Faith Matters - The Scout Association

Faith matters A support pack for Chaplains and Faith Advisers in Scouting 2005 Edition

telephone: 0845 300 1818 email: [email protected]

Dear Colleague, Welcome to this updated pack for Chaplains and Religious Advisers in Scouting. This has been put together to provide help and information to those involved in spiritual and religious development in Scouting, especially Chaplains and Religious Advisers. Many of you will have downloaded your copy from www.scouts.org.uk/scoutbase which is part of a national drive to make resources more freely available. The Scout Association is an open organisation and its membership is drawn from a variety of religious backgrounds all of whom make a Promise to 'do their Duty to God.' Although many Members have little or no contact with religion they fully support the values of The Scout Movement. Scouting works in partnership with religious communities to help its Members develop their understanding of God. Chaplains/Advisers have a very important role to play in this partnership. We hope that this pack will be a starting point for all those undertaking these important roles, especially given the Balanced Programme with its renewed emphasis on Faiths and Beliefs. If you have any comments, let me know. Yours sincerely

Fr. John Seddon MA National Scout Adviser for Religious Development

The Scout Association Gilwell Park Chingford London E4 7QW Tel + 44 (0)20 8433 7100 Fax + 44 (0)20 8433 7103 email [email protected] www.scouts.org.uk Patron HM The Queen President HRH The Duke of Kent Founder Robert Baden-Powell OM Chief Scout Peter Duncan Incorporated by Royal Charter Charity No. 306101

Welcome Who is Faith Matters for? This pack is for all Chaplains and Religious Advisers in Scouting. We hope it will give you the ideas and inspiration you need to play an active role in the District/ County programme.

What does this pack cover? Faith Matters provides guidance on activities, Leader appointments, training and pastoral care for all Scouts and Scouting volunteers. It looks at Scouting’s role in promoting the spiritual development of young people, and the Movement’s place in faith communities. It provides background material on world faiths, personal testimony from Chaplains in Scouting and helpful advice on making the most of your time.

Finding out more As a Chaplain or Religious Adviser there are a range of resources available to help you in your role. Your District and/or County will be able to provide you with general Scouting resources however there are resources available to help you as a Chaplain - this pack is a good starting point. A large number of factsheets on a wide variety of topics, are available on-line at www.scouts.org.uk/scoutbase The specific Faiths and Beliefs section of Scoutbase can be found at http://www. scoutbase.org.uk/ps/fab/index.htm where a PDF copy of this resource can also be downloaded. For advice on any Scouting matter, call the Scout Information Centre at Gilwell Park (0845 300 1818). Opening hours are Monday - Friday 8am to 8pm and Saturday from 9pm to 12 noon.

Faith Matters: A support pack for Chaplains and Religious Advisers in Scouting

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Introduction A Movement of faith Scouting is a values-based Movement. It is therefore important that Members accept and make a commitment to the values of Scouting expressed in the Promise and Law. Scouting is also a world Movement and ‘Duty to God’ is an essential part of the Promise world-wide. By ‘Duty to God’ the World Scout Constitution understands: ‘Adherence to spiritual principles, loyalty to the religion that expresses them and the acceptance of the duties resulting there from.’ The Scout Association in the United Kingdom is an open Association. This means we are made up of Members of different faiths and identify ourselves with no one faith exclusively. At the same time, all Members of the Association are encouraged to: • make every effort to progress in the understanding and observance of the Promise to do their best to do their duty to God • belong to some religious body • carry into daily practice what they believe. (rule 95ii of Policy, Organisation and Rules)

The challenge ahead Over the years, the way in which Scouting has tried to help its Members ‘to do their best to do their duty to God’ has become increasingly more challenging. In the early days of Scouting, the great majority of Members would have identified themselves as Christians. It was natural then to identify the religious commitment of ‘Duty to God’ with the commitment to encourage the ‘spiritual development’ of Scouts, which formed part of the Aim of the Association. ‘Duty to God’ was seen to ‘run through everything we do in Scouting’ and there was a concern not to isolate it from the rest of the Programme. So, for example, it was felt that a Religious Proficiency Badge would be inappropriate. Provision was made for Chaplains but these were at Group, District and County level only and their role was primary to lead worship and prayer.

Where we are now We now find ourselves in a new situation. The majority of Scouts today would not identify themselves as having an active faith in any religious body. There are also many more Members who are not Christians. We now need to think of ‘spiritual development’ therefore, as an integrated part of the Programme and how it might be best supported and encouraged by Leaders as part of their responsibilities. This is irrespective of the religious community, if any, to which they or their Scouts belong.


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1 The Fundamentals of Scouting A definition of Scouting is provided as follows: Scouting is a worldwide, values based Movement. Scouting aspires to make a positive contribution to society by helping young people to develop as active members of the community who: • are self reliant • are caring • are responsible • show commitment. Scouting works well when young people enjoy ‘learning by doing’ through: • • • •

taking part in a wide variety of activities and new experiences exploring the outdoors participating in teams taking responsibility all in partnership with adults.

Scouting succeeds when it is: • • • •

attractive to young people fulfilling for adult members trusted by parents valued by society.

Scouting’s Fundamentals are therefore a general presentation of the Purpose, Principles, and Method of Scouting. It: • contributes to the fulfilment of their potential • uses a progressive and enjoyable programme for personal development • is based on a set of values. Purpose of Scouting The purpose of Scouting is to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials as individuals, as responsible citizens and as members of their local, national and international communities.


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Principles of Scouting Scouting is based on the following principles: • Duty to Self • Duty to Others • Duty to God These principles lead Members of the Scout Movement to believe that the World is a better place when people: • • • •

are trustworthy, self controlled and self confident have self respect and respect for others work together to serve other people and to improve society show responsibility towards the natural world and proper respect for possessions and property • have an active faith.

The Scout Method Scouting uses a method to achieve its aims, which is young people in partnership with adults: • • • • • • • • • •

enjoying what they are doing learning by doing participating in varied and progressive activities making choices for themselves taking responsibility for their actions working in groups taking increasing responsibility for others taking part in activities outdoors sharing in prayer and worship making and living out their Promise.

The outcomes of Scouting Scouting succeeds when Members demonstrate: • a growing sense of self discipline and self esteem with integrity, honesty and reliability - one who can be trusted • a growing ability to get along with others as an individual and as a team member - showing a sense of responsibility to others • a growing determination to work with others towards the creation of a more tolerant and caring society • a growing understanding of the natural world in which we live, and a sense of responsibility towards it and those who live in it • a growing sense of wonder and a discovery of the need for prayer and worship. The Promise The Scout Promise is based in the Fundamentals Principles of Scouting: Duty to Self, Others and God. The wording differs for the various age groups to help young people to understand the Promise they are making of the Law or Laws they are promising to keep.


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The Scout Promise and Law Promise On my honour, I promise to do my best To do my duty to God and to The Queen, To help other people And to keep the Scout Law. Law 1. A Scout is to be trusted. 2. A Scout is loyal. 3. A Scout is friendly and considerate. 4. A Scout belongs to the world-wide family of Scouts. 5. A Scout has courage in all difficulties. 6. A Scout makes good use of time and is careful of possessions and property. 7. A Scout has self-respect and respect for others.

The Cub Scout Promise and Law Promise I promise to do my best To do my duty to God and to The Queen, To help other people and to keep the Cub Scout Law. Law Cub Scouts always do their best Think of others before themselves and do a good turn everyday.

The Beaver Scout Promise Promise I promise to do my best And to be kind and helpful And to love God Law Leaders present the concepts expressed in the Scout Law to Beaver Scouts through games, story telling and other informal activities.


