June 23, 2025 • 40 mins
Australia’s school system is broken — and the numbers don’t lie.
In this episode, Zeke Guenthroth is joined by education advocate and guest speaker Curtis Piper to dissect the crisis consuming our classrooms. From plummeting literacy to ideological agendas replacing basic knowledge, our schools have shifted from institutions of excellence to breeding grounds of confusion, underachievement, and social decay.
🔍 What you’ll learn:
- Why 1 in 3 Year 9 students now fail to meet minimum reading standards (NAPLAN)
- How Australia fell behind the OECD in reading, maths, and science (PISA results)
- The hidden costs of abandoning discipline, exams, and male role models in schools
- The truth about OBE (Outcome-Based Education) and why it failed
- How gender politics and emotional fragility replaced resilience and excellence
- Why suspension rates are soaring, especially for boys, and what's behind it
- The cultural rot from replacing facts with feelings in the curriculum
- Why financial literacy, mental toughness, and masculinity are missing — and matter
💬 “We went from chalkboards and discipline to TikTok and safe spaces. And we wonder why our youth are more anxious, less literate, and completely lost.”
This is not just an education issue — it’s a national identity crisis. This episode is part two of Zeke’s twelve-part season exposing the collapse of Australian culture and calling for a bold, honest rebuild.
This is not just about bad grades — it's about the future of our country.
🔗 Listen now and join the movement:
🎧 Website: https://assetroad.com.au/the-finance-bible/
📢 Found this valuable?
Share it with someone who’s ready for honest conversation. The longer we wait to address these fundamental issues, the harder they become to solve.
Australia’s identity crisis demands our attention now — before the qualities that made our nation great disappear entirely.
DISCLAIMER:
The information in this podcast is general in nature and does not constitute personal advice. It does not take into account your individual objectives, situation, or needs. Always consider whether the information is appropriate for you and seek professional advice where necessary.
#CultureWar #AustraliaPodcast #Leadership #CommonSense #EducationReform #FatherhoodCrisis #MentalHealthCrisis #TraditionMatters #FreedomOfSpeech #ZekeGuenthroth #FinanceBiblePodcast #EducationCrisis #NAPLAN #PISA2024 #AustraliaSchools #MasculinityInEducation #CurtisPiper #TheFinanceBible #SchoolDiscipline #BrokenSystem
🎧 Enjoyed this episode?
Follow us on Instagram @zekeguenthrothofficial @oscardonproperty and @assetroad for daily insights, property breakdowns, and behind-the-scenes updates.
Explore more at www.assetroad.com.au
Disclaimer:
The information provided in this podcast is general in nature and does not constitute personal financial advice. It has been prepared without taking into account your objectives, financial situation or needs. Before acting on any information, you should consider the appropriateness of the advice, having regard to your own objectives, financial situation and needs. Asset Road Pty Ltd recommends you seek independent financial, legal, taxation or other advice as required. All investments carry risk. Past performance is not indicative of future results.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Zeke Guenthroth (00:01):
Australia's education system is failing not
just on paper but in practice,and the fallout isn't just about
low grades.
It's about broken discipline,confused identities and an
entire generation of kids beingmisled.
In this episode of the FinanceBubble, I sit down with a fellow
young man, curtis Piper, whowas a high performer at my high
school.
We sit down and unpack theuncomfortable truth behind the
(00:21):
classroom collapse.
The uncomfortable truth behindthe classroom collapse.
We'll expose the damage causedby outcome-based education,
break down how schools went fromteaching maths to pushing
ideology, and reveal thebehavioural crisis affecting
both teachers and students, fromfalling PISA scores and
skyrocketing suspension to thedisappearance of male teachers
and the rise of classroom genderpolitics.
We lay it all on the table.
(00:42):
This is part two of our 12-partcultural deep dive, and we're
not just pointing fingers.
We're preparing to fix what'sbroken.
Hit, play and let's talk abouthow to rebuild our schools, our
kids and our country.
Welcome back to another episodeof the Finance Bible Podcast.
(01:04):
You joined with myself, zeke,and your co-host, oscar.
But before we get into it,please note that nothing in this
podcast should ever beconsidered as personal financial
advice.
But if that is what you areseeking, get in touch, let us
know and we will hook you upwith the correct professionals.
Sit back, relax and enjoy theshow.
Let's get into it.
(01:27):
And here we are.
We're back for another episodeToday.
We're joined by Curtis Piper.
As you probably would haveheard in the trailer, this young
man was actually one of myclassmates.
He was in school with me forquite a while and he was a
delight to have around theclassroom.
So we've got him on here todayto get his opinion and he he's
welcome to share, welcome, wow.
Thank you very much for havingme.
This is amazing.
(01:47):
I'm privileged and honored tobe here with you.
Oh, the privilege is mine.
Now let's just jump straightinto it.
Let's skip all the semanticsand the introductions and the
fun.
Um, ultimately, when we were inhigh school, you know, I
obviously wasn't the mostbehaved man in the room.
Sure, you, on the other hand,remained in class and you got to
sort of experience the trueteachings yeah, that's right
(02:11):
when, ultimately, what youlearned wasn't really up to
scratch.
There's certainly subjects thatare good and they perform well,
but there's other things thatsort of don't perform so well,
and that was a decade ago.
Things have gotten worse sincewe've left school.
Yeah, and that's scary, isn'tit?
Yeah, because it wasn'twonderful when we were there.
(02:31):
No, like, I mean, there's somany things that I wish we
learned that.
We didn't.
There's many things we learnedwhere I was like what are we
doing?
Why am I here?
But ultimately we requirenational excellence and we're
not hitting the mark anymore.
We used to do pretty welleducation-wise back in the day.
We're just on a never-endingfalling trajectory and it's
(02:53):
terrible, and not justacademically, socially, mentally
, financially, everything.
This is part of a 12-partseries where we're going to be
diving into a bunch of differentissues in Australia, so you'll
probably see more as we go on.
All right, but jumping straightin, like PISA rankings, which is
the Program for InternationalStudent Assessment, it's been
(03:13):
going downhill.
You know, in 2000, we wereranked fourth in reading and
11th in math.
By 2022, they've dropped prettyrapidly 17th in reading and 29
in math Wow, from fourth to 17thmath wow, from 4th to 17th,
yeah, and 11th to 29th.
So how that happened?
I mean, there's plenty of waysto figure it out, but that is a
(03:34):
huge drop.
You've gone like 22 years isnot a long amount of time in the
education scheme of things.
Like australia's been aroundfor a while, schools have been
around for a while.
What drastic changes havehappened in that time to propel
us to be in such a negativeenvironment and a down pit like
just falling.
As I said, um exactly naplan,for example.
(03:59):
Do you recall doing naplan inschool?
I do remember doing the naplantest.
Yes, there was multiple, and Ialso remember making it not
compulsory.
Curtis Piper (04:07):
Yes, that's right.
Zeke Guenthroth (04:08):
I think that might have happened in primary
school, actually, because peoplewere getting stressed.
They didn't want to do them.
Well, okay, whatever.
But the last NAPLAN 2022, thatwe've got statistics on publicly
available 33% give or take.
Statistics on publiclyavailable 33% give or take of
year nine students did not meetthe minimum literacy standard.
(04:30):
That is a significant numberfor year nine students.
So one third of people can'tmeet the minimum reading
capability, the minimum reading.
That's ridiculous.
How is this happening?
I actually don't know theanswer to that.
Curtis Piper (04:44):
That's all we're here to find out.
That is a jarring number instatistics to have in Australia.
Zeke Guenthroth (04:47):
Yeah, we're meant to be a good country, one
of the best in competing in theeducation system.
You would assume AbsolutelyLike I would not walk around and
look at people and go one, two,three, oh, he can't read.
One, two, three, he can't read.
Wow, that one, two, three, oh,he can't read.
(05:08):
One, two, three, he can't read.
Wow, that is yeah.
So every third person you walkpast I mean that's young,
because it used to be better.
Um, you can pretty much go,probably can't read, so it's not
good.
Um and oecd comparison, sothat's a basically 38 countries
that come together, mostly likeum, higher performing countries.
You, you know, like UK's inthere, us's in there, we're in
there, just a bunch of countrieslike us.
(05:29):
We are getting outperformed bycountries that have much less
economic wealth than us, likethey're not as prevalent, might
I say.
So Poland, estonia, singaporeare dominating us Really.
Yeah, singapore, probably oneof the top performers in
education, and we are just notthere anymore.
Well, that's really good forSingapore, but I think Australia
(05:51):
could then learn from itsneighbouring country how we
could then improve our educationsystem.
Surely Would you not do that ifyou were Australian?
I would there you go.
You would sit down and you'd gookay, we're failing as a nation
educationally.
What have we got that isdifferent to other places and
what's getting taught?
What's not getting taughtExactly?
(06:12):
You'd sit down, you'd monitortheir curriculum and you'd
introduce it and change it anddo the same for us.
Curtis Piper (06:17):
Precisely, that's exactly what we should be doing.
Zeke Guenthroth (06:19):
Well, that's the first part of it.
So just a little background onwhat's going on.
But next we move on to a bitmore of interesting topics,
which is OBE, outcome-basededucation, which was in place
when we were in school,curriculum decline and a little
bit of ideological teaching aswell, which has come into effect
(06:39):
in recent years, predominantlysince we left, that came in.
I don't really recall too muchof it.
There's definitely some issueswhere, um, we'll dive into them
soon enough.
I think it was just beginningon our way, yeah it was yeah,
absolutely.
But I do remember there was afew times like we we would be
sat down, they'd segregate theboys and the girls.
The boys go to the big tin shed, the girls go to the hall and
(07:01):
we'd get different discussions.
