Scout law is a code of living - for eachindividual Scout and for the members of theunit collectively - based on Scouting'sprinciples. Through the practical experienceof a code of living applied to daily life, theScout law provides a concrete (i.e. not

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abstract) and practical way for young peopleto understand the values (see Section: Basedupon a value system) which Scouting proposesas a basis for one's life.

The promise is a personal pledge to do one'sbest to live according to that code which everyyoung person makes before a group of peerswhen he or she chooses to join the Movement.By making the Scout promise, the youngperson makes a conscious and voluntarydecision to accept the Scout law and to assumethe responsibility of that decision throughpersonal effort ("doing one's best"). The factof making the promise in front of peers notonly makes the personal commitment public,it also symbolises a social commitment to theothers in the group. Making the promise isthus the first symbolic step in the process ofself-education.

The law and promise are considered as oneelement because they are closely linked.

� Learning by doingLearning by doing means developing as aresult of first-hand experience as opposed totheoretical instruction. It reflects the active wayin which young people gain knowledge, skillsand attitudes; it reflects Scouting's practicalapproach to education, based on learningthrough the opportunities for experiences thatarise in the course of pursuing interests anddealing with everyday life. It is thus a way ofhelping young people to develop in alldimensions of the personality throughextracting what is personally significant fromeverything that they experience.

� The patrol (or team) systemThe team system (or patrol system, as it is oftencalled) is the basic organizational structure of

17

the local unit, which is composed of smallgroups of youth members and the adultleadership.

Each small group, normally comprising 6-8youth members, operates as a team with onemember acting as team leader. Within eachteam and in ways appropriate to theircapacities, the youth members organize theirlife as a group, sharing responsibilities, anddecide upon, organize, carry out and evaluatetheir activities. This is done with the supportof the adult leadership. A representationalsystem ensures that the youth members alsoparticipate in the decision-making processesof the unit as a whole with the adult leaders.

The team system, based on young people'snatural tendency to form small groups,channels the substantial influence that peershave on each other in a constructive direction.It enables young people to develop theirpersonal and collective capacities throughpooling and building on their individual skills,talents and experience and through thedevelopment of a mutually supportive teamspirit. It also enables them to developconstructive relationships with other youngpeople and adults and to learn to liveaccording to a democratic form of self-government.

� Symbolic frameworkA symbol can be described as somethingfamiliar which represents something more vastor abstract (e.g. an idea or concept). Symbolsare often used (e.g. in advertising) to helppeople to understand and identify withconcepts through an appeal to theimagination. In Scouting, a symbolicframework is a set of symbols which representScouting's educational proposal for a

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18

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particular age range. The purpose of thesymbolic framework is to build on youngpeople's capacity for imagination, adventure,creativity and inventiveness in a way whichstimulates their development, helps them toidentify with the directions of development andthe values underlying Scouting and stimulatescohesiveness and solidarity within the group.

The very name of the Movement, "Scouting",is an element of a symbolic frameworkadopted by Baden-Powell when he wroteScouting for Boys, intended to inspire the youthof his day. "By the term "Scouting" is meantthe work and attributes of backwoodsmen,explorers, hunters, seamen, airmen, pioneersand frontiersmen"2 . Scouting representedadventure, close-knit groups, developedpowers of observation, resourcefulness and asimple healthy life in the great outdoors - allqualities which Baden-Powell sought topromote.

As Scouting now addresses a wider range ofages than when first invented, each age sectionhas a distinct symbolic framework whichcorresponds to the level of maturity of the agesection and focuses on a specific educationalneed which is characteristic of the age section.

� Personal progressionPersonal progression is the element concernedwith helping each young person to develop theinner motivation to be consciously and activelyinvolved in his or her own development. Itenables the young person to progress in his orher own way at his or her own pace in thegeneral direction of the educational objectivesof the age section; to gain confidence and torecognize the progress made. The progressivescheme is the main tool used to support thiselement of the Scout Method.

19

�NatureNature refers to the natural environment - thewoods, the plains, the sea, the mountains, thedesert - as opposed to the artificially createdenvironments, such as the school yard, cementcampsites and crowded cities. Nature alsorefers to what Baden-Powell called the"harmonious whole" of the "infinite, thehistoric and the microscopic", and ofmankind's place in it.

Due to the immense possibilities that the naturalworld offers for the development of the youngperson's physical, intellectual, emotional,social and spiritual potentials, the naturalenvironment provides an ideal setting in whichthe Scout Method can be applied. Indeed,although it may not always be readilyaccessible especially in today's urbanizedenvironment, most Scout activities should takeplace in a natural environment.

However, the use of Nature, as an element ofthe Scout Method, involves more than activitiescarried out in the great outdoors. It involvesthe development of constructive contact withNature, making full use of all the uniquelearning opportunities provided by the naturalworld in order to contribute to the developmentof young people.

Although referring to the forest, Baden-Powell's view of Nature as an educational toolcan be summarized as follows: "For those whohave eyes to see and ears to hear, the forest isat once a laboratory, a club and a temple."3

�Adult supportAdult support to young people involves threeaspects which correspond to the three differentroles an adult needs to play within a Scoutunit:

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20

- The activity leader: he or she must ensurethat every activity that the group undertakesis successfully carried out. While no adultcan be expected to have all the skillsrequired for all activities, it is his or herresponsibility to ensure that the necessarytechnical support and expertise is madeavailable to the group when and whereneeded.

- The educator: he or she needs to directlysupport the process of self-education andensure that what a young personexperiences has a positive impact on thedevelopment of that young person'sknowledge, skills or attitudes. In other words,as an educator, the adult leader needs torelate to each individual member - male orfemale - so as to help the young person toidentify his or her development needs, tohelp the young person to accept those needsand to ensure that they are met adequatelythrough the Youth Programme.

- The group facilitator: based on a voluntarypartnership between adults and youngpeople, he or she needs to ensure that therelationships within the group are positiveand enriching to all and that the groupprovides an attractive and supportiveenvironment for the continued growth of thegroup as a whole. This implies a richlearning partnership between young peopleand adults, based on mutual respect, trustand acceptance of each other as persons.

