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<v Speaker 1>So we have now a legal rights group that is

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<v Speaker 1>urging school leaders not to adopt Texas Bible infused curriculum.

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<v Speaker 1>Robert pass the sword. No, there is no Robert on

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<v Speaker 1>this particular panel. But Kelly's here.

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<v Speaker 2>Kelly Yes, Cynthia. What appears to be another win for

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<v Speaker 2>Christian nationalism in Texas has a large group of civil

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<v Speaker 2>rights groups coalescing together to speak out against the state

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<v Speaker 2>school board's recent adoption of its blue Bonnet curriculum. Now.

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<v Speaker 2>Critics say the courses, which were actually developed by the

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<v Speaker 2>state of Texas, are too heavily infused with Christian religious

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<v Speaker 2>views and idealism. While proponents argue that Christianity is an

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<v Speaker 2>important part of our heritage, I'm getting a little tongue tied,

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<v Speaker 2>and history must be told by including it for students

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<v Speaker 2>to fully understand all of history and of the importance

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<v Speaker 2>of the Bible itself in world history. Now, critics have

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<v Speaker 2>also pointed out that it downplays the importance of things

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<v Speaker 2>like slavery, racism, and civil rights. You know that stuff

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<v Speaker 2>throughout American history. But Texas is actually giving schools sixty

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<v Speaker 2>dollars per student to adopt this blue bonnet system. So

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<v Speaker 2>the way it appears to me is they're actually bribing

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<v Speaker 2>or extorting the schools to accept it, depending how you

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<v Speaker 2>look at it, but either way, it does put the

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<v Speaker 2>state's actions in a bad light. Now. This story is

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<v Speaker 2>from The Texas Tribune by Jada Edison, published on January thirtieth,

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<v Speaker 2>twenty twenty five.

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<v Speaker 1>You know, I feel some kind of way people, if

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<v Speaker 1>you can just give me a little bit room to

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<v Speaker 1>kind of like, you know, give you my mind. Blue

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<v Speaker 1>bonnet reminds me of margarine, And there is nothing more simple.

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<v Speaker 3>And that's where my mind went when I heard. So

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<v Speaker 3>I feel closer to you now.

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<v Speaker 4>You said that because I knew that it was something

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<v Speaker 4>and I just couldn't place it.

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<v Speaker 2>Where do I know this from oil?

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<v Speaker 1>Why does like a curriculum have to been like into

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<v Speaker 1>like margarine. That's just not right. But you know, Kelly,

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<v Speaker 1>I'm going to come back to you since you introduced

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<v Speaker 1>this particular segment to us. Okay, So, with legal organizations

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<v Speaker 1>warning the potential constitutional violations that you know, this particular

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<v Speaker 1>blue bony curriculum actually like displays, how might Texas school

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<v Speaker 1>districts weigh the risk of lawsuits against the states push

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<v Speaker 1>to adopt the blue Bonnet curriculum.

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<v Speaker 2>You know, that's a really good question, and I think

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<v Speaker 2>this is something that we're seeing I'll playing out in

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<v Speaker 2>other states too, at Louisiana with their Ten Commandments law,

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<v Speaker 2>in Oklahoma with their mandatory teaching of the Bible and

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<v Speaker 2>classes there. And I don't know that any of these

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<v Speaker 2>three states have prepared for the amount of lawsuits that

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<v Speaker 2>may come out of this, and hopefully hopefully going to

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<v Speaker 2>see a lot of them. I don't think they're prepared

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<v Speaker 2>for the amount of money it's going to cost them

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<v Speaker 2>to defend these religious views that they're trying to push

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<v Speaker 2>into the classrooms. This is I mean, this has been

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<v Speaker 2>a big goal of Christian nationalism, is to get this

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<v Speaker 2>back into the classes. So it's something I know that

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<v Speaker 2>they're willing to spend money on. However, I don't know

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<v Speaker 2>that taxpayers are willing to spend money on it. And

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<v Speaker 2>that's why I don't. I think that's why it's really

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<v Speaker 2>important for people like us to be out here talking

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<v Speaker 2>about it and to getting it out there and educating

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<v Speaker 2>people so that they know that the money that they're

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<v Speaker 2>giving to education that they think is teaching their kids algebra,

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<v Speaker 2>is actually teaching their kids the Bible instead. I think

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<v Speaker 2>it's really important that we're teaching people that.

