The Ben Shapiro Show - James Lindsay Knows More About This Than Anyone

00:00:00.000 Critical theory is not a bunch of ideas.

00:00:01.000 It is a cult.

00:00:04.000 Critical pedagogy is cult indoctrination.

00:00:06.000 There's no other way to see it.

00:00:08.000 We're worried about K-12.

00:00:10.000 This is a very different situation.

00:00:11.000 These are children.

00:00:13.000 Children do not think the same way as adults.

00:00:15.000 You may forget that when you get older, but they don't.

00:00:17.000 They have an authority figure telling them these things.

00:00:20.000 We're not operating in a field of open debate.

00:00:24.000 The marketplace of ideas doesn't exist for seven-year-olds.

00:00:27.000 It just doesn't.

00:00:29.000 Mathematician, writer, and Twitter provocateur James Lindsay has his sights set on woke academia.

00:00:34.000 He's going toe-to-toe with the organizations coming after your kids.

00:00:37.000 A former liberal, Lindsey started his career writing books in support of atheism.

00:00:41.000 Then, in 2017, his writing veered in another direction entirely.

00:00:44.000 He, with two others, wrote 20 fake papers for submission to peer-reviewed scientific journals.

00:00:49.000 The papers featured purposely absurd topics, woke topics, like rewritten passages of Mein Kampf in support of feminism, and rape culture amongst dogs in public parks.

00:00:58.000 The reviewers are worried that we didn't respect the dog's privacy!

00:01:04.000 Six of the papers were rejected, but a surprising seven were accepted.

00:01:07.000 Seven more were held up under review until the ruse was discovered.

00:01:10.000 The stunt became international news, demonstrating how willing today's scientific community is to accept false narratives, so long as they are politically fashionable, no matter how absurd the premise.

00:01:19.000 After that experiment, James Lindsay co-authored the best-selling book, Cynical Theories, how activist scholarship made everything about race, gender, and identity, and why this harms everybody, as well as Race Marxism, the truth about critical race theory and praxis.

00:01:32.000 His latest book zeroes in on children's education, as he details exactly how the sector has been injected with Marxist thinking throughout the last 70 years.

00:01:39.000 The book, The Marxification of Education, Paulo Freire's Critical Marxism and the Theft of Education is available right now.

00:01:46.000 In this episode, James explains the key moments that have devastated our education system.

00:01:51.000 We discuss the shocking curriculum the UN handed to the United States.

00:01:54.000 We uncover the leading education organizations founded in New Age ideals and more.

00:01:58.000 We explore the radicalization of children, the redefinition of words like democracy and

00:02:02.000 phrases like social-emotional learning, and how you can easily spot woke ideology

00:02:07.000 in your or any kid's classroom.

00:02:09.000 Hey, hey, and welcome to This is the Ben Shapiro Show Sunday Special.

00:02:22.000 Just a reminder, some of our conversation at the end will be exclusively for Daily Wire Plus members.

00:02:28.000 If you're not a member yet, click the link at the top of this episode's description to get the full conversation with James Lindsay and with every one of our awesome guests.

00:02:35.000 James, thanks so much for stopping by.

00:02:36.000 Yeah, happy to be here.

00:02:37.000 So let's talk about the Marxification of education.

00:02:40.000 This is your new book.

00:02:42.000 All about the takeover of the educational system.

00:02:45.000 A lot of us have worried about the educational system, but you've written in the past about how the educational system was actually taken over.

00:02:52.000 And I don't think people actually understand the ideas behind it or how concerted that effort is.

00:02:57.000 It just feels like all of a sudden it's woke.

00:02:59.000 So what exactly happened here?

00:03:00.000 Yeah, no, it's not all of a sudden it's woke.

00:03:02.000 A lot of people have heard the phrase, the long march through the institutions.

00:03:05.000 It's a phrase coined by Rudy Doichky, who was a communist in the 1960s, 66, I think is when he said it.

00:03:12.000 Some people have heard of this other guy, Herbert Marcuse, and he's writing in the 60s and in the 70s, early 70s, and he's saying, we've got to go into the institutions, we've got to bring the ideology into the institutions.

00:03:21.000 And the wild 68, 69, we all know about the, you know, the riots and things that broke out with the kind of critical theory revolution.

00:03:29.000 And then it kind of petered out.

00:03:32.000 People didn't like violence.

00:03:33.000 People don't like riots, as it turns out.

00:03:35.000 And they lost their momentum for the revolution.

00:03:37.000 And they said, you know, we're going into the institutions.

00:03:39.000 So from the early 1970s, there's been a concerted effort to get into education, to solve what they call the problem of reproduction in communist talk.

00:03:50.000 And the problem of reproduction is that we send our kids to school to become educated.

00:03:55.000 We define educated to mean Well, what we're going to do is teach you to do the things to make you successful in society.

00:04:01.000 You can get a good job, you can live a good life, you can navigate, you know, figure out how to balance your checkbook or whatever the old sayings are.

00:04:07.000 We're going to teach you how to participate in society successfully as a professional.

00:04:10.000 In other words, we're going to teach you to reproduce society. 0.97

00:04:13.000 And so, if the schools reproduce society generation after generation, and that's what people want out of schools, the society as it exists is going to keep reproducing itself.

00:04:21.000 So they said, how do we solve this?

00:04:23.000 We have to get into the schools.

00:04:24.000 We have to hijack it from underneath.

00:04:26.000 And they started a slow process.

00:04:28.000 And the model is really simple.

00:04:29.000 It's not hard to understand.

00:04:31.000 If you capture educational theory, then you can capture the colleges of education.

00:04:35.000 If you get the colleges of education, then you can capture the teachers.

00:04:39.000 If you capture the teachers as a kind of a generational model, then you get the students, and thus you get the future.

00:04:44.000 And this has been rolling from the 70s, trying to figure out how to do it.

00:04:48.000 And by the mid-80s, that's what Marxification of education is actually about.

00:04:52.000 They got linked up with this fellow, Paulo Freire, a Brazilian Marxist educator.

00:04:57.000 He had the model.

00:04:58.000 They figured out how to implement it.

00:05:00.000 According to a Marxist educator named Isaac Gottesman, who was at Iowa State, he wrote a book called The Critical Turn in Education, telling this history.

00:05:08.000 He says, by 1992, in colleges of education, Paulo Freire's work was where it remains today, which is everywhere.

00:05:15.000 And so, for 30 years, they've had 31 years now, they've had the colleges of education under their domain.

00:05:23.000 And so, they've just slowly started to change the educational system from within, the content, the curriculum, the pedagogy itself.

00:05:33.000 It seems like it came out of nowhere because it required some legal changes that happened, and we can talk about those, you know, and those happened in 2015 primarily, initially.

00:05:42.000 Something called the Every Student Succeeds Act is very relevant to kind of why it blossomed so quickly in the last maybe five to ten years.

00:05:49.000 So I'm going to go through every piece of that because it seems like there are three pieces of it that we're talking about here.

00:05:54.000 One is the theory, this radical education theory.

00:05:57.000 The other question is why these institutions caved so quickly?

00:06:00.000 What were sort of the holes in Western civilization that allowed for the entire superstructure to fall within a matter of, it sounds like, a decade or 15 or 20 years?

00:06:08.000 And then I want to get to the last piece that you mentioned there, this sort of radical shift starting in 2015 legally.

00:06:14.000 So why don't we start with what the actual What kind of theory of Freire is?

00:06:19.000 What exactly was he promulgating?

00:06:21.000 Freire's educational theory can be summarized very simply, which is that true education is political education.

00:06:28.000 So he says, you know, cutesy phrases like you always hear and sort of, as they call it, dialectical thought.

00:06:33.000 He says cutesy phrases like, all education is political.

00:06:37.000 You know, you always hear, teaching is a political act.

00:06:39.000 These are kind of almost thought-terminating cliches that you hear out of kind of Marxist type educators or woke educators.

00:06:47.000 And what he actually means is that a true education is a political education.

00:06:51.000 And so, it's not enough to learn the content of the academic material, to learn mathematics, to learn to read, to learn to write, to learn history.

