Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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Third, we consider the student from these
perspectives.
'Oblective' theologies see the recipient of
preaching as one who has rejected God's will. This
person needs to hear the truth and be persuaded to
receive it. (The correlation to the teaching of
preaching in 'objective' colleges may not be as direct as
with teaching content or the lecturer.) Assumedly, the
preaching student need not reject error in preaching
content or practice in order to turn to the truth. Yet,
there may remain the expectation that the student will
conform to the taught (proclaimed) tenets of preaching
theory.
'Subjective' theologies are more likely to see
hearers of preaching in need of direction. rather than
reversal. Each person already possesses a relationship
to God, a unique relationship whose depth is known only
to the individual. Teaching of preaching in 'subjective'
colleges, following this pattern, is more likely to see
the student as a unique individual, leading him, not to
conformity, but to the unique self—development of his
person and abilities.
IV. Hypotheses Relating to the Importance of
Teaching Preaching in Academic Institutions
We turn now to factors influencing the importance
given to the teaching of preaching in various educational
settings.