October 21, 2024 • 55 mins
What if the political leanings of your college professors are shaping your worldview more than you realize?
Today we discuss the chart Elon Musk shared that shows the dominance left leaning professors have within our colleges and universities. This chart is also supported with a 2016 study of Liberal Professors Outnumber Conservatives 12:1.
Our discussion details personal reflections of our college experience back in 2008 where topics of race, white privilege, and victimology were commonly taught. Fast forward to today, and we can see how these teachings have translated into further division within our communities.
The Rabbit Hole - https://x.com/therabbithole84/status/1847700495600693594?s=42
Liberal Professors Outnumber Conservatives 12:1: Study - https://www.washingtontimes.com/news/2016/oct/6/liberal-professors-outnumber-conservatives-12-1/
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Welcome back to another episode of the Real Life
Investing Podcast with Jasonand Rachel Wagner.
We're going into what would youcall this Rach I don't really
know the best way to summarizethe topic we're about to go into
.
Speaker 2 (00:15):
We're really talking about college.
Speaker 1 (00:17):
Yeah, probably the biases that are baked in the
colleges that we may or may notbe totally aware of.
Speaker 2 (00:26):
Yeah, I mean you've been sharing a lot of content
lately about ratios ofconservative versus liberal
college professors andstatistically which way people
lean as they go further up intoeducation.
Speaker 1 (00:40):
Right, yeah, yeah.
So I think we got into a lot ofthis because we recently just
had a show that was on where ourconservative values came from,
and it was a really goodexercise.
I think a lot of people need todo that.
I think a lot of people need tofigure out where their
partisanship kind of comes from,kind of comes from, and we did
(01:09):
that in that show and basicallywe discovered that me going into
college, where I didn't grow upin a family that talked about
politics, was very malleable andI could think whichever way the
university was going to teachme.
So I didn't have a preconceivednotion of where I kind of stood
politically at all.
And so here's the interestingpart is, like literally day one
(01:30):
of college, which are the basicclasses of they call them LSFY
we had a 101, a 102, and a 103.
But prior to even going intoschool, they gave you a homework
assignment which was read thisbook called Warriors Don't Cry,
and read it before you come toschool and then we'll discuss it
(01:51):
.
Speaker 2 (01:52):
Each class had a different book, so your class
had a different book.
Speaker 1 (01:54):
Yeah, and I don't know what you're because you're
one year older than me.
I don't know what we had theSunflower which was about World
War Two.
Speaker 2 (02:00):
Okay, forgiveness, basically.
Speaker 1 (02:03):
Okay Gotcha.
World War II and forgiveness,basically Okay gotcha.
So with ours.
Warriors Don't Cry wasbasically a book that was about
during the civil rights movement, when these kids went to.
These black children went toschool that was at an all-white
school, so basically the civilrights had been changed and now
(02:23):
there was going to be anintegration of black and white.
And so again, this is a day onehomework assignment Actually a
day zero, right, Because you arereading this book and we are
prepping you to discuss it asyou come into your first class,
and so we discuss that book, wediscussed that book, but they
introduce race and racediscussions instantly right on
(02:49):
this whole thing.
And I just like, as I startedto kind of go back on some of
the essay assignments that I hadto read, I was just like, oh my
God, Like all the things thatthey've been saying now, where
race is such a big dividingtopic, and when we just had
(03:15):
Columbus Day, we need toremember that we're oppressors
and there's victims.
I have papers that say thisstuff too.
It's like I was being trainedto think this way.
Speaker 2 (03:24):
I think it's really interesting.
This just kind of came to mind,but the timing of when you
started college was the 2008election, and who was running in
the 2008 election was PresidentObama, and he was very much so
the image and mindset of change,and he now so I would say, by
(03:45):
many conservatives andRepublicans is being blamed for
the racial divide that startedin this country, and so it's
interesting that, as you're onthe forefront of college right
In 2008, as, as he's campaigningvery heavily, this is the topic
that was chosen right, this isthe topic that was chosen right.
Speaker 1 (04:03):
So was there somebody chose this book?
Was there somebody chose thisbook?
Somebody at Augustana chosethis book, that this is what the
incoming freshman class is allgoing to read, and so I have a
couple things here where I cankind of I can read this short
little piece here.
I have actually two pieces.
We'll talk about this one first.
(04:23):
I have actually two pieces.
We'll talk about this one first.
So this one is titled TerrenceRoberts and it's in a response
to a probably a convocation thatwe had gone to, where probably
the whole grade had, or maybeeven upperclassmen too were
required to go to thisconvocation, and then we had to
write an essay in response tothe speaker.
(04:44):
So his name was TerrenceRoberts.
So Dr Roberts captured myinterest after I learned about
his background.
He was a graduate of SouthernIllinois University and is now a
doctor.
His inspiration about neverquitting was intriguing.
He went through the worstpossible things a human being
could experience, and yet hewoke every day with a goal in
mind and a vision of anintegrated America.
(05:05):
His experience teaches us thatwe don't always get what we want
, but if we continue to do, theright and moral thing.
Changes for the better caneventually be made.
For 355 years, the United Statesof America had discrimination
written in its constitutionAgain, this is me writing this
discrimination written in itsconstitution.
(05:25):
Again, this is me writing this.
In 1954, the Brown case changedthe law of discrimination and
integration into our schoolsbegan to occur.
However, 54 years later, drRoberts claims that we still
suffer from discrimination.
He says it is impossible toovercome the way we treated
people for 355 years, when itonly has been 54 years since it
(05:50):
has been outlawed.
I agree with this statementbecause people are not viewed as
a whole.
Yet when applying for a job,the checkbox for your ethnicity
is still there.
Colleges have certain clubs forrace types and if certain
people don't meet thatrequirement, it's not likely
(06:10):
they will be accepted.
Even television stations arediscriminated BET Black
Entertainment Television.
I am very much interested inknowing a little more of his
side of the story, of whathappened when he attended
Central High School.
He says he has read WarriorsDon't Cry and agrees and
disagrees with the book.
Some things occurred that hedidn't even know happened to
(06:33):
Melba until after he read thebook.
He could have explained some ofthose things that were
contradicting his experience.
His book is released soon andit would be interesting to
compare and contrast Melba'sstory and Dr Roberts.
His words were inspiring andgave the audience the feeling
that, even though life can betough and is a long journey,
(06:57):
doing the right thing today canpromise a better future for
everyone.
So what's your reaction afterhearing me write that response?
Speaker 2 (07:09):
well, I thought your opening paragraph and your
ending paragraph shares a reallypositive message about what he
believes and stood, stood for.
I think where you're kind oftaking issue is with the, the
middle section, where you'retalking about really systemic
racism and how it's impossibleto change it and the amount of
(07:32):
time that it's been, you know,really addressed in this country
and that's going to take atleast 355 years to reverse all
of that.
That's right.
That's really, I think, the theissue, because I think you know
initially his message of youknow you can't always get the
things that you want, but remainpositive and keep working
forward, like that's a wonderfulmessage, right.
(07:55):
I agree, yeah, but yeah, I thinkit was certainly surprising to
hear these be your words,knowing the Jason that I know
today.
These be your words, knowingthe Jason that I know today.
Speaker 1 (08:05):
Well it's it's.
It's very surprising.
It's very surprising that thisstuff was introduced to me where
, again, we didn't, we didn'thave race as a problem growing
up.
That wasn't, that wasn't myworld.
I just think that what we havehere is that you have an
introductory of an idea thatsure, we had a bad past, but is
(08:36):
that past the current present?
And what they're doing here issaying that, well, just based
off of this timeframe, we'vebeen discriminated against for
355 years and there's absolutelyno way that we can make up for
it in only 54 years.
So ingraining a thought that,no matter what happens,
discrimination will exist foranother 300 years, it seems like
(08:59):
a bad idea why do you think itseems like a bad idea?
because there's no solution.
There.
There's no solution.
But here I am as a young,malleable student, going off on
my own, not really knowing howto think, what to think, and
having this type of idea plantedin my head, and so I think the
(09:22):
backlash that you have right nowis that you've got a number of
universities and colleges thatare just completely dominated by
this left-leaning ideology,which is race and oppression and
victimization, and that hasbecome a very, very big topic.
(09:43):
And that has become a very,very big topic no-transcript, of
(10:03):
course, because we've beenbuilding up.
The volcano is starting toerupt, and so here's another one
.
This one is called how to Get aCollege Education.
So this is another kind of ashort little essay, just a
one-pager.
Here this was written threedays prior to the last one, so
heading off to college is not assurprising as it used to be.
After earning a high schooldiploma, many students choose to
(10:25):
enhance their education formany reasons.
After earning a high schooldiploma, many students choose to
enhance their education formany reasons.
One example workforces now havea minimum requirement of a
graduate degree to even beconsidered for hiring.
In this case, students shouldstrive to obtain the best
college education they arecapable of achieving.
Jeffrey Hart explains the keysto being a successful college
student, at whatever college oruniversity you choose.
(10:46):
His tips include staying awayfrom flashy classes and sticking
with the ordinary classes.
Ordinary classes are coursesthat have always been taken and
should obviously be taken.
Avoid classes with appealingtitles with such words as
(11:08):
studies, interdisciplinary,heganomic or empowerment.
Although I understand where MrHart is coming from, I cannot
agree with his rationale onachieving a college education
through just ordinary classes.
My definition of a liberal artscollege involves a person being
well-rounded in every subjectmatter, understanding everything
(11:28):
from science and math tosubjects dealing with
affirmative action andvictimologies.
Many upper class students Ihave spoken with have stated
that the classes they felt mostimportant to them throughout
college were the courses thatweren't slotted among the
ordinary classes or the coursesthat weren't slotted among the
(11:48):
ordinary classes.
The skills developed in unusualclasses are commonly the skills
needed to be successful infuture years after college.
As a student at AugustanaCollege, I plan on taking the
necessary courses that I shouldbe taking, but I am also going
to experiment with some of theother courses that I could
possibly think I could beneeding to make myself a more
(12:09):
skilled individual.
What's your thought on thatpaper?
Speaker 2 (12:14):
Well, I think the way you described a liberal arts
education is exactly how it wassold to me, and probably you too
, as being a good option.
Is that?
you know, you're not just goingto be the single track expert in
this one area, but you're goingto be super well-rounded and
(12:34):
understanding the whole pictureand kind of overall better human
than you know just the expertin this one area.
And it sounds really wonderful.
But I think the issue thatwe're really taking with this is
the topics that are discussed.
Right, it's not the idea behindit, but it's how it was
(12:55):
presented, the conversationsthat took place while we were
there and what we're seeing now,you know, 15 years later, is
how much further it's gone andthe repercussions of of that
right right, it's theintroductory of these types of
discussions that were being heldin these classes.
