Anecdote 1:
When I was taking Earth Science in middle school, we got saddled with the WORST student teacher it's ever been my misfortune to encounter. Not only was she incompetent, but totally uninterested in the sciences. (She wanted to teach gym... why they assigned her to an honor's science class, I haven't a clue!)
We were just starting our section on astronomy when she took over the class.
* I was annoyed with her from the beginning, as it was painfully obvious that her idea of "preparation" was limited to reading ahead in our textbook. Then we got to redshift/ blueshift.
We read the chapter, and I was baffled. Being more artistic than scientific, I was thinking of the color wheel rather than the electromagnetic spectrum, and any kindergartener knows that red + blue = purple. So, I asked her (trying to be respectful) what it meant if the light was violet. Her answer? "Blue and purple are the same color!"
My response to this was less than charitable and does not bear repeating. At any rate, I wrote her off and spent the rest of her tenure doodling and going over my choir notes, convinced that redshift/ blueshift was bunk.
When our normal (much more competent) teacher returned, she asked us what we thought of the gym coach to be. I went OFF. I ranted about her incompetence for a good 10 minutes, closing with the above story. By the time I was done, Mrs. Garcia had tears rolling down her face and could barely stand for laughing so hard. I was a bit surprised by this, but waited for her to get herself together.
Still chuckling, she finally got enough control to gasp: "Spectrum, NOT WHEEL!" and it clicked into place. I got it, I accepted it, and I learned an even more valuable truth: in all fields, the difference between gross, ignorant misinformation and clear, immediate acceptance is dependent on quality of explanation.
* For those who don't know, student teachers are in the last stage of certification. They are assigned to observe a class, then the regular instructor takes 2 weeks off while the student runs the classroom.
Anecdote 2:
Many years later, I was conflicted over abiogenesis. I wanted to believe it, it appealed to me aesthetically, instinctively, AND theologically. But the explanations I was being given made no sense. Sure, they might be internally sound, but I'd been given at least 7 totally different and conflicting "theories."
So I took myself to an atheist site which shall remain nameless, explained my misgivings, relayed Anecdote 1, and asked if anyone could point out 'spectrum, not wheel.' After some 70 pages of getting flamed by people whose arrogance outstripped their reading comprehension, someone finally told me that we're still figuring out the mechanisms. That the various 'theories' I'd heard were in fact hypotheses, and no one knew which, was correct, if any. I gave him a cookie and left content.
So, defenders of abiogenesis:
1) Don't overstate your knowledge.
2) Do try to
understand the other side's objection(s).
3) If you don't know _____, admit it! Or bow out in silence. Don't act like the student teacher!
Questioners:
Bear in mind you may just be looking at the puzzle from the wrong angle.