objectives - scouting · everything the scouts do becomes a reflection of those values. to design...

World Organization of the Scout MovementInteramerican Scout Office

Interamerican Scout CommitteeYouth Programme Commission

EducationalObjectivesof the Scout Movement

EducationalObjectivesof the Scout Movement

World Organization of the Scout MovementInteramerican Scout Office

Interamerican Scout CommitteeYouth Programme Commission

Method for Creation and continuous Updating of the

Youth Programme.

MACPRO

A GREATLEAPFORWARDREGIONAL PLAN 1993-1996

World Organization of the Scout MovementInteramerican Scout Committee

Interamerican Scout Office

Th i s documen t i s pa r t

s c h e d u l e d i n t h eRegional Plan 1993-1996

of a series of publications

This document continues the processbegun by the publication of theEducational Proposal of the ScoutMovement and contains steps 2,3,5and 6 of MACPRO, the Method for theCreation and continuous Updating ofthe Youth Programme.

Following the recommendations of the First Meeting ofthe Correspondents for the Network for the Productionof Educational Material (REME), the Interamerican ScoutCommittee (ISC) approved this document for a five-yearperiod at its meeting held in Cartagena de Indias inSeptember, 1994.

Without detriment to those national and regionalevaluations which will be made during this period, theISC intends a formal review of these objectives in1999, in order to ensure that they continue to reflectScout values, the aspirations of young people and theneeds of the community.

Although the majority of the Latin American associationsof the Region have adopted these educationalobjectives, they are simply an application model offeredto the associations.

3

Editor's note 4Introduction 5Some key concepts 9

Growth Areas

Physical development 15Creativity 23Character 31Affective development 39Social development 47Spiritual development 59

Appendix

Some comments on the gridof educational objectives 67

Acknowledgements 83

Contents

4

Editor's Note

It should be pointed out that this is a document aimed mainlyat national association leaders, and in particular those responsiblefor analysing, designing and updating the youth programme andthose responsible for adult resources recruitment, training andfollow-up.

The young people’s leaders, who apply the youth programme inthe field, are not the intended recipients of this document. In the greatmajority of cases, they will need to be able to handle only thoseintermediate objectives which apply to their Section. The objectives foreach Section will be introduced in the respective Programme Guide,which will explain their educational bases and how they are appliedand assessed in relation to the activities.

Furthermore, the training process will familiarize the youngpeople’s leaders with the handling of the objectives at a personallevel. This process should provide them with the skills they need toapply the progressive system of objectives and activities.

The analysis of this document requires some time and care.Once the reader is familiar with the way the system works and theconcepts it contains, it will seem simple and logical.

To fully understand this document, it will be useful to have read the the following ISO documents:

• «MACPRO Presentation: Method for Creation andcontinuous Updating of the Youth Programme»

• «Educational Proposal of the Scout Movement»

• «Development Characteristics in Children and YoungPeople from 7 to 20 years of age»

5

Introduction

(1) See «Educational Proposal of the Scout Movement», published by theInteramerican Scout Office (ISO) 1994.

Mission, principles and method of theScout Movement

The Scout Movement is a non-formal educational Movement,complementary to the family and the school system. Its mission is tocontribute to the holistic development and ongoing education of youngpeople.

Two fundamental aspects of the Movement are instrumental inachieving this mission:

• a conception of the individual and his or her relationshipwith society, the world and God, as expressed in theprinciples;

• and an educational, original and dynamic approach whichfinds expression in the method.

The scout method is a balanced, holistic approach, acombination of various elements such as adherence to a code ofconduct, learning by doing, a team system, life in nature, educationthrough serving others, motivating adult presence and much more.

One of these elements is the progressive system of objectivesand activities, commonly known among scouters as the youthprogramme.

The purpose of this document is not to analyse themission, the principles or the method of the Scout Movement,which were addressed in sufficient depth in the EducationalProposal of the Scout Movement. Neither does it propose toanalyse the activities, which will be the subject of a laterpublication.

Our interest here is in the Scout Movement’s system ofobjectives, since scout activities need to respond to a coherentset of educational objectives in order to yield the best possibleresults.

These objectives should not only follow a logicalprogression in relation to each other, but should also beconsistent with the values proposed by the Movement, so thateverything the Scouts do becomes a reflection of those values.

To design these objectives, therefore, the first step was todefine an educational proposal. A kind of proclamation, this tooldescribes the mission, the principles and the method of theMovement (1).

Having accomplished this first task, the next is todetermine the growth areas of the educational process, with theintention of contributing to holistic development in young people.These growth areas are determined on the basis of the structureof the personality.

6

Introduction

The growth areas

The sheer breadth of human experience makes the task ofcontributing to the balanced development of the personality aformidable one. However, with its interest in the whole person, theScout Movement aims to do precisely that, stimulating, guiding andproviding opportunities for the different dimensions of a youngperson’s personality to unfold and be expressed fully.

To achieve this aim, the Scout progressive scheme establishesgrowth areas relating to the structure of an individual’s personality.Faced with the many and varied theories and interpretations ofpersonality structure, the Movement has opted for a model based onits own experience, distinguishing six different aspects of thepersonality: the body, intelligence, will, emotions and feelings, socialself and soul. This approach is consistent with generally acceptedconcepts of human nature and with the emphases of the Movement’sown Educational Proposal.

It cannot be denied that a person’s physical presence andidentity are extremely important, so the first growth area has beendesignated «physical development». In order to develop physically, theindividual must accept that he or she has a part to play in the growthand functioning of his or her own body.

Since a human being is intelligent and capable of achievingpersonal fulfilment through his or her own efforts, the second growtharea chosen is «creativity». Scouting helps young people to developtheir capacity for thinking, innovating and using information in anoriginal and relevant way.

It is man’s capacity to differentiate between good and evilwhich distinguishes him from all other beings in creation, so the thirdgrowth area, «character» emphasizes the development of the will togovern one’s strengths and impulses according to ethical principles.

Due to the impact which the affective part of the humanpersonality has on our inner life, a fourth area, «affectivedevelopment», is concerned with helping young people to reach andmaintain an inner state of freedom, equilibrium and emotionalmaturity, incorporating their feelings naturally into their behaviour.

Given that a human being can only be truly understood in thewider context of his or her relationship and interaction with otherhuman beings, a fifth area, «social development», addresses thedevelopment of the social dimension of the personality, with anemphasis on developing one’s concern for others and putting it intopractice.

And since in the human soul there is a natural desire to lookbeyond the material world, the sixth growth area, «spiritualdevelopment», is concerned with young people’s aspiration toestablish a personal relationship with God, the capacity to acceptfaith and make it a part of one’s daily life and respect differentreligious beliefs.

7

Introduction

The six growth areas together constitute a harmonious andintegrated approach which combines the development of the body,the stimulation of creativity, character formation, guiding of theemotions, concern for others and the discovery of God.

Health, personal fulfilment, identity, maturity, social integrationand happiness itself depend on the harmonious development of allthese aspects.

Nevertheless, it is immediately apparent that the final objectivesare firmly based on values. They are founded upon the principles of dutyand right action, i.e. the hierarchy of values and fundamental conceptsof the Scout Movement as expressed in the Educational Proposal.

This is vital, since the Scout Movement, like any educationalprocess, is committed to certain moral choices. The implications ofthese choices should be clearly expressed and the final objective,reached at the end of the Scout educational process, is the mostappropriate place to state what these choices are.

Development characteristicsin young people

Since the final objectives are based on the educational proposal,in other words on the Movement’s own values, we need to know howmuch progress each age range can feasibly make towards them. For thiswe need to analyse the development characteristics in children andyoung people in each of the age groups between 7 and 20, the period inwhich youngsters generally take part in the Scout Movement (2).

The final objectives

Having defined the growth areas, it is important to establishwithin each of them the final objectives towards which the educationalprocess of the Scout Movement is aimed.

These final objectives are expressed as desirable forms ofbehaviour to be observed in young people when they leave theMovement at about twenty years of age.

They are the concrete expression within each growth area ofthe profile on leaving, that is the profile which the young person willideally have on leaving the Movement, as announced in theEducational Proposal.

Unlike the final profile, which is necessarily prophetic, the finalobjective represents a compromise between reality and utopia. Itexpresses the educational results that it is possible to obtain, basedon the accumulated experience of what can reasonably be expectedfrom an individual at the end of his or her progression throughScouting. (2) See «Development characteristics in children and young people from 7 to 20

years of age», published by the ISO, 1995.

8

Also known as Section educational objectives, the intermediateobjectives propose subject matter, attitudes or action which aredesirable in relation to the respective final objective and which arepossible to attain given the stage of development of the young people.

Since six age ranges have been defined between the ages of 7and 20, there are six columns of intermediate objectives, the last ofwhich contains the final objectives themselves, which act as theintermediate objectives for the final age range of the Movement’seducational process.

Like the final objectives, the intermediate objectives arearranged by growth area, i.e. physical development, creativity,character, affective development, social development and spiritualdevelopment.

(4) A general description of these concepts can be found in «A Great LeapForward», the 1993-1996 Regional Plan, in chapter 3.2 concerning theregional policy on youth programme. A more detailed explanation is providedin the «Presentation of the Method for Creation and continuous Updating ofthe Youth Programme», published by the ISO, 1994.

Introduction

The analysis of development characteristics in youngpeople establishes certain cycles of development, which are thebasis of the Sections of the Movement and, within these cycles,certain age ranges, by which to organize the different stages ofprogression within each Section (3).

The intermediate objectives

At this point in the process, the intermediate objectives comeinto play. These describe types of behaviour which it is possible toobtain within each age range, with a view to progressing towards thefinal objective.

To put it graphically, the intermediate objectives are located atthe «crossroads» between each of the final objectives (the ideal) andthe possibilities of approaching them in each age range (the possible)(4).

(3) The word Section refers to the organization consisting of the young people,leaders and structures working within a single cycle of development in aScout association. Thus, depending on the country and the age group, andwhether the Sections are male, female or mixed, we talk about the CubSection, the Bee Section, the Squirrel Section, the Scout Section and theRover Section, for example.

9

Intermediate Child. Pre-adolescence Adolescence7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 20

GrowthArea

Line

FinalObjective

Intermediate Objectives

In order to handle the grid of objectives, it is necessary tobecome familiar with the concepts of line, subline, pigeonhole,cabinet and column.

We call all the intermediate objectives leading to a single finalobjective a line.

Some keyconcepts

The lines of objectives are easy to locate in thegrid because they are separated from each other byspaces in white.

10

Some keyconcepts

Given that the great majority of the final objectives imply varioustypes of behaviour, the majority of the lines contain sublines whichdevelop the different aspects of behaviour envisaged in the finalobjective.

Since many of these aspects of behaviour are implicit, it shouldbe indicated that sometimes the intermediate objectives in a givensubline are not worded in exactly the same terms as the finalobjective, but they are nevertheless directly related to the conceptsthat it implies or includes.

On the other hand, even when there are no sublines, a singlefinal objective or a single aspect of behaviour within a final objectiveneeds to be reinforced by one or several intermediate objectives withinthe individual age ranges, according to the specific requirements ofeach age range.

For all these reasons, there is a variable number of intermediateobjectives in each age range leading to a single final objective. Thisvariation is the result of the considerations described here, and not ofaccident or omission.

The sublines within a single line are separated fromeach other by a horizontal line.

For greater clarity, both lines and sublines areindicated by an arrow.

When a line does not include sublines, the arrowcontains a single number which indicates theposition of the line within the respective growtharea.

When two numbers appear inside the arrow, thefirst indicates the line and the second the subline.

In addition, a line by line description has beenincluded at the beginning of each growth area. Thisdescription summarizes the different conceptsincluded in the sublines and indicates when thereare no sublines.


GrowthArea

Line

FinalObjective

Intermediate Objectives

Subline

11


GrowthArea

Cabinet


GrowthArea

Pigeonhole

Some keyconcepts

We give the name pigeonhole to all the intermediateobjectives in a single line wich apply to the same age range. Apigeonhole represents everything that is expected of a youngperson of that age in relation to the corresponding final objective.