4. THE DYNAMICS OF SCOUTING:THE SCOUT METHOD IN ACTIONIn order for the Scout Method to functioneffectively with a group of young people, theadult leader must be able to make appropriateuse of the elements of the Scout Method and

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21

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� Educational objectivesWithin the context of the Youth Programme, aset of general educational objectives,concerning the development of the youngperson in each area of development of thehuman personality, is proposed for each agesection. Each youth member strives to progresstowards these educational objectives in apersonalized way. The adult leader needs toconsider everything in the unit (e.g. the wayin which the unit is run, the decision-makingprocesses, the kinds of relationships to bepromoted as well as the activities that theyoung people take part in) from the perspectiveof how all these aspects can contribute to, asopposed to detract from, the educationalobjectives sought.

�ActivitiesIn Scouting, activities include such things as ahike in nature, a community service, etc. Theyalso include things that are necessary for thefunctioning of the unit and for dealing withthe necessities of everyday life, e.g. buyingfood and cooking supper in camp, travellingto an activity site, or taking part in a discussionto evaluate personal progression. Both kinds

the dynamics of Scouting in action. Thedynamics of Scouting are composed of fourinter-related and interdependent elements.These are:

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22

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of activities contribute to the educationalprocess and the Scout Method must be appliedto both. Indeed, activities provide thesupporting context for the application of theScout Method. An activity, of whatever kind,does not automatically constitute a Scoutactivity. It only becomes a Scout activity whenthe Scout Method is applied to it.

In themselves, activities in Scouting must bebased on the young people's interests andneeds so as to be enjoyable and attractive tothem. The activities must be conceived with aclearly defined educational objective in mind;they must provide an appropriate degree ofchallenge and be perceived by the youngpeople as useful to them. Over time, abalanced variety of activities needs to beoffered.

�Group lifeThis refers to everything that is experienced,within the teams and the unit as a whole, as aresult of operating as a mini-society composedof the young people and the adult leader. Asense of group life is essential for theharmonious development of young people.

While young people have a natural tendencyto form "gangs" of friends, and even thoughthis tendency is reflected in the team system, asense of group life does not automatically existin Scouting. Fostering a sense of group lifeinvolves promoting constructive groupdynamics (the interaction and relationshipsthat develop between the young people andbetween the young people and the adultleader). It also involves making use ofopportunities for young people to interact(amongst themselves and with the adultleadership) in the wide variety of situationswhich occur naturally in the course of their

23

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time in Scouting. When a true sense of grouplife develops, the group as a whole takes intoaccount the needs and interests of each person,and each person contributes towards the well-being of the group.

Group life stimulates experiences which canlead to emotional and social growth, thedevelopment of attitudes and the progressiveappropriation of values because:

�operating within a close-knit group andexperiencing for themselves the merits of acode of living (the Scout law in action)provide a natural context for each youngperson to discover the deeper meaning ofthe values for which Scouting stands;

�constructive interaction and relationshipswith others in the group stimulate a climateof mutual trust and caring and contribute tothe development of a sense of identity, self-worth and belonging;

�when the prospect of being part of a close-knit group stimulates a desire to belong andfeel accepted, and when that group operatesaccording to Scouting's code of living, peerpressure - a major influence on thedevelopment of young people - isconstructive, not destructive.

Thus, the attitudes and values which group lifestimulates are both of a personal nature (suchas a constructive and pro-active attitude to life,self-confidence, a spirit of enterprise, goal-setting, etc.), and of a social nature (such as at eam sp i r i t , s eek ing a consensus ,a c k n o w l e d g i n g d i f f e r e n c e s a n dinterdependence, experiencing solidarity,etc.). Group life, therefore, provides a usefulway of helping young people straight awayto put into practice, and develop - to the extent

24

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of their abilities - their capacities for autonomy,suppor t i venes s , r e spons ib i l i t y andcommitment.

�Structure and functioning of the unitThis refers to the way in which the ScoutMethod is applied and the operatingmechanisms put into place in the unit (e.g. theprovision of concrete opportunities for youngpeople to experience making decisions andassuming responsibility, establishing contactwith their local community, etc.). It also refersto the use of resources (not only financial andmaterial, but also in terms of time, etc.) whichalso play an important role in influencing thequality of the educational experience.

When these four elements truly reinforce eachother, Scouting can offer a more coherent andricher learning experience. For example, anassociation may consider that "democracy"is an important issue that requires aneducational emphasis. Helping young peopleto develop a personal adherence to ademocratic way of life (educational objective)is unlikely to result solely from activities relatedto gaining knowledge about the subject. In thisexample, questions to consider include: doesthe way in which the activities are conceivedpermit an experience of a democratic way oflife? Do all of the young people share inresponsibili t ies and make a personalcontribution to the well-being of the unit (grouplife)? Is the adult leader able to listen to theyoung people and offer opportunities for themto make decisions to the extent of their ability(structure and functioning)? In summary, whatcould be modified in the way in which theunit functions, in the way in which the adultleadership and young people interact, in theactivities that the young people take part in,so as to reinforce the educational objectives?

25

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CONTRIBUTING TO THE EDUCATION OFYOUNG PEOPLETHROUGH A SYSTEM OF PROGRESSIVESELF-EDUCATION

BASED UPON A VALUE SYSTEM:BASED UPON A VALUE SYSTEM:BASED UPON A VALUE SYSTEM:BASED UPON A VALUE SYSTEM:BASED UPON A VALUE SYSTEM:ADHERENCE TO THE PROMISE ANDADHERENCE TO THE PROMISE ANDADHERENCE TO THE PROMISE ANDADHERENCE TO THE PROMISE ANDADHERENCE TO THE PROMISE ANDL A W A N D T H E P R I N C I P L E S O FL A W A N D T H E P R I N C I P L E S O FL A W A N D T H E P R I N C I P L E S O FL A W A N D T H E P R I N C I P L E S O FL A W A N D T H E P R I N C I P L E S O FSCOUTINGSCOUTINGSCOUTINGSCOUTINGSCOUTING

When Baden-Powell returned to England fromSouth Africa at the beginning of the 20th century,he observed "Thousands of boys and young menpale, narrow chested, hunched up, miserablespecimens, smoking endless cigarettes, numbersof them begging"4. He was concerned aboutthe decline of moral standards particularlyamong young people and the danger which thisrepresented for the future of society.

Scouting was thus born from its Founder'sdesire to improve society, a goal he believedcould only be achieved by improving theindividuals in society. Indeed, Baden-Powellconsidered the "character of its citizens" asbeing a country's greatest strength.

