UNIT FOUR INTRODUCTION In this unit we want critique the ethical use of emotion and intellect in preaching. For so many, it is either/or – one can either be smart but dispassionate, or pedestrian but passionate. It is the focus of this unit to see that each has their place in effective Gospel communication – in fact, each is necessary if one is to truly be effective in the ministry of the Word. UNIT FOUR OUTCOMES Upon completion of this unit you should be able to: 1. Identify an effective model of intellect in preaching. 2. Identify an effective model of emotion in preaching. 3. Examine one’s own bias toward either intellect or emotion in preaching. 4. Examine one’s own philosophy of the effective use of emotion and intellect in preaching. UNIT FOUR RESOURCES ? Textbook: The Art and Craft of Biblical Preaching ? The Internet ————————————————————————————————————————— UNIT FOUR ASSIGNMENTS 4.1 TEXT/MEDIA: TEXTBOOK INTRODUCTION AND ALIGNMENT At various points in the book, our course text draws attention to both intellect/content, and emotion/delivery. To have great content without effective delivery leaves the audience dry and dispassionate. To have great delivery without substantive content leaves the audience with much energy but little direction. Again, in this unit, the goal is to see the benefit of the balance of these two aspects. Upon completion of this assignment you should be able to: ? Critique the ethical use of emotion and intellect in preaching. RESOURCES ? Textbook: The Art and Craft of Biblical Preaching BACKGROUND INFORMATION Again, the goal of this assignment is to look at the twin peaks of intellect and emotion through the lens of our text. Various authors, all of whom have made their mark in the discipline of preaching, have much to say about these two issues. INSTRUCTIONS 1.Read/reread the following chapters in the course textbook – 18, 22, 27, 35, 52, 53, 62, 64, 69, 84, 104, 109, 111, 125, 127, 130-135, and 166-168. —————————————————————————————————————————————– 4.2 THREADED DISCUSSION: AN EFFECTIVE MODEL OF INTELLECT INTRODUCTION AND ALIGNMENT In this assignment, we want to explore the virtual world for those who are effectively modeling intellect or solid biblical content in their preaching. This assignment aligns with the course in that it causes the student to look for those role models who are effectively modeling great content in their Gospel communication. Upon completion of this assignment you should be able to: ? Identify an effective model of intellect in preaching. RESOURCES ? The Internet BACKGROUND INFORMATION All good preaching starts with an accurate interpretation of the Word of God. To begin anywhere else is not biblical preaching- it may be a speech, a talk, or a helpful meditation of some sort, but preaching it is not. Thus, we begin with the Word. Our preaching colleagues in the Reformed wing of the Church had long modeled scholarship for us. They dig into the guts of scripture and doctrine, and effectively model the delivery of these. Others of us have grown up in the Pentecostal tradition, and some of us have been fortunate enough to listen regularly to a preacher who started with biblical content, and mastered it. They did not come into the pulpit sharing what they thought they knew about the text, but what they uncovered via the disciplined study of that particular portion of the Word. This, ladies and gentlemen, is what makes for great content. INSTRUCTIONS 1. Search the web for effective models of those preachers who model great content in their sermons. This may be in print, a YouTube video, or some other venue. Again, you are looking for someone who has great content in their sermon, brought out via exegesis and other sound study. These are preachers who have clearly done their homework prior to preaching. 2. For your initial post, discuss the following: a. How do you know they have solid content? b. What evidence do they show that they have studied, and then brought out of the text what was there, rather than what they wanted to be there? What impact did great content have on you, the hearer?
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