Speaker 1 (13:16):
And, yeah, and how much further they have gone and
how it has been more of adetriment to our society.
We are more divided now than weever have been.
We weren't as divided back in2008.
Speaker 2 (13:30):
Right.
Speaker 1 (13:31):
At least not from my perspective.
Speaker 2 (13:33):
Yeah, I don't think so either.
I think that was very much thestart of it.
Speaker 1 (13:38):
Right.
This was very purpose-driven.
And we continue to divide eachother based off of race, because
one side wants to pointeverything back to race.
So it just makes you wonderwell, if things haven't been
going well, should we continuethese types of discussions in
(14:01):
these college courses?
We haven't seen.
Speaker 2 (14:04):
We've seen worse progress so I I don't know that
I think the conversationsshouldn't be had.
I I think what's important isthat the conversations are led
by somebody who is truly able toremain neutral and foster an
open conversation for both sides.
So I guess, like getting alittle further into like my
(14:28):
experience, we've talked therewere two professors that I had
at Augustana, one of which weboth had, who he said was very
good at fostering openconversation, hearing both sides
and never imposing their ownopinion.
Right Like that, I think, iswhat allows people to develop
their own thought and theability to own thought and the
ability to critically think andthe ability to hear the opposing
(14:51):
side and then argue their pointand then argue back and forth.
Right Like I think that shouldbe happening.
What I think is a miss from ourpersonal, some of our personal
experience, is that theconversation was one sided and I
can certainly share thatfirsthand as well.
At Augustana there was aprofessor I had for two separate
classes, but one in particular.
(15:13):
I'm still very bothered by thisinteraction that I had with him
in front of the entire class.
It was all about whiteprivilege and specifically
giving the example of if youtake, you know, a white kid and
a black kid and you put them inthe exact, you know same bad
environment, you know maybe abad household situation or
(15:37):
whatever.
The example is Right, but thestarting point is the same.
His argument was that the whitekid is going to far exceed the
black kid because of whiteprivilege that's going to exist
for that kid.
And the professor went on tosay you know, all of you sitting
here are privileged to be hereand most you know he made the.
He started making commentsabout how the majority of us, as
(16:00):
Augie students, are coming fromupper middle class families and
college educated parents andyou know we're all very
privileged to be sitting here.
And I was very upset about thatcomment because, while I'm
certainly not an incrediblyunderprivileged person, the
things that he was explainingweren't true for me.
(16:20):
My parents divorced at a veryyoung age.
My mom did not make a lot ofmoney.
She worked at a daycare formajority of her career and we
lived in an apartment for themajority of my childhood.
You know my dad was able to buya single family home later in
life, but he also was single formost of my childhood, so they
were both living on singleincomes, with the exception of
(16:49):
one parent loan for the firstyear of college, put myself
through Augustana and didn'teven have a co-signer starting
my sophomore year.
So when I took this class, itwas 2008 and it was that
sophomore year, and him talkingabout how privileged we all were
and our parents paying foreducation, I raised my hand and
I was ticked off.
I'm like dude, I just signed avariable interest rate loan to
put myself through this school.
I was ticked off.
I'm like dude, I just signed avariable interest rate loan to
put myself through this school.
I was working three jobs in highschool and three jobs in
(17:11):
college to be there and I wasoffended by what he was saying.
And he's like okay, let me, letme humor you a little bit.
What high school did you go to?
And I said well, I went to BenDrove.
And he laughed and he said well, exactly, exactly, you went to
a privileged school.
So, even though you yourselfaren't arguably more privileged
than some of the other peoplesitting in here in this
(17:32):
classroom, but you were in aprivileged environment and so
that's what makes you know you abetter situation.
And, like, I understand what heis saying, but as a young,
impressionable 19, 20 year old.
I was very upset and also veryupset by the way he was leading
his class, to the point where alot of people in the class
(17:54):
started supporting me andagreeing with what I was saying.
And this other girl startedarguing with me.
He was agreeing with her, andthen I would have a point and
say but that's not fair, becauseyou're discrediting the hard
work that my parents did to keepme focused in school to make
sure I stayed out of trouble, tomake sure I did homework, to
(18:16):
make sure I understood the valueof a dollar by having a job
Like it felt discrediting to me.
And you're saying it was onlybecause I was white.
But it wasn't.
It was because of the valuesthat my parents had in raising
me and their efforts andensuring that I stayed the right
track and their efforts inensuring that I was disciplined
and did my homework Right.
So, anyways, I'm kind ofgetting off track, but the
(18:38):
conversation was very, veryupsetting to the point where one
of the other students ended uplike saying, well, good for you,
good for your mom, and it waslike really snotty towards me
and he just laughed.
My professor just laughed andit was an awful encounter.
And there were two, two peopleafter class who came up to me
and were just like I can'tbelieve that that conversation
just happened, like good for youfor sharing your experience,
and I can't believe the way heresponded.
(19:00):
But it was very clear to me inthat moment the agenda that
existed, right.
There was nothing that I couldhave shared or, you know,
explained from a personalexperience that would have
changed his mind.
Right.
Like I was privileged because Iwas white.
It didn't matter any traumathat existed in my childhood, it
(19:21):
didn't matter encounters that Ihad with police officers as a
child, right, it didn't matter.
You know, there were a lot ofthings that happened in my
childhood that could have turnedme in a very different path
than what I took right, and itjust felt incredibly
discrediting to the hard workthat both myself and my parents
(19:42):
put in to ensure that thatdidn't happen to me.
And to say that it was onlybecause of the color of my skin
is offensive.
But now, as an adult and lookingback on it, like we recently
looked so, the two professorsthat we both had that were
really good at fostering greatconversation aren't at Augustana
anymore, which is such a shame.
But this professor of course is, and he's been tenured and you
(20:03):
know, when you look at hiscredentials it becomes very
clear that this was his agendaall along and is probably even
more so a part of the classroomdiscussions that he has.
Let me see if I can still pullthis up here.
(20:24):
Let me see if I can still pullthis up here.
So this professor's researchand teaching interests include
whiteness, white privilege,critical race theory, race and
ethnic relations, socialinequity, quantitative research
(20:44):
methods and statistics.
So clearly his credentials thatare listed right here on the
website of the college veryclearly is all about race and
specifically us as white people,and so I guess I take less
offense to it now because I getit.
I get why he's there, what histeachings are, and so I'm, I
guess, validating you and whatyou're saying is that was taught
(21:06):
.
Speaker 1 (21:06):
These ideas were taught to us at a young,
valuable age and fast forwardfrom 2008 to 2024,.
As a culture, have we gone inthe right direction or the wrong
direction?
I think majority of Americawould probably say that our
cultural aspects have gone inthe wrong direction.
Speaker 2 (21:30):
Well, right, and I think it's because we just
continue to teach that racematters and that the color of
your skin matters, and we'reteaching that in the name of
equality, which it just itdoesn't make any sense to me,
right, and I think where we alldon't start in the same place,
but we need to end up in thesame place.
Speaker 1 (21:52):
I've heard Kamala Harris say this many times we
need to end up in the same place.
Speaker 2 (21:58):
Yeah Well, I don't agree with that.
Speaker 1 (22:01):
That's the America was built on revolutionists and
people that could be innovativeand people that worked hard.
Speaker 2 (22:14):
Right, hard work and innovation Right yeah.
Speaker 1 (22:17):
It was if you actually contributed towards
society, you would be rewarded.
But that's not what that phrasetalks about, which you may have
started in a bad spot we don'thave control over that but we
can make sure you end up in thesame spot as everyone else, no
matter what type of effort.
So I just think that that's thetroubling message that we've
(22:43):
intoxicated these schools with,and it became really well known
to me when Elon Musk had shareda graph that was talking about.
(23:05):
Look at the majors and thepolitical bias that they have
throughout the country.
Overwhelmingly, all of thesemajors were left-leaning, were
led by professors that wereleft-leaning, and I'm reading a
(23:31):
book called 1 ratio ofprofessors at universities.
That's where they lean 12liberal professors to 1.
That's on average, but you canhave some universities that are
as high as 22 to 1.
You can have some universitiesthat are as high as 22 to 1.
So just thinking about that, ofcourse, if you have no
(23:53):
political bias going into acollege setting, you will
certainly have a political biasthat is taught to you, and so
what happens is that you just ifyou were to chat GPT or if you
were to use some type of AI Iuse Grok and I did a poll the
(24:15):
other day on Instagram where Iasked the question true or false
?
The higher the education wereceive, as in certificates or
diplomas, the more liberal webecome, and of the people that
followed me, I did have a 21%response, but overwhelmingly we
had a 70-30% divide where 70%said that is a true statement.
The higher the education wereceive, the more liberal we
(24:39):
become.
So we recognize this.
Okay, but when we have a systemthat is dominated by these
left-leaning professors you'regoing to become, you have a
higher probability of becomingdemocratic.
A democrat it all depends onwhat you end up doing after
(24:59):
college and what type ofbusinesses or jobs you end up
getting post-college or post amaster's degree, because those
cultures can solidify yourthought processes or bring you
back into another direction,which was what happened with me.
I went to college, I came outliberal with a liberal mindset,
(25:22):
went to a more conservativecompany to begin with, changed
jobs, went to a more liberalcompany, larger company here in
Chicago, quit that company,became an entrepreneur,
solidified my conservativevalues, because business owners
and entrepreneurs have a higherchance of having conservative
(25:44):
values.
And so it's a good exercise toreally think about, because
where did your liberalnessreally come from, or where did
your conservatism come from?
And it was good for me toreally think about this, because
I had a very big just ahamoment.
Well, it came from college.
(26:07):
It came from college and thethings that they plant into your
head that you can startthinking, and so my argument
here is that I believe that thecollege and universities, I
believe that higher education isgood, but it needs to be more
balanced and we cannot bedominated by a left-leaning
mindset, as in what these ratiosare a 12 to 1 ratio.
(26:28):
We cannot be dominated likethat, because otherwise we're
just going to continue to flowin one direction where we say
that this is the liberal artsand you're being well-rounded.
Well, you're certainly notwell-rounded with only one
perspective.
Speaker 2 (26:44):
Right, no-transcript.
(27:09):
So if you just get a group ofpeople who they all think the
same, which is another thing noone pushing back being like well
, wait a minute.
Why are we teaching people this?
Speaker 1 (27:19):
Right.
And here's another thing isthat you know, we also recognize
that there's not a lot ofprofessors at Augustana that had
real world experience, right,right, and they were actually.
They might have had very, verylittle, but they became
educators.
And when you become an educatorand again this is kind of like
(27:42):
going with the whole thing oflike wherever you choose to land
in your job, you're surroundedby whatever culture is there,
whatever type of mindset isingrained within that
organization.
