Training Preachers: A Guide to Teaching Homiletics
Book Summary • Scott M. Gibson, editor, Training Preachers: A Guide to Teaching Homiletics (Bellingham, WA: Lexham Press, 2018). 294 pp. $10.
Read time: 7 min
A Fresh Approach to Teaching Homiletics
Introduction: “Introduction to the Teaching of Preaching,” Scott M. Gibson
Editor Scott Gibson opens Training Preachers by recognizing a fundamental reality: there is no one-size-fits-all method for teaching preaching. Every professor and student comes with distinct experiences, learning preferences, and theological perspectives. But he insists on one thing—preaching is best learned through practice, mentorship, and constructive feedback, not merely through theoretical lectures. This book functions as a guide for homiletics professors, especially those stepping into the role without prior training in pedagogy. Drawing from a wealth of experience, each of the nine contributors offer insights that span theological education, teaching methodology, and student engagement, all with the aim of forming both competent and spiritually mature preachers.
Chapter 1: “The Place of Preaching Professors in Theological Education,” Scott M. Gibson
In the first chapter, Gibson situates homiletics within the broader framework of theological education. He traces its historical development, contrasting British models—where preaching was largely absent from ministerial training—with the American seminary tradition, where historical figures like John A. Broadus and Southern Seminary made homiletics a central discipline. Gibson discusses the academic standing of preaching professors and posits the ongoing challenge of ensuring homiletics is regarded as a serious theological field rather than a mere practical skill. He argues that effective preaching instruction requires both academic rigor and deep pastoral sensibility, an often-overlooked balance in seminary education.
Why Preaching Professors Need Educational Theory
Chapter 2: “An Apology for Learning Educational Theory,” Patricia M. Batten
In chapter two, Patricia Batten reflects on the necessity of educational theory for preaching instructors. She shares her own journey—initially confident in her ability to teach but soon realizing that a strong grasp of homiletics does not automatically translate into effective pedagogy. She introduces insights from educational theorist Susan Ambrose on motivation, explaining that students learn best when they see value in the subject, believe they can succeed, and feel supported. She champions collaborative learning models in which students engage more deeply when they are actively involved in discussion rather than passively absorbing lectures. Her chapter challenges preaching professors to think not just about what they teach but how they teach it.
Chapter 3: “Help from Educational Theorists for Teaching Preaching,” Victor Anderson
Victor Anderson builds on Batten’s argument in chapter three by drawing from cognitive and experiential learning theories. He presents three guiding questions for preaching instructors: What does it mean to truly learn? How does dialogue shape the learning process? And how does culture influence homiletics education? He highlights David Kolb’s experiential learning model, which emphasizes the transformation of knowledge through experience and reflection. Preaching, Anderson contends, is not merely about absorbing facts but about crafting sermons in response to lived experience. The role of the instructor, then, is not just to deliver information but to create environments where students develop and refine their own preaching voices.
Understanding Learning Styles in Homiletics
Chapter 4: “Teach so Students Can Learn: Teaching Preaching and Learning Styles,” John V. Tornfelt
John Tornfelt turns the conversation toward learning styles. He notes that many homiletics professors unknowingly teach in ways that reflect their own learning preferences, assuming their students process information in the same way. Drawing from models such as the Myers-Briggs Type Indicator and Hermann’s Brain Dominance Theory, he explores how different personalities approach sermon development. Some students prefer structured, step-by-step methods, while others work more intuitively, grasping big ideas first and filling in details later. Tornfelt reasons that failing to recognize these differences can alienate students and diminish the effectiveness of preaching instruction. His call to homiletics professors is clear: adapt, engage, and teach in a way that accommodates the diversity in the classroom.
Equipping Preaching Professors for Their Role
Chapter 5: “What a Freshly Minted Preaching Professor Needs to Know” (Part 1), Tony Merida
In chapter five, Tony Merida offers practical wisdom for those new to teaching homiletics. He acknowledges the weight of the task—training preachers is not just about refining communication skills but about forming men and women who will shepherd congregations. He lays out essential knowledge areas for the homiletics professor, including hermeneutics, theological foundations, and sermon delivery. But more than that, he urges professors to stay connected to the church, warning against becoming so immersed in academia that they lose touch with the realities of preaching to real people.
