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Preaching Competency 2: Tips

How do I demonstrate Competency 2? “Gain a comprehensive understanding of the five preaching forms of the Early Church and a basic approach to preparing sermons around the five forms, with special attention given to the methods needed to employ the five forms in contemporary preaching and teaching.”

  • Unit 2 emphasizes the five “forms of the Early Church” (evangelistic, catechetical, expository, prophetic, and festal) and a practical process for preparing preaching or teaching material and events that are based on them. The learner is not required to completely agree with this taxonomy in order to receive credit from the Antioch School. However, you should demonstrate a solid understanding of the categories even if you organize the data differently. If you do organize the data differently, then you should also make a persuasive case for doing so.
  • The first project in Unit 2 can be used to satisfy the first half of the competency (“understanding the five preaching forms”) and the second and third projects can be used to satisfy the second part of the competency (“a basic approach to preparing sermons around the five forms…”). However, the second project should not be confused with the first project. The first project focuses on a broader framework of five forms. The second project focuses on the more specific conventions, methods, or styles that can be used within any of the five forms. The third project should integrate the conclusions of first two projects into a practical process.
  • The fourth project in Unit 2 can be used to satisfy the “implemented” criteria if it includes a sermon series from each of the five forms and if there is evidence that each of these series were created using the process that was created in the third project.
  • Again, the examples in the project guides and models are intended to provide general direction. They are not developed enough to fully satisfy Bachelors level or Masters level competency in the Antioch School. They are basic outlines that lack the “substantive” criteria that is required for the Bachelors level as well as the “resourced” and “implemented” criteria that is required for the Masters level. Many learners satisfy the “resourced” criteria by creating a Life Development Reading Summary for some or all of the theological readings that are associated with Unit 2.  
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