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<v Speaker 1>Yeah, that's a very good point that you brought up.

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<v Speaker 1>Is that not necessarily are the states prepared for the

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<v Speaker 1>lawsuits that are coming up, but are the constituents willing

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<v Speaker 1>to pay for it? I would say nah. But with

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<v Speaker 1>that being said, Lionel supportives argue that Christianity influences on

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<v Speaker 1>history justifies as prominence in the curriculum. You know, that's

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<v Speaker 1>always been the argument. The Bible is an historical documents,

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<v Speaker 1>so it should be taught in school. But you also

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<v Speaker 1>have critics on the other side to see this as

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<v Speaker 1>a religious favoritism. So where should the line be drawn

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<v Speaker 1>between education and indoctrination in public schools?

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<v Speaker 4>So I feel this, and I've heard it said on

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<v Speaker 4>the show before. I think that if we're using different

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<v Speaker 4>a wide selection of religious texts to teach about, like, yeah,

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<v Speaker 4>these are how beliefs can be different all around the world,

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<v Speaker 4>and they look like some people believe different things, and honestly,

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<v Speaker 4>like that's okay, some of them are wrong. That's just

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<v Speaker 4>the way that it is. Not everybody not like everything

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<v Speaker 4>isn't going to be right. Something is right here, are

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<v Speaker 4>some things people believe, and if that's what you're teaching, perfect,

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<v Speaker 4>that's great. And Texas Education Agency does did issue a

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<v Speaker 4>statement trying to defend the curriculum, suggesting that that blue

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<v Speaker 4>bone this is a quote, Bluebonna contains a variety of

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<v Speaker 4>religious source materials, and when I look into that, I

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<v Speaker 4>find that although it does appear that there are some

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<v Speaker 4>non Christian references, the source materials in the curriculum are

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<v Speaker 4>overwhelmingly Christian. So the curriculum creators then go on to

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<v Speaker 4>defend it and say, the Bible is a foundational document

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<v Speaker 4>of our civilization, so students must understand it to be

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<v Speaker 4>well educated citizens, which I think it just like takes

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<v Speaker 4>away any veil that this is just Christian nationalism. So

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<v Speaker 4>to pretend that it's anything other and anything else, I

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<v Speaker 4>think is silly at this point, because it's once you

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<v Speaker 4>start to say things like that civilization or that that

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<v Speaker 4>the Bible is foundational to civilization as a whole, you're

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<v Speaker 4>you're no longer speaking realistically.

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<v Speaker 2>I don't think I gotta giggle because I was thinking

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<v Speaker 2>it's sort of like the metaphorical. Yeah, but I have

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<v Speaker 2>a Buddhist friend.

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<v Speaker 1>Friend, I don't know you know, it's it's kind of

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<v Speaker 1>friend with my Jewish you know, you know, once a week,

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<v Speaker 1>take a bag a tree. That's fun, right, But you know,

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<v Speaker 1>you know, like if we actually look at the content

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<v Speaker 1>of the Bible and of itself and try to compare

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<v Speaker 1>it to a civilized document, I would argue differently.

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<v Speaker 2>Have you read even here?

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<v Speaker 3>And it's perfect?

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<v Speaker 4>Cia everybody did it?

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<v Speaker 3>Sorry, I'm run off the rails now because this is

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<v Speaker 3>just terrible, terrible, it really is.

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<v Speaker 1>It kind of reminds me of the episode of The

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<v Speaker 1>Naked Now when Wesley was screaming at the the chief

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<v Speaker 1>engineer when like somebody pulled out all the isolinear chips

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<v Speaker 1>and like these Enterprise couldn't go anywhere, and he was like,

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<v Speaker 1>somebody pulled out all the isolinear chips. And then she

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<v Speaker 1>said and then he said, well, an adult did it.

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<v Speaker 1>That makes it right. For those of you all who

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<v Speaker 1>do not understand the reference. Star Trek the Next Generation

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<v Speaker 1>is a television show from Okay, guys, let's talk about

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<v Speaker 1>the Supreme Court, because why not?