We'd have police come in andtell us not to send nudes and
that we shouldn't harass girlsand stuff.
Curtis Piper (07:06):
That's right.
Yes, I do remember those.
Zeke Guenthroth (07:08):
It was basically I don't know about you
, but my experience was I feltlike you guys are doing the
wrong thing all the time.
Curtis Piper (07:14):
Like I was a villain.
Zeke Guenthroth (07:15):
We're here to tell you you're all naughty,
stop, right, yeah, no-transcript.
Yeah, you'd been put in thiscategory where it's like, okay,
I'm in the wrong regardless,right, yeah, terrible.
But there was a major shiftfrom linear to you know.
(07:40):
Linear being exam-basedlearning or testing to outcome
based, non-linear testing andlearning.
So, for example, outcome basedand non-linear would be things
like um english, or shortanswers, or long form answers as
opposed to you know um, orassignments as opposed to like a
(08:02):
test, where you've got multiplechoice short answers and
answers requiring like aspecific answer, as opposed to
an attempt to answer a thing.
So outcome based is like did youexplain your point?
Yes, yes, here's a point,whereas back in the day it was
this is the answer.
Did you give it it Exactly?
(08:22):
No, you were wrong.
So that started changing.
I mean, western Australiaintroduced it in the 1990s and
then it was adopted nationwide.
It's more just demonstratingsilly things Like you get vague
assessment rubrics.
Grade inflation occurreddrastically after the
introduction and men actuallystarted going down because men
(08:46):
are very linear, not non-linear.
So that's why we still dominatethings like mathematics.
Yes, because we're very likebang, it's there like that.
Is it structured thinking of?
yeah point a to point b andexactly um, whereas we do
terrible in english because it'svery wishy-washy.
You know it's a scoozy, it's afiazzy.
I hear that.
Curtis Piper (09:05):
Yes.
Zeke Guenthroth (09:08):
So I like that one, do you?
It's a bit of Wolf of WallStreet reference for anyone
having a listen that doesn'tknow what's going on right now.
But ultimately it declined anyacademic like competitiveness.
Right, and on this note as well, my little sister just finished
(09:30):
her HSC last year, as you wereprobably aware.
In math they started gettingassignments.
How can you make assignmentsfor maths Pretty much just an
exam, but they do it at homeReally.
Yeah, that's interesting.
She was telling me she was doinga math assignment and she
wanted help with a question andI was like hang on, a minute,
(09:53):
rewind, retweet.
What did you?
Just say yeah, and she's likeoh, it's an assignment.
And I was like in mathematics,how is that possible?
I was like how mathematics, howis it possible?
Like, how well.
I used to sit there and do itin my head and I'd get actually
another thing sidetracked doingassignments, uh, exams, even for
math when we were there, wasdumb, because you would be one
(10:15):
mark for getting the rightanswer and one mark for showing
you're working out, and I would.
I'm the kind of person that I'mjust good at math.
I get an answer, I look atsomething, I go bang, bang,
there's this, and then it'd belike I have to show my working
out, to show how I think, howeveryone else thinks, and I
couldn't do it, so I'd justwrite like the that was an
(10:36):
interesting concept that theeducation system had, where you
had to prove was it proof?
as if they thought we werecheating.
Perhaps no, no, no, I think itwas to see your thinking right.
So you had to try to show thatyou demonstrated the thought
pattern that was required to getthe answer.
Okay, I don't know what else itwould be and would they mark
(10:57):
you down.
I wonder if you got to theright answer from a different
form of thinking, perhaps likeyou gave a brand new answer.
Yeah, I get, I get what you'resaying.
Like as in you, you get theanswer, but you do it in a weird
way.
Yeah I don't know I don't knowif that is accepted or not, but
I um, I used to get the answerand then I just rewrite the
question, like you know, if itwas something like 450 dumb
(11:21):
example but 450 plus 25.
Yeah, I just wrote 450 plus 25equals 475.
But then it's like but that'snot good enough working out and
I would lose a grade for it.
Curtis Piper (11:32):
Really.
Zeke Guenthroth (11:32):
Yeah, every time.
Oh, that's yeah.
Okay, I think I'm understandingwhat you mean.
Interesting, yeah, like youshouldn't have to think about
that and you shouldn't have towrite down how you did it.
It should just be that's theanswer.
And then, like division, youknow how they wanted you to do,
like you'd write the number ontop, then you'd have a line and
then you'd write like anothernumber, and then you'd do all
(11:54):
these little squiggles andyou're like taking a one or
plusing a one or whatever.
I hated that.
About long division yes, yeah,I never did that, I just did the
answer.
Yeah, but I wouldn't show thatbecause I didn't do it and I
would lose the mark again.
Um, yeah, but the assignmentsfor mathematics I just said to
her, like why can't you do thisexact thing but in class?
And she's like that's not whatwe have to do anymore.
(12:15):
I was like, do you still haveblackboards?
She's like, yes, we do.
Um, but, yeah, such aninteresting concept.
They.
They've pretty much completelyremoved all competitive
environment and any like stresscreator or like any pressure
cooker system, yeah, and movedit.
So I mean that is fascinatinghow they've done that.
Curtis Piper (12:37):
Yeah, if you.
Zeke Guenthroth (12:38):
Is it because have they seen someone else do
that?
Or is Australia kind of makingthings up and thinking, wow, our
kids are kind of having a bitof trouble?
And they thought, all right,well, let's put them in their
own environment and see if theydo anything to improve on what
they have, because it's possibly, I guess, going to help them.
(12:59):
It doesn't sound like it is,though.
It doesn't.
No, not at all.
Here, my original thoughtprocess was okay, the change
from linear to non-linear wasactually to boost female
education, because that, whenschools were created, obviously
it was actually men, um, whichwe can all agree is not right,
um.
But as we went on, theyultimately noticed that, um,
(13:26):
females weren't doing as well asmales in school.
When their shift from linear tonon-linear happened, it sort of
flipped on its head.
Curtis Piper (13:34):
So we saw lots of girls outperforming men.
Zeke Guenthroth (13:37):
Yes, correct, yes.
So girls started reallydominating things like English,
science, that's pretty much it.
But, um, they, they starteddoing much better as a cohort,
um, and then I think that'smaybe what they're trying to do
with math, because men stillreally dominate that subject,
(13:58):
because it is very linear.
So if they're bringing in theassignment like part of it, then
maybe that's going to helpboost it, but overall then it's
like okay, well, if you're goingto go home and do it, then how
do they actually know what youdo and don't know like?
I could have done a whole thingfor my sister in two minutes
and she'll do it 100% and be thetop of her class.
No one would have known, right.
So, and instead, if you were atthe I'm doing the math test,
(14:19):
like we did, and you, for anexample, gave your answer and it
was the right answer, but forsome reason had to show you're
working out, then how is thatany better If they're asking for
working out but they're lettingthem do it at home, where, for
instance, you could have helpedyour sister and then given her
the grades that she needed for,perhaps whatever degree she was
(14:40):
going for, yeah, pointless.
And especially now, even whenwe reinstall this app, you can
chat GPT.
Even when we were in school,there was an app you could scan
a math equation to give you ananswer.
That's true.
Yeah, it's all stupid, it'svery silly.
But HSC like mathematics,participation of it, the courses
that actually included calculusback in the day, were 39% in
(15:03):
2001 and they have now droppedto 29%.
That was only in 2015.
It's got worse since then, butI don't have the relevant
statistic available.
So in 14 years it dropped 10%.
So we're dropping things out.
I don't even know what they'relearning in math anymore, but I
couldn't tell you it's still notfinancial.
I know that much, which is ahuge part of our society, which
is something that we shoulddefinitely A-grade stupidity,
(15:25):
right.
And then if you compare that tolike Singapore or Finland so
Singapore retain standard exams,so you have to do an exam, and
they're one of the topperformers still globally in
math and science.
And Finland delayed theintroduction of ideological
content until actual literacywas secure.
(15:47):
So they would, instead of doingideological content early, they
would delay that, so they'dfocus on getting people to a
point they can read, they can domath, they can do science, and
then they would introduce thatat a lower level.
Rightfully so, because that'sthe foundation of which those
literacies are built on right,correct, absolutely.
Whereas we get in our currentcurriculum you start getting
(16:09):
ideological teaching in year one, which is just ridiculous.
I mean, well, we'll come backto that, we'll talk about it a
bit more further.
Okay, yeah, then you've got likebehavioural breakdown and
you've got a collapse ofdiscipline.
Then you've got like behavioralbreakdown and you've got a
collapse of discipline Even whenwe were in school, like if you
did something wrong, what reallywould happen?
That's a great question.
(16:30):
Maybe held back in class?
You missed out on five minutesof lunchtime?
Oh, no, ten, maybe, yeah, andthat's even if you got held back
.
Realistically, what's actuallygoing to happen?
Oh, zeke, stay here for tenminutes of lunch.
No, realistically, what'sactually going to happen?
Oh, zeke, stay here for 10minutes at lunch?
No, yeah, oh, okay, thenthey'll probably tell the deputy
(16:52):
you might get a suspension.
Oh, no, we've got a four dayholiday.
And then what?
And then how is that helping?
I mean, is it then the onlything that you're relying on?
Is it's like okay, well, mumand dad are going to discipline
them at home, but then if you'rerelying on mum and dad to
discipline them.
We bring in the issue offatherless homes, right.
So with fatherless homes, weall know the impact that that
(17:14):
can have on a child andultimately the outcome is
outrageous.
So you've got 85% ofbehavioural disorders in
children are traced to afatherless home.
Wow, so they have a 20 timeshigher than average chance of
having a behavioural disorder ifthey have a fatherless home.
