Feminism debate pt.2 aka Cancer of the ear 😈

Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:32):
Let it go. Don't go to that baby, just let
it do. Let somebody as you're letting.

Speaker 2 (00:40):
Me know.

Speaker 3 (00:42):
When you're releasing on me. Bridrbody on the babies. It's
not your body and they let it job. Don't go
to bad baby.

Speaker 1 (00:52):
Just let it dop.

Speaker 3 (00:54):
Really, somebody as you're let me know when you're releasing me.

Speaker 4 (01:04):
I saw a pretty young thing looking my way, and
all of a sudden, mine is a way to receive
the quick fixed.

Speaker 5 (01:08):
I fire approach the working ambition to mean name playing
for better.

Speaker 1 (01:11):
As I proceed to ask if she liked to spend the.

Speaker 4 (01:13):
Evening version I'm drinking and see where the events would
eventually lead.

Speaker 1 (01:16):
She smiding me buying them and said she would do anything.

Speaker 6 (01:20):
Often would joke her bride too to tell her where
I paspend the night, But I could tell him the
look in her eyes she wasn't leaving anti soon, So
what was the food to pursuing that?

Speaker 1 (01:31):
Fulfilling her lustful desire?

Speaker 4 (01:32):
She simply letting me felt then leave my mother talking
boom as soon as I opened the door, her closed
up to the floor, and then send him in the
same way, beginning to move towards the California and continued,
way and that you wanted me to maple sore maypl
gore I couldn't hider her Antry Street for more.

Speaker 5 (01:48):
To grab my back of numbersage that cat.

Speaker 1 (01:50):
She tells her enough to come, but you couldn't move back.

Speaker 7 (02:24):
He said, he's digging my lips, taking my fish nets.

Speaker 2 (02:27):
And I'm sizzling.

Speaker 7 (02:28):
He said, you can do from around town. I said, nah,
how I'm different? I said, if I wanted to dip,
I would get grown.

Speaker 8 (02:35):
Fogles said, I've been a good confidence with sky high.

Speaker 7 (02:38):
He can't truck, and he just smack. I got a
smart to stand. I'm shy, but please describe the plot
picking tals.

Speaker 9 (02:45):
And driving thigh and whispered and fishing Mama on a
lady flat curse.

Speaker 8 (02:51):
You gonna smile to get back.

Speaker 7 (02:52):
I ain't even trying to fuck. I just want to touch.
I ain't even trying to net.

Speaker 8 (02:55):
I want to get the bus.

Speaker 9 (02:57):
Just taste a little mickey clean in the middle. See
the text A smile sex kids, just trying me. I
guarantee trying to do you this favor. Gene once time.
I'm not I can make that body stay you. He
does looked at me, and so what did the unexpected
ends on?

Speaker 10 (03:22):
When just just for me, okay, justlead, go for me,

(04:07):
just go for me.

Speaker 1 (04:41):
Past to break the pain. He's bore the gokeeple fucking
when they got the saying, don't think you did you
go to bring look in the never free yourself and
let the DNA say, just let the DNA SA pass.
Break the pain. He's bough the dock. People fucking when
they cont you bring something to the mind assist and

(05:11):
I watched that time, something like light the sid But
I'm not going to try. That's that only mind remiss.

Speaker 9 (05:18):
I've been permitting meditating with the mindy that you're breaking
in again.

Speaker 1 (05:22):
The loss of life. This word is to a guns
the plans. It's not out my mind to pit myself
for I've been challenge. I want to make the cript
for life as the designed you.

Speaker 9 (05:36):
I'm not the public talk of This is no accident, man,
it's not a consequent.

Speaker 1 (05:41):
It's more so I must protect to let them must
be flow. I see the basload. We're both playing, so
bout having done though it's all the same. Now, who's
the play? You break the pain?

Speaker 11 (06:05):
These b the doc keeple walking when they come only
saying you think you boy, you think you're talking. Go on,
don dad, look in the mirror, bring yourself and left
the DNA scene. Just let the donascene baths and break
the pain these bog doc You won't walking when they
come saying, don't think you bore, you think you're talking,
come and bad, look in the mirror, bring yourself and

(06:28):
left the DNA scene. Just let the dogmascene if frecking
your man.

Speaker 12 (06:33):
Free The same day pool the first Max to spend
he motions coming to set less again the gravious man.
I looked at you the thirsty and it's so wonderful.
But if I start yours firsts hold to do way
to have to check my pull out by the you
be pulling baby, result in this struggle meaning what you
need to do a little bit of.

Speaker 1 (06:52):
A sweat and se When you won't trust, I'll just
just make your criminally picked from the blue hood along
your bed. Theresa any better.

Speaker 12 (07:01):
Pat justly instances to the waiting rail over about.

Speaker 11 (07:05):
Gifting the cover thing co to bringing the slipping the
prection they pushing your blog for us and not to
see the.

Speaker 12 (07:12):
Person they have over the say of emphasize and the
fighting lay by lady.

Speaker 1 (07:18):
The more see and so I think just to be
weary before I just got disturb the child been talking
like the got this consumer b pis and break the pain.

Speaker 11 (07:28):
These are the don't pepole fucking when they come and
saying you want that, you got going, bring it?

Speaker 1 (07:35):
Look in the.

Speaker 11 (07:35):
Mirror, bring yourself and let the dnacene. Just let the
dnoscene pass and break the pain.

Speaker 5 (07:42):
There's all the doc people.

Speaker 11 (07:43):
Fucking when they come and saying you want you did
you nothing? Go and bring it, look in the mirror,
bring yourself and let the dnacene. Just let the domoscene.

Speaker 13 (08:40):
Now we perceive a pot to a whist. Women are
stupid people saying some of the dumbest shit possible and
blame when they have an education. Don't go to school
kids because motherfuckers is.

Speaker 14 (08:52):
Stupid reporting that there were apparently maybe they're just trolling
some video and audio issues. All you have to do
if that occurs, just refresh, reload the stream and we'll
get right back to it. So Andrew's rejoining here. Did
you want to take a little quick at start? I
should have actually just had you guys do it at

(09:13):
the same time. But yeah, you know, that's my bad.

Speaker 5 (09:17):
That's my bad. So we will continue the We'll continue
the show just right out there.

Speaker 14 (09:26):
Yeah, we will continue the stream in just a moment
as soon as she returns. Remind your guys two hundred
dollars tts thatstream labs dot com, slash whatever. Uh oh,
we have a couple chats coming through. I'll get to
those as soon as she is back. Andrew, tell the
audience to like the video.

Speaker 2 (09:46):
Like the video.

Speaker 5 (09:49):
That's it.

Speaker 2 (09:49):
It's like talking to it. It's like it's like talking
to a toddler. That's it.

Speaker 5 (09:55):
Do you have a light that she could use?

Speaker 9 (09:59):
Oh?

Speaker 5 (09:59):
Shit, sorry, light? Do we have a life for.

Speaker 2 (10:04):
Yeah, you can use my lighter. Okay, okay, Andrew your light?
Oh you need my light? These would be nicely. I'll

(10:27):
be back across the al right, I can do the
damn lighter. I'm joking with you. Calm down, because.

Speaker 5 (10:40):
All right, guys, give us just a moment while.

Speaker 14 (10:43):
Avenge his mind, so Saith the Lord, give us a
moment here while we're just taking a brief intermission to
uh allow our debaters to take smoke breaks.

Speaker 5 (10:57):
You guys should quit, you.

Speaker 2 (10:58):
Know you ever you should just let's smoke in the studio.
Bro get in the studio.

Speaker 5 (11:03):
I will get a victim.

Speaker 2 (11:05):
Get get a studio where we can smoke.

Speaker 14 (11:07):
It's not a bad idea though, I mean, I would
have no problem with it, but okay, I must abide
by the landlord's rules. Okay, So guys, if you're enjoying
the stream, just hang tight, stay tuned. She's gonna take
a quick smoke break and we will be right back
and let me see if there's anything we can get
pulled up or any announcements. Speaking of which, guys, if

(11:28):
you're enjoying the stream, we are planning to do Andrew's
final show tomorrow.

Speaker 15 (11:34):
I'm not gonna be there for that. No, no, I
gotta go back up one day early. I didn't get
a chance to talk to you when I guy. Okay, yeah,
all right, so the DJN panel, I think, yeah, we'll
not talk about that.

Speaker 14 (11:44):
Okay, we'll talk about it after the show. Let's see
here we have Tinkerton, thank for the gifted. Five subs
really appreciate it. I'm gonna read this one from Et.
Whenever Andrew gets from the point, she immediately tries to
say he's mad because she's not enough to understand, or
she makes up something he never said. You and your
asvab waiver boyfriend to serve each other. Thank you for

(12:07):
that message.

Speaker 5 (12:08):
Guys.

Speaker 14 (12:09):
If you our read threshold is a bit higher, but
I'm just going to read a few if we have time.

Speaker 15 (12:14):
Once we got to the concession though that mentioned enforced
women's privilege, there we go.

Speaker 2 (12:19):
We got our auc claim that was it done? So great?
She agrees with me. That's the end of that dot.

Speaker 14 (12:28):
Thank Laura for the five dollars on cash app, Rachel
Think for the twenty on Venmo, Brian, thank for the
fifty on venmo, and Justin Think for the ten on
cash app. Thank you guys, Venmo, cash app, whatever pot
if you want one hundred percent of your contribution to
go towards the show. Since we have some high viewership,

(12:49):
I'd like to remind you, guys our stream schedule. We
do our dating talk episodes Sunday's five pm Pacific, and
in addition to that.

Speaker 2 (13:00):
Also subscribe to the Crucible.

Speaker 15 (13:01):
Do it immediately, hurry up, faster, hurry up, you're not
over there subscribing quick enough or sending in the super chats.
We need all the where's all the super chats. I
was told there's like eighteen thousand live watching.

Speaker 14 (13:15):
Yeah, there's you know, the viewership's declining here just because
we're taking a brief intermission, but there's currently yeah, there's
just under eighteen thousand concurrent viewers. You know what, while
I need to make an appeal to the viewers and
audience here really quick. I've been having a lot of
issues with my X account lately. If anybody has a
connection over there at Twitter at X, I've been trying

(13:36):
to get it fixed. It's been going on like seven
weeks now, an issue with my ex account. I've tried
to reach out to support and no responses. So if
somebody has you're gonna in order for this to be fixed,
I'm gonna need to get in touch with somebody who
has a connection or even works there at X at
Twitter who can help me out. So you can DM

(13:57):
me at whatever on Instagram. You can email me Brian
out whatever dot com, b r I A n at
whatever dot com if you're able to assist. We've got
some super chats here that will read. She had to
appeal to Andrew's force possession just to light her say
there it is.

Speaker 2 (14:13):
Cool. Thank you Brian as hoarding all the resources.

Speaker 5 (14:17):
Thank you guys. Guys. If you're enjoying the stream, like
the video.

Speaker 14 (14:20):
There's seventeen thousand people watching, guys, just hit the like
video really quick. If you want to see more debates,
we're trying to do more of these, So if you
like this you want to see more of them.

Speaker 5 (14:31):
Hit the like video or hit the like button. Excuse me.

Speaker 14 (14:35):
And like I said, if anybody's watching and you'd like
to do a debate, hopefully you know we're gonna want
to select from people who've done at least some debates
or do content creation so we can vet you a
little bit.

Speaker 5 (14:49):
But we are looking to host more debates, so.

Speaker 14 (14:53):
Like her, and specifically, we're looking for debate opponents for
Andrew Wilson here. If you're if you're a femine, if
you're liberal, if you're a democrat, if you do if
you disagree with Andrew Wilson here on something, we'd love
to schedule more.

Speaker 5 (15:07):
If you're interested in debating Andrew, feel.

Speaker 14 (15:09):
Free to uh and you're and you you know you
disagree with him, you're a feminist, liberal or whatever, send
me a DM on Instagram out whatever, and we can
try to arrange.

Speaker 15 (15:20):
For that, especially feminists like some of their actual champions,
because they have way better champions than this.

Speaker 5 (15:26):
Can you check on her please? We have chef I
have a connection at extras. Kidding man, Sorry, l Andrew,
make sure she doesn't steal your lighter.

Speaker 2 (15:37):
I'll get the lighter back.

Speaker 14 (15:38):
Thank you, Thank you for that. I do appreciate it.
Here Mary pull up. Oh wait, we can't do that.
We can't pull up this court in nevermind. One of
our monitors bugged out right before the show.

Speaker 5 (15:48):
Of course, Guys, if you're.

Speaker 14 (15:50):
Like, if you're enjoying the stream, Twitch, dot tv, slash, whatever,
drop us a follow and a Prime sub if you
have one.

Speaker 5 (15:56):
It's a quick, free, easy way to support the show.

Speaker 14 (15:59):
And also, I think it's been a couple of minutes
since we last got the prime sub, so check if
you have a Prime sub available. If you have Amazon Prime,
you just link it up. Super quick and easy way
to support the show. All right, let me see here, Andrew,

(16:19):
are there any I think we should try to get
back to uh kind of the main topic? Well, we've
been discussing it, but are there any other topics you'd
like to hit on.

Speaker 2 (16:29):
Like to move into feminism.

Speaker 15 (16:30):
Now I stood up to her internal critique, and now
it's time for her to stand up to mine.

Speaker 5 (16:35):
Okay, got it?

Speaker 15 (16:37):
Feminism, So forced doctrine. She did an internal critique. She
agreed with forced doctrine ultimately, So now i'd like.

Speaker 7 (16:49):
It was very harsh. I did not mean the table's
very slick. Oh wait, I'm going to refill.

Speaker 14 (16:54):
Water, Mary, can you do it for actually? And non no,
she has one there, never mind, I'll do it.

Speaker 5 (17:03):
I'll do it.

Speaker 8 (17:03):
Force doction there?

Speaker 7 (17:07):
Thank you?

Speaker 15 (17:07):
Is there?

Speaker 2 (17:09):
Forced doctrine applies to pickle jars as well.

Speaker 7 (17:13):
A cat's name.

Speaker 5 (17:14):
We'll do a pickle jar pop if somebody.

Speaker 7 (17:16):
Sends in although I am as I am an exceptionally
physically weak woman.

Speaker 5 (17:24):
Oh no, you you look pretty at do you lift
or you're funny.

Speaker 7 (17:29):
Pounds?

Speaker 5 (17:31):
We'll do a pickle jar challenge.

Speaker 14 (17:33):
If somebody sends in a thousand dollars tts, we'll order
a pickle jar to the studio and we'll.

Speaker 7 (17:39):
Okay, we'll see you gotta get a pump gun though.

Speaker 14 (17:42):
I'm gonna let a couple of messages come through here
really quick.

Speaker 8 (17:46):
We have.

Speaker 14 (17:48):
Wizard, he says, what can women joking. Oh no, okay,
women do without men enforcing their rights. If men collectively
remove any right from women, who can put them back.

Speaker 5 (18:00):
Remember no man on your side.

Speaker 16 (18:01):
P s.

Speaker 5 (18:02):
Fource doctrine is a man and men.

Speaker 14 (18:05):
Okay, Okay, a couple more chats here really quick, then
we'll get right back to it.

Speaker 1 (18:10):
Uh.

Speaker 5 (18:10):
Someone looks like they bought a hoodie and a T
shirt on their merch shop shoped out whatever dot com.

Speaker 14 (18:15):
If you want to get yourself some merchandise, we have
Pasty George here.

Speaker 17 (18:21):
Pasty George donated on her head is the troll and
darkings in bad faith. I understand Andrew's frustration because he
is debating with a mentally handicapped person.

Speaker 7 (18:35):
I actually would love to respond to that. So, if
I'm being completely honest with you, Andrew, I've been watching
a few of your debates, and I've noticed that you
like to troll women. Specifically, there was a video in
which you made fun of disabled per person.

Speaker 8 (18:51):
You made fun of their death accent. You do that consistently.

Speaker 7 (18:55):
You've called women whose you've called I literally just want
the video. You didn't watch a video of me satanic prostitute,
hor like if she.

Speaker 2 (19:05):
Was a prostitute and a Satanist.

Speaker 8 (19:06):
Yes, well, she wasn't a Satanist she was a sex worker.
But no, she was.

Speaker 2 (19:10):
She was a Satanist, And I answered the question, are
you answering? Yeah, but yeah, I'm not gonna let you
die like I'm not gonna let you lie. She was.

Speaker 15 (19:16):
If a person is a Satanist and a prostitute, are
they a Satanic core?

Speaker 7 (19:20):
But she didn't.

Speaker 2 (19:21):
Can you answer my question?

Speaker 7 (19:22):
She didn't, She didn't.

Speaker 10 (19:23):
She did.

Speaker 15 (19:24):
She did though, she's if you're a Satanist and a prostitute,
then you're a Satanic corey.

Speaker 2 (19:29):
You see how that works?

Speaker 1 (19:31):
That work? Do you do you?

Speaker 8 (19:32):
Here's what I'm trying to steer so much.

Speaker 2 (19:34):
Calm down, answer the question. Answer the question.

Speaker 8 (19:38):
Are you trying to upset me?

Speaker 2 (19:39):
Answer the question?

Speaker 7 (19:40):
Working?

Speaker 2 (19:41):
Baby?

Speaker 1 (19:41):
I don't know.

Speaker 2 (19:41):
It looks like it looks like it's working. It's really not.

Speaker 15 (19:44):
It looks like it is, it's really not. So is
a woman who is a Satanist in a prostitute a
Satanic corp?

Speaker 2 (19:49):
Yes? Okay, thank you question, Thank you? So then I
was right.

Speaker 7 (19:53):
And it's funny because you just said you don't call
women whose and then you just called her a whore.

Speaker 2 (19:56):
But no, did I make descriptive statements on what is
a horror? I don't think goes on, I make a
descriptive state.

Speaker 7 (20:01):
I hate it a ridiculous amount of money to ask me.

Speaker 8 (20:04):
A question, and I would like to answer.

Speaker 2 (20:05):
I can't wait to hear it.

Speaker 17 (20:07):
Okay.

Speaker 8 (20:07):
To be honest with you, Andrew, I think you debate
and bad faith.

Speaker 7 (20:11):
The whole restive I'm trying to dominate my opponent is
not necessarily the way to debate. If you're trying to
reach a common ground and create a mutual consensus, that
is a bad faith debate.

Speaker 2 (20:21):
I literally entire worldview to be up for internal critique.

Speaker 15 (20:27):
I didn't even push back once, and you still came
to my conclusion without me pushing back at all, the
epitome of good faith.

Speaker 8 (20:37):
We haven't gotten your conclusion, Andrew.

Speaker 10 (20:38):
We did.

Speaker 15 (20:39):
You agreed that men have no obligation to enforce male privilege.
After saying you descriptively agree with forced doctors, the men also,
that's it done, okay, But.

Speaker 8 (20:47):
Men also have no obligation to enforce their own right.

Speaker 7 (20:50):
Great, So how do you create a society in which
all rights and all privileges are based specifically on.

Speaker 15 (20:59):
Force to that sounds like and already descriptively agreed and
concede at that point, but I'd like to move into feminism.

Speaker 7 (21:05):
Whenever you're right now.

Speaker 15 (21:06):
I concede that point, I mean you did, but we
haven't a we have other topics to move into, specifically
your feminist view, and since I stayed up to internal critique,
it is now your turn for your view.

Speaker 7 (21:16):
Okidoky I fundamentally, I mean, I just don't think it's
morally correct to say you do not deserve.

Speaker 2 (21:22):
Rightat What do you base your morality on?

Speaker 7 (21:25):
I based more morality on, like basic concepts of ethics,
Kantian morality, Rousseau's philosophy of ethics.

Speaker 15 (21:31):
I think that so Kantian ethics, you are a universalist ethicist.
You're a deontologist.

Speaker 7 (21:36):
No, I wouldn't say, honestly, I feel like neither consequentialism
nor deontological ethics like fully eng.

Speaker 2 (21:42):
So you're a threshold onontologist.

Speaker 7 (21:44):
I don't know.

Speaker 8 (21:44):
I think there's merit to both arguments.

Speaker 2 (21:46):
Okay, so what do you base your morality on?

Speaker 18 (21:48):
You?

Speaker 8 (21:48):
I think I based my morality on physically.

Speaker 7 (21:51):
How you are impacting other people?

Speaker 2 (21:53):
If you are that would be consequences.

Speaker 8 (21:56):
Sure, but intent does play kind of a part in cour.

Speaker 2 (21:59):
That would be consequences.

Speaker 15 (22:00):
This was well, so if I had the intense to
do good things and bad things happen to you, you
say I shouldn't be doing those good things to you?

Speaker 7 (22:05):
Right, No, that's why I'm saying. I think that there's
a gray area between consequentialism and do you have.

