Authoritative Speaking
Introduction to Class
I am assuming you are familiar with hermeneutics, inductive study, etc. Therefore, we will spend both instructional weeks on homiletics.
"Homiletics" means "preaching"--explaining and applying God's Word to our world. See Stott's 2 CLIFFS: Biblical passages were written to a specific setting which is separated from our world by an imposing chasm of language, culture, time, etc. Typically, the church has made one of two errors in this crucial task:
Some tend to focus only on the task of understanding and explaining the biblical text. This is the typical error of theological conservatives, and it results in the sense that the Bible is irrelevant to our world (or trying to create a ghetto that mimics the biblical world).
Others tend to focus on cultural relevance, but then reject or remake the biblical message to conform to contemporary perspectives. This is the typical error of theological liberalism, and it results in silencing the Bible's authority.
God wants preachers--Christian communicators who are students of both worlds, who stand "between two worlds" and demonstrate that God's Word is intelligible, relevant, and impactful to our world (prophetic).
Explain syllabus.
NOTE: Your teachings should attempt to squeeze a home group teaching into 10 minutes (just as home group teachings should not attempt to squeeze a Central Teaching into 30 minutes). Use the tools and principles we give you to develop one main point from your passage.
Get the overview out of the way AS SOON AS POSSIBLE. Knock it out now so you can begin to think about your two passages.
TONIGHT is all about how to create your teachings, so you can get started now. NEXT WEEK is about delivery, spiritual prep, and other related matters (I may defer your questions tonight).
Cathy has tentative teaching schedules. Look it over at break and talk to her about date (not passage) changes.
You’re not here to impress me or anyone else. The goal is not to see how well you stack up to others (we have different levels of gifting and experience). The goal is to develop your teaching ability to serve God and others!! God is pleased if you do your best. This is a great opportunity to practice ministering under grace.
Another great benefit of this class is learning the elements of a quality teaching makes you more effective in critiquing teachings. Use this class to help your fellow teachers, and to cultivate the ethic of teachers giving and receiving feedback.
Using the "Homiletic Work Sheet"
Notice the "Homiletics Worksheet" at the back of your class notes. You should also have four blank copies of this worksheet for working on your own teachings.
This is a practical framework that supplies you with the important ingredients and order for creating teachings. I don't always use it rigidly, but I have learned to think this way and cover these bases when I prepare.
I'll explain how it works step by step, and then we'll look at a couple of sample teachings.
The upper half is primarily analysis and interpretation that draws upon your inductive study of the passage. The lower half is the actual homiletical outline.
STEP #1: "Structural Context"
This refers to the strategic question in inductive study. This keeps the immediate and book context in mind to ensure proper interpretation. Once you see the strategic purposes of the author, it should be relatively easy to adapt those purposes to your audience with appropriate modification.
EXAMPLE: Colossians was written to address spiritual fervor that uncritically accepts pluralistic and syncretistic spirituality. This has an obvious parallel in our own culture today.
You need this for your sake in preparation, not necessarily to give to your audience.
STEP #2: "Passage Outline"
This means a bare bones diagram of the thought development of the paragraph/passage.
Look especially for the main claim and how the other statements are related to it. (This is where the new inductive method is more helpful.)
EXAMPLE: In Col. 2:9-15, 2:9,10a is the main claim. Paul then unpacks this claim that we have been made complete in Christ in three ways: we have been freed from demonic bondage (2:10b,15), we have been released from bondage to our sin-natures (2:11,12), and we have been released from the guilt of our sins (2:13,14).
STEP #3: "Theses-Antitheses"
This section is for summarizing the theological truths in the passage, and for identifying contemporary opposites to those truths.
You should have theses in the "Theology" section of the old inductive method, and in the "Key theological concepts" of the new method.
In Col. 2:9-15, 2:10a is the main theological thesis, and the other statements serve to expound it.
You should have the antitheses in the "Contemporary Application" section of your inductive study. Here we are beginning to build the bridge between the biblical and contemporary worlds. Antitheses both help define the meaning of the thesis and reveal its significance/relevance.
In Col. 2:9-15, contemporary antitheses include: Jesus is only one of many avatars (2:9), Christian salvation is only a rudimentary form of spirituality (2:10a), all spirits are essentially benevolent (2:10b,15), our main problem is psychological guilt (2:13,14), humans are essentially good and capable of self-reform (2:11,12).