Wow, that's a huge step.
And so if you get suspended,you go home and you need to be
(17:37):
disciplined or told off orwhatever it is, and you're from
a fatherless home, which, whichis majority of the people that
are making the behavioral issuesin general, then there's no
discipline train.
That just it's never ending,right, and I mean, I think
people are attributing this sortof discipline that a father
gives to toxic masculinity,maybe, which is just.
This is very correct yeah, yeah, I don't think it's right.
(17:59):
I think a man in the house is,you know, in charge and you
should all listen to what he hasto say, because he's not
leading you down a path todestruction and chaos.
He's trying to lead everyoneinto this path of I want to say
paradise perhaps, but it'sdefinitely just the better path
that the, the head of thehousehold, is trying to lead his
(18:20):
family in.
Yeah, and it's like,realistically, like even again I
can refer it back to myselfgrowing up.
It's like if I play it up,what's mom gonna do exactly?
She's gonna smack me, hurt herhand or try to use a wooden
spoon and break the wooden spoonbecause I'm a tank.
And then it's like, oh shit,dad's home.
Yeah, I'm in trouble now.
(18:41):
How good was that threat frommom?
Yeah, when your father getshome and I was like, oh, that
was the most powerful weapon shehad against us yeah, every time
don't make me get your father,yeah, and so what?
like, I feel really really badfor the mothers in this
situation because, like what,what can they do exactly?
Like what authority?
I don't want to say whatauthority do they have, because
(19:02):
they obviously have authority,but what like um disciplinary
action can they take?
And it's like there is no, andthat's why we keep getting this
situation.
Like 71 of high school dropoutscome from fatherless homes same
problem.
Then you got 80 of rapists withanger issues come from
fatherless homes Same problem.
Then you've got 80% of rapistswith anger issues come from
fatherless homes.
(19:23):
That's terrible.
63% of youth suicides are fromfatherless homes.
These are all really highstatistics percentage-wise.
They're huge.
So the number one problemreally should be addressing this
in terms of actually, I putthis up as probably one of the
biggest issues in society ingeneral.
I think you're right.
It'd be five or so.
(19:43):
I think you're absolutely right.
I'd be figuring out exactlywhat's going on, what's causing
it, how to fix it, and that'ssomething that we will discuss
in a later episode.
As one of the other other onesthat come up, I can't wait to
listen to that one.
Oh, it'll be good.
Um, a lot of speculation, butit'll be fun.
It will be fun.
So children growing up withoutfathers twice as likely to
repeat a grade or to drop out ofschool and they're less likely
(20:05):
to achieve top grades.
Fathers' presence actuallydrops the likeliness by 40% for
them to repeat a grade and 70%for them to drop out of school.
To grade and 70% for them todrop out of school.
So if you've got a dad, you're70% less likely to drop out of
(20:25):
school.
That's incredible.
What is the cause of that, Iwonder?
I mean honestly, like thefather has that.
I think that's it.
It's just discipline, and likemaybe it's role model as well.
Yeah, if you've got a father,role model, especially when
you're getting brought up inschool where, as we said before,
men are villainized to anextent.
(20:50):
Yeah, that's fair yeah, then you, you as a, as a boy or a man at
a young age, you're like, well,I mean, if we're all scoundrels
and scumbags, like what am Igoing to do?
I don't have a dad, you know,I've got no one to look up to,
and I can picture that being ayoung bloke, like you'd be very
like confused at what you do.
(21:11):
If you're raised with a singlemum, you go to school and 75% of
teachers are female, really,yeah, so you're in a position
where it's like I still don'thave a man to look up to.
And then the ones that you do,they're all celebrities and the
new slander's.
Yeah, it's so.
Curtis Piper (21:26):
You're like, okay, we're all scoundrels yeah, I
guess we are all done for yeahyeah, there's no.
Zeke Guenthroth (21:31):
And then obviously, your, whatever
happened in that situation, yourmom's not going to be very
happy.
So, may bad mouth the men, maybe fair, but again it's like,
okay, well, men, this man thatwe all suck, yeah, okay, it
would be very hard as a youngkid growing up, even as a young
(21:51):
girl growing up, to be hard.
That's a great point, becauseyou'd be like again, I have no
father, wrong, I don't know howwe're supposed to be treated,
right like.
I don't know how we're supposedto be treated, right Like.
I don't know how we're supposedto treat men.
I don't know anything Exactly.
It's just such a weird gap tohave.
And divorce is on the up and up.
It's so easy, since they madeit legal to not have an actual
(22:13):
reason.
Yeah, that was a recent notrecent but recent enough in
modern history change.
You used to have to have areason, so like, um, cheating,
abuse or whatever it was like,yeah, an actual reason to get
divorced.
Now you just go and you getdivorced.
Wow, it's like, oh, he calledme, called me an animal, that's
interesting that kind of takesaway the power of like the vows
(22:35):
that you make it.
Yeah, yeah, virtually.
Again, it was wishy-washy.
Yeah, that's scary.
I don't like that.
I don't like it either.
It's much better if we cantreat our words as something
valuable and worth.
That's what words should be.
If you say something, it shouldbe spoken into existence.
It should be cement, concrete,firm.
But yeah, if you grew up in afatherless home, it's going to
(22:59):
be tough.
But then, at the same time,even if you do have a father,
you've got that authority figureat home and you've got that
discipline.
Then you go to school, you'vegot 75% female teachers.
Then you're probably going tobe in a position where you're
like, hmm, I can probably playup here and probably get away
with it, and you're just waitingon that.
(23:21):
Hope that they don't tell yourparents so that your dad doesn't
take advantage of this.
He'll take advantage so thatyour dad doesn't discipline you.
I don't know where I was goingwith that, but like, if they
don't make that call and thenyour dad doesn't know, then
again, what discipline do youhave?
You might get in trouble.
As you said, you might have tostay back for lunch, you might
(23:50):
get a suspension, which may ormay not be a reward.
Yeah, there's nothing that canbe done and it's like, I don't
know, I think.
I think respect goes a long wayin school, absolutely like, if
you, there's a lot of teachersthat I did.
Respect was a lot that I didn't, and the ones that didn't, they
knew it.
The ones that did, they knew it.
I was an angel.
I was like the kids from Cat inthe Hat yeah, angels.
You've watched that recently.
It's a great reference, it'strue.
(24:15):
Is it the nannies?
Yeah, yeah, the nanny.
She's like she wakes up on thecouch and she gets a phone call
from the mom.
She's like hi, the kids, andit's the two things.
And they're sitting there likeknitting or something, and she's
like they're not kids, they'reangels.
But yeah, students, they rarelyface any consequences.
I know for a fact as I said, Iwasn't great in school.
(24:37):
There's no denying thatAcademically, yes, behaviourally
questionable, that's a fairstatement.
And there was no consequence.
Like the worst that you get isa suspension and it's like okay,
well, fun.
But, on that note, one in 23students in 2023 were suspended
(24:59):
at least once.
Wow, okay, so read that againfor me please.
So that was one in 23 studentsgot suspended at least one time
in the year 2023.
So we're talking like 5% of thepopulation.
Yeah, in school, that'sridiculous.
It's almost one classroom isalways getting suspended.
(25:19):
Yeah, it'd be nearly more thanone in a classroom.
Essentially, yes, in a publicschool.
In a private school, they'renormally a bit less people in
them.
And then, if you move on toteacher safety, you've got 55%
of teachers reporting that theysuffer from work-related stress
or mental health issues in a12-month period.
That's interesting.
(25:40):
So if you've got 55%, let'sjust call it more than half of
the teachers in a position wherethey're mentally not coping,
hmm, then they're the authorityfigure in the classroom and
they're not coping with theclassroom and they're not coping
with the classroom, then whatare the children doing?
They're also gonna follow thatrole model yes, footsteps, and
they're not going to cope.
(26:00):
Exactly so.
It's a never-ending, perpetualcycle of terrible, terrible
outcomes, and it's getting worseand worse.
There is a slight exemption tothat that private schools
enforce strict decoder behaviourand they do consistently
outperform public schools inacademic and wellbeing metrics,
especially in terms of likebehavioural issues.
That is due to many things.
(26:23):
It could be, for example,smaller classrooms, easy to
control, right.
It could be due to parentspaying a mozza for their
children to be there.
Some parents will pay upwardsof 700 grand over their life for
one student.
Wow, 700 grand From K to 12.
Yes, wow, yeah.
(26:43):
So you know, year one might belike $16,000.
Year two might be like $17,000,$18,000, $19,000, $20,000.
And then by the late years it'slike $34,000, $40,000 in some
schools.
Yes, so it builds up and overthat 12-year period then you get
to that 700 grand figure giveor take.
I follow At some schools.
Curtis Piper (27:00):
That's on the higher end.
Zeke Guenthroth (27:03):
So if you're playing up there, your parents
are not going to be happy.
No, definitely not.
And the teachers are not goingto be happy.
And each student is not goingto be happy, because they're
going to be like getting askedby their parents oh you know,
what did you learn today?
Or how was school today, orwhatever.
Because they today, or how wasschool today, or whatever,
(27:26):
because they have an actualinvested interest correct.
And then the kids parents thatare getting told, oh, we didn't
do much because joe was playingup all day, they're gonna be
like well, that's not what I'mpaying, I'm.
What's it to be here betweenthat classroom in that year?
Yeah, you know, you've got over250 grand being spent by
parents accumulatively.
So they're all going to blow up, contact the school, bang, do
something, he's gone.
Yeah, like that can't behappening, exactly.
Yeah, that's anotherinteresting one.
That is a good contrastcomparatively to public school
(27:49):
systems.
