THE SCOUT METHOD

SCOUTING DEVELOPMENT
© World Scout Bureau Inc.
SCOUTING DEVELOPMENT
November 2019

World Scout Bureau Global Support Centre

Kuala Lumpur

Suite 3, Level 17
Menara Sentral Vista
150 Jalan Sultan Abdul Samad
Brickfields, 50470 Kuala Lumpur
MALAYSIA a
Tel.: + 60 3 2276 9000
Fax: + 60 3 2276 9089
[email protected]
scout.org

This document is primarily for National Scout

Organizations (NSOs) and National Scout
Associations (NSAs).

The production of this document was made

possible thanks to the Scout Method review unit
under the Innovating Scouting Work Stream as a
response to the triennial plan objectives 2014-
2017. Their contribution to the development of this
content is deeply appreciated.

Reproduction is authorised for NSOs and NSAs,

which are members of the World Organization
of the Scout Movement. Credit for the source
must be given in the format of: © 2019. World
Organization of the Scout Movement. Reprinted
with permission.

Photos by: George Botros, Vincent Duval, Enrique

Leon, Nuno Perestrelo, Jean-Pierre Pouteau,
Fredrik Sahlstrôm, Yoshi Shimizu, Erin Slaviero,
Victor Ortega, Edward Zaikin, Scouts of Indonesia
THE SCOUT METHOD
4 T h e S c o u t M e t h o d
CONTENT
Introduction 7

Historical Background 8

Fundamentals of Scouting 11

The Definition of the Youth Programme 13

The Scout Method …
the unique methodology
of Scouting 14
The Scout Promise and Law 17
Learning by Doing 18
Personal Progression 19
Team System 20
Adult Support 21
Symbolic Framework 24
Nature 25
Community Involvement 26
The Dynamics of Scouting:
The Scout Method in action 28

Apendix 34

T h e S c o u t M e t h o d 5
6 T h e S c o u t M e t h o d
Introduction
Within the Triennial Plan objectives of the 2014-2017 triennium, and as a
response to the World Scout Conference Resolution 2014-08, the Scout Method
Review Unit under the Innovating Scouting Work Stream had a comprehensive
process to review the Scout Method.
In March 2017, the World Scout Committee endorsed the proposal of the unit,
which was presented to the 41st World Scout Conference in the Conference
Document number 8. This document reflected the Scout Method both from
Educational and Constitutional dimensions. On the basis of the review
process, the document provided a compact but comprehensive explanation of
the Scout Method. The 41st World Scout Conference adopted the proposal with
the Conference Resolution 2017-04.This document is the detailed text of the
Scout Method adopted by the Conference.

T h e S c o u t M e t h o d 7
 Historical Background
Since the early history of the Scout Movement, the founder Lord Baden-Powell
explained the Scout Method from different angles in the “Scouting for Boys”
and in his other writings. The Scout Method has inspired millions and millions
of Scout leaders and contributed to the unique educational experience…
Scouting. The Scout Method is also part of the World Organization of the
Scout Movement (WOSM) Constitution. The first Constitution was written in
1924, however it was not until 1977 that the Constitution referred to the Scout
Method. Morover, other explanations of the Scout Method have appeared
in several WOSM publications. Firstly, in The Essential Characteristics of
Scouting, and Scouting: An Educational System that was published in 1998.
Secondly in 2005, another explanation was introduced in the WOSM document
RAP (Renewed Approach to Programme) that was published in 2004. This
explanation was generated from an accumulation of work that was done
mainly in the Interamerican Scout Region. Some NSOs have reviewed the
Scout Method and have adopted some slightly different interpretations of
the Scout Method to match the national needs. Now, we have the newly
adopted interpretation of the Scout Method, which is reflected in WOSM’s
Constitution, WOSM’s policies and the newly updated document of the
Essential Characteristics of Scouting, November 2019.

8 T h e S c o u t M e t h o d
 Fundamentals of Scouting
This section of the document is to remind ourselves of the fundamentals of
Scouting (The Purpose, The Principles and The Scout Method). It is also
important to remind ourselves of the definitions of both the Scout Movement
and the Youth Programme in Scouting.