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Variations on the Scout Promise Scouting is open to all faiths. It therefore needs to take account of the different religious obligations of its Members while upholding the essential spirit of the Promise. Duty to God In each Promise, the phrase ‘Duty to God’ (or in the case of Beaver Scouts, ‘to love God’) is suitable for most faiths (including Christian, Hindus, Jews, Muslims and Sikhs). Hindus may either use the words ‘my Dharma’ or ‘God’. Orthodox Muslims can use the word ‘Allah’ in place of ‘God’. Buddhists should use only the word ‘my Dharma’. Where some other form of wording is required for a member of a particular faith or religion advice should be sought from Gilwell Park. Allegiance to country Foreign residents who become Members of The Scout Association owe allegiance to their own country. The phase ‘Duty....to The Queen’ should therefore be replaced by the phrase ‘Duty....to the country in which I am now living’. In the case of Beaver Scouts, Cub Scouts and Scouts the decision as to which form of wording should be made by the Group Scout Leader in consultation with the parents. In the case of Explorer Scouts, Scout Network members and adults the decision should be made by the District Commissioner in consultation with the person concerned. P.O.R. Rule 1.1 Variations to the wording of the Promises.

These changes are available in factsheet form: The Promise (FS 322016) available from the Scout Information Centre or www.scoutbase.org.uk/library/hqdocs/facts/ pdfs/fs322016


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2 Spiritual Development in Scouting Spiritual development is an integral part of the Aim of the Association, which is: To contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials, as responsible citizens and as members of their local, national and international communities. Set out below is The Scout Association’s understanding of spiritual development. It has been supported by all major faiths in the United Kingdom. If our ‘Duty to God’ is to doing what God wants us to do and becoming fully alive as human beings, then Scouting must help young people to be aware of God and help them to develop fully as human beings.

The four friendships In Scouting we look to develop four sets of friendships in our lives: • • • •

As As As As

friends friends friends friends

with with with with

ourselves other people nature God

It is through developing these four friendships that we learn to develop our competencies, and accept our limitations. They also help us support and encourage other people to fulfil themselves, to respect and care for the natural world and to grow in their understanding of God. It is developing these friendships which makes us fully alive, spiritually devloped and aware. Scouting offers young people a supportive environment in which to develop. This understanding of spiritual development in Scouting is expressed as five principles: • • • • •

To To To To To

develop an inner discipline and training be involved in corporate activities understand the natural world around them help create a more tolerant and caring society discover the need for prayer and worship, both personally and shared.

Everything we do in Scouting helps young people to develop in these five areas. These principles help clarify our understanding of how, in our Programme and Leader Training, Scouting effectively contributes to this important area.


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Helping Leaders understand spiritual development The five principles provide a valuable tool for Appointments Sub-committees when interviewing prospective Leaders. On training courses, Leaders also welcome this understanding of spiritual development. It helps them recognise the opportunities in the programme to support and encourage spiritual development.

Religious Development The development of religious faiths must take place within a religious community. There is a need however to develop and deepen the existing partnership between Scouting and these communities. To help achieve this, the Balanced Programme has a Faith and Beliefs Personal Development Area, which is expressed in different ways in different Sections. In addition there is a Faith Award for Beaver Scouts and My Faith and World Faith Awards for Cub Scouts and Scouts. All Sections and Leaders can work together on the Group Faith Award, which helps strengthen ties between the Scout Group and local faith communities - especially but not exclusively where the faith community is the Sponsoring Authority. More details on the Faith Awards are given in Section 8.


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3 The Religious Policy of The Scout Association The Scout Association includes Members of every faith background and religion. The following policy has received the approval of the heads of the leading religious bodies in the United Kingdom. All Members of the Association are encouraged to: • make every effort to progress in the understanding and observance of the Promise to do their best to do their duty to God • belong to some religious body • carry into daily practice what they profess. Attendance at services If a Scout Group is composed of members of several denominations or religions, the Beaver Scouts, Cub Scouts and Scouts should be encouraged to attend services of their own form of religion. Chaplains Chaplains may be appointed as Advisers in Scout Groups, Districts, Counties, Countries and Nationally. A Chaplain may be a Minister of Religion or a lay person. In a Scout Group sponsored by a religious body the religious leader may be appointed Group Chaplain. National Chaplains may be appointed for religious bodies represented in Scouting. Responsibilities within the Religious Policy a) The District Commissioner or the County Commissioner, as appropriate, must be satisfied that all applicants for Leader or Commissioner appointments are fully aware that they will be required by their personal example to implement the Association’s Religious Policy. b) If a Sponsored Group has a policy of recruitment restricted to members of one particular form of religion or denomination, the Sponsoring Authority is responsible for the religious training of all young people in the Group. In this case, it is the duty of the Group Scout Leader to encourage attendance at such religious instruction and observances as the Sponsoring Authority may consider desirable. c) Scouts’ Own Services may be held for the worship of God and to promote a fuller understanding of the significance of the Scout Promise and Law. Such services must be regarded as supplementary to, rather than a substitute for, formal attendance at the services of the individual’s own form of religion.


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d) If a Beaver Scout, Cub Scout, Scout, Explorer Scout or Scout Network Member is not allowed, by reasons of the individual’s own religious obligations, to attend other acts of worship, the Leader must make certain that those obligations are not compromised. Rule 2.1 POR This Policy can be found with the rest of Policy, Organisation and Rules at www.scouts.org.uk/scoutbase

The Appointments sub Committee As faith forms part of the Fundamentals of The Scout Association, some Chaplains particularly at District level, may be asked to participate in the appointment of new adults in Scouting. This may take the form of sitting on the Appointments sub Committee or talking to prospective Leaders about their faith and moral values. If you are asked to attend the Appointments sub Committee then you should be offered training and an explanation of what is required of you. The following is an extract from The Appointment Process (Guidelines) Some of the questions should help the Appointments sub Committee address the issues under this heading. It is important to treat this topic in a similar way to all the others and to give the applicant the opportunity to express their true feelings rather than to simply give a superficial or yes/no answer. The following issues will need to be explored: • Duty to Self - trustworthy, self confident, self controlled • Duty to Others - respect for others, working together to serve other people and improve society, showing respect towards the natural world. • Duty to God - carrying into daily practice the principles of a religious faith or belief; belonging to a religious body; accepting that there is a higher being. Individuals wishing to become Associate Members are not required to make the Scout Promise. The Appointments sub Committee will need to approach the discussion on personal values and in particular 'Duty to God; with this in mind. However Associate Members are still required to accept the values of Scouting as listed in the Aim, Principles, Method of the Association. Questions that might be asked to explore personal values and faith include the following: • The Scout Association's Fundamentals mention 'Duty to Others.' How do you think Members of your Section could improve society or help other people? • The Scout Association's Fundamentals mention 'Duty to Others.' How can you encourage Leaders to work with young people in a way that improves society and helps other people? • The Scout Association's Fundamentals also mention 'Duty to Self' which covers trust, self confidence and respect; how would you set an example to others in this area? • In the Promise, we talk about doing our 'Duty to God.' What do you think this might mean to young people and you? • In the Promise, we talk about doing out 'Duty to God'. How might you help Leaders to help young people understand their duty to God? For a copy of The Appointment Process (Guidelines) please visit http://www. scoutbase.org.uk/support/role/appoint/pdfs/approc.pdf


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4 Support for Faiths and Beliefs Practical support and resources can be found at www.scouts.org.uk/scoutbase The Faiths and Beliefs Support Team Following the introduction of the new Programme in 2002, the Faith and Beliefs Support Team (FABST) was established. It’s remit is to: • • • •

encourage what was being done locally provide for an effective network for the sharing of good practice positively respond to needs through the provision of resources through its members to be able to effectively represent Scouting within the faith communities.