A cabinet refers to all the intermediate objectivesestablished for a cycle of development in a given growth area. Acabinet contains all the Section’s objectives for that growth area.

12

Some keyconcepts

By column we understand all the intermediate objectivesproposed for a given age range in all the growth areas. A columnrepresents all the objectives proposed by the Section for that agerange.

The two columns which fall within a cycle of developmentrepresent all the educational objectives for that Section. (*)

(*) In most associations the Cub Section corresponds to the cycle ofdevelopment of Intermediate Childhood, which takes in the ages ranges of Mid-childhood (7 to 9) and Late Childhood (9 to 11). The same goes for the ScoutSection, which spans the Pre-adolescence development cycle, which consists ofPre-puberty (11 to 13) and Puberty (13 to 15). On the other hand, in the SeniorSections (which use names such as Rovers, Pathfinders, Explorers, Pioneers,Venture Scouts, Senior Scouts, etc. indiscriminately) it is slightly more varied. In

some cases the Senior Section takes in the whole adolescence development cycle,including the age ranges of both Adolescence (15 to 17) and Youth (17 to 20), andin other cases there is a separate Section for each of these age ranges. There arealso situations in which a single Senior Section is split into internal Units by agerange. Those Scout associations which work with single sex Sections use more orless the same cycles, though with different names, bringing the ages slightlyforward to coincide with the female development process.

Phys. Dev.

Creativity

Character

Affect. Dev

Social Dev.

Spiritual Dev.

GrowthAreas

AgeRange

Column

7-9 9-10 11-13 13-15 15-17 17-20Inter. Child. Pre-adolesc. Adolesc.

Cycle ofdevelopment

EducationalObjectives

for the Section

Phys. Dev.

Creativity

Character

Affect. Dev

Social Dev.

Spiritual Dev.

GrowthAreas

7-9 9-10 11-13 13-15 15-17 17-20Inter. Child. Pre-adolesc. Adolesc.

13

Some keyconcepts

Although these concepts of line, subline, pigeonhole, cabinetand column might seem complex at first glance, they provide acoherent view of the intermediate objectives from differentperspectives. They will be of great assistance to the leader inassessing the young people’s results, since he or she can observe,compare the information from different angles and discern overalltrends and deficiencies, over and above the fulfilment of one individualobjective or another.

It falls to the leader training system to present the objectives ina way that is educationally stimulating and understandable, whichshould not give rise to any difficulty.

For the national leader who produces, evaluates and reviewsthe grid of objectives every few years, these concepts areindispensable.

15

Physicaldevelopment

16

By physical development, therefore, we mean theassuming and exercising of individual responsibility forthe growth and functioning of one’s own body.

For Scouts, filled with awe by this mysteriousintertwining of the material and spiritual worlds, takingresponsibility for our body is also a naturalconsequence of recognizing it as a work of God, placedon the Earth as a eulogy and testimony to Him.

Physical developmentConcept

The most evident aspect of human developmentis the unique and mysterious relationship which anindividual has with his or her own body.

Body and soul form a single entity in every livingmoment and there is an interdependence betweenthem that is very real, however difficult to measure.

This is why the holistic development of theindividual does not only depend on intangible factors,such as spiritual, psychological or cultural ones. It isalso influenced by physical factors which interact todetermine the characteristics of the personality.

On the other hand, despite the fact that sciencehas taught us more and more about the human body,to the point of making it more impersonal, our bodiesare more than a series of physical and chemicalprocesses governed by inherent laws. It is possible forchildren and young people to intervene and graduallyimprove their bodies through their own efforts.

17

Physical development

1 Accepts his* own share ofresponsibility for theharmonious developmentof his body.

2 Is aware of the biologicalprocesses which regulatehis body, protects hishealth, accepts hisphysical capabilities anddirects his impulses andstrengths.

3 Values his appearanceand takes care of hispersonal hygiene and thatof his surroundings.

Lines Sublines

*Editor's note: For the sake of simplicity, "he" has been used to mean both he and she in the intermediate objectives.Likewise, "his" means both his and her. This does not reflect any priority on the part of the Movement.

Since the final objective involves a single concept, it has no sublines.There is one objective for each age range, progressing towards thefinal objective.

This line has four sublines, each of which contain an objective foreach age range.

2.1 Knowledge of the biological processes which regulate the body

2.2 Protecting one’s health

2.3 Acceptance of one’s own physical capabilities

2.4 Directing impulses and strengths

This contains two sublines, both with an objective for each age range,except for the second subline in puberty, which has two objectives.

3.1 Appreciation of one’s appearance and care of personal hygiene

3.2 Care of the hygiene of one’s surroundings

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4 Keeps to a simple andappropriate diet.

5 Achieves a balanceddistribution of timebetween his differentobligations, practisingappropriate forms ofleisure activity.

6 Frequently takes part inoutdoor life with otherpeople and participates insporting and recreationalactivities.

Since this final objective involves a single type of behaviour, the linedoes not contain any sublines. The progress towards the finalobjective is developed through two objectives for each age range, withthe exception of adolescence, which has three objectives.

This line has two sublines, both with one objective for each agerange, except for mid-childhood which does not include an objectivefor the second subline.

5.1 Balanced distribution of time

5.2 Appropriate use of leisure time

There are three sublines here, each containing one objective for eachage range.

6.1 Life in the outdoors

6.2 Participation in sporting activities

6.3 Participation in games and recreational activities

Physical developmentLines Sublines

19

1

2.1

2.2

2.3

2.4

Physical developmentEducational Objectives

Junior Sections Intermediate Sections Senior SectionsIntermediate Childhood Pre-adolescence Adolescence

Mid-childhood Late childhood Pre-puberty Puberty Adolescence Youth

7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Makes an effort tofollow guidelines fromadults on the care ofhis body.

•Shows that he knowswhere the main organsof his body are.

•Knows the mainillnesses which couldaffect him and theircauses.

•Participates inactivities which developmotor abilities such ascoordination, balance,strength, agility, speedand flexibility.

•Makes an effort toexpress his dislikes ina neutral andcontrolled way.

• Judges the level of riskinvolved in his actions.

• Understands how themajor bodily systemsfunction.

• Develops habits toprotect his health.

• Develops skill in usingsome of his motorabilities.

• Resolves conflicts withhis companionswithout resorting toforce.

• Participates inactivities whichcontribute to thedevelopment of hisbody.

•Recognizes thechanges which arehappening in his bodyas it develops.

•Helps to preventsituations which couldadversely affect hisown or his companions’health.

•Demonstrates that heknows what hisphysical capabilitiesand limits are.

•Controls physical aggressiveness in games and activities.

• Respects his body andthat of others.

• Knows the relationbetween the physicaland psychologicalprocesses of his body.

• Takes suitablemeasures in case ofillness or accident.

• Understands andaccepts the motordifficulties resultingfrom his development.

• Creates a cooperativeatmosphere in thePatrol so thataggressive reactionsare avoided.

• Keeps himself in goodphysical condition.

• Understands thephysical andpsychologicaldifferences betweenmale and femaledevelopment.

• Takes care of hishealth at all times andavoids habits whichcould damage it.

• Accepts hisphysical image.

• Makes an effort tothink carefully insteadof giving way to violentimpulses.

Accepts his own shareof responsibility for theharmoniousdevelopment of hisbody.

Is aware of thebiological processeswhich regulate his body,protects his health,accepts his physicalcapabilities and directshis impulses andstrengths.

20



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

3.1

3.2

4


• Has a basic personalhygiene routine.

• Carries out smallcleaning tasks andtries to keep hissurroundings tidy.

• Makes an effort to eatmany different types offoods.

• Respects meal times.

• Understands theimportance of ahealthy, balanced diet.

• Handles andconsumesfood hygienically.

• Has a thoroughpersonal hygieneroutine.

• Normally shows anactive interest in thetidiness andcleanlinessof the places where helives and plays.

• Shows an interest inhis personalappearance andhygiene and takes careof them most of thetime.

• Helps to keep hishome and the placeswhere he works cleanand tidy.

• Has suitable eatinghabits.

• Knows the mainillnesses caused bylack of hygiene in thepreparation andconsumption of food.

• Takes care of hispersonal appearanceand hygiene at alltimes.

• Keeps his personalpossessions clean andtidy.

• Camps in the mosthygienic conditionspossible.

• Knows the nutritionalrequirements of hisage group.

• Prepares balanced,hygienic and attractivemeals using simpleingredients.

• Maintains a clean andtidy personalappearance at alltimes.

• Undertakes regulartasks to keep hishome clean and tidy.

• Keeps to a balanceddiet suitable for hisage.

• Respects the differentmeals of the day andtheir times.

• Prepares menus andmeal schedulesappropriate to theUnit’s activities.

Values his appearanceand takes care of hispersonal hygiene andthat of hissurroundings.

Keeps to a simpleand appropriate diet.

21


5.1

5.2

6.1

6.2

6.3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Devotes time to schoolresponsibilities.

• Enjoys outdooractivities.

• Shows an interest inpractising sports.

• Joins in group gameswith enthusiasm.

• Demonstrates anunderstanding andacceptance of theneed to divide his timeamong manyalternatives.

• Respects hours ofsleep appropriate tohis age.

• Assists in excursionsorganized by the Pack.

• Participates in sportingactivities, knows theirrules and acceptslosing.

• Actively participates ingroup games andrespects their rules.

• Assigns quality time tohis studies every day.

• Expresses interest indiscovering andpractising differentrecreational activities.

• Participates in outdooractivities organized bythe Patrol.

• Chooses a sportingdiscipline and trains inaccordance with itstechniques.

• Knows and playsvarious games andaccepts their rules.

• Organizes his timeappropriately betweenstudy, family life,recreation and theScout Movement.

• Chooses hisrecreational activitiesappropriately fromamong differentoptions.

• Assists in theorganization of thePatrol and Troop’soutdoor activities.

• Improves hisperformance in hischosen sport andshows that he knowshow to win and lose.

• Knows numerousgames for differentoccasions, and is ableto explain them andtake part in them.

• Values his time anddistributes itappropriately betweenobligations, family lifeand social life.

• Incorporates differentrecreational activitiesinto his leisure time ona regular basis.

• Camps regularly usinggood technical skills.

• Incorporates a sportinto his regularactivities and practisesit conscientiously.

• Participates in theorganization of gamesand recreationalactivities for others.

Achieves a balanceddistribution of timebetween his differentobligations, practisingappropriate forms ofleisure activity.

Frequently takes partin outdoor life withother people andparticipates in sportingand recreationalactivities.

23

Creativity

24

CreativityConcept

Another aspect to the development of thepersonality is the development of the cognitive andintellectual processes.

Finding information, storing it, makinginferences and drawing conclusions, evaluating ideasand solutions and discerning between them arefunctions inherent to human intelligence. Thesefunctions range from the simple thoughts of childhoodto the most complex concepts of adolescence andadult life.

In this area of human development, theScout Movement places great emphasis on acquiringand using the capacity to think and innovate.

It is important to distinguish between thepossession of a vast store of knowledge and the abilityto make use of that knowledge. We normally consider ayoung person who is gifted with a wide range of imagesand concepts to be intelligent, but we reserve the termcreative for the one who uses this treasure trove in anoriginal and relevant way, to invent solutions and newideas.

Creativity is a concept which has received agreat deal of attention recently and been defined innumerous ways. Moreover, it does not only refer toartistic creation, nor to a special hereditary trait.

It is an aptitude which lies within theindividual and needs to be encouraged to flower. For itto bubble to the surface, it is necessary to develop acreative attitude, a willingness to experience life to thefull and to be sensitive to what is going on around one,to other human beings and, above all, to what onediscovers within oneself.

Creativity can be seriously suppressed byneglecting basic needs, such as physiological needs,security, love and esteem; a lack of knowledge; thepersistent subjection to old-fashioned rules; the fear ofmistakes and of failure; an inability to take risks; aharsh environment; the conformism to one’ssurroundings and systematic censure.