The Definition of the Scout Movement

The Scout Movement is a voluntary non-political

educational movement for young people open to all
without distinction of gender, origin, race, or creed, in
accordance with the purpose, principles, and method
conceived by the Founder and stated below.

The Purpose of the Scout Movement

The purpose of the Scout Movement is to contribute

to the development of young people in achieving
their full physical, intellectual, emotional, social,
and spiritual potential as individuals, as responsible
citizens, and as members of their local, national, and
international communities.

T h e S c o u t M e t h o d 9
 The Principles of the Scout Movement
The Scout Movement is based on the following principles:

Duty to God Adherence to spiritual

principles, loyalty to the religion that
expresses them, and acceptance of
the duties resulting therefrom.

Duty to others - Loyalty to one’s

country in harmony with the
promotion of local, national, and
international peace, understanding,
and cooperation.
Participation in the development of
society with recognition and respect
for the dignity of humanity and for
the integrity of the natural world

Duty to self - Responsibility for the

development of oneself.

10 T h e S c o u t M e t h o d
 The Scout Method1
The Scout Method is an essential system for achieving the educational proposal of the Scout
Movement. It is defined as a system of progressive self-education. It is one method based on
the interaction of equally important elements that work together as a cohesive system, and the
implementation of these elements in a combined and balanced manner is what makes Scouting
unique.
The Scout Method is a fundamental aspect of Scouting and
is expressed through the following elements:

• The Scout Promise and Law: a personal

voluntary commitment to a set of shared values, THE SCOUT
which is the foundation of everything a Scout PROMISE
does and a Scout wants to be. The Promise and
Law are central to the Scout Method, AND LAW

• Learning by doing: the use of practical

actions (real life experiences) and reflection(s)
LEARNING
to facilitate ongoing learning and development, BY DOING

• Personal progression: a progressive

learning journey focused on motivating PERSONAL
and challenging an individual to continually PROGRESSION
develop, through a wide variety of learning
opportunities,

• Team system: the use of small teams as a

way to participate in collaborative learning,
with the aim of developing effective team2
TEAM
work, inter-personal skills, leadership as SYSTEM
well as building a sense of responsibility and
belonging,

• Adult Support: adults facilitating and

supporting young people to create learning
opportunities and through a culture of ADULT
partnership to turn these opportunities into SUPPORT
meaningful experiences,

1
  This is a simple text to explain the Scout Method within the frame of explaining the Fundamentals of Scouting, but a full explanation will
follow.

  Refer to the 40th World Scout Conference – Document 10 – 21st Century Leadership in Scouting
2

T h e S c o u t M e t h o d 11
 • Symbolic framework: a unifying structure
of themes and symbols to facilitate learning SYMBOLIC
and the development of a unique identity FRAMEWORK
as a Scout,

• Nature: learning opportunities in the

outdoors which encourage a better
understanding of and a relationship with
the wider environment
NATURE

• Community Involvement: active

exploration and commitment to
communities and the wider world, fostering COMMUNITY
greater appreciation and understanding INVOLVEMENT
between people.

NSOs are expected to apply the Scouting way of education within the framework of the
fundamental Scout Method described in this document. This Method is how we practise Scouting
to create a meaningful experience for young people based on our shared values. All the various
elements of the Scout Method are essential for the system as a whole to function and must be
applied in a way that is consistent with Scouting’s purpose and principles.

12 T h e S c o u t M e t h o d
 The Definition of the Youth Programme

WHY
The Purpose

The Youth Programme in

Scouting is the totality of the
learning opportunities from which
young people can benefit (What),
created to achieve the purpose of
Scouting (Why), and experienced
through the Scout Method (How).
YOUNG PEOPLE
In the following pages, the full
explanation of the Scout Method THE YOUTH
adopted by the 41st World Scout PROGRAMME
Conference. HOW WHAT
The Scout Method Learning Oportunities

DUTY DUTY DUTY

TO TO TO
OTHERS GOD SELF

T h e S c o u t M e t h o d 13
 The Scout Method …
the unique methodology
of Scouting
The Definition of the Scout Method
The Scout Method is an essential system for achieving the educational proposal of
the Scout Movement. It is defined as a system of progressive self-education.
It is one method based on the interaction of equally important elements that
work together as a cohesive system, and the implementation of these elements
in a combined and balanced manner is what makes Scouting unique.

