March 24, 2025 • 30 mins
What if the key to powerful communication started with a better understanding of numbers?
In this episode of Speaking With Confidence, Tim sits down with Dr. Craig "Dell" Hane—math innovator, NASCAR engineer, and education reformer—to explore how practical math isn't just about numbers... it's about building confidence, developing communication skills, and unlocking real-world opportunities.
Dr. Hane's story begins with a near-failure in high school algebra—and a principal who told him he’d never go to college. But thanks to a few great teachers and a belief in his own potential, Craig earned a PhD in algebraic number theory, launched a career of innovation, and created a revolutionary approach to math education.
From developing racing technologies for legends like Dale Earnhardt to founding a self-paced math program that teaches real-world skills in weeks, Dr. Hane shows us how effective communication—even through something as simple as a scientific calculator—can change lives.
You’ll hear how:
- Practical math builds powerful communication and soft skills
- Technology like the HP-35 calculator changed the game (and still does!)
- Math anxiety can be overcome with confidence and the right method
- Storytelling and belief systems shape how we learn and lead
- Public education might be failing students—and what we can do about it
This conversation isn’t just about math. It’s about personal development, interpersonal skills, and becoming a more powerful communicator by mastering something many people fear. And if you’ve ever doubted your abilities in math—or anywhere else—Dr. Hane's story will inspire you to rethink what's possible.
Resources & Links
Grab Dr. Hane’s free book, How and Why Public School Math is Destroying the USA: CraigHane.com
Want to become a more confident and impactful communicator? Visit TimNewmanSpeaks.com for free resources and coaching opportunities!
Want to be a guest on Speaking With Confidence? Send Tim Newman a message on PodMatch
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Tim (00:08):
Welcome to Speaking with Confidence, the podcast
dedicated to helping you unlockthe power of effective public
speaking.
I'm Tim Newman, a recoveringcollege professor turned
communication coach, and I'mthrilled to guide you on your
journey to becoming a powerfulcommunicator.
I want to thank each and everyone of you for your support.
It truly means the world to me.
Please visit timnewmanspeakscomto sign up for the Speaking
(00:29):
with Confidence newsletter andother free resources.
Today's guest, dr Craig Hayne,also known as Dr Dell, is a math
educator and innovatordedicated to transforming how
math is taught and learned.
With a PhD in algebraic numbertheory and decades of teaching
and business experience, dr Dellis on a mission to
(00:49):
revolutionize math education andempower individuals with
practical tools to unlock theirpotential.
His mission is to break downmath barriers and inspire
listeners to invest in yourselffor a brighter future.
Dr Dell offers a compelling mixof expertise, innovation and
storytelling that resonates withlisteners of all backgrounds.
Dr Dell, welcome to the show.
(01:11):
I mean, you've got a long, longhistory in both academia and
business, but there's one areathat I'm really, really
fascinated with and that's yourrelationship with NASCAR.
Can you just give us a littlebit of background on what that
history is and how it startedand who you were dealing with.
Craig (Dr. Del) (01:31):
Yeah, sure, tim , I'll be glad to.
I'm an old guy, as you can tell.
I got my PhD back in 1967.
And the truth is, as I tell inthe book I wrote, how and why
Public School Maths areDestroying the USA.
I almost flunked out of mathwhen I was in high school and
then I was saved by actually atotal of three teachers saved me
and I learned, in addition tomy PhD in theoretical math, I
(01:54):
had learned practical math andtoday I teach students practical
math in about three months thatyou need for practical math.
Now let me tell you whatpractical math did for me,
starting in the early 1970s.
The first I'm from Indiana andI lived in Terre Haute where
(02:16):
Tony Hallman was and he had the500-mile speedway and I knew
Tony and I knew other people Iwon't mention their names now
and I sponsored AJ Floyd in aracer in a racing in Terre Haute
at the action truck.
And if it hadn't been forpractical math, that wouldn't
(02:36):
have happened, because then whathappened was I built a drag
strip, an eight-mile drag stripin Terre Haute called Action
Dragway and then I got to dealwith drag racers Big Daddy, don
Garlitz, grumpy Jenkins, bobGlynn and all those.
Then later I developed a racinggasoline we sold for years
called H&H Racing Gasoline andthen I developed something
(02:57):
called the DynaBrain.
Now, all of this was practicalmath, not theoretical math.
And once I developed theDynaBrain to test racing engines
on water break dynamometers, mycustomers there became people
down in NASCAR, mostly Charlotte, north Carolina, and one of my
customers was Australian Racingand they were one of my early
(03:18):
customers.
They had a dynabrain, testedtheir racing engines on a water
break dynamometer and it made itmuch more efficient than the
old way.
And Roland Walotka, who was thegeneral manager of Austin Racing
, one day I'm out back talkingto him because I go to Charlotte
all the time and I said I hearyou got rid of your racer, dave
(03:39):
Marcus.
He said yeah, we got a newracer.
I said, well, who would that be?
And he says well, he's.
He's that guy right nowmotorcycle backers.
I'll introduce you to him.
So he waved him up.
Guy comes up on a littlemotorcycle and he says I want
you to meet Craig Hain, who isthe guy that developed the
DynaBrain.
And that's why we have the bestracing engines in NASCAR today,
(04:02):
because we can test them betteron the on our water break
dynamometer and he said Craig, Iwant you to meet our new race
driver.
He said he's.
A lot of people say he's a wildman and no one else would hire
him, but we're going to take achance with him.
Craig wants to meet DaleEarnhardt.
I'm at Dale Earnhardt and thatwas before he ran his first
NASCAR race and then he wentahead that year and ran five
(04:25):
races, but the next year he wonrookie of the year.
The year after that he wongrand national champion and, of
course, when I would be downthere I would meet to race.
I met.
I knew, um, virtually all theracers I knew at that at that,
at that point in time this wouldhave been in the late seventies
and, um, I knew Richard Petty.
I used to go up there and go tohis place and his brother was
(04:48):
ran their dynamometer and knewJunior Johnson and Cale
Yarborough and Darrell Walter ofthem.
They knew all those guys, buddyBaker, and all this is because
of practical math.
Now today I have a programonline.
Back then I love teaching highschool math.
That was my favorite thing.
I did it for years and years.
I loved to teach it.
It was very difficult to do inthe old days.
(05:09):
Now, today, thanks to thescientific calculator TI-30XA,
the first thing I do is I teacha student how to use this
calculator, the things they needto know on it, which is just a
small part of what they need,and then I teach them practical
math, and I have a website todaywhere they can go to and they
can learn all about this.
I have four videos that areeducational, and those
(05:32):
educational videos will teach astudent or a parent what they
need to know to be successfulwith math.
No schools are doing it today.
You can't get it in any schoolI've heard of.
There's no textbooks that do it, but it's online and it's easy
to do, and so they go there, andthose four educational videos
will teach them how todramatically improve their life
(05:55):
for $9.
Tim (05:59):
So you bring up something, and I just want to make sure
that everybody understands whatwe're talking about here.
