The Reconstruction curriculum is designed for individuals, families, and community groups in and outside of penal institutions. This curriculum enhances protocols, agendas and processes that focus on developing our maximum capacity to principally govern ourselves.
We believe that each human being is sacred and is valuable to themselves, the family, the community and to society. Each of us should be critical thinkers, good decision makers, and give principled leadership to our family and eventually change the world. This curriculum has three pillars, and is both interactive and transformative.
THE CURRICULUM CONCEPT
Pillar I: Leadership Development – The Leadership Development pillar entails understanding the principles and practices of our four organizational themes, which include moving from: 1) Alienation to building community; 2) Arrested development to self-determination; 3) Co-dependency to reciprocity; and, 4) Individualism to collectivism. Leadership development enhances the ability to recognize behaviors that keep one from transforming. It enhances economic and social awareness, and builds the potential to make necessary personal, economic and political analyses.
Pillar II: Situation Management – The Situation Management pillar builds on the previous pillar and shows how to understand the differences between crises, and ongoing drama. This includes the differences between a dysfunctional family and crises within a family. This pillar helps with interpersonal and group conflicts, by identifying existing skills and developing new problem-solving skills. An individual’s ability to effectively participate and co-ordinate an Emergency Response System is heightened.
Pillar III: Support Group Development – The Support Group Development pillar trains members to create and facilitate support groups and small group systems. Members learn how to build personal and group working agendas that address the needs of the participants, and develop skills that produce principled solutions to the various issues.
In the interest of promoting faith and collective wellness, and in providing only a concise overview, the above concepts do not include style of facilitation, suggested texts, or specific activities. These curriculum pillars do not include the process and practices of formal coalition building. It is simply a series of concepts that can be effectively tailored to specific groups and their specific missions. However, workshops for the above and an initial syllabus are available to address leadership development by Reconstruction membership.