Helps for the Answers Class: How to Use a Tactical Plan with Difficult
Skeptics
Columbo Questions
Bring these questions with you to the Answers Class. The
right tactics can assist you in staying in the driver’s seat by directing the
conversation. Questions are a good way
to approach group members with diplomacy rather than with verbal combat. Use questions to make your case without a
lecture and making claims you will be responsible to defend when dealing with
skeptics who have not thought out their own positions carefully. The truth is
on our side!
Once a participant answers a question about your topic
stating a non-biblical point of view, ask them a series of questions.
1)
What do you mean by that? [You are asking, “What do you
believe?”] Make them define their terms.
Gather information by using clarification questions.
2)
How did you come to that conclusion? (or)
·
Why do you say that?
(or)
·
What are your reasons for holding that position? (or)
·
I am curious, why would you say such a thing? (or)
·
Why should I believe what you just stated? (or)
·
Can you give me some reasons why I should believe that
is truth? (or)
·
What makes you think that is the right way to see it?
·
And what would be your evidence for that?
·
And what support do you have for that idea?
·
The essence of this second type of question is: How do
you know that is true? What are your reasons for coming to this conclusion?
You are reversing
the burden of proof. The person who
makes the claim bears the burden of proof.
Challenge their commitment to unbelief.
Don’t go into a defensive posture when the skeptic makes a claim. Ask them for their reason for holding their
view. If they change the subject,
navigate the discussion back to their reasons for holding their view. They have made an argument; they should do
the work of proving why their view is the most reasonable solution to the
evidence. Once they make a claim, the burden of proof is on them. Don’t fall for the trap to have to defend
your view. Ask them to slow down and
give you their view and the reasons for it, and let you think about it. Don’t let them reverse the burden of proof
when they made the claim, they must give reasons why their view is the most
plausible, not just possible. It is
their job to not only make a point; they must also give reasons why this is the
best understanding of the facts. An
alternative explanation is not a refutation.
He must show that his explanation is the best explanation, most plausible
pointing to the facts, evidence, and truth.
Don’t let them dodge the issues.
If they make a controversial claim, they should be able to defend it
with reasons.
We should all
listen while they explain why they think what they are claiming is true. Ask them to carefully explain their view and
the reasons why they hold this view so that you can think about it. Ask simple leading questions that are
interactive, probing, and amicable.
3)
Have you ever considered (or),
·
Can you help me with this?
·
Maybe you can clear this up for me.
·
The third type of Columbo question is to use more
questions to find a flaw, a clear weakness, a wrong assumption, or a
contradiction in their thinking. (Carefully listening to how they reason from
the # 2 question above) Here is sample
conversation using this third type of question:
Participant: “You should not push
your morality on me.”
Facilitator: “Why not?” Notice they just pushed their morality on
you by saying there is something you should not do. Everything they say next will be attacking
themselves.
Participant: “You are intolerant because
you believe in absolute truth.”
Facilitator: “What do you mean?”
Participant: “Well, you think you
are right about this and others are wrong.”
Facilitator: “Help me out,
here. Something is bothering me. How is it when I think I am right I am intolerant,
but when you think you are right, you are just simply right? You can’t have it both ways.”
Participant: “That is just your
interpretation.”
Facilitator: “What do you mean by ‘just’?”
If they mean all interpretations are equal, then misinterpret something
they just said to force them to admit that some interpretations are incorrect
and some are correct.
Participant: “How can there be evil
if there is a good God?”
Facilitator: “What do you mean
by evil? How can there be an objective
standard of good and evil if there is no great lawgiver?”
Facilitator: “Would you be willing to consider an alternative explanation?” Anticipate objections and think of questions
in advance (see Luke 20:1-8, 20-26).
Facilitator: “Let me ask you a
question.” You as the facilitator
are going on the offensive in a disarming way by the repeated use of
questions. Your plan is to point out
errors with questions rather than with statements. When they evade your questions by making other claims, question
those claims as well. What if they
start using the Columbo method on you?
Facilitator: “I am sorry; I am not prepared to answer that question tonight. Why don’t you tell me what you believe about
this and the reasons why you believe it.
Once I understand your view, I will see if I can offer an alternative or
state my agreement with you.”
After the session, think through
the false claims that were made. Think
through the questions that you could have asked to make the person think about
the self-contradictory and illogical statements that class members made. Write these down for the next time you teach
this session. Pay close attention to
ideas that have internal contradictions and learn to expose these with
questions to get the entire group to think.
For example, Participant: “There are no absolutes.” Facilitator: “Are you absolutely certain
about that?” Participant: “There is no
such thing as truth.” Facilitator: “How
do you know that what you just said is true?”
See www.str.org for
more information on using questions to expose error.