Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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than its content. 17 For example, one said, "I give a
set of lectures on Homilitics. They [students) write
exams on these." It is highly possible that 'objective'
lecturers, like this one, feel the need to test their
students' knowledge of a preaching method.
'Objective' lecturers are more likely to require
reading of set textbooks. (See question 13.a., table
21.) This desire for uniformity in reading suggests a
more directive teaching approach.
In contrast. 'subjective' lecturers are more likely
to use a seminar approach to teaching. (See question 14,
table 19.) Althou gh only a minority of the 'subjective'
lecturers employ this method, their willingness to do do
Indicates a de gree of humility, or, at least, tolerance,
within these lecturers. Such a lecturer loins his
students, as they seek to develop their knowled ge of
preaching.
'Objective' lecturers tend to keep their teaching
focus within the classroom, where they have greater
knowled ge and exert greater control. 'Subjective'
lecturers are more prone to lead students to the world
beyond the classroom. In relation to question eight on
the survey (table 12), 'objective' lecturers give
priority to the "student's spiritual maturity" over
knowledge of the "contemporary world." The 'subjective'
lecturers reverse this order. Similarly, 'objective'
lecturers were less likely to integrate education in
preaching with other areas of learning, either within the