When does the FABST meet? The FABST meets four times a year, mainly at Gilwell Park or Baden-Powell House. FABST is made up of individuals who are interested in faith a spiritual development. It is not a faith representative body and may contain more than one person of a particular faith. Recent work of the FABST includes Faith Matters pack, contributing to Scouting magazine, programme resources, Faith Forum and EuroJam support. Faith Contacts The Faith Contacts are all people of standing within their own faith communities. They are individuals who understand the needs of young people and who are positively sympathetic to and involved in Scouting. A list of Faith Contacts to cover the major faiths and denominations represented in the United Kingdom is available from the Scout Information Centre. When do Faith Contacts meet? Faith Contacts meet together periodically for a Faith Forum. The FABST and Faith Contacts receive staff support from Gilwell Park. As with other areas of Scouting, there is a list of related factsheets available from the Scout Information Centre, to support their work. Girlguiding UK Girlguiding UK does not appoint Chaplains at either local or national level. There are however many faith community leaders who having been appointed as Scout Chaplains/Religious Advisers, also care for Guide Units, especially if they are sponsored by a particular Faith Community. For information on Girlguiding UK and their Religious Policy contact:Guiding Services, Girlguiding UK,17-19 Buckingham Palace Road, London SW1 0PT or visit www.girlguiding.org.uk Faith Matters: A support pack for Chaplains and Religious Advisers in Scouting

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5 Personal stories Some thoughts on chaplaincy in Scouting The Christian Scout Chaplain inhabits two worlds; the world of the Church and the world of Scouting, and in some ways the chaplain belongs completely to neither. In the world of Scouting people may not quite understand what the chaplain is for, or what he or she stands for. In the world of the Church, people will want to know why the minister is always involved in Scouting! I hope to offer a framework here to help us understand what chaplaincy work is all about. It seeks to address three traditional roles which are carried by the chaplain; that of interpreter, pastor and prophet. The Interpreter The Chaplain’s role is to interpret the world of the church and the world of faith to Scouts. The Chaplain needs to be able to give an account of the faith which is within him or her, and to help those in Scouting understand a faith and an organisation that may be alien to them. The Chaplains will have an important role in interpreting what is mean by spiritual development to adults in Scouting. This in itself may be about bringing ‘good news’ to Scouts. Spiritual development often seems to make adults in Scouting feel guilty, and in particular guilty about the fact that they do not go to church. The Scout Chaplain is in a position to point out that a great deal of what they are already doing in their Scouting week by week is spiritual development. For the Christian Minister, this can be a deeply evangelical opportunity; it is about proclaiming to Scouters the good news that what they are already doing is a valuable part of spiritual development, and they are already working with God in their work with those in their Troop or Pack. The ministry today is about helping other exercise ministry. Part of the interpreter role of the Scout Chaplain is to help Leaders interpret the spiritual experiences of the young people with whom they work. The work of Michael Paffard in the English Department of Keele Univeristy a number of years ago showed that many young people were having similar experiences of nature similar to those which Wordsworth referred to in his poetry. What is interesting about Pafford’s research is that very many of these experiences occurred in precisely the same situation young people encounter in Scouting e.g. being out of doors, at sea, working with a close knit group of people. The Chaplain needs to help Leaders to see that spiritual development is not about something which they give to young people, but rather it is helping young people interpret experiences that they already have.


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The Pastor The Chaplain will undertake the most effective pastoring by being readily available. Pastoring in practice is about building up relationships with people so that when ministers are needed at moments of stress, sadness or joy, the relationship is already there. Many Chaplains will have had the experience of been called on in a time of need with those who they have only had the most remote contact. The Prophet The Chaplain will need, by building up relations, to earn the right to speak prophetically in the world of Scouting. There will be occasions when the Chaplain, who is an outsider and who inhabits another world as well as the world of Scouting, is in a position to make comment about what is going on in Scouting. Chaplains have a responsibility to raise questions about whether the spiritual values which underlie Scouting are being pursued in the way that activities are organised or meetings are run. In education today, it is now common to speak of the hidden curriculum of a school, and talk about the underlying ethos which governs everything that happens in the school. Scouting has a clear curriculum and it may be right that from time to time the Scout Chaplain as prophet points out where that underlying ethos is in danger of being lost.

In the world of the church The Scout Chaplain has an important role in bringing the life of Scouting back to the life of the church. Many denominations are now realising that it is no longer effective to seek to minister people only in places where they live and that there is a need to explore ministry in the places of work, recreation and in interest groups. Ministry to Scouting may therefore be an interesting example of the way in which ministry to interest groups can be developed. Denominations should not always wait for the Association to appoint Chaplains but should take the initiative to appoint Chaplains to this particular significant and sizeable interest group. The Interpreter There is a clear need for the Chaplain to interpret Scouts to the world of the church. Although the majority of the general public holds Scouting in very high esteem, inevitably some will have a distorted or out of date perception of the Movement. Scouts may often be seen as scary people who wear a uniform, look like soldiers, have odd names and salute one another. There is a need for the Chaplain to help the church to discover what is really going on in Scouting. At one level the interpretative role may be very practical. It may be about helping a local minister to get together with the local Scout Group to talk about the ramifications of the Sponsoring Agreement. A new minister may arrive at a church and find that the Scout Group has been installed in the church hall for the past five years, relationships are at a low ebb and here the Scout Chaplain who understands the language both of Scouting and the church can perhaps act as mediator and get the two sides talking to each other. The Chaplain aided by others locally or nationally needs to ensure that the church authorities understand that a Scout Chaplain exists and understand the particular


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skills and expertise that a chaplain has to offer in situations like this. The Chaplain has a role as theological interpreter in helping the church to see that in Scouting God is at work. The Chaplain has an important role in pointing out to the church that in Scouting there is a piece of youth work that needs to be taken very seriously. Pastor Within the life of the church, the Scout Chaplain may have a significant role in pastoring Christians who are involved in Scouting. Sometimes it appears that the only lay ministry that really matters is lay ministry that happens within the church. It is sad to discover that there are often Christian Scout Leaders who receive very little help, support or encouragement from their local church. The Scout Chaplain has a pastoral role here. The Chaplain will want to work alongside Christians in Scouting to help them to see how their faith relates to what they are doing in the world of Scouting. Because churches are not always good at helping people see how they apply their faith for life at work and in the community the Scout Chaplain can have an important role here. The prophet The Scout Chaplain who inhabits the world of both Scouting and the church may at times feel it is right to speak prophetically to the church on behalf of Scouting and young people. It is notable that in a number of urban areas Scouting has often closed down because of a lack of Leaders, particularly the inner city areas where there are high levels of social need. In a number of cases there are thriving and successful Christian churches. It may be right, for example, for a Chaplain to challenge Christians in some of these churches to ask whether or not they might not disengage themselves a little from some of their church activities and travel a few miles down the road to act as Leaders in the Guide Company or Scout Group. There is clearly a significant pastoral and theological role for the Scout Chaplain. Rev Mark Bryant

Listening/talking/keeping in touch How to make the best use of Chaplains in Scouting It sounds obvious, but the secret of successful communities is communication. In particular, there is a great need for communication between Chaplains and the Scout Leaders, and Chaplains with each other. As human beings living and working together, we need to be in touch with each other. This is so that we know and are known for the people that we are. Ask your Chaplain to be involved. Welcome them, and include them in the ordinary running of your Group. In this way we understand and expand our shared ideas, tasks and goals. Within this is the sharing of vision and values inherent in any work or project. We will need to be included somewhere in a line of communication: a trusted way to sharing our ideas with others (negotiated between those involved?), a way of hearing their ideas, and a forum for discussion (maybe a regular weekly/monthly/


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quarterly staff meeting) so that we know what we’re doing, when, with whom, why, whether we will be on our own or with others - and if so, who’s in charge. This allows for the airing of a problem before it turns into a crisis. It mutually affirms the Chaplain and those in the Scout Movement in their work with young people. It is always easy in this hectic age, to neglect working relationships, but we must communicate or things drift and get lost. This poem shows how often we assume other people know things without telling them:

They grumbled at the anthems and the chants that they couldn’t sing, They moaned about the settings that the festivals would bring, But they left the poor old organist to find out everything, By instinct, or possibly, by radar.

