In a post about “Climategate” back in December, I drew an analogy between people who are convinced anthropogenic climate change isn’t happening and people who don’t believe in evolution. Like all analogies, that one is imperfect, although I think the main point I was trying to make with the analogy is valid: both evolution and anthropogenic climate change have been adequately proven, to the extent that problems with some data or the work of individual scientists are not enough to call them into question, but some people refuse to accept these phenomena for ideological or religious reasons. (In a later post I explained one of the reasons I’m so convinced about climate change.)
I later came to regret focusing on that analogy, though, since of course people who believe in evolution but not climate change don’t agree that the analogy is a good one. But here’s one way in which it is better than I thought: a recent item in the New York Times says “Critics of the teaching of evolution in the nation’s classrooms are gaining ground in some states by linking the issue to global warming, arguing that dissenting views on both scientific subjects should be taught in public schools.”
I find it amusing (but a little sad).