Exploring Pathways to Purpose in Scouts

Rush, Alexandra; Urban, Jennifer Brown; Davis, William J.; Linver, Miriam R.

doi:10.1177/07435584221091488

Cited by 5 publications

(7 citation statements)

References 31 publications

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“…Survival practices occur during participant exploration activities in Scouting, where they walk a considerable distance (Wang, Chase, & Burkhard, 2021). Character values derived from survival activities include social concern and independence (Rush, Brown Urban, Davis, & Linver, 2022). Social concern because these activities require mutual assistance among group members, and independence because participants must survive independently in emergencies.…”

Section: Results and Discussion Implementation Of Religious Character...mentioning

confidence: 99%

Implementation of Religious Character Values in Scout Activities at Junior High School South Lampung

Mawadda,

Anwar,

Jatmiko

2024

bse

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In Indonesian education, the imperative challenge of cultivating robust character among the youth has surfaced prominently over the past decade, recognizing character's pivotal role in a nation's success trajectory. Innovative strategies, including the early integration of religious character values within educational settings like scout activities, become crucial responses to this challenge. Scout activities, renowned for their holistic approach to character development, serve as critical platforms in moulding religious character among students. This research aims to achieve three primary objectives: identifying embedded religious character values within Scout activities, exploring implementation methodologies, and investigating facilitating or hindering factors. The study navigates the intricate dynamics of religious character integration through a qualitative lens and employs semi-structured interviews, non-participant observation, and documentation analysis. The findings underscore the significance of rituals, notably communal prayers, as fundamental avenues for instilling religious values alongside activities promoting environmental stewardship deeply rooted in Islamic teachings. By elucidating the multifaceted role of Scout activities in nurturing religious character, this study contributes to the discourse on character education, offering insights for educators and policymakers to strengthen the moral fabric of future generations. Keywords: Religious Character Values, Scout Activities, Religious Character Integration

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Section: Results and Discussion Implementation Of Religious Character...mentioning

confidence: 99%

Implementation of Religious Character Values in Scout Activities at Junior High School South Lampung

Mawadda,

Anwar,

Jatmiko

2024

bse

View full text Add to dashboard Cite

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“…Within it, the development of competencies-specific capacities, attitudes, and context knowledge-is anticipated; so, there are reference points for gauging levels of acquired learning. Individual learning paces are acknowledged and nurtured [29].…”

Section: Discussionmentioning

confidence: 99%

“…Within the "micro-societies" and Scout society context, it is relevant to remember the vision outlined by the Portuguese PASEO-a vision advocating an educational model that not only seeks individual qualification but also endeavours to foster democratic citizenship, thus aligning with the intents of the formal educational system. Beyond compulsory schooling, the young are expected to become citizens "who grasp and uphold democratic society's fundamental rights, guarantees and freedoms; who value the respect for human dignity, for full citizenship engagement, for solidarity towards other people, for cultural diversity and for democratic discourse", which links to other evidence from the international literature on Scouting [17,[22][23][24]29]. It is now more visible how the Patrol System can tangibly embody these ideals, constituting a noteworthy research finding, as a significant level of democracy within schools can not only be beneficial but also essential in fostering the development of democratic citizens, as suggested by Gutmann [30].…”

Section: Discussionmentioning

confidence: 99%

“…Learners engage in various activities, not as passive recipients of knowledge but as actors and creators. Projects prompt individuals to propose, execute, and assess their own learning experiences, fostering autonomy and agency for improvement [17,23,24,29]. It is worth noting that the Project Method, as presented by Larmer and Mergendoller, encompasses all seven elements of project-based learning [31]: a need to know; a driving question; student voice and choice; 21st Century Skills; inquiry and innovation; feedback and revision; and a publicly presented product.…”

Section: Discussionmentioning

confidence: 99%

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Scouts’ Perspectives on Learning Experiences from a Pedagogical Innovation Scope

Sinde,

Alves

2024

Education Sciences

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The Portuguese educational system aims at nurturing the holistic development of individuals and societal progress, surpassing the mere transmission of curriculum-based knowledge. While considerable advancements have been made, the need for ongoing innovation and equal educational opportunities remains evident, so that all children can have not only equal access to education, but also equal chances of success. This study investigates the largest Portuguese Scout movement, the CNE, exploring its organisational and pedagogical approaches, potentially applicable in formal education settings. This research surveyed participants aged 18–22, having completed approximately 12 years in the Scout movement. Data collection via focus group followed a semi-structured script, before a thorough content analysis was carried. Findings are organised as follows: Pedagogical organisation in learning cycles; Patrol system; The four stages of the Project Method; Characterization of the Scout Game and other learning process dimensions; Other competencies and values developed throughout the Scout learning course; and Comparisons with formal education contexts. The discourse of participants strongly suggests the Scout movement’s potential to inspire educational change, displaying consistent indicators of pedagogical innovation. The study advocates for further exploration of the CNE’s pedagogical functioning and its potential to serve as an inspiration for transformative changes in educational systems worldwide, as evidenced by the learners’ reflections.

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“…Further practical applications of the CPS include its potential use in studies on the efficacy of prevention psychology and mental health promotion. Positive development programs and interventions to enhance purpose have thus far used broad measures of meaning or purpose to measure outcomes (see Manco & Hamby, 2021, for a review) or assessed beyond-the-self purpose qualitatively (e.g., Rush et al, 2022). Outcome measures should be both fine-grained (Kashdan et al, 2022) and proximal (Mangan et al, 2020), making the CPS subscales a good fit for evaluating the efficacy of interventions to enhance purpose.…”

Section: Discussionmentioning

confidence: 99%

A Psychometric Validation of the Claremont Purpose Scale with an Emerging Adult University Student Population

Veazey

Weber

Schulenberg

2023

Journal of Prevention and Health Promotion

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Purpose is a key protective factor for well-being, resilience, and satisfaction with life. The Claremont Purpose Scale (CPS) was developed by Bronk and colleagues with adolescents and emerging adults to measure three dimensions of purpose: Meaning, Goal-Directedness, and Beyond-the-Self. The psychometric properties examined in the original scale development paper were replicated with our independent, emerging adult college student sample: confirmatory factor analysis (CFA) of a 3-factor model, good-to-excellent internal consistency, convergent validity with a measure of general perceived meaning in life (MLQ-P), and discriminant validity with a measure of self-reported depression (DASS-21-D). Additional psychometrics examined in this study were test–retest reliability, a 1-factor CFA model, correlations with stress and anxiety, and descriptive statistics that had not yet been reported in the literature. Beyond-the-self items did not load well onto the overall factor in the 1-factor model, and their correlations with other scales (MLQ-S, DASS-21 subscales) differed significantly from the correlations between these other scales and the CPS total, General Meaning, and Goal-Directedness scores. Implications of these data include strong support for the use of each subscale as a distinct, psychometric index, and we recommend the total scale score not be used as a measure of overall purpose. Clearly, there are separate, but related, facets to this measure that, while positive, undermine the utility of a global purpose score. A slightly changed naming of the CPS to the “Claremont Purpose Scales” could promote their use as three separate scales instead of a single, total scale score.

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Exploring Pathways to Purpose in Scouts

Cited by 5 publications

References 31 publications

Implementation of Religious Character Values in Scout Activities at Junior High School South Lampung

Implementation of Religious Character Values in Scout Activities at Junior High School South Lampung

Scouts’ Perspectives on Learning Experiences from a Pedagogical Innovation Scope

A Psychometric Validation of the Claremont Purpose Scale with an Emerging Adult University Student Population

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