Speaker 15 (22:09):
No threshold deontologies? Okay, great, so you're a threshold deontologist.
Can you tell me what you base that on other
than your own personal perspective? Do you not believe that
it's it's not my turn to answer questions, your turn
for the internal critique?

Speaker 10 (22:23):
I just.

Speaker 8 (22:25):
To hurt other people. It is inherently wrong to hurt others.

Speaker 2 (22:27):
And what makes it inherently wrong.

Speaker 8 (22:30):
Well, hurting other people is not you think that's good.

Speaker 15 (22:33):
That's just you making the claim and then make your
It's called question begging. It'swer question begging fallacy. When your
question when I say, do you even know what question
begging means?

Speaker 10 (22:41):
What does it mean?

Speaker 2 (22:42):
Oh my god, what does it mean?

Speaker 8 (22:43):
You're trying to catch me in a lot of what
does it mean? I'm answering you're trying to catch me
in a logical fallacy.

Speaker 2 (22:49):
That's not answering what does it mean.

Speaker 7 (22:53):
What you're trying to catch?

Speaker 2 (22:55):
What does it mean?

Speaker 15 (22:57):
It doesn't mean you're trying to catch your opponent. That's
not question begging means will you?

Speaker 8 (23:01):
Will you let me finish?

Speaker 7 (23:03):
Okay?

Speaker 2 (23:04):
What's it means?

Speaker 7 (23:04):
You're trying to catch your opponent in the logical fallacy
by asking them questions that inherently create a dissance.

Speaker 15 (23:12):
What the fuck are you talking about? That is not
what the question begging fallacy is. I add, it's not
a definitional thing. It's a fallacious thing. When I ask you,
is this inherent? You say, listen, it's inherent because it's inherent.
It's inherent because it's inherent. That's not what great? What
makes it inherent? What makes your morals inherent? What makes

(23:33):
not hurting somebody else being bad?

Speaker 2 (23:34):
Inherent?

Speaker 8 (23:36):
You don't think that hurting other people?

Speaker 15 (23:38):
That's asking me a question, not answering it. What makes
hurting other people bad? Inherent?

Speaker 8 (23:43):
Inherently, you are denying them the right to their body.

Speaker 2 (23:45):
Yeah, but what makes that bad?

Speaker 8 (23:47):
It's bad because it's hurting them hurting, But what makes
that bad.

Speaker 7 (23:51):
You don't think that hurtings on them.

Speaker 2 (23:52):
That's asking me a question, not answering it.

Speaker 8 (23:55):
It's bad because it's im morals.

Speaker 15 (23:58):
It's bad because it's bad. Now you have done a
circular fallacious argument. What is bad this thing over here
that's bad? What makes it bad? The fact that it's bad?
Why is it bad because it's bad? Is that why
it's bad? Is it bad because it's bad? Because it's bad?

Speaker 8 (24:14):
It is inherently wrong to hurt other people?

Speaker 2 (24:15):
Yeah? What makes it inherently wrong to hurt other people?

Speaker 7 (24:18):
It is inherently wrong to hurt other people because you
are denying them their free will. You were causing them
physical pain, and you were participating and exacerbating in suffrage.

Speaker 2 (24:28):
What makes that bad?

Speaker 8 (24:29):
Though you don't think they're causing others that's asking me a.

Speaker 2 (24:32):
Question, asking me what makes it bad? Doesn't describe for
me what makes it bad?

Speaker 7 (24:36):
Hurting someone is bad because because you are denying them there, right, Yeah,
but what makes that part bad?

Speaker 8 (24:42):
And perpetuating suffer?

Speaker 2 (24:44):
But what makes that part bad?

Speaker 7 (24:46):
You don't think that suffering is bad?

Speaker 15 (24:48):
No, that has nothing to do with what I think
it does happen. Here's how this conversation is going, just
so you know. I'm like, is eating candy bars bad?
And you're like, it's bad? What makes candy eating candy
bars bad? You say, well, because it's unhealthy for you.
And I say, but why is being unhealthy bad? And
you say, because eating candy bars is bad.

Speaker 8 (25:04):
You are causing physical harm. Okay, so you're disrupting society.

Speaker 2 (25:08):
So eating a donut is immoral.

Speaker 8 (25:10):
I'm not talking about candy bars.

Speaker 2 (25:11):
Eating a donut immoral? Eating a donut immoral?

Speaker 8 (25:15):
No, because you're not causing a physical harm.

Speaker 15 (25:16):
You're causing physical harm to someone else. So is making
doughnuts and moral? No, but you're even if people are
going to eat them and it causes the harm.

Speaker 8 (25:25):
But eating one donut is not going to cause someone
physical harm.

Speaker 7 (25:28):
Yeah, but if you need a donut in excess, then
that causes someone physical harm.

Speaker 8 (25:32):
But that is not something that you were policing.

Speaker 7 (25:33):
If you make then force someone to buy and eat
tau that's in front of you, then that could be causing.

Speaker 15 (25:38):
A physical When you say the word inherently, what you
mean is something which is like based inside the human experience.

Speaker 2 (25:45):
What do you mean by inherently?

Speaker 7 (25:47):
I mean on an instinctual level does hurt someone to
cause harm, although of course there are people.

Speaker 2 (25:52):
I'm just asking, what do you mean by inherently?

Speaker 8 (25:55):
I mean inherently as an on a very basically, it
is a fact.

Speaker 7 (25:59):
Inherent fact.

Speaker 2 (26:00):
Inherently it means it's a fact.

Speaker 7 (26:03):
I'm just saying inherently as in it is implicit throughout
every culture, well not every culture, but like it's implicit.

Speaker 2 (26:11):
Okay, Inherently means implicit.

Speaker 15 (26:13):
So it's so it means always, like always something it's inherent,
It's like always this thing?

Speaker 2 (26:20):
Is that what that means? I'm confuse what I'm asking
you what inherently means?

Speaker 8 (26:24):
Why don't we just google it? Why?

Speaker 2 (26:25):
I'm actually okay with you.

Speaker 15 (26:27):
If you want to get all the definition of inherent yeah,
Brian can pull it up. I'm not trying to get
a got you on the definition. I just want the definition.

Speaker 8 (26:34):
Okay, Yes, let's pull it up.

Speaker 14 (26:36):
Existing in something as a permanent essential or character like characteristic.

Speaker 2 (26:42):
Always, so I just want to make sure hang on
existing and read the rest of it.

Speaker 5 (26:46):
There's a few others.

Speaker 2 (26:47):
Do you want the first one? Fine?

Speaker 14 (26:49):
Okay, Existing in something as a permanent essential or characteristic attribute.

Speaker 15 (26:54):
So it is a permanent attribute from your view that
hurting somebody else is bad.

Speaker 7 (27:02):
Yes, Why because you are causing them physical harm, which
is a disrupt disruption to social order.

Speaker 2 (27:11):
Why is that bad though, Well.

Speaker 7 (27:14):
Because you would have no social order, you would not
be able to progress as a society. And physical harm
is painful. You are causing someone pain. It is bad
to cause someone pain. I think that's right.

Speaker 15 (27:24):
You just keep do you understand, Like what you keep
saying is it's bad because it's bad.

Speaker 2 (27:30):
It's bad because it's bad.

Speaker 7 (27:32):
You are taking something away from someone which is their
physical like just capability.

Speaker 15 (27:38):
So if it were the case that most of society,
most of society believed that enslavement was fine because it
was inherent that some people were allowed to own other people.

Speaker 2 (27:51):
Would that be bad?

Speaker 8 (27:52):
But that's not an inherent truth?

Speaker 2 (27:55):
Well, what makes physically hurting someone else an inherent truth?

Speaker 7 (28:00):
Physically hurting someone else is an inherent truth because you
are denying them bodil the autonomy and the ability to
control what happens to their body, and you are causing
a net negative to that person.

Speaker 2 (28:10):
Yeah, but you haven't actually told me why that part
of that is bad.

Speaker 7 (28:14):
Causing a net negative to others is bad on every
single moral. Like, as a Christian, you should know why
hurting other people as bad.

Speaker 2 (28:22):
I know why Christians think so. I don't know why
you think so.

Speaker 8 (28:25):
I think so because again, you're robbing them of their
bottling autonomy.

Speaker 15 (28:29):
Yeah, but you don't tell me why that's actually bad.
So you start This is what makes a question begging.
You start with the assumption as the conclusion. You start
with the premise as a conclusion. Hurting people is bad
because it's bad to hurt people. Yes, that's your position.

Speaker 7 (28:45):
No, I'm saying hurting people is bad because you are
robbing them of their physical autonomy and you are creating
a net negative to another person.

Speaker 15 (28:52):
So if you could hurt people collectively in some way
and it causes good outcomes, would that be bad?

Speaker 2 (28:58):
Yes, well then you just gated what makes it bad.

Speaker 8 (29:02):
Well, that's because I'm not a consequentialist.

Speaker 15 (29:04):
Then why are you making the claim that this is
bad If even the good results are still bad?

Speaker 7 (29:09):
But it's not a good result if you are hurting
people at a net negative, if it is a net negative,
and it is not good. If hurting people is a
universal net negative to those people.

Speaker 8 (29:22):
Yeah, and the more people you hurt, the more negative
it is.

Speaker 7 (29:26):
Yeah, then hurting people in that instance is also bad.

Speaker 2 (29:30):
What makes it a net negative?

Speaker 7 (29:31):
Though physically harming someone is negative to them, you are
causing pain, which is a negative to them.

Speaker 15 (29:38):
Okay, And do you agree that there's some groups who
maybe have negative outlooks that you need to cause pain
to if they are.

Speaker 7 (29:46):
Hurting other people and the negative of those people is
outweighing the negative of hurting them, then potentially.

Speaker 2 (29:51):
If they just refuse to comply.

Speaker 8 (29:53):
But that's why, like going back to the force theory,
that's why force is used in some situations to control others,
and it is used immorlly when it is not controlling
someone who is who is putting in that negative.

Speaker 15 (30:10):
I want to tell you about a little island called
Papa New Guinea. On this little island called Papa New Guinea,
there's a tribe called the cum Warriors of Papua New Guinea.

Speaker 2 (30:22):
You might think I'm making this up.

Speaker 8 (30:23):
I'm not.

Speaker 15 (30:23):
No, I feel like this this isolated tribe in Papa
New Guinea. What they enjoy doing is well, they have
the yits of the tribe, the young wings, who are
male go over and blow all of the adults essentially
the yits. They go over and like service some let's say, okay,

(30:45):
that's what they do. However, when psychologists go and look
at this, the kids there actually demand to do this
because it's a part of their culture. Now, me, as
a Christian, I would say that's inherently bad. Why would
you What basis could you have to justify if there's
no negative outcome, which is what you're saying bad.

Speaker 7 (31:07):
Is if there's no negative outcome, Well, there is a
negative outcome they are demanding to do it. Yeah, but
psychologically pedophilia does have an inherently negative outcome.

Speaker 2 (31:16):
Wef let's say PDF.

Speaker 15 (31:18):
But on top of that, right, even when you say that,
the psychologist said that they were demanding to do this.
It's part of their cultural right. They're demanding it. They
don't want to not be adults in the culture. Me
as a Christian, I would go in there and put
it into that fucking shit. In one second. I would
put bring my military in there and I would kick

(31:39):
them on the fucking ground and I'd take those kids
out of there and'd be like fuck that.

Speaker 2 (31:43):
A tribe like that doesn't even deserve to exist. That's
what I would do.

Speaker 15 (31:48):
Okay, okay, But from your perspective, why is that bad?
There's no psychological damage. They're demanding to do it.

Speaker 2 (31:58):
Why is that bad?

Speaker 8 (32:00):
Yeah, I don't really know, honestly. Oh can see that one. Now,
I do have a question in terms of the use
of force.

Speaker 15 (32:08):
I just want to make sure that it's on record
that you just said that you don't know why it
is that an entire tribe that does this with children
is bad.

Speaker 2 (32:16):
I just want to make sure that you are clear
that you just said that.

Speaker 7 (32:20):
I think it's bad because P three d O is
inherently bad because it is inherently psychologically damaging to children,
even if they demand to do it, even.

Speaker 15 (32:29):
If there's no even if the ramifications of the removal
of them doing that, the kids fight tooth and able
to go back to do that because they want to
be part of the manhood of the tribe.

Speaker 7 (32:41):
I'm sorry.

Speaker 15 (32:41):
What so, even if you try to get them away
from doing that, they demand to go back and do that. Right,
they're demanding it. What's the greater psychological harm?

Speaker 7 (32:50):
Then the greater psychological harm is in I would say
it's a net negative to encourage and endorse pedophilage.

Speaker 19 (32:59):
Well, you're not.

Speaker 15 (33:00):
It's an isolated tribe. It's not being endorsed by anybody anywhere.

Speaker 7 (33:05):
Well, I mean, if you were there and you had
the opportunity to prevent.

Speaker 15 (33:08):
It, and you did give a why would you, from
your worldview, try to prevent something which is only bad
by the metrics that you stated that it causes harm
When this isn't causing harm.

Speaker 7 (33:18):
I don't believe that psychologically it doesn't cause harm though.

Speaker 15 (33:22):
But okay, but wouldn't there be a worse psychological ramification
if you separate them and they absolutely demand to go
back and are like willing.

Speaker 2 (33:28):
To kill to get back to their tribe to do this. Yeah, okay,
So I mean, I don't know. It sounds an awful
lot like you're defending pdf file.

Speaker 8 (33:36):
I don't think I'm defending it.

Speaker 15 (33:37):
Sounds like you're defending the file is a moral Well,
but why you just keep saying because inherently it is.
Even though you can get the.

Speaker 7 (33:45):
Causal for bad, the video is inherently negative because it
has a psychological damaging effect on children.

Speaker 2 (33:52):
Well, if we can't even move into what bad is
other than what is bad? What is bad.

Speaker 15 (33:56):
What if I use Yeah, so I'll use this. You're
under the internal critique. Now I just defended my worldview.
Now it's your turn, So moving on to your nis.
Do you want me to define then, well you don't
need you. I mean, I guess you can try real
quick if you want to do that on the social side,
or we can just move right into your feminist worldview
of what is bad?

Speaker 7 (34:18):
What would be the difference between feminists.

Speaker 2 (34:20):
Well, I'm trying to I'm trying to make the determination.

Speaker 15 (34:23):
Then if it is the case that all I have
to do is prove to you that feminism has caused
negative outcomes, then you would concede that feminism's bad.

Speaker 8 (34:32):
Right, But feminism hasn't caused negative.

Speaker 15 (34:34):
Out But if I could demonstrate that it has, then
you would concede it was bad.

Speaker 7 (34:40):
But it hasn't.

Speaker 15 (34:40):
But if I could demonstrate that, you would have to
concede it's bad.

Speaker 8 (34:43):
Right, you can't, But if I could, you can't.

Speaker 2 (34:47):
But if I could, would you concede it was bad?

Speaker 8 (34:49):
I want to hear your definition of what is bad?

Speaker 15 (34:51):
Why why would my definition of bad have anything to
do what your definition of bad?

Speaker 10 (34:56):
Is?

Speaker 7 (34:56):
An entire debate you have been advocating against the free
will and the bodily autonomy.

Speaker 8 (35:00):
I was I went my people, you want to disenfranchised vote.

Speaker 2 (35:05):
My whole view was already for internal.

Speaker 15 (35:08):
Critique, franchise, and I gave you the entire internal critique
of my argument of force doctrine for an hour and
a half.

Speaker 2 (35:15):
And now it's my turn for the internal critique.

Speaker 8 (35:17):
An internal critique for the argument of force doctrine.

Speaker 7 (35:19):
For an hour and a half. Let's call down.

Speaker 2 (35:20):
What do you know what time it is?

Speaker 8 (35:23):
Yeah, it's about to be.

Speaker 15 (35:25):
Yeah, So it was about an hour and a half.
So here's here's the thing, right, we get into feminism itself.
If I can demonstrate to you that the outcomes of
feminism have been bad, will you concede that it's bad?

Speaker 2 (35:38):
If I could.

Speaker 7 (35:39):
If you can demonstrate that the outcome of feminism is bad,
how would you under the force doctrine? Then that would
be saying that has nothing to.

Speaker 2 (35:46):
Do with my view.

Speaker 7 (35:47):
No, you're now under internal critis saying that under the
force doctrine, the only way to remove feminism would be
through force.

Speaker 8 (35:54):
If we can both.

Speaker 2 (35:54):
Agree that's not the only way to remove feminism really, But.

Speaker 8 (35:57):
I thought all power comes through force, So how would
you remove power?

Speaker 15 (36:02):
The fundamental building blocks of power would still be there,
but it would not be the only way to remove feminism.

Speaker 7 (36:08):
So you believe that there are other ways to fundamentally
have and consolidate power besides force.

Speaker 15 (36:12):
Well it's not just a matter of power though, right, So,
but that is this is this is the big problems.
Like you don't even you don't even understand what's being said.
But here's the thing back to this on feminism. Do
you agree with me that feminism has not kept its
promise of protecting women?

Speaker 7 (36:34):
I think it's making progress. I think it's done better,
but I don't think it's.

Speaker 15 (36:38):
Well, how has it done better If we've had now
about one hundred and fifty years of feminism and women
are in more dangerous situations they've ever been in the
history of the United.

Speaker 7 (36:48):
States, Why do you believe women are in more dangerous situations?

Speaker 15 (36:50):
Well, well, I'm sorry, do you do you agree with
all of the rain statistics on sexual assault and all
these various things.

Speaker 7 (36:56):
Well, sexual assault statistically has increased, but again the amount
of reporting has also increased, so as STDs.

Speaker 15 (37:03):
So as STDs, so have mental illness, not not as
much as it does women, and not as much, not
as much as mentalng on, I'm going to give you
the laundry list. Mental illness much higher in women, single
motherhood much higher in women. Right, divorce a much higher right,
all of the by every single conceivable.

Speaker 2 (37:20):
Metric for negative outcome.

Speaker 15 (37:23):
You would have to concede that we've had nothing but
negative outcomes from feminism. But the intact family home has
been completely eliminated due to feminism.

Speaker 8 (37:31):
That's not true.

Speaker 2 (37:33):
Yes, it is true.

Speaker 8 (37:34):
Why are you inflating causation and correlation?

Speaker 10 (37:36):
Though?

Speaker 2 (37:37):
Okay, I'm sorry? Is it feminists?

Speaker 15 (37:39):
How are you craving feminist organizations that push for no
fault divorce all over the United States?

Speaker 2 (37:46):
Sure?

Speaker 15 (37:46):
Yeah, and I'm sorry, But do you think that we
have more or less intact families because of that?

Speaker 7 (37:52):
Okay? But living in an unhappy home? Like why should
people be subject.

Speaker 10 (37:56):
To live in?

Speaker 2 (37:58):
What about the positive outcomes for children?

Speaker 15 (38:00):
Even if it were the case that you didn't really
like your husband, but your children had better outcomes if
you stayed with him.

Speaker 2 (38:04):
Shouldn't you Your children will not have better out if
they did, wouldn't you?

Speaker 7 (38:08):
I personally would rather live in a family that is separated,
but both of mine.

Speaker 2 (38:12):
I know that's great what you would personally like to do.
But if it were the.

Speaker 8 (38:15):
Case that I think most children would, I mean, if
you're if it.

Speaker 15 (38:18):
Were the case though, Okay, if it were the case though,
that you were to be in a relationship with a
man you didn't particularly liked him, but you stayed together
and your children had better results because you stayed together.

Speaker 2 (38:30):
Right, would you stay together with him? That's my question?

Speaker 10 (38:32):
Yes?

Speaker 7 (38:33):
But what if you're you're forgetting about but you're forgetting
about abusive relationships. You're forgetting about a relationship in which
one parent is an addicte, not forgetting about one parent.

Speaker 2 (38:41):
So here we'll go over it is a cheater, Yeah,
we'll go over those.

Speaker 7 (38:44):
It would be significantly it would be significantly more benefit.

Speaker 2 (38:47):
I'll removed. Yeah, I'll give you the status there as well.

Speaker 15 (38:49):
That is so, as we dive into this, understand that
cohabitation between men and women is what leads to mostly
abused not marriage. The marriage rates of abuse are very
low in comparison to cohabitation. Cohabitation is the standardization which
you see with the four says, that's where the most
of the abuse comes from where it doesn't come from,
usually is from the husband and the home.

Speaker 7 (39:10):
But you're saying that cohabitation is leading to abuse and
marriage is cohabitation.

Speaker 15 (39:14):
No, no, No, cohabitation would be you're living with a
man without being married to him.

Speaker 7 (39:18):
Okay, so you think that they should marry, but like
that would be having a child out of wedlock.