And if we know thatuniversities and college
campuses are filled withleft-leaning liberal professors
and you are a career academicwithout any other industry
(28:06):
experience, chances are you aregoing to be left-leaning
professor and your teachings,whether you believe it or not,
are going to be left-leaningbiases.
Well, and you can haveprofessors that are like well,
no, we're actually pretty goodat not having political
conversations in the classroom,but again, what we've had on our
(28:28):
last show you can make anythingracist.
You can make any conversationracist.
If you want to paint thepicture of victims, you can.
Math is racist.
That has been planted in ourheads as an idea, and so we can
literally discuss anything asbeing racist.
Pete budaj, all the roads areracist, right?
(28:53):
So?
So this is.
This is the issue.
Like as parents, what do we do?
Speaker 2 (29:00):
Yeah, I mean I don't agree with the whole idea of
teaching kids that the color oftheir skin matters, because I
don't think we should be tryingto teach white kids any type of
shame.
That is allegedly kids, right.
I think they should start.
They start out as equals, youknow.
(29:29):
Don't teach them anydifferences among the color of
their skin.
You can teach culturaldifferences.
You can teach social,economical differences, right,
differences among theirpersonality and their interests
and their skills and those typesof things.
Those are all natural things.
Those are all of the thingsthat truly make us a diverse
population, right.
But, and I think too, like thiswhole, you know you're
(29:52):
privileged because you're whiteand you're oppressed because
you're this.
It's like you're categorizingmassively large groups of people
into these categories.
That is not true for everyone.
It is not true for everyone,and I think people in either
group could be offended bywhatever, whatever label you're
putting on them, and I think wejust need to go back to or move
(30:13):
forward, just viewing people astrue individuals and character,
judging people in character andtheir individuality, and yeah, I
know, yeah, I mean you can haveyou.
Speaker 1 (30:25):
You know, I'm sure there's black men that are like
dude, life's great, work hard,got a great job.
I want a business, but thegovernment says that I should
feel oppressed.
Speaker 2 (30:34):
So, oh, maybe I am impressed or they're like f that
don't tell me I'm impressed,right, yeah, right because they
can think for themselves.
Yeah, and it's the same way with, like Obama was just recently
like shaming a bunch of blackmen for not voting for Kamala
Harris, and there was a videothat this black woman did where
(30:56):
she was yelling back at Obama.
That's like stop telling blackpeople how to think and how to
vote.
You're the one oppressing me.
Stop telling me how to thinkand feel and vote.
I'm a person.
I can do what I want.
Stop shaming me for not doingwhat you think I should do.
Right, I think it's starting tobackfire, but Well, it is yeah,
and that's why there's so muchcontent out there right now
(31:16):
about the stats is becausepeople are are seeing this and
they're like wait a minute, andit was a more recent trend.
I do think your class wasprobably really the start of the
change and I think thecorrelation with the start of
that change was the Obamapresidency.
I do think that he holds a lotof responsibility for the divide
that has been plaguing thiscountry the last 25 years or 15
(31:42):
years.
Speaker 1 (31:46):
Not 25, we or not that old?
Well, and then, like all therecent stuff that was happening
on harvard's campus, right, andthis was all with the
palestinians and you know, andtheir cries for basically,
genocide from the river to thesea.
Yeah right, that is a cry forgenocide.
And the Harvard Dean says that'snot hate speech.
(32:08):
Like well, she ended up havingto be forced to be stepped down.
But we all saw that conferenceand this was literally somebody
saying that these remarks wereokay to be said.
These remarks were okay to besaid, yeah, like unbelievable.
And so the virus that has justsurged through our college
(32:32):
campuses and these bad ideas wehave allowed them to continue,
and so there needs to be abalance.
There needs to be a balanceback to the right, and so do we
need an infiltration ofright-leaning professors to go
back into universities?
Yeah, I think so.
Speaker 2 (32:52):
How do we get some of that?
Yeah, that's a good question.
Speaker 1 (33:00):
There needs to be an infiltration of conservative
professors.
And if we're going to talkabout DEI stuff, the only DEI
that matters is that are youleft-leaning or are you
right-leaning?
And if we need to bring ouruniversity back to a more
balanced, centrist-typeeducation, that is what I think.
The direction of the countryneeds to go balanced.
Speaker 2 (33:25):
Yeah, I don't think that should be the only thing
that's considered, but I thinkdiversity of thought should be
included as part of what DEI is.
Speaker 1 (33:32):
Because it is not diversity of thought.
Speaker 2 (33:34):
Right, that's not existent right now.
It is not.
Speaker 1 (33:36):
As much as you say that it can be, it's not, yeah,
so All right.
So just a couple more thingsthat I wanted to kind of touch
on.
The reason I got I got reallycaught on this whole Democrat
versus Republican professorimbalance was because of the
(33:58):
post that Elon Musk had shared,which was a retweet of the
rabbit hole, an ex account, andthey showed a pretty stark chart
here.
It says professors are thedemocrats, therefore the experts
are democrats too, and so withthis chart, he probably lays out
looks like like 10 or 15different majors and the
(34:21):
percentage of democratprofessors compared to
Republican professors, andliterally every single one of
these has extreme highpercentage, with engineering
being the most friendly toRepublicans and having more of a
balance about 61% forengineering, 61% is Democratic,
(34:43):
but then everything else theratios are like between 84% to
100%, and at the top you gotcommunications, which is 100%
democratic Communicationsanthropology, religion, english,
sociology, art, music, theater,art, music, theater, classics,
(35:03):
geoscience, environmental,language, biology, philosophy,
history.
All of those are great.
Are 95% left-leaning democraticprofessors that cover those
fields 95%?
Speaker 2 (35:23):
Yeah, and some of those aren't that surprising,
right, like sociology or Englishor communications.
I think you're probably like,okay, most of those professors
are probably pretty liberal, butsome of them were pretty
surprising to me.
I thought biology being a 95%Democratic was really shocking.
Same with history.
Speaker 1 (35:44):
How is that possible?
It's biology, it's science.
It can't be left-leaning, canit?
Apparently it is.
Isn't that crazy?
Speaker 2 (35:55):
yeah, yeah, I think it is, and then history this one
I think is extremely alarmingyeah, because if you think about
the stories that we want totell.
Speaker 1 (36:06):
Well, if you align left, the stories you want to
tell about the nation will befrom a left-leaning lens.
Speaker 2 (36:14):
Yeah, I mean, we've had lots of conversations about
what are the history books goingto say about 2020 and what
happened in 2020.
Speaker 1 (36:20):
Well, what did they say about?
Speaker 3 (36:20):
January 6th.
Speaker 2 (36:22):
Yeah, what did they say about January 6th?
Yeah, absolutely, there's twovery different lenses.
You look at January 6th from aleft lens and a right lens.
Speaker 1 (36:27):
There's two different stories, yeah, but which one
gets published in the historybooks?
Well, we probably know?
Is that if you're aleft-leaning professor?
Speaker 2 (36:56):
you're probably going to talk about the left side, mm
, hmm, and that's why I'veshared, like in previous
podcasts, like I feel a littleunsure about some and it's a.
It's an internal struggle oflike I don't know, I don't know
what's, it's very uncomfortable.
It's very uncomfortable.
Speaker 1 (37:12):
Yeah, totally All right.
Let's go a little bit furtherdown the list, because now we
get into like the 94%.
So psychology, 94%, poly sci,89%, computers, 86%, physics,
86% mathematics, 85%,professional, whatever that
means.
Speaker 2 (37:31):
I would assume that would probably include like
that's just like straight upbusiness business accounting
yeah maybe 85% economics 85%chemistry.
That's shocking too 84%.
Speaker 1 (37:48):
And then you have so chemistry 84% Again in the
science world, and then you dropdown to engineering.
Engineering is the one that ismost balanced at 61.5.
Fascinating, All right,Extremely fascinating.
Let's kind of talk about this alittle bit.
I'll save the best clip forlast here.
(38:09):
I found this other just to kindof give a little bit more
support to this liberalprofessors outnumber
conservatives 12 to 1.
There's actually a study thatwas done on this and I've got
that published in my hand here.
It was actually published.
Here's an article that theWashington Times wrote about
October 6th of 2016.
And that was the title LiberalProfessors Outnumber
Conservatives 12 to 1 in thisstudy.
(38:32):
So we knew this back in 2016.
It does go on to say that thestudy looked at 40 leading
universities and it found thatout of the 72, 43 professors,
Out of the 72, 43 professors,Democrats outnumbered
Republicans 3,263 to 314, or bya ratio of 11.5 to 1.
So we say 12 to 1, right?
(38:53):
Here is some interesting stats,that kind of say, in this
article, which I'm looking forIf you're going to have gender
studies department or somethinglike that.
The progressive assumptions arebuilt into the very idea of the
department, so you're not goingto hire any conservative
professors Makes sense, Right.
Speaker 2 (39:12):
Yeah.
Speaker 1 (39:14):
Here's an interesting piece.
The disparity is highest at themost prestigious universities.
Prestigious universities, apair of Ivy League universities,
columbia and Princeton.
Both weigh in a ratio at 30 to1, democratic leading 30 to 1.
They say Ohio State Universityenjoys a closer ideological
(39:39):
advantage, ideological parity at3.2 to 1.
So a little bit closer to beingbalanced at Ohio State.
But those Ivy League schools,yeesh yeah.
Speaker 2 (39:54):
I mean, it's kind of a scary thought for us as our
kids get older.
What are we going to?
I don't want to say allow,because there will be adults at
that point, but encourage.
As they get further in school,you know, is college going to be
something that we reallyencourage for them, Right?
And that's wild, because it washeavily encouraged for us.
Speaker 1 (40:16):
It totally is, yeah yeah.
The study also breaks down theratio of a Democratic to
Republican faculty by age.
While there are 10 Democratsfor every Republican among
professors over the age of 65,the ratio balloons to 23 to 1
among scholars under the age of36, indicating ideological
(40:39):
disparity could continue to growas more senior professors are
pushed out and replaced by thenew generation of scholars.
Holy smokes, that's alarming,right.
All right, and then let's tiethis into.
What was this?
If you haven't heard, there wasa University of Kansas
(41:00):
professor that recently was justput on an administrative leave
and, from most updated reports,it sounds like he has left the
university, and I'm just goingto play a clip of what he said
in the middle of his class.
It was just the other day, sothis video is from October 9th
of 2024.
Speaker 3 (41:19):
It's what frustrates me they're going to.
Guys are smarter than girls.
You got some serious problems.
It's what frustrates me they'regoing to.
Guys are smarter than girls.
You got some serious problems.
Uh, that's what frustrates me.
There are going to be somemales in our society that will
refuse to vote for a potentialfemale president because they
don't think females are smartenough to be president.
We can line all those guys upand shoot them.
They clearly don't understandthe way the world works.
(41:40):
Did I say that?
I didn't scratch that from therecording?
