Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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313 general support to this premise. The hypothesis find particular validity in relation to the content of teaching. In their simplest terms, the survey findings offer little more than a truism: a lecturer's preaching theology determines the preaching theology he presents to his students. The particular manner in which this takes place (see above, p. 235-36) is, however, more important. In relation to teaching methodology, the evidence in support of the hypothesis is less substantial. Survey results demonstrate that the theology a lecturer holds does influence his teaching methodology. But, his college's denominational leaning and institutional setting appear to exert similar influence on methodology. A further, more detailed, examination of the relationship between these two latter factors and the teaching of preaching would helpfully supplement this study. On any given Sunday in Great Britain, over 49,000 men and women preach God's Word to congregations with memberships totalling over 6.9 million persons.11 The number of man-hours spent each week in preparation, delivery, and reception of sermons would be staggering. That quantifiable figure, and, more importantly, the non-quantifiable importance of what occurs in preaching, makes it appropriate that college programs of ministerial education allocate priority to preparing persons for the task of preaching. This study outlines theological arguments supporting the priority of education (within
314 the pre-ministerial college setting) for preaching. In addition, its picture of the present teaching seeks to enable lecturers to evaluate and improve their means of preparing preachers for tomorrow's church.
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AN ANALYSIS OF THE EFFECT OF CONTRA
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ABSTRACT This study examines the ef
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ACKNOWLEDGEMENTS I would like to of
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II. 'Objective'/'Subjective' Lectur
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CHAPTER ONE INTRODUCTION On any giv
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matches the order in which I undert
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theological or ecclesiastical group
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one of seven groups, in accordance
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enables a legitimate comparison. 3.
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11 thesis of the study, that a lect
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13 within the dissertation as a who
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15 Church required him to leave the
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17 If the problems of the people pr
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19 follows: "He [Jesus] is unique.
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21 within the "transient phrasings"
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23 (A discussion of Fosdick's thoug
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25 Emerson Fosdick. II. RUDOLF BULT
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27 where man reaches the perfection
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29 God's "salvation" 21 and "justif
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31 kerygma, which confronts me in m
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33 option of standing aloof. Having
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35 "analogical." Yet, "God's love a
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37 but particularly at this step, t
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39 Spirit. (The Trinity forms a cen
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41 become revelation. Human words,
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43 revelation has already taken pla
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45 to future revelation, both the W
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47 and to whom he preaches, the pre
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49 6. Avoid allegorizing. This lead
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51 the greatness and the pain of be
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53 harmoniously interact with his e
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55 realizes his own utter helplessn
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57 transforming message only in so
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59 faith and doubt within the Chris
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61 2. Experience of the Ultimate in
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63 writers of the New Testament ann
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65 . All the benefits of the death
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67 As the preacher proclaims God's
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69 message. The preacher knows the
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71 close of the nineteenth century,
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73 man who does not accept the Chri
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75 things that man has never done,
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77 Sovereign Work of the Holy Spiri
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79 theology, and church history." (
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81 ceased thinking like a physician
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83 "If human beings in their concre
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85 Universal revelation and histori
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87 Scripture gains its authority in
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89 moral principles." On the other
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91 Within this world of diverse set
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93 approximates a traditional 'cons
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95 The very heart of the atonement
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97 God had already redeemed them, r
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99 intervention of Jesus Christ, al
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101 II. SOURCE--INSPIRATION In what
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103 prophets and apostles." God sel
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105 recorded words of Scripture are
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107 Revelation is, therefore, the w
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109 agnosticism.""4 Yet his writing
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111 proper center, now offers great
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113 necessarily a forgiveness of pa
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115 And Bultmann repeatedly emphasi
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117 importantly, the life of Jesus
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119 continuum of purpose, Tillich s
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121 Because of his sinful nature, m
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123 While the basic message thus re
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125 more specifically, its preachin
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127 In Fosdick's mind, sermons spra
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129 God also revealed himself in Sc
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131 the Word of God changes the foc
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133 4. the "existential reception o
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135 A. HARRY EMERSON FOSDICK Harry
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137 anxieties, your efforts to cont
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139 Similarly, the objectivity of G
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141 Lordship destroys anxiety and b
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143 truth, but the human spokesman
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145 is not mere duty, but the excit
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147 describes the core of twentieth
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149 said, with varying degrees of e
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151 order to attempt his task, the
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153 A study of the twelve consensus
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155 entire theological education an
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157 theology does not preclude the
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159 Table 4.1 HF RB KB PT JS LJ KR
