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<v Speaker 1>Welcome to the nonprofits. For our final segment this week,

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<v Speaker 1>we're looking at a subject that is near and dear

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<v Speaker 1>to my heart, and that is public education. Jimmy Junior

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<v Speaker 1>tell us, what's the latest from the front lines.

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<v Speaker 2>Yeah, Well, Christian nationalism suggests that being American also means

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<v Speaker 2>being Christian, and many supporters of this idea argue that

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<v Speaker 2>the founders excuse me, the founders of this country believe

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<v Speaker 2>the same thing, but that is inherent inherently false. They

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<v Speaker 2>made no such claims, and they actively avoided the implementation

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<v Speaker 2>of any religious sect whatsoever. They had intricate discussions that

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<v Speaker 2>resulted in unanimous agreement that determine the United States would

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<v Speaker 2>be a country based solely on representative democracy, where people

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<v Speaker 2>would have the right to self determination in their private lives,

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<v Speaker 2>and that gave us the right to practice or not

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<v Speaker 2>practice whatever creed we wish, along with the expectation that

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<v Speaker 2>the government was going to uphold this social contract. So

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<v Speaker 2>what is happening in Louisiana and Oklahoma. We have lawmakers

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<v Speaker 2>there in place who either don't know their history, or

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<v Speaker 2>don't care to know it, or both, and they are

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<v Speaker 2>using their position to assault the minds of children in

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<v Speaker 2>order to secure a long term dependency on a population

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<v Speaker 2>that is deprived of the education that they deserved. This

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<v Speaker 2>article was in US News and written by Leah Qui

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<v Speaker 2>and Joseph Axe from Reuters on August seventh.

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<v Speaker 1>Thank you, Jimmy, and I would like for you to

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<v Speaker 1>expand At the end there you said what's happening in

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<v Speaker 1>Louisiana and Oklahoma. I was wondering if you could expand

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<v Speaker 1>a little bit on some specifics there, what's going on

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<v Speaker 1>down there.

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<v Speaker 2>Yeah, So in Louisiana recently, some legislation was passed that

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<v Speaker 2>schools or I don't know that it was quite legislation,

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<v Speaker 2>but it was a school it's a school policy now

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<v Speaker 2>that all schools will have to have the Ten Commandments

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<v Speaker 2>displayed or all classes, all grade levels on at least

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<v Speaker 2>an eleven x fourteen poster size paper in every classroom. Right,

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<v Speaker 2>and so that in theory violates the establishment clause of

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<v Speaker 2>the United States Constitution. In Oklahoma, similar measures of being taken,

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<v Speaker 2>although it's just that the Bible is being required to

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<v Speaker 2>be taught to all grade levels, and so teachers are

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<v Speaker 2>being expected to relate their lessons to something in the Bible. Somehow.

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<v Speaker 2>You know, these are being argued against as violations of

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<v Speaker 2>the Establishment Clause, which guarantees that no one religion will

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<v Speaker 2>be supported or kind of propagated by the government. Right,

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<v Speaker 2>but that's not what's happening. And these are in public schools,

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<v Speaker 2>so the government can't do that. But that's what's happening.

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<v Speaker 2>And yeah, we're seeing challenges to these laws, but they

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<v Speaker 2>are scheduled to take effect anyway.

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<v Speaker 1>You know, I would get fired so fast if that

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<v Speaker 1>happened in my state. There's just no way, there's I'm

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<v Speaker 1>not going to put that on my classroom. But anyway,

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<v Speaker 1>so Eli, let's turn the camera back on humanity and

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<v Speaker 1>let's take a journey into that deep dark of the

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<v Speaker 1>human mind. I want you to help us to understand

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<v Speaker 1>what does all of this tell us about us as

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<v Speaker 1>humans and our nature and our psychology.