They groused about particles of dust upon the pew, They shivered in the icy draughts which from the windows blew, But they never told the verger, or perhaps they thought he knew, By instinct, or possibly, by radar

They fetched the doctor fast enough when father had the gout, They called the district nurse when tonsillitis was about, But they never told the Vicar, for they thought he’d know without, By instinct, or possibly by radar.

The moral of these verses isn’t difficult to show; That if you think a man is wrong, politely tell him so, Don’t leave the chap to ascertain the things he didn’t know, By instinct, or possibly by radar. S.J. Forrest No one communication structure has been outlined here, because each County will have different Chaplaincy links. Human resources vary, according to chance as much as geography. Counties should take care to find names and locations/addresses of suitable people to be involved in chaplaincy. Perhaps a meeting at local level to identify the local needs for a chaplain, is a useful way to start the recruitment process. Chaplains need not always be from the churches or ordained members of a faith community. Remember, here is always help available from a specialist adviser at Gilwell Park (0845 300 1818). As in all things do not be afraid to pick up the phone. Rev Rachel Lewis


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6 The Equal Opportunities Policy As a Chaplain or Religious Adviser in Scouting, you will come into frequent contact with young people. It is essential therefore that you are aware of and understand the policies in place to protect them. Equal opportunities and young people The Scout Association is part of a world-wide educational youth Movement. The values which underpin and inspire its work are embodied in the Scout Promise and Law and in the Purpose of the Association. Within this framework, the Association is committed to equality of opportunity for all young people. Accordingly: a) The Scout Association is committed to extending Scouting, its Purpose and Method to young people in all parts of society. b) No young person should receive less favorable treatment on the basis of, nor suffer disadvantage by reason of: • • • • • •

class ethnic origin, nationality (or statelessness) or race gender marital or sexual status mental or physical ability political or religious belief.

All Members of the Movement should seek to practice that equality, especially in promoting access to Scouting for young people in all parts of society. The Scout Association opposes all forms of racism. Note: With reference to gender, currently Membership of the youth Sections of the Association is open to girls and young women of the appropriate ages subject to a process of local self-determination in each Scout Group as to whether existing single-sex provision should become coeducational. From 1 January 2007, all Scout Groups will have to provide Scouting for all young people, irrespective of gender. There will remain some exceptions, which can be provided by the Scout Information Cenntre on 0845 300 1818. Leaders and other volunteers To carry out its work the Association seeks to appoint effective and appropriate Leaders, and to involve other volunteers in supporting roles. All adults are required to accept fully the responsibilities of their commitment. The overriding considerations in making all appointments in Scouting should be the


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safety and security of young people. Accordingly, all those whom the Association accepts as volunteers must be ‘fit and proper’ persons to undertake the duties of the particular position to which they have been appointed (including, if relevant, meeting the requirements of the Sponsoring Authority) and, where appropriate, the responsibilities of Membership. In making an appointment to a particular leadership or support position it may be appropriate to consider the gender and/or ethnicity of the potential appointee. This is to ensure that leadership or supporting teams are balanced across gender and ethnicity. The physical and mental ability of a particular potential appointee to fulfill a particular role will always be a relevant factor to consider. Within these constraints, we need to ensure: • the safety and security of young people • the continued development of young people • equal opportunities for all; no person volunteering their services should receive less favorable treatment on the basis of, nor suffer disadvantage by reason of: - class - ethnic origin, nationality (or statelessness) or race - gender - marital or sexual status - mental or physical ability - political or religious belief. Note: Pedophilia is a bar to any involvement in the Scout Movement. Note: With reference to religious belief, the avowed absence of religious belief is a bar to appointment to a Leadership position.

Responsibilities within the Equal Opportunities Policy All adults in Scouting have a responsibility for the operation of the Association’s Equal Opportunities Policy. a. The District Commissioner or the County Commissioner, as appropriate, must be satisfied that all applicants for Leader or Commissioner appointments are fully aware that they will be required by their personal example to operate the Association’s Equal Opportunities Policy. They must also be satisfied that all those whom they invite to assist them in other ways in the work of the District or County are upholding the Association’s Equal Opportunities Policy by the personal example that they set before the Scouts in the District or County as the case may be. b. Group Scout Leaders must be satisfied that all those whom they invite to assist them in the work of the Group will uphold the Association’s Equal Opportunities Policy by the personal example that they set before the Scouts in the Group. c. Appointments sub-Committees are required to operate the Association’s Equal Opportunities Policy in their work.


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d. The District Executive or the County Executive Committee, as appropriate, must be satisfied that all applicants for appointments in their gift are fully aware that they will be required by their personal example to operate the Association’s Equal Opportunities Policy.

Note: Guidelines on the operation of the Equal Opportunities Policy are available from the Scout Information Centre.


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7 The Child Protection Policy The Child Protection Policy – ‘Young People First’ The Scout Association’s Child Protection Policy ‘Young People First’ is often referred to as the ‘yellow card’ policy because of the reminder cards all adults are asked to carry. All adults aged 18 or over within Scouting are responsible for the operation of this policy. It is the policy of The Scout Association to safeguard the welfare of all Members by protecting them from physical, sexual and emotional harm. Accordingly, The Scout Association is committed to: • taking into account in all its considerations and activities the interests and wellbeing of young people • respecting the rights, wishes and feelings of the young people with whom it is working • taking all reasonable practicable steps to protect them from physical, sexual and emotional abuse, and • promoting the welfare of young people and their protection within a relationship of trust.

A code of good practice for adults in Scouting It is the responsibility of all adults to ensure that: • their behaviour is appropriate at all times • they observe the rules established for the safety and security of young people • they follow the procedures following suspicion, disclosure or allegation of child abuse • they recognise the position of trust in which they have been placed; and • in every respect, the relationships they form with young people on their care are appropriate. To give positive guidance ‘Young People First’ (the yellow card) sets out a code of behaviour, which is essential for all adults in Scouting to follow. Every adult should have a copy.


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Code of Behaviour Do put the ‘Young People First’ guidance into practice Do treat everyone with respect Do provide an example you wish others to follow Do plan activities, which involve more than one other person being present, or at least are within sight or hearing of others Do respect a young person’s right to personal privacy Do have separate sleeping accommodation for Leaders and young people Do provide access for young people to talk about any concerns they may have Do encourage young people and adults to feel comfortable and caring enough to point out attitudes or behaviour they do not like Do avoid situations that compromise your relationship with young people and are unacceptable within a relationship of trust (e.g. a sexual relationship between a leader and a youth member over the age of consent) Do remember that someone else might misinterpret your actions, no matter how well-intentioned Do recognise that caution is required even in sensitive moments of counselling, such as when dealing with bullying, bereavement or abuse Do NOT permit abusive peer activities (e.g. initiation ceremonies, ridiculing, bullying) Do NOT play physical contact games with young people Do NOT have any inappropriate physical or verbal contact with others Do NOT jump to conclusions about others without checking facts Do NOT allow yourself to be drawn into inappropriate attention seeking behaviour such as tantrums or crushes Do NOT show favouritism to any individual Do NOT make suggestive remarks or gestures, even in fun Do NOT let suspicion, disclosure or allegation of abuse, go unrecorded or unreported Do NOT rely on just your good name to protect you Do NOT believe 'it could never happen to me'

What happens if ...? The ‘Young People First’ (yellow card) also contains the procedures that are to be followed in all situations where child abuse is suspected or alleged. If you suspect a child is being abused: 1. Immediately tell your Group Scout Leader or District Commissioner. 2. Record the facts as you know them and give a copy to your District Commissioner. 3. Ensure that the child has access to an independent adult.