The eight elements that make up the Scout Method are:

• The Scout Promise and Law,

• Learning by Doing,
• Personal Progression,
• Team System,
• Adult Support,
• Symbolic Framework,
• Nature,
• Community Involvement.

14 T h e S c o u t M e t h o d
What is “PROGRESSIVE SELF-EDUCATION”?
Scouting is based on the concept of self-education. This implies that each
young person is considered as a unique individual who, from the outset, has
the potential to develop in all dimensions and to take responsibility for one’s
own development. Implicit in self-education is the fact that it is based on the
concept of “education from within”, as opposed to “instruction from without”.
The young person is the primary actor in the educational process – i.e. the
young people’s “educator” is primarily themselves. The Scout Method is the
structured framework which is designed to guide and encourage each young
person along this path of personal growth.
That self-education is also progressive. The Scout Method is intended to help
each young people to use and develop their capacities, interests and experience
of life thus far; to stimulate the discovery and development of new capacities and
interests; to help them find constructive ways of meeting needs at different stages
of development, and to open doors to further stages at their own individual pace.
Importantly, self-education can happen individually or within group settings.

What do we mean by the Scout

Method as “A SYSTEM”?
The Scout Method is described as a system. This implies that it has to be
conceived as an interdependent group of elements forming a unified and
integrated whole. That is why the word “Method” is used in the singular, not
in the plural. While each of the elements comprising it can be considered as
a method in its own right (and are in fact considered so by other educational
bodies), we can only speak of the Scout Method when all these elements are
combined within an integrated educational system.
Each of the elements has an educational function (i.e. each element is
designed to contribute to the educational process in a specific way); and
each element complements the impact of the others. All of the elements are
therefore needed for the system as a whole to function, and must be used in
a way which is consistent with Scouting’s purpose and principles. The Scout
Method is a fundamental aspect of Scouting.
While all the elements of the Scout Method, working as part of a system, are
constantly in play in the Scout experience as it is lived within the local unit,
not all of these elements will be apparent in the forefront at any particular
moment; some will be playing only a background role. However, over a period
of time – for example, over the course of several meetings or a Scout camp –
all elements of the Scout Method will have been used actively. In other words,
a snapshot picture of life in the unit will not usually capture all elements of the
Scout Method in action – but a video diary will!
The way in which the elements are applied must also be appropriate to the
level of maturity of the young people. The implementation of the Scout Method
can be done in a natural / intuitive manner, an intentional manner, or both.
Ideally, it should be done in natural / intuitive manner (rather than through a
‘guided’ experience). However, the appropriate mode of implementation will
ultimately depend on the developmental needs of the young people involved.

T h e S c o u t M e t h o d 15
 Elements of the Scout Method
The elements of the Scout Method can be illustrated as follows:
•

16 T h e S c o u t M e t h o d
The Scout Promise and Law
A personal voluntary commitment to a set of shared values, which
is the foundation of everything a Scout does and a Scout wants
to be. The Promise and Law are central to the Scout Method.

The Scout Promise is a personal commitment that also serves to unify the
members of the Movement. By making the Scout Promise, the young person
makes a conscious and voluntary decision to accept the Scout Law and to
assume the responsibility of that decision through personal effort (“doing
one’s best”). The fact of making the Promise in front of peers not only makes
the personal commitment public, it also symbolises a social commitment to
the others in the group. Making the Promise is thus the first symbol in the
process of self-education. What is even more significant is that across the
globe, other young people are making a similar promise, which is a powerful
reminder to a young person of the unity and reach of Scouting.
The Scout Law is a code of living - for each individual Scout and for the
members of the unit collectively - based on Scouting’s principles. Through
the practical experience of a code of living applied to daily life, the Scout Law
provides a concrete (i.e. not abstract) and practical way for young people to
understand the universal values which Scouting proposes as a basis of one’s
life. It is a resonating statement that helps us along the journey of planning,
doing and reviewing the adventures within the programme. With the Scout
Law, we can ensure our plans fit within the ideals of Scouting and then reflect
whether the spirit of Scouting was present along the way.
Across the Scouting journey, a young person’s understanding of the Promise
and Law will evolve and come to mean more to them. This learning journey
is a central part of spiritual and emotional development experienced through
Scouting. The Promise and Law are considered as one element because they
are closely linked.
The Promise and Law emphasises the key principles of Scouting, which are
“Duty to God, Duty to self and Duty to others”. Thus, together, they serve as
a reminder of a young people’s responsibility to their God, self and to others.