Within Scouting, the "improvement of theindividual" or, to use a more appropriate term,the educational process, is achieve, is achievedthrough a system of progressive self-educationwhich is the Scout Method. One of thefundamental components of the Method, onemight even say its cornerstone, is the promiseand law, which is a voluntary personalcommitment (the Scout promise) to do one'sbest to adhere to an ethical code of behaviour(the Scout law). The promise and lawencapsulate, in simple terms, the values uponwhich Baden-Powell considered that a healthysociety must be based. These values constitutethe essential ethical framework within which

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26

Scouting functions, and without which theMovement would no longer be Scouting.

Consequent ly , one o f the essen t ia lcharacteristics of Scouting is that, since itsinception, it has been based upon a valuesystem, i.e. an interrelated set of ethical rules.But what exactly is a "value" and how arevalues expressed within Scouting?

�As the word itself indicates, a value issomething fundamental, worthwhile,durable. The values of a person are thosethings that are important to him or her,things in which he or she believes andconsiders essential and which thereforecondition his or her behaviour and life.

�For young people, Scouting's values areexpressed in the promise and law whichare, as mentioned above, a fundamentalcomponent of the Scout Method. For theMovement as a whole, the values areexpressed in the principles of theMovement ; the pr inc ip les are thefundamental laws and beliefs whichrepresent an ideal, a vision of society anda code of conduct for all its members. Theprinciples are not abstract concepts; theypermeate all aspects of Scouting and guidethe life-style of its members.

The principles of Scouting, or values it stands for,are normally summarized in three categories:

�"Duty to God" - a person's relationship withthe spiritual values of life, the fundamentalbelief in a force above mankind.

�"Duty to others" - a person's relationshipwith, and responsibility within, society in thebroadest sense of the term: his or her family,local community, country and the world at

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27

large, as well as respect for others and forthe natural world.

�"Duty to self" - a person's responsibility todevelop his or her own potential, to the bestof that person's ability.

What is important to underline here is the exactfunction of the principles, or values, within Scouting.

�At the level of the Movement as a whole, theyrepresent Scouting's vision of society, the idealsit stands for and the image it projects.

�For anyone joining the Movement, theprinciples represent those elements whicheach individual must be open to accept andmust be willing to do his or her best to follow.This initial acceptance does not, andcertainly cannot in the case of young people,imply in any way an understanding of thefull significance of these values; this can onlybe acquired through membership of theMovement over a period of time. By contrast,a rejection by an individual of theseprinciples disqualifies him or her frommembership of the Movement, which is opento all provided they agree with its purpose,principles and method.

�Once a young person has expressed his orher initial acceptance of these principles,through making the promise, the wholeeducational process within Scouting consists inenabling the young person to graduallyunderstand these values, adhere to them andmake them his or her own so that they permeatethe person's behaviour throughout life. In theFounder's words "Self-education, that is, whata boy learns for himself, is what is going tostick by him and guide him later on in life, farmore than anything that is imposed upon himthrough instruction by a teacher"5 .

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28

A MOVEMENT...FOR YOUNG PEOPLE...VOLUNTARY...OPEN TO ALL...NON-POLITICAL...INDEPENDENT

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Scouting is a movement. According to thedictionary, a movement is "a series of actionsand endeavours by a body of persons, tendingmore or less continuously towards a specialend" or "a series of concerted organizedactivities or related events working toward orshaping some objective".

Developing upon the above definitions, amovement such as Scouting refers to a group ofpeople who share a number of ideals and thedesire to achieve actively a common purposewhich unites them and to which they are allcommitted; usually this is accomplished throughsome type of organization and structure.

As a movement, Scouting must therefore becharacterized by the following:

�A movement implies unity. This unity resultsfrom the sharing of a common purpose, acommon set of values and a commoneducational method which together createa sense of belonging among its membersand which makes their identification withthe Movement possible.

Unity is an essential characteristic withoutwhich a movement cannot exist. Unity doesnot mean uniformity and it does not precludediversity among its members in areas wherediversity is possible and indeed desirable.However, unity does require that allmembers of a movement adhere to thefundamental elements which it has definedas being the basis for its existence. In thecase of Scouting, these fundamental

29

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elements are the purpose, principles andmethod of the Movement. Its memberscannot pick and choose from among thesefundamentals what suits them; they constitutean integrated package which must beaccepted in its totality.

In order to safeguard the unity of Scouting,its purpose, principles and method areagreed upon internationally by all itsmembers and clearly defined at world levelwithin the Constitution of the WorldOrganization of the Scout Movement; anyadaptation or reformulation of thefundamentals of Scouting requires theamendment of the Constitution of WOSM.Furthermore, the formulation of the purpose,pr inc ip les and method wi th in theconstitutions of national associations, andany amendments to that formulation, requirethe approval of the World Organizationbefore entering into force.

The fundamental elements of the unity ofScouting - i.e. its purpose, principles andmethod - are binding on the Movement atall its levels. It is the duty of the world bodiesto ensure that these fundamental elementsare respected by all national Scoutassociations. It is the duty of each nationalScout association to ensure that thefundamental elements are reflected in allaspects of their structure and activities andby each of their own individual members. Itis such adherence and respect whichguarantee the permanence of Scouting bothnationally and worldwide.

�A movement must be dynamic, it cannotbe static. A movement, by definition, impliesevolution. Within a movement, evolution isa means to reach a purpose or objective,to which it must remain faithful; it is nothaphazard or unguided change.

30

�� !"#$%&"#�'()*�� !"#$%&'"()*+,�� �� !"#�� !"#$�� !"#$%&'(�� !���� !"#$%&'()*+�� !"#$$%&'"(')*�� !"#$%&#'()*+,�� !"#$%&'()*+(,�� !"#� $%&'(!)*�� !"#$%&'#()*+,�� !"#$%$&'()*+,�� !"#$%&'()*#+,�� !"#$%&'

�� !"�� !"#$%&'(�� !"#$%&'()*�� �� !"#$%&'()*+, �� !"#$%&'()*+,-�� !"#$%&'()*+,-�� !"#$%&'()*+,-

��� !"#$%&'()*+,!�� !"#$%&'()*+,-������ !"#$%&'()�� !"#$%&'()�� !�� �� !"#$%&'�� �� !�� !"#$%&�'(�� !"#

�� !"#�� !"#$%&'�� !"#$%&'() *+#�� !"#$%&'()*+,%��� !"#$% S���� !�� !"#$%&'()*+,-

As a movement, Scouting exists in order toachieve a purpose, which is the educationof young people on the basis of a numberof ideals or values - its principles - and inaccordance with a clearly definededucational method - the Scout method. Asstated earlier, the purpose, principles andmethod of Scouting - i.e. its fundamentals -are universal, invariable and unite allelements of the Movement. Yet because it isa movement, Scouting, at all levels, mustalways be able to change its approach, toadapt, to be flexible in the manner in whichit works to reach its purpose, since Scoutingdoes not live in a vacuum but in a constantlyand rapidly changing society.