00:06:59.000 You have to learn also the context of your lives.

00:07:01.000 And in fact, what he devised, so there's actual pedagogy, is that he devised A scheme by which you use the academic material as an excuse to have the political conversation with the children or the students.

00:07:14.000 And then the political conversation is done in a particular way that he gives a name, conscientization, to awaken a consciousness of the real conditions of their lives politically.

00:07:24.000 In other words, to bring them to a critical Marxist consciousness and then allegedly, Sometimes this is borne out and sometimes not.

00:07:32.000 Allegedly, then you're going to go back to the academic mastery now that they have the political awakening.

00:07:37.000 So what you have is a sort of, this is why I refer to it in the subtitle of the book, is the theft of education, is you have using academic material, he says, in his words, as a mediator to political knowledge.

00:07:47.000 So you introduce a math question and use it to have political conversations.

00:07:51.000 But the goal is to make it so that education is about awakening a political consciousness, which in Marxist lingo means a Marxist consciousness of how the world works.

00:08:00.000 So to steelman that argument, is there any truth to the idea that all education is political, in the sense that there is, for Marxists, a problem of reproduction.

00:08:08.000 I mean, if you go to school and you learn within a particular framework, there is this kind of water in which we swim, and if we're fish, we don't know that it's water.

00:08:14.000 And it does teach that America is, for example, a pretty great place, or it teaches that freedom is a good—political freedom is a good thing, that we have particular rights, and that is the backdrop to all the things that we learn.

00:08:23.000 So is he wrong that Education is all political, or is where he makes the error, or the vile kind of move, where he says that, yes, it's political, but those politics are bad, and I want to substitute my own Marxist politics for those politics.

00:08:36.000 See, that's what it is.

00:08:37.000 The word politics here, or political, is playing kind of double duty.

00:08:41.000 This is what you always have.

00:08:42.000 I have a name for this technique, which is, I call it dialectical inversion.

00:08:47.000 If you don't know, the dialectical materialism was Marx's philosophy.

00:08:50.000 He gets that from Hegel's dialectic, getting old philosophy.

00:08:53.000 We don't have to get into all of that.

00:08:55.000 But with the dialectic, the idea is the opposites are to be seen as parts of a unified whole, that if you can view it from a higher perspective, what Marxists call sublated, if you can view it from a higher perspective, then you see how they're actually two parts of one whole.

00:09:08.000 And so, the dialectical inversion that's being played here is you say, well, all education And Ferreri's words, assumes a theory of man in the world, and thus it's political.

00:09:19.000 And maybe it assumes a political theory, for example, classical liberalism in the United States, or whatever, or Lockean, or Jeffersonian liberalism in the United States.

00:09:28.000 So it assumes this already.

00:09:29.000 And they say, well, you see, here's what's happening, is you're doing that, but we're doing that too.

00:09:34.000 You have politics, we have politics.

00:09:36.000 But the difference is we know we have politics, and we know where your politics are bad, Look at all the problematics.

00:09:42.000 There's racism, there's sexism, there's classism that reproduces, you know, a structure, a stratified society.

00:09:47.000 It's unjust.

00:09:49.000 They can pick out all those problematics and focus on all those problematics.

00:09:53.000 They never have to make a positive argument for their own approach.

00:09:56.000 And so they say, you're doing politics, we're doing politics, here's why yours are bad so that ours is better.

00:10:01.000 And at no point do they say, actually, why theirs is better in practice, and they get to dodge that.

00:10:06.000 But the trick is that political means more than one thing.

00:10:09.000 There's kind of like layers of political thought.

00:10:12.000 There's the substrate kind of, yeah, we make some basic assumptions about what it means to be human, about how the world works, how we're going to interact in the world.

00:10:19.000 And what kind of a political organization our society has.

00:10:22.000 And then there's the, we're going to impose a very specific political program as though those two things are the same thing.

00:10:29.000 Kind of an open and free or liberal society politic is, you can be whatever political orientation you want.

00:10:36.000 But under this, there's only one right way to be political.

00:10:38.000 So you mentioned the word conscientization.

00:10:41.000 It's hard to say, but I had to practice.

00:10:43.000 Yeah, so what does he mean by that?

00:10:46.000 The way you phrased it before, it almost sounds like consciousness raising an occult.

00:10:50.000 That's what it is.

00:10:52.000 That's exactly what it is.

00:10:53.000 It's the awakening of occult consciousness, and the cult here is critical Marxism or critical theory.

00:10:59.000 Gottesman, actually, who I mentioned a moment ago, who wrote The Critical Turn in Education, in the very first page says, you've heard of critical theory, we should call it critical Marxism.

00:11:07.000 Like, let's just say what it really is.

00:11:08.000 And I think, wow, they just give it away, you know.

00:11:11.000 It's an old meme, you know.

00:11:12.000 I spent a year working on this story and he just tweeted it out.

00:11:17.000 But it's true.

00:11:18.000 And so, what conscientization is, is a process by which you're awakened to it.

00:11:23.000 So, Ferreri, his educational approach, you don't just use the, say, math lesson.

00:11:28.000 I'll give you an example of that in a minute.

00:11:30.000 As a mediator to political knowledge, there's actually a program by which you do that.

00:11:35.000 It's very technical.

00:11:36.000 Codification, decodification.

00:11:38.000 So you show a codified version of the political context.

00:11:41.000 In other words, you tell them abstractly why things that they're looking at are political.

00:11:45.000 Then you enter into what he calls a reading phase.

00:11:48.000 The pun is obvious.

00:11:49.000 You read the political content behind the image or the idea or the abstract presentation.

00:11:56.000 Then you problematize it.

00:11:57.000 So you point out why it's political, then you point out why those politics are problematic,

00:12:02.000 exactly like I just said.

00:12:03.000 And then you personalize it or make it concrete to the learner to radicalize them.

00:12:08.000 And so the idea is to actually awaken first an awareness that there's a political undercurrent

00:12:17.000 to everything, as the Marxists would see it.

00:12:20.000 This is what Mao called adopting the people's standpoint, by the way.

00:12:23.000 Freire called his book Pedagogy of the Oppressed, so we would say it's the oppressed standpoint in woke.

00:12:28.000 This is adopting that perspective.

00:12:31.000 Then you show them why the political content of their lives is problematic, why it's filled with injustices, dehumanization, domestication of, you know, the lower classes, etc. 0.97

00:12:44.000 And then you make it personal to them to actually activate and radicalize them, which is, in fact, a cult initiation.

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00:13:59.000 So let's talk about why this stuff was able to succeed.

00:14:02.000 So the American mind is typically pretty open to critique and criticism.

00:14:09.000 One of the criticisms that I've heard from many nationalists, conservatives of liberalism itself, classical liberalism, is that because it is so free speech oriented, for example, this allows for the possibility that somebody is going to come in and they don't actually want to engage in the conversation.

00:14:22.000 They want to use the tools of critical critical theory to essentially destroy classical liberalism.

00:14:26.000 They say, oh, we're having the conversation now, now let's examine all of your sins.

00:14:30.000 And all we're going to do all day long is examine all of your sins.

00:14:32.000 And the classical liberal says, that's perfectly legit.

00:14:34.000 Let's examine all of my sins.

00:14:36.000 And by the time that part of the conversation is over, you never get to turn it the other way.

00:14:40.000 And so, OK, now let's examine your role.

00:14:42.000 Instead, it's already over.

00:14:45.000 Why do you think all of these institutions collapse so quickly?

00:14:48.000 Because they did.

00:14:49.000 I mean, they went down like a house of cards from the 60s to the 80s.

00:14:51.000 Oh yeah, they did.

00:14:53.000 Honestly, I think there was a gigantic desire following especially the civil rights movements in the 60s to appear progressive.

00:15:00.000 Frankly, and they wanted to be on the vanguard of this.

00:15:02.000 We're the elite.

00:15:03.000 You know, Richard Dawkins said this a long time ago.

00:15:05.000 It's funny to bring up Richard Dawkins now.

