August 26, 2024 • 9 mins
NOW EVERYONE IS GENDER FLUID, AMIRIGHT? In what can only be called the Gayification of history a teacher told her class that the Mona Lisa, which is the most famous and most studied painting in the world, is actually a self portrait by the newly "gender fluid" Leonardo Da Vinci. Except what? A quick scan of Mona Lisa information on the internet shows this is a theory after all although one that has appeared fairly recently. After her kid was given this bit of history Rep. Brandi Bradley went to the school to ask the teacher about this and I've got Brandi at 12:30 to discuss it.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
One member of the House of Representatives is Representative Brandy Bradley,
and she has stepped away from the chaos to do
two things. Number One, Brandy, what's going on? I mean,
you guys have started the special session. You introduced two bills,
both got killed. What is happening there today?
Speaker 2 (00:17):
Your guest is probably as good as mine. I mean,
are we here to provide property tax relief? I'm not
really sure. I'm waiting to see.
Speaker 1 (00:25):
Well, and that's going to be very interesting to see
what happens this week. What were your bills that already
got introduced and killed? What were they about?
Speaker 2 (00:34):
So my first one was to restore Gallagher. It was
kind of a messaging to tell the Democrats. You've had
four years. You said to the people of Colorado when
they were killed Gallagher, you were going to come up
with this solution. Four years later and two special sessions later,
you still have not done that. Property taxes are through
the roof and you still have to provide nothing. And
so party line vote right, because they just get told
(00:56):
how to vote. I mean, if they didn't get told
how the vote, it would never it wouldn't always be
a party line vote. You'd have a Democrat. You're there
that would say, no, I'm going to send this to
the committee as the whole now eight to three build
on a party line vote.
Speaker 1 (01:08):
Well, okay, So what was the other one? And by
the way, I just want to have and I told
you so a moment for all of my listeners. Remember
when I told everybody not to repeal Gallagher? Yeah, here
we go. Anyway, what was the second bill?
Speaker 2 (01:19):
The second bill was with Mark Baisley and Van Winkle.
We were trying to establish a baseline for special district
so that their baseline budget was based on inflation and
the population, so that when our property taxes go up
forty seven percent, that doesn't mean they get forty seven
percent of that. We were trying to establish that. You know,
(01:40):
the special districts had to go back to the people
if they, let's say they wanted a new fire truck, right,
you have to ask the people they want a fire truck.
There's no reason that if our property taxes go up
that astronomically that they should receive sixty percent of what
the property taxes were. So we're trying to provide a
level of budgeting. Remember those days, Mandy wind Yeah, you'rect book.
Speaker 1 (02:00):
And yeah, yeah, in those days too.
Speaker 2 (02:05):
Well.
Speaker 1 (02:05):
And that's interesting because and there's I have an article
on the blog today that does a really good job
of kind of explaining all the different moving parts of
the property tax system. How quickly were you able to
get up to speed on property taxes because talk about
a convoluted mess.
Speaker 2 (02:20):
Well, I think that we're still trying to get up
to speed. And there were bills that were introduced that
none of us knew anything about. There are people here
that couldn't send up to testify. There are fiscal notes
that are just now being released. I mean, it's just
a reenactment of all the legislation that they do at
the very last minute of session, where the people in
our community can't come in and testify with all the
(02:42):
knowledge that they need. And it's ridiculous. This is the people.
Speaker 1 (02:45):
How I agree. That's not what I brought you on
here today to talk about. I wanted to talk about
something completely different and interaction that you had with your
sons one of your son's teachers at high school, and
I want you to share what happened with my audience.
Please sure.
Speaker 2 (03:03):
So, my fifteen year old son is in a world
history class I talked to my children all the time
about your teachers are not allowed to ask your pronouns.
Your teachers aren't allowed to ask certain things. In Douglas
County that's considered Cambelt speech. Sure enough, first day of school,
one of the teachers asked my child first pronouns. Had
to have a conversation with that teacher. It was resolved.