Explain the difference betweentheoretical math and practical
math.
Craig (Dr. Del) (06:11):
Oh, it's a huge difference.
Theoretical math in bothsubjects you study concepts and
you understand what's a triangle, what's a circle, things of
that nature.
But then you've got to learnprocesses to apply those things
to all sorts of different things, whatever it might be.
I've applied it to building adrag strip, the dynabrain, all
(06:35):
sorts of things, any technicalsubject.
Then I had a company calledHain Training where we trained
over two and a half decades wetrained thousands of technicians
in the military and in bigcompanies, all practical math.
Now, first of all you learnarithmetic and you learn.
(06:55):
There's all these manualtechniques to do things.
But if you learn, take thiscalculator which today costs
about $16, you do all yourarithmetic with a calculator.
But you got to learn to do it.
That's the first thing.
I teach the student how to usea scientific calculator.
I'm talking aboutpost-elementary now starting,
say, the eighth grade teenagershow to use this calculator.
They learn it in about two orthree weeks.
(07:16):
It's like playing a game, it'sfun.
A lot of students today in highschool and middle school have a
struggling mind.
They don't like it, they'reafraid of it.
In fact I'd say 80% of them areafraid of it and don't like it.
None of them are being taughtproperly, so I teach them to use
this calculator.
Then, once I've done that, Iteach them practical algebra,
(07:37):
practical geometry and practicaltrigonometry.
That sounds terrible, butthere's only seven lessons.
No-transcript, now they'reready for the military.
They're ready for a technicalcareer.
It also will help them in theirhigh school math, which is
still horrible High school mathtoday and it varies from school
(07:57):
to school and teacher to teacher.
There's no uniformity to it.
Believe me, if you say well, Istudied Algebra 1.
What does that mean?
Depends on which school youwent to, what teacher you had.
It could be all sorts ofdifferent things.
And had it could be all sortsof different things and I
flunked algebra.
Well, I didn't do well inalgebra one when I was in high
school and I was told by myprincipal Craig, you'll never go
to college.
(08:17):
No one in my family had evergone to college.
Craig, you'll never go tocollege because you didn't do
well in algebra.
I lived in Greencastle, indiana.
We had a school there calledDePaul University.
My senior year, by the way, Idid go to geometry.
I had a good teacher forgeometry.
My senior year she recommendedI go to DePaul and take college
algebra.
(08:37):
My principal didn't want me to.
He said I embarrassed theschool.
But I had a good teacher, drClint Gass, and I got an A in it
.
Whether you learn math or notdepends Number one what is
you're being taught and whetheryou learn math or not depends
number one, what is you're beingtaught, and number two, how
it's being taught.
Pardon me, when I talk I get alittle phlegm on my throat
(08:58):
that's what you're good.
so now I explain all that in abook called how and why public
school math is destroying theusa.
if you go to my website,craighanecom
c-r-a-A-I-G-H-A-N-Ecom, you geta free PDF copy of that book and
you'll learn about my story,things I've just now told you,
(09:19):
and you'll also learn how, today, any student can learn math.
There's only one grade thatcounts, by the way, in math, and
that's A.
You either know it or you don'tknow it.
Anything other than an A.
There's something you didn'tknow it, anything other than an
A you didn't understand.
There's something you didn'tunderstand.
And so when they take myprogram, it's pretty amazing and
I explain all that in the book,and then those four videos I
told you about that they can goto, and I'll give you the URL
(09:41):
for that.
Tim (09:44):
But again you bring up some really good points and I think
a lot of it comes down to youknow what you're being taught
and who's teaching it.
So how did your earlyexperiences, in math education
in particular, really kind ofguide you to where you are today
?
Because, like you said, you hadsomebody who was really bad and
then you had somebody who wasreally good and helped you.
(10:06):
How did that really kind ofdefine who you are and get you
to this point?
Craig (Dr. Del) (10:14):
Well, as you know, I'm 86 years old.
I was born in 1938.
And during World War II myparents both worked.
My dad worked on a water plant,my mother worked in town and I
lived next door to my uncle,jack Davis, who was a barber and
(10:34):
a builder.
He was 60 years old and hetaught me to count with Cheerios
.
I went to a little publicschool in Putnamville, indiana,
and I was the youngest kid in myclass.
I was five years old when mydad enrolled me there and I
couldn't skip.
I couldn't sing.
I was the dumbest kid in theclass on just about everything
(10:58):
they did, except Miss BerniceLewis.
My teacher decided to teach allof my classmates to count.
None of them had been taught tocount because the parents were
all working.
They were a war too.
Believe me, it was a differentworld.
So she gets us up, sit us downand she's going to teach us to
(11:18):
count.
And some of them had learned tocount, maybe to 10, but they
didn't really understandcounting.
My Uncle Jack had taught me howto count, taught me the decimal
system 10, 11, 12, all that.
So she came to me and I counted.
I just started counting andwhen I got up into my 50s or 60s
she says Craig, how far can youcount?
I said, well, I don't know.
When you get to 99, you go to100 and then you're 101.
(11:38):
It amazed her.
I was the only kid in firstgrade to learn how to count.
Because of my uncle Jack Davis,not because I'm not.
I was no smarter than myclassmates.
So then she said Craig.
The next day she said Craig,would you come up and help me
teach your classmates to count?
So I had my first teachingexperience when I was five years
(12:06):
old and it was wonderful.
My self-esteem went up, myself-confidence, and all of a
sudden everybody thought I wasthe smartest kid in the class.
Oh, he's a genius.
No, no, no, no, no.
I was lucky, I had my UncleJack Davis as a teacher.
Then, all through the eighthgrade he taught me practical
math.
I've got some Uncle Jack videosthat I give people and any
(12:27):
parent can do this.
He wasn't a math teacher, hewas a barber and a builder.
Well then, in the ninth grade ingreen castle, indiana, when we
moved into town as a freshman inhigh school I took algebra one
and I didn't understand it, Ididn't like it and I didn't get
a very good grade.
(12:48):
And and my principal said,craig, you're never going to go
to college, you're not collegematerial, you're going to be a
working man, just like yourfamily.
No one in my family had evergone to college.
My dad had an eighth gradeeducation, which was common back
then.
Okay, well, my sophomore year Ihad geometry and Ms O'Hare
(13:09):
taught us how to prove theorems,which I like doing.
That.
It's just reasoning, reasoning,reasoning.
By the way, that's not how Iteach geometry today, but that's
how she taught me.
My junior year, I had algebra,again with that same algebra
teacher.
It didn't do well again, butnow I was a troublemaker.
I kept asking questions how doyou do this?
How does this work?
Where did this quadraticformula come from?
(13:30):
Where did it come from?
He just said shut up and learnit and apply it.
He didn't know where it camefrom.
Well then, my senior year, as Itold you earlier, I went to
DePaul and took college hourswith Dr Clint Gass.