T h e S c o u t M e t h o d 17
 Learning by Doing
The use of practical actions (real life experiences) and
reflection(s) to facilitate ongoing learning and development.

By its nature, Scouting should be fun and relevant. Learning by doing refers
to personal self- development as a result of first-hand experience as opposed
to just theoretical instruction. It reflects the active way in which young people
gain knowledge, skills (all kinds of soft and hard skills) and attitudes; it reflects
Scouting’s practical approach to education, based on learning through the
opportunities for experiences that arise while pursuing interests and dealing
with everyday life. These opportunities are geared not only to make Scouts
succeed, but also to enable them to make mistakes and be unsuccessful in
some cases (which in turn creates more learning opportunities). It is thus a
way of helping young people to develop in all dimensions of the personality
through extracting what is personally significant from everything that they
experience. It enables Scouts to experience the full programme cycle where
they plan for their activities (in partnership with adults), carry those activities
out and finally to have an opportunity to review the different outcomes and
experiences brought about by the activities.
Learning by doing is also a means to ensure that learning opportunities
in Scouting are fun and relevant. This will foster a desire in young
people to want to have more experiences and in turn to learn more. As
Baden-Powell observed, “the method of instruction in Scouting is that
of creating in the boy, the desire to learn for himself”. In today’s context,
of course, the intention is to encourage young people to reflect on their
experiences and to build on them, in a journey of self-directed learning.

18 T h e S c o u t M e t h o d
Personal Progression
A progressive learning journey focused on motivating
and challenging an individual to continually develop,
through a wide variety of learning opportunities.

Personal progression is the element concerned with helping each young person
to develop the inner motivation to be consciously and actively involved in each
person’s own development. It enables the young person to progress in their
own development, in their own way, and at their own pace, in the general
direction of the educational objectives appropriate to the relevant age section.
Personal progression does not apply only within Scouting, but is also relevant
for the young person outside Scouting, enabling them to set life goals and to
learn to become an active citizen by acquiring skills for life and to engage in
activities which addresses the needs of society.
Personal progression should be autonomous (i.e. self-directed) but facilitated
by adults. Young people are thus empowered, encouraged and supported
appropriately to set their own challenges. It enables Scouts to exercise
freedom of choice and engage in self-reflection
Recognition is one of the most frequent ingredients of a learning opportunity
and allows the discovery of the individual uniqueness of each young person
as they deal with the inner values and is revealed through their capabilities
in action. Recognition of progress by peers and adults helps a young person
to gain confidence and to grow. The progressive badge system (e.g. progress
stages, proficiency badges, or merit badges) is the main tool of recognition
used to support this element of the Scout Method. However, personal
progression can also be expressed in other ways, e.g. in the preparation
of an annual plan, a learning journal, or a personal progression plan).

T h e S c o u t M e t h o d 19
 Team System
The use of small teams as a way to participate in
collaborative learning, with the aim of developing effective
team work, inter-personal skills, leadership as well as
building a sense of responsibility and belonging.

The team system (or “patrol” system as it is often called) is the basic
organisational structure of the local unit, which is composed of small teams of
young people supported by the adult.
Each small team, normally comprising 6 - 8 young people, operates as a team
providing their own leadership. Within each team and in ways appropriate
to their capacities, the young people organise their life as a group, share
responsibilities, and decide upon, organise, carry out and evaluate their
activities. A representational system ensures that the young people also
participate in the decision-making processes of the unit in consultation and
partnership with the adults.
The team system, based on young people’s natural tendencies to form small
groups, channels the substantial influence that peers have on each other in a
constructive direction. It enables young people to develop their personal and
collective capacities through pooling and building on their individual skills,
talents and experience and through the development of a mutually supportive
team spirit where problems are solved collectively. It provides Scouts with
opportunities for leadership and support and to learn about the uniqueness
of each individual, thus helping them to appreciate diversity. It also enables
them to develop constructive relationships with other young people and
adults and to learn to live according to a democratic form of self-government.