Chapter 6: “What a Freshly Minted Preaching Professor Needs to Know” (Part 2), Blake Newsom
Blake Newsom reinforces Merida’s concerns and expands on the multifaceted role of the homiletics professor in chapter six. He explores different preaching styles, from deductive to inductive approaches, and underscores the importance of guiding students in discovering their own voices rather than forcing them into rigid templates. Newsom stresses that great preaching professors are not just instructors but mentors, walking alongside students as they grow in skill and spiritual depth.
Course Design and Learning Objectives
Chapter 7: “Developing a Syllabus for a Homiletics Course,” Sid Buzzell
In answering the question, “What are some practical methods professors can use to enhance their teaching?”, Sid Buzzell shifts attention to course design, focusing on the role of a well-structured syllabus. A syllabus, he argues, is more than a schedule—it is a roadmap that sets expectations, clarifies learning goals, and provides a structured path for student success. He offers best practices for organizing course content, ensuring that assignments and assessments align with clear learning objectives.
Chapter 8: “Learning Levels and Instructional Intentions,” Sid Buzzell
This chapter was particularly fascinating as Buzzell applies Bloom’s Taxonomy to homiletics instruction, showing how students advance through cognitive levels in sermon crafting and delivery:
At the level of memorization, students recall key homiletical principles such as sermon structures, rhetorical techniques, and biblical exegesis. They are asked to define terms like expository preaching and inductive reasoning.
At the level of comprehension, students explain these concepts in their own words, distinguishing between textual and topical preaching or summarizing the purpose of a sermon introduction.
At the level of application, students draft sermon outlines, select biblical texts, and deliver brief messages, demonstrating logical sermon structure.
At the level of analysis, students evaluate sermons, identifying strengths and weaknesses in delivery, theology, and audience engagement. They compare preaching styles, critiquing persuasion and doctrinal clarity.
At the level of synthesis, students construct original sermons, integrating biblical interpretation, rhetorical strategy, and theological depth for specific audiences.
At the level of evaluation, students assess their own and others’ sermons, defending interpretative choices, refining their approach, and receiving feedback. Buzzell argues that grading should be based on these objectives to ensure students grasp preaching concepts and apply them effectively in ministry contexts.
The Power of Constructive Feedback & a Long-Term Outlook
Chapter 9: “The Value of Feedback: Speaking the Truth in Love,” Chris Rappazini
Chris Rappazini tackles the often-neglected area of feedback. He argues that without thoughtful critique, students will struggle to improve. He proposes a structured approach to feedback that includes peer evaluation, self-reflection, and professor-guided critique. Rappazini urges professors to frame feedback in ways that challenge students while also encouraging them, striking a balance between correction and affirmation.
Chapter 10: “Teaching with Trajectory: Equipping Students for the Lifelong Journey of Learning to Preach,” Timothy Bushfield
In the final chapter of Training Preachers, Timothy Bushfield urges readers toward a focus on long-term development. Preaching, he argues, is a lifelong learning process, not a skill mastered in a semester. Drawing on Kolb’s experiential learning theory and Wenger’s social learning framework, he encourages preaching professors to instill habits of continuous reflection and growth in their students. He also promotes collaborative learning, suggesting that preachers improve most when they are engaged in community rather than working in isolation.
A New Vision for Homiletics Instruction
Training Preachers offers a rich, multi-faceted approach to teaching preaching. The book’s strength lies in its balance of academic research, cognitive learning psychology, historical reflection, and practical guidance. By weaving together insights from education, theology, and pastoral practice, it provides a helpful framework for homiletics professors seeking to equip the next generation of preachers. ❖
Quote this Review
Footnote: Timothy J. Harris, “Training Preachers: A Guide to Teaching Homiletics,” Practical Theologian, March 20, 2025, https://www.practicaltheologian.com/blog/bookreview-x4aa7.
Bibliography: Harris, Timothy J. “Training Preachers: A Guide to Teaching Homiletics.” Practical Theologian, March 20, 2025. https://www.practicaltheologian.com/blog/bookreview-x4aa7.