Speaker 15 (39:22):
Which is yeah, you don't need to have a child
out of wedlock either. Like, these things are not mutually exclusive.
So if it is the case you have cohabitation, it
leads to more abuse. The prescription for that, for the
last negative outcoming marriage, right.

Speaker 7 (39:34):
No, the prescription of that would be to separate those
two people. If cohabitation of two partners who are not
married is leading to abuse, then why should those people
then get married?

Speaker 2 (39:42):
Yeah? Okay, okay, no, no, No.

Speaker 15 (39:44):
The fact that they're married and the fact that when
you're married there's less abuse than when you cohabitate, would
point and indicate that cohabitation is a bad idea.

Speaker 2 (39:53):
Not that marriage it's a bad idea.

Speaker 7 (39:55):
No, I think it would point an indicator couples who
cohabitate without being made married it's better.

Speaker 8 (40:02):
Why should they get married?

Speaker 7 (40:03):
Why should you get married to someone who you cannot
even cohabitate with.

Speaker 15 (40:05):
Because abuse rates skyrocket when you cohabitate and are not married.

Speaker 7 (40:09):
So those who are cohabitated in an abuse of relationship once.

Speaker 15 (40:12):
They get married, cohabitation itself leads to more abuse.

Speaker 7 (40:18):
Okay, So then why would the remedy of that be
for those two people to get married.

Speaker 15 (40:23):
Because oftentimes the cohabitation begins from divorce.

Speaker 8 (40:27):
So you're saying that cohabitation, what the fuck does.

Speaker 10 (40:30):
That even mean?

Speaker 15 (40:31):
It means that post divorce women tend to cohabitate more,
especially when they have kids, and it's the cohabitation with
these people which leads to the abuse in their kids
or the abuse of them.

Speaker 7 (40:41):
So you're saying that they should stay in an unhappy
relationship instead.

Speaker 15 (40:44):
Of only if we care about outcomes, and you said,
if it is the case that I stayed with my
man and the outcome for my kid was better, you
should probably do that.

Speaker 2 (40:53):
So if it's the case that I can.

Speaker 15 (40:55):
Demonstrate for you when women leave their husband, the abuse
rates for them and their kids skyrocket for cohabit But
what about.

Speaker 7 (41:01):
The what about I mean, that's a negative for a child.

Speaker 2 (41:07):
Here's what you said.

Speaker 15 (41:09):
You said specifically, if it is the case that I'm
married and the results are better for my kitch.

Speaker 2 (41:17):
What second, Philip uster the debate? Why is your mom
calling you in the middle of a debate?

Speaker 16 (41:28):
Okay, chats come through all those pop champagne. Yeah, that's
for the olive jars bring a savage destruction to night.
It's an olive jar, so it might be easier. We
weren't able to find. Sorry, we couldn't find the pickle jar.
Go ahead, put it on the corner there.

Speaker 7 (41:45):
He paid a thousand dollars for a pickle jar.

Speaker 2 (41:48):
Pickle bar?

Speaker 15 (41:48):
You know?

Speaker 5 (41:49):
Actually, uh, I'll see what I can do.

Speaker 7 (41:51):
Okay, can you do you have a source on you
got to open that.

Speaker 5 (41:58):
Yes, it's easier because it's an olive jar. Though, put it.

Speaker 8 (42:01):
My nail is fucking me up.

Speaker 2 (42:02):
Yes, I do have a source for that, if you
would like it. It's from the ni S. Anybody can
find it. I just cited all the statistics on it yesterday. Oh,
come on, you can do it.

Speaker 5 (42:14):
Put it right side up, you.

Speaker 8 (42:15):
Can do it.

Speaker 2 (42:15):
You got this all right, bro?

Speaker 7 (42:17):
I can't do it right?

Speaker 10 (42:21):
Uh?

Speaker 5 (42:22):
I guess yeah, Andrew, go ahead, I'm supposed to open
the pickle jar.

Speaker 7 (42:26):
It's like a yeah, oh, geez I do this seems
a little immature now thousand dollars, yeah, but it seems
slightly immature.

Speaker 2 (42:35):
It's just like I got to grip it, Andrew.

Speaker 7 (42:38):
If you can't open it either.

Speaker 2 (42:40):
Well, your hand greased the whole.

Speaker 15 (42:42):
Top of it.

Speaker 2 (42:44):
Here I have, literally it's like to feel it to tell,
isn't that greasy? It was like that already you greased
the top Andrew.

Speaker 7 (42:54):
If you can't open the olive jar, you cannot blame
my olive jar. If you're so strong, you should open it.

Speaker 2 (42:59):
Yeah, I gotta be able to grip it.

Speaker 7 (43:01):
Okay, we'll grip it.

Speaker 15 (43:01):
Let's go literally slippery. Uh oh, grab me a paper
towel so I can drive the top of it off.

Speaker 7 (43:09):
Okay, on the down.

Speaker 14 (43:11):
Need to allow her another opportunity with thee give her
the paper towel.

Speaker 8 (43:15):
No, I think you should do it, Andrew. You're the
big song man.

Speaker 7 (43:18):
There you go.

Speaker 5 (43:18):
Come on, I'm gonna we got some chats while they're
working on that red fox. Thank you.

Speaker 17 (43:25):
De Ontology prioritizes intent, but threshold exceptions introduce consequentialist reasoning. First,
If you want are all on the absolute introducing a
threshold is.

Speaker 5 (43:38):
That Red Fox. Thank you for that. Appreciate it.

Speaker 15 (43:46):
I can't grip the fucker like I gotta have a
way to grip it. Chug my fingers slip. My fingers
are literally slipping off the lid. I just can't grip it.

Speaker 5 (43:58):
You know what, maybe the olive jars are harder than.

Speaker 2 (44:00):
The pickled not hard to open, but I can't grip.

Speaker 5 (44:04):
Watch this show.

Speaker 8 (44:05):
You can't blame me for my greasy fingers now, Like.

Speaker 15 (44:08):
It's still greasy the top of it's like, feel it yourself,
tell me, you know what?

Speaker 2 (44:14):
Is that not greasy and sticky? Yeah, it's pretty fucking greasy.

Speaker 5 (44:18):
I'm gonna let the top.

Speaker 8 (44:22):
Thank you for this.

Speaker 17 (44:23):
You've got good models. You're not engaging with Andrew on
the level in which he's the challenging.

Speaker 7 (44:33):
Not just okay now I wanted to off.

Speaker 15 (44:39):
Yeah, you'll see the same thing. It's it's just greasy.
See it's fucking greasy.

Speaker 2 (44:46):
It just off of it. Yeah, okay, it's just too
fucking greasy.

Speaker 15 (44:52):
Yeah, you know what, you'll get the same to come
in here, Jake, You think you come on, you'll see
for yourself.

Speaker 2 (44:57):
You can't get your hand on it. Try it, no
fucker bullshit?

Speaker 5 (45:05):
All right, we got a little olive juice off the table.

Speaker 8 (45:12):
So does he have your does he own your free will?

Speaker 10 (45:14):
Now?

Speaker 8 (45:14):
Because he could open it and you couldn't, based on
for us.

Speaker 2 (45:18):
He could, he could at least grip it, I guess.

Speaker 5 (45:20):
So here wipe it up, though, Yeah, I'll get it.

Speaker 2 (45:23):
Brian, calm down, so I'll get it. Here you go.

Speaker 5 (45:28):
You know, I gotta keep the table clean.

Speaker 2 (45:31):
Oh god, it's probably gonna I'm gonna lose.

Speaker 5 (45:34):
I'm gonna lose my mind.

Speaker 20 (45:35):
Is that is that good?

Speaker 2 (45:36):
Female?

Speaker 15 (45:36):
Brian?

Speaker 5 (45:37):
I just want to remind you Andrew that Jake just
totally mogged you.

Speaker 2 (45:42):
Well, didn't Jake just totally mog you.

Speaker 5 (45:44):
Well, hey, I only got it.

Speaker 2 (45:45):
He mogged all of us, didn't. Jake just mog you?

Speaker 7 (45:48):
You haven't a.

Speaker 2 (45:49):
Minute and three?

Speaker 8 (45:51):
C a.

Speaker 5 (45:53):
Up and ship.

Speaker 14 (45:53):
I got one more chat coming through, and let's try
to bring it back to feminism.

Speaker 17 (45:58):
Havatar, I'm Octavius to two hundred dollars.

Speaker 7 (46:03):
That's a great question.

Speaker 17 (46:03):
Actually, do you think misogyny is worse than miss andry?

Speaker 5 (46:07):
If so, why, here's what we're gonna do though.

Speaker 2 (46:09):
Yeah, I like that question.

Speaker 8 (46:10):
I mean, I have a quick answer. I think they're
really equally bad.

Speaker 5 (46:13):
Time is limited, so we do have to kind of
rapid fire through it. Yeah, I don't want to have
a brief back and forth.

Speaker 2 (46:19):
Is I want to get back to the view I
agree with that.

Speaker 7 (46:23):
No, I don't think misogyny is worse than miss injury.

Speaker 8 (46:27):
I think they are both equally bad.

Speaker 7 (46:30):
I think that specifically, I think that the point should
be to create a society in which both sexes work together.
I will acknowledge that there are differences between men and
women physiologically, but at the same time, I do think
that mentally both groups are an inherent net positive on
our society, and I think that it is better if

(46:50):
both groups work together. And anyone who is willing to
sow divisiveness between men and women I do not agree with.

Speaker 15 (46:56):
By the way, I just want to point out to
the chat to go over to Jake's travel blog and
watch as he couldn't cock a rifle and I had
to literally grab it from him and cock this rifle
because he couldn't do it. Just want to point that out. Yes,
the jos Indiana Wilson in The Jar of Doom.

Speaker 14 (47:18):
Would it be worth covering male privilege, for example, as
it relates to feminism.

Speaker 7 (47:23):
Wait, I just wanted to really quickly say on the
topic of cohabitation versus marriage in necessarily an Unhappy home,
as we both agreed that feminism is the advocacy of
women's rights on the basis of equality.

Speaker 8 (47:40):
And equity of the sexes.

Speaker 7 (47:41):
To be able to promote that women can also get
a divorce.

Speaker 8 (47:45):
As well as men.

Speaker 7 (47:46):
I don't think is advocating in favor of cohabitation and
both can be true.

Speaker 8 (47:52):
I don't think that those are mutually exclusive, so there's.

Speaker 5 (47:53):
Better topics to cover.

Speaker 15 (47:54):
I think the problem with that is that we're using
your metric for what is bad, your meta for what
is bad as the negative outcomes. There's negative outcomes with
those relationships, therefore they are bad.

Speaker 8 (48:04):
I already told you that I'm not an inherent consequentry.

Speaker 15 (48:07):
Yeah, I know, but every time I try to get
a justification out of you, you just went back to
negative outcomes. Otherwise bad as bad as bad as bad
as bad as bad.

Speaker 7 (48:13):
Okay, but you can't really quantify the net negative outcome
of something that doesn't happen.

Speaker 15 (48:17):
Actually, I can quantify the negative net outcome. I can
look at what happens to the children who are abused.
I can give you the stats from the NIS. I
went over all of them yesterday right here on this
very program with a different feminist debate.

Speaker 7 (48:29):
So then what you're arguing is against cohabitation, but not against.

Speaker 2 (48:33):
The right less LUs.

Speaker 15 (48:34):
It's feminists who are doing everything they can in order
to produce the outcomes for marriage and cohabitation.

Speaker 7 (48:42):
I mean, I don't know who you're talking to, but
I don't know who I'm talking to produce the outcomes
against God. Like you can say that cohabitation is bad,
but women still deserve a right to divorce. It has
been there.

Speaker 2 (48:53):
Okay, well let's move on. We'll move on to the
next one. I'm fine with that.

Speaker 15 (48:56):
Yeah, and we'll do the final internal critique for the debates.
Not done, what's next topic, Brian? Or do you want
me to bring one up?

Speaker 5 (49:03):
Something?

Speaker 14 (49:03):
I mean, we could cover differentials when it comes to privilege,
male privilege versus female privilege.

Speaker 8 (49:11):
What's the question, what's the do you believe.

Speaker 5 (49:14):
That there's Do you think male privilege exists?

Speaker 7 (49:19):
Yeah?

Speaker 5 (49:19):
I mean is it greater than female privilege?

Speaker 7 (49:23):
I think that we all have inherent privileges, and I
think it's important to talk about intersectionality when we talk
about privilege.

Speaker 2 (49:29):
Yeah, but what's the question is asking specifically?

Speaker 7 (49:32):
Do you think that Andrew, you don't let me finish this, Yeah,
because you want me to finish the statement, because you
don't know where I'm going with it.

Speaker 2 (49:37):
Yes?

Speaker 1 (49:37):
Or no?

Speaker 2 (49:38):
Do men have more privilege in society?

Speaker 7 (49:40):
I think some men do? Yes, But again, like I
would think that a disabled man probably has less privilege
than a able bodied woman, depending on what his disability.

Speaker 15 (49:50):
If we were to take all women and put them
collective as a group and all men collective as a group,
would you say that men are more advantage either have
privileges over women, or that women our privilege and have
advantages over men.

Speaker 8 (50:02):
Yeah, I would say collectively, men probably have more photos.

Speaker 15 (50:04):
Okay, so now we understand exactly what it is that
we're arguing. So let me just start with this. What
about the draft?

Speaker 8 (50:11):
What about the draft?

Speaker 15 (50:12):
So how is it that men are privileged over women?
When men can be drafted women cannot, Well.

Speaker 7 (50:17):
That would be an example of when women have a
privilege over men. I don't think the draft should apply
to anyone though, to be honest, it does apply to men,
I know, and I don't even think we should have
a draft.

Speaker 2 (50:26):
But we do have a draft.

Speaker 8 (50:27):
Apparently a moral as well.

Speaker 2 (50:28):
Yeah, but we do have a draft. We do descriptively,
I know and wish.

Speaker 15 (50:32):
And how could it be that men, young men especially
can be drafted at the age of eighteen nineteen twenty
years old, be sent to fight wars often on behalf
of women who can vote them into those wars? Right,
how is that a privilege that men have? And what
is the if you had to pick anything that you
could point to for women that is on par with
that duty that men have.

Speaker 2 (50:53):
I want to hear what it is.

Speaker 7 (50:54):
I would say probably the societal role of the traditional
wife and the in ability for certain women, or the
promotion of an idea that women should not be allowed
to work.

Speaker 2 (51:06):
Who promotes that women should not be allowed to work? You, no,
I don't.

Speaker 8 (51:10):
So you think that women should be allowed to work.

Speaker 15 (51:12):
Women have always been able to work, and you think
the outside of the home. Yeah, of course, they've always
been able to work outside the Oh, that's great.

Speaker 2 (51:19):
What does that have to do with anything?

Speaker 7 (51:21):
I mean, part of the whole manisphere, And like the
promotion of these social norms and social rules.

Speaker 2 (51:27):
That's where you're wrong.

Speaker 15 (51:28):
You see the Actually you have the more misogynistic view,
but you have the more misogynistic view. The truth is
is that what the manisphere would say is that a
lot of them say, no, those women need to fucking
work otherwise they're in a position of privilege being at home.
So let me ask you this. Are women in a
position Oh you hear them say it all the time?

(51:49):
Are women in a position of privilege?

Speaker 8 (51:51):
And Laren Kanes isn't saying that.

Speaker 10 (51:54):
Yeah they do.

Speaker 7 (51:54):
But here's the thing not saying.

Speaker 15 (51:56):
I'll demonstrated for you. Are women in a position of
privilege when they're stay at home moms?

Speaker 7 (52:01):
No?

Speaker 2 (52:01):
Are they in a position of privilege when they're working.

Speaker 7 (52:04):
Unless they I mean, I think that they're in a
position of equality or equity, that's the goal.

Speaker 15 (52:10):
But so then that would mean by that logic, they're
oppressed by being stay at home moms.

Speaker 7 (52:16):
I think that if they are not using their free
will to decide whether or not they're a stay at
home mom.

Speaker 15 (52:20):
Yeah, they're a stay at home mom. Okay, are they
privileged or not privileged? Is it a privilege to be
a stay at home mom or is it not a
privilege to be a stay at home mom?

Speaker 2 (52:29):
Or is it a privilege for women to work? Or
is it not a privilege to work?

Speaker 8 (52:32):
I think it depends circumstantially.

Speaker 7 (52:34):
If a stay at home mom is choosing and has
her free will to be a stay at home mom,
and that is an arrangement that she made with her husband.

Speaker 8 (52:40):
Who would also like to do that, then it can
be yes.

Speaker 7 (52:43):
But if a woman does not have the right to
make that choice, and if you are, you know, proposing
a society in which we follow strict gender rules and
societal rules in which yeah.

Speaker 15 (52:54):
But gender norms show women always working, always having work, Yes,
ideas gender norms. What they don't show is that it's
a good idea for women to take their reproductive years
in work outside of the home.

Speaker 2 (53:07):
That's stupid, that makes no sense. Yes, ye, of course,
how do.

Speaker 8 (53:11):
You establish yourself in a career if you, like actively.

Speaker 7 (53:14):
Have a child at home.

Speaker 15 (53:14):
You establish yourself in a career after your child bearing
years like everybody else.

Speaker 7 (53:19):
For you have to start work at like forty versus
having children at forty.

Speaker 8 (53:24):
But you can do both though.

Speaker 2 (53:26):
But here's the thing. This is what's so funny career?

Speaker 15 (53:28):
Do you think then that if you split moms split
their attention between their children and their career, that their
children are going to get as much attention as they
would if the mom didn't have a career.

Speaker 7 (53:40):
But why should a mother not have the ability to
have a career.

Speaker 2 (53:44):
For their children?

Speaker 7 (53:45):
Well, then just don't have children.

Speaker 15 (53:47):
They would do it, right, exactly. This is my point though,
right is like, so why wouldn't you shure.

Speaker 7 (53:51):
Make up forty seven percent of the labor force. Literally
millions of women do this every day.

Speaker 2 (53:56):
Yeah, and you know what happens our birth rate? Do
you know what it's at?

Speaker 7 (53:59):
It's a lot lower significant why because women are having
kids older? But that's free.

Speaker 1 (54:06):
Will you go.

Speaker 20 (54:10):
Ask you?

Speaker 15 (54:10):
Is it a negative thing that the birth rate is
declining to the point where we can't even sustain our population.

Speaker 8 (54:17):
Could allow immigrants coming?

Speaker 2 (54:19):
But wait, wait, so you want to replace the population.

Speaker 7 (54:21):
No, I'm not a replacement theorist, But do you want.

Speaker 2 (54:23):
To replace the population?

Speaker 7 (54:25):
Can we go back?

Speaker 1 (54:25):
No?

Speaker 16 (54:26):
No?

Speaker 8 (54:26):
No?

Speaker 15 (54:26):
Can can you answer the question if it is the
case that our population's massively decreasing, which you just conceded,
it is because women are having children older, which you
just conceded they are, and you say that's a good
thing and then say it wouldn't it wouldn't go down
if we had immigrants come in.

Speaker 2 (54:43):
How is that not replacing the population.

Speaker 7 (54:45):
I'm saying that's a good thing, but I don't understand
what your solution is. Should women not be allowed to
work into it?

Speaker 2 (54:49):
It's your internal critique time? Now tell me.

Speaker 8 (54:51):
Should not be allowed to tell me?

Speaker 2 (54:53):
Real quick? Children, why are you asking me questions of
answering them?

Speaker 1 (54:56):
Now?

Speaker 2 (54:57):
It's my turn to ask the questions?

Speaker 10 (54:59):
So why is that?

Speaker 15 (55:00):
Because you you just internally critiqued and I allowed you
for over an hour at least.

Speaker 2 (55:06):
My position my turn, So real quick, can you tell
me why it is that?

Speaker 15 (55:11):
When you get to the point where you cannot replace
your own population and you say, well, we wouldn't have
a problem with that if we open it up to immigrants,
how is that not you advocating for replacement.

Speaker 7 (55:21):
I'm not advocating for complete replacement. I'm not saying people
should just stop working and stop having children and it
should be entirely up to immigrants. But I mean, if
we did have more channels for immigrants to come into
this country legally, you know, we.

Speaker 2 (55:33):
Might replace the domestic population.

Speaker 7 (55:36):
What's the problem with doing that?

Speaker 2 (55:37):
Though, don't act any Would it replace the domestic.

Speaker 8 (55:41):
Population, It wouldn't completely replace it.

Speaker 2 (55:43):
What it mostly replaces.

Speaker 8 (55:45):
You would add, why is it replaced?

Speaker 15 (55:47):
It's adding because if the people who are okay, let
me ask you this, is it a good thing that
Native Americans don't have a lot of kids?