00:15:07.000 But he said, you know, you want to be open-minded, but not so open-minded your brains fall out.

00:15:10.000 Well, guess what happened?

00:15:12.000 They were so open-minded that they did.

00:15:15.000 Actually let their brains fall out and they let radicals come in who had no intention of arguing in good faith using, you know, distorted and double-meaning language.

00:15:25.000 And they let them start because it looks very progressive to have a black studies or African-American studies or women's studies or gender studies.

00:15:31.000 It looks very progressive to have these departments often emerging out of, you know, feminist circles within English departments and so on and nobody would say no.

00:15:38.000 Nobody dared to say no because they knew they were going to get accused of racism or sexism, and also just because they wanted to appear progressive.

00:15:44.000 I think Shelby Steele, for example, is very eloquent on writing about this exact, which he participated in, this exact dynamic.

00:15:53.000 And so that gave them their entry point into the door, at which point, as you know, once this stuff gets in the door, it's virtually impossible to get out.

00:16:00.000 It's like to be a little Disgusting.

00:16:04.000 It's like toenail fungus. 0.93

00:16:05.000 You just can't get rid of it.

00:16:07.000 And so I think that that desire to look liberal and open-minded, but there's another feature here I've noticed with academics, which is liberal academics, which I don't think is necessarily part of liberalism, And it shouldn't be, is that they tend not to be very discerning, and they tend to take these arguments at face value.

00:16:26.000 And so, rather than adopting even a modicum of that same critical attitude, is, do these people actually have intentions?

00:16:34.000 They read the document, say, no, let's read the argument for exactly what the argument seems to say right in front of us.

00:16:39.000 And they, sadly, when you have words that mean more than one thing, you know, the communists were very famous, Lenin did it, Mao did it, for redefining the word democracy.

00:16:48.000 Democracy only counts when everybody's truly equal, so democracy only exists under communism.

00:16:53.000 So if they said democracy, it was a stand-in for communism.

00:16:56.000 Well, it says democracy. 0.94

00:16:57.000 So they read that through their kind of dumb, frankly, liberal lens and don't perceive that there's a second meaning being used. 0.54

00:17:06.000 And by taking these things at face value, I think they've missed the boat on what Marxist writers have been doing since the beginning, since Marx. 0.94

00:17:14.000 They just completely missed it and they let a lot of this stuff in.

00:17:18.000 Because they lack that ability to or willingness to say that there might be ulterior motives, there might be double meanings, there might be wordplay going on here to distort and fool and manipulate people.

00:17:31.000 And while that seems like a virtue, It's, you know, just like Aristotle said, you know, virtue is somewhere in the middle.

00:17:38.000 And if you fail to have the virtue, you end up getting both excesses.

00:17:42.000 And this is kind of the trap that they've often fallen into.

00:17:44.000 So, what I feel like is, you know, when we look at, was it Franklin that said it's a republic if you can keep it?

00:17:50.000 And then the price of liberty is eternal vigilance.

00:17:53.000 I forget which one said that.

00:17:53.000 It wasn't Franklin.

00:17:54.000 The founder said that.

00:17:56.000 The vigilance isn't there.

00:17:58.000 These people are chasing papers.

00:18:00.000 They're reading things.

00:18:00.000 Oh, this is an interesting idea.

00:18:02.000 And it's very sad.

00:18:03.000 It's almost like they live—the accusation from the Marxists that they live in the abstract rather than the concrete has allowed them to get run around.

00:18:11.000 I also wonder whether they just had no systemic immunity to an attack on the system as a whole.

00:18:17.000 They had so much faith in the system in the 60s because they were running the system.

00:18:21.000 And then a lot of these people came in and they basically said, you are guilty for taking part in the system.

00:18:21.000 Yeah.

00:18:25.000 Yes.

00:18:26.000 And instead of saying, no, the system is good.

00:18:27.000 It was just flawed and we can fix those flaws.

00:18:29.000 They went, well, the only way for me to reestablish my moral authority, this is the point Shelby Steele makes, the only way for me to reestablish my moral authority is to dissociate from the system.

00:18:37.000 And then you'll let me back in and I get to maintain my power because I will join you in the attack on the system because I wasn't part of that system.

00:18:42.000 I don't want to be a part of that system.

00:18:43.000 I will dissociate.

00:18:44.000 Shelby Seal has this really evocative story that he tells about doing these student protests

00:18:49.000 where he walked into the dean's office at the college that he was at and he's smoking

00:18:52.000 a cigarette and letting the ashes fall on the carpet and he's burning the carpet and

00:18:56.000 the dean looks at him and he thinks for a moment the dean's going to chide him and so

00:18:59.000 he needs to put out the cigarette.

00:19:00.000 It was in the middle of one of these student protests and instead the dean just sits there

00:19:03.000 and lets him burn a hole directly through the carpet.

00:19:05.000 He said we knew at that point that we had basically won because these people were not

00:19:08.000 willing to stand up even against like an actual act of aggression because they were so interested

00:19:13.000 in our approval and it seems like that is so much what is happening across society today.

00:19:19.000 People are seeking approval from people who understand that approval is a weapon.

00:19:23.000 That's right.

00:19:24.000 And they understand it more than anybody else, specifically because for so long, many of their lifestyles and viewpoints were not approved by society.

00:19:31.000 And so they were fighting for, we want your approval, we want your approval.

00:19:31.000 Right.

00:19:33.000 But in reality, they now reversed it, where now the elites in our society are seeking their approval.

00:19:37.000 And that's an endless game, because they can consistently remove that approval and then get you to move on to whatever is the next thing they want you to embrace.

00:19:37.000 Right.

00:19:44.000 Yeah, I mean, a lot of people don't realize it.

00:19:46.000 They've seen the movie maybe Flatland.

00:19:48.000 I, as a mathematician, think there was only a book because I knew about it long before it happened as a film.

00:19:53.000 But the idea is that you have these little two-dimensional characters and one discovers the third dimension and kind of jump over the flat land, right?

00:20:01.000 He goes into a different dimension.

00:20:02.000 He can move and do different things.

00:20:04.000 A different degree of freedom to be, you know, kind of very literal about it.

00:20:07.000 And if you read the critical theorists, they tell you the title of the most influential book in critical theory in the 1960s was Herbert Marcuse's One-Dimensional Man.

00:20:17.000 And he says the existing society makes you one-dimensional.

00:20:19.000 We need to be two-dimensional.

00:20:21.000 Well, that means that they are coming at, so this challenge to the moral authority that Shelby Steele is articulating, it was simultaneously being With a second dimension, which is the critical dimension in both cases, you're simultaneously dealing with two forces kind of pushing on you at 90 degree angles.

00:20:38.000 One is your moral authorities being undermined, and then they've written all this apparently complicated gobbledygook, and then they tell you you don't understand what the words mean.

00:20:45.000 So you have these very, very smart people who are desperate to prove how smart they are.

00:20:49.000 That's literally their job in academia. 0.99

00:20:50.000 They can't be the dumb guy. 0.99

00:20:52.000 That's their kryptonite, is being the person who doesn't get it. 0.99

00:20:56.000 And they have these theorists telling them, you don't understand the simple stuff we wrote.

00:20:59.000 This is what we said.

00:21:00.000 And of course they don't understand it.

00:21:01.000 It's so hard to read these things.

00:21:03.000 And they're often written basically in coded language.

00:21:06.000 And so they're hitting them with intellectual authority and moral authority at the same time, so they just fold in front of these people.

00:21:12.000 Oh, well, they have something to say.

00:21:13.000 I don't know what it is, but it must be smart.

00:21:14.000 They can get a PhD in it.

00:21:17.000 So they're very weak to that.

00:21:19.000 There's a prosaic aspect to this as well, though.

00:21:23.000 Without all of the why are they so weak, how did the moral and intellectual authority

00:21:26.000 of this whole manipulative side, there's actually just a direct action part as well

00:21:31.000 to speak the communist language.

00:21:33.000 Kind of steering it back toward Ferreri, for example, there was this character named Henry Giroux.

