Anglican Communion: Polity, the Episcopal Church & Canon Law

Instructor Information

Lawrence R. Hitt II, J.D.
Chancellor of the Episcopal Diocese of Colorado
Adjunct Professor, Iliff School of Theology
Office Hours:  By Appointment, I-409, lliff Hall
Telephone: O: 303-627-9400
E-mail: LRHitt2@msn.com

Course Description

In a paper prepared for a 2007 conference entitled (in part) “Why Polity and Canon Law Matter,” the Rt. Rev. Stacy F. Sauls, former Bishop of Lexington and former Chief Operating Officer of The Episcopal Church, opened with the following:

I am pleased beyond measure that this conference has elected to include a consideration of polity along with that most dreaded fifth horseman of the Apocalypse, canon law.  Neither is really as mysterious, and certainly not as malevolent, as some would suggest.  Neither is arcane, nor despite the fact that they are legal, legalistic.  Both are simply applied ecclesiology, which means they are entirely theological in nature.  Both are disciplines that may well help us think through our current challenges.  Both are relationally and spiritually healthy, as they express the agreed-upon boundaries of our community life. …. Polity and canon law are the security of God’s people against the wrongful exercise of power.  
(From “The Wisdom of the Constitution,” The Rt. Rev. Stacy F. Sauls, December 5, 2007, delivered at Seabury-Western Seminary).

It goes without saying that the bishop’s reference to “current challenges” in the Anglican Communion was quite an understatement. The Anglican Communion seemingly continues on a path to what perhaps may be monumental change.  In fact, it appears that the Lambeth Conference of Bishops (traditionally held every ten years) may have been put on an indefinite hold. What some would call a "rival" conference of Anglican bishops from the global South has evolved.  Reports of imminent schism have come and gone and now a new and independent "Anglican" church in North America (not recognized as an official church of the Anglican Communion) is being promoted by those who have left The Episcopal Church and the Anglican Church of Canada.  Entire dioceses have attempted to leave The Episcopal Church and litigation about property has arisen throughout the country.

Interest in the structure and governance of the Anglican Communion has probably never been more timely.  What exactly is the relationship between The Episcopal Church and the Anglican Communion?  What is the role of the Archbishop of Canterbury? How did the Primates acquire (seemingly) so much authority?  What are the consequences when one member church takes actions which are offensive to other member churches in the Communion?  

What are the “instruments of communion” in the Anglican Communion and how have they evolved over time?  Why does the church, at every level, need rules expressed as canon law? 

Does an Episcopal Bishop have any meaningful power and authority?  How does The Episcopal Church make decisions? The polity of the Episcopal Church is somewhat complicated, yet it arguably has served the church reasonably well for over 200 years. And, by the way, what in the world is “polity?”

Students will develop an appreciation for, and an understanding of, the polity of the Anglican Communion: how it evolved from the Church of England and grew into an international church with significant visibility and stature in the world.  We will examine the structure of the Communion and the legal ramifications of that structure.  We will identify the instruments of communion and evaluate their strengths and weaknesses.  

We will develop a similar understanding of, and familiarity with, The Episcopal Church, with a brief overview of its development and history, but with special attention to its governance and structure. This will include examination of the governance of dioceses and of parishes, as well.  

It will be important to become familiar with the Constitution and Canons of The Episcopal Church, as well as the Constitution and Canons of the Diocese of Colorado.  If any student intends to be ordained in another diocese, please advise Professor Hitt.

Course Goals

1. To understand the polity of the Anglican Communion, assess the efficacy of the instruments of communion and identify the  basic legal relationships among the churches in communion with Canterbury 
2. To understand how The Episcopal Church is governed at all levels, from the parish to the diocese to the General Convention.
3. To develop an appreciation for the role of canon law in The Episcopal Church and the Anglican Communion.

Text Books

1. The Episcopalians, David Hein and Gardiner Shattuck (2004, Church Publishing, New York) 
2. The Study of Anglicanism, Stephen Sykes, John Booty, Jonathon Knight (London,1988, revised 1998)
3. A History of The Episcopal Church, Robert W. Prichard, (1999) or Revised Version (2014).   
4. “Shared Governance -  Polity of The Episcopal Church” (Church Publishing Inc., 2012)
5. Constitution and Canons of The Episcopal Church, (2012, Church Publishing,  New York)

Available online, at Iliff library (although it apparently no longer puts books on reserve) or through Professor Hitt:

1. Constitution and Canons of the Diocese of Colorado (2012 as amended)
2. Canon Law in the Anglican Communion, Norman Doe (Oxford, 1998)
3. Wiley-Blackwell Companion to the Anglican Communion, Ian Markham et al (2013)

Students will be expected to complete all the assigned readings.

