Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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presentation of the message (and the message itself) so
that it communicates to hearers.
While the 'why' of preaching is important to
'objective' lecturers, the survey indicates that, for
them, the 'what' is more important. (In addition to
evidence mentioned above, see table 12 where "God as
source" takes priority over "purpose.") As documented
above, 'objective' lecturers think it critical to preach
the Bible, which they believe has been received from God.
Apparently, they trust that preaching the received
message will achieve the effect they desire. Conversely,
'subjective' teaching judges the value or validity of
preaching, not by its 'crivenness', but by the results it
produces.1'5
Thus, the survey gives general support to the quoted
'obiective'Psubjective' hypotheses. But we cannot
continue without mentioning points where the survey
apparently contradicts those hypotheses. For example, in
. response to question ten (table 14), more 'oblective'
(than 'subjective') lecturers said that they give
attention in their lectures to "the congregation." And
on question seven (table 15), the 'objective' lecturers
mentioned "communication" as a purpose of preaching more
often than the 'subjective' lecturers. (On that
question, 'objective' lecturers more frequently mentioned
"proclamation." as might be expected, but not
overwhelmingly so.) Also, on question eight (table 12),
'subjective' lecturers give slightly less priority to