For these reasons, the Scout Movementfills its programmes with stimulating, novel andattractive experiences which inspire young people toseek the unusual, the new and the unique. A youngperson leaving the Movement has experienced anatmosphere which fosters friendliness, security andfreedom and where one has been invited to set one’ssights far ahead, but always under the watchful eye ofthe adult who provides encouragement, guidance andsupport.

25

Creativity

This contains three sublines, each of which sets one objective ineach age range.

1.1 Interest in learning and finding out for oneself

1.2 Handling information

1.3 Reading

This line has three sublines, each with an objective for each agerange.

2.1 Development of the ability to think

2.2 Stimulation of the ability to innovate

2.3 Development of the capacity for adventure

Since the final objective involves just one type of behaviour, there areno sublines. The approach to the final objective is developed throughtwo objectives for each age range.

Lines Sublines

1 Continually expands hisknowledge by learningsystematically and forhimself.

2 Acts with mental agility inthe most diversesituations, developing acapacity for thought,innovation and adventure.

3 Combines theoretical andpractical knowledgethrough the constantapplication of histechnical and manualskills.

26

Lines Sublines

4 Chooses his vocationtaking into considerationhis own aptitudes,possibilities and interests,and values those of otherswithout prejudice.

5 Expresses what he thinksand feels through differentmedia, creating a pleasantatmosphere around him ashe lives and works tofacilitate communicationand mutual enrichmentamong people.

6 Values science andtechnology as ways tounderstand and help man,society and the world.

Despite its wide scope, this final objective contains only one concept.Moreover, many factors outwith the Scout Movement influence itsachievement. For these reasons, this line does not involve sublines,and has only two objectives for each age range. These are intendedto work alongside other educational factors which influence theachievement of the final objective.

Although it has two parts, this final objective actually requires justone type of behaviour, which we might call expressive ability, sincethe second part is dealt with in the final objectives of other areas. Forthis reason the line does not have sublines, and contains twointermediate objectives in mid-childhood and pre-puberty and three inthe other age ranges.

The type of behaviour which the final objective calls for is consideredto be a whole, so there are no sublines, each age range having twointermediate objectives.

Creativity

27

CreativityEducational Objectives

1.1

1.2

1.3

2.1

2.2

2.3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Expresses what hefinds surprising orstrange.

• Participates inactivities which arousehis interest ininformation.

• Reads the writtenmaterial recommendedor given to him by hisparents, teachers andleaders.

• Shows an interest indiscovering andlearning.

• Participates inactivities whichdevelop the skills ofinvestigation anddiscovery.

• Is able to explain insome detail what hehas read about.

• Acquires knowledge forhimself, in addition tothat received in theschool system.

• Shows an interest inexpanding hisknowledge of thingsgoing on around him.

• Shows initiative inlooking for andchoosing readingmaterial and iscapable of relating it todaily life.

• Extends fields ofknowledge in which helearns for himself.

• Is capable of analysingthe main implicationsof a piece ofinformation.

• Shows an interest indiversifying hisreading.

• Progressively focuseshis learning onsubjects linked to hiscareer options.

• Keeps himself regularlyinformed throughvarious media and isable to evalute in acritical way what hesees, reads and hears.

• Founds his views onbooks and articlesexpressing differentopinions, which hereads frequently.

Continually expandshis knowledge bylearning systematicallyand for himself.

• Shows in various waysthat he remembers theexperiences he has.

• Tells little stories ortalks about situationsfrom life in the Pack.

• Joins in observationgames withenthusiasm.

• Makes appropriateconnections betweenfantasy situations andaspects of reality.

• Explains theconclusions which hedraws from stories,tales and characters inthem.

• Continually takes partin different kinds ofeducational games.

• Is capable ofexpressing his ownthoughts aboutsituations which heexperiences.

• Participates in thepreparation of subjectsto be analysed in thePatrol.

• Participates in theplanning of Patrolexcursions.

• Demonstrates anability to analyse asituation from differentstandpoints.

• Proposes new ideas tobe analysed in thePatrol.

• Organizes games,outings and otherinteresting activitiesfor the Patrol to carryout.

• Shows an ability tosum up, criticize andmake suggestions.

• Continually proposesvaried matters to bethought out and actedupon as a team.

•Creates games andgroup exercises for thebenefit of the teamand develops ways tomotivate them.

Acts with mental agilityin the most diversesituations, developinga capacity for thought,innovation andadventure.

28


4

3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Joins in with handicraftworkshops in the Pack.

• Identifies the tools heuses and can describetheir use.

• Uses his manual skillscontinually.

• Shows increasingprecision in the objectshe makes with hishands.

• Improves his manualskills.

• Knows and appliescamping andpioneering techniques.

• Plays an active role inthe upkeep andrenovation of thePatrol’s meeting placeand materials.

• Participates in thedesign and installationof camp infrastructure.

• Knows how to solvemost technicalproblems at home.

• Extends his skills tosome more complextechnical fields: sound,image, mechanics,computing, etc.

Combines theoreticaland practicalknowledge through theconstant application ofhis technical andmanual skills.

• Can give a generaldescription of the mainprofessions and jobs.

• Participates inactivities related toprofessions and jobs.

• Demonstrates hisskills through variousmedia.

• Participates in drama,mime and other meansof expression related

to professions and jobs.

• Fully develops aspecialized skill fromthe Section’sproficiency scheme.

• Applies the specializedskill he has acquired todaily situations.

• Constantly and activelydevelops hisspecialized skills.

• Applies the acquiredspecialized skill toconcrete action for thebenefit of thecommunity.

• Develops some of thespecialized skills fromthe Section’sproficiency scheme.

• Defines his careeroptions, afterexamining them indepth.

Chooses his vocationtaking intoconsideration his ownaptitudes,possibilities andinterests,and values those ofothers withoutprejudice.

29


6

5



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Regularly expresseshimself throughdrawing and painting.

• Participates in songs,dances and artisticevents.

• Shows an interest inexpressing himselfduring differentactivities.

• Is able to expresshimself reasonably wellthrough language.

• Recognizes andappreciates others’ability to expressthemselves.

• Participates withoutinhibition in theTroop’s artisticactivities.

• Expresses in differentways what he lives,thinks and feels, in thePatrol Book.

• Expresses his artisticinterests and abilitiesthrough various media.

• Sings regularly andknows numeroussongs.

• Prepares costumesand props for campfireitems.

• Shares his worries,aspirations and artisticexpressions.

• Is discerning in hisartistic and culturaltastes.

• Expresses himself inhis own way, and has acritical awareness ofsocial idols and trends.

Expresses what hethinks and feelsthrough differentmedia, creating apleasant atmospherearound him as he livesand works to facilitatecommunication andmutual enrichmentamong people.

• Shows an interest infinding out the causesof the phenomena hesees.

• Describes solutions tosmall problems.

• Shows an interest inknowing about objectsand handling them.

• Describes the use orapplication of theobjects he knows.

• Recognizes some ofthe different elementsof a problem.

• Knows variouscommunicatontechniques andhandles some of themefficiently.

• Knows the technicalprocesses of regularlyused services: drinkingwater, drainage,electricity, radio,television, aviation,satellites, etc.

• Participates in aproject which presentsa novel technicalsolution to a commonproblem.

• Relates his values tothe methods used byscience.

• Actively participates ina project which usesinnovative technology.

Values science andtechnology as ways tounderstand and helpman, society and theworld.

31

Character

32

CharacterConcept

We understand character to be the will togovern one’s strengths and impulses according toethical principles. This tendency to act according toone’s principles gives consistency to an individual’sbehaviour. It is what makes a person’s behaviourcharacteristic of them.

Thus, character contrasts with the world ofinstincts, of appetites and traits which dependessentially on physical makeup or related factors.Although these factors contribute to the raw material ofcharacter formation, they cannot define choices orvalues.

For the character to develop, it is essentialthat one’s life be guided towards objectives whichcorrespond to freely accepted values, and also that thewill be educated in such a way that the individualremains true to these values. Remaining true to thevalues one has freely accepted helps make lifepurposeful and behaviour consistent. It provides acertainty and ethical consistency which helps themature person to accomplish what he or she believesto be right.

The Scout Method contributes to characterformation in various ways. One of these is by giving youngpeople plenty of opportunities to reflect upon life, interactwith others, and learn more about themselves.

Individuals who know themselves well have ahighly developed sense of humour, probably because oftheir ability to look at themselves objectively. Anybody whohas an clear idea of their own qualities and values iscapable of perceiving their own inconsistencies andabsurdities. The humour we are referring to here is neitherhostile nor misplaced, but is spontaneous, respectful ofothers and rises above ridicule. It resembles the joycontained in the Scout Law, which encourages the individualto overcome difficulties and express his or her taste for lifeat all times. A happy character is an identifiable anddistinguishing trait which attracts other individuals.

The values which form one’s character dependlargely on the culture and the particular surroundings inwhich a person develops. For a Scout, this cultural backdropis contained in the Scout Law, a code of behaviour whichyoung people take in naturally in the course of theiractivities and make a part of their daily lives.

33

CharacterLines Sublines

1 Recognizes hispossibilities andlimitations, has a criticalawareness of himself,accepts the way he is andpreserves a good image ofhimself.

2 Takes primaryresponsibility for his owndevelopment and makesan effort to excel at alltimes.

3 Founds his life’s plan onthe values contained inthe Scout Law andPromise.

This line contains three sublines, each of which sets one objective ineach age range.

1.1 Knowledge of personal possibilities and limitations

1.2 Self-acceptance and critical awareness of oneself

1.3 Preservation of a good self-image

It has been considered that the only type of behaviour required bythis final objective is undertaking the search for excellence.Therefore, this line has no sublines, and has two intermediateobjectives in mid and late childhood and three in each of the otherage ranges.

This line does not contain sublines. There are two intermediateobjectives for each age range, except for adolescence, which hasthree.

34

Lines SublinesCharacter

4 Acts consistently with thevalues which inspire him.

5 Approaches life cheerfullyand with a sense ofhumour.

6 Recognizes the group hebelongs to as a source ofsupport for his personalgrowth and the fulfilmentof his life’s plan.

Although this final objective contains one type of behaviour, threesublines have been developed for it. Each subline sets one objectivein each age range.

4.1 Consistent attitude

4.2 Personal beliefs

4.3 Encouraging other people to be consistent

In spite of the fact that this final objective involves two aspects ofbehaviour, there are three sublines developed in the line. Thesecontain one objective for each age range.

5.1 Cheerful attitude

5.2 Projection of cheerfulness to other people

5.3 Sense of humour

Since what the final objective requires is a single attitude, this linedoes not have any sublines. There is one intermediate objective formid-childhood, three for adolescence and two for the other ageranges.

35



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

CharacterEducational Objectives

1.1

1.2

1.3

2

• Appreciates what he iscapable of doing.

• Recognizes andaccepts his mistakes.

• Participates inactivities which helphim to discover hisachievements.

• Identifies his mainabilities andlimitations.

• Accepts the defectsand limitations hediscovers in himself.

• Understands theimportance of his ownachievements.

• Participates withinterest in activities ofpersonal discovery.

• Is capable of acceptingand evaluatingcriticisms made abouthis behaviour.

• Recognizes hiscapacity to reachbeyond his own limits.

• His behaviour showsthat he thinks abouthimself.

• Is capable of looking athimself in a criticalway.

• Reaffirms hisconviction that he iscapable of achievingconcrete results.

• Is capable of projectinghis present abilitiesand limitations ontoadult life.

• Accepts the way he isdespite being able tolook at himself in acritical way.

• Has confidence in hisability to achieve hisaims.

Recognizes hispossibilities andlimitations, has acritical awareness ofhimself, accepts theway he is andpreserves a goodimage of himself.

• Accepts suggestionsmade by his parents,teachers and leaderson how to correct hismistakes.

• Understands theimportance of thetasks he undertakes toimprove hisachievements.

• Sets himself smallchallenges toovercome his defects.

• Generally fulfils thetasks he undertakes.

