• Guest Post: How to Hear a Sermon by Rosemary Hannah

    In this guest post, Rosemary Hannah reflects on how to hear a sermon. Rosemary teaches in TISEC, has just written the definitive biography of the Third Marquess of Bute and is a member of the congregation at St Mary’s.

    ‘I always listen to the sermon, knowing the word of God will reach me through it,’ he said, his face that misleading mask of innocence his class knew so well. We waited.

    ‘Of course,’ continued the Rev Jim Whyte, later to be Moderator of the General Assembly of the Church of Scotland, ‘Usually the word of God comes to me that the sermon is quite wrong.’

    To sit and listen to a sermon is a spiritual exercise. You settle back, and expectantly open yourself to God, and almost always he does speak. If you are listening to one of the Jim Whytes of this world, His word can be astonishingly direct. If you are listening to one of those who preached to Jim, it may easily come in other ways.

    Listening to a sermon is like beach-combing. Who knows what delights lie ahead? Anything from old rubbish through to bleached driftwood, birds crucified by the sea, or polished gems and gold rings. The important thing is to be awake to what may be there, for it may be anything.

    Each preacher has their own style. Generally Kelvin prefers a beguiling circuitous route to lead his listeners, apparently effortlessly, where he wants them to go. But there is also the sermon which takes the hard direct route to lead you into the experience of faith, sharing something of the anguish of the preacher; sermons it is a privilege to hear. Or you may get a discussion of any number of issues in a passage; something to puzzle over. I once sat for some years and listened to a preacher who specialised in picking Scripture apart so you could see the warp and weft of it, and I think I learned more from that than any other set of sermons I have heard; not so much the content of the passages, but how to square up honestly to the writing, and to trust the writer’s intelligence. Just occasionally there will be the sermon which suddenly throws open a door to a Biblical passage so that you see for the first time what it really means. This is for me both the most exhilarating and the most meaningful and the rarest of sermons.

    Then there are the sermons which start up some little wader on the shore. Sermons where you stop listening to the content being laid out from the pulpit and follow some delightful distraction set off by it. So the Good Samaritan used oil, you find yourself thinking, which is not so different from the ointment you buy to heal the dog’s cuts. You wonder how effective old remedies actually were, and how many scars the poor man who fell among thieves ended up with, and did he get word to his wife, and did somebody ever … That is all fine. Contemplating what childhood traumas caused the preacher’s attitude to life, or what execrable theological education formed his thoughts may seem less noble but be equally useful to those with responsibilities along those lines, or those seeking to awaken the need to care compassionately for the speaker in daily life – and dear knows our preachers often need care.

    But as you settle back into your comfortless seat (and actual chairs are far less accommodating than pews and nothing is at all like the squashy sofa I always think would be best place to listen to a sermon from) as you settle back, just remember to be open to everything, including the small voice which tells you God is actually nothing at all like the preacher imagines She is.

9 responses to “RSA Animations”

  1. annie t Avatar
    annie t

    Fascinating stuff; like watching a (very) animated Paulo Freire! Loved the insight ‘collaboration is the stuff of growth’. Interesting implications for a congregational paradigm for theological education. Thanks Kelvin.

  2. kelvin Avatar

    Yes – I was also reminded of my synod question about TISEC, which I still don’t think I’ve received an adequate answer to, which was something like this: “Is learning through TISEC driven by normalised marking or learning outcomes?”

  3. Kimberly Avatar

    presumably neither, but by the grace of God?

    (‘normal’, ‘outcomes’, and ‘TISEC’ all in the same sentence could lead to much fun. But I suspect I’d head down the via negativa again.)

    1. kelvin Avatar

      The answer that I got was “both” though I’ve never believed that can be possible. I do believe that TISEC at one time or another took on the trappings of each of those learning models, but that is not the same thing at all.

  4. Rosemary Hannah Avatar
    Rosemary Hannah

    Can I gently suggest that the Tisec you love to hate has over the years changes significantly?

  5. kelvin Avatar

    TISEC has always claimed to be changing – in that way it always is the same.

    I do accept that things have changed but have no way of knowing whether they have changed for the better. I still know people whom it appears to suit and I still know people who get distressed by what is done to them within it. In that respect at least, again, it remains the same.

    I’ve said before now that one of the reasons that TISEC is something that still presents unresolved issues for some of us who went through it is that there was never any public accountability within the church over what was done to us. No-one was ever held responsible and even though TISEC itself went through several reviews, the reasons for those reviews being carried out were never transparent.

    I’d still be happy to receive a coherent answer to the question. Incidentally, when I was in TISEC, the answer was clear – it was driven by learning goals and outcomes.

    I was at the General Synod where we voted for TISEC to cease to be a teaching institution. That was a pretty strong decision and one which was enthusiastically celebrated by some. (I went to the celebratory lunch afterwards and some folk came up from England for it). That does make it hard to understand what has happened subsequently.

  6. Rosemary Hannah Avatar
    Rosemary Hannah

    More than it would be appropriate for me as a staff member to answer to, and more than I am the most appropriate person to answer to, educational theory not being my speciality. However, FWIW I can answer to the fact that normalised marking is firmly in place, and that our external examiner is more than happy with the standards our students achieve. Beyond doubt all those who get a diploma from us have achieved the educational equivalent of the first two years of University education.

  7. kelvin Avatar

    Well, this isn’t comparing like with like as the current external examiner acts for an institution (albeit one which may have a financial interest) that had nothing to do with TISEC when I was in it, however, I can say that the external reports on TISEC were always astonishingly good.

    All the more astonishing for those of us who were in TISEC at the time I was, actually.

    It would be interesting to compare the quantifiable academic achievements of Scottish ordinands over time. I’ve a notion that two years of university study falls short of the standards for ordinands which the General Synod was hoping for when it last voted on a report about TISEC.

  8. Rosemary Hannah Avatar
    Rosemary Hannah

    The current external examiner is, it is true, employed; however he is not a member of the qualifying institution. He is a member of another independent academic institution, thereby bringing to his examination direct knowledge of at least three bodies (theirs, ours and his as it were). The work of our students is scrutinised by two markers at Tisec, and each piece of work scrutinised by the external examiner who checks it is achieving the same standards as YSJ. The over-all standard of YSJ is likewise scrutinised to ensure it too is achieving work of the same standard for the same level as other Universities.

    The question of whether standards nationally have risen or fallen is a different question, and harder to ascertain. We may indeed have our own different opinions. But I think it beyond doubt that the general level of the work of Tisec students is the same as the level (qualification for qualification) as the standard of students nation wide. So very much work goes into ensuring this.

    Personally, I would not be prepared to grant a degree in anything involving Biblical studies without knowledge of the Biblical languages. However it is a fact that the Universities now often do this – and indeed even forty years ago it was possible to obtain a M. Theol at St Andrews with only Greek. However regrettable this is, insisting on a full degree will not restore this.

    For those who study for a qualification with Tisec while working, as indeed for those who study with other bodies while working, to achieve two years of degree level study while in a full time job is a considerable achievement. To reach degree standard would take another 18 months I suppose – and that is a decision for the church to take.

    While I would be very sympathetic to the idea of encouraging more students to undertake a full time degree at a University, the funding of such things is a decision for the denomination, not Tisec. To ensure this in the present economic climate would be expensive, and for students who already have personal commitments, not always possible. This is why most English dioceses offer part-time training. The brief for Tisec is to offer a course that those NOT taking a full-time a course can follow, together with specifically vocational study which the Universities do not provide.

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