I don't want the deans hearingthat I said that Guys are
smarter than girls.
You've got some seriousproblems.
Speaker 2 (41:50):
If they think that, line them up and shoot them.
That's what he said.
Speaker 1 (41:55):
That is what he said, yeah.
Speaker 2 (41:58):
And this is coming from Kamala Harris voter
Probably an anti-gun personright Probably.
Speaker 1 (42:04):
Probably right.
Probably Probably right.
That doesn't make any sense.
All right, so these are thepeople, the party of tolerance.
Yeah, these are the people thatare teaching our universities.
This is Kansas University ofKansas.
You got a guy saying somethinglike this.
Okay, so to his point.
What was the point that he wastrying to make?
Speaker 2 (42:24):
like this.
Okay, so to his point.
What was he?
What was the point that he wastrying to make?
He was trying to say that thereare men in society who will
never be okay with a woman beingpresident.
Right, that they, they won'tthey, which is probably true, of
course, of course it's true, ofcourse it's true.
All of these things have sometruth in them, right?
Of course there's racists thatstill exist.
Of course there's people whoare, you know, anti-feminists
and sexists and like.
(42:45):
There are people of all ofthose things for sure.
The question is is it systemic,right?
That's what?
Speaker 1 (42:51):
we're at, but because if you're the best person,
people still look at merit rightare you the best person for the
job right and even.
That's why kamala harris is upthere, right way.
Speaker 2 (43:02):
should we be lining them up and shooting them?
No, Right.
Speaker 1 (43:07):
You shouldn't have any type of violence for
somebody that's going to votefor Kamala Harris or not.
We shouldn't be shooting peoplethat are men who don't want to
vote for Kamala Harris.
Speaker 2 (43:18):
Right, they may have a very good reason why, and they
may have a very good, validargument as to why they don't
want to see a female as theleader of the free world.
You don't have to agree withthat, but they may actually have
a reason why.
Speaker 1 (43:31):
That's true, and are they not allowed to think that
they can think whatever theywant?
Right, they can vote howeverthey want.
But even if you did think thata woman should never be
president and therefore youdidn't vote for Kamala Harris,
should that person be cleansedfrom this earth?
Speaker 2 (43:49):
Not in America, no, no.
Speaker 1 (43:54):
You are allowed to think however you would like.
Speaker 2 (43:58):
Yeah, and that's where I think so many of these
extreme far left liberals havegotten is they're really more of
like a totalitarianism and it'svery, it's very concerning.
It's if you don't think like me, then you shouldn't have any
rights, you shouldn't exist.
You're, you know, you're this,you're that, you're a terrible
person, and it's just this totalto total tally to talk.
(44:20):
Can't say it again.
Try again tally to talk.
I can't say it again.
Try again totalitarian.
Speaker 1 (44:28):
There you go.
If I would have tried, Iwouldn't have got yeah, yeah, so
yeah yeah.
So I mean, that's the stuffthat we face, right.
So, anyways, we want to bringthose up because those are some
really recent things that we canactually point to.
There's a lot of data here.
We're not just making thisstuff up up Now.
It's like what do you do withall of this information?
(44:49):
That's the biggest piece.
Speaker 2 (44:51):
So, jason, I want to ask you you've definitely been
tuning into a lot of thisinformation and sharing a lot
about it, and it definitely hasyou kind of emotionally charged.
I guess.
I just want to ask you, like,what is it about this topic that
is getting you so, so riled up?
I mean, I could see it in yourface.
It's like every single dayyou're coming to me.
Listen to this stat, listen tothis stat.
Speaker 1 (45:13):
Well, in my opinion, I don't think this was news to
me.
Learning that majority of ouruniversities was a 12 to 1 ratio
was insanely like big news tome, because I didn't think that
and I always was just under theguise of like well, I don't care
which way you lean, left orright, you know, teach me.
(45:33):
The information I think I'vejust come to realize is that you
can teach information and theway it's presented can be looked
at again from a left or rightview, and I think that we kind
of just have we have so muchdivision in our society right
(45:55):
now is that people can't holdback some of these little puns
that they want to throw in there.
And again, you've got malleableminds when you're in college
because you're still learningand you're still growing, our
minds are still expanding intoour mid to late 20s, and so why
am I so emotionally charged?
(46:16):
Because I was that malleablemind when I went to college.
I didn't have a politicalviewpoint going into college.
I met you at 20 years old.
You asked me one time are you aDemocrat or a Republican?
And I didn't even know thedifference.
Talk about how malleable am I.
(46:40):
You could take me well, rachel,however you want to take this
conversation, you could make meleft or right.
However you want to take thisconversation, you could make me
left or right, and I said whichone's obama?
Right?
That's?
That was my response to youwhich one's obama?
But you already knew that youwere conservative on the
republican side which is why Iasked you you're really Really
(47:03):
smart to ask that question.
So here, if I had to guess I wasbeing trained to become a
liberal Because of the teachingsI went through and the things
that I just read to you, and the12 to 1 ratio that is
(47:28):
encompassing all of ouruniversities, people that go to
college that don't have any typeof exposure to politics have a
high probability of coming out aliberal.
And is that a bad thing?
It's up to someone to decide ifthat's a bad thing.
The way that I view it, yeah,it is a bad thing, because the
liberal ideology has not gonewell and we have more division
(47:49):
than ever.
And so where did it root from?
It's rooted in the colleges andthe education, and that's why
I'm so kind of like chargedabout.
This is because, rachel, if Ididn't meet you, chances are if
I continued on my own path, Iwould have been a diehard
liberal.
I think so.
Speaker 2 (48:12):
I don't think so.
I think you would have for awhile, and we were just talking
about this the other day.
You had a tough decision atgraduation of were you going to
take the job and stay in theQuad Cities with me, or were you
going to continue education andgo get your master's and try to
get another job after you gotyour master's.
And we were talking had youtaken that path.
Yeah, it probably would havesolidified your liberal
(48:35):
viewpoints.
Speaker 1 (48:36):
Right, exactly.
Speaker 2 (48:37):
And you would have had an issue.
Speaker 1 (48:39):
Right, because there was a moment in our lives, in
our relationship, if I was goingto accept the job out of
college that was in the samearea that you were working and
living, or I could go back home,continue my education to get a
master's degree, even though itwas going to be in accounting,
understanding that there is aleft-leaning bias that comes
(49:02):
with higher education.
And what would have led you intoprobably big companies and
probably what will lead me intobigger companies that are
probably more left wing I dothink eventually you would have
reached the same.
Speaker 2 (49:16):
You know frustration in the corporate world.
Your personality doesn't fitthat that type of day-to-day.
I think eventually you wouldhave taken that same frustration
.
Speaker 1 (49:24):
It would have taken a much longer time.
Yeah, okay, I wouldn't havebeen so confident in my skin of
what I believe in, in which Ithink I've come to recognize
that, yeah, I vote for DonaldTrump, and I will show you that
I vote for Donald Trump.
It's because we've been talkingabout politics for a long time
in our household.
Speaker 2 (49:48):
Yeah, well, that's the other thing I was going to
say.
I had mentioned.
You know before where myconservative values came from
and it came from, you know, justconversations growing up in my
household and I think you knowyou being around my family, more
living there during that time,brought about more conversations
for you.
And I'm thinking back to do youremember the whole planet X
phenomenon thing that washappening like in 2012, right
around us, graduating?
(50:08):
So I didn't remember this, butmy stepdad reminded me about
this and he's like man Jason waslike so die hard into that fear
that was existing and do youremember this whole thing?
Speaker 1 (50:20):
I really, I really don't.
I think, he brought it up theother day and I really didn't
remember what he was talkingabout.
I know.
Speaker 2 (50:25):
I've got like brief memories of it because there was
so much hype that was goingaround in 2020 about this Planet
X and it was called somethingelse.
It was Planet X and it wasNibiru, and it was going to
collide with Earth and cause ablack hole and a magnetic pole
shift and like all these thingsand Doomsday was coming and it
(50:47):
was going to be December of 2012.
And so he has a very distinctmemory of having this
conversation with you, at a barI think, and you were just so
hyped and so feared you were sointo this fear mongering that
was existing about this wholetopic and he was just kind of
chuckling at you.
Speaker 1 (50:59):
I was like you want to talk about fear mongering a
little bit?
Yeah, you want to talk aboutfear mongering a little bit?
Yeah, you want to talk aboutfear mongering a little bit?
Yeah, okay, that's greatbecause I'm glad you brought
that up.
Yeah, because, as I start toremember the biggest things that
I was fearful of, okay, if itstarted there, which I don't
necessarily remember but if itstarted there, remember when
Ebola was a big thing, oh, yeah,I do, and I was like I was
(51:27):
diving into again, as you startto realize that sciences are
left-leaning, interesting rightNews to me.
But Ebola scared the crap outof me because of the way it was
presented and then when COVIDcame out, scared the crap out of
us.
We were disinfecting ourgroceries with Lysol.
I wore gloves.
I wore gloves to the gasstation.
(51:48):
I know Like it was insane thestuff we were doing and now we
don't have that fear.
If there was going to besomething else that was coming
our way at this point afterCOVID, after we know what we
know now, we would not bereacting in that type of fashion
.
Speaker 2 (52:04):
No, and I think there's still a lot of
fear-mongering that exists,presented from both sides, I
will say, because there's a lotof conservatives out there who
are presenting fear about massblackouts and the grid going
down and World War III comingand access to food and water and
groceries and gas and shortagesand all this stuff to try and
create chaos.
And I will say I do believethat something like that is
(52:27):
possible, because I livedthrough 2020.
And I think 2020 and thepandemic was a very purposeful
create chaos at an election year.
I totally believe that that'strue.
So it's not that I don'tbelieve those things could come,
but I think buying into thefear as a response to those
things no longer really existsfor us.
You know, I think we prepare ina different way, but I think we
(52:51):
keep a very level head of, likelook at the big picture, why is
this happening?
Who's behind it, you know, andwhat can we control?
You know.
Speaker 1 (53:02):
You know, I think if those things do happen, we've
got there's a level of, there'sa there's a very big level of
critical thinking skills andquestions that you have to ask
before you jump to any type ofconclusion, especially on big
events type thing, and you haveproven to be very good at asking
you.
I see the headline and you'relike, yeah, but who funded it?
(53:24):
And I'm like look at the timing
Speaker 2 (53:30):
look at the pattern of when these things occur right
, yeah, these are all greatthings that you bring to the
table, that I've just, you know,nobody's taught to think that
way yeah, well, once you realizethat the media is really
entertainment networks and theythrive off ratings and they get
you know advertisement money andit's based off viewership and
(53:51):
ratings, like it's all a game.
Yeah, it's just a reality show.
Speaker 1 (53:55):
Yeah, yeah, all right .