• Understands theimportance of beingconcerned with his owndevelopment.

• Shows that he is ableto take decisionswhich will achievebetter results.

• Assumes someresponsibilities in thePatrol and in his homeon his own initiative.

• Makes a continualeffort to correct errorsand overcome defects.

• Shows that hepersistently tries todevelop his abilities.

• Discharges theresponsibilities whichhe assumes.

• Sets goals for hispersonal growth.

• Takes action andparticipates in projectsaimed at reaching hisgoals.

• Evaluates his results.

Takes primaryresponsibility for hisown development andmakes an effort toexcel at all times.

36


4.2

3

4.3

4.1



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Knows andunderstands the Lawand the principlescontained in hisSection’s Promise.

• Commits himself tothe Law and theprinciples of hisSection.

• Shows that he acceptsthe importance of theLaw, the principles andthe Promise in his ownlife.

• Applies the Law andthe principles in Packactivities and in hispersonal life.

• Knows andunderstands the Lawand the principlescontained in hisSection’s Promise.

• Commits himself tothe Law and theprinciples of hisSection.

• Shows that he acceptsthe importance of theLaw, the principles andthe Promise in his ownlife.

• Applies the Law andthe principles in Troopactivities and in hispersonal life.

• Recognizes theimportance of the Lawand the principles atthis stage of hisdevelopment.

• Renews hiscommitment to theScout Movement.

• Adopts personal valuesfor his life.

Founds his life’s planon the valuescontained in the ScoutLaw and Promise.

• Understands the scopeand meaning of truth.

• Gradually discoversthat his Scout valuesare reflected in hisattitudes towardscompanions andfriends.

• Participates in games,stories andrepresentations whichemphasize theimportance of truth.

• Shows an effort to tellthe truth at all times.

• Comes to understandthat his Scout valuesare reflected in hisattitudes towards hisfamily.

• Contributes to creatingan atmosphere in thePack in whicheverybody always tellsthe truth.

• Understands the scopeand meaning of loyalty.

• Demonstrates loyaltyin all of his actions.

• Participates inactivities whichemphasize the valueof loyalty.

• Adopts consistency asa value to direct hislife.

• Shows constant effortto be consistent.

• Encourages the Patrolto be a communitywhich reflects thepersonal values of itsmembers.

• Is true to his word.

• Bears witness to thevalues which inspirehim in everything hedoes.

• Encourages the Patrolto uphold its honouras a group by beingconsistent.

Acts consistently withthe values whichinspire him.

37



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21


6

5.1

5.2

5.3

• Often expressescheerfulness.

• Cheerfully participatesin Pack activities.

• Expresses his humourwithout laughing at hiscompanions.

• Accepts difficultiescheerfully.

• Cheerfully shares hisachievements andthose of hiscompanions.

• Encourages the Packto express humourwithoutaggressiveness.

• Cheerfully faces up toand solves difficulties.

• Contributes to acheerful atmosphere inthe Troop.

• Expresses his humourwithout showingdisrespect to anyone.

• Always has a cheerfulattitude to life.

• Projects hischeerfulness in theTroop, at school and inhis family.

• Encourages the Troopto express its humournaturally andspontaneously.

• Is able to laugh at hisown absurdities.

• Is known for hischeerful attitude andoptimism in allspheres of life.

• Has a sense ofhumour free fromhostility or vulgarity.

Approaches lifecheerfully and witha sense ofhumour.

• Recognizes that theteam is a livingcommunity andaccepts the criticismsit makes.

• Contributes hispersonal experience toteam meetings.

• Commits himself tothe projects of the Unitand Group.

• Supports his Patrolcompanions in theirefforts to makepersonal progress.

• Actively participates inthe Patrol Council.

• Values thecontributions of Patrolcompanions to hispersonal development.

• Respects theagreements andrecommendations ofthe Patrol.

• Has a goodrelationship with hisPack companions.

• Perseveres withfriendships.

• Listens to his Packcompanions, leadersand family members.

Recognizes the grouphe belongs to as asource of support forhis personal growthand for the fulfilmentof his life’s plan.

39

Affectivedevelopment

40

Affective developmentConcept

Just like the biological, cognitive and moraldimensions, affective experiences form an integral partof our lives and help to define our personalities.

Emotions, feelings, passions andmotivations affect everything we do. We may be able todescribe them only vaguely, but they are important foreach one of us and have a lasting effect on our innerselves.

Our affective experiences are generated byspecific stimuli in everyday life. We feel them insideourselves, they provoke reactions in our bodies, theyaffect our behaviour and are expressed through ideas,opinions and thoughts, and finally influence ourpersonalities.

Every learning process should encourage usto make our feelings a harmonious part of ourbehaviour, so that we can develop fully and freely.

The Scout learning process aims atachieving and maintaining a state of emotional freedomin which the individual can express his feelingsnaturally and without inhibition, without being afraid toshow his true self nor feeling the need to pretend more

than he feels. It encourages young people to expressboth their positive and negative feelings appropriatelyto the circumstances and without aggressiveness. Thisassertive behaviour reduces anxiety levels and enablesyoung people to make commitments without beingafraid, to refuse unreasonable requests without feelingguilty and to defend their own rights without infringingthose of others.

We also expect young people who haveexperienced the Movement to demonstrate theiremotional maturity and equilibrium through identifyingwith other people and showing kindness, understandingand compassion towards them.

Such an attitude not only requires aprofound knowledge of oneself but also implies theacceptance of love as a valuable gift to be freely givenand received, considering the welfare and happiness ofthe other person as synonymous with one’s own.

This acceptance of love also provides thefoundation for knowledge, acceptance of and respectfor one’s own sexuality and that of others, andappreciation of the family as a community built on love.

41

Affective developmentLines Sublines

1 Reaches and maintains aninner state of freedom,equilibrium and emotionalmaturity.

2 Behaves assertively and isaffectionate towards otherpeople, without beinginhibited or aggressive.

3 Builds his personalhappiness on love, servingothers without seekingrecompense and valuingthem for what they are.

Even though this final objective involves three concepts, they formpart of a single type of behaviour, so there are no sublines. Mid andlate childhood have two intermediate objectives, pre-puberty andpuberty have three and adolescence has four.

There are two sublines here. For each age range there are twointermediate objectives in the first subline and one in the second.

2.1 Assertiveness

2.2 Friendliness

Since the behaviour in the final objective refers simply to love, thereare no sublines. There are two intermediate objectives for the firstthree age ranges and three for the last two.

42

Lines Sublines

4 Knows, respects andaccepts his sexuality andthat of others as anexpression of love.

5 Recognizes marriage andthe family as the basis ofsociety, making his own acommunity of conjugal,filial and fraternal love.

Affective development

This line contains two sublines. The first has two intermediateobjectives for mid-childhood, pre-puberty and puberty, and just one forlate childhood and adolescence. The second subline sets oneintermediate objective for each age range, with the exception ofadolescence, in which it sets three.

4.1 Knowledge, acceptance and respect for one’s own sexuality

4.2 Knowledge, acceptance and respect for other people’s sexuality

This line does not contain sublines, centering development onappreciation of the family. There are two intermediate objectives foreach of the first three age ranges, three for puberty and four foradolescence.

43

Affective developmentEducational Objectives

1



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Expresses emotionsand feelings naturally.

• Calmly accepts beingseparated from hisparents for shortperiods on theoccasion of camps andother activities.

• Identifies anddescribes his emotionsand feelings.

• Accepts criticism madeof him in the Pack ingood spirit.

• Recognizes andexpresses his fearsand anxieties.

• Identifies the causesof his reactions andimpulses.

• Values his Patrol as acommunity ofemotional support.

• Makes an effort tocontrol his reactionsand stabilize hisbehaviour.

• Recognizes in himselftendencies such asloneliness, shyness,rebelliousness andinsecurity andprogressively learns tohandle them.

• Considers the Patrol aspecial place to shareemotions and feelings.

• Progressively managesto handle his emotionsand feelings, achievinga more stable state ofmind.

• Is concerned aboutfinding his trueidentity.

• Is able to cope withfrustration caused byhis failings withoutbecoming depressed.

• Shares his feelingswith the team.

Reaches andmaintains an innerstate of freedom,equilibrium andemotional maturity.

44


3

2.1

2.2



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Accepts hiscompanions’ differentopinions.

• Adapts easily toaffective relationshipsin the Pack.

• Shows an ability tomake friends.

• Learns to think beforeacting.

• Says what he thinkswithout hurting hiscompanions or makingfun of them.

• Deepens hisfriendships andcontinues to be friendlytowards those who arenot or are no longer hisfriends.

• Listens to otherpeoples’ opinions andexpresses hisdifferencesappropriately.

• Is able to refrain fromdoing what heconsiders wrong.

• Shows through hisactions that he is loyalto his friends, withoutbeing hostile to thosewho are not.

• Expresses his opinionshowing respect forother people.

• Holds firm to hisopinions when heconsiders themcorrect.

• Discovers the value offriendship and of hisfriends and avoidsbeing oversensitive inhis relationships.

• Knows how to expresshis opinions freely indifferentcircumstances, withoutdismissing those ofothers.

• Is naturallyaffectionate withpeople.

• Has close friendships.

Behaves assertivelyand is affectionatetowards other people,without being inhibitedor aggressive.

• Is normally prepared toshare with everybody.

• Helps the newestmembers to becomeintegrated into thePack.

• Demonstrates that heis prepared and willingto help others.

• Takes an interest inhis companions,without social oreconomic prejudices.

• Demonstrates that heis able to give andreceive love.

• Shows an interest inother people and isgenerous towardsthem.

• Understands themeaning of love andshows interest inmaking it part of hislife.

• Is available for hisPatrol companions inall circumstances.

• Appreciates thedifferent people he hascontact with.

• Identifies love forothers as a source ofpersonal fulfilment andhappiness.

• Demonstrates that heis able to give withoutseeking anything inreturn.

• Shares and defendsother peoples’ right tobe valued for what theyare and not for whatthey have.

Builds his personalhappiness on love,serving others withoutseeking recompenseand valuing them forwhat they are.

45


4.1

4.2



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

Knows, accepts andrespects his sexualityand that of others asan expression of love.

• Shows that he hasaccepted the physicaldifferences betweenmen and women assomething natural.

• Is interested inappropriate andtruthful sexualinformation provided byhis parents.

• Continually joins ingames and activitieswith friends andcompanions of bothsexes.

• Knows about theprocess of procreationand birth and the roleof men and women inthem.

• Demonstrates anequitable andegalitarian attitude inhis relationships withboth sexes.

• Is natural about correctsexual informationappropriate to his age.

• Relates humansexuality to love.

• Undertakes smalltasks in his homeunder the sameconditions as hisbrothers and/orsisters.

• Is able to give correctand appropriate sexualinformation to hiscompanions in anatural way.

• Understands andaccepts sexuality assomething specialrelated to the ability tolove and be loved.

• Avoids discriminating,stereotyping orprejudging either sex.

• Has opinions andattitudes consistentwith his valuesregarding issuesrelated to sexuality,such as abortion,homosexuality,pre-marital sexualintercourse, etc.

• His affectiverelationships with theother sex are atestimony to love andresponsibility.

• Has an attitude ofrespect andegalitarianism towardsboth sexes.

• Participates inactivities aimed atobtaining equal rightsand opportunities formen and women.

46


5



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Expresses affection forhis parents and otherelders within the familygroup.

• Has a friendly andactive relationship withhis brothers andsisters.

• Shows that he tellshis parents aboutexperiences in thePack.

• Shares with friends’families andoccasionally involvesfriends in his ownfamily life.

• Manages to interesthis parents in theTroop’s programmesand encourages themto participate in theadult activitiesorganized by theGroup.

• Shows an interest inand helps with therecreational activitiesorganized in his family.

• Returns his family’saffection and acceptsthe limits that thefamily places on theexercise of hisfreedom.

• Demonstrates hisability to think outrules of familycoexistence with hisparents.

• Has a helpful attitudetowards his brothersand/or sisters.