Speaker 8 (55:55):
Why aren't they having kids?

Speaker 16 (55:57):
Well?

Speaker 15 (55:57):
Is it a good thing that they are or are not?
Would you see Native Americans having more kids?

Speaker 7 (56:03):
I mean, I don't like.

Speaker 15 (56:04):
Why is it a bad thing that we came over
here and took land from the Native Americans to replaced
their population?

Speaker 2 (56:09):
Why is that bad?

Speaker 7 (56:10):
Well, because we killed millions of people? Because no, no, no,
actually it was human suffering.

Speaker 2 (56:16):
Actually, actually most most of were killed.

Speaker 15 (56:19):
Most of what killed Native Americans was not genocide.

Speaker 2 (56:22):
It was diseased.

Speaker 8 (56:23):
The Trail of Tears killed millions of people.

Speaker 15 (56:26):
Okay, that actually, no, the Trail of Tears didn't kill
millions of people. How many millions do you think died
in the Trail of Tears?

Speaker 7 (56:33):
Let's google it.

Speaker 2 (56:34):
Google it all right? How many millions died at the
Trail of Tears?

Speaker 14 (56:41):
It says an estimated four thousand out of sixteen thousand
Cherokee people or wait forced to relocate.

Speaker 2 (56:48):
Let me see, does how many millions?

Speaker 14 (56:52):
It says estimate estimate that six thousand men, women, and
children die on the twelve hundred mile march called the
Trail of Tears Cherokee.

Speaker 15 (57:00):
Okay, so is six thousand anywhere close to millions?

Speaker 2 (57:04):
And millions?

Speaker 8 (57:06):
How many Native American people were killed from colonization? Can
you go that one for me?

Speaker 2 (57:09):
Yeah? Disease? How many were killed by disease?

Speaker 7 (57:13):
Millions killed by colonization? It's millions of people.

Speaker 15 (57:20):
No disease killed them. Disease killed the overwhelming amount of.

Speaker 8 (57:25):
Used chemical warfare or not?

Speaker 2 (57:26):
We oh, we did so.

Speaker 15 (57:28):
We didn't understand anything about how disease has worked, but
we were able to use diseases for chemical warfare.

Speaker 8 (57:33):
I mean, we didn't understand how disease.

Speaker 2 (57:34):
When do you think when do you think we understood
the disease process?

Speaker 7 (57:40):
You know that smallpox blankets, blankets that were infected with
small total myth given and gifted?

Speaker 10 (57:45):
How?

Speaker 15 (57:46):
How?

Speaker 1 (57:47):
Okay?

Speaker 2 (57:48):
Let me ask you a questions.

Speaker 15 (57:49):
A myth You get sick and you don't understand how
the disease process works because science hasn't discovered it yet.
And then you hand a blanket that shick people have
used to another person. Not understand you check that one
to check it?

Speaker 5 (58:01):
Yes, which one?

Speaker 2 (58:03):
Small pox?

Speaker 8 (58:04):
How many millions check.

Speaker 14 (58:05):
The smallpox mid on in in the United States and
North America or the North Americas.

Speaker 2 (58:13):
Oh, actually, if we didn't, you're just goal post shifting.

Speaker 7 (58:16):
I mean, but that's not true.

Speaker 2 (58:18):
I said that. You said millions of people died during
the Trail of Tears.

Speaker 15 (58:22):
Okay, stop lying, all right, then let's include all the
ship Stop lying.

Speaker 2 (58:26):
And also check.

Speaker 15 (58:27):
All you have to do is check the disease Native America.
All you have to do is check the disease rates.
It was eighty to ninety percent of all Natives died
from diseases. And by the way, the smallpox blanketing, the
smallpox blankets happened hundreds of years after colonization.

Speaker 8 (58:41):
Calm down the questions.

Speaker 15 (58:43):
Small pox blankets happened hundreds of years post colonization, hundreds Then.

Speaker 8 (58:47):
You were asking, let's fact check that.

Speaker 7 (58:49):
But while you're doing that, the question that you were
asking is was the colonization of the America is bad?
And I'm saying yes it was because it results in
the deaths of millions of people, got it?

Speaker 15 (59:03):
So if the outcome and that would be a negative outcome, right, yeah,
if Japan, if Japan wants to keep itself Japanese, is
that negative.

Speaker 2 (59:14):
For what purpose?

Speaker 15 (59:15):
Because they just want to be Japanese? How are they
doing that by not letting in any immigrants?

Speaker 7 (59:21):
Are immigrants coming into their country and are they detaining
them making.

Speaker 2 (59:24):
Very very few are ever allowed to come in? Yes,
very few.

Speaker 7 (59:29):
I mean if they're not physically hurting or endangering those people,
then I wouldn't say that's necessarily a negative. But I
think it depends on the outcome for the Japanese population.

Speaker 15 (59:37):
So if the Japanese, let's just say that they only
wanted their domestic population to be Japanese, there's nothing inherently
wrong with that.

Speaker 2 (59:47):
I don't know, you don't know.

Speaker 7 (59:49):
Can I answer the question if there's a net negative
that happens when the Japanese population self isolates, then I
do think there's something inherently wrong with that, But I
think it's hard to quantify how negative that is to
that population.

Speaker 15 (01:00:02):
So like, if the Japanese were isolating themselves and their
birth rate was decreasing, it would consider that to be negative.

Speaker 7 (01:00:09):
Yes, if they were losing population, if they were losing
a labor force because of self isolation, if people were
starving and people could not make enough money, because why they.

Speaker 2 (01:00:17):
Weren't just starving. They're not starving, but they're just not reproducing.

Speaker 8 (01:00:20):
If people aren't reproducing and they're incapable.

Speaker 2 (01:00:22):
Of reproduction, or they're capable of it, they're just not.

Speaker 7 (01:00:26):
Yeah, I mean, if it is hurting that population, then
I would say that's a net negative.

Speaker 2 (01:00:29):
Okay.

Speaker 15 (01:00:30):
So then if white people aren't reproducing, is that hurting
their population?

Speaker 8 (01:00:35):
It depends do they want to reproduce.

Speaker 15 (01:00:37):
Its seemingly seemingly the primary edict is reproduction, right, Okay, sure, Okay,
So then if white people are not reproducing, that's harmful
to white people's population.

Speaker 8 (01:00:47):
If the primary edict is reproduction, they weren't they're reproducing.

Speaker 15 (01:00:50):
Well because they defer their What's happened is there has
been a massive campaign to defer all women's childbearing years
for college years.

Speaker 2 (01:00:59):
This in every industrial country we look at. So what
are you structurally I'm asking you this question.

Speaker 15 (01:01:05):
I'm asking you, is it inherently bad that white people
aren't reproducing? No, they so is it inherently bad? Like
you just said that the Japanese people aren't reproducing.

Speaker 7 (01:01:16):
I guess why their free will?

Speaker 1 (01:01:19):
What the fuck?

Speaker 15 (01:01:20):
How is it bad if the Japanese don't reproduce? But
it's it's bad if they don't. But it's not bad
if white people don't.

Speaker 8 (01:01:28):
No, I'm not saying it's bad if either group doesn't.
I'm just saying, is it.

Speaker 7 (01:01:31):
Depends on the effects to that population and why they're
not reproducing.

Speaker 8 (01:01:35):
If they're not reproducing as.

Speaker 7 (01:01:36):
An exercise of free will, gotcha, and they are happier
without reproducing, then why is that negative?

Speaker 15 (01:01:42):
So if we were to look at like the mental
health outcomes of women who reproduce versus those who didn't,
which which group would you say would be be happier?

Speaker 7 (01:01:52):
I'm not sure which group you say would be happier?

Speaker 8 (01:01:54):
Well, statistically which group is not?

Speaker 20 (01:01:56):
Here?

Speaker 15 (01:01:56):
What the group that's statistically happier women who reproduce have children?

Speaker 8 (01:01:59):
Okay, but again that's the whole causation correlation thing.

Speaker 15 (01:02:02):
And it feels like the thing is is like everything
you can say is a causation. Right, we look for
the primary causation for what is the correlation. We even
do this with things like drinking and driving, right, So yeah,
I could always say no, it just correlates that.

Speaker 2 (01:02:16):
Drinking in your car leads to more accidents.

Speaker 7 (01:02:19):
Right.

Speaker 15 (01:02:19):
But if it is the case that that's a primary correlate,
then we tend to say it's because drinking and driving
these accidents increase. That's how you would do anything. So
if that's the case, I'm just asking you again the question.
Right when you say it's just correlation causation, if the
primary correlation is that they're having children and that's what
makes them happier, and that women who don't have children

(01:02:41):
are less happy, that wouldn't you say that's a negative outcome?

Speaker 8 (01:02:45):
Yes, I would say that's okay, But I do just
want to ask. So, let's say that that is a
negative outcome, what is your solution. Do you think women
should not be allowed to go to college?

Speaker 7 (01:02:54):
Do you think women.

Speaker 15 (01:02:55):
Should I would just advocate for a national campaign which
asks women to keep the traditional family intact because it's
going to lead to the most amount of children and
to defer those college age years, just like we did
in a national campaign to try to move women into college.
I would do a national campaign to say, defer those
years for childbearing, and you can always go to college

(01:03:15):
later after your kids are grown, or you could do
it from home.

Speaker 7 (01:03:17):
That's not fun.

Speaker 8 (01:03:18):
That's not the point of college.

Speaker 1 (01:03:19):
Did you go to college?

Speaker 2 (01:03:19):
The point of college is to go? Fuck? No, what's
the point.

Speaker 7 (01:03:22):
The point of college is to learn while you are
young so that you can gain skills that help you
in the workforce and develop a career over time.

Speaker 8 (01:03:29):
It takes time to develop a career.

Speaker 2 (01:03:30):
You can develop you can develop the career.

Speaker 15 (01:03:32):
First of all, most of the people are getting degrees,
by the way, they ain't using those fucking degrees in
any of those fields, are they.

Speaker 2 (01:03:38):
What's your degree going to be in? What's it going
to be in?

Speaker 7 (01:03:42):
Fucking your mom? No, I'm driving film production.

Speaker 2 (01:03:44):
And do you think that you're gonna end up a
film producer?

Speaker 8 (01:03:47):
Hopefully?

Speaker 15 (01:03:48):
But I mean, do you think that the chances that
most people have a degree in film production are producing film?

Speaker 8 (01:03:53):
I mean, I happen to go to the best film
school in the country, but.

Speaker 2 (01:03:56):
Yeah, yeah, I just like I just had a woman
I talked to yesterday who got a degree in comedy writing.

Speaker 7 (01:04:02):
Oh well, sorry, yeah.

Speaker 15 (01:04:04):
Yeah, or psychology or sociology, these degree, these fields are
completely oversaturated.

Speaker 7 (01:04:09):
Fills are still useful, and we all oversaturated. But we
also okay, but we also know that people on average
who get a college degree, the media and income for
those people is higher.

Speaker 15 (01:04:19):
Yeah, but you guess what, the negative effects mentally much
higher than if they don't have children their college education.

Speaker 8 (01:04:25):
So your plan is to use certain people's free will.

Speaker 15 (01:04:27):
How are you usurping it by having a campaign just
asking people to defer, Okay.

Speaker 8 (01:04:31):
And then if they choose not to do that, whatever
I can choose.

Speaker 2 (01:04:34):
But here's the thing. It was extraordinary do have fun.

Speaker 15 (01:04:37):
It was extraordinarily effective to have the propaganda which said
that women should be going to college. If you look
at the college rates pre the propaganda post it right,
you can see that it had a great effect. You
could have the same type of effect which which asked
women to defer that for childbearing years because they're happier,
more well adjusted. And guess what you would be promoting

(01:04:58):
then that they all old school gender roles.

Speaker 7 (01:05:01):
Women fought an entire I mean not fought physically, but
women had several many movements on the basis of demanding
the right to choose whether or not they go to college.
And when why would we do that if we didn't?
First of all, are you saying that the feminist revolution.

Speaker 2 (01:05:16):
Is first of all, when it came to college, there's.

Speaker 8 (01:05:19):
Currently more women in college.

Speaker 15 (01:05:21):
When it came to college, I want to be so
when it came to college, there was very few. There
was these ivy league colleges. There was very few colleges ever,
and most men never went to college either. That's the truth.
Almost nobody ever went to college. It was about the
best and the brightest. And what's happened is we've lowered
the debaty standards, so anybody can fucking go to college.
Now it's become a requirement for an entry level job

(01:05:41):
to go to college, which is insane.

Speaker 8 (01:05:43):
But that's an issue with capitalism.

Speaker 2 (01:05:44):
That's an issue with capitalism. It's an issue with stupid
feminist propaganda.

Speaker 14 (01:05:49):
It's not the moment, just a moment. I need to
do a quick sidebar with both of you, really quick.
So viewers, we're going to take a twenty thirty second intermission.
Just stay tuned, hold on for just a moment.

Speaker 20 (01:06:30):
It's overwhelmed me and the pass from the teams of
my past because I was telling has been a part
of the rea motes love to be and it just
difficult to repress the love away.

Speaker 1 (01:06:50):
But reassessed this that you wish it because I have
to learn something.

Speaker 21 (01:07:00):
At the time though occasion and the strange relationships.

Speaker 1 (01:07:05):
I'm trying to stay away from.

Speaker 21 (01:07:08):
The compromising situations so loud and the throw up.

Speaker 1 (01:07:16):
So to mast, comission no shit, fasting that and the
door mother find a woman a woody say the hub,
go for it. And every time I love away, I'm
feeling like I'm the first distructions. I cannot shake his
feeling and describing.

Speaker 21 (01:07:36):
Thoughts of hers all the biggest paintings, I mean, all
the way I'm trying someone not to breaking.

Speaker 1 (01:07:42):
Something to dentation.

Speaker 21 (01:07:47):
Show thoughts are burst all that biggest paintings, I mean,
all the way I'm trying.

Speaker 1 (01:07:54):
Someone not to breaking something to today kink inside of me.
I love cannot survive. We have to fall in love
from my sensation shit and a woman.

Speaker 22 (01:08:08):
I call my bid like I can tell you, oh God.

Speaker 1 (01:08:13):
And school just trying to take my love away. What
that is I don't understand. It's the strength of I
could admitting that.

Speaker 21 (01:08:22):
I love it toil steady, so how can get and
all thespipe and those.

Speaker 1 (01:08:30):
In our sage you wait, shit, frustration, strength and they
don't f fee until be ran, don't win man che
all these sipe, those in our sage you wait.

Speaker 21 (01:08:45):
Ship, frustration, sit, strength and being though I be at
the friendom.

Speaker 1 (01:08:52):
Win and get a be a go away, And every
time I love away, I'm feeling like that I'm the
person this trushing as I cannot shake this feeling, and
it's gray and donton burst all that bigas paintings. I
make a low way. I'm trying, so why not to
breaking something to temptatione? And what else should.

Speaker 21 (01:09:15):
Dots are burst all that vegas paintings.

Speaker 1 (01:09:19):
I make a low way. I'm trying, so why not
to breaking something up to temptage make time I love someway.
I'm feeling like I'll go for sake this.

Speaker 21 (01:09:28):
Trusting as I cannot shake this feeling and it's gray
and dons burst all that bigness paintings.

Speaker 1 (01:09:33):
I make a low way.

Speaker 21 (01:09:34):
I'm trying, so why not to breaking something to temptatione?
S dot of burs all that biggest paintings.

Speaker 1 (01:09:47):
I make a low way. I'm trying so why not
to breaking something to temptage, and she don't go if
she finds out of baking b.

Speaker 20 (01:10:00):
She don't wanted me and wasting her time, taking.

Speaker 1 (01:10:03):
Enough that for granted, and messing with her what you
don't know her?

Speaker 17 (01:10:10):
What did she find out?

Speaker 1 (01:10:11):
Her bid her? That's what she don't go is me
and racing her time, taking enough death for granted, and
messing with her. She's go, she told, she told, she told,
she told, don't want messing with her. My she she call,
she call, she go, she go, woman messing with her?

(01:10:33):
My she go, she go, she go, She don't she
don't want messing with her my go, she go. She
don't she keep gold me messing with her?

Speaker 17 (01:10:52):
She don't.

Speaker 1 (01:10:53):
She don't want the way my time I left. I'm
like and they like I love her saying this her
she has I can I.

Speaker 21 (01:10:59):
Shi is feeling and it is gray and donts of
hers all that vegas paintings.

Speaker 1 (01:11:04):
I may go a little way. I'm trying so hard
not to breaking something to temptage, and she will show
thoughts of hers all that vegas paintings. I make it
a little way. I'm trying so I'm not too breaking
something to temptage. And every time I lives up like

(01:11:24):
I'm feeling like I love her, saying this str she is.
I cannot take this feeling and this gray day dons
of burs, all that bigness paintings. I may go a
little way. I'm trying so hard not to breaking something
to m tag and sh shot and thoughts of hers,

(01:11:44):
all that Vegas paintings. I may go a little way.
I'm trying so are not to breaking something up to temptage.

Speaker 11 (01:11:50):
And she don't, she don't, she don't, she don't, she don't,
I said, with her mind she can't.

Speaker 22 (01:11:58):
She don't, she don't don't she.

Speaker 1 (01:12:01):
Don't hold me? I said, I don't care.

Speaker 22 (01:12:14):
And if you pay around.

Speaker 1 (01:12:26):
The back beca you don't mean said so thansodizing cons

(01:13:10):
down they back to the body she thin be so we.

Speaker 22 (01:13:18):
Say something so.

Speaker 1 (01:13:24):
Grand, bring.

Speaker 22 (01:13:34):
So something down.

Speaker 1 (01:14:00):
Yeah, it's.

Speaker 23 (01:14:04):
As it takes any gassing of the man. She's got

(01:14:30):
to travel and they have brag.

Speaker 1 (01:14:39):
Thing have a lot don de so excising us day
down by she makes me so weird. I it takes
like a Les brad Free was so excited what this

(01:15:35):
finding comp and die, I don't wait to b u f.

Speaker 22 (01:15:44):
W not the tided to say bye.

Speaker 1 (01:15:53):
Die. Let me say sat there all the.

Speaker 5 (01:17:01):
Yeah, no, you guys didn't do anything one moment, guys.

Speaker 1 (01:18:03):
Who were confident to him, but lack of comprise, the
fight and defet and go for.

Speaker 12 (01:18:07):
One the lie and trying to repress the fact of
the man is they don't really give.

Speaker 1 (01:18:12):
A damn back to driving your pass, trying to skip
the front of my brother Britons up foot in a
dog basic to leave the suppotain come in the property society,
the pike, you work, then you're intention I'll be at
buts and what the stuffing about that? And you don't
have any strike, then I'm taking particious not just the standing,
the particippointment. That's not meaning that's the favorite of that city.

(01:18:34):
They want to find claims and need the fame.

Speaker 19 (01:18:36):
The coming name and not looking at that making anybody
tam But the fuck of main don't make you entertained.

Speaker 1 (01:18:41):
He speaks of success and even if you want to
get approved, you're the best given to a fine joint.
End upon you one that you can dream of love
that person you so pure.

Speaker 21 (01:18:51):
And pot the boy and saying they trying to put
look you it say no time to recluses, not the room,
and make the.

Speaker 1 (01:18:55):
Shame the fucking going on.

Speaker 21 (01:18:57):
You laugh, you speak bad, don't catch your nature, can't throwing,
don't let the tail, let's just spring it sounds, and
don't try if there laugh at the spring winding, I'll
catch your an attitude. So kn't throwing, don't let the
fact it. Let's just strun it sounds, gize and you

(01:19:19):
can't crow too. It's a crackiness, a big fitter, changeable.

Speaker 1 (01:19:22):
It's a shame to me. You can't even believe in
me without being consented.

Speaker 19 (01:19:25):
To selfish break some self as ship that if you
believe in yourself, you can't want.

Speaker 1 (01:19:29):
About the ship. It's so clearly like your ptats up prepensans,
don't go grading, and you're really get to sell the
brain and paint. I bet them with dating. I'm trying
to get a paper straight and being like God, you
had straight it well more time. He's making a statement
as well, we had the bat it. I'm a moultivating.
It's really all pay the play. If I'm kind tomorrow,
help me here without the game. So the purchase of
silence and if ivery start to think it. Thet just

(01:19:50):
don't get brats, you know when you change it because
over born in the dark or what, just might get
pay into the shadows instead of talk.

Speaker 19 (01:19:57):
I'm like it make no matter then, because no the
dark night, I'll playing the building up until the times,
right until the third.

Speaker 7 (01:20:05):
If they're laugh at chill.

Speaker 21 (01:20:06):
Just win your wedding, I'll catch your nattitude, so keep going.
Don't love them gratitude. Let's just strun yourself.