Speaker 2 (53:58):
Next one needs to be a little more lighthearted, I
think.
Speaker 1 (54:01):
Yeah, tell some jokes , bring a joke book.
Speaker 2 (54:06):
We just got one for Scarlett.
Speaker 1 (54:09):
All right, cool, all right.
Well, thanks for listening tothis one Founding a value in the
show.
Please share it.
We'll catch you in the next one.
Welcome back to another episode of the Real Life
Investing Podcast with Jasonand Rachel Wagner.
We're going into what would youcall this Rach I don't really
know the best way to summarizethe topic we're about to go into
.
Speaker 2 (00:15):
We're really talking about college.
Speaker 1 (00:17):
Yeah, probably the biases that are baked in the
colleges that we may or may notbe totally aware of.
Speaker 2 (00:26):
Yeah, I mean you've been sharing a lot of content
lately about ratios ofconservative versus liberal
college professors andstatistically which way people
lean as they go further up intoeducation.
Speaker 1 (00:40):
Right, yeah, yeah.
So I think we got into a lot ofthis because we recently just
had a show that was on where ourconservative values came from,
and it was a really goodexercise.
I think a lot of people need todo that.
I think a lot of people need tofigure out where their
partisanship kind of comes from,kind of comes from, and we did
(01:09):
that in that show and basicallywe discovered that me going into
college, where I didn't grow upin a family that talked about
politics, was very malleable andI could think whichever way the
university was going to teachme.
So I didn't have a preconceivednotion of where I kind of stood
politically at all.
And so here's the interestingpart is, like literally day one
(01:30):
of college, which are the basicclasses of they call them LSFY
we had a 101, a 102, and a 103.
But prior to even going intoschool, they gave you a homework
assignment which was read thisbook called Warriors Don't Cry,
and read it before you come toschool and then we'll discuss it
(01:51):
.
Speaker 2 (01:52):
Each class had a different book, so your class
had a different book.
Speaker 1 (01:54):
Yeah, and I don't know what you're because you're
one year older than me.
I don't know what we had theSunflower which was about World
War Two.
Speaker 2 (02:00):
Okay, forgiveness, basically.
Speaker 1 (02:03):
Okay Gotcha.
World War II and forgiveness,basically Okay gotcha.
So with ours.
Warriors Don't Cry wasbasically a book that was about
during the civil rights movement, when these kids went to.
These black children went toschool that was at an all-white
school, so basically the civilrights had been changed and now
(02:23):
there was going to be anintegration of black and white.
And so again, this is a day onehomework assignment Actually a
day zero, right, Because you arereading this book and we are
prepping you to discuss it asyou come into your first class,
and so we discuss that book, wediscussed that book, but they
introduce race and racediscussions instantly right on
(02:49):
this whole thing.
And I just like, as I startedto kind of go back on some of
the essay assignments that I hadto read, I was just like, oh my
God, Like all the things thatthey've been saying now, where
race is such a big dividingtopic, and when we just had
(03:15):
Columbus Day, we need toremember that we're oppressors
and there's victims.
I have papers that say thisstuff too.
It's like I was being trainedto think this way.
Speaker 2 (03:24):
I think it's really interesting.
This just kind of came to mind,but the timing of when you
started college was the 2008election, and who was running in
the 2008 election was PresidentObama, and he was very much so
the image and mindset of change,and he now so I would say, by
(03:45):
many conservatives andRepublicans is being blamed for
the racial divide that startedin this country, and so it's
interesting that, as you're onthe forefront of college right
In 2008, as, as he's campaigningvery heavily, this is the topic
that was chosen right, this isthe topic that was chosen right.
Speaker 1 (04:03):
So was there somebody chose this book?
Was there somebody chose thisbook?
Somebody at Augustana chosethis book, that this is what the
incoming freshman class is allgoing to read, and so I have a
couple things here where I cankind of I can read this short
little piece here.
I have actually two pieces.
We'll talk about this one first.
(04:23):
I have actually two pieces.
We'll talk about this one first.
So this one is titled TerrenceRoberts and it's in a response
to a probably a convocation thatwe had gone to, where probably
the whole grade had, or maybeeven upperclassmen too were
required to go to thisconvocation, and then we had to
write an essay in response tothe speaker.
(04:44):
So his name was TerrenceRoberts.
So Dr Roberts captured myinterest after I learned about
his background.
He was a graduate of SouthernIllinois University and is now a
doctor.
His inspiration about neverquitting was intriguing.
He went through the worstpossible things a human being
could experience, and yet hewoke every day with a goal in
mind and a vision of anintegrated America.
(05:05):
His experience teaches us thatwe don't always get what we want
, but if we continue to do, theright and moral thing.
Changes for the better caneventually be made.
For 355 years, the United Statesof America had discrimination
written in its constitutionAgain, this is me writing this
discrimination written in itsconstitution.
(05:25):
Again, this is me writing this.
In 1954, the Brown case changedthe law of discrimination and
integration into our schoolsbegan to occur.
However, 54 years later, drRoberts claims that we still
suffer from discrimination.
He says it is impossible toovercome the way we treated
people for 355 years, when itonly has been 54 years since it
(05:50):
has been outlawed.
I agree with this statementbecause people are not viewed as
a whole.
Yet when applying for a job,the checkbox for your ethnicity
is still there.
Colleges have certain clubs forrace types and if certain
people don't meet thatrequirement, it's not likely
(06:10):
they will be accepted.
Even television stations arediscriminated BET Black
Entertainment Television.
I am very much interested inknowing a little more of his
side of the story, of whathappened when he attended
Central High School.
He says he has read WarriorsDon't Cry and agrees and
disagrees with the book.
Some things occurred that hedidn't even know happened to
(06:33):
Melba until after he read thebook.
He could have explained some ofthose things that were
contradicting his experience.
His book is released soon andit would be interesting to
compare and contrast Melba'sstory and Dr Roberts.
His words were inspiring andgave the audience the feeling
that, even though life can betough and is a long journey,
(06:57):
doing the right thing today canpromise a better future for
everyone.
So what's your reaction afterhearing me write that response?
Speaker 2 (07:09):
well, I thought your opening paragraph and your
ending paragraph shares a reallypositive message about what he
believes and stood, stood for.
I think where you're kind oftaking issue is with the, the
middle section, where you'retalking about really systemic
racism and how it's impossibleto change it and the amount of
(07:32):
time that it's been, you know,really addressed in this country
and that's going to take atleast 355 years to reverse all
of that.
That's right.
That's really, I think, the theissue, because I think you know
initially his message of youknow you can't always get the
things that you want, but remainpositive and keep working
forward, like that's a wonderfulmessage, right.
(07:55):
I agree, yeah, but yeah, I thinkit was certainly surprising to
hear these be your words,knowing the Jason that I know
today.
These be your words, knowingthe Jason that I know today.
Speaker 1 (08:05):
Well it's it's.
It's very surprising.
It's very surprising that thisstuff was introduced to me where
, again, we didn't, we didn'thave race as a problem growing
up.
That wasn't, that wasn't myworld.
I just think that what we havehere is that you have an
introductory of an idea thatsure, we had a bad past, but is
(08:36):
that past the current present?
And what they're doing here issaying that, well, just based
off of this timeframe, we'vebeen discriminated against for
355 years and there's absolutelyno way that we can make up for
it in only 54 years.
So ingraining a thought that,no matter what happens,
discrimination will exist foranother 300 years, it seems like
(08:59):
a bad idea why do you think itseems like a bad idea?
because there's no solution.
There.
There's no solution.
But here I am as a young,malleable student, going off on
my own, not really knowing howto think, what to think, and
having this type of idea plantedin my head, and so I think the
(09:22):
backlash that you have right nowis that you've got a number of
universities and colleges thatare just completely dominated by
this left-leaning ideology,which is race and oppression and
victimization, and that hasbecome a very, very big topic.
(09:43):
And that has become a very,very big topic no-transcript, of
(10:03):
course, because we've beenbuilding up.
The volcano is starting toerupt, and so here's another one
.
This one is called how to Get aCollege Education.
So this is another kind of ashort little essay, just a
one-pager.
Here this was written threedays prior to the last one, so
heading off to college is not assurprising as it used to be.
After earning a high schooldiploma, many students choose to
(10:25):
enhance their education formany reasons.
After earning a high schooldiploma, many students choose to
enhance their education formany reasons.
One example workforces now havea minimum requirement of a
graduate degree to even beconsidered for hiring.
In this case, students shouldstrive to obtain the best
college education they arecapable of achieving.
Jeffrey Hart explains the keysto being a successful college
student, at whatever college oruniversity you choose.
(10:46):
His tips include staying awayfrom flashy classes and sticking
with the ordinary classes.
Ordinary classes are coursesthat have always been taken and
should obviously be taken.
Avoid classes with appealingtitles with such words as
(11:08):
studies, interdisciplinary,heganomic or empowerment.
Although I understand where MrHart is coming from, I cannot
agree with his rationale onachieving a college education
through just ordinary classes.
My definition of a liberal artscollege involves a person being
well-rounded in every subjectmatter, understanding everything
(11:28):
from science and math tosubjects dealing with
affirmative action andvictimologies.
Many upper class students Ihave spoken with have stated
that the classes they felt mostimportant to them throughout
college were the courses thatweren't slotted among the
ordinary classes or the coursesthat weren't slotted among the
(11:48):
ordinary classes.
The skills developed in unusualclasses are commonly the skills
needed to be successful infuture years after college.
As a student at AugustanaCollege, I plan on taking the
necessary courses that I shouldbe taking, but I am also going
to experiment with some of theother courses that I could
possibly think I could beneeding to make myself a more
(12:09):
skilled individual.
What's your thought on thatpaper?
Speaker 2 (12:14):
Well, I think the way you described a liberal arts
education is exactly how it wassold to me, and probably you too
, as being a good option.
Is that?
you know, you're not just goingto be the single track expert in
this one area, but you're goingto be super well-rounded and
(12:34):
understanding the whole pictureand kind of overall better human
than you know just the expertin this one area.
And it sounds really wonderful.
But I think the issue thatwe're really taking with this is
the topics that are discussed.
Right, it's not the idea behindit, but it's how it was
(12:55):
presented, the conversationsthat took place while we were
there and what we're seeing now,you know, 15 years later, is
how much further it's gone andthe repercussions of of that
right right, it's theintroductory of these types of
discussions that were being heldin these classes.
Speaker 1 (13:16):
And, yeah, and how much further they have gone and
how it has been more of adetriment to our society.
We are more divided now than weever have been.
We weren't as divided back in2008.
Speaker 2 (13:30):
Right.
Speaker 1 (13:31):
At least not from my perspective.
Speaker 2 (13:33):
Yeah, I don't think so either.
I think that was very much thestart of it.
Speaker 1 (13:38):
Right.
