Fact and opinion

Where do you draw the line between news and editorial?

The exact placement and sharpness of the line is debatable. This, however, does not make the distinction meaningless. Editorial argues a conclusion, and data is selected to support that conclusion. News attempts (with varying success) to present all relevant data regardless of what conclusion it might support or undermine.

Most of us learned long ago to scoff at claims of actual achieved neutral objectivity. We should not scoff at the intention to attempt it, though. After all, what is an ideal but an attempt to approach something unachieved and perhaps finally unachievable, but which points us toward something we believe is better? Facts are the product of such an effort, and their quality is a matter of how successfully they avoid being deployed to support any single argument. Opinions are the beliefs we argue, and their quality is a matter of how well they deploy facts to persuade others to reach a desired conclusion.

So basically, I am proposing that the difference between fact and opinion is one of intent, not of the truth of the content or how well supported it is.


I would argue that the line dividing fact and opinion should also govern what is and is not taught in public schools. This is the line that separates education and indoctrination.

If I were a parent with young children I would be livid if I discovered that their school had officially adopted a political position and were intentionally indoctrinating my children to share their political opinions.

If the leaders of that school were to argue that their political opinions were not simply their own views, but were objectively true and good, I would be doubly alarmed because this indicates a degree of naivety and political immaturity that should disqualify a person from leadership of any organization.

If the leaders of the school argue that all education is intrinsically political, and all they are doing is foregrounding the political content, I would argue that whatever political content they are foregrounding should be a matter of public deliberation.

A belief that one is permitted to use whatever authority one has (or rather, has been temporarily granted) to advance one’s own political opinions indicates contempt for liberal democratic process.

If we were to subject the political content our children are being taught to public scrutiny, I am confident the outcome would be what it always is when things are done out in the open with full transparency: we will agree to teach pluralism and honor the right of individuals to reach their own conclusions. We would return to teaching what the vast majority of us accept, our best attempts at fact.


I want to return to something I hinted at earlier. A lot of today’s political extremism is being driven by two naive notions.

1) Any ideal goal that has not yet been fully actualized (such as MLK’S dream) has been discredited and ought to be discarded.

2) If a line between one extreme and another (such as fact and opinion) cannot be clearly and sharply drawn, there is no real difference between these extremes and that no attempt should be made to observe any difference at all.

Most people I know who run around using these two notions have never really questioned them. Someone taught it to them as fact, it made sense to them, and it allowed them to go by their feelings instead of having to think things through or to consider the validity of other people’s beliefs. Education should teach people to question, challenge and resist such naivities, not train children to believe them unquestioningly.