20 T h e S c o u t M e t h o d
Adult Support1
Adults facilitating and supporting young people to create
learning opportunities and through a culture of partnership to
turn these opportunities into meaningful experiences.

One of the basic principles of Scouting is that it is a Movement of young

people, supported by adults; it is not a Movement for young people managed
by adults only. Thus, Scouting offers the potential for a learning community
of young people and adults, working together in a partnership of enthusiasm
and experience.
The key message is that wherever possible, youth members should be
empowered to make decisions and take on leadership roles, and be allowed to
make mistakes. In general, adults are there to assist youth to prepare as well
as to support, guide, mentor and facilitate learning experiences. In essence,
the role of the adult in Scouting is to reinforce the youth-led, adult supported
nature of the programme.
Adult support, in partnership with young people, involves three aspects which
correspond to the three different roles an adult needs to play within a Scout
unit:
• The educator: who needs to directly support the process of self-
education and ensure that what a young person experiences has a
positive impact on the development of that young person’s knowledge,
skills, or attitudes. In other words, as an educator, the adult needs to
relate to each individual member, so as to help the young people to
identify their development needs, to help the young person to accept
those needs and to ensure they are met adequately though the Youth
Programme. Moreover, it is important that the adult is a “role-model”,
positively influencing young people with attitudes and behaviours that

1  It should be highlighted that this element of the Scout Method refers to the support provided by adults for young
people. The treatment of Adults in Scouting, including recruitment and the provision of training for adults is dealt with
in the World Adults in Scouting Policy. This should also be in line with the World Scout Youth Involvement Policy.

T h e S c o u t M e t h o d 21
 reflect the Scout values (education by example).
• The activity supporter: who must ensure that every learning
opportunity that the group undertakes is successfully carried out.
While no adult can be expected to have all the skills required for
all activities, it is one’s responsibility to ensure that the necessary
technical support and expertise is made available to the group when
and where needed. Adult in this role must practice the rules of
keeping young people safe from harm.
• The group facilitator: based on a voluntary partnership between
adults and young people, adults in this role need to ensure that the
relationships within the group are positive and enriching to all and
that the group provides an attractive and supportive environment
for the continued growth of the group as a whole. This implies a rich
learning partnership between young people and adults, based on
mutual respect, trust and acceptance of each other as persons.

All these roles are positioned within the role of an adult as a “facilitator” of the
delivery of Youth Programme as described in detail in the World Scout Youth
Programme Policy.
While adults need not be present in all Scout activities, they should ensure
that the environment in which the activities are conducted is safe2 (both
emotionally and physically) for Scouts. Young people should be empowered
and given responsibility to play and maintain a protagonist role in every
activity, and adults should be ready to take responsibility which the young
people are not able to take at the moment.

2  Refer to the World Safe from Harm Policy

22 T h e S c o u t M e t h o d
The adult provides educational, emotional, informational and appraisal support
to young people:
• Educational support involves the provision of tangible aid and services
that directly assist the self-educational development of youth.
• Emotional support is associated with sharing life experiences. It
involves the provision of empathy, devotion, trust and caring.
• Informational support involves the provision of advice, suggestions,
and information that youth can use to address problems.
• Appraisal support involves the provision of information useful for self-
evaluation that is: constructive feedback, affirmation of the personality
and compliance with organizational values.

It is also essential to realise that the nature of the partnership between

young people and adults in Scouting varies in accordance with the age and
capabilities of the young people involved. Thus, a leader of Cub Scouts
would be expected to have more input into programme development
and planning and to perform a more traditional “adult led” style of leader,
as opposed to a leader of a Rover Crew comprised of young adults
who normally would be more of an adviser to these young adults.

T h e S c o u t M e t h o d 23
 Symbolic Framework
A unifying structure of themes and symbols to facilitate learning
and the development of a unique identity as a Scout.

