The Circle of Courage Philosophy
(from the Reclaiming Youth Network)
About the Circle of Courage
In their book Reclaiming Youth at Risk, Augustana
professors Brendtro, Brokenleg, and Van Bockern proposed a model of
youth empowerment called the Circle of Courage. The model is based
on contemporary developmental research, the heritage of early youth
pioneers, and Native American philosophies of child care. The model
is encompassed in four core values; belonging, mastery, independence,
and generosity.
Anthropologists have long known that Indians reared courageous, respectful
children without using aversive control based on the values of belonging,
mastery, independence, and generosity. Nevertheless, Europeans coming
to North America tried to civilize indigenous children in punitive
boarding schools, unaware that Natives possessed a sophisticated philosophy
that empowered children. These values are validated by contemporary
child research and compare favorably with Coopersmith's bases of self-esteem.
Coopersmith's work identified four key components essential for a
positive self-esteem: significance, competence, power, and virtue.
Belonging
In Indian culture, significance was nurtured in a community that celebrated
the universal need for belonging. Native American anthropologist Deloria
described the core value of belonging in Indian culture in these simple
words: "Be related, somehow, to everyone you know."
Treating others as kin forged powerful social bonds of community that
drew all into relationships of respect. Theologian Marty observed
that throughout history the tribe, not the nuclear family, always
ensured the survival of the culture. Though parents might fail, the
tribe was always there to nourish and come to the aid of the next
generation.
Mastery
Competence, in Indian culture, was ensured by guaranteed opportunity
for mastery. The first lesson in traditional Native American culture
was that one should always observe those with more experience to learn
from them. The child was taught to see someone with more skill as
a model for learning, not as a rival. One must strive for mastery
for personal reasons not to be superior to someone else. Humans have
an innate drive to master their environments. When success is met,
the desire to achieve is strengthened.
Independence
Power was fostered by deep respect for each person's independence.
In contrast to obedience models of discipline, Native teaching was
designed to build respect and teach inner discipline. From earliest
childhood, children were encouraged to make decisions, solve problems,
and show personal responsibility. Adults modeled, nurtured, taught
values, and gave feedback, but children were given abundant opportunities
to make choices without coercion.
Generosity
Finally, virtue was reflected in the preeminent value of generosity
in Indian culture. The central goal in Native American child-rearing
is to the teach the importance of being generous and unselfish. In
The Education of Little Tree Carter recounted his grandmother's overriding
principle"" When you come on something good, first thing
to do is share it with whoever you can find; that way, the good spreads
out where no telling it will go." In helping others, youth create
their own proof of worthiness: they have the power to make a positive
contribution to another human life.