Oh, big time.
Because in public school you golike what I think we had, like
32 in a class.
Yeah, give or take.
Again, some classes were biggerthan others and the worst that
you'd get there is they'd moveyou from one class to another.
Curtis Piper (28:04):
What does?
Zeke Guenthroth (28:04):
that mean we're now going to go distract this
class.
That is a terrible solution.
It is a terrible solution, butwhat is the right solution?
There's got to be morediscipline and I think we need,
again, probably more male rolemodels in there.
Increase the deficit of 75%female and 25% male.
I don't know.
What else do you think is asolution?
(28:26):
I would like to look at ourneighbouring countries.
Like you were saying, singaporehave improved or outperformed
us, I should say, in a lot ofacademic areas.
It would be interesting to seewhat their sort of households
are like, if they're anythingsimilar or different to ours.
Just to get to the root of thecause, because obviously having
a male in the household is ahuge factor to a child's
(28:48):
performance in education.
Yeah, so the education ministerneeds to get on that, needs to
start looking at other people'sbackyards, yeah, before he looks
at ours and then, uh, sort itout.
But another thing that's goingwrong and I mean, if you're
looking at the amount of timespent on things in school, there
should be like, if you've got10 million things to teach, how
(29:12):
much time can you spend on onething?
Bugger all.
If you've got 50 things toteach that are really important.
You can spend a lot more timeon it and get it done.
So when you're introducing likegender ideology in classrooms
as young as year one, thenyou're taking that time away
from other things which arecritical to a child's growth
Absolutely, especially when wecan't read.
33% of us can't read in yearnine.
That's outrageous.
(29:32):
But we know whether or not wewant to be a boy or a girl.
Is that what I'm hearingApparently?
Do we know the differencebetween a boy and a girl at year
nine Apparently?
That's interesting, cool.
I'd like to investigate thatmore as well.
I mean better.
Yet in the curriculum, newSouth Wales, victoria and
Queensland all include genderideology.
Wow.
Curtis Piper (29:50):
And they get exposed as early as year one.
That's insane.
Zeke Guenthroth (29:54):
I don't think that makes sense.
So if I'm year one, how old areyou six?
Yeah, yeah, if I'm year one,how old are you Six?
Yeah, so you're one.
In Australia, for theinternational listeners, you're
six years old At that point intime.
If I'm getting explained towhat a boy is or what a girl is,
or that I could be a boy, Icould be a girl, just even
opening that sort of wormholethere, I'm instantly curious and
(30:16):
confused.
You don't really have thecapacity at that age to go.
This is right, this is wrong,or I feel like this, or I feel
like that.
Like I remember growing up, Ithought that I was going to be a
wizard.
Yeah, I was like seven yearsold, I'm running around and
playing yugioh and I'm like,okay, I am the dark magician.
I was.
I was running around thinking Iwould be spider-man.
I was going to be a superheroall day.
(30:36):
Yeah, exactly so, like, like, ifthat can of worms is open, it's
like you can be what you wantto be or whatever why would they
open the door to people soyoung?
It's a weird time to do it.
It's not the right time.
And then you've got to actuallyreally question why is it that
age?
What would the government getas a like positive to that?
(30:58):
That's a great question.
How is that improving theeducation that that child is
receiving?
Well, even take the educationout of it.
What actual benefit does thathave for anything in society at
that age?
That is a great point.
Nothing, that's a very goodpoint.
Yeah, and I mean, I'm highlydown that people know that age.
What's going on?
yeah, um I can remember beingsix and thinking not even
(31:22):
thinking.
I just knew I had no idea whatwas going on.
My brain was a sponge and I wasready to absorb as much
information as I could and thenuse that to then grow up, which
would make me the man that I amnow, exactly.
And so, at that early age,getting something like that
brought into your mind it has toplay an impact on what you
(31:43):
become.
It has to because you'regetting shaped you don't know
anything Like.
If someone told me that I couldactually develop superpowers by
being bitten by a spider when Iwas eight years old, I would
have done it, yeah, let alonesix.
I would have been like, oh cool, it's a redback bang, done, I'm
dead.
Yeah, redback must beradioactive.
(32:03):
That's the one I want.
That's the most powerful spider.
I'll be the most powerfulspider, yes, oh, so silly, but
this is having an impact on reallife because, if we go back to
2003, there was 10 referrals tothe Royal Children's Hospital in
Melbourne, as in 10 being themaximum, there was fewer than 10
(32:25):
, but we're rounding up to begenerous In 2003, fewer than 10
referrals for gender clinics inMelbourne, gender clinics being
clinics that help transition.
Okay, fast forward to 2021, andthis is 21.
This isn't even the last fouryears, which we've seen a
(32:45):
dramatic increase.
In fact, I'd probably assumethat from 2003 to 2021 would be
similar.
From 21 to 25 in terms of theoverall number Okay, from 21 to
25 in terms of the overallnumber Okay, 820.
820 referrals in the RoyalChildren's Hospital in Melbourne
(33:09):
for gender clinics.
Wow, so not just a hospital, achildren's hospital 820.
In one city has had an 82 timesreferral.
How is that possible?
When did that happen?
2003 and 21?
You absolutely are, but no,like what when?
(33:29):
I don't understand how theeducation system oh, hang on,
sorry, I don't understand howthe people of australia have now
accepted this ideology thatchildren, if they listen to
their children, tell them thatI'm I know I look like a boy,
but I'm really a girl.
They're then going to acceptthat as truth.
Well, here's the interestingthing In this time period, the
(33:54):
parents haven't had to benotified.
Wait a minute.
Okay, so there was no.
I think it might be in thecurriculum now that they do need
to notify parents.
I'm not 100% sure on that,because it's Surely that's the
case.
You can't access it that late,but at that point in time they
didn't have to be notified.
(34:15):
How can that be allowed?
That is their child.
I don't understand.
Surely, if we were to look at ahierarchy of responsibility,
the parents are the pinnacle ofthat child's responsibility or
being responsible for that child, yeah, but also, like I'm just
thinking like children'shospital Children, yeah, like
(34:36):
what when you can't have sexuntil you're 16 or you can't
provide consent because youdon't know what you do and don't
want?
But I can change my whole life,wow, well, a bigger decision
for me is removing genitals,taking tablets to change my
gender, than having sex withsomeone.
I actually now disbelieve thatthis is happening.
Is this real?
(34:57):
This is real.
Yes, this is actually real.
Are children transitioning atthis age?
This is fully true In Australia.
In Australia, I don't believeit.
820 in Melbourne, the RoyalChildren's Hospital in Melbourne
in 2021.
Well, that's how many referralsthey received.
Yeah, okay, good, it doesn'tnecessarily mean all 820 went
ahead.
That's fair enough.
But I mean, if you're gettingreferred to that point, the
(35:20):
door's been well open.
You're pretty well through thedoor, that's fair.
You're pretty well through thedoor, that's fair.
But it's all getting taughtbefore literacy.
It's getting taught beforepuberty, before puberty, before
puberty.
That is not right.
I think, if anything, theearliest I would expect at the
door being opened is at puberty.
Maybe 16?
(35:40):
Yes, if you can't drink untilyou're 18, why can you change
your whole like livelihood?
Exactly, if you can't have sexuntil 16, how can you change
your whole livelihood beforethat?
There's no way we are givingchildren that you can't drive a
car until 17 with supervision,but you can change your whole
(36:06):
future of your life before that.
I'm shocked Like who isenabling these decisions?
You can't invest in sharesuntil you're 18, but you can go
and change your whole livelihood.
Curtis Piper (36:18):
These comparisons are outrageous, I know.
Zeke Guenthroth (36:20):
Like what else is age-based?
You're not a responsible adultuntil you're 25.
Your frontal lobe, as a male,hasn't developed until you're 25
.
You, technically, in court canstill get away with certain
things because your frontallobe's not developed until 25.
Wow, that is interesting.
Pre-18, you can get away with alot more in court because
(36:40):
you're not developed as well Upuntil about 14, you pretty much
can't even be prosecuted becauseyou don't have the capacity to
understand right and wrong andmake that decision.
Yeah, this is Australian law,fair enough, yeah, but pre-14,
you can go ahead and make thesechanges.
No, I don't, I don't believe it.
(37:01):
I know you've got it right infront of us and you're saying
look, it's right there.
Absurd, yeah, outrageous,shouldn't, shouldn't exist, but
it does, and surely people areopen to accept that.
I mean, if everyone's seeminglywilling to accept the children
are going to decide whetherthey're boy or girl, surely we
can decide.
Let them decide when they'reactually man and woman, right?
(37:22):
Yeah, why, why is it necessaryto be so forthcoming about this
to children?
Let them learn their abcs, letthem learn how to read and write
.
Yeah, let them learn to count100, exactly, please, like.
Oh, it's just.
Those are the, those are thecredentials that we need in our
education system, so that thenthey can then go on to grow up
(37:43):
and have a foundation where,sure, if you want to go down
that avenue, you can, but you atleast know how to read and
write what you're doing.
Yeah, it's actually.
I'm fully baffled.
There's no.
I've been trying to think eversince the start of this podcast.
It's been 30 minutes, 40 nearly, and I've been sitting here
(38:05):
thinking about this one pointwhat could be a benefit of
introducing that to children?
And I can't think of one.
I have no idea.
I mean, are they going to godown the avenue of, like the
biology of things when they'rejust six and ten years old?
I don't know, I don't eventhink like they go down the
hormonal route.
Do they explain to the childrenthe hormones that they're
(38:28):
taking?
The children wouldn't evenunderstand it.
Why would they?