A symbol can be described as something familiar which represents an idea or

concept which is very large or more abstract. Symbols are often used (e.g.
in advertising) to help people understand and identify with concepts through
an appeal to the imagination. In Scouting, the symbolic framework is a set
of symbols which represent Scouting’s educational proposal for a particular
age range. The purpose of the symbolic framework is to build on young
people’s capacity for imagination, adventure, creativity and inventiveness in
a way which stimulates their development, helps them to identify with the
directions of development and the values underlying Scouting, and stimulates
cohesiveness and solidarity within the group.
The very name of the Movement, “Scouting”, is an element of a symbolic
framework adopted by Baden-Powell when he wrote Scouting for Boys,
intended to inspire the youth of his day. “By the term “Scouting” is meant
the work and attributes of backwoodsmen, explorers, hunters, seamen,
airmen, pioneers and frontiersmen3.” Scouting represents adventure, close-
knit groups, developed powers of observation, resourcefulness and a simple
healthy life in the great outdoors-all qualities which Baden-Powell sought to
promote.
As Scouting now addresses a wider range of ages, each age section has a
distinct symbolic framework which corresponds to the level of maturity
of the age section and focuses on a specific educational need which is
characteristic of the age section. The symbolic framework recognises
the personal progression of Youth Programme through elements such as
distinctive badges, and different uniforms for different age sections, etc.

4  Aids to Scoutmastership, Baden-Powell, 1919

24 T h e S c o u t M e t h o d
Nature
Learning opportunities in the outdoors which encourage a better
understanding of and a relationship with the wider environment

Nature refers to the natural environment - the woods, the plains, the sea, the
mountains, the desert - as opposed to the artificially created environments,
such as the school yard, cement campsites, and crowded cities. Nature also
refers to what Baden-Powell called the “harmonious whole” of the “infinite, the
historic and the microscopic”, and of mankind’s place in it.
Due to the immense possibilities that the natural world offers for the
development of the young person’s physical, intellectual, emotional, social
and spiritual potentials, the natural environment provides an ideal setting in
which the Scout Method can be applied. Needless to say, it also offers a sense
of adventure. Indeed, most learning opportunities should allow Scouts to be
in direct contact with the natural world in urban, rural and wild environments.
However, the use of nature, as an element of the Scout Method, involves more
than activities carried out in the great outdoors. It involves the development
of constructive contact with Nature, making full use of all the learning
opportunities provided by the natural world to contribute to the development
of young people.
Although referring to the forest, Baden-Powell’s view of nature as an
educational tool can be summarised as follows: “For those who have eyes to
see and ears to hear, the forest is at once a laboratory, a club and a temple”.4
In an increasingly small and interdependent world, nature also refers to the
environment in which we live. Thus, in urban environments with limited green
spaces, this element of the Method can still be expressed through having
activities out of doors, e.g. doing pioneering on basketball courts.
Activities or projects may focus on different themes, such as classic outdoor
adventure such as hiking or camping, or on projects related to environmental
sustainability or education. In a world with fewer and fewer resources, Scouting
is well placed to involve young people and the community in encouraging
environmentally sustainable activities and practices. This would help anchor young
people in their environment and help them appreciate their role in the wider world.

T h e S c o u t M e t h o d 25
 Community Involvement
Active exploration and commitment to communities
and the wider world, fostering greater appreciation
and understanding between people.

The term “community” refers to a social unit whose members have something
in common. A Scout’s community includes those within Scouting (e.g. Unit,
District, County/Region/State) or outside Scouting (e.g. family, school and
nation), and it could be local or international in nature.

The emphasis on community involvement highlights:

• The shared values and principles of Scouting. The application of The
Scout Method happens mostly within the local community context.
It becomes an important vehicle for increasing one’s awareness on
global challenges and initiatives, for joining global action, and for
assimilating/ developing global shared values.
• The influence of the community and societies where Scouts come
from in their personal development process. Activities and the cycle
of action and reflection enables young people to develop a deeper
understanding of themselves while having a meaningful contribution
to the overall objectives of the community they live in.