So my Jack Davis, then MissMadonna O'Hara, was my geometry
teacher.
Then DePaul was Dr Clint Gassand he taught me.
(13:51):
I took college out, he was agood teacher and I got an A.
He then got me into the numberone liberal arts college in the
United States, oberlin College.
It's no longer number one, butback then it was, and it had a
better math department thanDePauw did, because it was a
more advanced college.
(14:15):
I majored in math and Englishand then, after I graduated in
1960, I taught high school for ayear at Western Reserve High
School in Wakeman, ohio.
I taught all four grades.
And then I realized, up untilthen I've been tutoring students
and I never had a failure as atutor, but as a teacher, and I
taught all four grades of mathand chemistry.
(14:36):
So some of the kids couldn'tkeep up and I couldn't do
anything about it.
And so I, my, my, I wanted toknow if there was any way I
could revise high school math.
But I there was no way to do itat that time, no technology to
let me do it.
And so then I went back homethat summer and Dr Gass asked me
(14:56):
he was my mentor now and Ialways meet with him.
He said what are you going todo?
I said I don't know, and hesaid well, I'm going on
sabbatical second semester nextyear.
Would you teach at DePaul?
I said, oh, what do you want meto teach?
He said the advanced theory.
Now, I know a lot of advancedtheory too.
I don't teach it to my students.
I only would teach that tostudents that really want to
(15:18):
become a theoreticalmathematician.
And so, anyway, he then saidwell, why don't you go to
graduate school?
I never thought of it.
Went down to Bloomington,indiana, 40 miles away to
Indiana University, and Ienrolled as a grad student and I
loved it.
It was easy for me.
I loved it and I hate mathtests.
There's no such thing as a goodmath test, in my opinion.
So I didn't take the math testto get a master's degree, but to
(15:39):
get a PhD.
All you could do is write athesis, and I did that.
And in 1966, they gave me a PhDand made me go to work.
And then I went to a teacher'scollege in Indiana called
Indiana State University wherethey taught math teachers, and
they hired me to teachtheoretical math to their math
majors and I stuck my nose intowhat they're teaching the high
(15:59):
school teachers and I tried toget them to improve it and they
got so mad at me they fired me.
So then I went and taught forthat was three years there.
I taught at an engineeringschool there for four years and
then I went into business.
That was three years there.
I taught engineering schoolthen for four years and then I
went into business and I starteddoing the business I'm telling
you about right, starting withAJ Foy and then Don Garlitz and
then Dale Earnhardt, and allthat and and all that required
(16:22):
was practical math, nottheoretical math so you know,
jim, when we talk about math,you know my eyes start to glaze
over and you know you lose me.
Tim (16:32):
But you have a knack, and just in our conversation you've
got a real knack of making iteasy to understand.
How did the problem withteaching math start and how can
we communicate it so that it'sclear and easy to understand, so
that, you know, young peopletoday can get into math and
learn it and not feel so muchanxiety about it?
Craig (Dr. Del) (16:55):
Well, I explain that in my book how and why
Public School Math is Destroyingthe USA.
You'll learn all about it there.
What's wrong with public schoolmath?
And, by the way, it's not themath teacher's fault, it's
really the math educators.
There is no such thing today asa good high school math
textbook, Because what willhappen is they'll take the
(17:17):
things that you would find avalue to use and they'll mix
them in with all kinds of stuffyou'll never use.
And it's difficult stuff andmost kids get discouraged.
They can't keep up in class andthey just give up.
And now they grade on a curve.
I talk about the horrible curveand anybody that doesn't get an
A at a math course didn't learnthe subject.
(17:37):
Get a B or a C or a D or an F.
You didn't learn it.
I don't care if you got a B.
There's things you didn't learnyou should have learned.
There's only one grade in math.
You either learn it or youdon't learn it.
But the point is what I do in myprogram, my online program,
which is all automated online,self-paced.
They study it at home.
(17:58):
I use tutorial videos, metutoring them.
It comes off Amazon WebServices.
I use notes and exercises.
There will be a book they'llhave.
They can print out a PDF of itor they can buy it on Amazon a
little cheap book, and then theygo at their own pace and they
learn it.
And then they go.
It's like climbing a ladder,one step at a time, and you
(18:20):
don't try to go from step threeto step eight.
You got to do all the steps ata time to get up there.
And in high school math theycan't do this in high school.
I couldn't do it when I was a.
If a high school hired me todayto be a math teacher, what I
would do today and I'm trying toget some skills to do this I
got two private skills to do italready.
What I'm trying to do is, if Iwas hired today to be a math
(18:43):
teacher at a high school, Iwould put all the students into
my online program and then Iwould be a coach, Because you
cannot do it.
They all learn at differentpaces, Different paces.
Right Depends on theirbackground and their ability and
how hard they work.
And sometimes they got to, youknow, get sick for a week or go
on a vacation, whatever, and sowith my program it doesn't
(19:06):
matter, it's all self-paced.
I have students who go throughmy entire practical math program
and and assuming they didn'talready know it if they already
knew a lot of it, they'd gothrough it in a week.
But let's say they didn't knowit, they'd go through it in
about a month.
Most students take about threemonths, but if it takes them six
months it's okay, it doesn'tmatter.
But you're going to learnpractical math and I teach that
(19:28):
in my.
When you go to the web page, ifyou go to my personal website,
I have a button on it that sayshow to improve your life.
You go there and it'll show youright, and I have four
educational videos that fullyexplain this.
(19:48):
The first thing, by the way, Ido with post elementary and I do
this pretty as I teach them howto use what they need to know
about this scientific calculator.
Now, this scientific calculatorused to cost $10.
It's up to about $16 today atAmazon.
It has about 50 things it'll do.
There's less than 20 of themyou need to learn, so I don't
teach the stuff you don't need.
There's all kinds of stuff onthis calculator that you'll
(20:10):
never use.
I teach the stuff you'll useand it's easy and it's
kinesthetic and they learn bydoing.
You don't learn by justlistening to someone talk about
it.
You've got to do it Once you'velearned this calculator, I then
teach you practical algebra.
How many lessons does it take tolearn all the practical algebra
that I ever needed to do, allthe things I told you I did and
(20:32):
all the things you'll need?
How many lessons do you thinkpractical algebra is Ten you'll
need?
How many lessons?
Do you think practical algebrais 10 10?
Hey, then I teach practicalgeometry and we apply algebra to
geometry.
How long is something?
What is the area?
What is the volume?
Now, 19 lessons, because we gottriangles and circles and
(20:54):
three-dimensional stuff.
But it's all practical, andwhat makes it easy to do is we
use the calculator to do allarithmetic calculations.
You'll never, ever again do itmanually, and that makes it so
much easier.
Now, before the calculatorscame out, you couldn't do that.
In fact, when I taught anengineering school to do the
math, you had to do it manually.
(21:15):
Or they use what they call logtable, logarithm tables, and
they put them on a slide reelcalled a slip stick.
In 1972, when the firstscientific calculator came out,
the HP-35, those became obsolete.