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161 'subjective'.) Before going on,
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163 preaching in academic instituti
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165 statements, as times change, re
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167 The 'objectivity' or 'subjectiv
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169 colleges. 'Non—herald' theolo
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171 relation to man's present possi
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173 to preach the truth. 2 Each gav
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175 consideration is also given to
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177 Evaluation: At its worst, teach
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179 D. RUDOLF BULTMANN Strength: Th
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181 FURTHER DISTINCTIVE Universal S
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CHAPTER FIVE ANALYSIS OF THE SURVEY
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185 question in terms of different
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187 Table 2 Lecture content relatin
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189 Table 5 The Bible 73.5% Himself
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191 Table 8 Colleges with an organi
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193 Table 9 Direct interaction curr
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195 theologian(s) with whom they id
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197 Table 16 Survey question 7--Def
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199 As stated above, chapter four p
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201 Fosdick as theologians with who
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203 presentation of the message (an
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205 lecturers more frequently ask t
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207 field of theology, or the broad
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209 complete statistical comparison
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211 Table 31 Survey question 9--Pre
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213 settings where the theology of
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215 content and interpretation (tab
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217 Another 'Stewart lecturer', tho
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219 32--'relevance'; 33--'classroom
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221 d. "Speaking which teaches and
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223 Survey question 12--Hermeneutic
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225 following composite picture of
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227 of lecturer groups remains in t
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229 lecturers state the preacher's
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231 relevance (to preaching) of the
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233 Table 42 Li PT JS KR Survey que
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235 Understanding the message may o
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237 division, it offers hypotheses
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239 Table 44 Survey question 8--Ran
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241 Table 52 Survey question 15--Ro
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others. 243 Survey question 12--Her
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245 offer any obvious institutional
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247 table 44; 10,46; and 9,49) appa
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249 tendencies (e.g., Bible, prayer
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251 Table 62 Episcopal (including,
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253 Table 65 Question 6--Hours give
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255 Table 73 Question 13.a.--Use of
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257 institutional and denominationa
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259 to congregational factors." Sta
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261 lecturer presentations (not ser
Page 272 and 273: 263 Factors favoring lecturer openn
Page 274 and 275: CHAPTER SIX FURTHER CONSIDERATION A
Page 276 and 277: 267 above, p. 221-35.) In a study o
Page 278 and 279: 269 primary reason for this decline
Page 280 and 281: 271 3. Preparation and Delivery of
Page 282 and 283: 273 the personality through which t
Page 284 and 285: 275 different one of this chapter's
Page 286 and 287: 277 the source of preaching" (table
Page 288 and 289: 279 kerygma answered the needs of c
Page 290 and 291: 281 message is "all—important." Y
Page 292 and 293: 283 still authorititative manner.'"
Page 294 and 295: 285 congregation "must be confronte
Page 296 and 297: 287 chosen by British lecturers in
Page 298 and 299: 289 faith, it cannot be replaced. G
Page 300 and 301: 291 existence. But this objective p
Page 302 and 303: 293 Teachers," in his Theology_of C
Page 304 and 305: 295 offers the possibility of what
Page 306 and 307: 297 Christian preachers generally b
Page 308 and 309: 299 have said that his tradition ca
Page 310 and 311: 301 Implement to serve a definite i
Page 312 and 313: 303 incarnation. First, preaching i
Page 314 and 315: 305 A preacher separate from God do
Page 316 and 317: 307 These statements, of course, do
Page 318 and 319: 309 sources. Vital preaching emanat
Page 320 and 321: 311 man is also helped to deepen hi
Page 324 and 325: CHAPTER ONE NOTES (p. 1-11) 1 Throu
Page 326 and 327: 317 course of thought were arrived
Page 328 and 329: 319 'Fosdick, "How I Prepare My Ser
Page 330 and 331: 321 '"Significance of the Historica
Page 332 and 333: 323 ' 1 Bultmann, "New Testament an
Page 334 and 335: 325 and Now," in Barth, God Here an
Page 336 and 337: 327 the existentialist's case mista
Page 338 and 339: 329 Theology of Culture. p. 211,12.
Page 340 and 341: 331 "Cf. "Since there is no revelat
Page 342 and 343: 333 The Gates of New Life. (Edinbur
Page 344 and 345: 335 VI. D. MARTYN LLOYD-JONES (p. 7
Page 346 and 347: 337 p. 118-20. "Ibid. p. 165-83. (C
Page 348 and 349: 339 2-Rohner, Foundations. p. 381.
Page 350 and 351: CHAPTER THREE NOTES INTRODUCTION (p
Page 352 and 353: 343 and Todd, 1978), P . 299. inahn
Page 354 and 355: 345 "Tillich, Systematic Theology.
Page 356 and 357: 347 "'Barth, Prayer and Preaching.
Page 358 and 359: 349 Fellowship, 1958), P. 13. "Lloy
Page 360 and 361: 351 1961), p . 8. Fosdick, "What Is
Page 362 and 363: CHAPTER FOUR NOTES (p. 146-81) 1 (T
Page 364 and 365: 355 Faith to Proclaim. p. 64; Lloyd
Page 366 and 367: 357 this chapter are theologically
Page 368 and 369: CHAPTER FIVE NOTES (p. 183-264) 1 S
Page 370 and 371: 361 revelation that God has given"
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363 "By means of the homily the mys
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365 Stewart 5 Rahner 3 Barth 2 Bult
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CHAPTER SIX NOTES (p. 265-314) 'Aga
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369 God's Word. Tillich saw a host
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371 from essence to existence resul
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373 Testament," in Faith and Unders
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375 ministry . . . must be nothing
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377 to help students see God as the
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APPENDIX TWO A clearer picture of t
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APPENDIX THREE Number of Hours Devo
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APPENDIX FOUR BOOKS CURRENTLY REQUI
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385 IP No GB No _US (1) Davis, H. G
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387 St. Andrew Press. 1963. IP No _
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389 Spurgeon. Charles. Lectures to
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APPENDIX FIVE PERSONS LECTURERS FEL
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393 qualifications 9.6% Coding expl
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395 context and story," "More empha
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BIBLIOGRAPHY FOSDICK PRIMARY SOURCE
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399 Bernd Jaspert. Translated and e
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401 St. Andrew Press, 1966. Karl Ba
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403 The Protestant Era. Translated
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405 LLOYD-JONES PRIMARY SOURCES Aut
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407 Vorgrimler, Herbert. Understand
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