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<v Speaker 2>So Helen.

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<v Speaker 1>So given me so, Given the actual recent Supreme Court

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<v Speaker 1>rulings that have blurred the boundaries of church state separation.

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<v Speaker 1>I think that Justice Soto Mayor Or it was famously

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<v Speaker 1>said that the women test is did is like beyond sour.

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<v Speaker 1>See what I did there?

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<v Speaker 3>Yes, I did? I see you?

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<v Speaker 1>So just beyond sour. So how my future legal challenges

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<v Speaker 1>actually shaped the role of religion in public education.

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<v Speaker 3>So we just did a story on this a couple

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<v Speaker 3>weeks ago about a Muslim family wanting to go all

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<v Speaker 3>the way Supreme Court and wanted to make their child

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<v Speaker 3>exempt from story time due to religious privilege because a

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<v Speaker 3>gay pro gay Brook book might be read, you know,

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<v Speaker 3>to a child about like I don't know, like a

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<v Speaker 3>duck go into like a prie parade, and apparently that

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<v Speaker 3>will indoctrinate them into being queer. I didn't know that's

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<v Speaker 3>how it worked. I don't know where career books I

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<v Speaker 3>as a child, but that's how it happens. So this

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<v Speaker 3>is the thing, and the concern is is that when

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<v Speaker 3>does it stop? When do we have like do we

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<v Speaker 3>because am I like in my brain is that yes,

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<v Speaker 3>there's a lot of Christianity in this country. We know that,

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<v Speaker 3>you know, yeah, I know that it's fine, But there's

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<v Speaker 3>also Jews and Muslims and Pagans and Hindus and all

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<v Speaker 3>different sects of religions that are part of the United

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<v Speaker 3>States because we are a multicultural, multi faith or lack

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<v Speaker 3>thereof nation, So why do we have religious privilege for

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<v Speaker 3>this particular brand but not anything else for anybody else?

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<v Speaker 3>And that's the problem. And the thing is, though, like

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<v Speaker 3>I really wish other like you know, you see electricals

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<v Speaker 3>of it, and like the Jewish community bringing lawsuits forward,

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<v Speaker 3>but it's not getting as much traction as it should

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<v Speaker 3>where groups from different faiths or lack thereof are pushing

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<v Speaker 3>to say, why is correct criculum gets to be in schools.

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<v Speaker 3>Why can't I have like my paying curriculum, Why can't

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<v Speaker 3>I have my Hindu curriculum? You know in these schools.

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<v Speaker 3>Because I think you know, we saw and like the

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<v Speaker 3>Satana Temple brings these lawsuits forwards, there's pauses.

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<v Speaker 4>At least there's a pause.

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<v Speaker 2>I can tell you what they're thinking is because I've

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<v Speaker 2>heard it directly from them, is that you know, this

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<v Speaker 2>is a democracy, and if the majority of people want

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<v Speaker 2>Christianity being taught in the school, then that's just democracy

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<v Speaker 2>and action.

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<v Speaker 3>Yeah, diet is because money in politics or is it? Like,

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<v Speaker 3>is it because of money in politics. Or is it

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<v Speaker 3>because people don't feel like they have enough power to

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<v Speaker 3>bring those things forward? Because if you did, a bunch

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<v Speaker 3>of different groups got together and said, hey, wait a second,

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<v Speaker 3>hold on mofos, you know they could that is a

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<v Speaker 3>legitimate thin because they're violing an establishment clause.

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<v Speaker 4>Yeah, but this one's true, so it has special.

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<v Speaker 2>Rights, right exactly.

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<v Speaker 3>Okay, I'm sorry, I forgot. I sorry, I forgot.

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<v Speaker 4>I forgot.

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<v Speaker 3>I forgot that we would have to admit that maybe

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<v Speaker 3>not every religion is true. I forgot about that. I'm

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<v Speaker 3>so sorry, trying to just bringing up quibbles.

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<v Speaker 2>I have a ship's social detail. Even still, sixty sixty

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<v Speaker 2>six percent of Americans are Christian, So even if you

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<v Speaker 2>got all those other groups together, there's still the minority.