• Has an understandingand affectionaterelationship with hisparents, andcommunicates withthem at all times.

• Obtains his parents’trust and considerationof his differences ofopinion, so that theyare willing to extendhis personal freedom,the limits of which herespects.

• Has an ongoingmutually enrichingdialogue with hisbrothers and/orsisters.

• Considers hisrelationship with apartner as part of hislife plan, and considerspreparing for a futurelife together.

Recognizes marriageand the family as thebasis of society,making his own acommunity of conjugal,filial and fraternal love.

47

Socialdevelopment

48

Social developmentConcept

commitment to the community, aid to those who suffer,help to the stricken environment, enthusiastic discoveryand concerned dialogue with other cultures.

This was exactly what Baden-Powellintended when he proposed that Scouts should beprepared, or that Rovers should make their lives acontinuous service and even when he recommendedthat Cubs should not give in to themselves.

The entire Scout Method is one big systemfor listening to others, to all others without distinctionof any kind. It is also a call to reach out and help thosewho need it, especially those who are weakest.

For a young person formed in theMovement, developing the social dimension of his orher personality is an essential part of the journeytowards true fulfilment.

Thus the Movement places a strongemphasis on learning the principles of concern forothers and actively seeking opportunities to act uponthose principles.

The purpose of any educational process isfreedom, and authority is justified only insofar as itprocures the freedom of those who are being educated,led or governed.

As a rational being able to distinguishbetween right and wrong, the human individual needsthe freedom to choose the values on which to base hisor her own life and actions.

Thus the Scout system not only choosesfreedom as a goal in itself, but also uses it as amethod leading gradually to total freedom, for theindividual and society. It is a school for freedom basedon the principles of freedom.

But the Founder also described theMovement as a school of democracy and citizenship, orthe conscience of the wider community, emphasizingthat a person truly fulfils his or her human vocation bycommunicating and conversing with others.

Human freedom is to be used to reach outto others and to take a responsible stance in society.In this way freedom becomes a response, a

49

Social developmentLines Sublines

1 Lives his freedom withconcern for others,exercising his rights,fulfilling his obligationsand defending others’right to do the same.

2 Recognizes and respectslegitimately establishedforms of authority anduses it in the service ofothers.

There are three sublines. These all set one intermediate objective foreach age range, except for puberty in the third subline, where thereare two.

1.1 An attitude of concern for others

1.2 Willingness to serve others and fulfilment of obligations

1.3 Respect for the rights of the individual

There are two sublines aimed towards developing the type ofbehaviour in the final objective. The first has two intermediateobjectives for all the age ranges except adolescence, in which thereare three. The second subline has one objective for each age rangefrom pre-puberty onwards.

2.1 Recognition and respect for legitimately established authority

2.2 Exercise of one’s own authority in the service of others

50

Lines Sublines

3 Complies with the ruleswhich society has createdfor itself, evaluating themresponsibly andconsidering the possibilityof changing them ifnecessary.

There are two sublines leading to the final objective. The first has oneobjective for each age range. The second does not set objectives formid-childhood, but has two in adolescence and one in all the otherage ranges.

3.1 Acceptance of rules and compliance with them

3.2 Critical evaluation and ability to try to change rules

Social development

4 Serves actively in his localcommunity, contributingto the creation of a fair,participative andcooperative society.

Bearing in mind the emphasis that the Scout Movement places onserving others, this line has five sublines. The first three set oneobjective for each age range. The fourth has one for each age rangefrom pre-puberty onwards. The fifth subline sets an intermediateobjective for puberty and adolescence only.

4.1 Knowledge of one’s community services and social organizations

4.2 Personal willingness to serve others

4.3 Participation in collective action to serve and aid development

4.4 Attitude to social differences

4.5 Knowledge and critical appreciation of ideologies and politicaltendencies

51

Lines Sublines Social development

6 Strives for peace andunderstanding bypromoting internationalcooperation, world widefriendship and thediscovery of otherpeoples.

5 Adopts the values of hiscountry, people andculture. Although a single attitude is required by the final objective, there are

three sublines, each with one intermediate objective for each agerange.

5.1 Knowledge of one’s country and culture

5.2 Attitude to one’s country’s values and culture

5.3 Integration into one’s country, people and culture

Given the wide scope of the final objective, the line includes threesublines. The first of these has two intermediate objectives for eachage range. The second sets one for each age range. The third setsone objective for each age range from late childhood onwards.

6.1 The world Scout community

6.2 Knowledge and appreciation of the peoples of the American continent

6.3 Appreciation of cultural diversity and striving for peace

52

Lines SublinesSocial development

7 Contributes towardspreserving life byconserving the integrity ofthe natural world. Although the final objective asks for just one type of behaviour, given

the importance of this issue in the Scout Movement, the line hasthree sublines. All these set one intermediate objective for each agerange.

7.1 Knowledge of the natural world and of ecological problems

7.2 Attitude to conservation of the integrity of the natural world

7.3 Participation in conservation projects

53

Social developmentEducational Objectives

1.1

1.2

1.3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Shares what he haswith his companions.

• Carries out the dutiesassigned to him withinthe Pack.

• Participates in gamesand activities relatedto the Rights of theChild.

• Shows respect forother peoples’opinions.

• Constantly helps withduties in the Pack.

• Shows that he knowsthe Rights of the Childand relates them tocurrent situations.

• Encourages respect forhis weaker or lesspleasant companions.

• Fulfils responsibilitieswhich he has freelyaccepted.

• Is able to comment onhuman rights with thePatrol.

• Is open to differentopinions, socialclasses and ways oflife.

• Helps the Patrol tofulfil itsresponsibilities.

• Demonstrates hisdeep concern abouthuman rights violationsand acts accordingly.

• Participates inactivities related to therights of the individual.

• Demonstrates that heconsiders people whoare different to him tobe equal in dignity.

• Is always willing to doheavy or unpleasanttasks.

• Takes an active stancewhen he sees peoplebeing mistreated in hisdaily life.

Lives his freedom withconcern for others,exercising his rights,fulfilling his obligationsand defending others’right to do the same.

54


2.1

2.2

3.1

3.2



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Recognizes andunderstands authorityin his home, at schooland in the Pack.

• Cooperates with thecompanions whoexercise authority overhim.

• Respects the authorityof his parents andteachers.

• Chooses and acceptsthe companions whoexerciseresponsibilities ofauthority in the groupshe belongs to.

• Understands thatauthority among hispeers implies certainresponbilities andknows what these are.

• Chooses his Patrolleaders andcooperates with them.

• Shows an ability totake decisions jointlyand act upon themwith the team.

• Identifies the differentlevels of authority inhis country.

• Expresses himself topeople in authority inan appropriate way.

• Exercises his authorityencouraging everybodyto participate.

Recognizes andrespects legitimatelyestablished forms ofauthority and uses it inthe service of others.

Complies with therules which society hascreated for itself,evaluating themresponsibly andconsidering thepossibility of changingthem if necessary.

• Accepts the rulesestablished in hishome, at school and inthe Pack.

• Understands andrespects the rulesestablished in hishome and at school.

• Demonstrates adeveloping capacity tocriticize the rules thatgovern him.

• Identifies and respectsthe basic rules ofsocial conduct.

• Helps to establishrules in the groups hebelongs to.

• Respects the rules ofcoexistence in thedifferent places inwhich he lives andworks.

• Analyses and has anopinion on rules whichregulate his life.

• Understands theimportance of rules forthe development of hisfreedom in relation tothe freedom of others.

• Accepts rules withoutrenouncing his right tostrive to change them.

• Shows an effort todirect his tendenciestowards rebellion andopposition to acreative purpose.

• Shows that he valuesdemocracy as aparticipative system forgenerating authority.

• Respects legitimatelyelected authority,whether or not heshares its ideas.

• Accepts his parents’decisions andexpresses his differingpoints of viewrespectfully.

• Exercises hisauthority withoutauthoritarianism orabuse.

55


4.1

4.2

4.3

4.4

4.5



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Knows where hisneighbourhoodservices are.

• Willingly carries outsmall household tasks.

• Contributes to aidcampaigns, helping asrequested.

• Identifies his mainlocal communityservices.

• Regularly assists withtasks in the home andat school.

• Actively participates inaid campaigns forthose who most needit.

• Knows the function ofthe main services inhis community.

• Makes an effort torender a small serviceto others every day.

• Participates in socialprojects organized bythe Patrol.

• Recognizes socialdifferences existing inthe community.

• Keeps a list of usefuladdresses.

• Renders a smallindividual service everyday.

• Makes suggestionsand assists in theorganization of socialprojects undertaken bythe Patrol or Troop.

• Shows an interest inovercoming socialdifferences.

• Knows the differentideologies and politicaltendencies in hiscountry.

• Knows the main socialorganizations in whichhe can help in the localcommunity.

• Participates in serviceactivities organized byhis school or place ofwork.

• Actively participates inaid and developmentcampaigns in thecommunity organizedby the Group orAssociation.

• Demonstrates hiscommitment toovercoming socialdifferences in variousways.

• Critically evaluates theideologies and politicaltendencies in hiscountry.

Serves actively in hislocal community,contributing to thecreation of a fair,participative andcooperative society.

56


5.1

5.2

5.3

6.1

6.2

6.3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

Adopts the values ofhis country, peopleand culture.

• Knows the artisticheritage of his culture:stories, legends,dances, songs, myths,crafts, etc.

• Is capable of criticallyappreciating elements,changes and goals ofhis culture.

• Expresses his feelingfor the values of hisculture through one orsome of his artisticskills.

• Knows the maingeographic features ofhis country whichinfluence its culture.

• Shows an appreciationof his cultural heritageand identifies with it.

• Promotes activitiesaimed at adopting thevalues of his culture inthe Patrol and Troop.

• Knows the mainproducts of his culture.

• Accepts the values ofhis culture andincorporates themgradually into his life.

• Participates in Patrolactivities which expressthe values of hisculture.

• Identifies somesymbols andexpressions of hisregional or nationalculture.

• Appreciates thedifferent symbols ofhis culture and the waythey are expressed.

• Participates insketches and otheractivities in the Packwhich emphasize hiscultural heritage.

• Identifies the symbolsof his country.

• Respects the symbolsof his country.

• Participates in hiscountry's celebrationsand commemorations,etc., as appropriate.

• Knows what thedifferent Units in theGroup are.

• Participates inactivities with otherUnits in the Group.

• Identifies the countriesof the Americancontinent.

• Identifies the differentGroups in the District.

• Participates inexchange activitieswith Packs from otherGroups.

• Identifies the symbolsof the countries of theAmerican continent.

• Participates inactivities for peaceeducation.

• Knows the mainsymbols of the worldScout community.

• Participates in hisAssociation’s district,regional or nationalactivities.

• Identifies the maincultures native to theAmerican continent.

• Participates in activitiesand workshops forpeace and internationalunderstanding.

• Has a generalknowledge of theMovement in hiscountry.

• Is in contact withScouts from othercountries, individuallyor through the Troop orGroup.

• Has a detailedknowledge of at leastone culture native tothe American continent.

• Takes an interest infinding out about waysof life in othercountries.

• Has a generalknowledge of theMovement on theAmerican continent.

• Participates or hasparticipated in nationalor international eventswith Scouts from othercountries.

• Participates inactivities or projectsaimed at Interamericanunderstanding.

• Shows that he valuescultural diversity.

Strives for peace andunderstanding bypromoting internationalcooperation, worldwide friendship andthe discovery of otherpeoples.

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7.1

7.2

7.3



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Identifies the mainexamples of fauna andflora in his region.

• Cares for and protectsthe naturalenvironment aroundhis home.

• Develops a smallpersonal project togrow plants or flowers.

• Knows the mainspecies threatenedwith extinction in hiscountry.

• Protects the naturalenvironment in theplaces where he livesand plays.

• Keeps a small garden.

• Knows the differentecosystems of hiscountry.

• Improves theenvironment duringoutdoor activities.

• Assists the Patrol inthe upkeep of avegetable garden orsimilar project.

