February 2005

The Feb. 7 issue of Newsweek carries a long article about intelligent design titled “Doubting Darwin.” Although I don’t agree with the article in every particular, Newsweek’s Jerry Adler is to be commended for far outclassing Newsweek’s competitor, Time magazine, in his coverage of the growing debate over evolution. Compared to Time’s histrionic article a few days ago, Newsweek’s story is a serious attempt to report on what is actually happening. Among other things, Newsweek clearly distinguishes intelligent design from biblical creationism, and it avoids the conspiracy-mongering promoted by leading Darwinists. (FYI, the print edition of Newsweek carries a nice full-color photo of Steve Meyer and myself at the Discovery Institute office. If you look closely at the photo, you will be able to see a small bronze bust of Teddy Roosevelt on the bookshelf behind us.)

Despite the fact that Newsweek’s article is a credible effort, I would offer a few critical observations:

Since this blog devotes a lot of space to exposing what happens when journalists don’t report fairly or accurately on the evolution issue, I’d also like to highlight articles written by reporters who have tried hard to be impartial and who have done their homework. Two examples occurred this past weekend, when the Kansas City Star and the Arizona Republic ran feature stories about the evolution debate that allowed both sides to make their points. The Star article is here, and the Arizona Republic piece is here. The reporters and editors of these papers deserve credit for producing thoughtful stories that treat all sides of the debate with fairness and respect.

Saturday the Boston Globe broke the story of this infant century. Creationists, against all odds and the Supreme Court, are taking over the world.

Now, thanks to the nation’s paper we learn about the plight of the besieged and persecuted Darwinist science teacher. Our nation’s esteemed paper of record, The New York Times, gives us the lowdown on teachers forced to smuggle evolution into the classroom.

Early on Cornelia Dean writes:

Though the teaching of evolution makes the news when officials propose, as they did in Georgia, that evolution disclaimers be affixed to science textbooks, or that creationism be taught along with evolution in biology classes . . .

This is an implicit admission that the teaching of evolution doesn’t make the news when states such as Ohio, New Mexico and Minnesota adopt standards that teach all about the theory, including the scientific challenges to it, but only makes the news when the local amateur hour decides to downplay evolution or promote religion in science class. Why is the latter news, but the former is ignored or barely mentioned at best? Or, why doesn’t the teaching of evolution make the news when a parent is denied his civil rights by a Darwinist school board and then tries for some modicum of justice?

But wait! There’s more.