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<v Speaker 4>Hey, as the four of us convert right now, would

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<v Speaker 4>it becomes sixty six point six? Like? Is it close enough?

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<v Speaker 1>All?

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<v Speaker 2>I would do it.

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<v Speaker 1>I don't want to do that because I don't particularly

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<v Speaker 1>like Jesus line.

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<v Speaker 4>Ironically, just to take the screenshot and then we can

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<v Speaker 4>come back.

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<v Speaker 1>Okay, that's fine. Well, I was going to bring up that,

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<v Speaker 1>you know, we do have our friends at uh for

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<v Speaker 1>for for that is fighting the good fight of bubonnet faith.

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<v Speaker 1>In fact, they are actually leading the coalition in Texas

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<v Speaker 1>to actually fight against the blue bonnet learning okay, and

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<v Speaker 1>matter of fact, I got a quote from Annie Laurie

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<v Speaker 1>Gaylor shout out to Annie, and I just want to

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<v Speaker 1>ask you girl, Hey, Annie, are you okay? But you

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<v Speaker 1>know quotes if I'm going to quote her, she said

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<v Speaker 1>these kinds of references the suggested curriculum use talking about

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<v Speaker 1>blue bonnet, such as using the Golden Rule as pretext

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<v Speaker 1>to introduce kindergarteners to Jesus. Jesus and the summer on

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<v Speaker 1>the Mount are suitable for you know, Sunday school classes,

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<v Speaker 1>but do not belong in our public schools. We will

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<v Speaker 1>urge these school districts to avoid this politic size and

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<v Speaker 1>divisive curriculum. So they are currently galvanizing the troops to

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<v Speaker 1>fight against this. Usually, if I ever go to if

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<v Speaker 1>I ever look at like for for first way of

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<v Speaker 1>doing things, they normally like start out with letters with

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<v Speaker 1>the cease and desists, and sometimes the season desists like

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<v Speaker 1>you know, works because people get all scared. They're like, oh,

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<v Speaker 1>for for force coming after us. I always feel like

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<v Speaker 1>somebody watching me but you know, if that doesn't work,

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<v Speaker 1>then that's when we go through little litigation. So I

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<v Speaker 1>would definitely hope that we can get some traction on this,

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<v Speaker 1>especially since the old the age old argument always comes

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<v Speaker 1>up when we're talking about like golden rule stuff that

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<v Speaker 1>how did other societies that were not based on a

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<v Speaker 1>monotheistic principle tame to be able to develop the same

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<v Speaker 1>type of sentiments when they were building their particular you know,

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<v Speaker 1>enclaims like I would conjecture that if you look at like,

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<v Speaker 1>you know, maybe like a society that's built on Buddhism

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<v Speaker 1>or Hinduism or even Judaism, that they still had some

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<v Speaker 1>type of ethics built into it in order to say that, hey,

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<v Speaker 1>it's not really good going around murdering people. That kind

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<v Speaker 1>of like, you know, uh, goes against the point that

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<v Speaker 1>we're trying to build a society that's based on well

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<v Speaker 1>being and actually you know, protecting people, and we shouldn't

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<v Speaker 1>go around stealing from people, we should go around hurting

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<v Speaker 1>people like that does not really help us, like you know,

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<v Speaker 1>build like a community. It actually tears it down. So

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<v Speaker 1>they came up with these particular sentiments on their own

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<v Speaker 1>without necessarily have to get all jesusy with it. Why

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<v Speaker 1>do nowadays, in when we're looking especially at red states,

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<v Speaker 1>that we do this thundercat?

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<v Speaker 4>I mean, it's just well, because this is true, you know, we.

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<v Speaker 3>Know that argument.

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<v Speaker 4>Fine, it's one of those things that gets mentioned all

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<v Speaker 4>the time. It is the circumstances of your birth. If

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<v Speaker 4>we were born in in India, then we would be

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<v Speaker 4>potentially all, you know, having this conversation about like why

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<v Speaker 4>Hinduism is in schools, or if we were born in

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<v Speaker 4>Pakistan it would be about Islam, or.

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<v Speaker 2>It could actually be a thundercat.

