Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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32--'relevance'; 33--'classroom sermons' and 'written
sermons' seem to support them, while 28--'congregation';
31--'congregation'; 33--'examinations' and 35--'use of
required textbooks' seem to refute them), specific survey
responses wholeheartedly support them.
In relation to the teaching of preaching, individual
'Tillich lecturers' wrote, "The real task is to overcome
conventionality and imitation and set men and women free
to be themselves as preachers." Likewise, "Each preacher
must experiment to find out what works best for him in
his setting."
In relation to preaching itself, one wrote, "Don't
conceal difficulties--risk letting the congregation
grapple with the problems of Scripture--treat them as
adults. And it is permitted to be mystified." Again,
"(The preacher must possess] imaginative empathy with the
hearer."
4. KARL RAHNER
a. "View of preaching as the servant to
(illuminator of) the Eucharist."
The 'visible word' may still take precedence over
the 'spoken word' in Rahnerian settings, but the survey
responses indicate that the word "servant" positions
preaching lower than Rahner lecturers would like.
Overall, they would support one from their group who
predicts that high church settings will, in the future,
place "greater stress on the homily in sacramental
worship."