This duality - the need to be faithful to itsfundamentals and, at the same time, to beflexible and dynamic in its ways of working -is an essential characteristic of Scouting.Change that is not clearly directed towardsachieving Scouting's purpose would lead toa loss of the movement's identity and thereforeto chaos, whereas a rigid and inflexibleapproach to reaching the purpose would leadto sclerosis which could kill the movement.

�A movement implies not only a dynamicprocess aimed at achieving an objective,but also some type of organization andstructure to ensure this. What is importantto bear in mind is that if, within a movement,organization and structure are - like change- a necessity, they are also - like change -not an end in themselves but a means toachieve the movement's purpose.

Baden-Powell said "First I had an idea. ThenI saw an ideal. Now we have a Movement,and if some of you don't watch out we shallend up with just an organization"6

(emphasis added). This statement has often

31

�� !"#$%&'()*"+,�� !"#$%�� !"#���� !"#$%&'()*(�� !"#$%&'()*+,-��

�� !"#$%&'($%)*+�� !"#�� !"#$%&��� !"#$%&'(%)*+)�� !"#$%&'()*+,-�� !"#$%&' ()*+,�� !"#$%!&'()*+ �� !"#$%&'!()*+,�� !"#$%&'()*+,-�� !"�#$%&

�� !" #$%&'()�� ���� !"#$%&'()%&�� !"#$%�� !"#$%��� !"#$%&'()*+�� !"�#$%&�� ������ !"#$%&'()*"#�� !"#$%&'()*+,-�� !"#$%&''()*+,�� !"#$%&'()*!+,�� !"#$%&'()*+,-�� !"

�� !"#$%&'()*+,-�� !�� !"#$%��� �� !"#$%&'()*+

been misinterpreted to mean that Scoutingis not an organization, or that anorganization is not important. What theFounder was criticizing was not the principleof an organization, but that of "just anorganization", i.e. a structure that exists onlyfor itself and not to serve the movement andits purpose.

Within Scouting, as in any other movement,the organization and structures must alwaysbe designed, and aimed, exclusively atreaching the movement's objectives; theirexistence cannot be justified otherwise.Furthermore, because Scouting is amovement, the organization must bedynamic and adaptable in order toconstantly enable the movement to achieveits purpose in light of the rapid andinevitable societal changes. Organizationsthat are self-serving and self-perpetuatinggo against the very concept of a movement.

What is true of a movement in general alsoapplies to a world movement. As a worldmovement, Scouting is united by itsfundamentals which must be the sameeverywhere. Because it is a movement,Scouting must remain f lexible andadaptable in its ways of working in orderto meet the needs of young people in aspecific time and place and a wide diversityof situations. Likewise, its organization andstructure and all persons working withinthem at whatever level - local, national orinternational - must at all times seek toachieve the movement's purpose and beable to adapt whenever necessary.

It is precisely these two factors which haveenabled Scouting to grow steadily into aunique worldwide movement - the world'slargest voluntary educational youth movement.

32

�� !"#A MOVEMENT...

FOR YOUNG PEOPLE...VOLUNTARY...OPEN TO ALL...NON-POLITICAL...INDEPENDENT

�� !"#$%&'( !)*+,�� !�� �� !�� !"#$%&'

��� !"#$%&'()*+,-�� !"�� !�� !"#$�� !"#$%&'()*+,%�� !"#$%&'()*+,-�� !"#$%&'()�� !�� !"#$%T�� !"#$�� !"#$��%&'()*+�� !"#$%&'()*+,-��� !"#$�� !"#"$�� !"#$%&'()*$%+�� !"#$%&'()�� !�� !"�� !"#$%&'(�� !"#$%&'()*+,-�� !"#$%&'()*+,-�� !�� !"#$%"#&��� !"#$%

�� !"#$%&'(�)*+,�� !"�� !"#$%&'(������ !"#$%&'(�

Scouting, as a youth movement, addresses itseducational proposal to young people.In this respect, it is important to note that:

�While there are broad trends concerningthe age range of the young people to whomScouting's educational proposal is offered,there are no absolute rules governing thissubject. Each national Scout associationdetermines the age ranges applicable withinit. However, as a movement for youngpeople, it would be inappropriate to applythe Youth Programme to persons beyondtheir early twenties. In addition, thedocument Towards a Strategy for Scouting7

noted that there was a potential danger insome national Scout associations ofdeparting from one key element of theoriginal purpose of Scouting, namely that itis particularly suited to the adolescent agerange - and not primarily for children. Thecontribution that Scouting can make to thedevelopment of a young person differsaccording to the speci f ic s tage ofdevelopment of that young person. Toadolescents in particular, the Scout Methodprovides the opportunity to develop theability to make their own decisions andreach a higher stage of autonomy - anessential step in their development. Yet,particularly in industrialized countries, theadolescent membership is not thriving to thesame extent as the younger membershipsuch as pre-Cub and Cub.

This is of par ticular concern whereScouting's educational proposal is offeredto very young children. The Scout Method

33

is not at all suited for children who are tooyoung for it to work effectively: too young,for example, to understand the concept ofmaking a personal commitment to a codeof conduct through a promise and law, orto exercise a leadership role within a smallgroup. Moreover, adolescents are usuallynot attracted to any organization that theyperceive as being "for children". In addition,if one considers that most young people willonly remain in any organization for acertain number of years - a fact which canbe statistically demonstrated in manynational Scout associations - there is theadded problem of retaining into theiradolescent years young people who join attoo early an age.

As an educational movement whose purposeis to help develop young people to take aconstructive place in society, Scouting cannot succeed if it does not accompany youngpeople through adolescence to the point oftheir "graduation" from the Movementideally at the end of the senior age section.

�"Young people", of course, includes bothgenders: boys and girls, young men andyoung women. While Scouting wasoriginally for boys only (and Guiding forgirls), the Scout Movement has, for the past25 years, been open to all young peopleirrespective of gender.