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<v Speaker 4>Right, Yeah, So it's I think it's just one of

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<v Speaker 4>those things that because of where we are, this is

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<v Speaker 4>what we're saturated with. So this is you know, just

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<v Speaker 4>a sort of bit like in in places where some

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<v Speaker 4>of those other ideologies or those thought systems, belief systems

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<v Speaker 4>is what I mean, what might be more prevalent, and

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<v Speaker 4>those might be the ones that people are trying to

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<v Speaker 4>put into their public education system. You're going to have

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<v Speaker 4>those pockets of people saying why this, you know, why

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<v Speaker 4>this belief system? Why not Christianity, why not Judaism, why

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<v Speaker 4>not you know, whatever the case may be.

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<v Speaker 1>You know, well Kelly, answer real me this, uh Batman.

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<v Speaker 1>So some of the districts that happens to be in

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<v Speaker 1>Texas are adopting only certain parts of the blupon It curriculum,

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<v Speaker 1>while you know, some are rejecting its religious content entirely.

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<v Speaker 1>I'm with those people. Is it a viable compromise to have, Okay,

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<v Speaker 1>we're just gonna cherry pick like some of the particular

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<v Speaker 1>particulars of the Blueponic curriculum and then Blay put them

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<v Speaker 1>in here. Or is it like, no, reject all this bullshit,

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<v Speaker 1>you know, throw it out the window, throw the baby

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<v Speaker 1>out with the bathwater, because all of it is funky.

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<v Speaker 2>That's a really good question. And to be honest with you,

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<v Speaker 2>I really wanted to check out the whole Blue Bony

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<v Speaker 2>curriculum before this, but uh, there was no way I

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<v Speaker 2>was going to be able to go through all you

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<v Speaker 2>know this in just a few days time. And honestly,

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<v Speaker 2>even if I had been able to do it, I

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<v Speaker 2>don't think I would have understand it, understood it all

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<v Speaker 2>going through it that fast. But that's a really good point.

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<v Speaker 2>I mean, I'm sure that I'm sure that they're is

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<v Speaker 2>some good stuff in there. I mean, educators did put

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<v Speaker 2>it together. You know, I'm sure that there's some good

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<v Speaker 2>stuff in there that that could be used. And I

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<v Speaker 2>don't see why. I don't see why if the state

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<v Speaker 2>spent all of that money developing this program, that some

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<v Speaker 2>of it can't be good. I mean, the Texas Imprivate

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<v Speaker 2>Comedy Group or the state school board did put all

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<v Speaker 2>of this together on their own. So and if nothing else,

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<v Speaker 2>they've shown us how to slide something in and try

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<v Speaker 2>and blackmail schools to get a pass too.

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<v Speaker 1>So I don't know that's what you got margin for, Kelly.

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<v Speaker 2>Yeah, for lubrication, right, for a.

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<v Speaker 1>Good lubricated.

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<v Speaker 3>Guys.

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<v Speaker 1>I think it's a good idea to go ahead and

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<v Speaker 1>wrap up this segment before it gets Leaven Altimore, The

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<v Speaker 1>hell did you have about that? You want to get

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<v Speaker 1>off your head to lubrication?

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<v Speaker 4>That can.

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<v Speaker 1>Now bab all right?

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<v Speaker 4>I would like to notably not participate.

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<v Speaker 1>The case isout shutting, Lina has bowed out him and

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<v Speaker 1>Mom rod about to go about their business. But you know, like, listen, guys,

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<v Speaker 1>you know. The controversy surrounding Blubony curriculum highlights the ongoing

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<v Speaker 1>tensions between education and religious influence in public schools, as

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<v Speaker 1>legal organizations call for action Life for The Debate raises

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<v Speaker 1>critical questions about balance between providing historical contexts and ensuring

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<v Speaker 1>the separation of church and state, with school districts having

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<v Speaker 1>the discretion to adopt the curriculum or stakes are high,

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<v Speaker 1>or both the rights of students and the broader implications

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<v Speaker 1>for religious freedom in public schools. This issue is set

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<v Speaker 1>to unfold in courts and classrooms alike, with far reaching

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<v Speaker 1>consequences for future generations.