A new school year has started or is about to start, and I have compiled some advice for Christian students, especially Christian students that have seen the movie "God's Not Dead".
My Advice
Read your Bible; believe and do what it says:
- "Sanctify (set apart) Christ the Messiah as Lord in your hearts, and always be ready to give a defense (an answer) to everyone who asks you for a reason for the hope that is in you, with meekness (gentleness) and fear (respect)." (1 Peter 3:15; Paraphrase based on the KJV, NKJV, NIV, and HCSB).
- Atheists know that God exists, they just suppress the truth in their unrighteousness. (Romans 1:18-22)
- Repentance leads to a knowledge of the truth. (2 Timothy 2:24-26)
- DO NOT put God on trial. (Deuteronomy 6:16, Matthew 4:7, Luke 4:12)
Advice from Experts
Dr. Jason Lisle, Answers in Genesis
See also: "The Ultimate Proof of Creation" by Dr. Jason Lisle
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Dr. Henry Morris III, The Institute for Creation Research, excerpt from the article "Creation and College" in "Acts & Facts" August 2013, Vol. 42, No. 8
Many young adults have been emotionally injured by attempting to correct a secular professor. Usually the motivation is good—the student wants to help his classmates or the prof see the truth in the face of some blatantly anti-Christian or arrogant sweep of philosophical blather. However well-meaning or well-versed a student may be, the classroom is often the worst place to share truth because the setting is designed to give all the power and intellectual edge to the teacher.
The most productive process for maintaining a solid Christian witness and an open confession of biblical truth in an educational setting is often to simply ask questions. Most educators welcome
open discussion, and here are some basic classroom guidelines:
- Respect the teaching profession. It is the students’ role to seek knowledge. And the teacher’s responsibility is to provide instruction. Teaching the teacher—or confronting the teacher—reverses that role and usually ends in disaster. Asking the right questions will earn the respect of your classmates and will often expose error.
- Be polite, courteous, and factual. Sarcasm or disdain will seldom yield good results. Professional courtesy is always appreciated. Use proper titles when addressing teachers (Dr., Mr., Professor, etc.) and respond with “sir” or “ma’am” and “thank you” when you are addressed. Keep your questions focused on the facts, not your opinions. Learn when to stop.
- Use the student’s right to know when you ask questions: “Please help me understand....” “Please tell me if I understood you correctly. Did you mean to say...?” “Am I correct to understand that...?” “Would you help me understand why you believe that to be so?” “May I ask for the background evidence on that?” “Please tell me the basic reasoning behind that statement.”
- The most powerful phrases are “please help me” and “please tell me.” Questions that can be answered with a simple “yes” or “no” are weaker, although they may soften the approach. Questions that require responses are more likely to generate additional information.
The objective in this process is twofold: to elicit additional information from the instructor and to allow the class (and perhaps the teacher) to see the level of support for the information you are
introducing into the discussion. Remember, the closer the class discussion is to the factual “what” and “how,” the less likely philosophy (or theology or worldview) is to be a part of the discussion—and the more the student is expected (and needs) to be involved in learning
the content. The more “why” is involved, the more the student is at liberty to question—and to sort through the answers for genuine factual information.
G. Charles Jackson, Creation Truth Foundation
Greg Kokul, Stand to Reason, excerpt from "Tactics: A Game Plan for Discussing Your Christian Convictions" p. 65-67
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 assult 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. ... 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?" ...
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... 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 ou 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 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 sidestep his responsibility, but the burden of proof is still his.
Do not be afraid to question your professors. Challenge them on your terms, though, not theirs. And do it with grace, respect, and tact. Remember, you don't have to be the expert on every subject. If you keep the burden of proof on the other side when the person is making the claim, it takes the pressure off you but still allows you to direct the conversation.
"Tactics" Paperback Kindle
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