• Knows the mainproblems which affectair, water and theground.

• Camps in the bestpossible conditions forthe protection andimprovement of thenatural environment.

• Participates inconservation projectswith the Patrol.

• Bases his opinions onthe most urgentproblems which affectthe environment in hislocal community.

• Applies sometechniques whichpreserve or improvethe environment incamp or in projectsspecifically for thepurpose.

• Develops conservationprojects in which non-Scouts participate.

Contributes towardspreserving life byconserving the integrityof the natural world.

59

Spiritualdevelopment

60

Spiritual developmentConcept

development is, therefore, the undertaking to establishpersonal, intimate and reciprocal links with God,making a commitment and incorporating it into ourlives, into our hearts and into our behaviour. Thus, inthe Scout adventure faith is integrated naturally. It is ineverything young people propose and do, and not onlyin moments of meditation or celebration.

And this call to dedication andsteadfastness does not stop here. The Movement askseach young person to act upon the answers which theirfaith gives to those relentless questions about thenature of life.

It asks them to move on from a blindlyaccepting, childlike faith to a personal and committedadult faith. To take the leap from a cultural, almostsocial, holy day religion to the faith of great works,living faith, faith for every day. To develop a religioussensitivity, finding God in others, in those who suffer, increated things, in humanity, in history. To becomeresponsibly involved in the mission of their religiouscommunities. To avoid shutting themselves indefensively with their faith, and instead to open up tointerconfessional tolerance, interest, understandingand dialogue. To find joy in understanding the tenets oftheir faith, and in applying them to their own lives. Tostep beyond religion as a comforting dependence andbe strong and active within their faith.

The adult leader who is present andparticipating in this process reveals, reinforces andsupports the search for and discovery of these beliefswith his words and his enthusiastic testimony.

From the moment a human being becomesaware of his or her own existence one searches foranswers about the origins, nature and purpose of life:Where do I come from? Who am I? Where am I going?

In different cultures or periods one may askdifferent questions: the man who tries to live his lifeaccording to his conscience questions himselfdifferently from the man who does not hear that innervoice; the woman who suffers pain asks differentquestions from the woman who is healthy; the believerposes the question differently from the sceptic; thestudent differently from the worker. But essentially it isthe same enigma which demands to be solved.

Though the question does not fade awaywith maturity nor vanish with age, it is particularlyinsistent between the ages of twelve and twenty, whenyoung people see both themselves and the world in atotally new light.

It is a great and deep experience, notmerely a philosphical question for quiet moments ofthought. Everything we do becomes an urgent call, bothsweet and powerful, for existence itself to reveal itsmeaning to us.

Just as we cannot separate a person intoemotional, mental, physical or social components,neither can we extinguish from human life the calling ofthe transcendental, the fascination with the mystery oflife, the search for God.

By the spiritual we mean the relationshipbetween man and God, God and the world and the wayin which God reveals Himself in daily life. Spiritual

61

Lines Sublines Spiritual development

1 Seeks God at all times,both personally and withhis community, learning torecognize Him in humanityand in Creation.

2 Adheres to spiritualprinciples, is loyal to thereligion which expressesthem and accepts theduties resulting fromthem.

3 Practises personal prayerand prayer with hiscommunity, as anexpression of his love forGod and as a way ofrelating to Him.

There are two sublines leading to this final objective, each of whichsets one objective for each age range.

1.1 Discovery of God in nature

1.2 Recognition of God in people

This line has three sublines, each with one intermediate objective foreach age range, except for the second subline in adolescence, whichsets two objectives.

2.1 Knowledge of one’s faith

2.2 Living and practising one’s faith in the community which shares it

2.3 Projecting faith in the Scout Group

There are three sublines leading to the final objective, each with oneintermediate objective for each age range.

3.1 Understanding of prayer and attitude towards it

3.2 Practice of personal prayer

3.3 Practice of prayer with the community

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Lines SublinesSpiritual development

5 Communicates witheverybody, no matter whattheir religious beliefs,seeking to establishcommunion among people.

There are four sublines in this line. The first sets one objective foreach age range. The second sets one for each age range from latechildhood onwards. The third sets one for puberty and one foradolescence. In the fourth there is a single objective for adolescence.

5.1 Understanding, respect and interest with regard to other beliefs

5.2 Knowledge of religious beliefs different from one’s own

5.3 Establishing links with people who have different religious beliefs

5.4 Critical awareness of religious movements contrary to the values of theScout Movement

4 Makes his religiousprinciples part of his dailylife, achieving consistencybetween his faith, hispersonal life and hisparticipation in society.

There are two sublines which progress towards the final objective.Each has one intermediate objective for each age range, with theexception of the second subline in adolescence, which sets twoobjectives.

4.1 Consistency between one’s faith and personal life

4.2 Consistency between one’s faith and participation in society

63

1.1

1.2

2.1

2.2

2.3

Spiritual developmentEducational Objectives



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Admires and enjoysnature.

• Notices and recognizeshis companions’ gooddeeds.

• Recognizes nature asthe work of God.

• Appreciates goodnessin the people he dealswith.

• Participates inmeditation activitieswith the Patrol duringexcursions and camps.

• Shows a willingness tolisten and learn fromthe people around him.

• Prepares and leadsactivities which enablehim to discover natureas a place for findingGod and talking withHim.

• Is always ready tolisten and learn fromothers in the Patrol,and encourages hiscompanions to do thesame.

• Shows through hisattitude to nature thathe is aware of hisresponsibility as apartner in God’s work.

• Organizes activitieswhich enable otherpeople to express theirfaith.

Seeks God at alltimes, both personallyand with hiscommunity, learning torecognize Him inhumanity and inCreation.

• Shows an interest infinding out about hisfamily’s religion.

• Participates with hisfamily in religiouscelebrations.

• Participates in religiouscelebrations with thePack.

• Expresses anyconcerns he may haveas he learns moreabout his religion.

• Joins in with hischurch's teachingactivities asappropriate to his age.

• Assists in the Pack’s religious celebrations.

• Shows that he knowsthe basic concepts ofhis faith.

• Perseveres withcommitments which hehas undertaken to hisfaith.

• Undertakesresponsibilities in theTroop’s religiouscelebrations.

• Seeks answers to hisreligious concerns inthe writings sacred tohis faith or the wordsof suitable adults.

• Regularly participatesin the religious life ofthe community whichshares his faith.

• Meditates with thePatrol on the textssacred to his faith.

• Deepens hisknowledge of thereligion he professes.

• Confirms his religiousbeliefs in the formestablished by hischurch.

• Participates in actionundertaken by his localreligious community.

• Participates in religiouseducation with themembers of the Unitwho share the samefaith.

Adheres to spiritualprinciples, is loyal tothe religion whichexpresses them andaccepts the dutiesresulting from them.

64


3.1

3.2

3.3

4.1

4.2



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Shows an interest inmoments of prayerwith the Pack.

• Knows the words ofthe prayers used in thePack.

• Participates actively inprayers used in hishome.

• Understands themeaning of prayer inthe Pack.

• Prays at significantmoments of the day.

• Occasionally leadsprayers in the Pack.

• Is always willing to findGod during prayer.

• Continually findsreasons in his personallife to ask for God’shelp and to thank Him.

• Frequently sharesmoments of prayerwith the Patrol.

• Shows that he hasunderstood theimportance of prayeras a way ofcommunicating withGod.

• Prays regularly and ondifferent occasions.

• Organizes prayeractivities with thePatrol and his family.

• Takes care to keepmoments each day forsilence, meditation andpersonal prayer.

• Incorporates prayer intothe most importantdecisions of his life.

• Prepares prayers fordifferent moments ofhis Unit, Group andfamily life.

Practises personalprayer and prayer withhis community, as anexpression of his lovefor God and as a way ofrelating to Him.

• Discovers differenthistorical charactersremembered for livingconsistently with theirfaith.

• Gradually discoversthat the values of hisfaith show through hisattitudes towards hisfamily.

• Respects the attitudesof people who make aneffort to live accordingto their religiousbeliefs.

• Understands that thevalues of his faithshow in his attitudestowards companionsand friends.

• Shows an interest inacting consistently withhis faith, especially inmoments of difficulty.

• Discovers that his faithis not only personalbut also has a socialdimension.

• Makes an effort tobear witness to hisreligious principles.

• Participates with hisPatrol companions inshared activities whichexpress his faith.

• Constantly examinesthe consistencybetween his beliefsand his actions.

• Shares his experienceof being loyal to hisfaith with other youngpeople.

• Encourages the Unit tojoin in shared activitieswhich express theirfaith.

Makes his religiousprinciples part of hisdaily life, achievingconsistency betweenhis faith, his personallife and hisparticipation insociety.

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5.1

5.2

5.3

5.4



7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

• Understands thatgoodness in othersdoes not depend ontheir having the samereligious beliefs ashimself.

• Values all hiscompanions equally,without distinction ofreligious ideals.

• Understands that thereare religious beliefsdifferent from his own.

• Shares with people ofdifferent faiths withoutdiscriminating.

• Recognizes the mainreligions which exist inhis country.

• Inspires the Patrol torespect differentreligious beliefs.

• Shows an interest infinding out about otherreligions.

• Shows respect forreligious expressionsdifferent from his own.

• Takes an interest infinding out about thereligious thinking ofthe people he meets.

• Knows the basicconcepts of the mainreligions.

• Participates inactivities whichencourage dialoguewith young people whohave different religiousideals.

• Develops a criticalattitude towardsreligious movementscontrary to the valuesof the ScoutMovement.

Communicates witheverybody, no matterwhat their religiousbeliefs, seeking toestablish communionamong people.

67

Appendix

Some commentson the grid ofeducational objectives

68

Some comments on the grid ofeducational objectives Appendix

The educational objectives are expressed in easilyaccessible language and handling them within the day-to-daylife and educational activities of the Movement should notpresent any great difficulty for the free-time Scout educator.However, their design has involved a wide-ranging processwhich requires some detailed explanation to be fullyunderstood.

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Adolescence Youth15 - 17 17 - 21

• Understands thephysical andpsychologicaldifferences betweenmale and femaledevelopment.

• Takes care of hishealth at all times andavoids habits whichcould damage it.

• Accepts hisphysical image.

•Makes an effort tothink carefully instead ofgiving way to violentimpulses.


2.1

2.2

• Maintains a clean and tidy personal appearance at all times.

• Undertakes regular tasks to keep his home clean and tidy.

Values his appearanceand takes care of hispersonal hygiene andthat of his surroundings.

3.2

3.1

2.3

2.4

learning asubjectmatter(knowing)

achieving anattitude(being)

encouragingan action(doing)

1. Aspects of behaviourinvolved in the objectives

Some comments on the grid ofAppendix educational objectives

The intermediate objectives involve three distinctaspects of behaviour. Some ask for knowledge of a givensubject matter (knowing), others for a certain attitude (being)and a further type encourage a specific action (doing).

Let’s take an example which demonstrates these threetypes of behaviour clearly. In the area of physicaldevelopment, second line of the adolescence column, thefirst objective proposes knowledge of a subject matter:Understands the physical and psychological differencesbetween male and female development. In the samepigeonhole, a little further down, we find an objective whichdescribes an attitude: Accepts his physical image. And in thethird line of the same column, a specific action is required:Undertakes regular tasks to keep his home clean and tidy.

Although these three examples do not all refer to thesame situation, they serve to illustrate the difference betweenthese three aspects of behaviour. Knowledge, attitude andaction must be coherent and consistent with each other for aperson to develop in a balanced way, and so the grid consistsof a combination of the three types of objectives.

As it is not always possible to isolate the differenttypes of behaviour from each other, many objectives involve acombination of two or even all three of them.

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Makes an effort toexpress his dislikesin a neutral andcontrolled way.

•

Reinforcement

Challenge

Participates inactivitieswhich develop motorabilities such ascoordination,balance, strength,agility, speed andflexibility.