26 T h e S c o u t M e t h o d
Community engagement equally allows Scouts to experience and work with
people from different diversities. Therefore, working with and within the
community enables Scouts to increase their inter-cultural understanding,
appreciate inter-generational issues that come into play, and get more involved
in the community in other scopes of their lives.
Every learning opportunity the Scout undertakes should wherever possible be
linked to how it could be used within the community. When a Scout learns to
tie a new knot like the bowline, it should be linked on how it could be applied to
saving a life. Even when a Scout experiences a learning opportunity that may
appear only to benefit oneself (e.g. a sports activity), one should also reflect
how such a learning opportunity could benefit the community (e.g. a fit and
healthy Scout would be well-placed to serve the community better).

Community involvement promotes greater cohesion and rallies each member of

the community towards a common purpose of transforming their communities
for the better. It exposes more people to the values and purpose of Scouting
and encourages them to support the cause of Scouting. Creating a better
world is a journey which Scouts cannot take on their own while leaving the
community behind. It should be a collective effort regardless of the size of
the learning opportunity Scouts engage in. Service should not just be seen as
doing things for others but through involvement, it will definitely entail doing
things with others. The element of community involvement is about helping
Scouts to create a better world. The focus is on active citizenship and the
responsibility of each Scout to know the role they can play in the community.

T h e S c o u t M e t h o d 27
 The Dynamics of Scouting:
The Scout Method in action
In order for the Scout Method to function effectively with a group of young
people, the adult must be able to make appropriate use of the elements of
the Scout Method and the dynamics of Scouting in action. The dynamics of
Scouting are composed of four inter-related and interdependent ingredients.
These are:
Educational
Objectives

Structure and Learning

Functioning Opportunities

Group Life

Educational Objectives
Within the context of the Youth Programme, a set of educational objectives,
concerning the development of the young person in each area of their
development, is proposed for each age section. Each young person strives to
progress towards these educational objectives in a personalized way. Adults
need to consider every aspect within the unit (e.g. the way in which the
Unit is run, the decision-making processes, the kinds of relationships to be
promoted as well as the activities that the young people take part in) from the
perspective of how all these aspects can contribute to, as opposed to detract
from, the educational objectives.

28 T h e S c o u t M e t h o d
Learning Opportunities
In Scouting, learning opportunities include activities such as a hike in nature, a
community service, etc. They also include roles and things that are necessary
for the functioning of the unit and for dealing with the necessities of everyday
life, e.g. buying food and cooking supper in camp, travelling to an activity
site, being a patrol leader or taking part in a discussion to evaluate personal
progression. All kinds of learning opportunities contribute to the educational
process and the Scout Method must be applied to these. Indeed, learning
opportunities provide the supporting context for the application of the Scout
Method. It is important to say that a learning opportunity, of whatever kind,
does not automatically constitute a Scout learning opportunity. It only becomes
a Scout learning opportunity when the Scout Method is consciously applied to
it, experience is gained and reflection happens.
Learning opportunities in Scouting must be based on the young people’s
interests and needs so they may become enjoyable and attractive to them. The
learning opportunities must be conceived with a clearly defined educational
objective in mind; they must provide an appropriate degree of challenge and
be perceived by the young people as useful. Over time, a balanced variety of
learning opportunities needs to be offered.

T h e S c o u t M e t h o d 29
 Group Life
This refers to everything that is experienced, within the teams and the unit as a
whole, as a result of operating as a mini-society composed of the young people
and adults. A sense of group life is essential for the harmonious development
of young people. While young people have a natural tendency to form groups
of friends, and even though this tendency is reflected in the team system, a
sense of group life does not automatically exist in Scouting. Fostering a sense
of group life involves promoting constructive group dynamics (the interaction
and relationships that develop between the young people and between the
young people and adults). It also involves making use of opportunities for
young people to interact (amongst themselves and with the support of adults)
in the wide variety of situations which occur naturally in the course of their
time in Scouting. When a true sense of group life develops, the group as a
whole takes into account the needs and interests of each person, and each
person contributes towards the well-being of the group.

Group life stimulates experiences which can lead to emotional and social
growth, the development of attitudes and the progressive appropriation of
values because:

- operating within a close-knit group and experiencing for themselves,

the merits of a code of living (the Scout Law in action) provide a
natural context for each young person to discover the deeper meaning
of the values for which Scouting stands;
- constructive interaction and relationships with others in the group
stimulate a climate of mutual trust and caring and contribute to the
development of a sense of identity, self-worth and sense of belonging;
- when the prospect of being part of a close-knit group stimulates a
desire to belong and feel accepted, and when that group operates
according to Scouting’s code of living, peer pressure – a major
influence on the development of young people – is constructive, not
destructive.