00:21:39.000 He's a Canadian-American, he's still active, he's at a Canadian university right now,

00:21:44.000 outright communist, and he was trying to figure out how to solve the problem of reproduction.

00:21:50.000 He was doing all these innovative, progressive things in his classroom, teaching in Rhode Island in the 70s.

00:21:54.000 His principal was always mad at him and wouldn't let him do it.

00:21:57.000 And he gets frustrated so bad he's going to quit one day.

00:22:00.000 But somebody had just given him a copy of The Pedagogy of the Oppressed by Freire a couple weeks earlier.

00:22:05.000 So, he goes home and frustratedly reads the whole thing in one night.

00:22:09.000 Has in his own description, he doesn't say it's a religious conversion, but it's an ecstatic

00:22:14.000 religious conversion.

00:22:15.000 He doesn't sleep, manic for days.

00:22:16.000 He's got the solution, he's got the codex now.

00:22:19.000 And so, what he started to do, he called it, he brags in a talk he gave that this was his

00:22:23.000 praxis as he went to colleges of education around North America and got at least 100

00:22:29.000 professors tenured in those colleges.

00:22:31.000 In other words, in the language that we hear now was we just heard from Project Veritas,

00:22:36.000 we heard in Utah, we've also heard if you, the South Carolina Freedom Caucus trapped

00:22:41.000 somebody in one of these things.

00:22:42.000 The language we're hearing now is that the activists and the consultants from these different woke organizations are going to schools and they're recruiting a small percentage of teachers in the school system as co-conspirators.

00:22:52.000 That's literally the word they're using, co-conspirators, who help them bring it in even though they know it's against the law, even though they know they can get in trouble.

00:23:00.000 And so they get a few people in there who will do the thing to get the ideology in.

00:23:07.000 So then when Paulo Freire's next book comes out, say in this case in 1984, you have colleges of education with moles literally inside who are eagerly going to champion that book, press on doing all of these intellectual and moral Manipulations to get the College of Education to accept the book into its curriculum, and then it just kind of metastasizes until it becomes a curriculum. 0.74

00:23:29.000 And so there's a very prosaic element too, which is when they decided to march into the institutions, they literally decided, they didn't do nothing.

00:23:36.000 They started getting people tenured.

00:23:38.000 They started putting people into positions of administrative power, and you only need actually a few percent.

00:23:43.000 People always think, well, how do they get so many?

00:23:45.000 Because once you have about 3% of people who will be, it's called renormalization, who are absolutely intolerant, the entire kind of go-along-to-get-along institution bends around that intolerance.

00:23:59.000 And unfortunately, when we put all of these kinds of factors together, we get a perfect storm in an institution that had maybe the lowest possible resistance to this kind of a manipulation, and the most dedicated attack at the same time, with a very long-range generational strategy that's When you say it, if you imagine you're in 1974 or 5 and I'm telling you, oh, they're going to take over the colleges of education and they're going to get all the teachers, you're going to say, it's a conspiracy theory, right?

00:24:23.000 And so it seems very unlikely and impossible, but it turns out that that seems to be how they did it.

00:24:28.000 So you mentioned earlier the idea of sort of legal frameworks changing.

00:24:32.000 So obviously I grew up during the late 1980s, 1990s, and the education that I was given,

00:24:39.000 there were certainly tastes of this in public school, but it certainly wasn't as overwhelming as it is right now,

00:24:42.000 where it feels like every single classroom in America is now rife with Black Lives Matter flags

00:24:47.000 and Pride Progress flags and critical race theory and gender theory.

00:24:51.000 And it's now thorough going to the point where you have the major teachers unions

00:24:54.000 in the United States pushing every aspect of this, which is something they certainly wouldn't have dared

00:24:59.000 in the mid 1990s.

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00:26:06.000 Okay, so let's talk about what changed, legally speaking, in the last 5, 10 years,

00:26:10.000 because something changed.

00:26:12.000 Well, I mean, the big one that I mentioned earlier is the Every Student Succeeds Act,

00:26:15.000 but that actually comes off of the back of Common Core.

00:26:18.000 And that actually comes off of the back of no child left behind.

00:26:21.000 And so you start to see these kind of legal pushes that were changing, and simultaneously you also, and it's very important, you have a slowly metastasizing problem in the Teacher pipeline, the licensure pipeline, the accreditation pipeline, all of these institutions that are related to education are slowly being taken over from within by the small percentage at first of activists who are doing their so-called praxis, which is like theory made flesh to draw off of a Christian biblical example.

00:26:51.000 And they're the facilitators that make it happen.

00:26:54.000 But what you actually have happening legally is you have this First, well, you have the pipeline.

00:26:59.000 You have more and more and more teachers that are learning this.

00:27:01.000 In the 90s, if they just get the College of Education by 92, 93, you're not pumping out fully-fledged teachers who are licensed and accredited, who are steeped in it.

00:27:11.000 They're not steeping in it deeply.

00:27:13.000 That is an increasing problem to where now it's, you know, hegemonic. 0.85

00:27:16.000 But what you have going on legally is This increasing step toward accountability standards being mandated largely by the federal government if you want federal dollars to come to your school.

00:27:28.000 And so you got them with No Child Left Behind.

00:27:30.000 We had this huge push toward, and it was W that did that, this huge push toward accountability standards because of course we want to make sure the schools are good.

00:27:37.000 We want to make them accountable.

00:27:39.000 How?

00:27:39.000 Well, we're going to have to start measuring stuff.

00:27:41.000 Well, now the schools are used to measuring stuff and reporting stuff.

00:27:44.000 Then it becomes Common Core.

00:27:45.000 And everybody focuses on the weirdness of the Common Core curriculum for excellent reasons.

00:27:50.000 It was a catastrophe.

00:27:51.000 It's a UN experiment.

00:27:52.000 A lot of people don't know that it was directly derived from what was called the World Core Curriculum created by Robert Mueller.

00:27:58.000 Not that Robert Mueller.

00:27:59.000 A different Robert Mueller spelled differently at the United Nations.

00:28:04.000 But the bigger story there was what if you talk to teachers on the ground during implementation, some of them said, you know, I don't even care about the curriculum changes that much.

00:28:13.000 It's that my paperwork quadrupled.

00:28:15.000 I have to stay over every day till 7 o'clock.

00:28:18.000 Kids go home at 2.30, 3 o'clock.

00:28:20.000 I have to stay over every day till 7 o'clock filling out paperwork, paperwork, because we have to report on how we are teaching all of this stuff.

00:28:26.000 In order for the school to qualify, so there's constant reporting.

00:28:29.000 Well, ESSA comes in, the Every Student Succeeds Act in 2015, it's a bill this thick, and adds that you have to start reporting on non-academic competencies.

00:28:40.000 And now all of a sudden you start getting the social and cultural competence requirement.

00:28:44.000 And meanwhile, there's an organization, it promotes the biggest thing in education, hottest thing in education right now, called Social Emotional Learning.

00:28:52.000 The organization is called CASL, the Collaborative for Academic Social Emotional Learning.

00:28:57.000 It was founded in 1994 under very weird circumstances, literally at like a New Age theosophical cult organization called the Fetzer Institute.

00:29:06.000 And by the way, anybody who goes down that rabbit hole is going to find demons, and I'm not kidding.

00:29:10.000 Very weird story, but tangential to our purposes for the moment.

00:29:14.000 CASEL was ready with materials, with lobbying.

00:29:17.000 Actually, they helped lobby to get ESSA passed and to make sure that provision was in ESSA.

00:29:22.000 And then so suddenly the schools have this new thing.

00:29:24.000 You want federal dollars.

00:29:25.000 You have to keep doing your Common Core style reporting even though Common Core is failing.

00:29:30.000 But now you have to report on non-academic competency and all of a sudden consultants and worksheets and everything go out all over the country.

00:29:37.000 Here's a program that will allow you to do this easily.

00:29:39.000 And you can see this is a classic, you know, fraud is what this was.

00:29:43.000 There's a classic setup, make the federal bureaucracy require something and then have 0.98

00:29:49.000 the product ready to fill the gap and capture the whole market.