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4. Ensure that no Scouting situation arises which could cause any further concern. If a child tells you about abuse by someone else: 1. Allow the child to speak without interruption, accepting what is said. 2. Alleviate feelings of guilt and isolation, while passing no judgement. 3. Advise that you will try to offer support, but that you must pass the information on. 4. Same steps as 1-4 as in suspecting a child is being abused. If you receive an allegation about any adult or about yourself: 1. Immediately tell your Group Scout Leader or District Commissioner. 2. Record the facts as you know them and give a copy to your District Commissioner. 3. Try to ensure no-one is placed in a position, which could cause further compromise. You must refer; you must not investigate. The ‘Young People First’ yellow card is available free of charge from the Scout Information Centre (0845 300 1818).

Keeping Children Safe The Keeping Children Safe programme is a distance-learning course run by the NSPCC and is available to any adult involved in Scouting. The three modules posted to you cover the following areas: Module 1: Understanding the basics Good practice framework; why people should act; definitions of harm; signs & indicators of abuse; effects of abuse; facts/myths of child abuse. Module 2: What happens if . . . ? Policy framework; organisation responsibilities; handling disclosures; reporting concerns, suspicions & allegations; talking to parents; handling inappropriate behaviour from colleagues; managing your own feelings. Module 3: Principles of good practice Practical application of policy; code of conduct; developing personal responsibilities; possible scenarios; key messages. The cost of this programme is subsidised significantly by The Scout Association. The cost for each participant is £7.50 including postage of the programme to you and, upon completion, a certificate. For more information and an application form please visit http://www.scoutbase.org.uk/hq/child-protection/kcs.htm County Child Protection Co-ordinator. Each County will have a County Child Protection Co-ordinator who will be available for further information and advice, for information on them and their role contact your County Commissioner.


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8 Badges and Awards This section contains the requirements for badges and awards for all age ranges in Scouting relating to Faiths and Beliefs. Familiarise yourself with them and be prepared to be approached by Leaders to help young people obtain their awards. Faith Activity Badge The Beaver Scout will need to complete the following: • Write a prayer or thought, or visit a place of worship • Using a religious book, find a story that relates to the Beaver Scout Promise • Tell other Beaver Scouts the story in an interesting way, for example, as drama, part of a game or collage • Read or share a prayer at the opening or closing ceremony • Show evidence of their visit with: • photographs • drawings • handouts, leaflets and information sheets. Some examples of stories might include: • David and Goliath • The feeding of the five thousand • Five blind men and the elephant

My Faith Badge The Cub Scout must find out more about four of the following aspects about their faith. 1. 2. 3. 4. 5. 6.

Important objects at their place of worship. Their favourite religious songs. Names of people, their titles and what they do at their place of worship. Special festivals and customs. Stories from their religion. These could be from books, videos or other sources. Their favourite prayers.

World Faiths Badge The Cub Scout must complete these four activities. 1. Visit a place of worship other than their own and find out some information about the building, its contents and its form of worship. 2. Meet someone who belongs to a faith or denomination other than their own. Find out how they put their faith into practice. 3. Find out about the holy places associated with a faith other than their own.


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4. Find out about the religious festivals and customs associated with a faith other than their own. My Faith Badge The Scout must complete both these activities. 1. Take an active part in the place of worship of their religion. For example, volunteer to get involved in community work, take a special part in the services, if possible, or take part in the Programme. 2. Complete the following: • Find out more about the origin of their religion and present their findings to a suitable audience. • Explore the history of their faith. This may be at a local, national or international level. This could be done by finding about important people in the history of their faith or they could visit a place of importance for their faith. • Be able to explain some of the beliefs of their faith. This could be done by explaining the meaning of the important festivals.

World Faiths Badge Complete three options from the list below. 1. Visit a place of worship for a religion other than their own, and find out the differences between this building and their own place of worship. 2. Attend a religious festival from a faith different to their own. Present what they found out to a suitable audience. 3. Find out about a founder of a faith or a prominent leader of a faith, for example, Prince Siddartha Gautama, Mohammed or Jesus Christ. 4. Look at the sacred text of another faith and see if they can find a teaching that is comparable to their own faith. 5. Find out about the impact that believing in a faith different from their own has upon the daily lives of those who follow it, for example, food and dietary laws, rituals and prayers. 6. Find out about someone whose faith has impacted significantly upon their life.

The Explorer and Network Sections do not have specific Faith badges however they like all Sections can work towards the Group Faith Award.


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The Faith Group Award The Faith Award is about encouraging young people to develop an understanding of their own or another faith community. It is designed to bring a Group together to promote a greater understanding of the: • life • history, or • practices of a faith community in your local community area. The aims of the Faith Award are to: • • • • •

develop a greater understanding of a faith community promote activities between the Sections support the faiths and beliefs dimension in the Balanced Programme ensure there is a positive influence on everyone taking part have a long-term benefit in encouraging greater understanding or awareness of a local faith community.

Examples of projects might include: • developing links with a Scout Group of a faith community different to your own, e.g. Muslim, Sikh or Christian • working with an agency of your own faith community.


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9 World religions: an overview Buddhism The beginnings Buddhism started not with a revelation from God (Buddhists do not believe in a personal God), but with a quest of a man who wanted to find out how to end suffering. The man was Siddattha Gotma, later known as the Buddha, who was born in the country now known as Nepal (c563-483 BCE). Before Siddattha’s birth his mother dreamed that a white elephant entered her side. This indicated that her child would grow up to be a great person. His mother died one week after his birth. His father was determined to shield his son from suffering and as a result Siddattha grew up in great luxury. He married and had a son but was dissatisfied with his existence. Siddattha begins his search Curious about life outside his palace, Siddattha gained his father’s permission to visit a nearby town. He visited the town four times and on each occasion he was confronted by the fact that suffering is an inescapable part of the human condition. On his first three visits he saw an old man, a sick man and a dead body. On his fourth visit he saw a Sadhu, a holy man, who had given up all worldly pleasures and possessions. Siddattha decided that he too would give up everything and search for the answer to the question ‘Why do people suffer?’ He gave away all his clothes and jewellery and set out to find the answer. He was reported to be 29 years old. Joining the Sadhus After spending some time with spiritual teachers, from whom he learned the techniques of meditation, Siddttha joined a group of five Sadhus. He spent several years in their company, subjecting himself to extremes of self-denial, and going without food and shelter and any form of comfort. He became ill and eventually collapsed from exhaustion. He decided to leave his five companions and take some food and rest. Becoming the Buddha He decided to follow the Middle Way, treading between the two extremes of selfindulgence and self-mortification. One night under a full moon, Siddattha began to meditate. He was tempted by Mara, the Buddhist personification of evil but he successfully resisted all


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temptations and reached a state of perfect peace and awareness. He attained ‘Nibbana’ and he had become ‘The Buddha’. The Buddha was 35 years old when he achieved enlightenment and he devoted the rest of his life to travelling through India spreading the wisdom that he had acquired. Buddhists follow the Eight Fold Path: • • • • • • • •

Right Right Right Right Right Right Right Right

View of Understanding Thought or Aspiration Speech Action Livelihood Effort Mindfulness Concentration

Buddhists have a strong ecological concern and try to live in balance and harmony with nature. Many Buddhists are vegetarian. The practice of meditation Meditation is an important practice for all Buddhists. Many methods of mediation have been developed and aids to meditation are also often used e.g. flowers, stones, and images of the Buddha. Buddhists also meditate by repeatedly chanting sacred sounds and phrases called mantras.