By the way, do you know howmuch that first calculator cost,
the HP-35, in 1972?
Tim (21:34):
I'd say probably $300.
Craig (Dr. Del) (21:37):
In today's dollars, $2,500.
In today's dollars 2,500 bucks.
In today's dollars At that timeit was $395.
Now Hewlett Packard thoughtthey'd sell 10,000 of them to
engineers.
Students started buying them.
I was teaching at an engineeringschool at that time, rose
Holman Institute of Technologyin Indiana.
I'll never forget.
(21:57):
This calculator came out andsome of the students there had
money.
They could afford $395.
The professors weren't going tospend it and I asked one of the
students.
I said show me this calculator.
And he showed it to me.
Now I was teaching advancedtheory, but I could see what it
did.
So I went.
I saw immediately slide rulesare obsolete.
(22:19):
What would take you 10 minuteson a slide rule you do in one
minute with a calculator.
Okay, I go to my mathdepartment meeting.
I said hey guys, guess whatSlide rules are obsolete?
Log tables and trig tables areobsolete.
Oh, that's what they taught,blew their minds.
Well, that's what happened.
Taught blew their minds Well,that's what happened.
And they quit making.
(22:40):
They quit making slide ruleabout 1980.
And, um, I don't know if youbuy one today or not, that's
what you buy an old one, but uh.
But then Hewlett Packard,instead of selling 10,000 of
them that year to engineers theysold a hundred thousand.
So about a year later theylowered the price to one 95.
The Texas service came alongand they said you know, the
Hewlett Packard calculator iskind of hard to use.
(23:01):
So they came up with one thatwas easier to use and they sold
it for under $100.
And then years later they cameup with the TI-30XA and up until
we had recent inflation it was$10.
And this calculator is extremelyuseful easy to use if it's
taught properly, which is what Ido.
(23:22):
If you'd had one of theseduring the Manhattan Project,
this would have been worth amillion dollars, because I had
to do all the arithmeticmanually they hired a bunch of
women to do it, by the way, andthis calculator does it and this
would have been worth a milliondollars.
People don't realize.
I mean, it's $10, but it's kindof like a smartphone.
(23:42):
Yes, look at all you can dowith a smartphone today, right?
You?
can do stuff with a smartphonethat you used to couldn't do.
And then, when's the last timeyou bought a camera?
Tim (23:55):
Yeah, if you're not into photography and videography,
your camera is your phone.
Yeah right.
Craig (Dr. Del) (24:03):
So anyway, that's what it is, and so if you
go to my personal website,craighanecom, you'll learn all
about this.
I've got a lot of free videosthere, just of interest.
One of my recent ones is MathProves God Exists.
Tim (24:17):
I was going to ask you about that.
What do you mean by math?
Is God's language.
Craig (Dr. Del) (24:24):
Well, the math the Chinese use is exactly the
same math that we use.
Yes, Let me give you an example.
When I was a graduate student,I had to pass French and German
back in those days in the 60s.
I can't read a French newspaperor a German newspaper or a
(24:45):
French book.
I learned a little bit ofFrench, a little bit of German,
but I couldn't read a book.
But they would give me to testme.
They would give me a paper inmathematics written in French.
Well, because of the math, Icould do it.
Math is universal.
Whether you're Chinese orRussian or whatever you are,
(25:08):
math is math, Same thing.
The number system and geometry,Now they have different, maybe
names for it.
Now they have different, maybenames for it.
But if I see a triangle andthen I see a word that describes
it, in whatever language I know, it's a triangle, Right.
So that's how I passed the.
(25:30):
If they had given me a Germantest or a French test without a
math paper, I couldn't havepassed it.
I deflected it.
Tim (25:36):
That's a really good point, and now, I never thought god
exists.
Craig (Dr. Del) (25:40):
It's not just math, it's math and science
combined.
But I uh, I explained to it hadnothing to do with religion,
nothing to do with the bible.
It's math and science.
It depends how you define god,and I explain all that.
What, how I define it.
But there's a scientist thatyou may never have heard of,
named William Tiller.
You ever hear of William Tiller?
No, okay, I will tell everybodynow.
(26:04):
If you really want tounderstand what I consider to be
the latest, most importantscience, go study Dr William
Tiller's work.
He wrote three books and he'sgot a website.
He's dead now.
He died recently.
He's older than he was in his90s when he died.
Fantastic guy.
But he explains it and I won'tget into it now.
(26:25):
We haven't got time on this onthis particular part.
Tim (26:27):
If you want me, if you want to have another podcast
sometime, I will give you moredetails on that I would, we, I
think we definitely will,because we got've got more to
talk about than what we can fitinto here, that's for sure.
There's another interestingconcept that you talk about a
lot.
It's the idea of what youbelieve is what will happen.
(26:49):
How did that change your life,that whole idea?
Craig (Dr. Del) (26:54):
When I was 10 years old, my parents were not
religious, they weren't atheists, they just didn't.
They worked so hard.
They never went to church andwe didn't.
But my grandparents did andthey took me to the Nazarene
Church in Greencastle, indiana,and I had a Sunday school
teacher named Theron York and hetaught me things out of the New
(27:15):
Testament, the golden rule andthings like that.
But he also taught me that whatyou believe will come to pass,
like if you had enough belief,you can move them out and
remember that it's in the Bible.
Yep, and I believed him, and soall my life I have now stopped
on what you desire.
By the way, it's what youbelieve.
(27:36):
There's a big difference inwhat you want and what you
believe.
All my life I have believed,I've learned how to believe
things, and I teach that inother places.
But and what I believe thencame to pass, and it's happened
many, many, many times.
I believed I would go tocollege, and when I was told in
(28:00):
the ninth grade, when I didn'tdo well in algebra, that you're
not going to go to college, itreally depressed me because I
well, how can that be?
I believe I'm going.
Well then, miss O'Hare, mysophomore year in geometry saved
me, had it been for her.
But it happened.
And I could go through storyafter story after story where I
(28:21):
believe something and then ithappened Right and I don't know.
And it's part of understandingGod and the non-physical world.
God exists in what's called thenon-physical world.
By the way which it exists,your body is both physical and
non-physical, and when yourphysical body dies, your
(28:43):
non-physical body exists inanother.
It's really not a time space,it's a frequency domain.
Tiller explains all that.
By the way, that's science.
That's not.
That's not nothing to do withthe Bible or the Quran or any
any literature.
Now they understood it.
But Tiller explained it from ascientific.
(29:07):
He's actually done experimentsto prove it.
I call him the modern Galileo.
Tim (29:13):
That's again all very interesting things and, like I
said, we could spend hours or Icould spend hours talking about
a lot of these things, butreally do appreciate you taking
some time with us today.
Where can people find you,Craig, Craig hangcom.
Craig (Dr. Del) (29:29):
C R a, I, g, h, a, n, ecom, just go there and
and I I have a tab that tellsyou how to improve your life and
that'll take you to what I toldyou about the four videos that
are educational and basicallywhat they'll do is they will
tell you how to dramaticallyimprove your life for $9.
