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Record W265248637

An opportunity for grace in the Anglican Communion

2005· article· en· W265248637 on OpenAlexaboutno aff
William O. Gregg

Bibliographic record

VenueAnglican Theological Review · 2005
Typearticle
Languageen
FieldSocial Sciences
TopicMulticultural Socio-Legal Studies
Canadian institutionsnot available
Fundersnot available
KeywordsWindsorSociologyCommitConstructivePolityLawCONTESTTheologyPhilosophyProcess (computing)Political sciencePoliticsComputer science
DOInot available

Abstract

fetched live from OpenAlex

Unless the provinces of the Anglican Communion and the four Instruments of Unity commit to learn and implement reasonable and appropriate ways of engaging one another, the deeper issues raised in the Windsor Report cannot be addressed. According to Bowen and Friedman's family systems theory, we must understand ourselves as a system that is currently highly anxious, mired in reactivity, and has no shared conceptual framework or process for dealing with this level of anxiety and conflict. We cannot, therefore, move into creative, constructive responsiveness, or thoughtful, faithful meeting in the Spirit. Using a systems theory framework, we can engage the theological and practical issues before us and experience the steadfast love of God that holds the holy mystery of our profound diversity-in-unity. The Windsor Report is a constructive document, an opening and opportunity for grace that gives the entire Anglican Communion a starting point for a crucial and necessary process through which the Communion can grow up in a mature and faithful way. This process will take intentional, focused, hard work over time. The Report is clear that the issues facing the Communion are broader and deeper than the actions of the 74th General Convention of the Episcopal Church and of the Diocese of New Westminster (Anglican Church of Canada). Three general areas of consideration-polity, theology, and pastoral matters1-come from the fundamental question put to the Lambeth Commission: What does it mean to be Anglican and how can we live together as the Anglican Communion given the realities of our differences and diversity as a worldwide community of faith?2 As a Communion, we must take great care in determining what the primary issues are, in building skills and knowledge for responding, and in ordering our responses to those primary issues. The entire system of the Anglican Communion, at every level, seems to be awash in high anxiety;3 so I would argue that until and unless we first address the pastoral dimensions, we as a church can neither get to the issues of polity and theology, nor can we engage the opportunity and grace of the present moment. There has been no lack of reactivity4 to the Windsor Report, clearly indicating that the presenting issues are symptoms. We need to listen carefully to hear the deeper things they are telling us5-from wherever in the current conflict we stand-and to respond to one another at this systemic, pastoral level in ways that promote healthy, lively, and faithful mutuality, responsibility, and accountability under the guidance of the Spirit.6 This process, which is biblically, theologically, and missionally sound, will move us from reactivity to a responsive, constructive embodiment of faith in the best sense of the Anglican tradition. These brief remarks focus on the pastoral dimension of the Windsor Report in terms of systems theory and a still-developing communion/fcomonz'a ecclesiology of unity-in-diversity. This is not to say that the presenting issues are not important; however, there is far more going on that is antecedent to them. The systemic and ecclesiological challenges we now face are much exacerbated by the absence of clear definitions of roles, relationships, status, and authority for the structures; and of clear expectations, understandings, agreements, and processes for the ways we live together.7 We have reached a level of complexity in our system that requires more formal and explicitly agreed-to structures, understandings, and processes than we now have.8 One aspect of the widespread reactivity has been to assert and act as if formal understandings, structures, and processes were in place.9 Such a move creates emotional barriers to constructive responses and thoughtful engagement together. Our current anxiety and reactivity indicate a failure to function healthily within the emotional systems of the Communion and the provinces. Therefore, we are not able to respond faithfully to the fundamental issues in ways that will strengthen the Communion for the life and work to which God calls us. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.004
metaresearch head score (Gemma)0.002
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.948
Threshold uncertainty score0.567

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0040.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0010.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.134
GPT teacher head0.423
Teacher spread0.289 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2005
Admission routes1
Has abstractyes

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