Course Requirements and Evaluation

Canon law and church polity are best explored through in-depth readings, research, group discussion and debate.  Accordingly, ongoing participation in substantive discussion is an important component of a student’s grade.  Each student will be expected to (i) lead a discussion topic (Tuesday and Thursday) for a week and (ii) prepare and deliver a Final Exam or Paper, which may include a power point presentation at the end of the term.

Evaluation of student performance will be based on the following: 

GUIDELINES FOR ENGAGING IN & RUBRICS FOR EVALUATION OF WEEKLY, ON-LINE DISCUSSION

1. Students are required to post at least TWO substantive comments every week;
2. Each posting should be no longer than 250 words;
3. The week's student facilitator will post contextualized prompts related to the topics and course material for the week by 11.45 a.m. on Saturday before the discussion begins. Weekly facilitators will be evaluated based on their initial prompts and their continued facilitation of the conversation. 
4. All other students will post at least two substantive contributions, one by 11.45 a.m. on Tuesday and one by 11.45 a.m. Thursday;
5. Please participate in on-line discussions as you would in constructive, face-to-face conversations;
6. Please be professional and courteous;
7. On-line communication lacks the non-verbal cues that provide much of the meaning in face-to-face interactions. Choose your words carefully, and phrase your sentences clearly. While you will want to keep your sentences and paragraphs brief (see #2 above), a “tweet” is not your aim;
8. State the main point(s) you are going to take up at or near the beginning of your comment whenever possible;  please do not “ramble” toward an idea;
9. Proofread what you intend to post. You may want to use a word processor to draft what you intend to say and then paste your text into the message section of your posting. That way you can be more intentional in your composition, providing you an opportunity to check (and correct) spelling and grammar;
10. Please do not use all CAPITAL LETTERS. It makes it hard to read, and it comes across as if you were shouting;

Degree Learning Goals: Please take some time to look over the Professional Degree Learning Goals (MDiv, MASC, MAPSC) and the Academic Degree Learning Goals (MTS, MA).

Incompletes:  If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.

Pass/Fail:  Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.

Academic Integrity and Community Covenant:  All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

Accommodations:  Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146. 

Writing Lab:  Grammar and organization are important for all written assignments.  Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft. 

Inclusive Language:  It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community. 

GUIDELINES FOR ENGAGING IN & RUBRICS FOR EVALUATION OF WEEKLY, ON-LINE DISCUSSION

1. Students are required to post at least TWO substantive comments every week;
2. Each posting should be no longer than 250 words;
3. The week's student facilitator will post contextualized prompts related to the topics and course material for the week by 11.45 a.m. on Saturday before the discussion begins. Weekly facilitators will be evaluated based on their initial prompts and their continued facilitation of the conversation. 
4. All other students will post at least two substantive contributions, one by 11.45 a.m. on Tuesday and one by 11.45 a.m. Thursday;
5. Please participate in on-line discussions as you would in constructive, face-to-face conversations;
6. Please be professional and courteous;
7. On-line communication lacks the non-verbal cues that provide much of the meaning in face-to-face interactions. Choose your words carefully, and phrase your sentences clearly. While you will want to keep your sentences and paragraphs brief (see #2 above), a “tweet” is not your aim;
8. State the main point(s) you are going to take up at or near the beginning of your comment whenever possible;  please do not “ramble” toward an idea;
9. Proofread what you intend to post. You may want to use a word processor to draft what you intend to say and then paste your text into the message section of your posting. That way you can be more intentional in your composition, providing you an opportunity to check (and correct) spelling and grammar;
10. Please do not use all CAPITAL LETTERS. It makes it hard to read, and it comes across as if you were shouting;

Course Expectations

Incompletes:  If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.

Pass/Fail:  Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.

Academic Integrity and Community Covenant:  All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

Accommodations:  Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146. 

Writing Lab:  Grammar and organization are important for all written assignments.  Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft. 

Inclusive Language:  It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.