Tim (29:52):
And, like I said, I'll put that in the show notes and for
everybody to go, and they canalso download your book there
and lots of other things.
And, like I said, I'll put thatin the show notes for everybody
to go and they can alsodownload your book there and
lots of other things.
Dr Dell, thank you so much fortaking some time with us.
I really do appreciate it.
Craig (Dr. Del) (30:07):
Tim, you're more than welcome and God bless
you and God bless your listeners.
Now, everybody listen to thisokay, thank you so much.
Tim (30:14):
Be sure to visit speakingwithconfidencepodcastcom
to get free resources and joinour growing community and
register for the form of publicspeaking.
Always remember your voice hasthe power to change the world.
We'll talk to you next time,take care.
Welcome to Speaking with Confidence, the podcast
dedicated to helping you unlockthe power of effective public
speaking.
I'm Tim Newman, a recoveringcollege professor turned
communication coach, and I'mthrilled to guide you on your
journey to becoming a powerfulcommunicator.
I want to thank each and everyone of you for your support.
It truly means the world to me.
Please visit timnewmanspeakscomto sign up for the Speaking
(00:29):
with Confidence newsletter andother free resources.
Today's guest, dr Craig Hayne,also known as Dr Dell, is a math
educator and innovatordedicated to transforming how
math is taught and learned.
With a PhD in algebraic numbertheory and decades of teaching
and business experience, dr Dellis on a mission to
(00:49):
revolutionize math education andempower individuals with
practical tools to unlock theirpotential.
His mission is to break downmath barriers and inspire
listeners to invest in yourselffor a brighter future.
Dr Dell offers a compelling mixof expertise, innovation and
storytelling that resonates withlisteners of all backgrounds.
Dr Dell, welcome to the show.
(01:11):
I mean, you've got a long, longhistory in both academia and
business, but there's one areathat I'm really, really
fascinated with and that's yourrelationship with NASCAR.
Can you just give us a littlebit of background on what that
history is and how it startedand who you were dealing with.
Craig (Dr. Del) (01:31):
Yeah, sure, tim , I'll be glad to.
I'm an old guy, as you can tell.
I got my PhD back in 1967.
And the truth is, as I tell inthe book I wrote, how and why
Public School Maths areDestroying the USA.
I almost flunked out of mathwhen I was in high school and
then I was saved by actually atotal of three teachers saved me
and I learned, in addition tomy PhD in theoretical math, I
(01:54):
had learned practical math andtoday I teach students practical
math in about three months thatyou need for practical math.
Now let me tell you whatpractical math did for me,
starting in the early 1970s.
The first I'm from Indiana andI lived in Terre Haute where
(02:16):
Tony Hallman was and he had the500-mile speedway and I knew
Tony and I knew other people Iwon't mention their names now
and I sponsored AJ Floyd in aracer in a racing in Terre Haute
at the action truck.
And if it hadn't been forpractical math, that wouldn't
(02:36):
have happened, because then whathappened was I built a drag
strip, an eight-mile drag stripin Terre Haute called Action
Dragway and then I got to dealwith drag racers Big Daddy, don
Garlitz, grumpy Jenkins, bobGlynn and all those.
Then later I developed a racinggasoline we sold for years
called H&H Racing Gasoline andthen I developed something
(02:57):
called the DynaBrain.
Now, all of this was practicalmath, not theoretical math.
And once I developed theDynaBrain to test racing engines
on water break dynamometers, mycustomers there became people
down in NASCAR, mostly Charlotte, north Carolina, and one of my
customers was Australian Racingand they were one of my early
(03:18):
customers.
They had a dynabrain, testedtheir racing engines on a water
break dynamometer and it made itmuch more efficient than the
old way.
And Roland Walotka, who was thegeneral manager of Austin Racing
, one day I'm out back talkingto him because I go to Charlotte
all the time and I said I hearyou got rid of your racer, dave
(03:39):
Marcus.
He said yeah, we got a newracer.
I said, well, who would that be?
And he says well, he's.
He's that guy right nowmotorcycle backers.
I'll introduce you to him.
So he waved him up.
Guy comes up on a littlemotorcycle and he says I want
you to meet Craig Hain, who isthe guy that developed the
DynaBrain.
And that's why we have the bestracing engines in NASCAR today,
(04:02):
because we can test them betteron the on our water break
dynamometer and he said Craig, Iwant you to meet our new race
driver.
He said he's.
A lot of people say he's a wildman and no one else would hire
him, but we're going to take achance with him.
Craig wants to meet DaleEarnhardt.
I'm at Dale Earnhardt and thatwas before he ran his first
NASCAR race and then he wentahead that year and ran five
(04:25):
races, but the next year he wonrookie of the year.
The year after that he wongrand national champion and, of
course, when I would be downthere I would meet to race.
I met.
I knew, um, virtually all theracers I knew at that at that,
at that point in time this wouldhave been in the late seventies
and, um, I knew Richard Petty.
I used to go up there and go tohis place and his brother was
(04:48):
ran their dynamometer and knewJunior Johnson and Cale
Yarborough and Darrell Walter ofthem.
They knew all those guys, buddyBaker, and all this is because
of practical math.
Now today I have a programonline.
Back then I love teaching highschool math.
That was my favorite thing.
I did it for years and years.
I loved to teach it.
It was very difficult to do inthe old days.
(05:09):
Now, today, thanks to thescientific calculator TI-30XA,
the first thing I do is I teacha student how to use this
calculator, the things they needto know on it, which is just a
small part of what they need,and then I teach them practical
math, and I have a website todaywhere they can go to and they
can learn all about this.
I have four videos that areeducational, and those
(05:32):
educational videos will teach astudent or a parent what they
need to know to be successfulwith math.
No schools are doing it today.
You can't get it in any schoolI've heard of.
There's no textbooks that do it, but it's online and it's easy
to do, and so they go there, andthose four educational videos
will teach them how todramatically improve their life
(05:55):
for $9.
Tim (05:59):
So you bring up something, and I just want to make sure
that everybody understands whatwe're talking about here.
Explain the difference betweentheoretical math and practical
math.
Craig (Dr. Del) (06:11):
Oh, it's a huge difference.
Theoretical math in bothsubjects you study concepts and
you understand what's a triangle, what's a circle, things of
that nature.
But then you've got to learnprocesses to apply those things
to all sorts of different things, whatever it might be.
I've applied it to building adrag strip, the dynabrain, all
(06:35):
sorts of things, any technicalsubject.
Then I had a company calledHain Training where we trained
over two and a half decades wetrained thousands of technicians
in the military and in bigcompanies, all practical math.
Now, first of all you learnarithmetic and you learn.
(06:55):
There's all these manualtechniques to do things.
But if you learn, take thiscalculator which today costs
about $16, you do all yourarithmetic with a calculator.
But you got to learn to do it.
