童軍運動以《童子警探》為藍圖而發展出來的自願性組織，主要是解決工業革 命在社會浮現的社會亂象與教育問題。而臺灣的童軍教育已然走徧了方向，只有《童 子警探》的形制，並未落實《童子警探》所傳逹的教育理念和精神。故本研究目的 為剖析《童子警探》反映20 世紀的社會現象、提供人們心理支持與童軍運動的實踐， 作為我國21 世紀童軍運動的借鏡。《童子警探》反映英國工業化社會的不良生活形 態，使人民道德低落、健康不佳且無公民意識，導致貧窮和失業；也反映學校只重 學生學業，不重視學生的品格和體格，學校也未提供手工藝課程和服務的機會，簡 言之，學校沒有教授他們如何生活，更遑論無法上學的孩童。《童子警探》提供過著 無趣生活的孩子們許多冒險與刺激，給予他們警探在戶外生活的想像，故他們自發 性組織童軍小隊。童軍運動延伸學校的正規教育，帶著孩子走進自然探索、冒險、 露營，經遊戲打破都市的沉悶，展開快樂的生活，警探術促使社會進步，強化個人 品格、體格和公民意識。解決道德低落、失業、貧窮和教育的社會問題。故《童子 警探》影響英國甚深，指出英國的社會問題，童軍運動成為解決問題的作為。反觀 今日倡議的非正規教育即《童子警探》所提出的教學場域、教育理念與哲學。

The Scout movement was a spontaneous organization which was developed in accordance with the idea of Scouting for Boys. It was mainly designed to combat social and educational problems caused after the Industrial Revolution. However, nowadays Scout education in Taiwan does not embody the educational spirit of Scouting for Boys but has its own formality. This research aims to analyze the social phenomenon, psychological support, and Scout movement reflected in Scouting for Boys in order to shed some light on the Scout movement in the 21st century. The book exhibited that, due to Industrialization, British people at that time had a lower moral standard, poorer health and minimal civic consciousness and there were comprehensive poverty and unemployment problems. This book also showed that schools primarily focused on students’ academic achievement rather than their character, physical health, handicraft and services for others. In short, schools did not teach how to lead a life. Needless to say, they did not take care of children who were not able to go to school. Scouting for Boys provided many exciting adventures for children who were living a mundane life. This book offered them an impression about scouts living outdoors, which unexpectedly encouraged children to form Scout teams. The Scout movement extended formal education from schools. The movement took children into nature to explore, and undertake adventures, camping and introduced them to an escape from their everyday experiences or urban life through playing games. Scouting improved social progress, and strengthened individual character, physical fitness and civic consciousness. Also, it contributed to easing the social problems of moral depression, poverty and unemployment. To sum up, Scouting for Boys had a greatly positive influence on British society. It pointed out the social problems in Britain and allowed the Scout movement to provide a means to ease those problems. The non-formal education that has been championed in our times, echoes notions within the field of teaching, educational ideals and philosophy that had been suggested by Scouting for Boys.