From the theses discerned in the text, select those theses that best apply to the needs of your audience.
You do not have to deal with everything in your passage. Especially in a ten-minute teaching, you can only develop one or at most two theses. (Try to develop the main one.)
Select those antitheses that are most relevant to your audience. For example, if your thesis is "Salvation is by grace apart from works," your antithesis could be "Salvation is by works apart from grace," or, "Salvation is by grace plus works." The second antithesis would be likely to be held by our audience or by people they know, whereas the first is implausible for most people.
In Col. 1:15-23, where the main claim is that Jesus is supreme over everything and everyone else in the universe (1:18b), an older antithesis would be "Christ is only a good man or great teacher." A more relevant antithesis would be "Christ is only one of many ways to God/salvation/spirituality."
The "Audience Analysis Worksheet" helps you to focus in on your own audience.
Check TV, BOOKS, MAGAZINES, MOVIES, MUSIC, INTERNET, DISCUSSIONS WITH NON-CHRISTIANS, etc. for suitable antitheses examples.
STEP #4: Developing a Burden (not on the worksheet)
"Burden" refers to your attitude toward the theses you are advancing. When you are personally convinced of the significance and practical importance of that truth for human life, you have a "burden." When you are burdened, you are emotionally wrought up about this issue because you see how important it is. This attitude is absolutely essential for effective biblical preaching.
"But if I say, 'I will not mention him or speak any more in his name,' his word is in my heart like a fire, a fire shut up in my bones. I am weary of holding it in; indeed, I cannot." (Jer. 20:9)
STOTT: "So possess the truth that it possesses you."
A burdened preacher is like a charcoal briquette soaked with lighter fluid: "Light a match and watch me burn!"
D. M. Lloyd-Jones: "Preaching is theology coming through a man who is on fire."
NOTE: Good teachings have both "heat" and "light." "Heat" comes from burden and application; "light" comes from solid study and knowing what your audience does and does not understand. "Light" without heat is boring; "heat" without light is manipulation/intimidation. Know your tendency and check each teaching for your weakness. (MORE NEXT WEEK ON DELIVERY)
The burden for the teaching comes primarily from the "thesis/antithesis" section of the work sheet. The commonly or popularly expressed antitheses provide the "fortresses" in your audience's thinking that can be "destroyed" by the scriptural theses (see 2 Cor. 10:4,5; 6:7). This is why teachings without antitheses are usually boring.
J. W. Alexander: "Preaching is argument made red-hot."
PASTOR'S RESPONSE AT LEADERSHIP NETWORK RETREAT: "I’ve never heard of that before—it changes everything."
Especially in a relativistic culture, beware of getting backed away from this! Using antithesis in teachings also helps your people learn biblical discernment--a crucial aspect of the mind of Christ.
How to develop a "burden":
Prayerfully focus first on your own life: "How has God changed my life through understanding and following this truth? When did I first learn this truth? How did I first apply it? How did my life suffer because I was ignorant of it? How have I re-learned and re-applied it since? What has happened when I have chosen to respond to this truth? What has happened when I have refused to follow it?" Often, you will need to come under fresh conviction of the truth before you can become burdened to preach it.
"Get into the Word, get under the Word—then go forth with the Word!"
You may use some of this in your teaching—but not necessarily.
Next, prayerfully ask the same kinds of questions of specific people likely to be in your audience. Ask God for a vision of what could happen to them if they learn and follow this truth--and what will happen if they don’t.
Next, prayerfully think about how people in our culture have been damaged and deceived by the antitheses.
STEP #5: "Goal"
Your selection of theses and burden for those theses should yield a clear goal for your teaching. Unless you can state this goal in one or two concise phrases, you lack the clarity and focus needed for your teaching to be effective. If both Christians and non-Christians will be present, you should have a specific goal for each group.
Powerful teachings have one main theme! Don’t try to include everything you know. The fact that you know much more about the passage than what you teach will give you intangible authority ("ICE-BERG" PRINCIPLE: 10% ABOVE THE SURFACE; 90% BELOW). Ruthlessly edit, leaving only what illuminates and reinforces your main theme. This is the difference between ONE SHARP, FINELY HONED ARROW and MANY BLUNT & SCATTERED ARROWS.