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<v Speaker 3>So it's this week has been a lot about like

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<v Speaker 3>resistance to inclusion, and that seems to be with sort

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<v Speaker 3>of fueling these pieces of legislation, especially in education. Conservatives

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<v Speaker 3>really oppose like the woke or like the liberal idea

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<v Speaker 3>in curricula that focuses on things like including all people

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<v Speaker 3>regardless of like what they look like or how they

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<v Speaker 3>are like the people are people. And I think that

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<v Speaker 3>I know it may not be the case, it seems

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<v Speaker 3>this way to me that because there's a Republican majority

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<v Speaker 3>in the Supreme Court right now, that some of these

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<v Speaker 3>bad actors feel emboldened that they know what they're doing

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<v Speaker 3>isn't right, but they feel like there's a chance they

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<v Speaker 3>could get away with it. And it's like either they

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<v Speaker 3>will or they won't. Like either they'll get away with it,

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<v Speaker 3>or they'll be like, no, you can't do that anymore.

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<v Speaker 3>And they'll be like, well, I tried, but I think

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<v Speaker 3>that it to.

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<v Speaker 1>Lose where they exactly they're not going to go backwards

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<v Speaker 1>and you know, start going against that exactly.

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<v Speaker 3>And and I don't think the policymakers believe this, but

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<v Speaker 3>I think and but I think that they think and

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<v Speaker 3>they are right that enough people believe that the First

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<v Speaker 3>Amendment was intended to protect the church from the government

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<v Speaker 3>rather than vice versa, that all they have to do

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<v Speaker 3>to like radicalize their followers is be like, oh, the

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<v Speaker 3>government is overreaching by telling us we're not allowed to

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<v Speaker 3>do this because they're not supposed to interfere with the church.

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<v Speaker 3>They're supposed to let us do whatever we want, and

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<v Speaker 3>they're not letting us do that, so now they're overreaching,

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<v Speaker 3>and it just sort of really highlights this like tribalist

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<v Speaker 3>nature of humans that like's if it's if their other,

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<v Speaker 3>whatever other is, and in this case, if they're not Christian,

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<v Speaker 3>they're wrong and.

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<v Speaker 1>They just.

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<v Speaker 3>Because of that, they feel like the same rules don't apply.

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<v Speaker 1>Yeah, yeah, that's definitely dark. Aaron. You just want to

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<v Speaker 1>put a little Jesus into the country. What's wrong with that?

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<v Speaker 4>A lot's wrong with that in my opinion, because the

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<v Speaker 4>reason why religion and government need to be kept separate

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<v Speaker 4>is because religion makes thoughts and beliefs a crime. And

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<v Speaker 4>when you start to bring your religion into your government,

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<v Speaker 4>it means your government is going to start to make

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<v Speaker 4>thoughts and beliefs a crime. And the First Amendment very

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<v Speaker 4>explicitly prevents the government from doing that. You know, the

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<v Speaker 4>Congress shall make no law respecting an establishment of religion

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<v Speaker 4>or prohibiting the free exercise thereof Not only does it

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<v Speaker 4>say you can't establish a religion, you can't stop people

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<v Speaker 4>from exercising their religion. Right of bridging the freedom of

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<v Speaker 4>speech or of the press. Those are all things that

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<v Speaker 4>can be kind of summed up that says that summed

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<v Speaker 4>up as Congress shall not make thoughts and beliefs a crime, right,

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<v Speaker 4>And so that's why we need to avoid mixing religion

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<v Speaker 4>and government, so we can avoid making thoughts and beliefs

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<v Speaker 4>of crime. And one thing I really wish the United

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<v Speaker 4>States motto is currently in God we Trust, and I

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<v Speaker 4>really wish that wasn't our motto. I really wish we

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<v Speaker 4>could we could for a law. For most of our history,

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<v Speaker 4>the unofficial model was e plurubus unum right from from

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<v Speaker 4>many one, and I really think we need to go

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<v Speaker 4>back to that. But that's really the purpose of the

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<v Speaker 4>Constitution and the government is to bring people together, and

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<v Speaker 4>out of all these different people, different perspectives, different viewpoints,

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<v Speaker 4>make one. But when you mix, when you mix religion

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<v Speaker 4>and government, it's not concerned with making from many one,

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<v Speaker 4>it's concerned with making everybody the same right.