30 T h e S c o u t M e t h o d
Thus, the attitudes and values which group life stimulates are both of a
personal nature (such as a constructive and pro-active attitude to life, self-
confidence, a spirit of enterprise, goal-setting, etc.), and of a social nature
(such as a team spirit, seeking a consensus, acknowledging differences and
interdependence, experiencing solidarity, etc.). Group life, therefore, provides
a useful way of helping young people instantly put into practice, and develop –
to the extent of their abilities – their capacities for autonomy, supportiveness,
responsibility and commitment.

T h e S c o u t M e t h o d 31
 Structure and Functioning of the Unit
This refers to the way in which the Scout Method is applied and put into place
in the unit (e.g. the provision of concrete opportunities for young people to
experience making decisions and assuming responsibility, establishing contact
with their local community, etc.). It also refers to the use of resources (not
only financial and material, but also in terms of time, etc.) which also play an
important role in influencing the quality of the educational experience.

In summary, when these four ingredients truly reinforce each other, Scouting
can offer a more coherent and richer learning experience. For example,
an organisation may consider that “democracy” is an important issue that
requires an educational emphasis. Helping young people to develop a personal
adherence to a democratic way of life (educational objective) is unlikely to
result solely from learning opportunities related to gaining knowledge about
the subject. In this example, questions to consider include: does the way
in which the learning opportunities are conceived permit an experience of a
democratic way of life? Do all of the young people share in responsibilities and
make a personal contribution to the well-being of the Unit (group life)? Is the
adult able to listen to the young people and offer opportunities for them to
make decisions to the extent of their ability (structure and functioning)? What
could be modified regarding the way in which the unit functions, in the way in
which adults and young people interact, in the activities that the young people
take part, so as to reinforce the educational objectives?

32 T h e S c o u t M e t h o d
Scouting is an educational movement of young people. It caters to
a diverse age range (from 5 – 26), all of whom possess different abilities
and developmental rates. Young people are open to challenges, are curious
and eager to learn. However, with so many other distractions in today’s fast
changing world and numerous challenges to a young person’s development,
the role of Scouting is particularly important. It is therefore essential to
remember:

• The proper application of the Scout Method should result in

an experience for young people that is educational, fun and
enjoyable and where young people are safe physically and
emotionally.
• It should be flexible and relevant to the times and, in particular,
meet the demanding needs set by the 21st Century as a response to
the changing needs of young people and society.
• It has to be adapted to the age and developmental appropriate
criteria of learning.
• Personal and group reflection as a mode of self-directed learning
is the best tool to tailor individual experiences and learning and
should be used in converting experiences to learning opportunities,
which in turn would lead to self-education and self-development.
• The Scout Method should empower young people to play their role
as active citizens which results in a lifelong learning experience.
• The Scout Method is “How” the Youth Programme in Scouting is
implemented.

T h e S c o u t M e t h o d 33
 Appendix:
additional reading
Useful and complementary documents on the issues addressed in this
document:

• Scouting for Boys, Robert Baden-Powell, [1908] 1944

• Aids to Scoutmastership: A Handbook for Scoutmasters on the
Theory of Scout Training, Robert Baden-Powell, 1919
• Constitution of the World Organization of the Scout Movement,
World Scout Bureau, August 2017
• The Essential Characteristics of Scouting, World Scout Bureau,
November 2019
• World Scout Youth Programme Policy, World Scout Bureau,
December 2017
• Adults in Scouting World Policy, World Scout Bureau,
September 2017
• World Scout Youth Involvement Policy, World Scout Bureau,
February 2015
• Diversity and Inclusion in Scouting, WOSM’s Position Paper,
World Scout Bureau, May 2017
• World Safe from Harm Policy, World Scout Bureau, December
2017
• Scouting: an Educational System, World Scout Bureau, 1998
• Scouting for What? Scouting for Whom?, World Scout Bureau,
1997

34 T h e S c o u t M e t h o d
© World Scout Bureau Inc.
November 2019

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