STEP #6: "Major Points" & "Illustrations & Applications"
This is where you should spend most of your time--reflecting, adjusting, etc. This is also the creative part--there is no formula or recipe for creating your outline.
Arrange your material into a reasonable thought development in the "Major Points" section. Often the theses or antitheses are the main points. At other times, explanatory material may have to precede the statement of the theses or antitheses. This section should supply as many of the following as needed (not necessarily in this order):
DECLARE THE THESIS: Strive for a concise, interesting statement that defines the thesis.
JUSTIFY THE THESIS (if necessary)
Sometimes, you need to clarify the thesis because it is unclear in the text. This is a practical way of staying under the authority of the Word. Otherwise, your audience will be resistant to further persuasion--or you are asking them to take your word for it. You can do this by:
- defining key words in the text (apekdusis for "disarming" in Col. 2:11--see its usage that way in 2:15)
- pointing out the context (Col. 1:15a & 2:9 to show that "first-born" in 1:15b does not imply creaturehood)
- explaining relevant historical background (circumcision's symbolic meaning in the Old Testament; "certificate of debt" in Col. 2:14)
- alluding to other parallel passages (Eph. 6:12 to clarify identity of "rulers and authorities" in Col. 2:15; Rom. 6:5,6 to clarify connection to slavery to sin in Col. 2:11,12)
Sometimes, you need to justify the thesis, not because it is unclear, but because it is unpopular in our culture (e.g. hell, church discipline, sexual ethics, soteriological exclusivism). The original author usually doesn’t defend the thesis because his audience was already convinced of it, but you may need to "back up" and give an apologetical basis before you can go on in your teaching. Especially when non-Christians are present, effective persuasion cannot occur until you provide a reasonable defense. This also equips your Christian audience to do the same in their conversations with non-Christians.
SUPPLY THE APPROPRIATE ANTITHESIS: Popularly expressed antitheses help to further define the thesis and bring out its significance to life (see above). They also often suggest certain obvious applications.
It is sometimes more effective to introduce the antithesis before contrasting it to the thesis.
Sometimes the antithesis makes an effective introduction. In my teaching on Col. 1:15-23, I began by asking which Jesus we should consult--quoting several different views of Jesus. This makes it relevant and raises tension, drawing people in.
ILLUSTRATE THE THESIS & ANTITHESIS (if necessary): Most theses benefit from illustrations. Illustrations not only help explain spiritual truths, but also stimulate interest in and bring home the significance of the thesis. Be sure to recognize the limitations of the illustration. Consider these forms of illustration:
- Metaphors & analogies (Vine & Branches; Running a race; Wedding ring & marriage for circumcision/baptism)
- Historical stories (D-Day and VE-Day to illustrate the 2 advents and the struggle between; EMANCIPATION PROCLAMATION for Rom. 6:6)
- Parables (IRS agent; Niagara Falls tight-rope walker)
- Quotes/Interviews (Sartre on the real reason for his atheism)
- Song lyrics ("Hello-Good-bye" for relationship between medium & message; "Break in the Cup" for horizontal love relationships; "Language of the Heart" for sexual immorality) Either pass them out or read them carefully.
- Video clips ("The Mission" or "Scrooge" for gratitude for forgiveness; "Private Ryan" for the motivating power of sacrifice; "Contact" for the role of faith; Joseph Campbell interview for Satan's lie in Gen. 3)
- Props (Log in eye for Matt. 7; 2 pieces of paper glued together for sexual damage)
Keep a list of ideas on illustrations as you read, watch movies, listen to music, see examples in teachings, etc.
MAKE THE APPLICATION: This is the most important part of biblical preaching: to convince the audience of the need to act on the truth they’ve just learned and been convinced of. What is your audience going to leave the room convinced of, motivated, and determined to do?
This should come from the "GOAL" section of your Homiletic Worksheet.
See Jas. 1:22-25. Doing is a non-optional component of real learning. "Explanation without application is a miscarriage of the truth."
In many passages, the imperatives provide obvious lines of application that you need to flesh out ("set your mind on the things above"). In passages without imperatives, you will need to supply them from other passages.