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<v Speaker 1>Yeah, exactly. Okay, let's jump over to ELI for a second. Here.

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<v Speaker 1>I'm assuming that these changes will have a major impact

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<v Speaker 1>on how teachers there teach. Is this going to derail

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<v Speaker 1>our progress towards our goal of having well rounded learners?

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<v Speaker 1>Or is that am I off track on that.

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<v Speaker 3>Oh, I think absolutely. This is something that I've talked

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<v Speaker 3>about the last like three or four times I've been

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<v Speaker 3>on the nonprofits and it's it's I have the same

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<v Speaker 3>side every time. Taking time away from teaching like real

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<v Speaker 3>true things that are like evidence based and like an

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<v Speaker 3>education curricula that have been approved by professional, knowledgeable, experienced educators,

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<v Speaker 3>taking time away from that to teach like here's what

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<v Speaker 3>the Bible says, and not backing any of those things

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<v Speaker 3>up with like they're not It's just it's gonna there.

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<v Speaker 3>I'm sorry, my words are getting all mixed up here.

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<v Speaker 3>They're not separating between what there is a good reason

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<v Speaker 3>to believe and what we just think is true because

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<v Speaker 3>we like it because it's in the Bible and that's

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<v Speaker 3>what we were told when we were younger, and it's

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<v Speaker 3>just not going to do anything to improve the education standings.

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<v Speaker 3>Like Oklahoma we've already talked about several times on the show,

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<v Speaker 3>is already near the bottom of the list in education

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<v Speaker 3>and they're one of the states that are taking more

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<v Speaker 3>time away from that education to do it. And Jeff

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<v Speaker 3>Landry even said, which is I believe the governor of Louisiana.

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<v Speaker 3>Jeff Landry said that if the parents of non or

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<v Speaker 3>non religious parents, if they don't want their children to

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<v Speaker 3>look at ten to learn the Ten Commandments, then they

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<v Speaker 3>can tell their children not to look at Ten Commandments posters.

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<v Speaker 3>And I think that he's still just completely missing the

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<v Speaker 3>point because hiding information from children isn't the way to

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<v Speaker 3>teach them like what is true and what's not. You

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<v Speaker 3>teach them how to determine what's true and what's not.

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<v Speaker 3>And he's still just missing that point. It's not, no,

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<v Speaker 3>don't learn that that's wrong. Only learn what I show you.

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<v Speaker 3>It's like, here's kind of like how we learn what's

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<v Speaker 3>true or not. And when I see educators are people

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<v Speaker 3>that are making decisions about education that are supposed to

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<v Speaker 3>be like that are in positions that educators are supposed

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<v Speaker 3>to be in making such bad choices, it really my

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<v Speaker 3>blood starts to boil.

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<v Speaker 1>Yeah, And there was a nice way that you put it.

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<v Speaker 1>It reminds me of that saying. You know, if you

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<v Speaker 1>if you give someone a fish, you feed them for

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<v Speaker 1>a day, but if you teach them how to fish,

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<v Speaker 1>then you feed them for life. And it's kind of

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<v Speaker 1>the same thing here. If we're undermining the way if

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<v Speaker 1>we're undermining our approach to teaching children how to think, how,

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<v Speaker 1>like you said, how to determine what's real and what's true,

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<v Speaker 1>as opposed to giving them a list of things that

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<v Speaker 1>are true, and you know, here's what you believe, here's

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<v Speaker 1>what you don't believe, and then when you run across

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<v Speaker 1>something new, then it might be difficult to figure out.