•

Mid-childhood7 - 9

expected behaviour

expected behaviour

objective

objective


2. Objectives which reinforce andobjectives which set a challenge

Some objectives reinforce types of behaviour which cannaturally be expected from the young person at a given stage ofhis or her development, with the intention of assessing whetherthe person has successfully passed through that particularstage.

On the other hand, some objectives are formulated theother way around, in other words they encourage a given type ofbehaviour which is to be desired but not necessarily expectedfrom a young person at the stage of development in question.The purpose of these is to stimulate and challenge the youngperson to overcome a tendency which, although natural, needsto be identified, accepted and overcome.

In the mid-childhood column, in the second line ofphysical development, we find these two situations within thesame pigeonhole. One objective asks that the child participatein activities which develop motor abilities such as coordination,balance, strength, agility, speed and flexibility, abilities which itcan be expected the child will develop intensely at that age as amatter of course. On the other hand, the following objectiveinvites the child to express his dislikes in a neutral andcontrolled way, referring to a tendency which can still persist atthis age to express dislikes with physical reactions, which thechild should have learned to control. In the first case theexpected behaviour is reaffirmed, while the second challengesthe child to overcome the behaviour in question.

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Acts with mentalagility in the mostdiverse situations,developing a capacityfor thought,innovation andadventure.

• Shows in variousways that heremembers theexperiences he hashad in the Pack.

• Makes appropriateconnections betweenfantasy situationsand aspects ofreality.

• Is capable ofexpressing his ownthoughts aboutsituations which heexperiences.

• Demonstrates anability to analyse asituation fromdifferent standpoints.

• Shows an ability tosum up, criticize andmake suggestions.2.1

Mid-childhood Late childhood Pre-puberty Puberty Adolescence Youth7 - 9 9 - 11 11 - 13 13 - 15 15 - 17 17 - 21

3.Objectives in a progressive sequence

All the intermediate objectives in a line fall into a sequence, following on one fromthe other. This establishes a coherent progression within the development process andprovides continuity between one Section and another, avoiding overlap or gaps betweenthem.

Let’s look at one of these sequences, in the second line of creativity, whichconcerns developing the capacity to think:

This progressive approach to developing the objective reflects the progressivenature of the Scout Movement and indeed of life itself. However, it can present somedifficulty for a young person joining the Movement halfway through a Section, especiallywith regard to those objectives which involve some kind of knowledge particular to theScout Movement. The Programme Guide, or Guide to the System of Objectives andActivities, which is provided for the leaders of each Section, makes use of anintroductory step or period to help overcome this difficulty by putting the new memberon a level with the others.

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1


4.Objectives in a discontinuous sequence

The objectives of a single subline do not always proceed in asimilarly spaced sequence, since the type of behaviour requiredmay not necessarily fit into a regular progression, either because ofits scope or its abstract nature. Nevertheless, the sequence islogical.

In a very few cases where assessment is especially difficult,we have resorted to establishing certain objectives, which mightseem slightly discontinuous, as sporadic indicators for successiveage ranges. These sporadic indicators, or "standard" types ofbehaviour, measure gradual progress towards a single finalobjective. When a young person attains the behaviour envisaged inthe indicator at a certain age, it can be safely assumed that he or

she has successfully passed through the various stages betweenthat indicator and the previous one.

This is the case, for example, of taking responsibility forone’s own body, which is part of the first final objective of physicaldevelopment. In mid-childhood the child is asked to make an effortto follow guidelines from adults on the care of his body and in latechildhood he is asked to judge the level of risk involved in hisactions. A whole range of small behavioural details lie betweenthese two objectives, but it would be impossible to measure theirprogress. Hence the line is restricted to monitoring progressthrough certain objectives, which allow the leader to make theassumption that a certain stage of learning has been successfullybridged.

•Makes an effort tofollow guidelines fromadults on the care ofhis body.

•Judges the level of riskinvolved in his actions.

•Participates in activitieswhich contribute to thedevelopment of hisbody.

•Respects his body andthat of others.

•Keeps himself in goodphysical condition.

Accepts his own shareof responsibility for theharmoniousdevelopment of hisbody.

In this respect it is important not to forget that theseintermediate objectives have been designed for a process of non-formal education, motivated and guided by a free-time volunteereducator who does not necessarily have any formal training andwho works with young people for an average of six hours weekly at

the most. It would be impractical to offer him or her a grid ofobjectives similar to that of the formal education system intendedfor the assimilation of a determined discipline or specialization. It isalready quite a challenge to propose following an educationalsequence of behavioural objectives at all.

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5.Complementary objectives located in different growth areas

Since the grid of intermediate objectives is coherent, the reader willnotice that some objectives from different areas resemble each other orare interrelated. This is not due to overlap, but to the fact that a singletype of behaviour is often reinforced or complemented by emphases indifferent growth areas.

In the third line of affective development, in the mid-childhoodcolumn, the objective reads is normally prepared to share with everybody,and in the same column of the first line of social development, theobjective asks the child to share what he has with his companions. Thefirst refers to achieving personal happiness through love and describes ageneral attitude to everybody, while the second concerns solidarity andmentions a specific action with regard to his companions. Although thetwo are similar and closely related, they are not the same, the seconddepending on the first.

Let’s look at another of the many examples which occur in the grid.In the sixth line of physical development, the objective in the pre-pubertycolumn reads participates in outdoor activities organized by the Patrol;while the same column of the first line in spiritual development asks theyoung person to participate in meditation activities with the Patrol duringexcursions and camps. The first describes a general kind of actioninvolving life in the open air, while the second refers to a specific actionwhich is about recognizing God in other people. The second is notpossible without the first.

Participates inmeditation activitieswith the Patrol duringexcursions andcamps.

Participates in outdooractivities organized bythe Patrol.

Pre-puberty11 - 13

•

•

Growth AreaPhysical development

Growth AreaSpiritual development

Complementingobjectives

74

His behaviour showsthat he thinks abouthimself.

•

Growth AreaCharacter

Successiveobjectives

Progressively managesto handle his emotionsand feelings, achievinga more stable state ofmind.

•

Puberty13 - 15

Adolescence15 - 17

Growth AreaAffectivedevelopment


6.Successive objectives located in different growth areas

For the same reason, a single sequence may be formed ofobjectives which, although they follow or precede each other within alogical progression, are nevertheless situated in different growthareas. This is to be expected, since dividing the personality intogrowth areas is only a theoretical way of organizing personaldevelopment targets, while in reality the different dimensions of thepersonality are closely intertwined and the dividing lines betweenthem are almost never clear, if indeed they can be said to exist at all.

In the fourth line of affective development, puberty column, theobjective reads is able to give correct and appropriate sexualinformation to his companions in a natural way. This objective ispreceded by two others which are located in the second line ofphysical development, in the pre-puberty and puberty columnsrespectively, and which ask the young person to recognize thechanges which are happening in his body as it develops and to knowthe relation between the physical and psychological processes of hisbody.

In fact, there is a great variety of sequential relations whichcriss-cross the grid in the same way as the above example. Once

again, this is a reflection of real life, which we cannot attempt todivide into rigid compartments.

It is not possible for a young person to seek answers to hisreligious concerns in the writings sacred to his faith (second line ofspiritual development, puberty column), if he or she has notpreviously shown initiative in looking for and choosing readingmaterial and is capable of relating it to daily life (first line ofcreativity, pre-puberty column).

For a young person to progressively manage to handle hisemotions and feelings, achieving a more stable state of mind(affective development, first line, adolescence column), it is firstnecessary that his behaviour shows that he thinks about himself(character, first line, puberty); since it is not possible for a person tomaintain an inner state of freedom, equilibrium and emotionalmaturity (first line of affective development, youth) if he does notrecognize his possibilities and limitations, have a critical awarenessof himself, accept the way he is and preserve a good image ofhimself (first line of character, youth column).

75


example of complementing sublines

• Makes an effort toexpress his dislikes ina neutral andcontrolled way.

• Resolves conflicts withhis companions withoutresorting to force.


2.4

• Controls physicalaggressiveness ingames and activities.

• Creates a cooperativeatmosphere in thePatrol so thataggressive reactionsare avoided.

• Makes an effort tothink carefully instead ofgiving way to violentimpulses.

1.2

• Recognizes and accepts his mistakes.

• Accepts the defects and limitations he discovers in himself.

• Accepts the way he his despite being able to look at himself in a critical way.

• Is capable of accepting and evaluating criticisms made about his behaviour.

• Is capable of looking at himself in a critical way.

Recognizes hispossibilities andlimitations, has acritical awareness ofhimself, accepts theway he is andpreserves a goodimage of himself.

Growth AreaPhysicaldevelopment

Growth AreaCharacter


7.Complementary lines and sublines

Another example is subline 2.1 of physical development. Thissubline is complemented by the fourth line of affective development,which develops the knowledge, acceptance and respect for one’s ownsexuality and that of others in detail.

A third example is to be found in subline 2.4 in physicaldevelopment, which concerns the guiding of impulses and strengths,in combination with subline 1.2 in character, which refers to theacceptance of oneself along with the ability to see oneself in a criticalway. A person who learns to accept him or herself critically will beless prone to frustration and will very probably have much lower levelsof aggression. The quality as a whole is addressed in the twosublines, even though they are located in different growth areas.

The fact that complementing objectives criss-cross the gridalso means that some lines are dealt with less intensively thanothers. The reader will find that objectives which may seem to beomitted are considered in another line or subline, within the samegrowth area or in a different one.

This is the case of the first line of physical development, whichis developed very strongly in the second line of the same area. Whilethe first line deals with the individual’s attitude to the harmoniousdevelopment of the body, monitoring it through sporadic indicators,the second considers the concrete ways in which the person makessure that his or her body functions properly at different ages, makinguse of four sublines which follow a relatively strict progressivesequence.

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Pigeonholes which reflect one ofthe Movement's own emphases

• Keeps a list of useful adddesses.

• Renders a small individual service every day.

• Makes suggestions and assists in the organization of social projects undertaken by the Patrol or Troop.

• Shows an interest in overcoming social differences.

• Knows the different ideologies and political tendencies in his country.

• Knows the main social organizations in which he can help in his local area and their function.

• Participates in service activities organized by his school or place of work.

• Actively participates in aid and development campaigns in the community organized by the Group or Association.

• Demonstrates his commitment to overcoming social differences in various ways.

• Critically evaluates the ideologies and political tendencies in his country.

4.1

4.2

4.3

4.4

4.5

Puberty Adolescence13 - 15 15 - 17


8. Objectives which reflect theScout Movement's own emphases

Some pigeonholes are emphasized more than others in the grid ofeducational objectives, which is a result of the Movement’s own priorities.These priorities contribute to reaching the profile on leaving envisaged inthe Educational Proposal, and do not affect the balance or harmony of theset of objectives as a whole.

We can see an example of this in the pigeonholes corresponding topuberty and adolescence in the fourth line of social development,concerning active service in the young person’s local community. Theobjectives in these pigeonholes might seem overly demanding for a youngperson of that age, but they reflect a fundamental element of the ScoutMovement, service to others being one of its founding concepts.Concerning the principles which guide our relation with other people, theEducational Proposal of the Interamerican Region states that: Weencourage young people to achieve personal fulfilment through servingothers and becoming responsible and concerned members of their local,national and international community.

The same goes for all the pigeonholes in the seventh line of socialdevelopment, relating to the conservation of the integrity of the naturalworld. Once again we are dealing with a fundamental element of the ScoutMovement, which the regional Educational Proposal emphasizes veryclearly: We encourage young people to respect the natural world withenthusiasm, to commit themselves to the struggle for its integrity andactively participate in its conservation, maintenance and renewal. Weencourage them to make life in the great outdoors part of their everydayactivities, constantly restoring their inner peace and ever returning to theirnatural rhythms and the harmony of life.

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Pre-puberty Puberty11 - 13 13 - 15

Preadolescence

Objectives which appear to be similar,where the difference and progression

between them lies in the intensityof the behaviour required.

3

9. Objectives differentiatedby the intensity of the behaviour required

•Knows andunderstands the Lawand the principlescontained in hisSection’s Promise.