In year five, you're gettingtaught actually it might have
been year four like you'regetting taught that girls can
get periods and stuff andthey've got to, like you know
you might wear a tampon or a pador something and that's like
whoa really.
Yeah, you don't even knowwhat's going on.
You're just told this canhappen exactly and you're you're
like whoa.
(38:48):
So like if you're gettingtaught about periods in year
five or four or whatever andboners in year five and six as a
male, I remember that and theyhad that.
They had like a diagram up andit was a penis and it went
pointy or something and I waslike.
I was like oh, wow, but likehow do you go from from that
(39:11):
happening and that's still inplace to before that allowing
the further like hormonal actionand stuff?
You don't know anything.
I think you can agree thatthat's absurd, surely?
Yeah, let's let agree.
This episode has gone for muchlonger than anticipated, so I'm
going to break it up here.
We're going to split it intotwo parts and spread it out.
That way you can listen to itover multiple times instead of
(39:33):
sitting there and listening toan hour and a half straight, as
I understand, that may bedifficult.
So we're wrapping it up here.
The next episode will bepublished pretty quick.
Just doing that now, catchpublished pretty quick.
Just doing that now Catch yousoon, dale.
As always, we hope you enjoyedthe episode and if you did, you
know exactly what needs to bedone.
Hit that follow button,subscribe, share it to friends,
(39:56):
family or even your co-workers.
Sharing this podcast helps notjust us, but everyone in the
world to learn about theirfinances.
Thank, you Dale.
Australia's education system is failing not
just on paper but in practice,and the fallout isn't just about
low grades.
It's about broken discipline,confused identities and an
entire generation of kids beingmisled.
In this episode of the FinanceBubble, I sit down with a fellow
young man, curtis Piper, whowas a high performer at my high
school.
We sit down and unpack theuncomfortable truth behind the
(00:21):
classroom collapse.
The uncomfortable truth behindthe classroom collapse.
We'll expose the damage causedby outcome-based education,
break down how schools went fromteaching maths to pushing
ideology, and reveal thebehavioural crisis affecting
both teachers and students, fromfalling PISA scores and
skyrocketing suspension to thedisappearance of male teachers
and the rise of classroom genderpolitics.
We lay it all on the table.
(00:42):
This is part two of our 12-partcultural deep dive, and we're
not just pointing fingers.
We're preparing to fix what'sbroken.
Hit, play and let's talk abouthow to rebuild our schools, our
kids and our country.
Welcome back to another episodeof the Finance Bible Podcast.
(01:04):
You joined with myself, zeke,and your co-host, oscar.
But before we get into it,please note that nothing in this
podcast should ever beconsidered as personal financial
advice.
But if that is what you areseeking, get in touch, let us
know and we will hook you upwith the correct professionals.
Sit back, relax and enjoy theshow.
Let's get into it.
(01:27):
And here we are.
We're back for another episodeToday.
We're joined by Curtis Piper.
As you probably would haveheard in the trailer, this young
man was actually one of myclassmates.
He was in school with me forquite a while and he was a
delight to have around theclassroom.
So we've got him on here todayto get his opinion and he he's
welcome to share, welcome, wow.
Thank you very much for havingme.
This is amazing.
(01:47):
I'm privileged and honored tobe here with you.
Oh, the privilege is mine.
Now let's just jump straightinto it.
Let's skip all the semanticsand the introductions and the
fun.
Um, ultimately, when we were inhigh school, you know, I
obviously wasn't the mostbehaved man in the room.
Sure, you, on the other hand,remained in class and you got to
sort of experience the trueteachings yeah, that's right
(02:11):
when, ultimately, what youlearned wasn't really up to
scratch.
There's certainly subjects thatare good and they perform well,
but there's other things thatsort of don't perform so well,
and that was a decade ago.
Things have gotten worse sincewe've left school.
Yeah, and that's scary, isn'tit?
Yeah, because it wasn'twonderful when we were there.
(02:31):
No, like, I mean, there's somany things that I wish we
learned that.
We didn't.
There's many things we learnedwhere I was like what are we
doing?
Why am I here?
But ultimately we requirenational excellence and we're
not hitting the mark anymore.
We used to do pretty welleducation-wise back in the day.
We're just on a never-endingfalling trajectory and it's
(02:53):
terrible, and not justacademically, socially, mentally
, financially, everything.
This is part of a 12-partseries where we're going to be
diving into a bunch of differentissues in Australia, so you'll
probably see more as we go on.
All right, but jumping straightin, like PISA rankings, which is
the Program for InternationalStudent Assessment, it's been
(03:13):
going downhill.
You know, in 2000, we wereranked fourth in reading and
11th in math.
By 2022, they've dropped prettyrapidly 17th in reading and 29
in math Wow, from fourth to 17thmath wow, from 4th to 17th,
yeah, and 11th to 29th.
So how that happened?
I mean, there's plenty of waysto figure it out, but that is a
(03:34):
huge drop.
You've gone like 22 years isnot a long amount of time in the
education scheme of things.
Like australia's been aroundfor a while, schools have been
around for a while.
What drastic changes havehappened in that time to propel
us to be in such a negativeenvironment and a down pit like
just falling.
As I said, um exactly naplan,for example.
(03:59):
Do you recall doing naplan inschool?
I do remember doing the naplantest.
Yes, there was multiple, and Ialso remember making it not
compulsory.
Curtis Piper (04:07):
Yes, that's right.
Zeke Guenthroth (04:08):
I think that might have happened in primary
school, actually, because peoplewere getting stressed.
They didn't want to do them.
Well, okay, whatever.
But the last NAPLAN 2022, thatwe've got statistics on publicly
available 33% give or take.
Statistics on publiclyavailable 33% give or take of
year nine students did not meetthe minimum literacy standard.
(04:30):
That is a significant numberfor year nine students.
So one third of people can'tmeet the minimum reading
capability, the minimum reading.
That's ridiculous.
How is this happening?
I actually don't know theanswer to that.
Curtis Piper (04:44):
That's all we're here to find out.
That is a jarring number instatistics to have in Australia.
Zeke Guenthroth (04:47):
Yeah, we're meant to be a good country, one
of the best in competing in theeducation system.
You would assume AbsolutelyLike I would not walk around and
look at people and go one, two,three, oh, he can't read.
One, two, three, he can't read.
Wow, that one, two, three, oh,he can't read.
(05:08):
One, two, three, he can't read.
Wow, that is yeah.
So every third person you walkpast I mean that's young,
because it used to be better.
Um, you can pretty much go,probably can't read, so it's not
good.
Um and oecd comparison, sothat's a basically 38 countries
that come together, mostly likeum, higher performing countries.
You, you know, like UK's inthere, us's in there, we're in
there, just a bunch of countrieslike us.
(05:29):
We are getting outperformed bycountries that have much less
economic wealth than us, likethey're not as prevalent, might
I say.
So Poland, estonia, singaporeare dominating us Really.
Yeah, singapore, probably oneof the top performers in
education, and we are just notthere anymore.
Well, that's really good forSingapore, but I think Australia
(05:51):
could then learn from itsneighbouring country how we
could then improve our educationsystem.
Surely Would you not do that ifyou were Australian?
I would there you go.
You would sit down and you'd gookay, we're failing as a nation
educationally.
What have we got that isdifferent to other places and
what's getting taught?
What's not getting taughtExactly?
(06:12):
You'd sit down, you'd monitortheir curriculum and you'd
introduce it and change it anddo the same for us.
Curtis Piper (06:17):
Precisely, that's exactly what we should be doing.
Zeke Guenthroth (06:19):
Well, that's the first part of it.
So just a little background onwhat's going on.
But next we move on to a bitmore of interesting topics,
which is OBE, outcome-basededucation, which was in place
when we were in school,curriculum decline and a little
bit of ideological teaching aswell, which has come into effect
(06:39):
in recent years, predominantlysince we left, that came in.
I don't really recall too muchof it.
There's definitely some issueswhere, um, we'll dive into them
soon enough.
I think it was just beginningon our way, yeah it was yeah,
absolutely.
But I do remember there was afew times like we we would be
sat down, they'd segregate theboys and the girls.
The boys go to the big tin shed, the girls go to the hall and
(07:01):
we'd get different discussions.
We'd have police come in andtell us not to send nudes and
that we shouldn't harass girlsand stuff.
Curtis Piper (07:06):
That's right.
Yes, I do remember those.
Zeke Guenthroth (07:08):
It was basically I don't know about you
, but my experience was I feltlike you guys are doing the
wrong thing all the time.
Curtis Piper (07:14):
Like I was a villain.
Zeke Guenthroth (07:15):
We're here to tell you you're all naughty,
stop, right, yeah, no-transcript.
Yeah, you'd been put in thiscategory where it's like, okay,
I'm in the wrong regardless,right, yeah, terrible.
But there was a major shiftfrom linear to you know.
(07:40):
Linear being exam-basedlearning or testing to outcome
based, non-linear testing andlearning.
So, for example, outcome basedand non-linear would be things
like um english, or shortanswers, or long form answers as
opposed to you know um, orassignments as opposed to like a
(08:02):
test, where you've got multiplechoice short answers and
answers requiring like aspecific answer, as opposed to
an attempt to answer a thing.
So outcome based is like did youexplain your point?
Yes, yes, here's a point,whereas back in the day it was
this is the answer.
Did you give it it Exactly?
(08:22):
No, you were wrong.
So that started changing.
I mean, western Australiaintroduced it in the 1990s and
then it was adopted nationwide.
It's more just demonstratingsilly things Like you get vague
assessment rubrics.
Grade inflation occurreddrastically after the
introduction and men actuallystarted going down because men
(08:46):
are very linear, not non-linear.
So that's why we still dominatethings like mathematics.