This was very purpose-driven.
And we continue to divide eachother based off of race, because
one side wants to pointeverything back to race.
So it just makes you wonderwell, if things haven't been
going well, should we continuethese types of discussions in
(14:01):
these college courses?
We haven't seen.
Speaker 2 (14:04):
We've seen worse progress so I I don't know that
I think the conversationsshouldn't be had.
I I think what's important isthat the conversations are led
by somebody who is truly able toremain neutral and foster an
open conversation for both sides.
So I guess, like getting alittle further into like my
(14:28):
experience, we've talked therewere two professors that I had
at Augustana, one of which weboth had, who he said was very
good at fostering openconversation, hearing both sides
and never imposing their ownopinion.
Right Like that, I think, iswhat allows people to develop
their own thought and theability to own thought and the
ability to critically think andthe ability to hear the opposing
(14:51):
side and then argue their pointand then argue back and forth.
Right Like I think that shouldbe happening.
What I think is a miss from ourpersonal, some of our personal
experience, is that theconversation was one sided and I
can certainly share thatfirsthand as well.
At Augustana there was aprofessor I had for two separate
classes, but one in particular.
(15:13):
I'm still very bothered by thisinteraction that I had with him
in front of the entire class.
It was all about whiteprivilege and specifically
giving the example of if youtake, you know, a white kid and
a black kid and you put them inthe exact, you know same bad
environment, you know maybe abad household situation or
(15:37):
whatever.
The example is Right, but thestarting point is the same.
His argument was that the whitekid is going to far exceed the
black kid because of whiteprivilege that's going to exist
for that kid.
And the professor went on tosay you know, all of you sitting
here are privileged to be hereand most you know he made the.
He started making commentsabout how the majority of us, as
(16:00):
Augie students, are coming fromupper middle class families and
college educated parents andyou know we're all very
privileged to be sitting here.
And I was very upset about thatcomment because, while I'm
certainly not an incrediblyunderprivileged person, the
things that he was explainingweren't true for me.
(16:20):
My parents divorced at a veryyoung age.
My mom did not make a lot ofmoney.
She worked at a daycare formajority of her career and we
lived in an apartment for themajority of my childhood.
You know my dad was able to buya single family home later in
life, but he also was single formost of my childhood, so they
were both living on singleincomes, with the exception of
(16:49):
one parent loan for the firstyear of college, put myself
through Augustana and didn'teven have a co-signer starting
my sophomore year.
So when I took this class, itwas 2008 and it was that
sophomore year, and him talkingabout how privileged we all were
and our parents paying foreducation, I raised my hand and
I was ticked off.
I'm like dude, I just signed avariable interest rate loan to
put myself through this school.
I was ticked off.
I'm like dude, I just signed avariable interest rate loan to
put myself through this school.
I was working three jobs in highschool and three jobs in
(17:11):
college to be there and I wasoffended by what he was saying.
And he's like okay, let me, letme humor you a little bit.
What high school did you go to?
And I said well, I went to BenDrove.
And he laughed and he said well, exactly, exactly, you went to
a privileged school.
So, even though you yourselfaren't arguably more privileged
than some of the other peoplesitting in here in this
(17:32):
classroom, but you were in aprivileged environment and so
that's what makes you know you abetter situation.
And, like, I understand what heis saying, but as a young,
impressionable 19, 20 year old.
I was very upset and also veryupset by the way he was leading
his class, to the point where alot of people in the class
(17:54):
started supporting me andagreeing with what I was saying.
And this other girl startedarguing with me.
He was agreeing with her, andthen I would have a point and
say but that's not fair, becauseyou're discrediting the hard
work that my parents did to keepme focused in school to make
sure I stayed out of trouble, tomake sure I did homework, to
(18:16):
make sure I understood the valueof a dollar by having a job
Like it felt discrediting to me.
And you're saying it was onlybecause I was white.
But it wasn't.
It was because of the valuesthat my parents had in raising
me and their efforts andensuring that I stayed the right
track and their efforts inensuring that I was disciplined
and did my homework Right.
So, anyways, I'm kind ofgetting off track, but the
(18:38):
conversation was very, veryupsetting to the point where one
of the other students ended uplike saying, well, good for you,
good for your mom, and it waslike really snotty towards me
and he just laughed.
My professor just laughed andit was an awful encounter.
And there were two, two peopleafter class who came up to me
and were just like I can'tbelieve that that conversation
just happened, like good for youfor sharing your experience,
and I can't believe the way heresponded.
(19:00):
But it was very clear to me inthat moment the agenda that
existed, right.
There was nothing that I couldhave shared or, you know,
explained from a personalexperience that would have
changed his mind.
Right.
Like I was privileged because Iwas white.
It didn't matter any traumathat existed in my childhood, it
(19:21):
didn't matter encounters that Ihad with police officers as a
child, right, it didn't matter.
You know, there were a lot ofthings that happened in my
childhood that could have turnedme in a very different path
than what I took right, and itjust felt incredibly
discrediting to the hard workthat both myself and my parents
(19:42):
put in to ensure that thatdidn't happen to me.
And to say that it was onlybecause of the color of my skin
is offensive.
But now, as an adult and lookingback on it, like we recently
looked so, the two professorsthat we both had that were
really good at fostering greatconversation aren't at Augustana
anymore, which is such a shame.
But this professor of course is, and he's been tenured and you
(20:03):
know, when you look at hiscredentials it becomes very
clear that this was his agendaall along and is probably even
more so a part of the classroomdiscussions that he has.
Let me see if I can still pullthis up here.
(20:24):
Let me see if I can still pullthis up here.
So this professor's researchand teaching interests include
whiteness, white privilege,critical race theory, race and
ethnic relations, socialinequity, quantitative research
(20:44):
methods and statistics.
So clearly his credentials thatare listed right here on the
website of the college veryclearly is all about race and
specifically us as white people,and so I guess I take less
offense to it now because I getit.
I get why he's there, what histeachings are, and so I'm, I
guess, validating you and whatyou're saying is that was taught
(21:06):
.
Speaker 1 (21:06):
These ideas were taught to us at a young,
valuable age and fast forwardfrom 2008 to 2024,.
As a culture, have we gone inthe right direction or the wrong
direction?
I think majority of Americawould probably say that our
cultural aspects have gone inthe wrong direction.
Speaker 2 (21:30):
Well, right, and I think it's because we just
continue to teach that racematters and that the color of
your skin matters, and we'reteaching that in the name of
equality, which it just itdoesn't make any sense to me,
right, and I think where we alldon't start in the same place,
but we need to end up in thesame place.
Speaker 1 (21:52):
I've heard Kamala Harris say this many times we
need to end up in the same place.
Speaker 2 (21:58):
Yeah Well, I don't agree with that.
Speaker 1 (22:01):
That's the America was built on revolutionists and
people that could be innovativeand people that worked hard.
Speaker 2 (22:14):
Right, hard work and innovation Right yeah.
Speaker 1 (22:17):
It was if you actually contributed towards
society, you would be rewarded.
But that's not what that phrasetalks about, which you may have
started in a bad spot we don'thave control over that but we
can make sure you end up in thesame spot as everyone else, no
matter what type of effort.
So I just think that that's thetroubling message that we've
(22:43):
intoxicated these schools with,and it became really well known
to me when Elon Musk had shareda graph that was talking about.
(23:05):
Look at the majors and thepolitical bias that they have
throughout the country.
Overwhelmingly, all of thesemajors were left-leaning, were
led by professors that wereleft-leaning, and I'm reading a
(23:31):
book called 1 ratio ofprofessors at universities.
That's where they lean 12liberal professors to 1.
That's on average, but you canhave some universities that are
as high as 22 to 1.
You can have some universitiesthat are as high as 22 to 1.
So just thinking about that, ofcourse, if you have no
(23:53):
political bias going into acollege setting, you will
certainly have a political biasthat is taught to you, and so
what happens is that you just ifyou were to chat GPT or if you
were to use some type of AI Iuse Grok and I did a poll the
(24:15):
other day on Instagram where Iasked the question true or false
?
The higher the education wereceive, as in certificates or
diplomas, the more liberal webecome, and of the people that
followed me, I did have a 21%response, but overwhelmingly we
had a 70-30% divide where 70%said that is a true statement.
The higher the education wereceive, the more liberal we
(24:39):
become.
So we recognize this.
Okay, but when we have a systemthat is dominated by these
left-leaning professors you'regoing to become, you have a
higher probability of becomingdemocratic.
A democrat it all depends onwhat you end up doing after
(24:59):
college and what type ofbusinesses or jobs you end up
getting post-college or post amaster's degree, because those
cultures can solidify yourthought processes or bring you
back into another direction,which was what happened with me.
I went to college, I came outliberal with a liberal mindset,
(25:22):
went to a more conservativecompany to begin with, changed
jobs, went to a more liberalcompany, larger company here in
Chicago, quit that company,became an entrepreneur,
solidified my conservativevalues, because business owners
and entrepreneurs have a higherchance of having conservative
(25:44):
values.
And so it's a good exercise toreally think about, because
where did your liberalnessreally come from, or where did
your conservatism come from?
And it was good for me toreally think about this, because
I had a very big just ahamoment.
Well, it came from college.
(26:07):
It came from college and thethings that they plant into your
head that you can startthinking, and so my argument
here is that I believe that thecollege and universities, I
believe that higher education isgood, but it needs to be more
balanced and we cannot bedominated by a left-leaning
mindset, as in what these ratiosare a 12 to 1 ratio.
(26:28):
We cannot be dominated likethat, because otherwise we're
just going to continue to flowin one direction where we say
that this is the liberal artsand you're being well-rounded.
Well, you're certainly notwell-rounded with only one
perspective.
Speaker 2 (26:44):
Right, no-transcript.
(27:09):
So if you just get a group ofpeople who they all think the
same, which is another thing noone pushing back being like well
, wait a minute.
Why are we teaching people this?
Speaker 1 (27:19):
Right.
And here's another thing isthat you know, we also recognize
that there's not a lot ofprofessors at Augustana that had
real world experience, right,right, and they were actually.
They might have had very, verylittle, but they became
educators.
And when you become an educatorand again this is kind of like
(27:42):
going with the whole thing oflike wherever you choose to land
in your job, you're surroundedby whatever culture is there,
whatever type of mindset isingrained within that
organization.
And if we know thatuniversities and college
campuses are filled withleft-leaning liberal professors
and you are a career academicwithout any other industry
(28:06):
experience, chances are you aregoing to be left-leaning
professor and your teachings,whether you believe it or not,
are going to be left-leaningbiases.
Well, and you can haveprofessors that are like well,
no, we're actually pretty goodat not having political
conversations in the classroom,but again, what we've had on our
(28:28):
last show you can make anythingracist.
You can make any conversationracist.