(03:23):
He's a new teacher in the district. He was talked
to by the principal for good thirty minutes and great resolution.
Next a couple of days later, my son came home
and said, mom, my teacher was talking about gender fluid
And I said, really, what context was that? She said
that Da Vinci was gender fluid and their series that
the Mona Lisa was the feminine side of Da Vinci.
(03:46):
And I said, Okay, I'm just going to go basics, Wikipedia, right, Google.
I'm then going to go into the main research that
you know most Americans do, and couldn't find anything on that.
So I decided that I was I'm just.
Speaker 1 (03:58):
Tired of it.
Speaker 2 (03:59):
Mandy, honestly, like, just stick to the basis and teach
her children what they're supposed to be taught well.
Speaker 1 (04:04):
And I too, did the basics. I mean, I did
a search this morning, and I did find one thing
that said that there's a theory that this is actually
a portrait. But it's not an old theory. It's a
newer theory that just showed up in the mid two
thousands from I mean like early two thousands from what
I can see. But that being said, I you know,
(04:26):
you went to and talked to the teacher, and I
think that's the way to handle it. But did you
Why did you post the audio? Why was that important?
Because I got to tell you. I think that in
the audio, the teacher made her case and explain why
she was doing what she was doing, and I would
urge people to listen to it to get the full picture.
But why post the audio of this?
Speaker 2 (04:47):
Because I think a lot of people come after me
as this hateful bigot that wants to take people down.
And that was not the case. There was a video
that the children watched that had one mention of and
then she maybe being home. There was no mention of
gender fluid. There was no mention of da Vinci painting
the Mona Lisa as a feminine side. So when teachers
(05:07):
go off on to their own narratives, then we're going
to be in trouble. You need to stick to the
lessons that you need to teach. I mean, we don't
have time for these alternative narratives to be taught in
our schools. Our kids are behind. COVID taught us that,
and I just want my child to go to school
and learn about world history.
Speaker 1 (05:25):
Well, I think it's interesting the whole gender fluid thing,
because I've long known that there's a lot of people
and if you're gay, and what I'm gonna say is
going to offend you. I'm sorry, not you, Brandy, just
the audience. But there's a lot of gay people out
there who will tell you everyone is gay, and they
will look back in history and go, oh, he was gay,
he was gay. He was gay. She was gay, she
was gay, and it's like, not everybody's gay, okay. So this,
(05:48):
for me, I kind of laughed a little bit because
this just felt like an extension of that, like, oh,
we need a famous artist in the in the you know,
on the team. But there's not any evidence. There's actually
not very much evidence about the Mona Lisa at all.
I mean it was painted in the fifteen hundreds, So
this is this is not something we have a lot
of information. Was the teacher able to direct you to
(06:09):
any sort of material that you know, girded that position.
Speaker 2 (06:16):
Now, I watched the video that she said that was
very adamant that Douglas County approved. And in that said video,
it was one mention that Leonardo da Vinci might have
been gay, and it did not speak anything about the
Mona Lisa being a feminine side of da Vinci. And
I'll say, you know, for other things, I work very
closely with gayes against groomers, and this is an eradication
(06:37):
of gay rights too. I mean, if da Vinci was gay,
then saying that he was gender fluid is eradicating the
rights of gay right.
Speaker 1 (06:46):
Well, well, Brandy, I think the fact that you went
and talked to the teacher is exactly what people should do.
And I recommend this to my to my listeners all
the time. If you're hearing something from your student that
doesn't sound right, that sounds like like Brandy did, like
something that's like wait a minute, that's that's at odds
with everything I've ever learned in my life. But Tila's point,
I commend you for going and talking to the teacher
(07:07):
and doing it in a respectful, you know manner. There
was nothing nasty about the exchange. There was nothing angry
about the exchange. You ask questions, you got answers. And
I think that it really goes to show how we
as parents can continue to advocate for our kids and
for our beliefs in the classroom. Because I have to say,
(07:27):
I wonder if it's going to get her pause before
saying it again, and if that's the case, or at
least dig up any sort of evidence of which I
don't think there is of that point of view. So
I wanted to commend you. I just I worry about us,
you know, putting people on the internet, putting them on blast.