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Christianity The beginnings Jesus of Nazareth or Jesus Christ (the founder of Christianity) was a Jewish teacher who loved in a Roman province comprising part of present day Israel. He lived early in the first century CE and his followers were all initially Jews. Many of them believed him to be the promised Messiah of Jewish tradition. Jesus was born in Bethlehem approximately 2,000 years ago. His mother Mary was married to a carpenter called Joseph and he grew up in the town of Nazareth. The baptism When he was about 30, Jesus was baptised in the River Jordan by John the Baptist. This proved to be a turning point in his life. The baptism confirmed his special relationship with God and it became clear to Jesus that God wanted him to devote the rest of his life to proclaiming the Gospel (the Good News). For the next three years, Jesus travelled around the province healing and teaching. His mission started in Galilee, where he chose twelve men (known as the Apostles) to be his travelling companions and assistants. Establishing the Kingdom of God The stories Jesus told (called parables) and the miracles he performed served to illustrate the nature and meaning of the Kingdom of God. This spiritual kingdom, ruled over by God, would be established on earth bringing with it peace, harmony, justice and love. The two commandments The concept of love was central to the teaching of Jesus. As seen in the two commandments: • Love the Lord your God with all your heart, with all your soul, and with all your mind. • Love your neighbour as yourself. Jesus’ death and resurrection Jesus’ teachings were seen as a challenge by the religious and political authorities. At the time of the Passover Festival Jesus rode into Jerusalem through cheering crowds and the authorities decided it was time to act. Jesus was betrayed by Judus Iscariot, one of his Apostles and arrested in the garden of Gethsemane. The Roman Governor Pontious Pilate eventually ordered his death and Jesus was crucified at Golgotha. Christians believe that after his death, Jesus was resurrected by God and that he appeared to some of his apostles and friends. When his friends and apostles gathered to celebrate the feast of Pentecost, they were filled with the power of the Holy Spirit. This provided the impetus to carry Jesus’ message across the world. The mystery of the Holy Trinity One of the most paradoxical of Christian beliefs is the Trinity. There is only one God but God is Father, Son and Holy Spirit. • God the Father is the creator of everything that exists. • God the Son is Jesus, in whom God became human and appeared on earth.


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• God the Spirit is active in the world today as divine energy, which touches people in their daily lives. Christians believe that Jesus was both fully human and fully divine and that through Jesus the essential nature of God is revealed as that of self-giving love. The Christian way of life is characterised by observance of religious rituals and practices and by adherence to a general ethical code. Jesus spoke harshly of those who merely observed the outward forms of religion without living out the love of God and of others in their daily lives. Jesus also had a particular concern for the poor, disadvantaged and social outcasts and many Christians find practical expression of their religious commitment in caring for others and charity work.


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Hinduism The beginnings The word ‘Hindu’ was originally a Persian word meaning people who live beyond the River Indus. It came to mean Indians who were not Muslim or Buddhist. In this way ‘Hinduism’ connected with people from many different cultural traditions, and as a result it does not have a rigid set of beliefs. Hinduism is not based on any one person’s life and teachings and there is no acknowledged founder of Hinduism. The roots of the religion can be traced back to between 1700 and 1500 BCE when light-skinned Aryan invaders destroyed the civilisation that then existed in northwest India, before taking over central and southern India. How Hindus live Most Hindus follow the Vendanta tradition, which is a system of beliefs derived from ancient writings called the Veda. Within the Vendata system there are two main schools of thought, the Advaita and the Dvaita. The Advaita tradition perceives Brahman (the universal cosmic soul) as the ultimate reality: that from which everything emanates, in which everything resides and into which everything is ultimately dissolved. Brahman has no personal name or gender and is seen in terms of all pervading energy than of personality. In the Dvaita view, the aim of life is seen as the merging of Atman (the individual soul) with Brahman. When fusion happens, a person is released from the round of life, death and rebirth and achieves Moksha (ultimate liberation). Hindus believe in one central Godhead which is manifest in many ways. There are many different Gods and Goddesses each of which embodied a different aspect of the Divine . The energy associated with Brahman is manifested in the three deities: • Brahma is the manifestation of the force of energy that creates anmd brings things into being. • Vishnu is the manifestation of the force or energy that sustains the created order. • Shiva is the manifestation of the force or energy that destroys everything. Despite the diversity of beliefs and worship, Hindus are connects by collective concepts. Key beliefs There are two key beliefs in Hinduism. • Dharma - A Hindus duty to behave rightly and to fulfil their obligations to their family, society and God. • Karma - The law of cause and effect, where every action had an effect, even upon a person’s future lives. Hindus have four main paths to achieve Moksha. • Bhaki-yoga - The path of devotion to God. • Karma-yoga - The path of good works.


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• Jnana-yoga - The path of knowledge. • Yoga - Spiritual practices such as meditation. Every Hindu is born into a caste which is a social group with its own duties and place in the social hierarchy. Below the traditional castes are the untouchability. Ghandi renamed the caste ‘Harijans’ or ‘Children of God’ in an attempt to improve their status.


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Islam The beginnings Islam began in present day Saudi Arabia in the 7th century CE. In Arabia there was widespread worship of various tribal Gods and Goddesses as well as a strong belief in one supreme God. The last of the prophets Muhammad 570-632 CE established Islam. Muhammad is considered the last and final in a line of prophets of Allah which included Adam, Noah, Abraham, Moses, David. Solomon and Jesus. Muslims never refer to him as the ‘founder’ of Islam because they consider Allaj (the God) to be the true founder of their religion. The prophet was born in Makkah in 570 CE, shortly after the death of his father. His mother died when he was six and he went to live with his grandfather and then his uncle who was a trader. Mohammad became a trader and when he was 24 he went to work for a wealthy widow whom he later married. The revelations Muhammad often left the city to contemplate in a cave just outside Mekkah where he received a revelation from Allah through the prophet Gabriel. He told Muhammad that Allah had chosen him to be his messenger. Muhammad returned home and he later received more revelations through Gabriel which were recorded by friends and eventually collected to form the Qur’an, the holy book of Islam. After his first revelation Muhammad spent the next twenty years or so teaching about Allah, the One and Only God. How Muhammad was recieved Muhammad gained a number of followers but his message was not always well received. Muhammad criticised the people of Mekkah for their religious practises and the merchants became incensed as it affected their trade. Eventually the persecutions suffered by Muhammad and his followers intensified to such extent that their lives were in danger: in 622 CE they were given permission to migrate from Mekkah to Madina. This event is known as Hijah (the departure, exit or emigration) and Muslims date their calendar from this point in history. Muslim belief Muslims believe that Allah is One. The word Islam denotes a state of peace attained through willing obedience to Allah’s divine guidance. A Muslim is one who submits himself or herself completely to Allah. Some Muslims repeat the following words during the day whenever an important action is performed (‘Bismillah irRahman ir-Rahim’, In the name of God, the Compassionate, the Merciful). How Muslims live Islam requires its adherents to carry out certain duties which are expressions of basic beliefs. There are five particular requirements which support the Muslim way of life. These are known as ‘The Five Pillars of Islam’. • Shahadah (Declaration of faith)


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There is no God except Allah, and Muhammad is the messenger of Allah. • Salah (Communication with and worship of Allah) The aim of regular worship is to develop love for and devotion to Allah. Muslims have a duty to pray five times a day at set times and in set sequence. • Zakah (Annual welfare due) Zakah is a proportion of one’s wealth (2.5% of annual savings and other items) given to the needy. It is an obligation and an act of worship. • Sawm (Fasting) Muslims fast during the month of Ramadan as a means of learning self restraint. It is a time when they remember the revelation of the Qur’an to Mohammad and from daybreak until sunset they abstain from food, smoking, drinking and sexual relations. • Hajj (Pilgrimage) Hajj is the annual pilgrimage to the Ka’bah in Mekkah during the month of Dhul Hijjah. Muslims who are financially able and can do so have a duty to participate in the Hajj at least one during their lifetime.


