Free Tactics: A Game Plan for Discussing Your Christian Convictions by Gregory Koukl

PROFESSOR’S PLOY
    The Columbo tactic is a good one to use in the classroom, but there is a pitfall. I call it the "professor's ploy." Some professors are fond of taking potshots at Christianity with remarks like "The Bible is just a bunch of fables," even if the topic of the class has nothing to do with religious issues. Well-meaning believers sometimes take up the challenge and attempt a head-to-head duel with the professor.
    Don't make this mistake. It's right-hearted, but wrongheaded. This approach rarely works because it violates a fundamental rule of engagement: Never make a frontal assault on a superior force in an entrenched position. An unwritten law of nature seems to govern exchanges like these: The man with the microphone wins. The professor always has the strategic advantage, and he knows it. It's foolish to get into a power struggle when you are out-gunned.
    There's a better way. Don't disengage. Instead, use your tactics. Raise your hand and ask a question. For starters, you might ask, "Professor, can you give us a little more detail on what you mean? What kind of fable are you talking about? Do you think nothing in the biblical documents has any historical value? Is everything in the book a fanciful invention of some sort? What's your opinion?" Notice that these are all creative variations of our first Columbo question ("What do you mean by that?").
    Let the professor explain himself. As a good student, listen carefully to his response. Take notes. Ask further clarification questions if necessary. If he falters in any way, the other students will notice. If he has trouble making his ideas clear, it will become obvious that he has not thought carefully about his ideas.
    When you are satisfied that you have a clear take on his view, raise your hand again and ask him how he came to his conclusions. Ask him to explain the line of evidence that convinced him not to take the Bible seriously. Make the teacher, the one making the claim, shoulder the burden of proof for his own assertions. This allows you to stay engaged while deftly sidestepping the power struggle.
    Now here's the pitfall I warned you about, the distractive "ploy" intended to derail your efforts. The professor may sense your maneuver and try to turn the tables. He might say something like, "Oh, you must be one of those Fundamentalist Christians who thinks the Bible is the inspired Word of God. Okay, I'm a fair man," he continues, looking at his watch. "We have a little extra time. Why don't you take a moment and prove to the rest of the class that the Bible is not filled with fables?"
    What has the professor just done? In one quick move, he has cleverly shifted the burden of proof back on you, the student. This is unfair, because you have not made any claim. He is the one who is expressing a view. It's up to him to defend it. He's the teacher, after all.
    Don't take the bait. Falling into this trap is nearly always fatal. The professor is trying to get you to do his job. Don't let it happen.
    Instead, when you find yourself facing any form of the "Why don't you try to prove me wrong?" challenge, shift the burden back where it belongs, on the one who made the claim. Respond this way: "Professor, I actually haven't said anything about my own view, so you're just guessing right now. For all you know, I could be on your side. More to the point, my own view is irrelevant. It doesn't really matter what I believe. Your ideas are on the table, not mine. I'm just a student trying to learn. I'm asking for clarification and wondering if you have good reasons. That's all."
    If he gives an answer, thank him for explaining himself and either ask another question or let it go for the time being. You have done the best you can under the circumstances.
    The "professor's ploy" is to shift the burden of proof from himself to someone else. He demands that others defend views they have not expressed even though he is the one who has made specific claims. He tries to