If you want to paint thepicture of victims, you can.
Math is racist.
That has been planted in ourheads as an idea, and so we can
literally discuss anything asbeing racist.
Pete budaj, all the roads areracist, right?
(28:53):
So?
So this is.
This is the issue.
Like as parents, what do we do?
Speaker 2 (29:00):
Yeah, I mean I don't agree with the whole idea of
teaching kids that the color oftheir skin matters, because I
don't think we should be tryingto teach white kids any type of
shame.
That is allegedly kids, right.
I think they should start.
They start out as equals, youknow.
(29:29):
Don't teach them anydifferences among the color of
their skin.
You can teach culturaldifferences.
You can teach social,economical differences, right,
differences among theirpersonality and their interests
and their skills and those typesof things.
Those are all natural things.
Those are all of the thingsthat truly make us a diverse
population, right.
But, and I think too, like thiswhole, you know you're
(29:52):
privileged because you're whiteand you're oppressed because
you're this.
It's like you're categorizingmassively large groups of people
into these categories.
That is not true for everyone.
It is not true for everyone,and I think people in either
group could be offended bywhatever, whatever label you're
putting on them, and I think wejust need to go back to or move
(30:13):
forward, just viewing people astrue individuals and character,
judging people in character andtheir individuality, and yeah, I
know, yeah, I mean you can haveyou.
Speaker 1 (30:25):
You know, I'm sure there's black men that are like
dude, life's great, work hard,got a great job.
I want a business, but thegovernment says that I should
feel oppressed.
Speaker 2 (30:34):
So, oh, maybe I am impressed or they're like f that
don't tell me I'm impressed,right, yeah, right because they
can think for themselves.
Yeah, and it's the same way with, like Obama was just recently
like shaming a bunch of blackmen for not voting for Kamala
Harris, and there was a videothat this black woman did where
(30:56):
she was yelling back at Obama.
That's like stop telling blackpeople how to think and how to
vote.
You're the one oppressing me.
Stop telling me how to thinkand feel and vote.
I'm a person.
I can do what I want.
Stop shaming me for not doingwhat you think I should do.
Right, I think it's starting tobackfire, but Well, it is yeah,
and that's why there's so muchcontent out there right now
(31:16):
about the stats is becausepeople are are seeing this and
they're like wait a minute, andit was a more recent trend.
I do think your class wasprobably really the start of the
change and I think thecorrelation with the start of
that change was the Obamapresidency.
I do think that he holds a lotof responsibility for the divide
that has been plaguing thiscountry the last 25 years or 15
(31:42):
years.
Speaker 1 (31:46):
Not 25, we or not that old?
Well, and then, like all therecent stuff that was happening
on harvard's campus, right, andthis was all with the
palestinians and you know, andtheir cries for basically,
genocide from the river to thesea.
Yeah right, that is a cry forgenocide.
And the Harvard Dean says that'snot hate speech.
(32:08):
Like well, she ended up havingto be forced to be stepped down.
But we all saw that conferenceand this was literally somebody
saying that these remarks wereokay to be said.
These remarks were okay to besaid, yeah, like unbelievable.
And so the virus that has justsurged through our college
(32:32):
campuses and these bad ideas wehave allowed them to continue,
and so there needs to be abalance.
There needs to be a balanceback to the right, and so do we
need an infiltration ofright-leaning professors to go
back into universities?
Yeah, I think so.
Speaker 2 (32:52):
How do we get some of that?
Yeah, that's a good question.
Speaker 1 (33:00):
There needs to be an infiltration of conservative
professors.
And if we're going to talkabout DEI stuff, the only DEI
that matters is that are youleft-leaning or are you
right-leaning?
And if we need to bring ouruniversity back to a more
balanced, centrist-typeeducation, that is what I think.
The direction of the countryneeds to go balanced.
Speaker 2 (33:25):
Yeah, I don't think that should be the only thing
that's considered, but I thinkdiversity of thought should be
included as part of what DEI is.
Speaker 1 (33:32):
Because it is not diversity of thought.
Speaker 2 (33:34):
Right, that's not existent right now.
It is not.
Speaker 1 (33:36):
As much as you say that it can be, it's not, yeah,
so All right.
So just a couple more thingsthat I wanted to kind of touch
on.
The reason I got I got reallycaught on this whole Democrat
versus Republican professorimbalance was because of the
(33:58):
post that Elon Musk had shared,which was a retweet of the
rabbit hole, an ex account, andthey showed a pretty stark chart
here.
It says professors are thedemocrats, therefore the experts
are democrats too, and so withthis chart, he probably lays out
looks like like 10 or 15different majors and the
(34:21):
percentage of democratprofessors compared to
Republican professors, andliterally every single one of
these has extreme highpercentage, with engineering
being the most friendly toRepublicans and having more of a
balance about 61% forengineering, 61% is Democratic,
(34:43):
but then everything else theratios are like between 84% to
100%, and at the top you gotcommunications, which is 100%
democratic Communicationsanthropology, religion, english,
sociology, art, music, theater,art, music, theater, classics,
(35:03):
geoscience, environmental,language, biology, philosophy,
history.
All of those are great.
Are 95% left-leaning democraticprofessors that cover those
fields 95%?
Speaker 2 (35:23):
Yeah, and some of those aren't that surprising,
right, like sociology or Englishor communications.
I think you're probably like,okay, most of those professors
are probably pretty liberal, butsome of them were pretty
surprising to me.
I thought biology being a 95%Democratic was really shocking.
Same with history.
Speaker 1 (35:44):
How is that possible?
It's biology, it's science.
It can't be left-leaning, canit?
Apparently it is.
Isn't that crazy?
Speaker 2 (35:55):
yeah, yeah, I think it is, and then history this one
I think is extremely alarmingyeah, because if you think about
the stories that we want totell.
Speaker 1 (36:06):
Well, if you align left, the stories you want to
tell about the nation will befrom a left-leaning lens.
Speaker 2 (36:14):
Yeah, I mean, we've had lots of conversations about
what are the history books goingto say about 2020 and what
happened in 2020.
Speaker 1 (36:20):
Well, what did they say about?
Speaker 3 (36:20):
January 6th.
Speaker 2 (36:22):
Yeah, what did they say about January 6th?
Yeah, absolutely, there's twovery different lenses.
You look at January 6th from aleft lens and a right lens.
Speaker 1 (36:27):
There's two different stories, yeah, but which one
gets published in the historybooks?
Well, we probably know?
Is that if you're aleft-leaning professor?
Speaker 2 (36:56):
you're probably going to talk about the left side, mm
, hmm, and that's why I'veshared, like in previous
podcasts, like I feel a littleunsure about some and it's a.
It's an internal struggle oflike I don't know, I don't know
what's, it's very uncomfortable.
It's very uncomfortable.
Speaker 1 (37:12):
Yeah, totally All right.
Let's go a little bit furtherdown the list, because now we
get into like the 94%.
So psychology, 94%, poly sci,89%, computers, 86%, physics,
86% mathematics, 85%,professional, whatever that
means.
Speaker 2 (37:31):
I would assume that would probably include like
that's just like straight upbusiness business accounting
yeah maybe 85% economics 85%chemistry.
That's shocking too 84%.
Speaker 1 (37:48):
And then you have so chemistry 84% Again in the
science world, and then you dropdown to engineering.
Engineering is the one that ismost balanced at 61.5.
Fascinating, All right,Extremely fascinating.
Let's kind of talk about this alittle bit.
I'll save the best clip forlast here.
(38:09):
I found this other just to kindof give a little bit more
support to this liberalprofessors outnumber
conservatives 12 to 1.
There's actually a study thatwas done on this and I've got
that published in my hand here.
It was actually published.
Here's an article that theWashington Times wrote about
October 6th of 2016.
And that was the title LiberalProfessors Outnumber
Conservatives 12 to 1 in thisstudy.
(38:32):
So we knew this back in 2016.
It does go on to say that thestudy looked at 40 leading
universities and it found thatout of the 72, 43 professors,
Out of the 72, 43 professors,Democrats outnumbered
Republicans 3,263 to 314, or bya ratio of 11.5 to 1.
So we say 12 to 1, right?
(38:53):
Here is some interesting stats,that kind of say, in this
article, which I'm looking forIf you're going to have gender
studies department or somethinglike that.
The progressive assumptions arebuilt into the very idea of the
department, so you're not goingto hire any conservative
professors Makes sense, Right.
Speaker 2 (39:12):
Yeah.
Speaker 1 (39:14):
Here's an interesting piece.
The disparity is highest at themost prestigious universities.
Prestigious universities, apair of Ivy League universities,
columbia and Princeton.
Both weigh in a ratio at 30 to1, democratic leading 30 to 1.
They say Ohio State Universityenjoys a closer ideological
(39:39):
advantage, ideological parity at3.2 to 1.
So a little bit closer to beingbalanced at Ohio State.
But those Ivy League schools,yeesh yeah.
Speaker 2 (39:54):
I mean, it's kind of a scary thought for us as our
kids get older.
What are we going to?
I don't want to say allow,because there will be adults at
that point, but encourage.
As they get further in school,you know, is college going to be
something that we reallyencourage for them, Right?
And that's wild, because it washeavily encouraged for us.
Speaker 1 (40:16):
It totally is, yeah yeah.
The study also breaks down theratio of a Democratic to
Republican faculty by age.
While there are 10 Democratsfor every Republican among
professors over the age of 65,the ratio balloons to 23 to 1
among scholars under the age of36, indicating ideological
(40:39):
disparity could continue to growas more senior professors are
pushed out and replaced by thenew generation of scholars.
Holy smokes, that's alarming,right.
All right, and then let's tiethis into.
What was this?
If you haven't heard, there wasa University of Kansas
(41:00):
professor that recently was justput on an administrative leave
and, from most updated reports,it sounds like he has left the
university, and I'm just goingto play a clip of what he said
in the middle of his class.
It was just the other day, sothis video is from October 9th
of 2024.
Speaker 3 (41:19):
It's what frustrates me they're going to.
Guys are smarter than girls.
You got some serious problems.
It's what frustrates me they'regoing to.
Guys are smarter than girls.
You got some serious problems.
Uh, that's what frustrates me.
There are going to be somemales in our society that will
refuse to vote for a potentialfemale president because they
don't think females are smartenough to be president.
We can line all those guys upand shoot them.
They clearly don't understandthe way the world works.
(41:40):
Did I say that?
I didn't scratch that from therecording?
I don't want the deans hearingthat I said that Guys are
smarter than girls.
You've got some seriousproblems.
Speaker 2 (41:50):
If they think that, line them up and shoot them.
That's what he said.
Speaker 1 (41:55):
That is what he said, yeah.
Speaker 2 (41:58):
And this is coming from Kamala Harris voter
Probably an anti-gun personright Probably.