And I say this, and I know you've experienced it
to the kind of hatred that you get online from
(07:49):
people who don't know you. I am cautious about throwing
what I call normal people to the wolves like that,
because it can be so awful and so vicious and
so horrible.
Speaker 2 (08:00):
So and that's why I decided not to post the
teacher's name. I post the school. I didn't post the principle.
I mean, if the roles were reversed, they've come after
my company that I worked for. I mean, let's be honest.
I showed a lot of grace towards this teacher, and
I know people maybe don't feel like I did. But
I could have put her email, I could have put
everything about that teacher up in a post. I did
(08:23):
not do that because I do feel like maybe she's
learned a lesson. But I think that if there's a
teacher with a cross in her classroom, her personal cell
phone and probably where she lives would have been posted
if the roles were reversed.
Speaker 1 (08:35):
I agree, I agree, but I always think our side's
better that I always think our side is better. No, Brandy,
I'm glad you shared it because I think too many
parents are not paying attention. And I know it's hard
for parents to think that your kids teachers have tremendous
influence over them. They're with them far more during the
(08:56):
school day than you are, right, and so it's important
to know what's going on, stay engaged and do what
Representative Brandley brad Brandy Bradley did and go and ask questions.
And I appreciate you for.
Speaker 2 (09:07):
That, well, thank you so much. I do think that
teachers are supposed to be trusted adults and lying to
children because they don't understand or they don't know. The
difference is not shouldn't be tolerated. I do think that
my children see me as an advocate for them, and
I hope that I've created some boldness for other parents
(09:27):
to do the same thing.
Speaker 1 (09:28):
I agree, Representative Brandy Bradley, get back to the special session.
God knows what they're going to do. While you're talking to.
Speaker 2 (09:33):
Me, I'm going to try.
Speaker 1 (09:35):
Thanks man, all right, thank you for that. That is
Representative Brandy Bradley
One member of the House of Representatives is Representative Brandy Bradley,
and she has stepped away from the chaos to do
two things. Number One, Brandy, what's going on? I mean,
you guys have started the special session. You introduced two bills,
both got killed. What is happening there today?
Speaker 2 (00:17):
Your guest is probably as good as mine. I mean,
are we here to provide property tax relief? I'm not
really sure. I'm waiting to see.
Speaker 1 (00:25):
Well, and that's going to be very interesting to see
what happens this week. What were your bills that already
got introduced and killed? What were they about?
Speaker 2 (00:34):
So my first one was to restore Gallagher. It was
kind of a messaging to tell the Democrats. You've had
four years. You said to the people of Colorado when
they were killed Gallagher, you were going to come up
with this solution. Four years later and two special sessions later,
you still have not done that. Property taxes are through
the roof and you still have to provide nothing. And
so party line vote right, because they just get told
(00:56):
how to vote. I mean, if they didn't get told
how the vote, it would never it wouldn't always be
a party line vote. You'd have a Democrat. You're there
that would say, no, I'm going to send this to
the committee as the whole now eight to three build
on a party line vote.
Speaker 1 (01:08):
Well, okay, So what was the other one? And by
the way, I just want to have and I told
you so a moment for all of my listeners. Remember
when I told everybody not to repeal Gallagher? Yeah, here
we go. Anyway, what was the second bill?
Speaker 2 (01:19):
The second bill was with Mark Baisley and Van Winkle.
We were trying to establish a baseline for special district
so that their baseline budget was based on inflation and
the population, so that when our property taxes go up
forty seven percent, that doesn't mean they get forty seven
percent of that. We were trying to establish that. You know,
(01:40):
the special districts had to go back to the people
if they, let's say they wanted a new fire truck, right,
you have to ask the people they want a fire truck.