Speaker 1 (01:20:12):
You canize it. Don't if they're.

Speaker 21 (01:20:16):
Laughing chill because when you're wedding, O cat your natitude,
so keep going.

Speaker 1 (01:20:21):
Don't look comparitu him. Let's just strum yourself to gize.

Speaker 21 (01:20:24):
Can't hurry if they laugh at you, just when you're wedding,
don't get your latitude to keep going.

Speaker 1 (01:20:32):
Don't look comparatitude them. Let's just stun yourself. You caze it.

Speaker 21 (01:20:37):
If they're laugh at you, because when you're wedding, don't
get your nattitude, so keep going.

Speaker 1 (01:20:43):
Don't look comparatitude him. Let's just scrum yourself. You can
nize it.

Speaker 7 (01:20:47):
Some.

Speaker 1 (01:20:48):
Don't go bob your publics for the robotically. They the
busy want to try.

Speaker 21 (01:20:51):
The tembo design post it gets a picture of people
then that before.

Speaker 1 (01:20:56):
Except the tips at the game, and then the feels
the pretty football something that they have to do. But
when they everything on tolf of the left.

Speaker 19 (01:21:05):
So I simply can't apply with my modeste take apply,
don't get your not keep doing, don't look.

Speaker 21 (01:21:17):
Pretty silent, perspect you, so keep going, don't let's pretty silent.

Speaker 14 (01:21:51):
We're just seeing if we're gonna to be able to
increase the length of the debate for just a bit here,
since we are closing in on the end.

Speaker 5 (01:21:58):
Here we have pasty charge the message pasty, thank you.

Speaker 2 (01:22:01):
Pasty.

Speaker 17 (01:22:02):
George donated two hundred dollars.

Speaker 5 (01:22:04):
Thank you.

Speaker 17 (01:22:04):
Ultimately, feminis to rely on men even to open.

Speaker 2 (01:22:09):
My argument is that men rely on physical force of men.

Speaker 7 (01:22:11):
To pasty appreciate a man who's stronger than you from
removing your physical force nothing.

Speaker 2 (01:22:18):
That's what force doctrine is. Like, you still don't get it.

Speaker 14 (01:22:22):
Last call if you want to get a message in
two hundred dollars, tts pull it up.

Speaker 7 (01:22:25):
The streamline that doesn't like why are the leaders not?
Why are our leaders of the strongest people?

Speaker 5 (01:22:30):
Don't know one more?

Speaker 17 (01:22:31):
If you guys paid George donated two hundred.

Speaker 5 (01:22:33):
Thank you, Pasty George.

Speaker 17 (01:22:34):
It says to you, ultimately ninety percent of the indigenous
population in the Americas, or about fifty five million people,
died during the colonization period and come.

Speaker 14 (01:22:46):
Continued continued, Yeah we want to say, yeah, it's it's
gonna come up just ten second, pac George, thank you
for the message. If you guys want to get your
own message here as we are getting ready to wrap
up the stream streaming latins dot com, slash whatever, two
hundred dollarsts getting.

Speaker 17 (01:23:00):
A pasty George donated two hundred dollars.

Speaker 5 (01:23:04):
Thank you.

Speaker 17 (01:23:04):
Drastic population decline is attributed to a combination of factors, including.

Speaker 7 (01:23:09):
Disease, displacement, and violence.

Speaker 17 (01:23:13):
In Canada, a similar pattern of population decline occur.

Speaker 15 (01:23:16):
So it is true that violence and force displacement did
kill a lot of Native Americans.

Speaker 2 (01:23:21):
I'm not disputing that. I'm what I am saying, though, is.

Speaker 15 (01:23:24):
That disease killed the overwhelming amount of the Native population.

Speaker 8 (01:23:28):
Why did we ever get the results on whether or
not smallpox.

Speaker 2 (01:23:32):
The Smallpox podcast?

Speaker 7 (01:23:34):
I don't.

Speaker 8 (01:23:34):
If he's not going to answer, we are going to
drive up to northern Cali.

Speaker 7 (01:23:39):
So I probably can't stay.

Speaker 1 (01:23:40):
If I'm being honest, well, just keep an.

Speaker 14 (01:23:42):
Eye on your phone and if he gives you an answer,
he gives you an answer, we'll do. In that case,
here's what we're gonna do. Oh Mary, can I have
you hold on? I'll send you a private chat marriage.
Give us a moment. Guys while we're just figuring out
a few things here. One second, I need to bring

(01:24:03):
it back to intro.

Speaker 10 (01:24:32):
So I am ixpine to something the lying of mind in.

Speaker 1 (01:24:35):
The business and disregarding will.

Speaker 24 (01:24:37):
Have to say about my life between the the find
the things become the other say the pism living now
the type of peace I mean, thank your pinions because
the fact the gout in the.

Speaker 25 (01:24:46):
Spanish face and there's a position my first win into.

Speaker 1 (01:24:51):
Lots of fear, the whole suckbody in the head.

Speaker 5 (01:24:53):
Let me digress.

Speaker 1 (01:24:54):
I'm not saying I'm okay for trunk this because that's prediculous.

Speaker 24 (01:24:57):
But spending playing I'll be said, if I can't abode
to be your then the lavish and talks a little
cabbage so I can feel above average. I'm gonna joking,
I'm not gonna come to that ship.

Speaker 2 (01:25:07):
If you don't change just.

Speaker 1 (01:25:08):
For number one to lot of water to do it.
Can't join the school and I got my life.

Speaker 23 (01:25:17):
I'm a hon like you know you need to find
your beds high life, no whole time.

Speaker 1 (01:25:23):
If you ain't talking about they ain't get about the side.

Speaker 24 (01:25:26):
Say keep all your money is talking.

Speaker 1 (01:25:32):
I don't want it to and I want to tell
it if I can't do it the school because I'm
going my life. Something is it is an apple pop.

Speaker 24 (01:25:39):
Be stricken and I don't find any cousin, have no
food in the kitchen, new kicks in my closet.

Speaker 1 (01:25:43):
No gin ye wanter feel like I know you're buffer.
No my bowl a bunch of a whip my gut
and imploy it.

Speaker 24 (01:25:49):
No need to be humble because I bought my apple bee.

Speaker 10 (01:25:51):
Because my packet stay hungry.

Speaker 1 (01:25:53):
You call eagle stroking man?

Speaker 10 (01:25:54):
Do you want to be joking?

Speaker 1 (01:25:55):
You hate? I don't want to stand my money what
you smoke mine?

Speaker 18 (01:26:00):
Hap thee carl has Actually you don't care, just like
you gonna make a top.

Speaker 1 (01:26:11):
I'm mistake you for telling the people say no compati
came doing the school guys highlight all you know you
need to mind your old day and it's no hall time.
You ain't talking abody, get about the side. If it's

(01:26:32):
stay by, keep on your goods TM you too. I
don't want to tell. I don't want to tell it
if I can to a the school because I'm like,
I'm all right. You know you need to mind your
own menes. It's high like nor hall time. You ain't
talking money and get about the side.

Speaker 3 (01:26:53):
It's highlight, it's stay right, keep on your goods call.

Speaker 1 (01:26:58):
I don't want to tell. Man, want to do it
if I came to with school because I'm going in
my life's my life. I'm all right because I know
plan I'll change it. It's my life your hometime, it's yourself.
You need to be like, No, it's my life. It's
stay right. I'll feel some on that. I don't want

(01:27:20):
to do the I.

Speaker 3 (01:27:21):
I don't want to do it if I can't doing
school because I'm going my life my life.

Speaker 1 (01:27:26):
I'm all right. You know you need to buy your
own baby.

Speaker 2 (01:27:30):
It's my life.

Speaker 1 (01:27:32):
No home time you ain't talking about you didn't get
about the side. It's my life. It's stay keep on
your buddys. Don't be a god to me.

Speaker 21 (01:27:41):
I don't want to do the w I don't want
to do it if I can to win school, because
I'm going in my life.

Speaker 10 (01:28:12):
What are you.

Speaker 1 (01:28:41):
Okay?

Speaker 8 (01:28:42):
So there are a lot of savings in me today.

Speaker 7 (01:28:45):
Some of them I do agree with, some of them
I don't, And I do think that there is a
difference between what we can do in terms of the
force oct and will be ought to do. I think
my goal societally is to advance us towards a mutually
beneficial society. And I think that a lot of the
arguments made are not only negative towards men, but women

(01:29:09):
as well, so socially, and I think that there are
three differences, three negative impacts of kind of hating on
the goal of equality and their social, economic, and political
So socially, it's fair to state that people are generally
happier when they have free will, and that it is

(01:29:30):
although we cannot agree on a definition of free will,
it is inherently better to have a society in which
all of us have a basic capacity for will over
their body and bodily autonomy. I think that a lot
of the we didn't really talk that much about feminism.

Speaker 8 (01:29:48):
If I'm being honest, my closing statement is mostly about that.

Speaker 7 (01:29:51):
But I guess what I'll say is that everyone deserves
the right to free will without judgment, and that goes
for men as well as women. I think that a
lot of the idea that men have to to maintain
force over others, and that if they don't do that,
they are emasculating themselves, is inherently stifling to young men.
I think it's negative to young men. I think it
encourages aggression against each other and against women. And I

(01:30:16):
would argue that the equal force doction is inherently a moral.
It is a moral to police and dictate society exclusively
on the basis of force. If that was the case,
then all of our presidents would be the president because
they want a freaking arm wrestle. I think economically, women
do make up forty seven percent of the labor for us,
like it or not, women add trillions of dollars to

(01:30:38):
the GDP alongside men every year. If we were to
have women just step away from working and exclusively run
the household, we would be economically handicapping our own society.
And in terms of men, the wage sagnation for the
middle class, which we didn't even get in to. There

(01:31:01):
has been incredible amounts of wage designation for middle class
and lower income workers. According to Pew Research, after adjusting
for inflation, middle class and lower income workers are making
about the same now as they did in nineteen seventy eight.
They have the same suspending power. However, the cost of
housing and living has gone up dramatically. From nineteen seventy
the median home price was twenty three thousand dollars, which,

(01:31:23):
accounting for inflation, is about one hundred and eighty thousand
dollars to today, and in twenty twenty five, the median
home price in quarter one of this year was four
hundred and sixteen thousand dollars, So it's almost three times
as high as it was in nineteen seventy eight. So,
and the average cost of raising a child is around
twenty one thousand dollars a year in the US. Of

(01:31:44):
course that depends on where you are, but that's the
national average. I think it is entirely up to men
to put the and it puts the burden entirely on
men to financially compensate for their household. You know, you're
kind of disenfranchising them on a level as well. I
think the economic standard you're trying to hold men to
is impossible and unfair, and I don't think that you

(01:32:06):
had to live it because you're not the age of
most men who are starting a family and who are
starting work, and who are starting to carry the financial
burden of a society in which they are the sole
providers for their household. And then again, money is power,
and if women don't have the ability to make money,
then they don't have the power to dictate what they
do with themselves, and they don't have the power to

(01:32:28):
get basic resources for their children like food and water
and lights and housing. And then politically, I think this
one got kind of messy because Andrew doesn't seem to
believe in basic representation for either men or women.

Speaker 8 (01:32:46):
But I believe in a representative government.

Speaker 7 (01:32:48):
I think that it is fundamentally illogical and practically impossible
to create a government that is not based on the
representation of all people. I just think that's a moral
and maybe I can't answer why that is, but I
think we a lot of people agree that they would
like the right to vote, and just because you are
stupid does not deny you the right to vote. But

(01:33:10):
despite being slightly more than half of the US population.
Women have yet to make up thirty percent of the
government in history. The total number of female Supreme Court
justices is six out of one hundred and sixteen.

Speaker 8 (01:33:24):
That's like five percent.

Speaker 7 (01:33:26):
And I just don't think you can claim to have
a representative democracy if it has never accurately represented the population.
But it doesn't sound like Andrew wants a representative democracy anyway,
so I guess that's besides the point. But in closing,
I think that it's important to note that you literally
cannot have a society of men or only women.

Speaker 8 (01:33:46):
We actively just have to work together.

Speaker 7 (01:33:47):
There's nothing we can do to avoid having to live
and work together. And I think that by hurt it
thank you, Oh sorry, how much friend do I have loved?

Speaker 1 (01:33:59):
Well?

Speaker 14 (01:34:00):
Uh, Andrew will give his closing statements, so you can
take your time though this finish up.

Speaker 7 (01:34:05):
Yeah, But anyway, I think that enforcing stringent gender norms,
and I think that enforcing strict gender roles, and I
think that encouraging people to fall into those roles if
that's not how they would like to exercise their free will,
is inherently a moral I do it fundamentally is to
force people to do things that they do not want
to do is an a moral act, and it hurts
both men and women because we fundamentally cannot exist without

(01:34:27):
each other. We have the same species. And I don't know,
you just got to make it work, all good?

Speaker 5 (01:34:34):
Yeah, okay, I know.

Speaker 1 (01:34:36):
Do you hear?

Speaker 5 (01:34:36):
You want to just check your phone see if you
heard from him?

Speaker 1 (01:34:38):
Yeah?

Speaker 5 (01:34:39):
All right, Andrew, would you like to give your closing statements?

Speaker 7 (01:34:43):
Yeah?

Speaker 2 (01:34:43):
So my opponent.

Speaker 15 (01:34:46):
This debate was particularly annoying because she just literally has
no idea what she's talking about. She contradicted herself multiple times.
She can see the forced doctrine. She said that there
was millions of people died on the trail of tears,
just to name a few. Crazy yes thinks that she
said when she did a question begging fallacy, which then
moved on into another contradiction.

Speaker 2 (01:35:06):
When we went into what actually even makes the thing bad?

Speaker 15 (01:35:09):
She couldn't decide on what even her ethical purview was
in which she was holding feminism to the standard of
an ethical purview.

Speaker 2 (01:35:15):
We couldn't even get past.

Speaker 15 (01:35:16):
A lot of that, So then we move into feminism itself.
She ends up conceding to most of my points there
as well. She says that if the Japanese, if their
birthprate went down, that would be bad. By her standard,
white people wouldn't be bad. But then she contradicted that
as well. It was this one contradiction after another. In fact,
I would say all the opponents I've ever had this
potato one contradicted herself more than maybe any other I've

(01:35:39):
ever dealt with. When I go back through it and
we clip it up, I got a feeling that it's
just going to be like eight hundred contradictions.

Speaker 2 (01:35:49):
The other thing to focus on, too, is that she
conceded altogether for doctrine.

Speaker 15 (01:35:54):
She ended up at the very end explaining that she
not only agreed that descriptively true, but that men have
no obligation whatsoever to utilize force mehalf of women. There's
no moral ought for them to do that, which is
exactly what forced doctrine dictates. So she made a complete
concession on that as well. She says that hating on

(01:36:15):
equality is stupid. But we started to kind of dive
into this, we weren't able to get to it. But
bit on college, when she conceded the point that the
standards have been lowered to the point right now a
degree is necessary to get a job. You can see
this with DII across the board. It's not an empowerment
of anybody. It's a lowering of standards, which hurts everybody.

(01:36:36):
And that's actually what's been going on in society for
a long time, is the lowering of standards that includes
with college.

Speaker 5 (01:36:43):
Right.

Speaker 2 (01:36:43):
She concedes that most of the population is stupid. That
was what she said. She said, you're right, most people
are stupid.

Speaker 15 (01:36:49):
Yet I don't think she would say most women who
go to college are stupid, Which is interesting, isn't it?

Speaker 2 (01:36:56):
Right, most popularly stupid. Most women go to college are not.

Speaker 15 (01:37:00):
But if you agree that most population is stupid, then
most you would probably have to concede that most population
goes college is also stupid, which means that standards have
been lowered there so that they can pass college.

Speaker 2 (01:37:10):
Right.

Speaker 15 (01:37:11):
She says forty seven percent of the labor force are women,
and then she acts like that's a choice, right, She's like, no,
women are empowered because.

Speaker 2 (01:37:19):
They have the choice to do that.

Speaker 15 (01:37:20):
It's like, no, they don't actually have the choice to
be stay at home moms and to income economy anymore.
And that is taking choice away from women. That's not
empowering anybody. And if you look at the mental health
crisis of women, it's almost always related to their obligations
at work and family, where if they can just focus

(01:37:40):
on one or the other, those mental health issues tend
to deteriorate. So on basically every single point my opponent lost.
It was wild to see, but she mostly lost because
I was willing to stand up to the internal critique
of my view of forced doctrine and still got the
concession out of her on what force doctrine was and
the application of it. And then on top of that,

(01:38:04):
every subsequent point I basically got a concession out of
So I don't really know how much more I could
have won this.

Speaker 2 (01:38:11):
Particular debate, but I do appreciate having it like your gun.

Speaker 5 (01:38:18):
Did you hear back from No?

Speaker 7 (01:38:20):
I didn't. But let's just do it.

Speaker 5 (01:38:22):
How long?

Speaker 17 (01:38:23):
Yeah?

Speaker 14 (01:38:23):
I okay, here, so let's do this. We'll do overtime.
But first we have a quick moment. Why did we
just do closings?

Speaker 5 (01:38:30):
Well we were, That's why I said closing.

Speaker 14 (01:38:33):
Okay, there's here pickle drys please all right, guys, so
we have pickle darys for each of you.

Speaker 8 (01:38:39):
Someone have to pay additional thousand dollars for me to open.

Speaker 2 (01:38:41):
You know they didn't because that doesn't mean he shows
every single.

Speaker 5 (01:38:46):
Just go ahead and give it and we've been given
you if you need to wipe it down or whatever.

Speaker 7 (01:38:51):
I can't do this in my nails off.

Speaker 8 (01:38:52):
But okay, all right, I didn't get it.

Speaker 14 (01:38:57):
Give it another come on, no, go it. You gotta
tap it, all right, let's see dude on the table
if you can.

Speaker 5 (01:39:07):
Ship on the table. Oh oh no, there we go. Okay,
you you undersold yourself a little bit. You yourself.

Speaker 7 (01:39:23):
That wasn't that hard?

Speaker 14 (01:39:24):
All right, take them off the table, please, well done,
Well done to both of you.

Speaker 8 (01:39:30):
I do just want to go back to some of
the claims you made your closing.

Speaker 2 (01:39:34):
I'm not really interested in dating my clothing.

Speaker 15 (01:39:37):
No I'm not.

Speaker 5 (01:39:38):
Let's focus on feminism though, so yeah, bring it to feminism.

Speaker 2 (01:39:41):
I mean, it's all, all of this is feminism.

Speaker 8 (01:39:43):
I think the part of the issue is that you
seem to have this inherent need.

Speaker 2 (01:39:47):
To Why do you say inherent so much? Doesn't make
you sound smarter.

Speaker 7 (01:39:52):
You're gonna let me finish.

Speaker 15 (01:39:53):
I just I'm really actually wondering, why do you say
inherent so much because you've argued.

Speaker 7 (01:39:58):
This point on several many you seem to have an
inherent need to limit the free will of others. You
say you don't want more people to vote, You say
you don't want women to go to college, you say
you don't want women to be.

Speaker 8 (01:40:09):
In the workforce.

Speaker 7 (01:40:10):
Everything is about limiting the free will of both men
and women on a certain point. When it comes to
the concessions, I agreed that I did concede on a
few points, but I think that that's healthy to admit
when your opponent makes a valid argument. However, I will say,
in terms of your argument, out of both your desire

(01:40:33):
for less people to vote, out of your belief that
stupid people should be somehow prevented from voting, and out
of your beliefs on feminism, you don't actually promote a
practical application of those beliefs. What is that what you need?

Speaker 15 (01:40:44):
What's impractical about any of the applications of my beliefs.

Speaker 7 (01:40:47):
It's impractical to create an IQ test for people to
be then paid to do unpaid labor that's volunteer base,
but you're paying for their housing in order to.

Speaker 15 (01:40:58):
Allow can have like fifty different options for how you
can limit the idea that uninformed voters can go after
informed voters.

Speaker 8 (01:41:08):
Who's creating?

Speaker 2 (01:41:09):
And can I can I finish the answer?

Speaker 1 (01:41:11):
No?

Speaker 2 (01:41:12):
Just let me know no ye yah, yeah.

Speaker 15 (01:41:15):
So if you can see that, you can have like
fifty different ways in which you can just get the
cap right. Some of those ideas you may bring up
valid points against them and say, Okay, well perhaps that's
not practical, but like, here's a practical application. If you've
limited voting to the age of thirty five, what's impractical
about it?

Speaker 7 (01:41:31):
It's impractical because half of all of the population that's
under thirty five would be subject to laws that they have.
So what see, So that's what I'm saying.

Speaker 15 (01:41:40):
Oh, that doesn't tell me how it's impractical. What's impractical
about it?