In this respect, it should be noted that the factthat, as a world movement, Scouting is opento both genders does not affect the principlethat each national Scout association makesits own decision on whether or not it admitsgirls. However, it does require that nationalScout associations consider their educationalprovision carefully, taking into account thecharacteristics of the society in which theyoperate and the changes taking place in thatsociety which affect young people. Thus:

�� !"#$% &'()*+,�� !"#$%&'()*+,-�� !"#$%&'()*+,-��� !"#$%&�� !"���� !"#$%&'()*+�� !"#$%&'()*+,-���� !"#$%&'()*#�� !"�� !"#$%&'(�� !"#$%&'�()*+�� !"#$%&'()*+,-

�� !"#$%&'�()*+,�� !"#$%&'()*�� �� !"#$%&'()#*+,�� �� !�� !"#$%&�� !

��� !"�� !"���� !�� !"#�$%&'()*+,�� �� !"#�$%&�� �� !"#$%&'()*+,-�� !"#$%&'(

�� !"#$%&'()*"+,�� !"#$%&'()*+,-�� !"#$%&'()*+,-�� !"#$% !&'()*+�� !"#$%&'() *+,�� !"

34

J �� !"#$� %&'()*��� !"#$%&'()*�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&

�� !"#$%&'()*+,�� !"#$%&'()*&+�� !"#$%&'()"#*�� !"#$%&'()*+,�� !"#$%&

J �� !"#$%&'()*$%�� !"#$%&'(")*$�� !"#$%&'()*+��

J �� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%& !'()��

J �� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$%&'()

�� !"#$%�� !"#$ %�� �� !"#�� !"#$ �� !U�� !"#$%&'()*

- In societies where mixed gender relationships(at school, in social and professional life)are, or are becoming, socially accepted andwhere, therefore, Scouting has a role to playin helping young people to prepare for activeand constructive participation in a mixedsocial environment, the norm would be fornational Scout associations to address bothgenders through a coeducational approach.

In Scouting, coeducation can be definedas an approach which aims at thedevelopment of both genders equally,bearing in mind the individuality of eachperson. A coeducational approach does notimply that young people of both gendershave to take part in all activities together.

- When a national Scout associationoperates in a society where separategender relationships are the norm andwhere coeducation is therefore excluded,nothing prevents the national associationfrom providing Scouting to both gendersin single-sex settings.

- If a national Scout association opens itsmembership to both genders, it mustaddress the educational needs of eachequally. This implies that if an associationadmits both genders in any age section,then provision must continue to be madein one form or another for both gendersin the subsequent age sections.

- Irrespective of the composit ion ofmembership, no educational provisiontoday can be considered as complete if itdoes not foster mutual respect andunderstanding between the sexes.

* Finally, Scouting is not just a movement foryoung people managed by adults only; it is

35

�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%

�� !"#$%&'(")*+,-�� !"#$%&'()*+,-.�� !"#$%&'(�)*+,-�� !"#!$%&'()$*+,�� !"#$%&'()*+,-.�� !"#$%&'()�*������ !"#$%&'()*#�� !"#$%&'()*

�� !"#$%�� !"#$���� !"#$%&'()*+,-.�� !"���� !"#$%&'�� !"#$%&'()*+,-.�� !�"#$%&'()*+,-�� !"#$

also a movement of young people,supported by adults8. Thus, the ScoutMovement offers the potential for a learningcommunity of young people and adults,working together in a partnership ofenthusiasm and experience. This basicprinciple should be applied within the YouthProgramme of all national Scout associations.

Within the Youth Programme, members in allage sections need to be involved in makingdecisions affecting the implementation of theprogramme in which they participate at unitlevel, assuming increasing responsibility withage for their own decisions and actions. Youthmembers in the older age sections should alsoparticipate in the process of programme designand development carried out by national Scoutassociations. Baden-Powell referred to this as"self-government" and frequently urged adultleaders to always ask their young memberswhat they wanted for their unit.

Within the Youth Programme, the role of adultleaders is to encourage and facilitate theprogressive personal development of the youthmembers through a r ich and variedpartnership with them. At all levels and in allsituations, an appropriate balance must bestruck between the complementary roles ofyouth members and adult leaders.

�� �� !�� !"�� !"���� !"#$%&'()*+#',�� !"#$%&!'()

The dictionary defines the word "voluntary"as "(something) performed, undertaken orbrought about by free choice, willingly ... andwithout compulsion".

�� !

A MOVEMENT...FOR YOUNG PEOPLE...

VOLUNTARY...OPEN TO ALL...NON-POLITICAL...INDEPENDENT

36

�� !"#$%&'(��)#*+�� !"#$%&'()*+,-.�� !"��#$%&'()*+&�� !"#$%&'()*+,%-�� !"#$%&'()*+,-.�� !"#$��%&'()*+,�� !"#$%&'()

�� !"#$%&'()*+,-.��

��� !"#$%&'()*+,-�� !"#$�� !"�#���� !"#$%&'()*+,-�� !"�� !"#$�� !�� !"

��� !"#$%&'()*+,-����� !"#$%&'()*���� !�� !"#$�%&�� !"#$%&'()*+,-�� !"#$%&'()*+,-�� !"#$%&'()

�� !"#$%&'()*+,-.�� !�� !�� !"#$%&�� !"#$%&'()*+,�-�� !"#$%&'()*+,#-�� !"#$%&'()*+,&(�� !"#$%&''(

The voluntary character of the Scout Movementemphasizes the fact that members, inaccepting the educational proposal made tothem by their national association, adhere tothe Movement of their own free will. There isno compulsion to join the Scout Movement orto remain a member. Scouting is not likeschool, at which attendance is usuallycompulsory between certain ages. Youngpeople choose when to join the Movement andwhen to leave. The same principle of voluntarymembership applies to adult leaders.

Th i s has ce r ta in imp l i ca t i ons andconsequences for the Movement:

�Implicit in the idea that membership of theScout Movement is undertaken by freechoice is that what Scouting offers to itsmembers must, in the first instance, beattractive and relevant to them andsubsequently retain their interest. TheMovement itself must be - and be seen as -dynamic and alive.

�In return, the Scout Movement requires acommitment from the individual member - acommitment, first and foremost, to respectand act according to the fundamentalprinciples of the Movement: duty to God, dutyto others and duty to self. This commitment ismade through making the Scout promise,which is the public expression of thewillingness to do one's best to adhere to acode of living based on these ideals.