There's no reason that if our property taxes go up
that astronomically that they should receive sixty percent of what
the property taxes were. So we're trying to provide a
level of budgeting. Remember those days, Mandy wind Yeah, you'rect book.
Speaker 1 (02:00):
And yeah, yeah, in those days too.
Speaker 2 (02:05):
Well.
Speaker 1 (02:05):
And that's interesting because and there's I have an article
on the blog today that does a really good job
of kind of explaining all the different moving parts of
the property tax system. How quickly were you able to
get up to speed on property taxes because talk about
a convoluted mess.
Speaker 2 (02:20):
Well, I think that we're still trying to get up
to speed. And there were bills that were introduced that
none of us knew anything about. There are people here
that couldn't send up to testify. There are fiscal notes
that are just now being released. I mean, it's just
a reenactment of all the legislation that they do at
the very last minute of session, where the people in
our community can't come in and testify with all the
(02:42):
knowledge that they need. And it's ridiculous. This is the people.
Speaker 1 (02:45):
How I agree. That's not what I brought you on
here today to talk about. I wanted to talk about
something completely different and interaction that you had with your
sons one of your son's teachers at high school, and
I want you to share what happened with my audience.
Please sure.
Speaker 2 (03:03):
So, my fifteen year old son is in a world
history class I talked to my children all the time
about your teachers are not allowed to ask your pronouns.
Your teachers aren't allowed to ask certain things. In Douglas
County that's considered Cambelt speech. Sure enough, first day of school,
one of the teachers asked my child first pronouns. Had
to have a conversation with that teacher. It was resolved.
(03:23):
He's a new teacher in the district. He was talked
to by the principal for good thirty minutes and great resolution.
Next a couple of days later, my son came home
and said, mom, my teacher was talking about gender fluid
And I said, really, what context was that? She said
that Da Vinci was gender fluid and their series that
the Mona Lisa was the feminine side of Da Vinci.
(03:46):
And I said, Okay, I'm just going to go basics, Wikipedia, right, Google.
I'm then going to go into the main research that
you know most Americans do, and couldn't find anything on that.
So I decided that I was I'm just.
Speaker 1 (03:58):
Tired of it.
Speaker 2 (03:59):
Mandy, honestly, like, just stick to the basis and teach
her children what they're supposed to be taught well.
Speaker 1 (04:04):
And I too, did the basics. I mean, I did
a search this morning, and I did find one thing
that said that there's a theory that this is actually
a portrait. But it's not an old theory. It's a
newer theory that just showed up in the mid two
thousands from I mean like early two thousands from what
I can see. But that being said, I you know,
(04:26):
you went to and talked to the teacher, and I
think that's the way to handle it. But did you
Why did you post the audio? Why was that important?
Because I got to tell you. I think that in
the audio, the teacher made her case and explain why
she was doing what she was doing, and I would
urge people to listen to it to get the full picture.
But why post the audio of this?
Speaker 2 (04:47):
Because I think a lot of people come after me
as this hateful bigot that wants to take people down.
And that was not the case. There was a video
that the children watched that had one mention of and
then she maybe being home. There was no mention of
gender fluid. There was no mention of da Vinci painting
the Mona Lisa as a feminine side. So when teachers
(05:07):
go off on to their own narratives, then we're going
to be in trouble. You need to stick to the
lessons that you need to teach. I mean, we don't
have time for these alternative narratives to be taught in
our schools. Our kids are behind. COVID taught us that,
and I just want my child to go to school
and learn about world history.