Yes, because we're very likebang, it's there like that.
Is it structured thinking of?
yeah point a to point b andexactly um, whereas we do
terrible in english because it'svery wishy-washy.
You know it's a scoozy, it's afiazzy.
I hear that.
Curtis Piper (09:05):
Yes.
Zeke Guenthroth (09:08):
So I like that one, do you?
It's a bit of Wolf of WallStreet reference for anyone
having a listen that doesn'tknow what's going on right now.
But ultimately it declined anyacademic like competitiveness.
Right, and on this note as well, my little sister just finished
(09:30):
her HSC last year, as you wereprobably aware.
In math they started gettingassignments.
How can you make assignmentsfor maths Pretty much just an
exam, but they do it at homeReally.
Yeah, that's interesting.
She was telling me she was doinga math assignment and she
wanted help with a question andI was like hang on, a minute,
(09:53):
rewind, retweet.
What did you?
Just say yeah, and she's likeoh, it's an assignment.
And I was like in mathematics,how is that possible?
I was like how mathematics, howis it possible?
Like, how well.
I used to sit there and do itin my head and I'd get actually
another thing sidetracked doingassignments, uh, exams, even for
math when we were there, wasdumb, because you would be one
(10:15):
mark for getting the rightanswer and one mark for showing
you're working out, and I would.
I'm the kind of person that I'mjust good at math.
I get an answer, I look atsomething, I go bang, bang,
there's this, and then it'd belike I have to show my working
out, to show how I think, howeveryone else thinks, and I
couldn't do it, so I'd justwrite like the that was an
(10:36):
interesting concept that theeducation system had, where you
had to prove was it proof?
as if they thought we werecheating.
Perhaps no, no, no, I think itwas to see your thinking right.
So you had to try to show thatyou demonstrated the thought
pattern that was required to getthe answer.
Okay, I don't know what else itwould be and would they mark
(10:57):
you down.
I wonder if you got to theright answer from a different
form of thinking, perhaps likeyou gave a brand new answer.
Yeah, I get, I get what you'resaying.
Like as in you, you get theanswer, but you do it in a weird
way.
Yeah I don't know I don't knowif that is accepted or not, but
I um, I used to get the answerand then I just rewrite the
question, like you know, if itwas something like 450 dumb
(11:21):
example but 450 plus 25.
Yeah, I just wrote 450 plus 25equals 475.
But then it's like but that'snot good enough working out and
I would lose a grade for it.
Curtis Piper (11:32):
Really.
Zeke Guenthroth (11:32):
Yeah, every time.
Oh, that's yeah.
Okay, I think I'm understandingwhat you mean.
Interesting, yeah, like youshouldn't have to think about
that and you shouldn't have towrite down how you did it.
It should just be that's theanswer.
And then, like division, youknow how they wanted you to do,
like you'd write the number ontop, then you'd have a line and
then you'd write like anothernumber, and then you'd do all
(11:54):
these little squiggles andyou're like taking a one or
plusing a one or whatever.
I hated that.
About long division yes, yeah,I never did that, I just did the
answer.
Yeah, but I wouldn't show thatbecause I didn't do it and I
would lose the mark again.
Um, yeah, but the assignmentsfor mathematics I just said to
her, like why can't you do thisexact thing but in class?
And she's like that's not whatwe have to do anymore.
(12:15):
I was like, do you still haveblackboards?
She's like, yes, we do.
Um, but, yeah, such aninteresting concept.
They.
They've pretty much completelyremoved all competitive
environment and any like stresscreator or like any pressure
cooker system, yeah, and movedit.
So I mean that is fascinatinghow they've done that.
Curtis Piper (12:37):
Yeah, if you.
Zeke Guenthroth (12:38):
Is it because have they seen someone else do
that?
Or is Australia kind of makingthings up and thinking, wow, our
kids are kind of having a bitof trouble?
And they thought, all right,well, let's put them in their
own environment and see if theydo anything to improve on what
they have, because it's possibly, I guess, going to help them.
(12:59):
It doesn't sound like it is,though.
It doesn't.
No, not at all.
Here, my original thoughtprocess was okay, the change
from linear to non-linear wasactually to boost female
education, because that, whenschools were created, obviously
it was actually men, um, whichwe can all agree is not right,
um.
But as we went on, theyultimately noticed that, um,
(13:26):
females weren't doing as well asmales in school.
When their shift from linear tonon-linear happened, it sort of
flipped on its head.
Curtis Piper (13:34):
So we saw lots of girls outperforming men.
Zeke Guenthroth (13:37):
Yes, correct, yes.
So girls started reallydominating things like English,
science, that's pretty much it.
But, um, they, they starteddoing much better as a cohort,
um, and then I think that'smaybe what they're trying to do
with math, because men stillreally dominate that subject,
(13:58):
because it is very linear.
So if they're bringing in theassignment like part of it, then
maybe that's going to helpboost it, but overall then it's
like okay, well, if you're goingto go home and do it, then how
do they actually know what youdo and don't know like?
I could have done a whole thingfor my sister in two minutes
and she'll do it 100% and be thetop of her class.
No one would have known, right.
So, and instead, if you were atthe I'm doing the math test,
(14:19):
like we did, and you, for anexample, gave your answer and it
was the right answer, but forsome reason had to show you're
working out, then how is thatany better If they're asking for
working out but they're lettingthem do it at home, where, for
instance, you could have helpedyour sister and then given her
the grades that she needed for,perhaps whatever degree she was
(14:40):
going for, yeah, pointless.
And especially now, even whenwe reinstall this app, you can
chat GPT.
Even when we were in school,there was an app you could scan
a math equation to give you ananswer.
That's true.
Yeah, it's all stupid, it'svery silly.
But HSC like mathematics,participation of it, the courses
that actually included calculusback in the day, were 39% in
(15:03):
2001 and they have now droppedto 29%.
That was only in 2015.
It's got worse since then, butI don't have the relevant
statistic available.
So in 14 years it dropped 10%.
So we're dropping things out.
I don't even know what they'relearning in math anymore, but I
couldn't tell you it's still notfinancial.
I know that much, which is ahuge part of our society, which
is something that we shoulddefinitely A-grade stupidity,
(15:25):
right.
And then if you compare that tolike Singapore or Finland so
Singapore retain standard exams,so you have to do an exam, and
they're one of the topperformers still globally in
math and science.
And Finland delayed theintroduction of ideological
content until actual literacywas secure.
(15:47):
So they would, instead of doingideological content early, they
would delay that, so they'dfocus on getting people to a
point they can read, they can domath, they can do science, and
then they would introduce thatat a lower level.
Rightfully so, because that'sthe foundation of which those
literacies are built on right,correct, absolutely.
Whereas we get in our currentcurriculum you start getting
(16:09):
ideological teaching in year one, which is just ridiculous.
I mean, well, we'll come backto that, we'll talk about it a
bit more further.
Okay, yeah, then you've got likebehavioural breakdown and
you've got a collapse ofdiscipline.
Then you've got like behavioralbreakdown and you've got a
collapse of discipline Even whenwe were in school, like if you
did something wrong, what reallywould happen?
That's a great question.
(16:30):
Maybe held back in class?
You missed out on five minutesof lunchtime?
Oh, no, ten, maybe, yeah, andthat's even if you got held back
.
Realistically, what's actuallygoing to happen?
Oh, zeke, stay here for tenminutes of lunch.
No, realistically, what'sactually going to happen?
Oh, zeke, stay here for 10minutes at lunch?
No, yeah, oh, okay, thenthey'll probably tell the deputy
(16:52):
you might get a suspension.
Oh, no, we've got a four dayholiday.
And then what?
And then how is that helping?
I mean, is it then the onlything that you're relying on?
Is it's like okay, well, mumand dad are going to discipline
them at home, but then if you'rerelying on mum and dad to
discipline them.
We bring in the issue offatherless homes, right.
So with fatherless homes, weall know the impact that that
(17:14):
can have on a child andultimately the outcome is
outrageous.
So you've got 85% ofbehavioural disorders in
children are traced to afatherless home.
Wow, so they have a 20 timeshigher than average chance of
having a behavioural disorder ifthey have a fatherless home.
Wow, that's a huge step.
And so if you get suspended,you go home and you need to be
(17:37):
disciplined or told off orwhatever it is, and you're from
a fatherless home, which, whichis majority of the people that
are making the behavioral issuesin general, then there's no
discipline train.
That just it's never ending,right, and I mean, I think
people are attributing this sortof discipline that a father
gives to toxic masculinity,maybe, which is just.
This is very correct yeah, yeah, I don't think it's right.
(17:59):
I think a man in the house is,you know, in charge and you
should all listen to what he hasto say, because he's not
leading you down a path todestruction and chaos.
He's trying to lead everyoneinto this path of I want to say
paradise perhaps, but it'sdefinitely just the better path
that the, the head of thehousehold, is trying to lead his
(18:20):
family in.
Yeah, and it's like,realistically, like even again I
can refer it back to myselfgrowing up.
It's like if I play it up,what's mom gonna do exactly?
She's gonna smack me, hurt herhand or try to use a wooden
spoon and break the wooden spoonbecause I'm a tank.
And then it's like, oh shit,dad's home.
Yeah, I'm in trouble now.
(18:41):
How good was that threat frommom?
Yeah, when your father getshome and I was like, oh, that
was the most powerful weapon shehad against us yeah, every time
don't make me get your father,yeah, and so what?
like, I feel really really badfor the mothers in this
situation because, like what,what can they do exactly?
Like what authority?
I don't want to say whatauthority do they have, because
(19:02):
they obviously have authority,but what like um disciplinary
action can they take?