This voluntary commitment to the ScoutMovement extends also to achieving theeducational purpose of Scouting. This appliesto youth members, insofar as their own personaldevelopment is concerned; indeed the voluntarycommitment is an essential component ofScouting's educational process, influencing

37

motivation and personal attitude, being incontrol of one's own personal development,setting personal objectives, self-drive, etc.

�Adults in the Movement must also becommitted to Scouting's purpose, principlesand method, as their role is to help youthmembers, directly or indirectly, to achieve theirfull potentials. This leads to a strong sense ofshared responsibility and partnership amongall members of the Movement: youth and adult,"volunteer" and "professional".

�Also implicit in the fact that becoming amember of the Scout Movement is a voluntaryact is the recognition that what the Movementoffers to young people - its educationalproposal - is not suited to everyone. Thus,not all young people are potential membersof the Scout Movement; there are those who,for whatever reason, will never be attractedto it or find it possible to adhere to itsfundamental principles. What is critical,however, is that the Scout Movement offersthe possibility to join, to all those who wishto, and does not construct barriers tomembership that are based on factors otherthan the fundamentals of the Movement.

�Also arising from the voluntary nature ofthe Scout Movement is that adults servingthe Movement in a leadership capacity doso of their own accord, freely and willingly,without being paid for their services or time.Each adult in a voluntary movementcontributes in his or her own way, accordingto his or her skills, talents, time availability,etc., to the accomplishment of shared goals.

The fact that Scouting is a voluntary movementdoes not mean that it does not use paidprofessionals, on a full or part-time basis, tosupport its work. Where the need exists and

��� !"#$%&'()*+, �� !"#$%&'()*+,-�� !"�� !" #$�� �� !"#$%&'()*+� �� !"#$�� !"#!$�� !"��� !"#�� !"�� !"#$%&'(

��� !"#$%&'()*+,-�� !"#$%&'()*+,-�� !"#$%�� !"#$��� !"#$%&'()*+,�� !"#$%&'()*+%,�� !"#$%&'()�*+,�� !"#$%&'()*+,-�� !"#$%&'()�*+,�� !"#$%&'()*+,"�� !"#$%&'()*

��� !"#$%&'()*+ !�� !"#$%&'$(&'$)�� !�"#$%&'()*+,�� !"#$�%&'()*+,�� !"#$"%&'()�� �� !"#$%&

�� !"#$%&'()*�� !�� !"#$�� !"# !$��� !"#$%&'()*+,-.�� !"#$%&'()*+,-.

38

A MOVEMENT...FOR YOUNG PEOPLE...VOLUNTARY...

OPEN TO ALL...NON-POLITICAL...INDEPENDENT

�� !"#

�� !"#$%&'()*+,-.�� !"#$�� !�� !"#�� !�� !"#$%&'()*��

�� !"#$%&'()*+,-.�� !"#$%&'(�)*+�,�� !"#$%&'()*+,#-�� !"#$%&'()*+�,-�� !"#$%&'()*+,-.�� !"#$%&'()*+,&-�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,*+�� !"#$%&'()*+,

"The Scout Movement (...) [is] open to all withoutdistinction of origin, race or creed (...)."

The statement - which is part of the definitionof the Scout Movement in the Constitution ofWOSM - is very clear.

Right from the beginning, Scouting has beenopen to all boys whatever social backgroundthey may be part of, wherever they may beborn and whatever religion they may belongto. Indeed, those who took part in theexperimental camp on Brownsea Island werechosen deliberately from different socialbackgrounds. Although started in Britain,Scouting was immediately adopted in manydistant countries with completely different

�� !"#$%&'()*+,-.�� !"#$%&'()*+,-�� !"#$%&'()*+,-.�� !"#$%&'()�� ������� !"#$���� !"�� !"#$%&'()

��� !"#$%&'()*�� �� �!"�� !�� !���� !"#$%�� !"�� �� !"#$%&'()*+,-

resources permit, some people may beemployed to fulfil specific roles that contributeto the effective and efficient achievement ofScouting's purpose but which demand anextended time commitment; usually such peopleshare the strong commitment to the ScoutMovement. The use of professionals and a goodvolunteer-professional partnership strengthensthe Movement and increases its effectiveness.

�A voluntary movement depends uponparticipation of all its members, male andfemale, young as well as older, at all levels,in the decision-making process. As part-owners, or "stakeholders" in the Movement,they must be actively involved in managingits affairs in a democratic manner.

39

�� !"#$%&'(�� !"��� !"#$%&'()* +,-�� !"#�$%&'()* +�� !"#$%&'(

�� !"#$%&'()*+,-��

��� !"#$%&'()� !*�� !"#�� !"#$%&'�� !"#$%&'()*+,-�� !"#$%&'()*+,�� !"#$%&'()*+,-�� !"#$%&'(�� !���� !"#$%&'()*+�� !"#$%&'"()*+,�� !"#$%&'�� !���� !"#$%&'!()*�� !"#$%&'(

�� !"#$%&'()*+,-.�� !"#$ %&'()*+,-�� !"#$%&'()*+,-.�� !"#$%&�� !"#���� !"#$%&'()*+,-.�� !"#$%&'()�*+,-�� !"#$%

cultures, social and economic conditions.Finally, although the Movement started in aChristian environment, it has had no problemtaking root in Hindu, Buddhist, Moslem orother religious environments.

Today, as a movement for "young people", itis open to all, boys and girls, young men andyoung women, without any distinction oforigin, race or creed or restriction based ongender.

Being open to all has a number of importantimplications:

�Open to all does not mean that Scoutingis for all. Indeed, it is for all who are willingto adhere to its purpose, principles andmethod. This choice places the final decision- to join or not join

- in the hands of the young person, who isthe only one who can decide whether heor she is prepared to make such acommitment. It is not for adult leaders todecide whether or not that young personis "suitable material" for the ScoutMovement or to restrict recruitment to aparticular social class. After all, if we arean "educational Movement" we have anobligation to accept all those who areprepared to learn through Scouting.

At the same time, we should not expect the resultof education to be achieved before theeducational process itself has already started.In other words, and to use spiritual developmentas an example, we should not expect Scouts tobe the perfect examples of devoted believersof the faith to which they belong, but acceptthat they will do their best to understand it anddevelop spiritually both personally and asmembers of a religious community.