Speaker 1 (05:25):
Well, I think it's interesting the whole gender fluid thing,
because I've long known that there's a lot of people
and if you're gay, and what I'm gonna say is
going to offend you. I'm sorry, not you, Brandy, just
the audience. But there's a lot of gay people out
there who will tell you everyone is gay, and they
will look back in history and go, oh, he was gay,
he was gay. He was gay. She was gay, she
was gay, and it's like, not everybody's gay, okay. So this,
(05:48):
for me, I kind of laughed a little bit because
this just felt like an extension of that, like, oh,
we need a famous artist in the in the you know,
on the team. But there's not any evidence. There's actually
not very much evidence about the Mona Lisa at all.
I mean it was painted in the fifteen hundreds, So
this is this is not something we have a lot
of information. Was the teacher able to direct you to
(06:09):
any sort of material that you know, girded that position.
Speaker 2 (06:16):
Now, I watched the video that she said that was
very adamant that Douglas County approved. And in that said video,
it was one mention that Leonardo da Vinci might have
been gay, and it did not speak anything about the
Mona Lisa being a feminine side of da Vinci. And
I'll say, you know, for other things, I work very
closely with gayes against groomers, and this is an eradication
(06:37):
of gay rights too. I mean, if da Vinci was gay,
then saying that he was gender fluid is eradicating the
rights of gay right.
Speaker 1 (06:46):
Well, well, Brandy, I think the fact that you went
and talked to the teacher is exactly what people should do.
And I recommend this to my to my listeners all
the time. If you're hearing something from your student that
doesn't sound right, that sounds like like Brandy did, like
something that's like wait a minute, that's that's at odds
with everything I've ever learned in my life. But Tila's point,
I commend you for going and talking to the teacher
(07:07):
and doing it in a respectful, you know manner. There
was nothing nasty about the exchange. There was nothing angry
about the exchange. You ask questions, you got answers. And
I think that it really goes to show how we
as parents can continue to advocate for our kids and
for our beliefs in the classroom. Because I have to say,
(07:27):
I wonder if it's going to get her pause before
saying it again, and if that's the case, or at
least dig up any sort of evidence of which I
don't think there is of that point of view. So
I wanted to commend you. I just I worry about us,
you know, putting people on the internet, putting them on blast.
And I say this, and I know you've experienced it
to the kind of hatred that you get online from
(07:49):
people who don't know you. I am cautious about throwing
what I call normal people to the wolves like that,
because it can be so awful and so vicious and
so horrible.
Speaker 2 (08:00):
So and that's why I decided not to post the
teacher's name. I post the school. I didn't post the principle.
I mean, if the roles were reversed, they've come after
my company that I worked for. I mean, let's be honest.
I showed a lot of grace towards this teacher, and
I know people maybe don't feel like I did. But
I could have put her email, I could have put
everything about that teacher up in a post. I did
(08:23):
not do that because I do feel like maybe she's
learned a lesson. But I think that if there's a
teacher with a cross in her classroom, her personal cell
phone and probably where she lives would have been posted
if the roles were reversed.
Speaker 1 (08:35):
I agree, I agree, but I always think our side's
better that I always think our side is better. No, Brandy,
I'm glad you shared it because I think too many
parents are not paying attention. And I know it's hard
for parents to think that your kids teachers have tremendous
influence over them. They're with them far more during the
(08:56):
school day than you are, right, and so it's important
to know what's going on, stay engaged and do what
Representative Brandley brad Brandy Bradley did and go and ask questions.
And I appreciate you for.
Speaker 2 (09:07):
That, well, thank you so much. I do think that
teachers are supposed to be trusted adults and lying to
children because they don't understand or they don't know. The
difference is not shouldn't be tolerated. I do think that
my children see me as an advocate for them, and
I hope that I've created some boldness for other parents
(09:27):
to do the same thing.
Speaker 1 (09:28):
I agree, Representative Brandy Bradley, get back to the special session.
God knows what they're going to do. While you're talking to.
Speaker 2 (09:33):
Me, I'm going to try.
Speaker 1 (09:35):
Thanks man, all right, thank you for that. That is
Representative Brandy Bradley
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