Recognizing and Avoiding Sensationalism in Preaching and Teaching
Sensationalism in preaching and teaching involves prioritizing captivating or startling elements over the clear and patient exposition of biblical truth. The Apostle Paul exhorted Timothy to "preach the word; be urgent in season and out of season; reprove, rebuke, and exhort, with all patience and teaching" [1]. This instruction emphasizes a steady, diligent approach to ministry rather than one driven by novelty or emotional manipulation.
One way to recognize sensationalism is by its focus on "stories and endless genealogies" that "bring, arguings, rather than that stewardship of God which is with faith" [2]. Such elements can distract from the core message of faith and godliness. John Gill, a Baptist commentator, described "profane and vain babblings" as having "no solid matter in them; great swelling words of vanity, like large bubbles of water, look big, and make a great noise, but have nothing in them" [8]. This suggests that sensational content often lacks substantive theological depth, prioritizing outward show over inner truth.
The aim of preaching, according to Adam Clarke, a Methodist commentator, should not be to "seek fine turns of eloquence to charm the minds of his auditors, nor to draw such descriptions and comparisons as may surprise them" [3]. Instead, the goal is to make the message understood, to instruct effectively, and to present "necessary truths easy and intelligible to the meanest capacities" [3]. This contrasts sharply with sensational approaches that might prioritize shock value or entertainment.
Avoiding sensationalism means adhering to sound doctrine and practical instruction. Paul's charge to Titus included shunning "foolish questions, and genealogies, and contentions, and strivings about the law; for they are unprofitable and vain" [7]. Matthew Henry, a Puritan commentator, noted that while some questions are "needful to be discussed and cleared," idle and foolish inquiries "tend neither to God's glory nor the edification of others" [7]. This highlights the importance of discerning between genuinely edifying topics and those that merely stir up controversy or curiosity without spiritual benefit.
The emphasis in biblical teaching is on "warning" and "teaching" in "all wisdom" [9]. "Warning" relates to repentance and conduct, addressing the heart, while "teaching" concerns doctrine and appeals to the intellect [9]. Both are crucial for evangelical teaching, suggesting a balanced approach that informs the mind and moves the will, rather than merely exciting emotions. John Chrysostom, an early Church Father, noted that sometimes it is necessary to command, and other times to teach, implying a thoughtful approach to delivery based on the needs of the audience and the nature of the message [5].
Furthermore, the desire for spiritual gifts should be balanced with the pursuit of charity, with prophecy (speaking and exhorting under inspiration) being chiefly desired over mere tongues [4]. This suggests that communication that builds up and explains obscure parts of Scripture is more valuable than that which might be perceived as extraordinary but lacks clear understanding. The warning against being "eager to teach" and the difficulty of governing the tongue also serve as cautions against those who might rush into teaching without proper preparation or humility, potentially leading to sensational or ill-considered pronouncements [6].
Sources
- 2 Timothy “preach the word; be urgent in season and out of season; reprove, rebuke, and exhort, with all patience and teaching. -- 2 Timothy 4:2”
- I Timothy “I Timothy 1:4 (Rotherham) — Not to be teaching otherwise, nor yet to be giving heed to stories and endless genealogies,—the which, bring, arguings, rather than that stewardship of God which is with faith;—”
- Mark (Methodist/Wesleyan) “Adam Clarke on Mark 4:30: Whereunto shall we liken the kingdom of God? - How amiable is this carefulness of Jesus! How instructive to the preachers of his word! He is not solicitous to seek fine turns of eloquence to charm the minds of his auditors, nor to draw such descriptions and comparisons as may surprise them: but studies only to make himself understood; to instruct to advantage; to give true ideas of faith and holiness; and to find out such expressions as may render necessary truths easy and intelligible to the meanest capacities. The very wisdom of God seems to be at a loss to find out”
- 1 Corinthians (Presbyterian) “Jamieson, Fausset & Brown on 1 Corinthians 14 (introduction): SUPERIORITY OF PROPHECY OVER TONGUES. (1Co. 14:1-25) Follow after charity--as your first and chief aim, seeing that it is "the greatest" (Co1 13:13). and desire--Translate, "Yet (as a secondary aim) desire zealously (see on Co1 12:31) spiritual gifts." but rather--"but chiefly that ye may prophesy" (speak and exhort under inspiration) (Pro 29:18; Act 13:1; Th1 5:20), whether as to future events, that is, strict prophecy, or explaining obscure parts of Scripture, especially the prophetical Scriptures or illustrating and setting ”
- CCEL/NPNF (Eastern Orthodox) “John Chrysostom, Homilies on Galatians–Colossians–Thessalonians: 449 Homily XIII. 1 Timothy iv. 11–14 “These things command and teach. Let no man despise thy youth; but be thou an example of the believers, in word, in conversation, in charity, in spirit, in faith, in purity. Till I come, give attendance to reading, to exhortation, to doctrine. Neglect not the gift that is in thee, which was given thee by prophecy, with the laying on of the hands of the presbytery.” In some cases it is necessary to command, in others to teach; if therefore you command in those cases where teaching is required, ”
- James (Presbyterian) “Jamieson, Fausset & Brown on James 3 (introduction): DANGER OF EAGERNESS TO TEACH, AND OF AN UNBRIDLED TONGUE: TRUE WISDOM SHOWN BY UNCONTENTIOUS MEEKNESS. (Jam. 3:1-18) be not--literally, "become not": taking the office too hastily, and of your own accord. many--The office is a noble one; but few are fit for it. Few govern the tongue well (Jam 3:2), and only such as can govern it are fit for the office; therefore, "teachers" ought not to be many. masters--rather, "teachers." The Jews were especially prone to this presumption. The idea that faith (so called) without works (Jam 2:14-26) wa”
- Titus (Nonconformist/Puritan) “Matthew Henry on Titus 3:9: Here is the fifth and last thing in the matter of the epistle: what Titus should avoid in teaching; how he should deal with a heretic; with some other directions. Observe, I. That the apostle's meaning might be more clear and full, and especially fitted to the time and state of things in Crete, and the many judaizers among them, he tells Titus what, in teaching, he should shun, Tit 3:9. There are needful questions to be discussed and cleared, such as make for improvement in useful knowledge; but idle and foolish enquiries, tending neither to God's glory nor the edif”
- 2 Timothy (Baptist/Reformed) “John Gill on 2 Timothy 2:16: But shun profane and vain babblings,.... The ministry of false teachers is mere babbling; a voice, and nothing else, as the man said of his nightingale; a sound of words, but no solid matter in them; great swelling words of vanity, like large bubbles of water, look big, and make a great noise, but have nothing in them; contain nothing but vain, empty, idle, and trifling stuff; what is unprofitable and unedifying, yea, what is profane, contrary to the nature and perfections of God, and not agreeable to the doctrine which is according to godliness; and being palmed u”
- Colossians (Presbyterian) “Jamieson, Fausset & Brown on Colossians 1:28: preach--rather as Greek, "announce" or "proclaim." warning . . . teaching--"Warning" is connected with repentance, refers to one's conduct, and is addressed primarily to the heart. "Teaching" is connected with faith, refers to doctrines, and is addressed primarily to the intellect. These are the two heads of evangelical teaching. every . . . every man--without distinction of Jew or Gentile, great or small (Rom 10:12-13). in all wisdom--with all the wisdom in our method of teaching that we possess: so ALFORD. But Col 1:9; Col 3:16, favor ESTIU”