40

����� !"#$%&'()*��� !"#$%&'()*+,-�� !"#$%�&'()*+,�� !"#$%&'(�� !"�� !"#$%&'()*+"#�� !�� !"#$%&��

�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()* !+,�� !"#$%&'()*+,$%�� !"#$%&'()*+,-#�� !"#$%&'(

��� !"#$%&'()*+,-.

� �� !"#$%&'()*+�� !"#$%&'()*+,�� !"#$%&'()#*+�� !"#$%&'()*+,�� !"#$%&'()*������ !"#$%&'�� !"�� !"#$%&'()*#+�� !

�=�� !" #$%&'()*+�� !"#$%&'()*+,�� !"#$%&'()*+,�� !"#$

� �� !"�� !"#$%&���� !"#$%&'()*

�Scouting is not an elite movement; itsmembership is by no means restricted to aselected few who correspond to a prototype,for example those who will always "obeywithout question". It should be made availableto those who need it most and who often "donot look like Scouts" when they join!

At the same time, it is not a movement that allyouth must join, whether or not they are willingto adhere to its purpose, principles andmethod. By its very nature as a voluntarymovement, Scouting should be accessible toall who are interested by what it has to offerand prepared to make a commitment that theywill do their best to adhere to the fundamentals.

�Accessibility is a key concept, which means:

- that the language used can be understoodand that the image projected amongst thegeneral public and potential members issufficiently attractive and corresponds towhat young people can identify with or,at least, be associated with. This obviouslydepends on the "product" (i.e. the YouthProgramme) that an association offers toyoung people but also on who is offeringthat programme, that is, those adults whoform part of the "delivery system";

- that new groups will have to be createdwhenever a demand exists, such as placeswhere there is no local structure towelcome new members, or where waitinglists in established groups prevent othersfrom joining; and

- that the financial cost of participating inthe programme (the activities, uniforms,subscriptions, etc.) should not constitute abarrier.

41

A MOVEMENT...FOR YOUNG PEOPLE...VOLUNTARY...OPEN TO ALL...

NON-POLITICAL...INDEPENDENT

�� !

�� !"#$%&'()*+,-�� !"#$%&'()*�+,-�� !"#$%

�� !"#$%&'()*+,-.�� !"#$%&'()*

��� !"#$%&'()*+,-�

��� !"#$%&'

As an educational movement, Scouting is non-political in the sense that it is not involved inthe struggle for power which is the subject-matter of politics.

In explaining the non-political nature of Scouting,it is necessary to distinguish between:

�the Movement, and its organization, as asocial force,

�the individuals who are members of theMovement.

To conclude, most people will agree thatScouting is open to all. However not everyoneis prepared to make sure that it reaches youngpeople who need it most. For example, manyyoung people who have difficulties in their dayto day life and who may not be readilyaccepted in their community may neverthelessbe prepared to do their best to committhemselves to the principles of the Movement.Unfortunately in some associations, rigidpractices (sometimes described as "tradition"),which time and prejudice have deposited onthe Movement, have too often made itimpossible to reach young people in different- often difficult - social environments. MakingScouting truly open to all, in particular thosewho need it most, obviously requiresadaptation without compromising the purpose,principles and method of the Movement.

�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-�� !"#$%&'()*+,-.�� !" #$%&'()*+&,�� !"#$%&'()$*+,-�� !"#$%&'()*+,-.���� !"#�� !"��� !�� !"#$%&'()*+,���� !"#�� !"#$%&'(�� !"#$%&'() *+,-�� !"#$%&'()*�+,-�� !"#$%&'()*+#,-�� !"#$%&'

42

���� !"#�� !"#$%&�� !"#$%#$&'()*+,�� !"#$%&' !()*+,�� !"##$%&'()*+,-�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*

�� !"#$%&'()*+,-.�� !"#$%&'()*�� !�� !"#$%&'()*+,-.�� !"#$%&'(!)*+,V��� !"#$%�� !"#$%&�� !�� !"#$%!&'()�� !"#$%"&'()*+,-�� !"#$%&'�()*!+�� !"#$%&'()*$+�,�� !"#$%&'(�� !"#�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"�#$%

�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%$&'()*+,-�� !"#$%&'()*+,-"�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.�� !"#$%&'()*+,-.

As a social force, the Scout Movement and itsorganization must not be identified withpolitical parties which are usually the reflectionof politics in a democratic society. Neither theOrganization i tself in i ts statements,publications, etc., nor anyone presenting himor herself as its representative must beidentified with a party or other clearlystructured political group within a democracy,since this would be a breach of theindependence of the Movement.

The reason why Scouting must remain anindependent, non-political movement is simple.Baden-Powell wrote that "Danger lies in thepeople becoming accustomed to having theirown minds made up for them without anyexercise of their own judgement or consciencein the process"9 and he therefore concludedthat "individual power of judgement isessential". This is why Scouting is aneducational movement aimed at helpingyoung people to develop, from withinthemselves, their own abilities and theirautonomy. This approach requires completeneutrality in the educational process, the onlyconstraint being the principles, or values, uponwhich Scouting is based. The identification ofthe Scout Movement with any political partyinevitably jeopardizes the objectivity andneutrality which must always characterize theperson-centred educational approach forwhich Scouting stands.

This does not, however, mean that Scouting iscompletely divorced from socio-political realities.The Scout Movement itself is a social reality andits aim is to help young people to develop asresponsible individuals and as members ofsociety. This civic education cannot take placein a vacuum, and the Movement must be able todefend the values it stands for and to create thebest possible conditions for the type of education

43

it advocates. Consequently, nothing prevents theScout Movement from taking a stance on acertain number of issues such as, for example,the rights of children, provided that this is clearlyrelated to its educational mission, is based uponits own Constitution and principles and ispresented as such and not as part of the powerstruggle or partisan politics which the ScoutMovement must transcend.

As for the individuals who are members ofthe Movement, the situation is somewhatdifferent. The Founder did not discouragemembers of the Movement from belonging topolitical parties, provided that this was in anindividual capacity and not as a representativeof the Movement.

Consequently, in addition to exercising theircivic responsibilities, nothing precludes amember of the Movement from also being anactive member of a political party, but as anindividual, not as a Scout.