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<v Speaker 1>And if you're told so, if you're if something is

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<v Speaker 1>put on the wrong list, you have no way of

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<v Speaker 1>determining that as well. And so basically we're we're hamstringing

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<v Speaker 1>ourselves right out of the gate. And it seems like

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<v Speaker 1>a like the ultimate form of self destruction. And it's

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<v Speaker 1>very frustrating. And I know I have a biased opinion

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<v Speaker 1>because I'm a teacher as well, but I'm also a parent,

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<v Speaker 1>and I'm also a learner, and and uh you know,

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<v Speaker 1>I want I want to live in a country where

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<v Speaker 1>people know things and know how to do things and

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<v Speaker 1>know how to solve problems and know how to and

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<v Speaker 1>know how to take reality into consideration rather than just following,

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<v Speaker 1>you know, the prescribed recipes, prescribed list, and so uh

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<v Speaker 1>so thank you for that sharing that information.

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<v Speaker 3>And so I go ahead, ad real quick, sorry, I

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<v Speaker 3>just want to get meant to add it was like

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<v Speaker 3>you said, if you're like what comparison I made is

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<v Speaker 3>if you have a scuba diver under the dock, hooking

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<v Speaker 3>a fish onto your kid's line, making your kid think

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<v Speaker 3>that he caught the fish, he's not learning how to fish,

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<v Speaker 3>and then he's going to go back there when he's

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<v Speaker 3>an adult and no, he's helping him under there, and

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<v Speaker 3>he's not going to catch anything, and he's gonna ask

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<v Speaker 3>no luck.

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<v Speaker 1>Yeah, yeah, Jimmy, let's jump over to you here. So

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<v Speaker 1>the headline was how US public schools became a new

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<v Speaker 1>religious battleground. So don't keep us waiting what's the answer.

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<v Speaker 2>This is not new. This is not new at all.

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<v Speaker 2>Using children, attacking children and infecting them, taking advantage of

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<v Speaker 2>their naivete if you will, to indoctrinate them is not

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<v Speaker 2>new at all. The US public school system in certain

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<v Speaker 2>states just happens to be the latest medium. But this

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<v Speaker 2>is not anything that we have not seen before. Children

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<v Speaker 2>remain the target of religious indoctrination and dogmatic thinking as

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<v Speaker 2>they have throughout history. I mean that is how this

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<v Speaker 2>These religions are self perpetuating, if you will. I want

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<v Speaker 2>to talk though, and I hope I've answered your question

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<v Speaker 2>and forgive me for moving on, but I have to.

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<v Speaker 2>I have to address the fact that these people are

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<v Speaker 2>not only unprofessional in the way that and inconsistent really

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<v Speaker 2>in the way that they treat the parents of these students.

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<v Speaker 2>For example, Louisiana Governor Jeff Landry says, well, just tell

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<v Speaker 2>their children not to look at them. That's for parents

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<v Speaker 2>that don't agree. I mean, what a snarky, unprofessional and

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<v Speaker 2>dismissive comment for the governor to make. Number one. But

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<v Speaker 2>these people have no idea what they're talking about when

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<v Speaker 2>it comes to history. The Republican Louisiana Attorney General Liz

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<v Speaker 2>Murrell says the Bible biblical teachings need to help correct

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<v Speaker 2>the lack of order and discipline in schools and need

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<v Speaker 2>to teach students what Moses stood for. Okay, let's talk

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<v Speaker 2>about what Moses stood for. Numbers thirty one eighteen. Moses

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<v Speaker 2>commanded the Israelites to kill the boys and women who

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<v Speaker 2>had sex with men and spare the virgin girls for themselves.

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<v Speaker 2>The spoils of war were divided between Eliza and Levitical priesthood. Okay,

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<v Speaker 2>so that's what Moses stood for. And now we have

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<v Speaker 2>to put elementary age children in a classroom with a

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<v Speaker 2>poster that tells them not to covet thy neighbor's wife

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<v Speaker 2>and not to commit adultery. I mean, this is good

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<v Speaker 2>for a student who wants to study history. Absolutely not.