And it's like there is no, andthat's why we keep getting this
situation.
Like 71 of high school dropoutscome from fatherless homes same
problem.
Then you got 80 of rapists withanger issues come from
fatherless homes Same problem.
Then you've got 80% of rapistswith anger issues come from
fatherless homes.
(19:23):
That's terrible.
63% of youth suicides are fromfatherless homes.
These are all really highstatistics percentage-wise.
They're huge.
So the number one problemreally should be addressing this
in terms of actually, I putthis up as probably one of the
biggest issues in society ingeneral.
I think you're right.
It'd be five or so.
(19:43):
I think you're absolutely right.
I'd be figuring out exactlywhat's going on, what's causing
it, how to fix it, and that'ssomething that we will discuss
in a later episode.
As one of the other other onesthat come up, I can't wait to
listen to that one.
Oh, it'll be good.
Um, a lot of speculation, butit'll be fun.
It will be fun.
So children growing up withoutfathers twice as likely to
repeat a grade or to drop out ofschool and they're less likely
(20:05):
to achieve top grades.
Fathers' presence actuallydrops the likeliness by 40% for
them to repeat a grade and 70%for them to drop out of school.
To grade and 70% for them todrop out of school.
So if you've got a dad, you're70% less likely to drop out of
(20:25):
school.
That's incredible.
What is the cause of that, Iwonder?
I mean honestly, like thefather has that.
I think that's it.
It's just discipline, and likemaybe it's role model as well.
Yeah, if you've got a father,role model, especially when
you're getting brought up inschool where, as we said before,
men are villainized to anextent.
(20:50):
Yeah, that's fair yeah, then you, you as a, as a boy or a man at
a young age, you're like, well,I mean, if we're all scoundrels
and scumbags, like what am Igoing to do?
I don't have a dad, you know,I've got no one to look up to,
and I can picture that being ayoung bloke, like you'd be very
like confused at what you do.
(21:11):
If you're raised with a singlemum, you go to school and 75% of
teachers are female, really,yeah, so you're in a position
where it's like I still don'thave a man to look up to.
And then the ones that you do,they're all celebrities and the
new slander's.
Yeah, it's so.
Curtis Piper (21:26):
You're like, okay, we're all scoundrels yeah, I
guess we are all done for yeahyeah, there's no.
Zeke Guenthroth (21:31):
And then obviously, your, whatever
happened in that situation, yourmom's not going to be very
happy.
So, may bad mouth the men, maybe fair, but again it's like,
okay, well, men, this man thatwe all suck, yeah, okay, it
would be very hard as a youngkid growing up, even as a young
(21:51):
girl growing up, to be hard.
That's a great point, becauseyou'd be like again, I have no
father, wrong, I don't know howwe're supposed to be treated,
right like.
I don't know how we're supposedto be treated, right Like.
I don't know how we're supposedto treat men.
I don't know anything Exactly.
It's just such a weird gap tohave.
And divorce is on the up and up.
It's so easy, since they madeit legal to not have an actual
(22:13):
reason.
Yeah, that was a recent notrecent but recent enough in
modern history change.
You used to have to have areason, so like, um, cheating,
abuse or whatever it was like,yeah, an actual reason to get
divorced.
Now you just go and you getdivorced.
Wow, it's like, oh, he calledme, called me an animal, that's
interesting that kind of takesaway the power of like the vows
(22:35):
that you make it.
Yeah, yeah, virtually.
Again, it was wishy-washy.
Yeah, that's scary.
I don't like that.
I don't like it either.
It's much better if we cantreat our words as something
valuable and worth.
That's what words should be.
If you say something, it shouldbe spoken into existence.
It should be cement, concrete,firm.
But yeah, if you grew up in afatherless home, it's going to
(22:59):
be tough.
But then, at the same time,even if you do have a father,
you've got that authority figureat home and you've got that
discipline.
Then you go to school, you'vegot 75% female teachers.
Then you're probably going tobe in a position where you're
like, hmm, I can probably playup here and probably get away
with it, and you're just waitingon that.
(23:21):
Hope that they don't tell yourparents so that your dad doesn't
take advantage of this.
He'll take advantage so thatyour dad doesn't discipline you.
I don't know where I was goingwith that, but like, if they
don't make that call and thenyour dad doesn't know, then
again, what discipline do youhave?
You might get in trouble.
As you said, you might have tostay back for lunch, you might
(23:50):
get a suspension, which may ormay not be a reward.
Yeah, there's nothing that canbe done and it's like, I don't
know, I think.
I think respect goes a long wayin school, absolutely like, if
you, there's a lot of teachersthat I did.
Respect was a lot that I didn't, and the ones that didn't, they
knew it.
The ones that did, they knew it.
I was an angel.
I was like the kids from Cat inthe Hat yeah, angels.
You've watched that recently.
It's a great reference, it'strue.
(24:15):
Is it the nannies?
Yeah, yeah, the nanny.
She's like she wakes up on thecouch and she gets a phone call
from the mom.
She's like hi, the kids, andit's the two things.
And they're sitting there likeknitting or something, and she's
like they're not kids, they'reangels.
But yeah, students, they rarelyface any consequences.
I know for a fact as I said, Iwasn't great in school.
(24:37):
There's no denying thatAcademically, yes, behaviourally
questionable, that's a fairstatement.
And there was no consequence.
Like the worst that you get isa suspension and it's like okay,
well, fun.
But, on that note, one in 23students in 2023 were suspended
(24:59):
at least once.
Wow, okay, so read that againfor me please.
So that was one in 23 studentsgot suspended at least one time
in the year 2023.
So we're talking like 5% of thepopulation.
Yeah, in school, that'sridiculous.
It's almost one classroom isalways getting suspended.
(25:19):
Yeah, it'd be nearly more thanone in a classroom.
Essentially, yes, in a publicschool.
In a private school, they'renormally a bit less people in
them.
And then, if you move on toteacher safety, you've got 55%
of teachers reporting that theysuffer from work-related stress
or mental health issues in a12-month period.
That's interesting.
(25:40):
So if you've got 55%, let'sjust call it more than half of
the teachers in a position wherethey're mentally not coping,
hmm, then they're the authorityfigure in the classroom and
they're not coping with theclassroom and they're not coping
with the classroom, then whatare the children doing?
They're also gonna follow thatrole model yes, footsteps, and
they're not going to cope.
(26:00):
Exactly so.
It's a never-ending, perpetualcycle of terrible, terrible
outcomes, and it's getting worseand worse.
There is a slight exemption tothat that private schools
enforce strict decoder behaviourand they do consistently
outperform public schools inacademic and wellbeing metrics,
especially in terms of likebehavioural issues.
That is due to many things.
(26:23):
It could be, for example,smaller classrooms, easy to
control, right.
It could be due to parentspaying a mozza for their
children to be there.
Some parents will pay upwardsof 700 grand over their life for
one student.
Wow, 700 grand From K to 12.
Yes, wow, yeah.
(26:43):
So you know, year one might belike $16,000.
Year two might be like $17,000,$18,000, $19,000, $20,000.
And then by the late years it'slike $34,000, $40,000 in some
schools.
Yes, so it builds up and overthat 12-year period then you get
to that 700 grand figure giveor take.
I follow At some schools.
Curtis Piper (27:00):
That's on the higher end.
Zeke Guenthroth (27:03):
So if you're playing up there, your parents
are not going to be happy.
No, definitely not.
And the teachers are not goingto be happy.
And each student is not goingto be happy, because they're
going to be like getting askedby their parents oh you know,
what did you learn today?
Or how was school today, orwhatever.
Because they today, or how wasschool today, or whatever,
(27:26):
because they have an actualinvested interest correct.
And then the kids parents thatare getting told, oh, we didn't
do much because joe was playingup all day, they're gonna be
like well, that's not what I'mpaying, I'm.
What's it to be here betweenthat classroom in that year?
Yeah, you know, you've got over250 grand being spent by
parents accumulatively.
So they're all going to blow up, contact the school, bang, do
something, he's gone.
Yeah, like that can't behappening, exactly.
Yeah, that's anotherinteresting one.
That is a good contrastcomparatively to public school
(27:49):
systems.
Oh, big time.
Because in public school you golike what I think we had, like
32 in a class.
Yeah, give or take.
Again, some classes were biggerthan others and the worst that
you'd get there is they'd moveyou from one class to another.
Curtis Piper (28:04):
What does?
Zeke Guenthroth (28:04):
that mean we're now going to go distract this
class.
That is a terrible solution.
It is a terrible solution, butwhat is the right solution?
There's got to be morediscipline and I think we need,
again, probably more male rolemodels in there.
Increase the deficit of 75%female and 25% male.
I don't know.
What else do you think is asolution?
(28:26):
I would like to look at ourneighbouring countries.
Like you were saying, singaporehave improved or outperformed
us, I should say, in a lot ofacademic areas.
It would be interesting to seewhat their sort of households
are like, if they're anythingsimilar or different to ours.
Just to get to the root of thecause, because obviously having
a male in the household is ahuge factor to a child's
(28:48):
performance in education.
Yeah, so the education ministerneeds to get on that, needs to
start looking at other people'sbackyards, yeah, before he looks
at ours and then, uh, sort itout.
But another thing that's goingwrong and I mean, if you're
looking at the amount of timespent on things in school, there
should be like, if you've got10 million things to teach, how
(29:12):
much time can you spend on onething?
Bugger all.
If you've got 50 things toteach that are really important.
You can spend a lot more timeon it and get it done.
So when you're introducing likegender ideology in classrooms
as young as year one, thenyou're taking that time away
from other things which arecritical to a child's growth
Absolutely, especially when wecan't read.
