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It is important to note thatTIME's report did not include the entire citation, and President Hinckley was not denying or downplaying Joseph Smith's statements in the King Follett Discourse. It is important to note which question was being asked. Lorenzo Snow's famous "couplet" on deification reads as follows: "As man is now, God once was; as God is now man may be."[1]
There are two parts of the couplet:
President Hinckley was asked about the first part of the couplet, as the citation above demonstrates. (The second part of the couplet is typically the focus of LDS doctrine and practice, since it is something over which mortals have some degree of influence.)
The exact question asked was:
President Hinckley's complete response was:
He did not deny or renounce the doctrine. Quite simply, President Hinckley asserted that:
The question is also somewhat ambiguous. TIME says they asked "whether his church still holds that God the Father was once a man." But, the actual question was "Is this the teaching of the church today, that God the Father was once a man like we are?" {emphasis added)
"Teaching" can be understood in at least two senses:
The reporter seems to have meant the question in the first sense; President Hinckley seems to have responded in the second sense—the first part of his answer was "I don't know that we teach it" (emphasis added). That is, it is not topic upon which the Church or its leaders spend much time, simply because very little is known about it. This misunderstanding of the sense it which "teach" is understood is a good example of the logical fallacy of amphibology at work.
Furthermore, President Hinckley seems to have understood the question as he did because of the reporter's prelude to the question. The interviewer noted that "[t]his is something that Christian writers are always addressing." I suspect that he meant that "This is a point of LDS doctrine which always troubles non-LDS Christian authors, and they write a lot about it."
President Hinckley's reply that "I don't know that we emphasize it" seems a clear response to this idea—other writers or other denominations may spend a lot of time on the issue, but we don't. Again, this shows that he understood "teaching" in the second sense, and not the first.
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