Where should I begin in a real apologetics conversation?
You do not need a speech. Listen well, find the real question, and answer one thing at a time.
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Begin with the conversation workshop, then apply the same method to the problem of evil and to origins and worldview.
We have followed the case from God to Jesus and then to Scripture. Now we can use that path when someone has a question, without expecting every conversation to follow the whole course.
Listen first, find the question being asked, and use the relevant study to explain one part of the case clearly.
The course now shows how the studies fit under six larger questions. That gives you a way to find the right argument when someone raises an objection, without turning the conversation into a lecture.
Listen, find the question, and use the evidence
Finishing a course and using it in a conversation are two different things. You do not need to recite all twenty studies when someone asks you a question. The six larger questions on the course page are there to help you find your place in the argument.
Suppose someone says, “Science disproves God.” Before talking about the Big Bang or DNA, ask what they mean. Are they saying the universe needs no Creator? That evolution explains life without God? Or that science has ruled out miracles? Those are different objections, and they need different answers. Two questions can help: “What do you mean by that?” and “How did you come to that conclusion?”
Greg Koukl calls this kind of questioning the “Columbo” approach. It is useful because it gives you a chance to understand the person before you try to answer. Questions should not be traps. If you ask someone to explain their reasons, be prepared to explain yours too.
Once you know the objection, use the course map. Step 1 asks why anything exists, whether nature points to design, and what morality and reason tell us about God. Study 10 connects that case to the possibility of miracles. Step 2 asks what we can know about Jesus, whether He rose and what that would establish, and how His authority leads us to Scripture.
You do not have to start with Study 3 every time. Someone who already believes God exists but doubts the resurrection may need Studies 13–16. Someone who accepts the resurrection but questions the Bible may be asking about Studies 17–20. If they reject an earlier part of the argument, though, you will need to address that before leaning on a conclusion that depends on it.
When you find the relevant study, start with its main idea and evidence. Ask yourself which premise the evidence supports and whether the conclusion really follows. The “Think about it” question can help you check your understanding. Then try explaining the answer in your own words before comparing it with the model response. The references are there when you need to look more closely at a claim. You can also share an individual lesson if someone wants to read it for themselves.
In conversation, give one reason at a time and let the other person respond. If someone raises several objections, you can ask which one they want to discuss first. And if the question is outside what the course covers, there is nothing wrong with saying you need to look into it. You do not have to force every conversation into one of the six sections.
The goal is to understand what the person is asking, give a reason for what you believe, and point them toward Christ. We should be prepared to answer, but we should also speak with the gentleness and respect Scripture calls for.
Bottom line: Use the course as a guide to the argument: find the question, examine the evidence for that part, and explain it in a real conversation.
Think about it: A friend believes God exists but doubts that Jesus rose. Where would you begin, and why?
Use what you learned in a different situation
Someone says, “I believe there is a God, but I do not see why that means the Bible is His Word.” What would you ask first, where would you go in the course, and how would you begin explaining the connection?
The full course lets you write your response, compare it with a model, and track your progress.
Practice this inside the full courseQuestions this argument still has to face
“Do I have to memorize all twenty studies before talking to someone?”
No. Learn the main path and use the guiding questions to find the study you need. You can return to the evidence or share a lesson when someone wants to examine it more closely.
“Isn't asking questions just a way to trap people?”
It can become that if you are not listening. Ask because you want to understand, and be ready to give reasons for your own beliefs. A conversation should work both ways.
Use this in a real conversation
- Begin with “What do you mean?” and “How did you come to that conclusion?” before choosing an argument.
- If someone already accepts part of the case, begin where they have questions. Do not make them listen to every earlier study.
- Use one piece of evidence at a time. If you need to check something, use the references and return to the conversation.
The course map is a guide, not a script. Do not force an objection into a study it does not address or assume your conversation partner accepts premises they have questioned.
Sources for further study
- Stand to Reason | Tactics Video Study: A multi-session curriculum on Columbo questions, burden of proof, objections, and productive disagreement.
- Stand to Reason | The Columbo Tactic: Introduces the core questions: What do you mean? How did you come to that conclusion?
- Stand to Reason | Meaningful Conversations: Applies questioning and listening to real apologetics conversations.
- Impact Apologetics | Quick Shots and Q&A: Offers concise responses to common objections and examples of question-driven conversations.
- Biola | Small Group Introduction to Christian Apologetics: Provides material for discussing Christian arguments and practicing responses in a small group.
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