Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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table 42 is 'communication'. Responses to questions
eight and ten document that 'Stewart'+'Rahner lecturers'
give greater importance to this theme as well.2.ec
Thus, it appears that the question, "What is the
preacher's responsibility for personally interacting with
his message, so as to enrich himself, and his people, so
as to be able to convey the message to them?" is primary
for this pairing of lecturer groups. A return to the
store/food analogy offers a clear picture of the issue
here. "Should a preacher strive to prepare 'meals' he
knows by exRerience to be balanced and appealing, or is
it adequate merely to employ 'recipes' others have proved
beneficial to health?"
The 'Lloyd—Jones'+'Tillich lecturers' appear to
answer the second half of that last question
affirmatively. These lecturers g ive relatively low
priority to developin g their students' spiritual life
(i.e., the students' interaction with their message;
table 42, survey questions 8,10). Also, they far less
often stated that a faithful sermon "must be true to the
preacher" (question 9). Similarly, in relation to the
congregation, these lecturers emphasize "proclamation" of
the message (7), and they see less importance (than
'Stewart' or 'Rahner lecturers') in the development of
student communication skills (8,10).
Perhaps these positions help explain other table 42
data. These lecturers spend less time, in lectures on
preaching, discussing the recipients of preaching (10).