00:29:52.000 And I just testified in writing to a subcommittee in Iowa that's fighting SEL and CASEL right

00:29:59.000 now.

00:30:00.000 And a CASEL representative also testified and I saw her comment.

00:30:02.000 And she said that 99% of school districts in the country right now are using CASEL and

00:30:09.000 their products and means in one mode or another, trying to convince Iowa that they should keep

00:30:14.000 it because if everybody jumps off a bridge, so should you.

00:30:19.000 So the law created a requirement that was quite open-ended, but the product was ready to go to fill the need immediately.

00:30:26.000 And of course, schools are bureaucratic.

00:30:28.000 Schools are also, you know, slow to change.

00:30:32.000 You implement something.

00:30:33.000 You don't want to go re-implement something new a year later if you find out it's bad.

00:30:36.000 You have to admit you implemented something bad.

00:30:38.000 So they started implementing this, and then they're just kind of hooked.

00:30:41.000 They're just kind of stuck in it, and it's grown and grown and grown.

00:30:44.000 So what's in social emotional learning?

00:30:46.000 People hear that, and they immediately think, oh, well, maybe we're teaching kids to be nice, or maybe we're teaching them to get in touch with their emotion.

00:30:52.000 What exactly is that?

00:30:53.000 Why is it sinister?

00:30:54.000 Let me just be a little colorful for you at the beginning.

00:30:57.000 Everything that Marxists sell you comes in a very, very pretty box.

00:31:01.000 Great, shiny wrapping paper, excellent bow, perfect corners.

00:31:05.000 Whoever wrapped it is a professional at the mall or whatever.

00:31:09.000 Great-looking thing and you open it up and there's a turd in it.

00:31:12.000 Every single time.

00:31:13.000 And that's social-emotional learning is the same thing.

00:31:15.000 Social-emotional learning, at least from CASEL, which is the biggest organization that does it, is a focus on teaching social and emotional skills.

00:31:24.000 And they have this neat little bait-and-switch game they play or false advertising.

00:31:27.000 They say, well, we have all this research showing that kids with better social-emotional skills get better grades and do all this stuff better.

00:31:33.000 They never actually established that their program improves those.

00:31:37.000 They just let it be assumed.

00:31:39.000 But what they teach is these five core competency areas, and there's your reporting on non-academic competencies, and they are, if I can remember them off the top of my head, self-awareness, self-management, responsible decision-making, relationship skills, and social awareness.

00:31:57.000 Woke-ified environment.

00:31:58.000 The second you hear social awareness, you're like, wait a minute, what are you guys doing?

00:32:02.000 But we've not always been so alert, right?

00:32:04.000 Those all sound really good.

00:32:06.000 Self-awareness, now with the trans thing, we're all like, oh, what do you mean? 1.00

00:32:10.000 But two years ago, nobody would have thought that.

00:32:12.000 Relationship skills, etc.

00:32:13.000 But the trick is, because of that friary stuff, and by the way, this woman, Linda Darling Hammond is her name, She's one of the architects of SEL.

00:32:22.000 She's now an executive emeritus, emerita, I guess, from CASEL.

00:32:27.000 She worked with Obama's and Biden's education transition team.

00:32:32.000 She's not a small fry.

00:32:34.000 She actually wrote the foreword to the book called The Handbook of Social Emotional Learning in Research and Praxis back in 2015.

00:32:43.000 And in her foreword, she says that a school that's socially and emotionally competent is in line with Ferreri's project of transformation and humanization.

00:32:51.000 Which, those are Marxist words that mean that you're making people into Marxist consciousness.

00:32:56.000 And so, social-emotional learning is a brainwashing program, frankly.

00:33:01.000 And the way that it works is because of Ferreri's model, which we now know in writing that it's based upon, explicitly.

00:33:06.000 They don't hide it.

00:33:07.000 They don't try to hide it.

00:33:09.000 The idea is that you're going to use academic material.

00:33:13.000 Math is going to be taught through an SEL lens to teach, say, relationship skills or self-management.

00:33:17.000 You get stressed out when you do math.

00:33:18.000 Math's hard.

00:33:20.000 I'm a mathematician.

00:33:21.000 Believe me, math's hard.

00:33:22.000 And so you get stressed out.

00:33:23.000 Kids get stressed out.

00:33:24.000 So we're going to have self-management, right?

00:33:26.000 But then what you do is you use that as an excuse to start to have a particular political conversation about what it means to manage yourself in a woke or sustainable or whatever the buzzword of political reference is.

00:33:38.000 And they're therefore turning, using social-emotional learning as the entry point to turn every academic subject into a social-emotional subject.

00:33:49.000 And then when they turn it into that, it actually becomes taught through an equity lens, an inclusion lens, or a sustainability lens.

00:33:56.000 The Sustainable Development Goals from the United Nations are actually a huge thing that's moving into the SEL space right now.

00:34:02.000 UNESCO's been writing about it for a few years in very kind of creepy ways.

00:34:06.000 The NEA has started to write about it explicitly and deliver model curriculum to teach children from A through 12 to achieve the Sustainable Development Goals, and social-emotional learning is the tool by which they're being taught to do it.

00:34:18.000 And so it's literally a brainwashing tool.

00:34:20.000 That comes in a nice beautiful package of we're going to teach kids to be nice and manage their emotions and so on.

00:34:26.000 So do teachers know that they're doing this sort of stuff?

00:34:28.000 Like how conscious are the people who are actually implementing this stuff?

00:34:31.000 That this is what they're implementing or is it mostly, you know, good hearted third grade teacher, they go into school, this is the program they're given by the principal and so you do what the principal tells you to do.

00:34:40.000 I think there's a lot, a lot of that.

00:34:42.000 I think there's also some knowing, again with the co-conspirator thing, we know that there's a small percentage who know very deliberately that they're doing what they're doing.

00:34:49.000 From people I've spoken with, I haven't spoken directly first-hand with anybody from CASL, but I have a second-hand, a couple of second-hand accounts from very smart individuals for, you know, institutional DC types.

00:35:01.000 I won't name any names at the moment, but they've gone and had meetings with the CASL, and the people at CASL even don't seem to have any idea of what they're actually implementing in many cases, except if you get maybe up to the executive level.

00:35:11.000 So there's this idea with all cults that they actually work like onions.

00:35:15.000 There's an inner circle in any given cult, and they actually know what's really going on.

00:35:20.000 In a communist situation, that's your party leaders.

00:35:22.000 And then around that, there's like a shell of the party, and those are actually fully committed.

00:35:26.000 It's not quite the inner circle, but it's still kind of disciple level.

00:35:30.000 And then outside of that, you have what's literally sometimes called, at least in China, the inner school.

00:35:37.000 In Chinese, it's 内教, the inner school, which is the people who have studied.

00:35:43.000 It's 学习 in Chinese.

00:35:44.000 They've studied the relevant doctrine.

00:35:47.000 Then outside of that, and this is most of the people that are involved in the cult and the people who are mostly being exploited by the cult, you have what's called the outer school.

00:35:54.000 In Chinese, it's 外教.

00:35:55.000 And those people don't usually know.

00:35:58.000 They have morally committed.

00:35:59.000 They've socially committed.

00:36:00.000 Sometimes they perceive, in fact, often they perceive that there's something wrong with what's happening.

00:36:06.000 But that perception of having something wrong is often turned through the inner school cult doctrine into convincing them that they're just not committed enough, and that they're bad people, and that their doubts are part of the problem.

00:36:17.000 And you can start to reminisce on your DEI, unconscious bias, white fragility trainings, and see what role those play.

00:36:26.000 But you have also teachers who are uncomfortable with it and speaking out, others who think it's just a good thing, others who are, it's just my job, man, I'm just here to do my job.

00:36:35.000 The banality of evil, and unfortunately, there's this very ambiguous and vague characterization.

00:36:43.000 You can't pick out any given teacher and say, oh, you're a bad person because you're participating.

00:36:47.000 They very well may not know.

00:36:49.000 Some of them perceive it, and then that's used against them.