That's the first thing.
I teach the student how to usea scientific calculator.
I'm talking aboutpost-elementary now starting,
say, the eighth grade teenagershow to use this calculator.
They learn it in about two orthree weeks.
(07:16):
It's like playing a game, it'sfun.
A lot of students today in highschool and middle school have a
struggling mind.
They don't like it, they'reafraid of it.
In fact I'd say 80% of them areafraid of it and don't like it.
None of them are being taughtproperly, so I teach them to use
this calculator.
Then, once I've done that, Iteach them practical algebra,
(07:37):
practical geometry and practicaltrigonometry.
That sounds terrible, butthere's only seven lessons.
No-transcript, now they'reready for the military.
They're ready for a technicalcareer.
It also will help them in theirhigh school math, which is
still horrible High school mathtoday and it varies from school
(07:57):
to school and teacher to teacher.
There's no uniformity to it.
Believe me, if you say well, Istudied Algebra 1.
What does that mean?
Depends on which school youwent to, what teacher you had.
It could be all sorts ofdifferent things.
And had it could be all sortsof different things and I
flunked algebra.
Well, I didn't do well inalgebra one when I was in high
school and I was told by myprincipal Craig, you'll never go
to college.
(08:17):
No one in my family had evergone to college.
Craig, you'll never go tocollege because you didn't do
well in algebra.
I lived in Greencastle, indiana.
We had a school there calledDePaul University.
My senior year, by the way, Idid go to geometry.
I had a good teacher forgeometry.
My senior year she recommendedI go to DePaul and take college
algebra.
(08:37):
My principal didn't want me to.
He said I embarrassed theschool.
But I had a good teacher, drClint Gass, and I got an A in it
.
Whether you learn math or notdepends Number one what is
you're being taught and whetheryou learn math or not depends
number one, what is you're beingtaught, and number two, how
it's being taught.
Pardon me, when I talk I get alittle phlegm on my throat
(08:58):
that's what you're good.
so now I explain all that in abook called how and why public
school math is destroying theusa.
if you go to my website,craighanecom
c-r-a-A-I-G-H-A-N-Ecom, you geta free PDF copy of that book and
you'll learn about my story,things I've just now told you,
(09:19):
and you'll also learn how, today, any student can learn math.
There's only one grade thatcounts, by the way, in math, and
that's A.
You either know it or you don'tknow it.
Anything other than an A.
There's something you didn'tknow it, anything other than an
A you didn't understand.
There's something you didn'tunderstand.
And so when they take myprogram, it's pretty amazing and
I explain all that in the book,and then those four videos I
told you about that they can goto, and I'll give you the URL
(09:41):
for that.
Tim (09:44):
But again you bring up some really good points and I think
a lot of it comes down to youknow what you're being taught
and who's teaching it.
So how did your earlyexperiences, in math education
in particular, really kind ofguide you to where you are today
?
Because, like you said, you hadsomebody who was really bad and
then you had somebody who wasreally good and helped you.
(10:06):
How did that really kind ofdefine who you are and get you
to this point?
Craig (Dr. Del) (10:14):
Well, as you know, I'm 86 years old.
I was born in 1938.
And during World War II myparents both worked.
My dad worked on a water plant,my mother worked in town and I
lived next door to my uncle,jack Davis, who was a barber and
(10:34):
a builder.
He was 60 years old and hetaught me to count with Cheerios
.
I went to a little publicschool in Putnamville, indiana,
and I was the youngest kid in myclass.
I was five years old when mydad enrolled me there and I
couldn't skip.
I couldn't sing.
I was the dumbest kid in theclass on just about everything
(10:58):
they did, except Miss BerniceLewis.
My teacher decided to teach allof my classmates to count.
None of them had been taught tocount because the parents were
all working.
They were a war too.
Believe me, it was a differentworld.
So she gets us up, sit us downand she's going to teach us to
(11:18):
count.
And some of them had learned tocount, maybe to 10, but they
didn't really understandcounting.
My Uncle Jack had taught me howto count, taught me the decimal
system 10, 11, 12, all that.
So she came to me and I counted.
I just started counting andwhen I got up into my 50s or 60s
she says Craig, how far can youcount?
I said, well, I don't know.
When you get to 99, you go to100 and then you're 101.
(11:38):
It amazed her.
I was the only kid in firstgrade to learn how to count.
Because of my uncle Jack Davis,not because I'm not.
I was no smarter than myclassmates.
So then she said Craig.
The next day she said Craig,would you come up and help me
teach your classmates to count?
So I had my first teachingexperience when I was five years
(12:06):
old and it was wonderful.
My self-esteem went up, myself-confidence, and all of a
sudden everybody thought I wasthe smartest kid in the class.
Oh, he's a genius.
No, no, no, no, no.
I was lucky, I had my UncleJack Davis as a teacher.
Then, all through the eighthgrade he taught me practical
math.
I've got some Uncle Jack videosthat I give people and any
(12:27):
parent can do this.
He wasn't a math teacher, hewas a barber and a builder.
Well then, in the ninth grade ingreen castle, indiana, when we
moved into town as a freshman inhigh school I took algebra one
and I didn't understand it, Ididn't like it and I didn't get
a very good grade.
(12:48):
And and my principal said,craig, you're never going to go
to college, you're not collegematerial, you're going to be a
working man, just like yourfamily.
No one in my family had evergone to college.
My dad had an eighth gradeeducation, which was common back
then.
Okay, well, my sophomore year Ihad geometry and Ms O'Hare
(13:09):
taught us how to prove theorems,which I like doing.
That.
It's just reasoning, reasoning,reasoning.
By the way, that's not how Iteach geometry today, but that's
how she taught me.
My junior year, I had algebra,again with that same algebra
teacher.
It didn't do well again, butnow I was a troublemaker.
I kept asking questions how doyou do this?
How does this work?
Where did this quadraticformula come from?
(13:30):
Where did it come from?
He just said shut up and learnit and apply it.
He didn't know where it camefrom.
Well then, my senior year, as Itold you earlier, I went to
DePaul and took college hourswith Dr Clint Gass.
So my Jack Davis, then MissMadonna O'Hara, was my geometry
teacher.
Then DePaul was Dr Clint Gassand he taught me.
(13:51):
I took college out, he was agood teacher and I got an A.
He then got me into the numberone liberal arts college in the
United States, oberlin College.
It's no longer number one, butback then it was, and it had a
better math department thanDePauw did, because it was a
more advanced college.
(14:15):
I majored in math and Englishand then, after I graduated in
1960, I taught high school for ayear at Western Reserve High
School in Wakeman, ohio.
I taught all four grades.
And then I realized, up untilthen I've been tutoring students
and I never had a failure as atutor, but as a teacher, and I
taught all four grades of mathand chemistry.
(14:36):
So some of the kids couldn'tkeep up and I couldn't do
anything about it.
And so I, my, my, I wanted toknow if there was any way I
could revise high school math.
