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| The Madrich as a
Role Model by Dr. Erik Cohen, Maurice Ifergan and Eynath Cohen Dr. Erik Cohen is the Chair of the Board of Melitz. He is a sociologist teaching at Bar-Ilan University. The following sections are excerpted from "A New Paradigm in Guiding: The Madrich as a Role Model", written by Dr. Cohen with Maurice Ifergan and Eynath Cohen, and published in "Annals of Tourism Research" 29:4 (2002). This article will characterize the role and functions of the madrichs (informal counselor-guides that accompany adolescents from other countries on trips to Israel) and how they epitomize a third type of guide, the "model."… This study is designed to discover the structure of an "excellent madrich" and how he or she perceives the role, as well as to discover what it means to be an "excellent madrich."… The madrichs do not seem to fit either of the traditional concepts of the guide, the pathfinder or the mentor/tutor, though they share some characteristics of both. The madrich operates as an educational and ideological "model" as conceptualized in the framework of informal education. … The symmetry between "educator" and "educated" is one of the essential principles of the code of informality. The madrichs function as informal educators. Unlike the mentor and the pathfinder who are juxtaposed against their clients, this paradigm aligns the madrich and the participant. Here is the very heart of the informal educational experience in which the guide is "in synch" with the members of his group. In fact, both the counselor-guides and the participants may be engaged in simultaneous searches for identity … The concept of model can facilitate the development of complementary strategies and ensure the success of these tours which, as in the case of the Israel program, are intended for sociologically targeted publics. To be a model is to be an example for imitation and emulation. In this context, the madrich's authority derives from his/her capacity to present him/herself as an archetype or prototype. This is not to say that every madrich is a perfect model for identification; but it is clear that in order to be excellent, it is in this direction that the madrich must channel his or her activities and his or her type of relationship with the participants. Their behavior is to be him/herself, to act authentically, to present him/herself to the participants as he or she is. The more authentic the act, the greater the authority to call upon to ensure the smooth operation of the trip. The authority the madrichs has is derived primarily from the extent to which their personality and actions are congruent with the messages they are delivering as representatives of the program. … If the professional guide is part of the world of tourism, the madrich finds his essence in the realm of education, particularly informal education. … From this study of the madrichs, it seem that the traditional theories pertaining to tour guides are not sufficient to understand the guiding in certain sectors of the modern tourism industry. The young counselor-guides studied are educators as much as tour guides. They must have a view towards the long-term impact of the tour they lead, and not just provide short-term enjoyment. For the madrichs, as well as for guides in other experience-centered or educational tours, the concept of model takes precedence over the more familiar ones of pathfinder or mentor. This type of guiding draws from a number of fields related to but outside the field of tourism itself, such as education, informality, group dynamics, and social psychology of identity. The model-guide does not, and in fact cannot, follow the path of increasing professionalization recommended for other types of tour guides. The model-guides' authority in the eyes of the tourists/participants must come from his or her ability to appear to live in congruence with the ideals they are presenting. This type of authority is based on fairness and respect… as opposed to official signs of professional qualification. As this type of experience-based or existential tour becomes more widespread, the model-type of guide will be more in demand in the industry, especially the sectors aimed at students and adolescents. Correspondingly, training programs will need to be developed to help guides carry out the objectives of such tours. Rather than imitating inappropriate training programs aimed at professional tour guides, the role model type can be used to train guides whose impact will last long beyond the length of the tour. * * * Please help Melitz continue to provide programs
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