00:36:52.000 Some of them perceive it and speak up, and they are often punished for it.

00:36:56.000 And it can be very subtle, too.

00:36:57.000 It's sold as a means of engagement, of getting the kids more interested.

00:37:02.000 It's a great time, actually, to give you that example of how they can weave it into a math lesson.

00:37:07.000 This is a real example from a real SEL training that a real teacher who really got fired for calling out SEL in her school told me from one of her trainings.

00:37:15.000 I've said this in a million places.

00:37:17.000 Everybody needs to hear this, though, because this is how subtle it can be.

00:37:19.000 It doesn't have to be as exorbitant or overt as a drag queen in your library or something, which is the same thing. 0.54

00:37:26.000 But it can be this subtle.

00:37:27.000 The word problem.

00:37:28.000 Second grade subtraction.

00:37:29.000 Don't sweat.

00:37:30.000 Math is hard, but you got this.

00:37:32.000 Johnny is riding with his mom and dad in the car on the way to the amusement park.

00:37:36.000 The amusement park is 50 miles away.

00:37:38.000 They've already driven 30 miles.

00:37:40.000 How much further do they have to drive?

00:37:42.000 Okay, and so you think, imagine seeing that in your children's homework.

00:37:45.000 Okay, who's going to object to this?

00:37:48.000 Well, it turns out, Ferreri's project is that you pick certain words and use them as generative themes to generate political conversations off of that.

00:37:56.000 So, a teacher being trained in this SEL method or cultural competence method or culturally relevant teaching method is going to look at that, give it to the class and say, before we answer the question, let's do this.

00:38:08.000 Who's been to an amusement park before?

00:38:10.000 See, now you're just getting them engaged.

00:38:11.000 You're getting second graders interested.

00:38:13.000 Some kids raise their hand, some kids don't.

00:38:14.000 You say, well, why is it that some of you have got to go to amusement parks and some of you haven't?

00:38:18.000 Why are some reasons why kids maybe wouldn't get to go to amusement parks?

00:38:21.000 And you're taught in the teacher training to keep pressing until somebody says, well, maybe not everybody can afford it.

00:38:27.000 Or, well, my parents won't let me.

00:38:29.000 So now you're ready to have a political conversation you've generated out of the word amusement park.

00:38:34.000 You've generated a political conversation about socialism, redistribution, or parental authority, which is a major theme that we're seeing now.

00:38:41.000 Well, maybe some parents, should the school be making maybe some of these decisions instead?

00:38:45.000 Don't you think you should be making decisions instead of your parents?

00:38:48.000 Or you could go off of obviously riding in a car, you're having an environmental conversation, mom and dad, which no normal person two years ago would have thought mom and dad there is a trigger.

00:38:58.000 But it's a generative theme, as Freire would call it.

00:39:01.000 Do all families look like that class? 0.97

00:39:02.000 Does everybody have a mom and dad?

00:39:04.000 No, I only have a mom.

00:39:05.000 Now you're having a conversation about feminism. 1.00

00:39:08.000 No, we have two moms. 1.00

00:39:09.000 Now you're having a conversation about all the sexuality stuff.

00:39:11.000 Does anybody else feel this way?

00:39:13.000 Is that okay?

00:39:14.000 And they are led into this equity-framing or sustainability-framing dialogue.

00:39:19.000 And the math lesson just kind of got set over here and forgotten about.

00:39:22.000 And allegedly, it's supposed to make the kids more interested in learning math lessons.

00:39:25.000 So what they're being taught in education schools Under the Freerian model and what they're being taught in their professional development training, as in this exact example, is this will make the kids do better in math because it'll make them want to learn math because it'll relate to the real context of their lives.

00:39:41.000 And that's the sales pitch and that's the hook.

00:39:43.000 But what you've actually done is hijacked a math lesson and instead of working out that problem and maybe 10 others for practice, you've now had a 45-minute conversation about feminism in your math class and called it math.

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00:40:55.000 Okay, so let's talk about the best way to fight this sort of stuff, because you have seen this battle sort of break out on the right between, I'd say, the libertarian right and the sort of more traditionalist conservative right.

00:41:04.000 So Florida's actually a great example of this.

00:41:06.000 You have the new college, which is now being taken over, essentially by conservatives, who have said, okay, we're not interested right now in Let a thousand flowers bloom.

00:41:15.000 This is a left-wing organization.

00:41:17.000 We are cleaning it out and we are putting in a bunch of people who are going to teach

00:41:20.000 more traditional ideas about the United States and American history and economics.

00:41:22.000 We're not going to do DEI.

00:41:23.000 We're not going to do equity.

00:41:24.000 We're not going to do any of the SEL stuff that you're talking about.

00:41:27.000 No critical race theory.

00:41:28.000 None of that.

00:41:29.000 We are just going to teach you what you traditionally would have learned in a United States college

00:41:33.000 in 1960, plus all subsequent developments.

00:41:38.000 That's what it's going to be.

00:41:39.000 We're going to teach traditional philosophy.

00:41:40.000 And then you have some people who are sort of on the libertarian right who say, no, no, no, no.

00:41:43.000 It has to look more like University of Austin, right?

00:41:45.000 The ideal institution is an institution that's open to all and where you have the critical pedagogy at the institution, but you also have people who are critical of the critical pedagogy at the institution.

00:41:57.000 The suggestion that you seem to be making is that the former approach may be better than the latter approach, because you're assuming in the latter approach that the people who are teaching critical pedagogy, or who are teaching based on Freire, that they actually want to be part of the game, and they fundamentally do not want to be part of the game, so what you're really doing when you say, let's open it up to everybody, is you're allowing people who want to destroy the institution into the institution.

00:42:20.000 That's right.

00:42:20.000 I actually tend not to, in my own personal leanings, I think many people know that, Lean very strongly conservative in these regards.

00:42:29.000 But in this case, the people who, as you said, they don't want to be a part of the game.

00:42:33.000 They want to break the game.

00:42:34.000 In fact, they want to break your children as part of their game.

00:42:37.000 And they have to be removed from the position of power that they're abusing.

00:42:40.000 People have to understand.

00:42:42.000 This is that same thing we talked about with academics before.

00:42:44.000 Critical theory is not a bunch of ideas.

00:42:46.000 It is a cult.

00:42:47.000 It is—critical pedagogy is cult indoctrination.

00:42:51.000 There's no other way to see it when you actually understand what they're doing.

00:42:54.000 This isn't—and this isn't a situation where it is a university.

00:42:57.000 I mean, we are talking about New College here and University of Austin, so we are talking specifically, but we're worried about K-12.

00:43:03.000 This is a very different situation.

00:43:05.000 You're going to bring in—you hear this argument made all the time.

00:43:08.000 Oh, teach the critical race theory and teach them why critical race theory is wrong.

00:43:11.000 Really?

00:43:12.000 First of all, there's not enough time.

00:43:13.000 Second of all, they can't even teach these kids arithmetic.

00:43:15.000 You're going to now get into this.

00:43:17.000 Third of all, these are children.

00:43:19.000 Children do not think the same way as adults.

00:43:21.000 You may forget that when you get older, but they don't.

00:43:23.000 They have an authority figure telling them these things, some of which are very emotionally resonant, very psychologically and socially resonant.

00:43:31.000 We're not operating in a field of, you know, open debate.

00:43:35.000 The marketplace of ideas doesn't exist for seven-year-olds.

00:43:37.000 It just doesn't.

00:43:39.000 Children need boundaries.

00:43:40.000 They have to grow up within boundaries.

00:43:42.000 They, of course, have to, as they age, they have to be able to press on the boundaries.

00:43:45.000 And then we figure out, as adults, how to responsibly expand the boundaries according to their, you know, their ability and their demonstrated prowess and whatever else.

00:43:55.000 Sometimes we have to restrict some of the boundaries.

00:43:57.000 This is the job of parenting.

00:43:59.000 And so when you have teachers, they're not parents, they're acting in loco parentis, they have a similar responsibility placed upon them.

00:44:06.000 You're not dealing with a situation where it's like, oh, let's just have an open debate with seven-year-olds.