But I there was no way to do itat that time, no technology to
let me do it.
And so then I went back homethat summer and Dr Gass asked me
(14:56):
he was my mentor now and Ialways meet with him.
He said what are you going todo?
I said I don't know, and hesaid well, I'm going on
sabbatical second semester nextyear.
Would you teach at DePaul?
I said, oh, what do you want meto teach?
He said the advanced theory.
Now, I know a lot of advancedtheory too.
I don't teach it to my students.
I only would teach that tostudents that really want to
(15:18):
become a theoreticalmathematician.
And so, anyway, he then saidwell, why don't you go to
graduate school?
I never thought of it.
Went down to Bloomington,indiana, 40 miles away to
Indiana University, and Ienrolled as a grad student and I
loved it.
It was easy for me.
I loved it and I hate mathtests.
There's no such thing as a goodmath test, in my opinion.
So I didn't take the math testto get a master's degree, but to
(15:39):
get a PhD.
All you could do is write athesis, and I did that.
And in 1966, they gave me a PhDand made me go to work.
And then I went to a teacher'scollege in Indiana called
Indiana State University wherethey taught math teachers, and
they hired me to teachtheoretical math to their math
majors and I stuck my nose intowhat they're teaching the high
(15:59):
school teachers and I tried toget them to improve it and they
got so mad at me they fired me.
So then I went and taught forthat was three years there.
I taught at an engineeringschool there for four years and
then I went into business.
That was three years there.
I taught engineering schoolthen for four years and then I
went into business and I starteddoing the business I'm telling
you about right, starting withAJ Foy and then Don Garlitz and
then Dale Earnhardt, and allthat and and all that required
(16:22):
was practical math, nottheoretical math so you know,
jim, when we talk about math,you know my eyes start to glaze
over and you know you lose me.
Tim (16:32):
But you have a knack, and just in our conversation you've
got a real knack of making iteasy to understand.
How did the problem withteaching math start and how can
we communicate it so that it'sclear and easy to understand, so
that, you know, young peopletoday can get into math and
learn it and not feel so muchanxiety about it?
Craig (Dr. Del) (16:55):
Well, I explain that in my book how and why
Public School Math is Destroyingthe USA.
You'll learn all about it there.
What's wrong with public schoolmath?
And, by the way, it's not themath teacher's fault, it's
really the math educators.
There is no such thing today asa good high school math
textbook, Because what willhappen is they'll take the
(17:17):
things that you would find avalue to use and they'll mix
them in with all kinds of stuffyou'll never use.
And it's difficult stuff andmost kids get discouraged.
They can't keep up in class andthey just give up.
And now they grade on a curve.
I talk about the horrible curveand anybody that doesn't get an
A at a math course didn't learnthe subject.
(17:37):
Get a B or a C or a D or an F.
You didn't learn it.
I don't care if you got a B.
There's things you didn't learnyou should have learned.
There's only one grade in math.
You either learn it or youdon't learn it.
But the point is what I do in myprogram, my online program,
which is all automated online,self-paced.
They study it at home.
(17:58):
I use tutorial videos, metutoring them.
It comes off Amazon WebServices.
I use notes and exercises.
There will be a book they'llhave.
They can print out a PDF of itor they can buy it on Amazon a
little cheap book, and then theygo at their own pace and they
learn it.
And then they go.
It's like climbing a ladder,one step at a time, and you
(18:20):
don't try to go from step threeto step eight.
You got to do all the steps ata time to get up there.
And in high school math theycan't do this in high school.
I couldn't do it when I was a.
If a high school hired me todayto be a math teacher, what I
would do today and I'm trying toget some skills to do this I
got two private skills to do italready.
What I'm trying to do is, if Iwas hired today to be a math
(18:43):
teacher at a high school, Iwould put all the students into
my online program and then Iwould be a coach, Because you
cannot do it.
They all learn at differentpaces, Different paces.
Right Depends on theirbackground and their ability and
how hard they work.
And sometimes they got to, youknow, get sick for a week or go
on a vacation, whatever, and sowith my program it doesn't
(19:06):
matter, it's all self-paced.
I have students who go throughmy entire practical math program
and and assuming they didn'talready know it if they already
knew a lot of it, they'd gothrough it in a week.
But let's say they didn't knowit, they'd go through it in
about a month.
Most students take about threemonths, but if it takes them six
months it's okay, it doesn'tmatter.
But you're going to learnpractical math and I teach that
(19:28):
in my.
When you go to the web page, ifyou go to my personal website,
I have a button on it that sayshow to improve your life.
You go there and it'll show youright, and I have four
educational videos that fullyexplain this.
(19:48):
The first thing, by the way, Ido with post elementary and I do
this pretty as I teach them howto use what they need to know
about this scientific calculator.
Now, this scientific calculatorused to cost $10.
It's up to about $16 today atAmazon.
It has about 50 things it'll do.
There's less than 20 of themyou need to learn, so I don't
teach the stuff you don't need.
There's all kinds of stuff onthis calculator that you'll
(20:10):
never use.
I teach the stuff you'll useand it's easy and it's
kinesthetic and they learn bydoing.
You don't learn by justlistening to someone talk about
it.
You've got to do it Once you'velearned this calculator, I then
teach you practical algebra.
How many lessons does it take tolearn all the practical algebra
that I ever needed to do, allthe things I told you I did and
(20:32):
all the things you'll need?
How many lessons do you thinkpractical algebra is Ten you'll
need?
How many lessons?
Do you think practical algebrais 10 10?
Hey, then I teach practicalgeometry and we apply algebra to
geometry.
How long is something?
What is the area?
What is the volume?
Now, 19 lessons, because we gottriangles and circles and
(20:54):
three-dimensional stuff.
But it's all practical, andwhat makes it easy to do is we
use the calculator to do allarithmetic calculations.
You'll never, ever again do itmanually, and that makes it so
much easier.
Now, before the calculatorscame out, you couldn't do that.
In fact, when I taught anengineering school to do the
math, you had to do it manually.
(21:15):
Or they use what they call logtable, logarithm tables, and
they put them on a slide reelcalled a slip stick.
In 1972, when the firstscientific calculator came out,
the HP-35, those became obsolete.
By the way, do you know howmuch that first calculator cost,
the HP-35, in 1972?
Tim (21:34):
I'd say probably $300.
Craig (Dr. Del) (21:37):
In today's dollars, $2,500.
In today's dollars 2,500 bucks.
In today's dollars At that timeit was $395.
Now Hewlett Packard thoughtthey'd sell 10,000 of them to
engineers.
Students started buying them.
I was teaching at an engineeringschool at that time, rose
Holman Institute of Technologyin Indiana.
I'll never forget.
(21:57):
This calculator came out andsome of the students there had
money.
They could afford $395.
The professors weren't going tospend it and I asked one of the
students.
I said show me this calculator.
And he showed it to me.
Now I was teaching advancedtheory, but I could see what it
did.
So I went.
I saw immediately slide rulesare obsolete.
