The practice of "charitably" assuming the best of ambiguous teachers who introduce new words, new definitions, and stubbornly resist clarity is downright foolish and irresponsible.
It is subtle, evasive, ambiguous, and vague.
When confronted, it will say, "I didn't mean that!" but it will never tell you what it did mean.
The onus of proof is on the new teaching / teacher. Maybe they really are innocent and good. If so, they should have no problem explicitly and clearly answering very direct questions without equivocation.
Rather than assume the best of such evasive teachers, one ought to assume the worst (until proven wrong, of course)––because if they persist in ambiguity, the worst WILL be the result.