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<v Speaker 2>There is no historical basis in the Bible for the

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<v Speaker 2>American Constitution or the United States Constitution, in the American government,

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<v Speaker 2>which they say doing this is important for children to

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<v Speaker 2>understand the sources of the American government. As we've talked

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<v Speaker 2>about already, the American government, the United States Constitution was

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<v Speaker 2>actually formed in a way to where they rejected the

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<v Speaker 2>power of the Church. We came from hundreds of years,

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<v Speaker 2>if not a thousand years of medieval structure where the

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<v Speaker 2>Catholic Church was pervasive, they were destructive, and they were

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<v Speaker 2>downright genocidal. And then we saw the same thing happening,

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<v Speaker 2>maybe not to the same extent in the Anglican Church.

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<v Speaker 2>And when people broke off and they formed the colonies,

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<v Speaker 2>they said, you know what, we don't want that religious pressure.

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<v Speaker 2>And that's how we have our constitution on government. So

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<v Speaker 2>let's get things straight. When it comes to teaching children

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<v Speaker 2>the origins of the American government and the constitution. Who

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<v Speaker 2>thank you.

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<v Speaker 1>No, No, I think that was a great point, and

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<v Speaker 1>I'm glad you said it. It's because it's it's like

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<v Speaker 1>it's like the word, you know, humanity wants to grow

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<v Speaker 1>and develop and progress and become better and become smarter

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<v Speaker 1>and become kinder and become more productive and safer in

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<v Speaker 1>all of these things. And there's just these efforts to

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<v Speaker 1>just stop that right there. They're saying, no, no, we

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<v Speaker 1>don't we don't want you know, we don't want to change.

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<v Speaker 1>We want to go back to the way things used

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<v Speaker 1>to be, which there's very few things from the past

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<v Speaker 1>that are that are better than they are now. Absolutely, Aaron,

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<v Speaker 1>let's jump over to you. What is really at stake here?

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<v Speaker 1>What are we risking when we when we engage in

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<v Speaker 1>this kind of decision making here really.

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<v Speaker 4>The future of our country, the future of liberty, the

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<v Speaker 4>future of freedom. Because religion is dying. All the polls

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<v Speaker 4>show it, all the study show people are becoming less religious.

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<v Speaker 4>And the people in religions they know it, they can

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<v Speaker 4>feel it, they can see it. I think at the heart,

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<v Speaker 4>you know how a lot of religious people will say,

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<v Speaker 4>oh you you you you secretly believe you just are

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<v Speaker 4>angry at God, right, you secretly believe that God exists?

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<v Speaker 1>Ah, that's so annoying.

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<v Speaker 4>Well, I'm going to tell you something. I'm gonna I'm

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<v Speaker 4>gonna pull the reverse trick. I'm gonna say, I think

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<v Speaker 4>secretly religious people know it's full of shit, right, I think?

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<v Speaker 4>And there and because you can go on YouTube and

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<v Speaker 4>watch accurate.

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<v Speaker 2>Than they are, that's more accurate than they are.

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<v Speaker 4>Yeah, because you can go on YouTube and watch me

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<v Speaker 4>these videos and suddenly you realize, oh wait, I'm an atheist,

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<v Speaker 4>which is what happened to me. The YouTube algorithm recommended

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<v Speaker 4>an ACA show to me, and I watched it, and

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<v Speaker 4>like a month later of continue watching listening to the ACA,

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<v Speaker 4>I was like, Oh, you know what, I have no

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<v Speaker 4>good reason to believe what I believe. And I think

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<v Speaker 4>at the heart of people they are religious. I think

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<v Speaker 4>they're just trying to cover up the fact that deep

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<v Speaker 4>now they know there's no good reason to believe what

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<v Speaker 4>they're believing, and so they're trying to force religion onto

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<v Speaker 4>kids because because when you teach kids, you're indoctrinating kids,

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<v Speaker 4>and so you have to be really careful what you

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<v Speaker 4>teach them and how you teach them. And if you

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<v Speaker 4>can slap the Ten Commandments up in school, you can

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<v Speaker 4>teach them to believe in an authoritarian God who says

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<v Speaker 4>believe me or else you will go to hell. You

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<v Speaker 4>will be punished, you will suffer, your family will suffer.