Speaker 1 (42:04):
Probably right.
Probably Probably right.
That doesn't make any sense.
All right, so these are thepeople, the party of tolerance.
Yeah, these are the people thatare teaching our universities.
This is Kansas University ofKansas.
You got a guy saying somethinglike this.
Okay, so to his point.
What was the point that he wastrying to make?
Speaker 2 (42:24):
like this.
Okay, so to his point.
What was he?
What was the point that he wastrying to make?
He was trying to say that thereare men in society who will
never be okay with a woman beingpresident.
Right, that they, they won'tthey, which is probably true, of
course, of course it's true, ofcourse it's true.
All of these things have sometruth in them, right?
Of course there's racists thatstill exist.
Of course there's people whoare, you know, anti-feminists
and sexists and like.
(42:45):
There are people of all ofthose things for sure.
The question is is it systemic,right?
That's what?
Speaker 1 (42:51):
we're at, but because if you're the best person,
people still look at merit rightare you the best person for the
job right and even.
That's why kamala harris is upthere, right way.
Speaker 2 (43:02):
should we be lining them up and shooting them?
No, Right.
Speaker 1 (43:07):
You shouldn't have any type of violence for
somebody that's going to votefor Kamala Harris or not.
We shouldn't be shooting peoplethat are men who don't want to
vote for Kamala Harris.
Speaker 2 (43:18):
Right, they may have a very good reason why, and they
may have a very good, validargument as to why they don't
want to see a female as theleader of the free world.
You don't have to agree withthat, but they may actually have
a reason why.
Speaker 1 (43:31):
That's true, and are they not allowed to think that
they can think whatever theywant?
Right, they can vote howeverthey want.
But even if you did think thata woman should never be
president and therefore youdidn't vote for Kamala Harris,
should that person be cleansedfrom this earth?
Speaker 2 (43:49):
Not in America, no, no.
Speaker 1 (43:54):
You are allowed to think however you would like.
Speaker 2 (43:58):
Yeah, and that's where I think so many of these
extreme far left liberals havegotten is they're really more of
like a totalitarianism and it'svery, it's very concerning.
It's if you don't think like me, then you shouldn't have any
rights, you shouldn't exist.
You're, you know, you're this,you're that, you're a terrible
person, and it's just this totalto total tally to talk.
(44:20):
Can't say it again.
Try again tally to talk.
I can't say it again.
Try again totalitarian.
Speaker 1 (44:28):
There you go.
If I would have tried, Iwouldn't have got yeah, yeah, so
yeah yeah.
So I mean, that's the stuffthat we face, right.
So, anyways, we want to bringthose up because those are some
really recent things that we canactually point to.
There's a lot of data here.
We're not just making thisstuff up up Now.
It's like what do you do withall of this information?
(44:49):
That's the biggest piece.
Speaker 2 (44:51):
So, jason, I want to ask you you've definitely been
tuning into a lot of thisinformation and sharing a lot
about it, and it definitely hasyou kind of emotionally charged.
I guess.
I just want to ask you, like,what is it about this topic that
is getting you so, so riled up?
I mean, I could see it in yourface.
It's like every single dayyou're coming to me.
Listen to this stat, listen tothis stat.
Speaker 1 (45:13):
Well, in my opinion, I don't think this was news to
me.
Learning that majority of ouruniversities was a 12 to 1 ratio
was insanely like big news tome, because I didn't think that
and I always was just under theguise of like well, I don't care
which way you lean, left orright, you know, teach me.
(45:33):
The information I think I'vejust come to realize is that you
can teach information and theway it's presented can be looked
at again from a left or rightview, and I think that we kind
of just have we have so muchdivision in our society right
(45:55):
now is that people can't holdback some of these little puns
that they want to throw in there.
And again, you've got malleableminds when you're in college
because you're still learningand you're still growing, our
minds are still expanding intoour mid to late 20s, and so why
am I so emotionally charged?
(46:16):
Because I was that malleablemind when I went to college.
I didn't have a politicalviewpoint going into college.
I met you at 20 years old.
You asked me one time are you aDemocrat or a Republican?
And I didn't even know thedifference.
Talk about how malleable am I.
(46:40):
You could take me well, rachel,however you want to take this
conversation, you could make meleft or right.
However you want to take thisconversation, you could make me
left or right, and I said whichone's obama?
Right?
That's?
That was my response to youwhich one's obama?
But you already knew that youwere conservative on the
republican side which is why Iasked you you're really Really
(47:03):
smart to ask that question.
So here, if I had to guess I wasbeing trained to become a
liberal Because of the teachingsI went through and the things
that I just read to you, and the12 to 1 ratio that is
(47:28):
encompassing all of ouruniversities, people that go to
college that don't have any typeof exposure to politics have a
high probability of coming out aliberal.
And is that a bad thing?
It's up to someone to decide ifthat's a bad thing.
The way that I view it, yeah,it is a bad thing, because the
liberal ideology has not gonewell and we have more division
(47:49):
than ever.
And so where did it root from?
It's rooted in the colleges andthe education, and that's why
I'm so kind of like chargedabout.
This is because, rachel, if Ididn't meet you, chances are if
I continued on my own path, Iwould have been a diehard
liberal.
I think so.
Speaker 2 (48:12):
I don't think so.
I think you would have for awhile, and we were just talking
about this the other day.
You had a tough decision atgraduation of were you going to
take the job and stay in theQuad Cities with me, or were you
going to continue education andgo get your master's and try to
get another job after you gotyour master's.
And we were talking had youtaken that path.
Yeah, it probably would havesolidified your liberal
(48:35):
viewpoints.
Speaker 1 (48:36):
Right, exactly.
Speaker 2 (48:37):
And you would have had an issue.
Speaker 1 (48:39):
Right, because there was a moment in our lives, in
our relationship, if I was goingto accept the job out of
college that was in the samearea that you were working and
living, or I could go back home,continue my education to get a
master's degree, even though itwas going to be in accounting,
understanding that there is aleft-leaning bias that comes
(49:02):
with higher education.
And what would have led you intoprobably big companies and
probably what will lead me intobigger companies that are
probably more left wing I dothink eventually you would have
reached the same.
Speaker 2 (49:16):
You know frustration in the corporate world.
Your personality doesn't fitthat that type of day-to-day.
I think eventually you wouldhave taken that same frustration
.
Speaker 1 (49:24):
It would have taken a much longer time.
Yeah, okay, I wouldn't havebeen so confident in my skin of
what I believe in, in which Ithink I've come to recognize
that, yeah, I vote for DonaldTrump, and I will show you that
I vote for Donald Trump.
It's because we've been talkingabout politics for a long time
in our household.
Speaker 2 (49:48):
Yeah, well, that's the other thing I was going to
say.
I had mentioned.
You know before where myconservative values came from
and it came from, you know, justconversations growing up in my
household and I think you knowyou being around my family, more
living there during that time,brought about more conversations
for you.
And I'm thinking back to do youremember the whole planet X
phenomenon thing that washappening like in 2012, right
around us, graduating?
(50:08):
So I didn't remember this, butmy stepdad reminded me about
this and he's like man Jason waslike so die hard into that fear
that was existing and do youremember this whole thing?
Speaker 1 (50:20):
I really, I really don't.
I think, he brought it up theother day and I really didn't
remember what he was talkingabout.
I know.
Speaker 2 (50:25):
I've got like brief memories of it because there was
so much hype that was goingaround in 2020 about this Planet
X and it was called somethingelse.
It was Planet X and it wasNibiru, and it was going to
collide with Earth and cause ablack hole and a magnetic pole
shift and like all these thingsand Doomsday was coming and it
(50:47):
was going to be December of 2012.
And so he has a very distinctmemory of having this
conversation with you, at a barI think, and you were just so
hyped and so feared you were sointo this fear mongering that
was existing about this wholetopic and he was just kind of
chuckling at you.
Speaker 1 (50:59):
I was like you want to talk about fear mongering a
little bit?
Yeah, you want to talk aboutfear mongering a little bit?
Yeah, you want to talk aboutfear mongering a little bit?
Yeah, okay, that's greatbecause I'm glad you brought
that up.
Yeah, because, as I start toremember the biggest things that
I was fearful of, okay, if itstarted there, which I don't
necessarily remember but if itstarted there, remember when
Ebola was a big thing, oh, yeah,I do, and I was like I was
(51:27):
diving into again, as you startto realize that sciences are
left-leaning, interesting rightNews to me.
But Ebola scared the crap outof me because of the way it was
presented and then when COVIDcame out, scared the crap out of
us.
We were disinfecting ourgroceries with Lysol.
I wore gloves.
I wore gloves to the gasstation.
(51:48):
I know Like it was insane thestuff we were doing and now we
don't have that fear.
If there was going to besomething else that was coming
our way at this point afterCOVID, after we know what we
know now, we would not bereacting in that type of fashion
.
Speaker 2 (52:04):
No, and I think there's still a lot of
fear-mongering that exists,presented from both sides, I
will say, because there's a lotof conservatives out there who
are presenting fear about massblackouts and the grid going
down and World War III comingand access to food and water and
groceries and gas and shortagesand all this stuff to try and
create chaos.
And I will say I do believethat something like that is
(52:27):
possible, because I livedthrough 2020.
And I think 2020 and thepandemic was a very purposeful
create chaos at an election year.
I totally believe that that'strue.
So it's not that I don'tbelieve those things could come,
but I think buying into thefear as a response to those
things no longer really existsfor us.
You know, I think we prepare ina different way, but I think we
(52:51):
keep a very level head of, likelook at the big picture, why is
this happening?
Who's behind it, you know, andwhat can we control?
You know.
Speaker 1 (53:02):
You know, I think if those things do happen, we've
got there's a level of, there'sa there's a very big level of
critical thinking skills andquestions that you have to ask
before you jump to any type ofconclusion, especially on big
events type thing, and you haveproven to be very good at asking
you.
I see the headline and you'relike, yeah, but who funded it?
(53:24):
And I'm like look at the timing
Speaker 2 (53:30):
look at the pattern of when these things occur right
, yeah, these are all greatthings that you bring to the
table, that I've just, you know,nobody's taught to think that
way yeah, well, once you realizethat the media is really
entertainment networks and theythrive off ratings and they get
you know advertisement money andit's based off viewership and
(53:51):
ratings, like it's all a game.
Yeah, it's just a reality show.
Speaker 1 (53:55):
Yeah, yeah, all right .
Speaker 2 (53:58):
Next one needs to be a little more lighthearted, I
think.
Speaker 1 (54:01):
Yeah, tell some jokes , bring a joke book.
Speaker 2 (54:06):
We just got one for Scarlett.
Speaker 1 (54:09):
All right, cool, all right.
Well, thanks for listening tothis one Founding a value in the
show.
Please share it.
We'll catch you in the next one.
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