33% of us can't read in yearnine.
That's outrageous.
(29:32):
But we know whether or not wewant to be a boy or a girl.
Is that what I'm hearingApparently?
Do we know the differencebetween a boy and a girl at year
nine Apparently?
That's interesting, cool.
I'd like to investigate thatmore as well.
I mean better.
Yet in the curriculum, newSouth Wales, victoria and
Queensland all include genderideology.
Wow.
Curtis Piper (29:50):
And they get exposed as early as year one.
That's insane.
Zeke Guenthroth (29:54):
I don't think that makes sense.
So if I'm year one, how old areyou six?
Yeah, yeah, if I'm year one,how old are you Six?
Yeah, so you're one.
In Australia, for theinternational listeners, you're
six years old At that point intime.
If I'm getting explained towhat a boy is or what a girl is,
or that I could be a boy, Icould be a girl, just even
opening that sort of wormholethere, I'm instantly curious and
(30:16):
confused.
You don't really have thecapacity at that age to go.
This is right, this is wrong,or I feel like this, or I feel
like that.
Like I remember growing up, Ithought that I was going to be a
wizard.
Yeah, I was like seven yearsold, I'm running around and
playing yugioh and I'm like,okay, I am the dark magician.
I was.
I was running around thinking Iwould be spider-man.
I was going to be a superheroall day.
(30:36):
Yeah, exactly so, like, like, ifthat can of worms is open, it's
like you can be what you wantto be or whatever why would they
open the door to people soyoung?
It's a weird time to do it.
It's not the right time.
And then you've got to actuallyreally question why is it that
age?
What would the government getas a like positive to that?
(30:58):
That's a great question.
How is that improving theeducation that that child is
receiving?
Well, even take the educationout of it.
What actual benefit does thathave for anything in society at
that age?
That is a great point.
Nothing, that's a very goodpoint.
Yeah, and I mean, I'm highlydown that people know that age.
What's going on?
yeah, um I can remember beingsix and thinking not even
(31:22):
thinking.
I just knew I had no idea whatwas going on.
My brain was a sponge and I wasready to absorb as much
information as I could and thenuse that to then grow up, which
would make me the man that I amnow, exactly.
And so, at that early age,getting something like that
brought into your mind it has toplay an impact on what you
(31:43):
become.
It has to because you'regetting shaped you don't know
anything Like.
If someone told me that I couldactually develop superpowers by
being bitten by a spider when Iwas eight years old, I would
have done it, yeah, let alonesix.
I would have been like, oh cool, it's a redback bang, done, I'm
dead.
Yeah, redback must beradioactive.
(32:03):
That's the one I want.
That's the most powerful spider.
I'll be the most powerfulspider, yes, oh, so silly, but
this is having an impact on reallife because, if we go back to
2003, there was 10 referrals tothe Royal Children's Hospital in
Melbourne, as in 10 being themaximum, there was fewer than 10
(32:25):
, but we're rounding up to begenerous In 2003, fewer than 10
referrals for gender clinics inMelbourne, gender clinics being
clinics that help transition.
Okay, fast forward to 2021, andthis is 21.
This isn't even the last fouryears, which we've seen a
(32:45):
dramatic increase.
In fact, I'd probably assumethat from 2003 to 2021 would be
similar.
From 21 to 25 in terms of theoverall number Okay, from 21 to
25 in terms of the overallnumber Okay, 820.
820 referrals in the RoyalChildren's Hospital in Melbourne
(33:09):
for gender clinics.
Wow, so not just a hospital, achildren's hospital 820.
In one city has had an 82 timesreferral.
How is that possible?
When did that happen?
2003 and 21?
You absolutely are, but no,like what when?
(33:29):
I don't understand how theeducation system oh, hang on,
sorry, I don't understand howthe people of australia have now
accepted this ideology thatchildren, if they listen to
their children, tell them thatI'm I know I look like a boy,
but I'm really a girl.
They're then going to acceptthat as truth.
Well, here's the interestingthing In this time period, the
(33:54):
parents haven't had to benotified.
Wait a minute.
Okay, so there was no.
I think it might be in thecurriculum now that they do need
to notify parents.
I'm not 100% sure on that,because it's Surely that's the
case.
You can't access it that late,but at that point in time they
didn't have to be notified.
(34:15):
How can that be allowed?
That is their child.
I don't understand.
Surely, if we were to look at ahierarchy of responsibility,
the parents are the pinnacle ofthat child's responsibility or
being responsible for that child, yeah, but also, like I'm just
thinking like children'shospital Children, yeah, like
(34:36):
what when you can't have sexuntil you're 16 or you can't
provide consent because youdon't know what you do and don't
want?
But I can change my whole life,wow, well, a bigger decision
for me is removing genitals,taking tablets to change my
gender, than having sex withsomeone.
I actually now disbelieve thatthis is happening.
Is this real?
(34:57):
This is real.
Yes, this is actually real.
Are children transitioning atthis age?
This is fully true In Australia.
In Australia, I don't believeit.
820 in Melbourne, the RoyalChildren's Hospital in Melbourne
in 2021.
Well, that's how many referralsthey received.
Yeah, okay, good, it doesn'tnecessarily mean all 820 went
ahead.
That's fair enough.
But I mean, if you're gettingreferred to that point, the
(35:20):
door's been well open.
You're pretty well through thedoor, that's fair.
You're pretty well through thedoor, that's fair.
But it's all getting taughtbefore literacy.
It's getting taught beforepuberty, before puberty, before
puberty.
That is not right.
I think, if anything, theearliest I would expect at the
door being opened is at puberty.
Maybe 16?
(35:40):
Yes, if you can't drink untilyou're 18, why can you change
your whole like livelihood?
Exactly, if you can't have sexuntil 16, how can you change
your whole livelihood beforethat?
There's no way we are givingchildren that you can't drive a
car until 17 with supervision,but you can change your whole
(36:06):
future of your life before that.
I'm shocked Like who isenabling these decisions?
You can't invest in sharesuntil you're 18, but you can go
and change your whole livelihood.
Curtis Piper (36:18):
These comparisons are outrageous, I know.
Zeke Guenthroth (36:20):
Like what else is age-based?
You're not a responsible adultuntil you're 25.
Your frontal lobe, as a male,hasn't developed until you're 25
.
You, technically, in court canstill get away with certain
things because your frontallobe's not developed until 25.
Wow, that is interesting.
Pre-18, you can get away with alot more in court because
(36:40):
you're not developed as well Upuntil about 14, you pretty much
can't even be prosecuted becauseyou don't have the capacity to
understand right and wrong andmake that decision.
Yeah, this is Australian law,fair enough, yeah, but pre-14,
you can go ahead and make thesechanges.
No, I don't, I don't believe it.
(37:01):
I know you've got it right infront of us and you're saying
look, it's right there.
Absurd, yeah, outrageous,shouldn't, shouldn't exist, but
it does, and surely people areopen to accept that.
I mean, if everyone's seeminglywilling to accept the children
are going to decide whetherthey're boy or girl, surely we
can decide.
Let them decide when they'reactually man and woman, right?
(37:22):
Yeah, why, why is it necessaryto be so forthcoming about this
to children?
Let them learn their abcs, letthem learn how to read and write
.
Yeah, let them learn to count100, exactly, please, like.
Oh, it's just.
Those are the, those are thecredentials that we need in our
education system, so that thenthey can then go on to grow up
(37:43):
and have a foundation where,sure, if you want to go down
that avenue, you can, but you atleast know how to read and
write what you're doing.
Yeah, it's actually.
I'm fully baffled.
There's no.
I've been trying to think eversince the start of this podcast.
It's been 30 minutes, 40 nearly, and I've been sitting here
(38:05):
thinking about this one pointwhat could be a benefit of
introducing that to children?
And I can't think of one.
I have no idea.
I mean, are they going to godown the avenue of, like the
biology of things when they'rejust six and ten years old?
I don't know, I don't eventhink like they go down the
hormonal route.
Do they explain to the childrenthe hormones that they're
(38:28):
taking?
The children wouldn't evenunderstand it.
Why would they?
In year five, you're gettingtaught actually it might have
been year four like you'regetting taught that girls can
get periods and stuff andthey've got to, like you know
you might wear a tampon or a pador something and that's like
whoa really.
Yeah, you don't even knowwhat's going on.
You're just told this canhappen exactly and you're you're
like whoa.
(38:48):
So like if you're gettingtaught about periods in year
five or four or whatever andboners in year five and six as a
male, I remember that and theyhad that.
They had like a diagram up andit was a penis and it went
pointy or something and I waslike.
I was like oh, wow, but likehow do you go from from that
(39:11):
happening and that's still inplace to before that allowing
the further like hormonal actionand stuff?
You don't know anything.
I think you can agree thatthat's absurd, surely?
Yeah, let's let agree.
This episode has gone for muchlonger than anticipated, so I'm
going to break it up here.
We're going to split it intotwo parts and spread it out.
That way you can listen to itover multiple times instead of
(39:33):
sitting there and listening toan hour and a half straight, as
I understand, that may bedifficult.
So we're wrapping it up here.
The next episode will bepublished pretty quick.
Just doing that now, catchpublished pretty quick.
Just doing that now Catch yousoon, dale.
As always, we hope you enjoyedthe episode and if you did, you
know exactly what needs to bedone.
Hit that follow button,subscribe, share it to friends,
(39:56):
family or even your co-workers.
Sharing this podcast helps notjust us, but everyone in the
world to learn about theirfinances.
Thank, you Dale.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
The Breakfast Club
The World's Most Dangerous Morning Show, The Breakfast Club, With DJ Envy, Jess Hilarious, And Charlamagne Tha God!