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<v Speaker 4>Be what I want you to be. And so that's

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<v Speaker 4>at the root of this battle is it's a battle

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<v Speaker 4>for people say this the soul of our country, but

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<v Speaker 4>really it is the future and perhaps the soul of

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<v Speaker 4>our country. And even if you, even if we didn't

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<v Speaker 4>have this problem with religion in filtrating schools like this

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<v Speaker 4>in our country, our education system here needs a lot

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<v Speaker 4>of help. We do not have the best education system

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<v Speaker 4>in this country, and honestly we should. This country should

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<v Speaker 4>have the best education. I should have the best elementary,

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<v Speaker 4>middle high schools, the best colleges in the world.

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<v Speaker 1>We certainly we don't have any excuses right than ourselves.

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<v Speaker 4>Not to have the best primary education in the world

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<v Speaker 4>that we don't demonstrably objectively we do not. So even

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<v Speaker 4>before this religion stuff came in, we needed help. The

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<v Speaker 4>schools in the country need help. So we have a

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<v Speaker 4>really big battle and to fight in this country.

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<v Speaker 1>Well said, Well said, why the panelists are hot tonight?

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<v Speaker 1>Hot tonight? Okay, So I have a question for all

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<v Speaker 1>of you. We've so Scotis recently, I guess it's not

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<v Speaker 1>so recent now, but they tossed out the Lemon test right.

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<v Speaker 1>They and that's from the nineteen seventy one Lemon v.

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<v Speaker 1>Kurtzman decision, which basically it just aids in the maintenance

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<v Speaker 1>of the separation of church and government. It is becoming

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<v Speaker 1>more and more obvious though, that they intend to reshape,

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<v Speaker 1>or in fact are reshaping the interpretation of the American

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<v Speaker 1>Constitution to incorporate this well Christianity. Let's be frank about

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<v Speaker 1>it here. Does that make the issue of court reform

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<v Speaker 1>all the more critical in the coming months and years

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<v Speaker 1>or is there a less radical solution? And I'd like

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<v Speaker 1>to hear from Eli first.

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<v Speaker 3>I think no, I think you're right. I think definitely

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<v Speaker 3>core reform is probably where it's going to be. I

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<v Speaker 3>don't know if there is another. So it's like again

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<v Speaker 3>like I'm not a policymaker, but if you look at that,

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<v Speaker 3>like in twenty twenty three, I think it was the

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<v Speaker 3>Americans United for the Separation of Church and State tracked

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<v Speaker 3>ninety one cases across twenty nine states of laws similar

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<v Speaker 3>to the Ten Commandments mandate in Louisiana, and I think

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<v Speaker 3>forty some odd cases this year, forty nine bills no

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<v Speaker 3>I apologize ninety one so far this year in twenty

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<v Speaker 3>twenty four across twenty nited states, and forty nine bills

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<v Speaker 3>last year similar to the Ten Commandments mandate. And it is,

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<v Speaker 3>like I said, because they feel like they're going to

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<v Speaker 3>be able to get away with this in Scotus, and

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<v Speaker 3>I think that you're I think you hit it on

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<v Speaker 3>the money.

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<v Speaker 1>Having that it's kind of an opportunity, right, an opportunity

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<v Speaker 1>that might not be there tomorrow. Jimmy, what are your things?

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<v Speaker 1>Do you think is? Does this put the crosshairs onto

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<v Speaker 1>court reform? Do we need? Is that something that is

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<v Speaker 1>important now or more important than it was?

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<v Speaker 2>Yeah? The Supreme Court is the single greatest failure of

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<v Speaker 2>the constitution in our nation's history. The Supreme Court was

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<v Speaker 2>formed before the formation of political parties, so I don't

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<v Speaker 2>think that our founders really had an idea of how

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<v Speaker 2>perverse it would become.

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<v Speaker 1>These people were.

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<v Speaker 2>Given lifetime appointments so that they would not succumb to

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<v Speaker 2>political motivations, and instead we are seeing exactly the opposite.

