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Increased awareness of God through spiritual direction that is used as a basis for preaching; 2. Increased awareness of self through spiritual direction that is used in preaching; 3. Anecdotal experiences that occur in spiritual direction that can be used as sermon illustrations; 4. 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Project"],"types_tesim":["Text"],"creator_tesim":["Dann  A Stouten"],"subject_tesim":["Sermons","Storytelling","Preaching"],"language_tesim":["English"],"abstract_tesim":["The purpose for doing this study is to introduce narrative homiletics to a broader audience of preachers.  It is my hope to add to the diversity in our pulpits by offering an alternate sermon type that is simple to follow, and yet offers a variegated texture and feel through the use of the six different models.I believe a working definition of narrative preaching would help clarify things at this point.  Mine is as follows:  Any sermon that follows a plot or story line and begins with a discrepancy and then wrestles with the ambiguities and ultimately concludes with God's final solution.  The thesis of this project is that narrative preaching can be learned like spelling or arithmetic or your ABC's if the student is willing to follow a three step pattern of:  imbalance, analysis, and solution. The first step involves stating the discrepancy, the second step is an analysis of the ambiguities and the third step is finding God's solution to the problem. We use six different sermon models entitled: Recasting the Story,  Redating the Story,  Remembering the Story,  Retelling the Story,  Reacting  to the Story and Rethinking the Story,  along with a running commentary and a listener evaluation form to analyze and demonstrate how narrative preaching can be done."],"rights_statement_tesim":["https://rightsstatements.org/vocab/InC/1.0/"],"thumbnail_path_ss":"/assets/work-a3b75da7abded620ab321410c80d102e5e2417b71c54de7ba7d4b0363da904f7.png","suppressed_bsi":false,"actionable_workflow_roles_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-approving","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-depositing","f6c99b2a-5c91-4444-8946-01a1837f1fd8-default-managing"],"workflow_state_name_ssim":["deposited"],"member_of_collections_ssim":["Western Theological Seminary"],"member_of_collection_ids_ssim":["c24f9e0f-f5f0-45a3-b7f1-6a406c6902fb"],"visibility_ssi":"open","admin_set_tesim":["Metadata Only"],"account_cname_tesim":["rim.ir.atla.com"],"human_readable_type_tesim":["Etd"],"read_access_group_ssim":["work_editor","public"],"edit_access_group_ssim":["admin"],"edit_access_person_ssim":["ckarpinski@atla.com"],"_version_":1791135590227378176,"timestamp":"2024-02-17T08:53:29.601Z","score":1.0},{"system_create_dtsi":"2023-10-12T19:45:45Z","system_modified_dtsi":"2024-02-17T08:53:50Z","has_model_ssim":["Etd"],"id":"91c753b2-19aa-4a11-a64a-913600162c55","accessControl_ssim":["e61e35e8-0c54-47b1-b90b-49a3279b957c"],"depositor_ssim":["ckarpinski@atla.com"],"depositor_tesim":["ckarpinski@atla.com"],"title_tesim":["The illustrated sermon : a guide for the use and evaluation of metaphor in preaching"],"date_uploaded_dtsi":"2023-10-12T19:45:44Z","date_modified_dtsi":"2024-02-17T02:24:19Z","isPartOf_ssim":["f6c99b2a-5c91-4444-8946-01a1837f1fd8"],"hasEmbargo_ssim":["b8a19a77-91f9-4e2a-b04c-04b877b180d1"],"hasLease_ssim":["7eaab0ef-b2ff-48fe-b0c7-18294b558b05"],"show_pdf_viewer_tesim":["1"],"show_pdf_download_button_tesim":["1"],"institution_tesim":["Atla RIM"],"degree_tesim":["Doctor of Ministry"],"degree_granting_institution_tesim":["Western Theological Seminary"],"year_tesim":["1984"],"resource_type_tesim":["D.Min. 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The use of metaphor to help build meaningful relationships is discussed.Chapter Three focuses on metaphor as an aid to preaching. A Biblical basis for the use of figures of speech in preaching is studied. Metaphor is defined by its function and value for illustrating sermons. Types and sources of metaphors are explored. Practical concerns, such as the placement and quantity of metaphors in a sermon, conclude the chapter.Chapter Four is concerned with the evaluation of metaphors and guidelines for their use in preaching. At the conclusion of a sermon, immediate feedback is useful for measuring the clarity of a metaphor, but long-term feedback is also necessary to evaluate the appropriateness of the metaphors to the hearers by observing the assimilation of the metaphors into their life and vocabulary. 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