00:44:12.000 Where you have, obviously, an adult and a bunch of kids.

00:44:14.000 They talk in critical pedagogy about the democratic classroom, and the teacher is a student, and the student are the teachers, and they learn from each other reciprocally.

00:44:21.000 Actually, Polifari literally calls this in Pedagogy of Freedom almost a dozen times, and I quote, the Gnostic cycle.

00:44:29.000 They give you no bones about what's actually – when I say it's a cult, I literally

00:44:34.000 mean it is a cult.

00:44:35.000 This is the Gnostic cycle. 0.96

00:44:36.000 They say that.

00:44:37.000 You have an adult and seven-year-olds.

00:44:39.000 You are not talking about a conversation between equals.

00:44:43.000 That's why the word groomer is so appropriate because when you have an adult coming down

00:44:48.000 and breaking down the boundary of authority between adult and child, which is a boundary

00:44:53.000 that gets blurry at the end of adolescence by nature but it isn't blurry with adults

00:44:57.000 and children and it must be maintained even through the challenges of adolescence.

00:45:02.000 You have a person breaking that down and then adding in the suggestion that maybe your parents won't understand, maybe your parents aren't the people to go back to, and then they're Using a blatant political lens through which to interpret the entire world, that's ideological grooming.

00:45:18.000 We don't have to get to the sexual side, which of course it opens the door for.

00:45:21.000 Just as the simplest, least accusatory way, how are you going to screen for sexual misfeasance?

00:45:28.000 If you can't even tell, if the whole game is to break down boundaries between the adult and the child, how are you going to screen for it?

00:45:34.000 And so what do you expect is going to happen?

00:45:36.000 The incentives are there, people are going to go into the profession, and the next thing you know you're going to have, just like we see in the news finally now, not a year ago, I got grilled by the Washington Post.

00:45:44.000 Where's the evidence that there's real grooming?

00:45:46.000 I said, it's coming.

00:45:47.000 And what do we see now?

00:45:48.000 Story after story after story.

00:45:50.000 Loudoun County.

00:45:50.000 Horrific.

00:45:51.000 Same thing outside of Chicago.

00:45:52.000 Horrific.

00:45:53.000 We're seeing it all over the country.

00:45:55.000 Of course it is.

00:45:56.000 Because you have no screening mechanism.

00:45:57.000 And that's the least of the worries.

00:45:59.000 But that's why grooming is the right word.

00:46:01.000 Ideological grooming is the right word for this practice. 0.91

00:46:04.000 This doesn't belong in K-12 schools.

00:46:06.000 If you want to make a case that maybe it fits in a university, I think you are erring, but we're now talking about adults.

00:46:14.000 Young adults in a life-changing situation college, so they're vulnerable adults for ideological capture.

00:46:20.000 But they're still at least adults.

00:46:21.000 When we're talking about children, that argument makes no sense whatsoever.

00:46:26.000 Even in the context of college, the big problem with critical race theory is, as you've mentioned before, it's a practice.

00:46:31.000 It's not about a theory.

00:46:33.000 It's not a theory of how the world works in which you can critique the theory or say that the theory has errors here or errors there.

00:46:38.000 The only way to truly attack critical race theory is to point to the intentions of the people who are promulgating it.

00:46:42.000 And that is inherently unstable, and so what you end up having is critical race theorists claiming that the system that is the United States is motivated by evil, and then you have those people who are responding saying, no, you're motivated by evil.

00:46:54.000 So it's just an argument about motivation, so it's not actually an intellectual argument at all.

00:46:57.000 Correct.

00:46:57.000 It's mainly just a series of accusations about character.

00:47:00.000 To get back to the groomer debate, there's been this whole debate inside right-wing circles over maybe we shouldn't use the word groomer now.

00:47:05.000 Let's be real about how this started.

00:47:06.000 It started as a meme.

00:47:08.000 It was clearly a meme.

00:47:10.000 People on the left were saying, okay, boomer, and that was just widely used.

00:47:13.000 And people started saying, okay, groomer, to refer to people who are on the left and who are recruiting kids into particular ideology.

00:47:19.000 And the left, because they didn't like being memed, decided that when people on the right said groomer, 0.79

00:47:23.000 what they meant was, we are accusing you of raping our children.

00:47:26.000 And that is not what anyone meant by groomer originally.

00:47:30.000 The notion that the core of that meme was that there were teachers who were attempting 0.88

00:47:35.000 to groom seven-year-olds so that they could have sex with them. 0.92

00:47:37.000 That is not what that meant. 0.95

00:47:38.000 What that meant was you are taking kids away from their parents and you are teaching them

00:47:41.000 that their parents are bad and that the teachers are good.

00:47:43.000 And that you are essentially indoctrinating them into a system of thought their parents would not agree with.

00:47:48.000 You are grooming them in a particularly ideological way.

00:47:50.000 That's right.

00:47:51.000 And so, ideological was always written into the word groomer. 0.99

00:47:54.000 It was only that the left then tried to play this game of, well, it's transphobic or homophobic, and what you're really saying is that a gay teacher is trying to rape a child. 0.99

00:48:00.000 It's like, that's not what anyone was saying. 0.96

00:48:02.000 You guys deliberately do what you always do, and you did a linguistic switch here,

00:48:05.000 and you relied on the semantic overload that the word groomer can support

00:48:10.000 in order to argue against that.

00:48:11.000 And that's what that Washington Post piece was.

00:48:13.000 It was asking you, substantiate your use of the term groomer.

00:48:17.000 Show me all the cases of teachers who are attempting to groom kids for sex.

00:48:20.000 That's not even what I was talking about in the first place.

00:48:22.000 That's what I told her, yeah.

00:48:23.000 That's what I said.

00:48:24.000 It is.

00:48:25.000 It's exactly about the ideological grooming.

00:48:26.000 And Drag Queen Story Hour actually becomes perfect to talk about this,

00:48:31.000 because first of all, it's glaring.

00:48:34.000 But, you know, it raises so many questions.

00:48:35.000 Why a drag queen? 1.00

00:48:37.000 Well, it turns out they wrote a paper about this.

00:48:39.000 I did my best work possible.

00:48:42.000 I did a podcast on it.

00:48:43.000 I did two giant threads on Twitter.

00:48:45.000 I wrote an essay.

00:48:46.000 I did the best work that I possibly could to popularize this academic paper.

00:48:51.000 It's called Drag Pedagogy. 0.99

00:48:52.000 It's written by a trans educator by the name of Harper Keenan and one of the drag queens who goes by Lil Miss Hot Mess. 0.93

00:49:00.000 That's what's on the academic paper byline, Loomis Hot Mess.

00:49:04.000 And they explained that, first of all, I said that word generative with Ferrari, right?

00:49:08.000 They explained that the presence of the drag queen and his performance is a generative practice, provocative, evocative for the children and into

00:49:19.000 what? Into queer ways of living and being. They say that it's less a sanitizing force against

00:49:25.000 drag, to answer that criticism people give of it because it is to bring it into a

00:49:29.000 kindergarten, they have to act a little bit differently or they did it first, sanitizing drag from 0.97

00:49:35.000 its gnarly roots. It's less a sanitizing force and I quote, then it is a preparatory introduction,

00:49:41.000 call it initiation, a preparatory introduction into alternate modes of kinship, which they

00:49:46.000 then follow by saying drag is family friendly in the sense that we mean family.

00:49:50.000 Wink.

00:49:51.000 We mean family in the sense of the queer family you find on the street. 0.99

00:49:55.000 And it's like, holy moly, what word do you use for this, right?

00:49:58.000 I know a G word that you should use for this. 1.00

00:50:01.000 The last sentence in the paper says, we'll leave a trail of glitter that will never come out of the carpet.

00:50:05.000 But the carpet's your children's brains.

00:50:08.000 What word do you use for this, if we're not allowed to use the word that I got kicked off of Twitter for?

00:50:14.000 I might have started the OK Groomer thing to at least popularize it.

00:50:18.000 Some radfams got really upset when I think I took credit for it.