Speaker 7 (01:41:45):
It's not necessarily it's impractical because millions of people would
not be able. What are you doing?

Speaker 15 (01:41:52):
I'm trying to figure out where we get to the
impractical part? What's impractical? So you're just giving me more descriptors.
Millions of people won't be able to do something. Yes,
the leads of people right now can't kill people.

Speaker 2 (01:42:02):
Is that's impractical? It's like what makes it impractical?

Speaker 7 (01:42:05):
Throughout human history, people have fought for the right of
self determination.

Speaker 15 (01:42:09):
It is clearly where right here. That's not all throughout
human history. What are you talking about? That's one example.

Speaker 8 (01:42:16):
We thought a war about it, the British war about it.

Speaker 7 (01:42:18):
The Haitians have thought a war about it.

Speaker 15 (01:42:19):
Or so you're talking about war, not all throughout history,
it is entirely that's one block of history, the modern history.

Speaker 2 (01:42:28):
What does that have to do with anything? What are
you talking about?

Speaker 7 (01:42:31):
World War two was founded on a belief that people
should not be killed. That was a fight in terms
of free will. That was a fight for the free
World War two was founded on the belief that people
should not be killed.

Speaker 8 (01:42:46):
The Nazi Party in Hitler was trying to limit the
free will of others.

Speaker 7 (01:42:48):
Yes or no, No, they weren't the beginning of war.
Don't think that taking over other people's countries and territories
is limiting their free will as a country.

Speaker 15 (01:42:58):
No, what you talk you're talking about practical applications. When
you're talking about like the beginning of the war, you're
talking about the Treaty of Versaides. The Treaty of versi
lee to led to Western and Eastern Germany being divided
by the war powers.

Speaker 2 (01:43:13):
The war powers when they divided.

Speaker 15 (01:43:14):
Them and created all sorts of conflict In Germany, Hitler
began off of a campaign for unification of eastern and
Western Germany.

Speaker 7 (01:43:21):
Okay, and then he went on, Actually, you would be making.

Speaker 2 (01:43:24):
The point to that.

Speaker 15 (01:43:25):
And then he was because there was conflict in the
First World War which led to the Treaty of Versaides
that Germany got fucked.

Speaker 2 (01:43:30):
That's what you would be arguing.

Speaker 7 (01:43:31):
But then he went on to invade several many countries.

Speaker 2 (01:43:34):
Yeah, he went on to invade.

Speaker 7 (01:43:35):
Yeah, he went on.

Speaker 2 (01:43:37):
And we went on to invade Germany and some of
the Russians.

Speaker 8 (01:43:42):
Exactly.

Speaker 7 (01:43:43):
All of these fights are about sovereignty and free will
and self They're not.

Speaker 15 (01:43:47):
No, not all these fights are about free will and
sovereignty and self determination.

Speaker 2 (01:43:51):
Some of them are about exploitations.

Speaker 15 (01:43:53):
Some of them are about wanting land, some of them
are about money. Some of them are about expansionary consideration.

Speaker 7 (01:43:58):
Is the denial of someone's free will?

Speaker 2 (01:44:00):
That is, they're not.

Speaker 15 (01:44:01):
All these fights are not about free will. You'd have
to demonstrate that. How is every fight about free will?

Speaker 8 (01:44:07):
Not every single fight?

Speaker 2 (01:44:08):
Well, what the what are you talking about?

Speaker 7 (01:44:11):
Thousands of fights throughout human history. People have fought throughout
human history.

Speaker 15 (01:44:14):
For their free Most people never fought in human history
for the purposes of freedom, or free will or anything else.

Speaker 2 (01:44:22):
Yeah, okay, I'll tell you what.

Speaker 15 (01:44:23):
Give me the examples before the twentieth century. In fact,
let's start.

Speaker 2 (01:44:27):
Let's do it easy.

Speaker 15 (01:44:28):
Before the year seventeen hundred, Name a single place on
earth that was fighting for free will the feudal system.
The feudal system was fighting for free will.

Speaker 7 (01:44:39):
No, I'm saying those who fought against the monarchies and
the overthrown so many queens.

Speaker 15 (01:44:44):
The people fighting against monarchies, or people.

Speaker 2 (01:44:47):
Who wanted to be the monarch.

Speaker 10 (01:44:49):
Not entirely.

Speaker 7 (01:44:50):
Yes, tell the monarchy.

Speaker 2 (01:44:52):
That is you starving, waiting for an example, Give me
an example. I'm waiting.

Speaker 7 (01:44:55):
If you were fighting against a monarchy, that is you
serving your free will. You are fighting against free will.
But what I'm s saying is, consistently, throughout this debate,
you have advocated against the free will and the sovereignty
of other people.

Speaker 8 (01:45:06):
And I think that that is inherently divisive. It's inherently wrong.

Speaker 7 (01:45:10):
Why are you doing that?

Speaker 15 (01:45:11):
Yeah, so this would be the same exact answer for
why it is that tribalism. I would want to divide
tribalism because I don't like tribalism, so I would actually
want it divided into larger blocks. That tribalism went down,
I don't know it well, you would actually at least
have some sort of sort of voting block that made sense,
that wasn't completely decadent on social programs where all of

(01:45:34):
us had to tribalize together to build these blocks. Try
to fight against everybody else. The terrible idea always has
been you conceded that it is. You keep on saying
I'm fighting against free will, and.

Speaker 7 (01:45:43):
I don't think that a representative.

Speaker 15 (01:45:44):
I'm saying that I keep fighting against free will. That
sounds like a two part you haven't actually demonstrated for me.
We don't listen. You're talking about national systems still free.
Localized systems are.

Speaker 1 (01:45:54):
Not that much anger.

Speaker 7 (01:45:55):
You literally said that free will is a privilege that
people do not deserve.

Speaker 2 (01:46:00):
Said when when did I say that people didn't deserve
free will?

Speaker 7 (01:46:03):
When we were talking about the equals something?

Speaker 2 (01:46:05):
You don't even understand what I'm saying to you. So
we'll try to tell me.

Speaker 7 (01:46:09):
Why is it saying to me, is it moral?

Speaker 15 (01:46:10):
And let me show you if it's im moral and wrong.
Tell me what makes limiting free will immoral?

Speaker 7 (01:46:17):
You are hurting other people, You.

Speaker 8 (01:46:18):
Were causing them pain.

Speaker 7 (01:46:20):
You were inflicting a net benefit net bad on society.

Speaker 6 (01:46:24):
So what makes that?

Speaker 2 (01:46:25):
What makes that bad? Though?

Speaker 7 (01:46:28):
It makes it bad because you were causing someone pain.
How do you not agree with me that causing someone
pain is bad?

Speaker 5 (01:46:33):
Like?

Speaker 7 (01:46:34):
How are you not understanding that causing.

Speaker 2 (01:46:35):
People pain is bad? Why? Because causing them pain is bad? Yeah?

Speaker 7 (01:46:38):
But why is that because it's bad human suffering? You
are increasing human suffering?

Speaker 2 (01:46:42):
Yeah, but you haven't. You haven't told me why that's
a problem.

Speaker 8 (01:46:45):
So you think that increasing human suffering is more?

Speaker 15 (01:46:47):
Do you understand that? If I ask you a question?
You haven't told me why butterfingers taste good? And you're like,
so you're saying butter fingers taste bad?

Speaker 8 (01:46:53):
Makes I think that increasing human suffering is moral?

Speaker 1 (01:46:57):
No?

Speaker 7 (01:46:58):
I don't, but I have you agree?

Speaker 15 (01:47:00):
I have epistemic justification for that. Why do you think
it's bad?

Speaker 22 (01:47:04):
Why?

Speaker 7 (01:47:04):
Because you're increasing human suff.

Speaker 2 (01:47:06):
That doesn't tell me why it's bad.

Speaker 8 (01:47:08):
You're fracturing society to it, like you're talking about.

Speaker 7 (01:47:10):
You don't like tribalism, but yet people need to usurp
their right to exist based on forces.

Speaker 2 (01:47:17):
They need to make good their right to exist based
on force. So then force doctrine is true.

Speaker 8 (01:47:24):
Right by your definition?

Speaker 2 (01:47:27):
Okay, got it? Guys, want to make sure I got
this right.

Speaker 7 (01:47:29):
I'm just agreeing with yours.

Speaker 2 (01:47:31):
So when we start with it, this.

Speaker 15 (01:47:33):
Thing is bad because it's bad, because it's bad, then
let me try this. Limiting democracy is good because it's good,
because it's good.

Speaker 2 (01:47:43):
Ask me why it's good. Why do you think limiting
democracy because it's good?

Speaker 7 (01:47:47):
But that's not what I said.

Speaker 8 (01:47:48):
I gave you multiple reasons as a why.

Speaker 15 (01:47:49):
No, I think it's good because it reduces tribalism. I
think it's good because it reduces tribalism, and it actually
voters then would have some sort of responsibility and we
I think the all sorts of purse, which I've named
for systems of limited even monarchies, I think would be
better than unfettered democracy.

Speaker 2 (01:48:06):
Advocating for you, I think it would be better than
a democracy.

Speaker 8 (01:48:08):
Are you joking? Oh no, not, are you crazy?

Speaker 2 (01:48:12):
I'm sorry, Well, you are trying.

Speaker 7 (01:48:13):
To limit people's free will. Under a monarchy, you systematically
have less free will. You are not being represented by
your guys.

Speaker 2 (01:48:19):
Why is that bad?

Speaker 7 (01:48:21):
They're not acting in your interest and in the interests
of the general I don't think.

Speaker 15 (01:48:24):
Also, my government's acting in my interest? Go ahead and
tell me lie to me, my government's acting my interest?

Speaker 7 (01:48:30):
Well, we've talked about NGOs.

Speaker 2 (01:48:32):
Is my government acting in my interests?

Speaker 7 (01:48:35):
We would hope that it was.

Speaker 2 (01:48:36):
The point is it is? It is my government acting
in my interests.

Speaker 8 (01:48:39):
I agree that the democracy is Can you answer my
question of.

Speaker 2 (01:48:41):
My government and acting in my interests?

Speaker 8 (01:48:44):
Sometimes? When when it's not being a corrupt piece of shit?

Speaker 2 (01:48:48):
Yeah? When what is it doing that's acting in my interests?

Speaker 8 (01:48:51):
I mean by establishing laws that maintains.

Speaker 2 (01:48:54):
The force doctrine, it acts interest.

Speaker 7 (01:48:58):
Force doctrine established.

Speaker 15 (01:49:00):
Monarchy also can provide security of law using force doctrine.

Speaker 8 (01:49:04):
Not a representative democracy.

Speaker 15 (01:49:06):
You haven't demonstrated why a representative democracy is the ultimate good.

Speaker 7 (01:49:09):
Because why should you yield to a law that you
have literally zero percent saying who makes the law and
what the law is?

Speaker 15 (01:49:16):
Again, right now, there's all kinds of people who make
laws that I must obey that I had no participation
in whatsoever true or false.

Speaker 7 (01:49:25):
What laws?

Speaker 15 (01:49:26):
So you don't vote, No, even if I voted, that's
the participation.

Speaker 2 (01:49:30):
So if I go to fucking Indiana, am I subject
to Indiana law? Yeah?

Speaker 15 (01:49:34):
Did I vote in any of them that made it?
Then your whole entire argument just fell apart. If it
is the case that people can make law which I
am subject to all over the world, which they do,
including my own nation, which.

Speaker 2 (01:49:47):
They do, even in a local municipality right next door
to mine, which they do, and I have to adhere
to them and can't vote in it.

Speaker 7 (01:49:53):
If you have to say that that's a moral But
if you become a legal citizen of Indiana, then yes,
you can. You become a permanent resident of Indiana.

Speaker 15 (01:50:00):
Okay, great, if you become part of the aristocratic like,
but why is the hierarchy?

Speaker 7 (01:50:06):
You can, but why should you get to go on
vacation and then vote in that place and then leave.

Speaker 8 (01:50:10):
That's the point.

Speaker 7 (01:50:10):
If you're a mind, if you're saying, if you go
to Indiana you'll be dictated to those laws, yes, but
you're not a permanent resident.

Speaker 1 (01:50:17):
That's why.

Speaker 2 (01:50:18):
Yeah, you're just giving me descriptors.

Speaker 15 (01:50:20):
But the problem with you is like you keep saying,
a representative democracy where everybody has an equal say in law,
is the best system, because otherwise you're limiting their cognitive
ability to have free will. And it's like, okay, but
most laws you have no participation in which you follow
almost all of them.

Speaker 2 (01:50:37):
In fact, you're following laws.

Speaker 15 (01:50:38):
Right now that were made before you're even fucking born,
most of them. In fact, you're following that which were
made before you were even born.

Speaker 2 (01:50:45):
So you had you had that participation.

Speaker 7 (01:50:50):
I don't think that, which is why people fought for that.
I don't think if.

Speaker 15 (01:50:53):
One man has the right to make laws, that he
has less responsibility to his kingdom.

Speaker 7 (01:51:00):
I mean the voters.

Speaker 8 (01:51:02):
Some laws were made before I was born.

Speaker 2 (01:51:04):
Almost all of them, not almost all laws which you
follow were made before you were born.

Speaker 7 (01:51:09):
New laws are mad every year.

Speaker 2 (01:51:10):
What's my claim?

Speaker 1 (01:51:11):
Though?

Speaker 15 (01:51:11):
My claim isn't whether or not new laws are made
every year, but whether or not most of the laws
which you follow on this planet were made before you
were even born.

Speaker 8 (01:51:18):
How do you justify a monarchy?

Speaker 2 (01:51:19):
Though?

Speaker 7 (01:51:19):
That doesn't make any sense.

Speaker 15 (01:51:20):
So because I gave it, I just gave you, you
have not even justified yet. Why a democracy is good.
All you say is because we have more participation rights
in law and that, and by not doing that we
were limited somehow. But it's like most of the laws
you follow you never participated in.

Speaker 7 (01:51:40):
It is limiting to not be able to actively participate
in laws that you consistence.

Speaker 15 (01:51:46):
You don't even have political power right now. You have
to bank on tribalism for political power because you have zero.

Speaker 7 (01:51:52):
So then why would removing millions of voters give me
and others? Sorry?

Speaker 15 (01:51:58):
Because you have the to hold those voters accountable like
you would a monarch, That's why.

Speaker 8 (01:52:05):
But I can currently hold my congress people accountable.

Speaker 7 (01:52:08):
Through my vote.

Speaker 2 (01:52:09):
No, you can't.

Speaker 7 (01:52:11):
Do you hold a monarch accountablenarchy?

Speaker 2 (01:52:13):
Do you think accountability is?

Speaker 15 (01:52:15):
They can do whatever the fuck they want, leave multi
millionaires and you just voted them out of office. Great,
I don't consider that accountability.

Speaker 7 (01:52:22):
How are you holding a monarch accountable?

Speaker 2 (01:52:24):
Well, a monarch would be overthrown for having unjust laws.

Speaker 7 (01:52:26):
So then why would you do?

Speaker 2 (01:52:27):
You know what happens throws?

Speaker 8 (01:52:29):
The only way to overthrow the monowers that be is
through violence.

Speaker 2 (01:52:33):
If a monarch gets overthrown, they get killed.

Speaker 7 (01:52:35):
It sounds like you're moving us backwards. Why are you
advocating for more violent aren't you?

Speaker 2 (01:52:39):
How is that an advocation of more violence?

Speaker 7 (01:52:41):
You said you want a monarchy, democracy, said that the
way in which to control a monarchy democracy.

Speaker 15 (01:52:46):
Democracy has not prevented social violence at all. In fact,
it has increased it. Are you trying to tell me
that in the last decade democracy has saved.

Speaker 2 (01:52:56):
Us from political violence? Are you fucking serious?

Speaker 7 (01:52:59):
No, of course not.

Speaker 8 (01:53:00):
I'm not going to save us from political violence.

Speaker 7 (01:53:03):
If people are right that they don't have free choice,
let's give them less What I'm not I'm.

Speaker 15 (01:53:09):
Not even advocating for a monarchy, only telling you that
you have not justified why a monarch would be worse
than unfettered democracy.

Speaker 8 (01:53:17):
You haven't justified that limited democracy.

Speaker 15 (01:53:19):
I've shown you all the benefits for reducing tribalism, the NGOs,
all the things that you hate under your current currently.

Speaker 7 (01:53:26):
Under your.

Speaker 15 (01:53:28):
Under your because you can hold the voters who are
in the limited democracy responsible, you publicize their names and
their votes.

Speaker 8 (01:53:36):
You want to dox voters?

Speaker 7 (01:53:37):
Fuck yeah, what the fuck is wrong with you?

Speaker 2 (01:53:40):
I'm sorry you don't want to know who votes in
your interest.

Speaker 8 (01:53:43):
But you're like encouraging violence against those people, they're going
to be harassed.

Speaker 2 (01:53:47):
I guess they better fucking vote.

Speaker 7 (01:53:49):
Literally just signed the document saying I couldn't dox the studio.

Speaker 15 (01:53:51):
Why can't I do this entering a private contract? Is
Brian representing you in government?

Speaker 1 (01:53:56):
No?

Speaker 2 (01:53:57):
Would you? Would you ever? Would you ever elect the
pol plitician who is anonymous?

Speaker 7 (01:54:01):
But that's how I would We know who the legislators are,
not the voters themselves.

Speaker 2 (01:54:04):
Again, I want to hold both of them accountable both.

Speaker 7 (01:54:09):
That's like you're increasing the amount of violence against this.

Speaker 2 (01:54:11):
How is that increasing violence?

Speaker 7 (01:54:13):
Because if someone votes in a way that I do
not disagree with, and I'm a prison hugger, I can
go and shoot them.

Speaker 8 (01:54:19):
It's opening so many people up to vulnerablity.

Speaker 2 (01:54:21):
You could do it right now.

Speaker 7 (01:54:22):
Anyone want to tell if they're like.

Speaker 2 (01:54:26):
This is real quick, just real quick, so real quick?
Right now? Aren't there millions of people who publicize who
they voted for?

Speaker 1 (01:54:33):
Ye?

Speaker 2 (01:54:33):
How come they're not getting.

Speaker 7 (01:54:34):
Shot because it's their choice and they would still be
their choice.

Speaker 8 (01:54:38):
We all have the right to vote, though, Lord, why would.

Speaker 7 (01:54:41):
That make a different to vote that we can't get
mad at people.

Speaker 15 (01:54:43):
But actually, if it is the case that you thought
that political violence would increase based on how many more
people had the right to.

Speaker 2 (01:54:49):
Vote or less people have the right to vote.

Speaker 15 (01:54:51):
If more people came out saying they voted for the
political candidate you don't like, you should see an increase
in political violence, and you don't.

Speaker 8 (01:54:58):
But if only a few people have the right, uh,
and if.

Speaker 7 (01:55:01):
Like our politicians, okay, uh huh, but they're elected again,
they're elected officials. So if we're talking about the right
to vote, not the right to be a politician, if
only a few people have the right to vote and
the rest of us are all disenfranchised, and we see
that that person votes against our interests and we have
absolutely no other way to control them.

Speaker 15 (01:55:20):
Yeah, what do you think is going to happen the
same thing that would happen right now? What would be
the distinction if you came out said I voted for
Kamala Harris and you're not getting shot now, Why would
you be shot later?

Speaker 7 (01:55:29):
Because now millions of people don't have the right to
make that what they're going to be mad about it.

Speaker 2 (01:55:34):
Millions of people don't make the choice now. You don't
think millions of people don't make their choice now and
not only that here's what happens. Here's your great menage
people do.

Speaker 15 (01:55:41):
I'm going to explain the great benefit that you have
if you have it set that way for voters right
where you have a voting class which is at least
somewhat leads based on the idea that they were enfranchise
the proper way, even if it's just at thirty five.
What you do is you reduce the fact that the
Ngioke and the lobbyists can bribe that electric group, especially
if it's public. If they begin, if they can't approach voters,

(01:56:04):
they can't do things like that. You eliminate that problem.

Speaker 8 (01:56:07):
But those things are public for legislators now, and we
still haven't.

Speaker 15 (01:56:09):
They're not because what happens is they bribe the electorate.
They probe the electorate through drafting in go legislation for
the voter.

Speaker 7 (01:56:18):
Trump just took a million and upon million dollar. You
took a four hundred million dollar bribe from the studies.

Speaker 2 (01:56:23):
No he didn't, Yes he did, No he didn't.

Speaker 7 (01:56:25):
The plane.

Speaker 2 (01:56:26):
What plane?

Speaker 8 (01:56:27):
He just got a private jet donated to him.

Speaker 2 (01:56:30):
I got a little chat come in.

Speaker 5 (01:56:31):
I gotta love this chat.

