Zombori István (szerk.): Magyar cserkészet - Világcserkészet = Hungarian Scouting - World Scouting (Szeged, 1989)

B. GELENCSÉR Katalin: Személyiségépítés és közösségformálás a cserkészmozgalom programjaiban

43. A diadalmas cserkészliliom... im. 42-43. o. 44. A leánycserkészet útmutatója im. 35. o. 45. Németh László: Pedagógiai írások. Kriterion, Bukarest, 1980.233. o. Katalin B. Gelencsér Development of Character and Formation of Community in the Program of the Scout Movement The processes which resulted in significant social changes at the turn of the century (urbanization, the development of the wealthy middle class, the change of the function of education in the family, the popularity of specialized activities dealing with children etc. (fit in the new activity — structural system worked out by Baden-Powel which became known as scoting. Using the old — e.g. Spartan — principles of bringing up a boy as well as his own experiences he said that "...if the boy's training adapts to their nature, they can learn very quickly..., and they are capable of fulfilling bigger tasks than one would imagine. " Sándor Sík saw the essence of scouting not in completing school or in mere character education but grasped it as "organizing life". In the first place, the school the workshop, and even the home prepare children for the future, while scouting means living the present life in a practical way, which is the most typical adolescent way of life. This life-style which is adapted to the activity system liberates significant personality — forming strength for the bioligical and phsycological process of development. The first group consists of those activities which help physical development and adjust to the different growth rates of boys and girls. Order and chaos, chasing and escaping, ruling, offence and defence, success and failure, dropping out and being dropped out etc. are parlour games which trained physical abilities by repetetive movements and required a full personality. Another group of exercises especially stimulated intellectual development. The self-centered world of the adolescent wants to understand the World according to his own logic and to create such an universal theory which spans and exceeds everything. The scout community is a great help which inspires trying out new spiritual capabilities and strengths in which the individuals inventive minds and playfulness find opportunities and the theoretical mind and creative fantasy find a free atmosphere and understanding partners. Thirdly, the influence made on the emotional and moral features of self-conteption is also significant. The years between 12 and 18 are found rich in emotions where real happiness is present "if one realizes that life serves an aim in which the significance was discovered by himself'. The formative influence of this realization was expressed in the scout laws by three rules including norms which have to be enforced by the individual againts himself. The ideal scout was characterized by loyalty to serving, altruistic morals, self—criticism, and rational development of character. With these, such a self—valuation 73