•Commits himself to theLaw and the principlesof his Section.

•Shows that he acceptsthe importance of theLaw, the principles andthe Promise in his ownlife.

•Applies the Law andthe principles in Troopactivities and in hispersonal life.

There are some intermediate objectives in the grid which appear to beduplicated from one age range to another. However, on careful examination,it will be seen that that the similarity is only apparent. Either because of theverb used or the context in which the objective is proposed, one is alwaysmore demanding than the other, either in intensity or in scope. This isbecause some aspects of development are not limited to a single age range,but instead span the whole development cycle and indeed sometimes thewhole personal growth process.

In the third line of character, in the pre-puberty column, the youngperson is asked to know and understand the Law and the principlescontained in his Section’s promise and in puberty to show that he acceptsthe importance of the Law, the principles and the Promise in his own life. Thedifference lies in the intensity of the behaviour described: while in onepigeonhole the requirement is «to know and understand», in the other it is to«demonstrate through his own life that he has accepted its meaning».

A good example of an aspect of development which spans the wholegrowth process, with objectives expressed in an apparently similar way atdifferent ages, is the fifth line of character. The first subline, which concernsa cheerful attitude, consists of a sequence of objectives which might seemsimilar, but which have ever further-reaching implications: often expressescheerfulness (mid-childhood); accepts difficulties cheerfully (late childhood);cheerfully faces up to and solves difficulties (pre-puberty); always has acheerful attitude to life (puberty); is able to laugh at his own absurdities(adolescence); approaches life cheerfully and with a sense of humour (youth).

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10. The objectives do notindicate the motives for their inclusion

• Participates in gamesand activities relatedto the Rights of theChild.

• Shows that he knowsthe Rights of theChild and relatesthem to currentsituations.

Mid-childhood Late childhood7 - 9 9 - 11

1.3

Although it may seem too obvious to mention, theintermediate objectives are not self-explanatory. They simply putforward the type of behaviour required without any reference towhy they are included or explanation of the level of theirrequirements. It is for the Programme Guide and the trainingsystem to explain the content of the objectives and thereasoning behind them to the leader. Then the Booklet, and ofcourse the leader him or herself, will present and explain themto the young people.

In the area of social development, in the first line of mid-childhood, the child is asked to participate in games andactivities related to the Rights of the Child; and then in latechildhood to know the Rights of the Child and relate them tocurrent situations. These objectives give no indication of whythey have been set and perhaps it may even be asked why theyhave been included. In this case, the Programme Guide andespecially the leader training process would explain that humanrights education requires the early formation of a certainmentality and the profound assimilation of attitudes which canonly be acquired in childhood.

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11. Objectives which suggestthe method to be used

• Is interested inappropriate andtruthful sexualinformation providedby his parents.

Mid-childhood7 - 9

4.1

Although they are not self-explanatory, there are someobjectives in the grid which contain suggestions regarding themethod to use.

In the fourth line of affective development, in the mid-childhood column, it is indicated that the child is interested inappropriate and truthful sexual information provided by his parents.Expressed in this way, the objective indicates to the leader that atthis age sexual information should be provided by the parents, asappropriate to the child’s concerns and without versions whichdistort the truth.

In the fifth line of affective development, in the pre-pubertycolumn, it is proposed that the young person manages to interesthis parents in the Troop’s activities and encourages them toparticipate in the adult activities organized by the Group. Like theprevious case, this involves a call to the leader to remind him or herof the importance of parental participation and the need to holdactivities to encourage it.

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12. Objectives whichdescribe the activity

• Keeps a list of useful addresses.

Puberty13 - 15

4.1

Other objectives come closer to the activity itself,sometimes practically describing it.

Such is the case of the objective which asks theyoung person to keep a list of useful addresses (fourthline of social development, puberty column); or play anactive role in the upkeep and renovation of the Patrol’smeeting place and materials (third line of creativity,puberty column); or participate in drama, mime and othermeans of expression related to professions and jobs(fourth line of creativity, late childhood).

Although technically speaking it is notrecommended to formulate objectives in this way, wehave opted for this formula in order to make the leader’stask easier.

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Adolescence Youth15 - 17 17 - 21

Adolescence

2.1

2.3

2.2

13. The educational objectivesin the last age range

•Shows an ability tosum up, criticize andmake suggestions.

•Continually proposesvaried matters to bethought out and actedupon as a team.

•Creates games andgroup exercises for thebenefit of the team anddevelops ways tomotivate them.

Acts with mental agilityin the most diversesituations, developinga capacity for thought,innovation andadventure.

As indicated previously, the final objectives are also the intermediateobjectives for the last age range, youth. This has advantages and disadvantages,which will be described in detail in the respective Programme Guide.

For the moment suffice to say that the main advantage of this is also itsgreatest difficulty: in the age range of youth there is only one overall objective.

The advantage of this situation is that the young people of this age havethe scope to build their own plans for their lives with personal objectives alongthe lines of the final objective, developing more realistic projects in terms ofwhat their adult life is likely to be.

The difficulty lies in the increased demand placed on the leader by theneed to become accustomed to working without the framework of the grid ofobjectives. One way of overcoming this would be to continue working with thesublines and ask the young people to set their own personal objectives on thebasis of those sublines.

In the example given, as the intermediate objective for youth the finalobjective is considerably more wide-ranging than that of the intermediateobjectives for adolescence. This allows each young person to set his or her ownpersonal objectives in this age range, following the concepts contained in eachsubline.

2.1 Development of the ability to think

2.2 Stimulation of the ability to innovate

2.3 Development of the capacity for adventure

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14. Relation between the objectivesand the educational activities

The relation between the objectives and educational activities, and the differentways in which it is possible to attain the objectives, is developed in detail in thedocument "Educational activities in the Scout Movement", published by the ISO,1995.

The majority of the objectives have been designed on the principlethat a variety of educational activities will contribute to their attainment.However, in many cases achievement of the objective will not be theresult of experiences brought about by activities alone, and there aresome which do not require activities, or which simply cannot be achievedthrough activities.

Going back to the rich variety of life, an individual’s behaviour isconstantly subject to a whole range of factors much more extensive,complex and profound than any system of activities could ever be. Thefamily into which children are born and in which their feelings areformed, the school system they belong to, the friends they spend theirtime with, the financial situation they experience, inherited psychologicalinfluences, vulnerability to the media and many other factors all interacton a daily basis to influence the formation of the personality.

However, by working on a basis of activities which provideexperiences to help achieve determined objectives, it is possible tomake a significant contribution to personal fulfilment, and to establish aguiding line amidst all these influences. Even more so if these objectivesare based on a coherent system of values which can help give adirection to life.

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Acknowledgements

In April 1992, on the basis of material which Guías y Scouts de Chilehad been working on since 1987, a working team formed by GerardoGonzález, Juan Palacios, Patricia Cardemil, Patricio Criado, XimenaAguirre, Amelia Rosales, Loreto Jansana, Ema Ruiz de Gamboa andGerardo Fica prepared a preliminary version of the educationalobjectives of the first four growth areas, i.e. physical development,creativity, character and affective development.

This version then underwent a dual process of enhancement. On theone hand, Guías y Scouts de Chile consulted its young people’s leadersat National Seminars and Advanced Courses; and analysed thedocument in its Section Commissions and in the heart of the NationalEducation Commission. On the other hand, through its Total ImmersionCourses and its executives’ field visits, the Interamerican Scout Officeconsulted leaders from Peru, Colombia, Costa Rica, Guatemala, Brazil,Uruguay, Honduras, Argentina, Paraguay, Mexico, Trinidad and Tobago,Saint Lucia, Grenada, Guyana and the Cayman Islands.

In February 1993, parallel to this consultation process, GerardoGonzález drew up a first version of the objectives in the area of socialdevelopment, on the basis of a previous work by Ximena Aguirre. Thisversion was corrected with the participation of Patrick Lyon, DanielOyarzún, Juan Palacios, Patricia Cardemil and Patricio Criado.

A first version of the objectives in the area of spiritual development wasdrawn up by Gerardo González in April 1994 using documents preparedby Patricio Criado and Juan Palacios and by the Pastoral Commission ofGuías y Scouts de Chile. The majority of the people mentioned aboveparticipated in the revision and correction of this version, as well asRaúl Gallardo, Miguel Harfagar, Felipe Fantini, Alberto Del Brutto andHugo Rogel.

In May 1994, the first meeting of the Correspondents for the Networkfor the Production of Educational Material (REME) made a comparativestudy of the objectives in the six growth areas prepared at that time,and a draft presented by the Asociación de Scouts de México. Severalalterations were made and incorporated into the final text. Theparticipants in this revision, as well as most of those alreadymentioned, were Germán Rocha from Bolivia; Mario Farinon, WalterDohme and Osny C. Fagundes from Brazil; Gerardo Alpízar from CostaRica; Miguel Martagón from Mexico; Lidia Rodríguez from Panama;Néstor Soteras from Paraguay; Alejandro Valverde and Luis Tipacti fromPeru; Yudith Ciancio and Miguel Giró from Uruguay; Gabriel Oldenburgfrom Venezuela; and Michael Hudson, Sally Shaw, Jorge Gray and CarlosSandoval of the ISO.

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Different versions of these objectives were also assessed inSubregional and National Seminars throughout the preparation stage,between 1993 and 1994. Numerous association leaders from thefollowing countries and territories participated in this process:Guatemala, Costa Rica, El Salvador, Nicaragua, Venezuela, Barbados,Dominica, Grenada, Guyana, Jamaica, Saint Lucia, Trinidad and Tobago,Saint Vicent, Anguila, Antigua, Aruba, Cayman Islands, Dutch Antilles,Guadalupe, British Virgin Islands, Martinique, Peru, Paraguay, Uruguayand Brazil.

In July 1994, the English version existing at that time was revised byJacqueline Collier, Programme Director with the European Office, duringa fifteen day visit to the ISO Headquarters in Santiago.

The Interamerican Programme Commission, chaired by Ralph Ross ofCanada and with the participation of Edmundo Mastrangelo, Colombia;Patricia Cardemil, Chile; Sanborn Partridge, United States; HéctorCarrer, Argentina; Marcel Joseph, Venezuela; and Sally Shaw of the ISO,recommended to the Interamerican Scout Committee that the finalversion be approved. At its meeting in Cartagena de Indias, inSeptember 1994, the ISC approved the said version and commendedthe final alterations to the text to the ISO. Patricia Cardemil, PatricioCriado and Daniel Oyarzún worked on this task with the ISO.

The work was coordinated throughout the various stages by GerardoGonzález. The texts were transcribed by Mayí Allemand and layout wasby Maritza Pelz. The English version is the work of Sally Shaw andtranslation into Portuguese was by Osny C. Fagundes. Final revision andprinting was the work of the ISO team, with the cooperation of LoretoGonzález and Carolina Carrasco.

Acknowledgements

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Printed at Taller Scout,Julio Prado 1827, Santiago, Chile,

tel/fax (56 2) 209 04 85.

This first edition in Englishis of 500 copies.

All rights reserved byInteramerican Scout Office,

Avda. Lyon 1085, Providencia,Santiago, Chile.

Registration Nº 92,126, 1995

The member associations of theWorld Organization of the Scout Movement

may reproduce this document,indicating the source.

Front cover: Blue Nude IV,Henri Matisse, 1952

S T R AT E G YT H I S D O C U M E N T I S APA R T O F T H E I M P L E M E N -TAT ION OF THE STRATEGY

S

This publication is a joint projectin benefit of the English-speaking associations

of the Interamerican Region

The Scout Associationof the Bahamas

Barbados Boy ScoutsAssociation

The Scout Associationof Belize

Scouts Canada

The Scout Associationof Dominica

The Scout Associationof Grenada

The Scout Associationof Guyana

Scout Associationof Jamaica

St. Lucia ScoutAssociation

The Scout Association ofSt. Vincent & the Grenadines

The Scout Associationof Trinidad & Tobago

Boy Scoutsof America

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