Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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where does the preacher draw his preaching material?"
(The evidence does not support the idea that these
lecturer subgroups offer opposite answers, but merely
relative differences in emphasis. The following
descriptions of differences between lecturer groups may,
In some cases, overstate the disagreement in order to
clarify the distinction.)
The 'Lloyd—Jones'+'Stewart lecturers' wish their
students to take their preaching material directly from
Scripture. In contrast, the 'Rahner'+'Tillich lecturers'
give less priority to the Bible. In their opinion, while
Scripture certainly would play a significant role in
preaching. it is seen not as the source, but as one
source among many.
What other sources would the latter group consider
important? 'Rahner'+'Tillich lecturers' response on
another data line offers a possible answer to that
question. They, to a greater degree than their
'Lloyd—Jones'+'Stewart' counterparts, see need for
interdisciplinary input in education for preaching
(question 16.a.), evidencing their opinion that a
preacher needs a broad theological education, not merely
as background for preaching, but as an integral aspect of
the preaching task. Thus, if listing sources of
preaching material, 'Rahner'+'Tillich lecturers' would be
more likely to emphasize the theological reflection of
the last twenty centuries.
Table 40's data, taken as a whole, provides the