(22:19):
What would take you 10 minuteson a slide rule you do in one
minute with a calculator.
Okay, I go to my mathdepartment meeting.
I said hey guys, guess whatSlide rules are obsolete?
Log tables and trig tables areobsolete.
Oh, that's what they taught,blew their minds.
Well, that's what happened.
Taught blew their minds Well,that's what happened.
And they quit making.
(22:40):
They quit making slide ruleabout 1980.
And, um, I don't know if youbuy one today or not, that's
what you buy an old one, but uh.
But then Hewlett Packard,instead of selling 10,000 of
them that year to engineers theysold a hundred thousand.
So about a year later theylowered the price to one 95.
The Texas service came alongand they said you know, the
Hewlett Packard calculator iskind of hard to use.
(23:01):
So they came up with one thatwas easier to use and they sold
it for under $100.
And then years later they cameup with the TI-30XA and up until
we had recent inflation it was$10.
And this calculator is extremelyuseful easy to use if it's
taught properly, which is what Ido.
(23:22):
If you'd had one of theseduring the Manhattan Project,
this would have been worth amillion dollars, because I had
to do all the arithmeticmanually they hired a bunch of
women to do it, by the way, andthis calculator does it and this
would have been worth a milliondollars.
People don't realize.
I mean, it's $10, but it's kindof like a smartphone.
(23:42):
Yes, look at all you can dowith a smartphone today, right?
You?
can do stuff with a smartphonethat you used to couldn't do.
And then, when's the last timeyou bought a camera?
Tim (23:55):
Yeah, if you're not into photography and videography,
your camera is your phone.
Yeah right.
Craig (Dr. Del) (24:03):
So anyway, that's what it is, and so if you
go to my personal website,craighanecom, you'll learn all
about this.
I've got a lot of free videosthere, just of interest.
One of my recent ones is MathProves God Exists.
Tim (24:17):
I was going to ask you about that.
What do you mean by math?
Is God's language.
Craig (Dr. Del) (24:24):
Well, the math the Chinese use is exactly the
same math that we use.
Yes, Let me give you an example.
When I was a graduate student,I had to pass French and German
back in those days in the 60s.
I can't read a French newspaperor a German newspaper or a
(24:45):
French book.
I learned a little bit ofFrench, a little bit of German,
but I couldn't read a book.
But they would give me to testme.
They would give me a paper inmathematics written in French.
Well, because of the math, Icould do it.
Math is universal.
Whether you're Chinese orRussian or whatever you are,
(25:08):
math is math, Same thing.
The number system and geometry,Now they have different, maybe
names for it.
Now they have different, maybenames for it.
But if I see a triangle andthen I see a word that describes
it, in whatever language I know, it's a triangle, Right.
So that's how I passed the.
(25:30):
If they had given me a Germantest or a French test without a
math paper, I couldn't havepassed it.
I deflected it.
Tim (25:36):
That's a really good point, and now, I never thought god
exists.
Craig (Dr. Del) (25:40):
It's not just math, it's math and science
combined.
But I uh, I explained to it hadnothing to do with religion,
nothing to do with the bible.
It's math and science.
It depends how you define god,and I explain all that.
What, how I define it.
But there's a scientist thatyou may never have heard of,
named William Tiller.
You ever hear of William Tiller?
No, okay, I will tell everybodynow.
(26:04):
If you really want tounderstand what I consider to be
the latest, most importantscience, go study Dr William
Tiller's work.
He wrote three books and he'sgot a website.
He's dead now.
He died recently.
He's older than he was in his90s when he died.
Fantastic guy.
But he explains it and I won'tget into it now.
(26:25):
We haven't got time on this onthis particular part.
Tim (26:27):
If you want me, if you want to have another podcast
sometime, I will give you moredetails on that I would, we, I
think we definitely will,because we got've got more to
talk about than what we can fitinto here, that's for sure.
There's another interestingconcept that you talk about a
lot.
It's the idea of what youbelieve is what will happen.
(26:49):
How did that change your life,that whole idea?
Craig (Dr. Del) (26:54):
When I was 10 years old, my parents were not
religious, they weren't atheists, they just didn't.
They worked so hard.
They never went to church andwe didn't.
But my grandparents did andthey took me to the Nazarene
Church in Greencastle, indiana,and I had a Sunday school
teacher named Theron York and hetaught me things out of the New
(27:15):
Testament, the golden rule andthings like that.
But he also taught me that whatyou believe will come to pass,
like if you had enough belief,you can move them out and
remember that it's in the Bible.
Yep, and I believed him, and soall my life I have now stopped
on what you desire.
By the way, it's what youbelieve.
(27:36):
There's a big difference inwhat you want and what you
believe.
All my life I have believed,I've learned how to believe
things, and I teach that inother places.
But and what I believe thencame to pass, and it's happened
many, many, many times.
I believed I would go tocollege, and when I was told in
(28:00):
the ninth grade, when I didn'tdo well in algebra, that you're
not going to go to college, itreally depressed me because I
well, how can that be?
I believe I'm going.
Well then, miss O'Hare, mysophomore year in geometry saved
me, had it been for her.
But it happened.
And I could go through storyafter story after story where I
(28:21):
believe something and then ithappened Right and I don't know.
And it's part of understandingGod and the non-physical world.
God exists in what's called thenon-physical world.
By the way which it exists,your body is both physical and
non-physical, and when yourphysical body dies, your
(28:43):
non-physical body exists inanother.
It's really not a time space,it's a frequency domain.
Tiller explains all that.
By the way, that's science.
That's not.
That's not nothing to do withthe Bible or the Quran or any
any literature.
Now they understood it.
But Tiller explained it from ascientific.
(29:07):
He's actually done experimentsto prove it.
I call him the modern Galileo.
Tim (29:13):
That's again all very interesting things and, like I
said, we could spend hours or Icould spend hours talking about
a lot of these things, butreally do appreciate you taking
some time with us today.
Where can people find you,Craig, Craig hangcom.
Craig (Dr. Del) (29:29):
C R a, I, g, h, a, n, ecom, just go there and
and I I have a tab that tellsyou how to improve your life and
that'll take you to what I toldyou about the four videos that
are educational and basicallywhat they'll do is they will
tell you how to dramaticallyimprove your life for $9.
Tim (29:52):
And, like I said, I'll put that in the show notes and for
everybody to go, and they canalso download your book there
and lots of other things.
And, like I said, I'll put thatin the show notes for everybody
to go and they can alsodownload your book there and
lots of other things.
Dr Dell, thank you so much fortaking some time with us.
I really do appreciate it.
Craig (Dr. Del) (30:07):
Tim, you're more than welcome and God bless
you and God bless your listeners.
Now, everybody listen to thisokay, thank you so much.
Tim (30:14):
Be sure to visit speakingwithconfidencepodcastcom
to get free resources and joinour growing community and
register for the form of publicspeaking.
Always remember your voice hasthe power to change the world.
We'll talk to you next time,take care.
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