Speaker 17 (01:56:32):
Come in from Avatar. Bloctavius donated two hundred dollars for you, Nima,
What would you say are your top three takes that
would trigger Andrew? Also? Can women be sexist towards men?
Can black people be racist towards white people?

Speaker 14 (01:56:49):
Let's do this answer the two questions at the end
and then come back to the Okay.

Speaker 7 (01:56:54):
I think that there are different types of sexism and
different types of racism. So in terms of actually have
the definitions of some of the types of sexism here,
I'll pull them up. Oh, I got you, I got
you very poor.

Speaker 5 (01:57:07):
While you're looking at that, I'm gonna let this.

Speaker 17 (01:57:08):
George donated two hundred dollars.

Speaker 5 (01:57:11):
Thank you, paste appreciated.

Speaker 17 (01:57:11):
It was a significant contributing factor in the line of
the indigenous people's population.

Speaker 2 (01:57:18):
No, it was the primary cause.

Speaker 17 (01:57:20):
The infected blankets were minor inct.

Speaker 2 (01:57:23):
Correct.

Speaker 8 (01:57:25):
Okay, So can can you go guys to the question,
can why.

Speaker 5 (01:57:27):
Men be sexist towards men? Can black people be racist
towards white people?

Speaker 7 (01:57:30):
Okay? Yeah, So there's actually multiple types of sexism and racism.
There's hostile sexism, benevolent, systemic, interpersonal, internalized, and ambivalent. Now
I think that women can be all of those except
for systemic and institutional institutionally, if you don't have power,
as in, you are not the vast majority in a

(01:57:52):
government and you are not actually trying to remove others
from institutional power, then you can't do that, especially if
you don't have the power to.

Speaker 5 (01:57:59):
But isn't wait wait, wait, let's let's just get through
the whole thing, okay.

Speaker 7 (01:58:02):
But I think that you can be hostile towards men
on the basis that they are men, and that would
be hostile racism. And I think that you could be
interpersonally sexist towards men on the basis that there are men,
And I also think you can have internalize sexist beliefs
about men.

Speaker 5 (01:58:17):
And then what about can black people be racist towards
white people?

Speaker 8 (01:58:20):
Basically the same?

Speaker 14 (01:58:21):
And then it seemed like Andrew wanted to bite on
that really quick. But for the top three takes that
would trigger Andrew Wilson, what would they.

Speaker 8 (01:58:29):
Be top three tracks that would trigger Andrew Wilson.

Speaker 7 (01:58:33):
I don't know. Humans deserve free will. I guess I
didn't even think that was a triggering. I thought that
was a universe to Honestly, I kind of like trolling
Andrew and like trying to piss him off, because I
think he does to do that to a lot of
his guests, and I'm sure that that is annoying, but
you know it.

Speaker 8 (01:58:54):
Is what it is.

Speaker 2 (01:58:55):
Let me know when you succeed at it.

Speaker 7 (01:58:57):
I don't know, man, you did kind of reach quid there.

Speaker 2 (01:59:00):
But you mean I went and had a cigarette and
you wouldn't had a cigarette.

Speaker 8 (01:59:02):
You were very upset, and then you left that to
me as a raid quit.

Speaker 2 (01:59:05):
But you mean you conceded the debate and I said, okay,
I'm gonna have a cigarette.

Speaker 8 (01:59:09):
No, you got very very upset.

Speaker 2 (01:59:10):
Oh okay, that sounds like cope for a person who
lost the debate.

Speaker 7 (01:59:13):
But okay, like you're kind of lying to yourself because
you don't want to feel emasculated.

Speaker 1 (01:59:18):
Okay.

Speaker 15 (01:59:18):
So if I'm a person who every single debate that
I do on this podcast, at about an hour to
an hour and a half mark, I stopped it and
get up and go have a cigarette, do you think
that I'm going to like change that behavior because you're here?

Speaker 1 (01:59:31):
No?

Speaker 2 (01:59:32):
Okay, So then it would follow that I just got
up and went and had a cigarette.

Speaker 7 (01:59:35):
Because specific when you did that specific anyway.

Speaker 5 (01:59:39):
And you wanted to respond to her position on like
it sounded like.

Speaker 15 (01:59:43):
This, she would have to the problem with this is like,
when you're talking about systemic, she very she very conveniently
only points to hierarchical government right at the top and says, well,
because that's mail right at the top, then then it
can be systemic. But it can't be systemic and there's
at the top echelons of government. It's like, okay, but
what about like schools which are completely inundated with women.

(02:00:06):
Most of the teachers are women, most of the institutions
are women, most of the people participating are women, Like overwhelmingly,
that's a female institution. It's like, so, can't teachers at
the very least show sexism towards men systemically?

Speaker 7 (02:00:21):
If an entire school decided we are not going to
hire male teachers.

Speaker 15 (02:00:24):
Yeah, no, how about like just systemically most of the
teachers decide that they're going to institute standards which benefit
the little girls over little boys.

Speaker 8 (02:00:32):
Do they do that currently?

Speaker 2 (02:00:34):
Yeah?

Speaker 8 (02:00:34):
What standards?

Speaker 15 (02:00:35):
Just even things like hold still for long periods of time,
be very quiet in class, fold your hand, class your hands.
When we look at studies for how boys learn versus
how girls learn, boys much more rambunctious, They need breaks
for much longer periods of time, rough and tumble play
needs to be encouraged, things like that.

Speaker 2 (02:00:52):
So schools definitely favor young girls over boys.

Speaker 7 (02:00:55):
Well, I would say part of the reason why you
have to sit still and be quiet and classes to
maintain class order so that you can And I would
also say, as a young girl who's very rambunctious, that
that does negatively benefit some female students.

Speaker 15 (02:01:06):
Oh that's really silly then, because the negative outcome would
be on co ed schools, which is what feminist push for.
Whereas we used to have sex segregated schools where you
could teach boys, you know, based on how boys uh
benefit from being taught and girls.

Speaker 7 (02:01:21):
Now it's all say that if I'm a girl who
benefits from how boys are being taught, then why would
separating me to a school that is exclusive.

Speaker 15 (02:01:28):
No, we would say you would get separated to a
class with other girls who are like you.

Speaker 2 (02:01:32):
But if the entire group, if you're a segregationist, if
the entire what do you mean that?

Speaker 15 (02:01:37):
How is that is saying that co ed schools have
worse outcomes than girls are boys only school as segregationists,
So answer my question.

Speaker 7 (02:01:47):
First, you plan on segregating boys and girls and separating
them so they're not in the same schools. Yeah, and
you want that universally everywhere. Yeah, but what do parents
want their kids to be in classrooms?

Speaker 2 (02:01:58):
Why would they want that so.

Speaker 7 (02:01:59):
That they can learn how to socialize with the opposite sex.

Speaker 15 (02:02:01):
Maybe they can learn how to socialize with the opposite sex,
like after school events, various things like if you've got sisters,
you would go to them the same way that we
always did.

Speaker 8 (02:02:09):
But when we had co ed schools, then why not
all girls?

Speaker 15 (02:02:13):
But inside of those schools, it would be up to
those schools to segregate those students who learned in different ways.

Speaker 2 (02:02:17):
You can put them in special education.

Speaker 7 (02:02:19):
Class Why not just do that in co ed classrooms
in you have because you all learn the same regardless.

Speaker 15 (02:02:24):
Of genders because of universalization of the rules favoring one
sex over the other, which they do.

Speaker 7 (02:02:30):
Okay, But if you had a co ed classroom in
which all students who learned a specific way, regardless of
their gender, were in that room, why not separate them
on the basis of learning style instead of just the
basis of sex.

Speaker 2 (02:02:41):
Yeah.

Speaker 15 (02:02:42):
So, if you're asking me, like, why wouldn't we take
x amount of these kids and separate them over here
and separate them over there would be just a resource issue.

Speaker 2 (02:02:50):
So we're already looking at five percent GDP.

Speaker 15 (02:02:52):
If you were to have all girls schools and all
boys schools, right, and you separated them on the basis
of all girl all boys, you would be able to limit.

Speaker 2 (02:03:01):
Resources and allocate them much better to those genders.

Speaker 8 (02:03:04):
Okay, but in public schools.

Speaker 2 (02:03:06):
That's public school I understand.

Speaker 7 (02:03:08):
So in public schools there's a certain amount.

Speaker 8 (02:03:10):
Of schools per district.

Speaker 7 (02:03:11):
If you were going to separate all of those schools,
then there would be either double the schools.

Speaker 15 (02:03:16):
Hope for you could use the same amount. You could
use the same amount of resources to double the school.
So if it's the case that right now you had
a school which was co ed, right, you could split
that school and happen still make one side boys only,
one side girls only if necessary.

Speaker 2 (02:03:31):
That happened many, many, many times.

Speaker 7 (02:03:33):
Why not just do a based on learning style.

Speaker 15 (02:03:35):
Because because again, the same amount, this amount of resources
which are allocated to a group, if you begin to
try to relocate every individualistic student into whatever core group
you think they might learn best with ultimately rather than
gender segregate, you know that the core at least most
of them share and then pick those, you know, like

(02:03:56):
the Trump problematic kids out of that pool.

Speaker 2 (02:03:58):
You're going to save a shitload of We tried.

Speaker 8 (02:04:01):
That with black people and it didn't not bring No.

Speaker 2 (02:04:03):
We're not talking about segregating based on race, But I.

Speaker 7 (02:04:06):
Mean if you're segregating based on sex, what if one
group is then funded less? And I want you to
think about Let's say, what if we did do that
and then there was a case in which teachers who
were majority female were systemically discriminating against young boy.

Speaker 2 (02:04:18):
Yeah, then you should get rid of those teachers and.

Speaker 8 (02:04:19):
They defunded the schools that were boys.

Speaker 2 (02:04:22):
How would they defund them or they choose not to teach.

Speaker 7 (02:04:26):
Those classes, or they choose to teach those classes in
a way that is not actually helpful to young boys.

Speaker 15 (02:04:30):
Yeah, you could get teachers in that would do all
male Definitely do all male classrooms.

Speaker 2 (02:04:35):
They have them right now.

Speaker 15 (02:04:36):
And not only that, we always had this by the way,
this is let's get into it. Like so for instance,
let me give you another few core ideas here. Uh,
if it is the case that you had sex segregated schools.
Do you think sex and sexual intercourse and teenage pregnancy
and STDs and schools would go up or down?

Speaker 8 (02:04:55):
It depends on how we're teaching sex education.

Speaker 15 (02:04:57):
Is just like trivially, if there's no women around, the
not going to get pregnant, right, I.

Speaker 7 (02:05:02):
Don't know if people want to have sex, they can
find the ability to see you giving like the number
one birth controls.

Speaker 2 (02:05:08):
So let me so, let me just make sure I
get that I got this right.

Speaker 15 (02:05:10):
If girls and boys go to different schools, you don't
actually think that they would be having underage sex more
or less?

Speaker 2 (02:05:18):
Do I have that right?

Speaker 7 (02:05:19):
I don't think that we can necessarily say if it
would be more or less?

Speaker 2 (02:05:23):
I like, how would we?

Speaker 15 (02:05:25):
So, no, they're just as horny, But they just don't
have access. They don't have access.

Speaker 7 (02:05:29):
Why don't they have.

Speaker 15 (02:05:30):
Access because different school Do they not have a phone?
How would they even if you have a phone, how
do you have the same access? So you do if
Susie's sitting three fucking desks down, that's insane.

Speaker 7 (02:05:42):
This is like a very this is giving boom.

Speaker 2 (02:05:44):
Are you ever going to respond respond to the argument
access to them through social media?

Speaker 20 (02:05:49):
Oh?

Speaker 15 (02:05:49):
My god, Hey, you want to meet up there and
it it's easy to meet up with them if you're
not in the same school.

Speaker 7 (02:05:54):
No, I thought you just wanted to split schools and
hacks some. You could do it for some out there.

Speaker 15 (02:06:00):
Many open campus schools, especially right especially high schools are
so large you could split them in half and it
would be like how a lot of high schools are
now where you have one here and one just down.

Speaker 8 (02:06:10):
The road, okay, and then they walk just down the
road and oh my.

Speaker 15 (02:06:13):
God, look you still don't have You still don't have
the access for talking to them, for arranging it. It's
not to say that that wouldn't still happen, but it
would necessarily reduce that, wouldn't it Just necessarily it would
be trivially true that if they did not have as
much access to each other, the chances that they're getting
that they're having sex is at least trivially going to
go down, right.

Speaker 7 (02:06:32):
Sure, But why not just increase the level of sex education?

Speaker 15 (02:06:34):
Is because we've done nothing but promote sex education in
school and it has not done anything to reduce the
idea of STDs and kids at all.

Speaker 7 (02:06:43):
I think that very much depends on the state and
the district. I think that I very much don't think
we should not have a universal.

Speaker 15 (02:06:50):
Let me just ask you like this, This is such
a thing that's common sense and drives me crazy with
the left because they're so disingenuous about this. Do you
really think, as you tell me, kits are smart and
they have smartphones and they're gonna fuck if they want
to fuck, But they're so fucking stupid they don't understand
what sex is. What are kids so fucking smart that

(02:07:11):
they're going to intelligently bypass your sexually segregated schools in
order to find each other to have sex, But they're
so fucking stupid they don't know what sex is.

Speaker 8 (02:07:20):
One is cleming, kids don't know what sex is. More
climing that they don't know how to have sex safe.

Speaker 15 (02:07:25):
Oh you're so they're so smart they can do that,
but they can't figure out to put a fucking condom on.

Speaker 7 (02:07:29):
Apparently. Apparently, I mean we see it all over the country.

Speaker 8 (02:07:32):
Children who do not have access to sex education have it.

Speaker 15 (02:07:35):
So these little fucking mcguivers are going to figure out
how grab their smartphones and guiver out how to fucking
navigate to find each.

Speaker 2 (02:07:40):
Other to fuck you. But they're not going to be
able to figure out to slap a condom.

Speaker 7 (02:07:43):
You've never been a child with a phone. I have,
and I can tell you it's not that hard.

Speaker 2 (02:07:47):
To find amazing. Is it really hard to google how
to put a condom on?

Speaker 7 (02:07:51):
Yes, but a lot of kids just genuinely do not
know or do they're so fucking smart.

Speaker 15 (02:07:57):
And by the way, the idea too that religious parents
don't instruct their children on what safe sex is is
insane said And by the way, the other problem that
you have here is again you're attributing that these people,
that these kids have mcguiver like stealth, fucking you know,
prowess where they could meet up with each other, plan
all this coordinated. When they're in sex segregated schools but

(02:08:17):
can't figure out to put on condoms or take birth control,
that's fucking insane.

Speaker 7 (02:08:21):
They should. But it's not even about putting them on.

Speaker 8 (02:08:22):
It's about having access I didn't know.

Speaker 5 (02:08:24):
How to have, as they would still have.

Speaker 2 (02:08:26):
They still have the same access. They're just in sex
segregated so.

Speaker 7 (02:08:29):
They still know.

Speaker 8 (02:08:30):
But that's what I'm saying. You don't have to do
all that if the goal is to eliminate unt pre.

Speaker 15 (02:08:35):
Seen sexual education in schools is not preventing these issues
at all, Yes, especially not when it comes to learning
and how the rules favor little girls over little boys.

Speaker 2 (02:08:45):
It's not helping with any of that. How is sex
ed helping with that sex ad so that kids know
where do go?

Speaker 7 (02:08:52):
Like I learned what planned parents?

Speaker 15 (02:08:53):
How is that helping with the bias towards little girls
over little boys in school?

Speaker 8 (02:08:58):
How?

Speaker 1 (02:08:59):
Well?

Speaker 7 (02:08:59):
Not sex education?

Speaker 10 (02:09:00):
Yeah?

Speaker 8 (02:09:00):
Are you talking about save sex or the bis?

Speaker 10 (02:09:02):
Yeah?

Speaker 15 (02:09:02):
What I'm telling you is that you have additional benefits
with sex segregated schools on top of the primary benefit
of not having favoritism over one sex over the other.

Speaker 8 (02:09:11):
Okay, but there are a lot of ways.

Speaker 7 (02:09:13):
I feel like one thing that I'm really not loving
about your argument is how different you claim girls and
boys and men.

Speaker 10 (02:09:19):
And women are.

Speaker 2 (02:09:20):
They are very different.

Speaker 8 (02:09:21):
They're not that different. We are ninety nine point nine
percent similar.

Speaker 2 (02:09:23):
And how similar are you to a chimpanzee?

Speaker 7 (02:09:26):
The same?

Speaker 2 (02:09:28):
So are you very different from a chimpanzee?

Speaker 7 (02:09:30):
Yeah, but we have.

Speaker 8 (02:09:31):
Multiple chromisoms different than chimpanzee.

Speaker 17 (02:09:33):
Wait.

Speaker 15 (02:09:33):
Wait, I'm sorry, you just said we're ninety eight I'm
sorry how much ninety eight percent, No, ninety nine.

Speaker 2 (02:09:39):
Nine, ninety nine.

Speaker 8 (02:09:42):
Similar are we to chimpanzee?

Speaker 15 (02:09:43):
Yeah, but now I kind of want to know how
genetically similar are human beings to chimpanze?

Speaker 8 (02:09:47):
The same species?

Speaker 2 (02:09:48):
Yes?

Speaker 9 (02:09:49):
Or no?

Speaker 2 (02:09:49):
Pull up the same species women?

Speaker 14 (02:09:52):
Yes, yeah, humans and chimps share a surprising ninety eight
point eight percent.

Speaker 15 (02:09:57):
Ninety eight point eight percent, where very fucking different are okay?

Speaker 7 (02:10:03):
Ninety nine point nine percent is the difference between one chromosome?

Speaker 8 (02:10:07):
Yeah, but do you understand chromosome that.

Speaker 15 (02:10:09):
If you're ninety eight or like almost by the way,
that's almost ninety nine percent similar to like one of
your ancestral cousins, and you have that much of a
stark difference that a point one percentile can mean a
huge difference.

Speaker 2 (02:10:22):
And it does.

Speaker 15 (02:10:22):
And here's the things that it means. A difference in
one sex can reproduce, the other sex cannot. One has
physical characteristics that the other one does not. One has
strength advantages the other one does not. One has emotional
problems due to hormone regulation built into the body for
reproduction that the other does not. The list goes on
and on and on of the distinct differences between males

(02:10:44):
and females, and they're huge.

Speaker 7 (02:10:45):
I actually wrote down all of the distinct differences between
men and women. So in terms of the physiological yes,
men have denser and stronger bones or thirty four percent denser.
The difference in average, we have difference in skull shapes
and jaw shapes. Men have high higher muscle mass percentage
than women, which attributes to the strength. Women have higher
body PAP percentage, men on average seven percent taller. And

(02:11:08):
then mentally it's mostly hormonal differences.

Speaker 2 (02:11:10):
Is you also you miss reproduction? Oh sure, yes, yeah, women,
that's the big one, right.

Speaker 15 (02:11:15):
Women have reproductive capacities, including a uterus, and they have
trouble with hormone regulation due to the fact that they
engage in reproduction.

Speaker 7 (02:11:23):
You know what, somebody that you say, women have trouble
with hormone regulation, and all the time I hear how
hard it is for men who have testosterone and how
hard test ausco.

Speaker 2 (02:11:29):
No, you don't.

Speaker 15 (02:11:29):
You don't hear that it's the fountain of youth for men,
keeps men young and it helps with their mood. What
you'll usually hear about for testos for testosterone in men
is that if they have lower testosterone, they have trouble
with mood regulation. Okay, yes, so maybe're talking about women
though they have trouble once per month with hormone regulation
due to their reproduction cycle.

Speaker 8 (02:11:48):
Sure, but that's not a ridiculously huge difference.

Speaker 2 (02:11:50):
It's a massive difference.

Speaker 15 (02:11:51):
At twelve times a fucking year, you have significant hormonal issues. And,
by the way, other significant hormone issues come up with
the use of birth control, the use and the use
of things like this, which are again tailored to one sex,
the sex that is capable of reproduction. So when you're
talking about the distinctions between these sexes that are way

(02:12:12):
wider than you are pretending they are, why.

Speaker 8 (02:12:14):
Do you keep trying to separate us?

Speaker 2 (02:12:16):
Because we're not the same, we're not the same.

Speaker 7 (02:12:18):
Are survive without each other, and we are the same species.
And these difference can you tell me is necessarily negative?

Speaker 2 (02:12:24):
Can you tell me again how it is that we're
not night and day difference?

Speaker 15 (02:12:28):
When you have one sex who's extremely who's much stronger
than the other much, it's it's significant.

Speaker 7 (02:12:33):
No, no, we both were not able to open that
all of gambo.