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Judaism Judaism is the oldest of the three great monotheistic religions of the Middle East. It had a formative influence on both Christianity and Islam. People who have influenced the development of Judaism include the Patriarchs: Abraham, Isaac and Jacob and the Prophets such as Moses and Isaiah. The beginnings Abraham, the forefather of the Jewish people lived about 4000 years ago in the city of Ur, which was situated at the mouth of the rivers Tigris and Euphrates. Abraham became a nomad, travelling to Canaan (modern day Israel). Abraham’s Covenant with God Abraham entered into a Covenant with God - if Abraham’s descendants remained faithful to God and obeyed his Laws, then God would take care of them. God renewed this Covenant with Isaac and Jacob; Abraham’s son and grandson. God changed Jacob’s name to Israel. He had twelve sons from whom the ‘Twelve Tribes of Israel’ (the Jewish people) are descended. The Covenant between God and his people was affirmed and supported by the revelation of the Torah to Moses on Mount Sinai. This happened in about 1300 BCE after Moses had led the Israelites out of slavery in Egypt. How Jews live The Torah (Law or Teaching) is the name given to the first five books of the Jewish Bible. The Torah contains 613 Mitzvot (commandments) covering every aspect of daily life, from civil law to personal hygiene and diet. Although many Jews no longer adhere rigidly to all 613 Mitzvot, very Orthodox Jews try to follow all of them in detail. The ten most important Mitzvot are commonly called the Ten Commandments and this set of rules forms the basis of many of the world’s legal codes. Key beliefs The central belief of Judaism is that there is only one God: the creator and ruler of the whole universe. God is an eternal, all-knowing and all-seeing. He is aweinspiring in his transcendence, and yet is intimately involved in the world and the fortunes of the Jewish people.


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Sikhism Over twenty million Sikhs follow a revealed, distinct, and unique religion born five centuries ago in the Punjab region of northern India. Between 1469 and 1708, ten Gurus preached a simple message of truth, devotion to God, and universal equality. Often mistaken as a combination of Hinduism and Islam, the Sikh religion can be characterised as a completely independent faith, Key beliefs Sikhism rejects idolatry, the caste system, ritualism, and asceticism. It recognises the equality between both genders and all religions, prohibits the intake of any intoxicants, and encourages an honest, truthful living. Sikhs have their own holy scripture, Guru Granth Sahib. Written, composed, and compiled by the Sikh Gurus themselves, the Guru Granth Sahib serves as the ultimate source of spiritual guidance for Sikhs. While the Sikhs hold their Gurus in high reverence, they are not to be worshipped; Sikhs may only worship God. Where Sikhism is practised Members of the Sikh community are mainly concentrated in their homeland, Punjab; however, substantial Sikh populations exist throughout the rest of India and the world. Punjabi, a variant of the Hindi language with some Persian influence, is the spoken and written language of the Sikh people. Characteristics of Sikhs Male members of the Sikh religion use the name, Singh (lion), as their middle or last name, while females use the name, Kaur (princess). Sikhs tend to be industrious and pioneering; this accounts for their general success wherever they live and settle. The hard-working nature of the Sikhs is derived from their religion, which can be best characterised as a faith of unlimited optimism. Basics of Sikhism 1. Sikhism is the youngest of the world religions. It dates back to 1469. 2. Its founder Guru Nanak Dev was born in a village called Talwandi, now known as Nankana Sahib in Pakistan, in 1469. 3. The Sikhs have ten Gurus. It is believed that they all had same soul though they had different bodies, and that it was Guru Nanak Dev's spirit which passed on into his nine successors. 4. The Sikhs call God as 'Waheguru', meaning that God is great. Their common salutation is "Sat Siri Akal" (God is supreme and is immortal). Some Sikhs say, "Waheguru ji ka Khalsa, Waheguru ji ki Fateh" (The Khalsa belongs to God and victory belongs to God). 5. Guru Granth Sahib is the holy book of the Sikhs. The tenth Guru, Guru Gobind Singh bestowed upon the Granth the title of the Guru. 6. The Sikhs worship only one Almighty God in his abstract form. They are not allowed to worship any idols, images or photographs. 7. According to the Sikh belief, God is the eternal truth; he is beyond fear, enmity and death. He is unborn and is self illuminated. He himself is the creator, preserver and destroyer.


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8. The Sikhs believe that all existence is controlled by one omnipotent, omnipresent and omniscient Lord called by different names: Ishwar, Jehovah, Allah and Waheguru. 9. Sikhs all over the world are recognisable by their distinctive appearance which they wear with pride as a uniform as a Sikh, they consist of the 5 Ks. Kaes (Kaesh) - Unshorn hair to keep the appearance distinct and dignified. The head (Hair) must always be kept covered by everyone, with any sort of cloth, in any style. Mostly, the males tie turbans, and women use a length of cloth. Caps and hats are not allowed. Kaeski or Dastar is short length cloth wrapped around the head. Kangha - Comb, to keep the hair tidy. Kesh - uncut hair (turban) Kara - steel wrist band Kirpan - the sword Kacha - short trousers to be worn under trousers Further information on World Faiths in Scouting can be found at www.scoutbase. org.uk/library/hqdocs/facts/index


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10 World faith perspectives on Scouting’s values and methods What do the worlds faiths see in Scouting’s values and methods? Here we try to look at Scouting through the eyes of six of the world’s major faiths: • • • • • •

Buddhism Islam Hinduism Christianity Judaism Sikhism

A Buddhist perception ‘.....it is very difficult to find a place of education which is devoted to the cultivation of the heart. Surely, this is more important for the quality of our life in the world today’ Ayya Khema, Buddhist Num. By following the Buddhist path it is hoped that people may cultivate skilful or wholesome ‘citta’ based in wisdom and compassion and to support unskilled ‘citta’ based in greed, hate and delusion. It also means dealing with unhappiness, anxiety and fear in one’s daily life and creating positive relationships with family, friends and the environment of the world. Scouting hopes to enable young people to learn through human experience, as does Buddhism. In Buddhism too the community (Sangha) in which you grow is important. It is essential that young people are accompanied on the path with good friends who will encourage and support efforts. Spiritual growth is dependant on partnerships - just like Scouting. Buddhism states that the foundation of enlightenment is based in self respect, self awareness and self understanding. Again, this compares with Scouting and its clear expression of ‘self’.


