Alexandra van Huffelen talks about a growing trend of discrediting science, while Michael C. Bender from the New York Times talks about a long-standing objective. What is their common concern ?

Alexandra van Huffelen and Michael C. Bender, while addressing different contexts, share a common underlying concern regarding the potential undermining of crucial elements necessary for a well-functioning and progressive society through actions related to education and knowledge.

Alexandra van Huffelen's primary concern is the growing trend of discrediting science, which she sees as a dangerous development that could harm the quality of education and scientific research. She fears that this trend, coupled with proposed budget cuts to higher education in the Netherlands, will stifle innovation, weaken the country's competitive edge, and hinder the ability of universities to produce critical thinkers and address societal challenges. Her worry is that devaluing science and underinvesting in education and research will erode the foundations of a knowledge-based society.

Michael C. Bender's article details the long-standing Republican objective to dismantle the U.S. Department of Education, rooted in beliefs about limited government, fiscal responsibility, and local control. More recently, this effort has become intertwined with opposition to "woke" agendas like diversity, equity, and inclusion programs. While not directly focused on discrediting science in the same way as Van Huffelen, the potential dismantling of a key federal institution responsible for funding public schools, administering financial aid, and enforcing civil rights in education raises concerns about the future quality and accessibility of education. The perspective highlighted in the article criticizes the department for allegedly injecting "racist, anti-American, ahistorical propaganda", which, while different from the idea that "science is but an opinion," reflects a concern about the content and direction of education at a national level.

Therefore, their common concern, although framed differently, centers on the potential for actions in the realm of education and its governance to negatively impact the quality of learning, the support for knowledge creation, and ultimately the progress and well-being of society. Van Huffelen worries about the direct devaluation and underfunding of scientific pursuits, while Bender's piece highlights a political movement that could reshape the educational landscape in a way that may also have detrimental effects on the foundations that support a well-informed populace and future scientific endeavors.