Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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Understanding the message may overshadow ability to
present that message. (See also the priority of teaching
a theology which provides content for preaching--question
8.)
(Although more related to the teaching of preaching
rather than to preaching itself, the more directive
teaching style of these lecturers (as evidenced by a
greater use of examinations and required textbooks;
questions 13 and 14), may pass over into a more directive
(proclamatory) style of preaching in the students.)
The 'Stewart'+'Rahner lecturers', however, place
greater emphasis on the preacher's direct, personal
interaction with both message and congregation. Survey
questions eight, nine, and ten document these lecturers'
interest in student spiritual growth. These lecturers'
views on the need for adequate exegetical study of
Scripture again show the need for the preacher to invest
time (himself) in his message (12). Likewise, the
preacher's knowledge of his congregation (10) and the
best methods of communicating the truth (i.e., not merely
proclaiming it, but speaking it so that it can be
received by the hearer) requires personal interaction
with his people (8,10).
Based on this third pairing of theologically—based
lecturer groups, we can add a third sentence to the
general descriptions of these groups.
'Lloyd—Jones lecturers': The content of
preaching is derived directly from Scripture.
In selecting emphases for specific sermons, the