Abstract

The article draws on the results of a research project that show how levels of leadership in adolescent scouts are significantly higher than those of their peers in school, and how the educational context is strongly associated with this outcome. Two educational contexts, school and scoutism, are compared, with reference to the literature on active education. In particular, the article calls into question the traditional teaching model, based on lecture, planning and standards and proposes an alternative model based on listening and cooperative work.