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<v Speaker 2>They had no idea that they were going to be

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<v Speaker 2>influenced by two major political parties that are tearing the

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<v Speaker 2>country apart. And that's to be frank, that's what's happening.

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<v Speaker 2>I mean, we have a division. We have a division

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<v Speaker 2>that's based on bipartisan politics. Now, I'm going to remain

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<v Speaker 2>objective by not saying whose fault one way or the

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<v Speaker 2>other it is. I'm just saying that party politics was

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<v Speaker 2>not supposed to drive the ambitions of the Supreme Court,

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<v Speaker 2>and it absolutely is. Therefore, it's the biggest failure of

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<v Speaker 2>our constitution period. In my opinion, reform is definitely necessary.

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<v Speaker 2>In fact, how effective is a constitution that's two hundred

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<v Speaker 2>and fifty years old that was written by white land

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<v Speaker 2>owning men that thought people who were not white land

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<v Speaker 2>owning men didn't have the same rights as them. What

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<v Speaker 2>kind of things are in there that we really haven't uncovered,

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<v Speaker 2>like we're uncovering now with the gross breakdown of the

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<v Speaker 2>Supreme Court. I just wonder if it's time for a review.

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<v Speaker 2>The scary thing is who the hell is going to

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<v Speaker 2>review it nowadays, I would almost stay with the devil.

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<v Speaker 2>I know them with the devil.

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<v Speaker 1>I don't know, right, Yeah, good point there. I'm gonna

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<v Speaker 1>I'm going to Aaron. I want to get your opinion

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<v Speaker 1>on that question on the Scotis issue as well. But

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<v Speaker 1>before we do that, I want to throw out I

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<v Speaker 1>have one last question that I want to ask everyone,

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<v Speaker 1>and it can just be a one or two answer.

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<v Speaker 1>I'll just to give you a minute to think about

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<v Speaker 1>it while Aaron's talking about the Supreme Court, But what

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<v Speaker 1>advice would you give to a new teacher that's worried

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<v Speaker 1>that the American education system is going to be gutted?

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<v Speaker 2>Here?

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<v Speaker 1>So think about that, And Aaron, could you chime in

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<v Speaker 1>your thoughts about court reform? Is that a critical thing

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<v Speaker 1>now or do we or is there other ways that

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<v Speaker 1>we should be addressing this.

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<v Speaker 4>I think it's absolutely critical. You know, what Jimmy Junior

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<v Speaker 4>said is totally right. There's a reason that the far

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<v Speaker 4>right targeted the court, and they targeted the court, you know,

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<v Speaker 4>starting fifty years ago, thirty forty, fifty years ago because

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<v Speaker 4>it is the weakest and most susceptible to corruption. And

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<v Speaker 4>they've succeeded. Right, there's no The Supreme Court has no

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<v Speaker 4>enforceable code of ethics, right.

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<v Speaker 3>You know.

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<v Speaker 4>Pro public has published article after articles demonstrating how corrupt

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<v Speaker 4>Clarence Thomas is and it's it's it's ridiculous. We had

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<v Speaker 4>one party refused to appoint a nominated justice or even

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<v Speaker 4>have hearings about a nominated justice in the last year

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<v Speaker 4>of Obama's presidency, which was an absolute disgrace and a

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<v Speaker 4>stain on the rule of law in this country. So yeah,

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<v Speaker 4>I think the Court needs some serious reform. I'm not

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<v Speaker 4>a lawyer. I don't even play one on TV, so

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<v Speaker 4>I don't even begin I can't begin to say what

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<v Speaker 4>the correct reforms are. But I've heard people talk about

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<v Speaker 4>term limits. I've heard people talk about every president gets

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<v Speaker 4>to nominate two justices. I've heard about enforceable code of

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<v Speaker 4>ethics and things like that. But there there needs to

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<v Speaker 4>be a serious, serious effort to reform and improve and

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<v Speaker 4>make the Supreme Court less corruptible. Because today we're in

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<v Speaker 4>the midst of a corrupt Supreme Court.

