Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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153 A study of the twelve consensus statements enumerated above reveals that, as they stand, they could never serve as the syllabus of study in a theological course. They are rich in content, yet weak in specificity. Each Christian must, as he sees fit, fill out their meaning. Each of the seven theologians has undertaken this task. As the twelve statements stand, their primary value is not in the truth they assert, but in the questions they raise. Any academic program preparing persons for preaching must ask the following questions implied by the consensus statements. 1. Who is God? 2. How has he revealed himself? 3. Who was (is) Jesus? 4. What happened in Jesus' death? 5. What is the uniqueness of the Bible? 6. How does God interact with man? 7. What is sin? 8. What is salvation? 9. What does God require of man? 10. What is the purpose of preaching? 11. How does God use preaching? 12. What traits does the ideal preacher possess?2'4 An academic course preparing persons for preaching must ask these questions and help students to acquire personal answers to them. For the acquisition of personal answers, a purely
154 academic education would be inadequate. Reason alone cannot prove the truth of the twelve consensus statements, even in their present general state. They can be accepted only by faith. Likewise, each of the questions derived from them can be answered only on the basis of faith. While a student may learn the facts of someone else's faith (someone else's answers to the questions) academically, he never develops his own faith In a rote manner. While an academic institution cannot directly elicit faith in its students, it does bear responsibility for the way in which it influences students' faith development. For example. the p atterns of faith seen in lecturers (and student colleagues) contributes to or hinders growth in faith. College worship experiences can do likewise. And although lecturers cannot teach faith. they can inculcate grounds for faith. They can present the historic symbols which have inspired and guided faith. They can discuss the history of man's relationship with the Divine, both its peaks and moments of man's greatest failure. Admittedly, these subjects receive primary treatment in the study of Systematic Theology, Old Testament, New Testament, Church History, and Christian Ethics. Yet, those who bear specific responsibility for teaching preaching review, in their lectures, these basic theological questions to help students integrate the
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AN ANALYSIS OF THE EFFECT OF CONTRA
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ABSTRACT This study examines the ef
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ACKNOWLEDGEMENTS I would like to of
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II. 'Objective'/'Subjective' Lectur
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CHAPTER ONE INTRODUCTION On any giv
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matches the order in which I undert
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theological or ecclesiastical group
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one of seven groups, in accordance
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enables a legitimate comparison. 3.
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11 thesis of the study, that a lect
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13 within the dissertation as a who
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15 Church required him to leave the
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17 If the problems of the people pr
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19 follows: "He [Jesus] is unique.
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21 within the "transient phrasings"
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23 (A discussion of Fosdick's thoug
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25 Emerson Fosdick. II. RUDOLF BULT
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27 where man reaches the perfection
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29 God's "salvation" 21 and "justif
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31 kerygma, which confronts me in m
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33 option of standing aloof. Having
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35 "analogical." Yet, "God's love a
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37 but particularly at this step, t
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39 Spirit. (The Trinity forms a cen
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41 become revelation. Human words,
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43 revelation has already taken pla
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45 to future revelation, both the W
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47 and to whom he preaches, the pre
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49 6. Avoid allegorizing. This lead
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51 the greatness and the pain of be
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53 harmoniously interact with his e
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55 realizes his own utter helplessn
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57 transforming message only in so
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59 faith and doubt within the Chris
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61 2. Experience of the Ultimate in
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63 writers of the New Testament ann
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65 . All the benefits of the death
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67 As the preacher proclaims God's
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69 message. The preacher knows the
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71 close of the nineteenth century,
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73 man who does not accept the Chri
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75 things that man has never done,
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77 Sovereign Work of the Holy Spiri
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79 theology, and church history." (
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81 ceased thinking like a physician
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83 "If human beings in their concre
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85 Universal revelation and histori
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87 Scripture gains its authority in
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89 moral principles." On the other
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91 Within this world of diverse set
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93 approximates a traditional 'cons
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95 The very heart of the atonement
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97 God had already redeemed them, r
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99 intervention of Jesus Christ, al
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101 II. SOURCE--INSPIRATION In what
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Page 116 and 117: 107 Revelation is, therefore, the w
Page 118 and 119: 109 agnosticism.""4 Yet his writing
Page 120 and 121: 111 proper center, now offers great
Page 122 and 123: 113 necessarily a forgiveness of pa
Page 124 and 125: 115 And Bultmann repeatedly emphasi
Page 126 and 127: 117 importantly, the life of Jesus
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Page 130 and 131: 121 Because of his sinful nature, m
Page 132 and 133: 123 While the basic message thus re
Page 134 and 135: 125 more specifically, its preachin
Page 136 and 137: 127 In Fosdick's mind, sermons spra
Page 138 and 139: 129 God also revealed himself in Sc
Page 140 and 141: 131 the Word of God changes the foc
Page 142 and 143: 133 4. the "existential reception o
Page 144 and 145: 135 A. HARRY EMERSON FOSDICK Harry
Page 146 and 147: 137 anxieties, your efforts to cont
Page 148 and 149: 139 Similarly, the objectivity of G
Page 150 and 151: 141 Lordship destroys anxiety and b
Page 152 and 153: 143 truth, but the human spokesman
Page 154 and 155: 145 is not mere duty, but the excit
Page 156 and 157: 147 describes the core of twentieth
Page 158 and 159: 149 said, with varying degrees of e
Page 160 and 161: 151 order to attempt his task, the
Page 164 and 165: 155 entire theological education an
Page 166 and 167: 157 theology does not preclude the
Page 168 and 169: 159 Table 4.1 HF RB KB PT JS LJ KR
Page 170 and 171: 161 'subjective'.) Before going on,
Page 172 and 173: 163 preaching in academic instituti
Page 174 and 175: 165 statements, as times change, re
Page 176 and 177: 167 The 'objectivity' or 'subjectiv
Page 178 and 179: 169 colleges. 'Non—herald' theolo
Page 180 and 181: 171 relation to man's present possi
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Page 186 and 187: 177 Evaluation: At its worst, teach
Page 188 and 189: 179 D. RUDOLF BULTMANN Strength: Th
Page 190 and 191: 181 FURTHER DISTINCTIVE Universal S
Page 192 and 193: CHAPTER FIVE ANALYSIS OF THE SURVEY
Page 194 and 195: 185 question in terms of different