Speaker 15 (02:12:35):
Yeah, yeah, so anyway, one sex is significantly stronger than
the other.

Speaker 7 (02:12:41):
Sex.

Speaker 15 (02:12:41):
One sex does not have the same trouble with hormone regulation,
does not have a uterus, doesn't even have the same
internal organs. Their plumbing doesn't even work the same way.
The way they urinate, the way they urinate. No, no, no,
the way they urinate doesn't. It doesn't work the same way.
The the entire sexual plumbing doesn't work the same way.
The physiological differences are actually quite wise.

Speaker 7 (02:13:02):
All you've mentioned is reproductive organs. Yes, we all know
we have different reproduction not.

Speaker 2 (02:13:06):
Just reproductive organs.

Speaker 15 (02:13:07):
We have different ways in which we engage with the
world due to the different types of hormones we have
and how they're regulated in our bodies. We even have
different brain patterns of how we think.

Speaker 7 (02:13:16):
Yes, that's true, but that's not such an horrifically and
exclusive and large differences that we should treat each other differently.

Speaker 2 (02:13:21):
In many cases No, and in many cases yes, So
what cases would do.

Speaker 15 (02:13:25):
I already told you, Like in cases where you have
a predominant occupation of one sex over the other, where
they have power over young people, right and they're in
the dominant position, they can only look at it from
the preference.

Speaker 2 (02:13:37):
Of that sex.

Speaker 15 (02:13:38):
If that's the case, then if you had sex segregation
in schools, you would end up having more tailored education
to that particular set.

Speaker 7 (02:13:46):
So can I say, just my issue with all of
the things that you're talking about is practical application.

Speaker 2 (02:13:50):
It comes down that is practical.

Speaker 7 (02:13:52):
It's not impractical, But wouldn't it be slightly more practical
if we encouraged men to be teaching instead of having
to separate both the sexes, just increase the amount of.

Speaker 8 (02:14:04):
Male This is a great point, so that both men and.

Speaker 2 (02:14:06):
Yeah, this is a great point.

Speaker 15 (02:14:07):
Can you can you explain a phenomenon which happens called
male flight.

Speaker 10 (02:14:12):
Yeah.

Speaker 7 (02:14:12):
Male flight is when a career or profession becomes increasingly
female dominated and then men tend to leave that profession
and the.

Speaker 8 (02:14:21):
Pay rates go down.

Speaker 2 (02:14:22):
Yeah, why do they say that they're leaving that profession?

Speaker 7 (02:14:24):
I think there's a few reasons.

Speaker 2 (02:14:26):
That's the primary reason.

Speaker 7 (02:14:27):
I'm not sure.

Speaker 2 (02:14:27):
Actually, hazard to guess what do you think it is?

Speaker 7 (02:14:31):
Because women are mean?

Speaker 2 (02:14:33):
Well, just hazard to guess what do you actually think
it is?

Speaker 8 (02:14:39):
In all honesty, it might just be that they don't
want to.

Speaker 2 (02:14:41):
Be they don't want to deal with women.

Speaker 15 (02:14:44):
They don't want to deal with the the overage of
women and the problems which are unique to them that
women don't understand vice versa expect.

Speaker 8 (02:14:53):
To have a wife or a family or female children.

Speaker 2 (02:14:58):
Well, it's really interesting, right, want to deal with Yeah.

Speaker 15 (02:15:02):
The difference is is that having women have authority over
you in a dominated female field.

Speaker 2 (02:15:08):
Is like hell on earth for men.

Speaker 15 (02:15:10):
Inside of your personal home, where men are generally considered
the head of the household, that problem doesn't exist.

Speaker 8 (02:15:15):
So men are incapable of working with women and women
that didn't.

Speaker 2 (02:15:18):
Say incapable, said he I asked you about these Is it.

Speaker 7 (02:15:21):
Really objected to female boss?

Speaker 2 (02:15:23):
Andrew, not female boss.

Speaker 15 (02:15:25):
It's when you have a saturated When you have a
saturated female demographic and a job, you have male flight.
You said, we have male flight, and you hazarded. Your
only guest was because they don't like women.

Speaker 8 (02:15:37):
Basically, you actually look up the reasons for male flight.

Speaker 2 (02:15:40):
Yeah, look it up.

Speaker 8 (02:15:41):
I mean that just sounds like bullshit to me. It's oh,
I can't have a job because women are here.

Speaker 7 (02:15:46):
I mean, that's crazy because.

Speaker 15 (02:15:47):
They cause unique problems right from the perspective of the
men who they're in charge of.

Speaker 8 (02:15:52):
You think men cause unique problems to women.

Speaker 2 (02:15:54):
Perhaps, But here's the thing.

Speaker 15 (02:15:55):
Women don't fly away from male dominated professions. It's only
men who fly away from female to make more money.
I mean that might be well, no, that's not always
the case, especially not with education.

Speaker 8 (02:16:07):
I mean, when we're talking about male flight the phenomenon, like, let's.

Speaker 2 (02:16:11):
Think like nursing. For instance.

Speaker 15 (02:16:12):
Nursing is a very highly paid profession, but one of
the reasons that they can't get male nurses in is
because they don't want to fucking deal with women.

Speaker 7 (02:16:20):
You say that nursing is a very highly paid, highly
paid but compared to doctors, which are much more male dominated,
they make significantly more than nurses despite both having.

Speaker 15 (02:16:31):
Are you saying that women women have the same access
to become doctors as men. In fact, through your ideas
of d EI, if they can't go to college, you
can still go to college.

Speaker 7 (02:16:41):
Well not if we wait until Okay, actually, let's go
back to your whole Let's wait until after you have
kids to go to college. If a woman really wanted
to become.

Speaker 8 (02:16:47):
A doctor, that's four years of college and six years of.

Speaker 7 (02:16:51):
Medical school and then a residency and then a residency
so that they're doing the residency as a doctor basically.

Speaker 8 (02:16:56):
Yeah, so that's like, but it's abound, like it's around
like I want to say, ten years.

Speaker 7 (02:16:59):
Yes, okay, So if you start going to college at
forty after your kids, well would.

Speaker 15 (02:17:06):
You say they start at like thirty two, thirty three?
Probably you'd be done about forty one forty two.

Speaker 7 (02:17:10):
You be involved in a residency while you're raising that
particular occupation, yeah, as well as school.

Speaker 8 (02:17:16):
Why is that any different than just having.

Speaker 7 (02:17:17):
A job while you're raising What do you mean, Well,
the whole premise is that women would wait ye children
to go to Yeah. The point is it also said
that women in the workforce.

Speaker 15 (02:17:28):
It doesn't split, it doesn't split the attention from the
children and the attention on the job. Like, for instance,
would you say, especially this example, you pick the worst one,
would you say, would you say that if a woman
wanted to become a doctor and have children, that that
would can that would be considerable in the way of
time that she would have to spend working on being

(02:17:51):
a doctor, like a considerable amount of time, especially at
a residency.

Speaker 8 (02:17:55):
But I'm not against women spending time on their careers.

Speaker 7 (02:17:58):
Wow, I'm not.

Speaker 15 (02:17:59):
Yeah, yeah, but don't you think that that's going to
defer attention in a major way.

Speaker 7 (02:18:03):
Well, if the children their children as well, they're working.
But if both partners are working, and if both partners
are taking care of their kids and their kids are
getting eat.

Speaker 15 (02:18:12):
What's happening is you're just outsourcing care. You're just going
to outsource the care from the mother.

Speaker 2 (02:18:16):
You don't have to do that.

Speaker 7 (02:18:17):
You do have to do that.

Speaker 2 (02:18:18):
How do both parents work but you don't outsource any care?

Speaker 1 (02:18:21):
My parents did it.

Speaker 7 (02:18:22):
How my dad had a more flexible schedule. When my
mom was there, she took care of me.

Speaker 2 (02:18:26):
When my dad was there, he took care when nobody
was there, took care of you.

Speaker 7 (02:18:32):
I mean I think they were almost always there.

Speaker 2 (02:18:34):
Okay, So they went on like a data so they
both weren't working full time.

Speaker 7 (02:18:38):
Then they were both working full time.

Speaker 2 (02:18:39):
Okay.

Speaker 15 (02:18:39):
So you happen to be in the one unique position
school where it's so flexible one parent could always be
home with you.

Speaker 7 (02:18:46):
I went to school.

Speaker 2 (02:18:47):
That is not the case for the vast majority of school.

Speaker 15 (02:18:50):
So you're outsourcing it. So you're outsourcing your care to school.
So if a person yes, so if these people start
their work day, I well, you're.

Speaker 7 (02:18:58):
Talking about a nanny.

Speaker 2 (02:18:58):
Yeah, but even outsourcing child care, yes, of course.

Speaker 7 (02:19:03):
Okay, but it's also like like it's illegal to not
provide an education.

Speaker 15 (02:19:07):
Yeah, but the school need to be eight nine hours
a day. I mean, it's like eight if we are
producing some of the least educated children on planet Earth
in any Western nation, is the eight hour school day
really something that's beneficial. The reason it's eight nine hours
is exactly for that to try to accommodate a two
parent income and be a babysitting apparatus by the state.

(02:19:28):
So what would you advocate as the Yeah, I would
say two hours of school a day is perfectly acceptable.

Speaker 2 (02:19:33):
Two hours of school, Well, I don't know how many
hours of school day did you do?

Speaker 7 (02:19:39):
What is it like ten minutes for social studies?

Speaker 10 (02:19:41):
Well, have it out.

Speaker 2 (02:19:42):
You don't do subjects like people don't learn like that.

Speaker 7 (02:19:45):
So what do we do we do farming?

Speaker 15 (02:19:46):
No, you would do You would do months on just math,
or months on just reading, writing and arithmetic.

Speaker 7 (02:19:51):
You don't have to split you studies two hours a
day a month of each subject.

Speaker 2 (02:19:55):
Sure.

Speaker 15 (02:19:56):
Why Because people's minds, especially young minds, are tailored much
better when you're trying to learn detailed things like this.
With having, you know, an hour or two and then
a lot of playtime and a lot of unlearning and
a lot of things like that, kids actually.

Speaker 2 (02:20:10):
Do a lot better.

Speaker 8 (02:20:11):
Yeah, learning things for two hours and then you just
spend the rest of the day unlearning what you just learned.

Speaker 2 (02:20:15):
No, not unlearning what you just learned, you would be
unlearning other things.

Speaker 15 (02:20:20):
Like what like bad habits that you'd have, like you
can't take the cookie out of the cookie jar because
you get your hands smacked.

Speaker 8 (02:20:26):
By the way, it's seven to sixteen and he's calling me. Now,
hey Van, you want to come up?

Speaker 7 (02:20:33):
Do you mind grabbing?

Speaker 8 (02:20:36):
Yeah, we're going to close out now.

Speaker 7 (02:20:38):
Yeah, all right, seeing zech.

Speaker 15 (02:20:42):
I love you, But just real quick, I got this
last question. How is it that you you went to
school and had hours and hours and hours and hours
and hours and hours and hours and hours of learning?

Speaker 1 (02:20:50):
Right?

Speaker 15 (02:20:51):
Yes, okay, great? How did you think that millions of
people died on the trail of tears?

Speaker 7 (02:20:55):
Then they were forcibly removed from there?

Speaker 2 (02:20:59):
You thought millions of people died on the trail of tears?
I guess all those hours and hours and hours and
hours and hours of history really didn't sink into well, well, I.

Speaker 7 (02:21:06):
Mean learning complex thought and reading comprehension doesn't just mean.

Speaker 2 (02:21:10):
Like most kids can read.

Speaker 8 (02:21:11):
We got a number one, yeah, Andrew.

Speaker 15 (02:21:13):
And here's the thing, right, is like, if you're especially
when you're talking about reading and literacy, homeschool kids outperform
public school kids.

Speaker 2 (02:21:21):
Oh, it's not even in the same universe. And usually
most of those curriculums hour two a day.

Speaker 7 (02:21:26):
What is your source on that one?

Speaker 2 (02:21:27):
Oh, I can pull up a ton.

Speaker 15 (02:21:29):
Homeschooling has become one of the biggest alternative and most
studied alternatives since COVID nineteen because the lockdowns.

Speaker 8 (02:21:34):
I have a pretty cool documentary about homeschool.

Speaker 5 (02:21:36):
Do you guys want to do a mini clothes you
each get like a final one.

Speaker 1 (02:21:41):
Or two minutes.

Speaker 2 (02:21:41):
Well, I'll just make it super easy, so or.

Speaker 14 (02:21:43):
We'll should We'll let go first then nor so go ahead.
If you want to do a one to two minute
clothes than you, then we're out.

Speaker 7 (02:21:50):
Okay. I mean, I just think a lot of what
we just talked about is objectively a little bit ridiculous.
I don't understand why you would segregate children and massively
increase or decrease the hours that kids are in schools,
and now women don't work, and now all of these things.
It sounds like you want to turn society upside down,
which you know, good for you, But I would advocate

(02:22:12):
that it's better to it's not completely broken. But it's
not like if you understand, like the system we live
in is not completely broken to the point where you
have to completely and radically destroy it and create an
alternative that has no practical application at all, Like we've

(02:22:34):
never done that. We've never done segregated schools for two
hours a day. Really, when did we nationally have public
schools that were two hours a day separated by gender? Okay, yeah,
I mean to me, this just seems unrealistic. It seems unnecessary,

(02:22:54):
and it doesn't seem like it's really benefiting other anyone
but you, I guess, And I don't understand why you
would advocate for such impossibly impractical.

Speaker 8 (02:23:08):
Things other than to sell your debate course.

Speaker 2 (02:23:13):
You should have taken it.

Speaker 15 (02:23:14):
So what's interesting is like your entire closing statement, it's
just a giant fallacy.

Speaker 2 (02:23:19):
It was just an appeal to incredulity. It's just like
I just think it's like really like.

Speaker 7 (02:23:24):
Impractical and like well it doesn't make sense.

Speaker 15 (02:23:26):
It is that I interrupt your clothes once. No, No,
you just I just like think, like it's impractical and stuff.
It's like, well, that's not an argument for anything. And
you can see it on all the descriptive points that
I give for these problems. You say, I just don't
like the prescriptions.

Speaker 2 (02:23:40):
That's fair.

Speaker 15 (02:23:41):
You can criticize the prescriptions. But when I ask what
the criticism of the prescription is, it's just like, ah, well,
like I just like think maybe it won't like work
or or whatnot. Or you know what, we've never done
this before.

Speaker 5 (02:23:52):
We have.

Speaker 15 (02:23:53):
We never had sex segregated schools. We did, they only
they never only lasted a couple hours a day. They
most certainly did. Like if we go back through history
and you look at what local schools used to be, yeah,
they didn't take very long.

Speaker 2 (02:24:05):
There was one single school master. These were in much
smaller towns. The tailoring.

Speaker 15 (02:24:09):
By the way, if you look at what an eighth
grade education was like one hundred years ago, it's equivalent
of a college education today. And the literacy rate was
through the roof in comparison to what it is now,
it's not even the same universe. If you go back
even to the twenties, thirties, forties, fifties, it's not even
in the same universe.

Speaker 2 (02:24:26):
When you're talking about co ed schools.

Speaker 15 (02:24:29):
There's all sorts of disadvantages, which include sex, which include
STD rates, which include now revenge corn, which include all
sorts of things which now technology has enabled.

Speaker 2 (02:24:41):
And it's like you can deal with a.

Speaker 15 (02:24:43):
Lot of those problems, especially with how kids are related
to by female teachers when they're young men, by segregating
out the sexes in school.

Speaker 2 (02:24:51):
It's a great idea.

Speaker 15 (02:24:52):
Most everybody does it, at least if they have a brain,
and it works great.

Speaker 8 (02:24:57):
You keep separating us and sending.

Speaker 15 (02:24:59):
Us the closings are done. You don't want to you
want to argue after the close. I'm sorry that I
have prescriptions and I have arguments other than weird.

Speaker 5 (02:25:07):
I mean, if you guys want to continue the conversation,
but it you know, it's.

Speaker 2 (02:25:15):
Like weird man, Like everyone should just get together like
and thinkum no, no.

Speaker 7 (02:25:19):
We shouldn't just get together and sing Kumbaya, but we
should try and advance society instead of trying to do
things that we already did years ago.

Speaker 15 (02:25:26):
The literacy rate's doing real well, good job advancing society.

Speaker 7 (02:25:30):
The literacy rate is not doing bad because of feministm Andrew, get.

Speaker 2 (02:25:33):
Over, this is what is it doing bad?

Speaker 8 (02:25:35):
Because why how can you attribute it to feminine I.

Speaker 2 (02:25:40):
Asked you a question. Why is it doing bad?

Speaker 7 (02:25:42):
The literacy rate in this country is largely failing because
the public education system.

Speaker 2 (02:25:46):
Which is full of women teaching.

Speaker 15 (02:25:48):
Is incredibly underfunded and five percent of our GDP more
than any other nation.

Speaker 2 (02:25:52):
It's underfunded.

Speaker 7 (02:25:54):
It is under funded, and we can but that's that's
the most.

Speaker 15 (02:25:58):
It's the most overfund an underfunded thing in the planet.

Speaker 8 (02:26:02):
It's by district.

Speaker 7 (02:26:03):
It's not funded by the federal government.

Speaker 2 (02:26:06):
They get the same amount for distion.

Speaker 7 (02:26:08):
Yes, no, they don't, they do, they don't. Want schools
are funded by property.

Speaker 2 (02:26:14):
Taxes, PAGs on the dish. You get paid by the
head for federal funding. Federal funding, yes.

Speaker 7 (02:26:21):
But public schools do not receive the primarity of their
fund or the majority of their funding through federal mind.

Speaker 2 (02:26:27):
Yes, stay do.

Speaker 14 (02:26:33):
All right, here's what we can do. If you guys
are both open to it, we'll do a round two.
It's a future date. Would you be interested in doing
a secondary a second conversation.

Speaker 8 (02:26:44):
Hit me up, Okay, we'll talk when I'm coming back.

Speaker 14 (02:26:47):
Sure sure su sure, well we can always discuss it.
I want to thank both of you very much for
participating in this discussion, in this debate.

Speaker 5 (02:26:55):
Thank you guys so much. GG what.

Speaker 1 (02:27:05):
What cause? I'm no wants wat pacer cause I want
a work pat. You give a part and to give

(02:27:27):
a couplet?

Speaker 25 (02:27:28):
Said said same, Say so that you give a part,
I can give a b b I'm not sell I'm
i gonna.

Speaker 1 (02:27:34):
Head in the pin test. Don't give a part, I
can give a buck.

Speaker 25 (02:27:37):
That said same ten, so that give a part, I
can give a buck there.

Speaker 1 (02:27:43):
I'm not said that I'm gonna learning.

Speaker 25 (02:27:45):
A pitta on the pot sick with the contort prints.

Speaker 1 (02:27:48):
A w to that the past for the bank a
body the he said the part. I was visiting the
part And what the the money signs? What a different
body at gives a part? Take pot different na? I
don't know what the fuck do temp? What the b
Bock's all? So?

Speaker 2 (02:28:12):
I'm not what?

Speaker 1 (02:28:20):
Okay, tell what you get about I give a buck?

Speaker 25 (02:28:28):
Last success say temper so that you can put the
fun I think gives a fun man I'm not telling
him my son, study a bed chest you would give,
I can give at least said sex, say ten so
that you ve a buck the last.

Speaker 1 (02:28:44):
I'm not selling. I gonna let you bed chest.

Speaker 7 (02:28:46):
I can't buck the boy.

Speaker 1 (02:28:48):
I'm song bohop buck to the b of the bird.
Song can't buck to the boy. I soong.

Speaker 24 (02:29:04):
So.

Speaker 1 (02:29:05):
Don't think I'm not a man, Amy, you think you

(02:29:32):
want to think as.

Speaker 10 (02:29:38):
A man.

Speaker 1 (02:29:42):
You want about give up abou beat away away. You

(02:30:27):
can give up. I can give up up man success.
They take the old man. You can give. I can
give about past. I'm not selling up my father. Lift
test you give up. I can give up my man success.
They take you. You know that you give a coup man,
I'm not setting up my father. Let

All Episodes

Episode Transcript

Popular Podcasts

Stuff You Should Know

Dateline NBC

On Purpose with Jay Shetty

.css-15opob5{left:0;position:absolute;top:0.8rem;} All Episodes

.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}Feminism debate pt.2 aka Cancer of the ear 😈

Episode Transcript

Popular Podcasts

.css-r6mb8g{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:1;overflow:hidden;}Stuff You Should Know

Dateline NBC

On Purpose with Jay Shetty

All Episodes

Feminism debate pt.2 aka Cancer of the ear 😈

Stuff You Should Know