00:50:21.000 And they've said, no, we were doing it on our forums.

00:50:23.000 And I'm like, I'm sorry, nobody reads your forums.

00:50:26.000 They're a little catty, but they are.

00:50:30.000 So at any rate, What word fits?

00:50:33.000 This is obviously, what does queer ways of living and being mean? 1.00

00:50:36.000 What does alternate modes of kinship refer to when they say that the goal is to induce children into strategic defiance and rule breaking?

00:50:45.000 With adults, men dressed as women who want to be around children doing provocative Edgy, maybe even sexual performances. 0.71

00:50:52.000 Rule-breaking?

00:50:54.000 Alternate modes of kinship?

00:50:55.000 What are we doing here?

00:50:56.000 So it becomes very clear, but the other G word, like I said though, is generative.

00:51:00.000 The goal is to get them to want to ask the question, is it okay for a boy to dress as a girl?

00:51:05.000 Why do boys have to dress like boys and girls dress like girls? 0.99

00:51:09.000 Let's talk about gender. 0.96

00:51:10.000 Let's talk about gender constructs.

00:51:11.000 Oh, there's the GSA club after school.

00:51:14.000 And if you're having some questions, we will affirm you I'd love bomb you, in other words, and start bringing you in, and then we'll teach you to criticize, you know, yourself for your past transphobia, blah, blah, blah.

00:51:24.000 And you can see the whole grooming cycle into this ideological cult.

00:51:28.000 It's a perfect example, and that could be if every drag queen that shows up in a classroom is perfectly clean and sanitary and well-behaved, not just within the law, but has no even ill intent, no pedophilic intent. 1.00

00:51:40.000 It's still very blatantly, even the way they word it and phrase it, Of course, they also say in the paper that all transformative practice is driven by desire, which again, you wrote that down and somebody published it, not in a fringe, by the way, in a major curriculum journal, Curriculum Inquiry, one of the largest.

00:51:59.000 I mean, it is astonishing stuff.

00:52:01.000 And the fact they say it out loud and people are just kind of okay with it because it's put in academic language is really an amazing thing.

00:52:08.000 And this is something that I've been sort of re-terminating.

00:52:12.000 I've been coining or pushing the rebranding of progressivism into transgressivism because there is a big difference between people who argue in favor of bad socialistic economic ideas and what

00:52:22.000 we're seeing now, which is essentially the idea that all rules must be transgressed.

00:52:25.000 That's right.

00:52:26.000 And that true authenticity lies in how many rules you do transgress.

00:52:29.000 And therefore what you're actually doing when you ideologically groom small children is

00:52:32.000 you're liberating them from the boundaries of the rules and roles and responsibilities

00:52:36.000 that their parents are placing upon them.

00:52:38.000 And so it's an active good to put confusing things and upsetting things in front of children

00:52:43.000 specifically so that they will be confused and upset and so they will ask all the sorts

00:52:46.000 of questions that you're talking about.

00:52:48.000 And so the burden of proof is now placed on the parents to defend the traditional and

00:52:53.000 the normal and yes, the natural.

00:52:55.000 It is natural for men to dress as men and women to dress as women. 0.88

00:52:58.000 The burden of proof has now shifted to the parent as opposed to the person who wishes to break all of the systems.

00:53:03.000 So explain why is it an affirmative good for men to dress as women? 0.94

00:53:06.000 Explain why is it an affirmative good for a man dressed as a woman to twerk in front of a child? 0.82

00:53:10.000 Explain why all of these things are positive for society.

00:53:13.000 The burden of proof has completely shifted to Why are you arguing that it's... Are you trying to say something bad about gay people if you say that men shouldn't work in front of children while they're dressed as strippers?

00:53:23.000 What are you saying about yourself?

00:53:24.000 What are your intentions?

00:53:25.000 Yeah, that's the dialectical inversion.

00:53:27.000 That's the term.

00:53:28.000 I mean, it's a very technical-sounding term, but that's what's happening.

00:53:31.000 The thing I described at the beginning, the dialectical inversion technique, that's what they're doing to you.

00:53:36.000 And it is a manipulation.

00:53:37.000 It's a very strategic manipulation.

00:53:38.000 They're very good at it.

00:53:40.000 And it's kind of...

00:53:41.000 Get the hang of it.

00:53:43.000 It's very heady.

00:53:44.000 You get a lot of power.

00:53:44.000 There's a lot of draws to it.

00:53:46.000 The buzzword in the academic writing about what they're doing with that when you're liberating the child is giving them autonomy.

00:53:52.000 The more rules you break, the more autonomous you are.

00:53:54.000 Rules are you following the strictures of society that you're being dictated to by the social constructions and their social and political enforcement.

00:54:02.000 So when you break the rules, you're becoming more autonomous.

00:54:05.000 Rather than growing into a mature autonomy, Where you're actually a functional person within the boundaries of reality and truth.

00:54:13.000 They're teaching them, as you said, I think transgressive is an excellent way to frame this because they use that word all the time.

00:54:19.000 They're transgressing boundaries.

00:54:20.000 That was Alan Sokol's hoax papers titled Transgressing the Boundaries.

00:54:25.000 Literally, but it's in there.

00:54:27.000 They say that they want to be transgressive because ultimately what they want to do, and I'll use the word that they don't usually use for this, is transmute, which is an alchemical word, transmute society into something different.

00:54:39.000 So to do that, they have to transmute the economic structure and transmute the people who are going to fill that economic structure simultaneously.

00:54:46.000 And so now you see the big picture.

00:54:47.000 Why are all the corporations going woke and why are all the schools going woke?

00:54:50.000 Because you're going to have kids who have woke competencies as their main academic credentials getting plugged into companies that are hiring off of woke credentials with a new, you know, whatever ESG or whatever model they happen to have.

00:55:03.000 So they're building out the economy and the people are going to plug into it.

00:55:06.000 Why?

00:55:07.000 Because they understand that the problem of reproduction will then make their hegemony solid.

00:55:11.000 And so that's what their objective is.

00:55:14.000 And that's why education is in such a dangerous state, not just in terms of how do you get parents to fight back against this, because that starts with even just being able to see what's happening, which is why I wrote Marxification of Education, because nobody can see what's happening.

00:55:27.000 It's a magic trick.

00:55:29.000 Once you see the magic trick, then you can see what the guy did with the card, unless he's really good at it.

00:55:34.000 It also is going to take these kinds of steps like figuring out who are the people, at least, who are these people that the activists are calling co-conspirators?

00:55:42.000 Get them out.

00:55:43.000 They're gone.

00:55:44.000 That's it.

00:55:44.000 You lose your job for that.

00:55:45.000 Whatever political changes about teacher tenure or whatever have to come to facilitate, they've got to go.

00:55:50.000 Your average person implementing it?

00:55:52.000 Eh, we'll see.

00:55:53.000 That's another question.

00:55:54.000 That's another layer.

00:55:55.000 But the co-conspirators?

00:55:56.000 Gone.

00:55:57.000 Outright activists, the kind of things that, like, Libs of TikTok regularly documents, those people who need to at least be in inquiry, probably gone.

00:56:04.000 The administrators that are backing this up, gone.

00:56:07.000 They've got to be removed from the positions of power that they're abusing, and there's no other way. 0.53

00:56:11.000 I wish there was another way, but this is well within our rights as a society to say, we've trusted you with, frankly, because it's in loco parentis, a sacred Responsibility and you are throwing it back in our faces in obviously very transgressive ways.

00:56:30.000 This cannot be.

00:56:31.000 This cannot continue.

00:56:33.000 Folks, this conversation continues for another 30 minutes over at dailywireplus.com.

00:56:37.000 We discuss if the radical left's cultural transgressivism—Drag Queen Story Hour, BLM, and the like—are no longer a means to an end goal, but rather the end goal themselves.

00:56:46.000 Plus, how corporations weaponize woke ideology, and if corporations have their own kind of quasi-deep state.

00:56:51.000 Click the link at the top of the description to join us.

The Ben Shapiro Show - June 11, 2023

James Lindsay Knows More About This Than Anyone

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