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<v Speaker 1>You would think that at the very least an enforceable

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<v Speaker 1>code of ethics would be would be warranted for the

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<v Speaker 1>highest court in the land, basically the final say yeah

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<v Speaker 1>in this nation, and members don't have an enforceable quote

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<v Speaker 1>of ethics. That seems like negligent on our part. Right there.

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<v Speaker 4>We have members of the Court that freaquent, that our

422
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<v Speaker 4>buddy buddy with people who bring cases before the Court,

423
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<v Speaker 4>who receive lavish gifts from from wealthy donors, and there's

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<v Speaker 4>nothing we can there's what can we do about it.

425
00:22:10.160 --> 00:22:12.640
<v Speaker 4>They're they're not not voted in, they're not voted out,

426
00:22:13.119 --> 00:22:16.039
<v Speaker 4>they're not held accountable. Nobody's holding them to account. It's

427
00:22:16.079 --> 00:22:18.839
<v Speaker 4>it's just it's a it's a travesty. It needs need

428
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<v Speaker 4>some serious looking after.

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<v Speaker 1>I think we're all on the same page there. So

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<v Speaker 1>we're so we had that last question that I want

431
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<v Speaker 1>to ask, what advice would you give to a new

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00:22:25.720 --> 00:22:30.160
<v Speaker 1>teacher that's worried that the American education system is about

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00:22:30.200 --> 00:22:32.279
<v Speaker 1>to crash and burn? And we'll just go down the line.

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<v Speaker 1>We'll go Eli and then Jimmy and then Aaron.

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<v Speaker 3>I don't know that I qualify to give advice to

436
00:22:38.960 --> 00:22:41.559
<v Speaker 3>teachers about the education system, but I think that if

437
00:22:41.640 --> 00:22:44.400
<v Speaker 3>it does get gutted, I would still like I don't

438
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<v Speaker 3>think it would blame anybody who's like, I'm teaching this

439
00:22:46.759 --> 00:22:48.759
<v Speaker 3>because I have to, and I will lose my income

440
00:22:48.759 --> 00:22:50.720
<v Speaker 3>in my livelihood if I don't. I just hope it

441
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<v Speaker 3>doesn't go that way, all.

442
00:22:51.799 --> 00:22:55.359
<v Speaker 2>Right, Jimmy, Yeah, I would say until that change comes,

443
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<v Speaker 2>keep doing what you're doing. And I'm going to answer

444
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<v Speaker 2>the rest of that, uh with the understanding that that

445
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<v Speaker 2>teacher probably loves their job and loves these kids. When

446
00:23:04.599 --> 00:23:09.160
<v Speaker 2>that change does come, test your boundaries smartly and see

447
00:23:09.240 --> 00:23:11.559
<v Speaker 2>what you can do to still help these kids while

448
00:23:12.000 --> 00:23:15.119
<v Speaker 2>having to teach them something that you're really not on board.

449
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<v Speaker 1>With, right, Okay, and Aaron, I guess you'll get the

450
00:23:17.400 --> 00:23:18.000
<v Speaker 1>last word here.

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<v Speaker 4>I would just say, thank you, thank you for your service.

452
00:23:22.240 --> 00:23:24.160
<v Speaker 4>We should be treating you better and paying you better.

453
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<v Speaker 4>Keep up the good work. Keep teaching kids not necessarily

454
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<v Speaker 4>what to think, but how to think, to think critically,

455
00:23:29.920 --> 00:23:32.880
<v Speaker 4>and to think skeptically, because if you give up, then

456
00:23:33.200 --> 00:23:35.920
<v Speaker 4>we're even in worse shape. So please keep doing what

457
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<v Speaker 4>you're doing.

458
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<v Speaker 1>All right, Well said, and that wraps up a really

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<v Speaker 1>strong week. I think I really enjoyed all the discussions

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<v Speaker 1>we had this week. So I want to thank all

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<v Speaker 1>three of the panelists for joining me tonight