Page 196 and 197: 187 Table 2 Lecture content relatin
Page 198 and 199: 189 Table 5 The Bible 73.5% Himself
Page 200 and 201: 191 Table 8 Colleges with an organi
Page 202 and 203: 193 Table 9 Direct interaction curr
Page 204 and 205: 195 theologian(s) with whom they id
Page 206 and 207: 197 Table 16 Survey question 7--Def
Page 208 and 209: 199 As stated above, chapter four p
Page 210 and 211: 201 Fosdick as theologians with who
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203 presentation of the message (an
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205 lecturers more frequently ask t
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207 field of theology, or the broad
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209 complete statistical comparison
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211 Table 31 Survey question 9--Pre
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213 settings where the theology of
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215 content and interpretation (tab
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217 Another 'Stewart lecturer', tho
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219 32--'relevance'; 33--'classroom
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221 d. "Speaking which teaches and
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223 Survey question 12--Hermeneutic
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225 following composite picture of
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227 of lecturer groups remains in t
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229 lecturers state the preacher's
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231 relevance (to preaching) of the
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233 Table 42 Li PT JS KR Survey que
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235 Understanding the message may o
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237 division, it offers hypotheses
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239 Table 44 Survey question 8--Ran
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241 Table 52 Survey question 15--Ro
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others. 243 Survey question 12--Her
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245 offer any obvious institutional
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247 table 44; 10,46; and 9,49) appa
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249 tendencies (e.g., Bible, prayer
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251 Table 62 Episcopal (including,
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253 Table 65 Question 6--Hours give
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255 Table 73 Question 13.a.--Use of
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257 institutional and denominationa
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259 to congregational factors." Sta
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261 lecturer presentations (not ser
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263 Factors favoring lecturer openn
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CHAPTER SIX FURTHER CONSIDERATION A
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267 above, p. 221-35.) In a study o
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269 primary reason for this decline
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271 3. Preparation and Delivery of
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273 the personality through which t
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275 different one of this chapter's
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277 the source of preaching" (table
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279 kerygma answered the needs of c
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281 message is "all—important." Y
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283 still authorititative manner.'"
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285 congregation "must be confronte
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287 chosen by British lecturers in
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289 faith, it cannot be replaced. G
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291 existence. But this objective p
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293 Teachers," in his Theology_of C
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295 offers the possibility of what
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297 Christian preachers generally b
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299 have said that his tradition ca
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301 Implement to serve a definite i
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303 incarnation. First, preaching i
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305 A preacher separate from God do
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307 These statements, of course, do
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309 sources. Vital preaching emanat
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311 man is also helped to deepen hi
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313 general support to this premise
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CHAPTER ONE NOTES (p. 1-11) 1 Throu
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317 course of thought were arrived
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319 'Fosdick, "How I Prepare My Ser
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321 '"Significance of the Historica
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323 ' 1 Bultmann, "New Testament an
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325 and Now," in Barth, God Here an
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327 the existentialist's case mista
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329 Theology of Culture. p. 211,12.
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331 "Cf. "Since there is no revelat
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333 The Gates of New Life. (Edinbur
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335 VI. D. MARTYN LLOYD-JONES (p. 7
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337 p. 118-20. "Ibid. p. 165-83. (C
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339 2-Rohner, Foundations. p. 381.
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CHAPTER THREE NOTES INTRODUCTION (p
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343 and Todd, 1978), P . 299. inahn
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345 "Tillich, Systematic Theology.
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347 "'Barth, Prayer and Preaching.
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349 Fellowship, 1958), P. 13. "Lloy
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351 1961), p . 8. Fosdick, "What Is
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CHAPTER FOUR NOTES (p. 146-81) 1 (T
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355 Faith to Proclaim. p. 64; Lloyd
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357 this chapter are theologically
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CHAPTER FIVE NOTES (p. 183-264) 1 S
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361 revelation that God has given"
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363 "By means of the homily the mys
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365 Stewart 5 Rahner 3 Barth 2 Bult
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CHAPTER SIX NOTES (p. 265-314) 'Aga
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369 God's Word. Tillich saw a host
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371 from essence to existence resul
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373 Testament," in Faith and Unders
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375 ministry . . . must be nothing
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377 to help students see God as the
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APPENDIX TWO A clearer picture of t
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APPENDIX THREE Number of Hours Devo
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APPENDIX FOUR BOOKS CURRENTLY REQUI
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385 IP No GB No _US (1) Davis, H. G
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387 St. Andrew Press. 1963. IP No _
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389 Spurgeon. Charles. Lectures to
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APPENDIX FIVE PERSONS LECTURERS FEL
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393 qualifications 9.6% Coding expl
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395 context and story," "More empha
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BIBLIOGRAPHY FOSDICK PRIMARY SOURCE
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399 Bernd Jaspert. Translated and e
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401 St. Andrew Press, 1966. Karl Ba
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403 The Protestant Era. Translated
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405 LLOYD-JONES PRIMARY SOURCES Aut
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407 Vorgrimler, Herbert. Understand
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