Application should be clear and practical (not humanly visible actions only--also attitudes and as a faith-response to God). You should find a way to communicate that you also need this application (and do not always follow it!).
STEP #7: Method(s) of Presentation (not in worksheet)
You will be thinking about this simultaneously while developing your main points and illustrations/applications. Choose the method(s) of presentation best designed to persuade your audience. More than one method is often appropriate in the same teaching. Possible methods include:
ARGUMENT: Anticipate and verbalize typical objections to your thesis, and then refute them. Paul uses this approach in Rom. 1-11 and 2 Cor. 10-13 (diatribe).
This should go on in almost every teaching. It is basic "thesis-antithesis" communication.
ADMONITION: Warn of the consequences of neglecting this truth. Many prophetic books (e.g., Amos) and portions of epistles (e.g., 1 Thes. 4 and 1 Cor. 6 on SEXUAL IMMORALITY; 1 Cor. 10 on syncretism; Heb. 6,10,12 on apostasy) use this approach.
Sprinkle this in instead of using it for an entire teaching, and speak with humility/compassion--otherwise it comes off self-righteously.
INDIRECT CONVICTION: Arouse moral indignation in your audience, and then turn it on them (e.g., Nathan with David; The callousness of the rich--we are the rich!)
This is very effective, but difficult to do.
EXHORTATION/APPEAL: Appeal to God's love, concern for their well being, and the needs of others. This is the normal pattern for the "exhortation" sections of the New Testament epistles.
This is basically indicatives leading to imperatives--and should also be used a lot (e.g., FORGIVENESS). Often for conclusion.
VISION-CASTING: Paint a picture of what is possible if we respond to God in this area (e.g., John 7:37,38).
Martin Luther King: "I have a dream."
Couple admonition with this as the "replacement" (e.g., Matt. 7's houses on sand/rock; Servant Team Retreat: Do you want to be Sardis or Caleb?) Otherwise admonition can come across legalistic.
Make sure your vision is realistic and appropriately qualified or you lose credibility (MARRIAGE TALK: "This marriage will not be perfect because in a fallen world there are no perfect relationships . . . ").
DILEMMA-RESOLUTION: Pose a problem (ethical, textual, etc.) and then resolve the problem in the main body of your teaching.
This works well for passages that contain problems (1 Cor. 11:5ff.; 14:34,35; 1 Tim. 2:11,12).
You can also throw this in as one short part of a teaching.
QUESTIONS: Verbalize the important questions concerning this truth and make the answers to these questions the main points of your teaching.
John 3 – "Who needs the new birth?" "What is the new birth?" "How do you get the new birth?" ""Why do people reject the new birth?"
Lk. 9:18-26 - "Who is Jesus?" "What does Jesus' messianic mission require?" What is the cost of following Jesus?" "What is the reward of following Jesus?"
STEP #8: "Introduction"
After you have constructed the main outline, you should be able to create an effective introduction without too much difficulty. Effective introductions point to the direction of the teaching, and provide a mandate for listening to the main points. Avoid long introductions--get into your text as quickly as possible.
If you turn to the passage and then do a long introduction, they will start reading ahead without you. If you must have a longer introduction, don't tell people what text you're in until the end of it.
STEP #9: "Conclusion"
The conclusion will often call for a response from your audience. It may also summarize the content of the outline. Home group teachers should be ready with related questions to redirect the group into discussion. Avoid trailing off without a definite end.
Examples of Completed Homiletical Worksheets
Tips on Teaching Narrative (if time)
You may need to supply more historical background to make it come alive.
Avoid "moralizing" the text--stopping constantly to make little application points. This "string of pearls" teaching style obscures the main point(s) of the narrative. Instead, determine the main point(s) of the narrative section and build your outline around it/them.
Identify the "tension" in the narrative--the conflict between two parties, the discrepancy between promise and fulfillment, etc. Tell the story in a way that highlights this "tension." This unleashes the inherent power of narrative and will draw people in.
Abraham & God; Jacob & Esau; Joseph & brothers
In long narrative sections (e.g., Joseph), condense the story and tell it in an interesting way without reading most of the text. Read only key portions of the text. Then distill your theology and/or application afterwards.