It’s the question raised by yesterday’s New York Times article on the push for balance in classroom discussions of global warming, though, as Jay Richards aptly notes over at The American, the real point of Leslie Kaufman’s story is “to connect the teaching of evolution to the climate change debate.”
Now when I read anything on the environment in the New York Times, I try to keep a couple of deconstructionist qualifiers running in the back of my head: “This is what the New York Times wants me to believe about the issue” and “What are they trying to accomplish with this piece?” I know it’s cynical, but when it comes to environmental stories, I just don’t trust New York Times reporters to keep it straight.
Some things they want to accomplish with this piece:
(1) Divide and conquer skeptics of global warming orthodoxy and Darwinism, by painting the latter as ignorant religious zealots, in hopes of starting a fight among conservatives. No doubt they’re hoping that, say, Richard Lindzen will have to explain why he agrees with those nefarious creationists on the global warming issue, and that he’ll have to spend his time issuing statements of agreement with evolution.
(2) Make it harder for official bodies to encourage critical thinking on global warming, since attempts to do the same with regard to evolution have, in recent years, met with fierce resistance and only modest success.
This is the media analysis required with today’s journalism, though I would call it prudent rather than cynical.
Richards goes on to consider how the debate over evolution and the debate over climate change are alike — and how they differ:
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