Membership of a political party is not,however, unconditional. The reason is thatScouting is based upon a number of values,or principles, which condition the politicaloptions of its individual members who cannothave a conflicting set of values: one for theirlife as a Scout, the other for their life outsideScouting. Thus, for example, the belief in aforce higher than mankind, or the recognitionand respect for one's fellow-man and for theequality of all without distinction of origin, raceor creed, or again the importance attached tothe integrity of the natural world, preclude aScout from joining, as an individual, a numberof parties on the political spectrum.

If a member chooses to adhere to a politicalparty in an individual capacity, he or she cando so only if the basic values of that party are

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44

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A MOVEMENT...FOR YOUNG PEOPLE...VOLUNTARY...OPEN TO ALL...NON-POLITICAL...

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Scouting, at all levels - local, national andinternational - has a specific identity basedon its purpose, principles and method:

�it is a movement that exists to provide a specificeducational contribution to young people...

�based on Scouting's fundamentals...

�which have been internationally defined...

�and which constitute the unity of theMovement.

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consistent with those he or she holds as a Scout.If a member has any doubts in this respect, heor she should consult with others to determineand ensure that there is no conflict of values.When the individual adheres to a politicalparty, he or she must in no circumstances useScouting as a platform for the promotion ofthe party to which he or she belongs.

It should be noted that the observations madeabove generally apply in democratic societies,which constitute the appropriate frameworkin which Scouting can operate and in whichthe Scout Movement, as well as the individualscomprising it, have a choice. In non-democratic societies, both the Movement andits individual members will need to live withpolitical realities but must ensure, to themaximum extent possible, that the Movementdoes all it can to maintain its independenceas much as possible.

45

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Scouting can succeed in fully achieving itseducational purpose only if its specific identity issafeguarded. Any loss or diminution of this identity

- through, for example, being too closelyl inked to or inf luenced by anotherorganization or authority - will inevitablyhave a negative impact on the Movement.

The Movement must, therefore, remainindependent, with its own sovereign decision-making authority at all levels.

This does not imply that Scouting shouldoperate in isolation; nor should it refuse tocooperate with other organizations orauthorities. Indeed, Scouting may never havebecome the World Movement that it is withoutthe popular and institutional acceptance andsupport that it has received throughout itshistory. What it does infer is that any offer oracceptance of support, or any form ofpartnership with another organization orauthority, can only be justified if it serves tofurther what Scouting sets out to achieve: itseducational purpose.

This means that all levels of the Movement mustbe vigilant in their relationships with otherentities - sponsoring bodies, working partners,kindred organizations, governmentalauthorities, and the like - to ensure that theMovemen t ' s s pe c i f i c i d en t i t y andindependence are not compromised as a resultof these relationships.

For example:

�Scout ing's cooperat ion wi th othereducational youth organizations must neverlead to the loss or compromise of its ownindependence and specif ic role ineducational provision to young people;

46

�Scouting's sponsorship by a religious orcommunity organization must never resultin a Scout association being controlled bythat organization or being perceived asbeing subordinate to it;

�Scouting's links to local or national authoritiesmust never be such that the Movement'svoluntary, non-formal educational role insociety is put into question;

�Scouting's support to development agenciesmust never lead to the Movement itself beingseen as a development agency, rather thanas a movement with a specific contributionto make to the education of young people.

Of course, there is a natural desire to consultand cooperate with other organizationsserving the needs of young people. There mayalso be advantages in building or maintainingclose institutional links with governmentalauthorities concerned with matters such asyouth and education. Inevitably, there is alsoa constant search for opportunities to increaseScouting's "profile" in the community or to findnew sources of financial and human resources.However, great caution needs to be exercisedat every level of the Movement in suchsituations to ensure that Scouting does not risklosing its independence and its specificidentity.

It is important to note that what protects theMovement when it is threatened by outsideforces is the fact that its nature and specificidentity are internationally defined and agreedupon by all Scout associations. For example,challenges to the Movement's fundamentalprinciples in any particular country can bedefended on the basis of conditions ofmembership of the World Movement.

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47

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(c) World Scout Bureau, September 1998.Reproduction is authorized to national Scoutassociations which are members of the WorldOrganization of the Scout Movement. Othersshould request permission from authors.

World Scout BureauP.O. Box 2411211 Geneva 4, [email protected]://www.scout.org

This booklet (English Part) is reprinted from WorldScout Bureau, P.O. Box 241 1211 Geneva 4,Switzerland 2009 February 18.Resources: http://www.scout.org/en/content/download/13251/115896/file/EssChar_E.pdf

���� !�"#$%&!'"()*+,-./012)� 3456789:;�� !"#$%&'()*+,-./0123456789:;<=�� !�� !"��� !"#$!%&'!()*!+,-!�� !�"#!$%&!'()!*+,

���kçíÉ��1 "Learning: The Treasure Within" Report to UNESCO of the International Commission on

Education for the Twenty-first Century, chaired by Mr. Jacques Delors, 1996.2 "Aids to Scoutmastership", R. Baden-Powell, World Brotherhood Edition, 1944.3 "Rovering to Success", R. Baden-Powell, Herbert Jenkins Ltd., 8th printing, London, 1930.4 Quoted from "250 Million Scouts", Laszlo Nagy, 1985.5 "Scouting for Boys", R. Baden-Powell, 26th edition, 1951.6 Source and year unknown. Supplied by P. Siebold.7 Adopted by the 31st World Scout Conference, Melbourne, 1988.8 "Policy on Involvement of Young Members in Decision-Making", adopted by the 33rd World

Scout Conference, Bangkok, 1993.9 "Scouting and Youth Movements", R. Baden-Powell, 1929.

48 49

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CONTENTS

IntroductionContributing to the education ofyoung people...through a system of progressive self-education...

based upon a value system...A Movement...for young people...voluntary...open to all...non-political...

independent.

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THE ESSENTIALCHARACTERISTICS

OF SCOUTING

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World Organization of the Scout MovementOrganisation Mondiale du Mouvement Scout

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THIS DOCUMENT IS A PART OFTHE IMPLEMENTATION OF THESTRATEGY

STRATEGY

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MottoBE PREPARED

Scout Law1. A Scout is to be trusted.2. A Scout is loyal.3. A S cou t i s f r i e nd l y and

considerate.4. A Scout belongs to the world-

wide family of Scouts.5. A Scout has courage in all

difficulties.6. A Scout makes good use of time

and is careful of possessions andproperty.

7. A Scout has self respect andrespect for others.

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Scout PromiseOn my honour, I promise that

I will do my bestto do my duty to God and

to my Country to help other peopleand to keep the Scout Law.

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