A.4. The Membership of the Community

It is helpful to distinguish between “Co-Counselors,” “members of the RC Community,” and “RC leaders”:

  1. As Co-Counselors we seek recovery of our occluded intelligence and assist others to do the same.
  2. As Co-Counselors who are also RC Community members, we assume responsibility for helping the Community to function. We do this by participating in and contributing to RC activities, supporting leadership, and assisting in the growth and the work of the Community. Community members also make a commitment to follow the Guidelines and support their use.
  3. As Co-Counselors who are also RC leaders, we assume responsibility for everything going well in the RC Community. We do this by teaching and leading RC classes, support groups,[8] and/or workshops and/or serving as a Reference Person[9] or in other special roles.

The RC Community organizes and sponsors introductory talks, fundamentals classes,[10] special classes, ongoing classes, support groups, topic (discussion) groups, leaders’ groups (Wygelian[11] or other) [see Note I, Leader’s Groups, on page ___], publications, and other means for sharing RC insights. Participation in RC classes and activities does not in itself entitle a Co-Counselor to membership in the RC Community.

As Co-Counselors we are considered members of the Community and given broader access to its resources when we take responsibility for assisting in the functioning of the Community. Strong RC Communities are the result of the combined efforts of many people. Community members function as organizers, editors, translators, interpreters, treasurers, librarians, website designers and administrators, RC teachers,[12] Reference Persons, and more.

Each RC Community can define Community membership as it applies to its particular situation, in accordance with this Guideline and in consultation with the Regional Reference Person.[13] These expectations for membership should be made available to class members in writing. Leaders are encouraged to think flexibly about applying membership expectations. This ensures we don’t exclude or negatively affect potential Community members who are experiencing certain kinds of oppression. This includes people who currently and historically have been denied access to material resources and full participation in society because of membership in oppressed groups. These groups include people who are poor, people with disabilities, Native and Indigenous people, people targeted by racism, and young people.[14]

REASON

To preserve the essential peer nature of our work, RC Community members need to take similar levels of responsibility for the Community’s functioning and flourishing. Community membership leads to stronger Communities and assists individual re-emergence. Participating in a weekly RC class is a common expectation for RC Community membership. Weekly contact with other Community members is desirable when possible. Regular contact creates more opportunities for individual re-emergence and building the Community. Simply making the effort to participate regularly (a very large effort for some) can remind us that each of us and our RC Community are important.

The structure and material conditions of people’s lives vary greatly due to oppression. This affects people’s ability to participate regularly in RC activities. This should be taken into account when a Community defines and applies membership expectations.


 [8] A support group is a group of three to eight people who take equal turns being listened to by one another, with encouragement to discharge. The group can consist of a specific constituency (such as African heritage people, women, or young people), or people interested in a particular issue (such as educational change or care of the environment), or it can be a diverse gathering.

[9] A Reference Person is an RC leader who has agreed to play the role of exercising judgment about a constituency, in ways that are consistent with RC theory and the Guidelines. Members of a Reference Person’s constituency can consult with the Reference Person about RC theory and practice.

[10] A fundamentals class is one that introduces the theory and practice of RC.

[11] Wygelian is an RC-invented term for any of the many constituencies—women, Gay people, young people, elders, disabled people, people targeted by racism, and so on.

[12] A Re-evaluation Counseling (RC) teacher is an RC leader who is currently certified to teach RC.

[13] A Regional Reference Person (RRP) is appointed by and responsible to the International Reference Person (IRP). The RRP acts as the IRP’s deputy in developing and supporting leadership. An RRP holds this position at the discretion of the IRP, in consultation with the leaders of the Region. The primary responsibility of the RRP is the continued re-emergence of both existing and new leaders in the Region.

[14] Young people are people who are twenty-one (21) years of age or younger.


Last modified: 2019-05-02 14:41:35+00