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An Islamic perspective ‘Oh mankind! We created you from a single pair Male and female, And made you into nations and tribes That you may know one another....’ Qur’an 49:13 Knowing is expressed here as a basis on which to build human relationships and establish understanding. It begins with two people and the radiates out to encompass communities and nations. Scouting too is based in the ‘experimental’ - building on knowledge already gained to make sense of other situations or experiences. Scouting emphasises the importance of communities, as does Islam: ‘There is not an animal that lives on the earth Nor a being that flies on its wings But are communities like you....’ Qur’an 6:38 Islam too argues that we need to live in partnership with the environment. There is danger in that if we do not we will become more distant from each other and ourselves. Scouting strives to bring young people together in a variety of contexts. Alienated individuals cannot build strong communities. Muslims try not only to preserve the family unit but also to give shape, form and meaning to their lives by recreating the spirit of the community - as does Scouting. A Hindu perspective Scouting states that people are better for having an active faith, one that lives inside them and informs them. God therefore be within you..... ‘He (Atman) is myself within the heart, smaller than a grain of rice or a barley corn, or a grain of millet: this is myself within my heart, greater than the earth, greater than the atmosphere, greater than the sky, greater than all these worlds.’ The affinity with Scouting lies in the acknowledgement of the importance and value of the inner self and the inner world of the self as a source of inspirations and affirmation. Young people in Scouting are encouraged to discover their inner selves, and to appreciate and experience the preciousness of life. This celebration of the natural world links Scouting to some of the most fundamentals aspirations of the eternal truths of Hinduism. A Christian perspective ‘I assure you of my personal appreciation of Scouting as a magnificent form of social and religious commitment.’ His Holiness, Pope John Paul II The Scout Law describes the behaviour of a Christian towards other people, the world in which they live and the people and things they meet: trust, loyalty, friendship, consideration, care and respect. ‘The words TOGETHER and WITH are two of the most important words in the


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English language. We cannot be human without other people. We need each other. Everybody is made up of a bundle of relationships and they have to be nourished. If we want to grow we must seek to extend the range of our contacts with other people and deepen the quality of our being within others. This is what Christians mean by fellowship. It is a way of being together which enables us to develop and become better human beings. Pieces of coal have to be in contact with either burning coals if they themselves are ever to glow. To become fully human we need fellowship with others, but even more importantly with God Scouting contributes to this.’ Rev Dr John Taylor, Methodist Church

The values taught in Scouting are similar to those taught in the Gospels. Young people experience Scouting as a growth into personal maturity and social responsibility. They learn to care for themselves and those less fortunate. They respect the environment and accept of duties - love of the Creator and acceptance of His will. A clear link between Christianity and Scouting exists here.

A Jewish perspective Judaism is centred on what a person does rather than what they think or believe - ‘only according to their deeds does the spirit of God rest upon them’ 9th Century Commentary. Judaism like Scouting provides a ‘value based way of life’. Clear links exist in Judaism’s key areas of: a sense of self, sense of community, valuing the earth and developing openness to suffering and joy. Judaism teaches that each soul is unique and as such we are all special, there is no person in the world like us.


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Just as Scouting does, Judaism teaches that righteous people of all nations and religions are of equal value. Both believe not only in a global community, but that there is immense value and respect to be has by defining out own community groupings. Again, we see a clear link between the Jewish commitment to nature and Scouting’s commitment to the environment. Indeed in the book of Genesis we find the words ‘Do not corrupt and destroy my world, for if you do there will be no-one to set it right after you’. Scouting’s commitment to social justice is clearly a major theme within Judaism ‘Justice, justice shall you pursue’. So, just as Scouting has vision of the world so does Judaism - a world which is passionate, active, assertive, co-operative and diverse - one in which we all have a part to play.

A Sikh perspective The main Sikh principles are: • remember God every day • earn your own living according to your level of skill and ability • share what you have: this gives great satisfaction and brings joy and happiness. Just as Scouting does, Sikhism values others as themselves, regardless of religion, class/caste or sex. They are all seen as being part of the human race and God resides in every human being - there is the light of God in everyone. Sikhism also teaches that we should focus on the positives we can give to our communities - regardless of disability. Sikhs too must have high standards of moral behaviour and should extend hospitality and protection to all. Clearly, the values which underpin the methods and practice of Scouting are exemplified in Sikhism.


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11 Special events and activities As a Chaplain within The Scout Association there will be a variety of activities you may be asked to advise on or lead. The two principle activities will probably be St. George’s Day celebrations and Scouts' Own services. This section is designed to provide some advice and guidelines on these two activities. St. George’s Day celebrations Lord Baden-Powell chose St. George to be The Patron Saint of Scouting. He felt that the Saint George of legend set a good example of faith, courage and perseverance. St. George's Day is kept on the 23 April and most Districts will hold some form of celebration on the nearest Sunday. Traditionally this has consisted of a parade followed by a service in a local church. In some areas this may still be appropriate but The Faith and Belief Support Team would encourage Districts to be more imaginative. Celebrations of St. George should take into account the fact that The Scout Association has Members that represent all of the major religions. An entirely Christian based celebration is therefore not to be encouraged. Any service should reflect the multi faith aspects of The Scout Association. The contents should also be relevant to the ages of those present. It is always worthwhile checking to see what songs they know from school. Many of these songs are particularly suitable for multi faith acts of worship. Participation of young Members is to be encouraged. Venues should also be carefully considered. The use of non religious building or indeed open air venues should be considered. Many Districts have only a short act of worship which has been incorporated into an activity day or District camp. Whether the District has a formal St. George's Day Parade or a less formal one they should always include the renewal of Promises for all Sections. Key advice for any act of worship would be to keep it, multi faith, relevant to the age group, short and fun. Scouts' Own services A Scouts' Own service is traditionally an informal act of worship on camp. The young people should be encouraged to put the service together themselves. They will need fair warning of their task and will need patient supervision. Most young people will also need a variety of resources to help them. You may be asked to lead a more formal Scouts' Own for a larger camp. This should like any act of worship in The Scout Association should reflect the many religions represented in its membership.


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A Scouts' Own service should last no longer than 15 minutes and should be made up of a mixture of readings, prayers, reflections and music. These elements can be sourced from both religious and secular material.

A suggested format is: • • • • • • •

Reading/reflection Song/music Reading Song/music Talk Prayers Close

A list of material suitable for both St. George’s Day acts of worship and Scouts' Owns are available on the Faith and Belief web pages at www.scoutbase.org.uk/ps/ fab/index.htm


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Area/County/District/Group/Chaplain - Role Description Title: Chaplain Responsible to: Area/County Commissioner/District Commissioner/Group Responsible for: Job Summary: • As a member of the County/District Team, to work within the Religious and Spiritual Policy of The Scout Association offering advice and support to County/District Scouters on the religious development of young people; offering advice and support to other leaders in the area of spiritual development. Chaplains/Religious Advisers offer advice with regard to their own religious faith/denomination and support in gaining that advice with regard to Scouts from other traditions. Functional relationships with: Internal • County/District Commissioner • County/District Training Team • Other members of the County/District Team • Other County Chaplains • Other District Chaplains • Group Chaplains in County/District External • Local youth work contacts in their own faith community/denomination • Local religious leaders Key tasks • To provide support and advice to Leaders in the District in the area of spiritual development and implementation of the Religious Policy of The Scout Association, especially in those cases where groups do not have their own Group Chaplain or Religious Adviser • To support prayer and worship, both formal and informal in the County/District • To support the County/District Commissioner in the pastoral care of Scouters in the County/District • To liase with local faith communities and to help them to understand the spiritual and religious dimension of Scouting • To pray for Scouting and its Members. Key Supports • County/District Commissioner. • County Chaplains (District Chaplain). • National HQ Development Department. Training opportunities • MSS & support from training teams and County Chaplains according to individual needs and availability. Opportunities for Chaplaincy • District Events • Event Planning • Adult Training. • Appointments • Section meetings.


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Feedback Faith Matters is designed to be a living document which will updated and improved based on your suggestions and comments. If you have any thoughts we would invite you to send them to: The Faith and Beliefs Team Gilwell Park Chingford London E4 7QW email: [email protected]


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Join our database of Chaplains and Faith Advisers To help facilitate communication between Gilwell Park and local Scouting, we are creating a database of Chaplains and Faith Advisers. If you, or someone you know would like to be on this list, then please send your details using the form below to: The Faith and Beliefs Team Gilwell Park Chingford London E4 7QW or emai: [email protected] Name Membership number (if known) Address Telephone email Scouting role(s) County District Group (if applicable) Faith and/or denomination Responsibilities in Scouting (e.g. Appointments sub Committee, St.George's Day, Camps, Scouts' Own, Creating training material


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