Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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offer any obvious institutional rationale for their
existence. Three of them involve only small percentages.
In these cases, twenty percent or less of the independent
colleges (each time, the institutional type with the
greatest prcentage) exhibit the characteristic in
question. These lines with smaller percentages affect
fewer colleges and are therefore less important. The
other three data lines can be explained theologically and
do not require an institutional explanation.1
Other survey responses indicate that the teaching of
preaching in 'related' colleges possesses characteristics
that take its teaching out of a middle way between the
two other types (see above), and into isolated positions
on extremes. The following table lists these:
Table 59
Survey question 8--Ranking of potential goals:
God as source
2.5 2.1 2.3
Survey question 10--Lecture content relating to:
Communication skills 60.0% 83.3% 53.3%
Preacher's spiritual
life 40.0% 27.8% 43.3%
Survey question 7--Definition of preaching
(Verbs-purpose):
Communication 66.7% 47.1% 62.1%
Proclamation 83.3% 41.2% 55.2%
Interpretation 16.7% 52.9% 10.3%
Modification 16.7% 35.3% 13.8%
Survey question 7--Definition of preaching
(Nouns-content):
Theological
construct 33.3% 47.1% 37.9%
God's Word 50.0% 23.5% 44.8%